[112] “The ‘dialogues’ were printed as early as the year 1458.”—T. D. Hardy in Willelmi Malm. “Gesta Regum,” i., 189.
[113] Here Gregory begins. The translation sometimes deviates from the text:—“Quadam die nimis quorundam sæcularium tumultibus depressus, quibus in suis negotiis plerumque cogimur solvere etiam quod nos certum est non debere, secretum locum petii amicum mæroris, ubi omne quod de mea mihi occupatione displicebat, se patenter ostenderet, et cuncta quæ infligere dolorem consueverant, congesta ante oculos licenter venirent. Ibi itaque cum afflictus valde et diu tacitus sederem, dilectissimus filius meus Petrus diaconus adfuit, mihi a primævo juventutis flore amicitiis familiariter obstrictus, atque ad sacri verbi indagationem socius. Qui gravi excoqui cordis languore me intuens, ait: Num quidnam tibi aliquid accidit, quod plus te solito mæror tenet? Cui inquam: Mæror, Petre, quem quotidie patior, et semper mihi per usum vetus est, et semper per augmentum novus.”
[114] An nunne. This word is of two syllables; there is no silent e final in Anglo-Saxon.
[115] Ic sæt me on anum leahtrice, tha com heo and bát me!
[116] See Skeat, “Etym. Dict.,” v. “heel” (2).
[117] This term appears in charters of the tenth century; also Asser styles the king “Ælfred Angulsaxonum rex,” “Mon. Hist. Brit.,” 483 C. See Freeman, “Norman Conquest,” vol. i., Appendix A.
CHAPTER X.
ÆLFRIC.
Alfred died in 901. From this to the Norman Conquest there are 165 years, and the middle of this period is characterised by the works of the greatest of Anglo-Saxon prose-writers.
The productions of Alfred and the scholars that surrounded him, are to be understood as extraordinary efforts, and as beacons to raise men’s minds rather than as specimens of the state of learning in the country, or even as monuments of attainments that were likely soon to become general. Although the literary movement under Alfred was so far sustained that it did not subsequently die out, yet it would perhaps be too much to say that he achieved a complete revival of learning. In the inert state of the religious houses, the soil was unprepared. Still, a taste was kindled which continued to propagate itself until the time when the religious houses became active seats of education. This did not happen until the second half of the tenth century, when the reform of the monasteries by Æthelwold and Dunstan produced that great educational and literary movement of which the representative name is Ælfric.