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