Chapter 13

The pupils could not, as a rule, possess the text of Aristotle. The teacher read and expounded the text for them; but a very large portion of the time was always occupied in dictating, or "diting," notes, which the pupils were examined upon, _vivâ voce_; their best plan usually being to get them by heart, as any one might ask them to repeat passages literally; while perhaps few could examine well upon the meaning. The notes would be selections and abridgments from Aristotle, with the comments of modern writers. The "diting" system was often complained of as waste of time, but was not discontinued till the third, or present, University dynasty, and not entirely then, as many of us know.

The teaching was thus exclusively _Text_ teaching. The teacher had little or nothing to say for himself (at least in the earliest period). He was even restricted in the remarks he might make by way of commentary. He was as nearly as possible a machine.

But lastly, to complete the view of the first period, we must add the practice of Disputation, of which we shall have a better idea from the records of the next period. This practice was co-eval with the Universities; it was the single mode of stimulating the thought of the individual student; the chief antidote to the mechanical teaching by Text-books and dictation.

The pre-Reformation period of Aberdeen University was little more than sixty years. For a portion of those years it attained celebrity. In 1541, the town was honoured by a visit from James V., and the University contributed to his entertainment. The somewhat penny-a-lining account is, that there were exercises and disputations in Greek, Latin, and other languages! The official records, however, show that the College at that very time had sunk into a convent and conventual school.

SECOND PERIOD--THE REFORMATION.

The Reformation introduced the second period, and made important changes. First of all, in the great convulsion of European thought, the ascendancy of Aristotle was shaken. It is enough to mention two incidents in the downfall of the mighty Stagyrite. One was the attack on him by the renowned Peter Rainus, in the University of Paris. Our countryman, Andrew Melville, attended Ramus's Lectures, and became the means of introducing his system into Scotland. The other incident is still more notable. The Reformers had to consider their attitude towards Aristotle. At first their opinion was condemnatory. Luther regarded him as a very devil; he was "a godless bulwark of the Papists". Melancthon was also hostile; but he soon perceived that Theology would crumble into fanatical dissolution without the co-operation of some philosophy. As yet there was nothing to fall back upon except the pagan systems. Of these, Melancthon was obliged to confess that Aristotle was the least objectionable, and was, moreover, in possession. The plan, therefore, was to accept him as a basis, and fence him round with orthodox emendations. This done, Aristotle, no longer despotic, but as a limited constitutional monarch, had his reign prolonged a century and a half.

[NEW SUBJECTS INTRODUCED BY MELVILLE.]

THE MODIFIED CURRICULUM--ANDREW MELVILLE.

The first thing, after the Reformation in Scotland, was to purge the Universities of the inflexible adherents of the old faith. Then came the question of amending the Curriculum, not simply with a view to Protestantism, but for the sake of an enlightened teaching. The right man appeared at the right moment. In 1574, Andrew Melville, then in Geneva, received pressing invitations to come home and take part in the needed reforms. He was immediately made Principal of Glasgow University, at that time in a state of utter collapse and ruin. He had matured his plans, after consultation with George Buchanan, and they were worthy of a great reformer. He sketched a curriculum, substantially the curriculum of the second University period. The modifications upon the almost exclusive Aristotelianism of the first period, were significant. The Greek language was introduced, and Greek classical authors read. The reading in the Roman classics was extended. A text-book on Rhetoric accompanied the classical readings. The dialectics of Ramus made the prelude to Logic, instead of the three treatises of the old Logic. The Mathematics included Euclid. Geography and Cosmography were taken up. Then came a course of Moral Philosophy on an enlarged basis. With the Ethics and Politics of Aristotle, were combined Cicero's Ethical works and certain Dialogues of Plato. Finally, in the Physics, Melville still used Aristotle, but along with a more modern treatise. He also gave a view of Universal History and Chronology.

This curriculum, which Melville took upon himself to teach, in order to train future teachers, was the point of departure of the courses in all the Universities during the second period. With variations of time and place, the Arts' course may be described as made up of the Greek and Latin classics, with Rhetoric, Logic, and Dialectics, Moral Philosophy, or Ethics, Mathematics, Physics, and Astronomy. The little text-book of Rhetoric, by Talon or Talaeus, was made up of notes from the Lectures of Peter Ramus, and used in all our Colleges till superseded by the better compilation of the Dutch scholar, Gerard John Voss.

Melville had to contend with many opponents, among them the sticklers for the infallibility of the Stagyrite. Like the German Reformers, he had accepted Aristotelianism as a basis, with a similar process of reconciliation. So it was that Aristotle and Calvin were brought to kiss each other.

[MELVILLE DEFEATED ON THE REGENTING.]

ATTEMPT TO ABOLISH REGENTING.

Melville's next proposal was all too revolutionary. It consisted in restricting the Regents each to a special group of subjects; in fact, anticipating our modern professoriate. He actually set up this plan in Glasgow: one Regent took Greek and Latin; another, his nephew, James Melville, took Mathematics, Logic, and Moral Philosophy; a third, Physics and Astronomy. The system went on, in appearance at least, for fifty years; it is only in 1642, that we find the Regents given without a specific designation. Why it should have gone on so long, and been then dropt, we are not informed. Melville's influence started it in the other Universities, but it was defeated in every one from the very outset. After six years at Glasgow, he went to St. Andrew's as Principal and Professor of Divinity, and tried there the same reforms, but the resistance was too great. In spite of a public enactment, the division of labour among the Regents was never carried out. Yet such was Melville's authority, that the same enactment was extended to King's College, in a scheme having a remarkable history--the so-called New Foundation of Aberdeen University, promulgated in a Royal Charter of about the year 1581. The Earl Marischal was a chief promoter of the plan of reform comprised in this charter. The division of labour among the Regents was most expressly enjoined. The plan fell through; and there was a legal dispute fifty years afterwards as to whether it had ever any legal validity. Charles I. was made to express indignation at the idea of reducing the University to a school!

We now approach the foundation of Marischal College. The Earl Marischal may have been actuated by the failure of his attempt to reform King's College. At all events, his mind was made up to follow Melville in assigning separate subjects to his Regents. The Charter is explicit on this head. Yet in spite of the Charter and in spite of his own presence, the intention was thwarted; the old Regenting lasted 160 years.

ARISTOTELIAN PHYSICS TOO LONG MAINTAINED.

Still the Curriculum reform was gained. There was, indeed, one great miss. The year before Marischal College was founded, Galileo had published his work on Mechanics, which, taken with what had been accomplished by Archimedes and others, laid the foundations of our modern Physics. Copernicus had already published his work on the Heavens. It was now time that the Aristotelian Physics should be clean swept away. In this whole department, Aristotle had made a reign of confusion; he had thrown the subject back, being himself off the rails from first to last. Had there been in Scotland an adviser in this department, like Melville in general literature, or like Napier of Merchiston in pure mathematics, one fourth of the college teaching might have been reclaimed from utter waste, and a healthy tone of thinking diffused through the remainder.

A curious fascination always attached to the study of Astronomy, even when there was not much to be said, apart from the unsatisfactory disquisitions of Aristotle. A little book, entitled "_Sacrobosco_ on the Sphere," containing little more than what we should now teach to boys and girls, along with the Globes, was a University text-book throughout Europe for centuries. I was informed by a late King's College professor that the Use of the Globes was, within his memory, taught in the Magistrand Class. This would be simply what is termed a "survival".

[GRADUATION BY MEANS OF DISPUTES ON THESIS.]

SYSTEM OF DISPUTATION.

Now as to the mode of instruction. There were _vivâ voce_ examinations upon the notes, such as we can imagine. But the stress was laid on Disputations and Declamations in various forms. Besides disputing and declaiming on the regular class work before the Regent, we find that, in Edinburgh, and I suppose elsewhere, the classes were divided into companies, who met apart, and conferred and debated among themselves daily. The students were occupied, altogether, six hours a day. Then the higher classes were frequently pitched against each other. This was a favourite occupation on Saturdays. The doctrines espoused by the leading students became their nicknames. The pass for Graduation consisted in the _propugning_ or _impugning_ of questions by each candidate in turn. An elaborate Thesis was drawn up by the Regent, giving the heads of his philosophy course; this was accepted by the candidates, signed by them, and printed at their expense. Then on the day of trial, at a long sitting, each candidate stood up and propunged or impunged a portion of the Thesis; all were heard in turn; and on the result the Degree was conferred. A good many of these Theses are preserved in our Library; some of them are very long--a hundred pages of close type; they are our best clue to the teaching of the period. We can see how far Aristotle was qualified by modern views.

REGENTING DOOMED.

I said there might have been times when the students never had the relief of a second face all the four years. The exceptions are of importance. First, as regards Marischal College. Within a few years of the foundation, Dr. Duncan Liddell founded the Mathematical Chair, and thus withdrew from the Regents the subject that most of all needed a specialist; a succession of very able mathematicians sat in this chair. King's College had not the same good fortune. From its foundation it possessed a separate functionary, the Humanist or Grammarian; but he had also, till 1753, to act as Rector of the Grammar School. Edinburgh obtained from an early date a Mathematical chair, occupied by men of celebrity. There was no other innovation till near the end of the 17th century, when Greek was isolated both in Edinburgh and in Marischal College; but the end of Regenting was then near.

The old system, however, had some curious writhings. During the troubled 17th century, University reform could not command persistent attention. But after the 1688-Revolution, opinions were strongly expressed in favour of the Melville system. The obvious argument was urged, that, by division of labour each man would be able to master a special subject, and do it justice in teaching. Yet, it was replied, that, by the continued intercourse, the master knew better the humours, inclinations, and talents of their scholars. To which the answer was--the humours and inclinations of scholars are not so deeply hid but that in a few weeks they appear. Moreover, it was said, the students are more respectful to a Master while he is new to them.

The final division of subjects took place in Edinburgh, in 1708; in Glasgow, in 1727; in St. Andrews, in 1747. In Marischal College, the change was made by a minute of 11th Jan., 1753; but, whether from ignorance, or from want of grace, the Senatus did not record its satisfaction at having, after a lapse of five generations, fulfilled the wishes of the pious founder. In King's College, the old system lasted till 1798.

This closes the second age of the Universities, and introduces the third age, the age of the Professoriate, of Lecturing instead of Text-books, the end of Disputation, and the use of the English Language. It was now, and not till now, that the Scottish Universities stood forth, in several leading departments of knowledge, as the teachers of the world.

[AGE OF THE PROFESSORIATE.]

THE UNIVERSITIES AND THE POLITICAL REVOLUTIONS.

The second age of the Universities was Scotland's most trying time. In a hundred and thirty years, the country had passed through four revolutions and counter-revolutions; every one of which told upon the Universities. The victorious party imposed its test upon the University teacher, and drove out recusants. You must all know something of the purging of the University and the Ministry of Aberdeen by the Covenanting General Assembly of 1640. These deposed Aberdeen doctors may have had too strong leanings to episcopacy in the Church and to absolutism in the State, but they were not Vicars of Bray. The first half of the century was adorned by a band of scholars, who have gained renown by their cultivation of Latin poetry; a little oasis in the desert of Aristotelian Dialectics. It would be needless and ungracious to enquire whether this was the best thing that could have been done for the generation of Bishop Patrick Forbes.

Your reading in the History of Scotland will thus bring you face to face with the great powers that contended for the mastery from 1560: the Monarchy, always striving to be absolute; the Church, whose position made it the advocate of popular freedom; the Universities, fluctuating as regards political liberty, but standing up for intellectual liberty. In the 17th century the Church ruled the Universities; in the 18th, it may be said, that the Universities returned the compliment.

[PROFESSIONAL TEACHING BY APPRENTICESHIP]

UNIVERSITIES NOT ESSENTIAL FOR PROFESSIONS.

Enough for the past. A word or two on the present. What is now the need for a University system, and what must the system be to answer that need? Many things are altered since the 12th century.

First, then, Universities, as I understand them, are not absolutely essential to the teaching of professions. Let me make an extreme supposition. A great naval commander, like Nelson, is sent on board ship, at eleven or twelve; his previous knowledge, or general training, is what you may suppose for that age. It is in the course of actual service, and in no other way, that he acquires his professional fitness for commanding fleets. Is this right or is it wrong? Perhaps it is wrong, but it has gone on so for a long time. Well, why may not a preacher be formed on the same plan? John Wesley was not a greater man in preaching, than Nelson in seamanship. Take, then, a youth of thirteen from the school. Apprentice him to the minister of a parish. Let him make at once preparations for clerical work. Let him store his memory with sermons, let him make abstracts of Divinity systems; master the best exegetical commentators. Then, in a year or two, he would begin to catechise the young, to give addresses in the way of exposition, exhortation, encouragement, and rebuke. Practice would bring facility. Might not, I say; seven years of the actual work, in the susceptible period of life, make a preacher of no mean power, without the Grammar School, without the Arts' Classes, without the Divinity Hall?

What then do we gain by taking such a roundabout approach to our professional work? The answer is twofold.

First, as regards the profession itself. Nearly every skilled occupation, in our time, involves principles and facts that have been investigated, and are taught, outside the profession; to the medical man are given courses of Chemistry, Physiology, and so on. Hence to be completely equipped for your professional work, you must repair to the teachers of those tributary departments of knowledge. The requirement, however, is not absolute; it admits of being evaded. Your professional teachers ought to master these outside subjects, and give you just as much of them as you need, and no more; which would be an obvious economy of your valuable time.

Thus, I apprehend, the strictly professional uses of general knowledge fail to justify the Grammar School and the Arts' curriculum. Something, indeed, may still be said for the higher grades of professional excellence, and for introducing improved methods into the practice of the several crafts; for which wider outside studies lend their aid. This, however, is not enough; inventors are the exception. In fact, the ground must be widened, and include, secondly, _the life beyond the profession_. We are citizens of a self-governed country; members of various smaller societies; heads, or members of families. We have, moreover, to carve out recreation and enjoyment as the alternative and the reward of our professional toil. Now the entire tone and character of this life outside the profession, is profoundly dependent on the compass of our early studies. He that leaves the school for the shop at thirteen, is on one platform. He that spends the years from thirteen to twenty in acquiring general knowledge, is on a totally different platform; he is, in the best sense, an aristocrat. Those that begin work at thirteen, and those that are born not to work at all, are alike his inferiors. He should be able to spread light all around. He it is that may stand forth before the world as the model man.

[THE GRADUATE AS SUCH.]

THE IDEAL GRADUATE.

All this supposes that you realise the position; that you fill up the measure of the opportunities; that you keep in view at once the Professional life, the Citizen life, and the life of Intellectual tastes. The mere professional man, however prosperous, cannot be a power in society, as the Arts' graduate may become. His leisure occupations are all of a lower stamp. He does not participate in the march of knowledge. He must be aware of his incompetence to judge for himself in the greater questions of our destiny; his part is to be a follower, and not a leader.

It is not, then, the name of graduate that will do all this. It is not a scrape pass; it is not decent mediocrity with a languid interest. It is a fair and even attention throughout, supplemented by auxiliaries to the class work. It is such a hold of the leading subjects, such a mastery of the various alphabets, as will make future references intelligible, and a continuation of the study possible.

Our curriculum is one of the completest in the country, or perhaps anywhere. By the happy thought of the Senatus of Marischal College, in 1753, you have a fundamental class (Natural History) not existing in the other colleges. You have a fair representation of the three great lines of science--the Abstract, the Experimental, and the Classifying. When it is a general education that you are thinking of, every scheme of option is imperfect that does not provide for such three-sided cultivation of our reasoning powers. A larger quantity of one will no more serve for the absence of the rest than a double covering of one part of the body, will enable another part to be left bare.

VOLUNTARY EXTENSION OF THE BASIS.

Your time in the Arts' curriculum is not entirely used up by the classes. You can make up for deficiences in the course, when once you have formed your ideal of completeness. For a year, or two after graduating, while still rejoicing in youthful freshness, you can be widening your foundations. The thing then is, to possess a good scheme and to abide by it. Now, making every allowance for the variation of tastes and of circumstances, and looking solely to what is desirable for a citizen and a man, it is impossible to refuse the claims of the department of Historical and Social study. One or two good representative historical periods might be thoroughly mastered in conjunction with the best theoretical compends of Social Philosophy.

[THE WELL-INSTRUCTED MAN.]

Farther, the ideal graduate, who is to guide and not follow opinion, should be well versed in all the bearings of the Spiritual Philosophy of the time. The subject branches out into wide regions, but not wider than you should be capable of following it. This is not a professional study merely; it is the study of a well-instructed man.

Once more. A share of attention should be bestowed early on the higher Literature of the Imagination. As, in after life, poetry and elegant composition are to be counted on as a pleasure and solace, they should be taken up at first as a study. The critical examination of styles, and of authors, which forms an admirable basis of a student's society, should be a work of study and research. The advantages will be many and lasting. To conceive the exact scope and functions of the Imagination in art, in science, in religion, and everywhere, will repay the trouble.

THE ARTS' GRADUATE IN LITERATURE.

Ever since I remember, I have been accustomed to hear of the superiority of the Arts' graduate, in various crafts, more especially as a teacher. Many of you in these days pass into another vocation--Letters, or the Press. Here too, almost everything you learn will pay you professionally. Still, I am careful not to rest the case for general education on professional grounds alone. I might show you that the highest work of all--original enquiry--needs a broad basis of liberal study; or at all events is vastly aided by that. Genius will work on even a narrow basis, but imperfect preparatory study leaves marks of imperfection in the product.

The same considerations that determine your voluntary studies, determine also the University Ideal. A University, in my view, stands or falls with its Arts' Faculty. Without debating the details, we may say that this Faculty should always be representative of the needs of our intelligence, both for the professional and for the extra-professional life; it should not be of the shop, shoppy. The University exists because the professions would stagnate without it; and still more, because it may be a means of enlarging knowledge at all points. Its watchword is Progress. We have, at last, the division of labour in teaching; outside the University, teachers too much resemble the Regent of old--having too many subjects, and too much time spent in grinding. Our teachers are exactly the reverse.

Yet, there cannot be progress without a sincere and single eye to the truth. The fatal sterility of the middle ages, and of our first and second University periods, had to do with the mistake of gagging men's mouths, and dictating all their conclusions. Things came to be so arranged that contradictory views ran side by side, like opposing electric currents; the thick wrappage of ingenious phraseology arresting the destructive discharge. There was, indeed, an elaborate and pretentious Logic, supplied by Aristotle, and amended by Bacon; what was still wanted was a taste of the Logic of Freedom.

FOOTNOTES:

[Footnote 15: RECTORIAL ADDRESS, to the Students of Aberdeen University, _15th November_, 1882.]

* * * * *

VII.

THE ART OF STUDY.