The sun., 1916-08-27

provision be made In them for the poor
scholars and that - free school shall
be opened in other churches and mon
asteries where there formerly existed
funds for this purpose" The council
also strongly condemned abuses which
had arisen in controlling the licenses
to teach. The Fourth Council Of the
Lateran in 1915 renewed this legisla-
ton and not without effect. The dis
putes alone among parties c~ontending
for the right to appoint the school,
master have enabled NJ. Leopold
Delisle to conclude that rural schools
were multiplied throughout Normandy
during tho thirteenth century and
those following it," and similar evil
dence. not found merely In educational
documents. emboldened NJ. Ravelet in
his Life Of St John Baptist de u
Sale" to assert I'VE can prove similar
facts all owe France" The trades
men often put 1t in their will that their
children should be sent to school and
the preachers Of the day make FREE
quent allusion. as to a fact of daily oc-
currence. to little boys going to school
with their alphabet swung over their
shoulders.
to SSispoio
were usually parochial in organization,
many other types had arisen in the
Middle Ages. Town schools. for exam-
pie. were numerous. They were often
an outgrowth Of the parish school.
As Grant says Of the burgh schools Of
Scotland, "They had their origin in
connection with the Church or were
called into existence by the people
.s = ~~.-.. 49,.
were founded. undoubtedly toward h
end Of the fifteenth century schools
were planted in every considerable
town in Scotland" History Of the
burgh and parish schools of Scotland.
25.) The passing Of control from the
ecclesiastical to the municipal power
was not always accompanied By strife
and did not mean. rs Is so often stated.
n revolt against the authority of the
Church. AS Paulsen, the Protestant
historian OF German education, says:
such struggles weie never animated
by n spirit of hostility to the Church
or its doctrines: they were directed cx-
clusively against the local educational
authority. II is significant hat the
higher ecclesiastical authority always
sided with the cities-a policy quite in
accordance with the benevolent inter-
est which the Church evinced through
out the Middle Ages in the advance
ment Of education and educational in
stitutions in any shape or form There
seems- to be little doubt that toward
the end OF the fifteenth century nearly
every city had a school Of its own and
that even in the small market towns
and villages schools were by no means
rare" German Education. Past and
Present. 29.)
More significant even for the wide-
spread extent Of popular education II
another statement Of the same his
torian: 1T seems safe to assume that
at the end Of the Middle Ages the en-
tire population Of the towns with the
exception OF tho lowest classes wa
able to read and to write. No statis-
tics are available. but the most con
vincing evidence that could be desired
Is afforded by the rapid development
Of the art Of printing into an impor-
tant industry. This would have been
impossible without n universal demand
for hooks" CIbid. By
The medieval guilds were RESPONSE
bic factors in the spread Of popular
education. With the growth OF com
merce and manufactures in the elev-
enth and twelfth centuries these Or
CARNATIONS became very numerous.
embracing the merchants. traders. &C.,
In the merchant guild and the artisans
and skilled workmen in the craft
guilds. When 1t not infrequently hap
pened. a. In the rise Of the city states.
that the guild controlled the city gov
eminent and tho municipal and guild
Officers were Identical the guild school
became the town school Large guilds
u any rate usually had their own
chaplains and provided an elementary
school for the children Of tho members
In which the chaplain was the teacher.
The craft guild wa In itself An sdu-
cationAl agency. II provided . sys-
tematio Industrial training BY regulat.
ing al conditions for the learning Of
Q trade or craft for instance. that only
. master could teach the trade q
craft: that apprenticeship should en-.
brace . definite number Of years, from
three . ten. according 70 the eharae.
ter OF the craft: that the Jour.
neyman. - the brakeman W.
called when he had completed ap-
premiership should work under Q
master and not alone, and thu b
should only b declared . master when
hs had completed a independent piece
Al craftma nehin. "maSterpiecAe