The Medieval Mind. Henry Osborn Taylor
officers. Likewise his Court and royal council, the synods and assemblies of his reign, the military service, modes of holding land, methods of collecting revenue, were not greatly changed from Merovingian prototypes. Yet the old institutions had been renewed and bettered. A vast misjoined and unrelated realm was galvanized into temporary unity. And, most impressive and portentous thing of all, an Empire—the Holy Roman Empire—was resurrected for a time in fact and verity: the same was destined to endure in endeavour and contemplation.
So there was no break politically or socially between the Carolingian Empire and its antecedents, which had made it possible. Likewise there was no discontinuity spiritually and intellectually between the earlier time and that epoch which begins with Charlemagne’s first endeavours to restore knowledge, and extends through the ninth and, if one will, even the tenth century.[244] Western Europe (except Scandinavia) had become nominally Christian, and had been made acquainted with Latin education to the extent indicated in the preceding chapter, the purpose of which was to tell how Christianity and the antique culture were brought to the northern peoples. The present chapter, on the other hand, seeks to describe how the eighth and ninth centuries proceeded to learn and consider and react upon this newly introduced Christianity and antique culture, out of which the spiritual destinies of the Middle Ages were to be forged. The task of Carolingian scholars was to learn what had been brought to them. They scarcely excelled even the later intermediaries through whom this knowledge had been transmitted. One need not look among them for better scholarship than was possessed by Bede, who died in 735, the birth year of Alcuin who drew so much from him, and was to be the chief luminary of the palace school of Charlemagne. Undoubtedly, Charlemagne’s exertions caused a revival of sacred and profane studies through the region of the present France and Rhenish Germany. His primary motive was the purification and extension of Catholic Christianity. Here Charles Martell and Pippin (with his brother Carloman) had done much, as their support of Boniface bears witness to. But Charlemagne’s efforts went beyond those of his predecessors. More clearly than they he understood the need of education, and he was himself intensely interested in knowledge. Hence his endeavours, primarily to uplift the Faith, brought a revival of learning and a literary productivity, consisting mostly in reproduction or rearrangement of old material, doctrinal or profane.[245]
Another preliminary consideration may help us to appreciate the intellectual qualities of the period before us. Charlemagne was primarily a ruler in the largest sense, conqueror, statesman, law-giver, one who realized the needs of the time, and met or forestalled them. His monarchy, with its powers inherited, as well as radiating from his own personality, provided an imperial government for western Europe. The chief activities of this ruler and his epoch were practical, to wit, political and military. In laws, in institutions, and in deeds, he and his Empire represent creativeness and progress; although, to be sure, that conglomerate empire of his had itself to fall in pieces before there could take place a more lasting and national evolution of States. And, of course, Carolingian political creativeness included the conservation of existing social, political, and, above all, ecclesiastical, institutions. In fine, this period was creative and progressive in its practical energies. The factors were the pressing needs and palpable opportunities, which were met or availed of. And to the same effective treatment of problems ecclesiastical and doctrinal was due the modicum of originality in the Carolingian literature. Aside from this, the period’s intellectual accomplishment, in religious as well as secular studies, shows merely a diligent learning and imitation of pagan letters, and a rehandling and arrangement of the work of the Church Fathers and their immediate successors. Its efforts were exhausted in rearranging the heritage of Christian teaching coming from the Church Fathers, or in endeavours to acquire the transmitted antique culture and imitate the antique in phrase and metre. The combined task, or occupation, absorbed the minds of men. The whole period was at school, where it needed to be: at school to the Church Fathers, at school to the transmitters of antique culture. Its task was one of adjustment of its materials to itself, and of itself to its materials.
The reinvigoration of studies marking the life-time of Charlemagne did not extend to Italy, where letters, although decayed, had never ceased, nor to Anglo-Saxon England, where Bede had taught and whence Alcuin had come. The revival radiated, one may say, from the palace school attached to the Court, which had its least intermittent domicile at Aix-la-Chapelle. It extended to the chief monastic centres of Gaul and Germany, and to cathedral schools where such existed. From many lands scholars were drawn by that great hand so generous in giving, so mighty to protect. Some came on invitation more or less compelling, and many of their own free will. The first and most famous of them all was the Anglo-Saxon, Alcuin of York. Charles first saw him at Parma in the year 781, and ever after kept him in his service as his most trusted teacher and director of studies. Love of home drew Alcuin back, once at least, to England. In 796 Charles permitted him to leave the Court, and entrusted him with the re-establishment of the Abbey of St. Martin at Tours and its schools. There he lived and laboured till his death in 804.
Another scholar was Peter of Pisa, a grammarian, who seems to have shared with Alcuin the honourable task of instructing the king. Of greater note was Paulus Diaconus, who, like Alcuin himself, was to sigh for the pious or scholarly quiet which the seething, half-barbarous, and loose-mannered Court did not afford. Paulus at last gained Charles’s consent to retire to Monte Cassino. He was of the Lombard race, like another favourite of Charles, Paulinus of Aquileia. From Spain, apparently, came Theodulphus, by descent a Goth, and reputed the most elegant Latin versifier of his time. Charles made him Bishop of Orleans. A little later, Einhart the Frank appears, who was to be the emperor’s secretary and biographer. Likewise came certain sons of Erin, among them such a problematic poet as he who styled himself “Hibernicus Exul”—not the first or last of his line!
These belonged to the generation about the emperor. Belonging to the next generation, and for the most part pupils of the older men, were Abbot Smaragdus, grammarian and didactic writer; the German, Rabanus Maurus, Abbot of Fulda and, against his will, Archbishop of Mainz, an encyclopaedic excerpter and educator, primus praeceptor Germaniae; his pupil was Walafrid Strabo, the cleverest putter-together of the excerpt commentary, and a pleasing poet. In Lorraine at the same time flourished the Irishman, Sedulius Scotus, and in the West that ardent classical scholar, Servatus Lupus, Abbot of Ferrières, and Agobard, Bishop of Lyons, a man practical and hard-headed, with whom one may couple Claudius, Bishop of Turin, the opponent of relic-worship. One might also mention those theological controversialists, Radbertus Paschasius and Ratramnus, Hincmar, the great Archbishop of Rheims, and Gottschalk, the unhappy monk, ever recalcitrant; at the end John Scotus Eriugena should stand, the somewhat too intellectual Neo-Platonic Irishman, translator of Pseudo-Dionysius, and announcer of various rationalizing propositions for which men were to look on him askance.
There will be occasion to speak more particularly of a number of these men. They were all scholars, and interested in the maintenance of elementary Latin education as well as in theology. They wished to write good Latin, and sometimes tried for a classical standard, as Einhart did in his Vita Caroli. Few of them refrained from verse, for they were addicted to metrical compositions made of borrowed classic phrase and often of reflected classic sentiment, sometimes prettily composed, but usually insipid, and in the mass, which was great, exceptionally uninspired. Such metrical effort, quite as much as Einhart’s consciously classicizing Latin prose, represents a survival of the antique excited to recrudescence in forms which, if they were not classical, at least had not become anything else. Stylistically, and perhaps temperamentally, it represented the ending of what had nearly passed away, rather than the beginning of the more organic development which was to come.[246]
Among these men, Alcuin and Rabanus broadly represent at once the intellectual interests of the period and the first stage in the process of the mediaeval appropriation of the patristic and antique material. The affectionate and sympathetic personality of the former[247] appears throughout his voluminous correspondence with Charles and others, which shows, among other matters, the interest of the time in elementary points of Latinity, and the alertness of the mind of the great king, who put so many questions to his genial instructor upon grammar, astronomy, and such like knowledge. An examination of the works of Alcuin will indicate the range and character of the educational and more usual intellectual interests of the epoch. In fact, they are outlined in a simple fashion suited to youthful minds in his treatise upon Grammar.[248]