Tag: laity

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Could Medieval Women Read?

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.

Image of stained glass window of Saint Anne teaching the Virgin Mary to read
“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. 

Oxford, Bodleian Library, MS Douce 231, fol. 3 

This detail shows the hornbook more closely. 

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. 

“Aabc (English hornbook),” Washington, Folger Shakespeare Library, STC 13813.6 (dated 1625).

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. 

The opening leaf of Walter of Bibbesworth’s Tretiz. The manuscript dates from 1325. London, British Library, Additional MS 46919, fol. 2r. 

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

London, British Library, Harley MS 2952, fol. 19v. Book of Hours, made in France c.1400–1425. 

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.

The Book of Margery Kempe, online facsimile and documentary edition hosted by Southeastern Louisiana University, project director Joel Fredell. London, British Library, Additional MS 61823, fol. 11r.

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. 

A woman attendant reading a book, from La Bible historiale of Guyart des Moulins, c. 1470s. London, British Library, Royal MS 15 D I, fol. 18.

Conclusion

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).

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Katharina Tucher Uses the Bible (Part 2)

Don't forget to read Part 1 of this post here.

The collection of books that Nuremberg widow Katharina Tucher donated to her new convent around 1440 offer a stunning snapshot of one woman’s religious literary interests. Tucher’s books included the sorts of works one would expect to see in the library of a wealthy fifteenth-century reader: prayer books, Henry Suso’s Büchlein der ewigen Weisheit, hagiographies of popular female saints. One particularly noteworthy feature of her collection, however, transcends any one text or genre: the sheer amount of biblical and biblically-derived material.

Her most straightforwardly biblical books, mentioned in the previous post, are also distinguished by their utility: one text meant for use at Mass, a second turned into such, a book for praying. But we also find the reverse situation—texts from popular genres have a Scripture-based parallel in Tucher’s collection. She owned prophecies of the Sibyl and Birgitta of Sweden—and a collection gathered from the Old Testament. Of the devotional poem Christus und die minnende Seele, which scholars have demonstrated had a deep influence on the Offenbarungen, what accompanied Tucher to St. Katherine’s was an excerpt glossing the Book of Esther. [12] For moral instruction, she had treatises on the traditional categories of virtue and vice like Von der Keuschenheit—but also two copies of Marquard’s treatise on the increasingly popular way to structure moral teaching instead, the Ten Commandments. [13]

Perhaps most intriguing of all is Tucher’s portion of MS Strasbourg, Bibliotheque Nationale et Universitaire, cod. 2195. She herself wrote 104v and 138v-148v. Of these, 139r-142r and 147r-148v match the contents of an unrelated manuscript in the Nuremberg city library. These folios contain a smattering of spiritual advice attributed to authors like Augustine and Bernard of Clairvaux, along with some German prose versions of hymns like Veni spiritus sancti. [14]

104v and 142v-146v, however, were either added by Tucher when she copied an exemplar, or subtracted by the other scribe when they copied hers. The texts that Tucher felt were necessary to include, that the other author did not? From 104v, an excerpt from the letter to the Colossians (Col 3:1-4). From 142v-146v, a short text attributed to Bernard, and three more hymns modified into German prose. Those hymns were the Magnificat from Luke and two passages of the praise of Wisdom from Sirach. [15]

As with the examples in other genres, the Bible-based hymn variations that Tucher included in cod. 2195 matched non-biblical material in her library, in this case, in the same manuscript. They stand out not in their message but in their origin.

There are two key points here. First, the biblical material in Tucher’s personal library was useful. From a historiated Bible marked out for reference according to use in the liturgy to framing her sins and successes with the Ten Commandment, Scripture was present as a means rather than an end. Second, much of the Bible’s shadow over her book collection is in fact “biblical material,” rather than full Bibles or narrative equivalents. The distinction of these texts from their non-biblical partners was clear in the Middle Ages as today—the nuns of St. Katherine’s, for example, categorized didactic texts based on the Ten Commandments and other biblical structures (B) immediately after Bibles (A). [16] Biblical material did not necessarily add new teachings to the devotional life of its readers. It did, however, offer a different foundation for those teachings. And as the rising prominence of the Decalogue in moral teaching shows, this particular foundation was more and more important as the fifteenth century progressed.

Recent scholarship has finally grown more comfortable discussing the perfectly orthodox presence of vernacular Scripture in the fifteenth century, including in lay readers’ hands. The “Holy Writ and Lay Readers” project, although it does not at present cover southern Germany, has proven especially helpful in emphasizing the different formats that the “Bible” could take. Leaders Sandra Corbellini, Mart van Duijn, Suzan Folkerts, and Margriet Hoogvliet write:

The focus on the “completeness” of the text does not take into account the specific practice of diffusion of the biblical text…often delivered…in the form of passages and pericopes. Moreover, the stress on “complete Bibles” does not fully acknowledge the importance of the connection with the liturgy in the approach of lay people to the biblical text. In fact, the participation in the liturgy and the reading of biblical pericopes following the liturgical calendar…offer the most important and valuable means of access to the Scriptures.

The selection of biblical texts and liturgical rearrangements should be taken as…an indication of a specific use and approach, determined by the needs and the interests of the readers. [17]

To frame lay reading of the Bible as “functional,” as Corbellini et al. describe with respect to liturgical use, indicates an active and conscious engagement with peri-biblical text as Scripture. In this light, Katharina Tucher’s book collection suggests that our understanding of “the vernacular Bible” in the fifteenth century might be broadened even further. The pericope and marked-up historiated Bible in her library were useful. So were her Psalter, moral instruction organized according to the Ten Commandments, and biblical hymns presented as prayer. These texts, in their functionality, also represent an active and conscious engagement with the Bible.

Only by studying the many forms of the Bible’s presence in Tucher’s library, therefore, can we begin to understand its place in her spiritual life. I have described her reading interests as “comprehensively typical,” but at the same time, she added biblical material to a miscellany where another scribe omitted it. How “typical,” then, was she? By casting the same wider gaze over biblical material in fifteenth-century literary culture, we can better understand how a lay person interacted with the religious world of their day—a pressing question for Tucher’s era in particular. And indeed, only by accounting for all dimensions of biblical material can we grasp the changing place of the Bible in fifteenth-century religious culture.

Cait Stevenson, PhD Candidate
University of Notre Dame

[12] On Tucher’s use of Christus und die minnende Seele, see most comprehensively Amy Gebauer, ‘Christus und die minnende Seele’: An Analysis of Circulation, Text and Iconography (Wiesbaden: Reichert Verlag, 2010).

[13] On the Decalogue’s gradual replacement of the seven deadly sins as the foremost means to teach morality, see Robert Bast, Honor Your Fathers: Catechisms and the Emergence of a Patriarchal Ideology in Germany, 1400-1600 (Leiden: Brill, 1997); John Bossy, “Seven Sins into Ten Commandments,” in Conscience and Casuistry in Early Modern Europe, ed. Edmund Leites (Cambridge: Cambridge University Press, 1988), 214-234.

[14] Williams and Williams-Krapp, “Introduction,” 18.

[15] Ibid.

[16] Ehrenschwendtner, 126.

[17] Corbellini et al., 177-178.

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Katharina Tucher Uses the Bible (Part 1)

Medieval women visionary authors are generally known for their evocative poetry and prose, prophetic missions of reform, and intimate relationship with Christ. Can we imagine a visionary who might be better known for…reading the Bible?

For about four years, starting around 1417, a Nuremberg lay woman named Katharina Tucher recorded a spiritual journal of sorts. It consists of ninety-four entries, most of which are visions or auditory lessons from Christ. [1] The abrupt end to the journal in 1421–without announcement, warning signals, or codicological signs of missing folios—continues to puzzle scholars. The cessation of the Offenbarungen, as the text is known today, is even more curious in light of the evidence for the ongoing strength of Tucher’s spiritual life. She accumulated a prodigious library of religious texts, copied some of them herself, and ended her days as a (probably) lay sister in the prestigious Dominican convent of St. Katherine’s in Nuremberg. [2]

It’s possible Tucher hid her Offenbarungen from her sisters, but she certainly did not hide her library. She brought her books to a bookish convent, and the nuns’ desire to read, use, and copy their books is why we know about her book collection in the first place. In 1455, Sister Kunigunde Niklasin embarked on a project to catalogue the convent library’s vernacular holdings, using an alphanumeric scheme to identify books by type and subject matter. [3] By the end of the century, the catalogue counted off 352 codices (out of an estimated 500-600 in the convent library total). Twenty-six of these contained exclusively or primarily texts that Tucher donated, sixteen of which survive today. The contents of the others are known through the nuns’ notations in the library catalogue. [4]

Scholars who include Tucher’s personal book collection in their analyses of monastic or lay literary culture have typically focused on three things. First, of course, its unusual size—twenty-six books is the single largest donation to St. Katherine’s by any one person—and her own involvement as scribe of some of those. Second, for two of its most surprising contents. Tucher’s Schwabenspiegel was one of just a handful of non-religious works listed in the convent catalogue. [5] She also brought with her a German translation of William of St. Thierry’s Epistola ad fratres de Monte Dei, a guide to monastic life that includes instruction on how to read for spiritual advancement. [6] While its relevance to her recipients is clear, Tucher’s copy is the only one surviving with definite lay provenance.

The third characteristic frequently described by scholars, in contrast to the last point, is just how comprehensively typical the spread of books is. [7] If Tucher’s library were songs (and in fact, it includes a number of hymns), it could be a late-night infomercial “Golden Hits of the Late Middle Ages” 3-disc set. Many of the manuscripts are miscellanies that mix together prayers, sermons, short didactic works, and excerpts from longer texts. She had five prayer books plus a Psalter–possibly the most popular genre in lay ownership, if the number of monks and nuns who brought a personal prayer book with them to their convent is any guide. [8]

Tucher donated no complete Bible or Testament. But the holy book was well represented in its most popular late medieval devotional forms.[9] She brought with her an Old Testament of a historiated (narrative) Bible with the parallel readings for Sundays marked off, two Gospel harmonies to represent the New Testament, and the Psalter mentioned earlier. She also had a pericope containing the liturgical readings from the Gospels and epistles in German, a genre that many fifteenth-century laity used to follow along with the readings at Mass. [10]

When it came to longer didactic texts, she owned works like Henry Suso’s Little Book of Eternal Wisdom (plus an additional excerpt from it as an Ars moriendi text), Rudolf Merswin’s Neunfelsenbuch, and Otto von Passau’s Die 24 Alten. Marquard von Lindau, whose importance for late medieval literary culture has recently been illuminated by Stephen Mossman, was a favorite author—Tucher had two copies of his Dekalogstraktat as well as one each of his commentary on Job and teachings on the Eucharist. [11] The hagiographies are well situated in her southern German context: Elisabeth of Hungary, Catherine of Siena, a collection of antique saints from the area around Nuremberg.

For the most part, then, Tucher owned books that we might expect a wealthy, devout fifteenth-century woman to own. To focus on categories of genre, however, overlooks one of the most important patterns in her reading interests: regardless of specific texts’ focus, how persistently biblical her overall spiritual and literary orientation were.

Looking for Part 2? Find it here.

Cait Stevenson, PhD Candidate
University of Notre Dame

[1] Katharina Tucher, Die Offenbarungen, ed. Ulla Williams and Werner Williams-Krapp

[2] The most comprehensive biographical account of Tucher is found in the introduction to Williams and Williams-Krapp’s critical edition. See Williams and Williams-Krapp, introduction to Die ‘Offenbarungen’ der Katharina Tucher (Tübingen: Max Niemeyer Verlag, 1998), 1-27.

[3] On the library of St. Katherine’s, see Marie-Luise Ehrenschwendtner, “A Library Collected by and for the Use of the Nuns: St. Catherins’ Convent, Nuremberg,” in Women and the Book: Assessing the Visual Evidence, ed. Lesley Smith and Jane H.M. Taylor (Toronto: University of Toronto Press, 1996), 123-132. Karin Schneider, “Die Bibliothek des Katharinenklosters in Nürnberg und die städtische Gesellschaft,” in Studien zum städtischen Bildungsgewesen des späten Mittelalters und der frühen Neuzeit, ed. Bernd Moeller et al. (Göttingen: Vandenhoeck & Ruprecht, 1983), 70-82, discusses how Tucher’s selection of books fits in with the convent library overall, and compares her donation to that of other prominent sisters.

[4] A list of codices and contents, including the catalogue entries of the lost manuscripts, can be found in Williams and Williams-Krapp, “Introduction.”

[5] This was first brought to scholarly attention by Volker Honemann, Die ,Epistola ad fratres de Monte Dei’ des Wilhelm von Saint-Thierry: Lateinische Überlieferung und mittelalterliche Übersetzungen (Zürich: Artemis, 1978), 121, and discussed further in Schneider, 74.

[6] Cynthia Cyrus, The Scribes for Women’s Convents in Late Medieval Germany (Toronto: University of Toronto Press, 2009), 112.

[7] See, for example, Schneider, 73-75.

[8] Thomas Lentes, “Prayer Books,” in Transforming the Medieval World: Uses of Pragmatic Literacy in the Middle Ages, ed. Franz-Josef Arlinghaus et al., (Turnhout: Brepols, 2006) 242-243.

[9] Sandra Corbellini et al., “Challenging the Paradigms: Holy Writ and Lay Readers in Late Medieval Europe,” Church History and Religious Culture 93 (2013): 171-188.

[10] Ibid., 177-178

[11] Stephen Mossman, Marquard von Lindau and the Challenges of Religious Life in Late Medieval Germany: The Passion, the Eucharist, and the Virgin Mary (Oxford: Oxford University Press, 2010).