The more fortunate were granted an education. Some children were given to the monks at a very young age, and were never seen again in secular clothing. The child’s hair was shaved from the round area of the scalp, so that he already resembled a monk. His cloak was taken from him at a special Mass as the abbot declared ‘May the Lord strip you of the old man.’ The boy was then given a monk’s cowl with the words ‘May the Lord clothe you with the new man.’ One elderly monk recalled how in 1080, at the age of five, he began school in the town of Shrewsbury where ‘Siward, an illustrious priest, taught me my letters for five years, and instructed me in psalms and hymns and other necessary knowledge’. A long tradition of clerkly learning already existed.
From the seventh to the eleventh centuries, in fact, the cloister schools of the monasteries provided the principal means of education; the lessons included those of grammar, rhetoric and natural science. The art of singing was also taught. They are not dead institutions. The school of St Albans, established in the tenth century, is still in existence at the beginning of the twenty-first century. The grammar school of Ely, now known as the King’s School, also has an Anglo-Saxon origin; one of its boarding houses is reputed to be the oldest residential building in Europe. The present grammar school of Norwich was instituted in the eleventh century. Many other examples can be found.
It was widely believed that priests should also be schoolmasters, and a church decree of 1200 declared that ‘priests shall keep schools in the towns and teach the little boys free of charge. Priests ought to hold schools in their houses … They ought not to expect anything from the relatives of the boys except what they are willing to give’. Such schools remained in use throughout the period of this book.
In the twelfth century a number of larger schools also emerged, as part of what has been called the ‘renaissance’ of that century in humane learning; they grew up beside the cathedrals, or beside the houses of canons, or in the towns reliant upon great monasteries. Their influence and reputation spread, and between 1363 and 1400 twenty-four new schools were founded. They became known as the grammar schools, despite the fact that grammar was not the only subject; the art of letter-writing was the subject of study, as well as the disciplines of record-keeping and commercial accounting. ‘Business studies’ began in the medieval period.
A fortunate male child received his education at the court of the king or the nobles. If a superior spoke to him, he was trained to take off his hat and to look steadfastly in that person’s face without moving his hands or feet. He was taught to put his hand in front of his mouth before spitting. He was not to scratch his head and was to ensure that his hands and nails were always clean.
Other forms of education were also available. An apprentice was chosen between the ages of fourteen and seventeen, and entered a formal bond by which he agreed to spend between seven and ten years with his master while learning the ‘secrets’ of his chosen trade. It was by far the most common way of fully entering the adult world, although of course it had its risks. It was not unknown for masters to treat apprentices very roughly, or for apprentices to absent themselves without leave. Apprentices also had a reputation for being unruly and even violent; one of their favourite games, when they found themselves in a group, was known as ‘breaking doors with our heads’.
By the middle of the twelfth century Oxford had become well known as a seat of learning and of scholarship. At the very beginning of that century Theobald of Etampes was calling himself ‘magister Oxenefordiae’. It was the one place in England ‘where the clergy had flourished most’, according to Gerald of Wales who in 1187 gave a public dissertation there on the topography of Ireland. By that date more than twenty teachers of arts, and ten teachers of canon law and theology, are listed; it was reported in 1192 that the town was so filled with clerks that the authorities of Oxford did not know how to support them. A deed for the transference of property in Cat Street, around 1200, attests the presence of a bookbinder, a scrivener, three illuminators and two parchment-makers; so the ancillary trades of learning were already in large supply.
Yet it was crime, rather than scholarship, that effectively formed the university. In 1209 a student killed a woman of the town and then fled. In retaliation the authorities of Oxford arrested the student’s room companions and hanged them. All the teachers and students of Oxford left the schools, in disgust, and dispersed to other places of learning. A substantial number of them migrated to Cambridge, where the second English university was then established.
