Conclusion

Summary

By the time the liberal arts were carved for the facade of Sens Cathedral at the end of the twelfth century the figures represented an idealised view of education that bore little relation to contemporary practice. All seven disciplines could still be studied, and new work had been produced in all seven fields during the twelfth century, but few students studied all the arts in detail as a preparation for theological training. Instead most students concentrated on mastering the trivium as a basis for careers that required literacy. Although Sens was the seat of the archbishop whose territory included Paris, by 1200 Paris was the destination of choice for students from across Europe seeking training in the arts and theology. The number of masters and range of specialists available in Paris eclipsed the teaching at other cathedral schools that had attracted students earlier in the century. By the end of the twelfth century the presence of the arts on the cathedral facades at Chartres and Laon testified to past glories in those places, but the value put on education by those responsible for the design of the schemes was matched by a continuing demand for training.

The triumph of Paris as an educational centre was a result of the city's ability to draw teachers who attached themselves to the cathedral or to communities of canons near the city, notably at Saint Genevieve and Saint Victor. These masters in turn attracted students who helped to contribute to the city's economy, participating in the growing book trade as well as spending their money on drink and women. The competition between tutors was intellectual as well as economic. New teachers could prove their skills in public debate and through writing texts as they sought to build a reputation. Yet in an era in which the arts were still closely linked to theology novelty and fame also carried risks, as new ideas were sometimes interpreted as heresy and could prompt formal condemnation and instructions to destroy books or prevent particular ideas from being taught. The condemnation of a teacher could have consequences for their followers, and pupils had strong reasons to attempt to defend the works of their tutors as they sought to establish their own reputations.