Friday, June 20, 2008

Medieval Literature I Didn't Know I.a

Steve Muhlberger and Brandon H raised some good issues in the comments to my last post on Worcester Fragment A. The issues are good and require enough of an answer that I thought a full follow up post would be better than answering in the comments.

Steve asked:
"Couldn't the new teachers be post-Conquest continentals who don't know English and may even scorn English saints?" and related Brandon H asked: I'm intrigued about who the author refers to with "another people teaches our folk"--could it be the Normans (as Steve has posed)? Perhaps Viking-influences seen in the late Anglo-Saxon era? Who are these seeming "others" with their "damned" education?

The answer is that I think it depends very much on when one dates the original poem. That is, it is evident that the poem as we have it is dependent on an Old English original that the Tremulous Hand of Worcester has not completely understood in his copy and updating of the orthography (Utronomius for Deuteronomius). So if the original is post-1066, then these new teachers condemned in the poem must be the Normans. If the original is pre-1066, and depending on how pre-1066, then there seem to me to be two possibilities:

1) if written early in the 11th century, 1016-1035 or so, the referents must be the men Cnut brought with him. The contents of the poem speak well to this, I think, in that there is nothing in the poem that necessarily indicates a post-1066 date, and certainly all those mentioned in the poem are deceased long before 1066. Against this however, and I need to check this out in more detail, I don't know how many Norse churchmen were appointed in Cnut's reign that might earn the ire of an English monk! As far as I currently remember, most of the leading churchmen in Cnut's kingdom were Englishmen.

2) If written more in the middle of the 11th century, then the referent is probably still the Normans: Both Emma and even more so Edward the Confessor brought a host of Normans into England and they were quite close to the throne for some time...how much they took over the church I'm not certain and again is something I'd have to check into when I get round to doing a paper on it. But in that case, still NOrman, just pre-Conquest Normans. These Normans close to Edward excited a bit of commentary from the English, and the Godwins eventually forced Edward to send them packing in the early 1050s, about the time he was forced to marry....I've forgotten the exact chronology at the moment.

So those are the three possibilities, and much depends on dating. Typically, what little scholarship that has been done on this text dates it as post-1066, though as I mentioned in my original post there is reason to think it pre-1066.

Brandon H. went on to express interest in the names in the list and noted that we have saints and bishops, no mention of Alfred and suggests that in spite of his importance to us moderns, that maybe he wasn't all that important to them.

It is an interesting list of names. I think more important than that those named are all saints and bishops (not wholly true: Aelfric, Alcuin, and some others on the list don't quite fit the bill on that score....), but that they are all MONKS! And I think it is this latter that is important to note. If this writer is a vestige of the Benedictine Reform, we know that Edgar for example is held up as an example of the Golden Age, but he is not mentioned either.

Further to note about the list of names is that the majority come from two periods: they are either mentioned in Bede or come from the Benedictine Reform movement of the 10th and early 11th centuries. Two minor exceptions: Aldhelm (who is mentioned by Bede, but more in a moment) and Swithun. Aldhelm, though mentioned by Bede as I just said, was an important writer for the Benedictine Reform and was highly influential on Dunstan and Aethelwold. Swithun, who was a bishop during Alfred's reign, was an "invented" saint by Aethelwold (note that his "vita" contains nothing about his actual life, but almost entirely deals with posthumous miracles.) and the Reformers and he becomes the patron of New Minster in 972, so that explains their presence in the list. Given this, the absence of certain figures between those two periods I don't think should excite a great deal of comment. One thing about both groups: those in Bede faced non-Christians and a newly Christianized people to teach and so were always at risk. Note who is not named in the list, but is said to be important: Alcuin, but Prof de Breeze has chimed in noting this, so I'll hold off for just a moment. But other important figures who are much like Alcuin are not mentioned: Boniface, Willibrord, Theodore, and more who are left out.

The claim that they all taught the people in English is an interesting one. We can not confirm that in a lot of cases: certainly Bede is described as having translated some works into English, though none survive, and Aldhelm we're told by Geoffrey of Monmouth also wrote some Old English works, of which I think only one riddle survives though someone will likely correct me there. Aelfric, certainly. But do we have any evidence of Aethelwold, Dunstan, Swithun etc teaching English PEOPLE (not just monks) in ENGLISH? I suppose that like Aelfric they must have preached to congregations including lay men and so used English.....we do have plenty of anonymous homilies in Old English. But nothing confirmatory that I'm aware of.

Let me turn to Dr. de Breeze's note before finally closing this. The mention of Aelfric, whom "we call Alcuin" is interesting and puzzling. Here are the interpretive possibilities as I see them.

1) the line simply bears witness to its subject: the lack of learning in England has resulted in the confusion of 2 of its teachers in history
2) the Tremulous Hand has made a scribal error and conflated two lines or some other error causing the two names to be associated.
3) According to PASE, there are some 115 different men named Aelfric in the 10th and early 11th century, many of them monks or churchmen. There must be some way to distinguish them all: Archbishop Aelfric, Aelfric Cild, Aelfric Bata, etc...is there an otherwise unattested "Aelfric Alcuin" or better "Aelfric Ealhwin" meaning Aelfric of Eynsham? Since, so far as I know, this is the earliest mention of Aelfric of Eynsham outside his own writings, it might be a possibility.
4) related to #3, one of Aelfric's works is a "translation" of Alcuin's Interrogationes Sigewardi in Genesin. I don't know anything about the manuscripts of this text, except to say that there is one that is mid to late 11th century from Worcester...in short, the author of the poem, regardless of date, likely read the text, and a) didn't know who Alcuin was, but took the introductory material of the English text which talks about Alcuin, and how he taught many English men etc. as identifying the author of the English text, i. e. Aelfric. It is clear I think from the poem that the author values ENGLISH teaching, not as a nationality necessarily but as a LANGUAGE, more than Latin and I see no evidence in the poem to argue for a high degree of Latinity, so it isn't likely that the poet knew Alcuin's works.

I don't know that anyone else has made the latter suggestion, or how well it stands as an explanatory argument, the one that seems to be the most popular is #1, the poet simply didn't know and was ignorant. I suppose my suggestion is really an expansion of that in one direction....

It is worth noting that Alcuin is in large part dependent on Bede both for the idea of addressing "Interrogationes" as a method of teaching and exegesis (not original with Bede either, but Bede's "questions" were well known and popular) as well as for the content of his own Interrogationes. Aelfric translating Alcuin also often used Bede as a source, and so the text in question ties all three of those names together.

de Breeze further asks: "Do other sources refer to Aelfric as Alcuin? Does this reference have any implications for the date of the text? I'm thinking that it would be less likely for a pre-Conquest text to include this kind of "alternate" name."

I don't know of any other sources that confuse or conflate Aelfric as Alcuin, but then I also do not know any other texts that mention the two in the same breath either.

As for implications of date, I don't think so. The Benedictine Reform was key, but had already experienced some significant set backs under Aethelred and by the time we get to Cnut it seems to have dissipated. We have a lot of copies of manuscripts from the 11th century, but little original work other than Wulfstan (note: not "no original work", but "little original work"). So I think the confusion of Aelfric and Alcuin, particularly given the above, is just as likely in the reigns of Cnut and Edward (and Harthacnut if I remember rightly that he came between) as after the Conquest.

I think one thing that might in fact indicate date is the emphasis on ENGLISH teaching rather than....than what? Latin? That would be the most natural assumption, and I know that was something of an issue for the Normans who looked askance at church things being done in the vernacular and not Latin, though in other ways they seem to have tried to learn English. That emphasis on English vs. Latin as a vehicle for Christian education might indicate the post-Conquest date.

Jonathan Jarrett has posted some probing questions, I'll answer those and any others that come in a further post and perhaps get around to posting some bibliography.

Vale!

Tuesday, June 17, 2008

1000 Books

Over at Yet I'll Hammer It Out that I discovered through this months' Carnivalesque, see post below, there's a discussion and listing of medieval and early modern works that one should read, since in those typical "Great Books" lists our periods generally get overlooked. While many of the respondents have listed some good reads, some important ones too, I think there's been a more or less missed opportunity there. There are some key "medieval" texts that have influenced a great deal of modern thought that have been overlooked, and others that I think are vitally important to read in a lifetime, more important than others on the typical "Great Books" list I could name. My list covers from circa 400-1500. So here's my list, I invite others to add their own:

Augustine: Confessions and City of God, On Christian Doctrine
Jerome: Latin Vulgate including prefaces, Commentary on Matthew
Orosius
Boethius' Consolation of Philosophy
Gregory the Great Moralia in Job and Dialogues
Jonas' Life of Columbanus
Gregory of Tours History of the Franks
Venantius Fortunatus
Procopius The Secret History
Jordanes
Bede--most would put the Historia here, but for influence and importance I'd put On the Temple and On the Tabernacle and Lives of Cuthbert
Beowulf
Niebelungenlied
Heliand
Dream of the Rood
Wanderer
Ruin
Vercelli Homilies
Song of Roland
Marie de France, Fables
Hildenbrandslied
Genesis A and B
Isidore's Etymologies (esp now that they are in translation)
Anselm's Cur Deus Homo
Einhard's Life of Charlemagne
Volsunga Saga
the Eddas
Sic et Non
Malory
Dante, Comedia
Aquinas (if you can!)
Chaucer
Piers Ploughman
Alexiad
Distichs of Cato
Letters of Abelard and Heloise
Mabinogion
Tain
Njal's Saga
El Cid
Proslogion and Cur Deus Homo by Anselm
Queste des Saint Graal
Voyage of St. Brendan
Koran
Selected portions of the Talmud (Aboth is a good tractate)
Not exactly medieval, but medieval enough: 1001 Arabian Nights
Saadia Gaon's Book of Opinions
Maimonides Eight Chapters
Chretien de Troyes (I might suggest Yvain and Lancelot)
Richard Rolle
Eckhart
Michael Psellus
Julian of Norwich
Theresa of Avila
St. Francis of Assisi
Rule of Benedict

Well, that's my list. It favors England and Old English I suppose, and certainly the early period rather than the late. Nonetheless I think these important works.

What think you? Add or edit!

Monday, June 16, 2008

Carnvalesque XL

40th Carnival on Medieval Studies is up today too!

Medieval Literature I Didn't Know

I'm starting a new series over the summer. I'd like to say that it will appear once a week, but we'll see how that goes. But there is a great deal of early medieval literature of all kinds that folk don't know about, including me. So I thought I might begin a long process of slowly collecting some of that seldom studied, often overlooked stuff and talk about it. There's a purpose here too, some of it in the form of outreach to interest people in the early medieval period more, and some of it practical for some publications I'm working on.

Today, I'd like to introduce Worcester Fragment A, a piece that I'm actually quoting in the introduction to the Magnum Opus, the never ending dissertation I seem to be doing. Worcester Fragment A is so named because on f. 63R of Worcester Library ms. 174 there is this verse (followed by another verse on the soul and body). It is of course untitled in the manuscript and has gone under many names: First Worcester Fragment, The Disuse of English, Sanctus Bede or Beda Fragment, or Sicut Oves absque Pastor (which competes in my opinion with Worcester Frag. A as the best title: WFrag A has the advantage that it simply names the manuscript and identifies the piece. Sicut Oves identifies the content. Since I'm a new old fashioned text critic privileging the actual manuscript, I've opted for Worcester Fragment A.

The manuscript is early 13th century and largely contains a copy of Aelfric's Grammar and Glossary, or at least this is what remains. 66 leaves remain, few of which have all the text that was written on them, some cut in two. The leaves containing the "Worcester fragments" were used as binding in another book, were identified in the 19th century by Sir Thomas Phillips and the whole of what remains rebound in correct order. All told, in addition to the 66 leaves, there are some 15 fragments identified as belonging to this manuscript and kept with it. The famed Tremulous Hand of Worcester is not just the annotator, but the scribe of the text. The verso of the leaf that the poem below is on contains a poem about the coming of death and is followed on the next leaves by a Soul and Body poem.

Fragment A is almost always dated as 12th century, though Christopher Cannon in _The Grounds of English Literature_ makes a very good argument in my view that the poem is pre-1066---in large part because nothing of its contents demands or even suggests the post-1066 context! He fails however to cite some of the linguistic studies that suggest that what has been called "early middle English" is really spoken English of the 10th, 11th, and 12th centuries, and the "Old English" written in the period is not intelligible but purposely static as a "learned" written language. That would go even further to prove the poem's point and help establish it as an 11th century piece. Anyway, after too many days putting this together, here is the poem and my translation:

Sanctus beda was iboren her on breotene mid us
and he wisliche writen awende
that theo enclisc leoden thurh weren ilerde
and he theo cnoten unwreih;
the questiuns hoteth
tha derne digelness the deorwurthe is
aelfric abbod th we alquin hoteth
he was bocare and the fif bec wende
Genesis Exodus Utronomius Numerus Leuiticus
thurh theos weren ilaerde ure leoden on englisc
thet were theo biscop9es theo bodeden cristendom
wilfrid of Ripum Johan of beoferlai Cuthbert of Dunholme
Oswald of wirceastre Egwin of heoueshame aeldhelm of malmesburi
Swiththun aethelwold Aidan Biern of winaestre (Pau)lin of
rofeceastre S Dunston and S aelfeih of cantoreburi
theos laerden ure leodan on englisc
naes deorc heore liht ac hit faeire glod
[nu is] theo leore forleten and thet folc is forloren
nu beoth othre leoden theo larep ure folc
and feole of then lortheines losaeth and that folc forth mid
Nu saeith ure drihten thus Sicut aquila provocat
uullows suos ad uolandum and super eos volitat
this beoth godes word to worlde asende
that we sceolen faeier sep festen to him.

I could not figure out how to get unicode into my blog entry, forgive me for being stupid. So "th" in the above represents a thorn, ae, ash, and there's one yogh that I simply used g for. I couldn't find an edition on the Net either. I've adapted the above from Joseph Hall's Selections from Early Middle English 1130-1250 and silently expanded abbreviations and not included the marks representing errors and corrections that have been entered into the text. I've also changed the "tyronean ond" to "and." Hope however that the one or two readers besides me reading this will be able to make sense of the text.

Here's my translation:

Saint Bede was born here in Britain among us
and he wisely translated books
so that the English people were taught through them
and he unbound the knots which called the Questions,
the secret mystery that is precious.
Abbot Aelfric whom we call Alcuin
Was a writer and translated five books:
Genesis, Exodus, Deuteronomy, Numbers, Leviticus
through these were our people taught in English.
These bishops taught the Christian faith
Wilfrid of Ripon, John of Beverly, Cuthbert of Durham,
Oswald of Worcester, Egwin of Evesham, Aldhelm of Malmebury
Swithun, Aethelwold, Aidan, Birinus of Winceaster,
Paulinus of Rocester, Saint Dunstan, and Saint Alphege of Canterbury.
These teachers taught our people in English
Their light was not dark but it glowed fairly
now is that teaching forsaken and our people lost
and another people teaches our folk
and many of our teaches are damned and that folk with them.
Now says our Lord thus, As an eagle prods
her young to fly and hovers over them.
This is the word of God sent into the world
that we should happily fasten our faith to him.

This is poem of loss, obviously, and mourns specifically the loss of Christian learning in Anglo-Saxon England. It in interesting to note that the two figures grounding the lament are Bede, d. 735, and Aelfric of Eynsham, d. 1008?, two great figures on either end of the period, literarily speaking. In between it is worthy to note that the focus is on matters Biblical: The "questions" I think refers to Bede's 30 Questions on the BOok of Kings, which focuses on Israel's downfall and eventual exile in disobedience, and then the poet turns to Aelfric's translations of Biblical materials, specifically the Pentateuch in which the emphasis is on Israel's obedience to God (or disobedience) and facing sets "heathen" foes. The "beautiful faith" is an allusion to Deuteronomy 32:11 when Israel, poised now to enter the Promised Land, anticipate conquerering the land and living in a land flowing with milk and honey. So the poet seems to want to see his people as having had their own "Moseses", there own great saints who taught the people but the people are now damnded, lost, sheep without their shepherds and taught by a foreign, heathen people. Its quite the commentary on the 11th century.

It is worth noting that the range of people mentioned extends from Paulinus of Rochester, aka Paulinus of York who lost the latter office when Edwin was defeated by Penda and Christianity was lost in the north and the last is Alphege who was a Viking victim in 1012. There's no mention of anyone afterward or of the French.

Well, I've spent 2 weeks on this now....surprise, surprise, surprise, and its time to post. Hope you enjoy!

Friday, June 13, 2008

This is good

While preparing other things for the blog, I thought I'd pass this along:

Abelard and Heloise

Wednesday, June 04, 2008

Allen Fallout

Disturbingly enough, Allen's article is making a splash elsewhere on the Net. Check out some of the following:

Standing on Shoulders

National Review

History News Network--which ought to know better

Even WMU Repuglican Students

MemeStreams has listed it as "interesting web content".

Eleanor Duckwall-a blog dedicated to current events generally has a take on the Allen piece, a bit negative, will illustrations and pictures. Still interesting viewpoint from a non-medievalist.

Dogfight at Barkstown wants to call us all barbarians.

Michael Burleigh-don't know this person, but he has some books I'd like to read, read through the comments to the post as well.

World on the Web, again the comments are interesting.

Touchstone's Mere Comments, Kalamazoo specific in the third paragraph, but worth reading the preamble.

The Motley Fool forums even get in on the act!

Over on the Mediev-L list, some have noted the article and we've been having a discussion. Unfortunately if you don't subscribe, you can't read it as the list archives don't seem to be being kept up by U of Kansas people. But John Briggs found the article hilarious, as did Nancy Spies who thinks we should all lighten up and found the article not only funny, but in the tradition of the Pythons' send ups of medieval literature and academics etc. E. Metzger of the U of Glasgow found that the point of the article is very important and that all us bloggers arguments (mine in particular) about the piece were weak. The point according to Metger is that postmodern approaches blur the line between bad scholarship and good scholarship so that they are indistinguishable. He thinks this is a vital topic of discussion.

Wow....that's about all I can say, Wow. Outreach I think is needed more now than ever before. Over on Modern Medieval Matthew Gabriele has suggested a discussion of outreach and how to do it to a larger audience.

Now for the Dark Age bit: it is a dark day for us. Not one of the blogs or websites mentioned above bothered to check out the Congress website or catalog or do anything to check out the "facts" of the article. It is indeed a dark age when a journalist's word is taken as gospel and spreads around the world without further thought.

Sunday, June 01, 2008

The Allen Furor

Scott Nokes over at Unlocked Wordhoard has mentioned an article
published in The Weekly Standard titled A Dark Age for
Medievalists: At their annual congress in Kalamazoo, it's no
longer your grandfather's Middle Ages. Its an interesting, if
utterly erroneous take on the International Congress on Medieval
Studies that takes place in Kalamazoo each year; the Weekly
Standard should be embarrassed, as should Catholic University of
America where the author, Charlotte Allen is supposedly earning her
doctorate. There have been some comments to Scott's notice of the
article and his response to it, and he gives a roundup of other bloggers.
In light of my recent post on Kalamazoo, I thought it worthwhile to
take a few monments to respond to the skein of misrepresentations
that the article reports.

So who is this author? Charlotte Allen appears to be a freelance
journalist of some kind and claims to be a doctoral candidate in the
Medieval and Byzantine Studies program at Catholic University of
America. Does that not make her a medievalist? T'would seem so,
thus the "distance" by describing the congress as "their" as if she
were not part of the whole thing...and from the contents of the
article I wonder if she were actually even registered.

And why should we be concerned that it isn't our 'grandfather's
middle ages"? We know a good deal more about the period now than
we did in my grandfather's day. Sure, we stand on their shoulders
and build on their legacy...that's the way its supposed to work!
But why the suggestion that the field should remain static for the
last century with no advances, reassessments, reading texts not
considered before, etc. I rather think it a very good thing that
the field has not remained static since my grandfather's day, and I
wonder at the grasp that this supposed doctoral candidate has to
think or to pine that our grandfather's middle ages should still be
the state of the field.

Moving to the first paragraph, there is much to discuss. I will
let others address the attacks on post-modern approaches to things
medieval. But let's start with a few actual facts. First, the
session she attended was not in a classroom, but in one of the
famed Valleys (Valley II), and those rooms have never held a class.
They're study rooms and lounges for the inhabitants. A small
point, but a point nonetheless that illustrates a whole strategy of
misreporting and factual error in the article. She defines the
topic of the one paper from Session 6 she mentions (and I suspect
the only one from Session 6 she heard, but more on that in a
moment) as being a 15th century farce, telling us that a farce is a
"lowlife comic drama". Lowlife? What makes it "lowlife?" A farce
is a comic play in this case that uses "low comedy", consisting of
sexual and gender confusion, scatology, puns, and highly
caricatured portrayals of personality traits. But does "low
comedy" equal "lowlife"? Well, if Terence and Plautus and most
importantly Shakespeare, Marlowe, and Jonson are lowlife, I would
guess so. But most conservative authors at The Weekly Standard and
like organizations would look to ol' Harold's _The Closing of the
American Mind_ as a good gospel text so to speak, a book and author
who would uphold Shakespeare as a cultural high point whose works
students should learn, and so not "lowlife." Much less the necessity of reading
classical Latin texts, preferably in Latin....I suppose these all
are "lowlife". Nor is the description in the beginning of the
second paragraph any better: "Rabelaisian-style scatology" as a
description of the farce's contents. But Allen seems unaware that
the 15th century farce predates the 16th century writer and that
Rabelais' use of low comedy is a very very very old tradition by
the time he and other sixteenth century writers grasp hold of it,
and anyone vaguely familiar with classical and medieval literature
would recognize the scatological humor and likely would not call it
"Rabelaisian-style scatology". When she reports that she has
translated perfectly good English words (bourgeois fecal habitus)
out of postmodernese (not sure what is post-modern about speaking
of the bourgeois, feces, or habitus, but never mind), one wonders
whether she has truly understood the paper in question.

The beginning of the next paragraph reads: "And you thought that
the Middle Ages was all about jousting knights and damsels in
distress." As someone who supposedly studies the Medieval period,
this characterization, whether negative or positive, is shocking!
Allen and her school, Catholic University of America, Medieval and
Byzantine Studies, OUGHT TO BE EMBARRASSED! Especially for someone
who bemoans the absence of history!

Well she does go on, and others in the blogosphere have addressed
points like her claim that no "big names" come to Kazoo, which even
a cursory glance through the index of participants reveals is false
as is the related claim that those few who do come do so only to
lend gravitas to sessions and don't actually participate. Others
have addressed the fact that she obviously didn't attend at least
one of the sessions she ridicules, and grossly misrepresents
others. But I want to turn to some other points and then address
why we should care.

First, this piece is not merely a rant nor is it merely a crank piece. It is a piece of carefully crafted, and for a certain audience,
effective piece of rhetoric. I'll explain what its aim is below.
But Allen uses all the buzz words that for a certain audience will
in fact push the desired buttons. "Post-modern", "not interested
in history" "scatology", the dance and mentions of illicit sex
(completely ignoring ON PURPOSE the frequent services conducted
over the course of the Congress and open to attendance by all).

Second, following from my "first", is that mention that
"medievalists" aren't interested in history. Ok, to be fair she
said "waste-study scholars". In refutation, a) to the person
posing the question about the commodity of manure being valueable,
the very word manure and fertilizer distance the users from the
fact that its a pile of shit, and there are many things that are
valueable commodities but those commodity dealers are not
necessarily valued or socially acceptable, or necessarily wanted in
"high" or "polite" society. Economic value does not equal social
value. More importantly b) how is observing the difference between
social value and economic value NOT historical and based in reading
the texts? It seems that even mentioning this disproves her
contention of a disinterest in history. But that isn't the point:
the point is that this lack of interest in history is a particular
button for the audience and the use of it here is important. (We
could point out to the many history sessions and history
organizations presenting at K'zoo.....but that's too easy).

Third, she lies. Yes, she lies. For example, she states that students are not required to take courses in Western Civ any more....they aren't? What campuses? I've worked at 5 different colleges or state universities (2 private, 3 public) in as many different states and all 5 of them require Western Civ of some kind. Or there's the statement "in which undergrads increasingly shun the humanities because they can't take all the theory" to describe the current state of affairs in academia. Huh? Oh sure, there are some programs, English in particular that offer undergraduate theory courses....but um, in case she hadn't noticed there are theory courses for undergrads in the sciences too, and in psych and in education and in business.....and students certainly don't shun the humanities because of theory. They major or double major in fields like education and business because in the USA we now place emphasis on going to college to get a better job...i. e. as an expensive vo-tech training and so the emphasis on practical majors like education, business, pre-med, poli sci to lead to law school and the like has nothing to do with theory, but with that practical, pragmatic application. This is an attitude I disagree with, but I recognize it as the reason why students are often convinced they need to go to college. Second, we in the US place a huge emphasis now on math and science scores and where the humanities are stressed at all in high school it is a list of facts from history that are deemed important and the "rules of grammar". We don't stress the need to read stories of any age or period or culture as a whole, that might involve too much reflection. But again, nothing to do with theory. Allen knows this, she deliberately lies.

Fourth, misrepresentation by omission. She focuses her critique on medievalism papers and theory based papers. She does not even mention in a breath the plethora of history, archaeology, theology, medieval science, linguistic papers, much less in literature the philology and historicist and neo-historicist readings or the manuscript studies and other fields I've missed. Not once are any of those even hinted at as having been a part of the Congress. Again, I don't believe that she just missed those and wasn't aware of them: she had a program obviously! She chose specific sessions! She talked to people! No, again, this was a deliberate omission for her audience.

Again, I could go on, but why these cheap rhetorical tricks, why the audience of The Weekly Standard?

Let's remember that The Weekly Standard is the neo-con sourcebook. These are the folk who in their first issue after 9/11 equated the events of that day with Saddam Hussein, whose issue rather than sporting a picture of bin Laden, had Hussein's photo...and this issue appeared before even Shrub, aka Pres. Bush, decided that Hussein was at fault (see timeline in Richard Clark's book). Remember that the senior writer of The Weekly Standard, Matt Labash, has gone on record stating that the method of journalism which they use is utterly subjective: "We've created this cottage industry in which it pays to be un-objective. It pays to be subjective as much as possible. It's a great way to have your cake and eat it too. Criticize other people for not being objective. Be as subjective as you want. It's a great little racket. I'm glad we found it actually." (http://www.journalismjobs.com/matt_labash.cfm). He also says that he looks for pockets of journalism not previously covered in choosing his stories.

All very interesting I'm sure the one or two readers out there is saying, but what does this have to do with Allen's piece? I'll get there. Let's look at what else Allen gets herself up to. She's a writer at Minding the Campus. Minding the Campus describes itself as being interested in Intellectual Pluralism, but then turns around and cites Harold Bloom and _The Closing of the American Mind_, yet in my view their description of Bloom's ideas do not match the book I read. They claim that they want to foster honest engagement in ideas, and yet we find that their writers like Allen obviously are not interested in honest and open exchange of ideas--just look at her article on Kalamazoo! Minding the Campus is part of the Center for the American University sponsored by The Manhattan Institute. The Center describes itself first by describing what it isn't: it isn't a modern university that stifles diversity of thought. They claim that their purpose is to restore "the original conception of the university": "We want to foster a university based on neither conservative nor liberal doctrines, but rather on the search for knowledge and truth. Discovering truth, however, is impossible without a commitment to freedom of inquiry and the broadest possible range of viewpoints-what we call intellectual pluralism." HMMM, well no wonder they're after the medievalists! We know what the original conception of the university was! And talking about that would rather destroy their claims and activities. As a test case, they decried Churchill and attacked his scholarship and credentials. Fascinating. Now there were certainly problems with Ward Churchill's scholarship and credentials, no question there. I'm just pointing to the fact that while claiming to uphold freedom and diversity of thought in the university, these folks are talking out of both sides of their mouths: just like the Weekly Standard attacking "liberals" for being subjective, but being subjective all they want. Its a nice racket. So CAU and Minding the Campus will continue to attack American thinkers and universities as not being up to snuff.

What else do these folk want? Well, one thing they want is a return to the Great Books of Western Thought tradition. Allen herself writing in the LA Times criticizes the American university system for forgetting what it is that students need to know, who Plato was and what happened at Appamottox: http://www.latimes.com/news/opinion/la-op-allen7jan07,0,6765169.story

A couple of paragraphs later Allen says: "Instead of the carefully crafted core programs that once guided students through the basics of literature, philosophy, history and the social sciences, most colleges now offer smorgasbords of unrelated classes for their students to sample in order to fulfill requirements. And the professors stock the smorgasbords with whatever the theorists they idolize tells them is the new new thing." What university has she been to? The article criticizes Occidental university for a class titled "The Phallus" a course on feminist and gay takes on the male member, well it isn't really that at all: http://faculty.oxy.edu/tobin/ctsj342/phallussyl.htm. Immediately after this she writes to suggest that the Phallus course receives the same credit as the Greek tragedy course. And that's not false, but what she doesn't tell you is that both courses are electives, not requirements. She doesn't talk about Occidental's Core program that aims for "global literacy" in which the freshman spends a year exploring literary studies, art, science and math, etc around a particular subject. No wonder Allen is upset! Plato and Aristotle, authors of some of those great books that Bloom, Minding the Campus et al want students to read, taught us that one's allegiance is the POLIS, one's people or nation (polis is of course the city state, but moderns emphasize the "state" part of that), and that cosmopolitanism is undesirable! But they sort of ignore that the ideas of Socrates is what fueled and spread the kind of cosmopolitanism that places like Occidental want to engage in and spread. But I guess that's the fault of selective reading.

Allen also writes at beliefnet. She wrote an article there on Hildegard of Bingen having become "politicized." http://www.beliefnet.com/story/6/story_622.html She attacks the "liberal church": http://commentisfree.guardian.co.uk/charlotte_allen/2006/12/charlotte_allen_on_episcopal_r.html

Ok, let's put it all together. We can not afford to merely dismiss Allen's Weekly Standard piece as just a rehash of anti-MLA, anti-postmodern hype. The people she writes to and for are people who read the Standard, the current administration for one, people who want to compose and impose lists of facts and works that every student in a college or university in the USA must read and know. They engage in double speak: while touting intellectual diversity and the exchange of ideas, unlike what they think the current state of the university is, they turn around and engage in subjective judgments, conclusions not supported by facts or clear, reasoned arguments. But they have influence, influence that affects policy, and those policies affect all of us who teach and work in American academia.

Now I'm not saying that there's a conspiracy out there. I am saying that merely dismissing Allen and her ilk would be a mistake. We need to respond, not in kind, but by being the intellectually diverse, thoughtful, and engaged bunch that we medievalists generally are and show why Allen and her ilk are mere cranks, willing to lie and twist the facts in favor of an agenda that they claim they do not have. As many a Western philosopher and theologian has said over the centuries, the deeds must match the words: their deeds illustrate all too clearly that the ideals they spout are not the ideals they espouse. Intellectual diversity for them means one kind of thought: theirs. They invoke Socrates, Plato, and Jesus, and yet when faced with thinkers in the tradition of Socrates, Plato, and Jesus they decry them. I'm suggesting that we need to watch, respond thoughtfully, and not let things like this merely irritate and create a flurry of posts, to be forgotten soon. Vigilate, fellow medievalists, vigilate!

Monday, May 19, 2008

Carnivalesque XXXIX

The Ancient/Medieval Carnivalesque is up over at A Corner of Tenth Century Europe. A job well done too!

Thursday, May 15, 2008

Biblical Exegesis in Surprising Places

A few weeks ago over on Homilaria, Derek had a post on the interpretation of scripture in the liturgy. I intimated in the comments that surprising places of exegesis occur elsewhere too. One of those places is the plethora of "biblical literature" that occurs throughout late antiquity and the middle ages. I have a post on that in the works, well, it may never get done since its the topic of a book of essays I'm collecting and editing with Norb Wethington and we need to get this project D-O-N-E, so a lengthy post on the topic will probably have to wait.

In the meantime however I offer my Congress Paper of 2008. It is as it was read and was written to be read (I do try to take into account that I have an audience who is LISTENING when I write these things) and so has no footnotes etc and repeats key points.

For those who want the precis, I argue that Aelfric of Eynsham's biblical exegesis as presented in texts and letters where he is being the most original and least dependent on Latin sources reveals the influence of Old English poetry, in the case of this paper Cynewulf's Fates of the Apostles and Daniel. In the chapter from which this comes in the ol' dissertation I argue that he also knew Genesis A and B, Exodus, and Judith.

Monday, May 12, 2008

Kalamazoo 2008

Since I started this blog in 2003, I've always meant to do some live blogging of the Zoo (aka the International Congress on Medieval Studies). But its is just too busy and I have too many meetings and sessions to get to a computer and type. So here is my summary from Wednesday to Sunday this year:


So my K'zoo was as follows:

Train was late, but still early enough to get registered and meet friends at various places, and of course stayed up way too late, 4 AM.

I have a standing 8 AM meeting, and have taken on the editing of a volume. But the meeting was short, shortest on record, and I was able to do some browsing before the first session. I went to the first session and heard three good papers on Alcuin, an understudied author if you ask me, and each paper brought out some interesting aspects of his work.

I went to lunch with friends, and skipped the second session: I find that I can only do 2 sessions (6-8 papers) a day, otherwise the papers begin to jumble together and the last session is difficult to maintain attention throughout. So I browsed the books a bit and took a short nap. The third session of the day I went to a session on the classical tradition in Anglo-Saxon England and heard 2 very good papers (esp. the second one!) and a pretty good paper on various aspects of the classical authors being used by A-S authors: Bede's take on some of Jerome's etymologies, another paper on certain author's surprising Stoicizing ideas in the 8th/9th centuries of the person of Christ and the survival in this surprising author of Stoic thought, and the third dealt with some of Bede's classical sources and sorting out whether he knew some of the authors he cites directly or through intermediaries such as grammars and rhetorical handbooks.

I missed Thursday evening sessions this year, having gone to a nice dinner with my Master's advisor, and so talked to people at receptions, and actually went to bed at an astonishingly early 12:30.

Friday began with a business breakfast which was very useful and delicious. Since I was reading and presiding in the 2 afternoon sessions, I skipped the morning session and practiced my paper and then spent the rest of the time perusing the books. Lunch was another business meeting. I read my paper, one person dropped out due to a last minute medical emergency, so there turned out to be only 2 papers in my panel, very, very different ones, but the other paper was quite good and interesting on Haimo of Auxerre's Christology. I read on the influenced of Old English religious poetry on Aelfric of Eynsham's biblical exegesis. The session I presided over had 3 interesting papers too. The first was on numerological interpretations by Augustine of Hippo, the second was a presentation of "lore" in notes scribbled in manuscripts, usually completely unrelated to the text(s) in the manuscripts! And the third dealt with the tradition of the "giants" from Genesis 6 in medieval exegesis of the Bible. There was then another business meeting, followed by the annual Anglo-Saxonist dinner together, always a fun time and educational too. There was then an after dinner party.

Saturday morning I was able to sleep in! No meetings! So I went to bed about 1:30 the night before, got up at 8:00, and then had a meeting at 9 about a book. I attended a session at 10 with 3 solid papers: one examining the Irish social backgrounds and words that the Latin peregrinus covers, one on the Catechesis Celtica that was actually more about construe marks (marks that show a Latin reader how to read the Latin) in certain catechetical manuscripts, and a third dealing with difficult Latin words in an Irish-Latin saints life. I had lunch with a well known medieval blogger and another friend, and then met with the publishers to whom I'm under contract to see how the projects are proceeding. So I missed the first afternoon session, and went to the second afternoon session, a session I organized in honor of a great teacher: all 3 papers were excellent! One dealt with the cult of Aethelflaed, lady of the Mercians, the second with the Old English poem Judith, and the third with how Aelfric presents sins of men vs. women in his LIves of Saints. Some friends and I have a standing tradition for Sat night dinner, and then off to the best reception of the weekend. After that is the annual Dance of the Medievalists that went on until 2 AM, then to bed.

Sunday morning I slept in til 8 and went to an 8:30 session on a project digitizing an important manuscript, and then a 10:30 session on theory in the early middle ages. And that was all, brunch with friends, and then pack up and head home.

I missed many good sessions, and renewed and deepened old acquaintances, made new acquaintances, and learned a good deal: academic stuff, news of who is where now, job and position openings, etc. I didn't buy a lot of books this year: 2 Latin primary texts recently edited, a history of manuscripts, finally bought the Heliand, and 2 books for writing reviews. I'll let you know how they are, if anyone is interested.

So that's my Kalamazoo 2008.

Tuesday, May 06, 2008

Da News

The biggest news in Medieval related things is that the International Congress on Medieval Studies starts on Thursday and goes to Sunday. Since I'll be in attendance, there will be no news update next week, but all news I can gather or that is sent in will appear the week after.


Scientists discover drops of truth in the first flush of medieval
medicine


Japanese Royal Tomb Opened to Scholars for First Time

Carpet of stone: medieval mosaic pavement revealed

Thursday, May 01, 2008

Thursday, April 17, 2008

Scribal Error and DNA Mutation

I bet no one thought those two topics would be discussed in the place at the same time, ever. Certainly never occurred to me. But Jonathan Jarret at A Corner of Tenth Century Europe points to this site at http://www.bioc.cam.ac.uk/uto/howe.html that does just that. The point of the article seems to be to point out that scribal errors down a manuscript stemma show a remarkable similarity to mutations down a DNA string over time. Interesting, but who knows what it means.

The problem of course is that it assumes that the more copies a text goes through the more scribal error there will be. But that isn't the case. Part of the problem in textual criticism is that such assumptions are easily proven false, and one part of the stemma may indeed be very pure, even centuries and multiple copies removed from the the original, while another copy only one copy removed from the original may be rife with errors. In fact, this is just the problem I'm facing right now: I have a mnauscript very close to Aelfric's lifetime that contains many errors, another that is 2 centuries later, and other than updating the orthography into late 12th, early 13th century orthography (the ge- prefix on verb forms in OE becomes an i- prefix for example), is remarkably free of scribal error even though there is active editing of the text (leaving out portions on purpose). That is, the later manuscript, which displays activity that should add a layer of opportunities and situations that give rise to scribal errors is surprisingly free from such errors whereas a manuscript that is supposedly a straight copy and is close to the original has many scribal errors. So far as I know, such an example is not something duplicated in DNA, but I could be wrong, and undoubtedly will be corrected.

Wednesday, April 16, 2008

Krister Stendahl and David Noel Freedman

It is with sadness that I pass on the news making the round of blogs and e-lists that Krister Stendahl has passed away. I have to say that he was influential on my own fledgling biblical theology career way back in the day. I even met him once at a rather intimate gathering where he presented a paper and had a q and a session and he allowed me a few moments afterward to ask questions privately. I doubt he remembered, why would he?, but I do. That's a teacher! An obituary

Edit: Also, I've been informed that David Noel Freemdan has also passed away. Hard to stand on the shoulders of giants when the giants keep dieing out from under one. May they rest in peace. Update: Today's LA Times has an obituary: http://www.latimes.com/news/printedition/california/la-me-freedman17apr17,1,3210473.story

Wednesday, April 09, 2008

Tuesday, April 08, 2008

So Sad

I've been involved in another forum in a discussion about the early medieval period. I reacted, perhaps too strongly, to characterizations of the period as "having no keen interest in classical antiquity" and "the Merovigian kingdom in particular was a dark age for learning" and to citations of books such as Charles Freeman "Closing of the Western Mind" which accuses Constantine and the church of giving up "reason" that was resuscitated until Aquinas, devoting a whole 4 pages to 6 centuries of thinkers. I had thought that after Peter Brown and the reassessment of Late Antiquity of the last 35 years or so, that we'd gotten past this, but apparently not when well educated, intelligent people can speak of the "dearth of science" in the period seriously or that there was no philosophy etc.

We Early Medievalists have a long way to go.

Saturday, March 22, 2008

A Model of Sub Roman Britain

his has been about 12 days in the creation and probably needs a lot more tweaking. But here it is. Next: Aelfric of Eynsham: Nobleman or Commoner?

I've been doing some thinking and tieing some reading together, of course quite outside the dissertation work I should be doing. But I thought I'd set it down here in part to help get my own thoughts in order.

Turning to sub-Roman/early Saxon Britain, there are several unresolvable problems at this point. The current model, being challenged in some quarters, is that the Anglo-Saxons completely displaced the British populations in the fifth century in the South and East of the island. This makes sense of our historical sources, and of the fact that linguistically, Brittonic had very little impact on early Old English.

Archaeology and now genetics have been challenging that view, however. Archaeological finds over the last half century have rather strongly suggested that in fact Celts remained in Anglo-Saxon controlled territories, and we add to that that Celtic names appear in the the regnal lists of almost all the A-S kingdoms, and add to this sources such as Ine's laws that describe Welsh being landowners in early Wessex and having status. In 2002-3 two studies were produced that proved on genetic evidence that other than the East Central portion of the island, Germanic genetic impact on the population was slight, and the further west and south, the less Germanic impact genetically, even in areas traditionally and historically where there were Anglo-Saxon kingdoms. So how do we explain all this? Well, I have a model, and I'm working on the details that does explain it, and I'm told that while some parts of my model have been discussed, other parts have not. So here goes:

The Saxon Shore forts likely were chiefly staffed by Germans under Roman command in the 4th century, as witnessed by the Germanic goods found in some and the name. These Germans likely had functional Latin, not necessarily literacy, but enough to communicate with their Roman commanders and cohorts, typical of other Germanic foederati on the continent (thinking in particular of the Goths). Further, we know that the Romano-Brits were fairly Latinate, the amount of Latin inscriptions, esp. graffiti, from the period far outnumbers the number of Brittonic inscriptions. We also have Patrick, out in the West who mentions being taught Latin, but he didn't apply himself as a youth, and he uses Latin terms to describe the position of his father, etc suggesting that though a learned language, Latin nonetheless made significant inroads. So when the Romans pull out, and the Romano Brits remain and continue to "hire" the German foederati in the Saxon Shore forts as their military muscle, they use Latin to communicate as a common language, again on the model of the Goths in Italy and Acquitaine. As Roman Britain breaks up into localized areas of power and new kingdoms, and at first this process has nothing to do with the Germans so much as powerful provincial level taking control where they can, there is naturally some friction between these new emerging kingdoms. Some allied with the Germans, but over time the Germans began demanding more, as Gildas tells us. In some cases, this demand was met, in some cases (like the later Vikings) it wasn't and the Germans either left, or fought and took over. As the Germans took over in some areas, the Brits split into essentially 3 groups: a) those who followed the Germans, or the mixed Celtic-German alliances b) those who rejected the Germans and c) those who left to Brittany. It can not be sustained on the basis of genetic evidence and archaeological evidence that the divide is solely Saxons in the North and East chasing the Celts to the South and West. We know from ethnogenesis on the continent that the lines among the various Germanic groups was porous and peoples were born, died, and were transformed into new entities with regularity. We also see on the continent that new peoples coming into being were united not just by conquest but also by laws, stories, etc to form an identity. That almost seems contradictory, but it took time for that identity to solidify and if a "people" like the Franks could maintain their hegemony long enough for the new identity to solidify and take hold, they remained far longer whereas others like the Hunnic empire quickly dissipated after Atilla. So back to Britain: I'm suggesting the same forces of ethnogenesis were active there: that we have the blending ethnically of Romano-Celt and German and the identity that won out and solidified greatly depended on a number of factors, but we see the "Saxon" success in the south with the Gewissae, Essex, Sussex, etc even though most of these royal geneologies contain Celtic names in the early days. They seem to have quickly adopted wholesale not just German culture but the migration myth (an old one: even the Romans had one as did the Greeks) as well. In the West, there were probably far fewer Germans since they weren't needed there as foederati, so it is natural that the Romano-Celt identity won out, and in Wales, the last place Romanized, and so the first unRomanized, the almost "pure" Celtic identity in the North. So this gives us several Celtic and Germano-Celtic kingdoms vieing with one another over the course of the fifth and sixth centuries.

Now several things are resolved here since this model differs somewhat from what the model of German displacement of Celtic populations or the model of an "elite" ruling over Celts, both long debated. This model involves fusion of Germans and Celts in the North and East, and not in the West.

First, many have problems with the lack of Brittonic words borrowed into Old English during the initial or Early Anglo-Saxon period. But if the language of exchange during this period with the Romano-Brits was Latin, there would be few such words from Brittonic save those borrowed into British Latin==and this is why we have 25-30 words borrowed from British Latin into Old English and only about a dozen Brittonic words, many of them place names or geographical features.

Second, it uses models of ethnogenesis of German and Roman intermixture that we see in Gaul, Hispania, and Italy, and to a lesser extent in Vandal N. Africa. In the absence of the Empire, the Romano Brits split into defensible units, those especially in the east hired the Germans the empire had already hired. And in true Roman fashion for most of the late empire period, those with the backing of the military get the power, and within a generation or two the Germans were promoting their own chiefs as rulers of the area rather than Romano-Brits.

Third, this model resolves the tensions between the historical, archaeological, linguistic, genetic, and ethnogenetic evidence that the current two models do not do.

There will be objections. Most place-name scholars and history of english scholars for instance assume that the Romano-Brits largely spoke Brittonic, and so explaining the lack of Brittonic words in Old English is difficult to explain: hence most of these would argue for a displacement theory. But this really hasn't made sense of the level of Latinity that we find: Patrick, Gildas, and lest we forget, Pelagius and how widespread his teachings, written in Latin in Rome, were and the visit of Germanus, the Latin graffiti. Vindolonda provides an interesting model: one of my favorites is an Egyptian soldier writing home for socks in LATIN! Even in Hellenistic Egypt, this soldier can expect his mum to read enough Latin to send him socks. By the time that letter was written c. 100, Egypt had been a Roman province just over 130 years or so. Can we expect any less in 410 after Britain had been Romanized for 350 years? My answer is that we should in fact expect exactly that. And if so, and if as suggested above the original language of exchange between Roman-Brits and Saxons would be Latin rather than Brittonic, then we should be looking for words borrowed into English of Latin origin that came in during that early period. *wic as a word and place name is such a case, from Latin vicus, a dependent economic unit near a Roman road according to Coates. Another such word is cempe, from Latin campus, a warrior in OE, a military camp in Latin. So it seems to me we ought not be assuming a low level of Roman culture and language in Britain, but rather a relatively high one.

I've been told that a number of sub-Roman British scholars view Britain as itching to throw off the Roman yoke, and so would say that Latin and Roman culture was a mere veneer on top. My source indicates that the basis for this view is Tacitus who talks about his father's experience in Britain. But there is something a bit obvious here and I have to say that I can hardly believe that this hasn't been brought up, but my source doesn't think so. Tacitus is writing the Agricola circa 98-100 CE, about 50 years after the Romans take over. He also has an axe to grind, presenting the "freedom of the native Britons vs. corruption of the empire." Now we know from many many many sources that the Romans were patient and as in Gaul slowly and surely Romanized everything. But it took time. Tacitus should no more be taken as evidence of attitudes and actions in 400 CE in Britain than Herodotus should be taken as a description of Roman era Greece or William of Malmesbury be used to describe Tudor England. By 400, Rome had controlled and been Romanizing Britain's provinces for 350 years and what evidence exists suggests a successful strategy of Romanization. To such an extent that men in the east of the island like Vortigern are following Roman policy of hiring German mercenaries. (and on this there was an article, I've forgotten by whom but should look it up, that argued that Vortigern was most likely hiring Hengest and Horsa against a threat from the continent (prob. the Romans) rather than the Picts. And we should expect as we see in Patrick and in the inscriptions and in Pelagius a rather high level of Romanization there, linguistically and culturally.

But wait, some might say, what about the British usurpers! They surely show Britain's willingness to throw off the Roman yoke in the late fourth century, and hence indicate less Latinity and Roman culturalization. No. The usurpers are Constantine wannabes. They want not to throw off the yoke of Rome: they want to be at the center of Rome as Constantine before them had begun in York and ascended to the purple. Look at their actions: they aren't rebelling against Rome and setting up shop, they're invading Rome and setting up shop, or trying to. Constantius III is trying to stop the German advance in Gaul not because he feels threatened in Britain, but because if he does, he'll have made a huge step to taking over the Western empire, similarly Maximus before him. In fact, I'd argue that these usurpers actually are evidence for the level of Romanization: they are so Romanized that they behave just like the usurpers of the third and fourth century elsewhere in the empire who want Rome so much that they are willing to take it by force. Maximus isn't a rebel, he wants to be emperor! Likewise Constantius etc.

Well, there's tons more to say, about Orosius and all the details etc, but the gist of the argument. Its greatest impact is on the linguistic end, but the model does strive to make sense of all the evidence we have.

Thursday, March 20, 2008

Intensive Latin and Greek

Intensive Beginning Latin and Greek Courses
in Philadelphia this summer (2008).

June 16 - August 8; 9 am - 3 pm, Mon -Friday.

We use Christian and Classical texts, daily oral
practice; Wheelock's 3rd edition for Latin; Crosby and
Schaeffer for Greek.

Friendly, experienced staff. Perfect for the
medievalist.

Coverage of all basic grammar, vocab, plus drills and
much reading practice. Daily quizzes and vocab review.

Tuition $2800. We promise not to make you cry!

International Institute for Culture (check us out on
the web:www.iiculture.org)

Call 610 785 6547 or email gmalsbary@msn.com

Wednesday, March 05, 2008

What Do You Do With an Abbot Like Aelfric?

As I work on completing this project, I'm noting more and more that Aelfric didn't seem to approve of Aethelred much. Two examples occur in the Letter to Sigeweard's discussion of Old Testament figures. The first, Saul, everywhere else Aelfric cites as an example of how not to be....except here where he mentions Saul's faults with a wave of the hand but emphasizes Saul's battles against the "heathen." Likewise, David's long reign is summarized by his successful battles against the heathen, successful because he worshiped God and did good works. It is hard not to see these comments as an implicit criticism of Aethelred's policies and actions during the campaigns of 1001 and 1002 and so on, and the policy of buying off the Vikings rather than engaging in battle.

More Aelfric to come!

Tuesday, February 26, 2008

Things I Learned This Week

Almost all of last week, our internet was out. It amazed how dependent I've become on the 'net, not only so, but how much actual time I WASTE doing things like blogging, reading blogs, newspapers, elists and the like. So that was one thing I learned.

I also finished rereading Peter Brown's biography of Augustine, who I note produced volumes of works while he complained of being distracted by the duties of being a bishop et al. There's a lesson in there (I also remember John Wesley wrote while riding horseback between preaching engagements).

Embarrassingly, I'm finally reading Gregory the Great's Dialgoues, in translation. It never struck me before how very similar in style Bede's Historia is to the Dialogues, the difference being that between anecdotal hagiography Bede tells what we moderns might call real history. Nonetheless, the similarity to me is quite close and astounding, and I've begun to wonder how close Bede's Cuthbert is to Gregory's Benedict.

Writing a review, an overdue one, I was reminded by the editors of the volume I'm reviewing that two figures important for Anglo-Saxon and Biblical studies from the 17 century have no full treatment of their lives and work: Junius and Ussher. Junius at least has been the subject of some articles, but there's precious little on Ussher.

And something actually dissertation related, shocking as that might seem: The Letter to Sigeweard has largely been ignored in modern scholarship, and now after detailed study of it, I can almost see why. On the surface it seems so much like so much else of what Aelfric wrote. But there's gold in them thar hills, or I've wasted 4 years working on this beast.

Monday, February 11, 2008

Why I Teach Medieval Literature I

This post has been some weeks in the making and I'm not sure its done yet. It certainly needs a good deal of polishing. But here it is, at last, after two weeks of thinking about it. I'd like to hear from others on the question too.

The folks over at In the Middle were tagged with the "Why I teach" meme. I wasn't, but the comments there touch on things near and dear to me from defenses within the academy of why I/we do medieval (esp such arcane things as Old English, Old Norse, Anglo-Latin etc) and of what use are they, questions asked generally of the Humanities, but even within the Humanities there are those subfields that are looked at askance and need to defend themselves even more. And with fellow bloggers over there, I have to say that I could mount a rousing defense that in the end would be demolished for all sorts of reasons, and so get us to the suggested nihilism of Fish's recent comments (when taken at face value anyway): Study of the Humanities means nothing.

But I don't know that I agree either with Fish's actual intent and certainly not with his surface level meaning. Ok, I do know, I don't agree. But it made me think and ask why the Humanities, and specifically why medieval humanities? I wanted to think about not just why I teach, but why I teach what I teach.

Well, first, I teach Medieval Literature for me. I love the stuff. I love what it tells us about the period, how it appropriates the past, esp. the classical past, how it molds and melds language and motif from differing cultural traditions and combines all that into a foundation for something new. I love the interplay of literature and history, I love the manuscripts and codicological technologies that are yet with us, and being rediscovered in computers. There are few pieces of literature better than Beowulf, Old English Exodus, or Judith if you ask me. (And this gives me an idea for something else I've been trying to flesh out: how is it that I love this stuff while loving, but not quite as much, Gilgamesh, Genji, Odysseus, and Aeneas et al and how do they compare). Its beautiful, its moving, its complex, it both moves the soul and challenges the mind. So I teach it because of I love it. I hope to inspire others to at least appreciate it, if not love it, too.

I teach it because it tells us something about ourselves. Now I know this is true of any intellectual endeavor: the sciences at least in part study the human body, the genome, the brain, etc and our place in the universe. Other Humanities study, well, humans, the human condition. So why MEDIEVAL LITERATURE and LANGUAGES? Why not Jane Austen, the books to get lost in? Why not Conan Doyle and Sherlock Holmes? Or Dickens? Or African lit? Or Chinese history? (By the way, these are all subjects that I've delved into from time to time: I am if anything a restless mind). So that said, I'd like to address that one from a few different vantage points.

First, the question of why not something else is to a degree, well, silly. It implies that the Medieval is somehow less or other from some other field of Humanities study. It isn't. If I were a Miltonist or American historian the same question could be asked, "Why that and not this" and it would carry the same hidden implications. So "why medieval" rather than Li Po or Rashi is a question that to me has no value. All these are of value: and they all interconnect in some way. But I am but one person, and as G. K. Chesterton once said, if you try to stick the universe in your head, your head will crack. As much as I enjoy reading good literature and learning a language and reading history, anthropology, quantum physics, archaeology, theology, and so on, I can't be expert in it all, I can't study and teach it all. So I must pick and choose areas of expertise and be but a novice in all else. For me, I've chosen Medieval as that area of expertise and medieval literature and languages because the name fits so well: it is middle. This field enables me to study, read, and say at least a little something about the pre-Medieval past, about post-medieval early modern and later, about literary connections, about science, about other cultures and cultural contacts in the past and what that means for the present. So why medieval? Well, first I object to the implication that it is less worthy a field than others and second, because being "in the middle" (wonderful title of the blog I mentioned above too) is a great place to be because the middle of the wheel enables one to travel down all the spokes.

Second, there is the more utilitarian and practical reason. In spite of the rhetoric of the Englightenment and all that that our new, modern culture is "Roman" and based on Roman ideals etc. And though it is rhetoric, it isn't entirely wrong. At the same time, though, our culture is just as medieval as it is Roman. In fact, one could argue that the same Romanitas that the Medievals aspired to is the same Romanitas of the so-called Renaissance and Enlightenment. Not only so, but much that we use and think everyday is medieval in origin. Our ideas of leadership have far more to do with "god cyning" than with a Roman senator or emperor's image. The calendar we use, though often with Latin based names, owes a great deal yet to Bede. Multiple inventions including windmills are medieval in origin. Rightly or wrongly our ideas of class, and the obligation of the "upper" class to provide for the lower classes is a medieval concept. The abolition of slavery was a medieval concept. In fact, I may be wrong, but so far as I know no Christian writer before Aelfric and Wulfstan called for the practice of slavery to cease, not even St. Patrick who in his letter to Coroticus called for slavery of Christians by Christians to cease, somewhat more limited in scope. But even at that, it is a medieval writer who gives us this first taste of freedom. The notion that there are rights that inhere to others besides those in power that must be protected is in origin a medieval idea. And so on....And let us not forget that a great deal of the relationship between various Arabic and Muslim states and the West is still influenced, at least on their part, by medieval perspectives and events. The medieval is all around us and effects our life every day. Ignore it at our peril. I teach medieval literature because I believe that those dang medievals shaped our world, and what's more, they shaped the way we read and look back to the Greco-Roman past. Teaching the medieval is to teach something about the modern world and how the modern world became what it is. On a larger view, it teaches something about us as individuals and as a world.

Third, there's more practical stuff. Teaching languages, or at least teaching about words, is a way to approach any and all literature, esp. in English. The more about LANGUAGE students know, the better off they'll be both as people but also as future employees out there. It is language that ties us together, and it is language that tells us stories. So I teach because I love language, and also because learning about language, medieval languages, helps students known their own language and to better approach the literature I teach.

Fourth, yep, yet more practical, always the practical, is that Story is for me where its at. It is our stories that tell us about us, tell us about who someone is deep down, and tells us about that human experience and gives us lessons of how to live, or can critique our world and where we're going. Stories entertain, inform, and challenge all at the same time. I teach medieval literature because these stories say a great deal about all that and they were stories, unlike say a John Grisham novel, that entertained for CENTURIES rather than for a few years only to become remediated (and made into a different story in the process) into a film. So I want to know why these stories lasted so long and were told so much and are still being told and still fascinate. And I want to pass that question on to others to think about.

So those are reasons I teach medieval languages and literatures. I think they're good ones. It isn't going to save anyone, but Medieval Languages and Literature will certainly make someone's life better. Once a story is read, it is yours forever, whether the story of a word or the story of a hero, and may inform how you live and think.

Tuesday, February 05, 2008

Patristics Carnival Up

Patristics Carnival Up

The Week's News

Black Death not indiscriminate killer

AND

Black Death targeted the weak


Doctor writes about medieval murder



Gold ring treasure found in field


A Byzantine Encyclopaedia of Horse Medicine: The Sources, Compilation
and Transmission of the Hippiatrica.


TRAVELING EUROPE IN STYLE WITH AUCKLAND DINGIROO, DARK-AGE TOURIST AND
CRITIC OF FOOD AND DRINK: MYSTICS, HERMITS,AND PROPHETS



Bones found as site is cleared


Visitors flock to castle after TV exposure

CASTLE SHOULD BECOME 'A UNIQUE ATTRACTION'

UNVEILING OF PAST GLORIES

Medieval treasure at centre of ownership row


TREASURE LINK THEOR
Y


Dig at homes site uncovers skeletons of eight monks


Minister rules out 'nonsense' chessmen bid


Experts unearth medieval Berlin under car park


More on the Lewis Chessman bruhaha:

Burning issue: Should the Lewis chessmen be brought back to Scotland?


Squabble after ancient seal find






Feb 4
Saints:
846 St. Joannicius
869 - Saint Cyril, Greek missionary to the Slavs
1189 St. Gilbert of Sempringham

Deaths:
211 Septimus Severus of Rome
708 Pope Sisinnius
855 Rabanus Maurus, archbishop of Mainz, dies
1498 Antonio Pollaivolo, sculptor

Events:
362 Roman Emperor Julian promulgates an edict that recognizes equal
rights to all the religions in the Roman Empire.
900 Coronation of Louis, "the Child," King of Germany
960 The coronation of Zhao Kuangyin as Emperor Taizu of Song
1194 Richard I, King of England, freed from captivity in Germany
1454 Secret Council of the Prussian Confederation sends a formal act
of disobedience to the Grand Master.



Feb 5
Saints:
251 St. Agatha - the model wife, patroness of Malta
348 St. Abraamius, bishop of Arbela, martyr
525 Avitus of Vienne, son of Isychius

Birthdays:
976 - Sanjō, Emperor of Japan

Deaths:
995 - William IV, Duke of Aquitaine

Events:
1205 Alexius V declared Eastern Roman Emperor
1265 Election of Pope Clement IV


Feb 6
Saints:
679 St. Amand of Maastricht

Deaths:
891 Photius, Patriarch of Constantinople
1215 Hojo Tokimasa
1378 Jeanne de Bourbon, wife of Charles V of France
1497 Jean d' Ockeghem

Events:
337 Election of Pope Julius I
743 Hisham ibn 'Abd al-Malik, 10th Moslem caliph, dies at about 52
1190 Jews of Norwich, England are massacred
1481 First Auto-da-Fe of the Spanish Inquisition

Feb 7
Saints:
St. Theodore the General (Stratelates)

Birthdays:
1478 Sir Thomas More


Events:
421 Constantius III becomes co-Emperor of the Western Roman Empire.
457 Leo proclaimed Eastern Roman Emperor
1301 Edward I revives the title Prince of Wales, confers it on his
son
1313 Robert, "the Bruce," captures Dumfries, Scotland


Feb 8
Saints:
412 St. Proclus, patriarch of Constantinople

Birthdays:
1191 Yaroslav II of Russia
1291 King Afonso IV of Portugal
1405 Constantine XI Palaiologos, the last reigning Emperor of the
Byzantine Empire
1487 Ulrich, Duke of Württemberg

Deaths:
1204 Alexius IV Angelus, deposed Eastern Roman Emperor
1250 Robert I of Artois, French crusader
1250 AL MANSURA; death of Fakhr ad-Din
1250 William II Longespee
1265 Hulagu Khan, Mongol ruler
1296 King Przemysł II of Poland


Events:
1250 7th Crusade defeated by Baibars
1254 William of Rubrick records the use of oracles among the Mongols
1492 Charles VIII of France enters Paris



Feb 9
Saints:
St. Apollonia
St. Teilo of Llandaff

Birthdays:
1119 Constantine Palaeologus

Deaths:
720 Umar II
1011 Bernard I, Duke of Saxony
1088 Muiredach MacRory (Marianus Scotus), Abbot of Ratisbon
1199 Minamoto no Yoritomo, Japanese shogun
1450 Agnès Sorel, mistress of King Charles VII of France

Events:
474 Zeno crowned as co-emperor of the Byzantine Empire
1098 Ridwan fails to relieve the Crusader's Siege of Antioch)
1119 Coronation of Pope Calixtus II in France
1292 First Scottish Parliament assembles at Scone
1401 Burning of a Mr. Sawtre as a Lollard heretic
1458 Marriage of Mathias I, King of Hungary, to Catherine of Bohemia


Feb 10
Saints:
Clare of Rimini

Birthdays:
1499 Thomas Platter, Swiss humanist

Deaths:
543 St. Scholastica
1126 William IX, Duke of Aquitaine
1162 Baldwin III, King of Jerusalem
1221 Muhammad Ala-ed-Din, Shah of Khwarizm
1242 Emperor Shijō of Japan
1278 Margaret II of Flanders
1471 Fredrick II

Events:
1258 Mongols sack Baghdad
1306 Murder of the Red Comyn
1354 1355 - The St. Scholastica's Day riot breaks out in Oxford, England, leaving 63 scholars and perhaps 30 locals dead in two days.
1480 The Emperor Go-Tsuchimikado occupies his Palace in Kyoto
1494 Founding of Aberdeen University
1495 Sir William Stanley, English lord chamberlain, executed



Blog of the Week: Got Medieval Muses on Medieval Warm Period in the News


Quote of the Week:
A Translation of O Mea Cella by Alcuin from
http://medieval.ucdavis.edu/120A/Alcuin.html

MY cell, my dearly lovely dwelling, farewell for ever, my cell. The trees stand all round you with their murmuring branches, a copse forever laden with flower-bearing leaves. All your fields will bloom with health-bringing herbs, which the hand of the physician plucks to cure the sick. Streams with blossoming banks gird you round, and there the cheerful angler stretches his nets. Thy cioisters smell of apple-trees in the gardens, and white lilies mingle with little red roses. Every kind of bird strikes up his matin song and by his singing praises God who made him. Once the kind voice of the master was heard in you, reading the holy books with devout lips. In you from time to time the holy praise of the Almighty rose from peaceful voices and hearts. My cell, I weep for you now in tearful songs, and I groan as I bewail my misfortune; for you have suddenly fled from the poets' songs and an unknown hand now possesses you. No longer now will Flaccus or the poet Homer or the youths come and sing under your roof. Thus suddenly does all the beauty of the earth come to an end, and all things are swept away one after another; nothing lasts for ever, nothing indeed is immutable. Dark night overwhelms even a holy day. Cold winter swiftly cuts off the beautiful flowers and a most bittcr wind ruffles the calm sea. The devoted youth who once chased Stags across the fields now leans on a stick, a tired old man. Wretched that we are, why do we love you, O world, as you flee from us? You flee from us, falling all the time and on every side. Keep on fleeing if you wish. Let us love Christ always and let the love of God possess our hearts for ever. May he defend His faithful servants from the dread enemy and snatch our souls away to heaven. Let us praise and love him equally with our whole heart; in his mercy he is our glory, our life, and our salvatlon.

Monday, January 28, 2008

News of the Week

Anglo-Saxon treasures will stay in region - vow

Same story, different take: MP in plea over ancient treasure

Event passed, but only thing I found on it: MEDIAEVAL FIND TO BE TOPIC
OF DISCUSSION AT MUSEUM


Medieval splendour as Ruins welcomes visitors

'Too good to be true' Thomson ivory declared genuine





Jan 28:

Birthday:
1457 Henry VII (Tudor) of England

Death:
814 Charlemagne; Louis "the Pious" inherits Frankish Empire
1232 Pedro de Montaigu, 15th Master of the Templars
1256 St. Peter Nolesco

Events:
893 Coronation of Charles III, "the Simple" as King of France
1077 King Henry IV submits to the Pope at Canossa
1256 William, King of the Romans, was killed
1393 "Bal des Ardents;" Death of the Count de Joigny, Yvain de Foix,
Aimery Poitiers, and Huguet de Guisay


Jan 20:
Saints:
591 St. Sulpicius

Deaths:
1118 Pope Paschal II

Events:
904 Sergius III crowned pope - beginning of the "Pornocracy"
1327 Coronation of Edward III of England


Jan 30:
Saints:
680 St. Bathild, Queen to Clovis II of France
Holiday of Three Hierachs (Eastern Orthodox)

Events:
435 Rome made peace with the Vandals, ending the "Fall"
1118 Election of Gelasius I as Pope
1328 King Edward III of England re-marries Phillippa of Hainaut
1349 Election of Guanther of Schwarzberg as King of Germany
1380 St. Catherine of Siena suffers a stroke
1487 Bell chimes invented


Jan 31:
Saints:
410 St. Marcella
626 St. Aidan (Madoc) of Ferns

Events:
314 St. Sylvester becomes Pope
1298 Peace of Tournai
1405 Jean de Bethencourt goes to France to obtain materials to
establish a colony on the Canary Islands