PROFESSIONAL INSTITUTIONS. 271* 



direct interest in promoting education. They eked out their scanty sti- 

 pends as tutors and schoolmasters." 



" One of the first fruits of the revival of literature in England, was the 

 universal establishment of schools. To every cathedral, and almost to 

 every monastery, a school was appended. . . . Few persons of any note 

 appear to us among the clergy, during the century after the conquest, who 

 did not during some part of their lives occupy themselves in instructing 

 others." 



In exemplification may be named, as distinguislied teacliers belong- 

 ing to the priesthood during the Anglo-Saxon period, Bede, Al- 

 cuin, Scotiis Erigena, and Dunstan. And after the Conquest, as 

 teachers sufficiently conspicuous to be specified, come Athelard 

 of Bath, John of Salisbury, Alexander Neckam, Roger of Hove- 

 den, Duns Scotus. 



But here as elsewhere the secularization of teaching slowly 

 went on in sundry ways. Early in the fifteenth century laymen 

 here and there left money for the founding of schools. Warton, 

 writing of the early part of the sixteenth century, says : " The 

 practice of educating our youth in the monasteries growing into 

 disuse, near twenty new grammar schools were established within 

 this period." At the same time there was initiated a slow change 

 in the character of our universities. Beginning as clusters of 

 theological students gathered round clerical teachers of wide 

 reputation, they, while growing, long continued to be places for 

 clerical education only, and afterward simulated it. Almost 

 down to the present day acceptance of the legally-established 

 creed has been in them a condition to the reception of students 

 and the conferring of distinctions ; and they have all along pre- 

 served a teaching and discipline conspicuously priestly. We 

 have residence in colleges under a regime suggestive of the mo- 

 nastic ; we have daily attendance at prayers, also monastic in its 

 associations ; and we have the wearing of a semi-priestly dress. 

 But gradually the clerical character of the education has been 

 modified by the introduction of more and more non-religious sub- 

 jects of instruction, and by the relaxation of tests which a domi- 

 nant ecclesiasticism once imposed. So that now the greater part 

 of those who " go to college," do so without any intention of en- 

 tering the Church : university teaching has been in a large meas- 

 ure secularized. 



Meanwhile the multiplied minor teaching institutions of all 

 grades, though they have in the majority of cases passed into the 

 hands of laymen, still, in considerable measure, and especially 

 throughout their higher grades, retain a clerical character. The 

 public schools in general are governed by ecclesiastics ; and most 

 of the masters are, if not in orders, preparing to take orders. 

 Moreover, a large proportion of the private schools throughout 

 the kingdom to which the wealthier classes send their sons^ are 



