CONTENTS.
| [CHAPTER I.] | |
| RISE OF THE CHRISTIAN SCHOOLS.—A.D. 60 TO 543. | PAGE |
| St. Mark at Alexandria. The canonical life ofthe clergy gives rise to the foundation of the Episcopal schools.The school of the Patriarchium at Rome. Decrees of early Councilsregarding the education of the clergy. Catechetical schools. Thepublic schools of the Empire, and their distinctive character. TheChristian method of education, as explained by St. Basil and St.Augustine. The Monks of the desert, and the first germ of monasticschools. The rules of St. Pachomius, St. Cæsarius, and St. Leanderof Seville. Domestic education among the early Christians. Thedestruction of the Imperial schools on the fall of the Empire.General decay of letters. Some degree of learning survives in theecclesiastical schools. The schools of Gaul in the fifth century.Boëthius and Cassiodorus. The academy of Toulouse. The seminaries ofTours and Lerins. | [1] |
| [CHAPTER II.] | |
| SCHOOLS OF BRITAIN AND IRELAND.—A.D. 380 TO 590. | |
| Mission of St. Ninian. St. Germanus and St. Lupusin Britain. Colleges established by them. The rule of St. David. St.Palladius in North Britain. St. Kentigern at Glasgow, and Llan-Elwy.St. Cadoc and St. Gildas. Early history of St. Patrick. His arrivalin Ireland. Rapid extension of schools and monasteries in thatIsland. Aran of the Saints. Clonard. St. Finian, St. Kieran, andSt. Columba. St. Kieran founds the monastery of Cluain-Macnois. St.Fintan at Cluain-Ednech. St. Comgall the founder of Benchor. Scholarsof Benchor: St. Columbanus and St. Luanus. St. Luanus the founderof Clonfert. The voyage of St. Brendan. St. Carthag the founderof Lismore. Character of the Irish learning. The labours of theIrish scholars in foreign countries; in France, Italy, Germany, andIceland. Iona and its scholars. | [35] |
| [CHAPTER III.] | |
| ANGLO-SAXON SCHOOLS.—A.D. 590 TO 875. | |
| State of Europe at the beginning of the sixthcentury. St. Gregory the Great. The mission of St. Augustine. Thefirst English library. St. Augustine’s monastery at Canterbury. Theschools of Lindisfarne and Ripon. Archbishop Theodore and Abbot Adrian. The school ofCanterbury and its scholars. St. Aldhelm, and a sketch of his schoolstudies. St. Bennet Biscop founds his two monasteries of Wearmouthand Jarrow. His collection of books and pictures. The manner oflife in these monasteries. The Venerable Bede: a sketch of his lifeand learning. His scientific writings. The grammatical formation ofmodern languages mainly the work of the monastic scholars. St. Bede’slabours on the formation of English. His death. The school of Yorkunder Archbishops Egbert and Albert. Alcuin receives his educationhere. Its noble library. Manner in which the Bishops personallydirected the studies of their young clergy. Danish invasions, andruin of the Anglo-Saxon schools. Destruction of Lindisfarne. | [56] |
| [CHAPTER IV.] | |
| ST. BONIFACE AND HIS COMPANIONS.—A.D. 686 TO 755. | |
| Birth of St. Boniface. His early monastic life.The English missions in Friesland. St. Wilibrord. St. Bonifacepasses over into Germany. Story of St. Gregory of Utrecht. Thecanonical life of the clergy established among the missionaries.Episcopal monasteries and schools. St. Luidger: his childhood andhis monastic foundations. Virgil, Bishop of Salzburg, and hissupposed errors, and condemnation by Pope Zachary. Schools foundedby St. Boniface. Letters from him and St. Lullus to English friends.Correspondence between Boniface and the Abbess Edburga.The nuns of Wimbourne and their learned pursuits.St. Lioba’s first letter to St. Boniface. Her Latin verses. Newfoundations in Germany. St. Sturm. The great foundation of Fulda.St. Boniface sends to England for some nuns. St. Walburga and St.Lioba cross over to Germany. The studies of St. Lioba. Reform ofthe Frankish Church by St. Boniface. He is appointed Papal Vicar.His interest in the state of religion in England. The Council ofCloveshoe, and its decrees on the subject of education. Martyrdom ofSt. Boniface. | [89] |
| [CHAPTER V.] | |
| CHARLEMAGNE AND ALCUIN.—A.D. 747 TO 804. | |
| Decay of letters and Church discipline in Gaulunder the Merovingian dynasty. Prospects of a reform under Pepin.St. Chrodegang of Metz. Accession of Charlemagne. His earlyteachers: Paul Warnefrid, St. Paulinus of Aquileja. Alcuin isinvited over into France. Foundation of the Palatine school.Nature of the studies introduced by Alcuin. They are chieflyecclesiastical. Proof, however, that classical studies were notentirely neglected. Charlemagne’s application to study of allkinds. His introduction of the Roman chant. His attempts toperfect the Tudesque or German dialect. Method of teaching of theAnglo-Saxon scholars. Their fondness for dialogues and enigmas.Alcuin’s correction of the liturgical books. Schools of copyistsfounded in monasteries. Charlemagne’s public schools. Proofs thatthese were in every sense monastic schools. Difference betweenthe exterior and interior schools of the Benedictine monasteries. University ofParis, properly so called, of far later date. Great men who tookpart in the restoration of learning under Charlemagne: Theodulphof Orleans, Smaragdus, St. Benedict Anian, St. Adalhard. Alcuin atTours. Clement and Dungal. Death of Alcuin. | [113] |
| [CHAPTER VI.] | |
| THE CARLOVINGIAN SCHOOLS.—A.D. 804 to 900. | |
| The Palatine school after the death of Alcuin.Scotus Erigena. The great monastic schools. Rabanus Maurus. A visitto Fulda. Rabanus and his scholars: Lupus of Ferrières, WalafridStrabo, Otfried, &c.; their writings and characters. Cultivationof the German vernacular by the Fulda scholars. Troubles of Rabanus.He becomes Archbishop of Mentz. His controversies with Scotus andGotteschalk. Classical studies of Lupus of Ferrières, Heiric, andRemigius of Auxerre. Remigius founds the schools of Paris. Old Corbyand its Scholasticus. St. Paschasius Radpert: his early education.Importance attached to the study of music. St. Anscharius and NewCorby. Reichnau and St. Gall. Description of St. Gall. Its greatmonastic school: varieties of studies pursued there. Reichnau. Storyof Meinrad. General character of monastic studies examined andillustrated. The classics. The study of the Scriptures. | [144] |
| [CHAPTER VII.] | |
| KING ALFRED.—A.D. 873 TO 900. | |
| His restoration of learning. | [195] |
| [CHAPTER VIII.] | |
| ST. DUNSTAN AND HIS COMPANIONS.—A.D. 924 TO 992. | |
| Restoration of monastic schools under St. Dunstan,St. Oswald, and St. Ethelwold. Foundation of Ramsey Abbey.Bridferth. | [212] |
| [CHAPTER IX.] | |
| THE IRON AGE.—A.D. 900 TO 1000. | |
| Popular notions of the tenth century. Explanationsof the causes of social disorder in that century. The break-up ofCharlemagne’s empire. Incursions of Normans, Saracens, and Huns.Destruction of monasteries and their schools. Concealment ofbooks. Anecdotes of the time. The relics of St. Evroult. Effortsmade by the Popes and Bishops to preserve a knowledge of sacredletters. Heraclius of Liege. Fulk of Rheims attempts to restore themonasteries. The foundation of Cluny. St. Odo and St. Maieul. Storiesfrom their lives illustrating the state of learning at this time.Abbo of Fleury and his travels in search of science. Restoration ofthe abbey of Gorze. John of Gorze and his studies. Village schoolsexisted at this time. | [225] |
| [CHAPTER X.] | |
| THE AGE OF THE OTHOS.—A.D. 911 TO 1024. | |
| Prosperous state of Germany under her greatemperors. The school of Utrecht, the fashionable school of the Germannobles. St. Bruno: his education and after-career. Ratherius ofVerona. The example of Bruno imitated by other Bishops, who foundand restore episcopal schools. Poppo of Wurtzburg. Sketch of someearly masters. Wolfgang’s school-days. St. Udalric of Augsburg. St.Bernward of Hildesheim. His early school-days. He becomes Bishopof Hildesheim, and restores the school. His disciples. Story ofBennon of Misnia and his master Wigger. St. Meinwerc of Paderborn.St. Adalbert of Prague. Anecdotes of these early schools, showingthe nature of their studies and discipline. The schoolmasters ofSt. Gall: Notker, Radpert, Tutilo, and Ekkehard. Stories fromtheir lives. Duchess Hedwiga, and the Greek studies of St. Gall.Familiarity of schoolboys with their masters. Anecdotes. Amiablecharacter of the monastic Scholastici. The career of Gerbert. Hisscience and his disciples. Guy of Arezzo. Hroswitha, the nun ofGandersheim. | [254] |
| [CHAPTER XI.] | |
| THE SCHOOLS OF BEC.—A.D. 1000 TO 1135. | |
| Close of the dark ages. Change observable in thescholastic system. First appearance of lay professors, who teach forgain. Character of the new teachers. Berengarius, a pupil of Fulbertof Chartres. Errors and character of Berengarius. The foundationof Bec. Vocation of Lanfranc. He opposes Berengarius. St. Anselm,as scholasticus of Bec. Their influence on learning in England.Anecdotes of English monasteries at this time. Encouragement oflearning by Henry Beauclerk. Athelhard of Bath. Odericus Vitalis. | [300] |
| [CHAPTER XII.] | |
| THE RISE OF SCHOLASTICISM.—A.D. 1049 TO 1200. | |
| State of letters in Italy at the beginning ofthe twelfth century. Law schools of Bologna, founded by Irnerius.Other Italian schools. St. Peter Damian, scholasticus at Parma. Hiswritings and poetry. The monastic masters still eminent. Anecdotes ofsome of them. Revival of classical studies in their schools at thistime. Multiplication of books and libraries. Extraordinary activityof copyists. The libraries of Tegernsee and St. Emmeran’s. Othlonusand his studies. Customs of Cluny. Earliest known versions of theScripture in the vulgar tongue. Frequent mention at this period ofconversions to religious life of learned men. St. Bruno, founderof the Carthusians. Odo of Tournay. Stories of their lives. Odo’sschool and disciples. The Nominalists and Realists. The state of theschool of Paris. Notice of its most celebrated masters. Bernard of Chartres andhis excellent system. Anselm of Laon. William of Champeaux. Abelardand his career. Scholasticism. Origin of the system of graduation.The school of St. Victor rises in opposition to the new school ofscholastics. Character of its teaching. State of the schools asexhibited in the life of John of Salisbury. The heretical bias ofthe new independent professors. Their neglect of classical studies,and exclusive preference given by them to logic. The Cornificians.Scholastic sophistries. Peter Lombard, the real founder of scholastictheology. Gradual rise of the University of Paris. | [324] |
| [CHAPTER XIII.] | |
| PARIS AND THE FOREIGN UNIVERSITIES.—A.D. 1150 TO 1250. | |
| Paris University in the thirteenth century. Itspopularity. Its want of moral discipline. Total change by this timeeffected in the system of education, which has become exclusivelyintellectual. A sketch of the state of the Paris schools. Rise ofthe collegiate system to meet these evils. Early Parisian colleges.The monasteries and the Bishops obliged to send their students tothe universities. Academic statutes of Robert de Courçon. Partialadaptation of the monastic system. Amount of time given by theCatholic system to religious duties. Decay of arts and rhetoric.Predominance of dialectics and law. Good and bad results of this.Necessary part of the mental development of Europe. Book trade inParis University. Anecdotes of great men. Maurice of Sully. Fulk ofNeuilly. Universities of Bologna, Padua, Naples, &c. Exertions ofthe Popes in the cause of education. Examination of the universitysystem. Its result on the education of the clergy. From this dateto the Council of Trent Church seminaries disappear. The old systemof episcopal seminaries contrasted with that of universities.Political and religious errors fostered at the universities. Theirsupport of State supremacy. Heresies which sprang out of the abuse ofscholasticism, and the predominance of reason. | [366] |
| [CHAPTER XIV.] | |
| THE DOMINICANS AND THE UNIVERSITIES.—A.D. 1215 TO 1300. | |
| The foundation of the Dominican Order. Devotionto theological studies one of its primary objects. Its systemof graduation. Its schools established in connection with theuniversities. Exactly adapted to correct the evils of thoseinstitutions. Albert the Great. His scientific writings. St. Thomasand his philosophy. Reconciliation of divine and human science thework of St. Thomas. Other great Dominican professors and writers.Vincent of Beauvais. The study of Oriental languages encouraged bythe Dominican Order. Decrees of the Council of Vienne. Proofs of theexistence of Oriental professors at Paris and Oxford, notwithstandingthe denial of Hallam. Oriental scholars. Dominican influence on art.Contemplative character of the early scholastic theologians. | [410] |
| [CHAPTER XV.] | |
| ENGLISH SCHOOLS AND UNIVERSITIES.—A.D. 1149 TO 1170. | |
| Early history and legends of Oxford. Its old innsand halls. Its early masters and scholars, previous to the thirteenthcentury. Want of regular discipline, and tumults among the scholars.Robert Pullus restores sacred studies. Curious illustrations of thestate of studies. Rise of Cambridge University. Giraldus Cambrensis.Schools of Reading, Ramsay, St. Albans, &c. Alexander Neckhamand his writings. London schools. School of Sempringham. Old Englishpoor-schools. What was taught in them, and how. | [451] |
| [CHAPTER XVI.] | |
| OLD OXFORD.—A.D. 1200 TO 1300. | |
| Description of Oxford in the thirteenth century. Itscustoms. St. Edmund of Canterbury. Robert Grosteste. The arrival ofthe Friars. Distinguished Dominican and Franciscan scholars. RogerBacon. Nicholas de Lyra. St. Richard of Chichester, Chancellor ofOxford. Opposition of the secular clergy to the mendicants. Decay ofpure Latinity. Kilwarby, and John of Peckham. St. Thomas of Hereford,Chancellor of Oxford. Rise of Oxford Colleges, Baliol and MertonColleges. The monastic colleges of Gloucester and Durham. ExeterCollege. | [476] |
| [CHAPTER XVII.] | |
| DANTE AND PETRARCH.—A.D. 1300 TO 1400. | |
| Dante regarded as the representative universitystudent of the thirteenth century. Character of his learning as shownby a critical examination of his poem. His theology, scholasticlearning, acquaintance with learned languages and love of science,especially of music and astronomy. His political views. Theanti-papal tendencies of the universities. Petrarch and his revivalof classical tastes. Share taken in the revival by Italian monks.Ambrose Traversari. State of letters in France under Charles V.Effect of the Gallican and anti-papal doctrines introduced by Philiple Bel hostile to letters. | [508] |
| [CHAPTER XVIII.] | |
| ENGLISH EDUCATION IN THE FOURTEENTH CENTURY.—A.D. 1300 TO 1400. | |
| Effect of French wars not favourable to learning.Richard of Bury and his libraries. State of the universities. Theywere not then, as now, places of education for the lay higherclasses. System of education fostered by chivalry explained. Itsadvantages. The baronial households schools for noble youths. Christian principlesfostered by this system. Elzear of Sabran. Education of women at thesame period. The domestic virtues cultivated. Illustrations from oldromances. Cultivation of the English language. Poor-schools. Schoolbooks of the fourteenth century. Primers. Versified instructions.Chaucer as the representative of an educated Englishman of thefourteenth century. Character of his learning examined. Classicsimperfectly known. Wickliffe and the Lollards. Their influence onlearning. Early English Catholic versions of the Scriptures existedbefore the time of Wickliffe. Proofs and illustrations. | [529] |
| [CHAPTER XIX.] | |
| THE RED AND WHITE ROSES.—A.D. 1386 TO 1494. | |
| Foundations of Wykeham, Waynflete, and Henry VI. Education provided for all classes by colleges and hospitals. Details concerning the real character of these institutions from their statutes. Other schools kept up by religious houses. Ancient English religious poetry, with specimens. English book-collectors. Humphrey of Gloucester and Abbot Whethamstede. London schools. William Caxton as the representative of an educated London citizen of the fifteenth century. His life and works. | [569] |
| [CHAPTER XX.] | |
| THE RENAISSANCE AT FLORENCE.—A.D. 1400 TO 1492. | |
| Classic revival in Italy encouraged by her princes.Robert of Naples. Great men of the Renaissance. School of Victorinoda Feltre, and the “Casa Giojosa.” Encouragement given by the Popesto the new learning. Depraved character of many of the classicscholars. Filelfo and Lorenzo Valla. The Medici at Florence. ItsGreek scholars. Poggio Bracciolini. The Platonic Academy of Cosmo de’Medici. Marsilius Ficinus. John Picus Mirandola. The Roman Academy.Pomponius Lætus. Politian begins to lecture at Florence. Fascinationof his style. Florence under Lorenzo de’ Medici. Corruption ofmanners at this time. Savonarola. | [599] |
| [CHAPTER XXI.] | |
| DEVENTER, LOUVAIN, AND ALCALA.—A.D. 1360 TO 1517. | |
| Reaction against the irreligious tendency ofthe Renaissance. Popular instincts against the new learning. Theorigin of the school of Deventer. Sketch of Gerard der Groote, andhis followers. Thomas à Kempis. German professors, and restorersof classical studies. Hegius, Langius, Dringeberg, and RodolphAgricola. The Rhenish Academy. Tendency of the new learning inGermany increasingly irreligious. Reuchlin and Budæus at Paris. The“Humanists.” Erasmus. The art of printing, its early effects. TheUniversity of Louvain, founded from the first on Catholic principles.Protestantism supported by the new professors. Musculus and Bullinger.Effect of Protestantism on the German universities according toMenzel. The Renaissance in France under Francis I. French poets.State of letters in Spain. Ximenes and Alcala. | [628] |
| [CHAPTER XXII.] | |
| THE RENAISSANCE IN ROME.—A.D. 1513 TO 1528. | |
| Accession of Leo X. His entry into Rome. Stateof Rome at this time. Its brilliant society. The Roman Court. Thewits and poets. Leo’s magnificent patronage of letters. Corruptionof manners. Spread of infidelity in the literary circles of Italy.The Fifth Council of Lateran. Restoration of the Roman University.The Ciceronians. Sadolet and Bembo. Paganism of art and literature.Erasmus and Luther at Rome. Impressions received by both. Deathof Leo, and accession of Adrian VI. Dismay of the professors. Hisattempts at Reform. Clement VII. Tokens of a change. The Oratory ofDivine Love. St. Cajetan and the Theatines. The sack of Rome. | [655] |
| [CHAPTER XXIII.] | |
| ENGLISH SCHOLARS OF THE RENAISSANCE.—A.D. 1473 TO 1550. | |
| Scholars of Magdalen College. Visit of Erasmusto England. His opinion of Oxford. Dean Colet. His character andhis friends. His friendship with Erasmus. Foundation of St. Paul’sSchool. Court of Henry VIII. Its brilliancy and learned character.Reginald Pole. Progress of the Reformation. Controversy betweenErasmus and Luther. The divorce. The king consults the foreignuniversities. The Humanist professors espouse his cause. Pole retiresfrom England. His life in Italy. Effect of the Reformation on theEnglish universities. Utter decay of Oxford under Edward VI. | [672] |
| [CHAPTER XXIV.] | |
| THE COUNCIL OF TRENT.—A.D. 1534 TO 1580. | |
| Election of Paul III. His Cardinals. The Commissionof Reform. Its important declaration on the subject of the state ofeducation, especially at the universities. The sixteenth articleon the professorial system. St. Ignatius and the Jesuit Colleges.The Council of Trent. Influence of Cardinal Pole in that Council.He is recalled to England. His attempts to reform the universitiesand establish Church seminaries. His provincial decrees. B. PeterCanisius. Decrees on education passed by the Council of Trent.Establishment of Church seminaries. Illustrious men who forwardedthis work. St. Pius V. Ghiberti, Bartholomew of the Martyrsand St. Charles Borromeo. The schools and seminaries of Milan.Conclusion. | [704] |
| [Index.] | [727] |
CHRISTIAN SCHOOLS AND SCHOLARS.
CHAPTER I.
THE RISE OF THE CHRISTIAN SCHOOLS.
A.D. 60 to 543.