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. Southern route: via water. From Arabian Sea to Red Sea and then overland to the Nile River and then to the Mediterranean

2. 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.

3. Northern Route: Silk Road. Overland route across Central Asia connecting Beijing and Constantinople.

Medieval TradeMedieval TradeMedieval TradeMedieval Trade

Flanders

Markets: prime centers for tradeOnce 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/1250medfairs.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.

Credit: lending money in exchange for high interest.

moneychanger1. could uncover counterfeit currency2. determined currency value3. 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.

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)Marketsb)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 Medieval Guilds: A Goldsmith’s ShopGoldsmith’s ShopMedieval Guilds: A Medieval Guilds: A Goldsmith’s ShopGoldsmith’s Shop

Crest of a Cooper’s GuildCrest of a Cooper’s GuildCrest of a Cooper’s GuildCrest 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.

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 an oath to conduct himself according to the regulations of the guild.

Medieval GuildsMedieval GuildsMedieval GuildsMedieval Guilds

Guild Guild HallHall

Guild Guild HallHall

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 GermanyBurgesses in EnglandBourgeois in FranceFreedom 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

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

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)

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.

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

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.

Lived a life full of trouble

Enjoyed disputation and used his incredible public speaking skills to make a name for himself

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 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.

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_iGGGMddw&feature=related

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

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 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

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 UniversitiesMedieval UniversitiesMedieval UniversitiesMedieval Universities

Oxford UniversityOxford UniversityOxford UniversityOxford University

No campus or buildings

University was a corporation of individuals

Classes held in apartments, churches, etc.

Universities would move if towns began to charge too much for food or lodging

Church liked the idea of universities for supervision purposes

Teachers liked it because they worked for one organization

Run by Teachers (magistri).

Most teachers were paid by the church.

Didn’t rely on student gifts.

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 syllabusc. Fined for being late to classAt beginning of school, one

student negotiated with other students for teacher’s fee.

7 Liberal Arts

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

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)

 

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

Classes start at 5AM or 6AM

Student life could be raucous. Students could be dangerous. 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.

Towns were eager to control their student populations.

No Women since they can’t be clerics of the church.  

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 Songs of Roland Song of Nibelungs El Cid

Troubadors: wandering minstrels popularized the vernacular in lyric poetry

Dante: Divine Comedy

A journey through hell purgatory and paradise

Chaucer: The Canterbury Tales: A collection of stories by pilgrims on their way to pilgrimage.

http://mrmunoz.info/britlit/CTvideos.html

Romanesque Architectural Romanesque Architectural Style (6Style (6thth to 10 to 10thth centuries) centuries)Romanesque Architectural Romanesque Architectural Style (6Style (6thth to 10 to 10thth centuries) centuries)Barrel vaults

Thick Walls

Darker, simplistic interiors.

Semi-circular arches

Small windows, usually at the top of the wall.

Gothic Architectural Style (12Gothic Architectural Style (12thth to 16to 16thth centuries) centuries)

Gothic Architectural Style (12Gothic Architectural Style (12thth to 16to 16thth centuries) 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 Empire7 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 HollandMilanSpain 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 Strasbourg, France

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 (non-religious) 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.