Marginalia -- The Journal of the Medieval Reading Group at Cambridge

A degree-granting institution of the sort that first appeared in Bologna, then in Paris, Oxford and Cambridge represents one of the Middle Ages' most enduring contributions to the world of education. Founded in 1209, the University of Cambridge marks the 800th anniversary of its existence this year. In celebration of this milestone, the theme of 'education' has been chosen as the focus for this issue of Marginalia.

Although well-served by some distinguished contributions over the years, the study of medieval education has not received the sustained and widespread attention that its importance warrants. We still have much to discover about pedagogical methods and modes of learning among the literate and the non-literate, the clerical and the lay, the rich and the poor in the Middle Ages. Continued progress in the study of manuscript and material culture provides an effective basis for addressing these issues in greater depth. Study of medieval education is fundamental to understanding how medieval people processed the world in which they lived and it is to be hoped that this area will be the subject of increased attention in the future.

The disciplinary diversity of the essays in this volume reflects the breadth and fruitfulness of this field of enquiry. Jennifer Barton considers how John Trevisa's programme of translation brought the sort of Latin learning available at the University of Oxford to vernacular audiences. She analyses the role of patronage in Trevisa's output and explores the instructional emphasis which is a recurring theme in the texts he translated.

Dr. Laura Cleaver brings an art-historical perspective to this issue in her analysis of the imagery surrounding the notion of literacy in the 12th century. She considers varied representations of the art of grammar, arguing that such images may be read as idealised visions of educational practice and, as such, provide a rich resource for the exploration of medieval educational thought.

Cynthia Johnston's article addresses how the distinctive penwork of William de Brailes' Oxford-based workshop reflected the evolving needs of university-educated readers. She explores how the rise of the universities precipitated changes in book production and she foregrounds the relationship between the palaeographical aspects of these manuscripts and the consumer-culture for which they were produced.

In editing and publishing this issue of Marginalia we have incurred numerous debts of gratitude. The issue was made possible by the dedication of the members of Marginalia's Editorial Committee and Advisory Board who gave generously of their time and talents to review and select the articles. Particular thanks are due to Linda Bates who oversaw the editing of the book reviews and to Ruth Ahnert who put the journal online. The English Faculty at Cambridge has, as usual, been highly supportive of both Marginalia and the regular meetings of the Medieval Reading Group, from which the journal developed four years ago. Finally, we would like to express our gratitude for the friendship and scholarly input of the Medieval Reading Group's attendees throughout this academic year.

Aisling Byrne, St. John's College, Cambridge
(on behalf of the Medieval Reading Group).

© 2004 The authors and the Medieval Reading Group at the University of Cambridge
No material may be reproduced without written authority.