We now go on to the more definite form which the scholastic theology reached; for in a second development of scholastic philosophy the main endeavour became to make the teaching of the Christian Church methodical, while still keeping its connection with all previous metaphysical arguments. These and their counter-arguments were placed side by side in stating every dogma, so that theology became represented in a scientific system, while before this the ecclesiastical teaching in the general education of the clergy was limited to the propounding of successive dogmas, and the writing down of passages from Augustine and other Fathers bearing on each proposition. a. PETER LOMBARD. Peter of Novara in Lombardy was the first of those who brought this to pass; he dates from the middle of the twelfth century, and was the originator of this method. He died in the year 1164. Petrus Lombardus set forth a whole system of scholastic theology which remained for several centuries the basis of the doctrine of the Church. He composed to that end his _Quatuor libros sententiarum_, and hence he likewise received the name _Magister sententiarum_. For in those times every learned schoolman had some predicate such as _Doctor acutus_, _invincibilis_, _sententiosus_, _angelicus_, &c. Others also availed themselves of the same title for their works; thus Robert Pulleyn wrote _Sententiarum libros octo_.[25] Lombard collected the principal points in church doctrines from councils and Fathers, and then added subtle questions respecting particular items; with these the schools occupied themselves, and they became a subject of disputation. He himself, indeed, answered these questions, but he caused counter-arguments to follow, and his answer often left the whole matter problematical, so that the questions were not properly decided. The arguments are thus enumerated on either side; even the Fathers contradicted themselves, and numerous passages from them were quoted by both the opposed sides in support of their respective views. In this way _theses_ arose, then _quæstiones_, in reply to these _argumenta_, then again _positiones_, and finally _dubia_; according as men chose to take the words in this sense or that, and followed this or that authority. Yet a certain degree of method began to enter in.