ent center, with Reims, Orleans, and
Fleury also of note. The _Codex Parisinus_ belongs to this period.
German activity, too, is at its height, especially in the education of
boys for the church. Italy affords one catalogue mention, of a Horace
copied under Desiderius. Peter Damian was its man of greatest learning,
but the times were intellectually stagnant. The popes were occupied by
rivalry with the emperors. It was the century of Gregory the Seventh and
Canossa.

In the twelfth century came the struggle of the Hohenstaufen with the
Italian cities, and the disorder and turmoil of the rise of the communes
and the division of Italy. One catalogue shows a Horace, and one
manuscript dates from the time. England and France are united by the
Norman Conquest in much the same way as Germany and France had been
associated in the kingdom of Charlemagne. It is the century of Roger
Bacon. Especially in Germany, England, and France, it is the age of the
Crusades and the knightly orders. It is an age of the spread of culture
among the common people. In France, it is the age of the monastery of
Cluny, and the age of Abelard. Education and travel became the mode. In
general, acquaintance with Horace among cultivated men may now be taken
for granted. The _Epistles_ and _Satires_ find more favor than the
_Odes_. Five hundred and twenty citations of the former and
seventy-seven of the latter have been collected for the twelfth century.

The thirteenth century marks a decline in the intellectual life. The
Crusades exhaust the energies of the time, and detract from its literary
interest. The German rulers and the Italian ecclesiasts are absorbed in
the struggle for supremacy between pope and emperor. Scholasticism
overshadows humanism. The humanistic tradition of Charlemagne has died
out, and the intellectual ideal is represented by Vincent of Beauvais
and the _Speculum Historiale_. There is no mention of Horace in the
catalogues of Italy. The manuscripts of France are careless, the
comments and glosses poor. The decline will continue until arrested by
the Renaissance.

It must not be forgotten that among all these scattered and flickering
attentions to Horace there was the constant nucleus of instruction in
the school. That he was used for this purpose first in the Carolingian
cloister-schools, and later in the secular schools which grew to
independent existence as a result of the vigorous spread of educational
spirit, cannot be doubt