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The Heirs of Alcuin: Education and Clerical Advancement in Ninth-Century Carolingian Europe
The Heirs of Alcuin: Education and Clerical Advancement in Ninth-Century Carolingian Europe Darren Elliot Barber Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds Institute for Medieval Studies December 2019 ii The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. iii Acknowledgements I wish to thank my supervisors, Julia Barrow and William Flynn, for their sincere encouragement and dedication to this project. Heeding their advice early on made this research even more focused, interesting, and enjoyable than I had hoped it would be. The faculty and staff of the Institute for Medieval Studies and the Brotherton Library have been very supportive, and I am grateful to Melanie Brunner and Jonathan Jarrett for their good advice during my semesters of teaching while writing this thesis. I also wish to thank the Reading Room staff of the British Library at Boston Spa for their friendly and professional service. Finally, I would like to thank Jonathan Jarrett and Charles West for conducting such a gracious viva examination for the thesis, and Professor Stephen Alford for kindly hosting the examination. iv Abstract During the Carolingian renewal, Alcuin of York (c. 740–804) played a major role in promoting education for children who would later join the clergy, and encouraging advanced learning among mature clerics. -
Gender and Moral Authority in the Carolingian Age (2016)
NOTICE: The copyright law of the United States (Title 17, United States Code) governs the making of reproductions of copyrighted material. One specified condition is that the reproduction is not to be "used for any purpose other than private study, scholarship, or research." If a user makes a request for, or later uses a reproduction for purposes in excess of "fair use," that user may be liable for copyright infringement. RESTRICTIONS: This student work may be read, quoted from, cited, for purposes of research. It may not be published in full except by permission of the author. 1 INTRODUCTION The common people call the place, both the spring and the village, Fontenoy, Where that massacre and bloody downfall of the Franks [took place]: The fields tremble, the woods tremble, the very swamp trembles… Let not that accursed day be counted in the calendar of the year, Rather let it be erased from all memory, May the sun’s rays never fall there, may no dawn ever come to [end its endless] twilight. -Englebert, 8411 The Battle of Fontenoy in 841 left the Carolingian Empire devastated. It was the only battle of a three-year civil war that left too many dead and the survivors, shattered. During this period of unrest, from 840-843, an aristocratic woman, Dhuoda, endured the most difficult years of her life. The loyalty of her absentee husband, Bernard of Septimania, was being questioned by one of the three kings fighting for an upper-hand in this bloody civil war. To ensure his loyalty, his and Dhuoda’s 14-year old son, William, was to be sent to King Charles the Bald as a hostage. -
AFTER the FALL –EARLY MEDIEVAL WRITINGS for the LATIN CLASS 60 Minute Workshop Introduction Map of Europe 500 A.D. the Dark Ag
AFTER THE FALL –EARLY MEDIEVAL WRITINGS FOR THE LATIN CLASS 60 minute workshop Introduction Map of Europe 500 A.D. The Dark Ages of Europe, in which Rome as an idea continued to wield power after Rome in the substance was largely gone, had a profound influence on world history. Important Latin writers such as Boethius, Isodore, the Venerable Bede, and Alcuin still thought of themselves as Romans or preservers of the Roman tradition. People couldn't believe that Rome was no longer the Owner and Protector of the World, and opportunists kept strengthening their power by putting on its empty mantle. Visigoth kings in France and Spain claimed to be subjects of the Roman Emperor, and carefully kept the Roman civil systems going as long as they could. When the Emperor became a total nonentity, Odoacer and after him Clovis, as barbarian a pair of kings as any who ever lived, hurried to claim the titles Patricius and Consul and pose as successors to the Roman Emperors. Even Charlemagne did this, and gained prestige from it to augment his power. In addition to seeking power, however, these people, as well as the scholars living in their realms, saw themselves as Guardians of the Roman Culture, which must not be allowed to perish from the world. Thanks to their efforts, it didn’t. Historically this period is unbelievably fractured. In order to establish some order, I will use maps of Europe and a chronological organization, as I did in my book The Lighter Side of the Dark Ages. AFTER THE FALL – THE LEARNER IN A DIFFICULT WORLD 1) Italy—Boethius -
General Index
Cambridge University Press 978-1-107-08544-2 - The Apocalypse in the Early Middle Ages James T. Palmer Index More information General index Aachen, 142 , 149 , 156 , 165 , 182 , 207 187 , 190 , 192 , 195 , 196 , 197 , 198 , Abbo of Fleury, abbot, 191 , 192 , 215 201 , 206 , 209 , 211–12 , 213 , 214 , Adam of Bremen, 193 216–18 , 219 , 220 , 230 , 231 , 232–3 Ademar of Chabannes, 192 , 219 , 220 Apringus of Beja, 40 Adso of Montier-en-Der, 7 , 109 , 118 , Arabs, 3 , 23 , 107 , 108 , 110–17 , 122 , 123 , 129 , 170 , 184 , 194 , 195–8 , 201 , 126–7 , 129 , 151 , 168 , 178 , 180 , 202 , 209 , 211 , 212 , 214 , 216 , 217 , 184–7 , 199 231 , 233 Arnulf of Rheims, archbishop, 216 Ælfric of Eynsham, 210 , 213 Audradus of Sens, 173 , 180 , 186 Æthelbald, king of Mercia, 111 Augustine of Canterbury, archbishop, 66 Æthelberht, king of Kent, 65–6 , 101 Augustine of Hippo, bishop, 8 , 14 , 15 , 16 , Æthelred II ‘Unræd’, king of England, 19 , 22 , 23 , 25 , 26 , 27 , 32 , 37 , 38 , 209 , 210–11 , 213 39 , 42 , 45–6 , 49 , 53 , 54 , 55 , 56 , ‘Aethicus Ister’, 120 , 124–5 , 163 , 57 , 59–60 , 67 , 68 , 78 , 79 , 87 , 90 , 179 , 182 93 , 99 , 101 , 105 , 107 , 108 , 109 , Agathias, 1–2 , 21 112 , 153 , 155 , 162 , 171 , 189 , 229 , Agnellus of Ravenna, 178 230 , 232 Agobard of Lyon, archbishop, 155 , On the City of God , 31–2 , 38–9 , 163 172 , 183–4 Enchiridion for Laurentius , 51–2 Alaric I, Gothic leader, 25 , 30–1 Avitus of Vienne, bishop, 36 Alcuin of York, 132 , 135 , 136 , 138–40 , 141 , 146 , 154 , 155 , 157 , 166 , Balthild, 84 , 121 180 , 231 -
Charlemagne – Emperor and Reformer
Krzysztof Ratajczak DOI: 10.14746/bhw.2018.38.39 Department of Educational Studies Adam Mickiewicz University in Poznań Charlemagne – Emperor and Reformer. On the 1200th Death Anniversary Abstract The purpose of this paper is to present the role of Charlemagne (768−814), King of the Franks and Emperor of the Romans (from 800) in the process of recovering the school organisation that was considerably weakened in the period from the 5th to the 7th century as well as the participation of the ruler in the reforms of education, science and the school system, referred to as the Carolingian Renaissance. In his reforms of the legal system, the monetary system, administration and education, Charles consistently implemented the political program announced in the Act of 789. The emperor’s actions reveal a clearly utilitarian goal. The command of Latin and the introduction of readable writing enabled the clergy to better understand the words of the Holy Scripture and, in turn, increased the general level of religious education among believers. The numerous scriptoria across the empire contributed to the ongoing work on defining the uniform text of all the books. The rebirth of Latin was driven by the works of the late Roman grammarians, Donatus and Priscian, and many works by ancient authors were also copied in scriptoria. Keywords: Charlemagne, carolingian renaissance, history of education 2014 marked the 1200th anniversary of the death of Charlemagne (768−814), King of the Franks and Emperor of the Romans (from 800) and it was a good occasion to look back at his achievements in education and legislation related to educational matters. -
Clerics and Troubadours
CHAPTER 5 The Culture (Ninth–Twelfth Centuries): Clerics and Troubadours Isabel Grifoll 1 Carolingian “renovatio” Carolingian domain opened Catalonia to the Northern European cultural en- vironment. Charlemagne (742/747–814) promoted an ambitious cultural pro- gramme across his empire that is known historiographically as the Carolingian renovatio or Carolingian Renaissance. It was fuelled by the desire to unite the different peoples and ethnic groups that made up the empire by giving them a common culture. Culture was an instrument of policy, especially after Charlemagne’s coronation as Imperator romanorum in Rome (800). The Carolingian renovatio was built around two main axes, namely the Catholic faith as a principle of cohesion and the legitimation of the imperi- um through the revival of the classical roman legacy (imitatio imperii). After his coronation, Charlemagne felt he was the continuance of Augustus’ impe- rial lineage (Imperator Augustus) and he mirrored himself particularly on the model of the Roman Empire Christianised by Constantine I (272–337). Aware of the expansion of Christianity in the West, Charlemagne saw this as a good vehicle for the administrative and institutional reform of the empire. The em- peror’s good relations with the Church in Rome, the guardian of the ancient culture, favoured the assumption of the classical legacy. The culture of the Franks was inferior to that of other western peoples (Ireland, Saxon England, Longobard Italy or Visigoth Hispania). Their con- quests brought the Franks into contact with these areas, which furnished men and books for the Carolingian scriptoria and schools. The renovatio was, to a great extent, the work of foreign intellectuals. -
Charlemagne and Kingship :: the Responsibility of Absolute Power/ Jane Swotchak Ourand University of Massachusetts Amherst
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1988 Charlemagne and kingship :: the responsibility of absolute power/ Jane Swotchak Ourand University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Ourand, Jane Swotchak, "Charlemagne and kingship :: the responsibility of absolute power/" (1988). Masters Theses 1911 - February 2014. 1855. Retrieved from https://scholarworks.umass.edu/theses/1855 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. CHARLEMAGNE AND KINGSHIP: THE RESPONSIBILITY OF ABSOLUTE POWER A Thesis Presented by JANE SWOTCHAK OURAND Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF ARTS September 1988 Department of History CHARLEMAGNE AND KINGSHIP: THE RESPONSIBILITY OF ABSOLUTE POWER A Thesis Presented by JANE SWOTCHAK OURAND Approved as to style and content by: R. Dean Ware, Chairperson of Committee Vincent Ilardi , Member Roland Sarti, Department Head Department of History ii . ACKNOWLEDGMENT Charlemagne, in Epistola de Litteris Colendis , says of teachers: Tales vero ad hoc opus viri eligantur, qui et voluntatem et possibilitatem discendi et desiderium habeant alios instruendi. Et hoc tantum ea intentione agatur, qua devotione a nobis praecipitur To Professor Dean Ware, teacher and friend, with gratitude. TABLE OF CONTENTS ACKNOWLEDGMENT ±i± INTRODUCTION i • • • f •••••• X Chapter I. KINGSHIP 8 II. EDUCATIONAL REFORM 37 III. ADMINISTRATIVE REFORM 59 IV. -
Charlemagne, Patron of Scholars: Examining the Role of Carolingian Learning and the Motives Behind Einhard's Portrayal of the Emperor by Christopher Winsor
1 Charlemagne, Patron of Scholars: Examining the Role of Carolingian Learning and the Motives Behind Einhard's Portrayal of the Emperor By Christopher Winsor The Carolingian Renaissance fostered a renewed interest in learning and education. The Carolingian kings used scholarship as a means of enhancing the administration of their realms, as well as improving the Christian faith. This is alluded to throughout Einhard's (d.840) Life of Charlemagne ("Charles the Great"). Being a court scholar, and later a lay abbot, Einhard was indebted to the system that allowed his ascension to such a high status. Thus, he chose to emphasize Charlemagne's (d. 814) intellectual qualities and his patronage of scholars, characterizing him as a man who "avidly pursued the liberal arts and greatly honored those teachers whom he deeply respected."1 Einhard reveals the administrative and religious roles that education played in Carolingian society. His portrayal of Charlemagne is an expression of gratitude for the system the king created. Learning was crucial to the Carolingian administration. As such, Charlemagne filled his court with numerous scholars, including Einhard.2 The biographer writes of some of these men, including Peter of Pisa and Alcuin of Britain.3 Alcuin (d. 804) was particularly central to the development of education at Charlemagne's Palace School.4 His curriculum consisted of the trivium: grammar, rhetoric, and dialectic, and the quadrivium: geometry, arithmetic, astronomy and music.5 This coincides with Einhard's description of the tutelage Alcuin gave to the king. Einhard writes, "[Charles] invested a great deal of time and effort studying rhetoric, dialectic, and particularly astronomy with him [Alcuin]. -
From Rome to Reformation: Early European History for the New Millennium (2009)
LATIN FOR THE NEW MILLENNIUM Series Information LEVEL ONE Student Text (2008) Student Workbook (2008) Teacher’s Manual (2008) Teacher’s Manual for Student Workbook (2008) ANCILLARIES From Romulus to Romulus Augustulus: Roman History for the New Millennium (2008) Th e Original Dysfunctional Family: Basic Classical Mythology for the New Millennium (2008) LEVEL TWO Student Text (2009) Student Workbook (2009) Teacher’s Manual (2009) Teacher’s Manual for Student Workbook (2009) ANCILLARIES Th e Clay-footed SuperHeroes: Mythology Tales for the New Millennium (2009) From Rome to Reformation: Early European History for the New Millennium (2009) —————————————————————— ELECTRONIC RESOURCES www.lnm.bolchazy.com Quia Question Bank Latin-only Villa in Teen Second Life™ Carpe Praedam Electronic Vocabulary Flashcards By Rose Williams Bolchazy-Carducci Publishers, Inc. Mundelein, Illinois USA Editor: Donald E. Sprague Cover Design & Typography: Adam Phillip Velez Cover Illustration: The Pantheon in Rome Viewed from Giacomo della Porta’s Fountain (1578). The image demonstrates the continuity of the Roman tradition. © 2009 Jupiter Images Corp. From Rome to Reformation Early European History for the New Millennium Rose Williams © 2009 Bolchazy-Carducci Publishers, Inc. All rights reserved. Bolchazy-Carducci Publishers, Inc. 1570 Baskin Road Mundelein, Illinois 60060 www.bolchazy.com Printed in the United States of America 2009 by United Graphics ISBN 978-0-86516-718-6 —————————————————————————————————— Library of Congress Cataloging-in-Publication Data Williams, Rose, 1937- From Rome to Reformation : European history for the new millennium / by Rose Williams. -- 1st ed. p. cm. Includes bibliographical references and index. ISBN 978-0-86516-718-6 (pbk. : alk. paper) 1. Europe--History--476-1492. -
Charlemagne the Life of Charlemagne by Einhard Translated by Samuel Epes Turner
Module 203: Charlemagne The Life of Charlemagne by Einhard Translated by Samuel Epes Turner. Abridged, modernized and introduced by Stephen Tomkins. Edited and prepared for the web by Dan Graves. “This most powerful king.” Module Introduction Although missionaries like Patrick and Augustine had made Christianity hugely successful in the British Isles, there was really only one tribe in the whole of mainland Europe who were mainstream Christians - the Franks, whose King had converted in 599. The others were all pagans or Arians. All this changed when Charles the Great, or “Charlemagne” became King of the Franks, ruling from 771 to 814. He was a great military conqueror, and channeled this talent into the service of the church, for in taking over most of Western Europe and a fair bit of the east, he used military force to compel all his subject peoples to become Christian. He also sponsored more subtle missionary efforts, and encouraged the spread of Benedictine monasteries, and especially the copying of theological manuscripts. The Pope crowned him Roman Emperor in 800, centuries after the ancient Roman Empire had collapsed in Europe - a move which infuriated the Eastern Emperor who still claimed to rule both east and west. His “Holy Roman Empire” shrank rapidly after his death, but it remained a major force in Europe into the Reformation. Although centered in modern Germany, its influence spread much wider. Einhard, who wrote this biography, was a nobleman and a diplomat and adviser in Charlemagne’s service for over 23 years. In fact, the two were personal friends. This makes his report an invaluable source of firsthand information about the Emperor, but also alerts us to watch for personal bias. -
Charlemagne Empire and Society
CHARLEMAGNE EMPIRE AND SOCIETY edited byjoanna Story Manchester University Press Manchester and New York distnbuted exclusively in the USA by Palgrave THE CAROLINGIAN RENAISSANCE OF CULTURE AND LEARNING Rosamond McKitterick The eighth century in Western Europe was a time of new developments, an expansion of Christendom and fresh beginnings. It was a period of a remarkable efflorescence of culture, especially in the Frankish realm. This culture was based securely on the intellectual and cultural achievements of the preceding four centuries as well as the legacy of the Roman world. Yet, in the Frankish kingdom, very considerable impetus from the 780s onwards would appear to have been provided by the ruler, Charlemagne, himself. Charlemagne's patronage of learning should be Seen, first of all, in the con- text of the promotion and endowment of learning and culture by powerful and wealthy men and women in late antiquity and the early middle ages. The Patrons of culture in this period were usually the rulers. Thus there was the encourage- ment of poerry in the time of the Roman emperor Augustus; the interests in learning cultivated by the Theodosian rulers in the Roman empire in the fourth century; the elaborate Programme of public building and architecture conducted by the Byzantine emperor Justinian, Thrasamund, the Vandal king in North Afnca, and Theoderic, the Ostrogothic ruler of Italy in the late fifth and sixth centuries; rhe culmral activities of the Merovingian rulers of Frankish Gaul such as Chilperic of Neustria and Dagobert I in the sixth and seventh centuries, as well as the achievements of the Lombard rulers Liutprand and Desiderius in the eighth century and the Byzantine emperor Theophilus; similarly, scholarship and the acquisition of books were promoted by such Anglo-Saxon rulers as Aldhth of Northumbria, Offa of Mercia, Alfred of Wessex and Aethelstan of England. -
JOHN J. CONTRENI September 2011 Department of History 504 W. Fifth
JOHN J. CONTRENI September 2011 Department of History 504 W. Fifth Street Purdue University Brookston, IN 47923 University Hall 672 Oval Drive West Lafayette, IN 47907 765‐563‐3514 765‐418‐1866 E‐mail: [email protected] EDUCATION Ph.D., History, Michigan State University, 1971 Graduate Study, Université de Paris (Nanterre), 1969/70 M.A. History, Michigan State University, 1968 B.A., History, St. Vincent College, Latrobe, Pennsylvania, 1966 ACADEMIC POSITIONS Professor of History, Purdue University, 1982‐ Associate Professor History, Purdue University, 1976‐1982 Assistant Professor of History, Purdue University, 1971‐1976 HONORS Fellow, Medieval Academy of America, Cambridge, Mass., elected 2003 Purdue University Book of Great Teachers, 1999 (inaugural cohort) Doctor of Humane Letters, honoris causa, St. Vincent College, 1996 John Nicholas Brown Prize for Outstanding First Book in Medieval Studies, Medieval Academy of America, Cambridge, Mass., 1982. ADMINISTRATIVE EXPERIENCE Justin S. Morrill Dean of the College of Liberal Arts, June 2006‐July 2009 Significant College achievements include: • Creation of the Department of Anthropology • Latin American‐Latino Studies Program • Asian American Studies Program • Increase base stipend for TAs • “Experience Liberal Arts Month” • “Readings with the Dean” course • “LA Influentials”course • Redesign of College magazine (THiNK) • Increase distinguished professors from 5 to 13 • Revised promotion and tenure guidelines to reflect University categories of scholarship of discovery, teaching, and engagement