Part 52 (2/2)

In Catholic countries, too, there was a pa.s.sion for founding new schools. Especially to be mentioned are the Jesuit ”colleges,” ”of which,” Bacon confesses, ”I must say, _Talis c.u.m sis utinam noster esses_.” How well frequented they were is shown by the following figures. The Jesuit school at Vienna had, in 1558, 500 pupils, in Cologne, about the same time, 517, in Treves 500, in Mayence 400, in Spires 453, in Munich 300. The method of the Jesuits became famous for its combined gentleness and art. They developed consummate skill in allowing their pupils as much of history, science and philosophy as they could imbibe without jeoparding their faith. From this point of view their instruction was an inoculation against free thought. But it must be allowed that their teaching of the {667} cla.s.sics was excellent. They followed the humanists' methods, but they adapted them to the purpose of the church.

[Sidenote: The cla.s.sics]

All this flood of new scholars had little that was new to study.

Neither Reformers nor humanists had any searching or thorough revision to propose; all that they asked was that the old be taught better: the humanities more humanely. Erasmus wrote much on education, and, following him Vives and Bude and Melanchthon and Sir Thomas Elyot and Roger Ascham; their programs, covering the whole period from the cradle to the highest degree, seem thorough, but what does it all amount to, in the end, but Latin and Greek? Possibly a little arithmetic and geometry and even astronomy were admitted, but all was supposed to be imbibed as a by-product of literature, history from Livy, for example, and natural science from Pliny. Indeed, it often seems as if the knowledge of things was valued chiefly for the sake of literary comprehension and allusion.

The educational reformers differed little from one another save in such details as the best authors to read. Colet preferred Christian authors, such as Lactantius, Prudentius and Baptista Mantuan. Erasmus thought it well to begin with the verses of Dionysius Cato, and to proceed through the standard authors of Greece and Rome. For the sake of making instruction easy and pleasant he wrote his _Colloquies_--in many respects his _chef d' oeuvre_ if not the best Latin produced by anyone during the century. In this justly famous work, which was adopted and used by all parties immediately, he conveyed a considerable amount of liberal religious and moral instruction with enough wit to make it palatable. Luther, on Melanchthon's advice, notwithstanding his hatred for the author, urged the use of the {668} _Colloquies_ in Protestant schools, [Sidenote: 1548] and they were likewise among the books permitted by the Imperial mandate issued at Louvain.

The method of learning language was for the instructor to interpret a pa.s.sage to the cla.s.s which they were expected to be able to translate the next day. Ascham recommended that, when the child had written a translation he should, after a suitable interval, be required to retranslate his own English into Latin. Writing, particularly of letters, was taught. The real advance over the medieval curriculum was in the teaching of Greek--to which the exceptionally ambitious school at Geneva added, after 1538, Hebrew. Save for this and the banishment of scholastic barbarism, there was no attempt to bring in the new sciences and arts. For nearly four hundred years the curriculum of Erasmus has remained the foundation of our education. Only in our own times are Latin and Greek giving way, as the staples of mental training, to modern languages and science. In those days modern languages were picked up, as Milton was later to recommend that they should be, not as part of the regular course, but ”in some leisure hour,” like music or dancing. Notwithstanding such exceptions as Edward VI and Elizabeth, who spoke French and Italian, there were comparatively few scholars who knew any living tongue save their own.

[Sidenote: University life]

When the youth went to the university he found little change in either his manner of life or in his studies. A number of boys matriculated at the age of thirteen or fourteen; on the other hand there was a sprinkling of mature students. The extreme youth of many scholars made it natural that they should be under somewhat stricter discipline than is now the case. Even in the early history of Harvard it is recorded that the president once ”flogged four bachelors” for {669} being out too late at night. At colleges like Montaigu, if one may believe Erasmus, the path of learning was indeed th.o.r.n.y. What between the wretched diet, the filth, the cold, the crowding, ”the short-winged hawks” that the students combed from their hair or shook from their s.h.i.+rts, it is no wonder that many of them fell ill. Gaming, fighting, drinking and wenching were common.

[Sidenote: Mode of government]

Nominally, the university was then under the entire control of the faculty, who elected one of themselves ”rector” (president) for a single year, who appointed their own members and who had complete charge of studies and discipline, save that the students occasionally a.s.serted their ancient rights. In fact, the corporation was pretty well under the thumb of the government, which compelled elections and dismissals when it saw fit, and occasionally appointed commissions to visit and reform the faculties.

[Sidenote: of instruction]

Instruction was still carried on by the old method of lectures and debates. These latter were sometimes on important questions of the day, theological or political, but were often, also, nothing but displays of ingenuity. There was a great lack of laboratories, a need that just began to be felt at the end of the century when Bacon wrote: ”Unto the deep, fruitful and operative study of many sciences, specially natural philosophy and physics, books be not only the instrumentals.” Bacon's further complaint that, ”among so many great foundations of colleges in Europe, I find it strange that they are all dedicated to professions, and none left free to arts and sciences at large,” is an early hint of the need of the endowment of research. The degrees in liberal arts, B.A. and M.A., were then more strictly than now licences either to teach or to pursue higher professional studies in divinity, law, or medicine. Fees for graduation {670} were heavy; in France a B.A. cost $24, an M.D. $690 and a D.D. $780.

[Sidenote: New universities]

Germany then held the primacy that she has ever since had in Europe both in the number of her universities and in the aggregate of her students. The new universities founded by the Protestants were: Marburg 1527, Konigsberg 1544, Jena 1548 and again 1558, Helmstadt 1575, Altdorf 1578, Paderborn 1584. In addition to these the Catholics founded four or five new universities, though not important ones. They concentrated their efforts on the endeavor to found new ”colleges” at the old inst.i.tutions.

[Sidenote: Numbers]

In general the universities lost during the first years of the Reformation, but more than made up their numbers by the middle of the century. Wittenberg had 245 matriculations in 1521; in 1526 the matriculations had fallen to 175, but by 1550, notwithstanding the recent Schmalkaldic War, the total numbers had risen to 2000, and this number was well maintained throughout the century.

Erfurt, remaining Catholic in a Protestant region, declined more rapidly and permanently. In the year 1520-21 there were 311 matriculations, in the following year 120, in the next year 72, and five years later only 14. Between 1521 to 1530 the number of students fell at Rostock from 123 to 33, at Frankfort-on-the-Oder from 73 to 32.

Rostock, however, recovered after a reorganization in 1532. The number of students at Greifswald declined so that no lectures were given during the period 1527-39, after which it again began to pick up.

Konigsberg, starting with 314 students later fell off. Cologne declined in numbers, and so did Mayence until the Jesuits founded their college in 1561, which, by 1568, had 500 pupils recognized as members of the university. Vienna, also, having sunk to the number of 12 students in 1532, kept at a {671} very low ebb until 1554, when the effects of the Jesuit revival were felt. Whereas, during the fifteen years 1508-22 there were 6485 matriculations at Leipzig, during the next fifteen years there were only 1935. By the end of the century, however, Leipzig had again become, under Protestant leaders.h.i.+p, a large inst.i.tution.

[Sidenote: British universities]

Two new universities were founded in the British Isles during the century, Edinburgh in 1582 and Trinity College, Dublin, in 1591. In England a number of colleges were added to those already existing at Oxford and Cambridge, namely Christ Church (first known, after its founder, Wolsey, as Cardinal's College, then as King's College), Brasenose, and Corpus Christi at Oxford and St. John's, Magdalen, and Trinity at Cambridge. Notwithstanding these new foundations the number of students sank. During the years 1542-8, only 191 degrees of B.A.

were given at Cambridge and only 172 at Oxford. Ascham is authority for the statement that things were still worse under Mary, when ”the wild boar of the wood” either ”cut up by the root or trod down to the ground” the inst.i.tutions of learning. The revenues of the universities reached their low-water mark about 1547, when the total income of Oxford from land was reckoned at L5 and that of Cambridge at L50, per annum. Under Elizabeth, the universities rose in numbers, while better Latin and Greek were taught. It was at this time that a college education became fas.h.i.+onable for young gentlemen instead of being exclusively patronized by ”learned clerks.” The foundation of the College of Physicians in London deserves to be mentioned. [Sidenote: 1528]

A university was founded at Zurich under the influence of Zwingli.

Geneva's University opened in 1559 with Beza as rector. Connected with it was a preparatory school of seven forms, with a rigidly prescribed {672} course in the cla.s.sics. When the boy was admitted to the university proper by examination, he took what he chose; there was not even a division into cla.s.ses. The courses offered to him included Greek, Hebrew, theology, dialectic, rhetoric, physics and mathematics.

[Sidenote: French universities]

The foundation of the College de France by Francis I represented an attempt to bring new life and vigor into learning by a free a.s.sociation of learned men. It was planned to emanc.i.p.ate science from the tutelage of theology. Erasmus was invited but, on his refusal to accept, Bude was given the leading position. Chairs of Greek, Hebrew, mathematics and Latin were founded by the king in 1530. Other inst.i.tutions of learning founded in France were Rheims 1547, Douai 1562, Besancon[1]

1564, none of them now in existence. Paris continued to be the largest university in the world, with an average number of students of about 6000.

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