Now, let us at the outset anticipate one question our readers may very naturally ask themselves: Have we undertaken a sketch of the history of the church, or that of human thought and progress? The latter, undoubtedly. Then, how is it that “the church” runs through the whole, like the ground melody of the system? How is it that, even in the emancipating times on which we have now come, the doctors and masters of the schools are all monks and clerics, the theses chosen from Scripture texts, the disputes all turning on points of doctrine, and those, too, uncompromisingly of _Catholic_ doctrine? We can only answer that such are the facts; secular learning hardly existed, and what there was of it was so tinged with religion that it was hardly distinguishable from that of theologians. Take Dante, for instance, an accomplished scholar, a patriot, a politician, and a keen philosopher. Who would not think him a priest and a theologian, from the way he has cast his grand and unrivalled poem? It is a summary of Catholic doctrine and tradition, a poetical version of S. Thomas’ _Summa_, without some knowledge of which it is absolutely impossible to read the third part, the _Paradiso_, and _understand_ it. We cannot help it if we seem to be sketching ecclesiastical, while we are engaged on intellectual, history. Never before the “Reformation” were they divorced, and no better proof than this could be adduced of the essentially teaching mission of the church. The proximate cause of the greatness of the University of Paris may be traced through four or five generations of scholars up to our Saxon master Alcuin. His pupil Rabanus, the great Abbot of Fulda, formed Lupus of Ferrières in his own mould; he in turn instructed Henry of Auxerre, the _scholasticus_ or master of the Auxerre school, where he found Remigius, destined to become the re‐establisher of sacred studies at Rheims, the Canterbury of France. From Rheims this Remigius removed to Paris (in the Xth century), and from his time the schools of that city continued to increase in reputation and importance till they developed into the great university. He it was “who opened the first public school which we know with any certainty to have been established in Paris.”(81) The first rudiments of the laws governing the greatest corporate institution of scholastic times seem to have sprung from the very disorders occasioned by the immense numbers and pugnacious national characteristics of the rival students of all nations who flocked to Paris. In 1195, we find a certain John, Abbot of S. Alban’s, associated with the _body of elect masters_,(82) and the year previous Pope Celestine III. ruled that the students should be subject to ecclesiastical tribunals only, and should be exempt from all civic interference in their affairs on the part of the town authorities.(83) In 1200, the university is acknowledged by Philip Augustus as a corporate body, governed by a head who shall not be