The Church and the Empire / Being an Outline of the History of the Church from A.D. 1003 to A.D. 1304

by D. J. Medley

THE SCHOOLMEN AND THEOLOGY

[Sidenote: Secular Studies.]

Mediaeval learning, whether sacred or secular, was founded upon authority. The Scholasticus, who took the place of the ancient Grammaticus, was not an investigator, but merely an interpreter. On the one side the books of the sacred Scriptures as interpreted by the Fathers were the rule of faith; on the other side as the guide of reason stood the works of the Philosopher, as Aristotle was called in the Middle Ages. But until the thirteenth century few of his works were known, and those only in Latin translations. Here were the materials, slight enough, on which hung future development. The secular knowledge taught in the ordinary schools was that represented by the division of the Seven Arts into the elementary Trivium of Grammar, Rhetoric, Dialectic, followed by the Quadrivium of Music, Arithmetic, Geometry, and Astronomy. The scope of the Trivium was much wider than the terms denote. Thus Grammar included the study of the classical Latin authors, which never entirely ceased; Rhetoric comprised the practice of composition in prose and verse, and even a knowledge of the elements of Roman Law; Dialectic or Logic became the centre of the whole secular education, because it was the only intellectual exercise which was supposed to be independent of pagan writers. In the Quadrivium—the scientific education of the time—Arithmetic and Astronomy were taught for the purpose of calculating the times of the Christian festivals; Music consisted chiefly of the rules of plain-song. It was the subjects of the Quadrivium which were subsequently enlarged in scope by the discoveries of the twelfth century. Apart from these subjects little attempt was made at a systematic training in theology. In so far as any such existed it was purely doctrinal, and aimed merely at enabling those in Holy Orders to read the Bible and the Fathers for themselves and to expound them to others.

[Sidenote: Scholasticism.]

Now the speculative intellect trained in dialectic had no material to work upon save what could be got from the Scriptures, the Fathers, and the dogmas of the Church; and Scholasticism is the name given to the attempt to apply the processes of logic to the systematisation and the interpretation of the Catholic faith. The movement was one which, narrow as it seems to us, yet made for ultimate freedom of human thought; for it meant the exercise of the intellect on matters which for long were regarded as beyond the reach of rationalistic explanation. There was much difference of opinion among the thinkers as to the limits to be assigned to such freedom of speculation on the mysteries of the faith, some starting from the standpoint of idealists and endeavouring to avoid the logical consequences of their speculations; while others, adopting so far as possible a position of pure empiricism, set tradition at defiance, and hoped by the aid of reason to reach the conclusions of divine revelation.

[Sidenote: Realists and Nominalists.]

The philosophical problem to which the mediæval thinkers addressed themselves is one that it is essential to the progress of human thought to solve. Whence do we derive general notions (Universals, as they were called), and do they correspond to anything which actually exists? Thus for the purpose of classifying our knowledge we use certain terms, such as genera, species, and others more technical. Do these in reality exist independently of particular individuals or substances? One school of philosophers, basing their reasoning upon Plato, maintained that such general ideas had a real existence of their own, and hence gained the name of Realists. But another school, who took Aristotle as their champion, held that reality can be asserted of the individual alone, that there is nothing real in the general idea except the name by which it is designated; while some of these Nominalists, as they came to be called, even proclaimed that the parts of an individual whole were mere words, and could not be considered as having an existence of their own. With the application of these definitions to theological dogmas we reach the beginning of Scholastic Theology. Here both sides were soon landed in difficulties. Nominalism, in its denial of reality to general notions, undermined the Catholic idea of the Church: in its recognition of none except individuals it destroyed the whole conception of the solidarity of original sin; while those of its professors who allowed no existence of their own to the parts of an individual whole, resolved the Trinity into three Gods. On the other hand, the danger of Realism was that, since individuals were regarded merely as forms or modes of some general idea, these philosophers were inclined to make no distinction between individuals and to fall into pantheism. As a result, the personality of man, and with it the immortality of the soul, disappeared, and even the personality of God threatened to lose itself in the universe which He had created. These tendencies will be clear from a short account of the chief schoolmen or writers on Scholastic Philosophy.

[Sidenote: Roscelin and Anselm.]

The first great names are those of Roscelin and Anselm of Canterbury. Roscelin (between 1050 and 1125), primarily a dialectician, rigidly applied his logic to theological dogmas. If we may judge from the accounts of his opponents, Anselm and Abailard, he took up a position of extreme individualism and denied reality alike to a whole and to the parts of which any whole is commonly said to be composed. The application of this principle to the doctrine of the Trinity landed him in tritheism, and he did not shrink from the reproach. Roscelin, a theologian by accident, was answered by Anselm who was primarily a theologian, and a dialectician by accident. If Roscelin was the founder of Nominalism Anselm identified Realism with the doctrine of the Church. But Anselm's Realism is not the result of independent thought. In his methods he has been rightly styled the "last of the Fathers." His keynote was Belief in the Christian faith as the road to understanding it. Thus his object was to give to the dogmas accepted by the Church a philosophical demonstration. To him Realism was the orthodox philosophical doctrine because it was the one most in harmony with Christian theology. He applied philosophical arguments to the explanation of those tenets of the faith which later scholastic writers placed among the mysteries to be accepted without question.

[Sidenote: Abailard.]