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new learning originally from the East, but obtained directly from the Arab conquerors of Spain. The Arabs had first become acquainted with the literature of Greece in the beginning of the eighth century, and it instantly exercised upon their minds an awakening influence of the same powerful kind with that with which it again kindled Europe seven centuries afterwards. One difference, however, between the two cases is very remarkable. The mighty effects that arose out of the second revival of the ancient Greek literature in the modern world were produced almost solely by its eloquence and poetry; but these were precisely the parts of it that were neglected by the Arabs. The Greek books which they sought after with such extraordinary avidity were almost exclusively those that related either to metaphysics and mathematics on the one hand, or to medicine, chemistry, botany, and the other departments of physical knowledge on the other. All Greek works of these descriptions that they could procure they not only translated into their own language, but in course of time illustrated with voluminous commentaries. The prodigious magnitude to which this Arabic literature eventually grew will stagger the reader who has adopted the common notion with regard to what are called the middle or the dark ages. "The royal library of the Fatimites' (sovereigns of Egypt), says Gibbon, “consisted of 100,000 manuscripts, elegantly transcribed and splendidly bound, which were lent, without jealousy or avarice, to the students of Cairo. Yet this collection must appear moderate if we can believe that the Ommiades of Spain had formed a library of 600,000 volumes, 44 of which were employed in the mere catalogues. Their capital
Cordova, with the adjacent towns of Malaga, Almeria, and Murcia, had given birth to more than 300 writers, and above 70 public libraries were opened in the cities of the Andalusian kingdom."* The difficulty we have in conceiving the existence of a state of things such as that here described arises in great part from the circumstance of the entire disappearance now, and for so long a period, of all this Arabic power and splendour from the scene of European affairs. But, long extinct as it has been, the dominion of the Arabs in Europe was no mere momentary blaze. It lasted, with little diminution, for nearly 500 years, a period as long as from the age of Chaucer to the present day, and abundantly sufficient for the growth of a body of literature and science even of the wonderful extent that has been described. At the time of which we are now writing Arabic Spain was the fountainhead of learning in Europe. Thither students were accustomed to repair from every other country to study in the Arabic schools; and many of the teachers in the chief towns of France and Italy had finished their education in these seminaries, and were now diffusing among their countrymen the new knowledge which they had thence acquired. The writings of several of the Greek authors, also, and especially those of Aristotle, had been made generally known to scholars by Latin versions of them made from the Arabic.
There is no trace of this new literature having found its way to England before the Norman Conquest. But that revolution immediately brought it in its train. "The Conqueror himself," observes a writer who has illustrated this subject with a profusion of curious learn*Decline and Fall of the Rom. Emp. c. lii.
ing, "patronized and loved letters. He filled the bishoprics and abbacies of England with the most learned of his countrymen, who had been educated at the University of Paris, at that time the most flourishing school in Europe. He placed Lanfranc, abbot of the monastery of St. Stephen at Caen, in the see of Canterbury—an eminent master of logic, the subtleties of which he employed with great dexterity in a famous controversy concerning the real presence. Anselm, an acute metaphysician and theologian, his immediate successor in the same see, was called from the government of the abbey of Bec, in Normandy. Herman, a Norman, bishop of Salisbury, founded a noble library in the ancient cathedral of that see. Many of the Norman prelates preferred in England by the Conqueror were polite scholars. Godfrey, prior of St. Swithin's at Winchester, a native of Cambray, was an elegant Latin epigrammatist, and wrote with the smartness and ease of Martial; a circumstance which, by the way, shows that the literature of the monks at this period was of a more liberal cast than that which we commonly annex to their character and profession." * Geoffrey, also, another learned Norman, came over from the University of Paris, and established a school at Dunstaple, where, according to Matthew Paris, he composed a play, called the Play of St. Catherine, which was acted by his scholars, dressed characteristically in copes borrowed from the sacrist of the neighbouring abbey of St. Albans, of which Geoffrey afterwards became abbot. "The king himself," War
* Warton's Dissertation on Introduction of Learning into England, prefixed to History of English Poetry, p. cxliii. (edit. of 1824).
ton continues, "gave no small countenance to the clergy, in sending his son Henry Beauclerc to the abbey of Abingdon, where he was initiated in the sciences under the care of the abbot Grymbald, and Farice, a physician of Oxford. Robert d'Oilly, constable of Oxford Castle, was ordered to pay for the board of the young prince in the convent, which the king himself frequently visited. Nor was William wanting in giving ample revenues to learning. He founded the magnificent abbeys of Battle and Selby, with other smaller convents. His nobles and their successors co-operated with this liberal spirit in erecting many monasteries. Herbert de Losinga, a monk of Normandy, bishop of Thetford in Norfolk, instituted and endowed with large possessions a Benedictine abbey at Norwich, consisting of sixty monks. To mention no more instances, such great institutions of persons dedicated to religious and literary leisure, while they diffused an air of civility, and softened the manners of the people in their respective circles, must have afforded powerful incentives to studious pursuits, and have consequently added no small degree of stability to the interests of learning."*
To this it may be added, that most of the successors of the Conqueror continued to show the same regard for learning of which he had set the example. Nearly all of them had themselves received a learned education. Besides Henry Beauclerc, Henry II., whose father Geoffrey Plantagenet, Earl of Anjou, was famous for his literary acquirements, had been carefully educated
Ibid. Some inaccuracies in Warton's account of Geoffrey and his play are corrected in a note by Mr. Douce.
under the superintendence of his admirable uncle, the Earl of Gloucester; and he appears to have taken care that his children should not want the advantages he had himself enjoyed; for at least the three eldest, Henry, Geoffrey, and Richard, are all noted for their literary as well as their other accomplishments.
What learning existed, however, was still for the most part confined to the clergy. Even the nobility—although it cannot be supposed that they were left altogether without literary instruction—appear to have been very rarely initiated in any of those branches which were considered as properly constituting the scholarship of the times. The familiar knowledge of the Latin language in particular, which was then the key to all other erudition, seems to have been almost exclusively confined to churchmen, and to those few of the laity who embraced the profession of schoolmasters, as some, at least on the Continent, were now wont to do. The contemporary writer of a Life of Becket relates, that when Henry II., in 1164, sent an embassy to the Pope, in which the Earl of Arundel and three other noblemen were associated with an archbishop, four bishops, and three of the royal chaplains, four of the churchmen, at the audience to which they were admitted, first delivered themselves in as many Latin harangues; and then the Earl of Arundel stood up, and made a speech in English, which he began with the words, "We, who are illiterate laymen, do not understand one word of what the bishops have said to your holiness."
The notion that learning properly belonged exclusively to the clergy, and that it was a possession in which the laity were unworthy to participate, was in some degree