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During and after the mission of [[Augustine of Canterbury|St Augustine]] to England, cathedral schools were established as the new dioceses were themselves created ([[King's School, Canterbury|Canterbury]] 597, [[King's School, Rochester|Rochester]] 604, [[St Peter's School, York|York]] 627 for example). This group of schools forms the [[List of the oldest schools in the world|oldest schools continuously operating]]. A significant function of cathedral schools was to provide [[choirboy|boy]] trebles for the choirs, evolving into [[List of choir schools|choir schools]], some of which still function as such.{{Citation needed|reason=Lacks source for boy trebles, esp. in first millennium|date=May 2020}}
During and after the mission of [[Augustine of Canterbury|St Augustine]] to England, cathedral schools were established as the new dioceses were themselves created ([[King's School, Canterbury|Canterbury]] 597, [[King's School, Rochester|Rochester]] 604, [[St Peter's School, York|York]] 627 for example). This group of schools forms the [[List of the oldest schools in the world|oldest schools continuously operating]]. A significant function of cathedral schools was to provide [[choirboy|boy]] trebles for the choirs, evolving into [[List of choir schools|choir schools]], some of which still function as such.{{Citation needed|reason=Lacks source for boy trebles, esp. in first millennium|date=May 2020}}


[[Charlemagne]], king of the Franks and later Emperor, recognizing the importance of education to the clergy and, to a lesser extent, to the nobility, set out to restore this declining tradition by issuing several decrees requiring that education be provided at monasteries and cathedrals. In 789, Charlemagne's ''[[Admonitio Generalis]]'' required that schools be established in every monastery and bishopric, in which "children can learn to read; that psalms, notation, chant, computation, and grammar be taught."{{sfn|Riché|1988|p=191}} Subsequent documents, such as the letter ''[[De litteris colendis]]'', required that bishops select as teachers men who had "the will and the ability to learn and a desire to instruct others"<ref>Charlemagne: "[http://www.fordham.edu/halsall/source/carol-baugulf.html De Litteris Colendis]"</ref> and a decree of the [[Council of Frankfurt]] (794) recommended that bishops undertake the instruction of their clergy.{{sfn|Riché|1988|p=192}}
[[Charlemagne]], king of the Franks and later Emperor, recognizing the importance of education to the clergy and, to a lesser extent, to the nobility, set out to restore this declining tradition by issuing several decrees requiring that education be provided at monasteries and cathedrals. In 789, Charlemagne's ''[[Admonitio Generalis]]'' required that schools be established in every monastery and bishopric, in which "children can learn to read; that psalms, notation, chant, computation, and grammar be taught."{{sfn|Riché|1988|p=191}} Subsequent documents, such as the letter ''[[De litteris colendis]]'', required that bishops select as teachers men who had "the will and the ability to learn and a desire to instruct others"<ref>Charlemagne: "[http://www.fordham.edu/halsall/source/carol-baugulf.html De Litteris Colendis] {{Webarchive|url=https://web.archive.org/web/20140814182530/http://www.fordham.edu/halsall/source/carol-baugulf.html |date=2014-08-14 }}"</ref> and a decree of the [[Council of Frankfurt]] (794) recommended that bishops undertake the instruction of their clergy.{{sfn|Riché|1988|p=192}}


Subsequently, cathedral schools arose in major cities such as Chartres, Orleans, Paris, Laon, Reims or Rouen in France and Utrecht, Liege, Cologne, Metz, Speyer, Würzburg, Bamberg, Magdeburg, Hildesheim or Freising in Germany. Following in the earlier tradition, these cathedral schools primarily taught future clergy and provided literate administrators for the increasingly elaborate courts of the [[Renaissance of the 12th century]]. Speyer was renowned for supplying the Holy Roman Empire with diplomats.<ref>''Geschichte der Stadt Speyer''. Vol 1, [[Kohlhammer Verlag]], Stuttgart 1982, {{ISBN|3-17-007522-5}}</ref> The court of [[Henry I of England]], himself an early example of a literate king, was closely tied to the [[Cathedral of Laon|cathedral school of Laon]].<ref>[[C. Warren Hollister]], ''Henry I'' (Yale English Monarchs), 2001 p. 25.</ref>
Subsequently, cathedral schools arose in major cities such as Chartres, Orleans, Paris, Laon, Reims or Rouen in France and Utrecht, Liege, Cologne, Metz, Speyer, Würzburg, Bamberg, Magdeburg, Hildesheim or Freising in Germany. Following in the earlier tradition, these cathedral schools primarily taught future clergy and provided literate administrators for the increasingly elaborate courts of the [[Renaissance of the 12th century]]. Speyer was renowned for supplying the Holy Roman Empire with diplomats.<ref>''Geschichte der Stadt Speyer''. Vol 1, [[Kohlhammer Verlag]], Stuttgart 1982, {{ISBN|3-17-007522-5}}</ref> The court of [[Henry I of England]], himself an early example of a literate king, was closely tied to the [[Cathedral of Laon|cathedral school of Laon]].<ref>[[C. Warren Hollister]], ''Henry I'' (Yale English Monarchs), 2001 p. 25.</ref>
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Cathedral schools were mostly oriented around the academic welfare of the nobility's children. Because it was intended to train them for careers in the church, girls were excluded from the schools. Later on, many lay students who were not necessarily interested in seeking a career in the church wanted to enroll. The demand arose for schools to teach government, state, and other Church affairs. The schools, (some notable ones dating back to the eighth and ninth centuries) accepted fewer than 100 students. Pupils had to demonstrate substantial intelligence and be able to handle a demanding academic course load. Considering that books were also expensive, students were in the practice of memorizing their teachers' lectures. Cathedral schools at this time were primarily run by a group of ministers and divided into two parts: Schola minor, which was intended for younger students, would later become [[elementary school]]s. Then there was the schola major, which taught older students. These would later become [[secondary school]]s.
Cathedral schools were mostly oriented around the academic welfare of the nobility's children. Because it was intended to train them for careers in the church, girls were excluded from the schools. Later on, many lay students who were not necessarily interested in seeking a career in the church wanted to enroll. The demand arose for schools to teach government, state, and other Church affairs. The schools, (some notable ones dating back to the eighth and ninth centuries) accepted fewer than 100 students. Pupils had to demonstrate substantial intelligence and be able to handle a demanding academic course load. Considering that books were also expensive, students were in the practice of memorizing their teachers' lectures. Cathedral schools at this time were primarily run by a group of ministers and divided into two parts: Schola minor, which was intended for younger students, would later become [[elementary school]]s. Then there was the schola major, which taught older students. These would later become [[secondary school]]s.


The subjects taught at cathedral schools ranged from literature to mathematics. These topics were called the [[Seven Liberal Arts|seven liberal arts]]: [[grammar]], [[astronomy]], [[rhetoric]] (or speech), [[logic]], [[arithmetic]], [[geometry]] and [[music]]. In grammar classes, students were trained to read, write and speak [[Latin]] which was the universal language in Europe at the time. Astronomy was necessary for calculating dates and times. Rhetoric was a major component of a vocal education. Logic consisted of the criteria for sound or fallacious arguments, particularly in a theological context, and arithmetic served as the basis for quantitative reasoning. Students read stories and poems in Latin by authors such as Cicero and Virgil. Much as in the present day, cathedral schools were split into elementary and higher schools with different curricula. The elementary school curriculum was composed of reading, writing and psalmody, while the high school curriculum was [[trivium (education)|trivium]] (grammar, rhetoric and dialect), the rest of the liberal arts, as well as [[Scripture|scripture study]] and [[pastoral theology]].
The subjects taught at cathedral schools ranged from literature to mathematics. These topics were called the [[Seven Liberal Arts|seven liberal arts]]: [[grammar]], [[astronomy]], [[rhetoric]] (or speech), [[logic]], [[arithmetic]], [[geometry]] and [[music]]. In grammar classes, students were trained to read, write and speak [[Latin]] which was the universal language in Europe at the time. Astronomy was necessary for calculating dates and times. Rhetoric was a major component of a vocal education. Logic consisted of the criteria for sound or fallacious arguments, particularly in a theological context, and arithmetic served as the basis for quantitative reasoning. Students read stories and poems in Latin by authors such as Cicero and Virgil. Much as in the present day, cathedral schools were split into elementary and higher schools with different curricula. The elementary school curriculum was composed of reading, writing and psalmody, while the high school curriculum was [[trivium (education)|trivium]] (grammar, rhetoric and logic), the rest of the liberal arts, as well as [[Scripture|scripture study]] and [[pastoral theology]].


== Cathedral schools today ==
== Cathedral schools today ==
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* [[Wells, Somerset|Wells]] – [[Wells Cathedral School]]
* [[Wells, Somerset|Wells]] – [[Wells Cathedral School]]
* [[Winchester]] – [[The Pilgrims' School]]
* [[Winchester]] – [[The Pilgrims' School]]
* [[York]] – [[The Minster School, York]]
* [[York]] – [[St Peter's School, York]]


====Wales====
====Wales====
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*[[Boston, Massachusetts]] – [[Cathedral High School (Boston)|Cathedral High School]]
*[[Boston, Massachusetts]] – [[Cathedral High School (Boston)|Cathedral High School]]
*[[Charlotte Amalie, United States Virgin Islands|Charlotte Amalie]], [[Saint Thomas, U.S. Virgin Islands]] – [[All Saints Cathedral School]]
*[[Charlotte Amalie, United States Virgin Islands|Charlotte Amalie]], [[Saint Thomas, U.S. Virgin Islands]] – [[All Saints Cathedral School]]
*[[El Paso, Texas]] - [[Cathedral High School (Texas)|Cathedral High School]]
*[[Kalamazoo, Michigan]] – [[St. Augustine]] Cathedral School
*[[Kalamazoo, Michigan]] – [[St. Augustine]] Cathedral School
*[[New York, New York]] – [[Archdiocesan Cathedral of the Holy Trinity|The Cathedral School]], on the [[Upper East Side]]
*[[New York, New York]] – [[Archdiocesan Cathedral of the Holy Trinity|The Cathedral School]], on the [[Upper East Side]]
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<!-- * [http://www.britannica.com/eb/article-9020804?query=Cathedral%20School Encyclopædia Britannica article] -->
<!-- * [http://www.britannica.com/eb/article-9020804?query=Cathedral%20School Encyclopædia Britannica article] -->
<!-- * [http://www.ofchoristers.net/index.htm A history of cathedral choir schools in England and Scotland] -->
<!-- * [http://www.ofchoristers.net/index.htm A history of cathedral choir schools in England and Scotland] -->
* [http://www.faqs.org/childhood/Ch-Co/Convent-Schools-Cathedral-Schools.html]
* [http://www.faqs.org/childhood/Ch-Co/Convent-Schools-Cathedral-Schools.html Convent cathedral schools]
* {{CathEncy|wstitle=Schools}}
* {{CathEncy|wstitle=Schools}}
* [http://www.vlib.us/medieval/lectures/universities.html]
* [http://www.vlib.us/medieval/lectures/universities.html Medieval universities]


{{Schools}}
{{Schools}}
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[[Category:Medieval European education]]
[[Category:Medieval European education]]
[[Category:Education in the United Kingdom]]
[[Category:Education in the United Kingdom]]
[[Category:Independent schools in the United Kingdom|*]]
[[Category:Private schools in the United Kingdom]]
[[Category:School types]]
[[Category:School types]]

Latest revision as of 17:21, 7 August 2024

The cathedral school of Trondheim, founded in 1152, is the oldest school in Norway. Today, the Katedralskole serves as secondary school.

Cathedral schools began in the Early Middle Ages as centers of advanced education, some of them ultimately evolving into medieval universities.[1] Throughout the Middle Ages and beyond, they were complemented by the monastic schools. Some of these early cathedral schools, and more recent foundations, continued into modern times.

Early schools

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Philosopher on one of the archivolts over the right door of the west portal at Chartres Cathedral

In the later Roman Empire, as Roman municipal education declined, bishops began to establish schools associated with their cathedrals to provide the church with an educated clergy. The earliest evidence of a school established in this manner is in Visigothic Spain at the Second Council of Toledo in 527.[2] These early schools, with a focus on an apprenticeship in religious learning under a scholarly bishop, have been identified in other parts of Spain and about twenty towns in Gaul (France) during the sixth and seventh centuries.[3]

During and after the mission of St Augustine to England, cathedral schools were established as the new dioceses were themselves created (Canterbury 597, Rochester 604, York 627 for example). This group of schools forms the oldest schools continuously operating. A significant function of cathedral schools was to provide boy trebles for the choirs, evolving into choir schools, some of which still function as such.[citation needed]

Charlemagne, king of the Franks and later Emperor, recognizing the importance of education to the clergy and, to a lesser extent, to the nobility, set out to restore this declining tradition by issuing several decrees requiring that education be provided at monasteries and cathedrals. In 789, Charlemagne's Admonitio Generalis required that schools be established in every monastery and bishopric, in which "children can learn to read; that psalms, notation, chant, computation, and grammar be taught."[4] Subsequent documents, such as the letter De litteris colendis, required that bishops select as teachers men who had "the will and the ability to learn and a desire to instruct others"[5] and a decree of the Council of Frankfurt (794) recommended that bishops undertake the instruction of their clergy.[6]

Subsequently, cathedral schools arose in major cities such as Chartres, Orleans, Paris, Laon, Reims or Rouen in France and Utrecht, Liege, Cologne, Metz, Speyer, Würzburg, Bamberg, Magdeburg, Hildesheim or Freising in Germany. Following in the earlier tradition, these cathedral schools primarily taught future clergy and provided literate administrators for the increasingly elaborate courts of the Renaissance of the 12th century. Speyer was renowned for supplying the Holy Roman Empire with diplomats.[7] The court of Henry I of England, himself an early example of a literate king, was closely tied to the cathedral school of Laon.[8]

Characteristics and development

[edit]

Cathedral schools were mostly oriented around the academic welfare of the nobility's children. Because it was intended to train them for careers in the church, girls were excluded from the schools. Later on, many lay students who were not necessarily interested in seeking a career in the church wanted to enroll. The demand arose for schools to teach government, state, and other Church affairs. The schools, (some notable ones dating back to the eighth and ninth centuries) accepted fewer than 100 students. Pupils had to demonstrate substantial intelligence and be able to handle a demanding academic course load. Considering that books were also expensive, students were in the practice of memorizing their teachers' lectures. Cathedral schools at this time were primarily run by a group of ministers and divided into two parts: Schola minor, which was intended for younger students, would later become elementary schools. Then there was the schola major, which taught older students. These would later become secondary schools.

The subjects taught at cathedral schools ranged from literature to mathematics. These topics were called the seven liberal arts: grammar, astronomy, rhetoric (or speech), logic, arithmetic, geometry and music. In grammar classes, students were trained to read, write and speak Latin which was the universal language in Europe at the time. Astronomy was necessary for calculating dates and times. Rhetoric was a major component of a vocal education. Logic consisted of the criteria for sound or fallacious arguments, particularly in a theological context, and arithmetic served as the basis for quantitative reasoning. Students read stories and poems in Latin by authors such as Cicero and Virgil. Much as in the present day, cathedral schools were split into elementary and higher schools with different curricula. The elementary school curriculum was composed of reading, writing and psalmody, while the high school curriculum was trivium (grammar, rhetoric and logic), the rest of the liberal arts, as well as scripture study and pastoral theology.

Cathedral schools today

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While cathedral schools are no longer a significant site of higher education, many Roman Catholic, Anglican, and Lutheran cathedrals operate as primary or secondary schools. Most of those listed below are modern foundations, but a few traces their history to medieval schools.

Australia

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Canada

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Denmark

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Finland

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France

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Guatemala

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  • Colegio San José de los Infantes (founded in 1781)

India

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The Netherlands

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Norway

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Pakistan

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South Africa

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Sweden

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United Kingdom

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England

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Wales

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United States

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Among others:

See also

[edit]

References

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  1. ^ Riché 1978, pp. 126–127, 282–298.
  2. ^ Riché 1978, pp. 126f.
  3. ^ Riché 1978, pp. 282–90
  4. ^ Riché 1988, p. 191.
  5. ^ Charlemagne: "De Litteris Colendis Archived 2014-08-14 at the Wayback Machine"
  6. ^ Riché 1988, p. 192.
  7. ^ Geschichte der Stadt Speyer. Vol 1, Kohlhammer Verlag, Stuttgart 1982, ISBN 3-17-007522-5
  8. ^ C. Warren Hollister, Henry I (Yale English Monarchs), 2001 p. 25.

Sources

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  • NN (1999), "Domschulen", Lexikon des Mittelalters, vol. 3, Stuttgart: J.B. Metzler, p. columns 1226–1229
  • Kottje, R. (1999), "Klosterschulen", Lexikon des Mittelalters, vol. 5, Stuttgart: J.B. Metzler, p. columns 1226–1228
  • Riché, Pierre (1978), Education and Culture in the Barbarian West: From the Sixth through the Eighth Century, Columbia: University of South Carolina Press, ISBN 0-87249-376-8
  • Riché, Pierre (1988), Daily life in the world of Charlemagne, [Philadelphia]: University of Pennsylvania Press, ISBN 0-8122-1096-4
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