Part 65

Secular education and especially the profession of law was now the route for an able but poor person to rise to power, rather than as formerly through military service or through the church.

The first stage of education was primary education, which was devoted to learning to read and write in English. This was carried out at endowed schools or at home by one's mother or a tutor. The children of the gentry were usually taught in their homes by private teachers of small classes. Many of the poor became literate enough to read the Bible and to write letters. However, most agricultural workers and laborers remained illiterate. They signed with an "x", which represented the Christian cross and signified its solemnity. Children of the poor were expected to work from the age of 6 or 7.

The next stage of education was grammar [secondary] school or a private tutor. A student was taught rhetoric (e.g. poetry, history, precepts of rhetoric, and classical oratory), some logic, and Latin and Greek grammar. English grammar was learned through Latin grammar and English style through translation from Latin. As a result, they wrote English in a Latin style. Literary criticism was learned through rhetoric. There were disputations on philosophical questions such as how many angels could sit on a pin's point, and at some schools, orations. The students sat in groups around the hall for their lessons. The boys and some girls were also taught hawking, hunting and archery. There were no playgrounds. The grammar student and the undergraduate were tested for proficiency by written themes and oral disputations, both in Latin. The middle classes from the squire to the petty tradesman were brought into contact with the works of the best Greek and Roman writers. The best schools and many others had the students read Cicero, the "De Officiis", the epistles and orations, and some of Ovid, Terence, Sallust, Virgil, some medieval Latin works, the "Distichs" of Cato, and sometimes Erasmus and Sir Thomas More. The students also had to repeat prayers, recite the Lord's Prayer and the Ten Commandments, and to memorize catechisms. Because the students came from the various social classes such as gentlemen, parsons, yeomen, mercers, and masons, they learned to be on friendly and natural terms with other classes. A typical school-day lasted from 7:00 am to 5:00 PM. There were so many grammar schools founded and financed by merchants and guilds such as the Mercers and Fishmongers that every incorporated town had at least one. Grammar schools were headed by schoolmasters, who were licensed by the bishop and paid by the town. Flogging with a birch rod was used for discipline.

Many grammar schools had preparatory classes called "petties" for boys and girls who could not read and write to learn to do so. The girls did not usually stay beyond the age of nine. This was done by a schoolmaster's assistant, a parish clerk, or some older boys. However, the grammar schools did not become the breeding grounds for humanist ideas because the sovereigns were faced with religious atomism and political unrest, so used the grammar schools to maintain public order and achieve political and religious conformity.

Some founders of grammar schools linked their schools with particular colleges in the universities following the example of Winchester being associated with New College, Oxford, and Eton with King's College, Cambridge. The new charter of Westminster (1560) associated the school with Christ Church, Oxford and Trinity College, Cambridge.

The government of Oxford University, which had been Catholic, was taken from the resident teachers and put into the hands of the Vice-Chancellor, Doctors, Heads of Colleges, and Proctors. Cambridge already had a strong reformed element from Erasmus' influence. Oxford University and Cambridge University were incorporated to have a perpetual existence for the virtuous education of youth and maintenance of good literature. The Chancellors, masters, and scholars had a common seal. Oxford was authorized to and did acquire its own printing press. Undergraduate students entered about age 16 and resided in rooms in colleges rather than in scattered lodgings. The graduate fellows of the college who were M.A.s of under three years standing had the responsibility, instead of the university, for teaching the undergraduates. This led many to regard their fellowship as a position for life rather than until they completed their post-graduate studies. But they were still required to resign on marrying or taking up an ecclesiastical benefice. The undergraduates were poor scholars or fee-paying members of the college. Some of the fee-paying members or gentlemen-commoners or fellow-commoners were the sons of the nobility and gentry and even shared the fellows' table. The undergraduate students were required to have a particular tutors, who were responsible for their moral behavior as well as their academic studies. It was through the tutors that modern studies fit for the education of a Renaissance gentleman became the norm. Those students not seeking a degree could devise his own course of study with his tutor's permission. Less than about 40% stayed long enough to get a degree. Many students who were working on the seven year program for a Master's Degree went out of residence at college after the four year's "bachelor" course. Students had text books to read rather than simply listening to a teacher read books to them.

In addition to the lecturing of the M.A.s and the endowed university lectureships, the university held exercises every Monday, Wednesday, and Friday in which the student was meant through disputation, to apply the formal precepts in logic and rhetoric to the practical business of public speaking and debate. Final examinations were still by disputation. The students came to learn to read Latin easily. Students acted in Latin plays. If a student went to a tavern, he could be flogged. For too elaborate clothing, he could be fined. Fines for absence from class were imposed. However, from this time until 1945, a young man's university days were regarded as a period for the "sowing of wild oats".

All students had to reside in a college or hall, subscribe to the 39 articles of the university, the Queen's supremacy, and the prayer book. Meals were taken together in the college halls. The universities were divided into three tables: a fellows' table of earls, barons, gentlemen, and doctors; a second table of masters of arts, bachelors, and eminent citizens, and a third table of people of low condition. Professors, doctors, masters of arts and students were all distinguishable by their gowns.

Undergraduate education was considered to be for the purpose of good living as well as good learning. It was to affect the body, mind, manners, sentiment, and business, instead of just leading to becoming a better disputant. The emphasis on manners came mostly from an Italian influence. The university curriculum included Latin and Greek languages and was for four years. The student spent at least one year on logic (syllogizing, induction, deduction, fallacies, and the application of logic to other studies), at least one year on rhetoric, and at least one year on philosophy. The latter included physics, metaphysics, history, law, moral and political philosophy, modern languages, and ethics (domestic principles of government, military history, diplomatic history, and public principles of government), and mathematics (arithmetic, geometry, algebra, music, optics, astronomy). The astronomy taught was that of Ptolemy, whose view was that the celestial bodies revolved around a spherical earth, on which he had laid out lines of longitude and latitude. There were lectures on Greek and Latin literature, including Aristotle, Plato, and Cicero. There were no courses on English history in the universities.

About 1564, the curriculum was changed to two terms of grammar, four terms of rhetoric, five terms of dialectic (examining ideas and opinions logically, e.g. ascertaining truth by analyzing words in their context and equivocations), three terms of arithmetic, and two terms of music. There were now negative numbers, irrational numbers such as square roots of non-integers, and imaginary numbers such as square roots of negative numbers. The circumference and area of a circle could be computed from its radius, and the Pythagorean theorem related the three sides of a right triangle. Also available were astrology, alchemy (making various substances such as acids and alcohols), cultivation of gardens, and breeding of stock, especially dogs and horses. Astronomy, geometry, natural and moral philosophy, and metaphysics were necessary for a master's degree. The university libraries of theological manuscripts in Latin were supplemented with many non-religious books.

There were graduate studies in theology, medicine, music, and law, which was a merging of civil and canon law together with preparatory work for studying common law at the Inns of Court in London.

In London, legal training was given at the four Inns of Court. Students were called to dinner by a horn. Only young gentry were admitted there. A year's residence there after university gave a gentleman's son enough law to decide disputes of tenants on family estates or to act as Justice of the Peace in his home county. A full legal education gave him the ability to handle all family legal matters, including property matters. Many later became justices of the Peace or members of Parliament. Students spent two years in the clerks' commons, and two in the masters' commons. Besides reading textbooks in Latin, the students observed at court and did work for practicing attorneys. After about four more years' apprenticeship, a student could be called to the outer bar. There was a real bar of iron or wood separating the justices from the attorneys and litigants. As "Utter Barrister" or attorney, he would swear to "do no falsehood in the court, increase no fees but be contented with the old fees accustomed, delay no man for lucre or malice, but use myself in the office of an Attorney within the Court according to my learning and discretion, so help me God, Amen". Students often also studied and attended lectures on astronomy, geography, history, mathematics, theology, music, navigation, foreign languages, and lectures on anatomy and medicine sponsored by the College of Physicians. A tour of the continent became a part of every gentleman's education. After about eight years' experience, attorneys could become Readers and Benchers, the latter of whom made the rules. Readers gave lectures. Benchers, who were elected by other Benchers, were entrusted with the government of their Inn of Court, and usually were King's counsel. Five to ten years later, a few of these were picked by the Queen for Serjeant at Law, and therefore eligible to plead at the bar of common pleas. Justices were chosen from the Serjeants at Law.

Gresham left the Royal exchange to the city and the Mercer's Company on condition that they use some of its profits to appoint and pay seven lecturers in law, rhetoric, divinity, music, physics, geometry, and astronomy to teach at his mansion, which was called Gresham College. They were installed in 1598 according to his Will. Their lectures were free, open to all, and often in English. They embraced mathematics and new scientific ideas and emphasized their practical applications. A tradition of research and teaching was established in mathematics and astronomy.

Many people kept diaries. Letter writing was frequent at court. Most forms of English literature were now available in print. Many ladies read aloud to each other in reading circles and to their households. Some wrote poetry and did translations. Correctness of spelling was beginning to be developed. Printers tended to standardize it. There was much reading of romances, jest books, histories, plays, prayer collections, and encyclopedias, as well as the Bible. In schools and gentry households, favorite reading was Edmund Spenser's "Faerie Queen" about moral virtues and the faults and errors which beset them, Erasmus' New Testament, "Paraphrases", "Colloquies", and "Adages", Sir Thomas North's edition of Plutarch's "Lives of the Noble Grecians and Romans", Elyot's "The Book Named the Governor", and Hoby's translation of "The Courtier". Gentlemen read books on the ideals of gentlemanly conduct, such as "Institucion of a Gentleman" (1555), and Laurence Humphrey's "The Nobles: or of Nobilites". Francis Bacon's "Essays or Counsels Civil and Moral" were popular for their wisdom. In them he commented on many subjects from marriage to atheism. He cautioned against unworthy authority, mass opinion, custom, and ostentation of apparent wisdom. He urged the use of words with their correct meaning.

At a more popular level were Caxton's "The Golden Legend", Baldwin's "Mirror for Magistrates", Foxe's "Book of Martyrs" about English Protestant who suffered at the stake, sensational stories and pamphlets, printed sermons (including those of Switzerland's Calvin), chronicles, travel books, almanacs, herbals, and medical works. English fiction began and was read. There were some books for children. Books were copyrighted, although non-gentlemen writers needed a patron. At the lowest level of literacy were ballads. Next to sermons, the printing press was kept busiest with rhymed ballads about current events. Printed broadsheets on political issues could be distributed quickly. In London, news was brought to the Governor of the News Staple, who classified it as authentic, apocryphal, barber's news, tailor's news, etc. and stamped it. Books were also censored for matter against the state church. This was carried out through the Stationers' Company. This company was now, by charter, the official authority over the entire book trade, with almost sole rights of printing. (Schools had rights of printing). It could burn other books and imprison their printers.

There were language schools teaching French, Italian, and Spanish to the aspiring merchant and to gentlemen's sons and daughters.

Italian business techniques were set forth in textbooks for merchants, using Italian terms of business: debit (debito), credit (credito), inventory (inventorio), journal (giornal), and cash (cassa). The arithmetic of accounting operations, including multiplication, was described in "An Introduction for to Lerne to Reckonwith the Penne or Counters" in 1537. Accounting advice was extended to farmers as well as merchants in the 1569 "The Pathway to Perfectness in the Accomptes of Debitor and Creditor" by James Peele, a salter of London. It repeated the age-old maxim: ...receive before you write, and write before you pay, So shall no part of your accompt in any wise decay. The 1589 "Marchants Avizo" by Johne Browne, merchant of Bristol, gave information on foreign currencies and keeping of accounts, and included specimens of various business documents such as insurance policies, and bills of exchange. It also advised: Take heed of using a false balance or measure...covet not over familiarity amongst men it maketh thee spend much loss of time. Be not hasty in giving credit to every man, but take heed to a man that is full of words, that hath red eyes, that goeth much to law, and that is suspected to live unchaste ... When thou promiseth anything be not stuck to perform it, for he that giveth quickly giveth double ... Fear God...know thy Prince...love thy parents ...give reverence to thy betters ...be courteous and lowly to all men... be not wise in thine own conceit. The old prohibitions of the now declining canon law were still observed. That is one should not seek wealth for its own sake or beyond what was requisite for a livelihood in one's station, exploit a customer's difficulties to extract an extravagant price, charge excessive interest, or engross to "corner the market".

The printing press had made possible the methodizing of knowledge and its dissemination to a lay public. Knowledge associated with the various professions, occupations, and trades was no longer secret or guarded as a mystery, to be passed on only to a chosen few. The sharing of knowledge was to benefit the community at large. Reading became an out-of-school activity, for instruction as well as for pleasure.

In 1565, graphite was discovered in England, and gave rise to the pencil. Surveying accuracy was improved with the new theodolite, which determined directions and measured angles and used a telescope that pivoted horizontally and vertically. Scientists had the use of an air thermometer, in which a column of air in a glass tube sitting in a dish of water contracted or expanded with changes in the temperature, causing the water to move up or down the tube.

William Shakespeare, a glovemaker's son, wrote plays about historical events and plays which portrayed various human personalities and their interactions with each other. They were enjoyed by all classes of people. His histories were especially popular. The Queen and various earls each employed players and actors, who went on tour as a troupe and performed on a round open-air stage, with people standing around to watch. In London, theaters such as the Globe were built specifically for the performance of plays, which before had been performed at inns. The audience applauded and hissed. There were costumes, but no sets. Ordinary admission was 2d. Before being performed, a play had to be licensed by the Master of the Revels to make sure that there was nothing detrimental to the peace and public order. Elizabeth issued a proclamation forbidding unlicensed interludes or plays, especially concerning religion or government policy on pain of imprisonment for at least fourteen days. The common people still went to morality plays, but also to plays in which historical personages were portrayed, such as Richard II, Henry IV, and Henry V. Some plays were on contemporary issues. Musicians played together as orchestras. Music and singing was a popular pastime after supper; everyone was expected to participate. Dancing was popular with all classes. Gentlemen played cards, dice, chess, billiards, tennis, and fenced and had games on horseback. Their deer hunting diminished as forests were cut down for agriculture and the deer was viewed as an enemy eating crops. Falconry diminished as hedges and enclosures displaced the broad expanses of land.

Country people enjoyed music, dancing, pantomime shows with masks, hurling, running, swimming, leap frog, blind man's buff, shovelboard played with the hands, and football between villages with the goal to get the ball into one's own village. Football and shin-kicking matches often resulted in injuries. They bought ballads from traveling peddlers. Early morning dew gathered in May and early June was thought to have special curative powers. There were many tales involving fairies, witches, devils, ghosts, evil spirits, angels, and monsters which were enjoyed by adults as well as children. Many people still believed in charms, curses, divination, omens, fate, and advice from astrologers. The ghosts of the earth walked the earth, usually because of some foul play to be disclosed, wrong to be set right, to warn those dear to them of peril, or to watch over hidden treasure. Good witches cured and healed. Fairies blessed homes, rewarded minor virtues, and punished mild wrongdoing. When fairies were unhappy, the weather was bad. There were parties for children.

The merry guild feast was no longer a feature of village life. There were fewer holydays and festivals. The most prosperous period of the laborer was closing. An agricultural laborer's yearly wage was about 154s., but his cost of living, which now included house rent, was about 160s. a year. In 1533, daily wages in the summer for an agricultural laborer were about 4d. and for an artisan 6d. In 1563 in the county of Rutland, daily wages for laborers were 7d. in summer and 6d. in winter; and for artisans were 9d. in summer and 8d. in winter. Unemployment was widespread.

There were endowed hospitals in London for the sick and infirm. There were others for orphans, for derelict children, and for the destitute. They worked at jobs in the hospital according to their abilities. There was also a house of correction for discipline of the idle and vicious by productive work. Elizabeth continued the practice of touching people to cure scrofula, although she could not bring herself to fully believe in the reality of such cures, contrary to her chaplain and her physician.

In the towns, shop shutters were let down to form a counter at the front of the shop. Goods were made and/or stored inside the shop. Towns held a market once a week. Fairs occurred once or twice a year. At given times in the towns, everyone was to throw buckets of water onto the street to cleanse it. During epidemics in towns, there was quarantine of those affected to stay in their houses unless going out on business. Their houses were marked and they had to carry a white rod when outside. The quarantine of a person lasted for forty days. The straw in his house was burned and his clothes treated. People who died had to be buried under six feet of ground. There was an outbreak of plague in London roughly every ten years.

There was a pity for the distressed that resulted in towns voting money for a people of a village that had burned down or been decimated by the plague.

Communities were taxed for the upkeep and relief of the prisoners in the gaols in their communities.

Queen Elizabeth was puzzling over the proper relationship between the crown and the church when Richard Hooker, a humble scholar, theologian, and clergyman, attempted to find a justification in reason for the establishment of the Church of England as an official part of the governing apparatus of the nation. His thinking was a turning point from the medieval notion that God ordered society, including the designation of its monarch and its natural laws. The belief in a divine structure with a great chain of being, beginning with God and working down through the hierarchy of angels and saints to men, beasts, and vegetables, did foster order in society. Hooker restated the concept of Aristotle that the purpose of society is to enable men to live well. He wrote that although the monarch was head of state and head of religion, the highest authority in civil affairs was Parliament, and in religion, the Convocation. The monarch had to maintain divine law, but could not make it. From this came the idea that the state derives its authority from the will of the people and the consent of the governed.

Protestant women had more freedom in marriage and were allowed to participate in more church activities compared to Catholic women, but they were not generally allowed to become pastors. Due to sensitivities on the part of both Catholics and Protestants about a female being the head of the church, Elizabeth was given the title of "Supreme Governor" of the church instead of "Supreme Head". Elizabeth was not doctrinaire in religious matters, but pragmatic. She always looked for ways to accommodate all views on what religious aspects to adopt or decline. Images, relics, pilgrimages, and rosaries were discouraged. But the Catholic practice of kneeling at prayer, and bowing and doffing caps at the name of Jesus were retained. Also retained was the place of the altar or communion table at the east end of churches, special communion wafers instead of common bread, and elaborate clergy vestments. The communion prayer contained words expressing both the Catholic view that the wafer and wine contained the real presence of the body and blood of Christ, and the Protestant view that they were commemorative only. Communion was celebrated only at Easter and other great festivals. Church services included a sermon and were in accordance with a reformed prayer book and in English, as was the Bible. Care was even taken not to use words that would offend the Scots, Lutherans, Calvinists, or Huguenots. People could hold what religious beliefs they would, even atheism, as long as they maintained an outward conformity. Attendance at state church services on Sunday mornings and evenings and Holydays was enforced by a fine of 12d. imposed by the church wardens. Babies were to be baptized before they were one month old or the parents would be punished.