Christian Schools and Scholars: or, Sketches of Education from the Christian Era to the Council of TrentDrane, Augusta Theodosia
History
Christian Schools and Scholars: or, Sketches of Education from the Christian Era to the Council of Trent
Drane, Augusta Theodosia
Church and education; Education -- Europe -- History; Renaissance; Scholasticism
It is truly astonishing to think that we should number among our
authors a king who, when he came to the throne, could barely read and
write, and who during the whole of his reign was overwhelmed with
business of all kinds, and worn down by constant bodily sickness.
If Charlemagne’s greatness had a more brilliant character, that of
Alfred is perhaps more admirable when we remember how very few he
had to assist him in his toils. He had to regenerate every branch
of government, and to see to each department with his own eye. If
Asser’s statement is to be received as literally correct, the king
found himself called on to teach his officers even their most homely
duties. In the midst of Danish incursions and daily infirmities, he
had not only to guide the rudder of the State, but to instruct his
goldsmiths and other artificers, his huntsmen, falconers, fowlers,
and dog-keepers. Many useful arts he himself taught his people; they
were so barbarised and discouraged by their long continued sufferings
that agriculture was becoming neglected in many parts, and the king
was forced to offer premiums to those who would apply themselves
to it, and to distribute seed from the royal storehouses. He was
likewise a great builder, and introduced the fashion of building
brick and stone houses instead of wooden hovels, himself furnishing
the necessary directions and designs. I need not speak of what he did
as a lawgiver, or of the numberless social and political institutions
which he created. He was at once head, eye, and hand to the kingdom,
and found so few among his nobles capable of seconding him in his
efforts for the good of his people, that we are told he had to hang
forty-five of his judges for gross crimes in the execution of their
duty. How in the midst of all these multifarious cares he contrived
to find time for the liberal arts, is only to be explained when we
remember that he was pre-eminently a good manager and an economist
of time; not an economist in that sense of the word in which we
understand one who sacrifices everything to business, for according
to this practical view Alfred might certainly have made more of his
time than he did; and his method of disposing of the eight hours a
day which he devoted to prayer and study, would probably by some be
regarded as anything but economical. A man who was in the habit of
hearing mass and reciting the divine office daily, and of satisfying
his devotion by frequent and stealthy visits to the church, at
such times as he judged himself least likely to be observed by his
attendants, seemed to be expending his few and precious leisure
moments on duties not of obligation. But this holy prodigality
of the time given to God is a speciality in our early Christian
scholars on which it is profitable to dwell. It formed a part of
their system, and was as remarkable in Alfred as it was in Bede.
And however familiar the reader may be with the anecdotes of his
Public-domain text, read in full here on John Shaqi.
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