The Benedictine Statutes of 1334 emphasised the importance of study, and in order that monks might subsequently be fitted to proceed to the universities, it was decreed and ordained that "in all monastic cathedral churches, priories or other conventual and solemn places of sufficient means belonging to such order or vows, there shall henceforth be kept a master to teach the monks such elementary sciences, viz. grammar, logic and philosophy."[547] If, however, a competent teaching monk could not be found in the monastery, a secular priest was to be appointed for the purpose who, in addition to his residence, food and clothing, was to receive L20 a year--a large salary for the time.[548] Some records are still available of agreements to teach between the prior of a monastery and a secular priest. As an example may be quoted the one made between the prior of Durham and a priest who covenanted to teach "the monks of Durham and eight secular boys." He was especially to teach "plain song, accompanied song, singing plain prick note, faburdon, discant square note and counterpoint," and to play on the organ at the monastic services.[549] Enquiry was also made from time to time to ascertain whether sufficient attention was being paid to the education of the novices. Thus, at the visitation of the priory of St. Peter's, Ipswich, in 1514, the complaint was made that there was no schoolmaster at the monastery;[550] in 1526, the monastery was required to provide a master to teach the novices grammar.[551] Similarly, among the defects noted by William Warham, Archbishop of Canterbury, at his visitation of the monastery in 1511, was the lack of a "skilled teacher of grammar ... to teach the novices and other youths grammar." The archbishop emphasised his point by stating that "in default of such instruction it happens that most of the monks celebrating mass and performing other divine service are wholly ignorant of what they read, to the great scandal and disgrace both of religion in general and the monastery in particular."[552] It is interesting to note that a statement is appended to this criticism, intimating that "one of the brethren is deputed to that work and has already begun to do it, and teaches the younger monks daily."[553] V. THE MONKS AND THE UNIVERSITIES. Originally, we have seen, the monasteries were the centres of the intellectual activities of this country. The progress of the universities caused a change in this respect, with the result that Oxford and Cambridge gradually became the chief places of theological, as well as other branches of academic study. It then became necessary that the monks should adapt themselves to the new order of things, and arrange that those of their number who showed ability should avail themselves of the opportunities of advanced study which the new centres of learning afforded.