FOOTNOTES:[198]In Monstrellet'sChronicleit is stated that though Isabella was "most honourably sent over," yet there was "no rent nor revenue assigned for her dowry; whereat many of the princes of France were not well content with the said King of England; and greatly desired that the King of France would prepare war upon him."
FOOTNOTES:
[198]In Monstrellet'sChronicleit is stated that though Isabella was "most honourably sent over," yet there was "no rent nor revenue assigned for her dowry; whereat many of the princes of France were not well content with the said King of England; and greatly desired that the King of France would prepare war upon him."
[198]In Monstrellet'sChronicleit is stated that though Isabella was "most honourably sent over," yet there was "no rent nor revenue assigned for her dowry; whereat many of the princes of France were not well content with the said King of England; and greatly desired that the King of France would prepare war upon him."
EDUCATION IN THE FOURTEENTH CENTURY
Source.—Harleian MS. 2255, fols. 60-61b.
Source.—Harleian MS. 2255, fols. 60-61b.
[From Dan John Lydgate's Testament. Lydgate was born in 1389, and probably sent at an early age to a monastic school.]
Duryng the tyme of this sesounverI meene the seson / of my yeerys greeneGynning fro childhood / streechithe up so ferto the yeerys / accountyd ful Fifteenebexperience / as it was wel seeneThe gerisshe seson / straunge of condicionsDispoosyd to many / unbridlyd passiounsVoyd of reson / yove to wilfulnesseFroward to vertu / of thrift gaf litil heedeloth to lerne / lovid no besynesseSauf pley or merthe / straunge to spelle or reedeFolwyng al appetites / longng to childheedelihtly tournyng wylde / and seelde sadWeepyng for nouht / and anoon afftir gladFor litil wroth / to stryve with my felaweAs my passiouns / did my bridil leedeOf the yeerde somtyme / I stood in aweto be scooryd / that was al my dreedeloth toward scole / lost my tyme in deedelik a yong colt / that ran with-owte brydilMade my freendys / ther good to spend in ydllI hadde in custom / to come to scole lateNat for to lerne / but for a contenaunceWith my felawys / reedy to debateto jangle and jape / was set al my plesauncewherof rebukyd / this was my chevisaunceto forge a lesyng / and thereupon to museWhan I trespasyd / my silven to excuseTo my bettre / did no reverenceOf my sovereyns / gaf no fors at alWex obstynat / by inobedience.Ran in to gardyns / applys ther I stalTo gadre frutys / sparyd hegg nor walto plukke grapys / in othir mennys vynesWas moor reedy / than for to seyn matynesMy lust was al / to scorne folk and japeShrewde tornys / evir among to useto skoffe and mowe / lyk a wantoun ApeWhan I did evil / othre I did accuse.My wittys five / in wast I did abuseRediere chirstoonys / for to telleThan gon to chirche / or heere the sacry belle.Loth to ryse / lother to bedde at eveWith unwassh handys / reedy to dyneerMypater noster/, myCrede, or my beleeveCast at the Cok /, loo this was my maneerWavid with eche wynd / as doth a reed speerSnybbed of my frendys / such techchys for ta mendeMade deff ere / lyst nat / to them attende.
Abridged Translation.
During the years of my boyhood, up to fifteen, I was void of reason, prone to wilfulness, and loved no work but play and mirth. I loved to fight, but stood in awe of being scored by the rod. Loth towards school, I lost my time like a young colt without bridle. I came to school late, and was always ready to talk, and lied to get off blame. I mocked my masters, and was always disobedient. I stole apples and grapes. My delight was to mock and play tricks on people. I liked counting cherry stones better than church. I disliked getting up and going to bed: came to dinner with unwashed hands, and threw myPater noster, etc., at the cook. I was deaf to the snubbings of my friends.
Source.—Langland'sPierce the Ploughman's Crede(ed. Skeat), ll. 744-764.
Source.—Langland'sPierce the Ploughman's Crede(ed. Skeat), ll. 744-764.
Now mot ich soutere hys sone . seten to schole,And ich a beggares brol . on the book lerne,And worth to a writere . and with a lorde dwelleOther falsly to a frere . the fend for to serven;So of that beggares brol . a bychop shal worthen,Among the peres of the lond . prese to sytten,And lordes sones lowly . to the losels alowte,Knyghtes crouketh hem to . and cruccheth ful lowe;And his syre a soutere . y-suled in greesHis teeth with toylyng of lether . tatered as a saweAlaas! that lordes of the londe . leveth swiche wrecchen,And leveth swych lorels . for her lowe wordes.They shulden maken bichopes her owen bretheren childreOther to som gentil blod. And so yt best semed,And fostre none faytoures . ne swich false freresTo maken fat and fulle . and her flesh combren.For her kynde were more . to y-clense dichesThan ben to sopers y-set first . and served with sylverA grete bolle-ful of benen . were better in hys wombeAnd with the bandes of bakun . his baly for to fillenThan pertryches or plovers . or pecockes y-rosted.
Abridged Translation.
Now every cobbler's son and beggar's brat becomes book-learned and a writer and dwells with a lord. The beggar's brat becomes a bishop, and lords' sons crouch before him, and his father a cobbler, soiled with grease, and his teeth jagged as a saw with working on leather! Alas! that the lords of the land love such as these; they should make gentlemen bishops, not these, who are more fit to clean dishes than sit in places of honour at supper, and be served with silver; and ought to eat beans and bacon rind, not partridges, or plovers, or roast peacocks.
Source.—Malcom'sManners and Customs of London(London, 1811), 65, [quoting Higden in hisPolychronicon: translated by Trevisa].
Source.—Malcom'sManners and Customs of London(London, 1811), 65, [quoting Higden in hisPolychronicon: translated by Trevisa].
"One is because children that go to school learn to speak first English, and then are compelled to construe their lessons in French, and that has been the custom since the Normans came to England. Also gentlemen's children are learned and taught from their youth to speak French, and uplandish men will counterfeit and liken themselves to gentlemen, and are busy to speak French, for to be more set by; wherefore it is said by the common proverb: 'Jack would be a gentleman if he could speak French.'"
[Trevisa, the translator, adds: "This manner was much used before the great death (1349 or 1361), but since it is some deal changed; for Sir John Cornwall, a master of grammar, changed the teaching in grammar schools and construction of French; and other schoolmasters use the same way now in the year of our Lord 1365, the 9th year of King Richard the Second, and leave all French in schools and use all construction in English; wherein they have advantage one way, that is, they learn the sooner their grammar; and in another, disadvantage, for now they learn no French, nor con none, which is hurt for them that shall pass the sea; and also gentlemen have much left[199]to teach these children to speak French."]
FOOTNOTES:[199]Difficulty.
FOOTNOTES:
[199]Difficulty.
[199]Difficulty.
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