Chapter I: The Making of Books in the Monasteries (4)

The canons of Ælfric were written between the years 950 and 1000. The authorities do not appear to be clear whether these canons were the work of the Archbishop or of a grammarian of the same name, while, according to one theory, the Archbishop and the grammarian were the same person. The canons were addressed to Wulfin, Bishop of Sherborn, and they were written in such a form that the Bishop might communicate them to his clergy as a kind of episcopal charge. The twenty-first canon orders: “Every priest also, before he is ordained, must have the arms belonging to his spiritual work; that is, the holy books, namely, the _Psalter_, the _Book of Epistles_, the _Book of Gospels_, the _Missal_, the _Book of Hymns_, the _Manual_, the _Calendar_ (_Computus_), the _Passional_, the _Penitential_, the _Lectionary_. These books a priest requires and cannot do without, if he would properly fulfil his office and desires to teach the law to the people belonging to him. And let him carefully see that they are well written.”[142]

The library of the English monastery or priory was under the care of the chantor, who could neither sell, pawn, nor lend books without an equivalent pledge; he might, however, with respect to neighbouring churches or to persons of consideration, relax somewhat the strictness of this rule. In the case of a new foundation, the King sometimes sent letters-patent to the different abbeys requesting them to give copies of theological and religious books in their own collections. In certain instances, the King himself provided such transcripts for the new foundation. In the catalogue of the abbatial libraries of England, prepared by Leland, record is found of only the following classics: Cicero and Aristotle (these two appear in nearly all the catalogues), Terence, Euclid, Quintus Curtius, Sidonius Apollinaris, Julius Frontinus, Apuleius, and Seneca.[143] It is difficult from such a list to arrive at the basis or standard of selection.

Thomas Duffus Hardy gives some interesting information concerning the later literary and historical work done in the monasteries of Britain,[144] and for a portion of the following notes concerning this work I am chiefly indebted to him. The Abbey of St. Albans was founded towards the close of the eighth century, but it was not until the latter part of the eleventh century, or nearly three hundred years later, that the _scriptorium_ was instituted. The organisation of the _scriptorium_ was due to Paul, the fourteenth abbot, who presided over the monastery from 1077 to 1093, and who had the assistance in this work of the Bishop Lanfranc. Paul was by birth a Norman, and was esteemed a man of learning as well as of piety. After the _scriptorium_ had been opened, the abbot placed in it eight _Psalters_, a _Book of Collects_, a _Book of Epistles_, a book containing the Gospels for the year, two _Gospels_ bound in gold and silver and ornamented with gems, and twenty-eight other notable volumes. In addition to these, there was a number of ordinals, costumals, missals, troparies, collectories, and other books for the use of the monks in their devotions. This summary of the first contents of the library is taken by Hardy from the _Gesta Abbatum_, a chronicle of St. Albans.

The literary interests of Paul were, it appears, continued by a large proportion at least of his successors, and many of these made important contributions to the library. Geoffrey, the sixteenth abbot, gave to the _scriptorium_ a missal bound in gold, and another missal in two volumes, both incomparably illuminated in gold and written in an open and legible script. He also gave a precious illuminated psalter, a book containing the benediction and sacraments, a book of exorcism, and a collectory. (The description is taken from the _Gesta_.)

Ralph, the seventeenth abbot, was said to have become a lover of books after having heard Wodo of Italy expound the Scriptures. He collected with diligence a large number of valuable manuscripts. Robert de Gorham, who was called the reformer of the liberty of the Church of St. Albans, after becoming prior, gave many books to the _scriptorium_, more than could be mentioned by the author of the _Gesta_. Simon, who became abbot in 1166, caused to be created the office of historiographer. Simon had been educated in the abbey, and did not a little to add to its fame as a centre of literature. He repaired and enlarged the _scriptorium_, and he kept two or three scribes constantly employed in it. The previous literary abbots had for the most part brought from without the books added to the collection, but it was under Simon that the abbey became a place of literary production as well as of literary reproduction. He had an ordinance enacted to the effect that every abbot must support out of his personal funds one adequate scribe. Simon presented to the abbey a considerable group of books that he had himself been collecting before his appointment as abbot, together with a very beautiful copy of the Old and New Testaments.

The next literary abbot was John de Cell, who had been educated in the schools of Paris, and who was profoundly learned in grammar, poetry, and physics. On being elected abbot, he gave over the management of the temporal affairs of the abbey to his prior, Reymond, and devoted himself to religious duties and to study. Reymond himself was a zealous collector, and it was through him that was secured for the library, among many other books, a copy of the _Historica Scholastica cum Allegoriis_, of Peter Comester. The exertions of these scholarly abbots and priors won for St. Albans a special distinction among the monasteries of Britain, and naturally led to the compilation of the historic annals which gave to the abbey a continued literary fame. Hardy is of opinion that these historic annals date from the administration of Simon, between the years 1166 and 1183.

Richard of Wendover, who succeeded Walter as historiographer, compiled, between the years 1230 and 1236, the _Flores Historiarum_, one of the most important of the earlier chronicles of England. Hardy points out that it could have been possible to complete so great a work within the term of six years, only on the assumption that Richard found available much material collected by Walter, and it is also probable that other compilations were utilised by Richard for the work bearing his name. It is to be borne in mind that the monastic chronicles were but seldom the production of a single hand, as was the case with the chronicles of Malmesbury and of Beda. The greater number of such chronicles grew up from period to period, fresh material being added in succeeding generations, while in every monastic house in which there were transcribers, fresh local information was interpolated until the tributary streams had grown more important than the original current. In this manner, the monastic annals were at one time a transcript, at another time an abridgment, and at another an original work. “With the chronicler, plagiarism was no crime and no degradation. He epitomised or curtailed or adapted the words of his predecessors in the same path with or without alteration (and usually without acknowledgment), whichever best suited his purpose or that of his monastery. He did not work for himself but at the command of others, and thus it was that a monastery chronicle grew, like a monastery house, at different times, and by the labour of different hands.”

Of the heads that planned such chronicles or of the hands that executed them, or of the exact proportion contributed by the several writers, no satisfactory record has been preserved. The individual is lost in the community.

In the earlier divisions of Wendover’s chronicle, covering the centuries from 231 down to about 1000, Wendover certainly relied, says Hardy, upon some previous compilation. About the year 1014, that narrative, down to the death of Stephen, showed a marked change in style, giving evidence that after this period some other authority had been adopted, while there was also a larger introduction of legendary matter. From the accession of Henry II., in 1235, when the _Flores Historiarum_ ends, Wendover may be said to assume the character of an original author. On the death of Richard, the work of historiographer was taken up by Matthew Paris. His _Lives of the Two Offas_ and his famous _Chronicles_ were produced between the years 1236 and 1259.

In certain of the more literary of the English monasteries, the divine offices were moderated in order to allow time for study, and, under the regulations of some foundations, “lettered” persons were entitled to special exemption from the performance of certain daily services, and from church duty.[145]

At a visitation of the treasury of St. Pauls, made in the year 1295, by Ralph de Baudoke, the Dean (afterwards Bishop of London), there were found twelve copies of the Gospels adorned, some with silver, and others with pearls and gems, and a thirteenth, the case (_capsa_) containing which was decorated not merely with gilding but with relics.[146] The treasury also contained a number of other divisions of the Scriptures, together with a _Commentary_ of Thomas Aquinas. Maitland says that the use of relics as a decoration was an unusual feature. He goes on to point out that the practice of using for manuscripts a decorated case, caused the case, not infrequently, to be more valuable than the manuscript itself, so that it would be mentioned among the treasures of the church, when the book contained in it was not sufficiently important to be even specified.

The binding of the books which were in general use in the English monasteries for reference was usually in parchment or in plain leather. The use of jewels, gold, or silver for the covers, or for the _capsæ_, was, with rare exceptions, limited to the special copies retained in the church treasury. William of Malmesbury in the account which he gives of the chapel made at Glastonbury by King Ina, mentions that twenty pounds and sixty marks of gold were used in the preparation of the _Coöpertoria Librorum Evangelii_.[147]

=The Earlier Monastery Schools.=--At the 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, the monks took up the task as a part of the regular routine of their duty. The Rule of S. Benedict had in fact made express provision for the education of pupils.

An exception to the general statement concerning the neglect of the rulers to make provision for education should, however, be made in the case of Charlemagne, whose reign covered the period 790 to 830. It was the aim of Charlemagne to correct or at least to lessen the provincial differences and local barbarities of style, expression, pression, orthography, etc., in the rendering of Latin, and it was with this end in view that he planned out his great scheme of an imperial series of schools, through which should be established an imperial or academic standard of style and expression. This appears to have been the first attempt since the time of the Academy of Alexandria to secure a scholarly uniformity of the standard throughout the civilised world, and the school at Tours may be considered as a precursor of the French Academy of modern times. For such a scheme the Emperor was dependent upon the monks, as it was only in the monasteries that could be found the scholarship that was required for the work. He entrusted to Alcuin, a scholarly English Benedictine, the task of organising the imperial schools. The first schools instituted by Alcuin in Aachen and Tours, and later in Milan, were placed in charge of Benedictine monks, and formed the models for a long series of monastic schools during the succeeding centuries. Alcuin had been trained in the cathedral schools founded in York by Egbert, and Egbert had been brought up by Benedict Biscop in the monastery of Yarrow, where he had for friend and fellow pupil the chronicler Bede. The results of the toilsome journeys taken by Biscop to collect books for his beloved monasteries of Wearmouth and Yarrow[148] were far-reaching. The training secured by Alcuin as a scribe and as a student of the Scriptures, the classics, and the “seven liberal arts” was more immediately due to his master Ælbert, who afterward succeeded Egbert as archbishop.

The script which was accepted as the standard for the imperial schools, and which, transmitted through successive Benedictine _scriptoria_, served seven centuries later as a model for the first type-founders of Italy and France, can be traced directly to the school at York.

Alcuin commemorated his school and its master in a descriptive poem _On the Saints of the Church at York_, which is quoted in full by West.[149] In 780, Alcuin succeeded Ælbert as master of the school, and later, was placed in charge of the cathedral library, which was at the time one of the most important collections in Christendom. In one of his poems he gives a kind of metrical summary of the chief contents of this library. The lines are worth quoting because of the information presented as to the authors at that time to be looked for in a really great monastic library. The list includes a distinctive though very restricted group of Latin writers, but, as West points out, the works “by glorious Greece transferred to Rome” form but a meagre group. The catalogue omits Isidore, although previous references make clear that the writings of the great Spanish bishop were important works of reference in York as in all the British schools. It is West’s opinion that the _Aristotle_ and other Greek authors referred to were probably present only in Latin versions. These manuscripts in the York library were undoubtedly for the most part transcripts of the parchments collected for Wearmouth and Yarrow by Biscop.

_The Library of York Cathedral._

There shalt thou find the volumes that contain
All of the ancient Fathers who remain;
There all the Latin writers make their home
With those that glorious Greece transferred to Rome,
The Hebrews draw from their celestial stream,
And Africa is bright with learning’s beam.

Here shines what Jerome, Ambrose, Hilary thought,
Or Athanasius and Augustine wrought.
Orosius, Leo, Gregory the Great,
Near Basil and Fulgentius coruscate.

Grave Cassiodorus and John Chrysostom
Next Master Bede and learned Aldhelm come,
While Victorinus and Boëthius stand
With Pliny and Pompeius close at hand.

Wise Aristotle looks on Tully near,
Sedulius and Juvencus next appear.
Then come Albinus, Clement, Prosper too,
Paulinus and Arator. Next we view
Lactantius, Fortunatus. Ranged in line
Virgilius Maro, Statius, Lucan, shine.

Donatus, Priscian, Phobus, Phocas, start
The roll of masters in grammatic art.
Entychius, Servius, Pompey, each extend
The list. Comminian brings it to an end.

There shalt thou find, O reader, many more
Famed for their style, the masters of old lore,
Whose many volumes singly to rehearse
Were far too tedious for our present verse.[150]

Alcuin’s work on the Continent began in 782, when, resigning his place as master of the cathedral school in York, he took charge of the imperial or palace school at Tours. His work in the palace school included not only the organisation of classes for the younger students, but the personal charge of a class which comprised the Emperor himself, his wife Luitgard, and other members of the royal or imperial family. Whether for the younger or for the older students, however, the instruction given had to be of a very elementary character. The distinctive value of the work was, it is to be borne in mind, not in the extent of the instruction given to the immediate pupils, but in making clear to the Emperor and to his sons who were to succeed him, the importance of securing a certain uniformity of script and of educational work throughout the Empire.

It is very probable that not a few of the earlier copyists who completed in the _scriptoria_ the tasks set for them by the instructors trained in Tours and in Aachen, transcribed texts the purport of which they had not mastered. It was through their work, however, that the texts themselves were preserved and were made available for later scribes and students who were competent to comprehend the spirit as well as the letter of their contents.

Mabillon is in accord with later authorities such as Compayré and West, as to the deplorable condition of learning at this time throughout the Empire ruled by Charles. Says West: “The plight of learning in Frankland at this time was deplorable. Whatever traditions had found their way from the early Gallic schools into the education of the Franks had long since been scattered and obliterated in the wild disorders which characterised the times of the Merovingian kings.... The copying of books had almost ceased, and all that can be found that pretends to the name of literature in this time is the dull chronicle or ignorantly conceived legend.”[151]

A description such as this emphasises the importance of the work initiated by Alcuin, work the value of which the ruler of Europe was fortunately able to appreciate and ready to support. In his relation to scholarly interests in Europe and to the preservation of the literature of the past, Alcuin may fairly be considered as the successor of Cassiodorus. He was able in the eighth century to render a service hardly less distinctive than that credited to Cassiodorus three hundred years earlier. There is the further parallel that, like Cassiodorus, he possessed a very keen and intelligent interest in the form given to literary expression, and in all the details of the work given to the copyists. The instructions given in Alcuin’s treatise on orthography for the work of the scribes, follow very closely in principle, and differ, in fact, but slightly in detail from, the instructions given by Cassiodorus in his own treatise on the same subject. A couplet which stands at the head of the first page reads as follows: “Let him who would publish the sayings of the ancients read me, for he who follows me not will speak without regard to law.”[152] Alcuin’s care in regard to the consistency of punctuation and orthography and his intelligent selection of a clearer and neater form of script than had heretofore been employed, have impressed a special character on the series of manuscripts dating from the early portion of the ninth century and written in what is termed the Caroline minuscule. In a letter written to Charles from Tours in 799, Alcuin mentions that he has copied out on some blank parchment which the King had sent him a short treatise on correct diction, with illustrations from Bede. He goes on to speak of the special value to literature of the distinctions and subdistinctions of punctuation, the knowledge of which has, he complains, almost disappeared: “But even as the glory of all learning and the ornaments of wholesome erudition begin to be seen again by reason of your noble exertions, so also it seems most fitting that the use of punctuation should also be resumed by scribes.... Let your authority so instruct the youths at the palace that they may be able to utter with perfect elegance whatsoever the clear eloquence of your thought may dictate, so that whatsoever may go to the parchment bearing the royal name it may display the excellence of the royal learning.”[153] A very delicate hint, remarks West, for Charles to mind his commas and his colons.

Up to the time of Charlemagne there appears to have been so little facility in writing and so few scribes were available, that government records were not kept even at the Courts. The schools established by Alcuin at Tours, under the direction of Charlemagne, were in fact the first schools for writers which had existed in Western Europe for centuries. One of the earlier applications made of the knowledge gained in the imperial schools was for the critical analysis of certain historical documents which had heretofore been accepted as final authorities. In the earlier centuries of the Middle Ages, anything that was in writing appears to have been accepted as necessarily trustworthy and valuable, very much as in the earlier times of printing the fact that a statement was in print caused it to be accepted as something not to be contradicted. The critical faculty, combined with the scholarly knowledge necessary and properly applied, was, however, of slow growth, and centuries must still have passed before, in this work of differentiating the value of documents, the authority of scholars secured its full recognition.

After this work of Alcuin began, that is to say, after the beginning of the ninth century, it became the rule of each properly organised monastery to include, in addition to the _scriptorium_, an _armarium_, or writing-chamber, which was utilised as a class-room for instruction in writing and in Latin. In a letter of Canonicus Geoffrey, of St.-Barbe-en-Auge, dated 1170, occurs the expression, _Claustrum sine armario est quasi castrum sine armamentario_,[154] (a monastery without a writing-chamber is like a camp without a storehouse of munitions or an armory.)

The Capitular of Charlemagne, issued in the year 789, addressed itself to the correction of the ignorance and carelessness of the monks, and to the necessity of preserving a standard of correctness for the work of transcribing holy writings. It contains the phrase:

_Et pueros vestros non sinite eos vel legendo vel scribendo corrumpere. Et si opus est evangelium, psalterium et missale scribere, perfectæ ætatis homines scribant cum omni diligentia._

(Do not permit your pupils, either in reading or writing, to garble the text;--and when you are preparing copies of the gospel, the psalter, or the missal, see that the work is confided to men of mature age, who will write with due care.)

The following lines were written by Alcuin as an injunction to pious scribes:

AD MUSÆUM LIBROS SCRIBENTIUM.

_Hic sedeant sacræ scribentes famina legis,
Nec non sanctorum dicta sacrata patrum.
His interserere caveant sua frivola verbis,
Frivola ne propter erret et ipsa manus,
Correctosque sibi quærant studiose libellos,
Tramite quo recto penna volantis eat.
Per cola distinguant proprios et commata sensus.
Et punctos ponant ordine quosque suo,
Ne vel falsa legat taceat vel forte repente,
Ante pios fratres lector in ecclesia._

* * * * *

(Quoted from the Vienna Codex, 743. Denis, i., 313.)

Wattenbach is of opinion that these lines stood over the door of the _scriptorium_ of S. Martin’s Monastery.

West says that the lines were written as an injunction to the scribes of the school at Tours. He gives the following version, which takes in certain further lines of the original than those cited by Wattenbach:

“Here let the scribes sit who copy out the words of the Divine Law, and likewise the hallowed sayings of the holy Fathers. Let them beware of interspersing their own frivolities in the words they copy, nor let a trifler’s hand make mistakes through haste. Let them earnestly seek out for themselves correctly written books to transcribe, that the flying pen may speed along the right path. Let them distinguish the proper sense by colons and commas, and let them set the points each one in its due place, and let not him who reads the words to them either read falsely or pause suddenly. It is a noble work to write out holy books, nor shall the scribe fail of his due reward. Writing books is better than planting vines, for he who plants a vine serves his belly, but he who writes a book serves his soul.”[155]

In a manuscript which was written in S. Jacob’s Monastery in Liége, occurred the following lines:

_Jacob Rebeccæ dilexit simplicitatem,
Altus mens Jacobi scribendi sedulitatem.
Ille pecus pascens se divitiis cumulavit,
Iste libros scribens meritum sibi multiplicavit.
Ille Rachel typicam præ cunctis duxit amatam,
Hic habeat vitam justis super astra paratam._[156]

[(The Hebrew) Jacob loved the simplicity of Rebecca,
The lofty soul of (the monk) Jacob (loved) the work of the scribe.
The former accumulated riches in pasturing his flocks,
The latter increased his fame through the writing of books.
The former won his Rachel, loved beyond all others.
May the scribe have the eternal life which is prepared above the
stars for the just.]

The most important of the works of Alcuin that can be called original were his educational writings, comprising treatises _On Grammar_, _On Orthography_, _On Rhetoric and the Virtues_, _On Dialectics_, _A Disputation with Pepin_, and a study of astronomy entitled _De Cursu et Saltu Lunæ ac Bissexto_. West mentions three other treatises which have been ascribed to him: _On the Seven Arts_, _A Disputation for Boys_, and the _Propositions of Alcuin_.[157] Alcuin was more fortunate than his great predecessor Cassiodorus in respect to the preservation of his writings. Manuscripts of all of these remained in existence until the time came when the complete set of works could be issued in printed form, and the work of the old instructor could be appreciated by a generation living a thousand years after his life had closed. He died at Tours in 804, in his seventieth year. Mabillon speaks of Alcuin as “the most learned man of his age.” Laurie is disposed to lay stress upon the monastic limitations of his intellect, and thinks that his principal ability was that of an administrator; West emphasises the “pure unselfishness of his character,” and adds, with discriminating appreciation: “We must also credit him with a certain largeness of view, in spite of his circumscribed horizon. He had some notion of the continuity of the intellectual life of man, of the perils that beset the transmission of learning from age to age, and of the disgrace which attached to those who would allow those noble arts to perish which the wisest of men among the ancients had discovered.... Perceiving that the precious treasure of knowledge was then hidden in a few books, he made it his care to transmit to future ages copies undisfigured by slips of the pen or mistakes of the understanding. Thus in every way that lay within his power, he endeavoured to put the fortunes of learning for the times that should succeed him in a position of advantage, safeguarded by an abundance of truthfully transcribed books, interpreted by teachers of his own training, sheltered within the Church and defended by the civil power.”[158] Professor West’s appreciative summary does full justice to the work and the ideals of Charlemagne’s great schoolmaster. I should only add that in the special service he was in a position to render in the preservation, transmission, and publication of the world’s literature, Alcuin must be accorded a very high place in the series of literary workers which, beginning with Cassiodorus, includes such names as Columba, Biscop, Aurispa, Gutenberg, Aldus, Estienne, and Froben.

The most noteworthy of the successors of Alcuin in the palace school at Tours was John Scotus Erigena, who in 845 was appointed master by Charles the Bold. The influence of the Irish monk widened the range of study and gave to it an active-minded and speculative tendency that brought about a wide departure from the settled conservatism which had always characterised the teaching of Alcuin. The list of books given to the scribe for copying was increased, and now included, for instance, works of such doubtful orthodoxy as the _Satyricon_ of Martianus Capella, a voluminous compilation constituting a kind of cyclopædia of the seven liberal arts. Its composition dates from about 500.[159]

In a treatise, _De Instituto Clericorum_, written in 819 (that is, during the reign of Louis I.), by Rabanus Maurus, who was Abbot of Fulda and later, Archbishop of Mayence, is cited the following regulation: “The canons and the decrees of Pope Zosimus have decided that a clerk proceeding to holy orders shall continue five years among the readers ... and after that shall for four years serve as an acolyte or sub-deacon.” (The Zosimus referred to was Pope for but one year, 417-418.) Rabanus had just before remarked, “_Lectores_ are so called _a legendo_.” He goes on to say that “he who would rightly and properly perform the duty of a reader must be imbued with learning and conversant with books, and must further be instructed in the meaning of words and in the knowledge of the words themselves,” etc.[160] Rabanus follows this with a series of very practical instructions and suggestions for effective education on the part of the readers. These were based upon the treatise on elocution written nearly two hundred years earlier by the learned Bishop Isidore of Seville, and they were again copied three years after the time of Rabanus by Ibo, Bishop of Chartres, in the treatise _De Rebus Ecclesiasticis_. Maitland, to whom I am indebted for this citation, finds cause for indignant criticism of the historian Robertson for the superficial and misleading references made by the historian to the dense ignorance of the Church in the Middle Ages. Maitland suggests that if Robertson had applied for holy orders to the Archbishop of Seville in the seventh century, the Archbishop of Mayence in the ninth, or the Bishop of Chartres in the eleventh, he would have found the examination rather more of a task than he expected. West speaks of Rabanus as “Alcuin’s greatest pupil,” and as intellectually “a greater man than his master.”[161] He wrote a long series of theological and educational treatises.

From the _Constitutions_ of Reculfus, who became Bishop of Soissons in 879, it is evident that he expected the clergy to be able both to read and to write. The Bishop says: “We admonish that each one of you should be careful to have a Missal, a Lectionary, a Book of the Gospels, a Martyrology, an Antiphonary, a Psalter, and a copy of the Forty Homilies of S. Gregory, corrected and pointed by our copies which we use in the holy mother Church; and also fail not to have as many sacred and ecclesiastical books as you can get, for from these you shall receive food and condiment for your souls.... If, however, any one of you is not able to obtain all the books of the Old Testament, at least let him diligently take pains to transcribe for himself correctly the first book of the whole sacred history, that is, _Genesis_, by reading which he may come to understand the creation of the world.”[162] The counsel was good, even although a perfectly clear understanding of the creation might after all not have been secured.

By the close of the ninth century, a large proportion of the monasteries of the Continent and of England carried on schools which were open to the children of as large a district as could be reached. In many cases, the elementary classes were succeeded by classes in advanced instruction, while from these were selected favourites or exceptionally capable pupils, who enjoyed in still higher studies the advantage of the guidance and service of the best scholars in the monastery. West, in summing up the later influence of Alcuin, speaks of the stream of learning as having flowed from York to Tours and from Tours (through Rabanus) to Fulda, thence to Auxerre, Ferrières, Corbies (old and new), Reichenau, St. Gall, and Rheims, one branch of it finally reaching Paris.[163] Mabillon speaks of the abbey schools of Fleury as containing during the tenth and eleventh centuries as many as five thousand scholars.

In Italy, the most important schools were those instituted at Monte Cassino, Pomposa, and Classe. Giesebrecht is, however, of opinion that the educational work of the Italian monasteries was less important than that carried on by the monasteries in Germany, France, or England. In Germany, the monasteries which have already been mentioned as centres of intellectual activity were also those which had instituted the most important and effective of the schools, the list including St. Gall, Fulda, Reichenau, Hirschau, Wissembourg, Hersfeld, and many others.

In France and Belgium, the names of the conspicuous abbey schools include those of Marmoutier, Fontenelle, Fleury, Corbie, Ferrières, Bec, Clugni. In England, the most noteworthy of the abbey schools were St. Albans, Glastonbury, Malmesbury, Croyland, and S. Peter’s of Canterbury. From the epoch of Charlemagne to that of S. Louis, the great abbeys of Christian Europe served in fact not only as its schools but as its universities. The more intelligent of the nobility and the kings themselves were interested in securing for their children the educational advantages of the monastery schools. Among the French kings who were brought up in this way are to be named Pepin the Little, Robert the Pious, and Louis the Fat. In Spain, Sancho the Great, King of Navarre and of Castile, was a graduate of the monastery of Leyre.

In England, we have the noteworthy example of Alfred, who was not ashamed, after having reached mature years, to repair his imperfect education by attending the school established in Oxford by the Benedictines, where he is said to have studied grammar, philosophy, rhetoric, history, music, and versification.[164]

A large number of the convents, following the example of the abbeys, contained schools in which were trained not only the future novices, but also numbers of young girls destined for the life of the Courts or of the world.

Mabillon finds occasion to correct the impression on the part of some writers of the sixteenth century, that the monasteries had been established solely for the purpose of carrying on educational work. He writes: _C’est une illusion de certains gens qui ont écrit dans le siècle précédent que les monastères n’avaient esté d’abord établis que pour servir d’écoles faisantes profession d’enseigner les sciences humaines_.

De Rancé, who wrote a _Traité de la saincteté et du devoir de la vie monastique_, took the ground that the pursuit of literature was inconsistent with the monastic profession, and that the reading of the monks ought to be confined to the Scriptures and a few books of devotion. The treatise was understood to be an attack upon the Benedictine monks of St. Maur, for that they were learned was a matter of general knowledge, and the monks of La Trappe, the Order with which De Rancé had associated himself, had an old-time antagonism to their scholarly neighbours. It may be considered as a good service for literature and for monastic history that the treatise of De Rancé, narrow and unimportant in itself as it was, should have been published. Nine years later, in the year 1691, was issued the reply of the Benedictines, the learned and valuable _Traité des Études Monastiques_ of Dom Mabillon, which will be referred to more particularly in the following chapter.

The historians of these monastic schools have laid stress upon the limited conceptions possessed by their founders and by the instructors, of the purpose and possibilities of education, conceptions which of necessity affected not only the work done in the school-room, but the character of the literature produced in the _scriptoria_. Laurie, for instance, writes as follows: “The Christian conception of education was, unfortunately (like that of old Cato), narrow. It tended steadily to concentrate and to contract men’s intellectual interests. The Christian did not think of the culture of the whole man. He could not consistently do so. His whole purpose was the salvation of the soul.... Salvation was to be obtained through abnegation of the world and through faith.... Christianity, accordingly, found itself necessarily placed in mortal antagonism to ‘Humanitas’ and to Hellenism, and had to go through the troublous experiences of nearly 1400 years before the possibility of the union of reason with authority, of religion with Hellenism, could be conserved.... As was indeed inevitable, theological discussion more and more occupied the active intellect of the time, to the subordination, if not total neglect of humane letters and philosophy. The Latin and Greek classics were ultimately denounced. As the offspring of the pagan world, if not indeed inspired by demons, they were dangerous to the faith.”[165]

From the _Apostolic Constitutions_, ascribed to the middle of the fourth century, Mr. Bass Mullinger quotes the injunction: “Refrain from all the writings of the heathen: for what hast thou to do with strange discourses, laws, or false prophets, which, in truth, turn aside from the faith those who are weak in the understanding ... wherefore abstain scrupulously from all strange and devilish books.”[166]

It was S. Augustine who said _Indocti cœlum rapiunt_--“It is the ignorant who take the kingdom of heaven,”--and Gregory the Great who asserted that he would blush to have Holy Scripture subjected to the rules of grammar.[167] West speaks of the conceptions of grammar and of rhetoric taught by Alcuin as “crude” and “puerile,” and of his theories of language as “childish.”

It is, of course, a truism to point out that the educational work done by Alcuin and the other great instructors of the monastic schools is not to be judged by the standard of later ages. The students for whose training they were responsible, whether children or adults, princes or peasants, must have been, with hardly an exception, in a very elementary condition of mental development, and it was necessary for the instruction to be in like manner elementary. In this study, I am, however, not undertaking to consider the history of education in early Europe, a subject which has been so ably presented in the works of Mullinger, Laurie, Compayré, and West. I am concerned with the work of these early schoolmasters simply because to their persistent efforts was due the preservation of literature in Europe. If Alcuin and his successors had done nothing else than to secure a substantially uniform system of writing throughout the great schools in which were trained abbots and scribes for hundreds of monasteries, they would have conferred an inestimable service upon Europe. But their work did go much further. Notwithstanding the various injunctions and warnings of ecclesiastical leaders against “pagan” literature, it proved impracticable to prevent this literature from being preserved and manifolded in numberless _scriptoria_. The record of the opposition has been preserved in a series of edicts and injunctions. But the fact that the interest in the writings of the ancients proved strong enough to withstand all the fulminations and censures is evidenced by the long series of manuscripts of the classics produced in the monasteries during the tenth and eleventh centuries. The writers of these manuscripts were the product of the schools instituted by Charlemagne and Alcuin.

=The Benedictines of the Continent.=--The two writers who have given the largest attention to the record of the literary and scholarly work of the Benedictines during the seven centuries between 500 and 1200 A.D., are Mabillon and Ziegelbauer. Dom Mabillon was himself a Benedictine monk and had a full inheritance of the literary spirit and scholarly devotion which characterised the Order. He was born in Rheims in 1632, and his treatise on monastic studies, _Traité des Études Monastiques_, which has remained the chief authority on its subject, was published in Paris in 1691. Ziegelbauer’s _Observationes Literariæ S. Benedicti_ appeared a century later.[168]

Mabillon’s work forms a magnificent monument not only to the learning, diligence, and literary skill of its writer, but to the enormous value of the services rendered, during a number of centuries, by the monks of his Order, in the preservation of literature from the ravages of barbarism and in the development of scholarship. Mabillon also makes clear the lasting importance of the original initiative given to the literary labour of the Benedictines by the Rule of their founder. An important portion of the material upon which Mabillon’s treatise was based, was collected during a series of journeys made by him in company with his brother under the instructions first of the great minister Colbert, and later, of Le Tellier, Archbishop of Rheims, for the purpose of examining or of searching for documents relating to the royal family and of procuring books for the royal library. The first of these journeys, undertaken in the year 1682, was completed entirely within French territory and was entitled _Iter Burgundicum_. The second covered a considerable portion of South Germany and Switzerland, and is known as the _Iter Germanicum_. The third was devoted to Italy, and is described under the title of _Iter Italicum_; while the fourth investigation was made in Alsace and Lorraine, and the record is entitled _Iter Literarium in Alsatiam et Lotharingiam_.

The plan of the journeys involved a thorough ransacking of as many libraries as they could secure admission to, the libraries being, with but few exceptions, contained in the monasteries. The immediate result of these journeys was the addition to the royal library of some three thousand volumes, chiefly collected in Italy, and the later result, the publication of the records above specified, which form a most valuable presentation of the condition of the monastic collections in the seventeenth century, and which give in their lists the titles of a considerable number of valuable works which have since entirely disappeared.

A century later than S. Benedict, an unknown hermit called “the Master” prepared a Rule under which monks were required to study until they reached the age of fifty.[169] The Rule of S. Aurelian and S. Ferreol rendered this regulation universal, and that of Grimlaïcus identified the character of the hermit with that of “doctor.”[170] In all countries where the Benedictine Orders flourished, literature and scholarship exercised an abiding influence. It is impossible, contends Montalembert, to name an abbey famed for the number and holiness of its monks which is not also noted for learning and for its school of literature. The Benedictine monks during the four or five centuries after the foundation of the Order certainly appear to have held themselves faithful to the precept of S. Jerome, “A book always in your hand or under your eyes.” (_Nunquam de manu necque oculis recedat liber._[171]) They also accepted very generally the example of Bede, who said that it had been for him always delightful either to learn, to teach, or to write.[172] Warton is authority for the statement that in the year 790 Charlemagne granted to the abbot and monks of Sithiu an unlimited right of hunting, in order that they might procure from the skins of the deer killed, gloves, girdles, and covers for their books. He goes on to say: “We may imagine that these religious were more fond of hunting than of reading. It is certain that they were obliged to hunt before they could read, and it seems probable that under these circumstances they did not manufacture many volumes.”[173] Maitland, in referring to the original text of the concession, finds, however, that this has been misread by Warton. The permission to hunt, for the useful purpose specified, was given not for the monks but for the servants of the monastery.

With all the great Benedictine monasteries, it was the routine to institute first a library, then a _scriptorium_ for the manifolding of books, and finally schools, open, not only to students who were preparing for the Church, but to all in the neighbourhood who had need of or desire for instruction. The copies prepared in the _scriptorium_ of the texts from the library were utilised in the first place for the duplicates needed of the works in most frequent reference, but more particularly for securing by exchange copies of texts not already in the library, and, in many instances, also for adding either to the direct wealth of the monastery (by exchange for lands or cattle) or to its income by making sale of the works through travelling monks or by correspondence with other monasteries.

The list of monasteries which became in this manner literary and publishing centres would include nearly all the great Benedictine foundations of both Britain and the Continent. There was probably, however, a greater activity during the period between 600 and 1200, in the matter at least of collecting and circulating books, in the monasteries of France than in those of Italy, Germany, or Britain; but more important even than Clugni, Marmoutier, or Corbie, in France, was the great Swiss abbey of St. Gall, an abbey the realm of which reached almost to the proportions of a small municipality. In the shade of its walls, there dwelt a whole nation, divided into two branches, the _familia intus_, which comprised the labourers, shepherds, and workmen of all trades, and the _familia foris_, composed of serfs, who were bound to do three days’ work in each week.

Within the monastery itself, there were, in the latter half of the tenth century, no less than five hundred monks, together with a great group of students. In Germany, the most noted of what might be called the literary monasteries during the ninth and tenth centuries were those of Fulda, Reichenau, Lorsch, Hirschau, and Gandersheim. It was in the latter that the nun Hroswitha composed her famous dramas. In France, in addition to those already specified, should be mentioned Fleury, St. Remy, St. Denis, Luxeuil, S. Vincent at Toul, and Aurillac. In Belgium, S. Peter’s at Ghent was, during the tenth century, the most important of the scholarly monasteries. In England, in addition to the earlier foundations, already referred to, of Wearmouth and Yarrow, St. Albans and Glastonbury became the most famous. Before the eleventh century, the literature that came into existence from contemporary writers or reproductions of the works of classic writers outside of the monasteries must have been very trifling indeed. One of the most noteworthy publications which emanated from St. Gall was the great dictionary or _Vocabulary_ bearing the name of Solomon (Abbot of St. Gall and later, Bishop of Constance), a work which was in fact a kind of literary and scientific encyclopædia. This manuscript, comprising in all 1070 pages, was put into print in the latter part of the fifteenth century.[174] The records of the famous library of the monastery have been brought together by later scholars, and it is their testimony that the manuscripts contained in it were among the most beautiful and accurate specimens of caligraphy known. These St. Gall manuscripts were also noted for their exquisite miniatures and illuminations. The parchment used for them was prepared by the hands of the monks, and they also did their own binding.[175] The fame of Sintram, one of the most noteworthy of the copyists, was known throughout all the countries north of the Alps; _Omnis orbis cisalpinus Sintramni digitos miratur_.[176]

In the two schools attached to St. Gall, lectures were given, in the latter half of the tenth century, on Cicero, Quintilian, Horace, Terence, Juvenal, Persius, Ovid, and Sophocles.[177] There was even said to be among the monks of St. Gall a society established for the study of Greek, called the Hellenic Brothers.[178] The Duchess Hedwig of Suabia herself taught Greek to Abbot Burckhart II. when he was a child, and rewarded him by the gift of a “Horace” for his readiness in verse-making. The Abbot later described in verse the embarrassment caused to him by a kiss with which the learned Duchess had favoured him.[179] The Duchess had, when a young woman, learned Latin from the Ekkehart who, later, became Dean of St. Gall (Ekkehart I.), in partnership with whom she wrote a commentary on Virgil. A very charming account of the tuition of this fascinating young Duchess is given in Scheffel’s famous romance called _Der Treue Ekkehart_. Arx states that Ekkehart III. and IV. and Notker Labeo were familiar with Homer, Plato, and Aristotle, and made from them Greek verses.[180]

There is every evidence to indicate that there was during the tenth century a knowledge of Greek in certain monastery centres of South Europe, which knowledge, two centuries later, had disappeared almost entirely, so that the re-introduction into Italy of the writings of Greek poets and philosophers in the thirteenth and fourteenth centuries came as a fresh revelation. Mabillon contended that while the monks made Holy Scripture the basis for their theological studies, it is certain that they acquired apart from these studies, a mass of other knowledge, and notably all that they could gather with regard to physical science. Thence it arose that in mediæval works the term _scripturæ_, or even _scripturæ sacræ_, does not always mean the Holy Scriptures, but stands for all books which treat of Christian or ecclesiastical truths or which are useful aids in understanding the Word of God.[181] Montalembert, commenting on this passage, goes on to say that to the monk of the tenth century no knowledge was unfamiliar. Philosophy in its scholastic form, grammar and versification, music, botany, mechanics, astronomy, geometry in its most practical application, all of these were the objects of their research and of their writings. The curious poem addressed by the monk Alfano to Theodoric, son of the Count Marses and at the time a novice at Monte Cassino, is cited in support of this view. The poem presents a detailed account of the daily occupations in the great monastery, in which occupations literary work holds a very large place. It also gives a summary of the scholastic pursuits carried on in the monastery.[182]

A service possibly even greater than that of the preservation of literature and of the keeping alive of an intellectual spirit, was rendered by the monks in the great educational work carried on by them. In the Monasterium Resbacense, in Brieggan, founded by Bishop Andœnus in 634, whose first abbot, S. Ægilius, was a pupil of S. Columban’s, the list of books in the _scriptorium_ included Cicero, Virgil, Horace, Terence, Donatus, Priscian, and Boëthius. Of later authors, the works of Beda, Isidore, Aldhelm, the _Gesta Francorum_, etc.[183] By the time of Charles Martel and the battle of Poitiers, there had been much plundering and devastation of the monasteries and convents, the effects of which remained even after the Arabs were driven back. During the tumultuous reigns of the Pepins, many clerics returned to or took up the profession of arms, and devotion and literature were alike neglected.[184] The biographer of S. Eligius, writing in 760 (under Pepin) says:[185]

“What do we want with the so-called philosophies of Pythagoras, Socrates, Plato, and Aristotle, or with the rubbish and nonsense of such shameless poets as Homer, Virgil, and Menander? What service can be rendered to the servants of God by the writings of the heathen Sallust, Herodotus, Livy, Demosthenes, or Cicero?” Fredegar, called _Scholasticus_, wrote his chronicle in a Burgundian monastery, about 600. He complains that “the world is in its decrepitude. Intellectual activity is dead, and the ancient writers have no successors.”

The man to whom the revival of the literary interests of the northern monasteries was largely due was the Archbishop Chrodegang of Metz, 742-766, Chancellor of Charles Martel, a Benedictine. He framed rules for the monasteries which restored discipline and infused new life. His code was adopted throughout France, Italy, and Germany, and even in England. A certain uniformity of instruction was thus secured in the monastery schools in singing, language, and script, which persisted almost until the time of Alcuin, and the influence of which extended even beyond the monasteries.

Mabillon tells a story of Odo, Abbot of Clugni (who died about 942), who was so seduced by the love of knowledge that he was led to employ himself with the vanities of the poets, and resolved to read the works of Virgil regularly through. On the following night, however, he saw in a dream a large vase of marvellous beauty, but filled with innumerable serpents, which, springing forth, twined about him, but without doing him any injury. The holy man, waking and prudently considering the vision, took the serpents to stand for the figments of the poets, and the vase to represent Virgil’s book, which was painted outwardly with worldly eloquence, but was internally defiled with the vanity of impure meaning. From thenceforward, renouncing Virgil and his pomps, and keeping the poets out of his chamber, he sought his mental nourishment solely from the sacred writings.[186]

Honorius, the reputed author of the _Gemma Animæ_, writes in 1120: “It grieves me when I consider in my mind the number of persons who, having lost their senses, are not ashamed to give their utmost labour to the investigation of the abominable figments of the poets, and the captious arguments of the philosophers, which are wont inextricably to bind the mind that is drawn away from God in the bonds of vices and to be ignorant of the Christian profession whereby the soul may come to reign everlastingly with God; as it is the height of madness to be anxious to learn the laws of an usurper and to be ignorant of the edicts of the lawful sovereign. Moreover, how is the soul profited by the strife of Hector, or the argumentation of Plato, or the poems of Virgil, or the elegies of Ovid, who now, with their like, are gnashing their teeth in the prison of the infernal Babylon, under the cruel tyranny of Pluto.”[187]