Bernardo Gallegos
Bernardo Gallegos Resources
Gallegos Page 1
Gallegos Page 2
Gallegos Page 3
Gallegos Page 4
Gallegos Page 5
Gallegos Page 6
Sitemap
|
Bernardo Gallegos
Page 01 - Part E
The set-back to learning caused by this latest
deluge of barbarism was a serious one, and one from which the land did not
recover for a long time. In northern Frankland and in England the results
were disastrous. The revival which Charlemagne had started was checked,
and England did not recover from the blow for centuries. Even in the parts
of England not invaded and pillaged, education sadly declined as a result
of nearly a century of struggle against the invaders (R. 66). Alfred,
known to history as _Alfred the Great_, who ruled as English king from 871
to 901, made great efforts to revive learning in his kingdom. Probably
inspired by the example of Charlemagne, he established a large palace
school (R. 68), to the support of which he devoted one eighth of his
income; he imported scholars from Mercia and Frankland (R. 67); restored
many monasteries; and tried hard to revive schools and encourage learning
throughout his realm, and with some success. [22] With the great decay of
the Latin learning he tried to encourage the use of the native Anglo-Saxon
language, [23] and to this end translated books from Latin into Anglo-
Saxon for his people. In his Introduction to Gregory's volume (R. 66) he
expresses the hope, "If we have tranquillity enough, that all the free-
born youth now in England, who are rich enough to be able to devote
themselves to it ... be set to learn ... English writing," while those who
were to continue study should then be taught Latin. The coming of the
Normans in 1066, with the introduction of Norman-French as the official
language of the court and government, for a time seriously interfered with
the development of that native English learning of which Alfred wrote.
In the preceding chapter and in this one we have traced briefly the great
invasions, or migrations, which took place in western Europe, and
indicated somewhat the great destruction they wrought within the bounds of
the old Empire. In this chapter we have traced the beginnings of Christian
schools to replace the ones destroyed, the preservation of learning in the
monasteries, and the efforts of Charlemagne and Alfred to revive learning
in their kingdoms. In the chapter which follows we shall describe the
mediaeval system of education as it had evolved by the twelfth century,
after which we shall be ready to pass to the beginnings of that Revival of
Learning which ultimately resulted in the rediscovery of the learning of
the ancient world.
Source: THE HISTORY OF EDUCATION, by ELLWOOD P. CUBBERLEY
[ Part A ]
[ Part B ]
[ Part C ]
[ Part D ]
[ Part E ]
[ Part F ]
|
