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Medieval Wanderlust and Virtual Wayfinding

Google “wanderlust” and you’ll be greeted by a barrage of images of stunning landscapes, wrinkled maps, and relatively-unoriginal tattoos. The word, now tagged over fifty million times on Instagram, denotes “an eager desire or fondness for wandering or travelling” and has clearly captured the popular imagination, earning articles on BuzzFeed and finding itself titling disappointing movies.  Though the word itself only entered the English language around the beginning of the twentieth century, the concept — according to cognitive theorists — is likely as old as humanity itself. Nancy Easterlin, in her chapter, “Cognitive Ecocriticism: Human Wayfinding, Sociality, and Literary Interpretation,” argues that humans have innate needs to “travel in time and through space without getting lost” as a means for gathering resources, seeking refuge, and obtaining knowledge.1 Wayfinding, this human drive to explore and attach meaning to the world around us, establishes an important cognitive basis for our contemporary obsession with wanderlust. But what happens when our ability to navigate our environments is limited? And is this sudden cultural obsession with travel, with all of its racist and classist baggage, really a new phenomenon?

Religious pilgrimage — a journey “made to a sacred place as an act of religious devotion” — may at first glance have little in common with the contemporary wanderlust fever, but in the late medieval period, faithful pilgrims often went to great lengths to traverse the known world in order to visit many of the same landmarks populating Instagram pages today. Pilgrimages were typically undertaken by groups of travelers, and these journeys could be as short as Chaucer’s famous trip from London to Canterbury or as long as medieval mystic Margery Kempe’s voyage from Lynn to Jerusalem. Records of these pilgrimages prefigure many of the critiques of present-day travel — namely, that “the experience of travel [was] exotic” and “the purview of the privileged.”2 Despite this, I wish to read pilgrimage — one of the most common types of medieval travel — as motivated not just by religious devotion, but by a human cognitive need to wander.

This reading is facilitated by accounts of medieval religious devotees who found themselves confined, enclosed, or otherwise unable to undertake the physical pilgrimages, yet nevertheless invented means to satisfy this cognitive urge. In his work with the itinerary maps of thirteenth-century Benedictine monk Matthew Paris, Daniel K. Connolly demonstrates that “cloistered monks, though discouraged from going on pilgrimages to the earthly city [of Jerusalem], could nonetheless use Matthew’s maps for an imaginative journey to the Heavenly Jerusalem.”3 These imagined journeys, I believe, were abetted by the map’s engagement with the same cognitive processes that human beings experience when wayfinding, or moving through physical space. This map (pictured below), depicts the Holy Land from a bird’s-eye perspective — cognitive scientists call this a “survey” perspective, in contrast to the horizontal “route” perspective experienced when actually traveling through a location.4 At first glance, this seems odd — how does this survey perspective aid imagined travel experiences, when human beings generally experience travel through a horizontal route-based perspective? The answer, in all too-human fashion, has to do with time.

Matthew Paris’ itinerary map. The physical action of unfolding the tabs on this map may have helped monks immerse themselves in the imaginative travel experience. British Library Royal MS 14 C VII, f.4r.

Spatial cognitive researchers theorize that human beings initially conceive of new environments horizontally, using route-based perception; in recall, first-time travelers imagine themselves at the center of their memories, with the environment situated around them. Over time, however, we restructure this mental image, creating survey knowledge of a location — in other words, the more time we spend in a location, the more we’re able to imagine from a bird’s-eye view. The map of Matthew Paris, as a tool for imaginative travel, reflects this cognitive restructuring. If the point of a pilgrimage is to allow a traveler to truly immerse themselves in the historical life of Christ in the world that he knew, then an imaginative traveler needed to experience the world as Christ did: through a complex, survey perspective.

Logan Quigley
Ph.D. Student
University of Notre Dame

1. Nancy Easterlin, “Cognitive Ecocriticism: Human Wayfinding, Sociality, and Literary Interpretation,” Introduction to Cognitive Cultural Studies, ed. Lisa Zunshine (Baltimore: Johns Hopkins University Press, 2010).

2. Kathryn M. Rudy, Virtual Pilgrimages in the Convent: Imagining Jerusalem in the Late Middle Ages (Turnhout: Brepols Publishers, 2011).

3. Daniel K. Connolly, “Imagined Pilgrimage in the Itinerary Maps of Matthew Paris,” Art Bulletin (81:4), 598.
Ehrenschwendtner, Marie-Luise. “Virtual Pilgrimages? Enclosure and the Practice of Piety at St. Katherine’s Convent, Augsburg.”…

4. Montello, et. al. “Real Environments, Virtual Environments, maps.” Human Spatial Memory, 261.

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Teaching Latin with English

When you first learned how to read and write, you probably did so in your native language. As natural as this seems, medieval teachers did things differently. Throughout most of the Middle ages, grammar meant Latin grammar; literate, able to read Latin. Ælfric’s Grammar (written ca. 992-1002), marks an important break with previous pedagogy.  In the first sentence Ælfric proclaims the revolutionary nature of his project: “I’ve worked to translate these excerpts from Priscian for you boys into your own language” (he does so in Latin, ironically enough). For the first time, then, a European vernacular was used to teach grammar.

Ælfric’s source is the Excerptiones de Prisciano, a judicious culling containing “almost all the important and interesting components” (David W. Porter, ed., Exerptiones de Prisciano, Woodridge: D. S. Brewer, 2002) from the Latin grammarian (fl. 500) whose textbook was a virtual best-seller in medieval Europe. The Excerptiones survives in only two complete manuscripts: London, British Library MS Add. 32246 and Paris, Bibliothèque Nationale de France, Nouv. Acq. Lat. 586. The former (pictured below), written in the first half of the eleventh century, is particularly noteworthy for the Latin-English glossaries that often crowd its margins (when there isn’t a random peasant’s head there instead).

London, British Library MS Add. 32246; fol. 24v.

It thus offers us a fascinating view of how medieval students in England could negotiate between Latin and their native tongue. The glosses in Add. 32246 were intended to help students cope with difficult Latin words by giving English definitions. They’re no less useful today, only now, when our collective knowledge of Latin greatly surpasses our knowledge of Old English, for the exact opposite reason: using Latin to improve our understanding of Old English. For scholars of Old English, who most often determine the shades of meaning of a word based on its usage in a very small corpus, the glossaries provide priceless linguistic information.

London, British Library MS Add. 32246; fol. 2v.

This particular folio contains a list of farming tools, as indicated by the majuscule heading in the top left corner: “DE INSTRVM(EN)TIS AGRICOLARV(M).” The format is simple with a period separating the Latin word on the left from its English equivalent. On the next line, we can see that Dentale (a plowshare’s beam) is cipp and Fimus (manure) is dung. At times two Latin synonyms are provided for one English word, or vice-versa. Thus, on the fourth line in the left margin Aculeus (spur) is translated as stiels. ł (an abbreviation for vel, “or”) gadisen. While the glosses aren’t directly related to the text, which at this point treats “the relationship of letters” (DE AFFINITATE LITTERARUM) and “consonants” (DE CONSONANTIBUS), it reflects a preoccupation similar to Ælfric’s, i.e. combining Latin grammar and English vocabulary aids .

At the top of folio 5r, we find another set of glosses written in a different hand. These glosses, sorted by letter (this page features “B”) but not in alphabetical order, define exceedingly obscure Latin words through more common ones.

London, British Library MS Add. 32246, fol. 5r.

Thus, at the top we see Boeties i. greci (“Boeotians, i.e., Greeks”), and on the line below, a Balano i. herba fullonu(m) qua uestis purgatus (“Balano, i.e., a fullonum herb that cleans clothes”). On the right margin, our other scribe has continued his Latin-English glossary of agricultural terms, now imitating the alphabetical order of the Latin-Latin list.

Garrett Jansen
University of Notre Dame

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Blog Posts in the Graduate Classroom: Part 2, Pragmatic Considerations

Part 1 of this blog entry presented the rationale behind using the Medieval Studies Research Blog (MSRB) as a pedagogical tool. Part 2 dives into the practical side of graduate-level blog post assignments specifically tailored to the MSRB’s interdisciplinary mission.

Precedent has already been set for bringing the MSRB into the graduate classroom. In fact, the MSRB originally emerged out of Kathryn Kerby-Fulton’s manuscript studies course, and her students continue to contribute exceptional work. During the fall 2017 semester, for instance, Kerby-Fulton’s class, “Introduction to Medieval English Manuscript Studies,” worked on the following assignment, for which I recently gave a guest lecture on “How to Write a Successful Blog Post:”

Workshop Assignment: The Workshop Assignment will be the creation of a blog post of about 500 words. Dr. Karrie Fuller (Medieval Institute’s Medieval Studies Research Blog webmaster and Lecturer, St. Mary’s College) will explain the format for this, and both she and I will be happy to help as well to advise on content. It should be delivered on the workshop day; note that your oral presentation of your post should not exceed 5 - 10 minutes, not counting questions afterwards). This assignment is an excellent preparation for conference roundtables and panels.

When constructing a blog assignment for this site, the only restrictions are that the subject matter should somehow relate to the medieval period, and contributions should be written in a style appropriate to the academic blog. Otherwise, the possibilities remain wide open. As in the example just provided, many traditional forms of academic writing and oral presentation can be adapted to fit the blog format, whether as one component of a larger project, or on its own. There is also plenty of room for experimentation with multimedia, tone, creative responses to or reflection on course content. Furthermore, because the site’s interdisciplinary coverage reflects the full range of scholarly activity performed at Notre Dame, instructors from all disciplines should feel welcome to participate.

For additional support with these assignments, the Medieval Institute has recently approved a new classroom visit program. These visits are by no means required for instructors assigning blog posts for this site, but are available for anyone wanting a little extra help preparing students for the task. Visits consist of a twenty-minute guest lecture about how to put together a successful blog post and set it up on WordPress. The graduate students in attendance for my first class visit earlier this semester responded positively to the experience, and will know exactly what to expect when it comes time to prepare their work for publication. Anyone interested in scheduling a class visit can contact me directly (email address listed below).

Moreover, helping graduate students at an early stage of their training to see the benefits of contributing posts will, ideally, encourage them to continue submitting their work as they advance beyond coursework. Becoming a regular, or even an occasional contributor will be even more effective than publishing a single entry as it will demonstrate a more sustained involvement with a large-scale digital project. Because curating an online presence is now a necessity for scholars, this form of professionalization can help graduate students manage their online profiles, making them more memorable, as Battershill suggests, “It is a good idea, in other words, for each grad student to take the time to craft an online presence that is what they want it to be—that is, intentional, professional, and memorable. Students should know what comes up when search committees or journal editors Google their names, and ideally they should try to make sure that the search results on the first few pages include some indication of their academic work.”[1] This site’s university affiliation means that it will show up first in Google searches, and its short article format means that it will add new content to the CVs and publication lists already present on their academia.edu and LinkedIn pages. Contributions are also circulated via Twitter and Facebook to expand their online visibility.

Ultimately, using this site as the basis for course assignments benefits everybody involved. Students and instructors gain DH experience, the Medieval Institute continues to build a strong online research profile, and audiences outside the academy gain greater access to knowledge they would otherwise never receive.

For questions, posting schedules, or class visit sign-ups, feel free to contact me at kfuller2@alumni.nd.edu.

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

Update 5/4/18: Here is sample assignment that could be adapted easily for graduate students.

Select Bibliography of Introductions to DH and DH Pedagogy

Battershill, Claire and Shawna Ross. Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students. London: Bloomsbury Publishing, 2017.

Burdick, Anne, Johanna Drucker, Peter Lunenfeld, Todd Presner, and Jeffrey Schnapp. Digital_Humanities. Cambridge, MA: MIT Press, 2012.

Gardner, Eileen and Ronald G. Musto. The Digital Humanities: A Primer for Students and Scholars. Cambridge: Cambridge University Press, 2015.

Gold, Matt K., and Lauren Klein, eds. Debates in Digital Humanities 2016. Minneapolis: University of Minnesota Press, 2016.

Hirsch, Brett D., ed. Digital Humanities Pedagogy: Practices, Principles and Politics. Cambridge: Open Book Publishers, 2012.

Schreibman, Susan, Ray Siemans, and John Unsworth, eds. A New Companion to Digital Humanities. Blackwell Companions to Literature and Culture. Chicester: Wiley Blackwell, 2016.

 

[1] Claire Battershill and Shawna Ross, Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students (London: Bloomsbury Publishing, 2017): 158-159.