of the poorer classes mostly depended on small endow-
ments given or left by the pious to parish churches. At this
level provision was made for the education of girls as well
as boys. The higher education of girls was practically con-
fined to the home. An outstanding example was the edu-
cation which Sir Anthony Cooke (1504–76), sometime
tutor to King Edward VI, provided for his daughters. They
were instructed in Latin and Greek, as well as the more
traditional feminine accomplishments, such as music and
embroidery.
In the Netherlands princely and aristocratic patron-
age was less important, but the increasing wealth and
power of the burghers produced a demand for a broader
system of education. The ground had been prepared in the
14th century by the Brothers and Sisters of the COMMON
LIFE(a mixed lay and religious association), who founded
hostels for students and later, schools. ERASMUS, who was
educated at their school at Deventer, became the author of
several treatises embodying liberal educational ideals. He
emphasized the importance of Greek and Latin and ne-
glected the vernacular, but nonetheless related education
to experience of life both before and after the years of for-
mal schooling and regarded it as a continuous process.
In France the most influential writers were RAMUSand
MONTAIGNE, and in Germany Johannes STURM, head of the
academy of Strasbourg. The Spaniard Juan Luis VIVÈS, who115566 eedduuccaattiioonnEducationA woodcut from the first
encyclopedia printed in German; the
Lucidarius(1479) takes the form of a
dialogue between master and pupil in
which the pupil receives instruction in
theology, geography, astronomy,
meteorology, and other sciences.