To form an accurate picture of the method of scientific instruction then pursued, we must turn away our eyes as far as possible from our present academic system. Personal intercourse between the teachers and the taught, public disputations, the constant use of Latin and often of Greek, the frequent changes of lecturers and the scarcity of books, gave the studies of that time a color which we cannot represent to ourselves without effort.
There were Latin schools in every town of the least importance, not by any means merely as preparatory to higher education, but because, next to reading, writing, and arithmetic, the knowledge of Latin was a necessity; and after Latin came logic. It is to be noted particularly that these schools did not depend on the Church, but on the municipality; some of them, too, were merely private enterprises.
This school system, directed by a few distinguished humanists, not only attained a remarkable perfection of organization, but became an instrument of higher education in the modern sense of the phrase. With the education of the children of two princely houses in North Italy institutions were connected which may be called unique of their kind.
