The History Of Education - Ellwood P. Cubberley (classic novels for teens .TXT) 📗

desolate, to revenge the wronged, and to confirm the virtuous.” He then knelt before his lord, who, drawing his own sword and holding it over him, said: “In the name of God, of our Lady, of thy patron Saint, and of Saint Michael and Saint George, I dub thee knight; be brave (touching him with the sword on one shoulder), be bold (on the other shoulder), be loyal (on the head).”

 

[Illustration: FIG. 48. A SQUIRE BEING KNIGHTED (From an old manuscript)]

 

THE CHIVALRIC IDEALS. Such, briefly stated, was the education of chivalry.

The cathedral and monastery schools not meeting the needs of the nobility, the castle school was evolved. There was little that was intellectual about the training given—few books, and no training in Latin. Instead, the native language was emphasized, and squires in England frequently learned to speak French. It was essentially an education for secular ends, and prepared not only for active participation in the feuds and warfare of the time, but also for the Seven Perfections of the Middle Ages: (1) Riding, (2) Swimming, (3) Archery, (4) Fencing, (5) Hunting, (6) Whist or Chess, and (7) Rhyming. It also represents the first type of schooling in the Middle Ages designed to prepare for life here, rather than hereafter.

For the nobility it was a discipline, just as the Seven Liberal Arts was a discipline for the monks and clergy. Out of it later on was evolved the education of a gentleman as distinct from that of a scholar.

 

That such training had a civilizing effect on the nobility of the time cannot be doubted. Through it the Church exercised a restraining and civilizing influence on a rude, quarrelsome, and impetuous people, who resented restraints and who had no use for intellectual discipline. It developed the ability to work together for common ends, personal loyalty, and a sense of honor in an age when these were much-needed traits, and the ideal of a life of regulated service in place of one of lawless gratification was set up. What monasticism had done for the religious life in dignifying labor and service, chivalry did for secular life. The Ten Commandments of chivalry, (1) to pray, (2) to avoid sin, (3) to defend the Church, (4) to protect widows and orphans, (5) to travel, (6) to wage loyal war, (7) to fight for his Lady, (8) to defend the right, (9) to love his God, and (10) to listen to good and true men, while not often followed, were valuable precepts to uphold in that age and time. In the great Crusades movement of the twelfth century the Church consecrated the military prowess and restless energy of the nobility to her service, but after this wave had passed chivalry became formal and stilted and rapidly declined in importance (R. 80).

 

[Illustration: FIG. 49. A KNIGHT OF THE TIME OF THE FIRST CRUSADE

(From a manuscript in the British Museum)]

 

4. Professional study

 

As the one professional study of the entire early Middle-Age period, and the one study which absorbed the intellectual energy of the one learned class, the evolution of the study of Theology possesses particular interest for us.

 

THE STUDY OF THEOLOGY. During the earlier part of the period under consideration the preparatory study necessary for service in the Church was small, and very elementary in character. The elements of reading, writing, reckoning, and music, as taught to oblati in the monasteries, sufficed. As knowledge increased a little the study of grammar at first, and later all the studies of the Trivium came to be common as preparatory study, while those who made the best preparation added the subjects of the Quadrivium. Ethics, or metaphysics, taught largely from the digest of Aristotle’s Ethics prepared in the sixth century by Boethius, was the text for this study until about 1200, when Aristotle’s Metaphysics, Physics, Psychology, and Ethics were re-introduced into Europe from Saracen sources (R. 87).

 

The theological course proper experienced a similar development. At first, as we saw in chapter V, there were but few principles of belief, and the church organization was exceedingly simple. In 325 A.D. the Nicene Creed was formulated (p. 96), and the first twenty canons (rules) adopted for the government of the clergy. With the translation of the Bible into the Latin language (Vulgate, fourth century), the writings of the early Latin Fathers, and additional canons and expressions of belief adopted at subsequent church councils, an increasing amount relating to belief, church organization, and pastoral duties needed to be imparted to new members of the clergy. Still, up to the eleventh century at least, the theological course remained quite meager. In a tenth-century account the following description of the theological course of the time is given: [19]

 

1. Elements of grammar and the first part of Donatus.

2. Repeated readings of the Old and New Testaments.

3. Mass prayers.

4. Rules of the Church as to time reckoning.

5. Decrees of the Church Councils.

6. Rules of penance.

7. Prescriptions for church services.

8. Worldly laws.

9. Collections of homilies (sermons).

10. Tractates on the Epistles and Gospels.

11. Lives of the Saints.

12. Church music.

 

It will be seen from this tenth-century course of theological study that it was based on reading, writing, and reckoning, and a little music as preparatory studies; that it began with the first of the subjects of the Trivium, which was studied only in part; and that its purpose was to impart needed information as to dogma, church practices, canon (church) law, and such civil (worldly) law as would be needed by the priest in discharging his functions as the notary and lawyer of the age. There is no suggestion of the study of Theology as a science, based on evidences, logic, and ethics. Such study was not then known, and would not have been tolerated. There were no other professions to study for.

 

SYSTEMATIC INSTRUCTION BEGINS. About 1145 Peter the Lombard published his Book of Sentences, and this worked a revolution in the teaching of the subject. In topics, arrangement, and method of treatment the book marked a great advance, and became the standard textbook in Theology for a long time. It did much to change the study of Theology from dogmas to a scientific subject, and made possible schools of Theology in the universities now about to arise. In the thirteenth century it was made the official textbook at both the universities of Oxford and Paris. The studies of dialectic and ethics were raised to a new plane of importance by the publication of this book.

 

By the close of the twelfth century the interest of the Church in a better-trained clergy had grown to such an extent that theological instruction was ordered established wherever there was an Archbishop. In a decree issued by Pope Innocent III and the General Council it was ordered: In every cathedral or other church of sufficient means, a master ought to be elected by the prelate or chapter, and the income of a prebend assigned to him, and in every metropolitan church a theologian also ought to be elected. And if the church is not rich enough to provide a grammarian and a theologian, it shall provide for the theologian from the revenues of his church, and cause provision to be made for the grammarian in some church of his city or diocese. [20]

 

We also, in the early thirteenth century, find bishops enforcing theological training on future priests by orders of which the following is a type:

 

Hugh of Scawby, clerk, presented by Nigel Costentin to the church of (Potter) Hanworth, was admitted and canonically instituted in it as parson, on condition that he comes to the next orders to be ordained subdeacon. But on account of the insufficiency of his grammar, the lord bishop ordered him on pain of loss of his benefice to attend school. And the Dean of Wyville was ordered to induct him into corporal possession of the said church in form aforesaid, and to inform the lord bishop if he does not attend school. [21]

 

5. Characteristics of mediaeval education

 

FOUNDATIONS LAID FOR A NEW ORDER. The education which we have just described covers the period from the time of the downfall of Rome to the twelfth or the thirteenth century. It represents what the Church evolved to replace that which it and the barbarians had destroyed. Meager as it still was, after seven or eight centuries of effort, it nevertheless presents certain clearly marked lines of development. The beginnings of a new Christian civilization among the tribes which had invaded and overrun the old Roman Empire are evident, and, toward the latter part of the Middle Ages, we note the development of a number of centers of learning (R. 71) and the beginnings of that specialization of knowledge (church doctrine, classical learning, music, logic and ethics, theology), at different church and monastery schools, which promised much for the future of learning. We also notice, and will see the same evidence in the following chapter, the beginnings of a class of scholarly men, though the scholarship is very limited in scope and along lines thoroughly approved by the Church.

 

In education proper, in the sense that we understand it, the schools provided were still for a very limited class, and secondary rather than elementary in nature. They were intended to meet the needs of an institution rather than of a people, and to prepare those who studied in them for service to that institution. That institution, too, had concentrated its efforts on preparing its members for life in another world, and not for life or service in this. There were as yet no independent schools or scholars, the monks and clergy represented the one learned class, Theology was the one professional study, the ability to read and write was not regarded by noble or commoner as of any particular importance, and all book knowledge was in a language which the people did not understand when they heard it and could not read. Society was as yet composed of three classes—feudal warriors, who spent their time in amusements or fighting, and who had evolved a form of knightly training for their children; privileged priests and monks and nuns, who controlled all book learning and opportunities for professional advancement; and the great mass of working peasants, engaged chiefly in agriculture, and belonging to and helping to fight the battles of their protecting lord.

 

For these peasants there was as yet no education aside from what the Church gave through her watchful oversight and her religious services (R.

81), and but little leisure, freedom, wealth, security, or economic need to make such education possible or desirable. Moreover, the other-worldly attitude of the Church made such education seem unnecessary. It was still the education of a few for institutional purposes, though here and there, by the close of the twelfth century, the Church was beginning to urge its members to provide some education for their children (R. 82), and the world was at last getting ready for the evolution of the independent scholar, and soon would be ready for the evolution of schools to meet secular needs.

 

REPRESSIVE ATTITUDE OF THE MEDIAEVAL CHURCH. The great work of the Church during this period, as we see it to-day, was to assimilate and sufficiently civilize the barbarians to make possible a new civilization, based on knowledge and reason rather than force. To this end the Church had interposed her authority against barbarian force, and had slowly won the contest. Almost of necessity the Church had been compelled to insist upon her way, and this type of absolutism in church government had been extended to most other matters. The Bible, or rather the interpretations of it which church councils,