| Abstinence the abbesse myn a. b. c. me tauȝte. Piers Plowman. |
The Benedictine ideal set study together with prayer and labour as the three bases of monastic life and in the short golden age of English monasticism women as well as men loved books and learning. The tale of the Anglo-Saxon nuns who corresponded with St Boniface has often been told. Eadburg, Abbess of Thanet, wrote the Epistles of St Peter for him in letters of gold and sent books to him in the wilds of Germany. Bugga, Abbess of a Kentish house, exchanged books with him. The charming Lioba, educated by the nuns of Wimborne, sent him verses which she had composed in Latin, which “divine art” the nun Eadburg had taught her, and begged him to correct the rusticity of her style. Afterwards she came into Germany to help him and became Abbess of Bischofsheim and her biographer tells how
she was so bent on reading that she never laid aside her book except to pray or to strengthen her slight frame with food and sleep. From childhood upwards she had studied grammar and the other liberal arts, and hoped by perseverance to attain a perfect knowledge of religion, for she was well aware that the gifts of nature are doubled by study. She zealously read the books of the Old and New Testaments and committed their divine precepts to memory; but she further added to the rich store of her knowledge by reading the writings of the holy Fathers, the canonical decrees and the laws of the Church.
So also an anonymous Anglo-Saxon nun of Heidenheim wrote the lives of Willibald and Wunebald[794].
The Anglo-Saxon period seems, however, to have been the only one during which English nuns were at all conspicuous for learning. There is indeed very scant material for writing their history between the Norman Conquest and the last years of the thirteenth century, when Bishops’ Registers begin. It is never safe to argue from silence and some nuns may still have busied themselves over books; but two facts are significant: we have no trace of women occupying themselves with the copying and illumination of manuscripts and no nunnery produced a chronicle. The chronicles are the most notable contribution of the monastic houses to learning from the eleventh to the fourteenth centuries; and some of the larger nunneries, such as Romsey, Lacock, and Shaftesbury, received many visitors and must have heard much that was worth recording, besides the humbler annals of their own houses. But they recorded nothing. The whole trend of medieval thought was against learned women and even in Benedictine nunneries, for which a period of study was enjoined by the rule, it was evidently considered altogether outside the scope of women to concern themselves with writing. While the monks composed chronicles, the nuns embroidered copes; and those who sought the gift of a manuscript from the monasteries, sought only the gift of needlework from the nunneries.
It is not, perhaps, surprising that the nuns should have written no chronicles and copied few, if any, books. But it is surprising that England should after the eighth century be able to show so little record of gifted individuals. Even if the rule of a professedly learned order were unlikely to prevail against the general trend of civilisation and to produce learned women, still it might have been expected that here and there a genius, or a woman of some talent for authorship, might have flourished in that favourable soil; or even that a whole house might have enjoyed for a brief halcyon period the zest for learning, when “alle was buxomnesse there and bokes to rede and to lerne.” In Germany, at various periods of the middle ages, this did happen. The Abbey of Gandersheim in Saxony was renowned for learning in the tenth century and here lived and flourished the nun Roswitha, who not only wrote religious legends in Latin verse, but even composed seven dramas in the style of Terence, a poem on the Emperor Otto the Great and a history of her own nunnery. From the internal evidence of her works it has been thought that this nun was directly familiar with the works of Virgil, Lucan, Horace, Ovid, Terence and perhaps Plautus, Prudentius, Sedulius, Fortunatus, Martianus Capella and Boethius; but apart from this evidence of learning, her plays show her to have been a woman of originality and some genius; they are strange productions to have emanated from a tenth century convent[795]. It was in Germany again, at Hohenburg in Alsace, that the Abbess Herrad in the twelfth century compiled and decorated with exquisite illuminations the great encyclopedia known as the Hortus Deliciarum. This book, one of the finest manuscripts which had survived from the middle ages and a most invaluable source of information for the manners and appearance of the people of Herrad’s day, was destroyed in the German bombardment of Strasburg in 1870[796]. The same century saw the lives of the two great nun-mystics, St Hildegard of Bingen and St Elisabeth of Schönau, who saw visions, dreamed dreams and wrote them down[797]. In the next century the convent of Helfta in Saxony was the home of several literary nuns and mystics and was distinguished for culture; its nuns collected books, copied them, illuminated them, learned and wrote Latin, and three of them, the béguine Mechthild, the nun Saint Mechthild von Hackeborn and the nun Gertrud the Great, have won considerable fame by their mystic writings[798]. Even in the decadent fifteenth century examples are not wanting of German nuns who were keenly interested in learning; and in the early sixteenth century Charitas Pirckheimer, nun of St Clare at Nuremberg and sister of the humanist Wilibald Pirckheimer, was in close relations with her brother and with many of his friends and full of enthusiasm for the new learning[799].
It is strange that in England there is no record of any house which can compare with Gandersheim, Hohenburg or Helfta; no record of any nun to compare with the learned women and great mystics who have been mentioned. The air of the English nunneries would seem to have been unfavourable to learning. The sole works ascribed to monastic authoresses are a Life of St Catherine, written in Norman-French by Clemence, a nun of Barking, in the late twelfth century[800], and The Boke of St Albans, a treatise on hawking, hunting and coat armour, printed in 1486, by one Dame Juliana Berners, whom a vague and unsubstantiated tradition declares to have been Prioress of Sopwell. Nor do nuns seem to have been more active in copying manuscripts. Several beautiful books, which have come down to our own day, can be traced to nunneries, but there is no evidence that they were written there and all other evidence makes it highly improbable that they were. It is true that in 1335 we find this entry among the issues of the Exchequer:
To Isabella de Lancaster, a nun of Amesbury, in money paid to her by the hands of John de Gynewell for payment of 100 marks, which the lord the King commanded to be paid her for a book of romance purchased from her for the King’s use, which remains in the chamber of the lord the King, 66 l. 13 s. 4 d[801],
but it is unlikely that the book thus purchased by the King from his noble kinswoman was her own work.
This period of the later ages was, indeed, unfavourable to learning among monks as well as among nuns. As the universities grew, so the monasteries declined in lustre; learning had no longer need to seek refuge behind cloister walls, and the most promising monks now went to the universities, instead of studying at home in their own houses. The standard of the chronicles rapidly declined and the best chronicler of the fourteenth century was not a monk like Matthew Paris, but a secular, a wanderer, a hanger-on of princes, Froissart. As the fifteenth century passed learning declined still further; and it is evident from the visitations of the time that the monks, whatever else they might be, were not scholars. We should expect the decline in learning to be more marked still among the nuns, considering how little they had possessed in preceding centuries; and the matter is worth some study, because it concerns not only the education of the nuns themselves, but the education which they were qualified to give to the children who were sent to school with them.