In answering the question of whether or not the Carolingian Period can be rightfully labeled as a renaissance, one must first come to terms with what definition of the word renaissance to accept and use as one’s measuring stick. In researching the definition in preparation for this seminar, I discovered that the term is pregnant with meaning, and that the popular understanding of the term only partially embodies the understanding given to it by scholars in the fields of history, art and medieval studies.
According to one major dictionary, a renaissance is “a movement or period of vigorous artistic and intellectual activity” or a “rebirth” or “revival” (“Renaissance – Definition”).
A second online source defines a renaissance as “a renewal of life, vigor, interest, etc.; rebirth; revival,” or “the activity, spirit, or time of the great revival of art, literature, and learning in Europe beginning in the 14th century and extending to the 17th century, marking the transition from the medieval to the modern world” and “any similar revival in the world of art and learning” (“Renaissance definition”).
While the definitions above provide a general framework that can be useful in popular discussions of renaissance, a scholarly definition lends us words and ideas that we can use to more clearly discuss the concepts at hand. Without a more focused definition, the current period in history could easily be called a renaissance with its “vigorous artistic and intellectual activity.”
According to G.W. Trompf, scholars use the term renaissance to mean “a certain kind of civilization which emerges as an invigorating dawn after the night of political upheaval, economic stagnation, and intellectual barrenness” (7). Trompf goes on to say that the term renaissance is used “more specifically to describe developments in the history of ideas, literature, and art” (7). Finally, Trompf more narrowly defines the term by making the declaration that renaissance “is primarily a cultural, and therefore primarily an intellectual development.” Trompf makes this narrow claim to differentiate the civilization described and the ideas and culture which it produces (8). While Trompf and other scholars have spent much time and effort analyzing this subject in much detail, a paper of this size cannot afford to do so. I will endeavor, then, to determine whether or not Trompf’s basic criteria for a renaissance are met by the Carolingian Period in Art History.
Charlemagne was crowned Emperor by Pope Leo III on December 25th, 800 (Charlemagne). Roman and Western Civilization had been in decline since before the fall of Rome in 476, marking a span of at least 324 years (Kreis, “Lecture 14”). The early middle ages were characterized by a corresponding decline in literacy and learning, and feudalism became the ruling form of government (“Early Middle Ages”). In fact, the decline of culture during this time period was so marked that Trompf states “No matter how near Charlemagne lies to the end of the Old Rome it is that seventh-century period of absolute cultural destitution in the West that counts” (9). When Charlemagne was crowned Holy Roman Emperor, he brought the areas of Southern Italy, France, Northern Spain, German, Belgium, Switzerland and Holland together under the banner of one large empire. In this new empire he encouraged a revival of Roman culture, including the resurgence of art, literature, and education (“Charlemagne”). Charlemagne brought the English Scholar Alcuin to Aachen to teach at the new palace school. Alcuin taught grammar, rhetoric, logic, geometry, arithmetic, astronomy and music to the monks and clergy of Aachen. Alcuin’s students studied the classical writers of literature, philosophy, and rhetoric (Kreis, “Lecture 20”). Charlemagne brought a new standard of coinage to the empire, relying on the value of silver to encourage trade. Charlemagne even went so far as to create a new writing style, called Carolingian minuscule, and to standardize Latin with new words useful for scholastic enterprise. Charlemagne’s strategies did much to invigorate education, unify his empire, and stimulate the flow of trade and ideas throughout his lands (Kreis, “Lecture 20”).
With Charlemagne’s accomplishments in view, let us turn back now to Trompf’s definition of renaissance. Trompf’s narrowed definition consists of “developments in the history of ideas, literature, and art” that serve to create an “invigorating dawn after the night of political upheaval, economic stagnation, and intellectual barrenness” (Trompf, 7). Charlemagne was born into a Western world in cultural decline. During his reign, he united greater Europe into a large empire. Charlemagne’s encouragement of educational and cultural reforms, introducing the study of the liberal arts and the reading of classical writers, did much to create the “developments” Trompf seeks when defining renaissance.
The Carolingian Period, then, can truly be defined as a renaissance. The growth and encouragement of learning, art, security and economic expansion that Charlemagne created during his reign created, for a time at least, a re-blossoming of classical though and culture, prefiguring the later renaissance of the sixteenth century.
Works Cited
“Charlemagne.” LucidCafe: Library. Ed. Robin Chew. 17 Jan. 2009
“Early Middle Ages.” Wikipedia. 17 Jan. 2009
“Renaissance - Definition from the Merriam-Webster Online Dictionary.” Dictionary and
Thesaurus - Merriam-Webster Online. 16 Jan. 2009
“Renaissance definition | Dictionary.com.” Dictionary.com. 16 Jan. 2009
Steven, Kreis. “Lecture 14: The Decline and Fall of Rome.” The History Guide. 28 Feb.
2006. 16 Jan. 2009
—. “Lecture 20: Charlemagne and the Carolingian Renaissance.” The History Guide. 11
Oct. 2006. 17 Jan. 2009
Trompf, G.W. “The Concept of the Carolingian Renaissance.” JSTOR. Arts & Sciences I
Collection. Mt. Hood Community College Library, Gresham, OR. 16 Jan. 2009
