282 PROFESSIONAL INSTITUTIONS. 



704. Our own country presents like evidences. In old 

 English days &quot; parish churches were often used as schools/ 

 says Pearson. And, according to Sharon Turner, 



&quot; The clergy were the preceptors of those who sought to learn . . . 

 to them the moral and intellectual education of the age was entrusted. 

 . . . Thus the Irish monk Maildulf, who settled at Malmesbury . . . 

 took scholars to earn subsistence.&quot; 



So was it, too, in subsequent days. We read in the samo 

 two authors that after the Conquest 



&quot;The numerous clergy scattered up and down through England had 

 a direct interest in promoting education. They eked out their scanty 

 stipends as tutors and schoolmasters.&quot; 



&quot; One of the first fruits of this 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 them 

 selves in instructing others. &quot; 



In exemplification may be named, as distinguished teachers 

 belonging to the priesthood during the Anglo-Saxon period, 

 Bede, Alcuin, Scotus Erigena, and Dunstan. And after the 

 Conquest, as teachers sufficiently conspicuous to be speci 

 fied, come Athelard of Bath, John of Salisbury, Alexander 

 Neckam, Roger of Hoveden, Duns Scotus. 



But here as elsewhere the secularization of teaching 

 slowly went on in sundry ways. Early in the 15th century 

 laymen here and there left money for the founding of 

 schoo]s. &quot;Warton, writing of the early part of the 16th cen 

 tury, says: &quot; The practice of educating our youth in the 

 monasteries growing into disuse, near twenty new grammar 

 schools were established within this period.&quot; At the same 

 time there was initiated a slow change in the character of 

 our universities. Beginning as clusters of theological stu 

 dents gathered round clerical teachers of wide reputation, 

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

 education only, and afterwards simulated it. Almost down 

 to the present day acceptance of the legally-established 



