Tertullian was of opinion that, while Christians could not lawfully teach in the schools with pagans, they might be listeners, without, however, taking part in idolatrous ceremonies. St. Basil, who studied for a time in them, and who was a devoted lover of classical learning, entertained much the same views, comparing the student to a bee who sucks honey out of the poisoned flower. St. Chrysostom, who cannot be accused of any antipathy to education in all its most elegant branches, but who had in his own person experienced the dangers which beset the young Christian in the academies, after great deliberation, and with evident reluctance, decided against the public schools as then conducted. His words have a significant sound, even in these days. He writes:
"If you have masters among you who can answer for the virtue of your children, I should be very far from advocating your sending them to a monastery. On the contrary, I should strongly insist on them remaining where they are. But, if no one can give such a guarantee, we ought not to send our children to schools where they will learn vice before they learn science, and where, in acquiring learning of relatively small value, they will lose what is far more precious, their integrity of soul. … 'Are we, then, to give up literature?' you will exclaim. I do not say that; but I do say that we must not kill souls. … When the foundations of a building are sapped, we should seek rather for architects to reconstruct the whole edifice, than for artists to adorn the walls. In fact, the choice lies between two alternatives a liberal education, which you may get by sending your children to the public schools, or the salvation of their souls, which you secure by sending them to the monks. Which is to gain the day, science or the soul? If you can unite both advantages, do so, by all means; but, if not, choose the most precious."
The character of the academies must have soon changed for the better; for, when Julian some time after closed them to the Christians, ostensibly with a view to the purity of morals, but actually to deprive Christian students of the benefit of any education, St. Gregory, who quickly saw through the Apostate's designs, protested in the strongest terms against the injustice. "For my part," he says, "I trust that every one who cares for learning will take part in my indignation. I leave to others fortune, birth, and every other fancied good which can flatter the imagination of man. I value only science and letters, and regret no labor that I have spent in their acquisition. I have preferred, and ever shall prefer, learning to all earthly riches, and hold nothing dearer on earth next to the joys of heaven and the hopes of eternity." The decree was afterward revoked by the Emperor Valentinian at the request of St. Ambrose, and the academies gradually fell into decay; and, growing dim in the light of the new Christian foundations of other countries, finally ceased to be objects of discussion.
Perhaps the greatest good that resulted from the evils complained of by St. Chrysostom was the establishment of the Benedictine order; an organization destined to exercise for centuries a controlling influence over the educational system of Christendom. In the year A.D. 522, a poor solitary named Benedict, while engaged at his devotions in the grotto of Subiaco, was visited by two Roman senators, who desired him to take charge of the education of their sons, Maurus and Placidus. He consented, and other children of the same rank, whose parents feared the contagion of the imperial schools, were soon after placed in his care. For their government he established a rule, and from this apparently slight foundation sprang the numberless monasteries which were the custodians and dispensaries of learning in the middle ages. In 543, St. Maurus carried the Benedictine rule into Gaul, where under his charge and that of his successors monasteries multiplied with great rapidity. We have seen that at first this illustrious order was designed only for the education of the children of the rich, who were to be instructed "non solum in Scripturis divinas, sed etiam in secularibus litteris;" but so great did its reputation become that, in a short time, we find the doors of its schools thrown open to all classes.
It was not, however, in the polished circles of the cities of Greece and her colonies, nor even in the future centre of Christendom, that the church was destined to achieve her most substantial triumphs. The civilization of the East, long in a state of decay, waned with the decline of the Empire, and its opulent cities and elaborate literature became part of the débris of the colossal ruins of that once stupendous power. The soil in which the seeds of education had been planted by St. Mark and St. Basil, Origen and Cassian, was already exhausted, and incapable of producing those hardy plants and gigantic trees which defy time and corruption. We must, therefore, look to Western Europe as the proper field wherein were to be sown the germs of a more enduring growth.
The monastic system, more or less defined, was introduced into Gaul long before the advent of St. Maurus, and the education, not only of monks, was attended to with care, but of the laity also. From the earliest times we find traces of the exterior schools attached to the monasteries for the training of children not intended for a clerical life. The rules of Saints Pachominus and Basil, then generally followed, were careful to provide that children should be taught to read and write, and instructed in psalmody and such portions of the Holy Scriptures as were suited to their comprehension. They were to live in the monastery and be allowed to sit at table with the monks, who were strictly cautioned not to do or say anything that could disedify their young minds. With a tenderness truly paternal, the young scholars were allowed a separate part of the building for themselves, and plenty of time for amusement. On the subject of punishment, we recommend the following advice of St. Basil to modern teachers, believing that juvenile human nature is much the same now as it was sixteen or seventeen centuries ago. "Let every fault have its own remedy," says this experienced teacher, "so that, while the offence is punished, the soul may be exercised to conquer its passions. For example: Has a child been angry with his companion? Oblige him to beg pardon of the other and to do him some humble service; for it is by accustoming him to humility that you will eradicate anger, which is always the offspring of pride. Has he eaten out of meals? Let him remain fasting for a good part of the day. Has he eaten to excess and in an unbecoming manner? At the hour of repast, let him, without eating himself, watch others taking their food in a modest manner, and so he will be learning how to behave at the same time that he is being punished by his abstinence. And if he has offended by idle words, by rudeness, or by telling lies, let him be corrected by diet and silence."
The early Gallican bishops showed as great a desire to encourage learning among their clergy as did those of Spain, and were never tired of enforcing the necessity of the attentive study of the Scriptures and the cultivation of letters, even in religious houses occupied by women. The result of this zealous spirit is to be found in the establishment of the schools of Tours and Lyons, Grinni and Vienne, the abbey of Marmontier and the more famous one of Lerins, which produced thousands of missionaries, and such scholars as Apollinaris of Lyons, Maumertius, the author of The Nature of the Soul, and the poets, Saints Prosper and Avitus. The "Academy of Toulouse," of disputatious memory, is claimed to have had a very ancient origin, but was probably not in existence until the sixth century.
But the first period of literary culture on the continent of Europe was fast drawing to a close. At the end of the fifth century heresy and schism; the converted Ostrogoths of Northern Italy were subdued by the semi-paganized Lombards; the Roman empire existed but in name; and civil war broke out in Gaul, desolating her fields and laying in ruins her churches and schools. Darkness succeeded light, and anarchy and barbarism prevailed on both sides of the Alps. But the cause of Christian learning was not lost. Driven from the mainland, the Christian scholars had already taken refuge in the adjacent islands, where they rekindled their torches, and kept them burning with an effulgence unknown in the palaces of kings or the schools of the empire. The providence of God, which permitted the ravages of war and heresy to prevail for a time in Gaul, Spain, and Italy, ordained that a newer and more secure asylum should be provided for the handmaid of the faith, whence were to issue, when the storm passed over, of hosts of zealous and learned men to reconquer for the church her desolated and darkened dominions.
Ireland and England were destined to be this asylum, and, even humanly speaking, no choice could have been more propitious. The qualities which distinguished the people of these islands, and which characterize them even at this day, admirably adapted them for missionary life. The Anglo-Saxon genius, mollified by contact with the more imaginative mind of the Briton, developed a strong, unconquerable will, great tenacity of purpose, vast powers of cooperation, and a capacity for solid attainments; while the Celts of the sister island, who had never known a conqueror, exhibited the indomitable zeal of a free-born people united to an insatiable love of learning and fine arts, and a subtility of mind which easily grasped the most beautiful and abstruse dogmas of Christian philosophy.