subjects studied, with a special teacher for each class. But it was when he took charge of the Palace School that the abilities of Alcuin were most conspicuously shown. In spite of the influence of York, learning in England was declining. The country was a prey to dissensions and civil wars, and Alcuin perceived in the growing power of Charlemagne and his eagerness for the development of learning an opportunity such as even York, with all its pre-eminence and scholastic advantages, could not afford. Nor was he disappointed. Charlemagne counted on education to complete the work of empire-building in which he was engaged, and his mind was busy with educational projects. A literary revival, in fact, had already begun. Scholars were drawn from Italy, Germany, and Ireland, and when Alcuin, in 782, transferred his allegiance to Charlemagne, he soon found surrounding him at Aachen, in addition to the youthful members of the nobility he was called upon to instruct, a band of older learners some of whom were ranked among the best scholars of the time. Under his leadership the Palace School became what Charles had hoped to make it, the centre of knowledge and culture for the whole kingdom, and indeed for the whole of Europe. Charlemagne himself, his queen, Luitgard, his sister Gisela, his three sons and two daughters became pupils of the school, an example which the rest of the nobility were not slow to imitate. Alcuin's supreme merit as an educator lay, however, not merely in the training up of a generation of educated men and women, but above all, in inspiring with his own enthusiasm for learning and teaching the talented youths who flocked to him from all sides. His educational writings, comprising the treatises "On Grammar", "On Orthography", "On Rhetoric and the Virtues", "On Dialectics", the "Disputation with Pepin", and the astronomical treatise entitled "De Cursu et Saltu Lunæ ac Bissexto", afford an insight into the matter and methods of teaching employed in the Palace School and the schools of the time generally, but they are not remarkable either for originality or literary excellence. They are mostly compilations—generally in the form of dialogues drawn from the works of earlier scholars, and were probably intended to be used as textbooks by his own pupils.
Alcuin, like Bede, was a teacher rather than a thinker, a gatherer and a distributor rather than an originator of knowledge, and in this respect, it is plain to us now, the bent of his genius responded perfectly to the imperative intellectual need of the age, which was the preservation and the representation to the world of the treasures of knowledge inherited from the past, long buried out of sight by the successive tides of barbarian invasion. Disce ut doceas (learn in order to teach) was the motto of his life, and the supreme value he attached to the office of teaching is recognizable in his admonition to his disciples that the idle youth would never become a teacher in his old age (Qui non discit in pueritia, non docet in senectute, Ep. 27). Alcuin was eminently qualified to be the schoolmaster of his age. Although living in the world and occupied much with public affairs, he was a man of singular humility and sanctity of life. He had an unbounded enthusiasm for learning and a tireless zeal for the practical work of the class-room and library, and the young men of talent whom he drew in crowds around him from all parts of Europe went away inspired with something of his own passionate ardour for study. His warm-hearted and affectionate disposition made him universally beloved, and the ties that bound master and pupil often ripened into intimate friendship that lasted through life. Many of his letters that have been preserved were written to his former pupils, more than thirty being addressed to his tenderly loved disciple Arno, who became Archbishop of Salzburg. Before he died Alcuin had the satisfaction of seeing the young men whom he had trained engaged all over Europe in the work of teaching. "Wherever", says Wattenbach, in speaking of the period that followed, "anything of literary activity is visible, there we can with certainty count on finding a pupil of Alcuin's." Many of his pupils came to occupy important positions in Church and State and lent their influence to the cause of learning, as the above-mentioned Arno, Archbishop of Salzburg; Theodulph, Bishop of Orleans; Eanbald, Archbishop of York; Adelhard, the cousin of Charles, who became Abbot of (New) Corbie, in Saxony; Aldrich, Abbot of Ferrières, and Fridugis, the successor of Alcuin at Tours. Among his pupils also was the celebrated Rabanus Maurus, the intellectual successor of Alcuin, who came to study under him for a time at Tours, and who subsequently in his school at Fulda, continued the work of Alcuin at Aachen and Tours.
The development of the Palace School, however, important as it was, was only a part of the broad educational plans of Charlemagne. For the diffusion of learning, other educational centers had to be established throughout the kingdom, and for this, in an age when education was so largely, under the control of the Church, it was essential that the clergy should be a body of educated men. With this object in view, a series of decrees or capitulars were issued in the name of the Emperor, which enjoined upon all clerics, secular as well as regular, under penalty of suspension deprivation of office, the ability to read and write and the possession of the knowledge requisite for the intelligent performance of the duties of the clerical state. Reading-schools were to be established for the benefit of candidates for the priesthood, and bishops were required to examine their clergy from time to time, to ascertain the degree of their compliance with these educational laws. A scheme for universal elementary education was also projected. A capitular of the year 802 enjoined that "everyone should send his son to study letters, and that the child should remain at school with all diligence until he should become well instructed in learning" (West, 54). Following the decrees of the Council of Vaison, a primary school was to be established in every town and village to be taught by the priests gratuitously. It is impossible to say to what extent Alcuin deserves credit for the organization of the vast educational system which was thus set up, comprising a central higher institution, the Palace School, a number of subordinate schools of the liberal arts scattered throughout the country, and schools for the common people in every city and village. His hand is nowhere visible in the series of legislative enactments referred to; but there can be no doubt that he had much to do with the instigation, if not with the framing, of these laws. "The voice", Gaskoin aptly says, "is the voice of Charles, but the hand is the hand of Alcuin". It was with Alcuin, too, and his pupils that the responsibility rested for carrying out the legislation. True, the laws were only imperfectly carried into effect; the measures planned and partially put into practice for the enlightenment of the people did not meet with complete success; the movement for the revival and diffusion of learning throughout the Empire did not last. Yet much was accomplished that did endure. The accumulated wisdom or the past, which was in danger of perishing, was preserved, and when the greater and more permanent renaissance of learning came, several centuries later, "when the light began to pierce through the storm-clouds of feudal strife and anarchy, the foundations laid in the eighth century were still there, ready to receive the
