Читать книгу The History of Education - Ellwood Patterson Cubberley - Страница 42

SCHOOLING OF THE EARLY CHURCH; CATECHUMENAL INSTRUCTION. The early churches were bound together by no formal bond of union, and felt little need for such. It was the belief of many that Christ would soon return and the world would end, hence there was little necessity for organization. There was also almost no system of belief. An acknowledgment of God as the Father, a repentance for past sins, a godly life, and a desire to be saved were about all that was expected of any one. [15] The chief concern was the moral regeneration of society through the moral regeneration of converts. To accomplish this, in face of the practices of Roman society, a process of instruction and a period of probation for those wishing to join the faith soon became necessary. Jews, pagans, and the children of believers were thereafter alike subjected to this before full acceptance into the Church. At stated times during the week the probationers met for instruction in morality and in the psalmody of the Church (R. 39). These two subjects constituted almost the entire instruction, the period of probation covering two or three years. The teachers were merely the older and abler members of the congregation.

This personal instruction became common everywhere in the early Church, and the training was known as catechumenal, that is, rudimentary, instruction. Two sets of catechumenal lectures have survived, which give an idea as to the nature of the instruction. They cover the essentials of church practice and the religious life (RS. 39, 40). It was dropped entirely in the conversion of the barbarian tribes. This instruction, and the preaching of the elders (presbyters, who later evolved into priests), constituted the formal schooling of the early converts to Christianity in Italy and the East. Such instruction was never known in England, and but little in Gaul.

The life in the Church made a moral and emotional, rather than an intellectual appeal. In fact the early Christians felt but little need for the type of intellectual education provided by the Roman schools, and the character of the educated society about them, as they saw it, did not make them wish for the so-called pagan learning. Even if the parents of converts wished to provide additional educational advantages for their children, what could they do? A modern author states well the predicament of such Christian parents, when he says:

All the schools were pagan. Not only were all the ceremonies of the official faith—and more especially the festivals of Minerva, who was the patroness of masters and pupils—celebrated at regular intervals in the schools, but the children were taught reading out of books saturated with the old mythology. There the Christian child made his first acquaintance with the deities of Olympus. He ran the danger of imbibing ideas entirely contrary to those which he had received at home. The fables he had learned to detest in his own home were explained, elucidated, and held up to his admiration every day by his masters. Was it right to put him thus into two schools of thought? What could be done that he might be educated, like every one else, and yet not run the risk of losing his faith? [16]

CATECHETICAL SCHOOLS. After Christianity had begun to make converts among the more serious-minded and better-educated citizens of the Roman Empire, the need for more than rudimentary instruction in the principles of the church life began to be felt. Especially was this the case in the places where Christian workers came in contact with the best scholars of the Hellenic learning, and particularly at Alexandria, Athens, and the cities of Asia Minor. The speculative Greek would not be satisfied with the simple, unorganized faith of the early Christians. He wanted to understand it as a system of thought, and asked many questions that were hard to answer. To meet the critical inquiry of learned Greeks, it became desirable that the clergy of the Church, in the East at least, should be equipped with a training similar to that of their critics. As a result there was finally evolved, first at Alexandria, and later at other places in the Empire, training schools for the leaders of the Church.

These came to be known as catechetical schools, from their oral questioning method of instruction, and this term was later applied to elementary religious instruction (whence catechism) throughout western Europe. Pantaenus, a converted Greek Stoic, who became head of the catechumenal instruction at Alexandria, in 179 A.D., brought to the training of future Christian leaders the strength of Greek learning and Greek philosophic thought. He and his successors, Clement and Origen, developed here an important school of Christian theology where Greek learning was used to interpret the Scriptures and train leaders for the service of the Church. Similar schools were opened at Antioch, Edessa, Nisibis, and Caesarea (See Map, p. 89), and these developed into a rudimentary form of theological schools for the education of the eastern Christian clergy. In these schools Christian faith and doctrine were formulated into a sort of system, the whole being tinctured through and through with Greek philosophic thought. Out of these schools came some of the great Fathers of the early Church; men who strove to uphold the pagan learning and reconcile Christianity and Greek philosophic thinking. [17]

REJECTION OF PAGAN LEARNING IN THE WEST. In the West, where the leaders of the Church came from the less philosophic and more practical Roman stock, and where the contact with a decadent society wakened a greater reaction, the tendency was to reject the Hellenic learning, and to depend more upon emotional faith and the enforcement of a moral life. By the close of the third century the hostility to the pagan schools and to the Hellenic learning had here become pronounced (R. 41). Even the Fathers of the Latin Church, the greatest of whom had been teachers of oratory or rhetoric in Roman schools before their conversion, [18] gradually came to reject the pagan learning as undesirable for Christians and in a large degree as a robbery from God. Saint Augustine, in his Confessions, hopes that God may forgive him for having enjoyed Vergil. Jerome's dream [19] was known and quoted throughout the Middle Ages. Tertullian, in his Prescription against Heresies, exclaims:

What indeed has Athens to do with Jerusalem? What concord is there

between the Academy and the Church? What between heretics and

Christians? … Away with all attempts to produce a mottled

Christianity of Stoic, Platonic, and dialectic composition.

Gregory the Great, Pope of the Church from 590 to 604, and who had been well educated as a youth in the surviving Roman-type schools, turned bitterly against the whole of pagan learning. "I am strongly of the opinion," he says, "that it is an indignity that the words of the oracle of Heaven should be restrained by the rules of Donatus" (grammar). In a letter to the Bishop of Vienne he berates him for giving instruction in grammar, concluding with—"the praise of Christ cannot lie in one mouth with the praise of Jupiter. Consider yourself what a crime it is for bishops to recite what would be improper for religiously-minded laymen."

As a result Hellenic learning declined rapidly in importance in the West as the Church attained supremacy, and finally, in 401, the Council of Carthage, largely at the instigation of Saint Augustine, forbade the clergy to read any pagan author. In time Greek learning largely died out in the West, and was for a time almost entirely lost. Even the Greek language was forgotten, and was not known again in the West for nearly a thousand years. [20]

THE CHURCH PERFECTS A STRONG ORGANIZATION. As was previously stated (p. 92), but little need was felt during the first two centuries for a system of belief or church government. As the expected return of Christ did not take place, and as the need for a formulation of belief and a system of government began to be felt, the next step was the development of these features. The system of belief and the ceremonials of worship finally evolved are more the products of Greek thought and practices of the East, while the form of organization and government is derived more from Roman sources. In the second century the Old Testament was translated into Greek at Alexandria, and the "Apostles' Creed" was formulated. During the third century the writings deemed sacred were organized into the New Testament, also in Greek. In 325 the first General Council of the Church was held at Nicaea, in Asia Minor. It formulated the Nicene Creed (R. 42), and twenty canons or laws for the government of the Church. A second General Council, held at Constantinople in 381, revised the Nicene Creed and adopted additional canons.

[Illustration: FIG. 28. A BISHOP

Seventh Century (Santo Venanzio, Rome)]

The great organizing genius of the western branch of the Church was Saint Augustine (354–430). He gave to the Western or Latin Church, then beginning to take on its separate existence, the body of doctrine needed to enable it to put into shape the things for which it stood. The system of theology evolved before the separation of the eastern and western branches of the Church was not so finished and so finely speculative as that of the Greek branch, but was more practical, more clearly legal, and more systematically organized.

The influence of Rome was strong also in the organization of the system of government finally adopted for the Church. There being no other model, the Roman governmental system was copied. The bishop of a city corresponded to the Roman municipal officials; the archbishop of a territory to the governor of a province; and the patriarch to the ruler of a division of the Empire. As Rome had been a universal Empire, and as the city of Rome had been the chief governing city, [21] the idea of a universal Church was natural and the supremacy of the Bishop of Rome was gradually asserted and determined. [22]

A STATE WITHIN A STATE. There was thus developed in the West, as it were a State within a State. That is, within the Roman Empire, with its Emperor, provincial governors, and municipal officials, governing the people and drawing their power from the Roman Senate and imperial authority, there was also gradually developed another State, consisting of those who had accepted the Christian faith, and who rendered their chief allegiance, through priest, bishop, and archbishop, to a central head of the Church who owed allegiance to no earthly ruler. That Christianity, viewed from the governmental point of view, was a serious element of weakness in the Roman State and helped its downfall, there can be no question. In the eastern part of the Empire the Church was always much more closely identified with the State. Fortunately for civilization, before the Roman Empire had fallen and the impending barbarian deluge had descended, the Christian Church had succeeded in formulating a unifying belief and a form of government capable of commanding respect and of enforcing authority, and was fast taking over the power of the State itself.

THE CATHEDRAL OR EPISCOPAL SCHOOLS. The first churches throughout the Empire were in the cities, and made their early converts there. [23] Gradually these important cities evolved into the residences of a supervising priest or bishop, the territory became known as a bishopric, and the church as a cathedral church. In time, also, some of the outlying territory was organized into parishes, and churches were established in these. These were made tributary to and placed under the direction of the bishop of the large central city. To supply clergy for these outlying parishes came to be one of the functions of the bishop, and, to insure properly trained clergy and to provide for promotions in the clerical ranks, schools of a rudimentary type were established in connection with the cathedral churches. These came to be known as cathedral, or episcopal schools. At first they were probably under the immediate charge of the bishop, but later, as his functions increased, the school was placed under a special teacher, known as a Scholasticus, or Magister Scholarum, who directed the cathedral school, assisted the bishop, and trained the future clergy. As the pagan secondary schools died out, these cathedral schools, together with the monastic schools which were later founded, gradually replaced the pagan schools as the important educational institutions of the western world. In these two types of schools the religious leaders of the early Middle Ages were trained.

THE MONASTIC ORGANIZATION. In the early days of Christianity, it will be remembered (p. 87), the Christian convert held himself apart from the wicked world all about him, and had little to do with the society or the government of his time. He regarded the Church as having no relationship to the State. As the Church grew stronger, however, and became a State within a State, the Christian took a larger and larger part in the world around him, and in time came to be distinguished from other men by his profession of the Christian religion rather than by any other mark. Many of the early bishops were men of great political sagacity, fully capable of realizing to the full the political opportunities, afforded by their position, to strengthen the power of the Church. It was the work of men of this type that created the temporal power of the Church, and made of it an institution capable of commanding respect and enforcing its decisions.