Note: Images of the original pages are available through Internet Archive. See https://archive.org/details/reformationthere00bewsuoft Transcriber's note: Text enclosed by underscores is in italics (_italics_). Text enclosed by plus signs is in bold face (+bold+). Small capitals have been replaced by full capitals. The signature of a 1534 letter from Henry VIII. to Anne Boleyn includes a monogram combining A and B. This has been transcribed as '(AB)'. The superscript 'li', meaning 'pound sterling', has been transcribed as '-li'. The superscript 'dd', meaning unclear, has been transcribed as '-dd'. BELL'S ENGLISH HISTORY SOURCE BOOKS General Editors: S. E. WINBOLT, M.A., and KENNETH BELL, M.A. THE REFORMATION AND THE RENAISSANCE (1485-1547) Compiled by FRED. W. BEWSHER, B.A. St. Paul's School [Illustration] SECOND EDITION London G. Bell and Sons, Ltd. 1916 INTRODUCTION This series of English History Source Books is intended for use with any ordinary textbook of English History. Experience has conclusively shown that such apparatus is a valuable--nay, an indispensable--adjunct to the history lesson. It is capable of two main uses: either by way of lively illustration at the close of a lesson, or by way of inference-drawing, before the textbook is read, at the beginning of the lesson. The kind of problems and exercises that may be based on the documents are legion, and are admirably illustrated in a _History of England for Schools_, Part I., by Keatinge and Frazer, pp. 377-381. However, we have no wish to prescribe for the teacher the manner in which he shall exercise his craft, but simply to provide him and his pupils with materials hitherto not readily accessible for school purposes. The very moderate price of the books in this series should bring them within the reach of every secondary school. Source books enable the pupil to take a more active part than hitherto in the history lesson. Here is the apparatus, the raw material: its use we leave to teacher and taught. Our belief is that the books may profitably be used by all grades of historical students between the standards of fourth-form boys in secondary schools and undergraduates at Universities. What differentiates students at one extreme from those at the other is not so much the kind of subject-matter dealt with, as the amount they can read into or extract from it.