=Rabanus Maurus, Erigena, and Others Concerned in the Revival.=--Fortunately, Alcuin’s pupils, who at his death occupied practically all positions of educational importance, retained his broader spirit. This was true in particular of Rabanus Maurus (776-856), whose leadership caused the monastic school at Fulda to become the great center of learning. Rabanus wrote even more prolifically than Alcuin upon grammar, language, and theology, but was not afraid to emphasize the study of classic literature or the new training in dialectic. He also greatly expanded the mathematical subjects of the curriculum, and tended to ascribe all phenomena to natural laws. Rabanus, in his turn, influenced a large number of pupils, and a further impetus was given to the movement by a cross-fertilization of Irish learning, which was also introduced, especially through the mastership of Joannes Scotus Erigena (810-876) at the Palace School. [Sidenote: Permanent effects of the revival.] Thus during the ninth century and the first half of the tenth there arose, through the initiative of Charlemagne and Alcuin, a marked revival in education, and for several generations the cathedral and monastic schools enthusiastically fostered education and learning. Curricula were expanded, and many famous scholars appeared. While, owing to the weakness of Charlemagne’s successors and the attacks of the Northmen, learning gradually faded once more, intellectual stagnation never again prevailed. Through the revival of the great Frankish monarch, classical learning had to some extent been recalled to continental Europe from its insular asylum in the extreme West. SUPPLEMENTARY READING Graves, _During the Transition_ (Macmillan, 1910), chap. III; Monroe, _Text-book_ (Macmillan, 1905), pp. 274-279. Read also Gaskoin, C. J. C., _Alcuin, His Life and His Work_ (Clay, London, 1904), or West, A. F., _Alcuin and the Rise of Christian Schools_ (Scribner, 1892), and Mullinger, J. B., _The Schools of Charles the Great_ (Longmans, London, 1877). CHAPTER VII MOSLEM LEARNING AND EDUCATION OUTLINE Moslemism amalgamated in Syria with Greek philosophy and science, and the Moslem cities there became renowned for their learning. The masses of the Moslems were suspicious of the Greek learning, however, and those who had absorbed the Hellenized philosophy were driven from the Orient into Spain, where they founded Moorish colleges. The Moslems thus stimulated learning in the Christian schools, and introduced Aristotle once more, but, after bringing learning back, Moslemism itself reverted to its primitive stage. [Sidenote: Illiteracy of early Moslemism.] [Sidenote: Learning of the Mohammedan cities of Syria.]