John of Salisbury - Early Life and Education

Early Life and Education

He was of Anglo-Saxon, not of Norman extraction, and therefore apparently a clerk from a modest background, whose career depended upon his education. Beyond that, and that he applied to himself the cognomen of Parvus, "short," or "small," few details are known regarding his early life. From his own statements it is gathered that he crossed to France about 1136, and began regular studies in Paris under Peter Abelard, who had for a brief period re-opened his famous school there on Montagne Sainte-Geneviève.

His vivid accounts of teachers and students provide some of the most valuable insights into the early days of the University of Paris. After Abelard's retirement, John carried on his studies under Alberich of Reims and Robert of Melun. From 1138 to 1140 he studied grammar and the classics under William of Conches and Richard l'Evêque, the disciples of Bernard of Chartres, perhaps at Chartres. Bernard's teaching was distinguished partly by its pronounced Platonic tendency, and partly by the stress laid upon literary study of the greater Latin writers. The influence of the latter feature is noticeable in all John of Salisbury's works.

About 1140 he was at Paris studying theology under Gilbert de la Porrée, then under Robert Pullus and Simon of Poissy. In 1148 he resided at the Abbey of Moutiers-la-Celle in the diocese of Troyes, with his friend Peter of Celle. In 1148 he was present at the Council of Reims, presided over by Pope Eugene III, and was probably presented by Bernard of Clairvaux to Theobald, archbishop of Canterbury, under whose sponsorship he returned to England about 1153, having spent some time in Rome as secretary to the English pope Adrian IV, Nicholas Breakspear.

Read more about this topic:  John Of Salisbury

Famous quotes containing the words early, life and/or education:

    If there is a price to pay for the privilege of spending the early years of child rearing in the driver’s seat, it is our reluctance, our inability, to tolerate being demoted to the backseat. Spurred by our success in programming our children during the preschool years, we may find it difficult to forgo in later states the level of control that once afforded us so much satisfaction.
    Melinda M. Marshall (20th century)

    The goal in raising one’s child is to enable him, first, to discover who he wants to be, and then to become a person who can be satisfied with himself and his way of life. Eventually he ought to be able to do in his life whatever seems important, desirable, and worthwhile to him to do; to develop relations with other people that are constructive, satisfying, mutually enriching; and to bear up well under the stresses and hardships he will unavoidably encounter during his life.
    Bruno Bettelheim (20th century)

    Our children will not survive our habits of thinking, our failures of the spirit, our wreck of the universe into which we bring new life as blithely as we do. Mostly, our children will resemble our own misery and spite and anger, because we give them no choice about it. In the name of motherhood and fatherhood and education and good manners, we threaten and suffocate and bind and ensnare and bribe and trick children into wholesale emulation of our ways.
    June Jordan (b. 1939)