Meanwhile, in Rome…
Following from the previous post, there is an exception to the relative lack of any major cultural and scientific force in the Antique West: Rome. While Gaul, Britain, and Spain were comparative backwaters, Italy was, however, another matter. There we could find major cities, such as Ravenna, Milan, and, of course, Rome itself, which did suffer a massive decline in the Medieval period. This was mostly due the Goths, Vandals, Lombards, and Byzantines coming in and pretty much ruining the place. For hundreds of years the Italian peninsula was ravaged by competing would-be conquerors seeking to hold on to the last embers of Roman glory. Their desire to grasp what remained of Rome is what killed it in the end, and for the next few hundred years, whenever anything important happened, it didn’t happen in Rome, or by Rome’s will. Notice how this was not the fault of the Church. The Papacy did hold on to some power, but by and large the barely ‘civilised’ ‘barbarian’ kings rarely did what the pope told them to do, or cared that he even existed. In the early middle ages, the Church in the West was not as powerful as a unified organisation as many people (including the creator of the graph) seem to think it was. It was actually far more decentralised, with archbishops and bishops largely left to do as they wish, sometime in flagrant opposition to the papacy. This changed later in the ‘high’ middle ages, as the papacy sought greater control over its own constituents and independence from monarchs, and this is when the dogmatism of the Church became an entrenched feature, which would become a full-blown panic attack when an alternative world-perspective arose in the fourteenth century.
It’s a matter of priority.
In a certain fashion, this graph also assumes some level of predictability, that history is progressive unless some external force acts upon it, a notion which may be plausible in theory, but not in practice. In the first place, scientific advancement requires a certain level of stability and organisation; essentially there needs to be enough time to do the science, and the will and the money to do it. The Greeks became wealthy through trade and could afford to pursue more philosophical endeavours, and the Romans jumped on their coat-tails. While the Empire was stable everything was hunky-dory, but then if you introduce a little anarchy, upset the established order, everything becomes chaos, as the scarred philosopher once said. The priorities of the Germanic kings was not to learn, but to conquer, not to admire great works of art, but to accumulate power. They judged a man on his sword-arm, which the Romans also did, but they also expected a man to appreciate and recite complex poetry (and trust me, all poetry in Classical Latin is complex). The latter outlook survived in the Eastern Empire in a secular sense, and in the West it fell on the shoulders of the Church, the priority of which had never been education in a Classical sense, but of revelation.
No great centres of learning were established in the West by the Roman state to compete with those of the East. The great monastic schools preserved as much as they could, especially in Visigothic Spain and pre-Norman Ireland, but their priorities were different to that of the Roman state. They were not educating a class of civil-servants to administrate an Empire, but rather trying to develop a stratum of society with a deeper appreciation of their God so as to better teach the masses. It is not the fault of the Church or of early Christians that they did not appreciate the industry or science of bygone empires, it was simply not the point of their organisation. The Western Church was a religious organisation which took over the role of administration, healthcare, and education with the collapsed of the Empire. This was not what the Church had been designed for, the world perspective that it extolled was not conducive to perpetuating the ideals of the collapsing Empire. But they did pretty well, in retrospect.
A viable alternative.
We also must be at pains to remember that a scientific world perspective didn’t really exist, and, in many cases, religion answered the same questions just as convincingly (to the the people of the time). They had no notion of microbes, so a plague could easily be interpreted as a curse from God. There was no Theory of Relativity, or of Gravity, no Evolution, no understanding of the formation of galaxies, of the vastness of time, nothing electronic to help do the difficult sums. While Greek philosophers may have pondered the atom, ‘God did it’ was, at that time, a viable answer, because there was no other paradigm. You might think that these people were stupid for thinking this way, and after a certain fashion, they were; education was the privilege of an extreme minority, as it has been, and remains to be, throughout history. While the upper ranks may have scoffed at the religious notions of the lower orders, religion was still a powerful force in the pre-Christian world, and it remained so when Christians rebranded the game. Of course the Western Church did cause a certain level of what we would call intellectual stagnation, largely because they spent a great deal of time wondering about myths and fantasies, but then again, what religion doesn’t?
They also spent a good deal of time trying to rebuild the Empire, copying and discussing ancient works. Had the Church not stepped in to the void left by the decline of the Empire in the West the Renaissance may never have happened, or at least it would have been greatly delayed. Had the Merovingians and Carolingians not recognised the value of a Classical or ecclesiastical education they might not have been so keen to let highly educated Irish and Anatolian monks wander around their territories, monks who brought different world-views, and, most especially, Greek knowledge with them. The Carolingian Renevatio was born in Irish- and Near Eastern-influenced monasteries (the former, though neither native Latin- nor Greek-speaking, were enthralled by those languages and learned them to an impressively high standard, and for the latter, Greek was the language of education), a movement which laid the groundwork for the Renaissance.
It does not mean what you think it means.
The greatest factor in the decline of science in the West was the fact that most works on the subject were written in Greek, a language few in the West ever bothered to learn, even in Roman times. Indeed, not only was science almost literally a Greek subject, but so was philosophy and the Bible. The Church in the West did its best with what little Latin resources it had, preserving what may have been little more than snippets and quotations from Greek texts, or brief accounts of such documents found in Latin translation. The ‘Christian Dark Age’ did not happen; the stagnation of the West was due to the traditional priority of Latin over Greek in the western half of the Empire, and because the region was never (outside of Rome itself) home to great centres of learning like Alexandria, Antioch, or Athens. The West was a bit of a cultural backwater, in comparison to the East, during the Empire, and, yes, things did become worse with its decline, but it was not the fault of Christianity, and it did not lead to a universal dark age. Indeed science was undertaken throughout the Middles Ages; an early text survives from Ireland which describes the motions of tides and what might cause them, the whole Church was obsessed with the calculation of time. Mathematics, astronomy, and philosophy remained important subjects of study, as did law and engineering, giving rise to what were known as cathedral and palace schools, the well from which universities sprang.
Technically speaking, there are ‘dark ages’, periods of paucity of sources, such as during the Anglo-Saxon invasions of Britain or the collapse of Bronze Age civilisation, but there were not a ‘Dark Age’, not even one which can be blamed on Christianity (unless the religious right in the US continue on their draconian crusade against women, minorities, and education). We might more accurately describe the ‘gap’ the graph suggests as “the inevitable result of a mass invasion by pagans into a region which received very little investment into its educational infrastructure, while other regions, while they did suffer some incursions from the aforementioned pagans, remained educationally vibrant, though this graph has curiously chosen to omit these cultures”. Maybe I’m being pedantic, but at the very least, the ‘Dark Age’ of Western Europe, if you still want to believe in such a myth, was not the fault of Christians, they just happened to be living there at the time.