The historians of these monastic schools have laid stress upon the limited conceptions possessed by their founders and by the instructors, of the purpose and possibilities of education, conceptions which of necessity affected not only the work done in the school-room, but the character of the literature produced in the _scriptoria_. Laurie, for instance, writes as follows: “The Christian conception of education was, unfortunately (like that of old Cato), narrow. It tended steadily to concentrate and to contract men’s intellectual interests. The Christian did not think of the culture of the whole man. He could not consistently do so. His whole purpose was the salvation of the soul.... Salvation was to be obtained through abnegation of the world and through faith.... Christianity, accordingly, found itself necessarily placed in mortal antagonism to ‘Humanitas’ and to Hellenism, and had to go through the troublous experiences of nearly 1400 years before the possibility of the union of reason with authority, of religion with Hellenism, could be conserved.... As was indeed inevitable, theological discussion more and more occupied the active intellect of the time, to the subordination, if not total neglect of humane letters and philosophy. The Latin and Greek classics were ultimately denounced. As the offspring of the pagan world, if not indeed inspired by demons, they were dangerous to the faith.”[165] From the _Apostolic Constitutions_, ascribed to the middle of the fourth century, Mr. Bass Mullinger quotes the injunction: “Refrain from all the writings of the heathen: for what hast thou to do with strange discourses, laws, or false prophets, which, in truth, turn aside from the faith those who are weak in the understanding ... wherefore abstain scrupulously from all strange and devilish books.”[166] It was S. Augustine who said _Indocti cœlum rapiunt_--“It is the ignorant who take the kingdom of heaven,”--and Gregory the Great who asserted that he would blush to have Holy Scripture subjected to the rules of grammar.[167] West speaks of the conceptions of grammar and of rhetoric taught by Alcuin as “crude” and “puerile,” and of his theories of language as “childish.”