ent of
progress._--Rome began to decline, and the Teutons of the north, whom
Rome had never been able to subjugate, became her conquerors. The Latin
race had served a noble purpose in the world's history, but now another,
perhaps stronger race, joined in the work of civilization. The physical
and intellectual vigor of the various branches of the Teutonic
family,--the German, the Anglo-Saxon, the Scandinavian,--which has won
for them leadership in evangelization, in commerce, in conquest, and in
educational enterprise, showed itself unmistakably during the period
under discussion. These peoples now joined with the Latin peoples in
assuming the ever increasing responsibilities of Christian civilization,
and the interests of education were greatly enhanced and furthered
through these combined influences.

These are the principal agencies to which were committed the most vital
interests of humanity during the first fifteen centuries of the
Christian era. We shall see that some grave errors were made, errors
that blocked the path of improvement sometimes for centuries; we shall
find that narrowness, bigotry, prejudice, and ignorance often hindered
the introduction of truth because it did not coincide with tradition; we
shall see how the Church assumed prerogatives that did not belong to
her, especially in the field of scientific research, and thereby delayed
human progress; nevertheless, we shall ever remain thankful to these
agencies for the encouragement they gave to education, and for whatever
good results they were instrumental in attaining.

CHAPTER XVI

THE FIRST CHRISTIAN SCHOOLS

=Literature.=--_White_, Eighteen Christian Centuries; _Durrell_, A New
Life in Education; _Laurie_, Rise of Universities; _Lecky_, History of
European Morals; _Allies_, The Formation of Christendom; _Azarias_,
Philosophy of Literature; _Azarias_, Essays Philosophical.

We have already seen that the early Christians were obliged to endure
great hardships and surmount great difficulties in securing education
for their children. Indeed, during the first two centuries almost all
that was done was to train the converts in the rites and ceremonies of
the Christian Church. But as they grew stronger in numbers, and as
persecution diminished, they could give greater attention to education.
Unwilling to make use of pagan schools, which could not satisfy their
chief need--to prepare for the new religion--they gradually established
their o