There are three types or groups of English guilds, each of which emerged at a different time. However, there is no sharp line of demarcation drawn between them. Guilds all crossed over into each other. “The kinds of guilds lived side by side each a fresh development being an expression of gild life to meet a new need an answer to a demand made by a change in methods of employment in the conditions of life, or in economic circumstances” (Robinson, p. 10).
The Frith or Peace guild was the first brotherhood to make its appearance. As its name suggests, its main purpose was to avenge wrongs and to keep the peace. It was the product of a lawless age. It came into being to protect life and Prosperity and it functioned as a type of sworn community performing police duties. Among its other contributors was a concern with the beautification of the towns and the organization of its people in solemn group meetings for prayer service.
The Social or Religious guilds were an offspring of the Frith or Peace guilds. These were symbolic of the growth of a fuller civilization and heightened aspirations. They exerted a humane and civilizing influence over the people of the period. Their objectives were both philanthropic and religious. Membership consisted of men and women of all ranks. The provisions made for mutual charity were both beneficial to the members and destined to have a farreaching effect on legislation. “This grouping was the first to evolve and apply the methods and principles of mutual help and acceptance of some degree of responsibility of welfare—ever widening sense of responsibility which finally was accepted by the state” (Robinson, p. 46).
The merchant and craft guilds were a great social force. Merchants united to protect growing trade interests contending for monopolies as well as to protect their members from foreign competition. The craft guilds marked the advent of a new middle class, the growth of a more democratic spirit and an increasing division of labor. The main objective of the merchant craft guilds was to protect commercial interests and promote fair dealings and high standards in the quality of goods. Speculative buying for profit was strictly forbidden. This fact actually sapped prosperity and checked free enterprise.
The craft guilds arose when men first made one specific form of industry into the occupation of their lives. Weavers were the pioneers in the work of co-operation. Clothing satisfied a basic, universal need. As a result, the weavers occupation was the first to assume a position of importance and devotion for craftsmen. While merchant guilds resulted from a new impulse to trade, craft guilds arose from a recognition of the importance of quality work. The rise of the craft guild may be explained as this both historically and for the classroom; first there is a love of work and that is what makes a craftsman, but second, in order for the work to be the best it can be (of highest quality), society must achieve the levels of mastery through feedback, criticism and growth.
Craft guilds functioned on the principle that private interest and profit were secondary in importance to the reputation and efficiency of the trade. This belief led to all embracing regulations in order to eliminate defective wares. Two examples of enforced regulations were as follows: artisans were prohibited from working in garrets or chambers which were crowded or dark and were required to work in high streets and open shops; and night work was forbidden. Craft guild membership was selective—not to exclude rivals but to control quality production. Each craft guild had its own elaborate system of inspection. Most craft guilds had power to deal with those who offended against their regulations in their own courts but the accused had the right to appeal any sentence to the mayor.
Due to the rise of the merchant and craft guilds, the whole municipal, industrial and social life of the middle ages (with the exception of agriculture) moved into the circle of the guild. Guild life was all inclusive. Not only public interests but also social and moral interests were centered therein.
In conclusion a brief list or summary of the contributions make their legacy both clear and impressive.
“1.
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Influenced English municipal, social and industrial life to an extraordinary extent for several centuries.
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2.
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Most useful of their functions—helped build a social structure by which they have been superseded.
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3.
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Charactertrained and raised
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4.
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Religious spirit manifest
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5.
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Discipline enforced
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6.
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Schools of Citizenship” (Robinson, p. 3 & 4).
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“By studying guilds, we can interpret this inner life and toil of multitudes—take account these silent forces, these moving causes, learn what history may teach. By study of the social and economic phenomena of the past man can equip himself to estimate rightly the complicated issues of the present or hope to throw light on the pressing anxieties of the immediate future” (Robinson, p. 4).
The experience of the guild (being together, commenting on each others work, exchange of ideas, group creativity, role of masterstudent) is what makes such high creativity and quality happen and this is what I want to show my students through the guild experience (recreated in the classroom). This high quality and artistic experience comes from the feedback encouragement, and stimulation a craftsman gets in the guild to inspire him to highest achievement. The lesson I have suggested is to recreate in the classroom the art work in the great hall of a medieval country house or castle through the guild experience. For it is this artistic achievement—social organization duality which really underlies the scope and purpose of this paper.
The objective of this lesson is to have students experience guild activity and group criticism; learn to accept feedback; understand guild hierarchy; and experience how art can grow from group interest, stimulation, and response interaction.
I have listed the steps we will take in the classroom to create a sense of group interaction that leads to increased interest and stimulation which is essential to the guild experience.
We will begin by studying the history and functions of the guild. This knowledge helps explain the phenomenon of the artistic growth I hope to have students experience.