Old Western Culture A Christian Approach to the Great Books Year 3: Christendom

Unit 2 Defense of the Faith

Scholastics of theHigh

Workbook and Answer Key

Please Note: This workbook may be periodically updated, expanded, or revised. Download the latest revision at www.RomanRoadsMedia.com/materials. Version 1.0.1

ROMAN MEDIA

Roman Roads Media is a publisher of classical Christian curriculum. Just as the first century roads of the were the physical means by which the early church spread the gospel far and wide, so Roman Roads Media uses today’s technology in print and media to bring timeless truth, goodness, and beauty into your home. Roman Roads Media: classical education, in your home.

About Old Western Culture OLD WESTERN CULTURE is a literature curriculum covering the Great Books of Western Civilization. It is a classical curriculum, based on the great books of western civilization. It is a Christian curriculum, which sees the history and literature of the West through the eyes of the Bible and historic Christianity. It is an integrated humanities curriculum, bringing together literature, history, philosophy, doctrine, geography, and art. And it is a homeschool oriented curriculum, made by homeschoolers with the needs of homeschooled in mind, including flexibility, affordability, and ease-of-use.

Year 1: The Greeks Year 3: Christendom Unit 1: The Epics—The Poems of Homer Unit 1: Early Medievals—The Growth of Unit 2: Drama and Lyric—The Tragedies, European Christianity Comedies, and Minor Poems Unit 2: The Defense of the Faith—Scholastics of Unit 3: The Histories—Herodotus, Thucydides, the High Middle Ages and Xenophon Unit 3: The Medieval Mind—Dante and Aquinas Unit 4: The Philosophers—Aristotle and Plato Unit 4: The Reformation—Erasmus, Calvin, Cranmer, Spencer, and Chaucer Year 2: The Romans Unit 1: The Aeneid—Vergil and Other Year 4: Early Moderns Roman Epics Unit 1: Rise of —Metaphysical Poets, Unit 2: The Historians—From Idea to Empire Milton, Shakespeare, and Bunyan Unit 3: Early Christianity—Clement, Ignatius, Unit 2: The Enlightenment—Liberal THought Irenaeus, Justin Martyr, and and the Sparks of Revolution Unit 4: Nicene Christianity—Athanasius, Unit 3: The Victorian Poets—Neoclassical Poetry, Augustine, and Victorian Poetry, and Romantic Poetry Unit 4: The Novels—Austen, Dickens, Dostoevsky, and Lewis.

Published by Roman Roads Media 739 S Hayes St, Moscow, Idaho 83843 | 509-592-4548 | www.romanroadsmedia.com

Wesley Callihan, Old Western Culture: Christendom, Copyright 2016 by Roman Roads Media, LLC Cover Design: Rachel Rosales, Copyediting and Interior Layout: Valerie Anne Bost and Daniel Foucachon All rights reserved.

Table of Contents

Introduction and Overview ...... 2

Lesson 1: Historical Overview of the High Middle Ages ...... 6

Lesson 2: Anselm’s Ontological Argument ...... 9

Lesson 3: Anselm’s Monologium I ...... 13

Lesson 4: Anselm’s Monologium II ...... 16

Lesson 5: Anselm’s Cur Deus Homo I ...... 20

Lesson 6: Anselm’s Cur Deus Homo II ...... 24

Lesson 7: Monmouth’s History of the Kings of Britain I ...... 27

Lesson 8: Monmouth’s History of the Kings of Britain II ...... 31

Lesson 9: Jacobus de Voragine’s The Golden Legend ...... 34

Lesson 10: Historical Overview of the Crusades ...... 38

Lesson 11: Villehardouin’s The Conquest of ...... 41

Lesson 12: Jean de Joinville’s The Life of St. Louis ...... 45

Answer Key ...... 49

1 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Introduction and Overview

f you could take only ten books to a deserted island on which you were to be marooned for the rest Iof your life, what would they be? As Mortimer Adler says, this is no game—we are all in precisely that position. We are simply unable to read all the books there are; therefore, we had better choose well. Some books exercise our minds by their rigor and move our spirits by their beauty with every reading. Some books help us communicate with our culture because they have been a common element in education for centuries. Some books aid our understanding of the physical world by a clear exposition of careful observations by powerful minds. But very few books do any of these things well. And as C. S. Lewis says, old books give us a radically different perspective on life and our assumptions, and no modern books can do this at all, no matter how good they are.

As Christians, we understand that ours is an historical faith, one that originated, developed, and grew in certain times at certain places. To study and understand the long stream of history and thought and to comprehend our place in that stream is to increase our appreciation of our cultural inheritance, our ability to use wisely and build faithfully upon that inheritance, and our ability to understand and respond to God’s work in history. “A Reading of Homer,” Sir Lawrence Alma-Tadema, 1885

The conclusion we may draw from all of this is that the old books are best, and the best of the old books are the best of all. That is why we read the great books. Join us in Old Western Culture as we explore the best of the old books from a Christian perspective!

About tHe instruCtor Wesley Callihan grew up on a farm in Idaho and earned a bachelor’s in history from the University of Idaho in 1983. He has taught at Logos School, the University of Idaho, and New St. Andrews College (all in Moscow, Idaho) and at Veritas Academy in Lancaster, Pennsylvania. He has written curriculum for a number of Christian schools, including several members of the Association of Classical and Christian Schools. Veritas Press has published his great books study guides for homeschoolers. Mr. Callihan speaks regularly at conferences for classical Christian educators in home and private schools and teaches summer intensive courses. He has written columns and short fi ction for Credenda/Agenda and Antithesis, and contributed to the book Classical Education Dani and Wes Callihan in 2011 and the Home School, published by Canon Press. In 1997 Mr.

2 Callihan launched Schola Classical Tutorials, a program of live Internet courses in the great books and the classical languages, as another ongoing contribution to the growing classical Christian education movement.

Wes and his wife, Dani, have six children, five of them married, and a growing brood of grandchildren. Wes and Dani live near Wes’s parents in an old farmhouse in northern Idaho where they all use the cold winters as an excuse to read and the hot summers as another excuse to read. The Callihan Clan in 2011 How to Use This Course Old Western Culture is a four-year curriculum covering the great books of Western Civilization. The four years are divided into The Greeks, The Romans, Christendom, and Early Moderns. For centuries, study of the great books lay at the heart of what it meant to be educated. It was the education of the Church Fathers, of the Medieval Church, of the Reformers, and of the Founding Fathers of the United States. Old Western Culture is a classical and Christian integrated high school (grades 9–12) humanities curriculum created with the purpose of preserving a knowledge of the books and ideas that shaped Western Civilization.

Recommended Schedule Old Western Culture is designed to accommodate a traditional nine-week term (for a thirty-six–week school year). A recommended schedule is provided below. We expect the average student to spend one to three hours per day on this course: first completing the assigned readings and answering the workbook questions under the “Reading” header, and then watching the lectures and answering the video questions under the “Lecture” header.

Materials • Video Lessons. Instructor Wes Callihan’s deep knowledge of the and decades of teaching experience are a rich resource for homeschool families. Each unit is divided into twelve lectures. • The Great Books. Old Western Culture immerses students in reading the classics themselves rather than just reading about them. Families have two options for acquiring the texts: 1. Use or purchase your own texts. Chances are, you already own at least some of these classics, so feel free to use your own copies. A list of recommended translations, including Amazon links, can be found at romanroadsmedia.com, but specific translations or editions are not required. 2. Use Roman Roads Readers. Many units of Old Western Culture now have readers that gather all the assigned reading into one volume. Purchase a print copy ($22 each), order an Amazon Kindle edition ($1 each), or download a PDF (free). Visit romanroadsmedia.com for more information. • The Student Workbook. Purchase a hard copy, or visit romanroadsmedia.com/materials to download a free PDF. The workbook questions allow students to test their understanding of the reading assignments and the lectures.

3 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

• Exams. Two exams are available (Exam A and Exam B) for download from the Materials page on romanroadsmedia.com. Students may use one for practice, or for retake. The Teacher’s Edition of the Exam (seperate PDF) includes answers as well as notes on grading.

• Additional Resources. Visit romanroadsmedia.com/materials for an up-to-date list of additional resources.

Note: Throughout all materials, we have avoided referencing original works by edition-specific page numbers. We instead provide location identifiers such as book, chapter, section, and line numbers in order to maintain the flexibility to use multiple translation options.

Additional Assignments In addition to the reading, lectures, and workbook questions, students will complete the following: • Term Paper. Students may choose a paper topic from the discussion questions at the end of each lesson, or choose a topic of their own based on the works or themes of this term. The term paper should be 750–1,200 words long and should persuasively articulate a thesis while drawing on examples from the original works. • Final Exam. Visit www.romanroadsmedia.com/materials to download the most recent final exams. Two options, Exam A and Exam B, are provided. The exams are similar in style and difficulty, but the content varies. Students who score lower than 90 percent on Exam A should take Exam B two days later to help reinforce subject mastery.

Age Level In Old Western Culture students will encounter mature themes such as paganism, sexual immorality, detailed battle descriptions (mostly in actual reading), and nudity in classical painting and sculpture. We recommend the series for ages fourteen and above, but of course parents will want to consider the maturity levels of their own children and discuss these issues with them.

4 riday F Lecture 4 Lecture 8 Lecture 11 Lecture Questions Lecture Questions Lecture Questions Reading Questions Reading Questions , Preface & chs. & Preface Monologium , Conquest of Constantinople , Paper: Final Due Paper: Draft Due 1–29 F t F t F t y t t l l Chs. 1–4 y hursday Complete Additional Assignments T y e d u l e Lecture 2 Lecture 10 Lecture 12 Reading Questions Reading Questions Reading Questions Lecture Questions Lecture Questions Lecture Questions Cur Deus Homo, Bk.2 History of the Kings ch t t t F t l l Britain , Bks 4–6 F t F t S

Read Texts Read Texts e e k l -W ednesday W i n e Lecture 5 Lecture 9 Reading Questions Lecture Questions Reading Questions Lecture Questions Reading Questions Monologium , chs. 30–79 History of the Kings Conquest of Constantinople , Exam B (if A N t l F t t l Britain , Bks 10–12 F t l Chs. 8–11 t y score is below 90%)

uesday T o m m e n d e d Answer Workbook Questions Answer Workbook Lecture 3 Lecture Questions Reading Questions Reading Questions Reading Questions Proslogium History of the Kings History of the Kings Life of St. Louis: Prologue, c t l F t t l Britain , Bks 1–3 l Britain , Bks 7–9. t t l Part 2, Chs 3–6. e R onday M Watch Lectures Watch Lecture 1 Lecture 6 Lecture 7 Lecture Questions Reading Questions Lecture Questions Lecture Questions Cur Deus Homo, Bk.1 Golden Legend : Lives of Conquest of Constantinople , Life of St. Louis: Prologue, F Exam A F t t l F t F t l Agnes, Nicholas, Anthony, Juliana, Longinus, Patrick, George, & Petronilla. l Chs. 5–7 l Part 1, Chs 1–2. y Key: 1 2 3 4 5 6 7 8 9 eek W

5 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 1 Historical Overview of the High Middle Ages

reAding No reading for this lesson.

leCture Watch Lecture 1, and then answer the following questions.

1. What does the word “renaissance” mean? How is the Renaissance connected to the Middles Ages?

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2. What three factors from the 11th century helped to shape the High Middle Ages?

3. Why did medieval thinkers value logic so highly?

6 4. What was the goal of scholasticism? What other fields grew out of scholasticism?

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5. What was the goal of the architectural design in Gothic cathedrals? How did it accomplish that goal?

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6. What eight events dominated the High Middle Ages, and when did they take place? What was their goal, and how did they attempt to accomplish that goal?

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7 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

7. What development did the Crusades have on Europe and the Middle East? What are three effects this development had on Europe?

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Discussion Questions How were the Middle Ages an “Age of Faith”?

8 Lesson 2 Anselm’s Ontological Argument reAding Read Anselm’s Proslogion. Complete all reading and study questions from reading before watching the lecture.

1. What is Anselm’s goal with Proslogion? (Preface, paragraph 1)

2. With what attitude or spirit does Anselm write his book? How is this attitude like Augustine’s in his Confessions? (Ch. 1)

3. Why does Anselm say that the proposition “there is no God” is a logical contradiction? (Ch. 3)

9 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

4. How is God omnipotent when He is also “incapable” of corruption, lying, or illogic? (Ch. 7)

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5. How can the just God spare the wicked? Is He good in punishing the wicked? In showing mercy to them? Why both? (Ch. 9-11)

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6. What is the relationship between understanding and faith for Anselm? For what purpose does he seek knowledge, a “proof” of God’s existence, even though he already believes? Has he found by chapter 26 what he sought in 1? (Ch. 1, 26)

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10 Lecture Watch Lecture 2, and then answer the following questions.

7. What was the Investiture Controversy?

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8. Anselm defend the English church against what inroads from Norman conquerors?

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9. What is an ontological argument?

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10. Why can we not conceive of God not existing?

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11. How does Anselm define God?

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11 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

12. For whom is Anselm’s Proslogion written?

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13. For Anselm, how are faith and reason connected?

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Discussion How might the Ontological Argument help a Christian who is struggling with this or her faith?

If non-Christians fundamentally need a heart change, is it still appropriate and helpful to engage with them logically and intellectually? Why or why not? What other methods could supplement an apologetic approach to witnessing?

12 Lesson 3 Anselm’s Monologium I reAding Read Anselm’s Monologium, Preface –Chapter 29. Remember: Complete all reading and study questions from reading before watching the lecture.

1. What does Anselm seek to do in his Monologium? (Prologue, paragraph 1)

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2. By what process does Anselm argue that there is a being that is best and highest of all beings? (Ch. 1-2)

3. How does Anselm argue that there is only one nature through which all natures must exist? (Ch. 3)

13 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

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4. In what sense should we understand all things being created from “nothing”? (Ch. 8)

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5. In what sense did all things exist before they were created? (Ch. 9)

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6. Why can there be nothing where this Being is not? (Ch. 13-14)

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Lecture Watch Lecture 3, and then answer the following questions.

7. How does Anselm navigate faith versus reason?

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14 8. Why does Anselm emphasize that he has not been original?

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9. What was the particular issue that split the church in Anselm’s time? What does Anselm say about this difference?

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10. What argument for the existence of God appears in the first part of Anselm’s Monologium?

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Discussion Questions What is creativity? Is it the same thing as originality? Why should we value creativity? Is creativity desirable in every situation? Why or why not? Think of some specific examples. How did medievalists view creativity in literature, art, and poetry differently than we do? What advantages and disadvantages are there to our modern view compared to their view?

Is learning directly from a teacher better than learning from a book? What are the strengths and weaknesses of each medium?

15 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 4 Anselm’s Monologium II

reAding Read Anselm’s Monologium, Ch. 30-79.

1. In Anselm’s argument, what does “begetting” mean and how is it involved in the relationship between Spirit and Word, or Father and Son? (Ch. 39-42, 56)

2. How does the Word exist in relation to the Supreme Spirit? (Ch. 39) What does this make the Supreme Spirit? (Ch. 40)

3. How are Memory, Wisdom (or Intelligence), and Love related to Father, Son, and Spirit? (Ch. 47-49)

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4. How does the Son as Wisdom relate to the Father as Memory? (Ch. 48)

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5. According to Anselm, how does one come nearest to knowing the Supreme Being? (Ch. 66)

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6. How does Anselm argue for the eternal blessedness or misery of the soul? (Ch. 68-72)

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17 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

7. For Anselm, which faith is alive and which is dead? (Ch. 77)

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8. In the last paragraph of the Proslogium, what conclusion does Anselm reach? How is this consistent with his approach to intellectual labor, the exercise of rationality, in the Proslogium and earlier in this book? (Ch. 79, 66-68)

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Lecture Watch Lecture 4, and then answer the following questions.

9. What was the Scholastic movement? Who was the first Scholastic?

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10. What are the three different understandings of the idea that God created the world from “nothing?”

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11. How does Anselm reason from God’s act of creating to the second Person of the Trinity?

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12. What is the purpose of knowledge?

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13. What is the nature of true happiness or blessedness? What is the converse?

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Discussion Questions Gregory the Great was pulled into the role of civic and political leadership by circumstances. What is the ideal relationship between Church and state? Should the Church have political power? Why or why not? Should the state support or endorse a particular religion? Why or why not? What are the advantages and dangers of the American system? How could it be improved?

Why might God work through the lives of the saints (and the Church) differently now than during Benedict’s time?

19 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 5 Anselm’s Cur Deus Homo I

reAding Read Book I of Anselm’s Cur Deus Homo (Why God Became Man).

1. What is the focus and method of each of the two books of Cur Deus Homo? (Preface)

2. What is the question on which Anselm’s whole work rests? (Ch. 1)

3. What objection from the infi dels does Boso mention, and how does Anselm answer it? (Ch. 3)

4. What is Anselm’s defi nition of sin? What must satisfaction of sin involve? (Ch. 11)

20 5. Why cannot God simply set aside sin without demanding payment? (Ch. 12)

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6. What are the four reasons Anselm gives for why man cannot make satisfaction for his sins? (Ch. 20-23)

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7. How is man’s salvation by Christ “necessarily possible”? (Ch. 25)

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21 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lecture Watch Lecture 5, and then answer the following questions.

8. What is Book One of Cur Deus Homo about?

______9. What is Book Two of Cur Deus Homo about?

______10. What objection to the Incarnation does Boso say in Chapter 6?

______11. What is the predicament of the human race?

______12. Why would it be problematic for God to destroy man or to let man decay into oblivion as the result of man’s sin?

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22 13. If we owe everything to God, where must the satisfaction come from?

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Discussion Questions How can we answer Boso’s point in Chapter 6 on the Incarnation?

23 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 6 Anselm’s Cur Deus Homo II

reAding Read Book II of Anselm’s Cur Deus Homo (Why the God Man).

1. Why is it that if man had never sinned, then he would have never died? (Ch. 2)

2. How does Anselm prove the future resurrection of the body? (Ch. 3)

3. Why must the God-Man make the atonement for sin? (Ch. 6)

24 4. Why must Christ have two distinct natures, yet be one person? (Ch. 7)

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5. Why did the God-Man have to come from the race of Adam? Why did he have to be born of a woman? (Ch. 8)

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6. In what sense could Christ not sin, and how does he deserve praise for resisting sin if it was impossible for him to sin? (Ch. 10)

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7. How does Christ’s death result in salvation for men? (Ch. 19)

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25 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lecture Watch Lecture 6, and then answer the following questions.

8. What ability does reason give us? What is the purpose of that ability?

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9. What are the steps of Anselm’s argument?

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10. Why does Anselm sometimes argue for a conclusion that is rationally valid because it is “fitting?”

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11. If the God-Man were not fully God, or not fully man, why would He be unable to redeem man?

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Discussion Questions Is Anselm’s basic argument successful in basing itself on reason alone?

What is beauty? What is the purpose of beauty? How beauty and logic opposite or complementary? Why? How do they work together? How do they complement each other, and help each other to become more perfect?

26 Lesson 7 Monmouth’s History of the Kings of Britain I reAding Read Books 1-6 of Monmouth’s History of the Kings of Britain.

1. Who were the fi rst inhabitants of Britain? Who previously owned the whole island, and what made them give it up? (Book 1, Ch. 2)

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2. How does Geoffrey’s opening to the history resemble Bede’s opening? (Bk. 1, Ch. 2)

3. What did Diana prophesy regarding Brutus’ descendants? What does this echo in earlier literature about Trojans? (Bk. 1, Ch. 11)

4. How and on what basis did King Lear divide his kingdom? What did later events reveal about the accuracy of this method? (Bk. 2, Ch. 11-14)

27 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

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5. How did Merlin come into the story? How did he prove his supernatural ability and avoid being killed? (Bk 6, Ch. 17-19)

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Lecture Watch Lecture 7, and then answer the following questions.

6. Who established the British race and how did he do it?

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7. How did the Middle Ages view history differently from the Enlightenment and modern period?

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28 8. Why is Monmouth’s history considered a history of the kings of Britain, rather than of the British people?

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9. What is the relationship between the Welsh and the Trojans?

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10. In what way did reading change during the Middle Ages?

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11. How does Geoffrey’s history echo the main theme of the Aeneid?

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29 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

12. What stories in this history did Shakespeare rely on in a couple of his plays?

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Discussion Questions What advantages are there to the modern view of history? Disadvantages? What are the advantages and disadvantages of the medieval view? Think back to ’s reason for writing history. Does one approach accomplish that goal better? Do the different approaches value history in different ways? Is there a balance that could be found between them?

30 Lesson 8 Monmouth’s History of the Kings of Britain II reAding Read Books 7-12 of Monmouth’s History of the Kings of Britain.

1. According to Ambrosius, what was the worst result of Vortigern’s evil career? (Bk 8, Ch. 2)

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2. What image of civilization, of a true kingdom, does Geoffrey depict in King Arthur’s court? (Bk 9, Ch. 13-14)

3. What charge did the Romans make against Arthur? (Bk 9, Ch. 15)

4. Why did Arthur return to England just when he is marching on ? (Bk 10, Ch. 13)

31 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

5. What continual evil of the British brought about their decline and final fall? ( Bk. 11, Ch. 9, 11, Bk. 12, Ch. 19)

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Lecture Watch Lecture 8, and then answer the following questions.

6. What Biblical story does Merlin’s confrontation of Vortigern’s magicians recall?

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7. Whose child is Arthur? How did this come about?

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8. How can Arthur’s kingdom and court be viewed in relation to Diana’s prophecy to Brutus?

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32 9. How does war break out between the British and the Romans? What does Arthur do?

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10. Why does Mordred engage in adultery with Queen Guinevere?

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11. What reasons does Geoffrey give for God’s judgment of the British people?

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12. What common theme do we see in the ideas of Troy, Rome, and Britain? How then should Christians read these stories?

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Discussion Questions If Christ is the only one who can truly bring stability and peace, is it still appropriate to strive for political and economic stability in temporal nations? Is it still good to long for and fight for upright earthly leaders? Why or why not?

33 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 9 Jacobus de Voragine’s The Golden Legend

reAding Read Jocobus de Voragine’s The Golden Legend: the lives of Nicholas, Anthony, Agnes, Julianna, Longinus, Patrick, George, and Petronilla.

1. What basic pattern do all these stories follow?

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2. What seems to be the purpose of these stories?

3. What does St. Anthony’s name mean, and how does his life refl ect that meaning?

4. What is the main story in St. Agnes life?

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5. Who comes to visit Juliana in prison, and what does he command her to do? How does she respond?

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6. Who was St. Longinus, and how did he become a Christian?

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7. How did George convince the town to be believe in God and be baptized?

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8. What is the general attitude of the saints towards the demons, the pagans, and their threats?

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35 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lecture Watch Lecture 9, and then answer the following questions.

9. What does each of the lives of the saints begin with in The Golden Legend and why?

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10. Why would the original audience have accepted stories about miraculous events in childhood more willingly than we would?

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11. What does the saints’ treatment of demons demonstrate about their view of Satan and the demons?

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12. What is important about the way the saints die?

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36 Discussion Questions How might the portrayal of demons in The Golden Legend be shocking, and what about it might be encouraging to a Christian?

Miracles are evident in the stories of every saint. Do you think we, as Christians, should still expect to see miracles today? Why or why not? Consider Biblical stories and teaching, the purpose of miracles, and the views of Christians from other eras or backgrounds. Do miracles occur today? Think about modern missionaries bringing the Gospel to a new place - might we expect miracles in these circumstances?

37 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 10 Historical Overview of the Crusades

reAding No reading for this lecture!

leCture Watch Lecture 10, and then answer the following questions.

1. What was one significant result in the Western Church of the Great Schism?

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2. What did the Pope desire to do with his newfound growth in power?

3. What conditions in Palestine helped to instigate the Crusades?

4. Who was the Pope in 1095, and what council did he convene? What conclusion did they come to?

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5. What types of people went on the First Crusade? What were the accomplishments of this crusade?

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6. Who were the three famous rulers who led the Third Crusade? Was it a success?

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7. How did the Crusades influence trade with the East? What were the effects on mainland Europe?

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8. What new type of monastic order was established during the Crusades? What was the purpose of these new orders?

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9. What characteristics were associated with the idea of a chivalrous man?

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10. What was the primary goal of the Crusades?

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11. What contributed to the strained relationship between Western Christians and Eastern Christians?

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Discussion Questions Do you think the principles motivating the Crusades were legitimate ones, and appropriate for Christians? Why or why not? Do the failures in executing the Crusades well invalidate the goal? Whether you think the Crusades justified or not, how would you respond to non-Christians who attack the Christian faith, because of the Crusades?

40 Lesson 11 Villehardouin’s The Conquest of Constantinople reAding Read Villehardouin’s The Conquest of Constantinople

1. What indulgence did Pope Innocent (Innocent III) promise to all who will go on the new crusade?

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2. What agreement did the French envoys make with the Venetians?

3. What two opportunities were presented to help the crusaders when they found themselves unable to keep their bargain with the Venetians?

41 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

4. What did Prince Alexius promise if the crusaders helped him regain his throne? What two problems constantly plagued the French army in this chapter?

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5. How is the first sight of Constantinople described?

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6. What happened to the agreement between the French and the Emperor of Constantinople?

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Lecture Watch Lecture 10, and then answer the following questions.

7. What was the original idea of an indulgence? Why were they granted for going on a crusade?

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42 8. Why was the pope upset with the crusaders for capturing Zara?

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9. What is the modern name for the Straits of St. George? What distinction does Istanbul claim by being split across the Straits?

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10. What stratagems did the Vikings, led by Harald Hadrata, employ to capture the French-held castles in Sicily?

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11. How did Harald unwittingly help William the Conqueror to win the Battle of Hastings?

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43 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

12. How does the conquest of Constantinople affect the strength of the ?

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Discussion Questions How might the Crusaders have responded differently to being deceived by their barons and lords?

44 Lesson 12 Jean de Joinville’s The Life of St. Louis

Reading Read Jean de Joinville’s The Life of St. Louis (Introduction, Part I, and Part II, chapters 1-4)

1. Who first requested that this book be written? (Introduction)

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2. What main topics does Joinville plan to cover in the book? What is his purpose in writing this book? (Introduction; Part I - 1st paragraph)

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3. Why did Louis think that we ought to dress according to our station? Is it pride or vanity, or did he have some other principle in mind? (Part I)

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4. Why does the devil want repentant robbers to give to God what they have stolen? (Part I; see also Mt. 15:4-9, Mk. 7:5-13)

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45 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

5. What overall picture of King Louis’ character does Joinville give us in his account? In other words, what is Louis like as a king, soldier, and Christian?

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Lecture Watch Lecture 12, and then answer the following questions.

6. What were the two times that the king risked his life for someone else?

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7. What does the writer say history is to be used for?

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8. What methods did King Louis IX use to teach and instruct those around him? Why did he take that approach?

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46 9. How did St. Louis echo Socrates in reproving Joinville for choosing a mortal sin over leprosy?

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10. Did St. Louis think that faith must always be supported by reason? Why or why not?

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11. How did the bishop comfort the theologian consistently struggling with temptation?

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12. What weapon did the Saracens use against St. Louis? How did Louis and his men defend themselves from that weapon?

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13. Around the time this story was finished, who else was finishing what other famous work?

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Discussion Questions What does it mean to “act according to your station?” Do think that ordering your behavior according to those principles would be in accordance with Biblical principles? Be specific in referencing Biblical exhortations. What would it look like for you to act according to your station?

47 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

48 Answer Key

49 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

Lesson 1 7. They opened up trade between Europe and the Middle East. Suddenly a new flood of Historical Overview of the High Middle products entered Europe--spices, tapestries, Ages books, etc.-- because of the trade routes. This led to a population explosion, the availability 1. “Renaissance” means “rebirth.” The Renais- of money in Europe, a new explosive growth sance was a time of rebirth, not because it re- of towns, and a new class of people--the mid- jected the Middle Ages, but because it was the dle class. fruit of the seeds planted and cultivated by the fertile culture of the Middle Ages. Lesson 2 2. First, there was a rapid growth in European Anselm’s Ontological Argument population, due in part to the climate warm- ing. Second, Christianity was spreading rap- 1. He is going to attempt to find one single argu- idly all across Europe, even to Scandinavia, ment that for its proof required no other save Eastern Europe, and Russia. Finally, schools itself, and that by itself would suffice to prove were growing and increasing in importance. that God really exists. 3. Medieval thinkers saw logic as the primary 2. Anselm writes in a spirit of humble seeking, tool by which we can apprehend the truths deploring the fallen, sinful state of man and God shows us by revelation, and can extend longing to know God more fully. His writing those truths further by forming deductions style reminds us of Augustine’s humble ques- and conclusions. tioning, turning to God for illumination and understanding. 4. The Scholastics endeavored to synthesize all of human knowledge into a systematic and or- 3. God must be the greatest being that can be ganized whole, all governed by the authority conceived to exist. The greatest being of whom of revelation. Modern science and applied sci- we can conceive must be one whom we cannot ence (technology such as spectacles and farm- imagine does not exist. Therefore, when the ing implements) resulted from the principles fool says, “There is no God,” he is really say- of Scholasticism. ing, “The being who must exist does not exist.” This is a logical contradiction in terms. 5. Gothic cathedrals were designed to draw the mind upward towards God by virtue of their 4. A man who is capable of doing wrong things, thin elegant pillars pointing towards the ceil- things harmful to himself, is actually power- ing, their gracefully woven ceiling , and less against the influence of those things and their tall windows filling the cathedral with the power of evil in his life. So when God does light (while also depicting scriptural and ec- not do evil, He displays greater power, not clesiastical stories). inability. 6. Eight major Crusades took place from 1100 5. Justice and goodness are inseparable, yet so to 1300. The leaders of Christendom were at- are goodness and compassion. Therefore, jus- tempting to defend Europe from the onslaught tice and compassion must also be inseparable. of Islam on both Western and Eastern Europe. God is just (and good and compassionate) Their strategy was to strike at the heart of Is- when evil receives the reward of evilness. But lam’s power by seeking to reconquer the Holy God also justly shows mercy, because God is Land. good, and mercy is appropriate to goodness.

50 We perceive that act of mercy as compassion. 2. In order to compare different things effective- Essentially, God is just, and He is good; there- ly, we must compare them by the same qual- fore, whatever He does is appropriate to both ity. Therefore, in order to describe things as qualities. good, we must be comparing the same quali- 6. Anselm believes in order that he might under- ty. And if we are comparing the same quality stand. And he seeks to understand in order that of goodness in different things, that quality he might love God more, and desire Him more. must derive from the same source in all the By the end of the Proslogium, Anselm recog- things. And if things derive goodness from an nizes that although he has found some measure ultimate source, that being must also itself be of knowledge, and thus joy, in God, that his good. Because it alone derives goodness from knowledge is incomplete. So he prays for ev- itself, this being must be the supreme good, er-increasing understanding so that he might at and therefore also supremely great. Nothing last enter into the fullness of knowledge and joy can be supremely great that is not also su- in Christ in heaven. premely good, so this being must be the best and highest of all beings. 7. The Investiture Controversy was a dispute between the Church and the State over who 3. All things must exist through something, not should appoint, or invest, Church officers. nothing. They can either exist from one being, or through multiple beings. If they exist through 8. An ontological argument is one that is cen- multiple beings, those beings must either derive tered around being or essence. existence from each other or from some com- 9. Because God is His own source of being, de- mon power of existence. If they have some pending on nothing outside of Himself for ex- common power of existence, than that power istence, He is the only self-existent being. He is the being through which all things exist. It is also the source of all existence. Therefore, also does not make sense for the same being to we cannot imagine Him not existing both derive existence from another being and 10. God is that than which nothing greater can give existence to that same being. Therefore, all be conceived. things must derive being from only one being, which exists through itself, and is consequently 11. This argument and this book is for believ- the greatest being. ers--the Ontological Argument for the exis- tence of God is for people who already be- 4. Saying that all things were created from noth- lieve in the existence of God. ing does not mean that their cause was non-ex- istence, for that is evidently impossible. Rather 12. In order to function properly, reason must be it means that things were not transformed by built on a foundation of faith. So rather than one type of material or substance into anoth- jettisoning reason in order to believe, reason er when they were created. Their only cause only reaches full fruition once we believe. is the being who created things, who created Lesson 3 matter. 5. All things existed in the mind of the Creator Anselm’s Monologium I before they were created, just as a painter has 1. He is writing a kind of model meditation on the final picture in his imagination before he the subject of meditating upon the essence of begins. the divine.

51 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

6. Since all things derive their existence from the perfect representation of the likeness that ex- Supreme Being, He must also support their ists between parent and offspring, sharing the life. Thus, they can only live in His presence. same nature and qualities. So we can think of Therefore, wherever anything exists, this Be- the Spirit as Father, and of the Word as Son. ing is. Therefore, we can say that the Father begets 7. He assumes that faith is already in place in our the Son. thoughts; he wants to show that reason itself 2. The Word of the supreme Spirit derives exis- can show proofs and give warrant to the belief tence from him alone; it is completely analo- we already have. Our love and trust of God gous to the offspring of a parent. The Supreme does not depend on our reason, but faith and Spirit is most truly parent, and the Word is reason can work together. most truly offspring. 8. Anselm wants his readers to know that he is 3. The Son is an expression of the thoughts of the simply passing on in a new presentation the Father, and the Father is pure being. So ev- same truths that the Scripture teaches and that erything that the Father is, is expressed in the the Church has faithfully preserved through Son. Since the Father is Wisdom, the Son also the ages. Anselm avoids innovation, because is the Father’s Wisdom. As the Father always innovative theology often tends towards remembers Himself in thinking of Himself, so heresy. the Son is then eternal Memory. But we never 9. The particular issue that split the church in think of something neutrally; we always love Anselm’s time was how they talked about what or condemn a thought or memory. Obvious- God’s essence is. In the West, they said that ly, the Father must love His own Intelligence, the Father, the Son, and the Holy Spirit are and that Love is the Holy Spirit. consubstantial–of the same substance. In the 4. The supreme Wisdom remembers itself, and so East, the Christians said that they are coessen- nothing can be more consistent than to regard tial–of the same essence. Anselm said the two the Father as memory, just as the Son is the refer to the same thing. Word; because the Word is apparently born of 10. There are many goods in the world, but there memory. must be one source of all goods. There must be 5. One comes nearest to knowing the Supreme something behind any two things that causes Being through the rational mind. As greater you to call them ‘good.’ All things, no matter knowledge of the creative Being is attained, what kind of thing it is, must be traced back to the more the creature approaches that Being. some standard or source which we call good or 6. Rational beings are the highest of all created not good. beings, so they must receive the highest of all natures as reward for their love. If a rational Lesson 4 creature loves God, it also desires to enjoy all Anselm’s Monologium II the blessed qualities of God. In reward, then, for this love, God must give eternal enjoyment 1. Anselm said earlier that the Word is the full of His blessedness. For those beings that do self-expression of the Spirit. Therefore, the not love God, justice demands that they suf- Word derives His existence solely from the fer punishment, the lack of God’s blessedness. Spirit, and is exactly like Him in every re- These unloving beings could not simply cease spect. Thus, the Spirit and Word are the most to exist; then, they would be in the same state

52 they were in before they sinned, which would 13. Since God created us to love Him, when we not be just. Therefore, because all rational be- love Him, we fulfill that purpose and are truly ings are immortal, they must eternally either blessed and happy. The converse is the soul that enjoy blessedness or suffer punishment. does not love God is destined to eternal misery. 7. The faith that is alive is strong and living The soul that despises the supreme good will through love–it exercises itself in serving in an incur eternal misery. abundance of works, and loves the supreme Justice. The fact of its operation shows that Lesson 5 life is inherent in it. The faith which is idle is Anselm’s Cur Deus Homo I the faith that is dead. 1. The first book refutes the objections of unbe- 8. Anselm concludes that we must love and wor- lievers, relying on logic to prove that salva- ship God; indeed, this is the reason why God tion is only through Christ. The second book created us as rational beings–so that we might shows, also through reasoning, that man was know, love, and rejoice in Him. designed for blissful immortality, that this ob- 9. It was a philosophical movement in which the ject must be fulfilled, but that man can only theologians, philosophers, and thinkers at the attain this if God becomes man. great universities in Europe used the tools of 2. Anselm’s argument in Cur Deus Homo rests on logic inherited from the Ancient Greeks as a the question, “For what cause or necessity did way to organize all human knowledge under God become man, and by his own death, re- the authority of revelation. The first Scholastic stored life to the world?” is widely considered to be Anselm. 3. Boso brings up how infidels charge them that 10. First, that God created the universe from noth- they do injustice and dishonor to God when ing could mean that He did not create anything. they affirm that He descended into the womb Second, it could mean that God created the of a virgin and endured many things which universe from a formless, primordial mass that seem incompatible with Deity. Anselm says preexisted eternally. Thirdly, and correctly, it that we don’t do injustice or dishonor to God, could mean that God created the universe from but give him thanks with all our heart, prais- no thing, no physical substance, that prior to ing and proclaiming the ineffable height of his creation there was nothing other than God. compassion. 11. God conceived of the created world before He 4. Sin is failure to render to God what is due to made it, but then when He spoke and expressed Him. Therefore, to make restitution for sin, that idea through His Word, the world came man must not only give the honor that was orig- into physical being. But there cannot be an in- inally proper, but also must give back in excess. finite series of expressions of God’s thoughts 5. Since it is fitting that sin receive appropriate creating expressions of God’s thoughts. There- compensation, if God failed to punish sin, He fore, the one expression of God’s thoughts, the would not be fulfilling His responsibility. But Word, exists eternally as part of God, as God. irresponsibility is not fitting to God. Unpun- 12. We should not seek knowledge for its own ished sin would also make the guilty equal to sake, but in order to move closer to God, who is the innocent, and injustice equal to justice, nei- the source of all knowledge. This movement is, ther of which is becoming to God. Therefore, indeed, the whole purpose of knowledge.

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since God must act consistently with His char- suffering? Either God was powerless or God acter, He must punish sin. was foolish. 6. First, since God demands our entire being 11. The devil has conquered us, after a fashion, by (body and soul, will and emotions) any obe- successfully tempting man to sin. Yet we have dience we render Him is already His due, and no way to defeat the devil, nothing to give to so cannot be counted as payment for our sin. God for our sins, because we already owe Him Second, because God demands our entire obe- everything we could give. So we cannot re- dience no matter the cost, even the seemingly solve our dilemma ourselves. small sins are a grievous offense against Him. 12. Since God created man to enjoy felicity (hap- Therefore, the burden of our sin is immense. piness) in the form of union with God through Third, since man heaped dishonor on God obedience to Him, if God destroyed man or by yielding to the devil, man must over- simply allowed him to perish through lack of come the devil without sinning in or- communion with God, His purposes would be der to pay this debt. This is impossible, thwarted and appear vain. since man is conceived and born in sin. 13. It must come apart from man; an angel could Fourth, when he fell, man caused the corrup- not satisfy the debt because it needed to be a tion of all human nature, depriving God of man. But every man is stained by sin; the sac- holy men to fill heaven. Therefore, man must rifice needs to be a sinless man. also give justified men to God, which man can- not do, because one sinner cannot make an- other sinner righteous. Lesson 6 7. Anselm has already proved that man cannot Anselm’s Cur Deus Homo II in any way save himself, and that God cannot 1. It is inconsistent with God’s wisdom and simply ignore sin. If we accept as true, then, justice to compel man to die without a fault, that man can be saved, and that he cannot be when God had made man holy to enjoy eternal saved by any other way, Christ must save man. blessedness. 8. The first book of Cur Deus Homo is about the 2. God made man with a body, and would have objections of infidels who despise the Chris- granted him immortality in his embodied state. tian faith and deem it contrary to reason, and Man must be fully restored to the state he en- also responses from Christians to these objec- joyed before he fell. And as man would have tions. Anselm proves by absolute reason the been happy in both body and soul had he not impossibility that any man should be saved fallen, so he must also be miserable in both without Christ. body and soul as the punishment of his sin. 9. The second book of Cur Deus Homo concerns Therefore, each human will be raised and will the doctrine of the Incarnation and why it was enter either into glory or into damnation in his necessary, and how Christ provides the atone- own physical body. ment for man’s sin. 3. The payment for man’s debt to God must be 10. If you grant that God is all-powerful, why greater than everything in the universe already couldn’t He just speak and fix the problem in God’s possession, already owed to God. The of sin, rather than resorting to having to cre- only being who could give God something ate the Incarnation? Or if He was all-power- that valuable must be as great as God. But ful, why does He wish to draw out so much man must pay man’s debt. Therefore, the only

54 being who can pay man’s debt must be both that God would allow sin to ruin His plans for man and God, the God-Man. Creation. So there must be salvation. But man 4. In order to be fully God and fully man, the can’t make that payment–God can make that God-Man must always have a fully human satisfaction, but He does not owe the debt. nature and a fully divine nature unaltered in Man owes but cannot pay; God can pay but any way. Yet these two natures must always does not owe. be united in one person, so that the same being 10. Anselm thinks that beauty is connected to may both have cause to, and be able to, atone truth, that aesthetics can aid us in our quest for man. of rational truth. Thus, he sometimes includes 5. The redeemer must come from Adam’s race in arguments that are fitting, but not necessarily order to properly represent that race in mak- deduced logically. ing atonement for them, and in restoring them 10. If Christ’s divinity had absorbed his humani- to their full dignity. It was appropriate for a ty, than Christ could not properly pay the hu- woman to bear the God-Man, for three main man debt as He would not be a member of the reasons. First, it is more noble and pure for human race. If Christ’s deity was lost in the a human to be made from either man or from union, then Christ would no longer have the woman than from both. Second, God had al- infinite capacity of God to pay an infinite debt. ready made a human from a man, so he want- ed to show His glory and mark the uniqueness Lesson 7 of the redeemer by using a new means of cre- ation. Third, since a woman’s choice was part History of the Kings of Britain I of the cause of sin, it was fitting for a woman 1. The Britons, Romans, Saxons, Picts, and Scots. to be part of the cause of salvation. The Britons before the rest formerly owned the 6. Christ could not sin both because nobody whole island, until divine vengeance, as punish- could force Him to sin, and because, being ment for their pride, made them give way to the God, He could never will to sin. But since of Picts and Saxons. His own will Christ chose freely not to sin, 2. Like Bede, Geoffrey begins by describing En- since He was not forced not to sin, He still gland’s location, the English countryside, En- ought to be praised for His holiness. gland’s products, its general geography, its cities, 7. God must reward Christ, because Christ gave and its inhabitants in order to give his readers a so great a gift to God. However, since Christ is picture of the land whose history he tells. God, He already possesses all things and has 3. Diana predicted that Brutus would sail to a new no debt to be forgiven. Thus, since God must island and found a second Troy. His descendants give the reward to someone else, He releases would build a vast empire that would never be de- man from his debt, since Christ died for the stroyed. This prophecy is reminiscent of Jupiter sake of man. foretelling the future greatness of Aeneas’ descen- 8. Reason gives us the ability to discern between dants and the Trojan people in building a limitless good and evil, so that we can then choose, empire.. love, and pursue the good. 4. King Lear asked each of his three daughters how 9. God made man to fill up the kingdom of heav- much they loved him. To the two who flattered en and be joined with God. Man sinned and him, he immediately gave half of his entire king- fell away from that union. It is unthinkable dom, promising them the remainder upon his

55 Old Western Culture Year 3: Christendom Unit 2: Defense of the Faith

death. But he disinherited the daughter who spoke island, such as Wales. The Welsh people, then, are without excess. Later, King Lear found that the the descendants of the old British people, who in first two daughters desired only wealth and treat- turn are the descendants of the Trojans. ed him without kindness or respect, wresting his 10. Up until the Middle Ages, reading was com- kingdom from him by force. The third daughter, monly done out loud, even for private, per- however, treated him with the utmost respect and sonal reading. Reading silently was odd. But love, helping restore him to his kingdom. during the Middle Ages it became more com- 5. Vortigern was trying to build a city, but the foun- mon to read silently. In fact, Geoffrey seems dations keep sinking and disappearing. Vortigern’s to have written one of the first books that was magicians told him to kill a man without a father not specifically intended to be read out loud in and use his blood to fortify the foundations. When public settings. Vortigern sent messengers to find such a man, they 11. The Aeneid describes in an epic fashion the returned with Merlin. Merlin predicted that there destiny of the to bring peace to was a pond under the foundation, and further, that the world through conquering the nations and two dragons were sleeping on stones at the bottom bringing civilization. Geoffrey directly echoes of the pond. When the prophecies were found to this idea as Brutus receives a prophecy that his be accurate, Merlin earned the respect and amaze- descendants will govern the earth. So Geoffrey ment of all those present. depicts the British people as being the heirs of 6. Aeneas’s great grandson accidentally killed a man the Roman destiny. and was forced to flee Italy. He wandered to the 12. Shakespeare draws from the stories of King British Isles and settled in England, and there he Lear–the king who trusted the daughters who established the British race. flattered him, only to find them treacherous 7. While the Enlightenment and modern period tend later on, while the modestly loving but hon- to view history as objective facts established by est daughter remains loyal–and King Cymbol- careful research, the Middles Ages viewed histo- ine, who reigned at the time Jesus Christ was ry as much more like a story. The main point of a born. history was not whether the stories were true or not in a literal sense, but how this story about the Lesson 8 past gives context to the present. Histories were in- tended to help to define the identity of a group of History of the Kings of Britain II people. 1. Ambrosius thinks that the worst thing Vorti- gern did was to invite the Saxons into Britain, 8. People viewed kings as the true representatives of because they made the countryside barren, the people. As leaders of the country, the monarchs drove out the nobility, demolished churches, embodied the state and the people. Therefore, to and almost extinguished Christianity. write a history of the rulers was to write a history of the people as well. 2. Through Geoffrey’s description, we see the ruling monarchs crowned by the Church, ev- 9. The Trojans established a colony in Britain through erybody decked in the richest clothes and or- Aeneas’ great-grandson. The Trojan people, then, naments. The nobility dine sumptuously, at- spread through the island and became known as tended by well-dressed servants. The knights the British. When the Anglo-Saxons invaded, are renowned for their bravery, the ladies for many British withdrew into the remote parts of the their intelligence, with each group spurring

56 the others on to greater heights. And we see a message from Britain reaches him that his the king generously rewarding his followers nephew Mordred had crowned himself. for their service. In short, it is a kingdom of 10. Just like the suitors for Penelope (Odysseus’ splendor, wealth, and courtesy. wife), Mordred recognizes that taking the 3. The Romans accused Arthur of both refusing queen as one’s mistress or wife is making a to pay tribute to Rome, and also conquering claim to the throne. Mordred wants Guinevere lands belonging to Rome. as a means to the crown. (cf. 1 Kings 2:22) 4. Arthur learned that his nephew, Modred 11. Geoffrey says that the British people were al- (Mordred), had treacherously made himself ways striving for power, rather than living at king of Britain in Arthur’s absence, and that peace with one another. And second, as Bede Arthur’s wife, Guanhumara (Guinevere), had also said, the British people hated and cursed married Modred. the Anglo-Saxon invaders, refusing to preach 5. The British could not live in peace amongst the Gospel to them. themselves, but constantly striving for power, 12. In all these stories we encounter the idea of they were always embroiled in civil wars. This hope for an eternal and stable king and empire destroyed their strength and left them vulner- that will cover the earth and bring peace. As able to attack from other nations, particularly Christians, we can read these stories as allego- the Saxons. ries of Christ’s kingdom, and as indications of 6. Merlin’s confrontation reminds us of the bat- the human longing for peace and stability that tle between Moses and Pharaoh’s magicians Christ is even now in the process of fulfilling. to perform wonders, until finally the magi- cians admitted that God was working through Lesson 9 Moses. The Golden Legend 7. The King of England–Uther Pendragon–fell 1. The story first discusses possible origins and in love with the Duke of Cornwall’s wife with meanings of the saint’s name, showing how whom he was at war. The King consults Mer- each of the meanings is imaged in the actions lin, who said that he can give him a magic po- and character of the saint. Then Jacobus re- tion that will transform him to the same ap- counts the significant stories from the saint’s pearance as the Duke. The King slept with the life, describes their death, and finishes with Duke’s wife, and their child was a boy named any miracles attribute to the saint after his Arthur. death. 8. Arthur’s kingdom and court are a high point 2. These stories are intended to encourage and of order, civilization, and culture. So we motivate the readers to strive more earnestly could see them as the start of the fulfillment after Christ, by setting before them as exam- of Diana’s prophecy that Brutus’s descendants ples great men and women of God. would rule the earth. 3. St. Anthony’s name means to “hold to high 9. An ambassador from Rome comes and informs things,” which he did by despising the tran- the British they haven’t paid their tribute to sitory things of the world and orienting his Rome, so war breaks out. Arthur invades whole life to seek after Christ. Rome, and is on the verge of succeeding, when 4. The son of the governor of that region want- ed to marry St. Agnes. However, she refused

57 to marry him, both because he was a pagan saint and how his very name encapsulates his and because she wanted to remain a virgin in meaning. the service of Christ. As a result, the governor 10. While the original readers knew quite well sent her naked to a brothel, but Christ clothed that certain events were not normally mate- her and slew the young man when he came to rially possible, they also thoroughly believed take advantage of her. Upon the governor’s that God worked miraculously in certain peo- entreaties, St. Agnes prayed for the young ple to display His grace and power. Thus, man to come to life again, whereupon he in- they had no problem believing accounts of stantly began proclaiming the Gospel. So the supernatural events. governor tried to kill St. Agnes by fire, but 11. The saints were quite certain that Christ had upon God protecting her from the fire, he had already won the victory, and that Satan and her slain by the sword. the demons were already defeated. Thus they 5. The devil in the likeness of an angel visits were fearless, confident in Christ’s power her, instructing her to make a sacrifice to the over sin, death, and hell. idols to escape the torments of evil death. 12. Whenever the saints die, they die victorious- Juliana prayed to God, praying that He ly. It doesn’t seem that way to the world, but would show her who this the angel was. She these saints go to their deaths with hymns of then perceives that he is the devil. joy and faith in Christ and the resurrection, 6. St. Longinus was one of the soldiers who knowing the persecutors can do nothing to helped to crucify Christ, and stabbed Christ’s them. side with the spear. But when he saw the mir- acles surrounding Christ’s death–the earth- Lesson 10 quake and the darkening of the sun–he came to believe in Christ. Historical Overview of the Crusades 7. He wounds the dragon, and had the princess 1. While a group of bishops equal in rank and place her girdle (or sash) around its neck. power had previously guided the Church, They then lead the dragon to the village, now the Bishop of Rome alone, the pope, led where George said that if they believed and the Western Church. As a result, the pope were baptized, he would slay the dragon. gained much more power. 8. The saints are bold and unabashed in their 2. He desired to reconcile the two halves of commitment to Christ, standing firm and un- Christianity. He believed he had authority afraid against the temptations of the devils, over all parts of the church, so he wanted to and the threats and tortures of the pagans. see the Eastern half of the church come under When confronted with trial or temptation, his authority. the saints always turn instantly to Christ in 3. When the Seljuk Turks took power in Pales- prayer and supplication, and He delivers tine in the 11th century, they started to treat them from their distress. Christian pilgrims to the Holy Land with 9. Each begins with an etymology of their great harshness. Consequently, people were names and how it related to their stories. The upset about not being able to go on pilgrim- etymologies are supposed to be part of the age to the Holy Land. story, shedding light on the character of the 4. Pope Urban II calls together a council where he preaches a crusade; he calls on Christians everywhere to go to the Holy Land, taking up of defending Christendom from further Is- the cross, and recovering the land of Christ lamic encroachments. from the infidels. As a result of this sermon, 11. The Crusades were part of the problem; at- people gather from all over Europe and go on tempts to reconcile the Eastern and Western these crusades. Churches keep failing due to bad behavior 5. All classes of people, from nobility to peas- or disagreements between West and East. ants, clergy, and monks went on crusades. The East was suffering under the onslaught The First Crusade successfully conquered of Islam, and asked for help from the West- and a number of other regions, -the West offered help, but only if the East setting up tiny kingdoms in Palestine. would submit to the pope. 6. Richard the Lionhearted of England, along with Philip of France, and Fred- Lesson 11 erick Barbarossa of Germany, lead the Third The Conquest of Constantinople Crusade with limited success. 1. Innocent III promised that all crusaders who 7. Because the Crusades established better and served for one year would be forgiven all their well-known shipping routes, and forcibly es- sins that they had revealed during confession. tablished some trade ports in Palestine, trade 2. The Venetians proposed to build ships to of exotic goods from the Far East rapidly transport horses, squires, knights, and foot- expanded. As a result, more money is mint- men, for which service the French agreed to ed for buying and selling these products, the pay the Venetians 85,000 marks. The Vene- middle class of merchants, traders, and shop- tians also offered to send fifty armed ships keepers arises and causes a boom in towns. with the fleet, to fight alongside the French, Unfortunately, the towns are poorly built and on the condition that the Venetians would crammed, resulting in plagues and fires. take half the spoils. 8. The Western Church established new mili- 3. First, the French lords tried to gather enough tary orders at various points in Palestine and money from their own wealth and through en route to the Holy Land, known as the The borrowing to pay for the passed. However, Knights Templar and the Knights of St. John. this was still not enough, so the Doge of Ven- These orders cared for the injured and sick, ice asked the French crusaders to help him provided stopping places for travelers, and recapture Zara, a Venetian city that had been defended their various outposts against Mus- conquered by the Hungarians. lim attacks. 4. Prince Alexius promised to return the region 9. A chivalrous knight was both a soldier and of Roumania to Rome, pay the French a large traveler, accustomed to rough conditions, sum of money (200,000 marks), provide pro- and also well dressed and courteous, at ease visions for the army, and send 10,000 men to among nobility. He was learned and apprecia- help fight the Crusade in the Holy Land. The tive of art and beauty. crusaders are continually disagreed among 10. Christians had seen the onslaught of Islam themselves about whether they should go to through all of and Northern Africa, Constantinople, or Syria, or ; many and even into parts of Europe, conquering leaders and men abandon the main host of much of formerly Christian lands. There- fore, they saw attacking Palestine as a means crusaders to go directly to Syria as a result of lose to William the Conqueror two days after de- this discord. feating Harald. 5. Villehardouin describes Constantinople as 12. The Byzantine Empire is significantly weakened, a rich, large, and imposing city, with strong which allows the Muslims to encroach more and walls, many splendid palaces, and an unbe- more on the Byzantine territory. By the late 1200s, lievable number of glorious churches. the Byzantine Empire was reduced to Constanti- nople and a little surrounding land. 6. Although Alexius’ father confirmed the promis- es Alexius had made, once Alexius was crowned emperor, he first delayed and then altogether re- Lesson 12 fused to make the payments he had promised to The Life of St. Louis the French. The French therefore declared war on 1. Jeanne of Navarre, the wife of Philip IV, and then Constantinople, and the relationship that had be- queen of France requested Joinville to write the gun amicably ended in enmity. biography of King Louis. 7. An indulgence was originally granted to remit the 2. Joinville first records the saintly deeds of King temporal penalties of sin, not the actual guilt of Louis IX, the acts he committed to honor God, sin. Crusades were so strenuous and dangerous aid the Church, and help his kingdom. In the sec- that they would have been considered fully suffi- ond part, Joinville tells of the battle feats of Saint cient penance for sins. Louis, and then concludes by relating the death of 8. Zara was a Christian city, while the pope had the king. He hopes to instruct and edify those who commissioned the crusaders to fight the Muslims read the book, inspiring them to follow the exam- in the Holy Land. ple of Saint Louis. 9. The Straits of St. George are now called the Dar- 3. King Louis advised his sons and Joinville to dress danelles. The straits are considered the dividing neatly and well, not for their own good, but for line between Europe and Asia. So by spanning the benefit of those around them – so that their the straits, Istanbul is perhaps the only city split followers would respect their leaders according across two continents. to their station, and so that it would be easier for 10. For one castle, the Vikings lulled the French into their wives to love them. laxity, and then rushed through the open gate. 4. When a thief gives God that which he stole, he ap- For the next castle, they tied burning straw to pears in his outward actions to be honoring God, sparrows, so that when the sparrows flew home while he continues to sin in his heart. to the castle, they set the castle’s roof on fire. As 5. Saint Louis is a humble and honorable king, ea- the French opened the gates to escape, the Vi- ger to rule well for the good of his subjects rather kings stormed in to conquer. For the third castle, than for his own glory. He was a righteous man, the Vikings pretended that Harald Hadrata was rewarding honorable men, living modestly and dead, but had requested to be buried in the cas- with self-control, and concerned for the well being tle. The French naively granted the request, and of the poor. He was a devout Christian, faithful the Vikings took the castle once they were granted in worship. And finally, King Louis was a brave admittance. soldier. 11. Harold, King of England, successfully defeats 6. The first instance that the king risked his life was Harald in the north of England at Stanford Bridge. when he was approaching enemies in a ship with But then his army is so wearied by that battle and his men and he leapt into the sea to be one of the the forced to the south of England that they first on shore to fight. The second instance was when his counselors advised him to travel in a galley ship, because of the state of his health. The king says he will never be separated from his people, and travels on land with them instead of by sea. 7. History is used for moral purposes, to learn vir- tue and to learn to improve ourselves. 8. King Louis preferred to tell stories or engage in conversation, rather than just lecture. He under- stood that these methods tend to have a greater impact on their hearers than lectures. 9. Socrates taught that it is better to suffer wrong than to do wrong, because committing sin harms your own soul, while suffering wrong at another’s hand does not necessarily damage your soul. King Louis likewise argued that being leper would not damage your soul, while committing a mortal sin would have eternal effect. 10. St. Louis argued that sometimes it is appropriate to believe something on hearsay, because we trust those who told us. If someone does not have the intellectual ability to understand some essential point of the Christian faith, they can still believe it through trust of their teachers. 11. The bishop encouraged the theologian by pointing out that someone who is tempted, yet who victo- riously resists temptation, actually gains more vir- tue than someone who is not tempted. 12. The Saracens used Greek fire to terrify King Lou- is. King Louis and his men prayed for God’s pro- tection from the terrifying balls of fire streaming towards them. 13. The life of Louis IX was completed by Jean de Joinville around the same time that Dante is com- pleting the Divine Comedy.