Readings in the History of Education eBook

This eBook from the Gutenberg Project consists of approximately 163 pages of information about Readings in the History of Education.

Readings in the History of Education eBook

This eBook from the Gutenberg Project consists of approximately 163 pages of information about Readings in the History of Education.
Inasmuch as no good thing is more desirable than philosophy, as Cicero says, and none more advantageous has been given to the race of mortals, or granted by heaven, or will ever be given as a gift; in order that we may possess this too, we choose as our guide Aristotle, whom we cause to be commended for his knowledge of facts, the number of his works, his ability in speaking, and the acumen of his intellectual powers.  Nor will we interpret the visions and involved questions of his interpreters, since it is characteristic of a very poor intellect to grow wise from commentaries only, in which, neglecting Aristotle’s meaning, the Sophists dispute about empty trifles.  But his works, translated in part by Archeropylus [Argyropulos], in part by Augustus Nipho and Hermolaus Barbarus and Theodoras Gaza, will be made clear in the order outlined below:[24] [Then follows the list of books, for which see p. 134].

The third stage of the debate concerning Aristotle began shortly after 1500.  His works were less exclusively the subject of study:  they were being displaced by the Latin and Greek classics.  They were, moreover, the object of repeated attack.  In 1536, in the University of Paris, which had so long maintained their study, Pierre Ramus successfully defended the startling thesis, “Everything that Aristotle taught is false.”  This was only one sign of their loss of prestige.  New and improved text-books in Logic absorbed the useful portions of the Organon; the authority of the Natural Philosophy waned with the rise of experimental science; that of the Metaphysics yielded to the new philosophy of Descartes.  By the end of the seventeenth century they ceased to be a potent factor in university studies.

(b) The Roman Law

The great compilation of the Roman Law known as the Corpus Juris Civilis (Body of Civil Law) constitutes a second important addition of the twelfth century to the field of university studies.  It was probably more important as an influence upon the growth of universities than the works of Aristotle.

The greater part of the Corpus Juris was compiled at Constantinople, 529-533 A.D., by certain eminent jurists under the Roman Emperor, Justinian.  The purpose of the work was to reduce to order and harmony the mass of confused and contradictory statutes and legal opinions, and to furnish a standard body of laws of manageable size in place of the unwieldly mass of incorrect texts commonly in use, so that “the entire ancient law, in a state of confusion for some fourteen hundred years and now by us made clear, may be, so to speak, enclosed within a wall and have nothing left outside it.”  The jurists entrusted with this work were also required to prepare an introductory book for students, as described below.  After the completion of the whole work Justinian issued (533-565) many new statutes (Novellae) which were never officially collected, but which came to be considered a part of the Corpus Juris.  The main divisions of the Body of Civil Law are—­

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Readings in the History of Education from Project Gutenberg. Public domain.