An example of this necessitated originality in the writing of contemporary history is the work of Count Nithard. He was the son of Charlemagne’s daughter Bertha and of Angilbert, the emperor’s counsellor and lifelong friend. His parents were not man and wife, because Charles would not let his daughters marry, from reasons of policy; but the relationship between them was open, and apparently approved by the lady’s sire. Angilbert studied in the palace school with Charlemagne, and became himself a writer of Latin verse. He was often his sovereign’s ambassador, and continued active in affairs until his closing years, when he became the lay-abbot of a rich monastery in Picardy, and received his emperor and virtual father-in-law as his guest. He died the same year with Charles. Like his father, Nithard was educated at the palace school, perhaps with his cousin who was to become Charles the Bald. His loyalty continued staunch to that king, whose tried confidant he became. He was a diplomatist and a military leader in the wars following the death of Louis the Pious; and he felt impelled to present from his side the story of the strife among the sons of Louis, in “four books of histories” as they grew to be.[286] Involved with his king in that same hurricane (_eodem turbine_) he describes those stormy times which they were fighting out together even while he was writing. This man of action could not but present himself, his views, his temperament, in narrating the events he moved in. Throughout, one perceives the pen of the participant, in this case an honest partisan of his king, and the enemy of those whose conduct had given the divided realm over to rapine. So the vigorous narrative of this noble Frank partakes of the originality which inheres in the writings of men of action when their literary faculty is sufficient to enable them to put themselves into their compositions. Engaged, as we have been, with the intellectual or scholarly interests of the Carolingian period, we should not forget how slender in numbers were the men who promoted them, and how few were the places where they throve. There was the central group of open-minded laymen and Churchmen about the palace school, or following the Court in its journeyings, which were far and swift. Then there were monastic or episcopal centres of education as at Tours, or Rheims, or Fulda. The scholars carried from the schools their precious modicum of knowledge, and passed on through life as educated men living in the world, or dwelt as learned compilers, reading in the cloister. But scant were the rays of their enlightening influence amidst that period’s vast encompassing ignorance.