to the details of schoolwork in the institutions founded or reformed by Charlemagne, the chronicles of the time do not furnish us as much information as one would desire. We know that the course of studies in the town and village schools (per villas et viccos) comprised at least the elements of Christian Doctrine, plainsong, the rudiments of grammar, and perhaps, where the influence of St. Benedict's rule was still felt, some kind of manual training. In the monastic and cathedral schools the curriculum included grammar (corresponding to what we now call language-work in general, as well as the study of poetry), rhetoric, dialectic, geometry, arithmetic, music and astronomy. The text-book in these subjects was, wherever the Irish teaching prevailed, Martianus Capella, "De Nuptiis Mercurii et philologiae"; elsewhere, as in the schools taught by Alcuin, the teacher compiled treatises on grammar, etc. from the works of Cassiodorus, St. Isidore of Seville and Venerable Bede. In some instances the works of Boethius were used as texts in dialectic. The master, scholasticus or archischolus (earlier capiscola), had at his command, besides his assistants, a proscholus or prefect of discipline, whose duty it was (in the monastic school of Fulda, at least) to teach the children "how to walk, how to bow to strangers, how to behave in the presence of superiors". The teacher read (legere was synonymous with docere) while the pupils took down his dictation in their wax tablets (parchment was too expensive). Discipline in the Carolingian schools was maintained by the proscholus, and that the medieval scholar dreaded the rod is clear from an episode in the history of the school of St. Gall where, in order to escape a birching, the boys set fire to the monastery. Regulations regarding neatness, the hours to be given to work, and provision for the mid-day siesta etc. show that some attention was paid to the health and comfort of the pupils. The "school-room" was, until as late as the twelfth century the cloister of the monastery and, in the case of some very popular teachers, the street or a public square. The floor of the schoolroom was strewn with straw on which the pupils sat -boarded floors and benches do not appear to have been in use in schools until the fifteenth century, although seats of a certain kind were provided at Cluny Abbey, in the twelfth century, namely wooden boxes which