THE MEDIEVAL CONCEPT OF POLITICAL
AND ECONOMIC EDUCATION
TYPES OF CHIVALRIC EDUCATION
1. Reading, writing, and little literary training in the vernacular.
2. Social training- training in good manners, right conduct, and social graces.
Training in social etiquette has never been surpassed.
3. Military training- military training was emphasized through the acquisition of
professional military skills, and made of fighting in warfare a profession.
4. Religious and moral training- participation in church rites and ceremonies.
5. Physical training- this was given emphasis.
CONTENT TO BE STUDIED
1. Reading, writing, literature in the vernacular.
2. Religion, music, dancing, especially for girls.
3. Good manners, right conduct, social graces, etiquette.
4. Horse riding for warfare, hunting, tournaments
5. For girls, household duties such as sewing, weaving, cooking, and embroidery.
6. Physical exercises
7. At the higher levels, the curriculum consisted of the Seven free arts: 1. jousting, 2. falconing,
3. swimming, 4. horsemanship, 5 boxing, 6 writing and singing verse, and 7 chess.
AGENCIES OF EDUCATION
1. THE HOME - this was for the young boys and the girls.
2. THE COURT - for the girls.
3. The castle, the tournament fields, and the fields of battle. These were the schools
for the boys.
4. Troubadours, minnesingers, and minstrels- using the vernacular, they sang about the
noble deeds of the heroes, beautiful ladies, brilliant deeds of knights and lords, etc.
They spread news, gave warnings about impending dangers, brought messages from
allies and friends, etc. Troubadours propagated learning through their songs.
ORGANIZATION OF GRADE LEVELS
For the boys, there were four stages:
1. From birth to seven years old- the young boy stayed at home and was taught
by his mother some, physical exercises, moral and religious tenets, some manual
skills.
2. From seven to fourteen years old-the young noble was sent to the castle and
acted as page of his overlord. He was often assigned to a lady of the court
from whom he learned social graces or etiquette rules, playing musical
instruments (sharp), taking part in religious ceremonies, reading and writing.
3. From fourteen to twenty-one years old- he became a squire attending to the lord
himself or to a knight. He learned to care for horses and the art of warfare, assisting
his master in war, hunting and tournaments. He learned how to sing, dance, tell stories
and play courtly games like chess, mostly to entertain the ladies of the court. He took
care of his lord’s armor, made his bed, etc.
4. At age twenty-one-if he made the grade, he was inducted as a knight. He would vow
allegiance to his church, his lord, and his lady. He would vow to be honest, to live in
harmony with his equals, and participated in religious ceremonies such as confession,
fasting, and prayer. He received his accolade, a slight blow on the shoulders with the
flat of a sword, and his new sword and spurs were placed around his waist and he
became a knight.
METHODS OF INSTRUCTION
1. OBSERVATION, IMITATION, AND PRACTICE
2. APPRENTICESHIP
3. MOTIVATION AND DISIPLINE
G. FINANCING
The pupil did not pay any fees because he served his master like a valet.
THE GUILD SYSTEM OF EDUCATION
AIMS OF GUILD EDUCATION
1. PREPARATION FOR COMMERCIAL AND
INDUSTRIAL LIFE- because of the increasing
commercial industrial activities, the children were to be
prepared for this kind of life
2. VACATIONAL PREPARATION- it was the aim of
guild education to prepare the children to take over
their fathers’ occupations.
[Link] OF EDUCATION
1. VOCATIONAL EDUCATION
The study was of the practical type.
2. Reading, writing and arithmetic education
3. Religious education
C. CONTENT TO BE STUDIED
[Link] and writing in the vernacular and arithmetic
were always required.
2. The kind of craft and commercial business to be learned.
3. Religious tenets and ceremonies
AGENCIES OF EDUCATION
1. The Burgher school- this new type of school which arose from the situation
was for the children of the bourgeoisie or middle class.
2. The chantry school- this school was for the children of the wealthy
merchants. The chantry schools were established at the request of rich
merchants and traders on condition that special priests would be employed to
chant masses for the repose of the deceased patrons’ souls. Burgher children
were also admitted.
3. The Guild school- this school was for the children of the craftsmen.
ORGANIZATION OF GRADE LEVELS
1. APPRENTICESHIP- At age seven, a boy was assigned to a
master craftsman as an apprentice. The master had to teach
the boy skills of the crafts or trade, watched over his morals
and taught him religious tenets. The apprentice worked hard
for his master and did all his biddings. Apprenticeship lasted
about seven years.
2. JOURNEYMAN- After learning his trade, the young
worker travelled as a paid worker and went to different master
craftsmen.
3. MASTER CRAFTSMAN- After the journeyman had
proven his worth by producing a masterpiece, he become a
master craftsman. 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 business shops. They
sold their products at prices set by the guild, and were
supervised by the guild set see if their products were superior.
F. METHODS OF INSTRUCTION
1. OBSERVATION, IMMITATION, AND PRACTICE
2. DICTIATION, MEMORIZATION, AND CATECHETICAL METHOD.
3. DISCIPLINE
G. FINANCING
1. The burgher schools were controlled and supported by the cities.
2. The chantry schools were supported by the wealthy merchants.
3. Apprenticeship was free. The apprentice was not paid any fee but was given free
board and lodging by hid master.
MUSLIM EDUCATION
A. AIMS OF MUSLIM EDUCATION
1. Scientific- to develop and assimilate scientific knowledge
2. Practical- to apply science for practical purposes.
3. Initiative and welfare- to develop individual initiative and
social welfare
4. Religious- to develop religiousness in Islam
5. Vocational- To develop skills in making or doing things for
use in their daily life.
TYPES OF EDUCATION
1. SCIENCE EDUCTION- They studied science not only for the sake of knowledge
but especially for its practical application.
2. VOCATIONAL EDUCATION- This was for arts and crafts, practice in
agriculture, animal breeding, etc. based in science.
3. RELIGIOUS EDUCATION- This study was based on the Koran
4. ARTISTIC DESIGNING- This was done in architecture, carving, textile designing,
coloring, ceramics, and metal works, but there was no painting or sculpture
5. AVOCATIONAL EDUCATION- There was training in the form of entertainment
such as reading, storytelling, music, and dancing.
6. PROFESSIONAL EDUCATION- Science was the basis for offering in the
professions such as medicine, mechanical and commercial trades, architecture, etc.
C. CONTENT TO BE STUDIED
At Elementary level, the subjects studied were reading, writing, arithmetic,
religion, grammar, and elementary science.
At higher levels, the following were offered: algebra, geometry,
trigonometry, physics, chemistry, geography, astronomy, anatomy, pharmacy,
medicine, surgery, philosophy, history, literature, logic, metaphysics, and
jurisprudence.
AGENCIES OF EDUCATION
1. Courts of the early caliphs
The early caliphs of the eastern part of the Islamic world surrounded themselves with
Christians and Jewish scholars and collected books and manuscripts for their libraries.
The caliphs became scholars themselves and the courts became the first centers of
learning.
2. Elementary schools
The caliph Haroun-al-Rachid of Baghdad was the first to organize elementary schools,
one for each mosque, and followed by others. The moors of Spain were followed.
3. Secondary schools
These were next higher than the elementary school.
4. Kuttab
4. Kuttab
This was neither an elementary nor a high school but it was simply a school in a
teacher’s house where only reading and writing were taught. The Kuttab was not
connected with a mosque.
5. Universities
These were actually colleges very richly furnished especially the libraries. Books and
manuscripts were collected from all parts of the word. These were translated into
Arabic for use the students. The library at Cordova had a half million volumes.
Each offering a course. There was a department for medicine, another for
architecture, etc.
ORGANIZATION OF GRADE LEVELS
• The mosque was the earliest educational setting where education was largely based
on the Koran.
• Later, the Kuttab developed where teaching was done in the house of the teacher.
Reading and writing were taught.
• At the age of five, the children entered elementary school which admitted both boys
and girls, rich or poor, free of any fee. The elementary schools were attached to the
mosques. The Koran was the chief reading text in the elementary.
• The children of the rich continued their schooling until they reached the age of 14
and entered secondary schools. These schools were like boarding schools which
were divided into 24 or 30 rooms, each accommodating four students. Often Jews
or Christians, were well-trained and well-paid. A rector presided over the school.
• At the university level, students and professors shared accommodations. Special
departments were created for various sciences which were fully equipped. Medical
schools had hospitals. All chiefs Moorish cities in Spain universities.