It may not be amiss to introduce some notice of the educational system of that age.
Lowest in rank appear the German schools. Here and there teachers were provided for them by the parish-officers, but in other places the supply was left to accident. Older students, under the name of lehrmeister, traveled around, oftentimes with wives, practising their vocation and hiring themselves out for longer or shorter periods. Two well-painted placards of these strolling masters are preserved in the library at Basel. They exhibit the interior of a school-room. On one the children are sitting and kneeling on the floor with their books, whilst the master, rod in hand is teaching a boy at his desk and his wife a girl in the opposite corner; the other represents a chamber in which older scholars are receiving instruction. The following advertisement is written beneath both:
"Whoever wishes to learn to write and read German in the very quickest way ever found out, though he does not know a single letter of the alphabet, can in a short time get enough here to cast up his own accounts and read; and if any one be too stupid to learn, as I have taught him nothing so will I charge him nothing, be he who he may, burgher or apprentice, woman or girl; whoever comes in, he will be faithfully taught for a small sum, but the young boys and girls after the Ember weeks, as the custom is. 1516."
To all, who were unable to obtain the necessary elementary instruction at home, or even perhaps in the monasteries, these schools were open. Children and adults frequently sat on the same bench. Of course, there was nothing like thorough knowledge among the masters, nothing like a division into classes, or a comprehensive plan of instruction. Just as the natural talent of the teacher was greater or less, were the results better or worse. And yet such was the only education of a large majority of the burghers. Indeed thousands were destitute even of this.
Boys, designed for a higher training, sons of the wealthy, or of the poor, who were so fortunate as to meet with encouragement to a noble effort, passed over into the Latin schools, into one of which we now see Zwingli enter.
In these schools, found in most of the larger and sometimes also in the smaller towns, the teachers were usually clergymen, who received annually a moderate salary and a coat from the public treasury, or oftener still from the revenues of pious foundations. For their better maintenance, where the foundation could not give them a full support, they were permitted to accept school-money and even provisions. The poor scholars earned this money by singing in companies before houses on new-year and other holidays.
The course of instruction embraced three branches: Latin Grammar, Music, (especially the art of singing,) and Logic. The study of the latter, which ought to teach how to give clear expression to thought, was for the most part time wasted amid useless subtleties and verbiage. The reputation of the school depended altogether on the character of the teacher. As soon as he had made himself master of the prescribed course, he either added to it new branches, or at least understood how to render it profitable. But his main endeavor was to stimulate the youthful mind by his own mental activity. To such a teacher hundreds of scholars flocked from all quarters.
The following regulations, taken from one at Bruck, will give us some insight into the state of discipline among schools of this kind.
"The schoolmaster shall take in school at five o'clock in the morning, in summer, and at six in the winter,[1] give lessons to each one according to his rank, age and capacity, and explain them well and mannerly, hearing them at the proper time, and pointing out to the boys their mistakes and failures, so that by this means they may acquire skill and honor. After lunch, he shall come to school at eleven o'clock, except on festival days, and then at twelve, to give lessons and instruction till four, if that be the usual hour of leaving off work for the day. In the evenings he shall teach them Latin and penmanship faithfully and modestly, and keep them as busy as possible, so that they may get a good and gentle training and be preserved from idle talk, quarrels, and brawls. He shall charge them to talk little and use few words, and when in and out of school to speak with each other in Latin; but with their parents and the people at home they may talk German. He shall teach them the cantum in verse, antiphonies (alternate chanting in choirs), intonations (singing along with the priest), hymns and requiems in various ways, suited to the time and occasion. He shall earnestly exhort them to behave with decorum in the church, the choir, the church-yard and the belfry, to abstain from disputing, shouting, huzzaing and bell-ringing, either in, upon or around the church, and also not to touch the bells, at peril of being stripped and flogged soundly from top to toe. When school is out they shall go together before the charnel-house and each one shall repeat with devotion a pater noster, an ave maria or the psalm de profundis and then return home quietly. Striking each other with satchels, pinching, spitting, fighting and stone-throwing, shall be punished by the rod. The schoolmaster shall beat them with rods, and not with his fist or staff, and particularly not on the head, lest, on account of their youth, he might thereby do great damage to the organ of memory."
Thus the rod was formerly the chief means of school-discipline. And even far into the era of the Reformation a yearly holiday was observed under the name of "The Procession of the Rods," in which all the pupils of the schools went out in the summer to the woods, and came back heavily laden with birch-twigs, cracking jokes by the way and singing: