Part 27 (1/2)

To make the instruction as practical as possible, and thus prepare the pupils for service as Latin scholars in public or scholarly pursuits, the ancient literature was studied in part as a storehouse of adequate and elegant expression, and numerous phrase books [17] ritten for use in the schools When we ree of all learned literature, of the university classrooal documents, and a practical necessity for travel or communication abroad, we can realize why so much ee of the school [18] As Leach [19] so well puts it:

”The learned professions required a coe of Latin far more directly then than now A need for Latin was not confined to the Church and the priest The diplomatist, the lawyer, the civil servant, the physician, the naturalist, the philosopher, wrote, read, and to a large extent spoke and perhaps thought in Latin Nor was Latin only the language of the higher professions A merchant, or a bailiff of a uild clerk wanted it for his es in Latin; the general had to study tactics in it The architect, the musician, every one as neither a mere soldier nor a raue, as a spoken as well as a written language”

THE SCHOOLS BECOME FORMAL After the new learning had obtained a fir in the schools there happened what has often happened in the history of new educational efforts--that is, the new learning became narrow, formal, and fixed, and lost the liberal spirit which actuated its earlier pro the Italian hue personal self-culture and individual developious refor the classics as a means to these new ends After about 1500 in Italy, and 1600 in the northern countries, when the new-learning schools had becoanized, the tendency arose tothe classical literatures to ier vision, and prepare for useful public service, they ca of Caeneracy (R 146) This change alienated practical uage of the court and of diploely to preparing students to enter the universities or the service of the Church Men of the world hence turned to a new type of schools which now arose (chapter xvii), and which made preparation for social efficiency in a modern world their aim

In consequence the aiht of in teres and literatures, instead of in ter, and educational effort was transferred froer human point of view of the early humanistic teachers to the narrower andverses, and cultivating a good (Ciceronian) Latin style Sturs of such a transformation (R 137) As Latin ca, passed out of use as the language of government and of international coe of polite society, and was gradually superseded in the university lecture roo Latin died out, except for service in the Church, and the disciplinary and cultural value of the study of the classics alone reive, and better within the understanding of radually won over the cultural As a result, classical education gradually became narrow and formal, and drill in composition and declamation and imitation of the style of ancient authors--particularly Cicero, whence the terrew to be the ruling motives in instruction By the end of the sixteenth century this change had taken place in both the secondary schools and the universities, and this narrow linguistic attitude continued to dominate classical education, in Gerhteenth, and in all other western European countries and in America until near the orously challenged by the enthusiasts for modern scientific studies that the teachers of the classics awoke to the need of i of the old cultural value to what they were teaching

The new learning in northern and western Europe was also ious dissensions, following the Protestant Revolt, to a consideration of which we next turn

QUESTIONS FOR DISCUSSION

1 Explain just what is meant by the statement that mediaeval education was narrowly technical

2 State the educational ideals of the new secondary schools evolved by the Italian humanistic scholars, and shohether these ideals have been best erammar school

3 How do you explain themovement than the Church and university scholars? Do such classes to-day show the sa?

4 What was the particular importance of the recovery of Quintilian's _Institutes_? Of Cicero's _Orations_ and _Letters_?

5 What better methods could the Italian court schools have used to enable them to cover the university Arts course in shorter time? Hoould this have advanced the character of the instruction in Arts in the university?

6 Sho the type of education developed in the Italian court schools was superior to that of the best of the cathedral schools To that developed by Sturm

7 Sho the new type of secondary schools was naturally associated with court and nobility and e worldly affairs, and how in consequence the new secondary education beca continued to be considered as aristocratic education

8 Explain how the terrammar school_ all canate about the same type of secondary school

9 Had the purified Latin been restored, as the general international language of learning and govern about the civilizing influences Erasmus saw in it?

10 Has the developes aided in advancing international peace and civilization? Why?

11 Why should the new huious fervor in Gerland, in place of the patriotic fervor of the Italian scholars?

12 Was the struggle against the introduction of the new learning into the Gerainst the introduction of science into American universities?

13 Contrast the aim of Sturlish grammar schools Point out the new tendencies in his work

14 Does the sentence quoted froed conditions in England at the ed conditions always deanizations?

15 What basis, if any, did the opponents of Colet's school have for denouncing it as a temple of idolatry and heathenism?

16 Shoas natural that the first Arammar school in type

17 Show that the new conception as to education, as expressed by the new humanism, found a public ready to support it What was the nature of this public?

18 Sho the new schools were ”close to the ressive forces in the national life,” and the influence of this, particularly in England and A as the approved type of secondary education

19 Explain how the written theme of to-day is the successor of the mediaeval disputation

20 Sho the rae schools

21 Froraph quoted froe of Latin was for so long regarded as synony educated