With the exception of atheistic philosophy, which was not worth the risk, Origen encouraged his scholars to study everything; and he gave them a regular course of dialectics, physics, and moral philosophy, as a preparation for theology. Augustine, who ascribes his first conversion from a vicious life to the Hortensius of Cicero (Conf., III. iv. I), was not likely to take an extreme line in condemning classical literature, from which he himself frequently quotes. Of Cicero’s Hortensius he says, “This book in truth changed my affections, and turned my prayers to Thyself, O Lord, and made me have other hopes and desires.” He quotes, among other classical authors, not only Virgil, Livy, Lucan, Sallust, Horace, Pliny and Quintillian, but Terence, Persius, and Juvenal, and of the last from those Satires which are sometimes omitted by editors on account of their grossness. In his treatise On Christian Doctrine (II. xl.), he contends that we must not shrink from making use of all that is good and true in heathen writings and institutions. We must “spoil the Egyptians.” The writings of his instructor Ambrose show that he also was well acquainted with the best Latin classics. In Jerome we have what may be called an essay on the subject. Ruffinus had suggested to Magnus, a Roman rhetorician, that he should ask Jerome why he filled his writings with so many allusions and quotations taken from pagan literature, and Jerome in reply, after quoting the opening verses of the Book of Proverbs, refers him to the example of St. Paul in the Epistles to Titus and the Corinthians, and in the speech in the Acts. Then he points to Cyprian, Origen, Eusebius, and Apollinaris: “read them, and you will find that in comparison with them we have little skill (in quotation).” Besides these he appeals to the examples, among Greek writers, of Quadratus, Justin Martyr, Dionysius, Clement of Alexandria, Basil, Gregory Nazianzen, etc.; and among Latins, Tertullian, Minucius Felix, Arnobius, Hilary, and Juvencus. And he points out that quotations from profane authors occur in nearly all the works of these writers, and not merely in those which are addressed to heathen. But while Jerome defends the study of classical authors as a necessary part of education, he severely condemns those clergy who amused themselves with such writers as Plautus (of whom he himself had been very fond), Terence, and Catullus, when they ought to have been studying the Scriptures. Later in life his views appear to have become more rigid; and we find him rejoicing that the works of Plato and Aristotle are becoming neglected.
It was the short reign of Julian, commonly called “the Apostate” (A.D. 361–363), which had brought the question very much to the front. His policy and legislation probably influenced Augustine and Jerome in taking a more liberal line in the matter, in spite of Latin dislike of Greek philosophy and their own ascetic tendencies. Julian, jealous of the growing influence of Christian teachers, tried to prevent them from lecturing on classical authors. From this he hoped to gain two advantages. (1) Secular education would to a large extent be taken out of Christian hands. (2) The Christian teachers themselves would become less well educated, and less able to contend with heathen controversialists. He sarcastically pointed out the inconvenience of a teacher expounding Homer and denouncing Homer’s gods: Christians had better confine themselves to “expounding Matthew and Luke in the Churches of the Galileans,” and leave the interpretation of the masterpieces of antiquity to others. And he seems not to have contented himself with cynical advice, but to have passed a law that no Christian was to teach in the public schools. This law was at once cancelled by his successor Valentinian; but it provoked a strong feeling of resentment, and stirred up Christians to recognize and hold fast the advantages of a classical education.
But while the influence of the first three of the four great Latin Fathers was in favour of a wise use of the products of pagan genius, the influence of the last of the four was disastrously in the opposite direction.
In the period between Jerome and Gregory the Great two facts had had a calamitous effect upon the cause of liberal education. (1) The inroads of the barbarians almost destroyed the imperial schools in Gaul and Italy. (2) The miserable controversies about Origen produced an uneasy suspicion that secular study was prejudical to orthodoxy. It is perhaps to this latter influence that we may attribute two ecclesiastical canons of unknown date and origin. In the Apostolical Constitutions (I. vi.) we read, “Abstain from all heathen books. For what hast thou to do with such foreign discourses, or laws, or false prophets, which subvert the faith of the unstable? For what defect dost thou find in the law of God, that thou shouldest have recourse to those heathenish fables?” etc., etc. Again in a collection of canons, which is sometimes assigned to a synod at Carthage A.D. 398, the 16th canon in the collection runs thus: “A bishop shall read no heathen books, and heretical books only when necessary.” The Carthaginian synod of 398 is a fiction, and some of the canons in the collection deal with controversies of a much later date: but we need not doubt that all the canons were enacted in some Church or other in the course of the first six centuries. The spirit of this one is very much in harmony with the known tendencies of the sixth century; and we find Gregory the Great (A.D. 544–604) making precisely the same regulation. He forbad bishops to study heathen literature, and in one of his letters (Epp., ix. 48) he rebukes Desiderius, Bishop of Vienne, for giving his clergy instruction in grammar, which involved the reading of the heathen poets. “The praises of Christ do not admit of being joined in the same mouth with the praises of Jupiter; and it is a grave and execrable thing for bishops to sing what even for a religious layman is unbecoming.” The story that he purposely burnt the Palatine library is not traced earlier than the twelfth century, and is probably untrue; but it indicates the traditional belief respecting his attitude towards classical literature. And it is certainly true that he was twice in Constantinople, and on the second occasion remained there three years (A.D. 579–582), and yet never learnt Greek. In his time, as we learn both from himself and his contemporary, Gregory of Tours, the belief was very prevalent that the end of the world was at hand; and it was argued that mankind had more serious things to attend to than the study of pagan literature—or indeed any literature that was not connected with the Scriptures or the Church. Henceforward, in the words of Gregory of Tours, “the study of literature perished”: and, although there were some bright spots at Jarrow and elsewhere, yet on the whole the chief services which Christianity rendered to classical learning during the next few centuries, were the preservation of classical authors in the libraries of monasteries and the preservation of the classical languages in the liturgies of the Church.
The question will perhaps never cease to be argued, although it is hardly probable that so extreme a view as that of Gregory the Great will ever again become prevalent. Let us take a statement of the question from the utterances of one who will not be suspected of want of capacity or of experience in the matter, or of want of sympathy with stern and serious views respecting education and life.
“Some one will say to me perhaps,” wrote John Henry Newman in 1859, “our youth shall not be corrupted. We will dispense with all general or national literature whatever, if it be so exceptional; we will have a Christian Literature of our own, as pure, as true as the Jewish.” “You cannot have it.... From the nature of the case, if Literature is to be made a study of human nature, you cannot have a Christian Literature. It is a contradiction in terms to attempt a sinless Literature of sinful man. You may gather together something very great and high, something higher than any literature ever was; and when you have done so, you will find that it is not Literature at all. You will simply have left the delineation of man, as such, and have substituted for it, as far as you have had anything to substitute, that of man, as he is or might be, under certain special advantages. Give up the study of man, as such, if so it must be; but say you do so. Do not say you are studying him, his history, his mind and his heart, when you are studying something else. Man is a being of genius, passion, intellect, conscience, power. He exercises his great gifts in various ways, in great deeds, in great thoughts, in heroic acts, in hateful crimes.... Literature records them all to the life....
“We should be shrinking from a plain duty, did we leave out Literature from Education. For why do we educate except to prepare for the world? Why do we cultivate the intellect of the many beyond the first elements of knowledge, except ... to fit men of the world for the world? We cannot possibly keep them from plunging into the world, with all its ways and principles and maxims, when their time comes; but we can prepare them against what is inevitable; and it is not the way to learn to swim in troubled waters, never to have gone into them. Proscribe (I do not say particular authors, particular works, particular passages) but Secular Literature as such: cut out from your class books all broad manifestations of the natural man; and those manifestations are waiting, for your pupil’s benefit, at the very doors of your lecture room in living and breathing substance. They will meet him there in all the charm of novelty, and all the fascination of genius or of amiableness. To-day a pupil, to-morrow a member of the great world: to-day confined to the Lives of the Saints, to-morrow thrown upon Babel;—thrown on Babel, without the honest indulgence of wit and humour and imagination ever permitted to him, without any fastidiousness of taste wrought into him, without any rule given him for discriminating ‘the precious from the vile,’ beauty from sin, the truth from the sophistry of nature, what is innocent from what is poison.”[75]
Many Christians are apt to forget that all truth is of God; and that every one who in an earnest spirit endeavours to ascertain and to teach what is true in any department of human knowledge, is doing God’s work. The Spirit, we are promised by Christ Himself, “shall lead you into all the Truth,” and “the Truth shall make you free.” Our business is to see that nothing claims the name of truth unlawfully. It is not our business to prohibit anything that can make good its claim to be accounted true.
Those who enjoy large opportunities of study, and especially those who have the responsibility not only of learning but of teaching, must beware of setting their own narrow limits to the domain of what is useful and true. It has a far wider range than the wants which we feel in ourselves or which we can trace in others. Even the whole experience of mankind would not suffice to give the measure of it. We dishonour rather than reverence the Bible, when we attempt to confine ourselves and others to the study of it. Much of its secret and inexhaustible store of treasure will remain undiscovered by us, until our hearts are warmed, our intellects quickened, and our experience enlarged, by the masterpieces of human genius. “To the pure all things are pure.” In the first century, in which the perils of heathenism to Christianity were tenfold what they are at present, St. Paul in plain terms told his converts that if they liked to accept the invitations of their heathen friends and acquaintances, they need not scruple to do so (1 Cor. x. 27); and by his own example, he shows them that they may enjoy and use what is beautiful and true in heathen literature. Let us beware of narrowing the liberty wisely allowed by him. Each one of us can readily find out what is dangerous for himself. There is plenty that is not dangerous: let him freely enjoy that. But the limits that are wise for ourselves are not to bind others. Their liberty is not to be circumscribed by our conscience. “The earth is the Lord’s and the fulness thereof.”