DOCSLIB.ORG

The Early Irish Monastic Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Early Irish Monastic Schools T H E E A R LY I R I SH M ON A ST I C SC H OO L S ’ A STUDY OF I R ELAND S CONTR IBUTION TO EA RLY M EDI EVAL CULTURE H U G H G R A H A M , M . A . P r r r a ofes s o of E d u c a ti o n . Co llege of S t . Te es . w D U BL I N TALBOT PRESS LIMITED 85 TALBOT STREET 1 923 PREFAC E THE aim of the present study is to give within reasonable limits a critical and fairly complete account of the Irish Monastic Schools which flourish d D e prior to 900 A . The period dealt with covering as it does the one o f sixth , seventh , eighth , and ninth centuries is the most obscure in the history of education . In accordance With established custom writers are wont to bewail the decline of learning consequent on the Fall of the Roman Empire in the fifth century and then they pass on rapidly to the fifteenth Renaissance in the ; a few , however , pau se to glance at the Carolingian Revival of learning in the ninth century and to remark paren thetically that learning was preserved in Ireland and a few isolated places o n the fringe of Roman Civilization , but With some notable exceptions writers as a class have failed to realise that as in other departments of human knowledge there is a continuity in the history of education . The great vi i . viii PREFACE connecting link between the Renaissance and the G raeco - Roman culture which flouri shed in Western Europe during the early centuries of our era is the Irish Monastic Schools . Modern research clearly points to the conclusion that the history of these schools is in reality a chapter in the history of education in Western Europe . While we do not claim that the Irish schools were the sole factor in the pres ervation and transmission of letters during the Early Middle Ages we are certainly convinced that they played a leading part . The cumulative evidence which we submit amply warrants this conclusion . The many tributes of a complimentary nature which scholars have bestowed on the work of the Irish Monastic Schools would indicate that the importance of their influence has not been over loo ked ; yet it seems to u s that their real aim and character have not always been clearly understood . In a certain respect these schools were unique : they were neither purely classical schools of the t flourished n type hat in Gaul in the fourth ce tury , nor were they mere theological seminaries such as existed in certain parts of B ritain and the Continent influenc that lay outside the Irish sphere of e . The peculiar character of the I rish monastic school would appear to be the result of the harmonious PREFACE ix : 1 combination of three distinct elements , Native 2 G raeco - Irish Culture ; , Christianity ; 3 , Roman Culture . We believe that this conception of Irish monastic culture furnishes the key to a proper understanding of the real significance of Irish scholarship during the Early Middle Ages . No study of Irish monastic schools which neglected to give due consideration to the potent influence of each of these three constituents would be adequate of con even if it were intelligible . The force this viction which is the result of a prolonged and critical examination of all the relevant material to hand has determined the form which the present study has assumed . The first and second chapters are not merely first introductory they are fundamental . In the chapter we discuss the question of a pre - Christian - and pre classical native Irish culture . The second chapter is devoted to an examination of that difficult problem , the beginnings of classical learn — ing in Ireland a matter on which modern research i ho has thrown considerable light . As the s c o l was so intimately connected with the monastic system it was necessary to devote a special chapter to an examination of the more salient features of Irish monasticism which differed in many ways i from Continental monast cism . Here we are im PREFACE presse d with the fact that the native Irish ideals blended with those of Christianity so as to give the Irish monastic life a peculi arly national character which was ever refle cted in the educational aims and ideals of the I rish monk even when his mis sionary zeal carried him far from the environment his u of native land . In the fo rth chapter the attempt is made to determine the precise relation which existed between the Irish monastic school and the general educational situation not only in Ireland and Britain but in Western Europe from 650 to 900 A. O . Those three great centres of intel — lectual life in every Irish monastery the school i u — room , the scr ptori m and the library are treated in fifth u the chapter . The particular f nction of each and its relation to the others is described while t influence heir combined , whether of a con m . temporary or per anent nature , has been noticed Th e all- importa nt question of the nature of the cur riculum has been critically examined in the sixth . i a chapter F n lly , a chapter is given to a discussion of th e scope o f Iris h scholarship and its significance e a in Medi v l Cultu re . While a work o f this nature can scarcely claim to be original and the acknowledgments are too ro nume us to recount , yet the grouping is new and not unfrequently facts have been presented from a PREFACE xi new angle . Source material has been consulted where possible . The results of previous investiga tion have been freely used , but even as often happened when we have arrived at conclusions which have been anticipated by other writers , we have maintained quite as critical and independent an attitude as when we ventured to challenge certain popular opinions and to make such generalizations as the result of our own study seemed to warrant . In some instances , however , this study has carried u s into fields of inquiry where we have no credentials , but in these cases as in every other where we have used secondary authorities - acknowledgment is always made in the foot notes . In various ways we have endeavoured to con dense a good deal of information into a limited For space . example , to avoid repetition we give frequent cross references to important topics dealt with in different parts of this study . Again , instead of attempting the bewildering and impo s sible task of giving an account of individual schools we have given a list of the more important ones and merely referred to particular schools as occasion demanded in order to illustrate certain points of For primary importance . similar reasons all attempts at biographical accounts of Irish scholars have been studiously avoided . Such references xfi PREFACE as have occasionally -been made were necessary in carrying out o ur general plan which was to deal with the Irish monastic school as an educational Oi u ins titution . course it wo ld have served no useful purpose to ignore completely those men whose acknowledged scholarship was the best testi mony of the character of the instruction available in the s chools in which they themselves stu died and A word might be said with reference to the pro o p rtion of s pace occupied by the different topics . The plan invariably followed has been to give a minimum of space to any topic which is treated a n f irly fully elsewhere in some accessible work . O the other hand no topic which appeared to be integral part of the general plan has been omitted and s uch topics as have been inadequately treated sew el here have here received fuller consideration . While quite cons cious o f the limitati ons of our ea is tr tment , it hoped that by pointing out many supplementary sources of information we have done so m h et ing to smooth the path of other investigators ma who y wish to explore those portions of the same he w ld hich lay outside the scope of our present inquiry The a uthor wishes to expres s his sincere thanks to the w : D r . l H . i follo ing to F etcher Sw ft , Professo r PREFACE xfii of the History of Education in the University o f Minnesota , for his sympathetic interest in the sub j e ct and for his advice and guidance ; to Rev . P o f St . Laurence . Murray , Principal ’ Co . Brigid s Irish College , Omeath , Louth , for the use of his excellent Irish library and for helpful suggestions and criticisms of the earlier chapters ; Dr . uilda . G to Rev Peter y , Professor of History C f . o D . in the Catholic University Washington , , for reading the M S . and for his advice and encourage ’ r l ment ; to M . Patrick O Da y of the Talbot Press for seeing the work through the press and for pains — taking proof reading ; and finally to the publishers for turning out the work in an attractive and scholarly form . COLLEGE OF . ST TERESA, WINONA MI E O , NN S TA U . S. A , L d Fh éi le P a d r a 1 2 9 3 . ig . C O N T E N T S P AG E I I —TH G I I G S OF C ASSI CA .
Load more

Recommended publications
  • The Antiphonary of Bangor and Its Musical Implications
    The Antiphonary of Bangor and its Musical Implications by Helen Patterson A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Music University of Toronto © Copyright by Helen Patterson 2013 The Antiphonary of Bangor and its Musical Implications Helen Patterson Doctor of Philosophy Graduate Department of Music University of Toronto 2013 Abstract This dissertation examines the hymns of the Antiphonary of Bangor (AB) (Antiphonarium Benchorense, Milan, Biblioteca Ambrosiana C. 5 inf.) and considers its musical implications in medieval Ireland. Neither an antiphonary in the true sense, with chants and verses for the Office, nor a book with the complete texts for the liturgy, the AB is a unique Irish manuscript. Dated from the late seventh-century, the AB is a collection of Latin hymns, prayers and texts attributed to the monastic community of Bangor in Northern Ireland. Given the scarcity of information pertaining to music in early Ireland, the AB is invaluable for its literary insights. Studied by liturgical, medieval, and Celtic scholars, and acknowledged as one of the few surviving sources of the Irish church, the manuscript reflects the influence of the wider Christian world. The hymns in particular show that this form of poetical expression was significant in early Christian Ireland and have made a contribution to the corpus of Latin literature. Prompted by an earlier hypothesis that the AB was a type of choirbook, the chapters move from these texts to consider the monastery of Bangor and the cultural context from which the manuscript emerges. As the Irish peregrini are known to have had an impact on the continent, and the AB was recovered in ii Bobbio, Italy, it is important to recognize the hymns not only in terms of monastic development, but what they reveal about music.
    [Show full text]
  • The Search for San Ffraid
    The Search for San Ffraid ‘A thesis submitted to the University of Wales Trinity Saint David in the fulfillment of the requirements for the degree of Master of Arts’ 2012 Jeanne Mehan 1 Abstract The Welsh traditions related to San Ffraid, called in Ireland and Scotland St Brigid (also called Bride, Ffraid, Bhríde, Bridget, and Birgitta) have not previously been documented. This Irish saint is said to have traveled to Wales, but the Welsh evidence comprises a single fifteenth-century Welsh poem by Iorwerth Fynglwyd; numerous geographical dedications, including nearly two dozen churches; and references in the arts, literature, and histories. This dissertation for the first time gathers together in one place the Welsh traditions related to San Ffraid, integrating the separate pieces to reveal a more focused image of a saint of obvious importance in Wales. As part of this discussion, the dissertation addresses questions about the relationship, if any, of San Ffraid, St Brigid of Kildare, and St Birgitta of Sweden; the likelihood of one San Ffraid in the south and another in the north; and the inclusion of the goddess Brigid in the portrait of San Ffraid. 2 Contents ABSTRACT ........................................................................................................................ 2 CONTENTS........................................................................................................................ 3 FIGURES ...........................................................................................................................
    [Show full text]
  • Thesis Or Dissertation
    SANCTI ET LINGUAE: THE CLASSICAL WORLD IN THE EYES OF HIBERNIA _______________________________________ A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts _____________________________________________________ by MARIA MAHONEY Dr. Charles Saylor, Thesis Supervisor MAY 2008 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled SANCTI ET LINGUAE: THE CLASSICAL WORLD IN THE EYES OF HIBERNIA presented by Maria Mahoney, a candidate for the degree of master of arts, and hereby certify that, in their opinion, it is worthy of acceptance. Professor Charles Saylor Professor Raymond Marks Professor A. Mark Smith ________________________________________________________ Iacobo Bogowith magistro sapienti ac benevolo hunc laborem dedico. ACKNOWLEDGEMENTS I thank all the members of the Classics Department who put up with me for two years while I traveled back and forth from Arkansas to the University of Missouri and who adjusted their schedules to accommodate mine so that I could continue to teach my Arkansan homeschoolers. They and I are profoundly grateful. Dr. Schenker helped me to catch up in Greek during my first semester and Silvia Sarais spent hours of her own study time and struggled through our language barrier to give me a thorough grounding in Greek grammar and style. I owe to them my competence in Greek Dr. Smith patiently endured my arguments and tardiness time and again and gave me wonderful, thought-provoking insights both in his medieval philosophy class and during the thesis process. Dr. Marks taught me Greek prose composition during my second year and gave me helpful suggestions for further research.
    [Show full text]
  • National Museum of Ireland 2010 Annual Report
    NATIONAL MUSEUM OF IRELAND 2010 ANNUAL REPORT 1 Contents Message from the Chairman of the Board of the National Museum of Ireland Introduction by the Director of the National Museum of Ireland Collections Art and Industry Irish Antiquities Irish Folklife Natural History Conservation Registration Services Education and Outreach Marketing Photographic Design Facilities (Accommodation and Security) Administration General Financial Management Human Resource Management Information Communications Technology (ICT) Financial Statements 1st January 2010- 31st December 2010 Publications by NMI Staff Board of the National Museum of Ireland Staff Directory 2 Message from the Chairman of the Board of the National Museum of Ireland This was the final year of tenure of the Board of the National NMI of Ireland which was appointed in May 2005 and which terminated in May 2010. The Board met three times in 2010 prior to the termination of its term of office in May 2005. It met on 4th February 2010, 4th March 2010, and 21st April 2010. The Audit Committee of the Board met on three occasions in 2010 - being 14th January, 31st March, and 21st April. The Committee reviewed and approved the Financial Statements, and the Board duly approved, and signed off on, the same on 21st April 2010. The Audit Committee conducted interviews for the appointment for a new three-year period for the internal audit function. Deloitte was the successful applicant, and the Board approved of the awarding of the contract at its meeting of 21st April 2010. The internal auditors produced a draft audit plan for the period 1st July 2010 to 30th June 2013, and presented it to the NMI for consideration in July.
    [Show full text]
  • The Writings of Patrick, the Apostle of Ireland
    CHRISTIAN CLASSICS SERIES VI ********** THE WRITINGS OF PATRICK of 3|celan&, CHRISTIAN CLASSICS SERIES. Each volume cloth uncut , boards, gilt top, edges. I. Cur Deus Homo ? by ANSELM, Archbishop of Can- terbury. Translated, with Introduction, Analysis, and Notes, by E. S. PROUT, M.A. 25. II. The Enchiridion of Augustine. 25. III. De Incarnatione Verbi Dei, by ATHANASIUS, Arch- bishop of Alexandria. Translated, with an Intro- duction, Analysis, and Notes, by T. HERBERT BINDLEY, M.A. 25. Basil IV. the Great on the Holy Spirit. Translated, with an Analysis and Notes, by the Rev. GEORGE LEWIS, M.A. 2s. V. The Obedience of a Christian Man, by WILLIAM TYNDALE, Translator and Martyr. Edited, with Introduction, Analysis, and Notes, by R. LOVETT, M.A. 25. 6d. CLASSICS SERIES VI THE WRITINGS OF PATRICK of A REVISED TRANSLATION WITH NOTES CRITICAL AND HISTORICAL BY THE Rev. CHARLES H. H. WRIGHT, D.D. Of Trinity College, Dublin, M.A. of Exeter College, Oxford, Ph.D. of the University ofLeipzig, Banip- ton Lecturer for- 1878 in the University of Ox- ford, Donncllcin Lecturer (i 880-81) in the University ofDublin, Examiner in He- brew, N. T. Greek, and Scrip. Hist., University ofLondon. RELIGIOUS TRACT SOCIETY 56, PATERNOSTER Row, AND 164, PICCADILLY. EDITORIAL NOTE. THE Committee of the Religious Tract Society have undertaken the issue of the famous theological treatises included in this Series in the hope that they will be widely read and studied, not only by professed students, but also by the thoughtful general readers of the present day. Each treatise is complete in itself, and, as far as possible, gives the full text exactly as it came from the pen of the author, even when adherence to this principle involves variation in bulk and price, and the occasional retention of a few passages not fully in accord with the general teaching of the Society.
    [Show full text]
  • Symbols of Power in Ireland and Scotland, 8Th-10Th Century Dr
    Symbols of power in Ireland and Scotland, 8th-10th century Dr. Katherine Forsyth (Department of Celtic, University of Glasgow, Scotland) Prof. Stephen T. Driscoll (Department of Archaeology, University of Glasgow, Scotland) d Territorio, Sociedad y Poder, Anejo Nº 2, 2009 [pp. 31-66] TSP Anexto 4.indb 31 15/11/09 17:22:04 Resumen: Este artículo investiga algunos de los símbolos utilizaron las cruces de piedra en su inserción espacial como del poder utilizados por las autoridades reales en Escocia signos de poder. La segunda parte del trabajo analiza más e Irlanda a lo largo de los siglos viii al x. La primera parte ampliamente los aspectos visibles del poder y la naturaleza del trabajo se centra en las cruces de piedra, tanto las cruces de las sedes reales en Escocia e Irlanda. Los ejemplos exentas (las high crosses) del mundo gaélico de Irlanda estudiados son la sede de la alta realeza irlandesa en Tara y y la Escocia occidental, como las lastras rectangulares la residencia regia gaélica de Dunnadd en Argyll. El trabajo con cruz de la tierra de los pictos. El monasterio de concluye volviendo al punto de partida con el examen del Clonmacnoise ofrece un ejemplo muy bien documentado centro regio picto de Forteviot. de patronazgo regio, al contrario que el ejemplo escocés de Portmahomack, carente de base documental histórica, Palabras clave: pictos, gaélicos, escultura, Clonmacnoise, pero en ambos casos es posible examinar cómo los reyes Portmahomack, Tara, Dunnadd, Forteviot. Abstract: This paper explores some of the symbols of power landscape context as an expression of power.
    [Show full text]
  • Monastic Schools in Myanmar – a Baseline Study
    2014 – Monastic schools in Myanmar a baseline study Burnet Institute Myanmar & Monastic Education Development Group February 2014 MEC Baseline Report of Monastic Schools, 2014 February 2014 Lead authors are Hilary Veale from the Burnet Institute, Melbourne and Dr Poe Poe Aung from the Burnet Institute, Myanmar, with contributions from Professor Margaret Hellard, Dr Karl Dorning, Dr Freya Fowkes, Damien McCarthy, Paul Agius, Khin Hnin Oo, Than Htet Soe, and Yadanar Khin Khin Kyaw. Acknowledgements The Burnet Institute and the Monastic Education Development Group would like to thank Phaung Daw Oo School for their collaboration in this baseline assessment and for providing excellent data collection staff who worked tirelessly in the field, and completed data entry, checking and cleaning. We also wish to acknowledge and give thanks to all the principals, staff and students of monastic schools who generously gave up their time and shared their knowledge with us. Their kind hospitality was also much appreciated by our data collection teams. This survey would not have been possible without their participation and we hope that the findings from this survey will benefit them in the future, through the MEC project and beyond. This baseline study was supported through the Myanmar Education Consortium with funds from the Australian and UK Governments. This report should be cited as Burnet Institute and Monastic Education Development Group (2014), Monastic schools in Myanmar – a baseline study. Cover photograph: Monastic school classroom (Than Htet
    [Show full text]
  • Situation Analysis of the Monastic Education System in Myanmar Final Report July 2015
    Situation Analysis of the Monastic Education System in Myanmar Final Report July 2015 Daw Ohnmar Tin and Miss Emily Stenning Inside front cover Situation Analysis of the Monastic Education System in Myanmar Final Report July 2015 Daw Ohnmar Tin and Miss Emily Stenning Front cover images: Kanthaya Monastery (left), Shwe Yin Aye Monastery (right) Credit: Burnet Institute and MEDG Text and image copyright: Myanmar Education Consortium (MEC) 2016 Graphic design by Katherine Gibney | www.accurateyak.carbonmade.com Ohnmar Tin has worked as teacher, social welfare officer, child protection officer, educator, trainer and module writer for competency-based teacher training program for primary level untrained teachers in non-government sector and is now a freelance consultant. Her services include teacher training for untrained primary school teachers in non-government sector with various organisations such as Metta Development Foundation, Shalom Foundation, Pestalozzi Children Foundation and early grade reading assessment with the Departments of Basic Education and the World Bank; and kindergarten curriculum development with the Departments of Basic Education. She has been involved in various needs analysis, and participatory rapid appraisal research in various part of Myanmar. She has worked on end of cycle project evaluation exercises with organisations including World Vision, Save the Children, as well as local Kachin, Karen, Ar Khar, Larhu, Wa Baptist Conventions. Contact: [email protected] Emily Stenning is an independent education consultant who has lived and worked in Myanmar since 2013. She has 10 years experience of advising and delivering education policies and programmes. She has experience in a range of educational areas from teacher training through to innovative financing strategies, but her specialist area is looking at how to address the persistent barriers denying children access to quality education.
    [Show full text]
  • The Old Irish on the Continent Author(S): Julius Von Pflugk-Harttung Source: Transactions of the Royal Historical Society, Vol
    The Old Irish on the Continent Author(s): Julius von Pflugk-Harttung Source: Transactions of the Royal Historical Society, Vol. 5 (1891), pp. 75-102 Published by: Cambridge University Press on behalf of the Royal Historical Society Stable URL: http://www.jstor.org/stable/3678047 Accessed: 27-06-2016 08:43 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Cambridge University Press, Royal Historical Society are collaborating with JSTOR to digitize, preserve and extend access to Transactions of the Royal Historical Society This content downloaded from 131.247.112.3 on Mon, 27 Jun 2016 08:43:13 UTC All use subject to http://about.jstor.org/terms 75 THE OLD IRISH ON THE CONTINENT. BY PROFESSOR JULIUS VON PFLUGK-HARTTUNG. [Translatedfrom the German MS. of the Author.] A RESTLESS spirit of wandering drove the ancient Irish away to farthest lands, from Iceland and Norway to Spain, Southern Italy, Constantinople and Jerusalem. They became of some importance as regards the kingdom of the Franks, and the parts adjacent. Unhappily, however, these thousands and thousands of men made no note of their doings, and in Irish annals they have left no, or but little, trace behind them; we are, therefore, forced to piece them together in laborious mosaic-work out of chance Continental traditions.
    [Show full text]
  • Self-Knowledge in the Theology of Bernard Of
    MY BELOVED IS MINE AND I AM HIS: SELF-KNOWLEDGE IN THE THEOLOGY OF BERNARD OF CLAIRVAUX A Dissertation Submitted to the Graduate School of the University of Notre Dame in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by James U. DeFrancis, Jr. Ann W. Astell, Director Graduate Program in Theology Notre Dame, Indiana July 2012 © Copyright 2012 James U. DeFrancis, Jr. MY BELOVED IS MINE AND I AM HIS: SELF-KNOWLEDGE IN THE THEOLOGY OF BERNARD OF CLAIRVAUX Abstract by James U. DeFrancis, Jr. This dissertation examines the various forms and roles self-knowledge assumes in Bernard of Clairvaux’s overarching vision of the spiritual life. Previous scholarship on Bernard’s doctrine of self-knowledge has correctly emphasized the significance he attaches to humbling self-knowledge, or the soul’s honest self-recognition as a disfigured image of God, in the soul’s first conversion and the initial stages of its return to God. A certain scholarly preoccupation with this aspect of the abbot’s thought has, however, somewhat obscured the full breadth of Bernard’s teaching on self-knowledge and the diverse forms and roles it assumes across the various phases of the soul’s spiritual life, including those which both proceed and follow its first conversion. Prior to its first conversion, Bernard believes, the soul suffers not only from self- ignorance, but also from a self-deception, a false self-knowledge born of pride, by which it imagines itself superior to others and therefore not in need of conversion or healing. It is precisely because he recognizes the seductive power of this self-deception that Bernard so frequently insists upon the soul’s humbling recognition of its own sad disfigurement as James U.
    [Show full text]
  • The Independence of the Celtic Church 121
    THE INDEPENDENCE OF THE CELTIC CHURCH 121 THE INDEPENDENCE Oli" THE CELTIC CHURCH. BY THE REV. F. R. MONTGOMERY HITCHCOCK, D.D. THE CHURCH OF IRELAND: ITS CONNECTION WITH THE EAST; ITS DIFFERENCES FROM THE CHURCH OF ROME; ITS INDEPENDENCE. HE Church of Ireland until the twelfth century, generally T speaking, for six centuries, was a free and a nationa.J. Church. It had many points of contact with the Eastern Church which suggest an Eastern origin, and as many points of difference from the Roman Church which make a Roman origin impossible. In the first place, we shall briefly summarize the points of contact with the East. With regard to the monastic habitations, they resemble in plan, i.e. a group of small huts surrounded by a cashel, the communities of the East, like that of Mount Tabor, after which they were modelled. 1 The ascetic practices of the Irish hermit, such as suspending oneself by the armpits from hooks, a were imitations of the devices in self-torture discovered by the anchorites of the Syrian desert, probably in imitation of the Indian fakir's methods of self-torture. The smallness of the ·churches reminded travellers of those of Mount Athos and Asia Minor ; and the group of seven churches, e.g. at Glendalough and Clonmacnois suggests the " Seven Churches of Asia." The shape of the doors of the hermitages of SS. Flannan and Molua at Killaloe, broader at the threshold than at the head, resembles Egyptian style of architecture. The circle of the Irish cross is probably the loop of the crux ansata of the Egyptians, their circle of life being an emblem of immortality.
    [Show full text]
  • A Comparative Study on Students' Satisfaction
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Assumption Journals 271 A COMPARATIVE STUDY ON STUDENTS’ SATISFACTION BETWEEN NAUNG TAUNG MONASTIC HIGH SCHOOL AND KYAUK TA LONE PUBLIC HIGH SCHOOL IN SOUTHERN SHAN STATE, MYANMAR Ven. Pandita Dhaja Lankara1 YanYe2 Abstract: The purpose of this study was to compare the students’ satisfaction towards the school instruction, course, grading, test, guidance, rules, library, and assistance between Naung Taung monastic high school and Kyauk Ta Lone public high school in southern Shan state, Myanmar. The collected data were analyzed by using the descriptive statistics including Frequency, Percentage, Standard deviation Mean; and Inferential Independent Samples t-test (Two-tailed). The study found that the students’ satisfaction at both schools were high. Thus, the research also found that in general there was no significant difference of students’ satisfaction between Naung Taung monastic high school and Kyauk Ta Lone public high school in southern Shan state, Myanmar. However, significant difference of students’ satisfaction towards course, grading, test, rules, and assistance were also founded in two schools. Keywords: Students’ Satisfaction, Myanmar, Monastic High School Introduction Since the earliest days, Myanmar has highly regarded education as their property of life. Because of this opinion, Myanmar people, from the past to present, firmly hold the motto “no one can steal or take away the golden pot of wisdom from those who have educated.” Traditionally, Myanmar people have strongly relied on monastic education since the time of the Myanmar kings, and they also had significantly at that time (Han Tin, 2000).
    [Show full text]