Every year the Master was allowed to appoint three weeks for the boys to be exercised in writing under a Scrivener. There were in Yorkshire peripatetic Scriveners, who used to wander from school to school and teach them for a few weeks in the year, after which the writing in the school would be neglected. At Durham School the writing had to be encouraged by a system of prizes, by which the best writer in the class would receive every Saturday all the pens and paper of his fellows in the form. St. Bees Grammar School in 1583 tried a similar system from another point of view, they paid the Usher 4_d._ yearly for every boy "that he shall teach to write, so long as he takes pains with them." But paper was a very great expense; for by the year 1600 there were only two paper factories in England and the price for small folio size was nearly 4_d._ a quire. Writing indeed was only beginning to be common in the schools, it had long been looked upon merely as a fine art and for ordinary purposes children had been taught by means of sand spread over a board. Henceforward steps are taken all over England to ensure its teaching; at first the expert, the Scrivener, goes round from school to school, but later the ability of the Ushers improves and no longer need they fear the competition of a rival, they begin to teach the boys themselves and writing becomes a part of the ordinary curriculum. It will be recognized that there is a central motive of religion pervading the teaching and conduct of schools towards the close of the sixteenth century, and in the seventeenth, as there always had been. "We have filled our children's bones with sin" says Hezekiah Woodward, "and it is our engagement to do all we can to root out that which we have been a means to root in so fast." A more serious spirit was abroad. The young man was to abstain from singing or humming a tune in company "especially if he has an unmusical or rough voice." Schoolmasters were to abstain from "dicing and carding," scholars from misdemeanour and irreverent behaviour towards others. Latin, Greek and Hebrew, became the "holy languages" because they were so closely allied with the Sacred Scriptures. Throughout education a deeper sense of the value of religious teaching, a deeper conviction that sin was detestable, a greater respect for outward sobriety fastened upon the minds of those who were responsible for education, and the children whom they trained grew up to be the fathers and mothers of the intense enthusiasts, who enforced religious freedom by the execution of their King. CHAPTER IV. Christopher Shute and Robert Dockray, 1599-1642.