ENGLISH HERIT AGE TEACHER’S KIT Lindis farne Prior yHISTORY ALSO AV AILABLE TO DOWNLOAD INFO ACTIVITIES IMAGES Discover the history of one of the most remote and unique places in England. Cross the causeway to explore 1,300 years of histor y including early Christianity , Viking raiders and the dissolution of the monasteries. Visit the museum and explore the monastic remains to develop chronological skills and make cross-curricular links with geography and science by exploring the natural environment of the Island. HISTORICAL DESCRIPTION The prior y was founded in 635 by Aidan, a monk from the island monastery of Iona in south west Scotland. Lindisfarne was chosen as it was a secluded site, yet still accessible to the ma inland and prote cted b y the nearbyroyal fortress of Bamburgh. The priory’s most famous inhabitant was Cuthbert who became Bishop of Lindisfarne from 685–7. After his death Cuthber t was canonised and his grave became a focus forpilgrimages. Lindisfarne soon achieved a reputation as a centre of learning and culture – The Lindisfarne Gospels were written there at the end of the 7th century. Attacks by the Vikings, which began in 793, resulted in the monks abandoning the priorytaking with th em Cu thbert’s bo dy and the Gospels. Eventually, the monks settled at Durham in 995. After the Norman Conquest and the subsequent ‘Harrying ofthe No r th’ the Anglo-Saxon clergy fled b ackto Lin disfa rne in 1069 wi th Cut hbert’s remains. They returned to Durham in the following year, joining the newly founded communityof Benedictine monks. A shrine for Cuthber t was built in the new cathedral at Durham and the priory at Lindisfarne was refounded as a centre of pilgrimage. Monks were sent from Durham for periods of duty at Lindisfarne as the priory was not allowed to develop as a separate community and recruit its own monks. However, it was extended to cater for its many visitors. In the 12th century twelve monks and a prior lived in the prior y . After Edward I invaded Scotland in 1296 the border region became vulnerable and the priory was subsequently fortified. However, Scottish raids and the ensuing loss of revenue caused the prio ry’s numb ers to decline to fi ve in the 14 th century and then three i n the 15th centur y . The prior y was dissolved in 1536 and the remaining monks returned to theirmother house at Durham, itself dissolved three years l ater . Lead w as removed from the ro ofs ar ound 1613 and the build ings gradually decayed. From the 1820s attempts were made to preserve the priory. First the owner of the site, Mr Selby, repaired the ruins and added buttresses to suppor t the east end. When the w est fr ont collapsed in the 185 0s it w as rebuilt by the Crown. The prior y is now managed by English Heritage. PAGE 1 | 2 04/10 BOOKING AND SITE INFORMA TION North of England Office, 37 T anner Row,Y ork Y O1 6WP T 01904 601917 F 01904 601999 www.english-heritage.org.uk/onlinebooking
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ENGLISH HERITAGETEACHER’S KIT
Lindisfarne Priory
HISTORY
ALSO AVAILABLETO DOWNLOAD
INFOACTIVITIES
IMAGES
Discover the history of one of the most remote and unique places in England. Cross thecauseway to explore 1,300 years of history including early Christianity, Viking raiders and
the dissolution of the monasteries. Visit the museum and explore the monastic remainsto develop chronological skills and make cross-curricular links with geography andscience by exploring the natural environment of the Island.
HISTORICAL DESCRIPTIONThe priory was founded in 635 by Aidan, amonk from the island monastery of Iona insouth west Scotland. Lindisfarne was chosenas it was a secluded site, yet still accessible to
the mainland and protected by the nearby royal fortress of Bamburgh.
The priory’s most famous inhabitant wasCuthbert who became Bishop of Lindisfarnefrom 685–7. After his death Cuthbert wascanonised and his grave became a focus for pilgrimages. Lindisfarne soon achieved areputation as a centre of learning andculture – The Lindisfarne Gospels werewritten there at the end of the 7th century.
Attacks by the Vikings, which began in 793,resulted in the monks abandoning the priory taking with them Cuthbert’s body and theGospels. Eventually, the monks settled atDurham in 995. After the NormanConquest and the subsequent ‘Harrying of the North’ the Anglo-Saxon clergy fled back to Lindisfarne in 1069 with Cuthbert’sremains.
They returned to Durham in the followingyear, joining the newly founded community of Benedictine monks. A shrine for Cuthbert
was built in the new cathedral at Durhamand the priory at Lindisfarne was refoundedas a centre of pilgrimage. Monks were sentfrom Durham for periods of duty atLindisfarne as the priory was not allowed todevelop as a separate community andrecruit its own monks. However, it wasextended to cater for its many visitors.
In the 12th century twelve monks and aprior lived in the priory. After Edward Iinvaded Scotland in 1296 the border regionbecame vulnerable and the priory wassubsequently fortified. However, Scottish
raids and the ensuing loss of revenue caused the priory’s numbers to decline to five in the 14th century and then three in the 15thcentury. The priory was dissolved in 1536and the remaining monks returned to their mother house at Durham, itself dissolved three years later. Lead was removed from the roofs around 1613 and the buildingsgradually decayed.
From the 1820s attempts were made topreserve the priory. First the owner of thesite, Mr Selby, repaired the ruins and addedbuttresses to support the east end. When the west front collapsed in the 1850s it wasrebuilt by the Crown. The priory is nowmanaged by English Heritage.
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HISTORYENGLISH HERITAGETEACHER’S KIT
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TIMELINE
635 Priory founded by Aidan.685–87 Cuthbert, Bishop of Lindisfarne.
7th Century
8th Century
9th Century
10th Century
11th Century
12th Century
13th Century
14th Century
15th Century
16th Century
17th Century
18th Century
19th Century
20th Century
845 Monks return to Lindisfarne875 Monks abandon Lindisfarne and takeCuthberts body to Chester-le-Sreet and then in 995, to Durham.
1069 After Norman Conquest monks froDurham flee back to Lindisfarne.1070 Monks join Bendictine order at Durham.
c1200 Monastic buildings constructed.1296 Edward I invades Scotland. Border abecomes vulnerable, affecting priory’ssecurity and prosperity.
1537 Priory dissolved.1543 Priory leased by Crown.
1780–1820 Central tower and nave collap
1820s Decisions made to preserve ruins.1850s West front collapses.Rebuilt by Crown.1887–89 Monastic buildings excavated. 1984 Priory passes to guardianship of
English Heritage.
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ENGLISH HERITAGETEACHER’S KIT
Lindisfarne Priory
INFO
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LOCATIONLindisfarne Priory is on Holy Island, Northumberland.
Postcode TD15 2RXOS map 340 ref NU126417
HOW TO GET THEREHoly Island can only be reached at low tideacross a causeway. The causeway floods athigh tide, so it is very important to check the tide times when making a booking and
before crossing.Bus Travelsure 477 from Berwick-upon-Tweed (passes close to Berwick-upon-Tweed railway station); times vary with tides.Train Berwick-upon-Tweed 14 miles, viacauseway.
FACILITIESParking Municipal car park on the island(charge made).Wheelchair accessTo museum only, limitedon site due to steps.Shop Guidebooks, souvenirs etc.Toilets Municipal toilets nearby (charge made).Exhibition Groups of 15 max at any one time.Picnics Permissible within the Priory. Please take your rubbish away with you and refrainfrom using the graveyard for picnics or thechurch for shelter.
LEARNERS GO FREEEducational visits are free to English Heritageproperties and should be booked at least14 days in advance via the North Office:37 Tanner Row, York YO1 6WP
T 01904 601917 F 01904 601999www.english-heritage.org.uk/onlinebooking
Limit on party number 80Required teacher/adult helperto pupil ratio 1:6 for school years 1–3 and1:15 for all other groups aged under 18.Pupils must be supervised at all times.
Please remember you are responsible for your own risk assessment. Hazardinformation available when booking.
So that your visit runs smoothly please note the following points.
Allocated time Due to the popularity of thissite it is imperative that you keep to your
allocated time.Late arrivals If you are unavoidably delayedplease advise the site as soon as possible toarrange a slot later in the day.St Mary’s ChurchYour free permit does notallow you access to the church. This shouldbe arranged separately.Exhibition On the day of your visit, pleaseliaise with the site staff to arrange a mutually convenient time to visit the exhibition.
A GUIDE TO RESOURCES:Lindisfarne Priory Red Guide(Product code 09404)ISBN 978-8507-494-31
ENGLISH HERITAGE EDUCATIONEnglish Heritage is proud of its commitment to heritage education. We aim to help teachers and those involved in heritageeducation – at all levels – to use the historicenvironment as a resource, right across the curriculum.T 020 8981 [email protected]
www.english-heritage.org.uk/education
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The stunning setting of Lindisfarne allows a variety of subjects to be taught andcross-curricular links to be made to a range of topics and themes. Here we have
outlined some activities that connect particularly well to the property.
UNITS OF STUDY What were homes like a long time ago? What was it like to live here in the past? Why have people invaded and settled inBritain in the past?
How hard was life for medieval peoplein town and country?How did the medieval church affectpeople’s lives?
Cross-curricular links to:English, Geography, Art and Design, Maths,Citizenship, Religious studies
Many of the suggested activities have aclear historical emphasis but there areopportunities within them for cross-curricular work.
LANGUAGE WORKA visit to a historic site will excite students,which you can channel into a programme of language work. The recording of physicalevidence can be a starting point for investigation.
For example, to record features in thechurch you could ask students to imagine that they were pilgrims visiting for the first time and were overawed by the occasion.
Ask them to describe their approach to the church, entry through the ceremonialwest door, slow procession up the nave. What would they see, hear or feelaround them? Would it be dark inside? What might the monks be doing?
MAPWORK AND COMPASS SKILLSTo help students appreciate the reasons for the site being chosen, its geographicalcontext and the layout of the priory buildings you could use the heugh as a
vantage point.Students will see the:small island nearby where St. Cuthbertdied, the ancient royal stronghold of Bamburgh(now a much restored castle) on themainland opposite, and the village of Fenham which onceprovided much of the priory’s incomeand provisions.
Identifying these and other local featuressuch as the harbour, castle and causeway, then transferring them to a blank mapwould also develop students’ mapwork andcompass skills.
MEDIEVAL TECHNOLOGYTo help students understand medieval technology, how different buildings wereused and how the daily needs of the monksand their visitors were met you could givestudents a plan of the site with all featuresdeleted (such as wells, ovens, tanks andhearths).
Ask students to draw on the plan any
evidence which might help them toidentify what these rooms were used for.Add supporting information such assketches of features, notes on differentbuilding materials and observations about the size and position of these buildings.
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Alternatively, you could focus on heatingand water.
Look for evidence to show how water was obtained, used and then disposed of.Get students to explain these features
using annotated sketches or flowdiagrams.Identify places where fire would beneeded, say why and then suggest what this place would have been like to liveand work in.
ATTACK AND DEFENCETo help students understand how thepriory was fortified they could imagine that they were Scottish attackers looking for away inside.
What obstacles would they encounter – high, thick walls, gateways (withbarbicans), arrow loops in the church, towers and turrets on the external wall.
VISUALISING THE PASTTo help students visualise what the priory looked like when complete you can look atartist’s impressions in the images section. Tohelp students appreciate the function andform of the church you could ask them:
what clues tell them that the church was the most important building.
(It was the largest and grandest buildingand was highly decorated with carvingson doors, windows and pillars.)
Follow this up by asking students to identify clues to tell
them which part of the church was themost sacred.(The high altar is raised and is at the eastend of the church with the tombs of StAidan and St Cuthbert nearby; access and
view of this part of the church wasrestricted by the pulpitum and roodscreen; pilgrims wishing to get close to StCuthbert’s tomb possibly had to walk up the north aisle then go through the
narrow passage at the north side of thechancel in single file. The ceremonial useof the east end is further demonstratedby features such as the piscina andaumbry.)
Or, you could give students a plan of thechurch and
ask them to record evidence of how thedesign of the priory reflects Christian traditions.Use descriptions or annotated drawings toexplain, for example, the east-westalignment of the church, the cross-shapedground plan, space for altars, separation of monks and lay people, the symbolism of light flowing into the church, theimportance of cleanliness, and any integrated furnishings (aumbry and piscina).
COMMEMORATING CUTHBERTSt Cuthbert was honoured by having a tomb built for his remains, first onLindisfarne then at Durham Cathedral.
Ask students why we honour people in
such a way and how we commemoratepeople nowadays – statues, windows,plaques, monuments or awards, streets,buildings and parks named after them.On your return to school ask students todesign, draw or make a model of something to commemorate St Cuthbertor St Aidan which could be displayed in the priory or its museum.
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SYMBOLIC SOUVENIRSDesign souvenirs based on the LindisfarneGospels or sketches of museum artefactsand the architectural shapes of the priory.
Students could design a:bookmark based on the decoration of the Gospels or medieval decoration seenon sitemotif for use by modern pilgrims visiting
the shrine of St Cuthbert. It should besuitable for use on a T-shirt, cap, scarf, bagor badgepiece of jewellery range of decorative stationery.
Or, students could work in groups toproduce a range of themed souvenirs for aparticular group of visitors such as children,pilgrims, historians or overseas tourists.
AUDIO TOUROne of the best ways of learning about asite is to interpret it for others. Devise anaudio tour around the church to explain to a blind person what different parts of the church were used for. This allowsstudents to develop directional language,often incorporating mathematical termsand instructions.As part of the tour they must describe in
detail what features look like, indicatehow big they are and suggest whatvisitors could touch.Aim to explain how each part of thechurch was used by focusing on theremaining evidence.Move onto explain how the monks livedand provided for themselves, again using the evidence on site.Suggest appropriate sound effects for different parts of the church.Prepare a rough draft on site for working
on back at school.
MANAGING VISITORSThe site is an ideal subject to focus students’attentions on the dilemma created by thedemands of tourism with the need for theconservation of such a significant site.
Set students the problem of how the priory could still be used as a place of holy pilgrimage yet still cater for tourists.
First, ask students to assess the currentprovision of visitor facilities such as shelter,admission point, site interpretation,signage, fencing, parking, disabled access,refreshments and areas for family picnics. What problems do these create?Then ask students to suggest additionalfacilities which might help visitors to thesite. What would make their visit moreenjoyable in winter, or on windy or wet days? What additional facilities should there be to help different groups of peopleunderstand the site – visual and hearingimpaired visitors, foreign tourists andyoung children?Finally, get students to identify problemscaused by improved provision, such aslitter, dogs, erosion, wear and tear of grassed areas and accidental damage.How would students deal with these
effects?
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SIGHT, SOUND AND SMELLSensory descriptions are an excellentstimulus for creative writing. At significantparts of the site ask students to record their impressions now and what they would have
noted had they visited in medieval times.Use the contrasts between the present and the past as part of your follow-up work.This could be incorporated into:
a storyboard for a documentary about the fortifying of the priory,a diary entry made by a pilgrim visitingLindisfarne for the first time,a letter from a monk to friends atDurham,a newspaper report of the dissolution,poems about living on an island,a prayer to St Cuthbert or scripts for a story about the life of a boy or girl servant.
A useful familiarisation activity which has apurposeful follow-up is to ask students to listwords which describe what they see, hear,smell and touch today at variousatmospheric venues of the site. Later, or back at school, ask students to determinehow many of these words would still beappropriate on a winter’s day, in the 8thcentury, during a storm, at night or just after
the priory had been dissolved. Compile listsfor each occasion and make comparisons,asking students to explain the differences.
BOOKING AND SITE INFORMATIONNorth of England Office, 37 Tanner Row, York YO1 6WPT 01904 601917 F 01904 601999 www.english-heritage.org.uk/onlinebooking
Lindisfarne Priory Aerial view reconstruction drawing by David Simon of the prioryin the later Middle Ages from the South West
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Lindisfarne Priory View of West Front and surroundings showing parish church,graveyard and castle in distance
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Lindisfarne Priory Decorated pillars of nave in priory church
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Lindisfarne Priory View up nave arcade to crossing showing interior of Presbytery in silhouette
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Lindisfarne Priory General view of the Priory and castle from south west
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BOOKING AND SITE INFORMATIONNorth of England Office, 37 Tanner Row, York YO1 6WPT 01904 601917 F 01904 601999 www.english-heritage.org.uk/onlinebooking
Lindisfarne Priory Holy Island Northumberland View from the West with the remainsof Osborne’s fort in the foreground
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Lindisfarne Priory Lindisfarne stone – Anglo-Saxon
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Lindisfarne Priory Artists impression of Saxon monastery approx 660AD by Peter Dunn
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