the schools attached to the greater monasteries and cathe
drals. But these, even if a few, especially in Lotha-
ringia, retained something of their vital force, had long
lost their popularity and become appropriated to a class.
The slender tradition of learning and thought lay hidden
in their libraries rather than shone forth in the mecha
nical instruction of their teachers. The rare pupils who
sought for knowledge were left, as we may learn from
the experience of bishop Ratherius, to discover it by
their own labour. The pursuit of the few was looked on
with suspicious jealousy by the many, and the most
tentative steps towards enlarging the compass of education were mistrusted as though they had been directed
against religion. An excellent illustration of this attitude of mind is afforded by the history of Bruno the Saxon,
known by the time-honoured name of saint Bruno. His
brother, Otto the Great, was never more consciously
the successor of the great Charles and the second founder
of the medieval empire, than when he set himself to
organise a body of ministers specially educated for the
duties of government. The chancellorship had by this
time become a mere titular appendage to the archbishops
of Mentz, Cologne, Treves, and Salzburg, whose work was
done by the royal chancery or chapel, the staff of clergy
men of the household. It was of the first importance
not only to train these into efficiency but also to bring
up a new generation of administrators qualified to manage
the affairs of what was soon to be an empire. This task
Otto entrusted to the young abbat Bruno,[1] who wisely recognised the necessity of promoting the widest learning attainable. Among his studies P Greek is specially mentioned. It is an interesting circumstance that now, as in the first foundation of the Palace School by Charles, it was to the British islands that the German looked for help; and Israel, a Scottish bishop,[2] was called from his cloister
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74
EDUCATION IN LOTHARINGIA AND GERMANY.