Grgh. You find me, dear reader, in the midst of trying to write my paper for the big medieval congress in Leeds whilst at the same time not getting enough sleep, and so I’m going to spend this post hearkening back to something relaxing. You see, sometimes in the midst of doing more relevant research I take a little time to go and look at the prologues, or arengae, of royal diplomas – the little introductory spiel which gives the backstory and the motives behind the act the diploma commemorates (and from which the word ‘harangue’ is derived). It’s early days yet, but I have found one particularly interesting thing.
Do you remember that 936 diploma in favour of Autun we discussed earlier on here? Well, I found where its prologue came from, and it’s actually from an act in favour not of any institution in Autun, but a diploma for Saint-Germain d’Auxerre. That diploma, issued by Charles the Bald in 864, was a quite significant confirmation of the abbey’s goods, and was followed by a solemn charter from the episcopal synod which was taking place at the same time.
That the scribe used this in 936 shows us a few things. First, it emphasises that there wasn’t a representative from Autun there – presumably they would have brought their own diplomas as a model. Second, though, it illustrates the importance attached to the diploma. They could have used any text, but they chose one from a particularly elaborate and significant ninth-century document. This in turn pushes in favour of Louis IV and Hugh the Great actively trying to get Bishop Rotmund of Autun on side rather than just assuming he would be, which strengthens my point that Hugh is actively trying to promote Louis’ regime in Burgundy rather than making some token gestures. Fourth and finally, as I said in the previous post, it evidently worked because the church of Autun kept the diploma – but its prologue represents the irruption of another institution’s diplomatic tradition into that of Autun, and by closely studying that tradition we can glean more precious hints about the way diplomas were produced and the contexts in which people produced them.