A new education was also beginning in this same period, and was growing in definiteness of content and of organization, in response to a demand which was becoming eager. At many centres in Europe groups of scholars were giving formal lectures on the knowledge of the day, and were attracting larger and larger numbers of students by the fame of their eloquence, or by the stimulus of their new method. The beginnings of Oxford as a place of teachers, as well as of Paris, reach back into this time. The ambitious young man, who looked forward to a career in the Church, began to feel the necessity of getting the training which these new schools could impart. The number of students whom we can name, who went from England to Paris or elsewhere to study, is large for the time; but if we possessed a list of all the English students, at home or abroad, of this reign, we should doubtless estimate the force of this influence more highly, even in the period of its beginning. For the ideas which now reigned in the Church pervaded the new education as they did the new monasticism. There was hardly a source, indeed, from which the student could learn any other doctrine, as there has remained none in the learning of the Roman Church to the present day. The entire literature of the Church, its rapidly forming new philosophy and theology, its already greatly developed canon law, breathed only the spirit of a divinely inspired centralization. And the student who returned, very likely to rapid promotion in the English Church, did not bring back these ideas for himself alone. He set the fashion of thinking for his less fortunate fellows.