CHAPTER IX
FEMININE EDUCATION
There is probably no more interesting phase of Columbus' Century for our time than its feminine education, for the education of women had a period of important development in the fifteenth and sixteenth centuries which affected a very large number of women of the time and afforded abundant opportunity to all those who wished to obtain the highest intellectual culture. This was not, in spite of the apparently very prevalent impression to that effect, the first time that women had been given a chance to secure the higher education, for on the contrary whenever there was a new awakening of educational interest, women asked and obtained the privilege of sharing in it and showed how thoroughly they could take advantage of such opportunities as were afforded them. In the early days of the universities women had been welcomed not only among the students but also the professors. They had full charge of the department of women's diseases down in the south of Italy where the most important part of the university was the medical school, and then later at Bologna they had been professors in every department,--in law, when the law school was the central university feature, in mathematics, in literature, even in anatomy. As a consequence of the tradition thus established there has never been a century since the twelfth in which there have not been distinguished women professors at some of the Italian universities.
Earlier when Charlemagne was reorganizing education on the continent with the help of the Irish and English monks, the women of the court attended the palace school as well as the men, and we have many records of their interest. The women of the Benedictine monasteries shared the interest of the Benedictines generally in literature, made many copies of books, possessed large and important libraries and even [{314}] became distinguished as writers. Hroswitha, the nun dramatist of the tenth century, who came into prominence in Columbus' Century because of the issuance of an edition of her work by Celtes, the German Renaissance humanist, is but one example of the literary interest in the Benedictine convents which must have been ardent and widespread. Later we have the works of the great Abbess Hildegarde, who wrote on many subjects and who was probably the most important writer of her time. This is certainly true so far as physical sciences are concerned. St. Bernard, who was her contemporary, has enjoyed more reputation in subsequent generations than Hildegarde but she was almost as well known in her own as the great founder of the Cistercians.
Earlier still than Charlemagne or the foundation of the convent schools St. Brigid had established a college for women at Kildare, in Ireland, to which there came many of the nobility not only of Ireland itself but also of England and of the neighboring shores of Europe, seeking the opportunity for higher education. We have learned more of the details of this Irish phase of feminine education in recent years, and it has grown ever more and more important in the history of education.
At every new phase of educational development, then, the women had had their share in the movement, and it is not surprising that when the Renaissance brought with it that deep interest in the ancient classics, that was known as the New Learning, women also had their share in this. The very first of the great Italian teachers of the Renaissance Vittorino da Feltre insisted that there should be two conditions for his teaching. One was that the young women should be allowed to take advantage of it as well as the young men and the other that the poor who desired to study should not be denied access to his classes. The magnificent success that he made of education at Mantua was soon followed by similar movements in other Italian cities and everywhere the tradition of feminine education for those who desired to have it, came into existence. Guarino's influence for feminine education is only less than that of Vittorino. As a consequence there was not a city of any importance in Italy in which there were not some women [{315}] noted for their knowledge of the classics and their interest in the New Learning, and in many of the cities there were distinguished woman students who, even in their early years, exhibited scholarly qualifications that made them famous.
Vittorino da Feltre, the great teacher of the beginning Renaissance, had during the first half of the fifteenth century a school at Mantua, where on the border of the lake he was teaching a group of noble youths and maidens according to the high ideals of education which he has so well laid down. Their course of study included Latin, Greek, philosophy, mathematics, grammar, logic, music, singing and dancing. Besides this, however, his scholars were taught "to live the simple life, to tell the truth and to remember that true scholarship was inseparable from virtue and a sense of lofty gratitude towards the Creator." As might have been expected from the Greek traditions of education, which were then attracting so much attention, the training of the body was not neglected and various outdoor games were insisted on so that there might be a healthy mind in a healthy body.
Some of the traditions of that school at Mantua make very interesting reading and show how much some of the intervening periods in the history of education degenerated from those early days. For instance, we hear that not infrequently when Vittorino wanted to make a passage of Virgil impressive his scholars were taken out to Pietole, which has been identified as probably the village of Andes, in which, according to Donatus, Virgil was born, and here in the shady groves Virgil would be read and discussed and then there would be games and a return to the castle. While Vittorino was broad in his selections in the classic authors, and Virgil and Cicero and Homer and Demosthenes were read with explanations and then certain passages required to be learned by heart so as to form their style, he was no pedant and no friend of any exhibition of mere erudition. His most important bit of advice for his students was "First be sure that you have something to say, then say it simply." No wonder one of the D'Estes declared "that for virtue, learning and a rare and excellent way of teaching good manners, this master surpassed all others."
It would be easy to think that perhaps the young noblewomen of the time got but a very superficial knowledge of the classics, but we have a tradition of Cecilia Gonzaga, the daughter of the reigning house of Mantua and Vittorino's favorite pupil, that she could read Chrysostom at the age of eight and could write Greek with singular purity at the age of twelve. No wonder we hear of her later as the marvel of the age. Evidently all prejudice with regard to feminine education was at an end when Bembo said: "A girl ought to learn Latin, it puts the finishing touch to her charm."