4. Explain the mediaeval belief in the effectiveness to protect books from theft of such anathemas as are reproduced in 58. 5. What do the selections from Bede (59 a-c) indicate as to the preservation of the old learning in the cities of southern Italy? What as to the condition of learning and teaching in England in Bede's day? 6. What is the status of education indicated by the selections from Alcuin, on the cathedral school at York (60) and the palace school instruction of Pepin (62)? 7. What was the condition of learning among the higher clergy and monks as shown by Charlemagne's proclamations (64)? 8. What was the extent of the destruction wrought by the Danes in England, as indicated by King Alfred's Introduction to Pope Gregory's _Pastoral Care_ (66), and his efforts to obtain scholars from abroad (67)? 9. What was the character of the education King Alfred provided for his son (68)? 10. Study out the plan of the monastery of Saint Gall (69), and enumerate the various activities of such a center. SUPPLEMENTARY REFERENCES * Adams, G. B. _Civilization during the Middle Ages_. * Clark, J. W. _Libraries in the Medieval and Renaissance Period_. * Cutts, Edw. L. _Scenes and Characters of the Middle Ages_. * Eckenstein, Lina. _Women under Monasticism_. Leach, A. F. _The Schools of Mediaeval England_. Munro, D. C. and Sellery, G. E. _Medieval Civilization_. Montalembert, Count de. _The Monks of the West_. Taylor, H. O. _Classical Heritage of the Middle Ages_. Thorndike, Lynn. _History of Mediaeval Europe_. West, A. F. _Alcuin, and the Rise of Christian Schools_. * Wishart, A. W. _Short History of Monks and Monasticism_. CHAPTER VII EDUCATION DURING THE EARLY MIDDLE AGES II. SCHOOLS ESTABLISHED AND INSTRUCTION PROVIDED 1. _Elementary instruction and schools_ MONASTIC AND CONVENTIONAL SCHOOLS. In the preceding chapters we found that, by the tenth century, the monasteries had developed both inner monastic schools for those intending to take the vows (oblati), and outer monastic schools for those not so intending (externi). The distinction in name was due to the fact that the _oblati_ were from the first considered as belonging to the brotherhood, participating in the religious services and helping the monks at their work. The others were not so admitted, and in all monasteries of any size a separate building, outside the main portion of the monastery (see Figure 38), was provided for the outer school. A similar classification of instruction had been evolved for the convents. [Illustration: FIG. 43. AN OUTER MONASTIC SCHOOL (After an old wood engraving)]