Medieval Children (review)

Medieval Children. By Nicholas Orme (New Haven, Yale University Press, 2001) 387 pp. $39.95

Scholarly interest in the history of medieval childhood has not abated during the forty years since Ariès first published his history of childhood.¹ In recent years, a number of new studies have corrected Ariès' characterization of medieval childhood as ending at age eight—as soon as the child could enter the great world of men. The newer studies have also challenged his conclusion that the Middle Ages did not have a concept of children as such. In the tradition of these scholars, Orme has devoted his book to pointing out Ariès errors. Although Orme cites recent studies of medieval childhood, in his introduction, he does not integrate these studies into his discussion of various aspects of childrearing. These rich studies would have enhanced this book with a broader interpretive framework and more information about the nonelite and uneducated classes. The title, as well, is misleading; the book treats only medieval English children.

The book follows the life cycle of children from birth through adolescence, relying heavily, as many other works do, on the learned treatises about birth and babies from medieval England. Orme supplements them with information taken largely from sources describing the birth of elite children—princes and princesses and other members of the nobility. Baptism and naming, as described in penitentials, as well as other sources, are discussed in detail. The most original chapters deal with children's words, rhymes, songs, and games. Orme explores the linguistic origins of da-da and pap, arguing that medieval children were taught with baby talk to get them to form words. The rhymes and songs were often tongue-twisters and riddles. Some of the songs accompanied games. Adult songs and chronicles often contained snatches of these early childhood rhymes, and children's songs often included specific events from the adult world of wars and politics. Play included ball games, dolls, and the many other familiar toys that appear in medieval illuminated manuscripts or turn up in archaeological sites. As might be expected from an author who has written on training nobility and education in general, Orme includes chapters about the exercises that helped boys to learn Latin and proper behavior. The book concludes with a discussion of service and apprentice positions, early marriage, and criminal liability.

Orme's sources are varied and rich, and his handsome illustrations present a strong visual correction to Ariès' assertion that children were represented as small adults. The book, however, does not say much about gender differences in childrearing, and it permits a picture of only the upper class and the educated. Yet, despite its shortcomings, it is a fascinating read and should help a general readership to form a less stereotypical picture of medieval childhood.