Roger of Wendover

Pre-reading

Roger of Wendover ( ?-1236) was an English chronicler of the 13th century. At an uncertain date he became a monk at St. Albans Abbey; afterwards he was appointed prior of the cell of Belvoir, but he forfeited this dignity in the early years of Henry Ⅲ, having been found guilty of wasting the endowments. His later years were passed at St. Albans, where he died on 6 May 1236.

Wendover worked at St. Albans and is the first to work with the series of important chroniclers. The Flowers of History is his best-known chronicle. It is based in large part on material which already existed at St. Albans. Probably the actual nucleus of the early part of Roger’s Flowers of History is supposed to have been the compilation of John of Wallingford, who was abbot of St. Albans from 1195 to 1214.

The work done by John started from the year 1188, and was revised and continued by Roger up to 1235, the year before his death. Roger claims in his preface to have selected “from the books of catholic writers worthy of credit, just as flowers of various colors are gathered from various fields”. That is why he called his work Flores Historiarum— a title appropriated in the 14th century to a long compilation by various hands. It was finally completed at Westminster continuing to the year 1326, which was started at St. Albans based upon the Chronicle of Matthew Paris. Though it is now known that no actual chronicler of that name ever existed, the work was long ascribed to one “Matthew of Westminster”.

Prompts for Your Reading

1.What do you think is the purpose of recording past events? Is it to entertain people as stories or to warn them against evil doings or to educate them to follow good models?

2.What is Roger’s intention in Paragraph 1? Does he want to describe the wonderful aspects in the past or to redress misunderstanding of the values of history?

3.Recall any of the Bible stories that cover both good and evil deeds. Are there any lessons we can draw from them?

4.As an English chronicler of the 13th century, Roger bases his events on two resources. What are they and what contents do they contain generally?

5.Some historical works tend to be dull. How does Roger solve this problem in his history writing?

[1] We have thought good briefly to note the chief events of past times, and to give the lineage of our Savior from the beginning, with the successions of certain kingdoms of the world and of their rulers, for the instruction of posterity, and to aid the diligence of the studious hearer. But, first we will address a word to certain dull cavilers, who ask what need there is of recording men’s lives and deaths, or the various chances which befall them; or of committing to writing the different prodigies of heaven, earth, and the elements? Now, we would have such persons know that the lives of good men in times past are set forth for the imitation of succeeding times; and that the examples of evil men, when such occur, are not to be followed, but to be shunned. Moreover, the prodigies and portentous occurrences of past days, whether in the way of pestilence, or in other chastisements of God’s wrath, are not without admonition to the faithful. Therefore is the memory of them committed to writing, that if ever the like shall again occur, men may presently betake themselves to repentance, and by this remedy appease the divine vengeance. For this cause, therefore, among many others, Moses1, the law-giver, sets forth in the sacred history, the innocence of Abel, the envy of Cain2, the sincerity of Job3, the dissimulation of Esau4, the malice of eleven of the sons of Israel5, the goodness of Joseph the twelfth, the punishment of the five cities in their destruction by fire and brimstone, to the end that6 we may imitate the good, and carefully turn from the ways of the wicked; and this not only does Moses, but also all the writers of the sacred page, who, by commending virtue, and holding up vice to detestation, invite us to the love and fear of God. They are, therefore, not to be heeded, who say that books of chronicles, especially those by Catholic authors, are unworthy of regard; for through them, whatever is necessary for human wisdom and salvation, the studious inquirer may be able to acquire by his memory, apprehend by his learning, and set forth by his eloquence.

[2] The following work, then, is divided into two books, the first of which treats briefly of the Old Testament of the law of God, through five ages of the world, unto the coming of the Savior, as the same are marked by Moses the law-giver, with the successions of the kings of the Gentiles and of their kingdoms, without which the law of God could not conveniently be set forth. For Luke7, the evangelist, in writing the Gospel of Christ, made mention of Tiberius Caesar8, and the kings of the Jewish nation, whose days and years were well known to all, to the end that the advent of the Savior among men, and His works, which were of lowly origin, might come to the knowledge of all, by means of that which had more of splendor and notoriety; and this indeed was the way of almost all the writers of the sacred page, for the reasons above mentioned. The second book of this work treats of the New Testament, commencing with the incarnation of Christ and his nativity, and notices every year, without omitting one, down to our times, on whom the ends of the world are come, which we will treat of more at large in its proper place. Nevertheless, for the sake of fastidious readers, who are easily wearied, we think it good to aim at brevity in this our history, to the end that while they experience delight in a short and pleasing narration, we may kindle in their minds a love of reading that which does not weary, and, from listless hearers and fastidious readers, convert them into diligent students. Finally, that which follows has been taken from the books of Catholic writers worthy of credit, just as flowers of various colors are gathered from various fields, to the end that the very variety, noted in the diversity of the colors, may be grateful to the various minds of the readers, and by presenting some which each may relish, may suffice for the profit and entertainment of all...

[3] The second book of this work, commencing with the time of grace, treats of the nativity of our Savior, and of his works in the flesh, of the calling of the apostles, and of the saints of God now glorified in heaven, arranged according to the years of incarnation, without omitting one, down to our times, on whom the ends of the world are come; in the course of which it treats of all the Roman pontiffs and emperors. It treats, moreover, of archbishops, bishops, and other dignities of the church, of kings, and princes, and other great men, who in their times lived in different regions, and of their acts, whether good or evil. It treats, moreover, of the various chances that have befallen mankind, the prodigious and portentous manifestation of God’s wrath, to the end that, being admonished by past evils, men may betake themselves to humiliation and repentance, taking an example for imitation from the good, and shunning the ways of the perverse.

Notes

1.Moses: 摩西(Old Testament), the Hebrew prophet who led the Israelites from Egypt across the Red sea on a journey known as the Exodus. Moses received the Ten Commandments from God on Mount Sinai.

2.Abel and Cain：亚伯和该隐(Old Testament), the first children of Adam and Eve born after the Fall of Man. Abel was killed by Cain.

3.Job: 约伯(Old Testament), a Jewish hero who maintained his faith in God in spite of afflictions that tested him.

4.Esau: 以扫(Old Testament), the eldest son of Isaac who would have inherited the covenant that God made with Abraham and that Abraham passed on to Isaac. He traded his birthright to his twin brother Jacob for a mess of pottage.

5.Israel: 以色列，即雅各的别名，有12个儿子，约瑟（Joseph）为其第12子。

6.to the end that: 为……起见。例如：Nature has given us two ears, two eyes and one tongue to the end that we should hear and see more than speak. 老天给人双耳双眼一张嘴，为使我们多听多看少讲话。

7.Luke: 路加(New Testament), the Apostle closely associated with St. Paul and traditionally assumed to be the author of the third Gospel（《福音书》）.

8.Tiberius Caesar: 提比略·凯撒, Roman Emperor from 14 AD to 37 AD. Tiberius was one of Rome’s greatest generals; his conquest of Pannonia, Dalmatia, Raetia, and temporarily, parts of Germania, laid the foundations for the northern frontier. But he came to be remembered as a dark, reclusive, and somber ruler who never really desired to be emperor.

Questions for Further Thinking

1.Roger includes in his work “the successions of certain kingdoms of the world and of their rulers, for the instruction of posterity, and to aid the diligence of the studious hearer”. What is in his mind?

2.Have you ever doubted the significance of studying history? Have you ever learned anything from history about good and evil?

3.In Bible stories, good-doers were praised and the bad punished. Can you see any differences in Buddhist stories?

4.According to Roger, through the books of chronicles, as for human wisdom and salvation, the studious inquirer may be able to acquire by his memory, apprehend by his learning, and set forth by his eloquence. What is your comment on this?

5.In what ways do you agree or disagree with Roger in how to write history?

6.What do you know about the law of God? Read about the Ten Commandments and compare them with traditional Chinese norms.

After-reading Assignment

Oral Work

1.Many religions regulate people’s behavior by showing them examples where punishments occur after evil doings and sometimes even for negative intentions. Discuss with your group members how wrong-doing may lead to consequences even if you are not religious.

2.Exchange your view with your partner about why people tend to follow those who are famous or in high places. Present your reasons to your classmates.

3.Do you rank yourself a diligent student or a listless reader in reading history? Talk with your friends and find out whether the causes are from the reader or the author, and why?

4.Recall your experience of reading Chinese history course books and discuss with your partner the content and way of narration. Do they follow similar disciplines as Roger specifies or not? Report your findings to your classmates and propose some suggestions to improve the education of history in high school in China.

Written Work

1.Compose a personal diary involving a significant event you have experienced or observed that may encourage you to follow or warn you against a principle. Ask your partner for comments.

2.Write a short argumentative essay for or against the notion that history is written by important figures rather than by those of low origins. Do research work to find apt examples either in history or in reality to support your view.

3.Refer to the Analects of Confucius (《论语》), and find 10 stories about ordinary people that have edificatory significance. Write a gist for each story.

4.One way of persuasive or argumentative writing is the use of examples as Roger do with “dull cavilers”. Make an outline of supporting evidence from Chinese historical events or figures that may be used to convince dull history readers.