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Komlósi2013.Pdf This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: • This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. • A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. • This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. • The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. • When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. The Dual Aspects of Ministerial Training in Late Sixteenth Century: Edinburgh’s ‘Tounis College’ and the formation of ministers’ early career with special regard to the ‘Exercise’ Péter Attila Komlósi Doctor of Philosophy The University of Edinburgh 2012 ABSTRACT This thesis examines the transformation of the clergy in the late sixteenth- century Scotland in which ministerial training had a crucial role to play both in the academia and in the Kirk. In order to demonstrate this transformation attention will be focused on the training of ministers at the Town College, Edinburgh and then following the unfolding of their ecclesiastical career including the ‘exercise’. The foundation of the ‘Tounis College’ in Edinburgh is placed within the broader context of the expansion of higher education throughout Europe. A college project had been in the mind of the Edinburgh Town Council since 1561 and had been resurrected from time to time until its final realisation in 1583. The newly-erected college was headed by Robert Rollock, a young and ambitious scholar from St Andrews, who was first the Professor of Divinity and then the Principal. Under his leadership both as a theologian and a churchman the institution became a place of higher learning that shaped the development of the different Scottish professions in general and the transformation and the emergence of the protestant clergy as a new professional elite, in particular. This thesis also provides a detailed analysis on the early career patterns of the College’s ministerial graduates by examining a) their family background, especially those who came from clerical families b) their way into ministry in the Kirk including the “gap-years” spent in another professions or elsewhere upon graduation c) their dissemination through central Scotland. Particular attention is given to the role of the ‘exercise’, as one of the most important functions of the presbytery, in examining and admitting candidates to their charges as well as providing other presbytery members with further training in preaching and theology. DECLARATION I, Péter Attila Komlósi, hereby declare that I have written this thesis, that the work it contains is entirely my own and that this thesis has not been submitted for any other degree or professional qualification. Signature: Date: TABLE OF CONTENTS Acknowledgements…………………………………………………..i List of Tables…………………………………………………………ii Conventions and Abbreviations………………………………………iii INTRODUCTION ………………………………………………………..1 CHAPTER 1 SIXTEENTH -CENTURY THEOLOGICAL EDUCATION : CONTINENTAL EUROPE AND SCOTLAND AND THE CREATION OF EDINBURGH ’S TOWN COLLEGE ………………………………………..6 1 Changes and patterns in late sixteenth-century higher education in its European context with a special focus on Protestant theological education………………………………………………6 1.1 The European context…………………………………………………….6 1.2 Development of the Protestant higher education………………………....9 2 Developments of centres for theological training in Scotland after 1560…………………………………………………………..14 2.1 The First Book of Discipline ……………………………………………..15 2.2 Andrew Melville…………………………………………………………19 2.3 Melvillian reforms in higher education……………………………….....21 2.3.1 Glasgow University………………………………………………..21 2.3.2 St. Mary’s College…………………………………………………21 2.3.3 King’s College…………………………………………………… 22 2.3.4 Marischal College………………………………………………….22 2.3.5 Fraserburgh…………………………………………………………23 3 The creation of Edinburgh’s Town College………………….……..24 3.1 Historical background of Edinburgh’s Town College…………….……....24 3.1.1 Early initiatives……………………………………………………...24 3.1.2 The civic initiative…………………………………………………..28 3.2 Early influences…………………………………………………………...32 3.2.1 Political situation…………………………………………………....32 3.2.2. The contribution of Robert Rollock………………………………..34 3.2.2.1 Rollock’s life……………………………………………...34 3.2.2.2 Rollock’s academic career in Edinburgh………………....37 3.2.2.3 Rollock’s ecclesiastical career…………………………....45 4 Conclusion…………………………………………………………49 CHAPTER 2 MINISTERIAL TRAINING AT THE TOWN COLLEGE .………...53 1 The curriculum…………………………………………….………53 2 Rollock’s theology of ministry……………………………………66 2.1 Preaching…………………………………………………………………66 2.2 The threefold ministerial office…………………………………………..69 3 Library resources………………………………………………….71 4 Conclusion………………………………………………………...75 CHAPTER 3 ANALYSIS AND DISCUSSION OF THE TRANSITIONAL YEARS OF MINISTERIAL CAREER ……………………………………….77 1 European context and sources……………………………………..77 2 The identification of the ministerial graduates and their place in the student body……………………………………………………..81 2.1 Identification of graduates………………………………………………..81 2.1.1 Without entry to the Fasti …………………………………………..82 2.1.2 Entry to the Fasti without university designation………………….83 2.1.3 Entry to the Catalogue without ministerial recognition……………86 2.1.4 Summary and discussion of figures………………………………….88 2.2 The national background of the graduates………………………………….91 3 Social and family background of the ministerial graduates………..94 3.1 Ministerial graduates from non-clerical background……………………...94 3.2 Ministerial graduates from the manse……………………………………..96 3.3 Family ties among clerical ministerial graduates……………………….....98 3.3.1 Examples of clerical succession……………………………………102 4 Wills and testaments of ministerial graduates from Edinburgh’s Town College, 1587-1610…………………………………………….104 CHAPTER 4 THE YEARS OF TRANSITION ………………………………110 1 ‘Gap-years’………………………………………………………..110 2 The explanation of ‘gap-years’……………………………………112 2.1 Lack of information………………………………………………………112 2.2 Age issues………………………………………………………………...113 2.3 Self-determined gaps: travels abroad……………………………………..117 2.4 Other professional opportunities………………………………………….120 2.4.1 Schoolmasters……………………………………………………....120 2.4.2 Regents……………………………………………………………..121 3 Conclusion………………………………………………………...127 CHAPTER 5 MINISTERIAL TRAINING OUSIDE THE ACADEMIA : THE EXERCISE ……………………………………………………………...130 1 The European context……………………………………………..130 2 Scotland…………………………………………………………...134 2.1 Development in church government: Presbyteries………………………134 2.2 The exercise………………………………………………………………136 2.2.1 The practice of exercise in Stirling Presbytery………………….…139 2.2.1.1 The participants in the exercises…………………………..139 2.2.1.2 Attendance………………………………………………...146 2.2.1.3 Content…………………………………………………….148 2.2.2 Edinburgh Presbytery and ministerial graduates of the Town College………………………………………………151 2.2.2.1 The Edinburgh Presbytery and its role within the Kirk……151 2.2.2.2 The selection and examination of candidates for ordination and admission to parish ministry……………………….152 3 Conclusion………………………………………………………...164 CHAPTER 6 DISSEMINATION OF THE MINISTERIAL GRADUATES ………166 CHAPTER 7 CONCLUSION ……………………………………………...179 APPENDIX 1 Charters and statutes…………………………………….188 APPENDIX 2 The contract between Robert Rollock and the Town Council of Edinburgh…………………………196 APPENDIX 3 List of Graduates in alphabetical order………………….198 APPENDIX 4 The ministerial families…………………………………223 BIBLIOGRAPHY ………………………………………………………...241 ACKNOWLEDGEMENTS Bringing an academic work into life can never be accomplished without those who faithfully advice, lead and support us. I would like to express my sincere thanks to my thesis supervisor, Professor Jane E. A. Dawson for her continuous guidance, commitment to this work, and all of her patience. Also, I wish to thank the examiners of this thesis, Dr Susan Hardman Moore and Professor W. Ian P. Hazlett, for the insightful comments they made and for their helpful suggestions on how to carry forth my thesis. In addition my appreciation is extended to the Henry Meeter Center in Grand Rapids (MI, USA) for the scholarship which offered me a special opportunity to carry out research there in May 2009. Primarily, I acknowledge the contribution of Professor Karin Maag whose comments were most helpful. Because of the financial constraints during the years of this research, I am especially grateful for scholarships and supports towards the expenses of my tuition to The Hope Trust Edinburgh, The Barleycorn Trust, and the Ulting Overseas Trust. Without their generosity, even start out on this thesis would not have been possible. On a more personal note, I would like to express my deep thankfulness to Rutherford House which offered accommodation to me in the first two years during my stay in Edinburgh and became a home, in many ways. Friendships made in Scotland are too numerous to list on this single page. However, I would like to name Dr Alistair Donald and Dr George Craig, for whose friendship, support and wise advice I am and will remain very grateful. Finally, in addressing my family I wish to extend my deepest gratitude to my parents
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