THE RENAISSANCE PERIODS
Renaissance began in Italy during the early 1300’s spread
to other countries 1400’s and came to an end about 1600’s.
RENASCERE
The word renaissance came from the word “renascere” or
the act of being reborn. This period is also known rebirth of
learning.
Classical antiquity-is the culture of the ancient Greece and
Rome
Excelled in their subjects an in their learnings
OUTSTANDING CONTRIBUTION
Outstanding contribution of the renaissance is the invention
of printing press by Johannes Gutenberg that enabled the
fast flow of information and led to the spread of new ideas.
Humanism- most significant intellectual movement of the
renaissance blended concern for the history and actions of
human beings with religious concerns
TWO TYPES OF HUMANISM
 Italian humanism
 Northern humanism
1. ITALIAN HUMANISM OR THE
INDIVIDUAL HUMANISM- aims to free the
individual from authoritative institution.
AGENCIES OF EDUCATION
Lower or elementary school- which was for beginners
Secondary school- where equivalent to colleges but later
become preparatory schools when universities adopted
humanism
Universities- that evolved as the value of humanistic
education.
The scholars- are student during this period studied the
Greek and roman classics varied human interest the world
of nature, manners and many other more.
METHODS OF INSTRUCTIONS
Methods of instructions- was less on lecture and more on
writing and reading books. They had on the emphasis for
the development of self-expression and the power of
thinking.
OUTSTANDING CONTRIBUTION
Outstanding contribution of the Italian humanism includes
the:
Establishments of the secondary school,
Laid the foundation on modern freedom and
The application of individual differences- which was
advocated by VITTORINO DE FELTRE the first modern
and professional teacher.
2. NORTHERN HUMANISM OR THE SOCIAL
HUMANISM
The renaissance entered northern Europe by the middle of
15th century it aims to reform society by improving social
relationships and democratize education to make it
accessible to all classes of society.
AGENCIES OF EDUCATION
Elementary school- before going to higher school the pupil
had to pass through elementary school.
Secondary school-were very important for carrying out
humanistic education and it was only opened for male
students.
Universities- were encourage by king, queens and rulers.
SOME OF THE FAMOUS UNIVERSITIES
 Cambridge university
 Oxford university
 The university of Wittenburg
METHODS OF INSTRUCTIONS
Methods of instructions was more on memorization
Religious indoctrination- which is telling students only
what to think, harsh discipline and terror among students
OUTSTANDING CONTRIBUTIONS
Class-a-year practice
Emphasis on social education
CATHOLIC COUNTERREFORMATION
Counter reformation is the name generally given to the
renewal in the Roman Catholic Church during the 1 500's
and 1600 's. Many Catholic scholar prefers the terms
Catholic Reformation or Catholic Revival to avoid the
implication that the movement was merely a reaction to the
Protestant Reformation.
Reformationmovements in the church had begun long
before the rise Protestantism. During the 1400's, clergymen
such as Girolamo Savonarola Italy and Francisco Ximenes
in Spain began to stir the conscience of the against abuses
that developed during the Renaissance. But the spark that
set of, a complete renewal of Catholic faith and practice
was the rejection of the pope Protestant reformers. This
action awakened the zeal of Catholics to purify church "in
head and members," from pope down.
Counter Reformation Two Main Forms
l. A rebirth of faith among the people.
2. A reassessment of principles by church leaders.
Aims of the Catholic Counter Reformation
 Religious Moralism and Complete Obedience to
the Church
The aim of Roman Catholic education was religious
moralism. Similar to the aim of the Protestants except in
the approach where the latter develop a moral life through
the individual's interpretation of the Bible, while the
Catholic education aimed the develop an unquestioning
obedience to the authority of the church.
 Leadership Training
This aim was assigned to the Jesuits.
 Education of the Poor
This was assigned to the Christian Brothers.
 Spiritual Salvation
This was assigned to the Jansenists.
Agencies of Education and Contents Studied
 Elementary Schools
These schools the poor were principally organized by the
Christian brothers.
 Secondary Schools
The Jesuits and Jansenists ran the schools.
The Jesuit secondary schools were open to boys.
There were five classes:
3 Grammar classes
-Infirma
-Media
-Suprema
4th class
-Humanitas
5th class
-Rhetorica
For prospective Jesuits, this was followed by spiritual
preparation
(novitiate) for two years.
Higher Schools (Higher College)
The Jesuits were famous in operating these schools.
There was three-year liberal arts course (faculty of
Philosophy)
The Christian Brothers Expanded into Industrial schools,
commercial schools, and colleges.
Teacher Training Schools
These were set up by La Salle for those aspiring to become
teachers. La Salle's first training school was established at
Rheims in 1685. It was the earliest forerunner of the normal
school or teacher's college.
Two years of teacher training (juniorate), after the liberal
arts course for those aspiring to become teachers.
Practice teaching in secondary schools called took five
years.
Theological course (faculty of theology) was four years
after the regency to be taken by prospective priests,
followed by ordination and one-year final spiritual
preparation (tertianship).
Educational Methods
From the Jesuits: (designated to train leaders)
 Doing a small amount ofwork at a time, doing it
well, and making sure retained;
 Two steps in the teaching method:
l. prelection
2. repetition
 Adapting the, lesson to the abilities and interests of
children;
 Participation of the pupils by question and answer;
 A lot of repetition for mastery;
 Review, and
 Motivation by rivalry and emulation.
From the Christian Brothers: (designated to teach the
poor)
  Grade pupils according to the ability, and
 Adopt the method in which the pupil recited not to
the teachers but to the class.
From the Jansenists: (designation for spiritual salvation)
 Teaching of the vernacular by the phonetic
method;
 Nothing is to be memorized unless understood, and
 Use of textbooks.
Discipline among the Catholic schools was firm but free
from brutality. They relied upon the affection of the child
and the zeal of the teacher as the best instruments to
prevent disorder.
In all schools, tuition fees were free especially in the
vernacular schools. The schools were supported by the
church and endowments. Higher schools would not be
opened if there were no endowments. Higher schools
would not be opened if there were no endowments or
donations to support them.
Outstanding Contributions to Education
 Conception of the Role of the Teacher
 The Jesuits' well-knit hierarchal structural
organization of a school system
 The Jesuits' better type of professional training
especially in teacher education.
 The Christian Brothers' grouping of pupils
according to ability and the use of the phonetic
method of teaching reading.
 The Discovery of the New World
 The Industrial Revolution
REFORMATION
Reformation was a religious movement of the 1500’s that
led to Protestantism. The movement began in 1517 when
Martin Luther, A German monk, protested against certain
practices of the Roman Catholic Church.
Causes of the Reformation
 Corrupt practices of the popes and the higher
clergy
 Popes and higher clergy lived like secular princes
 The religious life of the church suffered
 The sacraments were often celebrated
meaninglessly
 Church’s spiritual message about God’s mercy was
weakened by an emphasis on a person’s good
works such as giving money to charity to earn
salvation
Cultural causes
 People outside the clergy gained education during
the Renaissance
 The study of Hebrew and Greek enabled the
scholars to read the Holy Scriptures in the
languages in which the originally had been written
 Renaissance humanists believed that by returning
to the classics they could begin a new golden age
of culture
 As the cities grew wealthy and independent, they
threw off the control of local lords and prince-
bishops
Economic causes
 As the cities grew wealthy and independent, they
threw off the control of local lords and prince-
bishops
Development of the Reformation
On October 31, 1571, Martin Luther, a monk and
professor of theology, posted his 95 theses on the door of
the Castle Church in Wittenburg Germany. These theses
were a series of statements that attacked the sale of
indulgences.
In 1521, Pope Leo X excommunicated Luther and declared
him heretic. Emperor Charles the V and members of the
imperial diet order Luther to appear before the diet in
Worms, Germany. There Luther was ordered to take back
what he said and written.
The word Protestant (the one who protests), dates from the
diet of Speyer, Germany in 1529
 John Calvin – the leading French protestant. He
went further than Luther in removing images and
ornaments from churches, and he abolished all the
rich ceremonial of worship used by the Roman
Catholics.
 Philipp Melanchton – a German Humanist and
Scholar. He has been called the “teacher of
Germany” because of his influence in history.
 Saxony Plan- the first school system in history.
One of the provisions of this plan was the
 establishment of the secondary schools in every
town under the support and control of the state.
Aims of Education
 Religious Moralism – To live a worthy life on
earth will guarantee a glorious here after.
 Protestant Ethic – A person’s role in daily
life encouraged industriousness, thrifty living
and careful management of material things.
 Literacy Promotion – To promote literacy,
and educational curriculum based on ancient
Greek and Roman literature.
Types of Protestant School System
 The Vernacular School – The educational
system was compulsory for all but boys and
girls were taught in separate school.
 The Secondary School – The Protestants
reformation gained its greatest stride.
 University School – Training for the masses
and for the future leaders.
Methods of Instruction
 Ciceronianism – The reformers adopted this.
 Memorization – Reading was taught by routine
pronunciation of word, memorization of answers
to questions from the gospel, hymns and psalms.
 Excessive Formalism – The protestant classroom
became a place of terror.
 Religious Indoctrination – Method of teachings
were rigid, discipline was harsh and religious
Indoctrination became the chief method.
Agencies of Education and Contents Studied
 Home – was considered as the basic and most
important agency of education.
 Civil Authorities – were urged by the reformers to
help maintain and control education.
 The church – Each church has to support a
teacher, otherwise, the minister takes over.
Agencies of Education and Contents Studied
 The Vernacular Primary School – Attendance
was universal and compulsory for boys and girls.
This school eventually became elementary school.
 The Classical Secondary Schools - This was the
first state school system under the Saxony Plan,
projected a ten class organization with a class a
year.
 The University – was for the training of
professionals and future leaders
Outstanding Contributions to Education
 Saxony Plan – The development of the state
school system
 The Class-a-Year Plan
 The Vernacular Elementary School
SUMMARY
Renaissance – was a revival or rebirth of learning.
Scientific research was used to solve the problems; books
were printed and thus made available to some people; and
there was a renewed interest in the classics.
Humanism – Caused a general rise in the standard of
education among the clergy. And increased the amount of
liberal education offered in the Church schools.
De Feltre’s purpose was to educate the complete citizen,
and included in his curriculum a wide range of subjects.
The aim of De Feltre’s schools was good knowledge of
reading a broad background of manners and grace and
training.
Reformation – is the great religious movement for the
reformation of both doctrines and institutions of the
Christian church. Its followers came to be called
Protestants, and the form of Christianity assumed to the
name of Protestanism.
The Catholic Counter Reformation – movement
corrected the abuses of the church. Teaching orders and
teaching congregations were founded, parish schools were
reorganized and seminaries were opened to train leaders.
REFORMATION
Reformation was a religious movement of the 1500’s that
led to Protestantism. The movement began in 1517 when
Martin Luther, A German monk, protested against certain
practices of the Roman Catholic Church.
Causes of the Reformation
 Corrupt practices of the popes and the higher
clergy
 Popes and higher clergy lived like secular princes
 The religious life of the church suffered
 The sacraments were often celebrated
meaninglessly
 Church’s spiritual message about God’s mercy was
weakened by an emphasis on a person’s good
works such as giving money to charity to earn
salvation
Cultural causes
 People outside the clergy gained education during
the Renaissance
 The study of Hebrew and Greek enabled the
scholars to read the Holy Scriptures in the
languages in which the originally had been written
 Renaissance humanists believed that by returning
to the classics they could begin a new golden age
of culture
 As the cities grew wealthy and independent, they
threw off the control of local lords and prince-
bishops
Economic causes
 As the cities grew wealthy and independent, they
threw off the control of local lords and prince-
bishops
Development of the Reformation
On October 31, 1571, Martin Luther, a monk and
professor of theology, posted his 95 theses on the door of
the Castle Church in Wittenburg Germany. These theses
were a series of statements that attacked the sale of
indulgences.
In 1521, Pope Leo X excommunicated Luther and declared
him heretic. Emperor Charles the V and members of the
imperial diet order Luther to appear before the diet in
Worms, Germany. There Luther was ordered to take back
what he said and written.
The word Protestant (the one who protests), dates from the
diet of Speyer, Germany in 1529
 John Calvin – the leading French protestant. He
went further than Luther in removing images and
ornaments from churches, and he abolished all the
rich ceremonial of worship used by the Roman
Catholics.
 Philipp Melanchton – a German Humanist and
Scholar. He has been called the “teacher of
Germany” because of his influence in history.
 Saxony Plan- the first school system in history.
One of the provisions of this plan was the
establishment of the secondary schools in every
town under the support and control of the state.
Aims of Education
 Religious Moralism – To live a worthy life on
earth will guarantee a glorious here after.
 Protestant Ethic – A person’s role in daily
life encouraged industriousness, thrifty living
and careful management of material things.
 Literacy Promotion – To promote literacy,
and educational curriculum based on ancient
Greek and Roman literature.
Types of Protestant School System
 The Vernacular School – The educational
system was compulsory for all but boys and
girls were taught in separate school.
 The Secondary School – The Protestants
reformation gained its greatest stride.
 University School – Training for the masses
and for the future leaders.
Methods of Instruction
 Ciceronianism – The reformers adopted this.
 Memorization – Reading was taught by routine
pronunciation of word, memorization of answers
to questions from the gospel, hymns and psalms.
 Excessive Formalism – The protestant classroom
became a place of terror.
 Religious Indoctrination – Method of teachings
were rigid, discipline was harsh and religious
Indoctrination became the chief method.
Agencies of Education and Contents Studied
 Home – was considered as the basic and most
important agency of education.
  Civil Authorities – were urged by the reformers to
help maintain and control education.
 The church – Each church has to support a
teacher, otherwise, the minister takes over.
Agencies of Education and Contents Studied
 The Vernacular Primary School – Attendance
was universal and compulsory for boys and girls.
This school eventually became elementary school.
 The Classical Secondary Schools - This was the
first state school system under the Saxony Plan,
projected a ten class organization with a class a
year.
 The University – was for the training of
professionals and future leaders
Outstanding Contributions to Education
 Saxony Plan – The development of the state
school system
 The Class-a-Year Plan
 The Vernacular Elementary School
SUMMARY
Renaissance – was a revival or rebirth of learning.
Scientific research was used to solve the problems; books
were printed and thus made available to some people; and
there was a renewed interest in the classics.
Humanism – Caused a general rise in the standard of
education among the clergy. And increased the amount of
liberal education offered in the Church schools.
De Feltre’s purpose was to educate the complete citizen,
and included in his curriculum a wide range of subjects.
The aim of De Feltre’s schools was good knowledge of
reading a broad background of manners and grace and
training.
Reformation – is the great religious movement for the
reformation of both doctrines and institutions of the
Christian church. Its followers came to be called
Protestants, and the form of Christianity assumed to the
name of Protestanism.
The Catholic Counter Reformation – movement
corrected the abuses of the church. Teaching orders and
teaching congregations were founded, parish schools were
reorganized and seminaries were opened to train leaders.
Protestantism is one of the major divisions of the Christian
faith. Traditionally, Protestantism includes all churches outside
of the Roman Catholic and Orthodox Church traditions.
Protestant churches affirm the principles of the Protestant
Reformation set into motion by Martin Luther’s 95 Theses in
1517. Protestants were first called by that name because they
“protested” against the papacy and Roman rule within the
Church. Protestantism itself contains many different
denominations. They include the Lutheran Church (named
after Martin Luther), the Presbyterian Church (associated
with John Knox), and the Baptists (also called the Free Church
movement and associated with churches that baptize only
believers).
The Protestant tradition has historically been represented by
the five solas: faith alone, Christ alone, grace alone, Scripture
alone, and God’s glory alone. Protestantism continues to
reach approximately 800 million people today seeking to
worship God under the authority of Scripture, believing in
salvation by faith alone, and honoring the priesthood of every
born-again person.
The definition of a sacrament is a religious ceremony
recognized by the Christian church, or a rite of passage that
infers some blessing or grace on people who receive it.
Baptism is an example of a sacrament in the Protestant and
Roman Catholic churches.
Excommunicated officially exclude (someone) from
participation in the sacraments and services of the Christian
Church.
Heretic - a person believing in or practicing religious heresy.
A person holding an opinion at odds with what is generally
accepted.
Diet of Worms, meeting of the Diet (assembly) of the Holy
Roman Empire held at Worms, Germany, in 1521, made
famous by Martin Luther's appearance before it to respond to
charges of heresy. ... In response, Luther publicly burned the
papal bull and refused to renounce his propositions.
The Diet of Worms 1521 was an imperial diet of the Holy
Roman Empire held at the Heylshof Garden in Worms, then an
Imperial Free City of the Empire. An imperial diet was a formal
deliberative assembly of the whole Empire.
The Edict of Worms was a decree issued on 25 May 1521 by
Emperor Charles V, declaring: For this reason we forbid
anyone from this time forward to dare, either by words or by
deeds, to receive, defend, sustain, or favour the said Martin
Luther.
The Diet of Speyer or the Diet of Spires (sometimes referred
to as Speyer I) was an Imperial Diet of the Holy Roman
Empire in 1526 in the Imperial City of Speyer in present-day
Germany. The diet's ambiguous edict resulted in a temporary
suspension of the Edict of Worms and aided the expansion of
Protestantism.
The Diet of Speyer or the Diet of Spires (sometimes referred
to as Speyer II) was a Diet of the Holy Roman Empire held in
1529 in the Imperial City of Speyer (located in present-day
Germany). The Diet condemned the results of the Diet of
Speyer of 1526 and prohibited future reformation.
John Calvin is mostly strongly associated with the doctrine of
predestination. This theology maintains that an individual can
be saved only by God. God has predestined or pre-ordained
that certain people will go to heaven. This is based not on
what they do or how they respond to God's call, but solely on
God's will. However, even a person chosen by God can,
through their own sin, negate that predestined fate and end
up in hell. This is a controversial theology based in rejecting
the Roman Catholic theology that a person can earn their way
to heaven through good works.
Before the Reformation, education was the privilege of only
wealthy aristocrats and priests, but the reformers argued that
it should be made available to all. Their schools were the first
to educate girls and saw the importance of developing the
potential of every child for the glory of God. The later
reformers like John Calvin “opened the way for people to
raise themselves by education and by the diligent use of their
knowledge and abilities” writes Joel Beeke in his book Calvin
for Today. Finding their full potential through education and
applying it to their work enabled the rise of what would be
called the Protestant work ethic, which would positively shape
Western Civilization for centuries.
In conclusion it will be worthwhile to summarize the main
features of Melanchthon's views on education, and to
compare them with his fellow reformer, Martin Luther. As
might be expected of a reformer with humanist training,
Melanchthon held education in high regard. He even believed
that schools as such were ordained in Scripture. He sought to
support this view by pointing to the "teachers" in the Bible:
Moses, the schools of the prophets, the apostle Paul and his
spiritual students, and the Great Rabbi, our Lord Jesus Christ
and His disciples. All the doctrines of Scripture, according to
Melanchthon, may be viewed as teaching that is handed down
by faithful instructors. The function of schools, then, is to
inculcate, preserve, and pass on the true teachings of the
Bible. In order for church and society to be truly reformed,
Melanchthon concluded, education must be improved
continually.
Whereas Luther viewed education more as preparatory to the
understanding of the Gospel, Melanchthon believed that
learning had an end in and of itself. Languages, for example,
were viewed by Luther more as a means whereby the Spirit
spreads the gospel in this world, and not - as Melanchthon
thought - as part of the rediscovery of the human being. And
for Melanchthon, learning and education perform a more
positive role in the renewal of the church and society; the
revelation in Scripture can only be appropriated via
knowledge gained through learning. To express this view in
different terms: Melanchthon sought to understand more
deeply the relationship between God's revelation of salvation
and mankind's ability to understand and reason. He wished to
define the relationship between faith and knowledge, belief
and learning. He desired to comprehend how the heritage of
the Western world in ancient Greece and Rome related to the
true Biblical heritage. In so doing, he did not seek to place
Humanism and Christianity on a par, but to subject all
learning to the revelation of God, and to do so for the praise of
His glory. This view of education was summed up for him in 2
Corinthians 10:5, 6: "We destroy arguments and every proud
obstacle to the knowledge of God, and take every thought
captive to obey Christ."
How the Reformation Changed Education Forever
Christian Education Roots in the Reformation
The idea of the importance of Christian education was firmly
established by leaders of the Protestant Reformation such
as Martin Luther and John Calvin. The book John Calvin,
Theologian, Preacher, Educator, Statesman, explains that
Luther and Calvin both disagreed with the medieval church’s
view that “ignorance is the mother of piety,” teaching every
believer needed to be able to read and study the scriptures
for themselves.
The reformers’ interest in education did not stop at literacy.
They were interested very broadly in the “what” as well as the
“how” of education.
I’ve summarized the great research by David Murray and R.B.
Peery on this topic in the following list—here are five
educational reforms initiated by the reformers that
significantly changed the face of education and still impact
our educational system today:
1. Universal Education
Before the Reformation, education was the privilege of only
wealthy aristocrats and priests, but the reformers argued that
it should be made available to all. Their schools were the first
to educate girls and saw the importance of developing the
potential of every child for the glory of God. The later
reformers like John Calvin “opened the way for people to raise
themselves by education and by the diligent use of their
knowledge and abilities” writes Joel Beeke in his book Calvin
for Today. Finding their full potential through education and
applying it to their work enabled the rise of what would be
called the Protestant work ethic, which would positively shape
Western Civilization for centuries.
2. The Church and Parents Are Responsible for
Education
The reformers believed that the primary responsibility of
educating children fell upon the church and parents (with
possible infrastructure support from the state). Luther
personally started numerous schools in existing churches.
Congregations were expected to provide the necessary
funding and oversight. Parents were also expected to play an
important role, not only making sure their children attended
class but also reinforcing instruction at home. Church leaders
would shepherd the instruction process and assess a student’s
progress by meeting with students and parents during the
school year.
3. The Goal of a Child’s Education Is Both Theological
and Applied and Includes Study of Nature and the
Natural World
The reformers’ doctrine of God’s providence and sovereignty
over all creation impacted how they approached the study of
all topics, not just religion. As Jacob Hoogstra writes in his
book, John Calvin: Contemporary Prophet,
…there is not a single fact in the universe that is not a God-
centered fact…all facts derive their significance and meaning
from the mind of God.
And the following excerpt from Mark Thompson’s
book, Engaging with Calvin, shows the importance the
reformers placed on studying the natural world:
According to Calvin, science was a gift of God, created for the
benefit of mankind. The real source of natural knowledge was
the Holy Spirit. Whoever dealt with it acknowledged God,
obeyed the call of God and focused on God’s creation. Thus,
biology was also theology.
The reformers believed that their movement would grow
through a study of the arts and sciences seen through the
lens of scripture.
4. Good Education Requires Gifted Christian Teachers
The Reformers saw the job of the teacher as extremely
important. They viewed teachers as “officers and servants of
the church” and required that they not only be trained in the
subjects they would teach but also obtain a degree in
theology and “be of mature and good character”. They also
argued that teachers’ pay should be generous enough to allow
for poor children in their classroom who could not afford to
pay for their schooling.
5. Education Should Prepare Students to be Good
Citizens of the Church and of the State
John Calvin started the Genevan Academy, which would
become the model for colleges and universities for hundreds
of years. The Academy was a university that offered higher
learning in a number of subjects, including theology, training
pastors and those preparing for other vocations. The school
also saw their job as raising up those who would be prepared
to serve in the church and in government.
Beeke, among other historians, tells us that wherever the
followers of the Reformation went, they founded churches,
schools, and colleges. Many of our early colleges like Yale,
Harvard, and Princeton were originally based on the model of
the Genevan Academy.
Clearly, the Reformation sparked needed change in more than
the church. Education was just one of its beneficiaries, but
those benefits have spanned eras and continents as a result
of the concerns and guidance voiced by Luther, Calvin, and
other reformers.
(If you can read this, thank the Reformers!)
Saxony Plan - “The educational concept underlying this
curriculum is oriented toward the idea of self-education.
Education is considered to be a holistic, comprehensive
process which relates to the overall development of the
person with his or her different ways of perceiving, thinking,
and responding. According to this, education is more than
learning.”
Marcus Tullius Cicero was a Roman statesman, orator,
lawyer and philosopher, who served as consul in the year 63
BC.
Ciceronianism. plural -s. : imitation of or resemblance to the
oratorical or literary style of Cicero especially as practiced or
produced by the Ciceronians of the early Renaissance; also :
any use of language characteristic of Cicero's writings.
Indoctrination means teaching someone to accept a set of
beliefs without questioning them. ... Indoctrination often refers
to religious ideas, when you're talking about a religious
environment that doesn't let you question or criticize those
beliefs.
The difference between education and indoctrination is vast,
but it is often subtle when the mind thinks of these two
subjects. Education involves the seeking of facts, and
learning about what is the truth, and what is not. ... You can
be indoctrinated into a political party, a cult, or a belief
system.
VII EDUCATION DURING THE
I RENAISSANCE
Classical Studies
Renaissance humanists studied the literature of ancient
Greece and Rome, believing that these classical works
represented the height of human knowledge and were
important models for a new age. St. Jerome in His Study, by
the Italian painter Antonello da Messina (1430-1479), depicts
the 4th-century scholar Jerome. Jerome was known for his
important literary accomplishments, including a translation of
the Bible into Latin
The Renaissance, or rebirth of learning, began in Europe in the
14th century and reached its height in the 15th century.
Scholars became more interested in the humanist features—
that is, the secular or worldly rather than the religious aspects
—of the Greek and Latin classics. Humanist educators found
their models of literary style in the classics. The Renaissance
was a particularly powerful force in Italy, most notably in art,
literature, and architecture. In literature, the works of such
Italian writers as Dante Aleghieri, Petrarch, and Giovanni
Boccaccio became especially important.
Humanist educators designed teaching methods to prepare
well-rounded, liberally educated persons. Dutch humanist
Desiderius Erasmus was particularly influential. Erasmus
believed that understanding and conversing about the
meaning of literature was more important than memorizing it,
as had been required at many of the medieval religious
schools. He advised teachers to study such fields as
archaeology, astronomy, mythology, history, and Scripture.
New Educational Goals
Education during the Renaissance emphasized such
humanistic disciplines as history, poetry, and ethics. This
painting depicts Massimiliano Sforza, the son of a duke of
Milan, attending to his lessons.
The invention of the printing press in the mid-15th century
made books more widely available and increased literacy
rates (seePrinting). But school attendance did not increase
greatly during the Renaissance. Elementary schools educated
middle-class children while lower-class children received little,
if any, formal schooling. Children of the nobility and upper
classes attended humanist secondary schools.
Educational opportunities for women improved slightly during
the Renaissance, especially for the upper classes. Some girls
from wealthy families attended schools of the royal court or
received private lessons at home. The curriculum studied by
young women was still based on the belief that only certain
subjects, such as art, music, needlework, dancing, and poetry,
were suited for females. For working-class girls, especially
rural peasants, education was still limited to training in
household duties such as cooking and sewing.
I EDUCATION DURING THE PROTESTANT
X REFORMATION
The religious Reformation of the 16th century marked a
decline in the authority of the Catholic Church and contributed
to the emergence of the middle classes in Europe. Protestant
religious reformers, such as John Calvin, Martin Luther, and
Huldreich Zwingli, rejected the authority of the Catholic pope
and created reformed Christian, or Protestant, churches. In
their ardent determination to instruct followers to read the
Bible in their native language, reformers extended literacy to
the masses. They established vernacular primary schools that
offered a basic curriculum of reading, writing, arithmetic, and
religion for children in their own language. Vernacular schools
in England, for example, used English to teach their pupils. As
they argued with each other and with the Roman Catholics on
religious matters, Protestant educators wrote catechisms—
primary books that summarized their religious doctrine—in a
question and answer format.
While the vernacular schools educated both boys and girls at
the primary level, upper-class boys attended preparatory and
secondary schools that continued to emphasize Latin and
Greek. The gymnasium in Germany, the Latin grammar school
in England, and the lycee in France were preparatory schools
that taught young men the classical languages of Latin and
Greek required to enter universities.
Martin Luther believed the state, family, and school, along
with the church, were leaders of the Reformation. Since the
family shaped children’s character, Luther encouraged
parents to teach their children reading and religion. Each
family should pray together, read the Bible, study the
catechism, and practice a useful trade. Luther believed that
government should assist schools in educating literate,
productive, and religious citizens. One of Luther’s colleagues,
German religious reformer Melanchthon, wrote the school
code for the German region of Württemberg, which became a
model for other regions of Germany and influenced education
throughout Europe. According to this code, the government
was responsible for supervising schools and licensing
teachers.
The Protestant reformers retained the dual-class school
system that had developed in the Renaissance. Vernacular
schools provided primary instruction for the lower classes, and
the various classical humanist and Latin grammar schools
prepared upper-class males for higher education.