stuff, concerning medieval customs, laws and events, was collected by
these unscientific historians and is now accessible to the student.

At the end of the ninth century nearly all the monasteries of Europe
conducted schools open to the children of the neighborhood. The
character of the educational training of the times is not to be judged
by modern standards. A beginning had to be made, and that too at a time
"when neither local nor national governments had assumed any
responsibilities in connection with elementary education, and when the
municipalities were too ignorant, and in many cases too poor, to make
provision for the education of the children." It is therefore to the
lasting credit of Benedict, inspired no doubt by the example of
Cassiodorus, that he commanded his monks to read, encouraged literary
work, and made provision for the education of the young.

The Benedictines rendered a great social service in reclaiming deserted
regions and in clearing forests. "The monasteries," says Maitland,
"were, in those days of misrule and turbulence, beyond all price, not
only as places where (it may be imperfectly, but better than elsewhere)
God was worshipped,... but as central points whence agriculture was to
spread over bleak hills and barren downs and marshy plains, and deal its
bread to millions perishing with hunger and its pestilential train."
Roman taxation and barbarian invasions had ruined the farmers, who left
their lands and fled to swell the numbers of the homeless. The monk
repeopled these abandoned but once fertile fields, and carried
civilization still deeper into the forests. Many a monastery with its
surrounding buildings became the nucleus of a modern city. The more
awful the darkness of the forest solitudes, the more the monks loved
it. They cut down trees in the heart of the wilderness, and transformed
a soil bristling with woods and thickets into rich pastures and ploughed