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). 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. さ 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 Creek, 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. Authoritative attitude of the Church. V The main power in effecting this subservience on the part of medieval society was the Christian Church. For it was but natural during the period of assimilation that the Church, which had become completely organized and unlimited in power, should stand as the chief guide and schoolmaster of the Germanic hosts. By the decree of Justinian in 529 A. D., which closed the pagan schools and marks the beginning of the Middle Ages, Christian education was left without a rival. Hence the cathedral and monastic schools became almost the sole means of leavening the barbarian lump. Contrary to the view commonly accepted, the educational activities of the cathedral institutions were more important and general than those of the monastic schools. But the former have already been somewhat discussed, and so much relating to the course and services of the latter will also apply to them that we may now turn to a detailed description of the monastic schools. The Evolution and Nature of Monasticism.-To understand these schools, it will be necessary to examine the movement out of which they arose. Monasticism grew up through the corruption in Roman society and the desire of those within the Church for a deeper religious life. Christianity was no longer confined to small extra-social groups meeting secretly, but was represented in all walks of society, and mingled with the world. It had become thoroughly secularized, and even the clergy prevailing vice. had in many instances yielded to the prevailing worldliness and vice. Reaction to Under these circumstances there were Christians who felt that the only hope for salvation rested in fleeing from the world and its temptations and taking refuge in |