These two documents, often quoted, have perhaps given rise to somewhat exaggerated notions regarding the extent of the ignorance complained of. It is certain that there were periods of comparative tranquillity during which liberal studies were at least partially preserved. The schools of Gaul did not begin to decay till the end of the fifth century, and even then some were found who exerted themselves to keep alive the ancient learning; such as St. Sidonius Apollinaris, who received his education in the public schools of Lyons before his elevation to the Episcopate in 471, and Claudian Mamertus, a monk by profession and education, who was declared by his friend Sidonius to be equally incomparable in every science to which he applied. Besides being an amazing reader, he was an original thinker. His great work on “The Nature of the Soul” is said to display the precision and method of the latter scholastics, and contains proofs of the existence and immateriality of the soul drawn from its capacity of thought, which appear like anticipations of the famous Cartesian formula _Cogito, ergo sum_. In his arguments he appeals not only to the authority of Scripture and the Fathers, but also to that of Plato and other Greek philosophers, and shows himself not unacquainted with the systems of Zoroaster and the Brahmins. To him we owe the arrangement of a great part of the Breviary office, and the beautiful hymn for Passion Sunday, _Pange lingua gloriosi prœlium certamina_. For poetry, no less than philosophy, found votaries in the Gallican schools. The lyre, which had fallen from the hands of Prudentius, was still touched by St. Prosper of Aquitaine and St. Avitus of Vienne, the former of whom may be called the poet of Divine grace, whilst the latter, eleven centuries before the time of Milton, chose for the theme of his verses the Fall of Man. Down to the beginning of the seventh century the schools of Gaul still taught Virgil and the Roman law, and in them the sons of the barbarous Visigoths received some tincture of polite letters. The Gallo-Roman nobility showed the utmost solicitude to obtain such education for their children as the times afforded; and we find notices of schools wherein grammar, rhetoric, and law were taught in separate courses after the Roman fashion. The Gallican orators, as in the time of St. Jerome, betrayed their Celtic origin by a certain verbose eloquence, which had to be pruned according to the severer rules of Roman rhetoric. The mother of Rufinus had sent him to the imperial capital, that the Roman gravity might temper the too great fecundity of the Gallic speech, and St. Desiderius of Cahors was made to go through a course of Roman jurisprudence with the same intention.