By Adam Fox
Oral and Literate tradition in England explores the wealthy oral tradition of early sleek England. It focuses upon dialect speech and proverbial knowledge, "old better halves' stories" and kid's lore, historic legends and native customs, scurrilous versifying and scandalous rumor-mongering. Adam Fox demonstrates the level to which this vernacular international used to be essentially based via written and revealed assets over the process the interval.
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Extra info for Oral and Literate Culture in England, 1500-1700 (Oxford Studies in Social History)
Anglin, ‘The Expansion of Literacy: Opportunities for the Study of the Three Rs in the London Diocese of Elizabeth I’, Guildhall Studies in London History, (), ‒; M. K. McIntosh, A Community Transformed: The Manor and Liberty of Havering, ‒ (Cambridge, ), , , ‒. , ‘Mothers as Educative Agents in Pre-Industrial England’, History of Education, (), ‒. ), Literacy in Traditional Societies, ‒. 18 Introduction On this basis, it has been calculated that in an aggregate of perhaps per cent of adult males and per cent of adult females could sign their names in England.
Meanwhile, a cottage in the high street of Amersham, Buckinghamshire, proudly displayed a large wall painting of Julius Caesar; another mural at a farmhouse in Fenny Stratford celebrated that famous pair, the cat and the fiddle. Inns, taverns, and alehouses were similarly bedecked with famous figures and chivalric heroes. 68 Sometimes their signs outside kept alive parochial tradition which might otherwise have faded: at Marlborough, for example, ‘the memorye of the ruined castle is preserved in the signe of 67 Calendar of Assize Records: Sussex Indictments James I, ed.
Even in highly 39 Spufford, ‘First Steps in Literacy’, ; T. C. ), The Written Word: Literacy in Transition (Oxford, ), ‒. 20 Introduction literate societies this can be so; in this partially literate one it is crucial to an understanding of how people perceived their world. It is for this reason that many contemporaries never felt the need of learning to read, still less of learning to write. At best these skills were often seen as irrelevant, and at worst they could be regarded as a waste of time.