John Howe
- Published in print:
- 2016
- Published Online:
- August 2016
- ISBN:
- 9780801452895
- eISBN:
- 9781501703713
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801452895.003.0008
- Subject:
- History, European Medieval History
This chapter examines the role of learning in ecclesiastical reform. The new churches and monasteries required trained personnel, necessitating the revival of old schools and the establishment of new ...
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This chapter examines the role of learning in ecclesiastical reform. The new churches and monasteries required trained personnel, necessitating the revival of old schools and the establishment of new ones in order to produce the necessary religious professionals. This movement was inspired by Carolingian precedents but implemented on a considerably enlarged scale using increasingly refined pedagogy and curricula. Until recently, historians of education have not paid much attention to the actual formative practices of medieval Christian education. This chapter discusses the proliferation of new schools beyond Charlemagne's old borders and proceeds with an overview of preschool curricula and children's choirs. It also considers the teaching of Latinate culture to children as well as the seven liberal arts that formed the core curriculum of medieval schools. Finally, it describes education as a type of clerical reform.Less
This chapter examines the role of learning in ecclesiastical reform. The new churches and monasteries required trained personnel, necessitating the revival of old schools and the establishment of new ones in order to produce the necessary religious professionals. This movement was inspired by Carolingian precedents but implemented on a considerably enlarged scale using increasingly refined pedagogy and curricula. Until recently, historians of education have not paid much attention to the actual formative practices of medieval Christian education. This chapter discusses the proliferation of new schools beyond Charlemagne's old borders and proceeds with an overview of preschool curricula and children's choirs. It also considers the teaching of Latinate culture to children as well as the seven liberal arts that formed the core curriculum of medieval schools. Finally, it describes education as a type of clerical reform.
Michael Lapidge
- Published in print:
- 2008
- Published Online:
- January 2010
- ISBN:
- 9780199239696
- eISBN:
- 9780191708336
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199239696.001.0001
- Subject:
- History, History of Ideas
The cardinal role of Anglo-Saxon libraries in the transmission of classical and patristic literature to the later middle ages has long been recognized, for these libraries sustained the researches of ...
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The cardinal role of Anglo-Saxon libraries in the transmission of classical and patristic literature to the later middle ages has long been recognized, for these libraries sustained the researches of those English scholars whose writings determined the curriculum of medieval schools: Aldhelm, Bede, and Alcuin, to name only the best known. This book provides an account of the nature and holdings of Anglo-Saxon libraries from the 6th century to the 11th. The early chapters discuss libraries in antiquity, notably at Alexandria and republican and imperial Rome, and also the Christian libraries of late antiquity which supplied books to Anglo-Saxon England. Because Anglo-Saxon libraries themselves have almost completely vanished, three classes of evidence need to be combined in order to form a detailed impression of their holdings: surviving inventories, surviving manuscripts, and citations of classical and patristic works by Anglo-Saxon authors themselves. After setting out the problems entailed in using such evidence, the book provides appendices containing editions of all surviving Anglo-Saxon inventories, lists of all Anglo-Saxon manuscripts exported to continental libraries during the eighth century and then all manuscripts re-imported into England in the tenth, as well as a catalogue of all citations of classical and patristic literature by Anglo-Saxon authors.Less
The cardinal role of Anglo-Saxon libraries in the transmission of classical and patristic literature to the later middle ages has long been recognized, for these libraries sustained the researches of those English scholars whose writings determined the curriculum of medieval schools: Aldhelm, Bede, and Alcuin, to name only the best known. This book provides an account of the nature and holdings of Anglo-Saxon libraries from the 6th century to the 11th. The early chapters discuss libraries in antiquity, notably at Alexandria and republican and imperial Rome, and also the Christian libraries of late antiquity which supplied books to Anglo-Saxon England. Because Anglo-Saxon libraries themselves have almost completely vanished, three classes of evidence need to be combined in order to form a detailed impression of their holdings: surviving inventories, surviving manuscripts, and citations of classical and patristic works by Anglo-Saxon authors themselves. After setting out the problems entailed in using such evidence, the book provides appendices containing editions of all surviving Anglo-Saxon inventories, lists of all Anglo-Saxon manuscripts exported to continental libraries during the eighth century and then all manuscripts re-imported into England in the tenth, as well as a catalogue of all citations of classical and patristic literature by Anglo-Saxon authors.
Stephen Mark Holmes
- Published in print:
- 2015
- Published Online:
- October 2015
- ISBN:
- 9780198747901
- eISBN:
- 9780191810787
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198747901.003.0004
- Subject:
- Religion, Church History
This chapter investigates for the first time the place of liturgical interpretation in the school and university curriculum and the training and continuing education of clergy and religious in ...
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This chapter investigates for the first time the place of liturgical interpretation in the school and university curriculum and the training and continuing education of clergy and religious in pre-1560 Scotland. Using textbooks and other evidence it shows that worship and liturgical interpretation was central to elementary and grammar school education. Grammar schools provided the highest education for most of the clergy and it is argued that the Scottish lower clergy were not as ignorant as commonly thought and they and religious were formed in liturgical interpretation. Inscriptions and marginalia suggest that the Rationale was used in this education. Liturgical interpretation was also present in the university curriculum although in a lesser place but this did not prevent it being used in advanced renaissance texts such as Archibald Hay’s Panegyricus (1540).Less
This chapter investigates for the first time the place of liturgical interpretation in the school and university curriculum and the training and continuing education of clergy and religious in pre-1560 Scotland. Using textbooks and other evidence it shows that worship and liturgical interpretation was central to elementary and grammar school education. Grammar schools provided the highest education for most of the clergy and it is argued that the Scottish lower clergy were not as ignorant as commonly thought and they and religious were formed in liturgical interpretation. Inscriptions and marginalia suggest that the Rationale was used in this education. Liturgical interpretation was also present in the university curriculum although in a lesser place but this did not prevent it being used in advanced renaissance texts such as Archibald Hay’s Panegyricus (1540).
