But it is in their relation as teachers of human and divine science that the Irish Saints exercised their greatest power, not only over their own countrymen, but over a considerable part of Europe. The intellectual leadership of western Europe—the glorious ambition of the greatest nations—has been in turn obtained by Italy, France, Britain and Germany. From the middle of the sixth to the middle of the eighth century, it will hardly be disputed that that leadership devolved on Ireland. All the circumstances of the sixth century helped to confer it upon the newly converted western isle; the number of her schools, and the wisdom, energy, and zeal of her masters, retained for her the proud distinction for two hundred years. And when it passed away from her grasp, she might still console herself with the grateful reflection that the power she had founded and exercised, was divided among British and continental schools, which her own _alumni_ had largely contributed to form and establish. In the northern Province, the schools most frequented were those of Armagh, and of Bangor, on Belfast lough; in Meath, the school of Clonard, and that of Clomnacnoise, (near Athlone); in Leinster, the school of Taghmon (_Ta-mun_), and Beg-Erin, the former near the banks of the Slaney, the latter in Wexford harbour; in Munster, the school of Lismore on the Blackwater, and of Mungret (now Limerick), on the Shannon; in Connaught, the school of "Mayo of the Saxons," and the schools of the Isles of Arran. These seats of learning were almost all erected on the banks of rivers, in situations easy of access, to the native or foreign student; a circumstance which proved most disastrous to them when the sea kings of the north began to find their way to the shores of the island. They derived their maintenance—not from taxing their pupils—but in the first instance from public endowments. They were essentially free schools; not only free as to the lessons given, but the venerable Bede tells us they supplied free bed and board and books to those who resorted to them from abroad. The Prince and the Clansmen of every principality in which a school was situated, endowed it with a certain share—often an ample one—of the common land of the clan. Exclusive rights of fishery, and exclusive mill-privileges seem also to have been granted. As to timber for building purposes and for fuel, it was to be had for carrying and cutting. The right of quarry went with the soil, wherever building stone was found. In addition to these means of sustenance, a portion of the collegiate clergy appeared to have discharged missionary duty, and received offerings of the produce of the land. We hear of periodical _quests_ or collections made for the sustenance of these institutions, wherein the learned Lectors and Doctors, no doubt, pleaded their claims to popular favour, with irresistible eloquence. Individuals, anxious to promote the spread of religion and of science, endowed particular