The Eve of the Reformation

At this university he was taught by Leonicus and by Leonicenus, the friend and correspondent of Politian: “Men,” he says, as being unable to give higher praise, “like Tunstall and Latimer.”44 Passing on to Bologna he sat at the feet of Paul Bombasius, “who was then explaining every best author to large audiences.” Subsequently, at Rome, he formed a lasting friendship with William Stokesley, whom he describes as “his best friend on earth; a man of the keenest judgment, excellent, and indeed marvellous, in theology and philosophy, and not only skilled in Greek and Latin, but possessed of some knowledge of Hebrew,” whose great regret was that he had not earlier in life realised the power of the Greek language.45 At Ferrara, too, Pace first met Erasmus, and he warmly acknowledges his indebtedness to the influence of this great humanist.

In 1509, Richard Pace accompanied Cardinal Bainbridge to Rome, and was with him when the cardinal died, or was murdered, there in 1514. Whilst in the Eternal City, “urged to the study by that most upright and learned man, William Latimer,” he searched the Pope’s library for books of music, and found a great number of works on the subject. The cardinal’s death put a stop to his investigations; but he had seen sufficient to be able to say that to study the matter properly a man must know Greek and get to the library of the Pope, where there were many and the best books on music. “But,” he adds, “I venture to say this, our English music, if any one will critically examine into the matter, will be found to display the greatest subtlety of mind, especially in what is called the introduction of harmonies, and in this matter to excel ancient music.”46

It is unnecessary to follow in any detail the story of the general literary revival in England. Beginning with Selling, the movement continued to progress down to the very eve of the religious disputes. That there was opposition on the part of some who regarded the stirring of the waters with suspicion was inevitable. More especially was this the case because during the course of the literary revival there rose the storm of the great religious revolt of the sixteenth century, and because the practical paganism which had resulted from the movement in Italy was perhaps not unnaturally supposed by the timorous to be a necessary consequence of a return to the study of the classics of Greece and Rome. The opposition sprung generally from a misunderstanding, and “not so much from any hostility to Greek itself as from an indifference to any learning.” This Sir Thomas More expressly declares when writing to urge the Oxford authorities to repress a band of giddy people who, calling themselves Trojans, made it their duty to fight against the Grecians. It is true also that the pulpit was at times brought into requisition to decry “not only Greek and Latin studies,” but liberal education of any kind.47 But, so far as England is concerned, this opposition to the revival of letters, even on the score of the danger likely to come either to faith or morals, was, when all is said, slight, and through the influence of More, Fisher, and the king himself, easily subdued.48 The main fact, moreover, cannot be gainsaid, namely, that the chief ecclesiastics of the day, Wolsey, Warham, Fisher, Tunstall, Langton, Stokesley, Fox, Selling, Grocyn, Whitford, Linacre, Colet, Pace, William Latimer, and Thomas Lupset,49 to name only the most distinguished, were not only ardent humanists, but thorough and practical churchmen. Of the laymen, whether foreigners or Englishmen, whose names are associated with the renaissance of letters in this country, such as, for example, the distinguished scholar Ludovico Vives, the two Lillys, Sir Thomas More, John Clement,50 and other members of More’s family, there can be no shadow of doubt about their dispositions towards the ancient ecclesiastical régime. A Venetian traveller, in 1500, thus records what he had noticed as to the attitude of ecclesiastics generally towards learning: – “Few, excepting the clergy, are addicted to the study of letters, and this is the reason why any one who has any learning, though he may be a layman, is called a clerk. And yet they have great advantages for study, there being two general universities in the kingdom, Oxford and Cambridge, in which there are many colleges founded for the maintenance of poor scholars. And your magnificence (the Doge of Venice) lodged at one named Magdalen, in the University of Oxford, of which, as the founders having been prelates, so the scholars also are ecclesiastics.”

It was in England, and almost entirely among the ecclesiastics of England, that Erasmus found his chief support. “This England of yours,” he writes to Colet in 1498, “this England, dear to me on many accounts, is above all most beloved because it abounds in what to me is the best of all, men deeply learned in letters.”51 Nor did he change his opinion on a closer acquaintance. In 1517, to Richard Pace he wrote from Louvain in regret at leaving a country which he had come to regard as the best hope of the literary revival: – “Oh, how truly happy is your land of England, the seat and stronghold of the best studies and the highest virtue! I congratulate you, my friend Pace, on having such a king, and I congratulate the king whose country is rendered illustrious by so many brilliant men of ability. On both scores I congratulate this England of yours, for though fortunate for many other reasons, on this score no other land can compete with it.”52

When William Latimer said in 1518 that Bishop Fisher wished to study Greek for Biblical purposes, and that he thought of trying to get a master from Italy, Erasmus, whilst applauding the bishop’s intention as likely to encourage younger men to take up the study, told Latimer that such men were not easy to find in Italy. “If I may openly say my mind,” he adds, “if I had Linacre, or Tunstall, for a master (for of yourself I say nothing), I would not wish for any Italian.”53

Not to go into more lengthy details, there is, it must be admitted, abundant evidence to show that there was in the religious houses of England, no less than in the universities, a stirring of the waters, and a readiness to profit by the real advance made in education and scholarship. The name of Prior Charnock, the friend of Colet and Erasmus at Oxford, is known to all. But there are others with even greater claim than he to be considered leaders in the movement. There is distinct evidence of scholarship at Reading, at Ramsey, at Glastonbury, and elsewhere.54 The last-named house, Glastonbury, was ruled by Abbot Bere, to whose criticism Erasmus desired to submit his translation of the New Testament from the Greek. Bere himself had passed some time, with distinction, in Italy, had been sent on more than one embassy by the king, and had been chosen by Henry VII. to invest the Duke of Urbino with the Order of the Garter, and to make the required oration on that occasion.55 He had given other evidence also of the way the new spirit that had been enkindled in Italy had entered into his soul. It was through Abbot Bere’s generosity that Richard Pace, whom Erasmus calls “the half of his soul,” was enabled to pursue his studies in Italy.56 Glastonbury was apparently a soil well prepared for the seed-time, for even in the days of Abbot Bere’s predecessor, Abbot John Selwood, there is evidence to show that the religious were not altogether out of touch with the movement. The abbot himself presented one of the monks with a copy of John Free’s translation from the Greek of Synesius de laude Calvitii. The volume is written by an Italian scribe, and contains in the introductory matter a letter to the translator from Omnibonus Leonicensis, dated at Vicenza in 1461, as well as a preface or letter by Free to John Tiptoft, Earl of Worcester.57

At St. Augustine’s, Canterbury, also, we find, even amid the ruins of its desolation, traces of the same spirit which pervaded the neighbouring cloister of Christchurch. The antiquary Twyne declares that he had been intimately acquainted with the last abbot, whom he knew to have been deeply interested in the literary movement. He describes his friend as often manifesting in conversation his interest in and knowledge of the ancient classical authors. He says that this monk was the personal friend of Ludovico Vives, and that he sent over the sea one of his subjects at St. Augustine’s, John Digon, whom he subsequently made prior of his monastery, to the schools of Louvain, in order that he might profit by the teaching of that celebrated Spanish humanist.58

Beyond the foregoing particular instances of the real mind of English ecclesiastics towards the revival of studies, the official registers of the Universities of Oxford and Cambridge furnish us with evidence of the general attitude of approval adopted by the Church authorities in England. Unfortunately, gaps in the Register of Graduates at Oxford for the second half of the fifteenth century do not enable us to gauge the full extent of the revival, but there is sufficient evidence that the renaissance had taken place. In the eleven years, from A.D. 1449 to A.D. 1459, for which the entries exist, the average number of degrees taken by all students was 91.5. From 1506, when the registers begin again, to 1535, when the commencement of operations against the monastic houses seemed to indicate the advent of grave religious changes, the average number of yearly degrees granted was 127. In 1506 the number had risen to 216, and only in very few of the subsequent years had the average fallen below 100. From 108 in 1535, the number of graduates fell in 1536 to only 44; and the average for the subsequent years of the reign of Henry VIII. was less than 57. From 1548 to 1553, that is, during the reign of Edward VI., the average of graduates was barely 33, but it rose again, whilst Mary was on the throne, to 70.

If the same test be applied to the religious Orders, it will be found that they likewise equally profited by the new spirit. During the period from 1449 to 1459 the Benedictine Order had a yearly average of 4 graduates at Oxford, the other religious bodies taken together having 5. In the second period of 1506-1539 the Benedictine graduates number 200, and (allowing for gaps in the register) the Order had thus a yearly average of 6.75, the average of the other Orders during the same period being 5.2. If, moreover, the number of the religious who took degrees be compared with that of the secular students, it will be found that the former seem to have more than held their own. During the time from 1449 to 1459 the members of the regular Orders were to the rest in the proportion of 1 to 9.5. In the period of the thirty years immediately preceding the general dissolution it was as 1 to 9. Interest in learning, too, was apparently kept up among the religious Orders to the last. Even with their cloisters falling on all sides round about them, in the last hour of their corporate existence, that is in the year 1538-39, some 14 Benedictines took their degrees at Oxford.

In regard to Cambridge, a few notes taken from the interesting preface to a recent “History of Gonville and Caius College” will suffice to show that the monks did not neglect the advantages offered to them in the sister university.59 Gonville Hall, as the college was then called, was by the statutes of Bishop Bateman closely connected with the Benedictine Cathedral Priory of Norwich. Between 1500 and 1523 the early bursars’ accounts give a list of “pensioners,” and these “largely consisted of monks sent hither from their respective monasteries for the purpose of study.” These “pensioners paid for their rooms and their commons, and shared their meals with the fellows. All the greater monasteries in East Anglia, such as the Benedictine Priory at Norwich, the magnificent foundation of Bury, and (as a large landowner in Norfolk) the Cluniac House at Lewes, seem generally to have had several of their younger members in training at our college. To these must be added the Augustinian Priory of Westacre, which was mainly frequented (as Dr. Jessopp tells us) by the sons of the Norfolk gentry.”60

The Visitations of the Norwich Diocese (1492-1532), edited by Dr. Jessopp for the Camden Society, contain many references to the monastic students at the university. In one house, for example, in 1520, the numbers are short, because “there were three in the university.” In another case, when a religious house was too poor to provide the necessary money to support a student during his college career, it was found by friends of the monastery, until a few years later, when, on the funds improving, the house was able to meet the expenses. This same house, the Priory of Butley, “had a special arrangement with the authorities of Gonville Hall for the reservation of a suitable room for their young monks.” One object of sending members of a monastery to undergo the training of a university course “was to qualify for teaching the novices at their own house”; for after they have graduated and returned to their monastery, we not infrequently find them described as “idoneus preceptor pro confratribus”; “idoneus pro noviciis et junioribus,” &c. Moreover, the possession of a degree on the part of a religious, as an examination of the lists will show, often in after life meant some position of trust or high office in the monastery of the graduate.

Nor was the training then received any light matter of form; it meant long years of study, and the possession of a degree was, too, a public testimony to a certain proficiency in the science of teaching. Thus, for example, George Mace, a canon of Westacre, who became a pensioner at Gonville Hall in 1508, studied arts for five years and canon law for four years at the university, and continued the latter study for eight years in his monastery.61 William Hadley, a religious of the same house, had spent eleven years in the study of arts and theology;62 and Richard Brygott, who took his B.D. in 1520, and who subsequently became Prior of Westacre, had studied two years and a half in his monastery, two years in Paris, and seven in Cambridge.63

“With the Reformation, of course, all this came to an end,” writes Mr. Venn, and we can well understand that this sudden stoppage of what, in the aggregate, was a considerable source of supply to the university, was seriously felt. On the old system, as we have seen, the promising students were selected by their monasteries, and supported in college at the expense of the house. As the author of the interesting account of Durham Priory says: “If the master did see that any of them (the novices) were apt to learning, and did apply his book and had a pregnant wit withal, then the master did let the prior have intelligence. Then, straightway after he was sent to Oxford to school, and there did learn to study divinity.”64

Moreover, it should be remembered that it was by means of the assistance received from the monastic and conventual houses that a very large number of students were enabled to receive their education at the universities at all. The episcopal registers testify to this useful function of the old religious corporations. The serious diminution in the number of candidates for ordination, and the no less lamentable depletion of the national universities, consequent upon the dissolution of these bodies, attest what had previously been done by them for the education of the pastoral clergy. This may be admitted without any implied approval of the monastic system as it existed. The fact will be patent to all who will examine into the available evidence; and the serious diminution in the number of clergy must be taken as part of the price paid by the nation for securing the triumph of the Reformation principles. The state of Oxford during, say, the reign of Edward VI., is attested by the degree lists. In the year 1547 and in the year 1550 no student at all graduated, and the historian of the university has described the lamentable state to which the schools were reduced. If additional testimony be needed, it may be found in a sermon of Roger Edgworth, preached in Queen Mary’s reign. Speaking of works of piety and pity, much needed in those days, the speaker advocates charity to the poor students at the two national universities. “Very pity,” he says, “moves me to exhort you to mercy and pity on the poor students in the universities of Oxford and Cambridge. They were never so few in number, and yet those that are left are ready to run abroad into the world and give up their study for very need. Iniquity is so abundant that charity is all cold. A man would have pity did he but hear the lamentable complaints that I heard lately when amongst them. Would to God I were able to relieve them. This much I am sure of: in my opinion you cannot bestow your charity better.” He then goes on to instance his own case as an example of what used to be done in Catholic times to help the student in his education. “My parents sent me to school in my youth, and my good lord William Smith, sometime Bishop of Lincoln, (was) my bringer up and ‘exhibitour,’ first at Banbury in the Grammar School with Master John Stanbridge, and then at Oxford till I was a Master of Arts and able to help myself.”

He pleads earnestly that some of his hearers may be inspired to help the students in the distress to which they are now reduced, and so help to restore learning to the position from which it had fallen in late years.65

Of the lamentable decay of scholarship as such, the inevitable, and perhaps necessary, consequence of the religious controversies which occupied men’s minds and thoughts to the exclusion of all else, it is, of course, not the place here to dwell upon. All that it is necessary to do is to point out that the admitted decay and decline argues a previous period of greater life and vigour. Even as early as 1545 the Cambridge scholars petitioned the king for an extension of privileges, as they feared the total destruction of learning. To endeavour to save Oxford, it was ordered that every clergyman, having a benefice to the amount of £100, should out of his living find at least one scholar at the university. Bishop Latimer, in Edward VI.’s reign, looked back with regret to past times “when they helped the scholars,” for since then “almost no man helpeth to maintain them.” “Truly,” he said, “it is a pitiful thing to see the schools so neglected. Schools are not maintained, scholars have not exhibitions… Very few there be that help poor scholars… It would pity a man’s heart to hear what I hear of the state of Cambridge; what it is in Oxford I cannot tell… I think there be at this day (A.D. 1550) ten thousand students less than there were within these twenty years.” In the year 1550, it will be remembered, there was apparently no degree of any kind taken at the university of Oxford.

This fact appears patent on this page of history; that from the time when minds began to exercise themselves on the thorny subjects which grew up round about the “great divorce” question, the bright promises of the revival of learning, which Erasmus had seen in England, faded away. Greek, it has been said, may conveniently stand for learning generally; and Greek studies apparently disappeared in the religious turmoils which distracted England. With Mary’s accession, some attempt was made to recover lost ground, or at least re-enkindle the lamp of learning. When Sir Thomas Pope refounded Durham College at Oxford under the name of Trinity, he was urged by Cardinal Pole, to whom he submitted the draft of his statutes, “to order Greek to be more taught there than I have provided. This purpose,” he says, “I like well, but I fear the times will not bear it now. I remember when I was a young scholar at Eton, the Greek tongue was growing apace, the study of which is now of late much decayed.”66

The wholesale destruction of the great libraries in England is an indirect indication of the new spirit which rose at this time, and which helped for a time to put an end to the renaissance of letters. When Mary came to the throne, and quieter times made the scheme possible, it was seriously proposed to do something to preserve the remnant of ancient and learned works that might be left in England after the wholesale destruction of the preceding years. The celebrated Dr. Dee drew up a supplication to the queen, stating that “among the many most lamentable displeasures that have of late happened in this realm, through the subverting of religious houses and the dissolution of other assemblies of godly and learned men, it has been, and among all learned students shall for ever be, judged not the least calamity, the spoil and destruction of so many and so notable libraries wherein lay the treasure of all antiquity, and the everlasting seeds of continual excellency in learning within this realm. But although in those days many a precious jewel and ancient monument did utterly perish (as at Canterbury that wonderful work of the sage and eloquent Cicero, De Republica, and in many other places the like), yet if in time great and speedy diligence be showed, the remnants of such incredible a store, as well of writers theological as in all the other liberal sciences, might yet be saved and recovered, which now in your Grace’s realm being dispersed and scattered, yea, and many of them in unlearned men’s hands, still even yet (in this time of reconciliation) daily perish; and perchance are purposely by some envious person enclosed in walls or buried in the ground.”

The scheme which accompanied this letter in 1556 was for the formation of a national library, into which were to be gathered the original manuscripts still left in England, which could be purchased or otherwise obtained, or at least a copy of such as were in private hands, and which the owners would not part with. Beyond this, John Dee proposes that copies of the best manuscripts in Europe should be secured. He mentions specially the libraries of the Vatican, and of St. Mark’s, Venice, those at Florence, Bologna, and Vienna, and offers to go himself, if his expenses are paid, to secure the transcripts.67 The plan, however, came to nothing, and with Mary’s death, the nation was once more occupied in the religious controversies, which again interfered with any real advance in scholarship.

One other point must not be overlooked. Before the rise of the religious dissensions caused England to isolate herself from the rest of the Catholic world, English students were to be found studying in considerable numbers at the great centres of learning in Europe. An immediate result of the change was to put a stop to this, which had served to keep the country in touch with the best work being done on the Continent, and the result of which had been seen in the able English scholars produced by that means on the eve of the Reformation.

Taking a broad survey of the whole movement for the revival of letters in England, it would appear then certain that whether we regard its origin, or the forces which contributed to support it, or the men chiefly concerned in it, it must be confessed that to the Church and churchmen the country was indebted for the successes achieved. What put a stop to the humanist movement here, as it certainly did in Germany, was the rise of the religious difficulties, which, under the name of the “New Learning,” was opposed by those most conspicuous for their championship of true learning, scholarship, and education.