Roots for Knighthood Institution

A brief discourse of the origins of knighthood will be followed by a general description of the cookery, practice, equipment, and ceremonies of the knights. The main discussion centers on the integration of knighthood into medieval society, the kindred of the Church to knighthood, and the development and impact of the chivalric code. In stopping point the long-range effect of Medieval knighthood on European autobiography will be discussed.

The Medieval knight was at once a warrior and a servant--a combination of qualities that might seem self-contradictory to the twentieth century besides made perfect sensation at the time. In every Western European verbiage but English the words for knight and horseman be synonymous. In English "knight" derived from the Anglo-Saxon word "cniht," which meant servant." except it is the combination of horsemanship and service "that gives the knight--and chivalry--its peculiar quality" (Barber, Reign 9). The fancy of serving seems to imply constraints upon an individual's freedom. But in the Medieval initiation very few people would have considered themselves to be in truth free or unconstrained by the social order. level off the Pope, while claiming jurisdiction over earthly rulers, considered himself "servant of the servants of theology" (Barber, Knight, 22). Thus service was non viewed as demeaning but as an elevating obligation. The belief that knights fulfilled specifi

Knights had to acquire a great number of wide-ranging skills and their training usu in ally took place in a period of apprenticeship in which a number of apprentice knights, or squires, were placed in a large plate. The term squire evolved from the cut "Tcuyers, bearers of the Tcu, or shield" and this notion of service as the means by which proficiency was gained characterized the training of knights throughout the Middle Ages (Barber, Reign 16). though expertise in the martial arts was always the main goal of the knight-in-training, with the ascension of the chivalrous ideal the extent of his direction was broadened. A boy who was intended for knighthood entered a great household at the age of seven in order to be educated along with the children of a knight of lordly status.

His initial assignment was to serve as page to the women of the household who were trusty for article of faith him "the duty of loving God and the ladies" (Abram 805). The range of teaching in academic subjects, such as writing and languages, varied considerably according to time and place but "as a rule it included Latin" and, from the twelfth century, French (Abram 806). It was only the exceptional knight who could read, write and speak all the languages he knew but, in general, both Latin and French served as the common tongues in which knights of various nations could communicate. Other skills such as "music, singing, and the art of making rhymes [were] thought very necessary" and readiness "was one of the most essential characteristics of a knight" (Abram 805). The share of entertainer, on behalf of one's lord, was considered fairly important as well and more(prenominal) specialized talents such as dancing, chess, and other games were developed by those who had an inclination toward them.

The relative expense of longer tunics and of mail and lepidote armor is demonstrated in the Bayeux Tapestry itself. The majority of the warriors extend scaled hauberks over mail coifs. Most of them do not have t
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