THEOLOGICAL EDUCATION. 198 THEOLOGICAL EDUCATION. a somewhat more definite exegesis, and conflict with paganism a direct apologetic. The neces- sity of defining and defending the explicit con- tent of revelation resulted in a gradual growth of dogmatics, with a well-marked branch of polemics, while the bearings of the new- reli- gious-moral triths on tlie growing complexities of life in the world and the cloister necessitated an unfolding of moral and aseetical theology. Eusebius in the meantime had founded ecclesi- astical history, and with the Decretists and the Decretalists canon law received an organic shape. After the collapse of the Roman Empire educa- tional activity, theological as well as secular, was practically confined to the monasteries, and was limited to the conserving of the materials in- herited from the past: Throughout the Middle Ages the various branches of the theological curriculum became more systematic and coordinated. Biblical study was emphasized, though principal attention was given to the philosophico-theological systema- tization of the speculative content of religious faith and to the motives, faculties, and laws of moral and religious conduct. Historical and critical studies were, however, but slightly and superficially cultivated. A great change begins with the rise of the Humanists and the Reformation, followed by the opposite reform instituted by the Council of Trent. Progress lay principally in the circle of biblical and historical studies. Exegesis was pursued with great zeal, and the study of the Bible centred mainly on historico-eritical ques- tions. The founder of isagogics as a special dis- cipline was Richard Simon, and in the second half of the eighteenth century, in which, besides, the division of theology into separate depart- ments was completed, it was marked oflf against the rest of biblical science. In Church history, reestablished by Baronius (1607), the auxiliary sciences attained chiefly through the Benedictines of Saint JIaur their form and demarcation: patrology, archsolog;', and chronology. In criti- cism of sources Mabillon (170"), in the study of the Catacombs Bosio (1639), in hagiography Bollandus ( 166.5) . were most prominent. Besides these Petavius (1652) and Thomassin (169.5) es- tablished scientifically the history of dogma, which since the latter half of the eighteenth cen- tury has been independent. In systematic the- ology, moral theology-, which had made great ad- vance, separated definitely from dogmatic and was raised to an independent discipline. Casxiis- try received particular interest and care. In dogmatics Jlelchior Cano (1.560) created by his Loci Theoloflici the science of theological noetics, to which Stapleton (De Principiis Fidei Doc- irinw) gave scientific finish. In post-Tridentine dogmatics, polemics took a broad and important place. To it men like Bellarmine, Suarez, and Soto devoted their best powers. Jlystics and ascetics, earnestly cultivated even in patristic times (their founder was the Pseudo-Dionysius) , were greatly developed, but attained no indepen- dent position. They remained, like casuistics, in connection with and in the service of moral the- ology. Thus the theological cycle was. at the close of the sixteenth century, divided into the following departments: Biblical science (undi- vided). Church history, dogmatics, moral and canon law. The difi'erentiation of the other the- ological disciplines was accomplished only in the second half of the eighteenth century. The latest to appear as a separate branch was pastoral the- ology, in Germany, with the erection of a special chair for its teaching under Maria Theresa. Later on it divided into three departments : homi- leties, liturgies, and the theory of the pastoral life. Apologetics, as fundamental theology, though zealously cultivated for centuries, sepa- lated from dogmatics only in the nineteenth cen- tury. The actual curriculum of the ecclesiastical, or, as it is usually called, the diocesan seminary, in which the system of theological education is im- parted, dates in its present organization from the Council of Trent, but, like the system itself, is the outcome of a gradual historical growth. In the early centuries theological education was received partly at central catechetical schools (e.g. at Alexandriii and Antioch),but chiefly at the bishop's residence and iinder his guidance and spirit. The episcopal school was afterwards supplemented by the monastic institutions and the schools established by Charlemagne. These in turn were succeeded by the great medijpval universities and the coUernn attached thereto. The growing laxity of discipline at these institu- tions induced the Council of Trent to establish the present seminary system, which since then has gradually become universal throughout the Church. The purpose of these institutions, one or more of which exist in almost every diocese or ecclesiastical province, is primarily a moral one; the training of the person, the forming of the youth, by strict discipline and the practices of religion, to habits of self-control and to the sliaping of his life in harmony with the priestly ideal. The graded course of study pursued in them averages from ten to twelve years, divided into three distinct but closely connected stages: the preparatory, the philosophical, and the strictly theological, to which the first two are subordinate. In the preparatory department the usual college studies are pursued, though special importance is placed on Latin. As this lan- guage is the vehicle of most of the subsequent studies — text-book and lecture being usually in Latin — the student passing from the preparatory seminary is required to have an easy reading familiarity and a fair speaking facility in the language. The two years of philosophy are devoted to logic, psvchology, metaphysics, and ethics (includin,g sociologj'), the physical sci- ences, Hebrew, and Greek. The theological cur- riculum of four years is organized on the follow- ing lines : I. Thrnlnqi/ in Us Unity {i^i/nthesis) . — (I) The theologian: His ideal, moral, and intellec- tual equipment: preparatory training in lan- guages, philosophy, history, natural sciences, and arts. (2) Nature, origin, and classification of religion. (3) Relation of theology to religion. (4) Object, nature, relations (to reason and faith), and history of theological science. II. Departments of Theology (Analysis) . — A. Historical. — (1) The Bible, criticism, exe- gesis. (2) Biblical theology: (a) history of the Old and New Testament: (b) their general doc- trinal contents: (c) aids to study: biblical pliilology. arch.'eology, hermeneutics. (3) Church history: (1) scope, methods, epochs; (2) divi- sions: (a) patrology; (b) symbolism; (c) eccle-
