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THE INFLUENCE OF CHRISTIANITY. 141<br />

which the lights of the Christian Church manifested in<br />

regard to the intellectual creations of the Greeks and<br />

Romans* the one-sidedness which moved them to confine<br />

their choice of material to what had been transmitted<br />

through Jewish and Christian channels, and the tendency to<br />

disparage the civilization acquired in ancient times, gave to<br />

these literary productions a very prejudiced character and<br />

make it clear to us why enlightened contemporaries, not<br />

affected by religious bias, were able to discern in them<br />

no sign of progress in the intellectual development of<br />

man.<br />

If the struggle between the Christian training and that of<br />

the Ancients had been decided with the weapons of the<br />

intellect the. superiority of the latter must have been<br />

proved: but it was soon transferred to the fields of political<br />

power where the victory falls to the strongest. When the<br />

Christians, after having for centuries been persecuted by<br />

the heathen, at length obtained dominion in the state, they<br />

on their side began to oppress their former oppressors.<br />

Eagerly labouring to dig up the roots which attached man­<br />

kind to the heathen past, they attacked the system of<br />

teaching resting upon the study of the ancients, and endea­<br />

voured so to modify it in accordance with their way of<br />

thinking that it should assume a form compatible with<br />

Christian dogma. Failing in this they employed force<br />

and abolished the teaching-institutions. By an edict of<br />

JUSTINIAN' of the year 529 the schools of philosophy at<br />

Athens and Alexandria were closed. The last of the Greek<br />

philosophers abandoned their homes and sought protection<br />

and freedom for thought in foreign lands. In Constantinople<br />

and other places, especially in the countries of the west,<br />

the temples of the Muses were transformed into Christian<br />

schools in which the study of religion was the predominant<br />

feature. The priests took over the direction of education<br />

and became the representatives of knowledge. To them<br />

* Archiv. f. Geschichte u. Literatur; herausg. v. F. C. SCHLOSSER U. BERCHT<br />

i, S. 253 et seq.

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