A sequel to Nicholas Orme's widely praised study, Medieval Children Children have gone to school in England since Roman times. By the end of the middle ages there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run, and who attended them. Every kind of school is covered, from reading schools in churches and town grammar schools to schools in monasteries and nunneries, business schools, and theological schools. The author also shows how they fitted into a constantly changing world, ending with the impacts of the Renaissance and the Reformation. Medieval schools anticipated nearly all the ideas, practices, and institutions of schooling today. Their remarkable successes in linguistic and literary work, organizational development, teaching large numbers of people shaped the societies that they served. Only by understanding what schools achieved can we fathom the nature of the middle ages.

A comprehensive survey of the economic ideas developed in a broad tradition of theologians associated with the University of Paris in the thirteenth-and early fourteenth centuries, based on familiar printed works as well as on a large body of previously unexplored manuscript sources. New interpretations of several points of doctrine.

The greatest single contribution to the history of the grammar schools of medieval England, including the famous public schools of Winchester and Eton, was made between 1890 and 1915 by Arthur Francis Leach (1851-1915). A graduate of Winchester and All Souls College, Oxford and a member of the Middle Temple, Leach was appointed under Prime Minister Gladstone to the Charity Commission where he was involved in the implementation of the Endowed Schools Act of 1869.

Historians have traditionally studied late medieval education backward – through the eyes of religious and political reformers critical of that which preceded them. This has led to significant distortions. Histories written from this perspective, tend to overemphasize the novelty of early modern educational reforms at the expense of evident continuities, and focus on conflict between ecclesiastical and lay authorities rather than cooperation. This book focuses instead, on the medieval experience of education through a detailed reconstruction of the educational landscape of late medieval Regensburg. The resulting picture provides new insights into the relationship between civic authorities and ecclesiastical institutions, the role of education in social and economic mobility, and the connections between local communities and broader European educational structures.

Originally published 1915. This reprints the edition of 1969. When originally published this volume was the first history of English schools before the Reformation, reckoned from the accession of Edward VI.

At medieval universities, boundaries often served to reinforce divisions among competing groups and methods. Yet the crossing of these boundaries could also provide the basis for fruitful exchanges. The essays in this volume, contributed by specialists from Europe and North America in the study of medieval history, philosophy, theology, medicine and law, explore various ways in which boundaries between disciplines, faculties and between town and gown were both created and crossed at this new institutional form. Originally presented at the 2008 conference held in Madison, Wisconsin, they demonstrate in particular the richness and vitality of intellectual life at European universities both before and after the mid-thirteenth century. Contributors are David Luscombe, Marcia L. Colish, Chris Schabel, Maarten J.F.M. Hoenen, Kent Emery, Jr., John E. Murdoch, Michael R. McVaugh, Danielle Jacquart, Kenneth Pennington, Karl Shoemaker, Robert E. Lerner, and Jürgen Miethke.

Explores the Weberian theme of religious asceticism in the context of medieval religion, concentrating on the Cathars and Waldensians in southern France. Analyzes how the ideology and social organization of religious groups shaped rational ascetic conduct of their members and how the different forms of asceticism affected cultural and economic life, combining a sociological approach to the analysis of medieval history with an original analysis of primary sources. For scholars of comparative historical and theoretical sociology, medieval history, and religious studies. Paper edition (unseen), $19.95. Annotation copyrighted by Book News, Inc., Portland, OR

This volume offers original studies on the subject of medieval education, not only in the formal academic sense typical of schools and universities but also in a broader cultural sense that includes law, liturgy, and the new religious orders of the high Middle Ages. Its essays explore the transmission of knowledge during the middle ages in various kinds of educational communities, including schools, scriptoria, universities, and workshops.