The History of the Reign of Ferdinand and Isabella the Catholic — Volume 2

by William Hickling Prescott

Isabella resolved to repair the defects of education, by devoting herself to the acquisition of the Latin tongue, so soon as the distracting wars with Portugal, which attended her accession, were terminated. We have a letter from Pulgar, addressed to the queen soon after that event, in which he inquires concerning her progress, intimating his surprise, that she can find time for study amidst her multitude of engrossing occupations, and expressing his confidence that she will acquire the Latin with the same facility with which she had already mastered other languages. The result justified his prediction; for "in less than a year," observes another contemporary, "her admirable genius enabled her to obtain a good knowledge of the Latin language, so that she could understand without much difficulty whatever was written or spoken in it." [3]

Isabella inherited the taste of her father, John the Second, for the collecting of books. She endowed the convent of San Juan de los Reyes at Toledo, at the time of its foundation, 1477, with a library consisting principally of manuscripts. [4] The archives of Simancas contain catalogues of part of two separate collections, belonging to her, whose broken remains have contributed to swell the magnificent library of the Escurial. Most of them are in manuscript; the richly colored and highly decorated binding of these volumes (an art which the Spaniards derived from the Arabs) show how highly they were prized, and the worn and battered condition of some of them prove that they were not kept merely for show. [5]

The queen manifested the most earnest solicitude for the instruction of her own children. Her daughters were endowed by nature with amiable dispositions, that seconded her maternal efforts. The most competent masters, native and foreign, especially from Italy, then so active in the revival of ancient learning, were employed in their tuition. This was particularly intrusted to two brothers, Antonio and Alessandro Geraldino, natives of that country. Both were conspicuous for their abilities and classical erudition, and the latter, who survived his brother Antonio, was subsequently raised to high ecclesiastical preferments. [6] Under these masters, the infantas made attainments rarely permitted to the sex, and acquired such familiarity with the Latin tongue especially, as excited lively admiration among those over whom they were called to preside in riper years. [7]

A still deeper anxiety was shown in the education of her only son, Prince John, heir of the united Spanish monarchies. Every precaution was taken to train him up in a manner that might tend to the formation of the character suited to his exalted station. He was placed in a class consisting of ten youths, selected from the sons of the principal nobility. Five of them were of his own age, and five of riper years, and they were all brought to reside with him in the palace. By this means it was hoped to combine the advantages of public with those of private education; which last, from its solitary character, necessarily excludes the subject of it from the wholesome influence exerted by bringing the powers into daily collision with antagonists of a similar age. [8]

A mimic council was also formed on the model of a council of state, composed of suitable persons of more advanced standing, whose province it was to deliberate on, and to discuss, topics connected with government and public policy. Over this body the prince presided, and here he was initiated into a practical acquaintance with the important duties, which were to devolve on him at a future period of life. The pages, in attendance on his person, were also selected with great care from the cavaliers and young nobility of the court, many of whom afterwards filled with credit the most considerable posts in the state. The severer discipline of the prince was relieved by attention to more light and elegant accomplishments. He devoted many of his leisure hours to music, for which he had a fine natural taste, and in which he attained sufficient proficiency to perform with skill on a variety of instruments. In short, his education was happily designed to produce that combination of mental and moral excellence, which should fit him for reigning over his subjects with benevolence and wisdom. How well the scheme succeeded is abundantly attested by the commendations of contemporary writers, both at home and abroad, who enlarge on his fondness for letters, and for the society of learned men, on his various attainments, and more especially his Latin scholarship, and above all on his disposition, so amiable as to give promise of the highest excellence in maturer life,—a promise, alas! most unfortunately for his own nation, destined never to be realized. [9]

Next to her family, there was no object which the queen had so much at heart, as the improvement of the young nobility. During the troubled reign of her predecessor, they had abandoned themselves to frivolous pleasure, or to a sullen apathy, from which nothing was potent enough to arouse them, but the voice of war. [10] She was obliged to relinquish her plans of amelioration, during the all-engrossing struggle with Granada, when it would have been esteemed a reproach for a Spanish knight to have exchanged the post of danger in the field for the effeminate pursuit of letters. But no sooner was the war brought to a close, than Isabella resumed her purpose. She requested the learned Peter Martyr, who had come into Spain with the count of Tendilla, a few years previous, to repair to the court, and open a school there for the instruction of the young nobility. [11] In an epistle addressed by Martyr to Cardinal Mendoza, dated at Granada, April, 1492, he alludes to the promise of a liberal recompense from the queen, if he would assist in reclaiming the young cavaliers of the court from the idle and unprofitable pursuits, in which, to her great mortification, they consumed their hours. The prejudices to be encountered seem to have filled him with natural distrust of his success; for he remarks, "Like their ancestors, they hold the pursuit of letters in light estimation, considering them an obstacle to success in the profession of arms, which alone they esteem worthy of honor." He however expresses his confidence, that the generous nature of the Spaniards will make it easy to infuse into them a more liberal taste; and, in a subsequent letter, he enlarges on the "good effects likely to result from the literary ambition exhibited by the heir apparent, on whom the eyes of the nation were naturally turned." [12] Martyr, in obedience to the royal summons, instantly repaired to court, and in the month of September following, we have a letter dated from Saragossa, in which he thus speaks of his success. "My house, all day long, swarms with noble youths, who, reclaimed from ignoble pursuits to those of letters, are now convinced that these, so far from being a hindrance, are rather a help in the profession of arms. I earnestly inculcate on them, that consummate excellence in any department, whether of war or peace, is unattainable without science. It has pleased our royal mistress, the pattern of every exalted virtue, that her own near kinsman, the duke of Guimaraena, as well as the young duke of Villahermosa, the king's nephew, should remain under my roof during the whole day; an example which has been imitated by the principal cavaliers of the court, who, after attending my lectures in company with their private tutors, retire at evening to review them with these latter in their own quarters." [13] Another Italian scholar, often cited as authority in the preceding portion of this work, Lucio Marineo Siculo, co- operated with Martyr in the introduction of a more liberal scholarship among the Castilian nobles. He was born at Bedino in Sicily, and, after completing his studies at Rome under the celebrated Pomponio Leto, opened a school in his native island, where he continued to teach for five years. He was then induced to visit Spain, in 1486, with the admiral Henriquez, and soon took his place among the professors of Salamanca, where he filled the chairs of poetry and grammar with great applause for twelve years. He was subsequently transferred to the court, which he helped to illumine, by his exposition of the ancient classics, particularly the Latin. [14] Under the auspices of these and other eminent scholars, both native and foreign, the young nobility of Castile shook off the indolence in which they had so long rusted, and applied with generous ardor to the cultivation of science; so that, in the language of a contemporary, "while it was a most rare occurrence, to meet with a person of illustrious birth, before the present reign, who had even studied Latin in his youth, there were now to be seen numbers every day, who sought to shed the lustre of letters over the martial glory inherited from their ancestors." [15]

The extent of this generous emulation may be gathered from the large correspondence both of Martyr and Marineo with their disciples, including the most considerable persons of the Castilian court; it may be still further inferred from the numerous dedications to these persons, of contemporary publications, attesting their munificent patronage of literary enterprise; [16] and, still more unequivocally, from the zeal with which many of the highest rank entered on such severe literary labor as few, from the mere love of letters, are found willing to encounter. Don Gutierre de Toledo, son of the duke of Alva, and a cousin of the king, taught in the university of Salamanca. At the same place, Don Pedro Fernandez de Velasco, son of the count of Haro, who subsequently succeeded his father in the hereditary dignity of grand constable of Castile, read lectures on Pliny and Ovid. Don Alfonso de Manrique, son of the count of Paredes, was professor of Greek in the university of Alcalá. All ages seemed to catch the generous enthusiasm; and the marquis of Denia, although turned of sixty, made amends for the sins of his youth, by learning the elements of the Latin tongue, at this late period. In short, as Giovio remarks in his eulogium on Lebrija, "No Spaniard was accounted noble who held science in indifference." From a very early period, a courtly stamp was impressed on the poetic literature of Spain. A similar character was now imparted to its erudition; and men of the most illustrious birth seemed eager to lead the way in the difficult career of science, which was thrown open to the nation. [17]

In this brilliant exhibition, those of the other sex must not be omitted, who contributed by their intellectual endowments to the general illumination of the period. Among them, the writers of that day lavish their panegyrics on the marchioness of Monteagudo, and Doña Maria Pacheco, of the ancient house of Mendoza, sisters of the historian, Don Diego Hurtado, [18] and daughters of the accomplished count of Tendilla, [19] who, while ambassador at Rome, induced Martyr to visit Spain, and who was grandson of the famous marquis of Santillana, and nephew of the grand cardinal. [20] This illustrious family, rendered yet more illustrious by its merits than its birth, is worthy of specification, as affording altogether the most remarkable combination of literary talent in the enlightened court of Castile. The queen's instructor in the Latin language was a lady named Doña Beatriz de Galindo, called from her peculiar attainments la Latina. Another lady, Doña Lucia de Medrano, publicly lectured on the Latin classics in the university of Salamanca. And another, Doña Francisca de Lebrija, daughter of the historian of that name, filled the chair of rhetoric with applause at Alcalá. But our limits will not allow a further enumeration of names, which should never be permitted to sink into oblivion, were it only for the rare scholarship, peculiarly rare in the female sex, which they displayed, in an age comparatively unenlightened. [21] Female education in that day embraced a wider compass of erudition, in reference to the ancient languages, than is common at present; a circumstance attributable, probably, to the poverty of modern literature at that time, and the new and general appetite excited by the revival of classical learning in Italy. I am not aware, however, that it was usual for learned ladies, in any other country than Spain, to take part in the public exercises of the gymnasium, and deliver lectures from the chairs of the universities. This peculiarity, which may be referred in part to the queen's influence, who encouraged the love of study by her own example, as well as by personal attendance on the academic examinations, may have been also suggested by a similar usage, already noticed, among the Spanish Arabs. [22]

While the study of the ancient tongues came thus into fashion with persons of both sexes, and of the highest rank, it was widely and most thoroughly cultivated by professed scholars. Men of letters, some of whom have been already noticed, were invited into Spain from Italy, the theatre, at that time, on which, from obvious local advantages, classical discovery was pursued with greatest ardor and success. To this country it was usual also for Spanish students to repair, in order to complete their discipline in classical literature, especially the Greek, as first taught on sound principles of criticism, by the learned exiles from Constantinople. The most remarkable of the Spanish scholars, who made this literary pilgrimage to Italy, was Antonio de Lebrija, or Nebrissensis, as he is more frequently called from his Latin name. [23] After ten years passed at Bologna and other seminaries of repute, with particular attention to their interior discipline, he returned, in 1473, to his native land, richly laden with the stores of various erudition. He was invited to fill the Latin chair at Seville, whence he was successively transferred to Salamanca and Alcalá, both of which places he long continued to enlighten by his oral instruction and publications. The earliest of these was his Introducciones Latinas, the third edition of which was printed in 1485, being four years only from the date of the first; a remarkable evidence of the growing taste for classical learning. A translation in the vernacular accompanied the last edition, arranged, at the queen's suggestion, in columns parallel with those of the original text; a form which, since become common, was then a novelty. [24] The publication of his Castilian grammar, "Grammatica Castillana," followed in 1492; a treatise designed particularly for the instruction of the ladies of the court. The other productions of this indefatigable scholar embrace a large circle of topics, independently of his various treatises on philology and criticism. Some were translated into French and Italian, and their republication has been continued to the last century. No man of his own, or of later times, contributed more essentially than Lebrija to the introduction of a pure and healthful erudition into Spain. It is not too much to say, that there was scarcely an eminent Spanish scholar in the beginning of the sixteenth century, who had not formed himself on the instructions of this master. [25]

Another name worthy of commemoration, is that of Arias Barbosa, a learned Portuguese, who, after passing some years, like Lebrija, in the schools of Italy, where he studied the ancient tongues under the guidance of Politiano, was induced to establish his residence in Spain. In 1489, we find him at Salamanca, where he continued for twenty, or, according to some accounts, forty years, teaching in the departments of Greek and rhetoric. At the close of that period he returned to Portugal, where he superintended the education of some of the members of the royal family, and survived to a good old age. Barbosa was esteemed inferior to Lebrija in extent of various erudition, but to have surpassed him in an accurate knowledge of the Greek and poetical criticism. In the former, indeed, he seems to have obtained a greater repute than any Spanish scholar of the time. He composed some valuable works, especially on ancient prosody. The unwearied assiduity and complete success of his academic labors have secured to him a high reputation among the restorers of ancient learning, and especially that of reviving a livelier relish for the study of the Greek, by conducting it on principles of pure criticism, in the same manner as Lebrija did with the Latin. [26]