UNIVER SITY COLLEGE OF SWANSEA EDUCATION IN WALES DURING THE MIDDLE AGES InauguralLecture of the Professor of Education delivered at the College on 2 December r947 by PROFESSOR EVAN J. JONES M.A., D.Litt., F.S.A. - . --' . immed­ brarian, t date UNIVERSITY COLLEGE OF SWANSEA EDUCATION IN WALES DURING TH·E MIDDLE AGES Inaugural Lecture of the Professor of Education delivered at the College on 2 December I947 by PROFESSOR EVAN J. JONES M.A., D.Litt., F.S.A. SWANSEA UNIVERSITY COLLEGE LIBRARY. EDUCATION IN WALES DURING THE MIDDLE AGES J\T the beginning of the last century the people of fi Britain realized that it was possible for all its chil­ dren to be given instruction in schools, and in time the word schooling acquired a definite significance. Syste­ matic instruction within the school walls tended to displace other forms of learning; an4 it is one of the merits of the Education Act of 1944that it has re-affirmed the impor­ tance of extra-curricular activities, and has shown how important is the contribution that can be made by societies and clubs to the well-being of our young people. It is only by clearly distinguishing between education and learningthat the comprehensiveness of the 1944Act can be fully appreciated. We must not forget, however, that never has the \ importance of informaland non-institutionalized educa­ tion been completely ignored: indeed, it is only by care­ fully assessing the quality of this informal education that we can fully understand the cultural life of Wales during the Middle Ages. If we fix our standards in terms of the number and the size of schools and colleges, we shall have a very inadequate picture. A knowledge of educa­ tional charters will naturally be necessary for our study; but even more instructive will be our study of social conditions, which may actually explain the presence or the absence of schools at any given period, and account for the character of schools which did exist. Our first task, in order to have a clear picture of the educational standards in Wales during the Middle Ages, will be to ascertain the needs and aspirations of the people themselves. Of course, medieval society in all PRINTED IN GREAT BRITAIN countries had much in common; but there were certain DURING THE MIDDLE AGES S 4 EDUCATION IN WALES s e ea n too Consider the following two distinctly Welsh features which have too frequently been mu t b cl rly u ders d. 1 es e st o s a Welsh petition was ignored, and these will prove indispensable to our study. pictur . Th fir sh w how e e e a l a ent i t e reign of Henry IV. Parlia­ When Archbishop Peckham visited St. Davids in 1284, r j ct d by P r i m n h t as e te eal s athetically with the dis­ he suggested that Welsh youths should be removed from men w requ s d to d ymp te e e e l of Owen Glyn Dwr: the Wales to England for their education, because the clergy con nt d W lshm n, fo lowers l ve a lia en was that it was not concerned were incompetent to give proper instruction. 2. He further rep y gi n by P r m t se a e e as ('se de illis scurris nudi­ suggested that the Welsh should be induced to live in with tho b r foot d r cals a e at there were barefooted people towns in order to benefit from the humanizing influence pedibus non cur r '). Th les t e e a e o doubt, and there were surely of society. He did recognize, however, that the Welsh in Wa h r c n b n a ls a e s el ewhere; but Owen Glyn Dwr and had a distinctive character. The implied faults dis­ r sca in W l s a s l e e e ot barefooted rascals. Our second covered by the archbishop and his suggested remedies his fol ow rs w r n e s al lyn Dwr, and it has been given to us must be judged, as it were, from within the Welsh people pictur i so of G themselves. Were there any standards other than those by Shakespeare. For I was train'd up in an English court adopted by the archbishop, by which we should judge Where, being but young, I fram' d to the harp the Welsh youth? Were there no traces of the former Many an English ditty, lovely well, brilliant school of Rhygyfarch and of Sulien Ddoeth left And gave the tongue an helpful ornament. I Henry IV. at St. Davids? Were the archbishop's standards and This picture is distinctly favourable to Glyn Dwr, for remedies the right ones? The descendants of the English [says Professor Gruffydd], who he was undoubtedly 'a worthy gentleman, exceedingly had come to Wales to keep it in order, became more Welsh than well read'. But the picture has been put, as it were, in the the Welsh themselves: by the time of Elizabeth, or earlier, the wrong frame. 1 Glyn Dwr could play the harp, he could old Welsh culture had completely absorbed them: Salesbury and sing English ditties: he had learned much at the Inns Middleton, Stradling and Burkinshaw, Puleston and Thelwell of Court in London where he had lived with the gallants were inordinately proud of their Welsh blood and of their Welsh of his day: but no mention is made by Shakespeare of the language and culture.3 culture of the people of Glyndyfrdwy and Sycharth, and The difference between foreign and native assessment the early training of his own people has been completely ' It would be foolish, however, to assume that a nation can be indicted ignored. Glyn Dwr was first and foremost a Welsh gentle­ ' as G.G. Coulton would like to do, when he says 'Hereford diocese was man, proud of his stock, loyal to his own native culture. 2 of course, considerably influenced by "wild Wales", and this report is th� worst I know .. .' Medieval Panorama, p. 176. 1 2 'It has been said of history that it consists of small truths and great The rst official visitatio?- of Welsh dioceses ever held by an English � _ _ untruths, and it would be possible to cite histories which, while remaining me�ropohtan. In his ln1unct:wns he ordered the application of the law of faithful to historical standards of truth in matters of dates and accurate celibacy of the clergy, and demanded that the Welsh dress like those in use of sources, have nevertheless given a wholly false view of the real Englan d, that church services be performed at canonical hours, that forces behind the events which they were describing.' Religion in Educa- members of the cathedral live near their cathedral, that portionary _ tion, xv. iii. 85. �hurches be ab?hshed; adequate stipends be provided for vicars deputiz­ 2 See Iolo Goch's poems to Glyn Dwr (lolo Goch ac Eraill, XIII, mg for non-resident rectors and canons, and schools set up on the English XIV, XV). model. See Haddan and Stubbs, i. 569. Owen Glyn Dwr was a student of law at Westminster (see Annales 3 Dafydd ap Gwilym, pp. u, 13, Welsh Univ. Press. 6 EDUCATION IN WALES DURING THE MIDDLE AGES 7 Medieval Wales, like England, was a land of contrasts, Yet, as Salzman, in English Lifein the Middle Ages, p. 34, with its nobility and the landowning gentry, its noble says, er t e prelates and abbots, on the one hand, and on the other Even with the peasantry, although the greater numb of h m e a t h c t e el ed, hand the wretched peasant who was frequently little were unfree, bound down to th m nor o w i h h y b ong e ac ca l e e their lord, in actual practice th y better than a serf. In one respect, however, the Welsh and pr ti l y th prop rty of e h le e h le al right, were better off than in th ory. W i th y ad no g were different from the English, for the language of the s he d beyond protection for their lives and limbs, again t t ir lor , native e e s e s s ee e e ards ll er gentry remain d W l h, and th erf and hi lord they were practically on a level with fr m n as r g a p ­ c dera i e respected the traditional tongue, though English and sons but their lord, and even his power was onsi bly l mit d Anglo-Norman were frequently heard and spoken. by custom. Besides the Norman boroughs, such as Caernarvon and Con­ Inside the classes themselves, privilege was associated way, where the shy monoglot Welsh peasant went to buy and sell, with duty, and Welsh writings testify that in theory at there were other places of assembly which played a much more le t ee e t et important part in his life, namely, the churches and 'kirk' towns.1 as fr dom and responsibility w nt og her. It is therefore a difficult task to present a complete The life of the villein could be very miserable : Pro­ picture of a 'tidy' educational system in Wales during essor Gruffydd says that f the Middle Ages. The better classes had opportunities th condition of the villein class was never worse than during the � for acquiring education and assimilating cultures of other Middle Ages.