=Effect upon Europe of the Moslem Education.=--These schools and colleges of the Moslems soon had their effect upon Christian education. Through their influence, Raymund, Archbishop of Toledo, by the middle of the twelfth century had the chief Arabic treatises on philosophy translated into Castilian by a learned Jew, and then into Latin by the monks; and Frederick II had scholars render the works of Averroës into Latin. Such translations had, however, passed through several media--Greek, Syriac, Arabic, Castilian, Latin--and could not be at all accurate. But, stimulated by this taste of Greek learning, the Christians sought a more immediate version, and a half century later when the Venetians took the city of Constantinople, the works of Aristotle were recovered in the original and translated directly into Latin. Meanwhile the orthodox Mohammedanism had been coming to the front in Spain and overwhelming the Hellenized form, and it was left to Christian schools to continue the work of the advanced Moorish institutions. Moslemism had returned to its primitive stage, but it had helped bring back learning, especially the works of Aristotle, to Christendom. As the classical learning had been restored from the West during the revival of Charlemagne, it now returned from its refuge in the East through the coming of the Moslems. SUPPLEMENTARY READING Graves, _During the Transition_ (Macmillan, 1910), chap. V; Monroe, _Text-book_ (Macmillan, 1905), pp. 331-334. For a further account of Saracen education, see Coppée, H., _History of the Conquest of Spain by the Arab-Moors_ (Little, Brown, Boston, 1881), especially bk. X; Davidson, T., _The Brothers of Sincerity_ (International Journal of Ethics, July, 1898), and Draper, J. W., _History of the Intellectual Development of Europe_ (Harper, 1875), vol. I, chaps. XI and XIII, and vol. II, chaps. II and IV. CHAPTER VIII EDUCATIONAL TENDENCIES OF SCHOLASTICISM OUTLINE Scholasticism was a peculiar method of philosophic speculation in the later mediæval period. At first, scholastic philosophers held that faith must precede reason, but eventually reason itself tended to become the means of testing the truth. Scholastic education was organized in the monastic and episcopal schools, and consisted in the limited learning of the times, systematized on the basis of Aristotelian deduction. Scholasticism was extreme in its discussions, but it tended to rationalize the Church doctrines. [Sidenote: Not a set of doctrines, but a peculiar method.]