Chapters 5 to 7

Education in The Medieval Era Presented by Rebecca Black and Amy Anderson

Imagine a time of lords and ladies, immense castles, and brave knights.

Imagine a era when land owners worked diligently to cultivate the fields and knights served the Feudal lord to protect the land.

Imagine a time when the main educational agency was the church where divinely sanctioned teaching rested on scripture and doctrine.

Fountains Abbey, England

Imagine a time when reality was viewed as unchanging and stable without regard to working toward a better future – a time when all looked toward a better future as promised by the church.

Imagine yourself in the medieval era

Ludlow Castle, England

Medieval Times  

Religious values well defined Political, Social and Economic valuesfragmented



Education managed and maintained by the church

Three Types of Educational Institutions Clergy Preparation

Chivalric Training Craft and Vocational Education Three leveled system corresponding to the class structure – specific education for cleric, knights, and craftsmen

Serfs The largest group of the population- a permanently indentured agricultural class remained largely unschooled Learning occurred as the observed their parents using the skills needed to survive

Church Related Schools Access to education limited Early in medieval era abbeys were directed to provided some education to “capable boys” Male dominated

Directed at preparing priests and other clerics Mont-Saint Michel, France

Church Related Schools Four types of church related schools provided basic or elementary education – Parish – Chantry – Monastic

– Cathedral

Parish Schools  A congregation served by a priest  Provided elementary education – Religious rituals – Music needed for the celebration of Mass – Secondarily : reading, writing and music

Chantry Schools  Supported by an endowment  Trained boys in Latin so that they could chant the responses needed in celebrating the liturgy

Monastic Schools  Trained monks either as priests or brothers – Church doctrine – Community regula – Reading, Latin, simple arithmetic, and religious doctrine – Monasteries were literary, artistic and intellectual centers

Nunneries/ Convents  Religious and educational formation for future nuns  Usually beginning around the age of 7  Some girls returned to the secular world after completing their studies – Latin, singing, religious doctrine, embroidery, spinning and weaving, painting

Cathedral Schools  Result of the decline of monastic schools stimulated by the revival of the cities  Required of each Bishop’s church to maintain a school to educate priests, clerics and the poor  Offered both elementary and secondary education  General or liberal studies  Occasionally reading and writing in Latin

Medieval Places of Learning

Castles Monasteries & Priories Cathedrals & Ministers Parish Churches Other

www.pitt.edu/~medart/

Chivalric Education  Early – Between the ages of 7 and 15 – Serve at the court of his father’s lord – Practiced manners and gestures of court life – Learned how to be a gentleman – Sing and play a musical instrument -maybe learned to read and write a vernacular language

Chivalric Education  Squire – Age 14 – 21 – Served as an attendant for the lord of the castle or one of the knights of the court – Professional skills of knighthood Hunting, warfare, care of armor, arms and horse

- Cultural Aspects of knighthood singing, recitation, composing verse, exaggerated politeness, dancing, story telling, chivalric symbols, coats of arms

Chivalric Education  Knighthood –Age 21 –Inducted by an overlord and church officials -Dedicated to serving his lords

Vocational and Craftsman Education  Not formal schools but well defined – Apprentice – Journeyman – Master Craftsman Role of the Master

Apprentice

teach trade look after morals/religion provide food, lodging and a small stipend Maybe teach reading and writing

work diligently keep craft secrets obedient to the Master

Medieval Universities  Historical Setting

– Social – Political

Medieval Universities  Organization – Student Centered vs. Faculty Centered – At first, no permanent campus

Medieval Universities  Curriculum – Specialties – Degrees – Educational Philosophies

Medieval Universities  Links to Modern Times – Similarities – Differences

The Renaissance    

Transition from medieval to modern Revival of commerce and city life Decline of the Roman Catholic Church Shift in education mirrors political shift

The Renaissance and Education  Humanistic Educational Philosophy aimed at producing the well-rounded, liberally educated person – Classical Greek and Latin literatures led to a cultured person – Style of writing could lead to elegance of style and expression

The Renaissance and Education Women’s Education – Women of upper socioeconomic classes enjoyed more educational advantages  Provided by convent schools, tutors, or classical humanist court schools

– Upper class families employed resident tutors  Instruction provided to both boys and girls

– Large numbers of women remained uneducated

References  About.com. History of the medieval child. Accessed 11 September 2006. Available from http://historymedren.about.com/library/weekly/aa0 33001b.htm

References  California State University at Pomona. The Educational Legacy of Medieval and Renaissance Traditions. Database online. Accessed 11 September 2006. Available from http://www.csupomona.edu/~plin/ls201/medren ais_home.html.  Cambridge University. Speaking Volumes: The Medieval Library. Accessed 11 September 2006. Available from http://www.lib.cam.ac.uk/exhibitions/volumes/ medieval.html.

References  Cambridge University. A Brief History: The Medieval University. Accessed 11 September 2006. Available from http://www.cam.ac.uk/cambuniv/pubs/history/ medieval.html.  Education of medieval women. Accessed 11 September 2006. Available from http://www.csupomona.edu/!plin/ls201/medieval3.h tml

References  Dartford Town Archive. Educational provision in medieval Dartford. Accessed 11 September 2006. Available from http://www.darfordarchive.org.uk/medieval/ education.shtml  Gutek, G.L. (1995). A history of the western educational experience. Prospect Heights, Illinois.

References  Medieval-Life.net. (2000). Medieval education. Accessed 11 September 2006. Available from http://www.medieval-life.net/education.htm  Ross, D. & Britain Express.com. Medieval schools and universities. Access 11 September 2006. Available from http://www.britainexpress.com/History/Medieval_ Schools_and_Universities.htm

References  Sullivan, Eugene. An Academic Costume Code and An Academic Ceremony Guide. Accessed 11 September 2006. Available from http://www.acenet.edu/AM/Template.cfm?Secti on=Frequently_Asked_Questions3&Template=/ CM/HTMLDisplay.cfm&ContentID=8086#Histori cal.  Trueman,C. Medieval Education. Accessed 11 Septemeber 2006. Available from http://www.historylearningsite.co.uk/medieval_edu cation.htm

Music Credits The ensemble of old church music "Sreteniye". Ancient church singing of Bysantine, Georgia and Rus  English Renaissance Music by La Primavera. Published by Magnatune