The thirteenth century marks a decline in the intellectual life. The Crusades exhaust the energies of the time, and detract from its literary interest. The German rulers and the Italian ecclesiasts are absorbed in the struggle for supremacy between pope and emperor. Scholasticism overshadows humanism. The humanistic tradition of Charlemagne has died out, and the intellectual ideal is represented by Vincent of Beauvais and the _Speculum Historiale_. There is no mention of Horace in the catalogues of Italy. The manuscripts of France are careless, the comments and glosses poor. The decline will continue until arrested by the Renaissance. It must not be forgotten that among all these scattered and flickering attentions to Horace there was the constant nucleus of instruction in the school. That he was used for this purpose first in the Carolingian cloister-schools, and later in the secular schools which grew to independent existence as a result of the vigorous spread of educational spirit, cannot be doubtful. Gerbert, dying at the beginning of the eleventh century as Pope Sylvester II, is known to have interpreted Horace in his school. This is the oldest direct evidence of the scholastic use of Horace, but other proofs are to be seen in the commentaries of the medieval period, all of which are of a kind suitable for school use, and in the marginal annotations, often in the native tongue. The decline of humane studies in the thirteenth and fourteenth centuries meant also the decline of interest in Horace, who had always been above all the poet of the cultivated few. At the beginning of the thirteenth century in Italy, nowhere but at Bologna and Rome was Latin taught except as the elementary instruction necessary to the study of civil and canonical law. Gaufried of Vinesaux, coming from England to Italy, and composing an _Ars Dictaminis_ and a _Poietria Nova_ containing Horatian reminiscences, is one of two or three significant examples of Latin teachers who concerned themselves with literature as well as language. Coluccio Salutati, wanting to buy a copy of Horace in 1370, is apparently unable to find it. The decline of interest in Horace will be arrested only by the Rebirth of Learning. The intellectual movement back to the classical authors and the classical civilizations is well called the Rebirth. The brilliance of the new era as compared with the thousand years that lead to it from the most high and palmiest days of Rome is such as to dim almost to darkness the brightest days of medieval culture. The new life into which Horace is now to enter will be so spirited and full that the old life, though by no means devoid of active influence in society at large and in the individual soul, will seem indeed like a long death and a waiting for the resurrection into a new heaven and a new earth. 4. HORACE AND MODERN TIMES THE REBIRTH OF HORACE