The state of learning in Scotland at that period, and the progress which it made in the subsequent part of the century, have not been examined with the attention which they deserve, and which has been bestowed on contemporaneous objects of inferior importance. There were unquestionably learned Scotsmen in the early part of the sixteenth century; but most of them owed their chief acquirements to the advantage of a foreign education. Those improvements, which the revival of literature had introduced into the schools of Italy and France, were long in reaching the universities of Scotland, though originally formed upon their model; and, when they did arrive, they were regarded with a suspicious eye, and discountenanced by the clergy.The principal branches cultivated in our universities were the Aristotelian philosophy, scholastic theology, and canon law.[7]
Even in the darkest ages, Scotland was never altogether destitute of schools for teaching the Latin language.[8] It is probable that these were at first attached to monasteries; and it was long a common practice among the barons to board their children with the monks for their education.[9] When the regular clergy had degenerated, and learning was no longer confined to them, grammar‑schools were erected in the principal towns, and taught by persons who had qualified themselves for this task in the best manner that the circumstances of the country admitted. The schools of Aberdeen, Perth, Stirling, Dumbarton, Killearn, and Haddington, are particularly mentioned in writings about the beginning of the sixteenth century. The two first of these acquired the greatest celebrity, owing to the skill of the masters who presided over them. In the year 1520, John Vaus was rector of the school of Aberdeen, and is commended by Hector Boece, the learned principal of the university,for his knowledge of the Latin tongue, and his success in the education of youth.[10] At a period somewhat later, Andrew Simson acted as master of the school of Perth, where he taught Latin with applause.He had sometimes three hundred boys under his charge at once, including sons of the principal nobility and gentry; and from his school proceeded many of those who afterwards distinguished themselves both in church and state.[11]
These schools afforded the means of instruction in the Latin tongue, the knowledge of which, in some degree, was requisite for enabling the clergy to perform the religious service. But the Greek language, long after it had been enthusiastically studied on the continent, and after it had become a fixed branch of education in the neighbouring kingdom, continued to be almost unknown in Scotland. Individuals acquired the knowledge of it abroad; but the first attemptsto teach it in this country were of a private nature, and exposed their authors to the suspicion of heresy. The town of Montrose is distinguished by being the first place, as far as I have been able to discover, in which Greek was taught in Scotland; and John Erskine of Dun is entitled to the honour of being regarded as the first of his countrymen who patronised the study of that elegant and useful language. As early as the year 1534, this enlightened and public‑spirited baron, on returning from his travels, brought with him a Frenchman skilled in the Greek tongue, whom he settled in Montrose; and, upon his removal, he liberally encouraged others to come from France and succeed to his place.From this private seminary many Greek scholars proceeded, and the knowledge of the language was gradually diffused over the kingdom.[12] After this statement, I need scarcely add, that the Oriental tongues were at that time utterly unknown in Scotland. I shall afterwards have occasion to notice the introduction of the study of Hebrew.
Knox acquired the Greek language before he arrived at middle age; but we find him acknowledging, as late as the year 1550, that he was ignorant of Hebrew,[13] a defect in his education which he exceedinglylamented, and which he afterwards got supplied during his exile on the continent.
John Mair, better known by his Latin name, Major, was professor of philosophy and theology at Glasgow, when Knox attended the university. The minds of young men, and their future train of thinking, often receive an important direction from the master under whom they are educated, especially if his reputation be high.Major was at that time deemed an oracle in the sciences which he taught; and as he was the preceptor of Knox, and of the celebrated scholar Buchanan,[14] it may be proper to advert to some of his opinions. He had received the greater part of his education in France, and acted for some time as a professor in the university of Paris, where he acquired a more liberal habit of thinking and expressing himself on certain subjects, than was yet to be met with in his native country, and in other parts of Europe. He had imbibed the sentiments concerning ecclesiastical polity, maintained by John Gerson and Peter D’Ailly, who so ably defended the decrees of the Council of Constance, and the liberties of the Gallican church, against the advocates for the uncontrollable authority of the Sovereign Pontiff. He taught that a General Council was superior tothe pope, and might judge, rebuke, restrain, and even depose him from his dignity; denied the temporal supremacy of the bishop of Rome, and his right to inaugurate or dethrone princes; maintained that ecclesiastical censures, and even papal excommunications, had no force, if pronounced on irrelevant or invalid grounds;he held that tithes were not of divine right, but merely of human appointment; censured the avarice, ambition, and secular pomp of the court of Rome, and of the Episcopal order; was no warm friend of the regular clergy; and advised the reduction of monasteries and holidays.[15]
His opinions respecting civil governments were analogous to those which he held as to ecclesiastical polity.He taught that the authority of kings and princes was originally derived from the people; that the former are not superior to the latter, collectively considered; that if rulers become tyrannical, or employ their power for the destruction of their subjects, they may lawfully be controlled by them, and proving incorrigible, may be deposed by the community as the superior power; and that tyrants may be judicially proceeded against, even to capital punishments.[16]
The affinity between these sentiments, and the political principles afterwards avowed by Knox, and defended by the classic pen of Buchanan, is toostriking to require illustration. Some of them, indeed, had been taught by at least one Scottish author, who flourished before the time of Major; but it is most probable that the oral instructions and writings of their master first suggested to them the sentiments which they so readily adopted, and which were afterwards confirmed by mature reflection, and more extensive reading; and that, consequently, the important changes which these contributed to accomplish, should be traced in a certain measure to this distinguished professor. Nor, in such circumstances, could his ecclesiastical opinions fail to have a proportionate share of influence on their habits of thinking with respect to religion and the church.
But though, in these respects, the opinions of Major were more free and rational than those generally entertained at that time, it must be confessed, that the portion of instruction which his scholars could derive from him was extremely small, if we allow his publications to be a fair specimen of his academical prelections. Many of the questions which he discusses are utterly useless and trifling; the rest are rendered disgusting by the most servile adherence to all the minutiæ of the scholastic mode of reasoning. The reader of his works must be content with painfully picking a grain of truth from the rubbish of many pages; nor will the drudgery be compensated by those discoveries of inventive genius and acute discrimination, for which the writings of Aquinas, and some others of that subtle school, may still deserve to be consulted. Major is entitled to praise, for exposing tohis countrymen several of the more glaring errors and abuses of his time; but his mind was deeply tinctured with superstition, and he defended some of the absurdest tenets of popery by the most ridiculous and puerile arguments.[17] His talents were moderate; with the writings of the ancients, he appears to have been acquainted only through the medium of the collectors of the middle ages; nor does he ever hazard an opinion, or pursue a speculation, beyond the limits which had been marked out by some approved doctor of the church. Add to this, that his style is, to an uncommon degree, harsh and forbidding; “exile, aridum, conscissum, ac minutum.”
Knox and Buchanan soon became disgusted with such studies, and began to seek entertainment more gratifying to their ardent and inquisitive minds. Having set out in search of knowledge, they released themselves from the trammels, and overleaped the boundaries, prescribed to them by their timid conductor. Each following the native bent of his genius and inclination, they separated in the prosecution oftheir studies. Buchanan, indulging in a more excursive range, explored the extensive fields of literature, and wandered in the flowery mead of poesy; while Knox, passing through the avenues of secular learning, devoted himself to the study of divine truth, and the labours of the sacred ministry.Both, however, kept uniformly in view the advancement of true religion and liberty, with the love of which they were equally smitten; and as, during their lives, they suffered a long and painful exile, and were exposed to many dangers, for adherence to this kindred cause, so their memories have not been divided, in the profuse but honourable obloquy with which they have been aspersed by its enemies, and in the deserved and grateful recollections of its genuine friends.[18]
But we must not suppose, that Knox was able at once to divest himself of the prejudices of his education and of the times. Barren and repulsive as the scholastic studies appear to our minds, there was something in the intricate and subtle sophistry then in vogue, calculated to fascinate the youthful andingenious mind. It had a shew of wisdom; it exercised, although it did not enrich, the understanding; it even gave play to the imagination, while it served to flatter the pride of the learned adept. Once involved in the mazy labyrinth, it was no easy task to break through it, and to escape into the open field of rational and free inquiry.Accordingly, Knox continued for some time captivated with these studies, and prosecuted them with great success. After he was created Master of Arts, he taught philosophy, most probably as a regent of one of the classes in the university.[19] His class became celebrated; and he was considered as equalling, if not excelling his master, in the subtleties of the dialectic art.[20] About the same time, although he had no interest but what was procured by his own merit, he was advanced to clerical orders, and was ordained a priest, before he reached the age fixed by the canons of the church.[21] This must have taken place previous to the year1530, at which time he had arrived at his twenty‑fifth year, the canonical age for receiving ordination.