Medieval Schools: From Roman Britain to Renaissance England

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Yale University Press, 2006 - 430 pages
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Children have gone to school in England since Roman times. By the end of the middle ages there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run, and who attended them.
Every kind of school is covered, from reading schools in churches and town grammar schools to schools in monasteries and nunneries, business schools, and theological schools. The author also shows how they fitted into a constantly changing world, ending with the impacts of the Renaissance and the Reformation.
Medieval schools anticipated nearly all the ideas, practices, and institutions of schooling today. Their remarkable successes in linguistic and literary work, organizational development, teaching large numbers of people shaped the societies that they served. Only by understanding what schools achieved can we fathom the nature of the middle ages.
 

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LibraryThing Review

Avis d'utilisateur  - cemanuel - LibraryThing

In this book Nicholas Orme sets out to correct the common misperception that schools during the Medieval period were almost exclusively for clergy and that they were primitive institutions, where ... Consulter l'avis complet

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Page 149 - Apostle, the scholars of divers grammar schools repair unto the churchyard of St. Bartholomew, the Priory in Smithfield, where upon a bank boarded about under a tree, some one scholar hath stepped up, and there hath opposed and answered till he were by some better scholar overcome and put down ; and then the overcomer taking his place did like as the first.
Page 333 - NO man shall teach either in public school, or private house, but such as shall be allowed by the Bishop of the diocese, or Ordinary of the place, under his hand and seal, being found meet as well for his learning and dexterity in teaching, as for sober and honest conversation, and also for right understanding of God's true religion...
Page 149 - I myself, in my youth, have yearly seen, on the eve of St. Bartholomew the Apostle, the scholars of divers grammar schools repair unto the churchyard of St. Bartholomew, the priory in Smithfield, where upon a bank boarded about under a tree, some one scholar hath stepped up, and there hath opposed and answered...
Page 303 - Forasmuch as it is not unknown the slothful and ungodly life which hath been used amongst all those sort which have borne the name of religious folk, and to the intent that from henceforth many of them might be turned to better use as hereafter shall follow, whereby God's word might the better be set forth, children brought up in learning, clerks nourished in the universities, old servants decayed to have livings, almshouses for poor folk to be sustained in, readers of Greek, Hebrew, and Latin to...
Page 78 - God's law ... A Jew, however poor, if he had ten sons, would put them all to letters, not for gain, as the Christians do, but for the understanding of God's law, and not only his sons, but his daughters
Page 185 - Thou hast most traitorously corrupted the youth of the realm in erecting a grammar school : and whereas, before, our forefathers had no other books but the score and the tally, thou hast caused printing to be used, and, contrary to the king, his crown and dignity, thou hast built a paper-mill.
Page 315 - Christian, neither a lover of the public wealth, nor yet one that feared God, to whom account must be rendered of all our doings. Doubt not, I pray you, but your expectation shall be served, more Godly and goodly than you will wish or desire, as hereafter you shall plainly perceive.
Page 315 - Surely if I, contrary to your expectation, should suffer the ministers of the Church to decay, or learning (which is so great a jewel) to be minished, or...

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À propos de l'auteur (2006)

Nicholas Orme is professor of history, University of Exeter. He has published extensively on medieval religious, cultural, literary, and social history, especially the history of education.

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