brethren in religion, and whatever had to be sung at the steps of the choir or in the choir itself they sang and chanted by heart, one or two or more together, without the help of a book. One boy never looked at another when they were in their places in choir, except sideways and that very seldom, and they never spoke a word to one another; they never walked about the choir.... And in walking in procession from school they go to choir, and on leaving the choir go to school."[115] Between thirty and forty churches of secular canons are registered in Domesday Book, the majority of which were founded during the reign of Edward the Confessor. Among these pre-Conquest Collegiate Churches were All Saints' Church, Warwick, Beverley Minster, and St. Martins-le-Grand, London. At each of these churches one of the priests acted as schoolmaster, and so we assume that wherever a Collegiate Church was founded, there it was customary to delegate the task of giving instruction in Latin and Music respectively to definite persons. We know that at Warwick and Beverley there was a separate master for Song, and hence we may infer that, wherever possible, separate instructors were provided for these subjects. It must, however, be admitted that the direct evidence of general education during the Anglo-Saxon period is slight and that we are consequently largely driven to conjecture. We are justified in definitely asserting that some of the monasteries were centres of intellectual activity, and that systematic education was given in connection with some of the collegiate churches. It is also extremely probable that it was a general custom for the parish priest to give instruction in Latin to those who wished for such instruction, but it is impossible, so far as our knowledge goes now, to assert anything more than probability in this connection. BOOK II. THE CHURCH IN CONTROL OF EDUCATION. INTRODUCTORY. The second stage which we propose to trace in connection with the evolution of education, is that in which the responsibility for the provision of educational facilities, the organisation of education, the control and the recognition of teachers, were tacitly regarded by the State as among the functions which ought to be undertaken by the Church.