At a conference I attended earlier this month, a woman medievalist suggested we stop teaching Beowulf. It was during a session on privilege and position in medievalist pedagogy that the presenter proposed we remove Beowulf from our syllabi and replace it with Judith. She prefaced her proposal with a powerful anecdote: in preparation for reading Judith, she warned her students about encountering sexual violence in the poem. She was particularly concerned about one of her students whom she knew had been victimized, but rather than being triggered, the student said that she had felt empowered by the narrative, that Judith’s heroism helped her see her own strength as a survivor.
Judith displays Holofernes’s severed head upon her sword in this depiction from the Nuremberg Chronicle, first published in 1493. The Old English poem, however, dates to approximately 1000 CE; Judith appears after Beowulf in the Nowell Codex, one of four major manuscripts containing Old English literature.
By substituting texts focused on male figures with those centering women’s experience, the presenter argued, we would not only be disrupting a predominantly male medieval canon but also be teaching texts that resonate more with the women in our classes. I agree that Judith deserves a place in our reading lists. But the idea that we should sacrifice Beowulf pains me because it was in the pages of Beowulf that I found myself and decided who I wanted to become.
There are many markers from my adolescence that might have signaled my proclivity for medieval studies. I grew up reading The Hobbit and The Lord of the Rings and watching Disney’s Sword in the Stone on repeat. I hoarded anything related to Arthurian legend and collected all the British folklore I could get my hands on. Although my literary preferences tended toward medievalism, my interests were rooted in Medieval England, rather than fantasy. But it wasn’t until I read Beowulf in one of my undergraduate courses that I realized how much I loved medieval literature and wanted to make my way in academia.
I’m a medievalist because I read Beowulf—because it gripped me and pulled me in and has never let me go. So the thought of removing it from my syllabus is, frankly, unfathomable because I remember the way it whispered to me in a language at once ancient and familiar and how it made my heartbeat feel like the echo of drums carried across so much water.
Dated to the late tenth or early eleventh century, Beowulf is the longest epic poem written in Old English. It tells the story of the warrior Beowulf in 3,182 alliterative lines and recounts his battles with Grendel, Grendel’s mother, and the dragon responsible for his demise. The poem survives in a single manuscript known as the Nowell Codex, part of the bound volume Cotton MS Vitellius A XV, which is housed at the British Library in London and opened here to display the poem’s first page.
Setting Beowulf aside to center women with other Medieval English texts implies not only that its female characters are unworthy subjects of study but also that the poem does not or cannot resonate with women. Discarding Beowulf would, I think, do us all a disservice.
The women of Beowulf have long been relegated to the margins, a critical tradition that corroborates the misperception of the poem as both about and for men. Women medievalists, too, have been underrepresented in the adjacent scholarship. Indeed, Beowulf studies suffers from a gender problem in a way that scholarship on other iconic medieval texts does not. Women publish proportionately less on Beowulf than they do on many other texts in the Old English corpus, a disparity that does not appear to correlate with women’s limited representation in the narrative. Even The Battle of Maldon, which includes no female characters whatsoever, generates more published work by women than Beowulf does, relatively speaking. The same is true for The Wanderer, The Seafarer, and The Dream of the Rood. Women are eclipsed by men in the production of published editions and translations of the poem, as well as in their contributions to critical anthologies. I suspect that our skewed scholarly representation does not reflect a lack of interest in the poem but, rather, the extent to which we are welcomed to engage with it.
For example, Meghan Purvis, whose stunning translation was published in 2013, did not initially feel that a translation of Beowulf was a project she should undertake. In the preface to her translation, she writes, “I was in my third year of university when the professor of my History of the English Language class stood up at the front of the lecture hall and recited the opening of English’s first epic poem. The hair on the back of my neck stood up…It was because the class was taught by Professor Jennifer Bryan, and it was the first time I’d heard Old English spoken by a woman.” Purvis acknowledges that “[t]here were, of course, women already working with Old English,” but it was the experience of hearing the language of Beowulf voiced by a woman that invited her to consider that “Beowulf was a story [she] could tell.”
Meghan Purvis’s Beowulf (London: Penned in the Margins, 2013) was awarded the Stephen Spender Prize for literary translation and recommended by the Poetry Book Society. With its unique format and unprecedented exploration of gender, Purvis’s translation departs from the traditionally conservative approach to the poem’s translation. Listen to her read her award-winning poem “The Collar,”
Like Purvis, I have also felt that Beowulf was not within my reach—as a non-traditional student who came to the story late and the language even later and as a female scholar who is keenly aware not only of the vastness of Beowulf studies but also of the academic landscape’s predominantly male and often hostile terrain. So while my singular love for the poem most certainly influences my desire to teach it, I will continue to include Beowulf in future courses because I want other women to feel welcome to find themselves in its pages.
We do not need to stop teaching Beowulf. We do, however, need to think about teaching it in ways designed to destroy the stigmas surrounding women’s interest in the text and any misconstrued ideas about gendered accessibility. Instead of eliminating Beowulf and other similarly male-centric Old English texts from our literature courses, let’s actively reflect upon how we teach these texts and revise traditional pedagogical practices that inherently center men in the canon and in our classrooms. Let’s teach the Old English Judith alongside Beowulf; The Wife’s Lament and Wulf and Eadwacer in tandem with and not simply supplemental to The Wanderer and The Seafarer.
Two female-voiced laments, Wulf and Eadwacer (MS 3501, pictured here) and The Wife’s Lament, survive solely in the Exeter Book, dated to the tenth century and housed at Exeter Cathedral Library. Like the Nowell Codex, the Exeter Book is one of the four major codices containing Old English literature; the other two are known as the Vercelli Book and the Junius Manuscript.
When teaching Beowulf, let’s incorporate translations by women—whether more conservative or more creative depending upon our individual preferences and purposes. For my part, I am particularly fond of Purvis’s translation, which multiplies women’s voices, underscores their position in relation to violence, and renders Grendel’s mother visible in a way that highlights both her ferocity and her femaleness, as exemplified in this excerpt:
Grendel was torn apart, and she came looking for the meat
of her son, hanging from hooks in the ceiling. Her home was a death-house, was becoming Grendel’s tomb; the hell-dam came – and was she less frightening
for being a woman? – hardly. The men in the dark room screamed out that “he” was here, too caught in pain and fear to see the claw at the end of an arm smooth
and hairless, sharp teeth in a softer jaw.
Furthermore, maybe we focus on Grendel’s mother and the fear she evokes through her fury and her fighting skills. Maybe we review a variety of translations with our students, analyzing how and why representations of Grendel’s mother vary so greatly—from woman to monster, a mere-wyf, a “monstrous hellbride,”[1] and even Angelina Jolie.[2] Then we also teach Judith. Maybe together, she and Grendel’s mother can swallow up any remaining misconceptions about women’s proximity to Old English heroic poetry.
[1] See Seamus Heaney’s Beowulf (W. W. Norton and Company, 2000).
[2] See Beowulf, directed by Robert Zemeckis (2007).
Emily McLemore PhD Candidate in English University of Notre Dame
In his 1479 printed Beichtspiegel (Mirror for Confession), lay barber and Meistersinger Han Folz of Nuremberg used rhyming verse to teach his readers about the triangle of rew, beicht, buß (contrition, confession, penance); the dangers of purgatory; and above all, the seemingly endless numerical lists of vices and virtues that so characterized fifteenth-century religious literature. [1] There was no need to limit oneself to the seven deadly sins and seven cardinal virtues when there were also four sins that cry to heaven (one of which is, however, the silent sin), six sins against the Holy Spirit, and nine alien sins.
By 1479, a wealthy, prominent, and educated burgher like Folz evidently had little to fear from widely disseminating orthodox religious writing in the vernacular to instruct other laity. Indeed, while he printed the original Beichtspiegel himself, the text was later printed in an anthology alongside didactic literature by clerical authors. Nevertheless, the lack of authority of office led him to ground his authority throughout the Beichtspiegel via textual citation. More specifically, via a single type of citation. Folz cites “Levitici am vierundzweinzigisten capitel” (Leviticus 24); he cites “quarto Regum quinto” (4 Kings 5); he cites “Luce sedecimo” (Luke 16). [2] Throughout the entire Beichtspiegel, almost all of his citations take the same form, and without exception they come from the same source: the Bible.
Initial of the book of Genesis in the Wenceslas Bible (also known as the Bible of Wenceslaus IV); Vienna, Austrian National Library, Codex 2759–64 (1389 CE).
It was not for lack of knowledge of other religious texts. Folz’s Latin was good enough for him to accomplish two different translations of the Life of Adam and Eve, and his immense corpus of surviving poetry, songs, and Carnival plays reveals an extensive familiarity with the more theoretical or theological ideas that lay beneath the “mass market” Christianity of his day. [3] Furthermore, in his medical texts, Folz shows he understands the utility of citing earlier authorities through his references to Galen, Avicenna—and Augustine. [4] In the Beichtspiegel, his decision to rely solely on the Word of God as authority was indeed a decision.
Das wort gottes could be rallying cry of the Reformation because the late Middle Ages got there first. The Bible’s position as the focus of lay arguments in favor of the early Protestant movement, we have long known, was rooted in its already-existing popularity in lay religious life, not its absence. [5] In addition to the enormous amount of [[vernacular biblical material available to lay readers]], pastoral care manuals and priests’ prefaces to Bible translations emphasized the need to make scripture accessible to the laity.
Sandra Corbellini has noted a second important emphasis in pastoral texts encouraging lay Bible use: the act of reading scripture—independent of the specific contents—as an act of peri-mystical devotion reminiscent of monastic meditatio. One of the fifteenth century’s most influential preachers, Bernardino of Siena, preached that “the more you read and study [the Bible], the more sweetness you get, the more you feel the taste of God. If you try it, you will know; otherwise not.” [6]
No matter how rhythmic Folz’s verse (not really at all) or how perfect his rhymes (very imperfect), it is undeniable that his rote lists of sins and virtues put one in the mindset of learning facts, not the prayerful devotion Bernardino suggests. However, popular teaching’s legitimization of the act of reading scripture from the act of learning from reading scripture had its parallel at the more learned level, too.
Ian Christopher Levy’s aptly named Holy Scripture and the Quest for Authority at the End of the Middle Ages shows how the theological debates of the turbulent period between 1370 and 1430 so often turned on the question of who had the authority to determine what constituted a correct—therefore authoritative—interpretation of scripture.[7] The act of correct reading, separate from the interpretation itself, was important enough to be its own flashpoint for debate and worse. The act of reading was inseparable from the determination of authority.
The opening of the Ottheinrich Bible, the earliest surviving illustrated manuscript of the New Testament in the German language, commissioned by Ludwig VII, Duke of Bavaria-Ingolstadt; Munich, Bavarian State Library, Cgm 8010, p.2 (c. 1430 CE).
In that light, the specific method by which Folz cites the Bible merits attention. With the exception of a couple of places where Folz refers briefly to a Bible story to illustrate his point, all biblical references take the same full form: book and chapter. (Verses were not regularly numbered and used until far later.) His citations are purposeful citations of the Bible as a book, not just a text.
Folz, moreover, is not the only fifteenth-century German layman to seek this association. 1460s-era lay apocalyptic prophets Livin and Johannes Wirsberger of Egerland were exquisitely aware of the precariousness of their position, given the dark fears of the devil corrupting ignorant lay people into proclaiming false prophecies. Their few surviving letters feature insistent deferrals to the Church as the ultimate judge of true and false messages, but also their authority to write anyway. [8] One favorite tactic? The citation of scripture by book and chapter.
Folz and to some extent the Wirsbergers direct their readers’ attention to the Bible as a book—inseparable from directing readers’ attention to the authors’ familiarity with the Bible as a book. They seem to signal not just their religious knowledge, but the fact that they are able to access it through reading the Bible.
The possibility that religious authority could lie in the act of reading scripture raises questions about the relationship of laity and clergy, and just as importantly, public perception of “clergy” and/versus “lay” in the realm of popular, vernacular religious teaching. In an era filled with das wort gottes and significantly increasing urban literacy rates, further investigation will hopefully help illuminate intersections between contemporary religious culture, benefit of clergy, and—yes—a priesthood of quite a few additional believers.
Cait Stevenson PhD in History University of Notre Dame
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[1] Hans Folz, “Beichtspiegel,” in Hans Folz: Die Reimpaarsprüche, ed. Hanns Fischer (Beck, 1961), 188-210.
[3] See, for example, John D. Martin, “Dramatized Disputations: Late Medieval German Dramatizations of Jewish-Christian Religious Disputations, Church Policy, and Local Social Climates,” Medieval Encounters 8, no. 2–3 (2002): 209–27.
[4] Folz, “Pestregimen in Versen,” in Fischer, 412-428; “Pestregimen in Prosa,” in Fischer, 429-437.
[5] Although research on the use of the Bible in German-speaking lands has generally lagged behind studies in other regions, Anthony Gow’s work offers an excellent introduction to the medieval situation as well as briefly touching on earlier scholarly efforts: Gow, “Challenging the Protestant Paradigm: Bible Reading in Lay and Urban Contexts of the Later Middle Ages,” in Scripture and Pluralism: Reading the Bible in the Religiously Plural Worlds of the Middle Ages and Renaissance, ed. Thomas J. Heffernan and Thomas E. Burman (Brill, 2005), 161-191.
[6] Translated in Sandra Corbellini, “Instructing the Soul, Feeding the Spirit, and Awakening the Passion: Holy Writ and Lay Readers in Late Medieval Europe,” in Shaping the Bible in the Reformation: Books, Scholars, and their Readers in the Sixteenth Century, ed. Bruce Gordon and Matthew McLean (Brill, 2012), 24.
[7] Ian Christopher Levy, Holy Scripture and the Quest for Authority at the End of the Middle Ages (University of Notre Dame Press, 2012), xi.
[8] Frances Courtney Kneupper, The Empire at the End of Time: Identity and Reform in Late Medieval German Prophecy (Oxford, 2016), 115, translates: “Thus should you act justly in your reason and take to heart what the lords Matthew in 23, Mark 13, and Luke 21 all say.”
As a specialist in the study of women’s education and literacy in England in the Middle Ages, I’m asked this question a lot. I’ll cut to the chase: YES.
How do we know this?
Medieval England (on which I’ll focus this blog) was a multilingual nation.1 English had been its primary vernacular from the time of the Anglo-Saxons (about 450) until the Norman Conquest of 1066, when French became the language of the nobility, government, and diplomacy.2 By the mid-fifteenth century, though, English had reasserted dominance as the primary vernacular language, while the Church, clerics, and higher education continued to use Latin.3 Because medieval English people would have heard and used all three languages in daily life, children were taught to read and speak all of them.4 Whether children’s reading knowledge became advanced depended on the importance of reading in their lives and what socioeconomic station they attained. In fact, most of the evidence for literacy survives from the upper classes; uncovering the history of less privileged groups remains difficult.
In infantia
Medieval scholars commonly thought of childhood in three divisions: infantia (birth to about 7 years), pueritia (about 7 to 14 years), and adolescentia (about 14 to 21 years).5 The teaching of reading began in infantia with parents and nurses, if the family could afford such help.
Girls and boys began by learning the letters of the Latin alphabet and the sounds they made. In this way they acquired the basic skills of early reading, called contemporaneously sillibicare (sounding out syllables) and legere (sounding out words), even if they didn’t understand what those sounds or words meant.6 Singing might have been used as well to teach pronunciation, as sung Latin was used in church services. Because reading was important to promote spiritual instruction, and had indeed been cited at least as far back as Jerome in the fourth century as a reason girls should be taught to read, some of the earliest texts learned were the Pater Noster, the Ave, and the Creed. Alphabets and these simple prayers could be written out on a variety of surfaces: boards, painted walls, wooden trays covered in ash or sand, ceramic or metal vessels, or hand-held tablets made of materials such as slate, horn, or board covered in parchment (more on this below).
Beginning around 1300 in England, medieval parents had a model of teaching in St. Anne, the mother of the Virgin Mary. Depictions of her teaching Mary to read appeared in stained-glass windows, manuscript illuminations, wall paintings, and other artistic representations.7 One such survives today in the Church of St. Nicholas in Stanford-on-Avon, Northamptonshire, England.
“Saint Anne teaching the Virgin to Read,” about 1330–50, the Church of St. Nicholas, Stanford-on-Avon, Northamptonshire, England; south aisle, east window, farthest left panel. Image from Painton Cowen’s The Online Stained Glass Photographic Archive.
In this window, Mary is shown sitting in Anne’s lap and holding a bound book with letters written on its pages. She holds the book open so the text is visible to the reader. Her mother Anne points upward, in a gesture both teacherly and pointing heavenward, perhaps emphasizing the importance of reading for spiritual development.8
This beautifully-painted miniature from a Book of Hours shows Anne and a young Mary holding a book together. With her right hand, Anne isolates text for Mary to examine.
Saint Anne Teaching the Virgin to Read, a miniature painted by Master of Sir John Fastolf (French, active before about 1420–about 1450), in a Book of Hours created in France or England about 1430–1440. Tempera colors and gold ink on parchment. Los Angeles, Getty Museum, MS 5 (84.ML.732), fol. 45v.
Other surviving representations show Anne using a hornbook (mentioned above) to teach Mary to read. This illustration comes from a Book of Hours that originated in England around 1325–1300.
Though the hornbook was at least a medieval invention (discussed recently by Erik Kwakkel and Trinity College, Cambridge, librarians), it survives only from early modern centuries, as in this example, created in London around 1625. The text is printed on sheepskin parchment and fixed to an oak paddle with a brass frame and iron nails; the handle is used for holding the hornbook. The parchment is laminated over with a processed animal horn (hence the name) to protect the text.
A text from the 1230s, written by a layman, Walter of Bibbesworth, also reveals much about how boys and girls learned, especially languages, in a gentry household. Bibbesworth was a wealthy English landowner and a knight who wrote this book for his neighbor and fellow member of the gentry, Dionisie de Munchensi. Dionisie had three young children to educate, and as part of the expectations of their class, they would have needed to learn a French more advanced than what they would have picked up through everyday living. The image below shows the opening leaf of Walter of Bibbesworth’s Tretiz.
Walter addresses Dionisie in column 1, lines 10-20, identifying the purpose of his text: “Chere soer, pur ceo ke vous me / pryastes ke jeo meyse en ecsryst [sic] / pur vos enfaunz acune apryse / de fraunceys en breve paroles” (Dear sister, because you have asked that I put in writing something for your children to learn French in brief phrases). What follows is a narrative poem, beginning in column 1, line 21, that describes childhood, starting with birth and ending in young adulthood with a large household feast. In each scene, Walter presents French vocabulary for Dionisie’s children to learn.
Many clues in the text demonstrate that the physical book was shown to children so they could learn the reading of words on a page, not just the sounds of them. Walter gives many homophones, for example, that would only make sense in writing, rather than in pronunciation. Some of the vocabulary also has English translations written in between the lines of the main text. You can see this in the image above in the poem, which starts at column 1, line 21, and goes into column two. All the smaller words written between the lines give the English translation of the main text, which is written in French.
In pueritia and adolescentia
Once they moved into pueritia (about 7-14 years of age), girls of the upper classes would often transition into the care of a mistress (called at that time magistra, magistrix, or maitresse). The mistress provided education in such things as deportment, embroidery, dancing, music, and reading.9 For any skills the mistress did not herself have, she could bring in other household members, such as the minstrel for musical training, the chaplain for more advanced reading and spiritual instruction, and the huntsman for hunting. Specialized academic tutors could teach girls more advanced academic subjects. Sometimes these well-to-do girls were sent to other households to be fostered, serving as ladies-in-waiting to upper-class women. Girls, especially those of the upper classes, could be sent to nunneries as well (sometimes beginning in infantia) for education. Not all girls sent to nunneries were meant for the vocation of nun.10
As their reading abilities progressed, girls and boys moved on to reading comprehension (intelligere) and began to read more sophisticated spiritual texts, such as prayer-books, books of hours, psalters, antiphonals, and saints’ lives. They also would continue on, as personal libraries grew in the thirteenth century, in reading romances, histories, poetry, classical authors, theology, philosophy, and more. It is most likely, given that women were not admitted to the university (unlike boys, who could progress from this stage to Latin grammar school and then on at a university level to the study of business, liberal arts, medicine, canon or civil law, or theology), that the reading of these last few would have been limited to girls whose families could afford private tutors.
Miscellany of religious, medical, and secular verse and prose in French, Latin and English. Oxford, Bodleian Libraries, MS Digby 86, fol. 68r. Produced in Worcestershire, England, c.1271–83, this “common-place book” contains French, Latin and eighteen English texts of various genres including fabliau, romances, devotional and didactic texts, prognostications, charms and prayers, among others written between 1271 and 1283. The manuscript was written by its owner and has amateurish scribal drawings and decoration. This image shows three sections of French text: the end of the hymn Veni Creator Spiritus (Come, Creator Spirit) (top 11 lines); a list of the unlucky days in the year (middle section of the text); and at the bottom a list of Arabic numerals 1 through 46. Three shields decorate the bottom.
In adulthood
By the time they reached adulthood, women who were privileged enough to have obtained a sophisticated education and their own libraries could be avid readers.
Gospel lectionary written in Latin, made in England c.1025–50, later owned by St. Margaret of Scotland. Oxford, Bodleian Libraries, MS. Lat. liturg. f. 5, fols. 21v–22r. This opening shows St. Luke with the start of his gospel reading. The Bodleian Libraries digital Treasures exhibition notes: “A compact selection of passages from the Gospels, this finely illustrated book was Margaret’s favourite, and one she read and studied closely, even when she travelled. A poem added at the front describes how this very book was dropped into a river but remained almost unharmed: this miracle contributed to her growing reputation for holiness.”
The historical and literary records provide examples of such sophisticated learning, primarily among the nobility. For example, the Norman monk and chronicler Robert of Torigni (c.1110–1186), praised the education of St. Margaret of Scotland (d. 1093) and her daughter Matilda (1080–1118), wife of Henry I, writing, “Quantae autem sanctitatis et scientiae tam saecularis quam spiritualis utraque regina, Margareta scilicet et Mathildis, fuerint” (Of how great holiness and learning, as well secular as spiritual, were these two queens, Margaret and Matilda).11
In a different Latin life, commissioned by Matilda about her mother Margaret, the biographer describes how Margaret from her childhood would “in Divinarum lectionum studio sese occupare, et in his animum delectabiliter exercere” (occupy herself with the study of the Holy Scriptures, and delightfully exercise her mind) and notes that her husband, King Malcom III, cherished the “libros, in quibus ipsa vel orare consueverat, vel legere” (books, which she herself used either for prayer or reading), even though Malcom himself could not read Latin.12
This image above shows the unidentified female patron of this Book of Hours kneeling on a prie-dieu, her prayer book open to the text “Maria mater gratiae” (Mary, mother of grace). This open book with its discernable text has several functions: it leads the reader into the prayer; it demonstrates the piety of the patron, kneeling in prayer before both her spiritual book and the Blessed Virgin and Christ (illustrated on the facing leaf); and it shows one of the primary purposes of teaching children to read: being able to use spiritual texts in personal devotion.
Even women who were not noble and who were not able to read much Latin possessed and used books such as the one pictured above. In the mid-fifteenth century Englishwoman Margery Kempe wrote through her scribe of a memorable time in her church of St. Margaret in King’s Lynn when a chunk of masonry fell from the ceiling down onto her as she was praying with her prayer book in hand.
The image below comes from her Book of Margery Kempe as preserved in London, British Library, Additional MS 61823. Lines 24-28 narrate, “Sche knelyd upon hir / kneys heldyng down hir hed. and hir boke in hir hand. / prayng owyr lord crist ihesu for grace and for mercy. Sodeynly fel / down fro þe heyest party of þe cherche vowte fro undyr / þe fote of þe sparre on hir hed and on hir bakke a ston / whech weyd .iii. pownd” (She knelt on her knees, bowing down her head and holding her book in her hand, praying to our Lord Christ Jesus for grace and mercy. Suddenly fell down from the highest party of the church out from under the foot of the rafter onto her head and her book a stone which weighed three pounds). She survived, for which she credited the mercy of Christ.
Finally, a note on those of the working classes. I have not discussed them in detail as it is unfortunately difficult, in fact nearly impossible, to say much about the reading skills of those who left few or no records behind: the great majority of women (and men) of the medieval population were laborers who left little trace in the written record. Yet as we see from the image here below, even for working women, especially in the last few centuries of the Middle Ages, possession and use of books was within the norm, provided those books could be afforded.
My focus here has been tightly on the teaching of reading to medieval English girls. Girls and boys alike were taught to read, and began their reading education in the same ways. Boys alone could attend the medieval university and reach the highest (and best educated) ranks of clerics, but if girls had access to the right resources, they too could be highly educated. The evidence demonstrates that the teaching of reading was not linked specifically to gender; rather, it was a function of both socioeconomic station and the usefulness of such skills for one’s life.
If you’re interested in this topic, I cover the subject in much greater detail, with many other examples and suggested readings, in my article, “Women’s Education and Literacy in England, 1066–1540,” in the “Medieval and Early Modern Education” special issue of History of Education Quarterly, and the accompanying HEQ&A podcast.
Megan J. Hall, Ph.D. University of Notre Dame
Twitter @meganjhallphd
[1] On languages in medieval England, see Amanda Hopkins, Judith Anne Jefferson, and Ad Putter, Multilingualism in Medieval Britain (c. 1066–1520): Sources and Analysis (Turnhout, Belgium: Brepols, 2012).
[2] W. M. Ormrod, “The Use of English: Language, Law, and Political Culture in Fourteenth-Century England,” Speculum 78, no. 3 (July 2003), 750–87, at 755; and William Rothwell, “Language and Government in Medieval England,” Zeitschrift für französische Sprache und Literatur 93, no. 3 (1983), 258–70.
[3] David Bell, What Nuns Read: Books and Libraries in Medieval English Nunneries (Kalamazoo, MI: Cistercian Publications, 1995), 57.
[4] On the complexities of a trilingual England, with a number of helpful citations therein for further reading, see Christopher Cannon, “Vernacular Latin,” Speculum 90, no. 3 (July 2015), 641–53.
[5] A variety of frameworks were imposed upon the ages of humankind, though these major divisions for the stages of childhood were fairly commonly accepted. For a discussion, see Nicholas Orme, From Childhood to Chivalry: the Education of the English Kings and Aristocracy, 1066-1530 (London: Methuen, 1984), 5–7; and Daniel T. Kline, “Female Childhoods,” in The Cambridge Companion to Medieval Women’s Writing, ed. Carolyn Dinshaw and David Wallace (Cambridge, UK: Cambridge University Press, 2003), 13–20, at 13.
[6] Jocelyn Wogan-Browne, “‘Invisible Archives?’ Later Medieval French in England,” Speculum 90, no. 3 (July 2015), 653–73. For more on levels of reading Latin, see Bell, What Nuns Read, 59–60; and Malcolm B. Parkes, “The Literacy of the Laity,” in Scribes, Scripts, and Readers: Studies in the Communication, Presentation, and Dissemination of Medieval Texts, 1976 (London: Hambledon Press, 1991), 275–97, at 275.
[7] On the cult of St. Anne and the teaching of reading, see Nicholas Orme, Medieval Children (New Haven, CT: Yale University Press, 2001), 244–45; and Clanchy, “Did Mothers Teach their Children to Read?,” in Motherhood, Religion, and Society in Medieval Europe, 400–1400: Essays Presented to Henrietta Leyser, ed. Conrad Leyser and Lesley Smith (Farnham, UK: Ashgate, 2011), 129–53. For further examples and a detailed analysis of the Education of the Virgin motif, see Wendy Scase, “St. Anne and the Education of the Virgin,” in England in the Fourteenth Century: Proceedings of the 1991 Harlaxton Symposium, ed. Nicholas Rogers (Stamford, UK: Paul Watkins, 1993), 81–98.
[8] For a discussion of this window, see Orme, Medieval Children,244–45.
[9] Boys (especially royal princes) typically followed the same path of moving from the nursery into the care of an educator-caretaker: pedagogus (a term used into the eleventh century) or magister or me[i]stre (terms in use from the twelfth century forward) (Orme, From Childhood to Chivalry, 19).
[10] Excellent reading on the education of girls in nunneries is found in Eileen Power, Medieval English Nunneries, c. 1275 to 1535 (Cambridge, UK: Cambridge University Press, 1922); Alexandra Barratt, “Small Latin? The Post-Conquest Learning of English Religious Women,” in Anglo-Latin and Its Heritage, Essays in Honour of A. G. Rigg on His 64th Birthday, ed. Siân Echard and Gernot R. Wieland (Turnhout, Belgium: Brepols, 2001), 51–65; and J. G. Clark, “Monastic Education in Late Medieval England,” in The Church and Learning in Late Medieval Society: Essays in Honour of R. B. Dobson; Proceedings of the 1999 Harlaxton Symposium, ed. Caroline Barron and Jenny Stratford (Donington, UK: Shaun Tyas/Paul Watkins, 2002), 25–40; and Dorothy Gardiner, English Girlhood at School: A Study of Women’s Education Through Twelve Centuries (Oxford, UK: Oxford University Press, 1929).
[11] Robert of Torigni [Robertus de Monte], Historia nortmannorum liber octavus de Henrico I rege anglorum et duce northmannorum, ed. J.-P. Migne, Patrologia cursus completus, series latina 149 (Paris, 1853), col. 886; translated in “History of King Henry the First, by Robert de Monte,” ed. Joseph Stevenson, The Church Historians of England vol. 2, part 1 (London, 1858), 10.
[12] Transcribed in Symeonis Dunelmensis Opera et Collectanea, ed. J. Hodgson Hinde, vol. 1 (London, 1868), at 238, 241, from the version preserved in London, British Library, Cotton MS Tiberius D iii, fols. 179v–186r (late twelfth century).
