[Sidenote: The classics]
All this flood of new scholars had little that was new to study. Neither Reformers nor humanists had any searching or thorough revision to propose; all that they asked was that the old be taught better: the humanities more humanely. Erasmus wrote much on education, and, following him Vives and Budé and Melanchthon and Sir Thomas Elyot and Roger Ascham; their programs, covering the whole period from the cradle to the highest degree, seem thorough, but what does it all amount to, in the end, but Latin and Greek? Possibly a little arithmetic and geometry and even astronomy were admitted, but all was supposed to be imbibed as a by-product of literature, history from Livy, for example, and natural science from Pliny. Indeed, it often seems as if the knowledge of things was valued chiefly for the sake of literary comprehension and allusion.
The educational reformers differed little from one another save in such details as the best authors to read. Colet preferred Christian authors, such as Lactantius, Prudentius and Baptista Mantuan. Erasmus thought it well to begin with the verses of Dionysius Cato, and to proceed through the standard authors of Greece and Rome. For the sake of making instruction easy and pleasant he wrote his Colloquies—in many respects his chef d' oeuvre if not the best Latin produced by anyone during the century. In this justly famous work, which was adopted and used by all parties immediately, he conveyed a considerable amount of liberal religious and moral instruction with enough wit to make it palatable. Luther, on Melanchthon's advice, notwithstanding his hatred for the author, urged the use of the {668} Colloquies in Protestant schools, [Sidenote: 1548] and they were likewise among the books permitted by the Imperial mandate issued at Louvain.
The method of learning language was for the instructor to interpret a passage to the class which they were expected to be able to translate the next day. Ascham recommended that, when the child had written a translation he should, after a suitable interval, be required to retranslate his own English into Latin. Writing, particularly of letters, was taught. The real advance over the medieval curriculum was in the teaching of Greek—to which the exceptionally ambitious school at Geneva added, after 1538, Hebrew. Save for this and the banishment of scholastic barbarism, there was no attempt to bring in the new sciences and arts. For nearly four hundred years the curriculum of Erasmus has remained the foundation of our education. Only in our own times are Latin and Greek giving way, as the staples of mental training, to modern languages and science. In those days modern languages were picked up, as Milton was later to recommend that they should be, not as part of the regular course, but "in some leisure hour," like music or dancing. Notwithstanding such exceptions as Edward VI and Elizabeth, who spoke French and Italian, there were comparatively few scholars who knew any living tongue save their own.
[Sidenote: University life]
When the youth went to the university he found little change in either his manner of life or in his studies. A number of boys matriculated at the age of thirteen or fourteen; on the other hand there was a sprinkling of mature students. The extreme youth of many scholars made it natural that they should be under somewhat stricter discipline than is now the case. Even in the early history of Harvard it is recorded that the president once "flogged four bachelors" for {669} being out too late at night. At colleges like Montaigu, if one may believe Erasmus, the path of learning was indeed thorny. What between the wretched diet, the filth, the cold, the crowding, "the short-winged hawks" that the students combed from their hair or shook from their shirts, it is no wonder that many of them fell ill. Gaming, fighting, drinking and wenching were common.
[Sidenote: Mode of government]
Nominally, the university was then under the entire control of the faculty, who elected one of themselves "rector" (president) for a single year, who appointed their own members and who had complete charge of studies and discipline, save that the students occasionally asserted their ancient rights. In fact, the corporation was pretty well under the thumb of the government, which compelled elections and dismissals when it saw fit, and occasionally appointed commissions to visit and reform the faculties.
[Sidenote: of instruction]
Instruction was still carried on by the old method of lectures and debates. These latter were sometimes on important questions of the day, theological or political, but were often, also, nothing but displays of ingenuity. There was a great lack of laboratories, a need that just began to be felt at the end of the century when Bacon wrote: "Unto the deep, fruitful and operative study of many sciences, specially natural philosophy and physics, books be not only the instrumentals." Bacon's further complaint that, "among so many great foundations of colleges in Europe, I find it strange that they are all dedicated to professions, and none left free to arts and sciences at large," is an early hint of the need of the endowment of research. The degrees in liberal arts, B.A. and M.A., were then more strictly than now licences either to teach or to pursue higher professional studies in divinity, law, or medicine. Fees for graduation {670} were heavy; in France a B.A. cost $24, an M.D. $690 and a D.D. $780.