Henry VIII—1509-1547
338. Henry's Advantages.
Henry VIII was not quite eighteen when he came to the throne. The country was at peace, was fairly prosperous, and the young King had everything in his favor. He was handsome, well educated, and fond of athletic sports. His frank disposition won friends everywhere, and he had inherited from his father the largest private fortune that had ever descended to an English sovereign. Intellectually, he was in hearty sympathy with the revival of learning, then in progress both on the Continent and in England.
339. The New Learning; Colet, Erasmus, More.
During the greater part of the Middle Ages the chief object of education was to make men monks, and originally the schools established at Oxford and Cambridge were exclusively for that purpose. In their day they did excellent work; but a time came when men ceased to found monasteries, and began to erect colleges and hospitals instead.[1]
[1] In the twelfth century four hundred and eighteen monasteries were founded in England; in the next century, only about a third as many; in the fourteenth, only twenty-three; after that date their establishment may be said to cease.
In the course of the fourteenth and fifteenth centuries William of Wykeham and King Henry VI built and endowed colleges which were specially designed to fit their pupils to live in the world and serve the state, instead of withdrawing from it to seek their own salvation.
These new institutions encouraged a broader range of studies, and in Henry VI's time particular attention was given to the Latin classics, hitherto but little known. The geographical discoveries of Henry VII's reign, made by Columbus, Cabot, and others (S335), began to stimulate scientific thought. It was evident that the day was not far distant when questions about the earth and the stars would no longer be settled by a text from Scripture which forbade further inquiry.
With the accession of Henry VIII education received a still further impulse. A few zealous English scholars had just returned from Italy to Oxford, full of ardor for a new study,—that of Greek. Among them was a young clergyman named John Colet. He saw that by means of that language, of which the alphabet was as yet hardly known in England, men might put themselves in direct communication with the greatest thinkers and writers of the past.
Better still, they might acquire the power of reading the Gospels and the writings of St. Paul in the original, and thus reach their true meaning and feel their full influence. Colet's intimate friend and fellow worker, the Dutch scholar Erasmus, had the same enthusiasm. When in sore need of everything, he wrote in one of his letters, "As soon as I get some money I shall buy Greek books, and then I may buy some clothes." The third young man, who, with Erasmus and Colet, devoted himself to the study of Greek and to the advancement of learning, was Thomas More, who later became Lord Chancellor (SS145, 351).