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Dissertations and Theses Dissertations and Theses 1977 English Renaissance Humanist EducationEnglish Renaissance Humanist Education Lori Ann Bjornstad Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the European History Commons Let us know how access to this document benefits you. Recommended CitationRecommended Citation Bjornstad, Lori Ann, "English Renaissance Humanist Education" (1977). Dissertations and Theses. Paper
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the for Bjornstad Ann Lori OE' THESIS T,HE OF ABSTRACT AN 1977~ November 16 presented History in ~rts of Master Education. Humanist Renaissance English Title:
COMMITTEE: THESIS THE OF MEMBERS BY APPROVED
Chairman Weikel, Ann Fedde Bernhard ...,. ___ - LeGuin Charles of development historical the examines following The entrance university to prior available education English the the on idea.s hu:mani.st of impact the discover to order in theory and structure the of survey The system. educational early the in begins education English preuniversity of pe1::iod. Elizabethan the through continues and Ages Middle fol.lcrws t!-:lere background, Medieval the examining After of set.tl£-.:m~ent religious and political the of discussion a humc.nist thr~ of programme basic the and^1 Reformation the studied, the!1 ari:~ writers humanist Individual reformers. humanist on planned schools of discussion a by followed
EDUCATION HUMANIST RENAISSANCE ENGLISH
By Bjornstad Ann Lori the of fulfillment partial in submitted Thesis of degree the for requirements
ART OF MASTER
IN
HISTORY
Qniversity State Portland 1977
RESEARCH: AND STUDIES GRADUATE OF OFFICE THE TO of thesis the approve Committee the of members The
1977. November 16 B.jornstad.presented Ann Lori
Chairman Weikel, Ann Fedde Bernhard :LeGuin Cliarie-s APPROVED:
CONTENTS OF TABLE
iii^.^.^.^.^.^..^.^.^....^.^.^..^.^ ACKNOWLEDGMENTS
Chapter I II
III
IV
v
VI
VII
VIII
IX
Page 1.^ Introduction 6 Background^ Structural^ The 20.^.^.^ Settlement^ Reformation^ The 29 •^ Program^ Educational^ The 3 5 • • •^ Erasmus^ Humanists:^ Major^ The 4 4 • • • •^ Vives^ Humanists:^ Major^ The 5 4 • • •^.^ More^ Humanists:^ Major^ The
61.^ ..^..^.^..^.^ Humanists^ Minor^ The
Theory in Schools Humanist The
81.......^.^.^.^.^.^.^ Practice^ and^ ·
94... Real~ty in Schools Renaissance English X
101.^ ..^.^....^..^.^.^ Conclusion^ XI
103 Sources^ Primary^ -^ Bibliography 104 Sources^ Secondary^ Bibliography
I CHAPTER rION 1 INTRODUC a play theories and practices educational culture's A by viewed be will culture that how determining in part great of cultures ancient the man, Renaissance the To others. years thousand the and ideal, an were Rome and Greece age their and Empire Roman western the of fall the between of period a wasteland, cultural a than more little were revival true the to culture ideal of age one from transition Renaissance. the in civilization of intel- century fifteenth the to seemed have might It hopelessly was advance educational centuries for that lectual grammar, of points obscure commentaries.on endless by retarded and, authors ancient other and Aristotle on conunentaries the of Writings commentaries. on commentaries indeed, translations Arabic through available were cultures classical to made, was attempt an and Europe, century fifteenth ·to Greek Latin, civilizations. ancient ·the of best the revive old and forms, classical their in studied were Hebrew and century the.fifteenth to adapted and adopted were ideas world. was learning spread.classical to way obvious The the from away move to was step first The education. th.rough studies. literary toward Ages Middle the of scholasticisrn as known became approach new this championed who Those spread was education of program humanist The humanists.
reason.for major The coming. in slow was change practice in teachers. trained properly of lack general the was failure sought lines humanist on teach to qualified were who Those teaching the in available those than positions paying better system educational the keep to tended this and profession have would ~umanists many as quickly as advancing from preferred. interested student the to available. are sources Many 3 Especially history. of period .particular this of education in in Society and Education Simon's were study this in helpful Age~. Middle the in Schools English Orme's and England, Tudor material. background valuable provided works two These to proved ~lso England Ren~issance i~ Education Charlton's benefit of was and information background for valuable be subject and time specific more a with dealt it because also matter. books the researcn, specialized more into gets one As England in Philanthropy useful. very are Jordan K. W. by the of documentation statistical valuable provided 1480- group social each by given charity of types and amounts books, Jordan's of Another period. time specific a over
con- more a presents Power, of Threshold The yr: Edward
Chantries the of problem historical the of view troversial the of view typical the with disagrees Jordan 1547u of Act in valuable is input his and chantries, the of spoilation entirety. its in question the understanding
VIII Henry of Reign the in Forth Put Primers Three three The source. primary disappointing a be to proved little of were and prayers besides little contained primers
, (which sources secondary two However, study. this for use
sources,) primary be to appear titles, their on based· might,· 4 Paul's St. of Annals McDonnell's helpful. very be to out turne Colet, by out set as Statutes the contain not does School Instead, book. the in discussed even Statutes the are nor through Paul's St. of history a presented has McDonnell The ushers. ~he of many and highmaster .each of discussion not did regrettably but source valuable a be to proved book is to referred source other The Statutes. the contain ~ not is This Schoolbook. Century Fifteenth A Nelson's of compilation a is but book, grammar old an of reproduction for used sentences of examples with books grammar old many of methods on Nelsqn by comments descriptive and translation teaching. medieval concerning sources of lack definite a is There work the and level, university the below theory educational 1200-1500, Ages, Middle the of Theories Social Jarrett, by lack This theory. educational on information in rich not is from evidence of dearth the td mainly due is sources of It day. their of theories the concerning educators Medieval subject not were methods teaching that possible entirely is the was as Ages, Middle the in theorizing of deal great a to only the in taught were youth that and grammar, of subject
II _CHAPTER
BACKGROUND STRUCTURAL THE
found are system educational English the of roots The educ- primary the time,_ this At Ages. Middle early the in aspiring besides few as Church, the from came- stimulus ational been demand the had Even education. an sought churchmen clerical provided which establishments monastic .the greater, limited a only serve to able been have would education number. monastic of leader a D~nstan, problems, these Realizing local stimulate to out. set century, ninth the in reform that To education. toward duty their d~ to priests parish enforce to began Canterbury, of Archbishop as Dunstan, end, which synod, diocesan a at 797 in promulgated canons certain accustom "zealously to was man Christian every that stated Noster Pater the them teach and Christianity to children his to priests to instructions well as including creed~" and they that crafts in them educate and youth teach "diligently support. ecclesiastical have may 112 these which to extent the estimate to impossible is· It great the is (1086) Book Domesday The complied. were canons the.post-Conquest of condition social the for authority time that at was there that evidence provides it and period parishes. various in education for provision 3 is, There
33-38. pages rbid, 3 rb'd ==-~' .. 41 page
Dunstan by enactment the between century a least at however, The Book. Domesday of evidence the and century) 10th {late during place took which events other and invasions Viking 7
· it making education, on impact an had period intervening the
reforms. Dunstan's of impact the assess to difficult contributions, religious its through Conquest, Norman The of development educational the on impact significant a had closer into church English the brought Normans ~he England. William's with and continent the on Church the with contact continental the from men energetic and able of appointment Anselm and LanFranc as such centers, intellectual monastic Church the posts, administrative chief the to Bee, of of stimulation This direction.· new a and life new gained organized an and men, literate more required activities church establishment the of consisting emerged, education of system churches, cathedral with connection in theology of schools of in schools song ~nd schools granunar of establishment the the and churches, parochial and collegiate with connection head the as cathedral the of chancellor the of recognition diocese. the of program educational the of faciliti~s educational the expand to attempt The the toward largely directed church·was the through available i.e. life, ecclesiastical an for destined society of segment poor. the of sons and nobility the of sons younger the the and utility, to geared generally was education Medieval clerk a hire to later positions in be would who nobility, schooli~g. formal seek to need no had duties literate for
9 ignorant and illiterate, not if literate, barely were priests Bishops, The liturgy. religious elementary most the even of th.e among learning of standard high a es·tablish to trying existed had which checks of system a by aided were clergy, ordination As church. early the sine~ process ordination the in several were there stage.s, several in administered was candidates. the examine to church the for opportunities he educated, insufficiently be to prove candidate the Should manner, this In education.5 further obtain to instructed was high a establish to bishops ordaining by made was attempt an attempts their but clergy, the among learning of standard a be could benefice clerical a As frustrated. often were relatives or sons younger by sought eagerly wealth of position pressure of deal great a under often were bishops nobles, of influential an by chosen person the to benefices grant t·o the upgrading of aim the jeopardy in placed This noble. a though and benefices, to appointments selective by clergy by applied pressure the it, withstand to try might bishop great. too usually was superiors social their them prevent~d nobility the of position social The which church the of education free the in part taking from parents noble of sons elder the Instead, accepted. others established well custom a households, great the to sent were Ages. Middle the through continuing and century tenth the by the with nobles young the trained households great The London: Ages, Middle the in Schools ~Slish Nicholas, Sorme, 14-21. pages 1973, Ltd., Company, and Methuen
10 "Perfect. the of qualities and habits skill, knowledge, knight.was every .which to chivalry, of ideal~ The Knight." and service prowess, military included ascribe to expected religious and women, of "worship~ the lord, one to loyalty crusades. the and pilgrimages through demonstrated dedication, for preparation of years seven first the During the performing pages, were aspirants young the knighthood, they everything practicing and duties domestic most.humble became page the fourteen, of age the At do. knights the saw in- and severe more became training the whereupon squire, a conne9tion in duties as well as warfare, of art the cluded heraldry. of art the in skill and horses, and stables the with in instruction given were men young the Intellectually, possibly and French Latin, speaking and (reading language harp. the play and pipe,_dance sing, to taught and Italian), to away good·families of boys sending of custom The boys sending of practice the to contributed households great ideals the of Some times. modern in schools residential to physical of admiration the as such on, lived have chivalry of was Chivalry loyalty). of ideal (the· fagging and prowess, to obedience encourage did it but discipline, perfect a not and unselfishness faith, good church, the to service rule, balanced be must virtues these against However, .. courtesy of contempt bloodshed, of love ostentation, of vices the chivalry of code the so, Even manners. loose and inferiors, was it which in society the for purpose important an served found.
were courses these While Law. Common of principles the and reflects existence their degree, any for study of part a not from kinds, all of students for Oxford of popularity the
theology as study,such of course specialized a seeking those
practical general, more desired who those to medicine, or learning. 12 agricultural lower the for education for opportunity The to sons their send not could Villeins limited. was class license, a of form the in purchasing, first without school in- pot was restriction The Lord. the of permission the would literacy their since them·illiterate, keep to tended the in career a presupposed schooling but harm, no done have manor. the leaving ·hence profession,, or t~ade a in or church for granted sometimes was Lord the from required license The the retaining Lord the schooling, Of ~eriod limited a 6nly progress good made he if villein the free .either to option him over control regain to or clerk a become to on went and l~nd. the to him return and the against was thought· Medieval of trend whole The literary not economic, and social was role Her woman. learned provided which Order, Benedictine the in Even scholastic. or most to available was than education of standard higher a the of scope. the outside be to considered was writing women, and chronicle, a produced nunnery No women. of concerns Latin. no knew most literate, be to expected were nuns while
primary the be to considered ~en of are nunneries While is there Ages, Middle the in women for education of source fairly a was it While assumption. this for evidence little some- (and girls take to nuns English among custom general within limitations four are there education, for boys) times nunneries all not First, 1 true. is conclusion this which schools. large had seldom did which those and ·children, took education, for girls took nunneries the of two-thirds About estab- one in time one at recorded number largest the and so small, very were nunneries Most twenty-six~ is lishment correspondingly was handle could they children of number the 13 nunneries the in educated were who ch~ldren the Second, small. middle-class wealthy and upper. from exclusively draWn were were way own their pay could who girls Only families. poor very generally ~ere they for nunneries; into accepted was children school of reception the and establishment~, was practice the Third, expedient. financial a essentially who Bishop, the by restricted later and forbidden first at the Although discipline. of subversive as it regarded was children of admissi~n the restrict to bishops by attempt on placed were restrictions age maximum nuns, the by ignored fourteen to twelve and boys for eight to five from students, children the by received education the Fourth, girls. for not and nuns, the of capabilities the by limited s~anty, was taught be not could generally Latin order. highest the of 1535, to 1275 c. Nunneries English Medieval Eileen, Power, 7 261-262. pages 1964, Tanner, and Bible York: New
