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 magistramagistrix, 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 an upcoming special edition of History of Education Quarterly and the accompanying HEQ&A podcast, both of which will be linked here once live.  

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 Texts1976 (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).

Christine Ebner and the Engelthal Sister-Book: Some English Translations

Scores of women mystics. The dead returning to speak to the living. Even a mystical pregnancy. Who wouldn’t want to read this book?

Fortunately for us, it is more properly these books. There are nine “Sister-books,” or Schwesternbücher, from fourteenth-century German convents (plus several from fifteenth-century Netherlands). All are filled with short glimpses at the piety of different sisters.

Many scholars today argue that these collective biographies cannot tell us anything about the individual nuns. Rather, using rhetorical and devotional elements of their time, the books build a picture of how the community envisions itself. There is perhaps no better individual signal of this purpose than the title of Christine Ebner’s Schwesternbücher for the sisters of Engelthal: Buchlein von der genaden uberlast, which might be translated “Little Book on the Excess of Grace.” The books reveal the manifestation of God’s grace in each convent in a way that other people will understand.

Given that women wrote the Schwesternbücher about other women, it is surprisingly difficult to find English-language discussion of them, much less published translations.

So here I present three entries from Christine Ebner’s Buchlein von der genaden uberlast (Little Book on the Excess of Grace), which tells of sisters from the Dominican convent at Engelthal, near Nuremberg.

One sister was named Reichgard [Richardis] and was our patron’s sister and came to our community. She had been a black nun [Benedictine] and knew our craft. As she now had come into our cloister, she took up the practice with great industriousness and went unceasingly to choir for thirty years, that she never missed a single day. And she was also without meat these thirty years and came only rarely to bathe and fasted unceasingly, and was awake every night after Matins, and said no more than three Salve reginas with great devotion. The first Salve regina, she said that for the cloister and all good people; the second Salve regina for all sinners; the third Salve regina for the souls in purgatory. She was a righteous person for all her life, and Our Lord never did her any special grace until the time that her life would take an end. Then she lay after Matins in front of the alter in choir on her knees for a long time. There came Our Lady and led her son Jesus Christ by the hand, and he was like a child around ten years old and said to her, “Stand up, beloved Reichgard.” And when she got herself up, then our Lord gripped her by her chin and said, “The time has come, prepare yourself: your brother and your sister await you with great desire. You are invited to the eternal company; there I will give you all of the wages you have earned from me.” In the same place she arrived at death and died with a holy death. Not many days after she came back here and said: she had traveled to heaven not without respite; her purgatory had been in a green meadow.

One sister was named Mechthild von Neidstein, and came here from the court of the count of Herzberg, and was an unceasing servant of God and cried in her prayers every day for God to give her a good end. This he allowed her and gave her indeed a devout death. Then she came back after her death and said: God had given her an unmeasurable reward because she had been loyal to the convent, and especially that she had suffered in the office of prioress with loyalty.

[Mechthild] had a niece, who was named Sophie von Neidstein, who died before her, and was around twenty-four years old, and was an undefeated person. When she lay on her deathbed, then she was enraptured. When she again came to herself, then she said, “I was in the other world and have seen and heard—should I live five hundred years more, I could never fully say what I know. As I am now at peace, so I want to say something about it.” Then she lifted up a song, which no one understood other than the last word, that she said “Mary,” and then said: “I was made aware, that I am one of the saved people; this I did not know before.” After that, she died one more day after that. When she did her last action, then she lifted up the Salve Regina: “Greeted you are, queen,” and sang it with a sweet voice. As she was then dead, so she came back to a valued sister. She said to her: as she had prayed the Salve regina, then our lady Mary entered in a purple robe, and St. Agnes and many virgins entered with her. Then our lady wrapped the robe around her; thus everything flew away. This grace she had earned with a Psalter that she had read every day standing. Thus she had fallen under silence for three hours, when she was dressed for death, and died on the day of Our Lady.

All translations based on: Christina Ebner, Der Nonne von Engelthal Büchlein von der Genaden Überlast, ed. Karl Gustav Theodor Schröder (Tübingen: Litterarischer Verein in Stuttgart, 1871), 25-26.

Cait Stevenson, PhD
University of Notre Dame

Finding a Voice for Lay Sisters in a Monastic Community

Is it possible to talk about monastic women writers without discussing community? Even the collaborative efforts by which so many monastic women’s texts were created and handed down bring the community context and influence to the foreground.

And they give us our general idea of “monastic community”: nuns in their black or gray habits, singing the Divine Office together every day, recording the revelations reported by a particularly special community member.

But this is a purposefully distorted picture. The community of people within a monastery included a variety of servants and lay sisters (or brothers). Lay sisters, sometimes known as conversae, professed similar vows to choir nuns, but their mode of religious life was strictly providing manual labor for the convent. Joining the convent from the rural peasantry or urban lower classes, they did not sing the liturgy, meditate over books and images, or even learn to read at all.

Monastic women authors, so often keen on preserving the words of their (choir) sisters, show little interest in the inner lives of their servants and lay sisters. Authors of the Schwesternbücher from fourteenth-century Germany, especially Elsbeth Stagel of Töss and Katharina von Gebersweiler, offer miniature hagiographies of exceptional lay sisters like Gertrude of Saxony (with all the attendant questions about whether these connect to reality, or to the choir sister’s ideal). The brilliant and courageous Caritas Pirckheimer, prioress of the Dominican Katharinenkloster during the Reformation, is a rare case of referring to some servants by name. But even she writes of the city in the clutch of Reformers:

“Sometimes rather angry, audacious fellows surrounded the cloister and threatened our servants that they were about to attack the cloister on that very night, so we were very afraid and worried and could hardly sleep from fear.” [1]

Pirckheimer tells us the what that happened to the servants, but both the “we” and the emotional reaction (it is clear in context) only apply to the choir sisters.

However, these women joined convents rather than seeking secular employment for a reason. They had spiritual goals and spiritual lives of their own, but they seem almost completely silenced.

To make matters worse: an even rarer case where a lay sister is allowed an actual voice, in the spiritual autobiography of 14th-century Dominican nun Margaretha (Margaret) Ebner, the picture is hardly flattering.

In 1324, Ebner and the other nuns of Maria Medingen had to flee their convent for safety during a flare-up of fighting between yet another Holy Roman Emperor and yet another pope. Ebner reports that the convent prayed feverishly for protection. She even had a vision of the convent filled with “poor people” [souls in purgatory] who instructed her to pray vigils to God on their behalf for the health of the community.

But the war came too close. Rather than move to a different Dominican house, the usual practice, Ebner records in her Offenbarungen that she returned to her mother’s family home at Donauwörth. But she did not go alone:

I continued reading vigils [for the souls in purgatory]. I had a lay sister (weltlich swester) with me who was sad because I read vigils so much, and she was very angry about it and said it would do me woe. Then she saw one time that the house was full of poor souls and they said to her, “As you will not pray for us, do not begrudge that others pray for us.” [2]

Ebner presents a picture of a lay sister who cannot comprehend the importance or the point of an actual monastic life—who does not, it seems, even understand prayer. And it hinders her to the extent of trying to deny Ebner the chance to pray with the goal of the safety of her community—the community they both supposedly belong to.

Was this lay sister just another person who thought Ebner should be relieved to have a “vacation” from monastic drudgery? That does not seem to describe someone who would vow their entire life to serving nuns who sang the liturgy daily.

It’s important to note that Ebner started her spiritual biography in 1344, twenty years after this supposed incident, and that she was working within very specific genre conventions. Namely, both the text and the life it claimed to described needed to fit specific patterns of holiness. Even if the Offenbarungen relate some version of an actual incident, it serves a very particular purpose in the text. Ebner’s commitment to the liturgy, to claustration even in the secular world, to the safety of her convent community is on full display. It even receives divine confirmation!

Instead of a voice of protest, thus, the lay sister is rendered a prop for Ebner’s sanctity. Whether or not she ever thought or told Ebner that maybe she should back off the prayers, the conventions of spiritual autobiography turn her into a literary device.

But conventions only work if they make sense to readers. In this case, that means understanding and accepting that Ebner would flee her convent for her mother’s home, and that a lay sister would accompany her. That was not the typical pattern, in which the community would evacuate together (including servants, books, and chickens, it is often noted). The lay sister is specifically identified as such, not as a servant, and at any rate, there would have been servants aplenty at Donauwörth.

Instead, we have a case of a lay sister who went along with a nun despite an apparent lack of a warm relationship between the two (or, one hopes, Ebner would not have presented her so negatively). In other words: this is probably a woman who had nowhere else to go. Maybe her own home was too far away; maybe it was close enough to be under just as much threat as Maria Medingen.

The lack of security surely shaped the lay sister’s religious life some way, including during times of relative safety. It definitely would have affected how she related to the convent as a whole, and to her experiences there. Further reading through the silences—and the silencing—of monastic texts by women and their male supporters will hopefully allow us to tease out something of the average, not just the exceptional, lay sister’s spiritual life as true members of a monastic community.

Cait Stevenson, PhD Candidate
University of Notre Dame

~~

[1] Translated in Caritas Pirckheimer, Caritas Pirckheimer: A Journal of the Reformation Years, 1524-1528, ed. Paul A. MacKenzie (Boydell and Brewer, 2006), 74.

[2] Philipp Strauch, ed., Margaretha Ebner und Heinrich von Nördlingen: Ein Beitrag zur Geschichte der deutschen Mystik (Tübingen: Mohr Siebeck, 1882), 7. A partial English translation is available in Margaret Ebner, Margaret Ebner: Major Works, ed. and trans. Leonard P. Hindsley (New York: Paulist Press, 1993), 88.