As early as 1250 it had been found necessary to provide that every scholar should have his own master, on whose roll his name should be entered, and from whom he should hear at least one lecture daily. And in 1420 Henry V. issued some ordinances for academical reform, with the object of tightening the bonds of discipline. They were reduced to a statute of the University immediately. Fines were imposed for threats of personal violence, carrying weapons, pushing with the shoulder or striking with the fist, striking with a stone or club, striking with a knife, dagger, sword-axe or other warlike weapon, carrying bows and arrows, gathering armed men, and resisting the execution of justice, especially by night.
All scholars and scholars’ servants, it was enacted, were, on first coming to Oxford, to take the oath for keeping the peace, which had hitherto been taken by graduates only; they were no longer to lodge in the houses of laymen, but must place themselves under the government of some discreet principal, approved by the Chancellor and regents. Chamberdekens were to lodge at a hall where some common table was kept. Thus the “unattached student,” who has been recently revived, was legislated out of existence.
It is not, then, surprising to find that, whilst the thirteenth century saw the beginning of the college system, the fourteenth was the era which saw its great development. Already, sixteen years after the foundation of Oriel, a North Country priest, Robert Eglesfield, chaplain of Queen Philippa, had anticipated in conception the achievement of William of Wykeham by proposing to establish a college which should be a Merton on a larger scale. But the ideas of the founder of Queen’s were greater than his resources. In the hope of assistance, therefore, and not in vain, he commended his foundation to the Queen and all future Queens-consort of England. He himself devoted his closing years and all his fortune to the infant society, for whose guidance he drew up statutes of an original character. His aim seems to have been to endow a number of students of Theology or Canon Law; to provide for the elementary education of many poor boys, and for the distribution of alms to the poor of the city. The ecclesiastical character of the college was marked by the endowment of several chaplains, and by precise directions for the celebration of masses, at which the “poor boys” were to assist as choristers, besides being trained in Grammar and afterwards in Logic or Philosophy. The bent of Eglesfield’s mind is further indicated by the symbolism which pervades his ordinances. The fellowships, which were tenable for life and intended to be well endowed, were practically restricted to natives of the North Country. And as there had been twelve apostles, so it was ordained that there should be twelve fellows, who should sit in hall on one side of the High Table, with the provost in their centre, even as Christ and His apostles, according to tradition, sat at the Last Supper. And, as a symbol of the Saviour’s blood, they were required to wear mantles of crimson cloth. The “poor boys,” who were to sit at a side-table clad in a distinctive dress, from which they derived their name of tabarders, and who were to be “opposed” or examined by one of the fellows at the beginning of every meal, symbolised the Seventy Disciples.
Some traces of the symbolism which pleased the founder still survive at Queen’s. The students are still summoned to hall, as the founder directs, by the blasts of a trumpet; still on Christmas Day the college celebrates the “Boar’s Head” dinner (see p. 23); still on 1st January the bursar presents to each guest at the Gaudy a needle and thread (aiguille et fil = Eglesfield), saying, “Take this and be thrifty.” And the magnificent wassail cup given to the college by the founder is still in use. But of the original buildings scarcely anything remains. The old entrance in Queen’s Lane has been supplanted by the front quadrangle opening on the High (1710-1730), in which Hawksmoor, Wren’s pupil, achieved a fine example of the Italian style. Wren himself designed the chapel. The magnificent library in the back quadrangle (late seventeenth century) is housed in a room, which, with its rich plaster ceiling and carving by Grinling Gibbons, is a remarkable specimen of the ornate classical style.
Eglesfield had attempted a task beyond his means. Forty years later William of Wykeham adopted his ideas, developed them and carried them out. It is the scale on which he founded S. Mary College, or New College, as it has been called for five hundred years to distinguish it from Oriel, the other S. Mary College, and the completeness of its arrangements that mark an era in the history of college foundations. Son of a carpenter at Wickham, William had picked up the rudiments of education at a grammar school and in a notary’s office. Presently he entered the King’s service. He was promoted to be Supervisor of the Works at Windsor; and made the most of his opportunity. Hoc fecit Wykeham were the words he inscribed, according to the legend, on the walls of the castle at Windsor; and it is equally true that he made it and that it made him, for so, to stop the mouths of his calumniators, he chose to translate the phrase. The King marked the admirable man of affairs; and rewarded him, according to custom, with innumerable benefices. Wykeham became the greatest pluralist of his age. He grew in favour at court, until soon “everything was done by him and nothing was done without him.” He was “so wise of building castles,” as Wycliffe sarcastically hinted, that he was appointed Bishop of Winchester and Chancellor of England. Yet in the midst of the cares of these offices he found time (1370) to set about establishing his college. His great genius as an architect, and his astonishing powers of administration under two kings, point him out as one of the greatest Englishmen of the Middle Ages. He has left his mark on his country, not only in such architectural achievements as Windsor and Queenborough Castles, the reconstruction of the nave of Winchester Cathedral (where is his altar tomb) or the
original plan of his Collegiate Buildings, but also as the founder of the public school system and the new type of college.