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The Monastic Rules of Visigothic Iberia - eTheses Repository ...

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opus quod faciat, ut non uacet”. 243 <strong>The</strong> Rule <strong>of</strong> Isidore, for example, makes it clear that not<br />

all converts were able to declare their devotion in writing, when it compares the recruitment<br />

<strong>of</strong> a monk with the recruitment <strong>of</strong> a soldier: “Sicut enim ii qui ad saecularem promouentur<br />

militiam in legionem non transeunt nisi antea in tabulis conferantur, ita et ii qui in<br />

spiritualibus castris caelesti militae sunt signandi nisi prius pr<strong>of</strong>essione uerbi aut scripti<br />

teneantur in numerum societatemque seruorum Christi transire non possunt”. 244 In its<br />

chiding <strong>of</strong> some conversational material, the Common Rule mentions the claim to be able to<br />

read and write as being something that was boasted about by monks: “et quasi nihil a Deo<br />

acceperint de propriis uiribus extollentur, et cum laudatores non inueniunt ipsi sibi in suis<br />

laudibus prosiliunt […] alius de legendo, alius de scribendo”. 245 Also, in one <strong>of</strong> the<br />

sentences from the pactum, quoted above, there is reference to monks who may not be able to<br />

sign their name, and so have to leave a mark (signum) instead: “Haec sunt nomina qui manu<br />

sua unusquisque subscriptionem uel signum in hoc pacto fecit”.<br />

In themselves, these pieces <strong>of</strong> evidence do not necessarily imply that illiteracy was<br />

widespread: there is far more evidence in the monastic rules <strong>of</strong> activity relating to a literate<br />

culture than an illiterate one. However, it seems a sensible assumption that postulants would<br />

have constituted a range <strong>of</strong> literate ability. On the one hand, there could have been postulants<br />

who represented extremes <strong>of</strong> the scale, such as high literate abilities or perhaps none at all; on<br />

the other hand, those in between, ranging from basic pragmatic literate abilities and onwards.<br />

In such a scenario, even if one could adopt an idealistic approach, whereby there existed<br />

some kind <strong>of</strong> internal educational structure for new converts, perhaps during the novitiate, it<br />

would nevertheless take some time before all converts were <strong>of</strong> a reading ability sufficient to<br />

243 Rule <strong>of</strong> Benedict 48.<br />

244 Rule <strong>of</strong> Isidore 4.2.<br />

245 Common Rule 13.<br />

94

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