the priest also teach something of the rudiments of religion and learning
to the children of the members. In time money and lands were set aside or
left for such purposes, and a form of chantry school, which later evolved
into a regular school, often with instruction in higher studies added, was
created for the children of members [41] of the guild (R. 98).

APPRENTICESHIP EDUCATION. For centuries after the revival of trade and
industry all manufacturing was on a small scale, and in the home-industry
stage. There was, of course, no machinery, and only the simple tools known
from ancient times were used. In a first-floor room at the back, master,
journeymen, and apprentices working together made the articles which were
sold by the master or the master's wife and daughter in the room in front.
The manufacturer and merchant were one. Apprentices were bound to a master
for a term of years (R. 99), often paying for the training and education
to be received, and the master boarded and lodged both the apprentices and
the paid workmen in the family rooms above the shop and store.

The form of apprenticeship education and training which thus developed,
from an educational point of view, forms for us the important feature of
the history of these craft guilds. With the subdivision of labor and the
development of new trades the craft-guild idea was extended to the new
occupations, and a steady stream of rural labor flowing to the towns was
absorbed by them and taught the elements of social usages, self-
government, and the mastery of a trade. Throughout all the long period up
to the nineteenth century this apprenticeship education in a trade and in
self-government constituted almost the entire formal education the worker
with his hands received. The sons of the barbarian invaders, as well as
their knightly brothers, at last were busy learning the great lessons of
industry, cooeperation, and personal loyalty. Here begins, for western
Europe, "the nobility of labor--the long pedigree of toil." So well in