Italian Renaissance. John Addington Symonds
from Papal or Imperial patronage, than because supreme authority in Italy was still referred to one or other of these heads. It was a great object with each city to increase its wealth by attracting foreigners as residents, and to retain the native youth within its precincts. The municipalities, therefore, accorded immunities from taxation and military service to bona fide students, prohibited their burghers from seeking rival places of learning, and in some cases allowed the university authorities to exercise a special jurisdiction over the motley multitude of scholars from all countries. How miscellaneous the concourse in some of the high schools used to be, may be gathered from the reports extracted by Tiraboschi from their registers. At Vicenza, for example, in 1209 we find the names of Bohemians, Poles, Frenchmen, Burgundians, Germans, and Spaniards, as well as of Italians of divers towns. The rectors of this studio in 1205 included an Englishman, a Provençal, a German, and a Cremonese. The list of illustrious students at Bologna between 1265 and 1294 show men of all the European nationalities, proving that the foreigners attracted by the university must have formed no inconsiderable element in the whole population.[79] This will account for the prominent part played by the students from time to time in the political history of Bologna.[80]
The importance attached by great cities to their universities as a source of strength, may be gathered from the chapter in Matteo Villani's Chronicle describing the foundation of the studio pubblico in Florence.[81] He expressly mentions that the Signory were induced to take this step in consequence of the depopulation inflicted by the Black Death of 1348. By drawing residents to Florence from other States, they hoped to increase the number of the inhabitants, and to restore the decayed fame and splendour of the commonwealth.[82] At the same time they thought that serious studies might put an end to the demoralisation produced in all classes by the plague. With this object in view, they engaged the best teachers, and did not hesitate to devote a yearly sum of 2,500 golden florins to the maintenance of their high school. Bologna, which owed even more than Florence to its university, is said to have lavished as much as half of its revenue, about 20,000 ducats, on the pay of professors and other incidental expenses. The actual cost incurred by cities through their schools cannot, however, be accurately estimated, since it varied from year to year according to the engagements made with special teachers. At Pavia, for example, in 1400, the university supported in Canon Law several eminent doctors, in Civil Law thirteen, in Medicine five, in Philosophy three, in Astrology one, in Greek one, and in Eloquence one.[83] Whether this staff was maintained after the lapse of another twenty years we do not know for certain.
The subjects taught in the high schools were Canon and Civil Law, Medicine, and Theology. These faculties, important for the professional education of the public, formed the staple of the academical curriculum. Chairs of Rhetoric, Philosophy, and Astronomy were added according to occasion, the last sometimes including the study of judicial astrology. If we inquire how the humanists or professors of classic literature were related to the universities, we find that, at first at any rate, they always occupied a second rank. The permanent teaching remained in the hands of jurists, who enjoyed life engagements at a high rate of pay, while the Latinists and Grecians could only aspire to the temporary occupation of the Chair of Rhetoric, with salaries considerably lower than those of lawyers or physicians. The cause of this inferiority is easily explained. It was natural that important and remunerative branches of learning like law and medicine should attract a greater number of students than pure literature, and that their professors should be better paid than the teachers of eloquence. Padua, Bologna, and Pavia in particular retained their legal speciality throughout the period of the Renaissance, and remained but little open to humanistic influences. At Padua we find from Sanudo's Diary[84] that an eminent jurist received a stipend of 1,000 ducats. A Doctor of Medicine at the same university, in 1491, received a similar stipend, together with the right of private practice. At Bologna the famous jurist Abbas Siculus (Niccolo de' Tudeschi) drew 800 scudi yearly; at Padua Giovanni da Imola in 1406, and Paolo da Castro in 1430, drew a sum of 600 ducats.[85] About the same time (1453) Lauro Quirino, who professed rhetoric at Padua, was paid at the rate of only forty ducats yearly, while Lorenzo Valla, at Pavia, filled the Chair of Eloquence with an annual stipend of fifty sequins. The disparity between the remuneration of jurists and that of humanists was not so great at all the universities. Florence in especial formed a notable exception. From the date of its commencement the Florentine studio was partial to literature; and it is worth remarking that when Lorenzo de' Medici transferred the high school to Pisa, he retained at Florence the professors of the liberal sciences and belles-lettres. The great reputation of eminent rhetoricians, again, often secured for them temporary engagements at a high rate. Thus we gather from Rosmini's 'Life of Filelfo' that this humanist received from Venice the offer of 500 sequins yearly as remuneration for his professorial services. Bologna proposed an annual stipend of 450 sequins when he undertook to lecture upon eloquence and moral philosophy. At Florence his income amounted to 350 golden florins, secured for three years, and subsequently raised to 450. With Siena he stipulated for 350 golden florins for two years. At Milan his Chair of Eloquence was endowed with 500 golden florins, and this salary was afterwards increased to 700. Nicholas V. offered him an annual income of 600 ducats if he would devote himself to the translation of Greek books into Latin, while Sixtus IV. tried to bring him to Rome by proposing 600 Roman florins as the stipend of the Chair of Rhetoric.
The fact, however, remains that while the special study of antiquity preoccupied the minds of the Italians, and attracted all the finer intellects among the youth ambitious of distinction, its professors never succeeded in taking complete possession of the universities. Their position there was always that of wandering stars and resident aliens. This accounts in some measure for the bitter hostility and scorn which they displayed against the teachers of theology and law and medicine. The real home of the humanists was in the Courts of princes, the palaces of the cultivated burghers, the Roman Curia, and the chanceries of the republics. As secretaries, house tutors, readers, Court poets, historiographers, public orators, and companions they were indispensable. We shall therefore find that the private academies formed by the literati and their patrons, the schools of princes established at Mantua and Ferrara, and the residences of great nobles play a more important part in the history of humanism than do the universities. At the same time the spirit of the new culture diffused by the humanists so thoroughly permeated the whole intellectual activity of the Italians, that in course of time the special studies of the high schools assumed a more literary and liberal form. The classics then supplied the starting-point for juristic and medical disquisitions. Poliziano was seen lecturing upon the Pandects of Justinian, while Pomponazzi made the Chair of Philosophy at Padua subservient to the exposition of materialism. This triumph of humanism, like its triumph in the Church, was effected less by immediate working on the universities than by a gradual and indirect determination of the whole race towards the study of antiquity.
In picturing to ourselves the method pursued by the humanists in the instruction of their classes, we must divest our minds of all associations with the practice of modern professors. Very few of the students whom the master saw before him, possessed more than meagre portions of the text of Virgil or of Cicero; they had no notes, grammars, lexicons, or dictionaries of antiquities and mythology, to help them. It was therefore necessary for the lecturer to dictate quotations, to repeat parallel passages at full length, to explain geographical and historical allusions, to analyse the structure of sentences in detail, to provide copious illustrations of grammatical usage, to trace the stages by which a word acquired its meaning in a special context, to command a full vocabulary of synonyms, to give rules for orthography, and to have the whole Pantheon at his fingers' ends. In addition to this he was expected to comment upon the meaning of his author, to interpret his philosophy, to point out the beauties of his style, to introduce appropriate moral disquisition on his doctrine, to sketch his biography, and to give some account of his relation to the history of his country and to his predecessors in the field of letters. In short, the professor of rhetoric had to be a grammarian, a philologer, an historian, a stylist, and a sage in one. He was obliged to pretend at least to an encyclopædic knowledge of the classics, and to retain whole volumes in his memory. All these requirements, which seem to have been satisfied by such men as Filelfo and Poliziano, made the profession of eloquence—for so the varied subject matter of humanism was often called—a very different business from that which occupies a lecturer of the present century. Scores of students, old and young, with nothing but pen and paper on the desks before them, sat patiently