The tribes nearest the Rhine and the Danube had taken on a little civilization from long contact with the Romans, but those farther away were savage and unorganized (Rs. 46, 47). In general they represented a degree of civilization not particularly different from that of the better American Indians in our colonial period, [6] though possessing a much larger ability to learn. The "two terrible centuries" which brought these new peoples into the Empire were marked by unspeakable disorder and frightful destruction. It was the most complete catastrophe that had ever befallen civilized society. [Illustration: FIG. 35. ROMANS DESTROYING A GERMAN VILLAGE (From the Column of Marcus Aurelius, at Rome) Note the circular huts of reeds, without windows, and with but a single door.] THEY SETTLE DOWN WITHIN THE EMPIRE. Finally, after a period of wandering and plundering, each of these new peoples settled down within the Empire as rulers over the numerically larger native Roman population, and slowly began to turn from hunting to a rude type of farming. For three or four centuries after the invasions ceased, though, Europe presented a dreary spectacle of ignorance, lawlessness, and violence. Force reigned where law and order had once been supreme. Work largely ceased, because there was no security for the results of labor. The Roman schools gradually died out, in part because of pagan hostility (all pagan schools were closed by imperial edict in 529 A.D.), and in part because they no longer ministered to any real need. The church and the monastery schools alone remained, the instruction in these was meager indeed, and they served almost entirely the special needs of the priestly and monastic classes. The Latin language was corrupted and modified into spoken dialects, and the written language died out except with the monks and the clergy. Even here it became greatly corrupted. Art perished, and science disappeared. The former Roman skill in handicrafts was largely lost. Roads and bridges were left without repair. Commerce and intercourse almost ceased. The cities decayed, and many were entirely destroyed (R. 49). The new ruling class was ignorant--few could read or write their names-- and they cared little for the learning of Greece and Rome. Much of what was excellent in the ancient civilizations died out because these new peoples were as yet too ignorant to understand or use it, and what was preserved was due to the work of others than themselves. It was with such people and on such a basis that it was necessary for whatever constructive forces still remained to begin again the task of building up new foundations for a future European civilization. This was the work of centuries, and during the period the lamp of learning almost went out.