Part 19 (1/2)

After about the year 1000 a revival of soins to be noticeable here and there in the records of the tiin to manifest themselves in many places and lands By 1200 the cities of Europe were nuh small, and their i (R 94 b)

THE RISE OF A CITY CLass As the mediaeval towns increased in size and ihts Between 1100 and 1200 there were frequent revolts of the people of the ainst their feudal overlord, and frequent dees to the towns Sometimes these insurrections were put doith a bloody hand Soranted a charter of rights, willingly or unwillingly, and freed the people froation to labor on the lands in return for a fixed ranted the inhabitants a charter by way of curbing the power of the local feudal lord or bishop The towns becaainst bishop, and the king against both In England, Flanders, France, and Gerh to purchase their freedom and a charter at some time when their feudal overlord was particularly in need of money These charters, or birth certificates for the toere carefully drawn and officially sealed docuhly prized as evidences of local liberty The docuave to the inhabitants certain specified rights as to self-governo and payment of taxes, and the military service to be rendered Before the evolution of strong national governments these charters created hundreds of ere virtually little City-States throughout Europe (R 95)

In these towns a new estate or class of people was now created (R 96), in between the ruling bishops and lords on the one hand and the peasants tilling the land on the other These were the citizens--freehers Out of this new class of city dwellers new social orders--merchants, bankers, tradesmen, artisans, and craftshts and obtained souild or apprenticeshi+p education which early developed in the cities to h or city schools of Europe, which began to develop in the thirteenth and fourteenth centuries, were the educational results of the rise of cities and the evolution of these new social classes The ti to be passed somewhat farther down the educational pyrain the mastery of its symbols

[Illustration: FIG 59 THE EDUCATIONAL PYRAMID (Froy_, p 176) The concave pyraan at the top, and has sloorked doard]

THE REVIVAL OF COMMERCE The first city of mediaeval Europe to obtain commercial prominence was Venice She early sold salt and fish obtained frooons to the Lo shi+ps to the Greek East By the year 1000 Venetian shi+ps were bringing the luxuries and riches of the Orient to Venice, and the city soon beca center There the partially civilized Christian knight ”spent splendidly,” and the Bohemian, German, and Hunnish lords came [30]

to buy such of the luxuries of the East as they could afford By 1100 Venice was a free City-State, the mistress of the Adriatic, and the trade of the East with Christian Europe passed over her wharves Frohts eastward in the great fleet she had developed, and carpets, fabrics, perfus, silks, and precious stones on the return voyage From Tana and Trebizond her traders penetrated far into the interior Her shi+ps and merchants ”held the Golden East in fee” By 1400 she was the wealthiest and most powerful city in Europe

[Illustration: FIG 60 TRADE ROUTES AND COMMERCIAL CITIES]

Genoa in tireat rival of Venice Marseilles also developed a large trade in the Mediterranean and with the north From these three cities trade routes ran to the cities of Flanders, England, and Germany, as is shown in the deburg, Haes, and London were developing into great coes, [31] bad inns, ”robber knights” and bandits, the co Great fairs, or yearly e interior towns, to which e their wares, and, still eneral education, to exchange ideas and experiences The ”luxuries” displayed at theses, dyestuffs, glass beads, glassware, table implements, perfumes, ornaments, underwear, articles of dress, silks, velvets, carpets, rugs--dazzled and astounded the simple townspeople of western Europe These fairs becah order

THE REVIVAL OF INDUSTRY AND BANKING The trading of articles at seaports and at the interior city fairs came first, and this soon worked a revolution in industry Instead of agriculture being al of the local population the only purpose, with only such arts and industries practiced as were needed to supply the wants of the townsmen, it now became possible to create a surplus to barter at the fairs for luxuries from the outside Local industries, heretofore of but little importance, now developed into trades, and the un At first ely to local handicrafts or the imitation of imported articles, but later new and ilass industry in Venice, the gold and silver industry of Florence, the weaving industry at Mainz and Erfurt, and the wool industry of Flanders The craftsman and artisan, as well as the merchant and trader, were now developed in the towns, and soon became important members of the new social order As serfs and villeins [32] were set free fro more members to the new industrial classes (R 96) Froreat revival of industry in western Europe, and by 1500 merchants and craftsmen had won back the place once held by merchants and crafts class arose, and instead of barter, banks and the use of radually extended to the other commercial cities Gradually theof interest for the use of es as ”usury” and wicked, was overcome, and Italian bankers and merchants led the world in the establishment of that credit which has made eneral use as a measure of value, the Arabic system of notation in use for commercial transactions, and credit at reasonable interest rates provided as a basis for finance, an era in trade and co set in unknown since the days of Roman rule Order, security, and a wider extension of educational advantages noere needed, and nothing contributed rowth of wealth andindustries in the towns, and the extension of cohout the country

Nothing tends so powerfully to de a people

EDUCATION FOR THESE NEW SOCIAL CLassES With the evolution of these new social classes an extension of education took place through the fores traded, not as individuals, nor as subjects of a State which protected them, for there were as yet no such States, but as uild ofco confederations, of which the Hanseatic League of northern Geruilds became wealthy and iiven trading privileges analogous to those of a modern corporation (R

95); they elbowed their way into affairs of State, and in tiovernht with the church authorities for the creation of independent burgh schools; [36] they began to read books, and books in the vernacular began to be written for they and the nobility in their patronage of learning; they everywhere stood with the kings and princes to co and to subes and drew nobles, clergy, and gentry into their honorary ency in breaking down the social-class exclusiveness of the Middle Ages In these guilds, which were self-governing bodies debating questions and deciding policies and actions, iven their e iuilds rendered a large educational service to the small merchant and worker, as they provided the technical and social education of such during the later period of the Middle Ages and in early modern tie when oppression was the rule With the revival of trade and industry craft guilds arose all over western Europe One of the first of these was the candle-anized at Paris in 1061 Soon after we find large nuuilds--masons, shoemakers, harness-makers, bakers, soldsmiths, pewterers, carpenters, leather-workers, cloth-workers, pinners, fishanized on -men's fraternities or labor unions of anized as a city guild, composed of the ”masters,” ”journeyreatprotection, was usually obtained The guild for each trade laid down rules for the nu of apprentices, [39] the conditions under which a ”journey the trade, standards to be ed, and dues and obligations of members (R 97) They supervised work in their craft, cared for the sick, buried the dead, and looked after the s and orphans Often they provided one or more priests of their own to radually the custo of the rudi to the children of the members In time money and lands were set aside or left for such purposes, and a forular school, often with instruction in higher studies added, was created for the children of uild (R 98)

APPRENTICEshi+P EDUCATION For centuries after the revival of trade and industry allwas on a se There was, of course, no machinery, and only the simple tools known from ancient times were used In a first-floor rooether made the articles which were sold by the hter in the room in front

The manufacturer and merchant were one Apprentices were bound to afor the training and education to be received, and the ed both the apprentices and the paid workmen in the family rooms above the shop and store

The for which thus developed, from an educational point of view, forms for us the iuilds With the subdivision of labor and the developuild idea was extended to the new occupations, and a steady strea to the toas absorbed by theovern period up to the nineteenth century this apprenticeshi+p education in a trade and in self-government constituted almost the entire formal education the worker with his hands received The sons of the barbarian invaders, as well as their knightly brothers, at last were busy learning the great lessons of industry, cooperation, and personal loyalty Here begins, for western Europe, ”the nobility of labor--the long pedigree of toil” So well in fact did this apprentice syste and education meet the needs of the time that it persisted, as was said above, well into the nineteenth century (Rs 200, 201, 242, 243), being displaced only by modern powerthe later Middle Ages and in modern times it rendered an important educational service; in the later nineteenth century it becaress that it has had to be supplemented or replaced by systematic vocational education

INFLUENCE OF THESE NEW MOVEMENTS We thus see, by the end of the twelfth century, a number of new influences in western Europe which point to an intellectual awakening and to the rise of a new educated class, separate froy on the one hand or the nobility on the other, and to the awakening of Europe to a new attitude toward life Saracen learning, filtering across froe Europe previously had, and had stiun its great work of reorganizing and systey, which was destined to free philosophy, hitherto regarded as a dangerous foe or a suspected ally, fro of the subject Civil and canon law had been created as wholly new professional subjects, and the beginnings of the teaching of medicine had been made Instead of the old Seven Liberal Arts and a very limited course of professional study for the clerical office being the entire curriculuy the one professional subject,find, by the beginning of the thirteenth century, a nue future significance--subjects destined to break the istic hair-splitting The next step in the history of education ca and teaching could be carried on free from civil or ecclesiastical control, with the consequent rise of an independent learned class in western Europe This came with the rise of the universities, to which we next turn, and out of which in time arose the future independent scholarshi+p of Europe, Aeneral

We also discover a series of new movements, connected with the Crusades, the rise of cities, and the revival of trade and industry, all of which clearly es We note, too, the evolution of new social classes--a new Estate--destined in time to eclipse in i the ruling classes of the s of an important independent system of education for the hand-workers which sufficed until the days of steam, machinery, and the evolution of the factory systereat significance in the history of our western civilization, and with the opening of the wonderful thirteenth century the western world is well headed toward a new life and

QUESTIONS FOR DISCUSSION

1 Why is it that a strong religious control is never favorable to originality in thinking?

2 Sho the work of the Nestorian Christians for the Mohammedan faith was another example of the hellenization of the ancient world

3 Would it be possible for any people anywhere in the world today to hth and early ninth centuries, without such work per everywhere? To what is the difference due?

4 What were the chief obstacles to Europe adopting at once the learning fro centuries to discover this learning independently? 5 Why did Aristotle's work seereater value to the mediaeval scholar than the Moslem science? What are the relative values to-day?

6 Why should the light literature of Spain be spoken of as a gay contagion? Did this Christian attitude toward fiction and poetry continue long?

7 In as the _Sic et Non_ of Abelard a complete break with mediaeval traditions?

8 How did the fact that Dialectic (Logic) now becareat subject of study in itself denote a nificance of the pro?

9 What was the effect on inquiry and individual thinking of the method of presentation used by Saint Thoica_?

10 How do you explain the all-absorbing interest in scholasticisreater part of a century?

11 State the significance, for the future, of the revival of the study of Ro future civilization

12 How do you explain the Christian attitude toward disease, and the scientific treatment of it? Has that attitude entirely passed away?