Positively Medieval. Jamie Blosser
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for the greatest revolution in learning in the early Middle Ages, leading to the saying, “Wherever literary activity is to be found, there is a student of Alcuin.”
Virtually nothing is known of Alcuin’s early life, save that he claimed to be a blood relative of St. Willibrord, the great missionary to the Frisians. He was trained in the famous cathedral school of York under Archbishop Egbert, who was himself a disciple of the Venerable Bede, the greatest medieval historian in England. Showing no particular desire for an ecclesiastical career—he never seems to have received priestly ordination but was content to remain a lifelong deacon—Alcuin’s only desire was to learn and teach.
Alcuin might have been just one of many English scholars scribbling away in monastic libraries, save for a chance meeting with the Frankish emperor Charlemagne in Italy in 781. Impressed by Alcuin’s education, the emperor invited him to be master of the palace school at his court in Aachen, Germany. Under Alcuin’s direction, what had been established as a place for teaching courtly manners to royal children became a center of international education.
Alcuin expanded the curriculum at Aachen to include the full scope of liberal arts—grammar, logic, rhetoric, mathematics, geometry, astronomy, and music—culminating in the study of sacred Scripture. Charlemagne himself, along with his wife and children, enrolled as pupils, and it was not long before nobility and clergy from all over the empire began submitting candidates for enrollment.
Alcuin drafted the best and brightest scholars from Europe to teach at Aachen. Similar schools were set up throughout Charlemagne’s empire, following Alcuin’s model, and a scheme was even developed to offer universal primary education in every village in Europe. According to legislation issued by Charlemagne, but almost certainly drafted by Alcuin, all clergy throughout the empire were compelled to receive an education, with literacy tests for ordination and the threat of suspension for clergy who refused. Priests were then expected to set up primary schools in every diocese to teach reading and writing at no cost.
Alcuin’s pupils at Aachen, including the legendary Rabanus Maurus, were sent out to oversee these schools, using textbooks written by Alcuin himself. Alongside schools, Alcuin worked to establish libraries throughout Europe, requesting, copying, and collecting manuscripts from across the world to preserve and advance scholarship.
The resulting “Carolingian Renaissance” of learning was the largest burst in creative scholarly activity until the foundation of the medieval universities almost four centuries later. Among the achievements of Alcuin’s schools include the invention of the lower case (absent in ancient Latin), the first Western system of musical notation, and several developments in Romanesque architecture. Alcuin himself is credited with inventing the question mark!
One of Alcuin’s most cherished projects was the improvement of the liturgy, which in his day was often mumbled in bad Latin with excessive regional variations by barely literate priests. Alcuin promoted the Roman liturgy, as found in the Gregorian Sacramentary, as the basis for a uniform and universal text of liturgical prayers, which did much to standardize the Mass in Western Europe.
Alcuin’s Training at York
Alcuin built up an extensive corpus of poetry and included the art of writing poetry as part of his educational curriculum, helpful for teaching grammar and literary style. In this personal piece, he reflects back on his education at the School of York in England, where Archbishop Aelbert taught Alcuin and other pupils both the liberal arts and theology. (From Alcuin, On the Saints of the Church at York)
There the Eboric scholars felt the rule
Of Master Aelbert, teaching in the school.
Their thirsty hearts to gladden well he knew
With doctrine’s stream and learning’s heavenly dew.
To some he made the grammar understood,
And poured on others rhetoric’s copious flood.
The rules of jurisprudence these rehearse,
While those recite in high Eonian verse,
Or play Castalia’s flutes in cadence sweet
And mount Parnassus on swift lyric feet.
Anon the master turns their gaze on high
To view the travailing sun and moon, the sky
In order turning with its planets seven,
And starry hosts that keep the law of heaven.
The storms at sea, the earthquake’s shock, the race
Of men and beasts and flying fowl they trace;
Or to the laws of numbers bend their mind,
And search till Easter’s annual day they find.
Then, last and best, he opened up to view
The depths of Holy Scripture, Old and New.
Was any youth in studies well approved,
Then him the master cherished, taught, and loved;
And thus the double knowledge he conferred
Of liberal studies and the Holy Word.
Alcuin’s Ministry of Education
After a lifetime spent building schools all over Charlemagne’s Frankish empire, Alcuin retired to a monastery. Yet even there he could not surrender his great task of advancing scholarship and learning. In this letter, written a few years before his death, he writes the emperor to request more books and to reflect upon the place of learning and philosophy in the grand scheme of things.
Your Flaccus [that is, Alcuin], in response to your requests and kindness, is busy at St. Martin’s Abbey, feeding my students the sweet honey of the Holy Scriptures. I am excited that others should drink deeply of the old wine of ancient learning. I will soon begin to feed others with the fruits of grammatical skill, and some I am eager to enlighten with a knowledge of the constellations of the stars, which seem, as it were, painted on the dome of some mighty palace. “I have become all things to all men” (1 Cor 9:22), so that I may train up many to work for God’s holy Church and the glory of your Empire, so that the grace of Almighty God in me should not be in vain (cf. 1 Cor 15:10), and your great generosity wasted for nothing.
But I am missing some rare books of scholarship, which I used to have when I lived in my own country (thanks to the generous support of my teacher, and in some part due to my own humble efforts). I mention this to Your Majesty so that, perhaps, if it pleases you who are so eagerly concerned about the advance of scholarship, you will let me send some of our young men to get us some necessary books. If so, they can bring to France the flowers of England, so that a graceful garden will exist not only in York, but also in Tours, like a Paradise blossoming with abundant fruit….
In your gracious zeal, you will not overlook the fact that every page of the Holy Scriptures urges us to acquire wisdom. For nothing is more honorable, nothing so ensures a happy life, nothing is more praiseworthy in any state in life, than that men live according to the teachings of the philosophers. Further, nothing is more essential to the people’s government, nothing better for the guidance of life toward upright character, than the grace which wisdom gives, and the glory of education and the power of learning. Therefore, Solomon, the wisest of all men, exclaims, “Better is wisdom than all precious things, and more to be desired” (cf. Prv 8:11).
You must encourage the young men who are in Your Majesty’s palace, my lord king, to seek and gain this by every possible effort, every single day, especially when in the flower of their youth, so that they may become worthy to gain an honorable old age, and, eventually, everlasting happiness. For my part, I will not be idle in sowing the seeds of wisdom among your servants in this land…. In the morning of my life and in the most fruitful period of my studies I sowed seed in Britain, and now that my blood has grown cool in the evening of life I have not ceased, but sow seed in France, desiring that both gardens may spring up by God’s grace.
Whoever wishes to can