[45] The cathedral schools were institutions connected with each cathedral for the purpose of training priests for their sacred office, but they were not limited entirely to priests. Instructions in the seven liberal arts was imparted, and also in religion. Parochial schools were established in many places for the purpose of training children in the doctrines of the Church. Thus, as early as the ninth century, the Church sought to extend the benefits of education to the people as well as to the priesthood. While the parochial schools were limited in their instruction, somewhat after the manner of the early catechumen schools, the changed conditions of Christianity permitted a much broader training than formerly.
[46] The complete university has four faculties, which embrace all human knowledge. The historical order of precedence is as follows: Theology (1259-60), Law (1271), Medicine (1274), and Arts or Philosophy (1281). The last includes all subjects not embraced in the first three. Thus all branches of science, history, language, mathematics, etc., belong to the "philosophical" faculty.
[47] Laurie, "Rise of the Universities."
[48] No longer in existence
CHAPTER XXV
MOHAMMEDAN EDUCATION
Literature.—Warner, Library of the World's Best Literature (see article on the Koran); Johonnot, Geographical Reader; Lane-Poole, Story of the Moors in Spain; Lord, Beacon Lights of History; Thalheimer, Mediaeval and Modern History; Stillé, Studies in Mediaeval History; Irving, Mahomet and his Successors; Church, The Beginnings of the Middle Ages; Andrews, Institutes of General History; White, Eighteen Christian Centuries; Myers, Mediaeval and Modern History; Mombert, Great Lives; Clarke, Ten Great Religions; Ferris, Great Leaders; Laurie, Rise of the Universities; Walker, John Brisben, The Building of an Empire ("Cosmopolitan," Feb.-Sept., 1899); "North American Review," Vol. 171, p. 754.