skilled in many other arts. By the teaching of these men the king's mind was much enlarged, and he enriched and honoured them with much influence. 68. The Education of the Son of King Alfred (Asser's Life of Alfred the Great; trans. by J. A. Giles, p. 68. London, 1885) Asser was Bishop of Sherborne and a familiar friend of the king. He died about 909. The following extract gives a picture of the kind of education given Alfred's son, Ethelwerd, and doubtless represents the best of the possible training at that time. Ethelwerd, the youngest (of Alfred's children), by the divine counsels and the admirable prudence of the king, was consigned to the schools of learning where, with the children of almost all the nobility of the country, and many also who were not noble, he prospered under the diligent care of his teachers. Books in both languages, namely Latin and Saxon, were read in the school. They also learned to write, so that before they were of an age to practice manly arts, namely, hunting and such pursuits as befit noblemen, they became studious and clever in the liberal arts. Edward and Ethelswitha were bred up in the king's court and received great attention from their attendants and nurses; nay, they continue to this day, with the love of all about them, and showing affability, and even gentleness, towards all, both natives and foreigners, and in complete subjection to their father; nor, among their other studies which appertain to this life and are fit for noble youths, are they suffered to pass their time idly and unprofitably without learning the liberal arts; for they have carefully learned the Psalms and Saxon books, especially the Saxon poems, and are continually in the habit of making use of books. 69. Ninth-Century Plan of the Monastery at Saint Gall (After an old plan, reconstructed by Professor Robert Willis, Arch. Jour., v, 86) This monastery was located at Saint Gall, in the canton of that name, in Switzerland. In 614 A.D. an Irish hermit, Saint Gall, built his cell in the thick forest there, and lived there until his death, in 640. It then became a shrine for pilgrims, and about 750 was transformed into a Benedictine monastery. This monastery grew rapidly, and for the next three centuries was one of the chief seats of learning and education in Europe. The plan of the monastery, at the height of its development, is reproduced on the following page, and the explanation given below the plan will make it intelligible. FIG. 11. NINTH-CENTURY PLAN OF THE MONASTERY OF SAINT GALL SWITZERLAND 1. Large building unmarked on the original plan. 2. Servants' quarters. 3. Pigsty. 4. Stable. 5. Cattle-shed. 6. Goat-house. 7. Sheep-shed. 8. Brew-house and bake-house for guests. 9. Towers with spiral staircases. 10. Guest-house for the poor, with brew-house and bake-house attached. 11. Another stable. 12. Quarters for servants. 13. House for drying fruits. 14. Storehouse for grain for brewing. 15. Cooper shop and wood-turning shop. 16. Church. 17. Porter's lodge. 18. House for greater guests. 19. Cellar with storehouses above. 20. Kitchen for monks. 21. Brew-house and bake-house for monks. 22. Buildings with mills. 23. Shops of shoemakers, saddlers, carvers, tanners, goldsmiths, blacksmiths, fullers, shield-makers, and sword-makers. 24. 1st floor, refectory; 2d floor, wardrobe. 25. Garth with cloisters. 26. Schoolmaster's lodging. 27. School. 28. Abbot's house. 29. Home of visiting monks. 30. 1st floor, scriptorium; 2d floor, library. 31. Dormitory, heating apparatus on 1st floor. 32. Baths. 33. Granary and threshing-floor. 34. Hen-houses and duck-houses. 35. Poultry-keeper's house. 36. Kitchen garden. 37. Gardener's house. 38. Cemetery and orchard. 39. House for novices. 40. Chapel for novices and invalids. 41. Infirmary. 42. Garden of medicinal plants. 43. Physician's house. 44. House for blood-letting. CHAPTER VII EDUCATION DURING THE EARLY MIDDLE AGES II. SCHOOLS ESTABLISHED AND INSTRUCTION PROVIDED THE Readings of this chapter deal with the same period following the downfall of Roman authority as did the preceding chapter, but with the different types of schools established and the kind of education provided by the Church to enable it to meet the needs of the age, and help it in its struggle against barbarism. The first selection, from Leach (70), clearly distinguishes between two types of schools - the song and the grammar schools; while the one from Mullinger (71) does the same for the monastic and the episcopal (or cathedral) schools. The latter also mentions the more famous schools of each typc during the early Middle Ages. Selection 72 outlines the duties of the different cathedral officers, particularly those of the Precentor and the Schoolmaster. Another type of later Middle-Age educational foundation is described in the selection (73), relating to the grants for founding a chantry school. These chantry grants began about the close of the period under consideration, were later extended to include grammar schools (142), and became quite common during the later Middle Ages. The subject-matter of instruction was naturally a survival from the old Roman schools, and was known as the Seven Liberal Arts. The selection from Rhabanus Maurus, describing each of these Seven Liberal Arts (74 a-g), gives a good outline of the uses and subject-matter of each of these great mediæval disciplines, and reveals the meager scope of the learning of the time. The Colloquy of Abbot Ælfric (75) is a good sample of the simple Latin reading matter in common use, as a sort of reading primer, before taking up classical or sacred writings following the study of gram mar. During the early Middle Ages the great subject of study was Grammar, and the importance of a study of this fundamental art is well set forth in the extract from Quintilian (76). That but little could have been done, during this time, in the arts having a scientific basis, due to the very meager general knowledge of the day even among the so-called learned classes, is well evidenced by the two extracts from the thirteenth-century Encyclopædia of Bartholomew Anglius (77 a-b), relating to the chemical elements and the movements of the planets. That this book continued to be translated into the vernaculars, and to be reissued for three centuries after its first compilation, tells much as to the need it met and filled. The selection from Cott, listing a tenth-century schoolmaster's books (78), is also interesting as showing the meager library, both in number of volumes and scope of subjectmatter, of a scholar of the time. The struggle of the Church to enforce law and order during this period was a long and a difficult one. One of the means tried was that of the proclamation of a Truce of God. One of the earliest of these, declaring three bloodless days a week, is reproduced (79). Another means was the adoption and sanctification of chivalry, which was used to refine and civilize the barbarian nobility. A good description of such utilization of chivalry by the Church is given in the selection reproduced from Gautier (80). For the peasant and serf the educational influence of the Church was exercised largely through its services, a good description of which is given by Draper (81). Toward the latter part of the darkest period of the Middle Ages the Church, having established itself as the master, and seeing that the tide was turning, began to exercise a mild pressure for some form of education for certain of the sons of freemen. A good example of this is reproduced from the Statutes of Winchester Diocese, in England (82). The Church also evolved a supervisory system for the schools it had created, under a supervising principal (Scholasticus; Precentor), and with teachers' licenses (83), legal forms for appointment (84 a), and oaths of office (84 b) to be subscribed to before entering upon the duties of a position. These forms are the precursors of the teacher's certificate, notice of appointment, and contract of to-day. 70. Song and Grammar Schools in England (Leach, A. F., The Schools of Medieval England, p. 6. London, 1915) The writer from whom the following selection is taken is a foremost English authority on the history of early education in England. Of the song and grammar schools he writes: These Song Schools became even more general than the Grammar Schools. The Song School at Rochester is expressly mentioned by Bede in Theodore's time as being derived from Canterbury. Putta, whom Archbishop Theodore found at Rochester, and made bishop FIG. 12. INTERIOR OF A NORMAN SCHOOL, TWELFTH CENTURY In the original cut the bench on which the scholars are seated forms a complete circle. To the left are two writers, while to the right is the teacher, who seems to be lecturing. In the center is the teacher's desk there, is described "as well instructed in ecclesiastical learning, ... and especially skilled in the art of chanting in church after the Roman fashion, which he had learnt from the pupils of the blessed Pope Gregory himself." This Putta, when Rochester was ravaged by the King of Mercia in 675, settled down as a simple parish priest in Mercia and went about "teaching church singing (ecclesia carmina) wherever he was asked." The twin schools of Grammar and Song, which have often been confounded as if they were one school, are found side by side in connexion with all the great churches, that is in all the great centers of population, from the age of Augustine and Ethelbert to the age of Cranmer and Edward VI, as distinct foundations, completely differentiated in function as they were in their teaching, and generally in their government. In small places they were sometimes united under one master. Though as late as 1519 a school-author, who had been Headmaster first of Eton and then of Winchester, William Horman, asserted in echo of Quintilian, himself copying the Greeks, that, without a knowledge of music, rammar cannot be perfect, yet the teaching of singing and music, so |