The two men who successively occupied the position of Archbishop of Canterbury after the Conquest are of special importance both from an ecclesiastical and from an educational point of view. Lanfranc had acquired a reputation as a schoolmaster before he took up residence in this country. His first school was conducted at Avranches, where he attracted many scholars; subsequently he entered the monastery of Bec, where he opened a school in connection with the monastery, the fame of which spread widely. Scholars educated at this school subsequently occupied most important ecclesiastical positions both here and on the continent. Among them were Pope Alexander II., and Ivo who afterwards became famous in connection with the school at Chartres. After Lanfranc became Archbishop of Canterbury he issued his "Constitutiones," a series of regulations for the control of the monastery of Christ Church, Canterbury. For the most part, these regulations relate to the stringent discipline which Lanfranc wished to enforce; educationally, they show that he followed the course of study in the monastery which had been customary since the council of Aix-la-Chapelle in 817. The curriculum of the school included the psalms, writing, and reading and speaking Latin. After the death of Lanfranc, the see of Canterbury was vacant till a dangerous illness frightened William Rufus into the necessity for taking action in the matter. He compelled Anselm, who had succeeded Lanfranc as Prior of Bec, to accept the position. Under Anselm the reputation of the school at Bec had been enhanced, so that it had become generally regarded as the principal centre of learning in Western Europe. Little direct evidence of the connection of Anselm with education in England is available, but it may fairly be assumed that a man, whose learning was so generally recognised and whose influence on European thought was so great, would of necessity react upon the condition of learning in this country and tend to bring education into greater repute. The work of the monasteries for education during the eleventh and twelfth centuries may be considered under three heads: (1) the part they played in connection with a revival of learning, (2) their connection with schools, and (3) their contribution to the production of books. I.--THE REVIVAL OF LEARNING.