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 recording what the lecturer said. At the end of his discourses on the 'Georgics' or the 'Verrines,' each of them carried away a compendious volume, containing a transcript of the author's text, together with a miscellaneous mass of notes, critical, explanatory, ethical, æsthetical, historical, and biographical. In other words, a book had been dictated, and as many scores of copies as there were attentive pupils had been made.[86] The language used was Latin. No dialect of Italian could have been intelligible to the students of different nationalities who crowded the lecture-rooms. The elementary education in grammar requisite for following a professorial course of lectures had been previously provided by the teachers of the Latin schools, which depended for maintenance partly on the State[87] and partly on private enterprise. The Church does not seem to have undertaken the management of these primary boys' schools. [Footnote 86: Many of the earliest printed editions of the Latin poets give an exact notion of what such lectures must have been. The text is embedded in an all-embracing commentary.]