THE FIRST CHRISTIAN SCHOOLS
=Literature.=--_White_, Eighteen Christian Centuries; _Durrell_, A New
Life in Education; _Laurie_, Rise of Universities; _Lecky_, History of
European Morals; _Allies_, The Formation of Christendom; _Azarias_,
Philosophy of Literature; _Azarias_, Essays Philosophical.
We have already seen that the early Christians were obliged to endure
great hardships and surmount great difficulties in securing education
for their children. Indeed, during the first two centuries almost all
that was done was to train the converts in the rites and ceremonies of
the Christian Church. But as they grew stronger in numbers, and as
persecution diminished, they could give greater attention to education.
Unwilling to make use of pagan schools, which could not satisfy their
chief need--to prepare for the new religion--they gradually established
their own.
=Catechumen Schools.=--The first Christian schools were _catechumen
schools_. A _catechumen_ was a person who desired instruction in the new
faith with a view to baptism and admission into the Church. As many of
the converts had been pagans, and as all were ignorant of the
requirements of the Church as well as of the new doctrines, such
instruction was absolutely necessary. Therefore the converts were
divided into classes, at first two, later, four; and instruction was
given them in the rudiments of Christianity. In the beginning the
catechumen schools were for adults only, but afterward children were
admitted, and reading and writing were taught. Previous to this change,
if children received any secular instruction at all, it was given at
their homes by parents or tutors, or in the pagan schools. At the close
of the second century Protogenes established a school at Odessa, in
which reading, writing, texts of Scripture, and singing of psalms were
taught. This was the first _Christian common school_. Other schools
followed rapidly as the persecutions ceased, until Rome became
Christianized, and pagan schools gave place to Christian schools
throughout the empire. Two great names are closely connected with this
movement.
CHRYSOSTOM (347-407)
One of the greatest representatives of the early Christian Church
interested in education was Chrysostom.[28] He was born at Antioch in
Syria, and educated in the pagan schools, but the influence of his
devout Christian mother kept him true to her faith. He was noted for his
eloquence, hence the name by which he is known in history, for
Chrysostom means _golden-mouthed_. John Malone says of him, "First of
the great Christian preachers after the Church came from the caves, he
was not less able as a teacher."[29] He became bishop of the Church, and
was the greatest pedagogue of his time. Some of his educational
principles may be stated as follows:--
1. As Christ lowered himself to man's estate in order to raise man to
his estate, so the teacher must lower himself to the capacity of his
pupils in order to elevate them.
2. Christ did not reveal everything to his disciples, suggesting
sometimes truths for them to discover; so the teacher must not do for
his pupils what they can do for themselves.
3. The foundation of all true education is the Christian life and
example; therefore teachers and parents must walk circumspectly before
children.
4. Women, especially mothers, are the natural educators of children.
5. Religious instruction is an essential factor of the school work. It
is of the highest importance that children should be brought up "in the
nurture and admonition of the Lord."
BASIL THE GREAT (329-379)
Basil the Great was born at Caesarea. He studied at Constantinople and
Athens, and sat at the feet of the greatest pagan philosophers and
teachers of his time. He was not perverted by their teachings, but told
them frankly that, though they possessed all learning, he had found
something greater than this, and that was the Christ. Basil was one of
the foremost Fathers of the Church, a great writer, and a promoter of
education. He was very fond of classic literature, and, in face of the
bitter opposition of many of the Church Fathers, urged its proper use in
the schools. He was instrumental in founding monasteries, hospitals,
orphanages, and refuges for the poor.
=Pedagogical Teachings.=--1. Every misdeed should be punished in such a
way that the punishment shall be an exercise in self-command and shall
tend to correct the fault. For example, if a child has lied, used
profane language, or been quarrelsome, give him solitude and fasting. If
he is greedy and gluttonous, let him stand by and see others eat while
he remains hungry.
2. Orphan children and those that are dependent should be taught in the
cloister.
3. The Bible, with its stories, promises, history, and doctrines, should
be the chief text-book.
4. Not only monks and priests should be allowed to teach, but also the
laity.
5. Children while still young and innocent must be taught good habits
and right precepts.
It is worthy of note that Chrysostom and Basil were the first to mark
out definite lines of Christian instruction. During this period, also,
the first songs of the Christian Church originated in the huts and caves
of the poor. Thus in religious instruction and church song the
foundations of the Christian common school were laid.
=Catechetical Schools.=--The principal catechetical school was
established at Alexandria A.D. 181, by Pantaenus. Others were
located later at Antioch, Odessa, and Nisibis. The Alexandrian school,
however, was by far the most important. Alexandria, at the close of the
second century, was the seat of philosophy, as Athens had formerly been.
It possessed the most important library in the world, and students and
sages from all parts of the world flocked to this place of learning.
Laurie says, "The great Alexander, in founding Alexandria, connected
Europe, Asia, and Africa, not merely by mercantile bonds, but in their
intellectual and literary life. Here arose, under the Ptolemies, a
complete system of higher instruction, and libraries such as the world
had not before seen. The books were lodged in the temple of Serapis, and
accumulated to the number of seven hundred thousand. They formed the
record of all human thought, until they fell a prey to internal civic
and religious dissensions. The Serapeum dates from B.C. 298,
and, after recovering from the fire of B.C. 48, it finally
disappeared about A.D. 640."
Under the stimulus of these surroundings, and with such an abundance of
literary material at command, pagans and Christians vied with each other
in their search for truth. But the pagans had better schools and better
means of preparing themselves for intellectual combat. Christian
teachers were called upon to defend their faith against subtle
philosophers and trained thinkers, who had had the advantage of
excellent schools. In order to meet this apparent defect and fortify
themselves against their skillful opponents, the Christians established
the catechetical school at Alexandria, the most celebrated school of its
kind at that period. It took the name _catechetical_ from the fact that
the method of instruction was largely that of catechising, though
lectures were also given. Many pagans had been converted to
Christianity, and it was necessary that they should be taught the reason
of their faith, in order that they might maintain their ground when they
came in contact with unbelievers. This was particularly necessary, if
Christianity was to hold its own, in a city like Alexandria, where so
many learned men had gathered. It was also necessary for the extension
of the new faith among men of superior intelligence. Thus the object of
the catechetical school was to instruct learned men in the doctrines and
usages of the Church, to prepare believers to meet the arguments of the
philosophers, and to train teachers.
While it was a sort of theological school, it also taught philosophy,
rhetoric, grammar, and geometry. From the nature of things it will be
seen that the catechetical school was for adults only, and it may be
called a kind of university, whose chief attention was given to the
study of the Scriptures and the promulgation of religious doctrine. The
catechetical school was much higher than the catechumen school in its
course of study, and in the intelligence and learning of its students
and professors.
CLEMENT OF ALEXANDRIA (150-220)
Among the most promising of the pupils of Pantaenus was Clement of
Alexandria, who was his successor in the direction of the school.
Clement was brought up a pagan, but was not satisfied with the heathen
religion, and made a careful study of Christianity. He traveled
everywhere, and sought out old men who had listened to the apostles, or
whose parents had done so; and thus he hoped to learn the truth
directly. As a result of his research, he became profoundly impressed
with the purity of the morals of the Christians and the truth of their
religion. He was a great teacher as well as Father of the Church.
=His Pedagogy.=--1. Faith is the cornerstone of knowledge.
2. Mosaic law and heathen philosophy are not opposed to each other, but
simply parts of the same truth. Both prepared the way for Christianity.
Jewish law and Greek philosophy are steps in the development of the
world which prepare the way for revelation. Christianity is the
fulfillment of law and philosophy.
3. He brought all the speculations of the Christians and the culture of
the Greeks to bear upon Christian truth, and sought to harmonize the
two.
The teachings of Clement gain in importance when we remember the bitter
strife in the Church over the use of classic literature, which lasted
for centuries, and the scholastic movement a thousand years later, which
also sought to harmonize philosophy and religion.
ORIGEN (186-253)
Origen was a pupil of Clement in the catechetical school at Alexandria,
and became his successor. Besides being brought up in an atmosphere of
culture in his native city, and surrounded by influences that stimulated
intellectual growth, he was fortunate in having a man of learning for
his father. From him he learned Greek, mathematics, grammar, rhetoric,
logic, and a knowledge of the Holy Scriptures. He began to teach in the
catechetical school when only eighteen years of age, a remarkable fact
when one remembers that he had among his students learned pagan
philosophers, and that it was very unusual for so young a man to be
allowed to teach. He was abstemious in his habits, self-sacrificing,
generous, and withal consistent in his life.
=Origen's Pedagogy.=--1. Never teach pupils anything that you do not
yourself practice.
2. The end of education is to grow into the likeness of God.
3. Pupils must be taught to investigate for themselves.
4. The teacher must seek to correct the bad habits of his pupils, as
well as to give them intellectual instruction.
Under Origen, the catechetical school at Alexandria reached its highest
prosperity, and its decay began soon after his death. Already in the
middle of the fourth century its power and influence were practically
gone.
None of the other catechetical schools ever reached the fame of that at
Alexandria, and they, too, gradually disappeared. Indeed, as the Roman
Empire became Christianized, and as Christians gained in education and
intelligence, there was less and less occasion for the existence of
schools of this character.
FOOTNOTES:
[28] Warner's "Library of the World's Best Literature," Vol. VI, 3665.
Lord, "Beacon Lights," Vol. I, Lecture on Sacred Eloquence.
[29] Warner's Library, Vol. VI, 3666.