The Carolingian period represented a Golden Age for the abbey of St Gall, an Alpine monastery in modern-day Switzerland. Its bloom of intellectual activity resulted in an impressive number of scholarly texts being copied into often beautifully written manuscripts, many of which survive in the abbey's library to this day. Among these books are several of Irish origin, while others contain works of learning originally written in Ireland. This study explores the practicalities of the spread of this Irish scholarship to St Gall and the reception it received once there. In doing so, this book for the first time investigates a part of the network of knowledge that fed this important Carolingian centre of learning with scholarship. By focusing on scholarly works from Ireland, this study also sheds light on the contribution of the Irish to the Carolingian revival of learning. Historians have often assumed a special relationship between Ireland and the abbey of St Gall, which was built on the grave of the Irish saint Gallus. This book scrutinises this notion of a special connection. The result is a new viewpoint on the spread and reception of Irish learning in the Carolingian period.

This volume analyses the importance of history, the textual resources of the past and the integration of Christian and imperial Rome into the cultural memory of early medieval Europe within the wider question of identity formation. The case studies in this book shed new light on the process of codification and modification of cultural heritage in the light of the transmission of texts and the extant manuscript evidence from the early Middle Ages. The authors demonstrate how particular texts and their early medieval manuscript representatives in Italy, Francia, Saxony and Bavaria not only reflect ethnic, social and cultural identities but themselves contributed to the creation of identities, gave meaning to social practice, and were often intended to inspire, guide, change, or prevent action, directly or indirectly. These texts are shown to be part of a cultural effort to shape the present by restructuring the past.

This volume analyses the importance of history, the textual resources of the past and the integration of Christian and imperial Rome into the cultural memory of early medieval Europe within the wider question of identity formation. The case studies in this book shed new light on the process of codification and modification of cultural heritage in the light of the transmission of texts and the extant manuscript evidence from the early Middle Ages. The authors demonstrate how particular texts and their early medieval manuscript representatives in Italy, Francia, Saxony and Bavaria not only reflect ethnic, social and cultural identities but themselves contributed to the creation of identities, gave meaning to social practice, and were often intended to inspire, guide, change, or prevent action, directly or indirectly. These texts are shown to be part of a cultural effort to shape the present by restructuring the past.

The Carolingian period represented a Golden Age for the abbey of St Gall, an Alpine monastery in modern-day Switzerland. Its bloom of intellectual activity resulted in an impressive number of scholarly texts being copied into often beautifully written manuscripts, many of which survive in the abbey's library to this day. Among these books are several of Irish origin, while others contain works of learning originally written in Ireland. This study explores the practicalities of the spread of this Irish scholarship to St Gall and the reception it received once there. In doing so, this book for the first time investigates a part of the network of knowledge that fed this important Carolingian centre of learning with scholarship. By focusing on scholarly works from Ireland, this study also sheds light on the contribution of the Irish to the Carolingian revival of learning. Historians have often assumed a special relationship between Ireland and the abbey of St Gall, which was built on the grave of the Irish saint Gallus. This book scrutinises this notion of a special connection. The result is a new viewpoint on the spread and reception of Irish learning in the Carolingian period.

Irish scholars who arrived in Continental Europe in the early Middle Ages are often credited with making some of the most important contributions to European culture and learning of the time, from the introduction of a new calendar to monastic reform. Among them were celebrated personalities such as St Columbanus, John Scottus Eriugena, and Sedulius Scottus who were in the vanguard of a constant stream of arrivals from Ireland to continental Europe, collectively known as 'peregrini'. The continental response to this Irish 'diaspora' ranged from admiration to open hostility, especially when peregrini were deemed to challenge prevalent cultural or spiritual conventions. This volume brings together leading historians, archaeologists, and palaeographers who provide-for the first time-a comprehensive assessment of the phenomenon of Irish peregrini in their continental context and the manner in which it is framed by modern scholarship as well as the popular imagination.

Irish scholars who arrived in Continental Europe in the early Middle Ages are often credited with making some of the most important contributions to European culture and learning of the time, from the introduction of a new calendar to monastic reform. Among them were celebrated personalities such as St Columbanus, John Scottus Eriugena, and Sedulius Scottus who were in the vanguard of a constant stream of arrivals from Ireland to continental Europe, collectively known as 'peregrini'. The continental response to this Irish 'diaspora' ranged from admiration to open hostility, especially when peregrini were deemed to challenge prevalent cultural or spiritual conventions. This volume brings together leading historians, archaeologists, and palaeographers who provide-for the first time-a comprehensive assessment of the phenomenon of Irish peregrini in their continental context and the manner in which it is framed by modern scholarship as well as the popular imagination.