The century of Columbus

by James J. Walsh

Sandys in his Harvard lectures on the Revival of Learning, has told the story of some of these young women scholars of Vittorino da Feltre and Guarino with some interesting details which show that success in scholarship did not prove an inflater of vanity in the young women of the time nor impair their religious spirit.

"Women, as well as men, retained a grateful remembrance of the intellectual training, which they had received from Guarino and Vittorino. Vittorino's pupil, Cecilia Gonzaga, a daughter of the ruling house of Mantua, whose fresh and simple grace may be admired in the medallion of Pisanello, was already learning Greek at the age of seven; while, among the pupils of Guarino, Isotta Nogarola was skilled in Latin verse and prose, and quoted Greek and Latin authors in the course of those learned letters to her tutor, which were not entirely approved by the public opinion of Verona. In cases such as these, the studious temper was often associated with retiring habits and with strong religious feeling; and, like Baptista dei Malatesti, the former correspondent of Leonardo Bruni, both of these learned ladies ultimately took the veil."

While so much attention was paid to the classics, the great Italian authors were not neglected and the Italian girls of the Renaissance were brought up to know the classic literature of the vernacular. It was the custom to have Dante and Petrarch and Ariosto read to them while they were doing embroidery, and these charming young women of the Renaissance in every country in Europe had the reputation for doing most wonderful embroidery. They also learned to play on [{317}] various musical instruments, and their voices were cultivated to the best possible advantage. It is often a source of wonder where they got the time to do all these things. Some of the letters from the French and Spanish ambassadors at these various Italian courts tell of the marvellous ability of these charming young women. As a rule the ambassador's idea in writing such descriptions was to suggest the possibility of marriages being arranged between the scions of the noble houses of their own countries with these women. It was rather important, therefore, that there should not be much exaggeration or the ambassador might well be discredited.

It is easy to think that with all this of intellectual life the young women of the time must have had very little exercise, especially in the outer air, and above all must not have indulged in what we think of as sport. The story of Vittorino da Feltre's school is a contradiction of this, and besides the traditions that have come to us show that every young woman of the nobility learned to ride horseback at this time. All of them could ride boldly. They hunted and many of them went hawking. Riding was of course an absolutely necessary accomplishment at that time, for carriages were very rare, and such as there were were almost impossibly uncomfortable for long journeys. Good roads had not as yet been made outside of the towns, and the only way to go visiting friends at any distance was on horseback. Many of these young women had to travel long distances, especially at the time of their marriage, and later on they sometimes accompanied their husbands on rather long journeys.

In spite of their reputation for scholarship, we have not any very serious remains of their intellectual efforts, and yet some of them wrote poetry and prose well above the average in merit, and at least in Italy their works are still read by students of Italian literature. For instance, we have the poems of Lucretia de Medici, the mother of Lorenzo the Magnificent, who had been one of the Tornabuoni family, merchant princes of Florence, with many of the solid virtues of the middle class from which she sprang. Tradition tells us that she was ever her great son's most trusted councillor, and he has left it on record that he thought her the wisest. She was [{318}] noted for her princely alms, her endowment of poor convents, her dowries to orphan girls, and though it has sometimes been said that these were all so many bids for popularity, any such discount of her good works wrongs her deeply, for she was profoundly religious, took particular care to bring up her children piously, and it is to the fact that she wrote hymns for them that we owe the poetic works that have come to us and which rank high among this form of poetry.

The best known of these women of the Renaissance, that is, the most famous for their learning, were the sisters D'Este, Isabella and Beatrice, of whom we have so many interesting traditions. The famous Battista Guarino of Verona was chosen as teacher for the girls, and with him they learned to read Cicero and Virgil and study the history of Greece. They learned Italian literature from the many distinguished literary men, some of them themselves gifted poets, who came to the beautiful palace and its gardens at Ferrara, and were welcomed by the well-known patron of learning, the Duke of Ferrara. They learned to read French at least and to enjoy Provençal poetry. Their mother, Leonora of Aragon, the daughter of Ferdinand, or as he is sometimes called, Ferrante, King of Naples, was herself a scholarly woman. The traditions of scholarship at the Court of Naples were deep, and of long duration. As their father was the famous scholar and patron of learning, Duke Ercole I, there was a precious heritage of culture on both sides. Their mother, however, was more known for her piety even than for her learning, though this was so noteworthy as to be historical. Her charities made her looked up to by all of her people until it is not surprising that the chroniclers of her time speak of her as a saint.

BELLINI, MADONNA, ST. CATHERINE AND MARY MAGDALEN (VENICE)

Often it is said that only a few of the daughters of the nobility had the opportunity for the higher education, and it is even the custom to declare that most of these were instances where fathers had expected sons instead of daughters and then raised the girls as companions and gave them the education that ordinarily was reserved for boys. George Eliot's picture of the times as given in "Romola," has sometimes emphasized this, and she herself seems not to have been quite able to persuade herself that there were liberal and abundant [{319}] opportunities for the education of women in Italy towards the end of the fifteenth century. It was so difficult in her (George Eliot's) time for a woman to obtain education that it was almost impossible to bring oneself to think of ample facilities existing nearly four centuries before. Anyone who reads Burckhardt, however, or indeed any of the modern writers on the Renaissance, will not be likely to think that education was reserved for single daughters of families, or that they indeed had any better opportunities than others except for the fact that family attention was centred on them as it is now. Burckhardt notes that it was especially the wives and daughters of the condottieri, that is, of the hired leaders of armies, the self-made men of the time, who were lifting themselves up into positions of prominence, who were the most frequent among the educated women of the Renaissance.

The records are complete enough to show that there was probably as much, if not more, feminine education in Italy at least than in our own time. This will probably be hard for many people to believe, but, as I have said, no important city was without it. What may be called the important cities of that time nearly all contained less than 100,000 inhabitants and many of them had not more than ten to twenty thousand. When one finds schools for the higher education of women in every one of these it is easy to understand how widely diffused the feminine movement was. Lest it should be thought that the education provided for or allowed the women of the time was narrow in its scope, with so many limitations that intellectual development in the true sense of the word was hampered, it may be as well to recall that women were even encouraged in the public display of their talents. We read of the young princesses and their court attendants taking part in Latin plays given before the Pope and other high ecclesiastics, as well as visiting rulers at this time. We have the story of Ippolita Sforza saluting Pope Pius II, who had been the scholarly AEneas Sylvius before his elevation to the pontificate, with a graceful Latin address when he came to the Congress at Mantua. Another of the oratorical princesses of the time was Battista Montefeltro, who is famous for addresses delivered on many important occasions.