CONTENTS.

INTRODUCTION.

CHARLEMAGNE and Napoleon I.

The Carolingian Empire contrasted with modern France

PROGRESS OF CHRISTIANITY AND DECLINE OF PAGANISM PRIOR TO

THE AGE OF CHARLES THE GREAT

Gaul under the Empire

Hostility of the Church to pagan learning.

The true origin of this hostility

Pagan literature condemned by the authoritative utterance of the

Church .

Counter-intolerance of paganism

Decree of Julian against Christian teachers, A.D. 363

Impolitic severity of this measure

Testimony of Jerome to the growing neglect of pagan literature

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Two distinct theories as to the advantages derivable from the study
of that literature always discernible in the Church

Difficulties of the position of the Christian educator at this

period

A USONIUS

Character of the education imparted in the imperial schools.

Opportunities afforded by his high position and by circumstances

Ausonius unequal to the occasion

15

Character of his genius

SIDONIUS APOLLINARIS

Circumstances of his age compared with those of that of Ausonius

Triviality of tone that pervades his writings

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His literary sympathies opposed to the theory prevalent in the

Church in his time

That theory had not yet succeeded in finding complete expression
in practice

Final overthrow of the Roman or pagan traditions

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His theory in relation to the study of the Scriptures .

The four Scriptural senses.

He enjoins active and laborious duties on the monk

The monastery a school for heaven

Points in which the rule of Cassian harmonised with the Frankish

character

centuries

Rapid progress of monasticism in Gaul in the fifth and sixth

30

The monastic and episcopal schools supplant the municipal schools
Character of the education they imparted

Compact between the Teutonic conqueror and the Latin clergy 32

The traditions of the schools of Cassian unfavourable to the literary

spirit

Decline of theological learning in these schools

His testimony to the decay of learning

His representations confirmed by the internal evidence of his

CHAPTER I.

CHARLES THE GREAT AND ALCUIN; OR, THE SCHOOL OF THE PALACE.

ST. BONIFACE-continued.

Introduction of the Benedictine rule.

Its leading characteristics.

Provision made for regular study among the monks

Boniface in Frankland

Measures of Church reform

Foundation of the abbey at Fulda

Alliance between Rome and the Carolingian dynasty.

Influence of Boniface with respect to education

ACCESSION OF CHARLES

He meets Alcuin at Parma

His previous efforts in the cause of letters

Paulus Diaconus

TEACHERS AT YORK: Elbert and Eanbald.

Position of Alcuin at York

He accepts the office of instructor of the Palace School

The episcopal or cathedral school at York

Its tradition of learning

THE TEACHING OF GREGORY THE GREAT

Theories associated with the fall of Rome

The pagan tradition

Views of Christian writers

PAGK

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Harmony between his views and the Carolingian policy

THE LIBRARY AT YORK AND THE AUTHORS STUDIED BY ALCUIN

Boethius

Mistrust with which it was consequently regarded by the teachers

at York

Their apprehensions not altogether without reason

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66

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THE LIBRARY AT YORK, &c.-continued.

The absence and presence of the treatise alike significant

Influence of the foregoing text-books on subsequent learning

Favour with which Charles regarded foreigners

Character of its members

Practical nature of Charles' designs

Charles' own acquirements

Members of the circle: Charles and his sons

Conditions under which Alcuin's instructions were imparted

His sister, his wife (Liutgarda), and his daughter

Angilbert, Adelhard and Wala, Riculfus, Einhard, Fredegis

Names assumed by members of the school

Alcuin's admiration of Charles

His post a laborious one

Advantages under which he taught

Limitations with which the term grammatica was employed

by Alcuin

Illustration from Ozanam of superficial critic'sm in relation to the

learning of the period

Alcuin's attempts to amuse his scholars

His RHETORIC:

His definition of rhetoric.

Meagre treatment of the subject

He descants on the qualifications of the orator

His distinction between the moral philosopher and the Christian

teacher

His LOGIC:

Traditional views of the Church with respect to the dialectic

art.

Alcuin's treatment of arithmetic and astronomy

THE PALACE SCHOOL-continued.

His explanation of an astronomical phenomenon .

Alcuin as a THEOLOGIAN: .

His controversy with the Adoptionists

His adherence to the traditions of the Latin Church.

His influence specially discernible in the promotion of a

spirit of deference for authority

His tendency to an allegorical interpretation of Scripture

Influence of his example in this direction.

The pretensions of mediaeval and modern teachers contrasted

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Difficulties of Alcuin's position

His contradictions in questions of metaphysics

'Substance,' 'essence,' and 'being'

Divergence in theory among his successors

Fredegis as a Realist

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Alcuin's chief friends: Arno, Benedict of Aniane, and Theodulfus

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Charles obtains the services of teachers of singing, grammar, and

arithmetic from Rome

Defective state of MSS. at this period .

Charles causes a Homilary to be prepared for use in the churches.

Capitularies respecting the clergy

Capitulary of A.D. 789

Every monastery to have its school

THEODULFUS: his Capitulary to the clergy of his diocese

He initiates a system of free education

Criticisms of Gibbon and Lorenz on the period compared

Circumstances that induce Alcuin to wish to retire from his post

His ordeals in the Palace School

Frequent journeys.

Excitement of successive wars.

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