Arose from dead. institutions were also combined with the burgher schools. Chantry Schools.-Another type of institution that came into prominence toward the close of the Middle Ages was the 'chantry school.' Schools of this sort at first arose out of bequests by wealthy persons to support foundations for priests who should 'chant' masses for the repose of their masses for the souls. Since these religious duties did not absorb all the time of the priests, they were able to do some teaching. And before long, the founders of chantries themselves came to direct that the priests carrying out their will should be required to teach. Often two chantry priests were provided, one to teach a 'grammar' school, and the other a 'song' or vernacular school. From the first most of these chantry schools were free of all tuition charges, the priest being requested to teach gratis, without asking anything beyond his stipend for his pains," but occasionally they were gratuitous only to the children of his parishioners or to poor children whose parents or guardians asked for the privilege. Influence of the New Schools.-The chantry schools likewise were often united with various other schools within a town, and became jointly known as 'burgher schools.' Many new foundations of a similar nature were also made. These burgher schools were largely controlled and supported by the public authorities, although still generally taught by the priests. They came to represent Paved the way the interests of the mercantile and industrial classes, and for a more secularized education. gave instruction in subjects of more practical value than had any of the schools hitherto. Such institutions sprang up everywhere during the later Middle Ages. They were often strongly opposed by the ecclesiastical authorities, who struggled hard to abolish them or bring them under control, but they continued to grow and hold their own. The number of lay teachers in them gradually increased, and thus paved the way for the tendency toward the secularization and civic control of education that appeared later on. The new schools, therefore, that arose in connection with the development of commerce and industry and the growth of towns, were one of the largest factors that led into the broadening of outlook known as the Renaissance. SUPPLEMENTARY READING Graves, During the Transition (Macmillan, 1910), chap. X; Monroe, Text-book (Macmillan, 1905), pp. 337–339. Adams, G. B., Civilization during the Middle Ages (Scribner, 1894), furnishes an illuminating chapter (XII) upon the Growth of Commerce and Its Results. The development of towns and gilds in various countries of Europe is described in detail by Ashley, W. J., English Economic History and Theory (Putnam, 1892), vol. I, chap. II; Green, Alice S., Town Life in the Fifteenth Century (Macmillan, 1894); Gross, C., The Gild Merchant (Oxford, Clarendon Press, 1890); Staley, E., The Guilds of Florence (Methuen, London, 1906); and Unwin, G., The Gilds and Companies of London (Methuen, London, 1908; Scribner, 1909). Accounts of the new types of schools are found in Leach, A. F., English Schools at the Reformation (Constable, 1896), chaps. 7-9; Nohle, E., History of the German School System (Report of the U. S. Commissioner of Education, 1897-1898, vol. I), pp. 22-26; and Watson, F., English Grammar Schools to 1660 (Cambridge University Press, 1909), chap. VII. |