2. That these two classes of schools exerted a mutual influence on each other: the aim of the monastic schools was frankly religious, yet owing to the influence of the bardic schools vernacular learning was not neglected; moreover, as we shall see later, the monks were led for a variety of reasons to study the writings of the classical authors; on the other hand, the bardic schools though mainly devoted to the cultivation of native learning followed the example of the monastic schools in introducing classical learning, thus widening their own curriculum. 3. That with the abundant facilities thus afforded there was ample opportunity for everyone who so desired to acquire liberal education in either a lay or ecclesiastical school. 4. That though education was not universal nor compulsory, the great body of the people without distinction of class or sex was not uneducated. 5. That the educational advantages enjoyed by the Irish in their native land were as freely extended to others irrespective of race or country. 6. That the educational influence of the Irish monastic schools reached Britain and the Continent in two ways: first, numerous students from foreign countries who studied in the schools of Ireland would on returning to their own country naturally endeavour to transmit the culture they had acquired during their residence in Ireland; secondly, still more important was the influence of the numerous bands of Irish missionaries who, as we have shown, established monasteries all over Western Europe and whose love of learning was equalled only by their zeal for Christianity. CHAPTER V CENTRES OF INTELLECTUAL LIFE IN IRISH MONASTERIES In an Irish monastic school, as in the case of every other school, the most important centre of intellectual life was the class-room. Unlike our modern schools, however, these schools had to produce their own text-books. This work was carried on in a special room called the scriptorium. The work of the scriptorium was not limited to the production of text-books. Often valuable books of more permanent interest were written in the scriptorium and stored for reference in a special room, the library. In this way copies of many of the most treasured books of antiquity have been preserved for posterity. Indeed the educational work of the scriptorium and the library was scarcely less important than that of the class-room, or school proper. These three centres of intellectual life were closely related to each other, but each is sufficiently important to warrant a separate treatment. THE SCHOOL: