Medieval England covers the period from the 5th to 14th centuries known as the Middle Ages. This era was defined by the feudal system of rigid social classes and decentralized political and economic power centered around a network of lord and vassal relationships. At the top was the king, followed by powerful lords and lesser lords, with knights and serfs at the bottom. Manors were largely self-sufficient agricultural estates ruled by local nobles. The legend of King Arthur developed over centuries as a symbol of leadership against invaders and a code of chivalry among knights.
We cannot truly understand the culture of the ancient Greeks, and Greek philosophy, culture and history, and also the Western philosophical tradition, without becoming familiar with Homer’s works, the Iliad and the Odyssey.
The Iliad and Odyssey depict a warrior culture. All ancient cultures were warrior cultures out of necessity. War was a deadly business, if an ancient city-state lost a major war, often the men would be slain, and the women and children would be sold into slavery. Most of the slaves of the ancient world were either captured by pirates or enslaved during war.
Both ancient Rome and Ancient Greece were warrior cultures, the cultures of the nations of Israel and Judah in the Old Testament were warrior cultures, and all ancient and medieval cultures were warrior cultures until the rise of the modern nation-state. To properly interpret Greek Philosophy and History, the Western Philosophical tradition, and the Old Testament, we must realize that these ancient cultures were rooted in a warrior ethos.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our efforts, be a patron, at:
https://www.patreon.com/seekingvirtueandwisdom
Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.
The RAGE that made Achilles the most dreaded warrior of the Greeks, the rage that drove him to slay so many noble Trojan warriors, was also the rage which urged him to withdraw from battle, the rage he felt when the main King Agamemnon seized the beloved maiden Briseis from Achilles, Briseis, the Trojan maiden, the prize of war. Then, when Patroclus, his best friend wearing his armor, is killed in battle by the Trojan hero Hector, Achilles goes mad with rage, turning into a killing machine, avenging his friend’s death by killing Hector and many Trojans, even though his goddess mother Thetis revealed to him that if he returned to battle, he would die in battle, rather than live a long life in obscurity if he simply returned home.
The Iliad both glorifies the glory and honor the brave warrior earns on the battlefield while also exposing the meaningless and futility of war, with many touching family scenes of husbands and fathers whose fates are doomed. The Trojan War is doubly futile, the Greeks are fighting for the return of Helen of Troy, who was abducted from the Greek Menelaus by the Trojan Prince Paris, and Helen now despises Paris for the long war he was brought on his people.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Please subscribe to my YouTube Channel, Reflections on Morality, Philosophy, and History: https://www.youtube.com/channel/UCLqDkfFbWhXOnzdjp__YZtg
Please support our efforts, be a patron, at:
https://www.patreon.com/seekingvirtueandwisdom
Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.
We cannot truly understand the culture of the ancient Greeks, and Greek philosophy, culture and history, and also the Western philosophical tradition, without becoming familiar with Homer’s works, the Iliad and the Odyssey.
The Iliad and Odyssey depict a warrior culture. All ancient cultures were warrior cultures out of necessity. War was a deadly business, if an ancient city-state lost a major war, often the men would be slain, and the women and children would be sold into slavery. Most of the slaves of the ancient world were either captured by pirates or enslaved during war.
Both ancient Rome and Ancient Greece were warrior cultures, the cultures of the nations of Israel and Judah in the Old Testament were warrior cultures, and all ancient and medieval cultures were warrior cultures until the rise of the modern nation-state. To properly interpret Greek Philosophy and History, the Western Philosophical tradition, and the Old Testament, we must realize that these ancient cultures were rooted in a warrior ethos.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our efforts, be a patron, at:
https://www.patreon.com/seekingvirtueandwisdom
Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.
The RAGE that made Achilles the most dreaded warrior of the Greeks, the rage that drove him to slay so many noble Trojan warriors, was also the rage which urged him to withdraw from battle, the rage he felt when the main King Agamemnon seized the beloved maiden Briseis from Achilles, Briseis, the Trojan maiden, the prize of war. Then, when Patroclus, his best friend wearing his armor, is killed in battle by the Trojan hero Hector, Achilles goes mad with rage, turning into a killing machine, avenging his friend’s death by killing Hector and many Trojans, even though his goddess mother Thetis revealed to him that if he returned to battle, he would die in battle, rather than live a long life in obscurity if he simply returned home.
The Iliad both glorifies the glory and honor the brave warrior earns on the battlefield while also exposing the meaningless and futility of war, with many touching family scenes of husbands and fathers whose fates are doomed. The Trojan War is doubly futile, the Greeks are fighting for the return of Helen of Troy, who was abducted from the Greek Menelaus by the Trojan Prince Paris, and Helen now despises Paris for the long war he was brought on his people.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Please subscribe to my YouTube Channel, Reflections on Morality, Philosophy, and History: https://www.youtube.com/channel/UCLqDkfFbWhXOnzdjp__YZtg
Please support our efforts, be a patron, at:
https://www.patreon.com/seekingvirtueandwisdom
Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.
The Iliad, a warrior saga, has two visiting enemy camp stories. To truly highlight the hazards of such visits, and to gain a better understanding of how life was lived in a warrior society, we will compare these stories to a few of the visiting enemy camp stories a remarkable collection of short stories in the “Tales of the Northwest,” a collection of remarkable stories of Indian life and culture in the American frontier.
One of the most courageous characters of the Iliad is Chryses, the father of Chryseis, priest to Apollo, who ALONE visits the armed camp of the enemy, the camp of the Greeks, bringing a ransom for his beloved daughter, Chryseis, whom King Agamemnon has captured as his concubine. Another courageous figure is King Priam, who with a disguised god visits the enemy camp of the Achaeans to ransom the body of his son Hector, whom Achilles has been dragging behind his chariot around the walls of Troy, so the Trojans can properly bury the dead Hector to release his soul to the underworld.
The stories in the “Tales of the Northwest” chronicles multiple visiting enemy camp stories where fathers ransom their captured daughters, and where braves ransom their captures wives, all of which are similar to these scenes in the saga of the Iliad. The first few stories illustrate the maxim that in these tense enemy camp meetings hospitality must be shown, a meal must be shared, and in the Indian versions everyone must take a smoke from the shared pipe. Both host and guest must be respectful, lest them doom their fate. In both stories an enemy Indian band had killed most of the family or tribe, except for the Indian daughter or wife whom the brave visitor seeks to ransom.
We have a final story of how Pope Leo successfully and bravely rides into the enemy camp of Attila the Hun, unarmed, and persuades him not to invade and sack Rome.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Tales of the Northwest, by William Joseph Snelling
https://amzn.to/3tI7iff
The Iliad is a story about how Achilles and Agamemnon were arguing over their beautiful concubines captured in the Trojan War. Capturing concubines during war was common in the ancient world, in Greece, Rome, and during Old Testament times, there are even laws in the Torah on how soldiers should treat their captured concubines. And up to the time of Trent many church councils forbade kidnapping as an acceptable form of courtship.
The first sentence of the Greek class the Iliad starts with the RAGE of Achilles, the rage that made him the most dreaded warrior of the Greeks, the rage that drove him to slay so many noble Trojan warriors. But the Iliad was about another type of rage, the rage which urged him to withdraw from battle, the rage he felt when the main King Agamemnon seized the beloved concubine maiden Briseis from Achilles.
We will also look at how morality or history of concubines are discussed by:
• Iliad and Odyssey
• Roman mythology
• Book of Judges
• Torah
• Rabbis, Ramban or Maimonides
• Origen
• St Augustine
• Council of Trent
From these blogs on the Iliad, in particular:
http://www.seekingvirtueandwisdom.com/iliad_blog02/ (on concubines)
http://www.seekingvirtueandwisdom.com/iliad-blog-3-visiting-the-enemy-camp-greeks-vs-indians/
http://www.seekingvirtueandwisdom.com/the-iliad-blog-4-briseis-chryseis-arent-all-concubines-the-same/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Maimonides: The Commandments (Sefer Ha-Mitzvoth) The 613 Mitzvoth of the Torah elucidated in English (2 vol.)
https://amzn.to/3a9cJLd
Exodus, Leviticus, Numbers, Deuteronomy (Ancient Christian Commentary on Scripture: Old Testament, Volume III)
https://amzn.to/2VvTOWX
Metsudah Chumash 5 Vol Set Hardcover, Torah with Rashi commentary and footnotes, by Rabbi Avraham Davis (purchasing individual volumes is not practical)
https://amzn.to/3rWbeIs
True To The Old Flag - A Tale of The American War For IndependenceChuck Thompson
History of America. A GVLN Liberty Educational Series Book. Stories about the American Revolution. Want a free copy? Visit our website, Gloucester, Virginia Links and News, GVLN. Goto our e-books section and look up this title. Free download link will be there. No signing up, no gimmicks. Where free really does mean free.
This analyzes Richard the third act 4 scenes 3-5. It looks at themes, gives summaries, the features or elements of drama present, characterisation, conflicts and symbols/motifs identified
The Iliad, a warrior saga, has two visiting enemy camp stories. To truly highlight the hazards of such visits, and to gain a better understanding of how life was lived in a warrior society, we will compare these stories to a few of the visiting enemy camp stories a remarkable collection of short stories in the “Tales of the Northwest,” a collection of remarkable stories of Indian life and culture in the American frontier.
One of the most courageous characters of the Iliad is Chryses, the father of Chryseis, priest to Apollo, who ALONE visits the armed camp of the enemy, the camp of the Greeks, bringing a ransom for his beloved daughter, Chryseis, whom King Agamemnon has captured as his concubine. Another courageous figure is King Priam, who with a disguised god visits the enemy camp of the Achaeans to ransom the body of his son Hector, whom Achilles has been dragging behind his chariot around the walls of Troy, so the Trojans can properly bury the dead Hector to release his soul to the underworld.
The stories in the “Tales of the Northwest” chronicles multiple visiting enemy camp stories where fathers ransom their captured daughters, and where braves ransom their captures wives, all of which are similar to these scenes in the saga of the Iliad. The first few stories illustrate the maxim that in these tense enemy camp meetings hospitality must be shown, a meal must be shared, and in the Indian versions everyone must take a smoke from the shared pipe. Both host and guest must be respectful, lest them doom their fate. In both stories an enemy Indian band had killed most of the family or tribe, except for the Indian daughter or wife whom the brave visitor seeks to ransom.
We have a final story of how Pope Leo successfully and bravely rides into the enemy camp of Attila the Hun, unarmed, and persuades him not to invade and sack Rome.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Tales of the Northwest, by William Joseph Snelling
https://amzn.to/3tI7iff
The Iliad is a story about how Achilles and Agamemnon were arguing over their beautiful concubines captured in the Trojan War. Capturing concubines during war was common in the ancient world, in Greece, Rome, and during Old Testament times, there are even laws in the Torah on how soldiers should treat their captured concubines. And up to the time of Trent many church councils forbade kidnapping as an acceptable form of courtship.
The first sentence of the Greek class the Iliad starts with the RAGE of Achilles, the rage that made him the most dreaded warrior of the Greeks, the rage that drove him to slay so many noble Trojan warriors. But the Iliad was about another type of rage, the rage which urged him to withdraw from battle, the rage he felt when the main King Agamemnon seized the beloved concubine maiden Briseis from Achilles.
We will also look at how morality or history of concubines are discussed by:
• Iliad and Odyssey
• Roman mythology
• Book of Judges
• Torah
• Rabbis, Ramban or Maimonides
• Origen
• St Augustine
• Council of Trent
From these blogs on the Iliad, in particular:
http://www.seekingvirtueandwisdom.com/iliad_blog02/ (on concubines)
http://www.seekingvirtueandwisdom.com/iliad-blog-3-visiting-the-enemy-camp-greeks-vs-indians/
http://www.seekingvirtueandwisdom.com/the-iliad-blog-4-briseis-chryseis-arent-all-concubines-the-same/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Maimonides: The Commandments (Sefer Ha-Mitzvoth) The 613 Mitzvoth of the Torah elucidated in English (2 vol.)
https://amzn.to/3a9cJLd
Exodus, Leviticus, Numbers, Deuteronomy (Ancient Christian Commentary on Scripture: Old Testament, Volume III)
https://amzn.to/2VvTOWX
Metsudah Chumash 5 Vol Set Hardcover, Torah with Rashi commentary and footnotes, by Rabbi Avraham Davis (purchasing individual volumes is not practical)
https://amzn.to/3rWbeIs
True To The Old Flag - A Tale of The American War For IndependenceChuck Thompson
History of America. A GVLN Liberty Educational Series Book. Stories about the American Revolution. Want a free copy? Visit our website, Gloucester, Virginia Links and News, GVLN. Goto our e-books section and look up this title. Free download link will be there. No signing up, no gimmicks. Where free really does mean free.
This analyzes Richard the third act 4 scenes 3-5. It looks at themes, gives summaries, the features or elements of drama present, characterisation, conflicts and symbols/motifs identified
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Medieval England
QuickTimeª and a
decompressor
are needed to see this picture.
The Once and Future King
2. The Middle Ages
g Covers the 900-year
g period from the fall
g of the Roman Empire
g in the 5th century to
g the beginnings of
g modern times in
g the 14th century.
3. gDivided into:
fDark Ages: (5th to 10th centuries; period of
disorder and decline)
4. Later Middle Ages: (11th to 14th
centuries; period of advance toward
higher level of civilization)
5. Definition of Feudalism
g 1. A social system of rigid class
distinctions
g 2. A political system of local
government and military defense
g 3. An economic system of self-
sufficient agricultural manors
6. Feudal Society
g Rigid class distinctions
g Position in society determined by birth
f Relatively small number of landholding
nobles (privileged upper class)
f Great number of peasants/serfs
(unprivileged lower class)
f Regardless of hard work or ability, serf
cannot advance to higher social status
f Noble families could marry into royalty;
families could rise and fall into/out of royal
favor, and move up/down within upper
ranks
7. The Feudal Social Pyramid
(The Social System)
g King: pinnacle of pyramid. Nominally owns
all the land in the kingdom.
g Powerful lords stand immediately below king
as his vassals (glorified tenants). Received
fiefs (grants of land) from king and pledged
him allegiance and military service.
g Lesser lords (more numerous group). Vassals
of powerful lords. Received fiefs from them
and pledged allegiance to them.
f This subinfeudation process was repeated
several times down the pyramid.
8. Pyramid continued . . .
g Knights: lowest and most numerous
group of nobles. Constitute the bulk of
the feudal armies.
g Serfs: far outnumbered the entire
nobility. Broad base of the pyramid.
g Symbiotic relationship up/down
pyramid = a relationship between two
entities which is mutually beneficial for
the participants of the relationship;
these entities need each other to
survive and prosper
9.
10. Complicated Vassal-Lord
Relationship
g Often, lesser lords and knights
received fiefs from different
superiors (for loyalty, marriage or
achievement in battle) and thus
were vassals to several lords. The
question of the vassals’ primary
allegiance led to many bitter
disputes.
11. Feudal Hereditary
Relationships
g Mutual obligations between lord
and vassal or between noble and
serf were hereditary (binding upon
the heirs of both parties)
g Noble’s title and property could be
legally inherited only by his
firstborn son (primogeniture).
Superior status given to eldest.
12. Feudal Government
(The Political System)
g Weak central government (decentralized)
f Although the central government (king)
theoretically administered the entire
kingdom, the king could not generally
exercise authority beyond the royal domain.
Supposedly the supreme ruler, he was in
reality only one of several powerful lords.
13. Feudal Govt. cont . . .
g Vigorous local government
f Because the king was, for practical
purposes, weak, the local nobles
completely controlled their own
territory. The nobles made laws,
levied taxes, dispensed justice, and
waged war, thereby assuming the
functions of government. Thus,
feudal government was decentralized.
14. Military Aspects of
Feudalism
g During wartime:
f When an invasion or major war threatened,
the powerful lord would summon his vassals
to military service. In turn, the vassals
would enlist their subvassals, and then all
the nobles would unite into a single army to
repel the invasion or prosecute the war. At
other times, minor feudal lords fought
among themselves for prestige or land.
f Invasions and feudal wars destroyed crops
and property, and had great serf casualties.
Heavy armor for knights/nobles and strong
castle walls minimized casualties for upper
ranks.
15. The Castle
g Every estate (manor) had its castle.
g More of a fortress than a home
g Located on elevated ground
g Constructed of heavy wood or stone
g Surrounded by a moat
g Had a drawbridge for protection
g Serfs came inside the castle during
attacks
17. Military Aspects cont. . . .
g During peacetime:
f Hunting, falconry
f Jousts/tournaments
f Training young nobles for knighthood
g Military schooling in horsemanship, armor, using
sword/lance/battle-axe
g Became knight at age 21
g Had assistant called a squire
g Observed code of honorable conduct called
chivalry
f Loyalty to God and the knight’s lord
f Protection of the oppressed and helpless
f Support of justice
f Defense of Christianity
f Courage, courtesy, gallantry, and generosity
f Unfortunately, these ideals were frequently violated
19. Feudal Economic Conditions
(The Economic System)
g Self-Sufficient Agricultural Manor
f Farm and pasture lands
f Lord’s castle
f Village buildings
g Church, blacksmith, carpenter, winery,
flour mills, bakeries, serfs’ huts
g Manor spun its own wool, tanned leather,
cut lumber, raised livestock.
g Some materials/services had to be
obtained off-site (salt and seasonings,
iron, weapons, etc.)
20. Feudal Economics cont. . .
g The Serf
f Neither slave nor freeman
g Could not be sold apart from the land; could
claim the lord’s protection
g “bound to the soil”--couldn’t leave without the
lord’s permission
g In return for protection and the right to live on
the manor, serf owed the lord:
f Services: several days of labor each week on the
lord’s farmland
f Payment in kind: a portion of the grain and other
crops raised on the serf’s land
f A share of the goods he prepared in the lord’s wine
press, flour mill and baking oven, etc.
21. So where does Arthur fit
into all this?
g The Arthurian legend is a group of tales
in several languages that developed in
many European countries in the Middle
Ages concerning Arthur, semi-historical
king of the Britons, and his knights.
The legend is a complex weaving of
ancient Celtic mythology with later
traditions around a core of possible
historical authenticity.
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Was there a real
King Arthur?
g For centuries after fall of Roman Empire, island of
Britain constantly invaded on all fronts. Britons
needed a unifying leader.
g 5th century: Artorius Dux Bellorum (“Duke of
Battles”) led them to victory against all invaders.
g Became symbol of strength and leadership; object
of stories, songs, legends.
g No single man could have done the things King
Arthur is credited with (legends span centuries);
became mythical figure.
23. Arthur legends
g Earliest continuous Arthurian narrative:
Historia Regum Brittaniae (1139) by
Geoffrey of Monmouth. Most credible,
often-cited originating story. All later
developments of Arthurian legend are
based on this work.
g Oldest of the French Arthurian
romances is a series of 12th century
poems by Chretien de Troyes.
Introduces Lancelot into legends; more
romantic.
g By 13th century, Tristan y Isolde added
to legends.
24. Legends cont. . . .
g 13th and 14th century tales concerned
individual knights: Percival, Galahad,
the Grail knights and especially
Gawaine. (Culminating masterpiece:
Sir Gawaine and the Green Knight,
1370)
g 1485: Sir Thomas Malory’s Le Morte
d’Arthur became the basis for modern
Arthur stories.
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Gawaine & the Green Knight
Percival QuickTimeª and a
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Galahad
Knights of the Round Table
26. Chivalry
g From French chevaler meaning knight.
Cheval: horse.
g Code of behavior that medieval knights
followed.
g Arthur’s legacy was that the influences of
Christianity and courtly love expanded the
code of chivalry to include religious piety and
refined social graces and manners. Chivalry
gradually began to soften the harsh edges of
feudal warfare. Knights were now expected to
treat their fellow knights and social inferiors
with respect and benevolence. Knights were
prohibited from attacking the unarmed. The
good knight fought for glory of God and king,
not for personal gain.
27. Courtly Love
g A code of behavior that defined the
relationship between aristocratic lovers
in Western Europe during the Middle
Ages.
g A nobleman, usually a knight, in love
with a married woman of equally high
birth or higher rank had to prove his
devotion by heroic deeds and by
amorous writings presented to his love.
g Love not necessarily consummated;
every knight had to have a worshipped
lady for whom he performed his heroic
quests.
28. Courtly Love cont. . . .
g Most noble marriages were business
contracts only; true love was found in
these courtly love relationships.
Sometimes consummated, they were a
form of sanctioned adultery. In fact,
faithlessness of the lovers toward each
other was usually considered more
sinful than the adultery of this
extramarital relationship.
29. Courtly Love cont. . . .
g Attraction to the lady, usually via eyes/glance
g Worship of the lady from afar
g Declaration of passionate devotion
g Virtuous rejection by the lady
g Renewed wooing with oaths of virtue and
eternal fealty
g Moans of approaching death from unsatisfied
desire (and other physical manifestations of
lovesickness)
g Heroic deeds of valor that win the lady's heart
g Consummation of the secret love: endless
adventures and subterfuges avoiding
detection
31. The Once and
Future King QuickTimeª and a
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g Terence Hanbury White: born
1906 in Bombay, India.
g Parents:
f Mother, Constance Aston White,
was a very beautiful woman with many
suitors, from which she would not choose.
Accepted Garrick White’s proposal only after
promising her parents she would accept the
next proposal that came.
f Miserable marriage; eventual divorce
f Ignored child--sent to boarding school
32. Origin of Novel
g Young Terence discovered Le Morte
d’Arthur at Cheltenham boarding
school. Became captivated by story.
g Went to Cambridge, taught English.
Gained some notoriety for some minor
writing.
g End of 1930s: WWII is beginning to
take shape. Rise of Hitler. Began
writing stories relating to the Arthurian
legend, all based on Malory’s work.
33. TOAFK
g 1938: The Sword in the Stone (Arthur’s
childhood)
g 1939: The Witch in the Wood (Gawaine
and his brothers, Morgause, Morgan le
Fay)
g 1940: The Ill-Made Knight (Lancelot
and Guinevere)
g All this writing was done during a
turbulent time that greatly affected
White. Influenced the next two books
in the series . . .
34. TOAFK continued …
g 1941: The Candle in the Wind
(culmination of plots introduced in first
three books)
g 1941: The Book of Merlyn (epilogue)
g In 1941, he changed his overall theme
(due to changing world climate);
rewrote all three previous books.
White’s intention was to publish all five
books as one volume with one central
theme: to find the antidote to war.
35. TOAFK continued …
g At the time of the rewrite, Collins
Publishing was not about to undertake
the expense of the publication of three
revised books and two newly written
books to create such a large volume.
Disagreement evolved between author
and publisher. Resolved by the printing
of a tetralogy in 1958, including the
revised first three books (changing the
title of the 2nd book to The Queen of
Air and Darkness) and the fourth book.
White’s concession was to exclude the
fifth book, which was published
separately in 1977.
36. Miscellaneous extras
g The Sword in the Stone had
phenomenal reviews; later books had
good reviews, but not loved as much as
TSitS.
g 1958 tetralogy widely praised.
g 1960 musical Camelot
g 1963 Disney version of TSitS
g 1977 The Book of Merlyn less
marketable (too politically-minded)
g White died 1964; buried in Athens