In the seventh year of the Emperor Nero, and the sixtieth of the Christian era, a little ship entered the harbour of Alexandria, and after rounding the great Pharos that stood at its northern extremity, cast anchor by that granite quay, round which was grouped, as in an amphitheatre, six miles in span, a city of palaces and temples. It bore on its decks one of whom that proud city as yet knew nothing, but who had come to erect his patriarchal throne in the midst of her sea girt walls, bringing with him his Gospel and the sovereignty of St. Peter’s keys. It was St. Mark, the interpreter and spiritual son of the Prince of the Apostles, sent in his name and by his authority to plant the Church in the southern capital of the Empire. Descending from the ship, and crossing the crowded quay overshadowed by its plane-trees, he made his way towards the great Moon-gate which opened into the street of the Seven Stadia. He was partially bald, and his hair and beard were sprinkled with grey hairs; but his beautiful eyes flashed beneath their high arched eyebrows, and there was a quickness in his step and a grace in his movements which bespoke him not yet past the middle age.[1] So at least he has been described by the historian Simeon Metaphrastes, who, though writing in the tenth century, has embodied in his narrative the account of far earlier authors, who have minutely recorded We need not describe the world in which he found himself. It was the fairest city of the East; Greek in its aspect and population though planted on Egyptian soil, with a clearer sky than even that of Athens; a nobler harbour than Corinth could boast of; and that which was denied to Rome and Carthage, the command of a mighty river, which brought down to the port the corn and rose-coloured granite of Upper Egypt, the ivory of Ethiopia, the spices and gold-dust of Arabia, and the gems of Eastern lands. Like that other more ancient city on whose site she was reared, she “dwelt in the midst of the rivers; the sea was her riches, the waters were her walls.”[2] Then as now the highway to India lay through Egypt, and her seaport of Arsinoe on the Arabian Gulf communicated by a canal with the Nile, the western branch of which flowed out into the Mediterranean just north of the Alexandrian harbour. Thus the capital of the Ptolemies became the central point between East and West, and into her markets flowed the costly Oriental luxuries which were carried by her merchants into every European port. She was rich and she was populous; all nations met to traffic in her harbour, all tongues were spoken in her “many-peopled” streets. Yet her trading pre-eminence formed but a small part of her glory. It is not often that a great commercial emporium becomes the haunt of the Muses; but Alexandria united graces and attractions of the most opposite character, and her fame for learning eclipsed even that of her wealth. Three hundred years before the time of which we are speaking, one of Alexander’s royal successors, after erecting the temple of Serapis and the great Pharos, which last was numbered among the wonders of the world, bethought him of another way of rendering his name immortal, and gathered together a society of learned men whose duty was to consist in studying and teaching every known science. He built schools for them to lecture in, halls in which they ate in common, and marble porticoes, where, after the fashion of the Greek philosophers, they could walk and converse with their disciples. A noble library, which was enlarged by successive princes till it consisted of seven hundred thousand volumes, completed the MusÆum or University of Ptolemy Soter, and the whole was joined to his own palace and delicious gardens by stately marble colonnades. Royal patronage was scarcely needed to foster Here then the Blessed Peter came in the person of his chosen disciple, to claim for Christ the southern capital of the Empire, as he had already in his own person taken possession of East and West—of Antioch and Rome. Solitary and unknown, the Evangelist came there bent on conquests vaster than those of Alexander, for he had but enslaved a base material world; but St. Mark, as he stood at the Mendion, or Moon-gate, that led from the harbour into the busy streets, was deliberating on the conquest of a million of souls. How was he to begin? Where should he first bear his message of good tidings? Should he bend his steps to the porticoes of the MusÆum, or try to find a listener in the crowded exchange which met his eye through that open gate? Providence itself was to give the reply, and neither wealth nor science was to yield him his first convert. The thong of his sandal snapped in two, and to get it mended he entered the shop of a cobbler that stood close at hand. The cobbler, whose name was Anianus, gave him hospitality that night; and questioning him as to who he was, heard in reply that he was the servant of Jesus Christ, declared in the Scriptures to be the Son of God. “Of what Scriptures do you speak?” he inquired; “I have never heard of any writings but the Iliad and the Odyssey, and other such things as are taught to the sons of the Egyptians.” Then St. Mark sat down and unfolded to him the Gospel; through the long hours of the night, in the midst of that heaving world of idolatry and sin—the teacher spoke, and the disciple listened; and when morning dawned the first fruits of Alexandria had been laid up in the garner of Christ.[3] It was meet that an Evangelist should deliver his first message to the poor; but it was not with the poor alone that he had to do. The Church of Alexandria was to receive into her embrace the philosopher of the MusÆum as well as the despised Egyptian slave. She was to address herself to the wise and prudent of this world as well as to little ones. So St. Mark, as we are told, surrounded his see with learned men, and became the founder of a catechetical school. Although its chief celebrity dates only from the end of the second century, yet its first foundation is universally attributed to St. Mark. It rose under the shadow of the temple of Serapis, near those marble porticoes where the Neo-Platonists, who despised such vulgar idolatry, were dreaming of some misty impersonal abstraction to which they gave the name of God; where Pyrrhonists took refuge in a system of universal doubt; where many were content to know nothing at all about the soul, and concerned themselves rather with mathematics and material prosperity; where Greek Epicureans talked of a world that had made itself by chance, and set up sense as the standard of certainty, and enjoyment as the end of life; while Roman freethinkers quoted the witty atheisms of Lucretius, and then went to burn incense before the statue of the Emperor. What new elements of knowledge could a Christian Evangelist contribute to such a world as this? There was no need for him to bring it the literature of Greece and Rome; and as to the sciences of figures and numbers, Egypt was their native soil. Even the Hebrew Scriptures had long ago been translated into Greek and laid up in the library of Ptolemy. But he brought the Gospel—his own Gospel in particular;[4] the one Book out of which for long ages the faithful of Alexandria were exclusively instructed, and which the teacher of the catechetical school was required to hold in his hand when he stood before his hearers. He brought the traditions of St. Paul and of St. Peter, for he had been the disciple of both. He brought the Creed, the Apostolic symbol, which in the brief compass of its twelve articles contains more truths than Plato or Cicero had ever known, and which discovered in the certainty of faith that Eureka which every system of human philosophy had sought in vain. He brought his Liturgy too; if not that which bears his name, at least some earlier form which served as its groundwork. And lastly, he brought that Liturgy’s musical voice—the eight ancient tones, which, like so many things that belong to the Church, when first we meet with them in history, are already clothed with venerable antiquity: those tones to which the Jewish Church had for centuries chanted the Psalms of David; which must so often have fallen on the ears of Jesus, and in whose melody, it may be, His Divine Voice had sometimes mingled; the sweet songs of Sion which Jewish captives had sung by the rivers of Babylon, and whose echoes now floated from Christian lips over the To St. Mark, therefore, and through him to the Prince of the Apostles, may be traced up every one of those institutions which were the nurseries of the Christian schools. For, as will hereafter be seen, the Christian seminaries took their origin in the episcopal and monastic schools, and these again grew out of that system of community life which, being first embraced by the faithful at Jerusalem, was afterwards elsewhere established by the Apostles, who lived with their immediate followers as they themselves had lived with their Divine Master. The Apostolic origin of the canonical rule of life has never been denied. When St. Augustine was accused by Petilianus the Donatist of introducing a novelty into the Church by establishing his community of regular clergy, he defended himself by appealing to the example of the first Christians, and showing that, if the name of monastery were new, the manner of life which he and his brethren followed was as old as Christianity itself. It is thus that the author of the ancient book called the “Recognitions” Out of this manner of life, as we shall presently show, sprang up the episcopal seminaries, which were designed for the training of the younger clerics, whilst the catechetical schools were intended for the religious instruction of the neophytes. But though this last-named institution was, of course, sui generis, and exclusively belonged to those primitive ages when adult converts from Paganism had to be prepared for baptism by at least a two years’ course of instruction, yet their history, and specially that of the Alexandrian school, helps us in a convenient manner to watch the absorption into the Christian system of education of every branch of learning afterwards cultivated in the schools. In the absence of more particular details of the kind of instruction which prevailed at Alexandria before the time of St. PantÆnus, we may reasonably suppose that the same system was adopted in that city as we find established at Jerusalem under St. Cyril. There the Hearers or Catechumens assembled in the porch of the church; the men and women sat separate from one another, and the master stood to deliver his instruction. The catecheses of St. Cyril that are preserved are twenty-three in number, eighteen being a summary of the chief articles of the Faith, given in the form of an exposition of the Creed, and the five others intended for the competent, or those preparing to receive the Sacraments of Baptism, Confirmation, and the Holy Eucharist. The last-named subject is treated in an explanation of the Liturgy of St. James. This, of course, was the sort of teaching for which the catechetical schools were primarily intended, and up to the year 179 the teachers of Alexandria do not appear to have aimed at anything of a higher character. But about that time The renown of St. PantÆnus passed into the Indies, carried thither by some of the swarthy Hindoos, who were no strangers in the busy streets of Alexandria, and who had managed to find their way to that school where Jew and Gentile, bond and free, met together without distinction. The Indians invited him to come among them, and St. PantÆnus accordingly exchanged his mastership for an apostolic life, and went to preach the faith to the Brahmins. Clement, his former disciple and assistant, succeeded him. He had visited all lands and studied in all schools in search of truth, and had found it at last on the humble bench of the Catechumen. No one understood better than he the emptiness of human learning when pursued as an end, or its serviceableness when used as a means. His end was to win souls to Christ; and to reach it, he laid hands indifferently on all the intellectual weapons that fell within his reach; poetry and philosophy, science and even satire;—he neglected nothing that would serve his turn. He did not disdain to give a Christian interpretation to Pagan fables, and took occasion from the stories of Orpheus and Amphion, who, as the poets pretended, had moved the stones and tamed the wild beasts with the music of their lyres, to present to his hearers the Word made Flesh, conquering the stony and ferocious heart of fallen man, and restoring that universe which he beautifully calls “a lyre whose harmony has been destroyed by sin.” He could use with equal ease the phraseology of the Neo-Platonists whilst engaged in dispersing their transcendentalism into thinnest air, or the plainer language of the Gospel when he had to put heretics to silence. Nor was he too deep or profound for the comprehension of the simple-hearted faithful; he could write hymns for little children to sing in church, and when he spoke to exclusively Christian hearers set forth no other wisdom, no other model for their imitation, than “Jesus Christ and Him Crucified.” The result of all this may be imagined. While the first neophytes of St. Mark and his immediate followers had been chiefly gained from Under Hyppolitus and the other masters provided for him by his father’s care, Origen had made progress in every human science; but on becoming chief catechist of Alexandria he had to make a sacrifice. He was forced to resign his grammar-school and to sell his books. Not, indeed, that he had no further need of these treasures, but they were his solitary riches; and as even he could not absolutely live on nothing, he parted from them and lived on the small pension of four oboli a day, which was paid him by the purchaser. And having thus wedded himself to poverty, alike the spouse of the scholar and the saint, he began to study Hebrew, and entered on those vast labours which had for their object the production of a correct version of the Sacred Text. And all the time the business of the school went on, and persecution raged with small intermission. Seven of his disciples suffered under Severus—a glorious crown for the master who envied them their palms. But we are only concerned with the history of Origen in so far as it exhibits the expansion of the Christian studies. So passing over twenty years of his life, we shall follow him to CÆsarea, where in 231 he retired from the storm that had driven him from Alexandria, and accepted the direction of another school entrusted him by the two bishops, Theoctistus of CÆsarea and Alexander of Jerusalem. It appears to have been a combination of the episcopal seminary and the catechetical school, for scholars of all classes resorted to it. Among them were Theodore, better known by his Christian name of St. Gregory Thaumaturgus, and his brother Athenodorus, who were then studying in the famous law-schools of Berytus. The conversation of Origen, however, soon put Roman jurisprudence out of their heads, and determined them to apply exclusively to philosophy under the guidance of their new friend. Both were at this time pagans, and Origen had to prepare their minds to receive the truth in a very gradual manner. He began by mercilessly rooting out the weeds and briars of bad habits and false maxims which he found choking up the soil, a process which at first, as his pupils acknowledged, cost In addition, therefore, to the elements of education which have been named before, we see that, at the beginning of the third century, Christians were expected to teach and study the liberal arts, profane literature, philosophy, and the Biblical languages. Their teachers commented on the Scriptures, and devoted themselves to a critical study of its text; positive theology, as it is called, had established itself in the schools, together with a certain systematic science of Christian ethics, and, we may add, many branches of physical science also. It matters very little that these latter were but imperfectly known; the real point worth observing is, that every branch of human knowledge, in so far as it had been cultivated at We have now to consider the gradual development of the episcopal seminaries, which in their early stage formed but a part of the bishop’s household. I have already spoken of the sort of community life established among the bishops and their clergy in apostolic times. During the first four centuries of the Church this manner of life was the more easily carried out, as the clergy were to be found only in towns. The establishment of rural parishes and the appointment of parochial priests to country villages, is first spoken of in the Council of Vaison, held in 528. The community life of the city clergy had many obvious advantages, and afforded singular facilities for training younger aspirants to the ecclesiastical state under the eye of the chief pastor. Accordingly, we very early find notices of the schools for younger clerics, which sprang up in the episcopal households. Thus, the martyr St. Vincent is stated to have been educated in sacred letters, even from his childhood, by Valerius, Bishop of Saragossa. St. John Chrysostom studied for three years as lector in the household of Meletius, Bishop of Antioch, St. Cyril in that of his uncle Theophilus, and St. Athanasius with Alexander of Alexandria. Towards the close of the second century we read how Pope St. Eleutherius placed the future martyr St. Felicianus in the school which was then presided over by his archdeacon, St. Victor,[10] his successor in the Apostolic Chair; and all the early annals of the Roman Church represent her clergy as for the most part educated in this manner, under the eye of her Pontiffs. The author of the Philosophumena acquaints us with the fact that Pope Calixtus I. established a school of theology at Rome, which appears from his account to have been crowded with disciples. When, after the conversion of Constantine, the imperial palace of the Lateran became the residence of the popes, their ecclesiastical school was maintained within the Patriarchium, as the papal palace was called, and in it not a few of the greatest popes of the first nine centuries received their education. It possessed a noble library, and the names of its librarians are preserved in unbroken order from the fifth century. Here, ecclesiastical students were received at an early age, and admitted to the successive degrees of holy orders only at long In the fourth century, when the monastic institute spread from the East into the West, the community life of the bishops and their clergy assumed, in many places, a yet more regular form. St. Eusebius of Vercelli, who had himself been committed by his mother in early youth to the care of Pope Eusebius, and had been instructed In all this there is no distinct reference to the education of the younger clerics as forming one of the duties of the cathedral clergy. The Council of Vaison, held in 528, speaks, indeed, of the parish priests, who are required, according to the practice of the priests of Italy, to bring up young lectors in their houses, who may succeed them in their cure; and the establishment of similar schools was solemnly ordered, in 680, by the General Council of Constantinople; but the institution, of which we here see the germ, was not the episcopal, but the priest’s or parochial school. However, in 531, the second Council of Toledo passed several canons, which bear distinct reference to the bishop’s seminary, which by this time is evidently supposed to be attached to the cathedral church. Those children who are destined by their parents for the ecclesiastical state are to receive the tonsure, and to be placed in the rank of lectors in order to be instructed in the house of the church under the eyes of the bishop, by him who shall be appointed over them. At the age of eighteen their vocation is to be publicly examined, that no one may embrace the ecclesiastical state save with his own Here, then, is the cathedral seminary fairly established, and a few years later we find it expanding into a noble public school. It was St. Leander, of Seville, who first conceived the idea of establishing a staff of professors for teaching the liberal arts in connection with his cathedral. He directed their labours in person, and received among his first scholars his own brother Isidore, who afterwards succeeded him in his see. Isidore greatly extended the range of studies, which included the Latin, Greek, and Hebrew tongues, and all the liberal arts, besides law and medicine. His famous Origines drawn up for the use of this school present an encyclopedia of every known subject, and embody several fragments of ancient authors which would otherwise have been lost to us. The first five books treat of Grammar, Rhetoric, Philosophy, Dialectics, Music, Geometry, Mechanics, Astronomy, Jurisprudence, Chronology, and History. The sixth is on the Holy Scriptures, the seventh and eighth are on God and the Angels, the ninth on the various nations and languages of the earth, and the remaining books treat of Etymology. But his efforts for the promotion of Christian education did not stop here. In 633 he presided over the fourth Council of Toledo, at which all the bishops of Spain were required to establish seminaries in their cathedral cities on the model of that of Seville, the study of the three learned languages being specially enjoined. This decree was carried into effect, and hence it is commonly said that the system of cathedral schools took its origin in Spain. Besides the catechetical and episcopal schools, instances occur, even in the age of martyrdom, of private schools kept by Christian teachers. Such was the school of Imola, presided over by the martyr Cassian; and the story of his martyrdom exhibits to us the light in which the brutal pagan school-boy regarded his master. Yet there were cases when the hearts even of Gentile scholars were softened by the influence of a sanctity which they comprehended not. The exquisite story of the Eight Martyrs of Carthage, as related in their authentic Acts, exhibits to us the pagan scholars of the deacon Flavian obtaining his reprieve from the judge by vehemently denying his ecclesiastical character; and when he at last The public schools of the Empire were not generally resorted to by the faithful until after the conversion of Constantine, when Christians were permitted to aspire to the professor’s chair. But this privilege, great as it was, did not produce any material change in the character of the State academies; they continued to flourish under the Christian CÆsars as they had done under their pagan predecessors, but they never merited to be regarded as Christian institutions. Though both Constantine and Gratian did much to provide excellent rhetoricians and grammarians to instruct their subjects, and though Valentinian I. made some laudable efforts, to correct the worst abuses of the schools, they continued to bear the stamp of their origin; and it is a significant fact that, long after the establishment of a nominal Christianity in the institutions of the Empire, the saint whose children were destined to hold in their hands the future education of Europe Nevertheless, the circumstances of the times compelled the faithful to resort to these academies. Many had done so even when the professorships were exclusively in the hands of the pagans. Tertullian, in his treatise on Idolatry, examines the lawfulness of the practice, and decides that though it would be impossible for Christians to teach in schools wherein the masters were obliged to recommend the worship of false gods, and to take part in pagan sacrifices and ceremonies, they might properly attend them as students, because they could not otherwise acquire that necessary knowledge of letters which he calls “the key of life,” and because they were perfectly free to reject the fables to which they listened. Such an argument of course implies the existence of very powerful safeguards on the side of faith; and he seems to take it for granted that Christian students will imbibe only the honey from the flowers of eloquence, and reject the poison. The general feeling certainly was that human learning was sufficiently necessary to justify some risks being incurred in its acquisition. After the triumph of the Church, the most religious parents, such as those of St. Basil, hesitated not to send their sons to the public schools; and when the crafty attempt was made by Julian the Apostate to close them to the Christians, and to prohibit even their private study of pagan literature, we know how strenuously the bishops protested against his edict, as a cruel and unheard-of tyranny. So long as it remained in force they exerted themselves to supply the want of the old class-books, the use of which was interdicted, by imitations of the poets from their own pens. No one was more active in this work than St. Gregory Nazianzen, who took up the cudgels against his imperial schoolfellow in good earnest. “For my part,” he exclaims, He then goes on to cite many passages from Homer, Hesiod, and Socrates, and other ancient writers, showing that they abound in excellent maxims, which a Christian may very well apply to his own benefit. A Christian student, he says, should follow the example of the bees, who draw out honey from flowers which seem only proper to charm the eye, or gratify the smell. But then they must also imitate them, in only selecting those flowers that yield honey; and when they extract the sweet juices, let them be careful to leave the poison behind. In like manner we should gather together from the heathen literature whatever may be useful, and leave what is pernicious to morals behind.[19] This was but saying what Plato and Cicero had said before him, and it cannot be charged to the account of a Christian prelate as narrow bigotry, that he should insist on at least as much reserve in the use of profane writers as had been required by the pagan moralists themselves. It cannot be supposed that the Christian prelates were insensible to the dangers incurred by students in the State academies. St. Chrysostom, indeed, who knew what they were by experience, and who was certainly the last man to undervalue a knowledge of letters, was induced to weigh the arguments for and against a public school education, and decides that the risk is too great to be compensated for by any intellectual advantage. He declares that he knows of no school in his neighbourhood where the study of profane literature can be found united to the teaching of virtue; and this being the case, he considers that Christian parents will generously sacrifice the superior tuition given in the State gymnasia, and send their children to be brought up in a monastery. His words are the more remarkable from the extreme moderation of their tone, and the evident reluctance with which he advocates a course of conduct which must needs place the faithful at a disadvantage. They are also important as showing how very early the monasteries began to be regarded as places of education, for seculars as well as religious. “If you have masters among you,” he writes,[20] “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 It will be apparent from what has been said, that the State academies of the Empire are not to be numbered among the nurseries of the Christian schools. The only imperial foundation which had a distinctly Christian character about it, appears to have been that which grew up at Constantinople, under the patronage of the Greek emperors. It was established in the Basilica of the Octagon, built by Constantine the Great, where an immense library was collected, which in Zeno’s time amounted to 120,000 volumes. Seven librarians and twelve professors were maintained at the public expense, and the college was presided over by a president, called the Œcumenicus, because he was supposed to be a sort of university in himself. The church attached to this academy was served by sixteen monks, and prelates were often chosen from the ranks of the professors to fill the first sees of the Empire. This noble foundation perished in 730, by the hands of Leo the Isaurian, who, finding that the academicians would not enter into his Iconoclastic views, and fearing their learning and their influence, caused fire to be applied to the building by night, so that the Basilica, the vast library, and the professors themselves, were all pitilessly consumed together. But the parentage of the Christian schools is to be traced to less splendid sources than the Greek universities or the palace of the CÆsars. What these were has been indicated at the beginning of the Nor was this all. The rule of this great monastic legislator distinctly proves that children were received, and that at a very early age, to be educated among the monks. He felt great compassion, we are told, for the young, and was accustomed to say, that in the soil of their minds good seed might be sown more easily than in more advanced years. He considered them particularly capable of being trained to acquire the habit of the presence of God; by which they might afterwards advance to great perfection. Accordingly, his rule Sometimes, even solitaries were induced to undertake the care of children not intended for the religious state. Thus St. Chrysostom relates the example of a Christian lady living at Antioch, who was very desirous to procure for her son the blessings of a holy education, and induced a certain solitary to leave his retreat among the mountains, St. Pachomius was not the only monastic legislator of ancient times who in his rule provided for the admission and education of children. St. Basil permitted them to be received into his monasteries at a very early age, especially if they had lost their parents, because monks should be the fathers of orphans. Their education, he says, should be strictly religious; they are to have a separate portion of the monastery assigned them, and are to be governed by one of the elder monks who shall be both mild and learned, and experienced in the care of children. He is very precise on the point which proves the crux in most systems of education, namely, the method to be observed in inflicting punishment; and though he does not prohibit the use of the rod, he recommends in preference the adoption of such penances as may correct the fault, as well as punish the offender. “Let every fault have its own remedy,” he says, “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 only by accustoming them 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, After this he passes on to the studies of the children, and desires that instead of learning the fables of the poets they should be taught the wonderful events narrated in Scripture History. They are to learn by heart sentences chosen from the Book of Proverbs, and little prizes are to be given them in reward for their exercises of memory, “to the end that they may learn with the less reluctance, nay rather with pleasure, and as though engaging in agreeable recreation.” The masters are particularly enjoined to train them to recall their wandering thoughts and fix their attention on their work, by frequently interrogating them as to what they are thinking about. And whilst acquiring a knowledge of letters, they are likewise to be taught some useful art or trade.[25] In most of the rules drawn up by the early Gallican prelates we see that stringent regulations were introduced for obliging all the brethren to acquire a certain knowledge of letters. “Literas omnes discant,” is the thirty-second brief and emphatic rule of St. Aurelian, Bishop of Arles in the sixth century. What is more remarkable, we find exactly the same provisions in rules drawn up for religious women, as in those of St. Donatus and St. CÆsarius of Arles.[26] The sixth chapter of the rule of St. Leander of Seville, is headed thus: Ut jugiter virgo oret et legat. “Let your time and occupation be so divided,” he says, “that after reading you pray, and after prayer you read; and let these two good works perpetually alternate, so that no part of your time be wholly without them. And when you do any manual work or refresh your body with needful food, then let another read, that when the hands and the eyes are intent on work the ear may be fed with the Divine Word. For if even when we read and pray we are hardly able to withdraw our minds from the temptations of the devil, how much more prone will not the soul be to vice, if it be not held back by the chain of prayer and assiduous reading.”[27] And in the chapter that follows he gives directions for the proper manner of studying the books of the Old Testament. Before bringing these remarks to a close we cannot omit all notice of the education received in primitive times by the children of the The office of religious instruction generally devolved on the mother. Even in Scripture there is evidence of this, for St. Paul, writing to St. Timothy, reminds him of what he owed to the “faith unfeigned” of his grandmother Lois and his mother Eunice.[29] St. Basil, and his brother St. Gregory of Nyssa, gloried in preserving the faith in which they had been trained by their grandmother St. Macrina the elder. Their other brother, St. Peter of Sebaste, was chiefly brought up by his sister of the same name. St. Gregory thus describes the extraordinary care bestowed by his mother on the education of her daughter. “My mother,” he says, “took extreme pains with her instruction, not after the manner customary with those of her age, who are ordinarily taught the fables of the poets.... Instead of these she made her learn such portions of Scripture as were easiest to understand. She began with the book of Wisdom, and thence went on to the Psalms.”[30] St. Fulgentius owed his education, not merely in sacred science, but also in polite literature, to the care of his mother Mariana, the religiosa mater as she is called in his life, who was so solicitous about the purity of his Greek accent that she made him learn by heart the poems of Homer and Menander before he studied his Latin rudiments.[31] The early education, both liberal and religious, of St. John Chrysostom was in like manner directed by his admirable mother Anthusa, whose conduct in this particular drew from the lips of the pagan sophist, Libanius, the exclamation, “Ye gods of Greece! how wonderful are the women of the Christians!” In fact it is remarkable how many Christian women of early times are spoken of as being learned. Not to mention St. Never, surely, was there a greater error than that into which one of our most learned critics has fallen, when he asserts that “the idea and place of woman has been slowly and laboriously elevated by the Gospel.”[33] He could not have written thus had he been as familiar with the records of the Christian Church as with those of pagan antiquity. The most perfect exemplars of Christian womanhood appear in the history of the primitive ages. The grand ideal of the Roman virgin or matron, softened, purified, and elevated by the Gospel precepts and the Apostolic teaching, retaining all its former strength, but acquiring a new element of tenderness, produced those exquisite flowers of sanctity whom the Church appears in some sort to regard as her children of predilection. They were not the growth of one Church or province, but simultaneously, wherever the Christian faith was preached, they expanded their beautiful petals to the Sun of Justice; and we have in Rome an Agnes and a Cecilia; in Sicily a Lucy and an Agatha; in Carthage a Felicitas; in Alexandria a Whence arose this instantaneous regeneration of the womanly character? The Catholic hardly needs to ask himself the question, for the form on which it was modelled is so obvious that it requires not to be indicated. It grew out of no dead code of precepts, but out of the living memory of her, the Mother par excellence, the Virgin-Mother of God, and the model of all Christian virgins and mothers; she whose countenance St. Isidore describes as “gravely sweet and sweetly grave;” whose tranquil gait and gentle voice St. Ambrose has dwelt on, as well as her modesty and reverence, “rising up in the presence of her elders.” And it was she of whom he also says, gathering up the precious fragments of ancient tradition, that she was “diligent in reading,” legendi studiosior, a trait which reappears in the character of the holy women of early times, and which we are thus able to link on to the source whence they derived their ideal of womanly perfection. It cannot be doubted that the influence of such women, and specially of such mothers, was a powerful means of preserving the Roman youth from the infection which hung over the public academies, even after the establishment of a nominal Christianity in the institutions of the State. But of these academies I need speak no further. They formed a part of the old Roman civilisation, and perished in its wreck, swallowed up in those waves of barbarism which, as they poured over Europe, ground to pieces every monument of the Empire, and swept their fragments into oblivion. In the midst of the deluge, however, the Ark of God floated over the waters, and accepted the mission of reconstructing a ruined world. The Church alone preserved so much as the memory of letters, though in the inconceivable troubles of the crisis her utmost efforts for a time only sufficed to keep up schools in which the clergy received the instruction necessary for their state; and secular learning for the most part fell into decay. But the want was felt and lamented by the clergy themselves, a proof that learning, at any rate, never lost its value in their eyes. Thus, in his letter to the Council of Constantinople in 680, Pope Agatho excuses the simplicity of his legates; “for how,” he says, “can we look for great erudition among men living in the midst of barbarous nations, forced with difficulty to earn their daily bread by the labour of their hands? Nevertheless,” he adds, “they will expound to you the faith of the Apostolic These two documents, often quoted, have perhaps given rise to somewhat exaggerated notions regarding the extent of the ignorance complained of. It is certain that there were periods of comparative tranquillity during which liberal studies were at least partially preserved. The schools of Gaul did not begin to decay till the end of the fifth century, and even then some were found who exerted themselves to keep alive the ancient learning; such as St. Sidonius Apollinaris, who received his education in the public schools of Lyons before his elevation to the Episcopate in 471, and Claudian Mamertus, a monk by profession and education, who was declared by his friend Sidonius to be equally incomparable in every science to which he applied. Besides being an amazing reader, he was an original thinker. His great work on “The Nature of the Soul” is said to display the precision and method of the latter scholastics, and contains proofs of the existence and immateriality of the soul drawn from its capacity of thought, which appear like anticipations of the famous Cartesian formula Cogito, ergo sum. In his arguments he appeals not only to the authority of Scripture and the Fathers, but also to that of Plato and other Greek philosophers, and shows himself not unacquainted with the systems of Zoroaster and the Brahmins. To him we owe the arrangement of a great part of the Breviary office, and the beautiful hymn for Passion Sunday, Pange lingua gloriosi proelium certamina. For poetry, no less than philosophy, found votaries in the Gallican schools. The lyre, which had fallen from the hands of Prudentius, was still touched by St. Prosper of Aquitaine and St. Avitus of Vienne, the former of whom may be called the poet of Divine grace, whilst the latter, eleven centuries before the time of Milton, chose for the theme of his verses the Fall of Man. Down to the beginning of the seventh century the schools of Gaul still taught Virgil and the Roman law, and in them the sons of the barbarous Visigoths received some tincture of polite letters. The Gallo-Roman nobility showed the utmost solicitude to obtain such education for their children as the times afforded; and we find notices of schools wherein grammar, rhetoric, and law were taught in separate courses after the Roman fashion. The Gallican orators, as in the time of St. Jerome, betrayed their Celtic origin by a certain verbose eloquence, which had to be pruned according to the severer rules of Roman rhetoric. The mother of Rufinus had sent him to the imperial capital, that the Roman gravity might temper the too great fecundity of the Gallic speech, and St. Desiderius of Cahors was made to go through a course of Roman jurisprudence with the same intention. Nor, whilst noticing these evidences of a love of letters, surviving even in the period of decay, must I neglect to mention that notable academy of Toulouse, which at one time did its best to involve all Europe in a fog of learned perplexity. Its eccentricities would scarcely merit to be recorded, had they not left very distinct traces both in the Irish and Anglo-Saxon literature. The history of this academy has been written by one of its members, the false Virgil, as he is called, who has contrived to mystify both the date and whereabouts of its foundation. It is presumed, however, to have flourished at Toulouse sometime in the sixth century. Holding to the principle that pearls must not be cast before swine, certain enthusiasts of Aquitaine formed among themselves a secret scholastic society, the members of which spoke a language understood only by the initiated, and conferred on men and places the nomenclature of ancient Greece and Rome. The grand, I might almost say the exclusive, study of these illuminati was grammar. An assembly of thirty of their number had gravely determined that the subject most worthy of a wise man’s meditation was the conjugation of the Latin verb, and on this momentous theme they split into two sects, which rivalled Guelph and Ghibelline in the ardour of their mutual animosities. The heads of these two parties, whose academic names were Terence and Galbungus, spent fourteen days and nights discussing the question whether the pronoun Ego had a vocative case: at last the difficulty was referred to Eneas, who decided that it might be allowed to possess one when employed in the interrogative phrase. These grammatical debates took place when Virgil was but a youth, Even the triumphs of the barbarians did not in all cases result in the immediate extinction of letters. In Italy a second Augustan age bid fair at one time to arise under the rule of Theodoric, the Ostrogoth. His court was adorned by the genius of two great men—Boethius, the Christian philosopher, and the last of the classic writers; and Cassiodorus, in whom closed the long line of Roman But Cassiodorus was not merely a writer of schoolbooks; he was the founder of a monastic school, which, for the variety of sciences which it cultivated, has not unfrequently been given the title of a university. And indeed it was not undeserving of the name. Its noble founder, when still in the service of Theodoric, had attempted, in conjunction with Pope St. Agapetus, to found a catechetical school at Rome, on the model of those which formerly flourished at Jerusalem, Alexandria, and Nisibis, in which he proposed to maintain a staff of professors at his own expense. This magnificent design having failed, in consequence of the troubles of the time, Cassiodorus retired from a world in which he had nobly toiled for seventy years, and devoted his old age to the creation of a seminary of Christian learning on his own estate of Vivaria, at the very extremity of the Calabrian peninsula. He collected a rich library, which he increased by the labours of his monks, on whom he enjoined the transcription of books as their principal manual labour. It was to ensure their accuracy in this employment that, at the age of eighty-three, he undertook the composition of his treatise De Orthographia. He drew up a plan of studies for his scholars, and wrote for their use two treatises, one “On the Teaching of Sacred Letters,” The foundation of Cassiodorus took place in the year 540. Eighteen years previously—in 522—the two Roman senators, Equitius and Tertullus, had taken their sons Maurus and Placidus to the grotto of Subiaco, and committed them to the care of a solitary named Benedict. Maurus was twelve years old and Placidus seven, and they were soon joined by other children of the same age. They were humble beginnings indeed of a mighty edifice, the first fruits of the Benedictine schools.[35] In 543 St. Maurus carried the Such then was the state of letters at the opening of the sixth century, an epoch when Europe was covered with the shattered remains of an expiring civilisation, and when whatever literary activity lingered about the old academies of Italy and Gaul must be regarded as the parting rays of a light, fast sinking below the horizon. Yet, as it sank, another luminary was sending forth its |