Thangmar (or Thankmar ) (c.950- c.1003) was a German historian.
32-486: His first appearance in history is as the head of the cathedral school at Hildesheim; at a later date he became dean of the Hildesheim Cathedral , and being at the same time notary and librarian his position was a very important one. Thangmar was distinguished both as a scholar and a statesman; he taught several bishops including Bernward of Hildesheim , Meinwerk of Paderborn , and Benno of Meissen , as well as
64-560: A demanding academic course load. Considering that books were also expensive, students were in the practice of memorizing their teachers' lectures. Cathedral schools at this time were primarily run by a group of ministers and divided into two parts: Schola minor, which was intended for younger students, would later become elementary schools . Then there was the schola major, which taught older students. These would later become secondary schools . The subjects taught at cathedral schools ranged from literature to mathematics. These topics were called
96-464: A partisan of Bernward. Editions: The life has been edited in German by Hüffer (Berlin, 1857), and by Wattenbach (Leipzig, 1892). [REDACTED] This article incorporates text from a publication now in the public domain : Herbermann, Charles, ed. (1913). " Thangmar ". Catholic Encyclopedia . New York: Robert Appleton Company. Cathedral school Cathedral schools began in
128-488: A theological context, and arithmetic served as the basis for quantitative reasoning. Students read stories and poems in Latin by authors such as Cicero and Virgil. Much as in the present day, cathedral schools were split into elementary and higher schools with different curricula. The elementary school curriculum was composed of reading, writing and psalmody, while the high school curriculum was trivium (grammar, rhetoric and logic),
160-650: A well-governed, disciplined Christian Frankish kingdom. The reforms issued in these capitularies by Charlemagne during the late 8th century reflect the cultural revival known as the Carolingian Renaissance . Charlemagne (742–814) ruled from 771 until his death, and the Frankish kingdom experienced a period of stability during his reign. This was arguably because of his strict and efficient moral and judicial reform and governance, enforced with capitularies like Admonitio generalis . Indeed, Admonitio generalis
192-561: Is a collection of legislation known as a capitulary issued by Charlemagne in 789, which covers educational and ecclesiastical reform within the Frankish kingdom . Capitularies were used in the Frankish kingdom during the Carolingian dynasty by government and administration bodies and covered a variety of topics, sorted into chapters. Admonitio generalis is actually just one of many Charlemagne's capitularies that outlined his desire for
224-488: Is also tangible by examining the effect it had on the Carolingian Renaissance, with Charlemagne's edicts of moral reform spurring on the resurgence of the education of the arts. Charlemagne's early capitularies such as Admonitio generalis were the foundation for the Carolingian Renaissance, establishing his religious and educational aspirations for the kingdom. Charlemagne's most significant contribution to
256-567: Is one of the finest biographical productions of the Middle Ages, and is also one of the most valuable authorities for an important period of German history. He displays much affection for the dead bishop, and has written a plain and simple narrative, unrhetorical and truthful. It is only in the account of the dispute between the Archbishops of Hildesheim and Mainz as to the right of jurisdiction over Gandesheim that Thangmar appears at times to be
288-506: The Admonitio generalis ordered other arts such as numbers and arithmetic, ratios, taxes, measure, architecture, geometry, and astrology to be taught, leading to developments in each field and their application within society. Charlemagne pushed for an educated clergy who could help lead reform, because it was his belief that the study of arts would aid them in understanding sacred texts, which they could then pass on to their followers. During
320-460: The Christianization of the Frankish kingdom. He sought to achieve this by reforming the church in pursuit of the moral reform and discipline of the clergy and other ecclesiastical members with the expectation they would lead their followers by example. He also pursued educational reform, requiring monasteries and cathedrals to establish schools to educate boys to read and write in order to make
352-572: The Early Middle Ages as centers of advanced education, some of them ultimately evolving into medieval universities . Throughout the Middle Ages and beyond, they were complemented by the monastic schools . Some of these early cathedral schools, and more recent foundations, continued into modern times. In the later Roman Empire , as Roman municipal education declined, bishops began to establish schools associated with their cathedrals to provide
SECTION 10
#1732869704135384-483: The Emperor Henry II . He exercised great influence over Bernward of Hildesheim, and a large part of the affairs under episcopal control were directed by him. In 1000 he accompanied Bernward to Rome , and was sent several times to the imperial court as the representative of the bishop to settle important matters, being highly esteemed by Emperor Otto III . After the death of Bernward in 1022 he wrote an account of
416-493: The seven liberal arts : grammar , astronomy , rhetoric (or speech), logic , arithmetic , geometry and music . In grammar classes, students were trained to read, write and speak Latin which was the universal language in Europe at the time. Astronomy was necessary for calculating dates and times. Rhetoric was a major component of a vocal education. Logic consisted of the criteria for sound or fallacious arguments, particularly in
448-460: The Bible and other religious texts more accessible and in turn broadening and deepening the spread of Christianity. The schools would also teach religious music, singing and psalms to encourage the spread of the faith, as well as grammar so that religious texts could be revised and edited. To achieve these goals Charlemagne consulted with clerical advisors and rulings from earlier council decisions such as
480-400: The Carolingian Renaissance was the revival of learning, especially among the clergy, most of whom were barely literate. Before the surge of education following the Admonitio generalis and subsequent Carolingian Renaissance, it was difficult for the Frankish people to connect with Christianity and the church. Peasant life was very hard; the people were illiterate and Latin, the language of
512-510: The Dionysio-Hadriana collection of canon law to draw up the 82 chapters of the Admonitio generalis . Chapters addressed the expected behavior, responsibilities, and compliance of all members of society. The clergy and monks were charged with the establishment of schools, guidelines were given regarding the basic knowledge expected of all Christians, and stipulations were made concerning weights and measures. Charlemagne also championed
544-568: The Franks and later Emperor, recognizing the importance of education to the clergy and, to a lesser extent, to the nobility, set out to restore this declining tradition by issuing several decrees requiring that education be provided at monasteries and cathedrals. In 789, Charlemagne's Admonitio Generalis required that schools be established in every monastery and bishopric, in which "children can learn to read; that psalms, notation, chant, computation, and grammar be taught." Subsequent documents, such as
576-536: The academic welfare of the nobility's children. Because it was intended to train them for careers in the church, girls were excluded from the schools. Later on, many lay students who were not necessarily interested in seeking a career in the church wanted to enroll. The demand arose for schools to teach government, state, and other Church affairs. The schools, (some notable ones dating back to the eighth and ninth centuries) accepted fewer than 100 students. Pupils had to demonstrate substantial intelligence and be able to handle
608-405: The active and varied life of the bishop, a biography for which he had already gathered the material and of which he had probably written the first ten chapters during the years 1008–13. He had been an eye-witness of many of the events he relates and had taken as active part in all important measures. As he says himself, Bernward trusted him as a child does its father. Consequently, his Vita Bernwardi
640-576: The church with an educated clergy. The earliest evidence of a school established in this manner is in Visigothic Spain at the Second Council of Toledo in 527. These early schools, with a focus on an apprenticeship in religious learning under a scholarly bishop, have been identified in other parts of Spain and about twenty towns in Gaul (France) during the sixth and seventh centuries. During and after
672-470: The church, was not their native language, making Christianity and the Bible difficult to access. Nobles also were largely uneducated and uncultured, with few devoted Christians among them. Only the clergy were consistent in having some level of education, and thus they had the best understanding and exposure to the Bible and the full extent of Christianity. The schools, which the Admonitio ordered established by
SECTION 20
#1732869704135704-428: The clergy, as well as their correction and standardization. However this strengthened all forms of Carolingian literature, and book production, as well as developments in law, historical writing, and uses of poetry all flourished in these schools. In fact, the capitularies themselves, and the level of language they use, are examples of the increasing importance of writing within the Frankish kingdom. As well as language,
736-561: The earlier tradition, these cathedral schools primarily taught future clergy and provided literate administrators for the increasingly elaborate courts of the Renaissance of the 12th century . Speyer was renowned for supplying the Holy Roman Empire with diplomats. The court of Henry I of England , himself an early example of a literate king, was closely tied to the cathedral school of Laon . Cathedral schools were mostly oriented around
768-667: The letter De litteris colendis , required that bishops select as teachers men who had "the will and the ability to learn and a desire to instruct others" and a decree of the Council of Frankfurt (794) recommended that bishops undertake the instruction of their clergy. Subsequently, cathedral schools arose in major cities such as Chartres, Orleans, Paris, Laon, Reims or Rouen in France and Utrecht, Liege, Cologne, Metz, Speyer, Würzburg, Bamberg, Magdeburg, Hildesheim or Freising in Germany. Following in
800-440: The mission of St Augustine to England, cathedral schools were established as the new dioceses were themselves created ( Canterbury 597, Rochester 604, York 627 for example). This group of schools forms the oldest schools continuously operating . A significant function of cathedral schools was to provide boy trebles for the choirs, evolving into choir schools , some of which still function as such. Charlemagne , king of
832-470: The monasteries and cathedrals, began a tradition of higher learning in Carolingian Europe, leading the revival known as the Carolingian Renaissance. The fulfillment of Admonitio generalis meant that the study of language, rhetoric and grammar in these institutions, as well as the standardizing of writing scripture and Latin, was undertaken in order to make religious texts and books accessible to
864-451: The rest of the liberal arts, as well as scripture study and pastoral theology . While cathedral schools are no longer a significant site of higher education , many Roman Catholic , Anglican , and Lutheran cathedrals operate as primary or secondary schools. Most of those listed below are modern foundations, but a few traces their history to medieval schools. Among others: Admonitio Generalis The Admonitio generalis
896-533: The use of Roman liturgy, and ordained the memorization and use of Roman chants in the Admonitio generalis . Capitularies were sent to missi dominici , or officials supervising the administration of different parts of the Frankish kingdom, for their local enforcement. The missi dominici were to represent and watch out for the king's royal interests, and report back to him. The missi dominici would compile books from parts of different capitularies and other laws and religious texts indicating what
928-447: Was important to them and what they found useful in governing their districts. The wide distribution and acceptance of Admonitio generalis is traceable by the large number of surviving manuscripts from the books of the missi dominici that include parts of Admonitio generalis , found across the entire Frankish kingdom, showing up as early as the late 8th century. The reception and implementation of Admonitio generalis
960-471: Was inseparable from his desire to extend Christianity, so the conquering of other kingdoms was a method often used. This Frankish expansion into other realms and their contrast with those people and their religions, for example the arrival of Islam in Spain , has to be considered when considering legal and religious reforms such as Admonitio generalis and the fever in which they were carried out. Charlemagne
992-472: Was just one step in Charlemagne's goal of Christian institutions, political structures, and subjects within his Frankish kingdom, and it would be continually adapted and reinforced to meet his objectives. When Charlemagne came to power, he had two goals; territorial expansion and the conversion of all Franks to Christianity, including those recently added to the kingdom. Charlemagne's desire to extend his empire
Thangmar - Misplaced Pages Continue
1024-431: Was the champion of orthodoxy, and to address his perceived failings of the church and the moral and spiritual health of the Franks, he set out to reform the church and his subjects with the capitulary Admonitio generalis . In the Admonitio generalis , Charlemagne pronounced that he was a "new Josiah ", and responsible for the moral health and salvation of his subjects, highlighting Charlemagne's commitment to
#134865