distinctions. They are, firstly, an extraordinary ability in
imparting such knowledge as the poverty of the age afforded--the
facts of his career reveal it; and, secondly, a mind of such
marvellous penetration that it conceived great truths which it
has taken humanity seven or eight centuries to see--this will
appear as we proceed. It was the former of these gifts that made
him, in literal truth, the centre of learned and learning
Christendom, the idol of several thousand eager scholars. Nor,
finally, were these thousands the "horde of barbarians" that
jealous Master Roscelin called them. It has been estimated that a
pope, nineteen cardinals, and more than fifty bishops and
archbishops were at one time among his pupils.[7]

Abelard's fame as a teacher, with the consequent increase of masters and
students at Paris, undoubtedly paved the way for the formation of the
University later in the century. This is not however his greatest
distinction in the history of education. His most enduring influences
came from (1) his independence in thinking, (2) his novel method of
dealing with debatable questions, and (3) his contributions to
scholastic philosophy and theology. The first two of these are
considered below; the last belongs more properly to the history of
philosophy.

(1) Nothing singles Abelard out more clearly among the teachers of his
time than his intellectual independence. Most of his contemporaries
accepted unquestioningly the view that in religious matters faith
precedes reason. One might seek to justify one's faith by reason, but
preliminary doubt as to what should be the specific articles of one's
faith was inadmissible. As they supposed, these articles had been
determined by the church fathers--Augustine, Jerome, and others--and by