After the collapse of the Roman Empire in the 5th-century learning went into a decline at least temporarily. When the chaos of collapse and invasion settled several types of schools emerged. These schools and the curriculum that was a part of them is the focus of this post.

Schools

Charlemagne (748-814) played a major role in reviving learning within Europe. He created Palace Schools to educate members of the Royal court and their children. Charlemagne was also a lover of the arts and incorporated Gregorian chants (worship music) and the organ into worship.

In addition to the Palace schools, other schools developed during this period in part through the support of Charlemagne, and they include the Monastery and Episcopal schools. Monastery schools were created primarily for training for future clergy. The training was of a higher standard compared to Episcopal schools. The episcopal schools were for non-clergy and offered an inferior education. Both were frequently located in the same place with the only difference being the quality of the education. Originally anybody could go to the Monastery schools but this changed after the death of Charlemagne.

Curriculum

In terms of instruction, school began when a child was 7 years of age. Reading was learned through first memorizing the alphabet and then memorizing the Latin Psalter. A Psalter was the book Psalms extracted from the Bible. Imagine a child trying to memorize a book with 150 chapters, over 2,400 verse, and over 40,000 words. Of course, understanding does not matter only memorization. As the Psalter was developed for singing so was singing also taught.

Writing was learned through the use of wax-covered tablets. When the child mastered this he would move to pen and paper. This system of writing was used for students to make their own textbooks. Students would write down the message on tablets that were then transferred to parchment.

Grammar was also studied and was considered the queen of the subjects. This is not the grammar of today but one with a slightly different purpose. The grammar of this period is similar to critical thinking and public speaking/communication today. Students learned the art of explanation and persuasion and not so much how to use commas and semicolons.

Latin, the primary language of the Catholic Church, was also studied. It was expected to be the only language used at school but even the teachers lacked the ability to use Latin exclusively. The emphasis was on heavy memorization. Math was studied until the point of learning basic calculations and adjusting the calendar.

Upon graduation job placement was usually predetermined. Graduates of the Palace schools worked in the government. Graduates of the Monastery schools often became monks/priests, and graduates of the Episcopal school did everything else. Even the education represented the 3 estates of Medieval Europe.

Conclusion

The reforms of Charlemagne are really the reestablishing of education in parts of Europe. Once there was some semblance of stability and safety leaders, such as Charlemagne, could focus on other pressing needs of their kingdom.