Part 91 (1/2)
[1] Much as universities have contributed to intellectual progress, hostility to new types of thinking and to new subjects of study has been, through all time, a characteristic of many of their ressive forces on the outside to overcome their opposition to new lines of scholarshi+p and public service
[2] For a list of these treatises, see Monroe's _Cyclopedia of Education_, vol v, p 154
[3] The distinguished author, Montaigne, was un as an institution for the instruction of the poor, e the use of the Bible and the vernacular, but when the new learning ca was added and the instruction of the brotherhood becaely humanistic
[5] The influence of the old Greek classical ter, and is another evidence of the permanence of Greek ideas
Sturm here adopted the Italian no called his school a _Gyymnasia Italorum_ Both derived the term from the _Gymnasia_ of ancient Greece, just as the academies of the Italian cities took their name from the _Academy_ of Plato at Athens (p 44) Another famous Greek school was the _Lyceum_, founded by Aristotle (p 44) All these na in Italy, and were applied to the new classical schools at a tiiven classical form As a result the Italian secondary schools of to-day are known as _ginnasio_, and the Gerymnasia_ The French took their terlish named their classical schools after the chief subject of study, hence the English _grammar schools_ In 1638 Milton visited Italy, and was much entertained in Florence by members of the academy and university there In 1644 he published his _Tractate on Education_, in which he outlined his plan for a series of classical _acadeland Milton was a church refor Araland
[6] Melanchthon, in his famous Saxony plan of 1528, had provided for but three classes (R 161) The class-for-each-year idea was new in Ger the one language of the school A century later, when it was attempted by the Jansenists, in France, to teach Greek directly through the vernacular, the practice was loudly condemned by the Jesuits as impious, because it broke the connection between France and Rome
[8] His phrase book, _De Copia Verboruh sixty editions in his lifetime, and was popular for a century after his death
His book of proverbs, the _Adagia_, was in both Latin and Greek, and idely used His Book of Sayings fromata_) was a collection of little stories, much like some of our best modern books for eleues, idely used for two centuries in Protestant countries These four ritten between 1511 and 1519, and largely for use in Saint Paul's School His Latin edition of Theodorus Gaza's Greek Gralish schools for the first time a standard text
[9] They were _On the First Liberal Education of Children_ (1529), and _On the Order of Study_ (1511)
[10] His _Praise of Folly_ (1509), and his _Ciceronian_ (1528)
[11] The introduction of the new learning into the English universities was easier than elsewhere, because the English universities had broken up into groups of residence halls, known as _colleges_ If the old colleges could not be reformed new ones could be created, and this took place
Trinity College, at Cae, founded in 1540, was from the first a center of hu founded royal professorshi+ps of Civil Law, Hebrew, and Greek at Caer Ascham, author of _The Scholee (R 139)
[13] For generations this faland what Donatus was to raland Lily visited Jerusalem and studied under the best Latin teachers in Rome, so that he ranks with Linacre, Grocyn, and Colet as an introducer of classical culture into England
[14] Winchester was the first of the so-called ”great public schools” of England, of which Eton, Saint Paul's, Westby, Shrewsbury, and Merchant Taylors' are the other eight The foundation statutes of Winchester made elaborate provision for ”a Warden, a Head Master, ten Fellows, three Chaplains, an Usher, seventy scholars, three Chapel Clerks, sixteen Choristers, and a large staff of servants,”
as did Henry VIII later on for Canterbury (R l72 a) The Warden and Felloere the trustees In addition to the seventy scholars (Foundationers) other non-foundationers (Commoners) were to be admitted to instruction The ad, and Old Donatus,” and the school was to teach Grae in the nature of the instruction when the new learning came in, this and the other ”public schools” reed until the second half of the nineteenth century
[15] Statutes for this school had provided the following entrance regulations: ”But first see that they can the Catechislish or Latyn, that every one of the said two hundred & fifty schollers can read perfectly & write competently, or els lett them not be admitted in no wise”
[16] His _The Positions_ (1581), and _The Elementarie_ (1582) See Chapter XVIII
[17] Soloraphy of 128 _Phrase Books_ which had appeared by that ti selection from the _Colloquies_ of Corderius (R 136) illustrates their nature:
Col 7 Clericus Col 7 Clericus, The Master Magister
C Master, o home? patruelis eamus domohter's wedding Ad nuptias consobrinae
M When is she to be married? Quando est nuptura?
C To-o so quickly? Cur tam cit vultis ire?
C To CHANGE OUR CLOATHS _Ut mutemus vestimenta_
[18] Sturm, Trotzendorf, and Neander insisted on the use of Latin in all conversation in the school, and the Jesuits later on subjected boys to a whipping if reported as having used the vernacular
[19] Leach, A F, _English Schools at the Reformation_, p 105
CHAPTER XII