The Times: 1509-1558
Renaissance humanism came into being in the nation. In this development, scholars in London, Oxford, and Cambridge emphasized the value of classical learning, especially Platonism and the study of Greek literature as the means of better understanding and writing. They studied the original Greek texts and became disillusioned with the filtered interpretations of the church, for example of the Bible and Aristotle. There had long been displeasure with the priests of the church. They were supposed to preach four times yearly, visit the sick, say the daily liturgies, and hear confessions at least yearly. But there were many lapses. Many were not celibate, and some openly lived with a woman and had children. Complaints about them included not residing within their parish community, doing other work such as raising crops, and taking too much in probate, mortuary fees, and marriage fees. Probate fees had risen from at most 5s. to 60s. in the last hundred years. Mortuary fees ranged from 1/3 to 1/9 of a deceased person's goods. Sanctuary was abused. People objected to the right of arrest by ecclesiastical authorities.
Also, most parish priests did not have a theology degree or even a Bachelor's degree, as did many laymen. In fact, many laymen were better educated than the parish priests. No one other than a laborer was illiterate in the towns.
Humanist grammar [secondary] schools were established in London by merchants and guilds. In 1510, the founder and dean of St. Paul's School placed its management in the hands of London "citizens of established reputation" because he had lost confidence in the good faith of priests and noblemen. The sons of the nobility, attorneys, and merchants were starting to go to grammar school now instead of being taught at home by a tutor. At school, they mingled with sons of yeomen, farmers, and tradesmen, who were usually poor. The usual age of entry was six or seven. Classical Latin and Greek were taught and the literature of the best classical authors was read. Secondary education teachers were expected to know Latin and have studied the ancient philosophers, history, and geography. The method of teaching was for the teacher to read textbooks to the class from a prepared curriculum. The students were taught in Latin and expected not to speak English in school. They learned how to read and to write Latin, to develop and amplify a theme by logical analysis, and to essay on the same subject in the narrative, persuasive, argumentative, commending, consoling, and inciting styles. They had horn books with the alphabet and perhaps a Biblical verse on them. This was a piece of wood with a paper on it held down by a sheet of transparent horn. They also learned arithmetic (solving arithmetical problems and casting accounts). Disobedience incurred flogging by teacher as well as by parents. Spare the rod and spoil the child was the philosophy. Schools now guarded the morals and behavior of students. There were two week vacations at Christmas and at Easter. Royal grammar books for English and Latin were proclaimed by Henry in 1543 to be the only grammar book authorized for students. In 1545, he proclaimed a certain primer of prayers in English to be the only one to be used by students.
The first school of humanist studies arose in Oxford with the Foundation of Corpus Christi College in 1516 by Bishop Richard Fox. It had the first permanent Reader or Professor in Greek. The Professor of Humanity was to extirpate all barbarisms by the study of Cicero, Sallust, Valerius Maximus, and Quintilian. The third Reader of Theology was to read texts of the Holy Fathers but not those of their commentators. Oxford University was granted a charter which put the greater part of the town under control of the Chancellor and scholars. The mayor of Oxford was required to take an oath at his election to maintain the privileges and customs of the university. Roman law and other Regius professorships were founded by the king at Oxford and Cambridge. Teaching of undergraduates was the responsibility of the university rather than of the colleges, though some colleges had live-in teachers as students. Most colleges were exclusively for graduate fellows, though this was beginning to change. The university took responsibility for the student's morals and behavior and tutors sometimes whipped the undergraduates. For young noblemen, a more important part of their education than going to university was travel on the continent with a tutor. This exposure to foreign fields was no longer readily available through war or pilgrimage. The purpose was practical - to learn about foreign people and their languages, countries, and courts. Knowledge of the terrain, resources, prosperity, and stability of their countries was particularly useful to a future diplomatic or political career.
The physicians of London were incorporated to oversee and govern the practice of medicine. A faculty of physicians was established at Oxford and Cambridge. A Royal College of Physicians was founded in London in 1518 by the King's physician. The College of Physicians taught more practical medicine and anatomy than the universities. Only graduates of the College of Physicians or of Oxford or Cambridge were allowed to practice medicine or surgery.
Medical texts were Hippocrates and Galen. These viewed disease as only part of the process of nature without anything divine. They stressed empiricism, experience, collections of facts, evidences of the senses, and avoidance of philosophical speculations. Hippocrates had asserted that madness was simply a disease of the brain and then Galen had agreed and advocated merciful treatment of the insane. Galen's great remedies were proper diet, exercise, massage, and bathing. He taught the importance of a good water supply and good drainage. Greek medicinal doctrines were assumed, such as that preservation of the health of the body was dependent on air, food, drink, movement and repose, sleeping and waking, excretion and retention, and the passions. It was widely known that sleep was restorative and that bad news or worry could spoil one's digestion. An Italian book of 1507 showed that post-mortem examinations could show cause of death by gallstones, heart disease, thrombosis of the veins, or abscesses. In 1540 began the practice of giving bodies of hanged felons to surgeons to dissect. This was to deter the commission of felony. There was some feeling that dissection was a sacrilege, that the practice of medicine was a form of sorcery, and that illness and disease should be dealt with by prayer and/or atonement because caused by sin, the wrath of God, or by the devil. Food that was digested was thought to turn into a vapor which passed along the veins and was concreted as blood, flesh, and fat. After 1546, there was a book listing hundreds of drugs with preparation directions, but their use and application was by trial and error.
In 1543, Flemish physician Andreas Vesalius, who had secretly dissected human corpses, published the first finely detailed description of human anatomy. In it, there was no missing rib on one side of man, and this challenged the theory of the woman Eve having been made from a rib of the man Adam.
In the 1540s, Ambroise Pare from France, a barber-surgeon who was the son of a servant, was an army surgeon. Wounds at this time were treated with boiling oil and spurting vessels were closed by being seared with a red-hot iron. After he ran out of boiling oil, he observed that the soldiers without this treatment were healing better than those with this treatment. So he advocated ceasing the practice of cauterizing wounds. He also began tying arteries with cord to stop their bleeding after amputation many other surgical techniques.
Students were beginning to read for the bar by their own study of the newly available printed texts, treatises, and collections of statute law and of cases, instead of listening in court and talking with attorneys.