Let us now return to the country of St. Boniface and of Alcuin, which we left at the beginning of the ninth century, in the plenitude of its intellectual greatness. What a change has taken place in seventy-five years! Churches, monasteries, and schools in utter ruin; the weeds growing rank over broken altars; the reptile crawling undisturbed where worked the busy hands of a thousand monks; and the solitude of the once noisy school disturbed only by the flutter of the bat or the screech of the night owl. The fierce Northmen, the barbaric executors of the Huns and Vandals, had been over the land, and desolation everywhere marked their foot-prints. "The Anglo-Saxon Church," says Lingard, "presented a melancholy spectacle; the laity had resumed the ferocious manners of their pagan forefathers; the clergy had grown indolent, dissolute, and illiterate; the monastic order was apparently annihilated." {59} When Alfred had crushed the Danish power at the battle of Ethandun in 873, and, like a wise prince, proposed to revive learning in his kingdom, he could not find one ecclesiastic south of the Thames who understood the divine service, or who knew how to translate Latin into English. Nevertheless, this king, justly surnamed the Great, resolutely set himself to work, and, with the help of the West British scholar, Asser, Grimbald of Rheims, John of Old Saxony, and other foreign monks, effected many useful reforms, and to a limited extent provided the means of education for his benighted subjects, setting the example himself by diligent and persevering study. He commenced to learn Latin at thirty-six, and left after him several works, principally translations from that language.