1. HISTORICAL FOUNDATION OF EDUCATION: MEDIEVAL PERIOD
CHIVALRIC/FEUDALISTIC
AND
GUILD SYSTEM
Josephine Ann J. Necor, RN

2. CHIVALRIC
AND
FEUDALISTIC
EDUCATION

4. CHIVALRY and FEUDALISM
9th-16th
centuries
CHIVALR
Y
FEUDALI
SM
Early period of
middle ages
system of political
and personal
relationships which
grew among the
nobility
LAND
TENURE
(loyalty and
property)
Mutual defense
and service
“chevalerie”
= horse
soldiery
the code of
behavior and
ethics that
knights were
expected to
follow

5. Feudalism
 A system of land tenure on
allegiance and service to the
nobleman or lord.
 At that time there was no strong
central government and little
security, but feudalism fulfilled
the basic need for justice and
protection.
 The lord who owned the land,
called a fief, let it out to a
subordinate who was called
vassal.

7. Chivalry
 To get young nobles ready to
assume their obligations, the
institution of chivalry developed
and became the basis for a set
of ideals to guide their
education and conduct.
 The patterns of chivalry were
based upon usages in:
 Warfare
 Religion
 Courtesy for the upper class

8. Two careers were open to the sons of the
noblemen during feudalism times:
 pursued an education
that was religious and
academic in nature in
order to become
members of the clergy.
 pursued an education
that was physical, social
and military in nature.
CHURCH CHIVALRY
If they decided in favor of:

9. TRAINING PREPARATION
FOR KNIGHTHOOD
 In the middle ages, a young boy in training to be a knight spent
the first years of his life chiefly in the care of the women of his
family. During this time, he learned how to ride a pony and care
for horses.
PAGE (age 7) SQUIRE (age 14) KNIGHT
(age 21)

10. AIMS
A system of education for nobility, chivalry aimed to teach
the best ideals. It provided a system of training to inculcate
gallantry towards women, protection of the weak, honesty in
everything and courage at all times.
Social
Graces
Religiosity
Responsibil
ity
Gallantry
Horsemansh
ipMorality

11. TYPES
 Chivalry was a form of social training.
 Chivalric education was essentially class education for
entrance into aristocracy.
 This social discipline 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) Religious and moral training
e) Physical Training

12. CONTENT
The curriculum consisted of:
a) Religion, music, dancing,
especially for girls
b) Horse riding for warfare,
hunting, and tournaments
c) Physical exercises
d) Reading, writing, literature in
vernacular
e) Good manners, right conduct,
social graces and etiquette
f) Household duties such as
sewing, weaving, cooking,
embroidery and household
management for girls
g) At the higher level: the
curriculum consisted of
the SEVEN FREE ARTS:
o Jousting
o Falconing
o Swimming
o Horsemanship
o Boxing
o Writing and singing
verse
o Chess
 The pupil did not pay any
fees because he served
his master like a valet.

13. AGENCIES
a) Home - responsible for the earliest education;
b) Fields of battle - the schools of boys
c) Courts - the school for girls
d) Troubadours, ministers and gazetteers
served as agents of education and providers
of entertainment.

14. METHODS
o Imitation
o Example
o Learning by doing
o The motivation was strong desire for social
approval. Discipline was maintained through
the ideals of obedience and sincere adherence
to the moral and social standards.

15. DECLINE
By the end of 1200’s, several events in
Europe led to the decline of
feudalism.
a) Economic revival
b) Invention of gun powder and
weapons
c) Battle of Courtal in 1302
d) Stone castles could no longer stand
against the cannon
e) Cities grew wealthier, less need of
aristocracy
f) People trained in the government
service took over the function of

16. OUTSTANDING
CONTRIBUTIONS
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

17. GUILD
SYSTEM
APPROACH
TO
EDUCATION

18.  Towards the end of the Middle Ages,
considerable social and cultural changes were
brought about by economic changes.
CRUSAD
E
TRADE
and
COMMERC
E
Development
of
transportatio
n, trading,
and banking
NEW
LIFESTY
LE,
needs,
luxuries

19.  This brought about the growth of new
cities and the rise of new social
classes – the burgher, bourgeoisie or
the middle class.
 Closely related to the development of
commerce was the strengthening of
guilds, an organization composed of
persons with common interest and
mutual needs for protection and
welfare.
demanded a different kind of
education for their children

20. Two types of guilds
o Members were
residents of the same
town and artisans who
sold their products.
They usually had a
monopoly of the retail
trade in their own
towns.
o The skill workers,
manufacturers and artisans
organized themselves into
craft according to their craft,
to protect themselves from
inferior work and undercut
prices and to gain monopoly
of production among
themselves.
MERCHANT GUILD CRAFTSMAN GUILD

21. AIMS
 The new middle class needed a new kind of
education that was practical, thus vocational
training was emphasized so that children were
to be prepared for the requisites of commerce
and industry.

22. CONTENT
 Elementary instruction in
reading and writing were
vernacular and arithmetic was
required as preparation for
commerce and industry of the
guilds.
 Masters were required to teach
their apprentice their crafts and
also provide adequate religious
instructions.

23. AGENCIES
 New types of school developed for the education
of burgher children
o Burgher schools supported and controlled by the
cities and often taught by priest and lay teachers
o Chantry schools supported by the wealthy
merchants for the instructions of the children of
the city, and
o Guild schools for the children of the craftsmen.

24. ORGANIZATION
There were three stages of development for the craftsmen:
1. Apprentice - the boy was assigned to master that would
teach him. In turn, the boy had to work hard and serve his
master.
2. Journeyman - the young worker would travel as a paid
laborer and go to different masters.
3. Master craftsman - After the journeyman had proven his
worth, then he became a master, a full pledged member of
a guild.

25. METHOD
 The chantry, burgher and the guild schools
were operated in much the same way as
monastic and parish schools.
 The methods used were example, imitation
and practice. They also had dictation,
memorization and the catechetical method.
 Discipline was severe and harsh. Education at
this point was strictly preparation for work.

26. References:
 Mateo, R. A., & Tangco, M. G. Foundations of
Education II (Historical, Philosophical, and
Legal Foundations of Education)
 http://www.scribd.com/doc/65463408/Chivalric
-Education-Report

27. THANK YOU!