The Iberian Melting Pot

A few days back, Ladino was mentioned in the first post about the Toledo School of Translators. I described it parenthetically as Judaeo-Spanish and left it at that. After 1492, when Jews were expelled from Castile and Aragon, it spread throughout the known world. It is still spoken today by Sephardic minorities, recognized as a minority language in Bosnia and Herzegovina, and in 2017 was formally recognized by the Royal Spanish Academy. Ladino is just one part of a larger topic to me, the blending of two cultures, which prompts me to address Mozarabic culture.

"Mozarab" is likely from the Arabic musta 'rib, which is most easily translated as "to make oneself similar to Arab." Medieval writers used the term "Mozarabic" to refer to Christians living in the Iberian Peninsula which had been steeped in Arabic and Islamic culture. The earliest example we have is from 1026CE, in a land dispute between monks of San Ciprian de Valdesalce and three muzaraves de rex tiraceros (royal silk workers). By 1085 Mozarab was more common, being used to mean Christians who lived under Muslim rule, adopting their customs and language.

The point is that Arabs, Jews, Christians, and Mozarabs were able to coexist on the Iberian Peninsula for centuries. The multilingualism among many individuals that resulted from this coexistence made the location ideal for scholars from all over to come to learn from sources in other languages. The Archbishop establishing the Toledo School of Translators was an original idea, but not a surprising one, considering the resources at hand.

It would be unfair, however, to neglect telling you that some Christian scholars traveled to Iberia to learn to read the Koran well enough to be able to write polemics against it. In turn, as Roman law became increasingly irrelevant in Iberia, the non-Muslims had to deal with Sharia law. But that's a topic for next time.

Toledo School and Language

The previous post refers to John of Seville being the chief translator from Arabic into Castilian; this is an important linguistic distinction.

The Iberian Peninsula at the time contained several different kingdoms. The Toledo School of Translators was in the southern part of Castile. Navarre and Aragon were eastward, and the Catalan Counties further east. Galicia and Leon were westward, and also Portugal (much smaller than it is today). Southward was all Muslim-held. All these territories had their own dialects; not only was there no "Spain," there was no "Spanish." Into this situation stepped King Alfonso X of Castile.

Alfonso (1221-1284CE) was King of Castile, León, and Galicia. His court was a melting pot of Jews, Muslims, and Christians, and he encouraged the translation of scholarly works from Arabic, Hebrew, and Latin into the Castilian vernacular. He wanted more works put into a language that was llanos de entender ("easy to understand") and would therefore reach a wider audience, not just the highly educated. They used a revised version of Castilian that would become the foundation of Spanish.

The method of translation changed as well as the target language. In the first phase of the school, a native speaker would read aloud the work to a translator who would dictate Latin to a scribe. Under Alfonso, a multi-lingual translator would translate from the original language to Castilian, which he would dictate to a scribe. The resulting text would be checked by editors for accuracy. Sometimes, Alfonso himself would proofread the text.

Alfonso of course dealt with other affairs besides scholarship. He had a civil war, for instance, but it's nice to focus on something other than politics in a king's reign. For instance, he organized about 3000 sheep holders into the Mesta to ensure a coordinated supply of wool. Someday I may return to Alfonso, the Mesta, and why it and his other policies were economically disastrous for him. For tomorrow I want to look at the very first translation in Castilian to come out of Alfonso's revised school, a book of fables.

The Toledo School of Translators

In the beginning of the 12th century, European science lagged behind Arabic scholarship, in many ways because early Greek texts had not made the transition to Western Europe, but were accessible by Arabic scholars in the Eastern Mediterranean, particularly their association with the Byzantine Empire. In the mid 12th century, the Archbishop of Toledo, a French Benedictine named Francis Raymond de Sauvetât (fl.1125-52), established the Toledo School of Translators at the Cathedral of Toledo to correct this lack.

The archbishop assembled a team that included Jewish scholars, Madrasah teachers, Cluniac monks, and Mozarabic Toledans.

The goal was not just to make Arabic learning available to the Latin-speaking west. Arabic texts were translated also into Hebrew and Ladino (Judaeo-Spanish). Examples are works by Maimonides, Ibn Khaldun (considered the originator of studies that would evolve into sociology and economics), and the physician Constantine the African.

The school was well-organized, and as a result we are aware of many of the translators who worked there. Gerard of Cremona was not the only noteworthy translator. John of Seville (fl.1133-53) was one of the chief translators into Castilian, working closely with Dominicus Gundissalinus, the first appointed director of the school.

The importance of Toledo for Western European scholarship cannot be underestimated. The University of Paris was the seat of the Condemnations of Paris: between 1210 and 1277, they were enacted to restrict teaching that were considered heretical. Without Toledo, who knows how long it might have taken for Europe to gain access to so much knowledge?

The school had two chief periods of activity. Tomorrow I'll talk about the second, and the importance of Castilian.