INTRODUCTION 



8th Century ordered the opening of schools, but more 

 than two centuries again passed away before learning 

 had made much progress. A rapid survey is there- 

 fore made of the first stage therein the Philosophy 

 of Scholasticism, apart from its merely dialectic teach- 

 ing, but embracing the conflicting views of Plato and 

 Aristotle, the ideal existence of Form and Matter, and 

 the foundation upon which rest the diverse doctrines 

 of the Realists and Nominalists. ' 



The emptiness of scholastic learning caused 

 ROGER BACON to revolt against such teaching. 

 He was wise beyond his time, and suffered, as such 

 men often suffer: a wasted life and long imprisonment 

 as a reward for his premature wisdom. 



The philosophy and learning of the "Schoolmen" 

 produced no useful results. All persons then believed 

 in " a-priori " reasoning only, and looked with con- 

 tempt upon the investigation of Nature and upon 

 empirical research. The belief in Alchemy and in 

 Astrology was widespread and general. Alchemy 

 was pursued chiefly in the search for the " Philoso- 

 pher's Stone," or power of transmuting other metals 

 into gold. Astrology was sought for to render its 

 magic aid. Yet these false sciences, by causing men 

 to experiment, to watch phenomena and observe the 

 heavens, taught mankind far more than a thousand 



(xiv) 



