Children in the church

Medieval society kept noble children and common children strictly apart except in one place: the monastery. There, rich and poor children alike could be dedicated to God from a young age. Until the Fourth Lateran Council of 1215, children as young as 8 could be placed in monasteries to grow up and later take orders. This happened with both boys and girls. These children were called “oblates.”

Why would parents do this? In some cases, the child herself felt a vocation and asked to go to the convent or monastery instead of preparing for a secular job or marriage. In other cases, one of the parents had made a vow during sickness or danger that if they lived, they’d dedicate a child to God. Sometimes, poverty made the family glad to have one less mouth to feed. Other times, the family (especially if aristocratic) felt a need to win favor to expiate sins of violence. Finally, it was a way to have a child educated.

Many of the most famous medieval saints had been oblates and knew no other way of life. Of course, though, it didn’t always work out. Some oblates were clearly not suited for adult monastic life and had to be sent away. Others ran away, while others took orders anyway, having no other options, and were troublesome monks or nuns who brought the world’s sins into the cloister.

For most oblates, it would have been a gentle, kindly way of life as long as they didn’t mind waking up at odd hours for prayers. Nobody in the cloister slept through the night. But apart from that, monks and nuns would have been kind foster parents. Meals were regular and life was quiet.

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Learning a trade

Many medieval boys who learned basic reading and simple arithmetic soon left school to begin learning a trade. Entry into a trade was controlled by the local guild, forerunner of labor unions. Parents paid a significant fee to the craftsman who took on their sons; there was a regular written contract signed with guild member witnesses. The master’s chief duty, by this contract, was to make sure that at the end of the term, the boy had been trained with the skills he needed. The apprentice’s duty was simply to obey his master and not run away, which would be breach of contract. There are many court records of disputes over apprenticeships, but few medieval parents complained if their sons were beaten. Rather, parents were most likely to complain if their sons were not being taught skills appropriately. Boys were steeled to put up with just about any harsh treatment as long as they were learning. They were usually between ten and twelve years old when they began, and in everyone’s minds, they were stepping into the first part of adult life.

Trades that began with apprenticeships included nearly everything that wasn’t plain farm work. In the early medieval period, even priests were trained with apprenticeships instead of seminary. By the late medieval years, craft specialties had multiplied beyond anything the early period could have imagined. Ironworking had been a unified trade around, say, 1100, but by 1300, let alone 1400, metal work was carried out by many trained specialists. There were iron refiners, needle and pin makers, locksmiths, clockmakers, wiremakers, farriers, loriners (they made bits for horse bridles) armorers, and toolmakers of many different types. Additionally copper and brass required different skills; and that’s just metal work. All things made of wood (barrels, furniture, ships and buildings), cloth (weaving, dyeing, fulling, tailoring) and many other substances (wax candles, soap, leather, glass) required skilled craftsmen. A boy could also apprentice in grocery or shipping businesses.

Most boys did not have free choice of a trade, because most of life isn’t very free either now or then. If they didn’t go into the same line of work as their fathers (which saved hundreds on apprentice fees), they went into a line of work that their father’s connections could get them into. Guilds controlled how many new workers entered each field, and it was not always easy to find a place.

Once contracted into a trade, the boy could count on a learning period between three and ten years. Bakers studied only about three years, while goldsmiths had among the longest student terms.

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Children as servants

Medieval children who attended school were the lucky ones with stable families and upwardly mobile futures. Even boys who later became apprentices usually went to enough school to learn to read, write and do basic math; sometimes school was a formal requirement of their apprenticeship contracts. The boys who didn’t go to school were the poor of either country or city. If country, they were busy with farm work. If city, they often became servants around the same age that other children went to school. And while only boys went to school or began apprenticeships, both boys and girls became servants.

Child servants were popular with the city households who could not afford better help. All work was labor-intensive, so all but the poorest homes had servants of some kind. Obviously, children are not the best workers, but they are just as obviously the cheapest. They came from the poorest homes, the ones that could not afford any servants at all, and their parents were glad to get them any sort of paying work. There wasn’t much bargaining power for child servants.

One popular strategy was to pay child servants minimally for a few years, with a lump sum at the end. This is recorded most frequently in Italian cities, where girls needed dowries to marry. By promising to provide the girl with a dowry that her family could never afford, the employer could keep her working cheaply for six or seven years. If she ran away or quit before she was old enough to marry, they were off the hook for the dowry. Hard work and harsh treatment made it difficult for many of these poor girls to stick it out.

In England, child servants were usually ten years old. Going into service was not always a bad deal for a child. It depended on what sort of household they went into. Doing well in the right place could mean an invitation to work in a more prestigious place. Boys who had learned to read, and who found work in aristocratic households, could be promoted to positions as clerks or managers. On the dark side, going into service in the wrong place could mean ending up in prostitution or crime. A low-class tavern that needed children to run errands might be a dangerous place to work.

Servants, including children, usually lived at their place of work. They may have had no more than a mat on the floor or a small bunk at the back of the kitchen. In better places, they lived in an upper room with other servants, crowded into communal beds and owning no more than their clothes. They worked long days.

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Grammar School

The next step of medieval school was Grammar School. Its purpose was to teach students to understand the Latin words they had learned to “read” in primary school. Grammar school was much more like a real school; when they were located at cathedrals, they were boarding schools and the students served as choir boys. When they were in towns, they were day schools with simple classrooms: benches for children and a tall desk for the master. Students brought all of their own materials: pens and all the accessories pens required (inkhorns, penknives, sheaths, rags), parchment or paper (later Middle Ages) notebooks, and books. They contributed for firewood, hay to cover the floor, and candles.

By the late medieval years, there was more demand for grammar school education, even for boys who intended to be artisans. Cathedral towns and market towns developed boarding programs for rural students. The rooms were primitive; lesser dormitories might use the local riverbank as their toilet. (Slipping on a riverbank and drowning was a common cause of medieval death, though we don’t know how many of them were schoolboys relieving themselves.) Since urine was a component of many chemical-industrial processes, some schools had tanks to collect it, and one of the lesser schoolmasters was in charge of having it drained periodically, but that was really one of his job benefits, since he could sell it to acid-using industries. (More about dormitory systems in later entries.)

Students in grammar school memorized and copied Latin words, sentences, poems and speeches. But we have evidence that some schoolmasters made the work entertaining when they could. Among the documents that survived into our time, we have student copybooks from the 14th and 15th centuries. Some of the words and phrases they were asked to translate were clearly chosen to amuse adolescent boys. Teachers used riddles, passages about daily life, and even lists of insults and faintly scandalous subjects to keep their students interested. By the end of grammar school years, a good student could read Latin with understanding, and could translate from his native language into Latin; the best students could compose Latin verses and speeches.

Basic arithmetic meant memorizing addition and multiplication tables through 20, and solving word problems of cost, distance and time. Many English grammar schools before 1350 taught basic French, since it was always in use at Court. Italian grammar schools taught the use of the abacus and were the first to teach the new Arabic (Indian) numerals. There was a very strong tradition of commercial accounting in Italy; it was an excellent field for boys to train for. Jewish schools taught Hebrew first, and Latin only as a second academic study.

Boys were whipped for being late, not paying attention, and not memorizing diligently enough. Their school days tended to last about as long as the sun was shining, to maximize learning and minimize the cost of candles.

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Starting school

Age 7 marked the end of infancy in most medieval societies. A girl’s life did not change radically, since she had already been learning some of her mother’s skills. Most girls did not learn to read; it was considered a real mark of class if she did, since it implied that her mother had also learned. But boys began school or apprenticeships.

In the early Middle Ages, schools were only attached to cathedrals, monasteries, and sometimes royal households. But by the 13th century, large towns had schools, as did some smaller towns and private homes. Students typically sat on the floor, on mats or strewn rushes/straw. They were often required to contribute a few candles, the way kids today are asked to bring boxes of kleenex for the classroom. Students were expected to bring their own slates, and little or no other equipment was required.

Primary school, the most universally attended level, taught the sound and meaning of Latin letters and syllables. In this way, boys learned to sound out the words in their prayer books, and they also memorized many prayers. Reading and memorizing were not distinguished. If you could look at a page of text and recite it from memory, nobody tested your phonics skills to see if you could actually read the words. Reading your native language, whether English, French or German, was a secondary matter and it was assumed that anyone who knew the Latin syllables could figure out his native tongue. It seems likely that many teachers explained some local letter combinations like “ch,” but there’s no record of its being a priority, and until the end of the Middle Ages, anyone who could recognize a prayer in Latin and recite it correctly was considered a reader.

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Toys

Medieval babies didn’t have much special equipment beyond a cradle, but some wealthy families had something like a modern “walker” for older babies to toddle around in. There’s also some evidence for baby bonnets with extra padding, intended to cushion the head from falls. (Baby bonnets take their shape from the universal medieval hat, the coif.)

We have evidence for only a few types of toys for older babies and small children: dolls, tops, balls and stick horses. Medieval dolls were called “poppets” (in English) and were made of pottery, wood or cloth. Tops included spinners with a groove for winding a pull string as well as hand-spun tops. Balls could be small clay marbles or larger throwing/kicking balls made of cloth or leather, stuffed with grass. Stick horses varied with wealth, as all toys did. Poor children used a stick, but richer children’s sticks had stuffed horseheads.

Wealthy children always had a wider range of toys, and since aristocratic boys were expected to command armies when they were grown, their specialty was the toy soldier. Not many medieval toy soldiers have made it into the present, since metal was so commonly melted and recast. By the 15th century, princes had moved on to toy cannons, while merchants’ sons in town had pewter soldiers. Their sisters’ dolls were tiny adults with multiple outfits.

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Baby food

Medieval babies had a very bland diet. Of course, the youngest infants lived on breastmilk, but it was rare for a wealthy woman to nurse her own baby. Families who could afford to hire a wet nurse did so, and they believed that the wet nurse’s general health and even moral character would pass to the baby, so they tried to hire very carefully. (The tradition lasted for a long time; the infant Jane Austen lived most of her first two years at a neighboring farm, with her parents only visiting once or twice a week.)

Once weaned, the young child ate a small range of foods. Doctors believed that most food would make babies sick. The standard food was bread soaked in milk, the precursor of the Victorian nursery’s rice and bread puddings. We know little of what babies ate unless a book from the period tells us; one 13th century book permitted apples and eggs if they were handled carefully. Apples had to be peeled and were probably cooked; eggs were soft-boiled.

When these babies needed to drink something other than milk, they usually got weak ale. Juice didn’t exist in the form we know it, and water was often unsafe unless boiled. Fermenting wheat in water to make ale was the standard way to disinfect and store it. The alcohol content was low and children were accustomed to the taste from their earliest years.

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Christening and naming

Baptism was called “christening” because it brought the child (or adult) formally into the Christian church, perhaps also bringing the spirit of Christ into the child’s heart. It also gave the child his official Christian name. For an infant born to a Christian family, this just meant being given a name. For medieval pagan Saxons, Danes, Swedes, Huns, or Prussians, it meant being given a “Christian name” in addition to the one already in use. This Christian name usually recalled a saint, including the names in the Bible. For infants in already-converted families, there was a wider choice.

Since christening could take place as late as six weeks after birth, it suggests that the baby had no name at first.  There were probably families who really did not name an infant until it had survived for a few weeks. In other cases, a child may have been called by the chosen name from the start, but it was at this ceremony that the name was recorded in the church records. The baptism/christening record served as proof of birth and identity.

European names in the early Middle Ages tended to be the old pre-Christian names from Germanic roots. They were most often two syllables and had been compound words in the original language, even if nobody thought about the root meanings any more. Elements like joy, friend, noble, wolf, bear, spear, guard, elf, counsel, bright, fame and battle were repeated in various combinations.

In the pre-medieval years, as the Roman Empire collapsed, Germanic people settled all over: Goths in Italy, Visigoths in Spain, Franks in France and Germany, Saxons in Germany and then England, Danes and Swedes in Scandinavia. The same naming traditions, using the same root words, went to all of these places. By the Middle Ages, the streams were beginning to meet and mix again. Most obviously, when the Normans invaded England in 1066, they brought both Danish and Frankish names. These Norman names displaced the native ones, but not entirely.

The Anglo-Saxon names of this type included Edwin, Edgar, Alfred, Harold, Wilmer, and many other names no longer familiar (you can read a list here).  We don’t use many of the Anglo-Saxon women’s names; it’s a rare exception, like Ethel or Edith, that has been revived. Girls’ names seemed to have switched to Norman forms more strongly than boys’ names.

It’s hard to sort out which names are precisely Frankish, Danish, Visigoth-Spanish, and so on. We can see some trends in, for example, the names of the first wave of Normans: William, Robert, Richard, Henry, Geoffrey, Matilda, Emma, Adelaide. Soon after, we add Reginald, Gilbert, Fulk, and Mabel.

Early kings and queens of the Franks: Pepin, Louis, Charles, Carloman, Lothair, Otto; Hildegard, Fastrada, Luitgard, Bertha, Gisela, Adalhaid (Frankish form of Adelaide).

Early kings in Spain: Ferdinand, Sancho, Alfonso, Garcia, Ramiro, Bermudo.

The First Crusade gives us, in addition: Godfrey, Louis, Baldwin, Raymond, Bohemund, Tancred, Hugh, Alice and Melisande.

All of these names are made from two Germanic roots. Some of the names are no longer in use, like Luitgard and Bohemund, but many of them are still doing well. So these can be considered the foundation layer of European names, already in use before they converted to Christianity.

Certain common names were used over and over during these centuries, and further, some aristocratic families tended to conserve certain names, using them over and over, so that it was often easy to know what family someone came from by his Christian name. Counts of Flanders were generally named Baldwin, while Counts of Toulouse were most often called Raymond. Kings of Castile were Ferdinand or Sancho, over and over. Scattered among these famous aristocratic examples, we can be sure that the common people had similar regional, local and familial alternations between generations.

As the Christian culture grew stronger, babies were more often given names out of the Bible. Boys were John, Thomas, Matthew, Stephen, Peter and Paul. Girls were Joan, Joanna, Mary, Elizabeth and Anne. But another strong naming stream developed from saints: Benedict, Martin, Nicholas; Agnes, Catherine, Margaret, Barbara and Clara. The two naming streams came together as some early converts were declared saints, lending religious value to their pagan-root names: Anselm, Bernard, Bruno, Cuthbert, Edmund, Edward, and Hildegard.

The most popular English men’s names around 1400:  Adam, Geoffrey, Gilbert, Henry, Hugh, John, Nicholas, Peter, Ralph, Richard, Robert, Roger, Simon, Thomas, Walter, William. Most popular English women’s names: Agnes, Alice, Avice, Beatrice, Cecily, Emma, Isabella, Joan, Juliana, Margery, Matilda and Rohesia.  I have to admit I didn’t see Rohesia coming, but I’ll trust this person’s research: website on medieval names.

Naming traditions are highly regional and tend to be strongly conservative. In medieval Europe, in general, babies were named to honor someone, whether relative, friend or saint. England developed a tradition of naming babies after their parents, first. If John and Joan had a boy and a girl, their names were certainly John and Joan; variety came only with later children.

Some death records of families seem to suggest that if infant John died, his name might be recycled for the next baby boy. There may have been families in which two children shared the same name, though certainly a nickname must have been used to keep them separate. This may have occurred when an infant was named for one of his godparents, and a sibling happened to have a godparent whose name had also been used, and was the same. In other regions, there were traditions of naming babies after the saints on whose days they had been born.

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Christening

Christening (baptizing) a baby was the important first stage of medieval life. If the baby looked sickly, it was done immediately, in case the infant died. For a healthy baby, the ceremony waited a week, but was usually done within six weeks, during the period when the mother was resting and not permitted to come to church. Parents were spectators, if the mother was there at all.

In the ceremony, friends presented the baby for baptism; they were known in English as “godparents.” Eventually, custom dictated that a baby boy needed two men and a woman as godparents, while a baby girl had two women and one man. They could not be relatives within any close degree, and families had to choose carefully because the Church considered godparents to be relatives to that infant. When grown, the child could not marry into the godparent’s family. It worked best if couples became godparents for each others’ children, and since being a godparents was an honor, people often went by work-related ties, like guild members standing up for each others’ babies.

Medieval infants were baptized by immersion; they were immersed quickly three times in a ceremonial container of water, the baptismal font. Then the priest drew a cross on the infant’s forehead with holy oil and they wrapped the baby in a white hooded robe that covered head and forehead, in theory preserving the holy oil for as long as possible.

Godparents usually gave the infant a gold coin as a christening gift. Whatever future relationship they had to the child (in some cases close and familial, in others distant and merely honorary), they made the first deposit for the baby’s life savings.

Edit: July 2024

Jewish infants in medieval Europe were circumcised, as they had always been. This ceremony probably took place at home, but at least the naming ceremony portion was held at the synagogue. There was a celebratory feast, which took place at home, but sometimes in a Jewish community center. Like the Christian godparents who presented the baby for baptism, the Jewish baby boy was held by a “pious and learned man, not necessarily a relative,” who was expected to play an ongoing role in the boy’s life.

There’s one distinctive detail about medieval Jews: in some communities including Germany, they believed that Adam’s first wife, Lilith, might come to steal the child before he could be circumcised. Therefore the adults held a “Watch Night” on the eve of the circumcision, probably in the family’s house.

(Details about Jewish infants are from The Jews in the Middle Ages, by Norman Roth (Greenwood Press, 2005), p. 112)

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Birth and swaddling

Being born alive was the first significant achievement for a medieval person. This event happened at home and with only women in attendance. Medieval doctors had nothing to do with birth, any more than your dentist will read a chest x-ray. It was only late in the period that university medical textbooks even mentioned the subject.

Newborn babies have soft bones and their limbs often appear curved. Medieval Europeans believed that the bones needed to grow straight, so they swaddled babies with legs and arms pulled straight. Babies spent most of their first six months wrapped into the same posture they’d assume again in death. Cradleboards were often used; babies could be hung on the wall, out of the way. This could be a much safer place for an infant to be, since semi-domesticated animals wandered in and out of homes. An infant left in an open cradle would need to be watched at every moment, and medieval parents who weren’t wealthy enough to employ nurses were generally also too busy to watch the baby so carefully.

Swaddling cloths were not likely to be made of cotton, since woven cotton came into clothing use only in the 12th century, as a luxury fabric in Italy. It was not until the 14th and 15th centuries that cotton was common enough to start to generate rags for the new paper industry, so it’s not likely that it was used for swaddling or sanitary diapering, either. Linen and wool were the everyday fabrics of the period; the well-to-do would have used linen toweling for their babies, while the poor would have used whatever cloth was available, probably worn-out fabric passed down from its original use as adult clothing.

The word “diaper,” in the Middle Ages, meant a repetitive geometric design painted on a wall. When weavers designed fabric to be used for towels, they used twill patterns that left threads floating across the surface to be more absorbent. Goose-eye twill, a popular towel pattern then and now, formed diamonds with central dots, very much like a diaper wall painting design. When wall painting became less common after the Middle Ages, the word “diaper” began to apply only to the goose-eye twill towels, and finally to the super-absorbent cotton twills used for sanitary swaddling of infants.

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