Of course there have been reformers in every age who came to bring to society their own personal measures of relief. But in the Middle Ages hardly a writer took pen in hand who did not note in the body politic some illness, and suggest some remedy. Howsoever abstruse might be the subject of the volume, there was almost sure to be a reference to economic or social life. It was not an epoch of specialists such as is ours. Each author composed treatises in almost every branch of learning. The same professor, according to mediaeval notions, might lecture to-day on Scripture, to-morrow on theology or philosophy, and the day after on natural science. For them a university was a place where each student learnt, and each professor taught, universal knowledge. Still from time to time men came to the front with some definite social message to be delivered to their own generation. Some were poets like Langland, some strike-leaders like John Ball, some religious enthusiasts like John Wycliff, some royal officials like Pierre du Bois. This latter in his famous work addressed to King Edward I of England (_De Recuperatione Sancte Terre_), has several most interesting and refreshing chapters on the education of women. His bias is always against religious orders, and, consequently, he favours the suppression of almost every conventual establishment. Still, as these were at his own date the only places where education could be considered to exist at all, he had to elaborate for himself a plan for the proper instruction of girls. First, of course, the nunneries must be confiscated by Government. For him this was no act of injustice, since he regarded the possessions of the whole clerical body as something outside the ordinary laws of property. But having in this way cleared the ground of all rivals, and captured some magnificent buildings, he can now go forward in his scheme of education. He insists on having only lay-mistresses, and prescribes the course of study which these are to teach. There should be, he held, many lectures on literature, and music, and poetry, and the arts and crafts of home life. Embroidery and home-management are necessities for the woman's work in after years, so they must be acquired in these schools. But education cannot limit itself to these branches of useful knowledge. It must take the woman's intelligence and develop that as skilfully as it does the man's. She is not inferior to him in power of reason, but only in her want of its right cultivation. Hence the new schools are to train her to equal man in all the arts of peace. Such is the main point in his programme, which even now sounds too progressive for the majority of our educational critics. He appeals for State interference that the colleges may be endowed out of the revenues of the religious houses, and that they may be supported in such a fashion as would always keep them abreast of the growing science of the times.