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In: History - British·History - Medieval/Middle Ages·History - Schools & Universities
Public-domain ebook sourced from Project Gutenberg #36553.
Albert William Parry’s thesis is a scholarly survey of English education from the arrival of Christianity through the late medieval period. The work opens with a candid preface in which the author situates his study alongside contemporary scholarship, noting both the limitations of A. F. Leach’s recent volume and the value of Leach’s documentary collection. Parry then outlines his own methodology, emphasizing the extensive use of primary authorities listed in an appendix and acknowledging the interruptions caused by his wartime service. The table of contents reveals a tripartite structure, Anglo‑Saxon foundations, church‑controlled schooling, and the gradual emancipation of education from ecclesiastical dominance, each explored through detailed chapters on monastic work, secular clergy, guilds, and the emergence of public schools.
Written in the formal academic style of early‑20th‑century doctoral dissertations, the text combines meticulous citation with a narrative that traces institutional change. Its measured, sometimes apologetic tone reflects the author’s personal connections to mentors and collaborators. Readers interested in the history of medieval education, church‑state relations, or the development of English universities will find Parry’s thorough, source‑driven analysis a valuable addition to their research library.
The opening · free to read
Whilst this work was in progress, the late A. F. Leach published his Schools of Mediaeval England. His book, however, differs essentially from mine, his aim is different, the conclusions he arrives at are different; further, as he does not quote the authorities for the statements he makes, I did not find his work of direct assistance. This criticism does not apply to his Educational Charters, a collection of documents of inestimable value to all students of English Educational History.
I have tried to acknowledge in every case my obligations to other writers. In addition, I give in an appendix a list of the authorities I have consulted, and of the other books I have studied for the purpose of this investigation. Still, as a great part of this book was written whilst I was on military service (1914-9) and I was consequently dependent on notes which I had compiled at various times and places, it is probable there may be some omissions and inaccuracies. My defence must be the special circumstances of recent years.
May I take this opportunity of expressing my indebtedness to Professor Foster Watson, D.Litt. As one of his former students I owe to the stimulus and encouragement I received from him, my interest in matters relating to the History of Education. I wish also to refer in appreciative terms to Mr. J. E. G. de Montmorency's State Intervention in English Education. Mr. de Montmorency was the first writer to give a connected account of the development of English Education, and it is only fitting that those who essay a similar task should realise their obligations to the one who first "blazed the trail."
I must also thank Mr. G. St. Quintin and Mr. S. E. Goggin for relieving me of the distasteful task of correcting the proofs, and the Rev. Dr. Hughes for kindly preparing the Index.
A. W. P.
CARMARTHEN, January 1920.
CONTENTS.
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