The History Teacher's Magazine, Vol. I, No. 2, October, 1909Various
History
The History Teacher's Magazine, Vol. I, No. 2, October, 1909
Various
History -- Study and teaching -- Periodicals; Social sciences -- Study and teaching -- Periodicals
C. B. NEWTON, Editor.
II. THE DEVELOPMENT OF THE ENGLISH NATION; TO EDWARD I.
Feudalism: One Way to Get at It.
It seems to me better not to grapple with feudalism until the rage
of the Conquest is fairly passed, and we come to the actual reign of
William I, partly because we have our hands full before this in trying
to instil a reasonably clear idea of the Saxon forms of government,
and partly because it is not very clear just how early feudal forms
and customs began to be disseminated throughout England. So we may as
well merely mention their existence before the Norman régime, and not
explain them fully till we are called on to show what modification in
the continental system was made by the Conqueror.
The feudal system is so difficult to define briefly that most
text-books evade the attempt to do so. I believe, however, in
introducing even so large a subject as this with a terse definition,
such, for example, as: “Feudalism was a method of land ownership and
government common throughout Europe during the middle ages.” It does a
boy or girl no harm to learn a short statement like this, even though
it means little to him or her at first. It serves as a rallying point
for explanation; its terms are pegs on which to hang further details in
orderly fashion. To explain more concretely just what I mean, suppose
we take the above definition (any other would do), and see how we
may proceed with it in the class room so as to light it up with real
meaning.
A, let us say, has recited the definition glibly, having taken it down
in his note-book the day before, with instructions to learn it by
heart. “Now, A,” says the astute teacher, “do you understand what that
means?” “Not exactly,” hesitates A, if he is ingenuous (if he isn’t, he
may easily be confounded). “Good!” you reply, in one stroke commending
his honesty and showing that you do not expect bricks without straw.
“Let’s see if we can’t get at its meaning. Does your father own any
land?” (A surprised look and pricking up of ears in the class). “No?
Well, he rents your home, then? Yes? But somebody owns it, of course,
and how did he get it? Bought it? Probably. Do you know of any way of
getting land except by buying or renting it?” Voice from an excited
hand across the room, “How about wills?” “Yes, land may be inherited,
but it had to be bought once, didn’t it?” “Well,” you continue, to A
and the class, “this buying or renting for money is our ‘method of land
ownership,’ do you see? Now, did you ever hear of a man’s being in
Congress, or the legislature, or being a judge simply because he owned
or rented a certain amount of land? Certainly not. Men are elected or
appointed to places in our government. Land ownership and government
are separate matters. Just think how different it was in old England
(and throughout Europe, for that matter) in feudal times. Men held
high position in the nation largely because of their great estates
together with their prowess in war.
Public-domain text, read in full here on John Shaqi.
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