A short history of England . were surrounded by more extensive walls, but the great ad-vance in castle building that was to markthe close of the thirteenth century andto give rise to such fortresses as Conwayor Carnarvon, whose ruins are now soimpressive, had not yet come. 157. The Uni-versities. — Thelife of this perioddid not run solargely in militaryas in more peace-ful lines. A proofof this is to befound in the rapidgrowth of the uni-versities of Oxfordand the earliermiddle agesinstruction wasgiven to pupils at most of the cathedrals and larger was in
A short history of England . were surrounded by more extensive walls, but the great ad-vance in castle building that was to markthe close of the thirteenth century andto give rise to such fortresses as Conwayor Carnarvon, whose ruins are now soimpressive, had not yet come. 157. The Uni-versities. — Thelife of this perioddid not run solargely in militaryas in more peace-ful lines. A proofof this is to befound in the rapidgrowth of the uni-versities of Oxfordand the earliermiddle agesinstruction wasgiven to pupils at most of the cathedrals and larger was in the main a survival from the teaching of theschools of the later Roman Empire, and had been reintroducedinto England from the continent along with Christianity dur-ing the Saxon period. It was altogether in the hands of theclergy, and was intended principally for the training of were taught, besides reading and writing, three primary sub-jects of study : grammar, the use of words ; rhetoric, the forms of. Salisbury Cathedral (an example of the EarlyEnglish style of architecture) FORMATION OF A UNITED ENGLISH NATION 189 writing and speech; and logic, the forms of reasoning. Thesethree subjects were called the trivium. Four more advanced sub-jects made up the quadrivium, that is to say, arithmetic, geometry,astronomy, and the science of music. These were known as theseven liberal arts, and lay at the basis of further studies in phi-losophy, divinity, law, and medicine. Teachers became famousat certain cathedral or monastic schools, and large numbers ofpupils gathered around them. In certain places also, quite inde-pendent of cathedral or monastery, teachers gave instruction,made reputations, and attracted students. In this way the beginnings of the great universities of Oxfordand Cambridge seem to have been made. As early as 1150 therewere many teachers and students at Oxford. These teachers ormasters adopted some sort of organization among themselves,and it w
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