CHARLEMAGNE

Literature - Ferris, Great Leaders; Emerton, Introduction to the Middle Ages; Guizot, History of Civilization; Wells, The Age of Charlemagne; Bryce, The Holy Roman Empire; Church, The Beginning of the Middle Ages; Lord, Beacon Lights; White, Eighteen Christian Centuries; Laurie, Rise of the Universities; Bulfinch, Legends of Charlemagne; Encyclopædia Britannica, Article on Charlemagne.

History, Character, and Purpose - Charlemagne was not only the greatest ruler of the Middle Ages, but one of the greatest and wisest rulers the world has known. By birth and instinct he belonged to the Teutonic race, to which, as before stated, the world’s enlightenment has been committed. Like Alexander the Great, Charlemagne united many peoples into one, until he ruled over the territory now included in France, the Netherlands, Germany, Austria, and Italy, in fact, his empire comprised the richest part of central Europe. He designed to rebuild the Roman Empire, and was crowned “Emperor of Rome” by the Pope, in the year 800. While he protected the Pope and was loyal to him, he did not admit the papal supremacy in matters of State.

Two very important influences were wisely utilized by Charlemagne in his work of civilization, namely, the political ideas of the Teutons, and the adhering power of the Christian church. He cherished German customs, and left, in various parts of Germany, many monuments of his love for that people. He was of commanding presence, being seven feet in height, and of good proportions, blond in type, and of genial manners. His real capital was at Aix-la-Chapelle, but Rome was a nominal capital. Bulfinch says of Charlemagne: “Whether we regard him as a warrior or legislator, as a patron of learning or as the civilizer of a barbarous nation, he is entitled to our warmest admiration.” If his successors had possessed the ability, enterprise, and breadth of view that characterized him, the world might never have known the period in history commonly called the “Dark Ages.”

Personal Education - When Charlemagne arrived at the estate of manhood and ascended the throne, he was ignorant of letters and lacked any considerable intellectual training. His education had been that of the knight who believed that skill in the use of arms and physical prowess were of far more importance than a knowledge of letters. After he had come to the throne, and especially after he had conquered his foes and had leisure to study the welfare of his people, he realized his deficiencies, and sought to overcome them by diligent study.

He called to his court the most learned men of the world, received personal instruction from them, and had them read to him and converse with him while at his meals. In this way he overcame, in a measure, the defects of his early education. He thoroughly mastered Latin, became familiar with Greek, and learned also grammar, rhetoric, logic, music, astronomy, and natural history. He never learned to write well, owing to the late period of life at which he began, and to the clumsiness of the hand accustomed to wielding the sword rather than the pen.

Among his instructors was Alcuin of England, the most celebrated teacher of his time. Charlemagne established the “School of the Palace,” and placed Alcuin at its head. Here the children of the emperor as well as his courtiers were taught. He had his own daughters learn Latin and Greek. France is indebted to Alcuin for its polite learning. Alcuin was also the counselor of the emperor in the educational matters of the empire, and it was probably his influence that led Charlemagne to adopt such broad views concerning the culture of his people.

General Education - We have seen that the prevailing idea was that education should subserve the interests of the Church. Charlemagne turned the current of thought toward the national idea. He believed in religious training, but wanted to found a great State, and therefore insisted that those things which encouraged intelligent patriotism should be taught. He protected the Church, but insisted that the Church was subordinate to the State, and that his will was law over both. Consequently he required priests to preach in the native tongues rather than in Latin, and decreed that monasteries that would not open their doors to children for school purposes should be closed. The priests, he insisted, should be able to read and write, should have a knowledge of the Holy Scriptures and of the chief doctrines of the Church, and should instruct the people in these things.

The seven liberal arts formed the basis of school instruction. Monks were not to remain in idleness and ignorance, but were required to teach, not only in the monasteries, but also outside of them. He also encouraged education among his nobles, and plainly intimated that merit and not noble birth would entitle them to favor. Charlemagne visited the schools himself, and required the bishop to report to him their condition. He thus became a superintendent of schools, being as familiar with the educational interests of his kingdom as he was with every other interest. He sought to teach first the priests and nobles, and after that the masses of his people. He introduced the practice of compulsory education for all children, and decreed that truant children be first deprived of food as punishment, and if that did not suffice, that they be brought before him.

Reading, writing, arithmetic, and singing were taught, especial attention being given to music, which was of use in the church services. The Apostles’ Creed and the Lord’s Prayer were also taught. In 801 Charlemagne decreed that women and children should receive instruction in the doctrines of religion, because he believed religion to be the foundation of a civilized nation.

Charlemagne’s career shines out in brilliant contrast with the ignorance and superstition of his age. The world was not yet ripe for his advanced ideas, hence when the work lost the support of his strong personality, its effects soon became obliterated, and a retrogression of civilization resulted.

The clergy, who had entertained but little sympathy for the enterprises of the emperor, soon closed the monasteries to outside students, and returned to the same practices from which the authority and energy of Charlemagne had aroused them. His work was not wholly in vain, however, for he laid the foundations of the Prussian school system.

Summary of Charlemagne’s Work - 1. He elevated the clergy by demanding greater educational qualifications of them and by insisting that they do their duty.

2. He gave dignity to native tongues by requiring the priests to preach more frequently in the vernacular of the people, and thus helped to make the services of the Church of greater profit to the people.

3. He opened the cloisters to the purposes of education, and thereby greatly extended their usefulness.

4. He sought to perpetuate religion and insure the stability of his empire by making education compulsory and universal.

5. He believed in the education of women.

6. He laid the foundations of future school systems, and indicated certain principles that are still recognized as valid.