Part 13 (1/2)

After much destruction, Rollo, Duke of the Norreed to settle down in what has ever since been known as _Normandy_ Froland in the Norreat German tribes to move, and after they had raided and plundered and settled down and accepted Christianity, western Europe, after six centuries of bloodshed and pillage and turin in earnest the building-up of a new civilization and the restoration of the old learning

WORK OF ALFRED IN ENGLAND The set-back to learning caused by this latest deluge of barbarism was a serious one, and one fro tiland the results were disastrous The revival which Charleland did not recover froland not invaded and pillaged, education sadly declined as a result of nearly a century of struggle against the invaders (R 66) Alfred, known to history as _Alfred the Great_, who ruled as English king fro in his kingdone, he established a large palace school (R 68), to the support of which he devoted one eighth of his income; he imported scholars from Mercia and Frankland (R 67); restored many e learning throughout his realreat decay of the Latin learning he tried to encourage the use of the native Anglo-Saxon language, [23] and to this end translated books frolo- Saxon for his people In his Introduction to Gregory's volume (R 66) he expresses the hope, ”If we have tranquillity enough, that all the free- born youth now in England, who are rich enough to be able to devote the,” while those ere to continue study should then be taught Latin The co of the Normans in 1066, with the introduction of Norovernment, for a time seriously interfered with the develop of which Alfred wrote

In the preceding chapter and in this one we have traced briefly the great invasions, or rations, which took place in western Europe, and indicated soht within the bounds of the old Es of Christian schools to replace the ones destroyed, the preservation of learning in the ne and Alfred to revive learning in their kingdoms In the chapter which folloe shall describe the mediaeval system of education as it had evolved by the twelfth century, after which we shall be ready to pass to the beginnings of that Revival of Learning which ulti of the ancient world

QUESTIONS FOR DISCUSSION

1 Picture the gradual dying-out of Roan schools and learning lingered longer in Britain, Ireland, and Italy than elsewhere

2 At what ti most nearly extinct?

3 Explain how the monasteries were forced to develop schools to maintain any intellectual life

4 Explain how the copying of manuscripts led to further educational development in the monasteries

5 Would the convents have tended to attract a higher quality of women than the monasteries did of er in Ireland and Britain than elsewhere in the West

7 What was the relative condition of learning in Frankland and England, about 900 AD?

8 What light is thrown on the conditions of the civilization of the tine, looking toward a revival of learning in Frankland?

9 Explain how Latin cae of the Church, and of scholarshi+p in western Europe throughout all the Middle Ages

10 After reading the story of the es of the old civilization, try to picture ould have been the result had Rome not built up an Empire, and had Christianity not arisen and conquered

SELECTED READINGS

In the acco selections are reproduced:

53 Migne: Forms used in connection witha Child to a Monastery

(b) The Monastic Vow

(c) Letter of Honorable Dis of Books at a Monastery

55 Othlonus: Work of a Monk in writing and copying Books

56 A Monk: Work of a Nun in copying Books

57 Symonds: Scarcity and Cost of Books

58 Clark: Anathemas to protect Books froland

(a) The Learning of Theodore

(b) Theodore's Work for the English Churches

(c) How Albinus succeeded Abbot Hadrian

60 Alcuin: Description of the School at York

61 Alcuin: Catalogue of the Cathedral Library at York

62 Alcuin: Specine: Letter sending out a Collection of Serne: General Proclamations as to Education