The contrast between the cathedral school of Chartres and the University of Paris illustrates the change from the twelfth to the thirteenth century. The former has been spoken of in a previous chapter, where its story was brought down to the times of its great teachers, Bernard and Thierry, of whom we shall have to speak in connection with the teaching of grammar and the reading of classical authors. The school flourished exceedingly until the middle of the twelfth century.[174] By that time the schools of Paris had received an enormous impetus from the popularity of Abaelard, and scholars had begun to push thither from all quarters. But it was not till the latter part of the century that the University, with its organization of Masters and Faculties, began visibly to emerge out of the antecedent cathedral school.[175] Chartres was a home of letters; and there Latin literature was read enthusiastically. But in Paris Abaelard was pre-eminently a dialectician; and after he died, through those decades when the University was coming into existence, the tide of study set irresistibly toward theology and metaphysics. Students and masters of the Faculty of Arts outnumbered all the other Faculties; nevertheless, counting not by tumultuous numbers, but by intellectual strength, the great matter was Theology, and the majority of the Masters in the Arts were students in the divine science. The Arts were regarded as a preparatory discipline. So through its great period, which roughly coincides with the thirteenth century, the University of Paris was for all Europe the supreme seat of Dialectic, Metaphysics, and Theology, and yet no kindly nurse of _belles lettres_. The tendencies of Oxford were not quite the same as those of Paris, yet Latin literature as such does not seem to have been cultivated there for its own fair sake. This apparently was unaffected by the fact that a movement for “close” or exact scholarship existed at the English university. Grosseteste, its first great chancellor, teacher and inspirer, unquestionably introduced, or encouraged, the study of Greek; and his famous pupil, Roger Bacon, was a serious Greek scholar, and wrote a grammar of that tongue. But neither Grosseteste nor Bacon appears to have been moved by any literary interest in Greek literature; both one and the other urged the importance of Greek, and of Hebrew too and Arabic, in order to reach a surer knowledge of Scripture and Aristotle. They sought to open the veritable founts of theology and natural knowledge, an intelligent aim indeed, but quite unliterary. In spirit both these men belong to the thirteenth century, not to the twelfth.[176]