It was impossible, however, that he should cultivate his passion for letters and philosophy within the boundaries of Brittany, then, as now, perhaps the least instructed portion of what was not yet territorially known as France. He travelled from place to place in search of persons who taught dialectics, and even thus early he prided himself upon imitating the ancient philosophers to the extent of being a peripatician or vagrant. Among his preceptors at this period, the name of one only is known to us; nor is it possible to say where it was that Abelard reaped the benefit of his teaching. Jean Roscelin, Canon of Compiègne, was already under ecclesiastical ban for his uncompromising Nominalism, when Abelard entered upon his teens, and for a time at least had to take refuge in England. Some have contended that Abelard must have passed a portion of his youth upon our shores; but the supposition is as utterly without proof as the assertion of Otho of Frisingen that Roscelin was Abelard’s first instructor in philosophy. It is more probable that the young catechumen encountered the ostracised teacher in some of those more hidden and remote conferences of learning, to which the hostility of his ecclesiastical superiors had compelled him to limit his philosophical energy. But what was that which Abelard wished to learn and that Roscelin, or any teacher, or, as we should say, Professor of the period, had to communicate? And how was the knowledge, which some sought to impart and many to acquire, conserved? Universities had not yet been called into being; and no great centres of recognized learning drew to themselves the youth or crystallized the opinions of an entire nation. In their stead, and operating as yet as sole substitute, were Episcopal Schools, under the immediate protection and supervision of the Archbishop or Bishop of the diocese; and it depended almost as much on the ambition of a Prelate as upon the importance of his See, whether his School acquired a wide renown, or remained the obscure head-quarters of local instruction. Deriving his faculties from the Bishop, there presided over each Episcopal School a clerical lecturer, or “scholastic”; and all those who attended his classes, or course, were termed his scholars. The success of his teaching and the number of his followers necessarily shed lustre on his episcopal superior and upon the province in which the latter resided; and the emulation which burned among the more intelligent and aspiring members of the Episcopate, in their endeavors to secure for their respective schools Masters of erudition and eloquence, was almost an exact anticipation of the spirit of honorable rivalry that subsists among the Governing Bodies of modern German Universities. Those who favor the doctrine that there is nothing new under the sun, will perhaps be disposed to look backward rather than forward for a parallel to the influence of the Scholastics of the Middle Ages. Hippias, Prodikos, Gorgias, and other