Education in England in the Middle Ages Part 2

The schools established by the bishops in Gaul are of special interest to us, because the first available reference to education in this country is the statement by Bede that Sigebert "wishing to imitate what he had seen well ordered among the Gauls" "inst.i.tuit scolam in qua pueri litteris erudirentur."[55] It is consequently necessary that we should next turn to the educational system of Gaul at this time.

There had existed in Gaul from Roman times (as in other parts of the Empire) schools of the Graeco-Roman type to which we have previously referred. The barbarian invasions, however, brought these schools to an end. When social conditions rea.s.serted themselves, the old condition of things had pa.s.sed away and Christianity had become a power in the land. In the educational reconstruction which followed, the bishops played an important part and two types of schools were ultimately to be found in Gaul, the monastic schools and the episcopal schools.

The monastic schools taught theology mainly, but instruction was also given in speaking, reading and writing Latin, in copying ma.n.u.scripts, in painting and architecture, and in elementary notions of astronomy and mathematics.[56] The most famous of these schools were those of Luxeuil, Soissons, Lerins and Saint-Vandrille. At the last-named school there were about three hundred scholars.

The Episcopal Schools were closely modelled on the type originated by St.

Augustine. They were mainly intended for those who proposed to offer themselves for ordination. The curriculum of these schools was narrower and more definitely theological than that of the monastic schools. The best known were those of Paris, Poitiers, Le Mans, Clermont, Vienne, Chalons-sur-Saone and Gaps. These schools, however, differed from the seminary of St. Augustine on which they were modelled because the special circ.u.mstances of the time rendered it necessary that cla.s.ses were also held in connection with them for the boys, who were attached in some capacity or other to the cathedral church. Thus the choir boys and others who were desirous of preparing themselves for subsequent employment in any capacity in which the education available would afterwards be of service to them, found in these cla.s.ses the opportunities they sought.

Our a.n.a.lysis of the educational inst.i.tutions existing in Gaul in the sixth century has brought out that there existed, as models for imitation, the monastic schools and the episcopal schools. In addition, schools had also developed in connection with the parish churches, but we propose to deal with that development later. We have already considered the monastic schools of this country; our present problem is then to consider whether there is any evidence that schools, conducted by the bishop himself or by his deputy, similar to those we have shown to have existed in France, were to be found in this country.

Our reply is emphatically in the affirmative. Thus there was a school at Hexham. Bede tells us of Herebald, who was a member of the school kept by St. John of Beverley, whilst Bishop of Hexham. "When in the prime of my youth," Herebald is reported to have said, "I lived among his clergy[57]

applying myself to reading and singing."[58] Another school existed at Canterbury, and during the time it was conducted by Archbishop Theodore and the Abbot Hadrian it ranked as the most famous of the episcopal schools of this country. With regard to these two famous teachers, Bede writes: "They gathered a crowd of disciples, and there daily flowed from them rivers of knowledge to water the hearts of their hearers; and, together with the books of Holy Writ, they also taught them the arts of ecclesiastical poetry, astronomy, and arithmetic. A testimony of which is, that there are living at this day some of their scholars who are as well versed in the Greek and Latin tongues as in their own in which they were born."[59] It is owing to the labours of these two men that England, for a time, occupied the leading place in the schools of the west.[60] One of the most celebrated scholars of the school of Canterbury was Aldhelm, who can claim the distinction of being the first Englishman who cultivated cla.s.sical learning with any success, and the first of whom any literary remains are preserved.[61] Bede describes Aldhelm as "a wonder of erudition in the liberal as well as ecclesiastical learning."[62] It is from a letter written by Aldhelm that we gain an insight into the curriculum followed at Canterbury, and learn that the course of study pursued there included grammar, geometry, arithmetic, metre, astronomy, and Roman Law.[63]

A third famous episcopal school was that of York, of which we possess a full account in Alcuin's poem "De Pontificibus Sanctae Ecclesiae Eboracensis." Alcuin writes in most eulogistic terms of the work of this school, and, more particularly, of the educational labours of Archbishop Albert, to whom Alcuin was personally indebted for the instruction he received.

"He gave drink to thirsty minds at the fountain of the sciences. To some he communicated the art and the rules of grammar; for others he caused floods of rhetoric to flow; he knew how to exercise these in the battles of jurisprudence, and those in the songs of Adonis; some learned from him to pipe Castalian airs and with lyric foot to strike the summit of Parna.s.sus; to others he made known the harmony of the heavens, the courses of the sun and the moon, the five zones of the pole, the seven planets, the laws of the courses of the stars, the motions of the sea, earthquakes, the nature of men, and of beasts and of birds, and of all that inhabit the forest. He unfolded the different qualities and combinations of numbers; he taught how to calculate with certainty the solemn return of Eastertide and, above all, he explained the mysteries of the Holy Scriptures."[64]

The library of the school at York was particularly famous, and included the works of Jerome, Hilarius, Ambrose, Augustine, Athanasius, Orosius, Gregory, Leo, Basil, Fulgentius, Ca.s.siodorus, Chrysostom, Aldhelm, Bede, Victorinus, Boethius, Pliny, Aristotle, Cicero, Virgil, etc. Mullinger remarks of this library: "The imposing enumeration at once calls our attention to the fact that the library at York at this period far surpa.s.sed any possessed by either England or France in the twelfth century, whether at Christ Church, Canterbury, St. Victor at Paris, or at Bec."[65]

The school at York is also important because it is the first known instance in English educational history of the bishop's school being conducted by a member of the staff of clergy a.s.sociated with the bishop, instead of by the bishop himself. On the death of Archbishop Albert, his successor, instead of taking personal charge of the school, entrusted that duty to Alcuin. This was a special case of the principle of the division of labour, and the example thus set at York was of considerable importance in the subsequent development of education in this country.

As Alcuin is commonly regarded as the most important educator of the first half of the Middle Ages, and as it was through Alcuin that England influenced continental education, a slight digression from the main purpose of this chapter, for the sake of indicating the importance of Alcuin, may be allowed. The only education which Alcuin received was obtained at the bishop's school at York, and a consideration of this fact should a.s.sist us in realising that these schools were in practice the universities of the period. The reputation which Alcuin gained must have spread beyond the borders of this country, because Charles the Great, who had determined upon a scheme of educational reform in the dominions ruled by him, invited Alcuin to come to his court to occupy a position a.n.a.logous to that of a Minister of Education of modern days. This position Alcuin occupied for fourteen years, and during that period the famous capitularies of 787, 789, and 802 were issued.[66] The effect of the reforms carried out by Alcuin was, that scholars were attracted from all parts of Europe to the court of Charles the Great, the Palace Schools were developed and invigorated, learning was promoted among the clergy, and the activities of the monastic and episcopal schools were stimulated. It has been suggested that the reforms attributed to Alcuin owed little to his individual genius, but were based entirely upon the practice he found in operation in York.[67] If this is so, then the educational facilities provided in this country in the eighth century must have been of much greater importance than is commonly conceived. The available evidence is, however, too scanty for any definite statements to be made on the subject.

Alcuin was a voluminous writer, and his works bear further witness to the intellectual activity of his day. They include epistles, poems, exegetical works, dogmatic writings, liturgical writings, biographical writings, studies, and dialogues.[68] His educational writings include works _On Grammar_, _On Orthography_, _On Rhetoric_, _On Dialectic_, etc. They are written in the characteristic Anglo-Saxon dialogue form. In his _On Grammar_, Alcuin shows that true happiness is to be found in the things peculiar to the soul itself rather than in those things which are alien to it; of these things, "wisdom is the chief adornment." Progress in wisdom was to be obtained, so far as secular knowledge was concerned, by the "seven ascents of theoretical discipline," _i.e._ the trivium and the quadrivium.

We have thus brought forward evidence to show that episcopal schools existed at Canterbury, York, and Hexham, and that advanced instruction was available at these centres. The general hypothesis we submit is that the cathedral city of each diocese became gradually recognised as a place of higher education, and that it was commonly regarded as the duty of the bishop to provide, either personally or by deputy, such higher education as the circ.u.mstances of the time rendered possible.

Facilities would also be required at these centres for elementary instruction, and also for instruction in the "specialist" art of writing.

As the demand for such instruction arose, so the Church endeavoured to meet it, and cla.s.ses were established for this purpose. Thus, in a letter written c. 796 by Alcuin to Eanbald II. Archbishop of York, he recommends that separate masters should be appointed to teach those "qui libros legant, qui cantilenae inserviant, qui scribendi studio deputentur."[69]

With the spread of Christianity in this country, the parochial system originated. For this purpose, the Saxon "tun" was taken as the unit of ecclesiastical organisation and it became known as the "parish," the specific area placed under the spiritual over-sight of the parish priest.

We must again remind ourselves that Latin was the language of the Church, and that to partic.i.p.ate in the worship offered by the Church, to join in its psalms, to understand its doctrines properly, or in fact to become in any sense of the word a "churchman," a knowledge of Latin was imperative.

A custom naturally arose that the parish priest should keep a "school of grammar," or, as we should term it to-day, should hold a Latin cla.s.s for those who were desirous of learning that language. In course of time this custom became obligatory and a part of the law of the Church. Thus, at the Council of Vaison held in 529, it was decreed that each priest, who was in charge of a parish, should also have at his house a cla.s.s of young men for the purpose of preparing them for the sacred ministry. These young men were also to be engaged in teaching the small children. The bishop in his visitation of the parish made enquiries as to whether this law was carried into effect.[70]

The enactment of Vaison was repeated by subsequent decrees of the Church, notably by that of Tours, and the establishment of schools of grammar to be taught by the parish priest was a definite part of the system of the Church.[71] This requirement was reiterated from time to time. Thus Theodulf of Orleans, the coadjutor of Alcuin in carrying out the educational reforms of the kingdom of Charles the Great, issued a letter to his clergy in 797 in which he reminded them that "Presbyteri per villas et vicos scolas habeant, et si quilibet fidelium suos parvulos ad discendas litteras eis commendare vult, eos suscipere et docere non renuant."[72]

Were these parochial grammar schools to be found in England? The direct evidence is very slight. In a letter which Alcuin wrote to Offa, King of Mercia, about 792, he recommends to him a schoolmaster;[73] this schoolmaster, however, does not appear to possess a strong moral character, as Alcuin warns Offa not "to let him wander about with nothing to do nor to become a slave to drink, but to provide him with scholars and require him to teach these diligently." Then in another letter written by Alcuin and attributed to 797, the Bishop of Hexham is advised to pay attention to the education of boys and youths. It is stated in this letter that "it is a great work of charity to feed the poor with food for the body but a greater to fill the soul with spiritual learning."

Apart from this evidence, there are a few references in Domesday Book which tend to support the idea of parochial schools and which we will subsequently consider. All that we can do here is to a.s.sume that, just as the Church in this country followed the general practice of the Church in the establishment of schools in connection with monasteries and cathedral churches, so she also followed the custom and precept of the Church in establishing schools in connection with the parish churches.

CHAPTER III.

THE EDUCATIONAL REVIVAL.

The Danish invasions checked temporarily the remarkable educational progress this country was making. Beginning early in the ninth century, the era of Danish reconnoitring excursions closes with the year 855; the era of methodical plundering with the year 876. As a consequence of their various immigrations, the greater part of the English coasts were ruined and devastated. Towns and ecclesiastical buildings were plundered and burnt. "The Church with its civilising and cosmopolitan influences was for a time swept out of great districts which fell momentarily into heathen hands."[74]

After a long and fierce struggle with the invaders, Alfred, the West Saxon king, held them in check, and compelled them to make peace with him.

Subsequently, in the tenth century, through the successive efforts of Alfred's son, daughter, and grandson, the territory formerly yielded was regained.

From the ruin and desolation that the Danes had occasioned, it was the aim of King Alfred to raise his country. No sovereign could recognise more fully the value of Education than Alfred did. His general att.i.tude is evidenced by the preface he wrote to his translation of Gregory the Great's _Pastoral Care_. In it he refers to the reputation that this country at one time enjoyed on account of the wisdom and learning of its clergy. Then he proceeds to show that the decay that had set in had been so great that learning had practically disappeared from the country. He aimed at making his people familiar with the contents of some of the chief religious books, and, as the knowledge of Latin had by this time practically died out in the country, he sought to get them translated "into their own land-speech." Not content with simply expressing a wish that this might be done, he endeavoured to stimulate the efforts of others by the example he set. In order that education might make greater progress in the future, he suggested that every English child born of free condition and who had the means or faculty, should during his youth "be given over to teachers ... till such time as they may know well to read English writing." Those who evinced an interest in letters should then proceed to a study of Latin.

It is an interesting question to consider how and where these educational advantages were to be secured. Alfred himself had written: "So clean was learning fallen off from among English folk that few there were on this side Humber that could understand the service in English or even turn an errand writing from Latin into English. And not many were there, I ween, beyond Humber. So few they were that I cannot bethink me of so much as one south of the Thames when first I took the kingdom." The suggestion of Alfred is that "now we must get these from without if we would have them."

Unfortunately no reliable evidence is available to a.s.sist us in suggesting an answer to the problem.

The educational activities of Alfred are described at length in a.s.ser's _Life of Alfred_.[75] The authenticity of this life, however, has been called in question, and though Stevenson argues strongly in its favour yet the evidence against is so strong that it is difficult to admit its claim to be considered what it professes to be. Still, even if the work is not a ninth century production, there is indisputable evidence of its existence in the tenth century. We can, therefore, regard the work as setting out the educational ideas which tradition, at any rate, considered to be in harmony with the character of King Alfred. From this pseudo-a.s.ser, we learn that Alfred first acquired the power of reading Anglo-Saxon by the aid of a master, who was most probably one of the priests a.s.sociated with the court. Alfred's ambition to learn Latin was difficult of accomplishment because of the scarcity of teachers of that subject. For the education of his children, Alfred arranged that they, together with the young n.o.bles and some promising youths of lower origin, should be instructed by masters who should teach their pupils to read both Latin and Saxon. Thus the king established at his court a Palace School similar to that founded by Charles the Great.

Though all the details given in a.s.ser cannot be accepted as true, yet the general statement that Alfred played an important part in stimulating the educational activity of his country is unquestioned. His efforts must be regarded as the beginning of a national concern for education, as Alfred, though a pious and religious king, was actuated not by a desire to recruit the ranks of the priesthood but by a wish to make his subjects capable of discharging more effectively the duty they owed to the state. This, he considered, could be secured through education. If this contention is sound, then Alfred was the first Englishman to recognise the sociological significance of education.

There is, unfortunately, no evidence that the efforts of Alfred, in the direction of improving the education of his country, met with any success.

There would be practical difficulties in securing a sufficient number of keen and capable priests from abroad; the secular clergy of this country had scarcely proved equal to the trust reposed in them. To the thoughtful observer of the day the end in view could be obtained only through the restoration of monasticism. We learn that Edgar, as a youth, had made a vow to restore as many monasteries as possible,[76] but "until Dunstan and Athelwold revived learning in the monastic life, no English priest could either write a letter in Latin or understand one."[77] We must therefore turn to those "three torches" of the Church--Dunstan, Oswald, and Athelwold--in order to learn how a revival of interest in education was effected.

We are fortunate in possessing two biographies of Dunstan which were practically contemporary writings, as one was written within sixteen, and the other within twenty-three years of his death. "Both of these are dedicated to his successors, who knew him well, as being his fellow scholars and his own disciples." Dunstan was born at Glas...o...b..ry in 925, and the old monastic buildings in a semi-ruinous condition still existed there at that time. They were then tenanted by some Irish scholars who had come to Glas...o...b..ry to visit the tomb of Patrick the Younger.[78] To these clerks Dunstan was sent at an early age for instruction. He made rapid progress and not only acquired a mastery of grammar, but also showed excellence in other branches of study.[79] Consequently, he exposed himself to the charge of "studying the vain poems and trifling histories of ancient paganism, to be a worker of magic."[80]

Dunstan, whilst still a young man, was introduced to the court of King Athelstan by Aldhelm, Archbishop of Canterbury, stated by Adelard, one of the biographers of Dunstan, to have been his uncle. A serious illness and the jealousy of some of the n.o.bles led to Dunstan's retirement from court.

On the advice of Alfeah the Bald, bishop of Winchester, he took the monastic vows,[81] and in 946 was made Abbot of Glas...o...b..ry. He did all in his power to develop the growth and importance of the monastery, and it is interesting to find that under his rule, the establishment of Glas...o...b..ry was more of a school than a monastery; "the words 'scholasticus' and 'discipulus' come more naturally than 'monachus.'"[82] After holding various bishoprics, Dunstan became Archbishop of Canterbury in 959, and was then in a position to undertake the task of restoring the monastic conditions of the country and consequently of stimulating its educational activities.

Turning to the coadjutors of Dunstan in his work of reform, we note that Athelwold (who became Abbot of Abingdon in 953, and Bishop of Winchester in 965) was one of his pupils. He attained "a most generous skill in the art of grammar and the honeyed sweetness of verse; he was not only familiar with the Bible, but also with the catholic and most famous authors."[83] Oswald, the other colleague of Dunstan, had been for some time an inmate of the monastery at Fleury.

The point which we wish here to emphasise is that the men of the time who were in a position to judge were of the opinion that the only effective method of producing a reform in the educational condition of the country was primarily through the erection of monasteries, destined to be centres of intellectual activity. With this object in view, they used every possible means to build or restore monasteries in different parts and to place over them men who were not only spiritually minded but who were also men of learning and ability. We learn that in pursuance of this policy, forty monasteries for men and eight for women were erected during the reigns of Edgar and his sons.[84] The men at the head of these inst.i.tutions taught personally in the schools. Thus we learn of Dunstan being in charge of the school at Glas...o...b..ry,[85] and of Aethelwold who "did not scorn ever to explain the difficulties of Donatus and Priscian to little boys."[86]

Efforts were also made to keep in touch with foreign monasteries, especially those of Ghent, Corbeil, and Fleury. These monasteries were appealed to, to send men of learning to the English monasteries, and also for advice in the conduct of the monasteries.[87] In 968 the Abbot of Ramsey sent to Fleury for a master to rule the schools, because "the study of letters and the use of schools had almost died out in England."[88]

The master sent in response to this appeal was Abbo, who is described as being well versed in the trivium and the quadrivium.[89] Abbo spent two years at Ramsey and wrote a book _Quaestiones Grammaticales_ for the purpose of testing the knowledge acquired by the monks of his monastery.[90] Among the pupils of Abbo was the anonymous author of the _Vita S. Oswaldi_ (a work which shows that the writer was a man of culture and learning), and Byrhtferth, who wrote commentaries on Bede's mathematical treatises and shows a knowledge of Latin authors.[91]

In 817, by the council of Aachen, it had been decreed that no one was to be admitted to the monastery schools unless he was destined for the monastic life. It does not appear that this distinction was observed in England during the Saxon period, and it seems probable that the English monasteries continued to receive pupils irrespective of whether or not they intended ultimately to enter the monastery. Thus we learn that the scholars of Dunstan at Glas...o...b..ry were of all ages, from the little boy[92] to the man who had already taken priest's orders.[93] Then, of the pupils of Wulfstan, we learn that they included both young and old, and that many of them subsequently became secular priests.[94] Again, in the picture drawn by Aelfric of a monastery school of the period,[95] it will be noted that the pupils included not only a professed monk but also others who were engaged in secular pursuits. We also read that the boys who attended the school at Ramsey Abbey were allowed to go outside the cloisters for play and recreation.[96]

We may summarise the educational work of Dunstan and his comrades by pointing out that a new race of scholars sprang up in the restored cloisters, some of whom were not unworthy to be ranked with the disciples of Alcuin and Bede. One of these pupils was Aelfric,[97] at one time Abbot of Eynsham, who is of special interest as the writer of certain educational and other works: an Anglo-Latin Grammar, a Glossary, and a translation of various extracts from Latin writers into Anglo-Saxon under the t.i.tle of _Homilies_. Aelfric's _Grammar_ is of special interest from the point of view of the study of the principles of teaching, as it indicates the writer was desirous of presenting his subject to his pupils in such a manner as to facilitate their progress. "I am well aware," he writes, "that many will blame me for being willing to devote my time to such a pursuit as to turn the _Art of Grammar_ into English. But I destine this lesson book for little boys who know nothing, not for their elders. I know that words can be construed in many different ways, but to avoid raising difficulties I follow the simplest meaning."[98]

From Aelfric's _Colloquy_ we are able to learn something of a monastic school at work. The _Colloquy_ consists of a dialogue between the master and various boys, and was intended as a First Latin Exercise book. Aelfric accompanies the Latin prose with an Anglo-Saxon interlinear translation.

The dialogue opens with the request from the boys that the master would teach them to speak correctly. This, of course, relates to the ability to converse freely in the Latin tongue. Incidentally, the next question throws some light on the mode by which it was then customary to stimulate the boys to apply themselves to their school tasks.

_Master_: "Will you be flogged while learning?"

_Boy_: "We would rather be flogged while learning than remain ignorant; but we know that you will be kind to us and not flog us unless you are obliged."

Then, towards the end of the _Colloquy_, there is a conversation between the Master and a professed monk.

_M._--"Were you flogged to-day?"

_B._--"I was not because I was very careful."

_M._--"And how about the others?"

_B._--"Why do you ask me that? I daren't tell you our secrets. Each one knows whether he was flogged or not."

Of the boys in the supposed school, one was a professed monk, others were ploughmen, shepherds, hunters, fishermen, hawkers, merchants, shoemakers, salters, and bakers. The daily routine of each of them is gone through, and in this way an extensive vocabulary is introduced. One of the pa.s.sages implies that the school was not restricted to the "free" cla.s.ses. Thus, after the ploughman has given an account of his day's work, the dialogue continues:--