There had existed in Gaul from Roman times (as in other parts of the Empire) schools of the Graeco-Roman type to which we have previously referred. The barbarian invasions, however, brought these schools to an end. When social conditions reasserted themselves, the old condition of things had passed away and Christianity had become a power in the land. In the educational reconstruction which followed, the bishops played an important part and two types of schools were ultimately to be found in Gaul, the monastic schools and the episcopal schools. The monastic schools taught theology mainly, but instruction was also given in speaking, reading and writing Latin, in copying manuscripts, in painting and architecture, and in elementary notions of astronomy and mathematics.[56] The most famous of these schools were those of Luxeuil, Soissons, Lerins and Saint-Vandrille. At the last-named school there were about three hundred scholars. The Episcopal Schools were closely modelled on the type originated by St. Augustine. They were mainly intended for those who proposed to offer themselves for ordination. The curriculum of these schools was narrower and more definitely theological than that of the monastic schools. The best known were those of Paris, Poitiers, Le Mans, Clermont, Vienne, Chalons-sur-Saone and Gaps. These schools, however, differed from the seminary of St. Augustine on which they were modelled because the special circumstances of the time rendered it necessary that classes were also held in connection with them for the boys, who were attached in some capacity or other to the cathedral church. Thus the choir boys and others who were desirous of preparing themselves for subsequent employment in any capacity in which the education available would afterwards be of service to them, found in these classes the opportunities they sought. Our analysis of the educational institutions existing in Gaul in the sixth century has brought out that there existed, as models for imitation, the monastic schools and the episcopal schools. In addition, schools had also developed in connection with the parish churches, but we propose to deal with that development later. We have already considered the monastic schools of this country; our present problem is then to consider whether there is any evidence that schools, conducted by the bishop himself or by his deputy, similar to those we have shown to have existed in France, were to be found in this country.