Graves, _History of Education during the Middle Ages and the Transition to Modern Times_ (Macmillan, 1910), chaps. I-II; Monroe, _Text-book_ (Macmillan, 1905), pp. 243-274. For the evolution of the ascetic life, see Lecky, _History of European Morals_ (Appleton, 1869), vol. II, pp. 101-274; for the development of monasticism, Taylor, H. O., _The Classical Heritage of the Middle Ages_ (Macmillan, 1913), chap. VII, and Wishart, A. W., _A Short History of Monks and Monasticism_ (Brandt, Trenton, 1902). The contribution of Irish monasticism is shown in Healy, J., _Insula Sanctorum et Doctorum_ (Sealy, Dublin, 1897), and Zimmer, H., _The Irish Element in Mediæval Culture_ (Putnam, 1891). Succinct articles on _Abbey Schools_, _Bishop’s Schools_, _Church Schools_, and _Cloister Schools_ by Leach, A. F. (Monroe Cyclopædia of Education, vols. I and II), furnish the most accurate ideas of monastic education as far as it is known. An account of the monastic libraries is given in Clark, J. W., _Libraries in the Mediæval and Renaissance Monasteries_ (Macmillan and Bowes, Cambridge, 1894), and Putnam, G. H., _Books and Their Makers during the Middle Ages_ (Putnam, 1896). The best account of _The Seven Liberal Arts_ in English is that by Abelson, P. (Columbia University, Teachers College Contributions, No. 11, 1906). CHAPTER VI CHARLEMAGNE’S REVIVAL OF EDUCATION OUTLINE Learning and schools had by the eighth century been sadly disrupted, and, to restore them, Charlemagne invited Alcuin of York to become his adviser in education. Alcuin induced Charlemagne to conduct higher education at the Palace School, and to improve the cathedral, monastic, and parish schools. Even after Alcuin retired from the active direction of education, he continued his educational influence, but he became set and narrow. A broader spirit, however, appeared in his pupils, and intellectual stagnation never again prevailed. [Sidenote: Decay of learning.] [Sidenote: Charlemagne] [Sidenote: and Alcuin.]