[Sidenote: Simple methods of instruction.]
The students in the mediaeval universities were of all ages, from thirteen to forty, and even older. There were no university buildings, and in Paris the lectures were given in the Latin quarter, in Straw Street, so called from the straw strewn on the floors of the hired rooms where the lecturer explained the text-book, with the students squatting on the floor before him. There were no laboratories, for there was no experimentation. All that was required was a copy of the text-book,--Gratian"s _Decretum_, the _Sentences_, a treatise of Aristotle, or a medical book. This the lecturer explained sentence by sentence, and the students listened and sometimes took notes.
[Sidenote: The universities could move freely from one town to another.]
The fact that the masters and students were not bound to any particular spot by buildings and apparatus left them free to wander about. If they believed themselves ill-treated in one town they moved to another, greatly to the disgust of the tradespeople of the place which they deserted, who of course profited by the presence of the university. The universities of Oxford and of Leipsic, among others, were founded by professors and students who had deserted their former home.
[Sidenote: Course of study.]
The course in arts, which corresponded to our college course and led to the degree of Master of Arts, occupied six years at Paris. The studies were logic, various sciences,--physics, astronomy, etc.,--studied in Aristotle"s treatises, and some philosophy and ethics. There was no history, no Greek. Latin had to be learned in order to carry on the work at all, but little attention was given to the Roman cla.s.sics. The new modern languages were considered entirely unworthy of the learned. It must of course be remembered that none of the books which we consider the great cla.s.sics in English, French, Italian, or Spanish had as yet been written.
[Sidenote: Aristotle"s works become known in the West.]
104. The most striking peculiarity of the instruction in the mediaeval university was the supreme deference paid to Aristotle. Most of the courses of lectures were devoted to the explanation of some one of his numerous treatises,--his _Physics_, his _Metaphysics_, his various treatises on logic, his _Ethics_, his minor works upon the soul, heaven and earth, etc. Only his _Logic_ had been known to Abelard, as all his other works had been forgotten. But early in the thirteenth century all his comprehensive contributions to science reached the West, either from Constantinople or through the Arabs who had brought them to Spain. The Latin translations were bad and obscure, and the lecturer had enough to do to give some meaning to them, to explain what the Arab philosophers had said of them, and, finally, to reconcile them to the teachings of Christianity.
[Sidenote: Veneration for Aristotle.]
Aristotle was, of course, a pagan. He was uncertain whether the soul continued to exist after death; he had never heard of the Bible and knew nothing of the salvation of man through Christ. One would have supposed that he would have been promptly rejected with horror by those who never questioned the doctrines of Christianity. But the teachers of the thirteenth century were fascinated by his logic and astonished at his learning. The great theologians of the time, Albertus Magnus (d. 1280) and Thomas Aquinas (d. 1274), did not hesitate to prepare elaborate commentaries upon all his works. He was called "The Philosopher"; and so fully were scholars convinced that it had pleased G.o.d to permit Aristotle to say the last word upon each and every branch of knowledge that they humbly accepted him, along with the Bible, the church fathers, and the canon and Roman law, as one of the unquestioned authorities which together formed a complete guide for humanity in conduct and in every branch of science.
[Sidenote: Scholasticism.]
The term _scholasticism_ is commonly given to the philosophy, theology, and method of discussion of the mediaeval professors. To those who later outgrew the fondness for logic and the supreme respect for Aristotle, scholasticism, with its neglect of Greek and Roman literature, came to seem an arid and profitless plan of education. Yet if we turn over the pages of the wonderful works of Thomas Aquinas, we see that the scholastic philosopher might be a person of extraordinary insight and erudition, ready to recognize all the objections to his position, and able to express himself with great clearness and cogency.[175] The training in logic, if it did not increase the sum of human knowledge, accustomed the student to make careful distinctions and present his material in an orderly way.
[Sidenote: Roger Bacon"s attack on scholasticism.]
Even in the thirteenth century there were a few scholars who criticised the habit of relying upon Aristotle for all knowledge. The most distinguished fault-finder was Roger Bacon, an English Franciscan monk (d. about 1290), who declared that even if Aristotle were very wise he had only planted the tree of knowledge and that this had "not as yet put forth all its branches nor produced all its fruits." "If we could continue to live for endless centuries we mortals could never hope to reach full and complete knowledge of all the things which are to be known. No one knows enough of nature completely to describe the peculiarities of a single fly and give the reason for its color and why it has just so many feet, no more and no less." Bacon held that truth could be reached a hundred thousand times better by experiments with real things than by poring over the bad Latin translations of Aristotle.
"If I had my way," he declared, "I should burn all the books of Aristotle, for the study of them can only lead to a loss of time, produce error and increase ignorance."
So we find that even when scholasticism was most popular in the universities, there were keen-sighted scientists who recommended the modern scientific method of discovering truth. This does not consist in discussing, according to the rules of logic, what a Greek philosopher said hundreds of years ago, but in the patient observation of things about us.
[Sidenote: Review of the great changes between the break-up of the Roman Empire in the west and the end of the thirteenth century.]
We have now traversed somewhat over one half of the long period of fifteen hundred years which separates Europe of to-day from the disintegrating Roman Empire of the fifth century. The eight hundred years which lie between the century of Alaric, Attila, Leo the Great, and Clovis, and that of Innocent III, St. Louis, and Edward I, witnessed momentous changes, quite as important as any that have occurred since.
[Sidenote: The "dark ages."]
It is true that it seemed at first as if the barbarous Goths, Franks, Vandals, and Burgundians were bringing nothing but turmoil and distraction. Even the strong hand of Charlemagne curbed the unruly elements for only a moment; then the discord of his grandsons and the incursions of Northmen, Hungarians, Slavs, and Saracens plunged western Europe once more into the same anarchy and ignorance through which it had pa.s.sed in the seventh and eighth centuries.
Two hundred years and more elapsed after Charlemagne"s death before we can begin once more to note signs of progress. While we know little of the eleventh century, and while even its most distinguished writers are forgotten by all save the student of the period, it was undoubtedly a time of preparation for the brilliant twelfth century--for Abelard and St. Bernard, for the lawyers, poets, architects, and philosophers who seem to come suddenly upon the scene.
[Sidenote: The twelfth and thirteenth centuries a period of rapid advance.]
The Middle Ages may therefore be divided into two fairly distinct and quite different periods. The centuries prior to the age of Gregory VII and of William the Conqueror may, on account of their disorder and ignorance, be properly called the "dark ages," although they beheld some important stages in the transformation of Europe. The later Middle Ages, on the contrary, were a time of rapid and unmistakable progress in almost every line of human endeavor. Indeed by the end of the thirteenth century a great part of those changes were well under way which serve to make modern Europe so different from the condition of western Europe under the Roman Empire. The most striking of these are the following.
[Sidenote: Appearance of national states.]
(1) A group of national states in which a distinct feeling of nationality was developing had taken the place of the Roman Empire, which made no allowance in its government for the differences between Italians, Gauls, Germans, and Britons. The makeshift feudal government which had grown up during the dark ages was yielding to the kingly power (except in Germany and Italy) and there was no hope of ever reuniting western Europe into a single empire.
[Sidenote: The national states begin to deprive the Church of its governmental powers.]
(2) The Church had, in a way, taken the place of the Roman Empire by holding the various peoples of western Europe together under the headship of the pope and by a.s.suming the powers of government during the period when the feudal lords were too weak to secure order and justice.
Organized like an absolute monarchy, the Church was in a certain sense far the most powerful state of the Middle Ages. But it attained the zenith of its political influence under Innocent III, at the opening of the thirteenth century; before its close the national states had so grown in strength that it was clear that they would gradually rea.s.sume the powers of government temporarily exercised by the Church and confine the pope and clergy more and more to their strictly religious functions.
[Sidenote: Appearance of the commons or third estate.]
(3) A new social cla.s.s had come into prominence alongside the clergy and the knightly aristocracy. The emanc.i.p.ation of the serfs, the founding of towns, and the growth of commerce made it possible for merchants and successful artisans to rise to importance and become influential through their wealth. From these beginnings the great intelligent and educated public of modern times has sprung.
[Sidenote: Books begin to be written in the language of the people.]
(4) The various modern languages began to be used in writing books. For five or six hundred years after the invasions of the Germans, Latin was used by all writers, but in the eleventh and following centuries the language of the people began to replace the ancient tongue. This enabled the laymen who had not mastered the intricacies of the old Roman speech to enjoy the stories and poems which were being composed in French, Provencal, German, English, and Spanish, and, somewhat later, in Italian.
[Sidenote: The clergy lose the monopoly of learning.]
Although the clergy still directed education, laymen were beginning to write books as well as to read them, and gradually the churchmen ceased to enjoy the monopoly of learning which they had possessed during the early Middle Ages.
[Sidenote: Study of law, theology, and philosophy.]
[Sidenote: The universities.]
(5) Scholars began as early as the year 1100 to gather eagerly about masters who lectured upon the Roman and canon law or upon logic, philosophy, or theology. The works of Aristotle, the most learned of the ancients, were sought out, and students followed him enthusiastically into all fields of knowledge. The universities grew up which are now so conspicuous a feature of our modern civilization.
[Sidenote: Beginnings of experimental science.]
(6) Scholars could not satisfy themselves permanently with the works of Aristotle but began themselves to add to the fund of human knowledge. In Roger Bacon and his sympathizers we find a group of scientific investigators who were preparing the way for the unprecedented achievements in natural science which are the glory of recent times.
[Sidenote: Artistic progress.]
(7) The developing appreciation of the beautiful is attested by the skill and taste expressed in the magnificent churches of the twelfth and thirteenth centuries, which were not a revival of any ancient style but the original production of the architects and sculptors of the period.
General Reading.--The most convenient and readable account of mediaeval literature is perhaps that of SAINTSBURY, _The Flourishing of Romance_ (Charles Scribner"s Sons, $1.50). For chivalry, see CORNISH, _Chivalry_ (The Macmillan Company, $1.75). For Gothic architecture, see C.H. MOORE, _Development and Character of Gothic Architecture_ (The Macmillan Company, $4.50). For the art in general, LuBKE, _Outlines of the History of Art_ (Dodd, Mead & Co., 2 vols., $7.50). For the universities, RASHDALL, _History of the Universities of the Middle Ages_ (Clarendon Press, 3 vols., $14.00).
CHAPTER XX
THE HUNDRED YEARS" WAR
[Sidenote: Plan of the following four chapters.]
105. In dealing with the history of Europe during the fourteenth and fifteenth centuries the following order has been adopted. (1) England and France are treated together, since the claims of the English kings to the French crown, and the long Hundred Years" War between the two countries, bring them into the same tale of disorder and final reorganization. (2) Next the history of the papal power and the remarkable efforts to better the Church at the great Council of Constance (1414) are considered. (3) Then the progress of enlightenment is taken up, particularly in the Italian towns, which were the leaders in culture during this period. This leads to an account of the invention of printing and the extraordinary geographical discoveries of the latter part of the fifteenth century. (4) In a fourth chapter the situation of western Europe at the opening of the sixteenth century is described, in order that the reader may be prepared to understand the great revolt against the Church under the leadership of Martin Luther.
[Sidenote: Extent of the king of England"s realms before Edward I (1272-1307).]