HISTORICAL

FOUNDATION OF
EDUCATION: MEDIEVAL
PERIOD

EDUC 302

Presented by: Jhem R. Caluza

CHIVALRIC AND
FEUDALISTIC
EDUCATION
 A. SHORT INTRODUCTION OF THE
COUNTRY
EUROPE
-European Middle Ages
Early Middle Ages (476-1000)
-began when Rome fell
-unity in terms of art, architecture and literature
-The Christian church that ultimately replaced the
Roman state as the central political power.
-required to pay 10% of their wealth and tax to the
church.
-Christianity was not the only growing religion in the
East. Islam was becoming increasingly prominent.

A. SHORT INTRODUCTION OF THE

COUNTRY
EUROPE
-European Middle Ages
Higher Middle Ages (1000-1300)
-Period of advancement
-Feudal system was adopted.
-Monasteries become increasingly prevalent
promoting not just religion but also law and
learning.
-(1215) Magna Carta
-Church launched a series of mission.
-Rivalry for land in 1066

A. SHORT INTRODUCTION OF THE

COUNTRY
EUROPE
-European Middle Ages
Late Middle Ages (1300-15th
century)
-the rivalry continue
-attempting to regain the authority of
Catholic Church.
 -the age of exploration
-Sense of separation from the church.

CHIVALRY and FEUDALISM

9th-16th centuries
the code behavior and
CHIVALRY "chevalerie" =horse soldiery follow.
ethics that knights were expected to

FEUDALISM which grew among the

nobility
Early period of middle ages system of political and
personal relationships
Mutual defense and
Land Tenure (loyalty and properly)
services

FEUDALISM
-The general term to describe the
political and military system of
Western Europe.
No central government
Little security
Fulfilled the basic need for
justice and protection.
Has a system of land tenure on
allegiance and service to the
nobleman or lord.
 Two careers for the son of noblemen:

Clergy Chivalry
-If they decided in favor of the church, -an education that was physical,
they pursued an education that was social, military, in nature
religous and academic in nature.

CHIVALRY
comes from the Old French
word chevalerie, meaning
horse soldiery.
 The terms came to mean the
code of behavior and ethics
that knights were expected to
follow.

B. AIMS OF EDUCATION
Morality
-to include in the minds of the young nobles the virtues of
honor, bravery, courtesy etc.

Responsibility
-to get the young nobles to assume their responsibilities, how to manage
their own estates, and how to deal with the lower class of people.
 R esponsibility
H orsemanship
-to train the young nobles in horseback, warfare, hunting and
tournaments. You can also add other related
capture the attention of your a

B. AIMS OF EDUCATION
Gallantry
-to train the young nobles how to deal gallantry with the ladies of the
nobility and to project the weak.

Religiosity
-to train the young nobles to be devoted to the service of God.
 Responsibility
Social Graces
-to train the young girls in the social graces and manner fit for the
ladies. attention of your a
You can also add other relatedcapture the

C. TYPES OF EDUCATION
Chivalry education was
Chivalry was a form of social traning. essentially class
education for entrance into aristocracy.

This social disipline taught the young noble to manage his estate
and to acquire the class consciousness of superiority over lower
class.
 (a) Reading, Writing and little literary learning in the
vernacular. (b) Social Training
(c) Military Training
(d) Religous and moral training
(e) Physical Training

D. CONTENT TO BE STUDIED
The curriculum consisted of:

(a) Religion, music, (c) Physical exercises (d) Reading,

dancing, especially for girls. (b) Horse writing,
riding for literature in vernacular.
warfare, hunting and (e) Good manners, right conduct, social
tournaments. graces and etiquette.
(f) Household duties such as sewing, cooking, embroidery and household
weaving, management for girls.

D.

CONTENT TO BE STUDIED
(g) At the higher level: the
 curriculum consisted of the
SEVEN FREE ARTS:
-Jousting
-Falconing
-Swimming
-Housemanship
-Boxing
-Writing and singing
-Verse
-Chess

E. AGENCIES OF EDUCATION

(a) Home- responsible for the earliest

 education. boys.

(c) Courts- the school for girls

(d) Troubadours,
(b) Fields of battle- the school of
minnesingers and minstrels

F. ORGANIZATION OF
GRADESFor the boys, there
were 4 stages:
1.
From birth to 7 years old, the young
man stayed at home.
 2.
From 7 to 14 years old, the young noble
was sent to the castle and acted as page
of his lord.
3.
From 14 to 21 years old, he becomes
squire attending to the lord himself or
to a knight.
4.
At age 21, if he made the grade, he was
inducted as a knight.

F. ORGANIZATION OF GRADES
 For girls of the nobility, they were
educated in religion and religous
ceremonies, courtly singing and dancing,
social graces or rules of etiquette,
handicrafts, and management of
household affairs.

G. METHODS OF INSTRUCTION
Observation,

imitation and Practice by

Apprenticeship MotivationThere were done

The young noble individual. means of high social ideals,
observed, imitated and A young noble was social standards and social
practiced what was to be assigned to a lord to all approval.
learned. Training was were to be learned.

H. FINANCING
Student availed of free education.

I. OUTSTANDING CONTRIBUTION/S
TO EDUCATION
-Use of vernacular as tool of teaching.
-The emphasis placed on learning the social graces,
rules of etiquette or good manners and right conduct.

THE GUILD
SYSTEM OF
EDUCATIO
N
 A. SHORT INTRODUCTION OF THE
COUNTRY

By the 11th century in Europe, associations of merchants had

begun to form for the protection of commerce against the
feudal governments. Those merchant guilds became
extremely powerful as trade in the Mediterranean and across
Europe increased.

GUILDS
-were associations of people who had
common interest, or who engaged in the same
work. People performed charitable, religous,
and social guilds.
Religous guilds- paid money into a
common fund.
Alms- a relief that was given to
members who needed help because
of sickness or old age.
Mass- guilds arranged to be
offered for members who died.
A person could become a member
of a guild in one of three ways:
1. 3. Apprenticeship training in a craft)
Patrimony (serving a term of 2. Redemption
(succeeding parent) (buying membership)

B. AIMS OF GUILD EDUCATION

Bussiness Interest and Preparation for

Commercial and Industrial

Vocational Preparation- to prepare their children

to take over of their fathers' occupation.
 TYPES OF GUILD
1. 2. Frith Guild- it means peace and Religous confraternity of layman

the practice of religous and charity works. freedom.

TYPES OF GUILD
3. Merchant Guild- known as Hansen. The skilled workers
Guilds in the manufacturing crafts
Members of this Guild included those of:
a. Residents of the same town a. Bowyers(makers of bows) b.
b. Both merchants and artisans who bought Fletchers(makers of arrows) c.
and sold. Girdles(makers of girdles)
c. Usually had a monopoly of the retail trade d. Hatters
in their town. e. Skinners
4. Craft Guild f. Weavers
 C. TYPES OF EDUCATION
1.Vocational Education

2. Reading, writing and arithmetic education

Masters were required to teach their
apprentices their craft.

3. Religious Education
Provide adequate religious instruction

D. CONTENTS TO BE STUDIED
 1.
Reading and writing in the vernacular and
arithmetic.

2. The kind of craft and commercial business to be

learned.

3. Religious tenets and ceremonies.

E. AGENCIES OF EDUCATION

The Burgher Schools The Chantry Schools The Guild Schools

- For the education of often taught by priest and merchants for the
burgher children. lay instruction of the
-Supported and teachers. children of the city.
controlled by the cities and -Supported and -For the children of
controlled by the craftsmen.

1. ORGANIZATION
Apprenticeship
A boy (6-10 years old) was assigned to a master who would teach him the skills of the
trade, watch over his morals and train him in religion. In turn, the boy works hard and
serves his master. This varied according to the trade. He was bound to fix a term of
training, varying from two to ten years according to the difficulties of each craft. He
lived as a member of the master's household.
He cleans his tools, prepares his materials, sits beside him and learns how to work.
 At 18 after giving his proof of his skills to the committee of examiners from the guild,
the youth become a journeyman.

ORGANIZATION
2. Journeyman
The young boy travelled as a paid worker
and go to different master craftsmen. He
could move about and select the master
with whom he wished to work,
Unmarried journeymen were likely to board
with their masters, but they were paid
wages for they learned enough to make
their service of real value.
3. Master Craftsman
ORGANIZATION

Simply the educated apprentice. He could

now put up a shop of his own if he had
enough capital and could now employ
apprentices and journeyman.
Only masters could own bussiness shops.
They sold the products at prices set by the
guild, and were supervised by the guild to
see if their products were superior. He
had to do special piece of work,"The
Master-piece" as proof of his skills.
 F. ORGANIZATION OF GRADES
7. The young man opens his own shop.

6. The guild approves his masterpiece.

5. The young man become a journeyman.

4. The young man trains for nine years.

3. He is taken in as an apprentice.

2. Parents pay the master to house and feed the boy.

1. Parent brings a boy to a master.

G. METHODS OF INSTRUCTION
 1. 2. Dictation,

Observation, imitation memorization, 3. Disipline

and practice catechetical method The master could be harsh in his
pupil.
The sequence of activities in These were used in the burgher
and Priest were usually employed to
training was used in
teach in the schools. Education is
apprenticeship. charity schools.
sctrictly preparation for work.
3. Apprenticeship
H. FINANCING

1. 2. The Chantry The Burgher

Schools Controlled and supported by the
cities. wealthy merchants. not paid any fee but was
School given free board and
Free. The apprentice was lodging by his master.
Supported by the

I. OUTSTANDING CONTRIBUTION/S
TO EDUCATION

1.
Vocational Training or manpower
development.
 2. Apprenticeship

PERSONAL INSIGHTS
My personal insight about studing history of
education is that it is essential for us to
learn about it because understanding the
development and origin of various
educational theories, practices, and ideas in
different
communities helps us formulate better
principles, patterns, and ideas concerning
education in the present.

REFERENCES
https://prezi.com/gxs_s8krkho4/the-guild-approach-to-education/

https://www.slideshare.net/maffy_ibit/chapter-5-monasticism-scholasticism
chivalry-the-guild-system-of-education

https://www.slideshare.net/JosephineAnnNecor/pnu-ctp-ed-1-chivalric
feudalistic-and-guild-system

THANK YOU FOR

LISTENING!
 "The more you know about the past,
the better prepared you are for the future.
-Theore Roosebelt