Chapter 3

Abstract

Chapter 3 explores the pedagogical use of manuscripts in the Late Middle Ages, particularly how medieval individuals learned to interact with books and adopt reading behaviors. It begins by examining a miniature in a private prayer book from the1440s showing Christ as a teacher and brandishing a book. The image emphasizes how books served as educational tools linking teachers and students in a shared learning experience. This chapter shifts the discussion from production to reception, considering how medieval learners mimicked behaviors through performative demonstrations with books. The chapter surveys educational practices, from children learning to read to adults engaging in complex religious instruction, and how these practices are reflected in manuscripts' wear patterns. It details the use of “picture Bibles” as educational tools, highlighting the effectiveness of colorful images and simpler texts for children. A key focus is how manuscripts designed for children, featuring alphabets and vivid imagery, prompted codified gestures. The chapter considers case studies of specific manuscripts, such as a Book of Hours made for the Use of Paris, showcasing how a child's physical engagement with the book could complement her religious and literary education. This chapter also reflects on manuscripts featuring moralizing texts such as the "Ci nous dist" and the "Tafel vanden kersten ghelove," which served as catechisms for both young learners and adults. The chapter concludes by acknowledging the influential role of educators in setting norms for book handling, which shaped the behaviors of the nobility and wealthy families. Through these interactive learning experiences, people who had access to the tools of literacy were inculcated with a deep respect for the book as a conduit for knowledge, spirituality, and moral guidance.