It is perhaps not surprising that, in a society of very young men, casual and sporadic violence was common. The students entered the university at an age between fourteen and seventeen, where they embarked upon a course of study that lasted for seven years. Grammar, rhetoric and dialectic were taught in the first three years; these disciplines were followed by arithmetic, astronomy, music and geometry. The students attended lectures and tutorials, but they also disputed among themselves in formal debates. Disputation was an important aspect of medieval life in every sphere. The examinations themselves were entirely oral and were prolonged for four days. The successful candidate would then be given the title of Master of Arts. The more learned moved on to the study of theology; that pursuit took another sixteen or seventeen years, more or less consigning its devotees to an academic life.
The learning promulgated in Oxford and Cambridge was not all of a scholastic kind. More informal schools, established in the two towns to take advantage of their general reputation, taught lessons in conveyancing, accountancy and commercial law; these were frequented by the sons of the greater farmers and landowners, and by the administrators of such estates, to keep abreast of the ever more complex world of property ownership and property speculation. A great enthusiasm for knowledge of a practical nature can be observed in this period.
The appetite for education was in any case instinctive, the natural child of emulation and ambition in an expanding world. By the beginning of the thirteenth century every town had its own school.
I would my master were an hare,
And all his books were hounds,
And I myself a jolly hunter:
To blow my horn I would not spare!
If he were dead, I would not care.
So wrote the author of a fifteenthcentury poem, ‘The Birched Schoolboy’. The schoolmaster sat on a large chair, often with a book in his lap, while the boys were grouped on simple benches around him. He would dictate the rules of Latin grammar, for example, while the boys would scribble them on wax tablets or chant them in unison. Schooling began at six in the morning and, with appropriate breaks, concluded at six in the evening. Another verse describes the life of the boy out of the schoolroom. When he was young, John Lydgate
Ran into gardens, apples there I stole,
To gather fruits I spared not hedge nor wall,
To pluck grapes from other men’s vines
I was more ready than to say my matins,
My lust was to scorn folk and jape,
To scoff and mock like a wanton ape.
In a world of much casual and spontaneous violence the beating of children was customary and familiar. Agnes Paston beat her daughter, Elizabeth, ‘once in a week or twice, and sometimes twice in one day, and her head broken in two or three places’. Elizabeth herself was twenty years old at the time. Agnes Paston also ordered her son’s schoolmaster to ‘truly belash him’ if he was disobedient. The sentiment would be expected from a loving mother. It was advised that a child should be beaten until he or she admitted guilt and cried for mercy. But childhood was not simply a world of whips and blows. Many educational manuals espoused the cause of gentleness mixed with firmness; excessive punishment was generally denounced.
Thomas More, who was born in 1478, believed that three out of every five of the English people could read; that might be an overestimate, and he might only have been considering the men and women of London, but it is testimony to the growing literacy of the country. The development of the unfamiliar medium of printing, in the latter decades of the fifteenth century, created a new audience with new skills. This was the age in which the poster and the handbill came into use and in which some of the larger towns had libraries. The Guildhall Library, established in 1423, exists still. Four new grammar schools were established in London in the space of one year. In the last decades of the fifteenth century free schools were endowed at Hull, Rotherham, Stockport, Macclesfield and Manchester.
Schoolboys were not allowed to dice or to use bows and arrows on the premises; they were, however, given time and opportunity to engage in the more suitable sport of cock-fighting. ‘Wehee!’ was the cry of liberation from the schoolroom. It was an age of ‘leaping about’, of running and of wrestling. Birds were snared or brought down with sling and stone. Bede recalls that in his youth he had engaged in a primitive form of horse-racing.
