Page:The Mediaeval Mind Vol 1.djvu/206

184 of Whitby, to sing the story of creation. A pervasive monastic atmosphere also surrounds the visions of hell and purgatory, which were to continue so typically characteristic of monastic Christianity.

What knowledge, sacred and profane, came to the Anglo-Saxons with Christianity? Quite properly learned were Augustine and the other organizers of the English Church. Two generations after him, the Greek monk Theodore was sent by the Pope to become Archbishop of Canterbury, complete Augustine's work, and instruct the English monks and clergy. Theodore was accompanied by his friend Hadrian, as learned as himself. Their labours finally established Roman Christianity in England. The two drew about them a band of students, and formed at Canterbury a school of sacred learning, where liberal studies were conducted by these foreigners with a knowledge and intelligence novel in Great Britain. In the north, Benedict Biscop, a Northumbrian, promoted the ends of Roman Catholicism and learning by establishing the monasteries of Wearmouth and Jarrow under the monastic regula of St. Benedict of Nursia, as modified by the practices of continental monasteries in the seventh century. He had been in Italy, and brought thence many books. It was among these books that Bede grew up at Jarrow.

Thus strong currents of Roman ecclesiasticism and liberal knowledge reached England. On the other hand, Irish monastic Christianity had already made its entry in the south-western part of Great Britain, and with greater strength established itself in the north, converting multitudes to the Faith and instructing such as would learn. The Irish teaching had been eagerly received by those groups of Anglo-Saxons who henceforth were to prosecute their studies with the aid of the further knowledge and discipline brought from the Continent by Theodore. Some of them had even journeyed to Ireland to study.

From this dual source was drawn the education of