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tury priests and bishops had largely come to be similarly located, and to correspond in control, to the Roman district and city magistrates respectively. And in 445 the recognition of the supremacy of the Bishop of Rome established a visible head of the entire Church, corresponding to the position of the emperor on the civic side.

Rise of the Monastic Schools. Thus it has been seen how the two great movements of Græco-Roman culture and Christian teaching arose independently, in time united and later separated, although, after separation, the Christian doctrines were somewhat affected by their long association with pagan philosophy. Eventually the pagan schools were suppressed by the edict of Justinian in 529 A. D., and the Christian education was left alone in the field. It then found an additional means of expression in the 'monastic' schools, in which Reversion to there was naturally a tendency to revert to an ascetic ness. or 'otherworldly' ideal, and to leave intellectual attainments largely out of consideration. But these monastic institutions are to be grouped with mediævalism and belong more distinctly to the next chapter.

otherworldli

SUPPLEMENTARY READING

Graves, Before the Middle Ages (Macmillan, 1909), chap. XII; Monroe, Text-book (Macmillan, 1905), pp. 221-243. For the moral effect of Christianity, see Lecky, W. E. H., History of European Morals (Appleton, 1869), vol. II, pp. 1-100. Other places in the chapter will be illumined by reading Ayer, J. C., Jr., Catechumenal Schools and Catechetical Schools (Monroe Cyclopædia of Education, vol. I); Dill, D., Roman Society in the Last Century of the Western Empire (Macmillan, 1899), especially book V; Hatch,

E., The Influence of Greek Ideas and Usages upon the Christian Church (Hibbert Lectures, 1888, Williams, London, 1891); Hodgson, G., Primitive Christian Education (Clark, Edinburgh, 1906); and Leach, A. F., Bishop's Schools and Cathedral Schools (Monroe Cyclopædia of Education, vol. I).

PART II

THE MIDDLE AGES

CHAPTER V

THE MONASTIC EDUCATION

OUTLINE

During the Middle Ages the German hordes absorbed ancient civilization under the authoritative guidance of the Church, and the chief means of leavening the barbarian lump was found in the cathedral and monastic schools.

Monasteries grew up to counteract the prevailing worldliness. To keep the monks busy, Benedict prescribed the copying of manuscripts, and this literary work rendered schools necessary. In these monastic schools were taught the 'seven liberal arts' by catechetical methods.

Thus monasticism helped preserve learning and education, although it was somewhat hostile to the classics and science.

The Middle Ages as a Period of Assimilation and Repression. The Middle Ages may be regarded as an era of assimilation and of repression. On the one hand, the rude German hordes, who had by the sixth century everywhere taken possession of the decadent ancient world, were enabled during this period to rise gradually to such a plane of intelligence and achievement that they could absorb the Greek, Roman, and Christian civilization, and become its carriers to modern times. On the other hand, that this absorption might take place, it was necessary that the individual should conform to the model set, and it was inevitable that a bondage to authority, convention, and institutions should ensue.

Absorption of Greek, Roman, and Christian

civilization.

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