18. The scholastic theology was a third method; it was in its general principle, an alliance between faith and reason; an endeavour to arrange the orthodox system of the church, such as authority had made it, according to the rules and methods of the Aristotelian dialectics, and sometimes upon premises supplied by metaphysical reasoning. Lanfranc and Anselm made much use of this method in the controversy with Berenger as to transubstantiation; though they did not carry it so far as their successors in the next century.[24] The scholastic philosophy seems chiefly to be distinguished from this theology by a larger infusion of metaphysical reasoning, or by its occasional inquiries into subjects not immediately related to revealed articles of faith.[25] The origin of this philosophy, fixed by Buhle and Tennemann in the ninth century, or the age of Scotus Erigena, has been brought down by Tiedemann, Meiners, and Hampden,[26] so low as the thirteenth. But Roscelin of Compiegne, a little before 1100, may be accounted so far the founder of the schoolmen, that the great celebrity of their disputations, and the rapid increase of students, is to be traced to the influence of his theories, though we have no proof that he ever taught at Paris. Roscelin also, having been the first to revive the famous question as to the reality of universal ideas, marks, on every hypothesis, a new era in the history of that philosophy. The principle of the schoolmen in their investigations was the expanding, developing, and if possible illustrating and clearing from objection, the doctrines of natural and revealed religion in a dialectical method and by dint of the subtlest reasoning. The questions which we deem altogether metaphysical, such as that concerning universal ideas, became theological in their hands.[27] [24] Hist. Litt. de la France, ubi suprà. Tennemann, Manuel de l’Hist. de la Philosophie, i. 332. Crevier, i. 100. Andrés, ii. 15.