History of the Reformation - Thomas M. Lindsay

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Germany. The teachers were commonly called the Roll-Brueder, and under this name they had a school in Magdeburg to which probably Luther was sent when he spent a year in that town. Their work was so pervading and their teaching so effectual, that we are informed by chroniclers, who had nothing to do with the Brethren, that in many German towns, girls could be heard singing the simpler Latin hymns, and that the children of artisans could converse in Latin.

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      The desire for education spread all over Germany in the fifteenth century. Princes and burghers vied with each other in erecting seats of learning. Within one hundred and fifty years no fewer than seventeen new universities were founded. Prag, a Bohemian foundation, came into existence in 1348. Then followed four German foundations, Vienna, in 1365 or 1384; Heidelberg, in 1386; Köln, in 1388; and Erfurt, established by the townspeople, in 1392. In the fifteenth century there were Leipzig, in 1409; Rostock, on the shore of what was called the East Sea, almost opposite the south point of Sweden, in 1419; Cracow, a Polish foundation, in 1420; Greifswald, in 1456; Freiburg and Trier, in 1457; Basel, in 1460; Ingolstadt, founded with the special intention of training students in obedience to the Pope, a task singularly well accomplished, in 1472; Tübingen and Mainz, in 1477; Wittenberg, in 1502; and Frankfurt-on-the-Oder, in 1507. Marburg, the first Reformation University, was founded in 1527.

      The craving for education laid hold on the burgher class, and towns vied with each other in providing superior schools, with teachers paid out of the town's revenues. Some German towns had several such foundations. Breslau, “the student's paradise,” had seven. Nor was the education of girls neglected. Frankfurt-on-the-Main founded a high school for girls early in the fifteenth century, and insisted that the teachers were to be learned ladies who were not nuns.24 Besides the classrooms, the towns usually provided hostels, where the boys got lodging and sometimes firewood (they were expected to obtain food by begging through the streets of the town), and frequently hospitals where the scholars could be tended in illness.25

      These possibilities of education attracted boys from all parts of the country, and added a new class of vagrants to the tramps of all kinds who infested the roads during the later Middle Ages. The wandering scholar, with his yellow scarf, was a feature of the era, and frequently not a reputable one. He was usually introduced as a character into the Fastnachtspiele, or rude popular carnival comedies, and was almost always a rogue and often a thief. Children of ten and twelve years of age left their villages, in charge of an older student, to join some famous school. But these older students were too often mere vagrants, with just learning enough to impose upon the simple peasantry, to whom they sold charms against toothache and other troubles. The young children entrusted to them by confiding parents were often treated with the greatest cruelty, employed by them to beg or steal food, and sent round to the public-houses with cans to beg for beer. The small unfortunates were the prisoners, the slaves, of their disreputable masters, and many of them died by the roadside. We need not wonder that Luther, with his memory full of these wandering students, in after days denounced the system by which men spent sometimes “twenty and even forty years” in a so-called student life, which was often one of the lowest vagrancy and debauchery, and in the end knew neither German nor Latin, “to say nothing,” he adds with honest indignation, “of the shameful and vicious life by which our worthy youth have been so grievously corrupted.” Two or three of the autobiographies of these wandering students have survived; and two of them, those of Thomas Platter and of Johann Butzbach, belong to Luther's time, and give a vivid picture of their lives.26

      Germany had no lack of schools and universities, but it can scarcely be said that they did more than serve as a preparation for the entrance of the Renaissance movement. During the fifteenth century all the Universities were under the influence of the Church, and Scholasticism prescribed the methods of study. Very little of the New Learning was allowed to enter. It is true that if Köln and perhaps Ingolstadt be excepted, the Scholastic which was taught represented what were supposed to be the more advanced opinions—those of John Duns Scotus, William of Occam, and Gabriel Biel, rather than the learning of Thomas Aquinas and other great defenders of papal traditions; but it lent itself as thoroughly as did the older Scholastic to the discussion of all kinds of verbal and logical subtleties. Knowledge of every kind was discussed under formulæ and phrases sanctioned by long scholastic use. It is impossible to describe the minute distinctions and the intricate reasoning based upon them without exceeding the space at our disposal. It is enough to say that the prevailing course of study furnished an imposing framework without much solid content, and provided an intellectual gymnastic without much real knowledge. A survival can be seen in the Formal Logic still taught. The quantity of misspent ingenuity called forth to produce the figures and moods, and bestowed on discovering and arranging all possible moods under each figure and in providing all with mnemonic names—Barbara, Celarent, Darii, Ferioque prioris, etc.—affords some insight into the scholastic methods in use in these universities of the fifteenth century.

      Then it must be remembered that the scholarship took a quasi-ecclesiastical form. The universities were all monastic institutions, where the teachers were professional and the students amateur celibates. The scholars were gathered into hostels in which they lived with their teachers, and were taught to consider themselves very superior persons. The statutes of mediæval Oxford declare that God created “clerks” with gifts of intelligence denied to mere lay persons; that it behoved “clerks” to exhibit this difference by their outward appearance; and that the university tailors, whose duty it was to make men extrinsecus what God had made them intrinsecus, were to be reckoned as members of the University. Those mediæval students sometimes assumed airs which roused the passions of the laity, and frequently led to tremendous riots. Thus in 1513 the townsfolk of Erfurt battered in the gates of the University with cannon, and after the flight of the professors and students destroyed almost all the archives and library. About the same time some citizens of Vienna having jeered at the sacred student dress, there ensued the “Latin war,” which literally devastated the town. This pride of separation between “clerks” and laity culminated in the great annual procession, when the newly capped graduates, clothed in all the glory of new bachelors' and masters' gowns and hoods, marched through the principal streets of the university town, in the midst of the university dignitaries and frequently attended by the magistrates in their robes. Young Luther confessed that when he first saw the procession at Erfurt he thought that no position on earth was more enviable than that of a newly capped graduate.

      Mediæval ecclesiastical tradition brooded over all departments of learning; and the philosophy and logic, or what were supposed to be the philosophy and logic, of Aristotle ruled that tradition. The reverence for the name of Aristotle almost took the form of a religious fervour. In a curious mediæval Life of Aristotle the ancient pagan thinker is declared to be a forerunner of Christ. All who refused to accept his guidance were heretics, and his formal scheme of thought was supposed to justify the refined sophisms of mediæval dialectic. His system of thought was the fortified defence which preserved the old and protected it from the inroads of the New Learning. Hence the hatred which almost all the German Humanists seem to have had for the name of Aristotle. The attitudes of the partisans of the old and of the new towards the ancient Greek thinker are represented in two pictures, each instinct with the feeling of the times. In one, in the church of the Dominicans in Pisa, Aristotle is represented standing on the right with Plato on the left of Thomas Aquinas, and rays streaming from their opened books make a halo round the head of the great mediæval theologian and thinker. In the other, a woodcut published by Hans Holbein the younger in 1527, Aristotle with the mediæval doctors is represented descending into the abodes of darkness, while Jesus Christ stands in the foreground and points out the true light to a crowd of people, among whom the artist has figured peasants with their flails.

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      When the beginnings of the New Learning made their appearance in Germany,

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