Part 1 (1/2)

Education in England in the Middle Ages

by Albert Williaive an account of the provision which wasthe period from the Introduction of Christianity to the Eve of the Refor it, I tried to examine all the relevant, available evidence with the object of discovering the factors which contributed to the educational develop the period under consideration

Whilst this as in progress, the late A F Leach published his _Schools of Mediaeval England_ His book, however, differs essentially from mine, his aim is different, the conclusions he arrives at are different; further, as he does not quote the authorities for the statements he makes, I did not find his work of direct assistance This criticism does not apply to his _Educational Charters_, a collection of doculish Educational History

I have tried to acknowledge in every case ive in an appendix a list of the authorities I have consulted, and of the other books I have studied for the purpose of this investigation Still, as a great part of this book ritten whilst I was on military service (1914-9) and I was consequently dependent on notes which I had compiled at various times and places, it is probable there may be some omissions and inaccuracies My defence must be the special circumstances of recent years

May I take this opportunity of expressing my indebtedness to Professor Foster Watson, DLitt As one of his fore to the History of Education I wish also to refer in appreciative terlish Education_

Mr de Montive a connected account of the develop that those who essay a siations to the one who first ”blazed the trail”

I in for relievingthe proofs, and the Rev Dr Hughes for kindly preparing the Index

A W P

CARMARTHEN, _January 1920_

INTRODUCTION

The history of education during the Middle Ages is closely interwoven with the history of the Church Professor Foster Watson quotes with approval Cardinal Newainst the Church but owes it to the Church that he can talk at all”[1]

It is possible to trace three stages in the develop the period hich we are concerned

The first stage covers a period from the Introduction of Christianity to the Norman Conquest The Introduction of Christianity was the means by which education became possible for this country, and so it naturally caenerally conceived of as a part of the function of the Church In this connection it is important to realise the relationshi+p of the State to the Church in Anglo-Saxon times As Professor Medley points out,[2] the Church and the State during this period were largely identical The bishops were _ex-officio_ the advisers of the kings, and they sat in the local courts not only exercising jurisdiction in those cases in which the clergy were affected, but also concerning the the morals of the laity In a land, during the Anglo-Saxon period, was the Church of the English nation During this time the activities of the Church were essentially the activities of the State, and the hich was done for education ht be conceived of, indifferently, as either the work of the Church or of the State

The second stage dates froht to a close this identity of Church and State William I, impelled by a desire to effect certain reforms in the Church on the model of those he had witnessed abroad, separated the ecclesiastical from the civil courts, and, by the ordinance he issued, authorised the ecclesiastical authorities to utilise the secular power for the enforceht up to the Reformation, Church and State were distinct in this country

This separation of Church and State resulted in a number of duties, other than those which were strictly spiritual, being tacitly regarded as a part of the function of the Church The provision of Educational facilities is included a these duties, and it was left to the Church to anisation, maintenance, and control of education as she deee evolved when the social consciousness of the community (or rather of a part of the community) first realised that education was not a matter for the ecclesiastical authorities alone The first an to recognise that they exercised a function distinct from the special functions of the priesthood and consequently proceeded to associate theanisation for the protection of their common interests and thus initiated a movement which ultimately resulted in the establishment of universities At a later date, various econoes which not only ht it about that wealthy ilds, and civic communities, as well as church additional facilities for the education of the people

For the sake of convenience we lo-Saxon Period

II Education under Church Control

III Education passing out of Church Control

BOOK I