Nor was she entirely idle during her recess; at least we cannot but confess that what little learning remained in the world was amongst the priests and religious orders. Books, before the invention of paper, and the art of printing, were so dear, that few private persons possessed any. The only libraries were in convents; and the monks were often employed in transcribing manuscripts, which was a very tedious, and at that time a very necessary task. It was frequently enjoined as a penance for some slight offence, or given as an exercise to the younger part of the community. The monks were obliged by their rules to spend some stated hours every day in reading and study; nor was any one to be chosen abbot without a competent share of learning. They were the only historians; and though their accounts be interwoven with many a legendary tale, and darkened by much superstition, still they are better than no histories at all; and we cannot but think ourselves obliged to them for transmitting to us, in any dress, the annals of their country. They were likewise almost the sole instructors of youth. Towards the end of the tenth century, there were no schools in Europe but the monasteries, and those which belonged to episcopal residences; nor any masters but the Benedictines. It is true, their course of education extended no further than what they called the seven liberal arts, and these were taught in a very dry and uninteresting manner. But this was the genius of the age, and it should not be imputed to them as a reproach that they did not teach well, when no one taught better. We are guilty of great unfairness when we compare the school-men with the philosophers of a more enlightened age: we should contrast them with those of their own times; with a high-constable of France who could not read; with kings who made the sign of the cross in confirmation of their charters, because they could not write their names; with a whole people without the least glimmering of taste or literature. Whatever was their real knowledge, there was a much greater difference between men of learning, and the bulk of the nation, at that time, than there is at present; and certainly, some of the disciples of those schools who, though now fallen into disrepute, were revered in their day by the names of the subtle, or the angelic doctors, shewed an acuteness and strength of genius, which, if properly directed, would have gone far in philosophy; and they only failed because their enquiries were not the objects of the human powers. Had they exercised half that acuteness on facts and experiments, they had been truly great men. However, there were not wanting some, even in the darkest ages, whose names will be always remembered with pleasure by the lovers of science. Alcuin, the preceptor of Charlemagne, the first who introduced a taste for polite literature into France, and the chief instrument that prince made use of in his noble endeavours for the encouragement of learning; to