Transcript The Reshaping of Medieval Europe

 From
barter (goods for goods) to money
economy
 Reopening of trade commerce with Asia
from the Crusades (Italian city states grew
wealthy) Venice, Genoa, and Pisa
 Italian merchants became middlemen in
trade between Asia and Europe
1.
2.
3.
Southern route: via water. From Arabian
Sea to Red Sea and then overland to the
Nile River and then to the Mediterranean
Central Route: Land and Sea Travel.
Goods carried to Persian Gulf by boat, then
transported to Baghdad or Damascus by
caravan. Traders brought to Mediterranean
and Black Seas.
Northern Route: Silk Road. Overland route
across Central Asia connecting Beijing and
Constantinople.
Medieval Trade
Flanders
 Markets:
prime centers for trade
Once per week, traders met along highways, in
church courtyards, or in village squares.
Place where serfs could sell surplus goods
(make additional monies, buy freedom)
Trade fairs: annual and lasted several days to
weeks.
Most famous, held at Champagne in France
(Count of Champagne granted safe conduct and free passage to
all merchants passing through his land, while other states put
taxes on goods entering and leaving).
 http://www.fordham.edu/halsall/source/1
250medfairs.html
 In paragraph, summarize your
impressions of a medieval fair. What
were the smells and sounds someone
might find at a European fair in the
1200’s?
Money became means of
exchange
Towns and lords began coining
their own money: Certain coins
became standards: Florin of
Florence, for example.
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Credit: lending money in
exchange for high interest.
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moneychanger
1. could uncover counterfeit
currency
2. determined currency value
3. accepted deposits from their
clients and became money
lenders.
4. exchanged currency
Bills of Exchange (letters of
credit): Written contracts with
no use of cash money. 14th
century.
Italians took over role as
money lenders and issued
letters of credit. Main
competition was from the
Knights Templar, an
organization established to
protect pilgrims going to the
Holy Land. Jews engaged in
money lending, but over time,
received a bad reputation
because they often had to
hound to get repaid.
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Teaching of church discouraged economic activity
Poverty was upheld as a virtue
Considered selfish and rebellious for one to try to improve status of
life or to involve oneself in trade solely for profit.
“just price”: a price that included cost of materials, a fair return for
labor, and a reasonable profit.
No usury: the practice of charging interest for the use of lent money.
According to the church, anyone borrowing money was in great
need. A loan should be an act of charity, not a money making
venture.
Revival of trade ended these restrictions. Merchants borrowed
money not out of desperation, but for business investment.
More people in Europe began to gain financial independence.
 Renewed
trade stimulate the growth of
towns
 Towns provided
a) Markets
b) Important centers for exchange
Better farming methods led to better food
production, which allowed for division
of labor (some people would farm,
others would make “stuff”: craftsman)
 Former
Roman cities
 Locations important to trade: crossroads,
bridges, fords, river mouths, and harbors.
 Others built near castles, churches, and
monasteries
 Townsmen
joined together to gain
freedom from feudal lord and to start
self-government.
 Paid for them
 Other lords gave these privileges without
cost (sales taxes and tolls were revenue
sources)
 Charter: Granted townspeople certain
privileges or rights designated by feudal
lord
 Free
Status: Must live in a town one year
and a day to be considered “free”
 Exemption from Manorial Obligations: No
labor for the lord of the manor, but
sometimes had financial obligations to
the lord.
 Town Justice: Administered their own. No
longer tried in a feudal court.
 Commercial Privileges : Right to buy and
sell freely in the town market.
Medieval Guilds: A Goldsmith’s Shop
Crest of a Cooper’s Guild
 Organization
to regulate commercial and
business activity of a given town.
 Gained strength in numbers
 Discouraged outside competition
 Increased profits
 Helped members in need (established
schools, cared for the poor, widows, and
orphans)
Merchant: Guarded trade interest of merchants by
giving a monopoly of a town’s trade. Guild limited
outsiders from doing business except upon paying
of a heavy fee.
Fixed prices at which goods could be bought and
sold.
Socialistic (Promoted the group rather than the
individual. Not Capitalistic)
Craft: Regulated business hours, wages, and number
of employees hired. Guaranteed quality of their
products. Punished members who used shoddy
materials, dealt dishonestly, or sold goods cheaper
than the established price.
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 Apprentice:
entered home of master
craftsman. Food, lodging, and training in
return for hardwork. To age 16 or 17.
 Journeyman:
“Day Laborer.” Seek
employment and earn wages as a skilled
worker. 2-7 years. Stayed at master’s
home and worked in his shop.
 Master: Had to have money to open own
ship. Had to take an oral exam, present
example of work (master piece) and take
Medieval Guilds
Guild Hall
 Commercial Monopoly:
 Controlled membership
apprentice  journeyman  master craftsman
 Controlled quality of the product [masterpiece].
 Controlled prices
 70
German cities on the Baltic who
sought to control in the region.
 Overtime, became a powerful political
force.
 Negotiated treaties
 Maintained own navy
 Waged war against other countries.
 Merchants, bankers, craftsmen, and
skilled
laborers.
 Middle class:
Burgers in Germany
Burgesses in England
Bourgeois in France
Freedom and money from commercial
enterprises, particularly trade
*helped end feudalism and shape modern
society by pushing for central governmental
rule because they saw tolls and local sales
taxes as hindering wide spread trade.
 Small, about 5,000 people
 Surrounded by thick walls
 Houses were crowded together
along
narrow streets
 Four or five story high houses
 Dark, crooked and filthy streets
 Garbage into open gutters lining the road.
 Poor sanitation caused disease and
epidemics spread rapidly, carried
throughout the town by the pigs, rats, and
dogs that roamed the streets
 Center of activity was the town square
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Scholasticism: new intellectual method that presented a new and
innovative way to how scholars read, wrote, and taught
Scholars would consult the most important religious and intellectual texts
(Bible, church fathers, papal letters, etc)
Looked for things where there was disagreement among these
documents Line them up, yes or no. Through a dialectic (method of
argument) process, try to resolve the controversy.
Example, what do these texts say about cheating? Do some say its always
wrong, sometimes wrong, or always right?
How does one do this?
1. Philological analysis: split hairs. (These texts use words in
different ways)
2. Formal logical analysis: (Contradictions are in the eye of the
beholder
Tried to explain the Christian Faith (Faith)
by using the writings of the ancient
Greek and Romans (Reason)
Hoped to explain Christianity with reason
 Aristotle, Greek
Philosopher
 Averroes, Muslim
commentator on
Aristotle
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Before Scholastic learning, there was monastic learning.
Monastic education was essentially passive: Monks were not supposed to
question the texts they studied.
Stayed away from reading too many classical texts that might lead one to
heretical ideas (Roman and Greek)
Monks were to sit passively and have material read to them (Lectio, Latin
for lecture) Questions were not posed to the person reading the Lectio.
Monks wrote works to aid the reader with reading other texts, especially
the Bible (Helpful annotations)
They would write about the underlying spiritual significance of passage.
They wrote in a meditative and associative manner (stream of
consciousness, not argumentative) Leap to another text that reminds
them of another passage (little logical connection)
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Students wanted to be taught. A new emphasis on education was needed.
School rooms in the reviving towns had to reflect the urban ideals ( a
desire to learn)
Towns were places where people could speak, haggle and disagree.
Trade and commercial enterprise demanded a more educated
population.
New education based on argument, not meditation
Europe’s contact with Byzantium and Arabs exposed them to the classical
texts.
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1. Questiones (Questions)
Scholastics would organize their works around problems
Should one believe in the sacraments, for example. Pro and Con. Then
resolve
Problem with questions: scattershot and haphazard
2. Summa: an attempt to give systematic exposition of the Christian Faith
(Answer questions in logical fashion)
Summa Theologica (Aquinas)
1. Morning: old monastic style lectio (lecture) Read from one of the classics,
(Aristotle’s Republic)
The Magister (teacher) would read. Explain what the words meant.
2. Afternoon (Disputatio)
a. Ordinary: question disputed beforehand (teacher could prepare)
b. Quodlibetal (whatever) listeners could propose any questions
 i. Teacher would take a position (response) Teacher would cite texts that
would support this position)
 ii. Students/audience members/other faculty walking by would challenge
the teacher with alternative viewpoints from other sources
 iii. Turn into rowdy affairs (Try to knock the teacher down)
 iv. A thankless student took notes
 V. Teacher took transcript home: Attempts to give a final answer
(Determinatio) Determination
1.
Anselm
2. Peter Abelard
3. St. Thomas Aquinas
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Founder of Scholasticism
“Nor do I seek to understand that I may believe, but I
believe that I may understand. For this, too, I believe,
that, unless I first believe, I shall not understand.”
Anselm held that faith precedes reason, but that reason
can expand upon faith.
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Lived a life full of trouble
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Enjoyed disputation and used his incredible public speaking skills to make a name for himself
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At University of Paris, Abelard flaunted debating skills and picked fights with teachers.
Established own school and recruited students away from University of Paris.
Famous Work, Sic et Non (Yes and No) written in 1122.
160-170 questions.
Church fathers versus bible (didn’t try to reconcile differences) gave guidelines: Textbook:
how to reconcile these apparent contradictions
History of My Misfortunes (autobiography)
Fell in love with Heloise, one of the most learned women in Paris
Penned love ballads
Heloise’s father Fulbert had Abelard castrated when Abelard sent her away to a nunnery
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Abelard’s critics of Sic et non were saying that Abelard suggested that these discrepancies
could not be resolved (Unfair accusation)
Wrote a treatise on the Trinity: (hands off topic) Conservatives attacked Abelard led by Bernard
of Clairvaux.
Abelard had to burn the books on the Trinity.
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Before the age of 50, underwent mystical experience and stopped writing.
Leaves behind Summa Theologica: Church teachings could be arrived at through reason.
Aquinas advanced notions that were at odds with St. Augustine (monastic, old style of learning)
a. politics: Augustine: state/government all were consequence of original sin. “That without
justice, states were bands of robbers.” Aquinas: State/political organizations not tainted.
b. human salvation: Augustine: predestination. Individuals could not merit their own salvation.
God chooses to give grace to some, and not to others. Aquinas accepts weaker form of
predestination. Fore knowledge of what one is going to do. God knows what you are going to
do, but you have the ability to choose.
c. human knowledge: : Augustine: argued that human beings could not know anything without
illumination abilities. Aquinas, one did not need divine illumination. Human beings could
learn a lot. Potential through observation. 5 proofs that God existed.
 http://www.youtube.com/watch?v=Mz_i
GGGMddw&feature=related
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1. Eternality of the World
Christianity: the world was created and will end
Classical Texts: No end of world
2. Nature of God:
Aristotle: believed one god was more powerful than others. God was not all
powerful or all knowing. Doesn’t actually do very much. Could not interfere with
the material world. It would be beneath him. Aristotle’s higher God sat around
contemplating, but paid no attention to human activity.
Christian God: knows what people is doing. Actively intervenes.
3. Immortality of Individual Soul
Aristotle: believes everyone does not have their own soul (no individual soul)
Human beings can’t be punished after death
Christianity: everyone has individual soul and can be sent to hell
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Bernard of Clairvaux thought
a.
Scholastics wrestled with problems too big for men to tackle (accused
Abelard “of trying to stare into the divine mystery.”)
b.
Why was it necessary to add to the bible or biblical texts?
c.
Why was it necessary to add logical analysis?
d.
Scholastics were blamed for trusting too much of themselves and relied
too much on non-Christian intellectual authorities.
 Fragmented
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and Disjointed
1. Monastic schools
A. (internal: educated monks)
B. (external: educated school children who lived nearby)
Curriculum: chanting, for example. In countryside and difficult to get to.
3. Primary schools: reading and writing
4. Grammar schools: advanced training in languages
Highest levels: (consisted of one faculty member)
5. Cathedral schools: each bishop should operate a school
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Many teachers were independent contractors: not advantageous for
students, for teachers, or for religious groups.
People were fragmented and spread out throughout Europe as they had to
often move for their education.
School language was Latin. Many students had to travel to foreign
countries. Latin was not useful in everyday life: Most foreign students
were price gouged because they couldn’t speak the language.
Teachers were foreign. Disadvantaged because they couldn’t speak the
language. Competition was fierce. Abelard wanted to open up
classrooms adjacent to other schools (dog eat dog)
Supervision for the church was difficult: Easier to check up if teachers
were not scattered around so as to supervise proper doctrine.
Medieval Universities
Oxford University
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No campus or buildings
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University was a corporation of individuals
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Classes held in apartments, churches, etc.
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Universities would move if towns began to charge too much for food or lodging
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Church liked the idea of universities for supervision purposes
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Teachers liked it because they worked for one organization
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Run by Teachers (magistri).
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Most teachers were paid by
the church.
Didn’t rely on student gifts.
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Free of student control.
Run by Students
Teachers had to rely on
student fees
Teacher had to post bond if
they wanted to leave for the
weekend (guarantee to come
back)
Teachers were fined for the
following:
a. Failed to attract 5 students to
class
b. Failed to keep up syllabus
c. Fined for being late to class
At beginning of school, one student
negotiated with other students
for teacher’s fee.
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7 Liberal Arts
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Quadrivium: content of knowledge (arithmetic, geometry,
astronomy, music theory)
Trivium: expression of knowledge: grammar, logic, rhetoric
(speaking)
More time was spent more on trivium, particularly logic
4 Different faculties
1. Arts
2. Law
3. Medicine
4. Theology
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BA: bachelor of Arts
MA: Master of Arts
Then proceed to a doctorate of Law, Medicine, or Theology. Most prestigious was
Theology. Permitted to do some teaching. Lectio, Disputatio with a BA and under
the supervision of a master. Could teach on your own with a Masters: pair of gloves
and a beretta (hat)
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All students took the same courses. NO electives.
The only choice difference was teachers. Organized and taught by specific books.
The Physics of Aristotle. Students entered the university at age 14 or 15. Took
longer to earn a degree.
Bachelor: 6 years
Doctor: 12 years
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Classes start at 5AM or 6AM
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Student life could be raucous. Students could be dangerous.
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All university students were given the status of clerics (bald spot on your head).
Important legal privilege: physical protection.
Public could not assault clergy: People who did were excommunicated. University students
knew they couldn’t be hit: Brawled with towns people.
Right to be tried in church courts: Church courts were going to be more sympathetic with no
corporal punishment.
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Towns were eager to control their student populations.
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No Women since they can’t be clerics of the church.
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 Roger
Bacon questioned prior
suppositions
 Observation
 Experimentation
 These were necessary as tests for
scientific conclusions.
 Science began to move away from
mystery and superstition
 Official
language of
the university
 Official language of
the Roman Catholic
Church
 Not the language of
the common people
 Vernacular: common
language (German,
English, French,
Spanish)
 Beowulf
 Dante: Divine
 Songs
Comedy
A journey through hell
purgatory and
paradise
of Roland
 Song of Nibelungs
 El Cid
 Troubadors:
wandering minstrels
popularized the
vernacular in lyric
poetry
 Chaucer: The
Canterbury Tales: A
collection of stories
by pilgrims on their
way to pilgrimage.
 http://mrmunoz.info/britlit/CTvideos.ht
ml
Romanesque Architectural Style (6th to 10th
Barrel vaults
centuries)
Thick Walls
Darker, simplistic interiors.
Semi-circular arches
Small windows, usually at the top of the wall.
Gothic Architectural Style (12th to 16th centuries)
eHigh, narrow
vaults.
e Thinner walls.
e Flying buttresses.
e Elaborate, ornate,
airier interiors.
e Stained-glass windows.
“Flying” Buttresses
 House
of Lancaster (Red Rose) (Henry VI) went
insane in 1453
 House
of York (White Rose) (Richard, Duke of
York) became regent.
 Fought
13 battles between 1455 and 1471
 Henry Tudor
defeated Richard III at the battle
of Bosworth Field in 1485 and established the
Tudor Dynasty (King Henry VII)
 Recovering
of the Iberian peninsula from
the Moors (Muslims)
 Rise
of kingdoms of Aragon, Castille and
Lyon, and Portugal
 Spain was created with the marriage of
Ferdinand of Aragon and Isabella of
Castille married.
 Spanish Inquistion
 Reconquista completed in 1492.
 Cortes: Spanish representative body or
nobles, clergy, and townspeople.
 Not
unified
 Geographic expressions
 Italy
(city states)
 Germany: (small states emerged as powerful
expressions)
 Golden Bull: established the Diet of the Holy
Roman Empire
7 electors: 3 archbishops and 4 noble princes
who selected the German emperor
 Hapsburgs
from Austria controlled Holy
Roman Emperor since 1438.
Emperor Maximilian I: enlarged the
Hapsburg territory under control through
marriage.
Modern Belgium and Holland
Milan
Spain and its possessions through
marriage
 Founded
by Peter Waldo
 Philosophy similar to St. Francis
 Publically preached a message of
poverty as the way to perfection
according to their own understanding of
scripture
 Pope insisted preaching needed
authority from local clergy: Waldensians
refused
 1211: 80 burned at the stake in
PETER WALDO
BURNING OF HERETICS
 Pope
Boniface VIII vs. Philip the Fair
(King of France)
 Boniface VIII tried to act like Innocent III
and conducted himself like a head of
state (Interested in secular (nonreligious) and foreign affairs
BONIFACE VIII
BONIFACE VIII
 1. Philip
IV began taxing clergy to
finance French wars
 2. Boniface opposed this (this was against
traditional clerical (religious) rights.
 3. Philip IV denied the exportation of
money from France to Rome to pay the
church.
 4. Boniface agreed, but clergy only taxed
during an emergency
 5. A
Bishop who supported Boniface, he
criticized Philip, was arrested by the king
 6. Boniface issues papal bull, Unam Sanctam.
 Unam Sanctam: “both spiritual and temporal
(king) power were under the pope’s
jurisdiction. Kings were subordinate to the
church
 Philip and his chief minister were
excommunicated
 One of the strongest statements ever made by a
Pope
 7. Boniface
was met by supporters of the
king. He was slapped in the face and
died one month later of shame
 8. Philip won. The secular triumphed
over the religious.
 9. Future popes for the next several
decades would live in France and be
under the control of the French kings
 1309-1377
(Popes lived in Avignon,
France)
 Papal influence declined
 Wealth and a focus on the temporal
(secular) took place at Avignon
2
popes (Italian and a French). Divided
allegiances of the church
 1414-1418, church
leaders met and
agreed to appoint a new pope.
 Secured the election of Martin V and
eliminated other papal candidates
 Healed the schism and restored the
papacy to Rome.