270* THE POPULAR SCIENCE MONTHLY. 



culture as survived was to be found only in ecclesiastical institu- 

 tions, and out of them grew up afresh. As Hallam says : 



" The praise of having originally established schools belongs to some 

 bishops and abbots of the sixth century. They came in place of the 

 Imperial schools overthrown by the barbarians. . . . The cathedral and 

 conventual schools, created or restored by Charlemagne, became the 

 means of preserving that small portion of learning which continued to 

 exist." 



Mosheim, describing the Church of the sixth century, further tells 

 us that in the cathedral schools the clerical teacher " instructed 

 the youth in the seven liberal arts, as a preparation for the study 

 of the sacred books ; " and that in the monasteries " the abbot or 

 some one of the monks instructed the children and youth that 

 were devoted to a monastic life." These last facts verify the state- 

 ment, made at the outset, that primarily instruction, whether given 

 to lay or clerical youth, concerned itself directly or indirectly with 

 religious propitiation : the avowed purpose, as expressed by the 

 Council of Yaison, being to make the young " attach themselves 

 to holy books and to know the law of God." 



Subsequent centuries of wars and social derangements wit- 

 nessed a decay of these ecclesiastical teaching institutions, notwith- 

 standing efforts from time to time made by popes and bishops to 

 reinvigorate them. But, as was to be expected, when there began 

 to arise lay teachers, there arose clerical resistance. Then, as al- 

 ways, the priestly class disliked to see the instruction of the 

 young falling into other hands. In France, for example, the 

 Chancellor of Ste. Genevieve, who granted licenses to teach at the 

 Paris University, used his power sometimes to exclude able men, 

 sometimes to extort money, and had repeatedly to be restrained 

 by papal injunctions. So, too, was it in Germany. 



" All the professorial posts in the Universities were in the hands of the 

 clergy, until the end of the fifteenth, and even into the sixteenth, century." 



In Heidelberg, 1482, " a layman was for the first time, after a severe 

 struggle, allowed to become a professor of medicine." 



" The general admission of lay professors to clerical offices did not take 

 place until 1553." 



Our own country presents like evidences. In old English 

 days " parish churches were often used as schools," says Pearson. 

 And, according to Sharon Turner, 



" The clergy were the preceptors of those who sought to learn ... to 

 them the moral and intellectual education of the age was intrusted. . . . 

 Thus the Irish monk Maildurf, who settled at Malmesbury . . . took schol- 

 ars to earn subsistence." 



So it was, too, in subsequent days. We read in the same two au- 

 thors that after the Conquest 



" The numerous clergy scattered up and down through England had a 



