The spirit which breathes through the pages of Gerald and Walter is the spirit of the rising universities. The word “university” indeed, as applied to the great seats of learning in the twelfth century, is somewhat of an anachronism; the earliest use of it in the modern sense, in reference to Oxford, occurs under Henry III.;[2212] and the University of Paris appears by that name for the first time in 1215,[2213] the year of our own Great Charter. But although the title was not yet in use, the institution now represented by it was one of the most important creations of the age. The school of Bologna sprang into life under the impulse given by Irnerius, a teacher who opened lectures upon the Roman civil law in 1113.[2214] Nearly forty years later, when Gratian had published his famous book on the Decretals, a school of canon law was instituted in the same city by Pope Eugene III.; and in 1158 the body of teachers who formed what we call the University won a charter of privileges from the Emperor Frederic Barbarossa.[2215] We have already, in the course of our story, had more than one glimpse of the great school of arts and theology which was growing up during the same period in Paris. There, where the study of divinity had long found a congenial home under the shadow of the cathedral church, William of Champeaux in 1109—the year of S. Anselm’s death—opened on the Mont-Ste.-Geneviève a school of logic which in a few years became the most frequented in Europe. Under his successors, Abelard and Peter Lombard (the latter of whom was made bishop of Paris in 1159), the schools of Paris became the centre of the intellectual life of Christendom.[2216] Teachers and scholars from every nation met on equal terms, as fellow-citizens of a new and world-wide commonwealth of learning, on the slopes of the “Mount,” and went forth again to carry into the most distant lands the instruction which they had acquired. There a Wiltshire lad could begin a lifelong intimacy with a youth from Champagne;—could pass from the lectures of Abelard to those of a master who, though disguised under the title of “Robert of Melun,” was in reality a fellow-countryman of his own; could enter the quadrivium under the guidance of a German teacher, make acquaintance with Aristotle by the help of another learned Englishman, and complete his theological studies, it may be, under the same Robert Pulein whom we saw lecturing at Oxford some twelve or thirteen years before.[2217] There a scholar from the Welsh marches could sit at the feet of the English master Gerard La Pucelle,[2218] and another from the depths of Pembroke could give lectures on rhetoric and could study theology with William of Blois, who in after-days came at the call of the Burgundian S. Hugh to undertake the direction of a school at Lincoln.[2219] There Ralf de Diceto was a fellow-student with Arnulf of Lisieux;[2220] there, in all likelihood, John of Salisbury met Nicolas Breakspear and Thomas Becket. Thence, we cannot doubt, came through some of these wandering scholars the impulse which called the schools of Oxford into being. The first token of their existence is the appearance of Robert Pulein in 1133. From that time forth the intellectual history of Oxford is again blank till the coming of Vacarius in 1149; and it is not till the reign of Henry II. has all but closed that we begin to discern any lasting result from the visits of these two teachers. Then, however, the words of Gerald would alone suffice to shew that the University was to all intents and purposes full-grown. It had its different “faculties” of teachers, its scholars of various grades; and the little city in the meadows by the Isis, famous already in ecclesiastical legend and in political and military history, had by this time won the character which was henceforth to be its highest and most abiding glory, as the resort of all “the most learned and renowned clerks in England.”

On a site less favoured by nature, Oxford’s future rival was more slowly growing up. A lift of slightly higher ground above the left bank of the river Grant—better known to us now as the Cam—on the southern margin of what was then and for five hundred years afterwards a vast tract of flood-drowned fen stretching northward as far as the Wash, there stood at the close of the seventh century—long before Oxford makes its first appearance in history—a “little waste chester”[2221] representing what had once been the Roman city of Camboritum. At the coming of the Normans the place was known as Grantebridge, and contained some three or four hundred houses, twenty-seven of which were pulled down by the Conqueror’s orders to make room for the erection of a castle.[2222] It may be that here, as at Lincoln, the inhabitants thus expelled went to make for themselves a new home beyond the river; and a church of S. Benet which still survives, and whose tower might pass for a twin-sister of Robert D’Oilly’s tower of S. Michael’s at Oxford, may have been the nucleus of a new town which sprang up half a mile to the south-east of the old one, on the right bank of the Cam. Around this new town there gathered in the course of the following century a fringe of religious foundations. The “round church” of the Holy Sepulchre, clearly a work of the time of Henry I., was probably built by some crusader whose imagination had been fired by the sight of its prototype at Jerusalem. A Benedictine nunnery, part of whose beautiful church now serves as the chapel of Jesus College, was established under the invocation of S. Radegund early in the reign of Stephen; an hospital dedicated to S. John the Evangelist was founded at some time between 1133 and 1169 under the patronage of Bishop Nigel of Ely. This hospital, like most institutions of the kind, may have been served by canons regular of the order of S. Augustine. Some years before this, however, the Augustinians had made a more important settlement in the same neighbourhood. As early as 1092 Picot the sheriff of Cambridgeshire had founded within the older town on the left bank of the river a church of S. Giles, to be served by four regular canons. In 1112 this little college was removed to Barnwell, some two miles to the north-eastward, on the opposite side of the river, where it grew into a flourishing Austin priory. Wherever there were Austin canons a school was sure to spring up ere long; so, too, we cannot doubt, it was at Cambridge. Whether the seeds of learning were first sown in the cloisters of S. John’s or of Barnwell, or under the shadow of that old S. Benet’s which seems to have been the original University church[2223]—who it was that played here the part which had been played at Oxford by Robert Pulein—we know not; but we do know that by the middle of the following century the old Grantebridge had sunk into a mere suburb of the new town beyond the river, and the existence of the schools of Cambridge had become an established fact.[2224]

The student-life of the twelfth century—whether it were the life of scholar or of teacher—had nothing either of the ease or the dignity which we associate with the college life of to-day. Colleges in the modern sense there were indeed none. Students of all ranks and ages, from boys of ten or twelve years to men in full priestly orders, lodged as they could in a sort of dames’-houses or hostels scattered up and down the streets and lanes of the city. The schools were entirely unendowed; there was no University chest, no common fund, no pecuniary aid of any kind for either scholars or teachers. The sole support of both was, at first, the power under whose sheltering wings the school had grown up—the Church. Every book, even, had to be either bought out of their own private purses or borrowed from the library of some religious establishment. We may perhaps gather some idea of what this latter resource was likely to furnish in the great educational centres from a catalogue which has been preserved to us of the library attached to Lincoln minster, at the time when the Lincoln school of theology was at the height of its fame under Gerald’s friend William of Blois and the saintly bishop Hugh. Five-and-thirty years before Hugh’s appointment to the see, the church of Lincoln possessed, in addition to the necessary service-books which were under the care of the treasurer, some thirty or forty books in the chancellor’s keeping. Among these we find, besides a number of Psalters, works of the Latin Fathers, Epistles, Gospels, and a complete Bible in two volumes, the Canons, Statutes and Decretals of the Popes;—the Decretals edited by Ivo of Chartres;—the works of Vergil: a copy of the military treatise of Vegetius, bound up with the Roman History of Eutropius, “which volume Master Gerard gave in exchange for the Consolations of Boëthius, which he lost”;—Priscian’s Grammar:—a “Mappa Mundi”: and a Book of the Foundation of Lincoln Minster, with a collection of its charters. Of nine books presented by Bishop Robert de Chesney, who died in 1166, the most noticeable were the works of Josephus and of Eusebius, and the Sentences of Peter Lombard. Somewhat later, one Warin of Hibaldstow presented to the chapter a “book of Aristotle”—doubtless a Latin version of his treatise on logic or on natural philosophy—and seven volumes, whose contents are not stated, were given by Master “Radulphus Niger” or Ralf the Black, known to us as one of the minor chroniclers of King Henry’s later years. A copy of Gratian’s great book of Decretals was presented about the same time by an archdeacon of Leicester; Gerald de Barri, probably during his residence at Lincoln at the close of Richard’s reign, added another law-book called Summula super Decreta, a copy of S. Anselm’s treatise Cur Deus Homo, and three of his own works, the Topographia Hiberniæ, the Life of Bishop Remigius, and the Gemma Sacerdotalis or Ecclesiastica; and the list closes with another copy of the Sentences, acquired seemingly in the early years of the following century.[2225]

The head of the scholastic body was the chancellor, who was an officer of the diocesan bishop—in the case of Oxford, the bishop of Lincoln. From him those who had reached a certain degree of proficiency in the schools received their license to become teachers in their turn; and it was an established rule that all who had attained the rank of Master or Doctor should devote themselves for a certain time to the work of instructing others. They gave their lectures how and where they could, in cloister or church-porch, or in their own wretched lodgings, their pupils sitting literally at their feet, huddled all together on the bare ground; their living depended solely on their school-fees, and these were often received with one hand only to be paid away again with the other, for many an ardent young teacher of logic or rhetoric was, like John of Salisbury and Gerald de Barri, at one and the same time giving lectures in these arts to less advanced scholars and pursuing his own studies under some great doctor of theology. The course of study was much the same everywhere. From the fifth century downwards it had consisted of two divisions, trivium and quadrivium. Under the former head were comprised Grammar, defined by an early teacher as the art of “writing and reading learnedly, understanding and judging skilfully;”[2226] Dialectics, including logic and metaphysics; and Rhetoric, by which were meant the rules and figures of the art, chiefly derived from Cicero. The Quadrivium included Geometry, not so much the science now known by that name as what we call geography; Arithmetic, which in the middle ages meant the science of mystical numbers; Music, in other words metre and harmony; and Astronomy, of course on the Ptolemaic system, although as early as the fifth century a theory had been put forth which is said to have given in after-days the clue to Copernicus.[2227] There was a separate faculty of Theology, and another of Law. Between these different faculties there seems to have been a good deal of jealousy. The highest authorities of the Western Church, while encouraging by every means in their power the study of the canon law, set their faces steadily against the civil law of imperial Rome; the “religious” were over and over again forbidden to have anything to do with it: and on the continent the two branches of the legal profession were followed by different persons. As, however, the procedure of the canon law was founded upon that of the Theodosian code, the English clerical lawyers in Stephen’s time and in Henry’s early years found their account in combining the two studies; by degrees both together passed out of the hands of the clergy into those of a new class of lay lawyers; and in later days, while on the continent the canon law fell into neglect with its exclusively clerical professors, in England it was preserved by being linked with the civil law under the care of lay doctores utriusque juris.[2228]

Theology had, however, a yet more formidable rival in the schools of logic. The text-book commonly used in these schools was a Latin translation, made by Boëthius in the sixth century, of part of Aristotle’s treatise upon logic. Early in the twelfth century the natural philosophy of Aristotle was in some measure rendered accessible to western students through translations made by travelled scholars such as Adelard of Bath from Arabic versions which they had picked up in the schools of Salerno or of the remoter East. Of the “Ethics” nothing was known save a few fragments imbedded in the works of Latin writers, until a hundred years later, when they found their way back to Europe, probably in the train of the returning crusaders, and certainly in a very strange shape—that of a Latin translation from a Hebrew version of what was, after all, nothing more than an Arabic commentary founded upon a Syriac version of the original Greek text.[2229] Garbled as it was, however, this new Aristotelian lore revolutionized the schools of western Christendom by laying open to them wholly new fields of criticism and speculation. The spirit of free inquiry in which Adelard had begun to deal with physical science invaded every region of intellectual thought and knowledge, while the spread of legal studies helped to the invention of new methods of argument and disputation. In vain did Peter Lombard, in the famous book which gained for him his title of “Master of the Sentences,” strive to stem the rising tide and counterwork the influence of the rationalizing dialecticians by applying to the purposes of theology the methods of their own favourite science. The “Sentences” remained the accepted text-book of theology down to the cataclysm in the sixteenth century; but their effect was precisely the opposite to that which their author had desired.[2230] The endless “doubtful disputations,” the hair-splittings, the “systems of impossibilities,” which had already taken possession of the logic-schools in John of Salisbury’s day, were even more irritating to the practical mind and impetuous temper of Gerald de Barri. They were in fact ruining both theology and letters. “Our scholars,” Gerald complains, “for the sake of making a shew, have betaken themselves to subjects which rather savour of the quadrivium:—questions of single and compound, shadow and motion, points and lines, acute and obtuse angles—that they may display a smattering of learning in the quadrivium, whereof the studies flourish more in the East than in the West; and thence they have proceeded to the maintaining of false positions, the propounding of insoluble problems, the spinning of frivolous and long-winded discourses, not in the best of Latin, hereby holding up in their own disputations a warning of the consequences ensuing from their abandonment of the study of letters.”[2231] Yet it was from those very schools that Gerald himself, and men like him, had caught the fearless temper, the outspoken, unrestrained tone, in which they exposed and criticized not only every conspicuous individual, but every institution and every system, alike in the world and in the Church of their day. The democratic spirit of independence which had characterized the strictly clerical reformers of an earlier day had passed from the ranks of the priesthood into those of the universities, and had taken a mightier developement there. It was mainly through them that the nation at large entered in some degree into the labours of Theobald and his fellow-workers; it was they themselves who entered into the labours of Thomas Becket. A large proportion of both students and teachers—a proportion which grew larger and larger as time went on—were laymen; but an inveterate legal fiction still counted them all as “clerks.” The schools had grown up under the wings of the Church, and when they reached their full stature, they were strong enough both to free themselves from the control of the ecclesiastical authorities and to keep the privileges for which the clergy had fought. A priest of the English Church in our own day is as completely subject to the ordinary law of the land as any of his flock; but the chancellor’s court of the University of Oxford still possesses sole cognizance over all causes whatsoever, in all parts of the realm, which concern any resident member of the University.[2232]