The Literacy of English Nuns in the Early Thirteenth Century: Evidence from London, British Library, Cotton MS Claudius D. iii
This study addresses the issue of female literacy amongst religious women in England in the early thirteenth century. Evidence exists for respected and well-educated women such as Hild of Whitby and the Bonifacian correspondents in the early medieval period, yet there is little evidence for women co...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Brepols
[2017]
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| In: |
The journal of medieval monastic studies
Year: 2017, Volume: 6, Pages: 77-107 |
| IxTheo Classification: | KAE Church history 900-1300; high Middle Ages KBF British Isles KCA Monasticism; religious orders |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
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| 520 | |a This study addresses the issue of female literacy amongst religious women in England in the early thirteenth century. Evidence exists for respected and well-educated women such as Hild of Whitby and the Bonifacian correspondents in the early medieval period, yet there is little evidence for women contributing to theological discussions or being educated in religious texts after the mid-tenth century monastic reform. However, London, British Library, Cotton MS Claudius D. iii was produced c. 1220 for a female community, and contains the earliest intact version of a bilingual Rule of Saint Benedict adapted for women in both Latin and English. This article examines the manuscript textually and compares it to the masculine version of the Rule of Saint Benedict, and to its Latin counterpart for alterations such as additions or omissions, and word changes. More detailed attention is given to chapters giving instruction on reading and literacy to assess whether the text assumed a high or basic level of understanding. It is argued that changes in chapters relating to reading demonstrate that attitudes towards women's literacy were positive, and assume a solid base of learning. | ||
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