Old-Time Makers of Medicine / The Story of The Students And Teachers of the Sciences Related to Medicine During the Middle Ages

by James J. Walsh

Indeed, it seems very clear that the whole trend of thought among the great teachers of the time was away from the acceptance of scientific conclusions on authority unless there was good evidence for them available. They were quite as impatient as the scientists of our time with the constant putting forward of Aristotle as if that settled a scientific question. Roger Bacon wanted the Pope to forbid the study of Aristotle because his works were leading men astray from the study of science, his authority being looked upon as so great that men did not think for themselves but accepted his assertions. Smaller men are always prone to do this, and indeed it constitutes one of the difficulties in the way of advance in scientific knowledge at all times, as Roger Bacon himself pointed out.

These are the sort of expressions that are to be expected from Friar Bacon from what we know of other parts of his work. His "Opus Tertium" was written at the request of Pope Clement IV, because the Pope had heard many interesting accounts of what the great thirteenth-century teacher and experimenter was doing at the University of Oxford, and wished to learn for himself the details of his work. Bacon starts out with the principle that there are four grounds of human ignorance. These are, "first, trust in inadequate authority; second, that force of custom which leads men to accept without properly questioning what has been accepted before their time; third, the placing of confidence in the assertions of the inexperienced; and fourth, the hiding of one's own ignorance behind the parade of superficial knowledge, so that we are afraid to say I do not know." Professor Henry Morley, a careful student of Bacon's writings, said with regard to these expressions of Bacon:

No part of that ground has yet been cut away from beneath the feet of students, although six centuries have passed. We still make sheep-walks of second, third and fourth, and fiftieth hand references to authority; still we are the slaves of habit, still we are found following too frequently the untaught crowd, still we flinch from the righteous and wholesome phrase "I do not know" and acquiesce actively in the opinion of others that we know what we appear to know.

In his "Opus Majus" Bacon had previously given abundant evidence of his respect for the experimental method. There is a section of this work which bears the title "Scientia Experimentalis." In this Bacon affirms that "without experiment nothing can be adequately known. An argument may prove the correctness of a theory, but does not give the certitude necessary to remove all doubt, nor will the mind repose in the clear view of truth unless it finds its way by means of experiment." To this he later added in his "Opus Tertium": "The strongest argument proves nothing so long as the conclusions are not verified by experience. Experimental science is the queen of sciences, and the goal of all speculation."

It is no wonder that Dr. Whewell, in his "History of the Inductive Sciences," should have been unstinted in his praise of Roger Bacon's work and writings. In a well-known passage he says of the "Opus Majus":

Roger Bacon's "Opus Majus" is the encyclopedia and "Novum Organon" of the thirteenth century, a work equally wonderful with regard to its wonderful scheme and to the special treatises by which the outlines of the plans are filled up. The professed object of the work is to urge the necessity of a reform in the mode of philosophizing, to set forth the reasons why knowledge had not made greater progress, to draw back attention to the sources of knowledge which had been unwisely neglected, to discover other sources which were yet almost untouched, and to animate men in the undertaking of a prospect of the vast advantages which it offered. In the development of this plan all the leading portions of science are expanded in the most complete shape which they had at that time assumed; and improvements of a very wide and striking kind are proposed in some of the principal branches of study. Even if the work had no leading purposes it would have been highly valuable as a treasure of the most solid knowledge and soundest speculations of the time; even if it had contained no such details it would have been a work most remarkable for its general views and scope.

As a matter of fact the universities of the Middle Ages, far from neglecting science, were really scientific universities. Because the universities of the early nineteenth century occupied themselves almost exclusively with languages and especially formed students' minds by means of classical studies, men in our time seem to be prone to think that such linguistic studies formed the main portion of the curriculum of the universities in all the old times and particularly in the Middle Ages. The study of the classic languages, however, came into university life only after the Renaissance. Before that the undergraduates of the universities had occupied themselves almost entirely with science. It was quite as much trouble to introduce linguistic studies into the old universities in the Renaissance time to replace science, as it was to secure room for science by pushing out the classics in the modern time. Indeed the two revolutions in education are strikingly similar when studied in detail. Men who had been brought up on science before the Renaissance were quite sure that that formed the best possible means of developing the mind. In the early nineteenth century men who had been formed on the classics were quite as sure that science could not replace them with any success.

There is no pretence that this view of the medieval universities is a new idea in the history of education. Those who have known the old universities at first hand by the study of the actual books of their professors and by familiarity with their courses of study, have not been inclined to make the mistake of thinking that the medieval university neglected science. Professor Huxley in his "Inaugural Address as Rector of Aberdeen University" some thirty years ago stated very definitely his recognition of medieval devotion to science. His words are well worth remembering by all those who are accustomed to think of our time as the first in which the study of science was taken up seriously in our universities. Professor Huxley said:

The scholars of the medieval universities seem to have studied grammar, logic, and rhetoric; arithmetic and geometry; astronomy, theology, and music. Thus their work, however imperfect and faulty, judged by modern lights, it may have been, brought them face to face with all the leading aspects of the many-sided mind of man. For these studies did really contain, at any rate in embryo, sometimes it may be in caricature, what we now call philosophy, mathematical and physical science, and art. And I doubt if the curriculum of any modern university shows so clear and generous a comprehension of what is meant by culture, as this old Trivium and Quadrivium does.

It would be entirely a mistake, however, to think that these great writers and teachers who influenced the medieval universities so deeply and whose works were the text-books of the universities for centuries after, only had the principles of physical and experimental science and did not practically apply them. As a matter of fact their works are full of observation. Once more, the presumption that they wrote only nonsense with regard to science comes from those who do not know their writings at all, while great scientists who have taken the pains to study their works are enthusiastic in praise. Humboldt, for instance, says of Albertus Magnus, after reading some of his works with care: