KING EDWARD VI ELEMENTARY SCHOOLS (fn. 1)
In 1676 the governors of the Free Grammar School
of King Edward VI, at a 'solemn meeting' drew up
some nineteen statutes for better disposing of the
school revenues. Among these statutes were two for
the appointment of an English master and a
scrivener. The English master was to teach 'in a
school distant from the grammar school 50 boys'
whose parents at the time of admission lived in
Birmingham 'to read English', and the scrivener 20
boys 'continually at once inhabitants of Birmingham' 'to write and cast account'. (fn. 2) The decision to
appoint an English master and a scrivener was much
more revolutionary than might at first appear.
Whilst the letters patent which established the
Grammar School in 1552 had given to the governors
considerable powers, including that of making
statutes and ordinances (fn. 3) for the school, the nature
of the charity had been narrowly defined. Thus the
entire revenue from the endowment was to be used
for the maintenance of a master and usher. No
provision was made either for the appointment of
additional staff or for the upkeep of buildings.
Moreover the education provided by the school was
to be entirely classical. Equally restrictive in terms
of future development was the limitation of the
benefits of the charity to boys and young men. (fn. 4) The
statutes of 1676 represent an attempt on the part of
the governors to remove anomalies in the original
charter and increase the usefulness of the charity.
By this time the income of the governors had
increased greatly (fn. 5) and it seemed intolerable that the
entire proceeds of the charity should go to the
master and usher. A great increase of population in
Birmingham also brought an increased demand for
education of a type more readily adapted to the
requirements of a growing commercial town. The
action of the governors in fixing a definite stipend
for the master and usher was understandable in
view of the situation, but the question remained
how far their right to make statutes and ordinances
enabled them to extend the scope of the charity.
Concerned lest they might be accused of misappropriating the income of the charity or of
violating the patent of 1552, the governors engineered an action in Chancery to regularize their
newly-made statutes. (fn. 6) The action brought forth a
confirmatory decree in February 1677.
For the next hundred and fifty years the charter
of 1552, interpreted by the statutes of 1676, formed
the restricted framework within which the governors
acted. The proceedings of 1676 contain hints of
further development. The English School was built
about 1680 (fn. 7) and quickly proved its value, for by the
end of the century the governors had decided to
have it rebuilt. (fn. 8) The school was rebuilt in 1704 (fn. 9)
and as time went on became more and more an
integral part of the Free Grammar School. The
success of the English School doubtless encouraged
the governors to think of extending the scope of the
charity even further, and to embark upon the
provision of elementary education.
According to Leach (fn. 10) they established two
schools of an elementary character and a night
school as early as 1703. This was just before a bitter
quarrel with James Parkinson, the contentious and
litigious chief master, (fn. 11) who finally took the quarrel
to Chancery, where long-drawn-out proceedings
followed. It is to be inferred from Leach that the
establishment of these elementary schools was one
of the things about which Parkinson complained,
but no mention of such schools appears in his bill of
complaint (fn. 12) and there is no reference to the schools
in the governors' orders of the period. The first
elementary schools referred to in the order books
were those established by an order of 6 March 1751. (fn. 13)
The reasons for the extension of the charity in
1751 must have been substantially the same as those
which impelled the governors to make changes in
1676. Birmingham was still growing very steadily,
and the demand for education, even of a rudimentary character, must have been great. In 1751,
after considering the state of the school, the governors decided to appoint four masters and mistresses
to teach English in different parts of Birmingham.
Each master or mistress was to have not more than
forty pupils. The annual salary of each teacher was
to be £15 for the full complement of pupils. Both
sexes were to benefit from this instruction, (fn. 14) so that
for the first time girls were admitted to share in the
Free School Charity. In 1751 (fn. 15) the governors
sealed statutes setting up the English Schools, as
they were called, and in 1752 two masters and two
mistresses were appointed. (fn. 16) In October 1764 the
governors established another school, at Hockley,
for the convenience of children living in the outer
parts of the parish of Birmingham. (fn. 17)
Until 1790 the governors supervised the English
Schools little. They merely appointed and paid
successive masters and mistresses, (fn. 18) and nominated
the children who attended the schools; (fn. 19) they also
made allowances of fuel. (fn. 20) No resemblance existed,
except in name, between these schools and the
English School set up in 1676. The new schools
changed hands frequently, and with each change
came a new address, for the schools were maintained
in the private houses or business premises of the
various masters and mistresses. Whether the forty
children were taught all at one time does not
appear, but this would for the most part seem
physically impossible, and in any event, hardly
necessary, for until late in the century the children
who came to the English Schools were taught to
read only. (fn. 21) The school lists which survive show
that for many years the schools were mixed: the
earliest in which the pupils are all of one sex is dated
1777. (fn. 22) From the first the governors themselves
determined what children should attend the
schools, and the school lists sent in by the masters
and mistresses specify the names of the nominating
governors.
The governors' orders give hardly any information about the masters and mistresses. That some at
least had little education may be fairly deduced from
the character of the school lists which they sent in
to the governors. Only once is a master's calling
specified in an order. (fn. 23) Other evidence shows,
however, that several masters were tradesmen. (fn. 24)
For these men, and probably most of the other
masters, it is probable that keeping their schools
was a side-line occupation; indeed, an annual stipend
of £15 (though increased in 1784 to £20) (fn. 25) suggests
that they had other sources of income. Of the
mistresses, a number were widows, and some of
these continued schools previously conducted by
their husbands. Family succession - either of
widows following husbands or sons following
fathers - was a permanent feature of the English
Schools.
Undoubtedly the most important step taken by
the governors since they had begun to make provision for elementary education came with the
opening of a school on the south side of Shut Lane
in 1776. In 1774 the governors decided to establish
a school for teaching writing, drawing, and accounts
to 50 boys living in Birmingham, and to provide
the master in charge with a house. (fn. 26) The salary of
the master was to be £40 a year (fn. 27) - appreciably
greater than that of the English School masters and
mistresses. The school was built on land belonging
to the Free Grammar School by Thomas Saul, a
Birmingham builder. (fn. 28) A surviving plan shows the
school to have been rectangular, with the schoolroom directly above the master's house. (fn. 29) The
building was completed and a master appointed in
1776. (fn. 30) The importance which the governors
attached to this school and the scale of the master's
salary leave no doubt that the mastership of Shut
Lane school was a full-time occupation.
In 1787 one of the English Schools came to an
end. This was the successor to that established in
1764 at Hockley. From Hockley the school moved
to Birmingham Heath; then in 1779 it changed
hands again and came right into the heart of the
town: the governors had either forgotten or abandoned their idea of having a school 'in the outer
parts of the parish of Birmingham'. The school
continued until 1787 when, upon the death of the
master, the governors did not appoint anyone to
succeed him.
During the last ten years of the 18th century a
great change took place in the attitude of the
governors to the English Schools. Before 1790 the
schools had been left for the most part to work out
their own salvation, but from that date onwards the
governors began to take an increasing interest.
Inevitably this led to an extension of the educational facilities which the schools offered, and much
closer and more precise control by the governors.
In 1790 they established another school for the
instruction of 50 boys, under a master at an annual
salary of £40. This school differed from its predecessors in certain respects. Whereas previously
the English Schools had provided - and were still
providing - instruction in reading only, the instruction to be given in the new school was extended to
writing and arithmetic as well. Secondly, in the new
school pupils of one sex only were to be taught.
Thirdly the salary of the master was double that of
the other masters and mistresses. (fn. 31)
Barely a month after the governors made the
order setting up this new school, they extended the
scope of another school by adding writing and
arithmetic to the reading already taught there. (fn. 32)
They also increased the salary of the master, Samuel
Iddens, to £40, and stipulated that he should hire
a schoolroom for the 40 boys under his care. At the
same time, the masters of two of the other schools,
William Taylor and Charles Brown, were given
notice on account of negligence; John Tunks
Cooper, the master of the remaining school, was
warned. This was the first time the governors had
taken any disciplinary action. They further ordered
that no masters should take 'any other scholars than
those sent them upon the Foundation during the
usual school hours'. They also resolved to raise the
salary of each master to £40 as soon as he should
deserve it and because he would be required to
instruct 40 boys in writing and arithmetic as well as
reading. (fn. 33)
The year 1790, then, marked the turning point in
the history of the English Schools. The very name
English School began to disappear and the terms
'small school', (fn. 34) 'under school', (fn. 35) 'out school' (fn. 36)
replaced it in the governors' orders. (fn. 37) One by one
the schools came to instruct the poor children of
Birmingham in writing and arithmetic as well as
reading; one by one they came to be housed in
suitable premises approved by the governors. With
the introduction of writing and arithmetic, the
governors took upon themselves the cost of providing the necessary stationery. (fn. 38) From now on boys
and girls were taught in separate schools, two for
girls being established in 1794 (fn. 39) and 1801. (fn. 40) The
instruction provided in the girls' schools was less
ambitious than that in the boys', for it was confined
to 'reading and sewing'. (fn. 41) The governors did not
specifically regulate the conduct of the schools until
1810, (fn. 42) but the dismissal of the two masters in 1790
showed that they would no longer tolerate neglect.
After 1790 they chose their masters and mistresses
with some care, and sought as far as possible to
appoint those with some qualifications to teach.
Another important development in the last
decade of the 18th century was the establishment of
evening schools. In August 1790 the governors
ordered that the master of the school in Shut Lane
should be allowed an extra £20 yearly in return for
instructing 40 boys, recommended by the governors,
each evening except Saturday and Sunday, in reading, writing, and arithmetic. (fn. 43) This formed a
precedent for the setting up of evening schools
associated with the masters of the other small
schools. (fn. 44) As with the day schools the governors
maintained the right to nominate the pupils. Such
evening schools came to be associated with all the
small schools for boys but not with those for girls.
Many lists both for the day and evening schools
have survived from the early 19th century, and often
give the ages of the pupils. The ages of the boys in
the day schools ranged from 6 to 14 and those of
the girls from 6 to 11. The evening schools contained pupils from the age of 8, often including
youths between the ages of 17 and 19, and sometimes
youths of 20. (fn. 45) The premium placed upon some
degree of education in early-19th-century Birmingham is at once apparent, as also the remarkable
facilities offered by the governors of King Edward's
School long before the time of compulsory national
education.
In 1817 the governors made further provision for
elementary education. The Birmingham National
School, which had recently been built on land
belonging to the Free Grammar School, (fn. 46) had fallen
into financial difficulties. The governors tried to help
by paying an annual subscription to the National
School on condition of always having 60 children,
male or female, in that school and of having three
of their own number upon its committee of management. (fn. 47) In 1829, however, the Charity Commissioners declared this arrangement ultra vires the
King Edward's Charity.
Between 1820 and 1829 all the small schools
maintained by the governors themselves were
closed, beginning with the evening schools. (fn. 48) The
governors seem to have been influenced partly by
motives of economy, dictated by the pressing need
to rebuild the Free Grammar School itself, and
partly by a reconsideration of the constitutional
position. (fn. 49) A committee of governors reported in
1823 that the provision of girls' schools seemed to
lie outside the scope of the charter, (fn. 50) and in 1826
another committee reported similarly on the English
Schools and the drawing school. (fn. 51) The last day
school closed in 1827, (fn. 52) and the Shut Lane school
in 1829. (fn. 53) With it came to an end the first elementary schools associated with the Free Grammar
School in Birmingham.
In 1831 an Act of Parliament began a new
chapter in the history of the school. The authors of
this legislation took into account the great demand
which existed in Birmingham for popular education
and the vacuum which had been caused by the
closing of the small schools, for the Act required
the governors within eight years to appropriate a
sum not exceeding £4,000 for building upon the
charity estates four elementary schools for poor
boys and girls of the town, parish and manor of
Birmingham. (fn. 54) After considerable delay (fn. 55) the first
three schools were built and fitted between the
years 1837 and 1839 at just above the authorized
cost for all four schools. (fn. 56)
The first of the new elementary schools was built
on the north side of Gem Street, and was opened
in 1838, (fn. 57) for the reception of 'children to be pre
pared for monitors'. It accommodated 120 boys and
116 girls. The governors who formed the elementary
schools committee had themselves interviewed the
candidates for admission. Neither the Gem Street
school nor any of the subsequent elementary
schools was mixed; the departments for the boys
and the girls were quite distinct, and were indeed
always administered as separate schools. The master
of the Gem Street boys' school was appointed at a
yearly salary of £140 and the mistress of the girls'
school at £50. (fn. 58) The Gem Street school was
situated on the town side of an area which had been
built up during the previous half century. (fn. 59) The
second school was built near the end of the Parade,
in an area of Birmingham only then under development. (fn. 60) Referred to for some time as the George
Street West school, (fn. 61) it opened in the same year as
the Gem Street school and under similar arrangements. (fn. 62) By 1840 this school had acquired the name
which it retained for the remainder of its existence:
the Edward Street school. (fn. 63) The third school,
situated in an older part of the town, near the
Digbeth end of Meriden Street, was opened in
1839. (fn. 64) It was at first a boys' school only, (fn. 65) and it
was not until 1853 that a girls' school was added. (fn. 66)
The fourth school came much later than the others.
In 1847 the governors decided to build in Pigott
Street, (fn. 67) and building was put in hand in 1851. (fn. 68)
The Pigott Street school, the name of which was
changed in 1852 to the Bath Row school, (fn. 69) was
opened in 1852. (fn. 70) It was situated near the Queen's
Hospital and off Bath Row, in a newly-developed
district of Birmingham. (fn. 71)
The statute made by the governors on 30 October
1852 'for the establishing of four elementary
schools', contemplated accommodation for 1,000
children: 125 boys and 120 girls at Gem Street,
Edward Street and Meriden Street, and 135 boys
and 130 girls at Bath Row. (fn. 72) The great public
esteem in which these schools were held led to a
keen demand for places, and children who had been
accepted for admission had to wait as long as two
years before entering. (fn. 73) In time the number of
children in the schools rose steadily. It stood at
1,150 in 1866 (fn. 74) and 1,284 in 1869. (fn. 75) The governors,
either by extensions or alterations, sought to increase
the capacity of the school buildings wherever
possible.
A prominent feature of the elementary schools
throughout their existence was that the children
attending were mostly of the middle class. The Act
of 1831 had established them for the education of
the children 'of the poorer inhabitants', (fn. 76) but as the
governors themselves wrote in 1866, the schools 'by
their excellence and success, attracted children of
a higher class than was contemplated'. (fn. 77) The school
registers show that, from the first, children of
artisans, tradesmen, professional men, and small
manufacturers entered the schools, and almost
monopolized the places. During the 1870s, when
bitter controversy raged in Birmingham over the
schemes proposed for the future arrangement of the
foundation, this feature of the elementary schools
brought forth harsh comments, especially from the
Birmingham Liberal Party. The fact that the
children in the elementary schools had always had
to buy their school books was adduced as an
important reason why the children of the poor had
not entered the schools. (fn. 78)
At first admission to the schools had been gained
by children recommended by a governor and able
to read English. (fn. 79) Children so recommended had to
pass a very simple examination set by the head
master of the Grammar School. This system lasted
many years. In 1868 the system of recommendation
by governors ceased, (fn. 80) and in 1874 at the suggestion
of A. R. Vardy, head master of the Grammar School,
the governors ordered that a competitive entrance
examination should be introduced. (fn. 81) This order
was not in fact carried out. The ages of the children
in the boys' schools had been fixed by the statute
of 1852 at 8 to 14 years and in the girls' schools at 7
to 13, (fn. 82) but, from an early date, many children
continued at school after reaching the prescribed
age. (fn. 83)
The system of instruction adopted by the
governors for use in their elementary schools was
that of the Edinburgh Sessional School, devised by
John Wood. (fn. 84) The governors entered into correspondence with Wood, (fn. 85) and in 1837 a deputation
went to Manchester to see the system in operation
there. (fn. 86) The system advocated by Wood, like those
of Bell and Lancaster, relied on the use of monitors;
it differed from the others in the emphasis laid upon
the stimulation of the intellect. (fn. 87) Except at the
Meriden Street school, where the ill health of the
master necessitated the appointment of an assistant
in 1846, (fn. 88) the teaching in the boys' schools was
carried on entirely by monitors under the supervision of the masters until the 1850s, when assistant
masters were appointed at various times to the
schools. In the girls' schools, however, there were
assistant mistresses from the first. (fn. 89) Payment of
monitors was instituted by an order of 1848, and
at the same time regulations for their appointment
and training were laid down. Monitors were to be
aged at least 13 in the boys' schools and 12 in the
girls' schools. By the third year of service a monitor
was to receive £12 yearly. (fn. 90) At the same period
assistant mistresses were receiving £20 yearly. (fn. 91) A
recurrent difficulty, in the boys' schools particularly,
was that in a thriving industrial town, where many
opportunities for employment existed, it was
'difficult to retain monitors old enough to be really
useful'. (fn. 92) As an inducement to monitors to remain,
the governors in 1852 instituted the award of oneyear grants to training schools for monitors who had
served in the schools for five years. (fn. 93) The payment
of these grants ceased in 1857, as, through a new
ruling of the Education Department, the monitors
became eligible to compete for Queen's Scholarships; instead, the governors increased their
salaries. (fn. 94) In 1865 the governors ordered that the
use of paid monitors in the boys' schools should be
discontinued and assistant masters should be
appointed in their place. (fn. 95) This order, however,
was not rigidly enforced. (fn. 96) Promotion of monitors
to assistantships was a regular feature of the elementary schools, particularly in the girls' schools, where
promotion to the position of mistress might
ultimately be gained. (fn. 97)
The administration of the elementary schools was
at first entrusted to the elementary school committee
of the governors formed in 1831; (fn. 98) this committee
was merged in the school committee in 1842. (fn. 99)
Until that year it had been customary for the
governors to appoint some of their number as
visitors to the elementary schools. In 1842, however,
visitation was entrusted to the bailiff and the head
master of the Grammar School, who was already
regarded as inspector of the schools. (fn. 1) The governors
did not appoint visitors again until 1866. (fn. 2) The first
annual examination of the children in the elementary
schools was held under the head master's direction
at the Grammar School in 1847. (fn. 3) Thereafter this
annual examination became an essential part of the
head master's duties. In 1852 the governors began
the payment to the head master of a capitation fee
of 5s. a child 'on all the scholars in the elementary
schools for the superintendence and visiting of
which. . . no remuneration has ever been made'. (fn. 4)
Before very long the examination of the elementary
schools became so onerous that the head master
found it necessary to have an assistant from the
Grammar School staff. (fn. 5) The head master of the
Grammar School was in a very real sense the head
master of the elementary schools too, and the
governors relied much on his advice in administering
the schools. Gifford, Evans and Vardy, head masters
of the Grammar School between 1848 and 1900,
contributed greatly to the successful development of
the elementary schools.
The subjects taught in the elementary schools
when first constituted were 'the fundamental principles and doctrines of the Christian religion',
English language, history, geography, writing, and
arithmetic; in addition the boys were taught bookkeeping and the elements of geometry and the girls
knitting and sewing. (fn. 6) In 1851 an arrangement was
made with the Birmingham School of Art for the
instruction of some of the pupils in drawing and
design; (fn. 7) five years later drawing classes under
masters from the School of Art were formed in the
four elementary schools. (fn. 8) Ultimately instruction in
this subject was also given by the assistants themselves. (fn. 9) Music and singing were introduced into all
the schools, algebra, geometry, and mathematical
drawing into the boys' schools. From 1862 new
subjects were added at various times to the curriculum of the top classes in particular schools: Latin
at Edward Street boys', French at Bath Row girls'
and Edward Street girls', botany at Bath Row boys',
geology at Bath Row girls'. In 1874 a science class
was instituted at Edward Street boys' school, (fn. 10) and
instruction was given in animal physiology and
electricity. (fn. 11) Before long, however, great changes
took place in the character of the schools, and with
them came an extension of the education they
provided.
In 1878, after nearly ten years of bitter controversy in which the governors, the town council, the
Birmingham School Board, the Endowed Schools
Commissioners, the Charity Commissioners, and
the political parties were all variously embroiled, a
new Scheme for the management of the Free
Grammar School came into force. Under this the
elementary schools were renamed Lower Middle
Schools. (fn. 12) Now, for the first time, the pupils were
required to pay fees: an entry fee of 2s. 6d. and a
yearly tuition fee of £1 10s. to be raised to £3 by
1881. Persistent applications by the governors to the
Charity Commissioners for permission to reduce
these fees met with no success. (fn. 13) The Scheme,
however, empowered the governors to create
foundation scholarships entitling the holders to free
places, and King Edward scholarships consisting of
annual payments to deserving pupils. (fn. 14) The Lower
Middle Schools were to teach reading, spelling,
writing, arithmetic, English grammar and literature,
the outlines of history, the elements of geography,
natural science, French, drawing, and vocal music;
in addition, the rudiments of Latin and elementary
mathematics were to be studied in the boys' school
and domestic economy and needlework in the
girls'. (fn. 15) The Scheme did not precisely fix the age
limits of the pupils in the schools, but by a subsequent order the governors laid down that boys
must be aged between 8 and 14 and girls between
8 and 16. (fn. 16) Entry to the schools depended on
written examinations, the first of which was held in
1878. (fn. 17) After the introduction of the new Scheme
much closer attention was paid to the qualifications
of the masters, mistresses, and their assistants. In
1879 the head master himself examined the competence of some assistants and salaries were now
made to depend on qualifications. (fn. 18)
It was not long before the governors saw that the
requirements of the new Scheme could not be
completely carried out in existing buildings, and in
1878 they contemplated erecting new schools in
place of those in Gem Street, Edward Street, and
Meriden Street. (fn. 19) In 1879 they removed the Edward
Street girls' school to Summer Hill House, (fn. 20) and in
1880 bought land in Albert Road, Aston, for the
site of new schools to replace the boys' and girls'
schools in Gem Street. (fn. 21) The Meriden Street girls'
schools was removed to Camp Hill House, Stratford
Road, in 1881. (fn. 22) In 1881 also the governors purchased the Birmingham and Edgbaston Proprietary
School at Five Ways, with a view to uniting in that
building the Middle School (the English School
prior to 1878) and the Bath Row boys' school. (fn. 23)
As early as 1880 the governors had realized that
'it would be a mistake to perpetuate in the erection
of new buildings, schools of the type of the Lower
Middle Schools'. The advancing standards of the
board schools seemed to be overtaking those of their
own schools. They therefore proposed that the
Lower Middle Schools should upon removal
become grammar schools, (fn. 24) and this change was
brought about when a reorganization of King
Edward's Foundation took place in 1883. The main
school became a high school for boys, and a high
school for girls was also provided for.
The boys' schools in Bath Row, Meriden Street
and Edward Street were closed in 1882 (fn. 25) and the
Gem Street schools in 1883, (fn. 26) and the pupils transferred to the new grammar schools at Five Ways,
Camp Hill, and Aston. The Bath Row, Summer
Hill, and Camp Hill girls' schools remained, but
were advanced in status to grammar schools. Of the
staffs of the old Lower Middle Schools, some but
not all found employment in the new grammar
schools. (fn. 27)
With the arrangements of 1883, the long connexion of King Edward's School with the provision
of elementary education in Birmingham came to an
end.
APPENDIX
MASTERS AND MISTRESSES OF THE ENGLISH SCHOOLS (fn. 28)
This list gives first the date of the school's foundation, followed by the names of the teachers, and
the address where known.
1752
William Latham, 10, Dudley St. (1752-60)
Rebecca Latham (1760-84)
William Taylor (1784-91)
James Linney (sen.), Hill St., 6, Lionel St., 120,
Great Charles St., 11, Back 1, Camden St., 32,
Newhall St. (1791-1825)
James Linney (jun.), 136, Great Charles St. (1825)
1752
Thomas Wilson, Old Cross (1752-5)
Thomas Taylor, Digbeth (1755-9)
Joseph Smith (1759)
Mary Gower (1759-1775)
Samuel Iddens (sen.), 130, Digbeth (1775-1792)
Samuel Iddens (jun.) (1792-1801)
The Revd. Thomas Hayward, 4, Constitution Hill
(1801-1803)
John Matthews, Sheep St. (1803-1808)
Charles Buckton, Coleshill St., 67, High St. (fn. 29)
(1808-1827)
1752
Mary Ankers, Freeman St. (1752-64)
Mary Middlemore (1764-7)
Ann Ankers (1767-9)
Abraham Saunders (1769-73)
Alice Saunders (1773)
John Cope (1773-5)
John Waidson, 80, Bull St. (1775-84)
John Tunks Cooper, 78, Bull St. (1784-94)
Charles Downes, (fn. 30) 15, Temple St. (1794-1805)
James Eades, Temple St. (1805-1810)
Edwin Scott, Lombard St., 15, Smallbrook St., 38,
Little Charles St. (1810-25)
1752
Susannah Austin, London Prentice St. (1752-73)
Mrs. B. Payton (1773)
Ralph Taylor (1773-83)
Charles Brown, Chapel St. (1783-91)
Thomas Venables Cobbe (1791-4)
Michael Ethell (sen.), 14, Inge St. (fn. 31) (1794-1826)
[?] Ethell (jun.) (1826)
1764
Joseph Smith, Hockley (1764-8)
Ann Cook, Birmingham Heath (1769-79)
William Richardson, 54, Bull St. (1779-87)
1774
[Shut Lane school] William Lander (1776-86)
Robert Foster (1786-90)
William Matthews (1790-1805)
Charles Downes (1805-1829)
1790
Henry Peale (1790-1796)
John Hinckesman, 5, Hospital St. (1796-1827) (fn. 32)
1794
Mary Stinton, Court 10, Lionel St. (1794-1826)
1801
Lucy Kimberley, 160, Bromsgrove St. (fn. 33) (1801-
1825)