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
But the Saxon poetry, even in its Christianised form, does not
appear to have been _written down_ until the time of Alfred. Before
any steps could be taken to form a literature, the language itself
had to be laboriously reduced to grammatical rules. The Anglo-Saxon
language, as it exists in the literature of a later period, is of
extremely complex construction, far richer in grammatical inflexion
than our modern English. But in its barbarous state, as we read it in
the early fragments of the bardic poems, it was a barren combination
of verbs, nouns, and pronouns, and nouns freely used in an adjective
and verbal sense, and entirely destitute of all the smaller
particles. The change it underwent during the two centuries that
preceded the time of Alfred was the transformation of a barbarous
dialect into a finished grammatical language, and this change was
mainly effected by the labours of the monks. Nor is it mere matter of
conjecture that Bede had a considerable share in this great work. He
was probably the first who applied himself to it, and has himself let
us know the reasons which induced him to undertake the translation
of certain familiar forms of prayer into the native dialect. In 734,
Archbishop Egbert, who then presided over the school of York, having
invited him thither, Bede accepted the invitation, as he says, “for
the sake of reading,” the York library offering temptations not to be
resisted. He stayed there some months, teaching in the archbishop’s
school; and would have repeated his visit in the following year had
not his declining health rendered this impossible. To excuse the
failure of his promise, he addressed a long and interesting letter to
Egbert, in which, among other things, he suggests the appointment of
priests to the rural districts, who should be diligent in instructing
the peasantry, and who should teach them the Creed and the Our Father
in their own tongue, “which,” he adds, “I have myself translated into
English for the benefit of those priests who are not familiar with
the vernacular.”[60] But the translation of these prayers was a very
small part of his labours; he had, as we have already said, made
an Anglo-Saxon version of the Psalter and the Gospels, and on this
latter work he was engaged up to the day of his death. This we learn
from the beautiful letter written by his pupil Cuthbert to a fellow
reader and schoolfellow Cuthwin, which, often as it has been quoted,
we cannot here omit. After speaking of the way in which his beloved
master had spent the whole of his life, cheerful and joyful, and
giving thanks to God day and night; and how he daily read lessons to
his disciples even to within a fortnight of his death, he relates how
the saint admonished them to prepare for death, “and being learned in
our poetry,” quoted some things in the English tongue; how, according
to his custom, he often sung antiphons, specially that belonging to
the season of the Ascension which then drew nigh, beginning “O Rex
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