It was without effort and by natural sympathy that Charlemagne had inspired them with such sentiments; for he, too, really loved sciences, literature, and such studies as were then possible, and he cultivated them on his own account and for his own pleasure, as a sort of conquest. It has been doubted whether he could write, and an expression of Eginhard’s might authorize such a doubt; but, according to other evidence and even according to the passage in Eginhard, one is inclined to believe merely that Charlemagne strove painfully, and without much success, to write a good hand. He had learned Latin, and he understood Greek. He caused to be commenced, and, perhaps, himself commenced the drawing up of the first Germanic grammar. He ordered that the old barbaric poems, in which the deeds and wars of the ancient kings were celebrated, should be collected for posterity. He gave Germanic names to the twelve months of the year. He distinguished the winds by twelve special terms, whereas before his time they had but four designations. He paid great attention to astronomy. Being troubled one day at no longer seeing in the firmament one of the known planets, he wrote to Alcuin, “What thinkest thou of this Mars, which, last year, being concealed in the sign of Cancer, was intercepted from the sight of men by the light of the sun? Is it the regular course of his revolution? Is it the influence of the sun? Is it a miracle? Could he have been two years about performing the course of a single one?” In theological studies and discussions he exhibited a particular and grave interest. “It is to him,” say M.M. Ampere and Haureau, “that we must refer the honor of the decision taken in 794 by the Council of Frankfort in the great dispute about images; a temperate decision which is as far removed from the infatuation of the image-worshippers as from the frenzy of the image-breakers.” And at the same time that he thus took part in the great ecclesiastical questions, Charlemagne paid zealous attention to the instruction of the clergy, whose ignorance he deplored. “Ah,” said he one day, “if only I had about me a dozen clerics learned in all the sciences, as Jerome and Augustin were!” With all his puissance it was not in his power to make Jeromes and Augustins; but he laid the foundation, in the cathedral churches and the great monasteries, of episcopal and cloistral schools for the education of ecclesiastics, and carrying his solicitude still farther, he recommended to the bishops and abbots that, in those schools, “they should take care to make no difference between the sons of serfs and of free men, so that they might come and sit on the same benches to study grammar, music, and arithmetic.” (_Capitularies_ of 789, art. 70.) Thus, in the eighth century, he foreshadowed the extension which, in the nineteenth, was to be accorded to primary instruction, to the advantage and honor not only of the clergy, but also of the whole people.