The function of the schools ceased to be wholly ecclesiastical, becoming something more than that of preparation for the priest100l. The national self consciousness now so prominent in Germany sprang into existence then. Beginning of Charlemagne, Alcuin and many others do Consciousness. National Self sired earnestly to for a great empire in strict harmony with the church. It was clear to Alcuin that for the realization of this aim the common people would have to be rescued from barbarism and taught by a Christian elucation to thoroughly appreciate the value of the Cristian citizen-ship. Alcuin's plans received the hearty approbation of peror Charles the Great, as the following extracts from his famous proclanation will show: "As it is our desire to inprove the conditions of the Church, we make it our task to restore with watchful zeal, the study of letters, a task almost forgotten through the neglect of our ancestors. We would therefore enjoin to our subjects, so far as they may be able to study the liberal arts." At another time: "Let there therefore be chosen for this work men who are able and willing to learn, and also desirous of instructing others, and let them apply themselves to the work with a zcal equalling the earnestness with which we recommend it to then." Effect. Under the influence of this pressure and of this conception of the function of schools the mo nastic schools were rapidly re, ormed and enthused with new life and activity. Their number increased. But by far the most inportant step in the direction of improvement, was the admission of laymon to these schools. There was much prejudice among the clerry against this, but the doors opened to out-siders never so cautiously at first, soon swung open a little farther and nover afterwards closed entirely upon them. Fluctuations. A fine start was male in the direction of improvements but both inpulse and result large ly vanished under the weak successors of Charles the Great. The schools again deteriorated, to be revived in turn by Sololasticism, the Renascence ani later on by the Reformation. Curricula in The curricula in these schools varied a the Schools of trifle with the fluctuation of the ideal. In the Middle Ages. its essentialsch consisted of the mastery of the Latin tongue, committing the psalter to nemory, reading, writing, a little arithmetic, and church music. The net ols were in accordance with the ideals of the times. Just enough arithmetic was taught for computation of the church calender; music for carrying on the religious ceremonies. Latin was the main staple. To make the pupils experts in the tongue demanded its erfordel use at all times. This in connection with the hemorizing of portions of the Holy "rit made then realy linguists. To give additional practice, Ro an authors, especially the poots were carefully studied--not for what they sail so much, as for their way of saying it. This phase of study was denominated rhetoric. Influence of The ideals of Feudalism remind us of those of ancient Persia coupled with the physical ideal of Athens. They consisted of success in chase, tournament and battle, of writing verses, singing ballads, and making love to ladies. For this purpose the youth were taught riding, swimming, archery, fencing, lunting, chess playing, music, and rhyming. While these themselves were not antagonistic to the schools of the times, they tended to produce the impression that study of books was effeminate and in this way Feudalism seriously interferel with the development of the intellectual ideal. Influence of Scholasticism. The aim of scholasticism "to render the dogma acceptable to reason" of necessity brought about an alliance between the theology of the medieval church and philosophy, developed strong deductive reasoning powers, and revived interest in scientific studies. Influence of the Rise of Citics. In cities, industrial and commercial considerations demanded that more attention be given the vernacular and comman branches. In consequence of this, schools in these places rifted away from Latin which did not there regain its pre-eminence until the Renascence. Influence of the Rona scence. The revival of learning produced the humanistic ideal. Its adherents found more pleasure in aut ors who portrayed incidents |