Their usefulness in preserving it. 6. If, however, the prejudices of the clergy stood in the way of what we more esteem than they did, the study of philological literature, it is never to be forgotten, that but for them the records of that very literature would have perished. If they had been less tenacious of their Latin liturgy, of the vulgate translation of Scripture, and of the authority of the fathers, it is very doubtful whether less superstition would have grown up, but we cannot hesitate to pronounce, that all grammatical learning would have been laid aside. The influence of the church upon learning, partly favourable, partly the reverse, forms the subject of Eichhorn’s second volume; whose comprehensive views and well directed erudition, as well as his position in a great protestant university, give much weight to his testimony. But we should remember also, that it is, as it were, by striking a balance that we come to this result; and that, in many respects, the clergy counteracted that progress of improvement which, in others, may be ascribed to their exertions.
First appearances of reviving learning in Ireland and England. 7. It is not unjust to claim for these islands the honour of having first withstood the dominant ignorance, and even led the way in the restoration of knowledge. As early as the sixth century, a little glimmer of light was perceptible in the Irish monasteries: and in the next, when France and Italy had sunk in deeper ignorance, they stood, not quite where national prejudice has sometimes placed them, but certainly in a very respectable position.[7] That island both drew students from the Continent, and sent forth men of comparative eminence into its schools and churches. I do not find, however, that they contributed much to the advance of secular, and especially of grammatical learning. This is rather due to England, and to the happy influence of Theodore, our first primate, an Asiatic Greek by birth, sent hither by the pope in 668, through whom and his companion Adrian, some knowledge of the Latin and even Greek languages was propagated in the Anglo-Saxon church. The Venerable Bede, as he was afterwards styled, early in the eighth century, surpasses every other name of our ancient literary annals; and, though little more than a diligent compiler from older writers, may perhaps be reckoned superior to any man the world (so low had the east sunk like the west) then possessed. A desire of knowledge grew up; the school of York, somewhat later, became respectable, before any liberal education had been established in France; and from this came Alcuin, a man fully equal to Bede in ability, though not, probably, in erudition.[8] By his assistance, and that of one or two Italians, Charlemagne laid in his vast dominions the foundations of learning, according to the standard of that age, which dispelled, at least for a time, some part of the gross ignorance wherein his empire had been enveloped.[9]
[7] Eichhorn, ii. 176, 188. See also the first volume of Moore’s History of Ireland, where the claims of his country are stated favourably, and with much learning and industry, but not with extravagant partiality.
[8] Eichhorn, ii. 188, 207, 263. Hist. Litt. de la France, vols. iii. and iv. Henry’s History of England, vol. iv. Turner’s History of Anglo-Saxons. No one, however, has spoken so highly or so fully of Alcuin’s merits as M. Guizot in his Histoire de la Civilisation en France, vol. ii. p. 344-385.
[9] Besides the above authors, see, for the merits of Charlemagne as a restorer of letters, his Life by Gaillard, and Andrés, Origine, &c., della Litteratura, i. 165.
Few schools before the age of Charlemagne. 8. The praise of having originally established schools belongs to some bishops and abbots of the sixth century. They came in place of the imperial schools overthrown by the barbarians.[10] In the downfall of that temporal dominion, a spiritual aristocracy was providentially raised up, to save from extinction the remains of learning, and religion itself. Some of those schools seem to have been preserved in the south of Italy, though merely, perhaps, for elementary instruction. But in France the barbarism of the later Merovingian period was so complete, that, before the reign of Charlemagne, all liberal studies had come to an end.[11] Nor was Italy in a much better state at his accession, though he called two or three scholars from thence to his literary councils: the libraries were destroyed, the schools chiefly closed; wherever the Lombard dominion extended, illiteracy was its companion.[12]
[10] Eichhorn, ii. 5, 45. Guizot (vol. ii. p. 116) gives a list of the episcopal schools in France before Charlemagne.
[11] Ante ipsum Carolum regem in Galliâ nullum fuerat studium liberalium artium. Monachus Engolimensis, apud Launoy de Scholis celebrioribus.
[12] Tiraboschi. Eichhorn. Heeren.
Beneficial effects of those established by him. 9. The cathedral and conventual schools, created or restored by Charlemagne, became the means of preserving that small portion of learning which continued to exist. They flourished most, having had time to produce their fruits, under his successors, Louis the Debonair, Lothaire, and Charles the Bald.[13] It was, doubtless, a fortunate circumstance, that the revolution of language had now gone far enough to render Latin unintelligible without grammatical instruction. Alcuin and others who, like him, endeavoured to keep ignorance out of the church, were anxious, we are told, to restore orthography; or, in other words, to prevent the written Latin from following the corruptions of speech. They brought back, also, some knowledge of better classical authors than had been in use. Alcuin’s own poems could at least not have been written by one unacquainted with Virgil:[14] the faults are numerous, but the style is not always inelegant; and from this time, though quotations from the Latin poets, especially Ovid and Virgil, and sometimes from Cicero, are not very frequent, they occur sufficiently to show that manuscripts had been brought to this side of the Alps. They were, however, very rare: Italy was still, as might be expected, the chief depository of ancient writings; and Gerbert speaks of the facility of obtaining them in that country.[15]