Part 16 (1/2)

The validity of any stateed instance, came to be determined, not by any application of rationalistic principle, not by inherent plausibility, not by actual inquiry into the facts of the case, but by its agrees or beliefs, its effect in furthering the influence of the Church or the reputation of a saint--in general, by its relationshi+p to matters of faith Thus it happens that the chronicles of theas they are in their navete, their simplicity, their trustful credulity, and their pictures of a life and an attitude of iven as facts that test the greatest faith, strain the ination, and shock that innate respect for reality, that it is the purpose of modern education to inculcate [23]

This authoritative and repressive attitude of the Church expressed itself inof the period is an excellent example of this influence The instruction in the so-called Seven Liberal Arts rehout a period of half a dozen centuries--so acy to succeeding generations It represented mere instruction; not education As a recent writer has well expressed it, the whole knowledge and culture contained in the Seven Liberal Arts remained ”like a substance in suspension in a hout the whole ious ation ceased to exist The notable scientific advances of the Greeks, their literature and philosophy, and particularly their genius for free inquiry and investigation, no longer influenced a world do its children only for life in a world to come Not until the world could shake off this mediaeval attitude toward scientific inquiry and ress possible In a rough, general way the turn in the tide ca of the twelfth century, and for the next five centuries the Church was increasingly busy trying, like King Canute of old, to stop the waves of free inquiry and scientific doubt froainst the bulwarks it had erected

THE MEDIAEVAL EDUCATIONAL SYSTEM The educational systeed in its essential features until after the great awakening known as the Revival of Learning, or Renaissance This system we have just sketched For instruction in the ele we have the inner and outer monastery and convent schools, and, in connection with the churches, song schools, and chantry or stipendary schools In these last we have the beginnings of the parish school for instruction in the ele and the fundamentals of faith for the children of the faithful In the monasteries, convents, and in connection with the cathedral churches we have the secondary instruction fairly well organized with the _Trivium_ and the _Quadrivium_ as the basis At the close of the period under consideration in this chapter a few privately endowed gra to be founded to supplement the work of the cathedral schools (RS 141-143) In some of the inner monastery schools and a few of the cathedral schools we also have the beginnings of higher instruction, with theology as the one professional subject and the one learned career

[Illustration: FIG 50 EVOLUTION OF EDUCATION DURING THE EARLY MIDDLE AGES The relative weight of the lines indicates approxi which educational evolution took place in the later Middle Ages are here clearly marked out]

All these schools, too, were completely under the control of the Church

There were no private schools or teachers before about 1200 Only the chivalric education was under the control of princes or kings, and even this the Church kept under its supervision The Church was still the State, to a large degree, and the Church, unlike Greece or Ro upon itself as one of its ht what the Church approved, and the instruction was for religious and church ends The ave instruction in the monasteries were responsible to the Abbot, as in turn responsible to the head of the order and through him to the Pope at Rome Similarly the _scholasticus_ in the cathedral school and the _precentor_ in the song school were both responsible to the Bishop, and again through Archbishop and Cardinal to the Pope

THE FIRST TEACHER'S CERTIFICATES AND SCHOOL SUPERVISION Toward the latter part of the period under consideration in this chapter an interesting development in church school ad schools increased assistant teachers were needed, and the _scholasticus_ and _precentor_ gradually withdrew from instruction and became the supervisors of instruction, or rather the principals of their respective schools As song or parish schools were established in the parishes of the diocese teachers for these were needed, and the _scholasticus_ and _precentor_ extended their authority and supervision over these, just as the Bishop had doneand appointment of priests By 1150 we have, clearly evolved, the syste of all teachers in the diocese through the issuing, for the first time in Europe, of licenses to teach (R 83) The systeeneral council of the Church at Rome, in 1179, which required that the _scholasticus_ ”should have authority to superintend all the schoolrant them licenses without which none should presu be exacted for licenses to teach” issued by hi of fees for their issuance The _precentor_, in a similar manner, claimed and often secured supervision of all ele-school instruction

Teachers were also required to take an oath of fealty and obedience (R 84 b)

As a result of centuries of evolution we thus find, by 1200, a limited but powerful church school system, with centralized control and supervision of instruction, diocesan licenses to teach, and a curriculum adapted to the needs of the institution in control of the schools We also note the beginnings of secular instruction in the training of the nobility for life's service, though even this is approved and sanctioned by the Church

The centralized religious control thus established continued until the nineteenth century, and still exists to a ree in the school systeland, and some other western nations As we shall see later on, one of the big battles in the process of developing state school systeh the atteanization for this religious monopoly of instruction

QUESTIONS FOR DISCUSSION

1 Outline the instruction in an inner monastery school

2 Sho the mediaeval parish school naturally developed as an offshoot of the cathedral schools, and was supplemented later by the endowed chantry schools

3 What effect did the develop-school instruction have on the instruction in the cathedral schools?

4 Why was it difficult to develop good cathedral schools during the early Middle Ages?

5 About howwould be represented to-day by the Seven Liberal Arts, (_a_) assu the body of knowledge for each subject known to-day?

6 What great subject of study has been developed out of one part of the study of mediaeval rhetoric?

7 Why would dialectic naturally not be of ?

8 Characterize the instruction in arithes Would we consider such knowledge as of any value? Explain the attention given to such instruction

9 What great modern subjects of study have been developed out of the eoe of raphy, (b) astronoreat textbooks were in use for so many centuries indicate as to the character of educational progress during the Middle Ages?

12 Was the Church wise in adopting and sanctifying the education of chivalry? Why?

13 What iress came out of chivalric education?

14 What ideals and practices from chivalry have been retained and are still in use to-day? Does the Boy Scouts ?

15 Compare the education of the body by the Greeks and under chivalry

16 Compare the Athenian ephebic oath with the vows of chivalry

17 Picture the present world transferred back to a tiy was the one profession