In the name of the Father, Son and Holy Ghost. Charles, most serene, august, crowned of God, great pacific Emperor, who, by God's mercy, is King of the Franks and Lombards, to Abbot Fulrad.
Let it be known to you that we have determined to hold our general assembly[189] this year in the eastern part of Saxony, on the River Bode, at the place which is known as Strassfurt.[190] Therefore, we enjoin that you come to this meeting-place, with all your men well armed and equipped, on the fifteenth day before the Kalends of July, that is, seven days before the festival of St. John the Baptist.[191] Come, therefore, so prepared with your men to the aforesaid place that you may be able to go thence well equipped in any direction in which our command shall direct; that is, with arms and accoutrements also, and other provisions for war in the way of food and clothing. Each horseman will be expected to have a shield, a lance, a sword, a dagger, a bow, and quivers with arrows; and in your carts shall be implements of various kinds, that is, axes, planes, augers, boards, spades, iron shovels, and The troops to be brought: their equipment other utensils which are necessary in an army. In the wagons also should be supplies of food for three months, dating from the time of the assembly, together with arms and clothing for six months. And furthermore we command that you see to it that you proceed peacefully to the aforesaid place, through whatever part of our realm your journey shall be made; that is, that you presume to take nothing except fodder, wood, and water. And let the followers of each one of your vassals march along with the carts and horsemen, and let the leader always be with them until they reach the aforesaid place, so that the absence of a lord may not give to his men an opportunity to do evil.
Send your gifts,[192] which you ought to present to us at our assembly in the middle of the month of May, to the place where Gifts for the Emperor we then shall be. If it happens that your journey shall be such that on your march you are able in person to present these gifts of yours to us, we shall be greatly pleased. Be careful to show no negligence in the future if you care to have our favor.
23. The Carolingian Revival of Learning
One of Charlemagne's chief claims to distinction is that his reign, largely through his own influence, comprised the most important period of the so-called Carolingian renaissance, or revival of learning. From the times of the Frankish conquest of Gaul until about the middle of the eighth century, education in western Europe, except in Ireland and Britain, was at a very low ebb and literary production quite insignificant. The old Roman intellectual activity had nearly ceased, and two or three centuries of settled life had been required to bring the Franks to the point of appreciating and encouraging art and letters. Even by Charlemagne's time people generally were far from being awake to the importance of education, though a few of the more far-sighted leaders, and especially Charlemagne himself, had come to lament the gross ignorance which everywhere prevailed and were ready to adopt strong measures to overcome it. Charlemagne was certainly no scholar, judged even by the standards of his own time; but had he been the most learned man in the world his interest in education could not have been greater. Before studying the selection given below, it would be well to read what Einhard said about his master's zeal for learning and the amount of progress he made personally in getting an education [see [pp. 112]—[113]].
The most conspicuous of Charlemagne's educational measures was his enlarging and strengthening of the Scola Palatina, or Palace School. This was an institution which had existed in the reign of his father Pepin, and probably even earlier. It consisted of a group of scholars gathered at the Frankish court for the purpose of studying and writing literature, educating the royal household, and stimulating learning throughout the country. It formed what we to-day might call an academy of sciences. Under Charlemagne's care it came to include such men of distinction as Paul the Deacon, historian of the Lombards, Paulinus of Aquileia, a theologian, Peter of Pisa, a grammarian, and above all Alcuin, a skilled teacher and writer from the school of York in England. Its history falls into three main periods: (1) from the middle of the eighth century to the year 782—the period during which it was dominated by Paul the Deacon and his Italian colleagues; (2) from 782 to about 800, when its leading spirit was Alcuin; and (3) from 800 to the years of its decadence in the later ninth century, when Frankish rather than foreign names appear most prominently in its annals.
It was Charlemagne's ideal that throughout his entire dominion opportunity should be open to all to obtain at least an elementary education and to carry their studies as much farther as they liked. To this end a regular system of schools was planned, beginning with the village school, in charge of the parish priest for the most elementary studies, and leading up through monastic and cathedral schools to the School of the Palace. In the intermediate stages, corresponding to our high schools and academies to-day, the subjects studied were essentially the same as those which received attention in the Scola Palatina. They were divided into two groups: (1) the trivium, including grammar, rhetoric, and dialectic (or philosophy), and (2) the quadrivium, including geometry, arithmetic, astronomy, and music. The system thus planned was never fully put in operation throughout Frankland, for after Charlemagne's death the work which he had so well begun was seriously interfered with by the falling off in intellectual aggressiveness of the sovereigns, by civil war, and by the ravages of the Hungarian and Norse invaders [see [p. 163]]. A capitulary of Louis the Pious in 817, for example, forbade the continuance of secular education in monastic schools. Still, much of what had been done remained, and never thereafter did learning among the Frankish people fall to quite so low a stage as it had passed through in the sixth and seventh centuries.
Charlemagne's interest in education may be studied best of all in his capitularies. In the extract below we have the so-called letter De Litteris Colendis, written some time between 780 and 800, which, though addressed personally to Abbot Baugulf, of the monastery of Fulda, was in reality a capitulary establishing certain regulations regarding education in connection with the work of the monks. To the Church was intrusted the task of raising the level of intelligence among the masses, and the clergy were admonished to bring together the children of both freemen and serfs in schools in which they might be trained, even as the sons of the nobles were trained at the royal court.
Source—Text in Monumenta Germaniæ Historica, Leges (Boretius ed.), Vol. I., No. 29, pp. 78-79. Adapted from translation by Dana C. Munro in Univ. of Pa. Translations and Reprints, Vol. VI., No. 5, pp. 12-14.
Charles, by the grace of God, king of the Franks and Lombards and Patrician of the Romans.[193] To Abbot Baugulf, and to all the congregation—also to the faithful placed under your care—we have sent loving greetings by our ambassadors in the name of all-powerful God.