2. SCHOLASTICISM.—It very early resulted that Christianity came in contact with the cotemporaneous philosophy, especially with Platonism. This arose first with the apologists of the second century, and the fathers of the Alexandrian church. Subsequently, in the ninth century, Scotus Erigena made an attempt to combine Christianity with New Platonism, though it was not till the second half of the Middle Ages, from the eleventh century, that there was developed any thing that might be properly termed a Christian philosophy. This was the so-called Scholasticism. The effort of Scholasticism was to mediate between the dogma of religion and the reflecting self-consciousness; to reconcile faith and knowledge. When the dogma passed over into the schools from the Church which had given it utterance, and theology became a science of the universities, the scientific interest asserted its rights, and undertook to bring the dogma which had hitherto stood over against the self-consciousness as an external power, into a closer relation to the thinking subject. A series of attempts was now made to bring out the doctrines of the Church in the form of scientific systems (the first complete dogmatic system was given by _Peter Lombard_, who died 1164, in his four books of sentences, and was voluminously commented upon by the later Scholastics), all starting from the indisputable premise (beyond which scholastic thinking never reached), that the faith of the church is absolute truth; but all guided likewise by the interest to make this revealed truth intelligible, and to show it to be rational. “_Credo ut intelligam_”—this expression of _Anselm_, the beginner and founder of Scholasticism (he was born about 1034, and made Archbishop of Canterbury in 1093), was the watchword of this whole direction. Scholasticism applied to the solution of its problem the most remarkable logical acumen, and brought out systems of doctrine like the Gothic cathedrals in their architecture. The extended study of Aristotle, called _par eminence_ “the philosopher,” whom many of the most distinguished Scholastics wrote commentaries upon, and who was greatly studied at the same period among the Arabians (_Avicenna_ and _Averroes_), furnished their terminology and most of their points of view. At the summit of Scholasticism we must place the two incontestably greatest masters of the Scholastic art and method, _Thomas Aquinas_ (Dominican, who died 1274) and _Duns Scotus_ (Franciscan, who died 1308), the founders of two schools, in which since their time the whole Scholastic theology divides itself—the former exalting the understanding (_intellectus_), and the latter the will (_voluntas_), as their highest principle, both being driven into essentially differing directions by this opposition of a theoretical and a practical principle. Even with this began the downfall of Scholasticism; its highest point was also the turning-point to its self-destruction. The rationality of the dogma, the