Very explicit rules were laid down for the government of the pupils’ behavior, both in school and out. By some masters they were enforced mildly; by others harshly. In spite of excellent rules and premiums offered, the masters were perplexed with the discipline and attendance problems. School was kept for five and one-half days per week and from seven to eight hours each day; however, some were kept only half days. Vacations were brief and seldom. The various student papers indicate the presence of a student organization. To promote the interest of the pupils and assist the master, visitations were performed at periods by the committee on schools. [Sidenote: Curriculum of Latin School] [Sidenote: Grammars used] [Sidenote: Method] The curriculum of the Latin School consisted of Latin, Greek, English grammar, writing and mathematics. There was some overlapping of the curricula of the English and Latin schools. Rudiman’s _Grammar_ was used, and Davy’s _Adminiculum Puerile_, Gough’s _English Mannor_, and Perrin’s _Grammar of the French Tongue_ were available for use. Whether classical authors were or were not included in the materials used in Greek and Latin classes is not shown by the records. It has been stated that parsing, analysis, double translation, and speaking Latin as much as possible in school, were the chief elements in the method of instruction. Mathematics included anything as advanced as spherical trigonometry and conic sections. [Sidenote: Curriculum of lower schools] [Sidenote: In the Negro School] The curriculum of the lower schools consisted of reading, writing, casting accounts and arithmetic. No mention is made that French was taught before Benezet’s coming in 1742. Though no early explicit reference to spelling is made, we infer it must have been taught at an early date. Many schools were kept for poor children in which were taught reading, writing and sewing. The curriculum of the Negro School consisted of reading, writing and arithmetic. [Sidenote: Literature used in the meetings] A large amount of literature of religious character was circulated through the meetings, and probably constituted a good part of the materials used in the schools. CHAPTER X MASTERS AND MISTRESSES [Sidenote: Discussion of individual masters to be brief] There is on this subject a considerable amount of available material, though much of it is difficult of access. Of a long list of Quaker masters, and mistresses too, for they employed women from the very earliest date, it will be impossible in the brief space of this chapter to say more than a word. Some will only be mentioned because of scarcity of material concerning them; others must be only mentioned, even though they are of such importance that the story of their lives have required and would require volumes to write.[955] [Sidenote: Qualifications demanded of teachers; morality, membership and competency]