This eastern learning was now gradually carried to Spain by traveling Mohammedan scholars, and there the energy of conquest was gradually turned to the development of schools and learning. By 900 a good civilization and intellectual life had been developed in Spain, and before 1000 the teaching in Spain, especially along Greek philosophical lines, had become sufficiently known to attract a few adventurous monks from Christian Europe. Gerbert (953-1003), afterward Pope Sylvester II (p. 159), was one of the first to study there, though for this he was accused of having transactions with the Devil, and when he died suddenly at fifty, four years after having been elevated to the Papacy, monks over Europe are recorded as having crossed themselves and muttered that the Devil had now claimed his reward. A monk from Monte Cassino also studied at Bagdad, and brought back some of the eastern learning to his monastery. [Illustration: FIG. 51. SHOWING CENTERS OF MOSLEM LEARNING] MOHAMMEDAN REACTION SENDS SCHOLARS TO SPAIN. The great intellectual development at Bagdad was in part due to the patronage of a few caliphs of large vision, and was of relatively short duration. The religious enthusiasts among the Mohammedans were in reality but little more zealous for Hellenic learning than the Fathers of the Western Church had been. Finally, about 1050, they obtained the upper hand and succeeded in driving out the Hellenic Mohammedans, just as the Eastern Christians had driven out the Nestorians, and these scholars of the East now fled to northern Africa and to Spain. [4] Almost at once a marked further development in the intellectual life of Spain took place. In Cordova, Granada, Toledo, and Seville strong universities were developed, where Jews and Hellenized Mohammedans taught the learning of the East, and made further advances in the sciences and mathematics. Physics, chemistry, astronomy, mathematics, physiology, medicine, and surgery were the great subjects of study. Greek philosophy also was taught. They developed schools and large libraries, taught geography from globes, studied astronomy in observatories, counted time by pendulum clocks, invented the compass and gunpowder, developed hospitals, and taught medicine and surgery in schools (R. 86). Their cities were equally noteworthy for their magnificent palaces, [5] mosques, public baths, market-places, aqueducts, and paved and lighted streets--things unknown in Christian Europe for centuries to come (R. 85). It became fashionable for wealthy men to become patrons of learning, and to collect large libraries and place them at the disposal of scholars, thus revealing interests in marked contrast to those of the fighting nobility of Christian Europe.