The Swerve

The prime hunting grounds for Poggio and his fellow book hunters were the libraries of old monasteries, and for good reason: for long centuries monasteries had been virtually the only institutions that cared about books. Even in the stable and prosperous times of the Roman Empire, literacy rates, by our standards at least, were not high. As the empire crumbled, as cities decayed, trade declined, and the increasingly anxious populace scanned the horizon for barbarian armies, the Whole Roman system of elementary and higher education fell apart. What began as downsizing went on to wholesale abandonment. Schools closed, libraries and academies shut their doors, profes~ sional grammarians and teachers of rhetoric found themselves out of work. There were more important things to worry about than the fate of books.

But all monks were expected to know how to read. In a world increasingly dominated by illiterate warlords, that expectation, formulated early in the history of monasticism, was of incalculable importance. Here is the Rule from the monasteries established in Egypt and throughout the Middle East by the late fourth-century Coptic saint Pachomius. When a candidate for admission to the monastery presents himself to the elders,

they shall give him twenty Psalms or two of the Apostles’ epistles or some other part of Scripture. And if he is illiterate he shall go at the first, third and sixth hours to someone who can teach and has been appointed for him. He shall stand before him and learn very studiously and with all gratitude. The fundamentals of a syllable, the verbs and nouns shall be written for him and even if he does not want to, he shall be compelled to read.

“He shall be compelled to read.” It was this compulsion that, through centuries of chaos, helped to salvage the achievements of ancient thought.

Though in the most influential of all the monastic rules, written in the sixth century, St. Benedict did not similarly specify an explicit literacy requirement, he provided the equivalent of one by including a period each day for reading-“prayerful reading,” as he put it-as well as manual labor. “Idleness is the enemy of the soul,” the saint wrote, and he made certain that the hours would be filled up. Monks would be permitted to read at certain other times as well, though such voluntary reading would have to be conducted in strict silence. (In Benedict’s time, as throughout antiquity, reading was ordinarily performed audibly.) But about the prescribed reading times there was nothing voluntary.

The monks were to read, whether they felt like it or not, and the Rule called for careful supervision:

Above all, one or two seniors must surely be deputed to make the rounds of the monastery While the brothers are reading. Their duty is to see that no brother is so acediosus as to waste time or engage in idle talk to the neglect of his reading, and so not only harm himself but also distract others.

Acediosus, sometimes translated as apathetic refers to an illness, specific to monastic communities, which had already been brilliantly diagnosed in the late fourth century by the Desert Father John Cassian. The monk in the grip of acedia would find it difficult or impossible to read. Looking away from his book, he might try to distract himself with gossip but would more likely glance in disgust at his surroundings and at his fellow monks. He would feel that things were better somewhere else, that he was wasting his life, that everything was stale and pointless, that he was suffocating.

He looks about anxiously this way and that, and signs that none of the brethren come to see him, and often goes in and out of his cell, and frequently gazes up at the sun, as if it was too slow in setting, and so a kind of unreasonable confusion of mind takes possession of him like some foul darkness.
Such a monk--and there were evidently many of them-had succumbed to what we would call a clinical state of depression.
Cassian called the disease “the noonday demon,” and the Benedictine Rule set a careful watch, especially at reading times, to detect anyone manifesting its symptoms.
If such a monk is found-God forbid-he should be reproved a first and a second time. If he does not amend, he must be subjected to the punishment of the rule so that the others may have fear.
A refusal to read at the prescribed time-whether because of distraction, boredom, or despair-would thus be Visited first by public criticism and then, if the refusal continued, by blows. The symptoms of psychic pain would be driven out by physical pain. And, suitably chastened, the distressed monk would return-in principle at least-to his “prayerful reading."

There was yet another time in which the Benedictine Rule called for reading: every day at meals one of the brothers was assigned, on a weekly basis, to read aloud. Benedict was well aware that for at least certain of the monks this assignment would occasion pride, and he therefore tried to suppress the sensation as best he could: “Let the incoming reader ask all to pray for him so that God may shield him from the feeling of elation.” He was aware too that for others the readings would be an occasion for mockery or simply for chat, and here too the Rule made careful provision: “Let there be complete silence. No whispering, no speaking-only the reader’s voice should be heard there.” But, above all, he wanted to prevent these readings from provoking discussion or debate: “No one should presume to ask a question about the reading or about anything else, lest occasion be given.”

“Lest occasion be given”: the phrase, in a text normally quite clear, is oddly vague. Occasion to whom or for what? Modern editors sometimes insert the phrase “to the devil” and that indeed may be what is implied here. But why should the Prince of Darkness be excited by a question about the reading? The answer must be that any question, however innocuous, could raise the prospect of a discussion, a discussion that would imply that religious doctrines were open to inquiry and argument.

Benedict did not absolutely prohibit commentary on the sacred texts that were read aloud, but he wanted to restrict its source: “The superior,” the Rule allows, “may wish to say a few words of instruction.” Those words were not to be questioned or contradicted, and indeed all contention was in principle to be suppressed. As the listing of punishments in the influential rule of the Irish monk Columbanus (born in the year Benedict died) makes clear, lively debate, intellectual or otherwise,
was forbidden. To the monk who has dared to contradict a fellow monk with such words as "It is not as you say,” there is a heavy penalty: “an imposition of silence or fifty blows.” The high walls that hedged about the mental life of the monks‘ the imposition of silence, the prohibition of questioning, the punishing of debate with slaps or blows of the whip-were all meant to affirm unambiguously that these pious communities were the opposite of the philosophical academies of Greece or Rome, places that had thrived upon the spirit of contradiction and cultivated a restless, wide-ranging curiosity.

All the same, monastic rules did require reading, and that was enough to set in motion an extraordinary chain of consequences. Reading was not optional or desirable or recommended; in a community that took its obligations with deadly seriousness, reading was obligatory. And reading required books. Books that were opened again and again eventually fell apart, however carefully they were handled. Therefore, almost inadvertently, monastic rules necessitated that monks repeatedly purchase or acquire books. In the course of the vicious Gothic Wars of the mid-sixth century and their still more miserable aftermath, the last commercial workshops of book production folded, and the vestiges of the book market fell apart. Therefore, again almost inadvertently, monastic rules necessitated that monks carefully preserve and copy those books that they already possessed. But all trade with the papyrus makers of Egypt had long vanished, and in the absence of a commercial book market, the commercial industry for converting animal skins to writing surfaces had fallen into abeyance. Therefore, once again almost inadvertently, monastic rules necessitated that monks learn the laborious art of making parchment and salvaging existing parchment. Without wishing to emulate the pagan elites by placing books or writing at the center of society, without affirming the importance of rhetoric or grammar, without prizing either learning or debate, monks nonetheless became the principal readers, librarians, book preservers, and hook producers of the Western world.

Poggio and the other humanists on the trail for lost classics knew all this. Having already sifted through many of the monastic libraries in Italy and having followed Petrarch’s lead in France, they also knew that the great, uncharted territories were Switzerland and Germany. But many of those monasteries were extremely difficult to reach-their founders had built them in deliberately remote places, in order to withdraw from the temptations, distractions, and dangers of the world And once an eager humanist, having endured the discomforts and risks of travel, managed to reach the distant monasteries, what then? The number of scholars who knew what to look for and who were competent to recognize what they had come to find, if they had the good fortune to stumble across it, was extremely small. There was, moreover, a problem of access: to get through the door a scholar would have to be able to persuade a skeptical abbot and a still more skeptical monastic librarian that he had a legitimate reason to be there. Access to the library was ordinarily denied to any outsider. Petrarch was a cleric; he could at least make his appeal from within the large institutional community of the Church. Many of the humanists by contrast were laymen and would have aroused immediate suspicion.

This daunting list did not exhaust the problems. For if a book hunter reached a monastery, got past the heavily barred door, entered the library, and actually found something interesting, he would still need to do something with the manuscript he had found.

Books were scarce and valuable.