Christian schools and scholars

Preface

The following pages have been written with the view of presenting a general and connected sketch of the history of Christian Education down to the period of the Council of Trent, illustrated from the lives of those who have, in successive ages, taken part in that great work. A subject extending over so wide a field could of necessity be only partially treated, and it seems desirable, therefore, to explain certain omissions which might otherwise cause disappointment. It was believed that the object aimed at would, in most cases, be better accomplished by introducing thq reader to the teachers themselves, than by undertaking to give a complete account and critical examination of their writings. Such an examination would properly enter into a history of Christian Literature, a grand ciesideratum indeed, but one which the present volumes makes no pretensions to supply. Again, for obvious reasons, the philosophical and theological controversies connected with the lives of the great men who form the subjects of the following studies, have vi Preface.

been designedly touched on with the greatest possible brevity : the history of such controversies seeming to belong to Ecclesiastical- History, and to be unsuitable in a work like the present.

It has been the wish of the writer to treat the subject from a purely historical point of view, and to increase the value of the narrative by, as far as possible, preserving the colouring, and sometimes even the very language, of the original historians.

The notes appended to the text will ^w^ a general idea of the authorities whence the matter has been derived.. The Ecclesiastical Histories of Fleury and Rohrbacher have furnished the groundwork of the general narrative. In the account of the Irish schools, the chronology and the main facts have been drawn from Lanigan's Ecclesiastical History of Ireland. The sketch of the restoration of letters under Charlemagne has been chiefly taken from Crevier's Histoire de /' University de Paris, Launoy's Treatise De Sckolis Celebrioribiis^ and the various livesj both ancient and modern, of Charlemagne. In the chapters referring to the subsequent history of the Dark Ages, constant use has been made of the Acta Sanctorum Ords S, Benedicti, by D'Achery and Mabillon, and of the collections of the Lives oi the Saints by Surius and the Bollandists ; also of the Vetera Analecta of Mabillon, the Spicilegium of D'Achery, the Amplissima Colleciio of Martene, and the Histoire Litteraire de la France^ by the Benedictines of St. Maur. Much

Preface, vii

valuable matter has also been derived from the Monu- ■menta Gerynaniic Hisfo7'ica of Pertz, and the collection of ancient German Chronicles by Meibomius ; the account of the school and scholars of St. Gall's beingtaken from Ekkehard's History De Casibus S. Galli, printed in the first volume of Goldasti's collection, and from the Benedictine Life of B. Notker. The notices of the foreio^n universities are chiefly drawn from Crevier. and from Tiraboschl's Storia della Letteratura Jtaliana, which latter work has been almost exclusively used in the chapters on the Renaissance in Italy. The chapter on the Dominicans and the Universities is compiled from a considerable number of authorities ; chiefly, Touron's Vies des Homines Jllustres, the Scriptoi'es Ordinis Prcsdicaiorum hy Echard and Quetif, the French translation of Dr. Sighart's Life of Albert the Great, and the Constitutions of the Order,

The sketches of our English schools and universities are mostly derived from Wood's Antiquities of Oxford, Ayliffe's Ancient and Pi^esent State of the University of Oxford, and Dugdale's Monasticon ; whilst various notices of early English scholars have been gathered from Wrights Biographia Britannica, Warton's History of English Poetry, and the original lives of the English Saints, as given in the three collections already named. Hallam's Literary History of Europe, and Ranke's History of the Popes ^ have also been made considerable use of in treating of the period of vili Preface.

the Renaissance, while the sketches of Colet and Pole have been drawn from their respective lives by Knight and Philipps. Pallavicini's History of the Council of Trent, and Touron's Life of St. Charles Borro77teOy have furnished the chief materials for the concluding chapter of the work.

St. Dominic's Convknt, Stone, May 1867.

Chapter I

RISE OF THE CHRISTIAN' SCHOOLS. \.T>. 6o TO 543.

y.w.R St. Mark at Alexandria. The canonical life of the cleigy gives vise to the foundation of the Episcopal schools. The school of the Patriarchium at Rome. Decrees of early Councils regarding the education of the clergy. Catechetical schools. The public schools of the Empire, and their distinctive character. The Christian method of education, as explained by St. Basil and St, Augusline. The Monks of the desert, and the first germ of monastic schools. The rules of St. Pachomius, St. Cresarius, and St. Leander of Seville. Domestic education among the early Christians. The destruction of the Imperial schools on the fall of the Empire. General decay of letters. Some degree of learning survives in the ecclesiastical schools. The schools of Gaul in the fifth century. Eocthius and Cassiodorus. 'I"he academy of Toulouse. The seminaries of Tours and T.erins . ....... l

CHAPTER n.

SCHOOLS OF BRITAIN AND IRELAND. — A.D. 380 TO S90.

Mission of St. Ninian. St. Gennanus and St.- Lupus in Britain. Colleges established by them. The rule of St. David. St. Palladius in North Britain. St. Kentigern at Glasgow, and Llan-Elwy. St. Cadoc and St.- Gildas. Early history of St. Patrick. His arrival in Ireland. Rapid extension of schools and monasteries in ihr.t Island. Aran of the Saints. Clonard. St. Finian, St. Kieran, and St. Columba. St. Kieran founds the monastery of Cluain-Macnois. St. Fintan at Ciuain-Ediiech. St. Comgall the founder of Benchor. Scholars of Benchot : St. Colunibanus and St. Luanus. St. Luanus the founder of Clonfert. The voyage of St, Brendan, St; Carthag the founder of Llsmore. Character of the Irish learning. The labours of the Irish sch(;lars ni foreign countries ; in France, Italy, Germany, and Iceland. lona and its scholars . . 35

CHAPTER HI,

ANGLO-SAXON SCHOOLS. — A.D. 590 TO 875.

State of Europe at the beginning of the sixth century. St, Gregory the Great. The mission of St. Augustine, The first EnglUh library. St, Augustine's monastery nt Canterbury. The schools of Lindisfarne and Ripon. Aich-

X Contents.

PAGE

bisliop Tlieodore and Abbot Adrian. The school of Canterbury and its scholars. St. Aldhelm, and a sketch of his school studies. St. BennCt Biscop founds his two monasteries of Wearmoutli and Jarrow. His collection of books and pictures. The manner of life in these monasteries. The Venerable' Bede : a sketch of his life and learning. His scientific writings. The grammatical formation of modern languages mainly the work of the monastic scholars. St. Bede's labours on the formation of English. His death. The school of York under Archbishops Egbert and Albert. Alcuin receives his education here. Its noble library. Manner in which the Bishops personally directed the studies of their young clergy. Danish invasions, and ruin of the Anglo- Saxon schools. Destntction of Lindisfarne . * * « . 56

CHAPTER IV.

ST. BONIFACE AND HiS COMPANIONS. — A.D. 686 TO 755.

Birth of St. Boniface. His early monastic life. The English missions in, Friesland. St. Wilibrovd, St. Boniface passes OTer into Germany. Story of St. Gregory of Utrecht. The canonical life of the clergy established among the missionaries. Episcopal monasteries and schools. St, Luidger : his childhood and his monastic foundations. Virgil, Bishop of Salaburg, and !iis supposed errors, and condemnation by Pope Zachary. Schools founded by St. Boniface. Letters from him and St. Lullus to English friends. Correspondence between Boniface and the Abbess Edburga. The nuns of Wimbonrne and their learned pursuits. St/ Lioba's first letter to St. Boniface. Her Latin verses. New foundations in Germany. St. Sturm. The great foundation of Fulda. St. Boniface sends to England for some nuns. St. Walburga and St. Lioba cross over to Germany. The studies of St. Lioba. Reform of the Prankish Church by St. Boniface. He is appointed Papal Vicar, His interest in the state of religion in England. The Council of Cloveshoe, and its decrees on the subject of education. Martyi-dom of St. Boniface # , c 89

CHAPTER V.

CHARLEMAGNE AND ALCUIN. — A.D. 747 TO 804.

Decay of letters and Church discipline in Gaul under the Merovingian dynasty. Prospects of a reform under Pepin. St. Chrodegang of Metz. Accession of Charlem.igne, His early teachers : Paul Warnefrid, St Paulinas of Aquileja. Alcuin is invited over into France. Foundation of the Palatine school. Nature of the studies introduced by Altuin. They are chiefly ecclesiastical. Proof, however, that classical studies -were not entirely neglected. Charlemagne's application to study of all kinds. His introduction of the Roman chant. His attempts" to perfect the Tudesque or German dialect. Method of teaching of the An(;lo-Saxon scholars. Their fondness for dialogues and enigmas. Alcuin's correction of the Hturgical books. Schools of copyists founded in monasteries. Charlemagne's public schools. Proofs that these wefe in every sense monastic schools. Difference between the exterior and interior schools of the

Contents. ^^

PAGE

Benedictine monasteries. University of Paris, properly so called, of far later date. Great men who took part in the restoration of learnmg under Charlemagne : Theodulph of Orleans, Smaragdus St. Benedict Anian. St. Adalhard. Alcuin at Tours. Clement and Dungal. Death of

. t 113 Alcuin

CHAPTER VI.

THE CARLOVINGIAN SCHOOLS.— A.D. 804 to 90O.

The Palatine school atter the death of Alcuin. Scotus Evig-na. The great monastic schools. Rabanus Maurus. A visit to Fulda. Rabanus and his scholars i Lupus of Ferri^res, Walafrid Strabo, Otfried. oec. ; their writings and charactevs. Cultivation of the German vernacular by the Fulda scholars. Troubles of Rabanus. He becomes Archbishop of Mentz His controversies with Scotus and Gotteschalk. Classical studies of Lupus of Ferrieres, Heiric, and Remigius of Auxerre. Remigms founds the schools of Paris. Old Corby and its Scholasticus. St. Paschasius Radpert : his early education. Importance attaclied to the study of music. St. Anscharius and New Corby. Reiclinau and St. Gall. Description of St Gall Its great monastic school ; varieties of studies pursued there' Reichnau. Storyof Meinrad. Generalcharacterofmonasticsiudies examined and illustrated. The classics. The study of the Scriptures 144

CHAPTER VII.

KING ALFRED. — A. r). 873 TO 900.

His restoration of learning

CHAPTER VIII.

ST. DUNSTAN AND HIS COMPANIONS.— A. D. 924 TO 992*

Restoration of monastic schools under St. Dunstan, St. Oswald, and St. Ethel-

wold. Foundation of Ramsey Abbey. Bndferth . . . . 212

CHAPTER IX.

THE IRON AGE. — A.D. 900 TO lOOO.

Popular noticyns of the tenth century. Explanations of the causes of social disorder in that century. The break-up of Charlemagne's empiK . Incursion-; of Normans, Saracens, and Huns. Destvnction of monasteries and their schools. Gonceaiment of books. Anecdotes of the time. The relics of St. Evroult.- Efforts made by the Popes and Bishop^ to preserve a knowledge of sacred letters. Heracliue of Liege- Fulk of Rheirns attempts to restore the monasteries. The foundation of Ciany. St. Udo and St. Maieul. Stories from their lives illust.ating the state of learning at this time. Abbo of Fleury and his tr.^vels in search of science. Restoration of the abbey of Gorze. John of Gorze and his studies. \ illage schools existed at this time ^ < ^ xii Contents,

CHAPTER X.

THE AGE OF THE OTHOS. — A.D. ()\\ TO IO24.

PAGE

Prosperous stale of Germany uiiJcr her great euipeiois. The school of Utrecht, the fashionable school of the German nobles. St. Bruno : his education and after-career. Ratherius of Verona. The example of Bruno imitated by other Bishops, who found and restore episcopal schools. Poppo of Wurtzburg. Sketch of some early masters. Wolfgang's school-days. St. Udalric of Augsburg. St. Bernward of Hildesheim. His early School-days. He becomes Bishop of Hildesheim, and restores the school. His disciples. Story of Bennon of Misnia nnd his master Wigger. St. Meinwcrc of Paderborn. St. Adalbert of Prague. Anecdotes of these early schools, showing the nature of their studies and discipline. The schoolmasters of St. Gall : Notker, Radpert, Tutilo, and Ekkehard. Stories from their lives. Duchess Hedwiga, and the Greek studies of St. Gall. Familiarity of schoolboys with their masters. Anecdotes. Amiable character of the monastic Scliolastici. The career of Gerbert. His science and his disciples. Guy of Arezzo. Hroswilha, the nun of Gnndersheim ....... . ,, 254.

CHAPTER XL

THE SCHOOLS OF BEC. A.D. lOOO TO II35.

Close of the dark ages. Change observable in the scholastic system. First appefirance of lay professors, who teach for gain. Character of the new teachers. Berengarius, a pupil of Fulbert of Chartres. Errors and character of Berengarius. The foundation of Bee. Vocation of Lanfranc. He opposes Berengarius. St. Anselm, as scholasticus of Bee. Their influence on learning in England. Anecdotes of English monasteries at this time. Encouragement of learning by Henry Beauclerk. Athelhard of Bath. Odericus Vitalis ........ 300

CHAPTER XII.

THE RISE OF SCHOLASTICISM. A.D. IO49 TO I200.

State of letters in Italy at the beginning of the twelfth century. Law schools of Bologna, founded by Irnerius. Other Italian schools. St. Peter Damian, scholasticus at Parma. His writirrgs and poetry. The monastic masters still eminent. ^Vuecdotes of some of them. Revival of classical studies in their schocJsat this time. Multiplication of books and libraries. Extraordinary activity of copyists. The libraries of Tegernsee and St. Emmeran's, Othloims and his studies. Customs of Cluny. Earliest known versions of the Scripture in the vulgar tongue. Frequent mention at this period of conversions to religious life of learned men. St. Bruno, founder of the C;irthusians. Odo of Tournay. Stories of their lives: Odo's school and disciples. The Nominalists and Realists^ 'J'he state of the school of Paris. Notice of its most celebrated masters, Bernard

Contents. xui

PAGE

of Chartres and his excellent system. Anselm of Laon. William of Champeaux. Abelard and his career. Scliolasticism. Origin of the system of graduation. The school of St. Victor rises in opposition to the new school of scholastics. Character of its teaching. State of the schools as exhibited in the life of John of Salisbury. The heretical bias of the new independent professors. Their neglect of classical studies, and exclusive preference given by them to logic. The Cornificians. Scholastic sophistries. Peter Lombard, the real founder of scholastic ^ theology. Gradual rise of theUniversily of Paris . . , . 324

CHAPTER XIU.

PARIS AND THE FOREIGN UNIVERSITIES. — A.D. II50 TO I250. Paris University in the thirteenth centnry. Its popularity. Its want of moral discipline, Toul change by this tijne effected in the system of education, which has become exclusively intellectual. A sketch of the state of the Paris schools. Rise of the collegiate system to meet these evils. Early Parisian colleges. The monasteries and tlie Bishops obliged to send their students to the universities. Academic statutes of Robert de Courjon. Partial adaptation of the monastic system. Amount of tirtie given by the (^afliolic system to religious duties. Decay of aits and rhetoric Predominance of dialectics and law. Good and bad results of this. Necessary part of the mental development of Europe. Book trade in Paris University, Anecdotes of great men. Maurice of Sully. Fulk of Neuilly. Universities of Bologr.a, Padua, Naples, &c. Exertions of the Popes in the cause of education. Examination of the university system. Its result on the education of the clergy. From this date. to the Council of Trent Church seminaries disappear. The old system of episcopal seminaries contrasted with that of universities. Political and religious errors fostered at the universities. Their support of State supremacy. Heresies which sprang out of the abuse of scholasticism, and the predominance of reason , . . . . . , . . 366

CHAPTER XIV.

THE DOMINICANS AND THE UNIVERSITIES.— A.D, I215 TO I3OO.

The foundation of the Dominican Order. Devotion to theological studies one of its primary objects. Its system of graduation. Its schools established in connection with the universities. Exactly adapted to correct the evils of those institutions. Albert the Great. His scientific writings. St. Thomas and his philosophy. Reconciliation of divine and human science the work of St. Thomas. Other great Dominican professors and \vriters. Vincent of Beauvais. The study of Oriental languages encouraged by the Dominican Order. Decrees of the Council of Vienne. Proofs of the existence of Oriental professors at Paris and Oxford, notwithstanding the denial of Hallam. Oriental scholars. Dominican mfluence on art. Contemplative character of the early scholastic theologians ..,.,-...., 410 xiv Contents,

CHAPTER XV.

ENGLISH SCHOOLS AND UNIVERSITIES.— A. D. 1 1 49 TO II70.

PACE

Early history and legends cf Oxford. Its old inns and halls. Its early masters and scholars, previous to the thirteenth century. Want of regular discipline, and tumults among the scholars. Robert Pullus restores sacred studies. Curious illustrations of the state of studies. Rise of Cambridge University. Giraldus Cambrensis. Schools of Reading, Ramsay, St. Albans, &c. Alexander Neckham and his writings. London schools. School of Semprlngham. Old English poor-schools. What was taught in them, and how 45^

CHAPTER XVI.

OLD OXFORD. — A.D. I200 TO 1300.

Desciiption of Oxford in the tliirteenth century. Its custom.s. St, Edmund of Canterbury, Robert Grosteste. The arrival of the Friars. Distinguished Dominican and Franciscan scholars, Roger Bacon. Nicholas de Lyrsi. St. Richard of Chichester, Chancellor of Oxford. Opposition of the secular clergy to the mendicants. Decay of pure I.atinity. KiU warby, and John cf Peckhani. St. Thomas of Hereford, Chancellor of Oxford. Rise of Oxfoid Colleges, Baliol and Merton Colleges. The monastic colleges of Gloucester and Durham. I'^xeter College . 476

CHAPTER XVII.

DANTE AND PETRARCH.— A.D, 1 3 CO lO I400.

Dante regarded as the representative university student of the thirteenth century. Character of his learning as shown by a critical examination of his poem. His theology, scholastic learning, acquaintance with learned languages and love of science, especially of music and astronomy. His political views. The anti-papal tendencies of the universities. Petrarch and his revival of classical taste:i. Share taken in the revival by Italian monks. Ambrose Traversari. State of letters in France under Charles V. EiTect of the Galilean and anti-papal doctrines inircdured by Philip le Bel hostile to letters . . ..„.,,.. 508

CHAPTER XVIII.

ENGLTSH EDUCATION IN THE FOURTEENTH CENTURY. — A.D. 1300 TO 1400.

Effect of French wars not favourable to learning. Richard of Bury and h.fs libraries. State of the universities. They were net then, as rov, places of educatioD for ti\e lay higher classes. System of education fostered by chivalry explained. Its advantages. The baronial households schools

Contents. xv

l»AGE

for noble youths. Christian principks fostered by this system. Elzear of Sabiitn. Education of women at the same period. The doiriestic virtues cultivated. Illustrations from old romances. Cultivation of fhr Knglish language. Poor-schools. School books of the fourteenth century. Primers. Versified instructions. Chaucer as the representative of an educated Englishman of the fourteenth century. Character of his learning examined- Classics imperfectly known. Wickliffe and the Lollards. Their influence on learning. Early English Catholic versions of the Scriptures existed before the ttme of Wickliffe. Proofs and illustrations .» 529

CHAPTER XIX.

THE REP AND WHITE ROSES. A.D. J386 TO 1494.

I'oundations of W'ykeham, WaynfleLe, and Henry VI. Education provided for all classes by colleges and hospitals. Details concerning the real character of these institutions from their statutes. Other schools kept up by religious houses. Ancient English religions poetry, with specimens. English book-collectors. Humphrey of Gloucester and Abbot Whethamstede, London schools. William Caxton as the representative of an educated London citizen of the fifteenth century. His life and wprks 569

CHAPTER XX.

THE RENAISSA>fCE AT FLORENCE.— A. t). J40O TO I492.

Classic revival in Italy encouraged by her princes. Robert of Napi«s. Great men of the Renaissance. School of Victorino da Feltre, and the "Casa Giojosa." Encouragement given by the Popes to the new learning. Depraved character ai many of the classic scholars. Filelfo and Lorenzo Valla. The Medici at Florence. Its Greek scholars. Poggio Braccjolini. The Platonic Academy of Cosmo de' Medici. Marsilius Ficinus. John Picus Mirandola. The Roman Academy. Pomponius La:tus. Politian begins to lecture at Florence. Fascination of his style. Florence under Lorenzo de' Medici. Corruption of manners at this time. Savonarola 599

CHAPTER XXT.

DEVENTER, LOUVAIN, AND ALCALA.— A.D. I360 TO 1 5 I 7.

Reaction against the irreligious tendency of the Rt^naissance. Popular instincts against the new learning. The origin of the school of Deventer. Sketch of Gerard der Groote, and his followers. Thomas a, Kempis. German professors^ and restorers of classical studies. Hegius, Langius, Dringeberg, and Rodolph Agricola. The Rhenish Academy. Tendency of the new learning in Germany increasingly irreligious. Reuchlin and Budceus at Paris. The "Humanists." Erasmus. The art of printing, its early effects. The University of Louvain, founded from the first on Catholic principles. Protestantism supported by the new professors. Musculus xvi Contents.

and Bullinger. Effect of Protestantism on the German universities according to M$Dzd. The Renaissance in France under Francis T. French poets. State of letters in Spaiiu Ximenes and Alcala , 62!^

CHAPTER XXII

THE RENAISSANCE IN ROMK. — A.D. 1513 TO I5«8.

Accession of Leo X; His entry iato Ronle. State of Rome at this time. Its brilliant society. The Roman Court. The wits and poets. Leo's magnificent patronage of letters. Corruption of manners. Spread of infidelity in the literary circles of Italy. The Fifth Council of Lateran. Restoration of the Roman University. The Ciceronians. Sadolet and Bembo. Paganism of art and literature. Erasmus and Luther at Rome. Impressions received by both.. Death of Leo, and accession of Adrian VI. Dismay of the professors. His attempts at Reform. Clement VII Tokens of a change. The Oratory of Divine Love. St. Cajetan and the Theatines. The sack of Rome )

CHAPTER XXIII.

ENGLISH SCHOLARS OF THE RENAISSANCE. — A.D. I473 TO 1550.

Scholars of Magdalen College. Visit of Erasmus to England. His opinion of Oxford. Dean Colet. His character and his friends. His friendship with Erasmus, Foimdation of St. Paul's SchooL Court of Henry VTII. Its brilliancy and learned character. Reginald Pole. Progress of the Reformation. Controversy between Erasmus and Luther. The divorce. The king consults the foreign, universities. The Humanist professors espouse his cause, Pole retires from England. His life in Italy Ehect of the Reformation on the English universities. Utter decay of Oxford under P-d ward, VI. ........

CHAPTER XXIV.

THE COUNCIL OF TRENT. — A.D. 1534 TO 1580.

Election of Paul III- His Cardinals. The Commission of Reform, Its important declaration on the subject of the state of education, especially at the universities. The sixteenth article on the professorial system. St, Ignatius and the Jesuit Colleges. The Council of Trent. Influence of Cardinal I'ole in that Council. He is recalled to England. His attempts to reform the universities and establish Church seminaries. His provincial decrees. B. Peter Canisius. Decrees on education, passed by the Council of Trent. Establishment of Church seminaries. Illustrious men who forwarded this work. St. Pius V. Gnibcrti, Bartholomew of the Martyrs and St. Charles Borromeo. The schooir, and seminaries 0/ Milan, Conclusion ......*...

CHRISTIAN SCHOOLS AND SCHOLARS.

CHAPTER L

THE RISE OF THE CHRISTIAN SCHOOLS.

A.D, 60 to 543.

In the seventh year of the Emperor Nero, and the sixtieth of the Christian era, a Httle ship entered the harbour of Alexandria, and after rounding the great Pharos that stood at its northern extremity, cast anchor by that granite quay, round v/hich was grouped, as in an amphitheatre, six miles in span, a city of palaces and temples. It bore on its decks one of whom that proud city as yet knew nothing, but who had come to erect his patriarchal throne in the midst of her seagirt walls, bringing with him his Gospel and the sovereignty of St. Peter's keys. It was St. Mark, the interpreter and spiritual son of the Prince of the Apostles, sent in his name and by his authority to plant the Church in the southern capital of the Empire. Descending from the ship, and crossing the crowded quay overshadowed by its plane-trees, he made his way towards the great Moon-gate which opened into the street of the Seven Stadia. He was partially bald, and his hair and beard were sprinkled with grey hairs ; but his beautiful eyes flashed beneath their high arched eyebrows, and there was a quickness in his step and a grace in his movements which bespoke him not yet past the middle age.^ So at least he has been described by the historian Simeon Metaphrastes, who, though writing in the tenth century, has embodied in his narrative the account of far earlier authors, who have minutely recorded

A the circumstances which attended the entry into Alexandria of her first patriarch.

We need not describe the world in which he found himself. It was the fairest city of the East ; Greek in its aspect and population though planted on Egyptian soil, with a clearer sky than even that of Athens • a nobler harbour than Corinth could boast of; and that which was denied to Rome and Carthage, the command of a mighty river, which brought down to the port the corn and rose-coloured granite of Upper Egypt, the ivory of Ethiopia, the spices and golddust of Arabia, and the gems of Eastern lands. Like that other more ancient city on whose site she was reared, she " dwelt in the midst of the rivers ; the sea was her riches, the waters were her walls." ^ Then as now the highway to India lay through Egypt, and her seaport of Arsinoe on the Arabian Gulf communicated by a canal with the Nile, the western branch of which flowed out into the Mediterranean just north of the Alexandrian harbour. Thus the capital of the Ptolemies became the central point between East and West, and into her markets flowed the costly Oriental luxuries which were carried by her merchants into every European port. She was rich and she was populous ; all nations met to traffic in her harbour, all tongues were spoken in her '* many-peopled " streets. Yet her trading pre-eminence formed but a sitiall part of her glory. It is not often that a great commercial emporium becomes the haunt of the Muses ; but AJiexandria united graces and attractions of the most opposite character, and her fame for learning eclipsed even that

' of her wealth. Three hundred years before the time of which we are speaking, one of Alexander's royal successors, after erecting the temple of Serapis and the great Pharos, which last was numbered among the wonders of the world, bethought him of another way of rendering his name immortal, and gathered together a society of

f learned men whose duty was to consist in studying and teachjog every known science. He built schools for them to lecture in, hails in which they ate in common, and marble porticoes, where, after the fashion of the Greek philosophers, they could walk and converse with their disciples. A noble library, which was enlarged by successive princes till it consisted of seven hundred thousand volumes, completed the Musseum or University of Ptolemy Soter, and the whole was joined to his own palace and delicious gardens by stately marble colonnades. Royal patronage was scarcely needed to foster

1 .Nahum iii. 8.

'/fi'se of the Cln-isfian Schools. 3

Ihe intellectual life of a city which had been designed by its founder to be the capital of the world ; but with such encouragement the schools of Alexandria grew apace, and in th£_Apostolic age ranked as the first within the wide dominions that owned the Roman sway.

Here then the Blessed Peter came in the person of his chosen disciple, to claim for Christ the soutliern capital of the Empire, as be had already in his own person taken possession of East and West — of Antioch and Rome. Solitary and unknown, the Evangelist same there bent on conquests vaster than those of AJexander, for he had but enslaved a base material world ; but St. Mark, as lie stood at the Mendion, or Moon-gate, that led from the harbour into the busy streets, was deliberating on the conquest of a million of souls. How was he to begin ? Where should he first bear his message of good tidings? Should he bend his steps to the porticoes of the Musajum, or try to find a listener in the crowded exchange which met his eye through that open gate ? Providence itself was to give the reply, and neither wealth nor science was to yield him his first convert. I'he thong of his sandal snapped in two, and to get it mended he eqtered the shop of a cobbler that stood close at hand. The cobbler, whose name was Anianus, gave him hospitality that night ; and questioning him as to who he was, heard in reply that he was the servant of J*^sus Christ, declared in the Scriptures to be the Son of God, " Of what Scriptures do you speak?" he inquired ; " I have never heard of any writings but the Iliad and the Odyssey, and other such things as are taught to the sons of the Egyptians." Then St. Mark sat down and unfolded to him the Gospel ; through the long hours of the night, in the midst of that heaving world of idolatry and sin — the teacher spoke, and the disciple listened ; and when morning dawned the first fruits of Alexandria had been laid up in ihe garner of Christ.^

It was meet that an Evangelist should deliver his first message to the poor ; but it was not with the poor alone that he had to do. The Church of Alexandria was to receive into her embrace the philo- .sopher of the Mussum as well as the despised Egyptian slave. She was to address herself to the wise and prudent of this world as well as to little ones. So St. Mark, as we are told, surrounded his see with learned men, and became the founder of a catechetical school. Although its ohief celebrity dates only from the end of the second century, yet its first foundation is universally attributed to St. Mark.