"wel cowde ryde, He cowde songes wel make and endite, Justne and eek daunce, and wel purtray and write." The actual school curriculum followed by the squire would therefore resemble that of children of lower social grades, to the extent that "song" and "writing" were included in both. Among the "sondry languages," it is certain that Latin would be numbered; in addition he would learn French and (possibly) Italian. Chivalry began to decline about the middle of the thirteenth century. "Froissart characterises and describes with picturesque detail this tendency to decay which, as time advanced, gradually resulted in a complete transformation, so that the chivalric ideal became lost and the independence of the soldier, once the slave only of his God and of his lady, gave way to the obsequiousness of the courtier, and finally became a selfish and pitiful servility."[357] What place does chivalric education occupy in the evolution of educational thought and practice? In the first place, it contributed to the elaboration of the educational ideal. Though, as we have indicated, chivalric education was based on utility, just as was the education of the schools of the cloister or of the church, yet it resulted in a wider connotation being given to the term "education." Chivalric education aimed at fitting a man to live a life in society; whereas the education given by the monk or priest aimed only at fitting a man to lead a religious life. A change was also made in the estimation of educational values: the intellectual element of education (though not entirely ignored) was yet relegated to a subsidiary position, whilst the care of the body, notoriously absent from the ecclesiastical education, was exalted to an important position. It is interesting also to note that the custom of sending boys of good family away from home directly contributed to the practice of sending boys to a residential school, which is characteristic of the present day, especially among parents of good financial means. In addition, we must note that some of the ideals of chivalry have tended to live on in our great public schools of to-day; further, they have influenced our secondary schools and, to a lesser extent, our elementary schools. Admiration for physical prowess, as exemplified on the playing fields, still occupies the highest place in the mind of the schoolboy; the ideal of service survives in the custom of "fagging"; loyalty, honour, courtesy, and deference to external ceremonial continue to be distinctive marks of the "schools of the nobility" of to-day.