§ 87. THE INQUISITION. PROCEDURE AND PENALTIES. 533
a grand scale was reserved for the days of Philip II. and the Duke of Alva in the sixteenth century.
In England, the methods of the Inquisition never had any foothold. When the papal agents arrived to prosecute the Templars, King Edward forbade the use of torture as contrary to the common law of the realm. The flogging of the Publicani, who are said to have made a single English convert, has already been referred to. In 1222 a deacon, who had turned Jew, was hanged.1 The parliamentary act for burn ing heretics, passed in 1401, was directed against the fol lowers of Wyclif and the Lollards. It was not till the days of Henry VIII. that the period of prosecutions and burnings in England for heresy fully began.
1 See Stubbs, Const. Hist., II. 353 (note) sqq., who says that if there was any persecution for heresy before 1382, it must have taken the ordinary form of prosecution in the spiritual court. See Prof. Maitland, Can. Law in the Church of England, p. 158 sq.
CHAPTER XL
UNIVERSITIES AND CATHEDRALS.
§ 88. Schools.
LITERATURE: JOHN OP SALISBURY: Mctaloyicus, Migne, 199. 823-946. — GUIBERT OF NOGENT : Da vita sua, I. 4-7 ; Migne, 153. 843-850. — A. H. L. HEEREN : Gesch. d. class. Lit. im MIA., 2 vols. Getting., 1822. — S. R. MAITLAND : The Dark Ages, Essays on the State of Bel. and Lit., 800-1200 A.D., Lond., 1845, 5th ed. 1890.— H. HEPPE : D. Schulwesen d. MIA., etc., Marb., 1860. — SCHAARSCHMIDT : J. Saresberiensis (John of Salisbury), Leip., 1862. — LEON MAITRE : Les ecoles episcopates et monastiques de Voccident, 768-1180 A.D., Paris, 1866. — E. MICHAUD : G. de Champeaux et les ecoles de Paris au 12e siecle, Paris, 1867. — J. B. MULLINGER: The Schools of Chas. the Great, Lond., 1877 ; Hist, of the Univ. of Cambr. to 1535, Cambr., 1873. — *R. L. POOLE : The School of Chartres, being chap. IV of his Illustr. of the Hist, of Med. Thought. — *F. A. SPECHT : Gesch. d. Unterrichtswesens in Deutschland von d.altesten Zeiten Us zur Mitte des ISten Jahrh., Stuttg., 1885. — *A. and G. SCHMID : Gesch. d. Erziehung bis auf unsere Zeit, pp. 94-333, Stuttg., 1892. — Miss DRANE : Christ. Schools and Scholars, Lond., 2d ed. 1881. — *J. E. SANDYS: A Hist, of Class. Scholarship from 600 B.C. to the end of the M. A., Cambr., 1903. — MIRBT : Publizistik im Zeitalter Greg. VII., pp. 104 sqq. — RASHDALL : Universities, vol. I.
EDUCATION and the advance of true religion are insepara ble. The history of literary culture in this period is marked by the remarkable awakening which started in Western Europe in the latter part of the eleventh century and the rise of the universities in the twelfth century. The latter was one of the most important events in the progress of the intellectual development of the race. The renaissance of the eleventh century showed itself in a notable revival of interest in schools, in the appearance of eminent teachers, in a renewed study of the classics, and in an enlarged sweep of the human mind.
The municipal schools of the Roman Empire were swept away by the barbarian invasions of the fourth and fifth cen turies, and few vestiges of them were left. The weight of
§ 88. SCHOOLS. 535
opinion in the Church had been hostile to Pagan learning from the time of Tertullian and Jerome and culminated in Justinian's act, closing the university of Athens. But it is doubtful whether the old Roman schools would have with stood the shock from the assaults of Goth, Vandal, and Hun, even had Church teachers been friendly to classical literature.
The schools of the earlier Middle Ages were associated with the convents and cathedrals, and it was not till the thirteenth century that the municipal school appeared again, and then it was in the far North, in Germany, and the Low lands. The first name in the history of the new education is Cassian who founded the convent school of St. Victor, Marseilles, 404. But it was to Benedict of Nursia that Western Europe owed the permanent impulse to maintain schools. The Benedictine Rule made education an adjunct of religion, provided for the training of children by members of the order, and for the transcription of manuscripts. To the Benedictines, especially to the Cistercians, are our libra ries indebted for the preservation of the works of classical and patristic writers.
The wise policy of Charlemagne in establishing the Palace school, a sort of normal school for the German Empire, and in issuing his Capitularies bearing on education, and the policy of Alfred in England, gave a fresh impulse to learning by the patronage of royalty. Alcuin at the court of Charlemagne, Asser in England, and John Scotus Erigena at the court of Charles the Bold, were some of the more emi nent teachers. It is possible the education was not confined to clerics, for convents had two kinds of schools, the one, the interior, for oblates intended for the monastery, and the exterior school which seems to have had a more general character. The cathedral schools had for their primary, if not for their sole purpose, the training of youth for cathe dral positions — canonici puri. The main, if not the exclu sive, purpose of education was to prepare men for the priesthood a'nd the convent.1 In the eleventh century all
1 See Mullinger, Schools of Chas. the Great, pp. 31 sqq.; Rashdall, p. 28; Hauck, IV. 450, etc.