[1] Erikönig.
SECTION 3. EDUCATION
[Sidenote: Education]
From the most terrible superstition let us turn to the noblest, most inspiring and most important work of {662} humanity. With each generation the process of handing on to posterity the full heritage of the race has become longer and more complex.
[Sidenote: Schools]
It was, therefore, upon a very definite and highly developed course of instruction that the contemporary of Erasmus entered. There were a few great endowed schools, like Eton and Winchester and Deventer, in which the small boy might begin to learn his "grammar"—Latin, of course. Some of the buildings at Winchester and Eton are the same now as they were then, the quite beautiful chapel and dormitories of red brick at Eton, for example. Each of these two English schools had, at this time, less than 150 pupils, and but two masters, but the great Dutch school, Deventer, under the renowned tuition of Hegius, boasted 2200 scholars, divided into eight forms. Many an old woodcut shows us the pupils gathered around the master as thick as flies, sitting cross-legged on the floor, some intent on their books and others playing pranks, while there seldom fails to be one undergoing the chastisement so highly recommended by Solomon. These great schools did not suffice for all would-be scholars. In many villages there was some poor priest or master who would teach the boys what he knew and prepare them thus for higher things. In some places there were tiny school-houses, much like those now seen in rural America. Such an one, renovated, may be still visited at Mansfeld, and its quaint inscription read over the door, to the effect that a good school is like the wooden horse of Troy. When the boys left home they lived more as they do now at college, being given a good deal of freedom out of hours. The poorer scholars used their free times to beg, for as many were supported in this way then as now are given scholarships and other charitable aids in our universities.
[Sidenote: Flogging]
Though there were a good many exceptions, most of {663} the teachers were brutes. The profession was despised as a menial one and indeed, even so, many a gentleman took more care in the selection of grooms and gamekeepers than he did in choosing the men with whom to entrust his children. Of many of the tutors the manners and morals were alike outrageous. They used filthy language to the boys, whipped them cruelly and habitually drank too much. They made the examinations, says one unfortunate pupil of such a master, like a trial for murder. The monitor employed to spy on the boys was known by the significant name of "the wolf." Public opinion then approved of harsh methods. Nicholas Udall, the talented head-master of Eton, was warmly commended for being "the best flogging teacher in England"—until he was removed for his immorality.
[Sidenote: Latin]
The principal study—after the rudiments of reading and writing the mother tongue were learned—was Latin. As, at the opening of the century, there were usually not enough books to go around, the pedagogue would dictate declensions and conjugations, with appropriate exercises, to his pupils. The books used were such as Donatus on the Parts of Speech, a poem called the Facetus by John of Garland, intended to give moral, theological and grammatical information all in one, and selecting as the proper vehicle rhymed couplets. Other manuals were the Floretus, a sort of abstruse catechism, the Cornutus, a treatise on synonyms, and a dictionary in which the words were arranged not alphabetically but according to their supposed etymology—thus hirundo (swallow) from aer (air). One had to know the meaning of the word before one searched for it! The grammars were written in a barbarous Latin of inconceivably difficult style. Can any man now readily understand the following definition of "pronoun," taken from a book intended {664} for beginners, published in 1499? "Pronomen . . . significat substantiam seu entitatem sub modo conceptus intrinseco permanentis seu habitus et quietis sub determinatae apprehensionis formalitate."