In preparation for the V International Congress of the John Gower Society in Scotland this summer, I’ve been exploring a twisted little tale from John Gower’s Confessio Amantis known as the “Tale of Albinus and Rosemund.” The story sees Albinus, the newly crowned king of Lombardy, married to Rosemund, daughter of the previous king whom Albinus has slain. Despite the couple’s love for each other, Albinus tricks his wife into drinking from a cup that has been fashioned from the skull of her late father.
Having been so elaborately adorned with precious stones atop a gold pedestal, the vessel no longer resembles a skull, and Albinus bids his bride, “Drink with thi father, Dame.” Rosemund drinks. Albinus then reveals his cruelty, and Rosemund proceeds to have him murdered.
The tale made me wonder about the extent to which skulls have been used as drinking cups and whether the practice existed in the medieval period, perhaps even in Britain. I wondered, too, whether any remnants remained, particularly any as dazzling as the one Albinus debuts to Rosemund’s horror.
Vikings might seem the likely culprits, but Vikings did not, it seems, drink from the skulls of their enemies despite how deeply ingrained the association has become in popular culture. That said, the Poetic Edda contains a reference to cups created from skulls in the story of Wayland the Smith, who seeks vengeance against the king for his violent imprisonment. In the Old Norse narrative, Wayland kills the king’s two young sons and gifts their silver-gilded skulls to him, their eyes gruesomely replaced with glittering jewels.
Early Britons, however, did use skulls as crockery.
In 1987, researchers discovered cups crafted from human skulls in a cave in Somerset, England. The three cups, made from the skulls of two adults and a three-year-old child, were re-examined in 2011 and dated to 14,700 BP. As reported in The Guardian, “Detailed examination of 37 skull fragments and four pieces of jaw using a 3D microscope revealed a common pattern of hard strikes followed by more finessed stone tool work that turned a freshly decapitated head into a functional cup or bowl.”
Markings on the bones suggest that the bodies were butchered for meat before the heads were severed, but there is no physical evidence to suggest that the skulls served as trophies for those who repurposed them. Rather than being enemies, they may have died of natural causes, and it’s possible those who survived them intentionally preserved their skulls as a way of honoring them in death. But it is also possible that the skulls belonged to enemies according to Dr. Bruno Boulestin, an archaeologist at the University of Bordeaux in France, who stated that “in ‘nine out of 10’ societies known from historical or ethnographic records, skulls were removed as trophies for the purpose of humiliating the enemy.”
Whatever the circumstances, the cups were by no means haphazardly made, and the physical evidence, including engraving on the bones, appears to be ritualistic, rather than simply cannibalistic. Based on research by scientist Dr. Silvia Bello, the Natural History Museum in London explains, “The painstaking preparation of the skull-cups suggests that they were prepared for a special purpose rather than just for nutrition. After all, it would have been much quicker and easier to just smash the skull the access the fatty brain inside.” The craftmanship, therefore, is deliberate and thorough, even if the goblets themselves are not as glamorous as the one depicted in Gower’s tale.
At nearly 15,000 years old, the cups found in Gough’s Cave obviously predate the medieval period, but Wales, in fact, retains a skull cup originating in the Middle Ages, as it was made from the remains of a 6th-century monk and bishop known as Saint Teilo. Set in silver atop a silver stand, the cup now sealed behind glass at Llandaf Cathedral was once used for healing purposes, apparently as recently as the 1940s. The water from Saint Teilo’s well, also located in Wales, was said to be most effective against chest ailments, especially when drunk from Saint Teilo’s skull and even more so if distributed to the sick by the hands of the skull’s keeper. Like other saintly relics, the cup is attributed with healing properties, largely separating it from the gore associated with dismemberment.
Returning to the skull cup from which Rosemund drinks, I have yet to render my verdict on the vessel’s meaning but see it as a vehicle signifying both consumption and catharsis not unlike these others from early Britain. After drinking from the body of her father, Rosemund releases her rage in retaliation against her husband’s tyranny, embodying the conqueror and effectively ending Albinus’s reign.
Emily McLemore, Ph.D. Department of English University of Notre Dame
When the Vikings invaded the northeastern coast of Britain in 793, they raided the monastery at Lindisfarne. The monks fled – and they carried with them the remains of Saint Cuthbert.
His coffin not only contained a corpse but also material relics, the Saint Cuthbert Gospel among them. The book so well preserved in his coffin has been recognized as a marvel among medieval manuscripts, along with the Lindisfarne Gospels, which the monks also saved from destruction by the Danes. Much like these extraordinary books, the embroidery that survived alongside Saint Cuthbert’s body is remarkable for its rarity.
Cuthbert of Lindisfarne was born in 634 and spent his life as a monk, bishop, and hermit in the Kingdom of Northumbria. When he died in 687, he was buried at Lindisfarne. As the Venerable Bede recounts the story, Saint Cuthbert’s coffin was opened again 11 years later with the intention of removing his bones to a reliquary, but his body was found to be perfectly preserved.
Under the duress of Danish attack, it was more than 100 years before the monks laid Saint Cuthbert to rest in Durham, where they settled in 995. Several artifacts accompanied Saint Cuthbert as he traveled posthumously around the English countryside, and the book and embroidery are very special for their survival.
The Saint Cuthbert Gospel was discovered when the coffin was opened at Durham Cathedral in 1104, and like the body of its patron, the book remained incredibly well preserved. Dated to the early 8th century, it is the earliest European book to retain an original, intact binding. The covers are made from goatskin that has been dyed red and decorated; the tooled leather is stretched over wooden boards, most likely birch. It is a pocket-sized book measuring 5.4 by 3.6 inches, and the manuscript contains the Gospel of Saint John.
The British Library’s description of the binding beautifully correlates the book’s cover with its content. On its front cover, “the central motif of a stylised vine sprouting from a chalice reflects Christian imagery from the eastern Mediterranean. The plant on the cover of the Gospel has a central leaf or bud and four fruits, echoing the text, ‘I am the vine, you are the branches’, from St. John’s Gospel 15:5.” On the back cover appears “rectangular borders containing a geometric, step-pattern double-armed cross, recalling John’s central role in the Crucifixion narrative.”
The other relics were discovered much later when Saint Cuthbert’s tomb was opened in 1827. In addition to the saint’s body, Canon James Raine found a pectoral cross, a portable altar, an ivory comb, and a set of embroidered vestments. The vestments, or religious robes, date between 909 and 916 and are the earliest pieces of embroidery that survive from the medieval period in England.
Only a few pieces of Anglo-Saxon embroidery survive at all, and these pieces are unique among the extant examples in that they feature full-length human figures. The vestments include a stole decorated with figures of Old Testament prophets and Apostles, as well as a maniple, a girdle, and bracelets. They are made from Byzantine silk with silk and gold thread decoration. According to inscriptions on the fabric, the vestments were commissioned by Queen Aelfflaed for the Bishop of Winchester and produced between 909 and 916. Her stepson, King Athelstan, who ruled England from 927 to 939, placed them in Saint Cuthbert’s tomb when he visited the shrine in 934.
The style of embroidery called Opus Anglicanum, or English Work, was used on clothing, hangings, and other textiles, often created with silk and gold or silver-gilt threads stitched on linen or velvet backgrounds. Between the late 12th and mid-14th centuries, these luxury goods were in great demand across Europe. Often they were procured as diplomatic gifts, and they were very expensive. They were produced for both secular and ecclesiastical use, but most of the surviving examples were designed for liturgical use like those found alongside Saint Cuthbert.
Although English embroidery was renowned for its beauty during the medieval period, the majority has been lost to neglect or destroyed for the extraction of precious metals or stones, such as pearls and other jewels mentioned in inventory descriptions. Fragments, however, can be found in museums, and one of the most substantial collections of Opus Anglicanum can be found at the Victoria and Albert Museum in London.
The vestments recovered from Saint Cuthbert’s tomb can be seen on display at Durham Cathedral, where visitors can view the entire Treasures of Saint Cuthbert collection. The oak coffin made to cradle the saint’s body when he was found incorrupt in 698 also resides among the relics, its own fragmented body a reminder of what arduous travels medieval artifacts endure to remain with us in our own time.
Emily McLemore, Ph.D. Department of English University of Notre Dame
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.
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.
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.
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.
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.
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.
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.
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
 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).
 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.
 David Bell, What Nuns Read: Books and Libraries in Medieval English Nunneries (Kalamazoo, MI: Cistercian Publications, 1995), 57.
 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.
 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.
 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.
 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.
 For a discussion of this window, see Orme, Medieval Children,244–45.
 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).
 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).
 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.
 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).