[Footnote 7: Christian Schools and Scholars; or, Sketches of Education from the Christian Era to the Council of Trent. By the author of The Three Chancellors, etc. Two vol. London: Longmans, Green & Co.]
The history of the schools and scholars of the early ages of the church is not only interesting as forming an important chapter in the history of the church itself, but is full of most remarkable facts and valuable suggestions bearing on the as yet apparently unsolved problem of education. It is replete with matter well worthy the profound attention of all who consider the proper training of youth one of the gravest and most important of public questions; and one which, in this age of advanced enlightenment, still remains the subject of many crude and conflicting opinions. Not only do we recommend its perusal to the Catholic teacher, who is manfully overcoming the peculiar obstacles presented in our unsettled community, as a source of consolation and encouragement; but we call it to the notice of those gentlemen who spend so much of their time during summer vacations debating on the quantity and quality of discipline necessary to enforce the time-honored authority of the teacher, and in endeavoring to define the exact minimum of moral training required to be administered to the secular student to fit him for the proper discharge of the duties of life. We do this in all sincerity; for with this latter class of persons we are not inclined to find too much fault. Many of them are men of intelligence and good intentions; but, groping as they are in utter darkness, and bringing to their deliberations a lamentable ignorance of the essential principles of Christian education, it is not wonderful that their counsels should be divided, and their labors as unprofitable as that of Sisyphus. Disguise it as we may, it cannot be doubted that the state colleges and schools of our country, after a very fair trial, have not answered the expectations of even those who profess themselves their warmest admirers. There is a feeling in the public mind, as yet partially expressed, that there is something lacking in our method of dealing with the ever-constant flood of young hearts and minds which is daily looking to us for direction and guidance. It is becoming more and more painfully apparent that the mere intellect of the children who attend our public institutions is stimulated into unnatural and unhealthy activity, while their moral nature is left wholly uncultivated and undeveloped. Conducted, as such institutions must necessarily be, by persons unqualified or unauthorized to administer moral instruction, it cannot, of course, be expected that the souls for a time entrusted to their care can be fortified by wise counsels and that moral discipline which was considered in past ages and in all nations as the fundamental basis of all Christian education.
Even in a worldly sense, it ought to be a source of our greatest solicitude that the generation which is to hold the honor and integrity of the nation in its keeping should be schooled in the principles of justice and rectitude upon which all true individual and national greatness must depend. If, then, we have exhausted the wisdom of the present, with all its examples before our eyes, to no good purpose, let us turn reverently to the experience of the past, and see if we cannot find something fit for meditation in the varied pages of the history of the Christian church, in her struggles against ignorance and false philosophy.
From the very beginning the church had to contend against three distinct elements, positively or negatively, opposed to her teachings. In the East, as then known, what was called the Greek civilization, superimposed on the Roman, denied all particular gods while worshipping many, and culminated either in refined atheism or the deification of man himself: proud of its disputants, its arts and literature, it affected to feel, and perhaps actually felt, a contempt for the simple doctrines of Christianity, accompanied, as they were, by self-denial, poverty, and lowliness. Over continental Europe and many of its islands the wave of Roman conquest had swept irresistibly and receded reluctantly, leaving behind it the sediment of an intelligence which served only to nourish the latent weeds of ignorance and paganism; while in the far West existed a people with a peculiar and, in its way, a high order of civilization, untouched, it is true, by Roman or Greek pantheism, but completely shut out from the light of the gospel.
To overcome the scattered and diversified opposition thus presented, to overturn false gods and uproot false opinions, to bend the stubborn neck of the barbarian beneath the yoke of Christian meekness, and to mould whatever was brilliant and intellectual in mankind to the service of the true God, was the task assumed by the church through the means of education.
During the first three centuries of our era schools were established at Alexandria, Jerusalem, Edessa, Antioch, and other centres of Eastern wealth and learning; of these, that at Alexandria, founded by St. Mark, A.D. 60, was the most celebrated, and had for its teachers and scholars some of the most learned men of the period. They were catechetical in their nature, and at first were confined to oral instructions on the chief articles of the faith and the nature of the sacraments; but in process of time their sphere of usefulness was greatly enlarged, and the character of the studies pursued in them assumed a wider and higher tone, till not only dogmatic theology and Christian ethics, but human sciences and profane literature, were freely taught. Thus we read that, toward the close of the second century, St. Pantaeus, a converted Stoic of great erudition, and Clement of Alexandria, who is said to have "visited all lands and studied in all schools in search of truth," taught in the school of St. Mark, with an eloquence so convincing, and a knowledge of Grecian philosophy so thorough, that multitudes of Gentiles flocked to hear them, astonished to find the doctrines of the new faith expounded in the polished language of Cicero, and the very logic of Aristotle turned against the pantheistic philosophy of Greece. Their successor, the celebrated Origen, whose reputation has outlived all the attacks of time, in a letter to his friend St. Gregory, gives us some idea of the course of instruction pursued in his time, in this school, in regard to the study of the human sciences. "They are to be used," he writes, "so that they may contribute to the understanding of the Scriptures; for just as philosophers are accustomed to say that geometry, music, grammar, rhetoric, and astronomy, all dispose us to the study of philosophy, so we may say that philosophy, rightly studied, disposes us to the study of Christianity. We are permitted, when we go out of Egypt, to carry with us the riches of the Egyptians wherewith to adorn the tabernacle; only let us beware how we reverse the process, and leave Israel to go down into Egypt and seek for treasure; that is what Jeroboam did in olden time, and what heretics do in our own." Here we find expressed, at so early a day, the beautiful idea of the church respecting education; that enduring pyramid which she would build up, whose base is human science, and whose apex is the knowledge of God.
The episcopal seminaries, intended exclusively for the training of ecclesiastics, were coeval with, if not anterior to, the catechetical schools, for we find the germ of the system in the very earliest apostolic times. They originally formed but part of the bishops' households; and the students were taught by him personally, or by his deputy. When the community life became more general and the number of ecclesiastical pupils increased, the seminaries assumed more extensive proportions, the school being held in the church attached to the bishop's house, but the scholars still living under his roof. Great care was always manifested by the early fathers of the church in the moral and intellectual training of ecclesiastical students. Thus, Pope St. Siricius, in his decretal, A.D. 385, to the Bishop of Tarragona, lays down the following rules to be observed in preparing candidates for the priesthood. He orders that they shall be selected principally from those who have been devoted to the service of the church from childhood. At thirty years of age they are to be advanced through inferior orders to subdiaconate and diaconate, and after five years thus spent they may be ordained priests. In several provincial councils held in the early centuries we find the greatest stress laid on the importance of the careful culture of seminarians, and the second council of Toledo, A.D. 531, fixes the ordination of subdeacons at twenty, and of deacons at twenty-five years of age. As to the course of studies pursued, besides the reading of the Scriptures, the Psalter, and a knowledge of the duties of the holy offices, Latin, Greek, and generally Hebrew were taught, together with the liberal sciences, and sometimes even law and medicine.
Thus did the church gradually but firmly lay the foundation of her system. First, by giving to the adult neophyte such instruction as befitted his age and condition, to enable him to become a worthy member of her fold; and next, by providing, under the direct inspection of each bishop, a school where children, disciplined in his household, taught from his mouth and by his example lessons of piety, humility and self-control, and armed with all the resources of sacred and profane learning, were at mature years sent forth to convert a gentile world, and in turn become teachers of men.
While the catechetical schools were flourishing in the East and the episcopal seminaries assuming form in Spain and Gaul, the bloody persecutions which prevailed intermittingly at Rome retarded for a long time education in that city. Many of her first citizens, it is true, regardless alike of family considerations and imperial edicts, were to be daily found by the side of her humblest bondmen, listening, through the gloom of the catacombs, to the teachings of the gospel; and to this day their places can be pointed out beside the rough hewn seat of their teachers. The Roman pontiffs also labored in their own dwellings to educate their young priests, many of whom, like St. Felicitanus, passed only from their care to testify their devotion to the faith by a glorious martyrdom. When the Emperor Constantine was converted, the palace of the Laterni became the residence of the popes, and here was established the Patriarchium, or seminary, which for several centuries gave so many distinguished occupants to the chair of Peter. The schools of the empire were also thrown open to the Christians, who largely availed themselves of their superior advantages to become acquainted with the old authors. But the professors of the imperial academies were but semi-christianized, and, though conforming outwardly to the new order of things, they retained not a little of their old ideas and customs. Hence, we find a variety of opinions entertained by contemporary authorities as to the propriety of Christians studying in them. In most cases, however, where the danger of contamination was not imminent, or where, as in the case of Victorinus, the academicians were bona-fidè Christians, the practice was permitted, so eager were the fathers to encourage learning.