For only one more extract from the old romances, shall I claim the indulgence of my readers in the words of the minstrel,
“Mekely, lordynges gentyll and fre,
Lysten awhile and herken to me.”
The life of Sir Ipomydon is a finished picture of knightly history. His foster-father, Sir Tholomew,
———“a clerk he toke
That taught the child upon the boke
Bothe to synge and to rede,
And after he taught him other dede.
Afterwards to serve in halle,
Both to grete and to small.
Before the king meat to kerve
Hye and low feyre to serve.
Both of houndis and hawkis game,
After he taught him all and same,
In se, in field, and eke in river,
In wood to chase the wild deer;
And in the field to ride a steed,
That all men had joy of his deed.”
Hunting and Hawking.
The mystery of rivers and the mystery of woods were important parts of knightly education. The mystery of woods was hunting; the mystery of rivers was not fishing, but hawking, an expression which requires a few words of explanation. In hawking, the pursuit of water-fowls afforded most diversion. Chaucer says that he could
“ryde on hawking by the river,
With grey gos hawk on hand.”
The favourite bird of chase was the heron, whose peculiar flight is not horizontal, like that of field birds, but perpendicular. It is wont to rise to a great height on finding itself the object of pursuit, while its enemy, using equal efforts to out-tower it, at length gains the advantage, swoops upon the heron with prodigious force, and strikes it to the ground. The amusement of hawking, therefore, could be viewed without the spectators moving far from the river’s side where the game was sprung; and from that circumstance it was called the mystery of rivers.[50]
But I shall attempt no further to describe in separate portions the subjects of knightly education, and to fill up the sketches of the old romances; for those sketches, though correct, present no complete outline, and the military exercises are altogether omitted. We had better trace the cavalier, through the gradations of his course, in the castle of his lord.
The education of a knight generally commenced at the age of seven or eight years[51], for no true lover of chivalry wished his children to pass their time in idleness and indulgence. At a baronial feast, a lady in the full glow of maternal pride pointed to her offspring, and demanded of her husband whether he did not bless Heaven for having given him four such fine and promising boys. “Dame,” replied her lord, thinking her observation ill timed and foolish, “so help me God and Saint Martin, nothing gives me greater sorrow and shame than to see four great sluggards who do nothing but eat, and drink, and waste their time in idleness and folly.” Like other children of gentle birth, therefore, the boys of this noble Duke Guerin of Montglaive, in spite of their mother’s wishes, commenced their chivalric exercises.[52] In some places there were schools appointed by the nobles of the country, but most frequently their own castles served. Every feudal lord had his court, to which he drew the sons and daughters of the poorer gentry of his domains; and his castle was also frequented by the children of men of equal rank with himself, for (such was the modesty and courtesy of chivalry) each knight had generally some brother in arms, whom he thought better fitted than himself to grace his children with noble accomplishments.