Charlemagne was fond of visiting and occasionally teaching in his Court school. He took great interest in the progress of his scholars, praising the diligent and admonishing the indolent. The "Monk" informs us that on one occasion finding the compositions of the poorer boys praiseworthy, whilst those of the young nobles were unsatisfactory, the emperor rose up in anger and warned these latter youths that their high birth and fine manners should not screen them from punishment if they did not get rid of their laziness. Then, turning to the poor but meritorious youths, he highly commended them, and exhorted them to be always thus diligent, promising them rewards and preferment if they continued in their good course. Charlemagne indeed gained imperishable glory by his educational efforts, through which a foundation was laid for after ages. Full of the conviction that religion and learning were essential to happiness, he yearned to spread education amongst his people, and made it the chief object of his later years. All parents ought, he says, "to send their boys to school, and let them abide there till they are well informed," a principle only imperfectly understood and acted upon even in our own day. This ideal side of his complex activity lifts him far above the other rulers of the Middle Ages. To our mind there is but one who bears comparison with him for greatness of character and lofty aims--Alfred the Great, of Wessex. Clerical colleges, and secular schools attached to them, sprang up all over the country, and the knowledge of the Scriptures, hitherto confined to the clergy, was freely placed before the people. The bishops were charged by the emperor to take care that the priests were "well qualified as religious teachers." Theobald enjoins his clergy to open schools and "teach the children with love, and to accept no fees but what the parents choose to give." Such was the emperor's educational zeal, that he ordains whipping and deprivation of food even for men and women if they do not know by heart the Confession of Faith and the Lord's Prayer, and are not able to repeat them in Latin to the priests. Yet he makes allowances for the dunces who are permitted to learn and repeat these exercises in their own illiterate language. He admonishes the monks to learn better grammar, and get rid of their uncouth modes of speech. He strongly reprimands a choirboy whose wrong notes grate on his delicate ear.