THE SCHOOLS BECOME FORMAL
THE SCHOOLS BECOME FORMAL. After the new learning had obtained a firm
footing in the schools there happened what has often happened in the
history of new educational efforts–that is, the new learning became
narrow, formal, and fixed, and lost the liberal spirit which actuated its
earlier promoters. In the beginning the Italian humanists had aimed at
large personal self-culture and individual development, and the northern
humanists at moral and religious reform and preparation for useful
service, both using the classics as a means to these new ends. After about
1500 in Italy, and 1600 in the northern countries, when the new-learning
schools had become well established and thoroughly organized, the tendency
arose to make the means an end in itself. Instead of using the classical
literatures to impart a liberal education, give larger vision, and prepare
for useful public service, they came to be used largely for disciplinary
ends. The teaching of Campion at Prague (1574) well illustrates this
degeneracy (R. 146). This change alienated practical men from the schools.
French now in turn became the language of the court and of diplomacy, and
the work of the schools tended to be confined largely to preparing
students to enter the universities or the service of the Church. Men of
the world hence turned to a new type of schools which now arose (chapter
xvii), and which made preparation for social efficiency in a modern world
their aim.
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