Learning and Culture Learning and Culture FlourishFlourish

Focus Question Focus Question What achievements in learning, What achievements in learning,

literature, and the arts characterized literature, and the arts characterized the High and late Middle Ages?the High and late Middle Ages?

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Medieval Universities Emerge Medieval Universities Emerge

By the 1100s, By the 1100s, Europe was Europe was experiencing experiencing dynamic changes. dynamic changes. A more reliable A more reliable food supply and food supply and the growth of trade the growth of trade and towns were and towns were signs of increased signs of increased prosperity.prosperity.

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The Need for Educated People The Need for Educated People Grows Grows

As economic and political As economic and political conditions improved in the conditions improved in the High Middle Ages, the need High Middle Ages, the need for education expanded. for education expanded. The Church wanted better-The Church wanted better-educated clergy. Royal educated clergy. Royal rulers also needed literate rulers also needed literate men for their growing men for their growing bureaucracies. By bureaucracies. By acquiring an education, the acquiring an education, the sons of wealthy sons of wealthy townspeople might hope to townspeople might hope to qualify for high positions in qualify for high positions in the Church or with royal the Church or with royal governments.governments.

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By the 1100s, schools had sprung up around the great By the 1100s, schools had sprung up around the great cathedrals to train the clergy. Some of these cathedral cathedrals to train the clergy. Some of these cathedral schools evolved into the first universities. They were schools evolved into the first universities. They were organized like guilds, with charters to protect the rights organized like guilds, with charters to protect the rights of members and established standards for training.of members and established standards for training.

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As early as the 900s, the Italian city of Salerno had a As early as the 900s, the Italian city of Salerno had a respected medical school. Later, Bologna’s university—respected medical school. Later, Bologna’s university—founded in 1158—became famous for legal studies. founded in 1158—became famous for legal studies. Paris and Oxford founded their universities in the later Paris and Oxford founded their universities in the later 1100s. 1100s.

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Student Life Student Life

University life offered University life offered few comforts. A bell few comforts. A bell wakened students at wakened students at about 5 about 5 a.m.a.m. for for prayers. Students then prayers. Students then attended classes until attended classes until 10 10 a.m.a.m., when they , when they had their first meal of had their first meal of the day. Afternoon the day. Afternoon classes continued until classes continued until 5 5 p.m.p.m. Students Students usually ate a light usually ate a light supper and then supper and then studied until bedtime. studied until bedtime. 66

Because at first medieval universities did not have Because at first medieval universities did not have permanent buildings, classes were held in rented rooms permanent buildings, classes were held in rented rooms or in the choir loft of a church. Students sat for hours on or in the choir loft of a church. Students sat for hours on hard benches as the teacher dictated and then hard benches as the teacher dictated and then explained Latin texts. Students were expected to explained Latin texts. Students were expected to memorize what they heard.memorize what they heard.

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A program of A program of study covered study covered the seven the seven liberal arts: liberal arts: arithmetic, arithmetic, geometry, geometry, astronomy, astronomy, music, music, grammar, grammar, rhetoric, and rhetoric, and logic. There logic. There were separate were separate programs for programs for the further the further study of law, study of law, medicine, and medicine, and theology. To theology. To show mastery show mastery of a subject, of a subject, students took students took an oral exam. an oral exam.

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Earning a degree as a bachelor of arts took between Earning a degree as a bachelor of arts took between three and six years. Only after several more years of three and six years. Only after several more years of study could a man qualify to become a master of arts and study could a man qualify to become a master of arts and a teacher. Theology was the longest course of study.a teacher. Theology was the longest course of study.

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Women and Education Women and Education Women were not allowed to attend universities. And so, for the Women were not allowed to attend universities. And so, for the

most part, they were also deprived of the mental stimulation that most part, they were also deprived of the mental stimulation that was an important part of university life. Without a university was an important part of university life. Without a university education, women could not become doctors, lawyers, or church education, women could not become doctors, lawyers, or church officials.officials.

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There were educated women, however. Some girls received good There were educated women, however. Some girls received good educations in convents, and girls from noble families attended educations in convents, and girls from noble families attended classes at Notre Dame de Paris, located in the French capital. classes at Notre Dame de Paris, located in the French capital. Some nuns became scholars and writers. The writer Christine de Some nuns became scholars and writers. The writer Christine de Pisan (duh pee Pisan (duh pee zahnzahn) examined the issue of women’s education. ) examined the issue of women’s education.

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““If it were customary If it were customary to send daughters to to send daughters to school like sons, and if school like sons, and if they were then taught they were then taught the same subjects, the same subjects, they would learn as they would learn as thoroughly and thoroughly and understand the understand the subtleties of all arts subtleties of all arts and sciences as well and sciences as well as sons.”as sons.”

——Christine de PisanChristine de Pisan

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Still, men continued to look on educated women as oddities. Most Still, men continued to look on educated women as oddities. Most medieval men felt that women should pursue their “natural” gifts medieval men felt that women should pursue their “natural” gifts at home—raising children, managing the household, doing at home—raising children, managing the household, doing needlework—and leave books and writing to men. needlework—and leave books and writing to men.

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What was What was university life university life like in medieval like in medieval Europe?Europe?

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Europeans Acquire “New” Learning Europeans Acquire “New” Learning

Universities received a Universities received a further boost from an further boost from an explosion of explosion of knowledge that knowledge that reached Europe in the reached Europe in the High Middle Ages. High Middle Ages. Many of the “new” Many of the “new” ideas had originated ideas had originated in ancient Greece but in ancient Greece but had been lost to had been lost to Western Europeans Western Europeans after the fall of Rome.after the fall of Rome.

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Muslim Scholarship Advances Muslim Scholarship Advances Knowledge Knowledge

Muslim scholars had translated the works of Aristotle Muslim scholars had translated the works of Aristotle and other Greek thinkers into Arabic. Their and other Greek thinkers into Arabic. Their translations and knowledgeable commentaries on translations and knowledgeable commentaries on these ancient texts spread across the Muslim world. these ancient texts spread across the Muslim world.

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In Muslim Spain, In Muslim Spain, Jewish and Christian Jewish and Christian scholars translated scholars translated these works into Latin, these works into Latin, the language of the language of Christian European Christian European scholars. In the 1100s, scholars. In the 1100s, when these new when these new translations reached translations reached Western Europe, they Western Europe, they initiatedinitiated a revolution a revolution in the world of in the world of learning.learning.

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The writings of The writings of the ancient the ancient Greeks posed a Greeks posed a challenge to challenge to scholChristian ars. scholChristian ars. Aristotle taught Aristotle taught that people that people should use reason should use reason to discover basic to discover basic truths. Christians, truths. Christians, however, however, accepted many accepted many ideas on faith. ideas on faith. They believed They believed that the Church that the Church was the final was the final authority on all authority on all questions. How questions. How could they use the could they use the logic of Aristotle logic of Aristotle without without undermining their undermining their Christian faith?Christian faith?

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Some Christian scholars Some Christian scholars tried to resolve the conflict tried to resolve the conflict between faith and reason. between faith and reason. Their method, known as Their method, known as scholasticismscholasticism, used , used reason to support Christian reason to support Christian beliefs. Scholastics studied beliefs. Scholastics studied the works of the Muslim the works of the Muslim philosopher Averroës (uh philosopher Averroës (uh veerveer uh weez) and the uh weez) and the Jewish rabbi Maimonides Jewish rabbi Maimonides (my (my mahnmahn uh deez). These uh deez). These thinkers, too, used logic to thinkers, too, used logic to resolve the conflict resolve the conflict between faith and reason.between faith and reason.

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The writings of these philosophers influenced the famous The writings of these philosophers influenced the famous scholastic scholastic Thomas AquinasThomas Aquinas (uh (uh kwykwy nus). In a monumental work, nus). In a monumental work, Summa theologica,Summa theologica, Aquinas concluded that faith and reason exist Aquinas concluded that faith and reason exist in harmony. Both lead to the same truth, that God rules over an in harmony. Both lead to the same truth, that God rules over an orderly universe. Aquinas thus brought together Christian faith and orderly universe. Aquinas thus brought together Christian faith and classical Greek philosophy classical Greek philosophy

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New Approaches to Science and New Approaches to Science and Mathematics Mathematics

Scientific works, translated from Arabic and Greek, also reached Scientific works, translated from Arabic and Greek, also reached Europe from Spain and the Byzantine empire. Christian scholars Europe from Spain and the Byzantine empire. Christian scholars studied Hippocrates on medicine and Euclid on geometry, along studied Hippocrates on medicine and Euclid on geometry, along with works by Arab scientists. They saw, too, how Aristotle had with works by Arab scientists. They saw, too, how Aristotle had used observation and experimentation to study the physical world. used observation and experimentation to study the physical world.

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Yet science made little Yet science made little real progress in real progress in Europe in the Middle Europe in the Middle Ages because most Ages because most scholars still believed scholars still believed that all true that all true knowledge must fit knowledge must fit with Church with Church teachings. It would teachings. It would take many centuries take many centuries before Christian before Christian thinkers changed the thinkers changed the way they viewed the way they viewed the physical world. physical world.

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During the period, During the period, Europeans adopted Hindu-Europeans adopted Hindu-Arabic numerals, which Arabic numerals, which were much easier to use were much easier to use than the cumbersome than the cumbersome system of Roman numerals system of Roman numerals that had been tra ditional that had been tra ditional throughout Europe for throughout Europe for centuries. In time, the use centuries. In time, the use of Arabic numerals (as of Arabic numerals (as they are commonly called) they are commonly called) allowed both scientists and allowed both scientists and mathematicians to make mathematicians to make extraordinary advances in extraordinary advances in their fields.their fields.

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Describe the new Describe the new learning of learning of medieval Europe.medieval Europe.

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Medieval Literature Medieval Literature While Latin remained the written language of scholars and While Latin remained the written language of scholars and

churchmen, new writings began to appear in the churchmen, new writings began to appear in the vernacularvernacular, or , or the everyday languages of ordinary people, such as French, the everyday languages of ordinary people, such as French, German, and Italian. These writings captured the spirit of the High German, and Italian. These writings captured the spirit of the High and late Middle Ages. Medieval literature included epics, or long and late Middle Ages. Medieval literature included epics, or long narrative poems, about knights and chivalry as well as tales of the narrative poems, about knights and chivalry as well as tales of the common people. common people.

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Dante’s Dante’s Divine ComedyDivine Comedy

““In the middle of the journey of life, I found myself in a dark wood, In the middle of the journey of life, I found myself in a dark wood, where the straight way was lost.” So begins the where the straight way was lost.” So begins the Divine ComedyDivine Comedy written written in the early 1300s by the Italian poet in the early 1300s by the Italian poet Dante AlighieriDante Alighieri ( (dahndahn tay ah tay ah leeg leeg yehyeh ree). The poem takes the reader on an imaginary journey into ree). The poem takes the reader on an imaginary journey into hell and purgatory, where souls await forgiveness. Finally, in the third hell and purgatory, where souls await forgiveness. Finally, in the third section, Dante describes a vision of heaven section, Dante describes a vision of heaven

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““Abandon all hope, ye that enter here” is the warning Dante receives Abandon all hope, ye that enter here” is the warning Dante receives as he approaches hell. There, he talks with people from history who as he approaches hell. There, he talks with people from history who tell how they earned a place in hell. Humor, tragedy, and the endless tell how they earned a place in hell. Humor, tragedy, and the endless medieval quest for religious understanding are all ingredients in medieval quest for religious understanding are all ingredients in Dante’s poem. His journey summarizes Christian ethics, showing how Dante’s poem. His journey summarizes Christian ethics, showing how people’s actions in life determine their fate in the afterlife.people’s actions in life determine their fate in the afterlife.

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Chaucer’s Chaucer’s Canterbury TalesCanterbury Tales In the In the Canterbury Tales,Canterbury Tales, the English writer the English writer Geoffrey ChaucerGeoffrey Chaucer

describes a band of pilgrims traveling to Saint Thomas Becket’s describes a band of pilgrims traveling to Saint Thomas Becket’s tomb. In brilliant word portraits, he sketches a range of characters, tomb. In brilliant word portraits, he sketches a range of characters, including a knight, a plowman, a merchant, a miller, a monk, and a including a knight, a plowman, a merchant, a miller, a monk, and a nun. Each character tells a story to entertain the group. Whether nun. Each character tells a story to entertain the group. Whether funny, romantic, or bawdy, each tale adds to our picture of funny, romantic, or bawdy, each tale adds to our picture of medieval life.medieval life.

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Architecture and Art Architecture and Art

““In the Middle Ages,” wrote French author Victor In the Middle Ages,” wrote French author Victor Hugo, “men had no great thought that they did not Hugo, “men had no great thought that they did not write down in stone.” Those “writings” were the write down in stone.” Those “writings” were the great buildings of the Middle Ages. great buildings of the Middle Ages.

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With riches from trade and commerce, townspeople, nobles, and monarchs With riches from trade and commerce, townspeople, nobles, and monarchs indulged in a flurry of building. Their greatest achievements were the towering indulged in a flurry of building. Their greatest achievements were the towering stone cathedrals that served as symbols of their wealth and religious devotion.stone cathedrals that served as symbols of their wealth and religious devotion.

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From Romanesque to Gothic From Romanesque to Gothic In the year 1000, monasteries and towns were building solid stone In the year 1000, monasteries and towns were building solid stone

churches that reflected Roman influences. These Romanesque churches churches that reflected Roman influences. These Romanesque churches looked like fortresses with thick walls and towers. Typically, the roof of a looked like fortresses with thick walls and towers. Typically, the roof of a Romanesque church was a barrel vault, a long tunnel of stone that Romanesque church was a barrel vault, a long tunnel of stone that covered the main part of the structure. It was heavy, supported by covered the main part of the structure. It was heavy, supported by massive walls with no windows or only tiny slits of windows for fear of massive walls with no windows or only tiny slits of windows for fear of weakening the support for the roof. As a result, the interior of a weakening the support for the roof. As a result, the interior of a Romanesque church was dark and gloomy. Romanesque church was dark and gloomy.

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About 1140, Abbot Suger wanted to build a new abbey church at St. About 1140, Abbot Suger wanted to build a new abbey church at St. Denis near Paris. He hoped that it “would shine with wonderful and Denis near Paris. He hoped that it “would shine with wonderful and uninterrupted light.” There, builders developed what became known as uninterrupted light.” There, builders developed what became known as the the Gothic styleGothic style of architecture. Its most important feature was the of architecture. Its most important feature was the flying buttressesflying buttresses, or stone supports that stood outside the church. , or stone supports that stood outside the church. 3232

These supports allowed builders to construct higher, thinner walls and These supports allowed builders to construct higher, thinner walls and leave space for large stained-glass windows. Gothic churches soared to leave space for large stained-glass windows. Gothic churches soared to incredible heights. Their graceful spires and tall windows carried the incredible heights. Their graceful spires and tall windows carried the eye upward to the heavens. “Since their brilliance lets the splendor of eye upward to the heavens. “Since their brilliance lets the splendor of the True Light pass into the church,” declared a medieval visitor, “they the True Light pass into the church,” declared a medieval visitor, “they enlighten those inside.” enlighten those inside.”

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As churches rose, As churches rose, stonemasons carved stonemasons carved sculptures to decorate sculptures to decorate them both inside and out. them both inside and out. In addition to scenes from In addition to scenes from the Bible and the lives of the Bible and the lives of the saints, sculptors the saints, sculptors included lifelike forms of included lifelike forms of plants and animals. They plants and animals. They also carved whimsical or also carved whimsical or frightening images of frightening images of mythical creatures such as mythical creatures such as dragons and unicorns.dragons and unicorns.

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At the same time, other At the same time, other skilled craft workers skilled craft workers created stained-glass created stained-glass windows that added to the windows that added to the splendor of Gothic splendor of Gothic churches. These artisans churches. These artisans stained small pieces of stained small pieces of glass in glowing colors. glass in glowing colors. They then set the pieces in They then set the pieces in thin lead frames to create thin lead frames to create pictures depicting the life pictures depicting the life of Jesus, a biblical event, or of Jesus, a biblical event, or other religious themes. other religious themes. These religious pictures These religious pictures helped educate the many helped educate the many people who were unable to people who were unable to read.read.

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Paintings, Manuscripts, and Tapestries Paintings, Manuscripts, and Tapestries

Churches also Churches also contained religious contained religious paintings called paintings called altarpieces. The altarpieces. The purpose of these purpose of these paintings, and paintings, and similar ones that similar ones that wealthy people had wealthy people had in their homes, was in their homes, was to symbolize to symbolize religious ideas. In religious ideas. In this Gothic style, this Gothic style, religious figures religious figures were not meant to were not meant to look like real look like real people in real people in real settings but rather settings but rather to inspire devotion.to inspire devotion.

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In the 1300s and 1400s, In the 1300s and 1400s, the Gothic style was also the Gothic style was also applied to the artistic applied to the artistic decoration of books, decoration of books, known as known as illuminationillumination. . Since the early Middle Since the early Middle Ages, monks, nuns, and Ages, monks, nuns, and other skilled artisans had other skilled artisans had illuminated books with illuminated books with intricate designs and intricate designs and miniature paintings of miniature paintings of biblical scenes and daily biblical scenes and daily life. life.

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Medieval artists also created “paintings” in thread. Stone castles Medieval artists also created “paintings” in thread. Stone castles were drafty and cold. Tapestries, or woven wall hangings, were were drafty and cold. Tapestries, or woven wall hangings, were hung in castle rooms and halls to add color and warmth. One of hung in castle rooms and halls to add color and warmth. One of the most famous, the Bayeux Tapestry, is really a huge the most famous, the Bayeux Tapestry, is really a huge embroidery 231 feet long. Its 70 scenes depict the Norman embroidery 231 feet long. Its 70 scenes depict the Norman Conquest of England, and historians have used it to learn about Conquest of England, and historians have used it to learn about that event.that event.

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Describe the Describe the artistic works artistic works found in found in medieval medieval churches.churches.

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