The Quest of Robin de Chantenay Carrot

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Yarl Timo, Robin Carrot and Duke Drake
"Hey Jason, … He got us both!"

Contents

My Quest....

..to discover the significance of the peerage, the inner workings of the student /teacher relationships and the role and responsibilities of the Consort in the Society for Creative Anachronism.

Introduction

In June of 2018, during an informal conversation with His Grace Duke Jason Drysdale, then King Jason Drysdale, Lord Robin Carrot expressed two concerns:

  1. If music could be played by musicians during any and all events for the Society of Creative Anachronism, hereafter referred to as “The Society” and;
  2. A desire to begin a path of becoming a Laurel.

Lord Carrot also stated that he had spoken with several wonderful and informative Laurels, but he still wasn’t sure what work he had to do to get started on his path. His Majesty not only assured Lord Carrot, that he and any musicians would be allowed and encouraged to share their musical talents openly at any event, but was also assured that he would be given a quest to complete to teach him about what it means to be a member of the peerage, what is expected of the peerage, the student/teacher relationship, and the duties and expectations of a consort.

In the following month, during the Summer Crown Tourney, after heralding for his fighter, Lars Magnus, The King presented Lord Carrot with a leather string pouch and directed him to receive his quest before the evening court. When Lord Carrot received his quest, the following component were expressed to him:

  • You must question 25 peers of the realm. Only 5 can be from the Southern Region
  • You must question 10 members of the Order of the Rose. Only 3 can be from the Southern Region
  • All answers must be recorded and presented back to me (the Crown).
  • All interviewees must be asked at least 5 questions.
  • You cannot take an apprenticeship until you have completed the quest.

Surprised by the offer of help from the then ruling king, the comprehensiveness of the task and the sheer fact that someone, a royal no less was taking interest in a mere musician, Lord Carrots accepted his majesties help, keeping one thing first and foremost in my mind: “This is not difficult. You can do this.”

What follows is the results of Lord Carrot’s efforts and positivity. Over 35 peers from the Kingdom of Ansteorra and throughout the Known World were questioned according to peerage or position in the society between July 2018 to November 2018. The answers have been organized according to the questions they answer. Each question is also accompanied by Lord Carrot’s personal takeaway of knowledge from the various answers given for that question.

Note: In the following exchanges, the responses are written verbatim when possible or paraphrases from the originally recorded response. They have not been proofread extensively for grammar, spelling or any such mistake. Despite how it is recorded in this document, the responses still convey the original idea expressed by the speakers. Also, for the sake of clarification, since the teacher/student relationship goes by various names in The Society, the terms “teacher/student” will replace the terms “knight/squire”, “pelican/protégé”, and “laurel/apprentice” in the following exchanges.

"One should never place a peerage as the end all be all of their lives in the SCA. That is the wrong way to go about this hobby. You should do what you like to do, have fun and enjoy all that you can about the SCA. There is far too much in our game that you can learn, enjoy the journey, don't make a Peerage that which you strive for. Strive to have fun as you grow in the SCA."
-Ivarr runamagi

Section I: Laurels and Pelicans

These questions were written to be asked to and answered by Laurels and Pelicans pertaining to the nature of being a laurel or pelican and having a student of any sort working under them.

What does it mean to be a peer in the SCA? What does it mean to be of your specific peerage in the SCA?

My take away in short: As a Laurel or Pelican, you are a symbol, a representation of the best of what The Society has to offer. As a symbol, you are visually, in appearance and action, what The Society is. As an example, you are a model of what a society member should be, upholding high ethics that are prized in the society as a whole; such as service, being a source of information, leadership, mentorship, as well as a model of conduct and behavior. As a representation, you are entrusted by the society with the responsibility of being a representative of The Society to the mundane world.

  • You are an example of the SCA for other SCA.
  • You are a symbol of service despite your specific peerage.
  • You serve without complaint, without notice, because it needs to be done.
  • To me, being a Peer in the SCA means that the Order of the Pelican advised the Crown that they thought that I had done what they considered necessary to become a member of that Peerage and that the Crown agreed. It also means that I must always conduct myself as a Peer, never abusing the position and to always be available for anyone to talk to me about anything that they have concerns with regarding anything in the SCA. It also means that I am obliged to advise the Crown on matters that they should know about or have questions about. I do not believe that there really are differences in what it means to be a Peer between each of the four Peerages. While each Peerage has its own area of expertise, the duties and responsibilities of a Peer are always the same regardless of the Peerage.
  • To me, being a peer of the Society means that one should strive to maintain the highest ideals of chivalry, honor, and courtesy. It means that one assumes the responsibility for helping others grow in the Society and one assumes a leadership role in the SCA. A peer should always be mindful that their behavior reflects on the whole of the SCA, whether they are in their home Kingdom or traveling. As a Laurel, I feel that one should continue to grow in their craft(s) and learn new skills, teach others, and promote A&S activities in the Society. A Laurel should encourage others in the endeavors and work to raise the level of authenticity present.
  • Peerage, in my opinion, is the most misunderstood aspect of the SCA, even by many peers. We all understand what awards mean. You accomplish something, reach a specific goal, cross a finish line, you are eligible for the trophy. But we don't all understand that peerage is not an award, and cannot (or should not) be achieved by a single act. While it is the highest level of recognition you can obtain in the SCA, it also carries the greatest responsibility. It should not be considered an award at all, but a station.
  • At heart, a Laurel is simply someone who is deeply passionate about their field of artistic or scientific endeavor that has been recognized by the Order and the Crown as showing a level of mastery in their work. Equally a Pelican's passion is service. A desire to make the SCA experience as fluid and enjoyable as possible for all. Whether that is through direct service, visible or not, or service behind the scenes such as administrative work. Admittance to either Order is also a recognition of peerage qualities; grace, courtesy, and chivalry. Peers should also have a desire to share their knowledge and pass on their skills to further enrich their local group, Kingdom and the Known World.
  • Being a peer means being a leader and a model, both visibly and invisibly. It means always being your best self, championing the disenfranchised. Doing what is necessary, even when it isn't comfortable or easy. What this means as a Laurel is including everyone who is a maker of things in the game. Encouraging all. It means reaching for personal excellence and continuing to learn. It means sharing knowledge generously. More to come. Must walk the dog.
  • For me, being a peer is a job and should also carry over to life outside the SCA. So, if you need help in or outside of the SCA, I will help you. Also a peer, one should help connect you to resources you and be an advocate and peerage circles. Also, being a counsel to the crown and help out at events is part of being a peer.

What are the responsibilities and duties of being a peer? What are the responsibilities of being of your specific peerage?

My take away in short: A peer is a representative of The Society; an example of its best aspects almost an extension of The Crown. They are expected to make themselves available to speak on the SCA. They are to help, advice The Crown and others. They are models of respectfulness, duty, knowledge, and watchfulness. Also, peers should call attention to good acts and those living up to the ideals of The Society, be active in their promotion and participation of Society events, teach and convey knowledge of their craft.

  • You are a representative of the SCA. You are showing your best aspects of the SCA, an embodiment of the dream. Almost an extension of the crown.
  • A Peer is someone who should always be available to everyone to speak to regarding anything about the SCA, a Peer should always help those who need assistance in anything, a Peer should advise the Crown regarding any matter involving the SCA in the broadest terms, a Peer should treat everyone, regardless of rank or station, with equal respect and above all a Peer must never use their position to further themselves or to hinder or denigrate anyone else.
  • Each individual Peerage has certain aspects of our SCA life that they specialize in, such as service for the Pelicans. To that end, the Pelicans are obligated to watch as many people as they can to ensure that those who are doing service at every level of the SCA, local, region, Kingdom and SCA.
  • A peerage involves taking on the responsibility of modeling courteous behavior and trying to live up to the ideals of the Society as best as one can. There is also the responsibility of championing others. If a peer were to see another behaving in a chivalrousness manner, a peer should speak out. If appropriate, a peer should counsel the offender on improving their behavior. If the situation needs escalation, it is the responsibility of the peer to escalate the matter appropriately. A peer assumes the responsibility of advising the Crown. This is not just on candidates for the Orders to which they belong. It is also making suggestions for improving and growing the Kingdom. Sometimes it involves telling a Crown when something they have done/ are doing is harmful. As a Laurel, one should be active in promoting A&S in the Kingdom by participating in and taking on leadership roles in A&S activities. Laurels should be teaching and promoting events where teaching occurs. A Laurel who takes on apprentices should be active in helping the apprentice to understand the traditions of a peerage and helping them on their paths in the SCA.
  • The SCA is made up of two bodies, SCA, Inc., managed by the Board of Directors and the officer corps and the Society within which the rest of us participate. The job of the BOD is the protection of the corporate body and its assets. Period. Don't look for or expect any more of that body. The social structure, activities and the magic that is the SCA is created by the participants, led by the peers. Within their specific disciplines, the peerage determines how we play the game. I hold two peerages, I am a royal peer, having reigned in Atenveldt and Caid. I am a Pelican, having held multiple offices and served as autocrat many, many events since 1972.
  • Royal peers are the chief advisors of the Crown. We have been there. We know the fears, the pitfalls, and the challenges. It is not our job to rule. It is our job to help our successors rule. Ducal peerage carries another right, which is also a responsibility. We have the right to the ear of the Crown. People often assume that we do nothing to police the folks on the thrones. People would be shocked to hear how often the royal peers of a kingdom have quietly stepped to the plate to say, "Your Majesty, there is an enormous cow pie in your path. If you continue down this path, you will step in it. Now, that is your choice, but it is my duty to let you know it is there." We also remind new crowns of the customs and traditions of the kingdom that the crown is tasked with upholding. Finally, Corpora states: "Royalty shall be the chief examples of chivalry, courtesy, and the other virtues appropriate to the ideals of the Society and shall inspire these virtues in their subjects. They shall be true and faithful rulers for their subjects, uphold their subjects' rights and work for their benefit, and maintain an impartial justice for all in the realm." Most of us do not believe we set aside those responsibilities when we step down. My second peerage is a Pelican. Pelicans are the builders, the architects of the SCA. We do so by holding offices and bridging the gap between the modern world and the game we play. We are the stagehands of our production. You may notice that many royal peers are also Pelicans. Perhaps because they both feel a sense of responsibility.
  • Admittance to the Orders of the peerage comes with great responsibilities. A peer is expected to exemplify grace, courtesy, and chivalry. A peer should be able to interact with peoples of all stations equally and respectfully. A peer must have the strength of character to speak or be silent when necessary. This includes providing sound advice to the Crown. In addition, a Laurel is expected to teach and, where possible, mentor those that share their passion. They must promote the practices of Arts and Sciences throughout the Kingdom and beyond. Doing all in their power to enrich the SCA experience for all by producing and fostering works of art and scientific accomplishment. It is their duty to recommend to the Crown those the Order see fit for elevation. A Pelican should continue to strive to enrich the SCA experience for all by fostering and performing service. Where possible a Pelican should pass on the skill set they've developed. It is their duty to recommend to the Crown those the Order see fit for elevation.
  • The responsibilities and duties of being a peer start with what I have already mentioned and go on to systematically forwarding the chivalry, history, and pageantry of the SCA. Taking on formal mentoring relationships and teaching, teaching, teaching, both formally and informally. For a Laurel, it means taking Apprentices and Students and continuing to research and make things. I teach classes at almost every event I attend. It can mean entering Championship Competitions and fulfilling the job of Champion. It can mean being willing to judge. For me, it means hosting a weekly Music Night with vocal and instrumental ensembles that perform at Baronial events.


The Knights have a code of Chivalry, is there a code of ethics that your specific peerage follows?

My take away in short: The code of Chivalry, whether classical, authentic, or the modern versions passed down to us from the Victorians, could be understood as applying to every Peerage, but there is no one code of conduct that applies to all or every peerage, officially. Virtues such as honesty, trustworthiness, integrity, honor, wisdom, maturity, fairness one would assume to be valued by most of the peerage.

  • [You are also as a peer, an all in one.] You must have aspects of chivalry, courtly love, and graces, arts and sciences, etc.
  • The code of Chivalry applies to every Peerage, in my mind at least. The only other Peerage that has any code to follow, as far as I know, is the Masters of Defense.
  • I do know that if you ask a group of peers what qualities they prize in a candidate, most will list common values like honesty, trustworthiness, integrity, honor, wisdom, maturity, fairness… all the usual suspects. Many of these were found in the code of Chivalry. For myself… I am squired to a Knight (since 1989), and although Chivalric peerage is no longer something I pursue, I keep that station to remind myself of the Chivalric ideal virtues that drew me to the SCA. They are the first traits I aspired to and are still worthy goals for any peer or someone who wishes to be.
  • There is no universal code ethics as I understand the term. I believe that peers of every stripe should understand Chivalric virtues and come to an understanding of how that relates to their specific peerage. "Prowess" for a Laurel would be workmanship and skill at their craft. "Franchise" would be how the Laurel brings their craft to the rest of the Kingdom and the SCA. These are my opinions and I encourage you to research the Chivalric virtues and decide how they relate to what you do.
  • My Orders of the Pelican and Laurel have no specific ethical codes. However, as a peer who swears fealty, I see my oath as containing my code of ethics. It's within the words of the oath that I make the commitment to serve my Kingdom with honor and humility.
  • I believe that the code of Chivalry informs all aspects of the SCA, especially the Peerages. I don't think that the Knights have an exclusive right to Chivalry. I explain to my Modern friends that being a Laurel is like being a Knight, but for Arts and Sciences. I have been a heavy fighter, but I don't consider that the combat is what makes our organization special. I believe that Chivalry is what makes us special. My understanding of Chivalry is that it mandates honor, kindness, bravery, and inclusion.
  • I think all the peers have that code of chivalry. You should give constructive not destructive criticism and that is the code of conduct for laurel and pelicans.

What are the responsibilities and duties of a mentor concerning the education and development of their student?

My take away in short: You are a positive but correcting medium in the education of your student. You should also urge the student to be helpful and be conscious of why they are doing what you they are doing. There should also be, above all, an exchange of knowledge, not just on a chosen subject matter but also of The Society and how things are done. The peer should provide guidance, be an example of how a peer should conduct themselves and prepare the student for their future as a teacher of their craft.

  • You as the mentor, be positive, you promote them, support them and direct them. You correct when needed but… you’re almost like a cheerleader.
  • This question really has no proper answer. Each Protege, Apprentice, Squire, and Provost have different needs and requirements. I have a total of 8 Protege, each one of them has a different set of needs that I must meet to help them along the path to a peerage. The main thing a Peer needs to do with those whom they mentor is to help them to develop into a person who tries to do what is best for all those around them and not concentrate on pushing themselves forward. If anyone in the SCA who wishes to become a Peer does things that make our wonderful hobby better, they will become a Peer. If all someone does is to do those things they think will get them a Peerage, it will take them far longer, with many disappointments along the way, until they realize that they are going at it the wrong way.
  • As a Pelican… in 20 years I've never taken a protégé or formal student. I never *was* a protégé, so I have no experience with that type of relationship. Instead, I have mentored people unofficially. Usually, this means helping them with an office they hold, helping them organize the event they are autocratting, being a sounding board for something they want to teach about.. that kind of thing. Not everyone who aspires to be a Pelican really needs to be someone's "student" and with my background, I'm a better fit to help these folks.
  • That said, based on what I’ve seen, I believe the Laurel/apprentice relationship works best when the Laurel can actually teach the student at least one art form they wish to learn…When I can’t teach her a specific thing, my responsibility is to direct her to someone who can. I can also guide her research and documentation skills. At some point, when she is ready, I’m also responsible for serving as her advocate to recommend her to the laurel circle and to the Crown.
  • When I take a student/apprentice it is because I see in that person someone who has the potential to become a leader in our Society and perhaps a peer one day. I assume the responsibility of teaching them our customs and ideals, helping them decide which projects and activities will best help them achieve their SCA goals and how they can impact the SCA. I sponsor them for Queen's Prize and help them plan their entries. I give feedback on the work they have they done and advise on how to proceed. I also help them learn our Kingdom's history and help them to make connections. Basically, I feel it my job to "grow" my students/apprentices. I will assign projects and homework as appropriate.
  • A mentor should provide advice and guidance. They should be a source of information in the student's chosen field or, at the very least, and have network contacts within the Order. A mentor should also, by example and discussion, help the student develop the peerage qualities required to join the Order. The mentor should strive to help the student reach their goals. A mentorship is a two-way learning experience. A good mentor recognizes this. Any criticism given should be constructive in nature and any goals or tasks set should be designed to enrich the learning experience for the student. Tasks should be enjoyable and not too much of a burden. The mentor is also a voice in council when the student is ready for elevation. In my experience, the link between student and mentor should go beyond a shared interest in a particular field. An environment of friendship and mutual respect is the basis of a great mentor-student relationship.
  • The responsibilities and duties of a mentor concerning the education and development of their apprentices are trifold. First to instruct the apprentice in their craft or help them find a suitable instructor. Second to help them navigate life in the SCA and to develop PLQ's. Thirdly, to balance life in the SCA with Real Life.
  • My responsibility to my apprentices is the make sure that their work gets to events, to be a resource, a library and to make those connections for them.


What are the responsibilities and duties of an apprentice concerning their education and development?

My take away in short: A student is to try hard, make an effort, and volunteer to do what needs to be done. Part of this trying, doing and making an effort is for the student to take an active role in their education (i.e. ask questions, do research, practice your craft, etc.) Also, a student should know about aspects of the SCA outside of their pursued expertise. A student should respect their teacher and know that they are a representative of their teacher and their teaching. Communication is also a big part of the student/teacher relationship and students should regularly communicate their need, their finding and other information to their students.

  • You try hard. You do what you are supposed to do. You make the effort, volunteer and do what needs to be done.
  • All of the education and development of an apprentice, protege, squire or provost is really on the shoulders of that person. Their mentor can help them by telling them some things, but the trainee needs to ask the right questions in order to learn those things they need to learn. A mentor can only teach that which they know, the student has to ask to learn that which they do not know.
  • My apprentice and I do not have a contract, either written or verbal. I feel her responsibilities are simple... make things. Make mistakes and learn from them. Learn from others and seek out teachers that inspire you. Try new things. Do research. Then, teach and inspire others. If she follows this basic path I know she will succeed and hopefully, she will be happy along the way
  • When a person enters into a formal student/apprentice relationship with me, their first duty is to help keep track of my stuff (I have been known to walk away from my mug on many occasions). Seriously, they should learn what I teach, come to understand why I am teaching it and be open to my feedback. I also expect my students to live up to ideals of courtesy, chivalry, and hospitality (especially to newcomers). I expect my students to serve the Crown and Society as they can. I also expect my students to learn about SCA activities which they might not participate in. For example, I expect my non-fighting apprentices/students to learn about what happens on the battlefield. I believe that a good peer has an understanding of the many facets of the SCA as we are all one organization and community. Finally, I expect my apprentices/students to teach. It is important that we pass on our knowledge whether by teaching it informally or in a formal class.
  • The student, by association, represents their mentor and should reflect their values and work ethics. The student should respect their mentor's advice and guidance and should expect respect in turn. In my particular case, I also expect my Laurel students to conduct good, solid research. I expect them to keep me abreast of their projects and to strive towards authenticity at all times. I insist they keep a process diary to document the progression of their work.
  • I expect my Pelican students to have the drive and initiative to continue to keep the Society engine running. The wish to keep the cogs oiled in the background to ensure everyone enjoys the best Society possible. It's imperative that members of the Orders and those striving to become so hold on to the joy. If the journey or destiny is not fun anymore, no one truly benefits.
  • An apprentice should let their Laurel know what and how they are doing and if they need help. If they need help they shouldn’t be afraid to ask for it. If they make a mistake they should own up to it immediately and not let their Peer hear about it from an outside source. If their Laurel is doing a project they should ask if their help is needed and not wait to be asked.
  • The responsibilities and duties of an apprentice concerning their education and development are first and foremost to aspire to the path of Chivalry. The student should try my suggestions and not waste my time or theirs. They should aim themselves towards mastery of their craft and remember that our wonderful game is part of a larger life well lived.
  • That’s where you have to be self- aware. When you are looking for a laurel, you need to know what type of apprentice you were going to be. Know what you need from a teacher and what their political stance in the kingdom. Do they go to events, do they go to circle, are they active? You need to be aware of all facets of the relationship will be, especially their expectations that they have of you as a student.

What are the responsibilities and duties of an apprentice to their mentor?

My take away in short: A student’s responsibilities to their mentor is, to first and foremost, have and maintain a good relationship with your teacher. Also, listen and take advantage of their knowledge, expertise, and experiences. (That's one of the main reasons for the relationship). Once you are in the student/teacher relationship, you are a representative of your teacher and a student should act as such. Of course, put forth the effort in your craft and an understanding of confidences should be observed. Fairness should also be a component of what you offer to your education to yourself and to your teacher. Drive, desire and a good attitude should be here from the beginning, but the real challenge is maintaining that drive and desire and good attitude despite what happens during your studentship without being discouraged and by anything and anyone. And the importance of contributing to the wider body of art and craft in the society.

  • I believe the responsibly of the student are the listen to the advice of the teacher and merge it with what they know and make decisions on their own.
  • This is again one of those things that are different for each and every mentor/student relationship. Some Peers require that all students in a formal relationship swear fealty to the Peer. Most do not require this, I never have and never will. The only thing I require of my protege is that they don’t do anything that would embarrass me.
  • a. Effort. Every student should find their own path to success, so blind obedience isn’t required to my way of thinking. That said, most of us find it frustrating to answer questions and offer advice only to be ignored. I expect my students to at least TRY what is proposed. They picked me for a reason – presumably to learn what I know or absorb my style to some extent.
  • b. Keeping confidences. Part of being a peer is knowing when to speak and when to be silent. That begins with allowing free speech between both student and mentor that is not shared.
  • c. Fairness. Remember the mentor is still a human with other responsibilities and relationships. A pedestal is a high place from which to fall, so don’t put a mentor there – it’s unrealistic and sets them up for failure. Know when entering these relationships that you will disappoint each other here and there – keep the relationship and the human beings first before all elements of peerage or recognition.
  • I take the apprentice/mentor relationship very seriously. I can't do that unless I already know that person. I think the apprentice must true the Mentor. First and foremost. If you are not going to take advice and/or listen to the mentor, then why are you in the relationship. I have yet to have an apprentice that was in the same field as my studies. Which is very odd at times for me. I am more of a role model/guidance counselor/family therapist/PARENT at times than I would not have thought went with the job. Because of all of this, I think it’s also important to have a good relationship with said prospective apprentice before going into this mutual relationship. I think as an apprentice you much have a drive and desire to keep on doing your arts, even when you just want to do something else. Give to the arts community, i.e., teach, share for craft with others (gift), help the crown when possible. Now with that last one, help the crown when possible, I mean several things. A little history on this. I was elevated in another Kingdom as a Laurel. My husband was active duty military when we first moved to Ansteorra. We then moved to Drachenwald, Outlands and back to Ansteorra. In each kingdom, I was very active in many things. I always gave to my local group and well as the Crown. I never put any thought into what I did. I just "did". It was not until I moved to the Outlands that I decided I wanted to try and become a Laurel. I spoke with many people, much as you are doing now. I asked lots of questions and decided on a Peer to assist me along my journey. Once we had gotten to know each other and discussed our terms, I was given a "blue" belt. A combination of Yellow and Green. My Peer was a double, meaning Pelican and Laurel. Her theory was you could not do the arts without service and service without arts. I did not understand this at first, but it did not take long for me to realize what I was already doing. So, how does this tie into my above statement? Well, sharing with the Crown means just that. You must be willing to assist others, even when you don't want. There are times a Crown needs a project and will come to you. I have over the years put many of my personal projects on the back burner to assist the Crown. But, I also realize that I’m not just serving the Crown but the Kingdom.
  • Being a good student of their art. Having the drive to peruse the art.
  • My Pelican's cardinal rule was " Help if you can, stay out of the way if you can't and don't be a Goober." I think that pretty much sums it up for me.
  • With each relationship it’s different. They must have a good attitude and a good heart because that’s what it’s about sharing and learning.

What do you think is the best way to encourage and develop your apprentice and their skills so that that you will get the best out of them?

My take away in short: Since every teacher/student relationship is different there is no “one” answer, but there are some good practices that should be enacted and enacted often: Giving positive feedback, gentle and constructive correction/criticism (Compliment sandwich), letting them do what they need to do and compare that was expected to what happened, giving encouragement, being honest, allowing the student to ask questions, watch and do it themselves, communicating with your students a lot either in person, on the phone or via text or chat, getting to know them and their strengths and weaknesses as well as you can.

  • Give them positive feedback, be gentle in giving correction, and if you correct them be sure to sandwich it with something they did well (Compliment sandwich) and let them do what they need to do and compare that was expected to what happened.
  • Questioning. Questioning your sources, Were they are available Where they can be gotten a hold of, questions about other peers and their strengths.
  • Again this varies with each one of my proteges. Mainly I encourage them to do what they can to help their household, local group, region, and Kingdom to function better and more smoothly. The things they do varies greatly. Right now, I have one Protege who is a Kingdom Officer, one who is a regional officer and two who are local officers. One of mine is a primary leader in a new

household. Two of mine are also supporting the Kingdom and local groups with their arts and sciences work. Two of mine are great voice heralds.

  • One of the most important things I have done with many of my proteges is to tell them NOT to do something. I have found that those who like to do service often need to be pulled back so they don’t overload themselves and cause burnout.
  • a. I am presuming here that you mean to speak of developing the student, so with that, I say the best way I know of is to build up their strengths. If someone is shy, forcing them to speak in public isn't necessary. What is necessary, perhaps, is networking enough to find partners to speak in public or maybe knowing how to write a great announcement to be read in court. In other words, don't force them to overcome their weaknesses directly, teach them to work with and around them. The same is true for the craft and skill of any kind. If a fighter isn't strong, they must have skill and cunning. If a cook isn't excellent at the skill of timing, they must adapt to foodstuffs that don't need to be served hot or cold, etc.
  • b. If you mean "how to coach up" and get more out of a mentor – honesty is likely the best policy. If one didn't confirm or share expectations prior to entering the relationship, it's never too late to express needs compromise or, in the worst case, depart from the relationship before resentments occur.
  • Ask questions, watch and do yourself. As I said before, I have not had an apprentice that shares my primary skill. But, having a relationship does not mean we all have to do the same thing. I learn from them just as much as they learn from me. That is one of the big topics we talk about before a belt is given. Since we are so close, to begin with, we tend to hang out together. They learn how I interact with others, how I encourage and how I react to different situations. When I judge, they sit in and we discuss how and why I score a project.
  • There isn't anyone answer. It is individualized to the person. Basically, keep them motivated and redirect when necessary.
  • Talk to them a lot either in person, on the phone or via text or chat. Get to know them and their strengths and weaknesses, as well as you, can and if you can do it before you accept a belt that's even better. As a cook apprenticed to a cooking Laurel I asked to be shown the ropes and the hoops she jumps through when she does a feast. I learned from her and I think she even learned some stuff from me.
  • Everyone is different. Sometimes it’s teaching/learning the arts. Sometimes it’s working on interpersonal skills and encouraging your student to take on leadership paths.


As a student, what is the best way to learn a craft/art from a teacher?

My takeaway in short: Step1: Find laurel that does what you want to do. Step 2: Make time to meet with Laurel to learn or learn more about what you want to learn Step 3: Go to that Laurel on the appointed day at the appointed time and learn the craft by watching the Laurel do what you want to do then try to do the craft yourself. (Remember, ask the question when you don't understand) Step 4: Continue to do the newly learn craft until you can get it right (Practice make perfect) Step 5: Make a future arrangement to work together again and ask for guidance on future projects. Step 6: Repeat Steps 1-5 as needed.

  • Watch them as they do whatever it is that you want to learn to do, listen to what they tell you and watch what they [actually] do.
  • Work on joint projects.
  • The best, and only, in my opinion, way to learn anything is to ask. If your mentor doesn't know how to do something, they will either direct you to someone who does know, or learn how to do it and then guide you through it.
  • In my experience, shared projects are the absolute best way to exchange knowledge. That can still mean long-distance sharing and people don't have to be joined at the hip, but where possible, working together is ideal. Maybe the first few projects include shadowing/ghosting the mentor with some hands on. Eventually, the student working with mentor oversight, then perhaps ideally side by side so that the learning and teaching become mutual. I believe this can work in any venue for any subject from autocratting to being a chief lady in waiting to being on a spear guard.
  • Ask questions, watch and do yourself. As I said before, I have not had an apprentice that shares my primary skill. But, having a relationship does not mean we all have to do the same thing. I learn from them just as much as they learn from me. That is one of the big topics we talk about before a belt is given. Since we are so close, we tend to hang out together. They learn how I interact with others, how I encourage and how I react to different situations. When I judge, they sit in and we discuss how and why I score a project.
  • As an apprentice, you need to ask for guidance. Ask for tasks. When possible, at non-event times try to get with your laurel and work on the skill. When you have a good grasp of a particular skill...teach it. It will improve your skill and spread the activity.
  • Watch, ask questions even the hard ones like why did X not work out as you thought it would when you did Y? Ask them to introduce you to others in the same field and ask them questions. Read everything you can about the topic. Learn the A&S criteria in your kingdom and not only enter but judge as well.
  • The best way to learn the craft if to spend the time with the person you want to learn the craft from that is competent. Then do the research and to the craft that shows that you have done the research.


As a mentor, what is the best way to teach a craft/art to your student?

My take away in short: Again, students are different but above all, best practices should be employed. Namely, develop a plan for how you are doing to teach to encourage the best results in your student which can be modified to fit the individual student. Be willing to share resources or direct your student to resources they can easily acquire. Working with your student is paramount whether it's doing joint projects or using the "present, practice, producing" method of teaching and guiding them through their projects. Communication is also important and should be regular practice throughout all stages of teaching with every kind of student. And look at your students and what they do outside of your instruction time: attend any classes they teach, read and assist in creating any documentation materials, ensure that they are doing good quality work.

  • Work on joint projects.
  • Without a doubt, the best way for anyone to learn how to do anything is to show them how you do it, discuss it with them, modify the way you do it to match them and then let them do it while you watch. This has worked for me in everything I have ever taught anyone.
  • See above, but for the mentor side I would add – HAVE A PLAN. Being great at something doesn’t make one a great teacher. In theory, teaching has been a part of the journey that got one to peerage – but that isn’t always the case, and teaching can be hard. It is critical to remember the objectives – it’s not an information dump where a student is expected to glean data and then perform. We are in a living, breathing experience where demonstration, explanation and hands-on experience are all required. It isn’t simply what I want to teach, it’s much more, what I want the student to walk away with – and that needs to be significantly more than just the opinion that I am knowledgeable and a great resource. It can also slow down lessons when you teach through objective and outcome. Checking along the way and correcting as you go may mean not getting to the result in the time allotted, and everyone needs to be flexible about that.
  • I read all their documentation, whether it's for an A & S competition or not. I attend classes they teach to see if they are effective and reach the audience. I ask to see end products that are used or given away to make sure they are doing quality work. Again, we tend to be together most of the time. This is not a must, but because we already know each other, we are already doing much of the same activities. If I'm not able to help them with a specific task, then I'll find someone who can help. I believe as Peers we help everyone, not just our own apprentices.
  • As a mentor...I am not a laurel, however, I have taught numerous classes on brewing. Several of the individuals I taught are now laurels in brewing. Things I did were to show the mistakes I made and the successes. In my opinion, the most important part is to allow the student to make mistakes, let them try to figure out the mistake, and then guide them to the solution if they did not find it. Do not say, “This is how it’s done.” There are lots of correct ways to do a task or activity.
  • Talk to them and find out what it is that they want to learn. Give them reading lists and let them use your library, get them to start a blog even if it’s only available to the two of you. Writing out their ideas and telling about their successes and failures is a good place to start plus it gives you a written record of what they’ve done and you can refer back to it. Admit if you don’t know something that they want to learn and find them another mentor in that area. Give them the option once a year to review and decide if they still want their belt and if they don’t give it back to them without fear of retribution. You don’t have to be BFF’s but respect in both directions is needed.
  • If we match on arts, the best way is to work together when I am teaching them, I also learn from them so we learn together and helps build the relationship.

How do you think the teacher/student relationship affects the SCA as a whole?

My take away in short: The teacher/student relationship is for good or bad, the future of The Society. It's based on a historical model of teaching that could be understood as the foundation of The Society as an educational organization. This is where skills are developed, and knowledge is passed from one "generation" of members to the next "generation" of members. Not only are skills taught and talents improved in these relationships but relationships that can potentially help strengthen or weaken The Society, are created, fostered, and grown in this environment.

  • The whole of the SCA is predicated on the peerage structure and the students do most of the effort. [A lot of the people you see serving as autocrats and feastocrats are all working to develop their talents and achieve peerage to be of better service to the society.]
  • Baseline, what we are in the known world are educators. We research and recreate aspects of what we study.
  • The integrity and honor that you bring into the student-teacher relationship helps others to reaffirm the ideals of the exchange of information as well as the ideas of grace, courtesy, etc.
  • Overall, I think it has a good effect. In some cases, the mentor can sour a student because of either too much or too little guidance. But if the mentor acts as a Peer should, the various relationships will help the SCA become a better place.
  • It is 100% our future for good or ill. What we teach develops the next generation and carries on for years. This includes not only skill/craft but philosophy and demeanor. Whether peers get excited and joyful when working for the crown or poo-poo them, whether fealty is an element of love or stressed only an obligation, whether the virtues are celebrated or not expressed at all – these things will make or break our future. In fact, they make or break every event in the now. I think it should also be said that mentor/student relationships can exist without being formal. They are all unique. I consider that as a peer, my first duty is to teach all comers. If I have knowledge or a skill that others wish to know, I share it. That doesn't have to mean anyone who wants to know how to do something must be a formal student of mine.
  • Wow, this question is a deep one. I personally think I have a totally different relationship with my apprentices than most that I know in the SCA. Our relationship goes deeper as we tend to spend so much time together. Family as they call each other: brothers, sisters and me as Mom. I found odd the first time I was called that. I did not call my Peer Mom, but I am a very private person. Now, it's kind of "cute" and I take it as a sense of caring. We are a force together. We have a wide span of knowledge to share, we can and do assist each other where and when needed. It has made the SCA for each of them better and a stronger person. So, some of these are lengthy, some not.
  • The peer/student relationships are one of the most solid building blocks of the SCA. More than anything it's a social bond. It helps us tackle big projects, form war units, advance our knowledge and have more fun together. Because of the nature of the bond, I'd strongly recommend you find a teacher whose company you enjoy. A brilliant artist and teacher who's kind of a jerk will make your time less enjoyable.
  • It encourages teaching/learning and relationship building
  • Friendship – in many cases wonderful friendships are created through these relationships, Guidance, Encouragement, Assistance as needed, Correction as needed, An advocate
  • The SCA is built on this relation. It’s how they learned their trade based on the historical model.
  • It is the best way to teach, one-on-one. Historically it is the best way to teach because you learn better and you can focus on what is being taught.

What should a student expect from their mentor?

My takeaway in short: The nature of the relationship seems to be an important expectation. The student and teacher should get along or at least be reasonably amicable. Other important expectations seem to be decorum, social ability, personal outlook, being a source of knowledge and answers, an ability to work hard, advocacy and guidance.

  • It should be a relationship based partly on friendship. There should be a preexisting relationship there. Before the student-teacher relationship begins. This will increase understanding of the relationship.
  • A student should expect from their mentor availability of resource pertaining to the student’s art, not just the teachers
  • Decorum should also be expected from the mentor. Also, an ability to interact with all people of different statuses and an outlook on people that is close to your own.
  • To be an example to you as a student and to other peers.
  • Above all a student, in any relationship, should expect support from their mentor in all things that they attempt or do in the SCA, assuming these things are good. The student should always get answers to their questions about anything that pertains to the SCA and the relationship they are in.
  • I would expect my protégé to expect me to work as hard as they do so that I can work alongside them.
  • I believe there are two primary aspects an apprentice should expect from their mentor – guidance and advocacy. Guidance should come in a variety of forms: 1) teaching them art(s), 2) helping to find others to teach them art(s), 3) developing peer like qualities, 4) teaching them aspects of competitions as a competitor and as a judge, including teaching them how to receive and give feedback, 5) being there to answer the apprentices questions, or help them find those answers. Advocacy comes in being the apprentice’s representative to the Laurel’s circle. The Laurel should bring the apprentice to the attention of the circle when the time is right, and also should bring feedback from the circle to the apprentice and help them work on anything the circle feels could use improvement. In addition to those two aspects, the mentor should give to the apprentice a deeper friendship and level of trust, be a confidante, sounding board, and a voice of experience. A mentor should always strive to be there to support their apprentice (i.e., help them prep to teach classes, sit in on the classes, be there after competitions to discuss results, etc.).
  • Friendship, Assistance as needed, Someone who will listen and accept criticism and advice. This does not imply obedience. They don’t have to agree and/or change – just listen, understand, appreciate – and then choose their own path, Enthusiasm for learning (and not just in their chosen art), A willingness to embrace the complete SCA experience.
  • The should expect support, belief in them, a person that they bring their question to and get an answer or direct to when they can find the answer. The should be approachable, serious and at times not.


What should a teacher expect from their student?

My take away in short: Honest, and Effort; an ability to communicate effectively your needs and wants and especially question and commit to your art/craft, the ability to conduct yourself in a civil and respectful manner, a willingness to improve your art and be a representative for your art form. Probably most important is for a student to learn how to accept criticism of their art, identify constructive feedback from destructive feedback, digest it, apply the constructive feedback to your craft while discarding the not so constructive feedback. Also, students should learn not take critiques personally. Concerning their art, they should work toward a goal of developing their own personal character and peer-like qualities through the practice of their arts and interaction with the arts community. The student may also be called upon to teach the mentor. Finally, student should be making art, and consider serving in A&S offices, teaching and competing as part of their development, and of course be active in the Society.

  • All I can say is what I expect from my protege, that being honest, as much effort as they can do given real life, and that they communicate with me with any questions, issues or problems. Since when I take a protege, they become family, I also expect them to be civil and respectful of each other and my wife.
  • I would like to see in my proteges' dedication to the kingdom, bring something new to the kingdom that makes it better.
  • The mentor should expect the apprentice to be willing and focused on improving and championing their chosen art form(s). There is always room for improvement, and the apprentice should always be seeking those things to further their chosen art(s). I expect my apprentices to learn how to accept criticism of their art – to take feedback, digest it, apply the constructive feedback, discard the rest, and not take critique personally. Learning to receive feedback helps teach how to give good feedback. A mentor should also expect the apprentice to develop their own personal character and peer-like quality through the practice of their arts and interaction with the arts community. I think it’s also important for an apprentice to teach something of value to the mentor. An apprentice should also be ready to support their mentor in things the mentor does (i.e. teach a class if the mentor is a class coordinator).
  • Communication and commitment. Anyone who enters into a relationship with someone should always be on the path to peerage. Some can do it in a short time; others (like me) have life interrupt their time in the Society. You have to be involved in the Society to advance. Make art, serve in A&S offices, teach and compete. I expect my associates to let me know their plans on attendance and projects on a regular basis. Their trust that they path the mentor is leading them on is in their best interest.
  • Honesty, hard work dedication to their project, to their art. And time away from it all. And understanding that they will progress that their pace. It is their job to help not to dominate.


As an apprentice what is the best way to prepare for an apprenticeship?

My take away in short: How to prepare for an apprenticeship: Step 1: decide what subject area(s) in which you would like to advance. Step 2: become knowledgeable of the peers that you would like to form a relationship with that also have a keen knowledge of the craft you would like to learn. Step 3: Talk to your potential teachers about what you would like to do and learn as much from that peer as you can. Step 4: Start working on your craft and if you are chosen to be a student, be prepared to listen, learn and improve your craft.

  • Talk to your potential teachers and make sure that you are expecting the same thing out of the relationship.
  • Anyone contemplating becoming a student to any Peer must first become knowledgeable of the Peer that they would like to form a relationship with. The best way to do that is to just talk to the peer about what they do and what they would expect or require from each other.
  • The best way to prepare is to meet people, establish links and
  • I believe the most important thing to do to prepare for an apprenticeship is to find a mentor who you want to foster a deeper relationship. I believe this is the most important aspect. Whether they do your art, or not, your mentor should be someone you have a bond with that you feel supersedes any other teacher-student relationship. You may have many people teach you things over the years, but a mentor should be one person with whom you have a bond that goes beyond just teaching. Also, you'll want to consider the importance of proximity – do you want a mentor that is local to you, in-kingdom, or are you ok with an out of kingdom mentor? Is your potential mentor active, or are they retiring from being SCA-active? Are you ok if the mentor has a lot of other apprentices, none, or just a few? How do you get along with their other apprentices? It is vital to sit down with a potential mentor and talk to them about what you are looking for and what concerns you have.
  • Actually… once you are an apprentice, it is a bit late to prepare for an apprenticeship – but prior
  • to the official joining, you should know your own heart – know what you want to accomplish, what help you feel you need, and how much time, effort, and wealth you are willing to commit. Try to understand the culture of the SCA and its sub-groups – and how you and your peer will interact with them.
  • Get to know as many peers in all disciplines as possible. Know about all aspects of the Society
  • 1. find the right Laurel talking to laurels and finding the one that is best for you. 2. have a goal. Know what it is you want from the AS and what you are willing to give to the AS and be prepared for that you change.


As a teacher, what is the best way to prepare for a student?

My take away in short: Think long and hard about what 1. What you want to teach your student. 2. What you can and can't teach and 3. How you can work with different personality types; In other words: Have a plan. You should know what you want to accomplish, what help you feel you can offer, and how much time, effort, and wealth you are willing to commit. If there is something you can't teach, be prepared to direct your student to someone who can teach what they want to learn. In addition to teaching your knowledge of the craft, be prepared to teach an understanding of the culture of the SCA and its sub-groups and how you and your student will interact with them. Be prepared to lay the groundwork for the teacher/student relationship and know who your go-to people will be to help you with any issues that may arise. Communicate expectations clearly and early in the relationship to avoid issues later and let the student know that you are open to their communication on anything relating to their craft or otherwise, if you choose. And finally, prepare any materials or information your perspective student may be needed.

  • The best way… realize that you are going to work together. You may not be the best of friends but you would be able to work together. It is best not to take a friend as a protégé.
  • I was fortunate to mentor an artist who was an apprentice to another Laurel. His Laurel, however, didn’t do his art, so they reached out to me to work with him on his art. I think that was invaluable to prepare me for being ready to take my own apprentices. I think a mentor also has to be ready to commit to giving their apprentices priority over things they might otherwise do – and still find the fun to be had in doing so. If you’re not ready to give of your time and effort for another person, then you aren’t ready to be a mentor.
  • "Best" is complicated. As with most teaching things, it depends on the learning style of the student and what their challenges are. My apprentice and my squires have access to my library and workshop. They literally have keys to my house. Two of them have lived with me. They're like family, and I see part of the obligation I have to help them back on their feet when life knocks them down. They can't enjoy being a squire or apprentice if they don't have a place to live, or cash to get to events.
  • Know your own heart – know what you want to accomplish, what help you feel you can offer, and how much time, effort, and wealth you are willing to commit. Try to understand the culture of the SCA and its sub-groups – and how you and your apprentice will interact with them. Make sure you have relationships both within the Order of the Laurel and without that will assist, rather than resist, your efforts to move your apprentice forward on their path.
  • Have a plan in place. Lay the groundwork for the apprenticeship. Know who will be your go-to people to help you with any issues that may arise. Communicate expectations clearly and early in the relationship to avoid issues later. Prepare any accoutrement that may be needed. I always have a gift for the persons S.O. at the beginning. Decide on any ceremony that may be done at the beginning.
  • Know what kind of people that you can motivate. Know yourself. What you can do and what you can't do.
  • Also, know the personality types you can work with. Know yourself and know your target audience.


As a teacher or a student, did you look for any qualities or traits in a possible teacher or student before you initiated a teacher/student relationship? If so, what were those traits?

My take away in short: Again, different people value different things in general, therefore different peers will value different qualities in their students. Some qualities that may be sought out by teachers/students are: a passion for the craft that they want to pursue, the ability to keep their Society life and mundane life in good order, being a person that the peer may want to or be able to be friends with or add to their household or group, someone who has a focus on developing skills and improving their art, someone who makes efforts to learn, listen and seek out knowledge of the craft, a love of the game and love for their craft, a willingness to do what needs to be done the accomplish the task, and commitment to their task.

  • The most important thing in forming any relationship in the SCA is to know what the person you want to enter into the relationship with is like in every respect. If you don’t know what the person is like you are entering into the relationship with, and there are major differences in the way you think, act or believe, the relationship will fail. For my protege, I have to know them as an individual before I would take them as a protege. All of my proteges are my friends and remain that way as long as they don't do anything heinous that would make me get rid of them. And being friends, it is easier to talk to them about what they are doing, or not doing, that helps them along the path to a peerage.
  • As a mentor, I look for someone with a passion for what they do, has both their mundane life and SCA life in good order, is someone I feel would add to my SCA family, and is focused more on improving their art over getting the award.
  • For me, the apprentice has to make some effort to learn, to listen, and seek out knowledge of the crafts we pursue. I'm expected to teach, and include her in learning opportunities, and introduce her to other experts who can take her interests farther. She represents me to some degree, so I request that she bear that in mind and try not to embarrass me, and I try to do the same.
  • I am part of a very large household and look for students that will fit in with our group. It is important to me that any candidates and I have formed a friendship first. I count all of my former squires as close friends and continue to be part of their lives in Society and in the mundane world. The sense of humor and love of the game. On squires, I look for the love of combat. The dream of being a knight in shining armor who is the shield of the weak. I look for similar body styles and attitude. On protégés, Someone who seeks tough jobs. Anyone who wants to
  • There should be a passion for either what they're going to teach or what I going to learn. There should be a commitment.



Section II: Knights and Masters of Defense

These questions were written to be asked to and answered by Knights and Master of Defense pertaining to the nature of what chivalry is and how it is to be enacted.

Being new to the SCA, can you explain accurately and historically what chivalry is? What is your personal understanding of Chivalry?

My take away in short: Chivalry can be defined as a set of behaviors expected of anyone who is considered a knight or a fighter who is part of an elite or upper class of fighters. The components of the code of chivalry have changed over time taking with additions of rules and values and changes in the understanding of components of the code, such as the understandings of honor, duty, prowess, humility, and sacrifice. Despite these changes, the code has stayed essentially what it has been since its inception. At the same time, members of the chivalric class have developed personal understandings of chivalry and have made it adaptable to both their Society lives and their mundane lives.

  • In a nutshell, chivalry is a set of behaviors expected of anyone who is a knight. What specific behaviors are expected will vary depending on time period and location. The modern view of chivalry is based on a modern view of chivalry that looks back to the original concept of chivalry but there is some overlap.
  • I know that for me, chivalry is how a gentleman should always comport himself around the ladies. It is also one of the more important aspects of all of our fighting styles in that everyone who takes the field should conduct themselves in a manner that shows respect for their opponent and for the person that they are fighting for. Because our fighting is based on an honor system for calling shots, being honest with how you call the shots is, to me, of utmost importance.
  • From the standpoint of what is a Knight, I always expect them to be chivalrous towards the ladies, to comport themselves in an honorable fashion at all times on the field, to aid those who are unable to defend themselves, to give protection to everyone and above all stand up for our Kingdom.
  • Chivalry is basically the equivalent of mundane integrity, doing the right thing even when people aren't watching. Historically, William Marshall has been used as the example [of chivalry]. He knew how to treat people and take care of his people and handle different obligations.
  • Historically, the chivalry were the horsemen of the army. Now chivalry with a big "C" is the romantic pursuit of ideals, courtly love and the defense of the weak.
  • Dating back to the time of Charlemagne, Honor, duty, prowess, humility, and sacrifice have been chivalric virtues.
  • Doing what is necessary not always what you want to do.
  • The ability to be the best in combat and the ability to hold yourself up and beyond.
  • My personal understanding is graces and the ability to be humble.
  • Historically, chivalry was not something you displayed to the masses. It was more for the people equal or above your social status. It didn’t really affect how they treat those below them. This is different from the SCA where you’re expected to be chivalric to everyone.
  • Chivalry has multiple meanings. It all depends on who you ask. Chaucer, William Marshal, the various knights of the rose or garter in modern England. Additionally, though the word chivalry was not used...the Norse, Germanics, Celts, Romans, Persians, etc. etc... all had their version. Oversimplified chivalry is the code that guides your hand in day to day and military activities. Treat others how you want to be treated. Give of yourself. Honesty. Help those in need. Defend the weak. Chivalry touches on religion but I am not a religious person, however, follow your religious leanings and do not speak down to other religions. Chivalry to me in the SCA...(I am a 6th-century DalRidian Celt). Defend my lord. Defend our way of life. Defend my lady. Defend the defenseless. Support when needed. Resist the evils that twist our being.
  • Honesty. With honesty, you can find and address your own faults. These faults can be in a multitude of areas. Prowess, comportment, language, general behavior...
  • Chivalry is an idea of respect. It's about things we have already been taught; treat others how you want to be treated. It all comes down to respect.
  • There is SCA chivalry and there is historical chivalry…

Which chivalric values do you think are most important and why?

My take away in short: It seems that of all the chivalric values, honor “official dignity, repute, esteem. ”, prowess “distinguished bravery and extraordinary ability. ” and franchise “having all of the other Chivalric Virtues and having them consistently. ” seem to be valued as the most important among those questioned. Other seemingly important virtues are faith, humility, service, generosity, virtue, duty, courtesy, and a willingness to teach.

  • The classic number of seven chivalric virtues is standard, but the common values that are mentioned are prowess, franchise, faith, humility, service, etc. In an SCA context, humility, franchise, are important. Humility is important because it helps to keep one in perspective. Franchise is a way of saying that everything fits together nicely. It’s a blending of all the other virtues put together.
  • Honor above all else is the most important. Without honor, a person is not a person who should be in our game. Too much of our game assumes that everyone is an honorable person. When anyone fails to behave in an honorable way, they have broken the ideal and the basis of the entire SCA.
  • For me, now that I don't fight anymore, my honor is of utmost importance. I try very hard to be honorable, and thus chivalrous, in everything I do in the SCA. I attempt to make sure that my word is my bond and that I can be trusted without question. Being human, I fail at this at times, but try to repair any issues that I have caused by not living up to what I said.
  • Prowess, franchise are important values for me.
  • For me, Honor, at and grand and personal level, Franchise, being an ideal that someone looks up to, is important to me.
  • Generosity, franchise, courage are important chivalric virtues.
  • Above all, honor, duty, courtesy, without honor, there is no chivalry.
  • Ability, prowess, willingness to teach and go up and beyond and help others.
  • Often, they are boiled down to a list of 8 or 10… to me I think prowess is the more important for a knight because of the populace need an example of what is right.
  • Prowess is the virtue that defines us as an order. It’s the defining virtue of chivalry. Franchise as a concept is something that encompasses all the other virtues.
  • In the SCA, … I believe that franchise is the most important because we do this for fun.


How do you enact chivalry in your SCA activities?

My take away in short: In short, chivalry is enacted in various ways in SCA life. Those that practice chivalry do so by teaching, making efforts to be honorable, conducting themselves in a way that portrays and embodies the prized ideals of knighthood such as honesty, courage, and gentility, treating others as they wanted to be treated, and being virtuous overall.

  • By fighting and teaching the next generation. One should do their best to make sure that those that come after you have the same activities that you do.
  • For me, now that I don't fight anymore, my honor is of utmost importance. I try very hard to be honorable, and thus chivalrous, in everything I do in the SCA. I attempt to make sure that my word is my bond and that I can be trusted without question. Being human, I fail at this at times, but try to repair any issues that I have caused by not living up to what I said. I apply the same rules to my mundane life as well. It has become second nature to be that way after 34 years in the SCA.
  • I conduct myself as a leader on and off the field, teach and help whenever and wherever I can. Treating others as I want to be treated.
  • By being honest and honest in praise in my mundane and SCA life
  • By upholding honor and being courageous and unafraid to do the right thing.
  • Always try to help the ladies and anyone who needs guidance, honor the king and queen and do my duty
  • Chivalry, in my SCA activities....my lady often tells me I give too much of myself. Mundane life...yes...daily. I am a teacher. I specialize in students with behavior difficulties. I always give a student the opportunity to make things right. What happened yesterday was yesterday, today is a new day. That is a difficult thing to actually believe.


Do you enact chivalry in your mundane life? If yes, how do you do this?

My take away in short: Yes, among those interviewed that practice chivalry in the SCA try to enact chivalry in their mundane lives as well.

  • Yes, it’s important to me to treat others with respect and dignity daily [mundane] level.
  • Yes, I don’t lie, I try to be honorable and help people.



Section III: The Order of the Rose

These questions were written to be asked to and answered members of the Order of the Rose pertaining to the nature of the role of a consort.

What are the responsibilities of being a consort?

My take away in short: The responsibilities of a consort are varied and depend on the needs of the populace at the time of the crown’s ascension. For the consort specifically, roles may include being the sole royal presence at events, bestowing awards and recognition, holding various circles (meetings), making kingdom changing decisions, and paperwork. There is also the aspect of caring for the needs of your fighter so that they can fight and rule beside you. This is role that extends beyond the active reign of a consort.

  • The responsibilities of a consort are what is understood between the reigning monarchs what the consort will do.
  • Every consort of a knight should be ready for that time when she is princess and queen, so you care your fighter make sure that they have the things that they need. It is also necessary that you have the virtues that you strive to be beauty and grace that there is no doubt of your loyalty and devotion to your fighter.
  • The responsibilities of a consort vary from crown to crown. A lot of it depends on who you are reigning with and what they want you to do.
  • Here in our Kingdom this usually means responsibilities belong to both King and Queen equally. Responsibilities to include: being Royal Presence at events, inspiring the populace, bestowing awards and recognition, holding peer (and other consultation) circles, leading the Kingdom at Wars, doing all the behind-the-scenes paperwork, making the hard decisions (both public and private), protecting the hearts of the Kingdom and her people.
  • A consort is to inspire one beloved to do their very best the ways of honor and courtesy.
  • A consort is to represent that which is of all thing things chivalric
  • A consort is to uplift their beloved in the presence of others in conversation and be a gentle corrective medium to their beloved and to never correct or chastise in public.
  • To be a guide and inspiration to their fighter.
  • A consort is there to support and represent their partner in an encouraging and hospitable manner. They should support the fighter as well as hold them accountable. My current champion always asks me how I felt about his performance and I do my level best to be honest, as much as my experience allows.
  • Support your fighter, be able to be there, and be a support.


Why is the position of consort important and necessary?

My take away in short: Due to the amount of work, duties and attendance that is demanded of the crown, a consort is necessary to help with those royal responsibilities.

  • A consort is important and necessary because there is a large amount of work associated with the crown. There are tasks that are done that are unknown to the wider populace that has to be done and it can’t be done by just a sole monarch. It is important to have a second person there to help with that workload and delegate task if that is needed.
  • It is impossible for one person to do everything that the crown is to do. The purpose of the crown is to serve the people. It’s being a Barron and a Baroness times 100-fold.
  • The position of consort is important and necessary because no one person can do this job alone. Being the king crown is a full-time job. We do a significant amount of paperwork and review and research.
  • Courtly graces mean different things to different people. I imagine you’ll see a whole bunch of different answers for this question depending on someone’s persona, time period, years in the SCA, how interested in historical accuracy they are... that kind of thing. For me, courtly graces are the courtesies we show... like always bowing to the thrones, even if they aren’t occupied. Like addressing people in a medieval fashion, title if known or M’Lord/M’Lady if not known. Like offering to carry something for a person or allowing someone to enter a doorway ahead of you. And, aside from the physical side of things, always treating others with courtesy, respect, fairness or and honesty. That kind of thing.
  • It is important now and historically because the crown is equal and both share the same power to share and
  • Consort is the check and balance, the yin to yang, male to female, etc. Royalty is faced with a tremendous amount of responsibility including helping people to feel welcome. I am of a personal mind that there should be male and female counterparts (no preference of sexual proclivities, only the sex representation/identification) to ensure equality between the sexes. I think kids especially need to see people who are respectful to one another and offer some idea of their own "someday" potential.
  • I believe that the position is there to help balance out


What are courtly graces and why are there important?

My take away in short: Courtly graces are the manners, etiquette and good practices that are to be utilized in court. I guess one could assume, with some correctness, that courtly graces and the code of chivalry are, in a way related, but not one in the same. They are important because they are the way of showing respect and courtesy in court and outside of court and they give the event more importance and reverence.

  • There are many courtly graces, but of the many courtly graces, respect and courtesy are the most important in addition to observing sumptuary laws, titles and position with come later.
  • Courtly graces are the manners that you display whenever you are in public or in a court setting or even in private with others during a game in the SCA.
  • The courtly graces give you an idea, a focus [to know what need to be done and accomplish.]
  • Basically, they are your manners. Its showing respect for the reign and who they are. Courtly graces help elevate the event and are more important [to counterbalance in the mundane world to keep respect in the SCA]
  • When looking at the courtly graces, they are the things that you expect from a good and perfect knight. The literature of the middle ages provides the template for this so that it is known that is to be looked for because it what makes our society rich and good.
  • The courtly graces are important because it gives you a standard of what is expected. If you don’t know what to do, it gives you a place to start.
  • Courtly graces mean to me always ensuring that the other person feels recognized and listened to and acknowledged.
  • These are a matter of etiquette and can vary from kingdom to kingdom. Generally, though, it is a matter of kindness and manners. Whether one knows particulars of a tradition or not, please and thank you goes a long way to a "successful" reign. That said, the more a royal pair can describe what's happening or can demonstrate knowledge and honor traditions, the more it plays into what we're doing.


What is expected of a consort?

My take away in short: What is expected from a consort is grace in all matters, attentiveness to your champion and your populace and an unshakable dignity.

  • It is the responsibility of a consort to do everything to support whatever position they have gotten. As a Rose, as a princess, a queen, the job is to support the kingdom because it is just too big of a job to do by oneself.
  • I cannot answer these questions as I have never been a sitting consort. However, I have watched sixty plus consorts over the years and I know when the consort is being a good one and when they are not. A consort must above all else be gracious and take time to speak to everyone who has business with them.
  • Given the size of our Kingdom, there must be a consort to the King or Queen who won Crown Tournament. That gives twice as many ears and eyes to try and do what is right for the Kingdom and the people of the Kingdom. The consort, be they male or female, will always be the inspiration for the rapier community, as they have been ever since the rapier community came into existence back in 1983 during the reign of Simon and Tessa (9th Crown of Ansteorra in AS 17). This is why the rapier community looks as Countess Tessa as the most revered Rose.
  • Since I hold both rulers equal, I expect the same high standard of conduct for both. And really this is pretty simple... in a room full of kids playing dress-up, the Crown should always be the adult. With very few exceptions, they should not meet anger with anger. They should not be vindictive or jealous or retaliatory. They must make the hard decisions (because even in our pretend game there are real problems to solve) and have shoulders broad enough to bear the weight of unhappy people because “right” choices aren’t always popular.
  • When one of my fighters in on the field, I am attentive to the immediate needs of my fighters. I attend to them with drink, and attend to their needs related to fighting.
  • With dignity – always. The less emotional and the more gracious, the better. Kindness is king (or queen, or prince, or...) It is upsetting to many to see royals or nobles act in a way that is petulant or hostile. We are supposed to be the example for all and when we are ungracious or rude – it is louder and more damaging to people’s experience than most any other party in the SCA.


How should a consort, regardless of gender, conduct themselves?

My take away in short: A consort should behave respectfully, have courtesy, honor and acknowledge the persona that is fighting for them, know their priorities and make sure their priorities are ordered well, and exercise the proper virtues and graces that are expected of them.

  • A consort should behave respectfully, have courtesy, honor and acknowledge the persona that is fighting for them.
  • You must be able to listen, you must figure out a plan with your partner. You must have time for people. Making sure you have an entourage that you can work with.
  • Always with dignity and control yourself in public.
  • The highest expectation of a consort is to put your populace first.
  • One who is an inspiration should always be honest, have courtly graces, and create within their fighters an assurance of encouragement and support.


Conclusion

In completion and conclusion, I have learned and incredible amount. I have learned that the peerage is not just a paper honor or a belt, a medallion, or a scarf. It is a charge not form the crown but from the society to convey your craft to others, to be an example to others, and to be a representative to of the Society to those who have no knowledge of the Society. As a peer you are an expert of your chosen craft; a holder of a knowledge that you are expected to not only convey to others but improve upon and always maintain this knowledge. By enhancing and maintaining your practice you are modeling what a peer is to be in respect to their expertise. By practicing courtly graces and good behavior to peers and non-peers alike, you are showing that you are a model of decorum as well as knowledge. Finally, you must be that combination of excellent and well-maintained knowledge and upstanding behavior and decorum, you can be trusted by The Society to be a good representative of The Society.


Interviews

In-Person Interviews

Laurels

  1. Aubrey de Baudricourt, O.L. - Bryn Gwlad
  2. Galen of Ockham, OL, O.P. - Loch Soilleir
  3. Llywelyn Gruffydd, OL - Steppes
  4. Beorhtlic Folcwineson, OL, OP - Northkeep
  5. Adelaide de Bourbon, OL, OP - Elfsea
  6. Rhiannon ferch Cian, OL, OP - Rosenfeld
  7. Andrixos Seljukroctonis, OL - Kingdom of Calontir
  8. Isabel Winterbourne, OL - Kingdom of Gleann Abhann
  9. Conall O Caindealbhain, OL - Kingdom of Gleann Abhann

Pelicans

  1. Ivar Runamagi, OP - Bjornsborg
  2. Caelin on Andrede, OP - Elfsea
  3. Adria Lorelle, OP - Elfsea
  4. Arianna, OP - Kingdom of Gleann Abhann
  5. Jane Beaumont, OP, OL - Kingdom of Gleann Abhann
  6. Vanessa de Verona, OP, Lady of the Rose - Ansteorra

Knights

  1. Hrafn Olafsson, KSCA - Steppes
  2. Vilhjalmr Thursasprengir, KSCA - Bryn Gwlad
  3. Alejandro Ramirez Mendoza, KSCA - Elfsea
  4. Barn Silveraxe, KSCA, OP - Wiesenfeuer
  5. Hildebrand von Teil, KSCA - Bryn Gwlad
  6. Alaric Drake, KSCA - Elfsea
  7. Timotheos Kalamanos, KCSA - Elfsea
  8. Asad ud-Din, OP - Kingdom of the Outlands
  9. Kane Redfeather - Kingdom of Gleann Abhann
  10. Cassius Domitius Lepus - Wiesenfeuer
  11. Gabriel of Maccuswell - Elfsea

Order of the Rose

  1. Michelle Chantal de Charente, OP - Elfsea
  2. Toryn Sevenstitches - Elfsea
  3. Valera Richila Navarro - Steppes
  4. Nicollet Deuville - Stargate
  5. Tessa of the Gardens, OP - Bordermarch
  6. Elizabeta di Valore della Rosa - Steppes
  7. Julia de Montoya - Rosenfeld
  8. Margherita de Mantua - Namron
  9. Sonja Ryzaja - Elfsea
  10. Morgana of the Mist, Kingdom of Glenn Abhann


Via Correspondence

These interviews were conducted via correspondence before September 2018. The mundane names have been included for those from outside the Kingdom of Ansteorra.

  1. Katrionna Heather MacLochlainn, OL, OP, OR - Wiesenfeuer
  2. Gwenneth Bowynne of Glamorgan, OL, MOD - Bryn Gwlad
  3. Corvin Fenarro, MOD - Stargate
  4. Eleanora Elizabeth Caley, OP - Bryn Gwlad
  5. Mellitus of Rouncivale, OL - Kingdom of Calontir (MKA: Tim Mercer)
  6. Duchess DelDiablo, O.P, Lion - Kingdom of Atenveldt (MKA: Nichelle Scott)
  7. Marguerite Dinard, OL, OP - Brad Leah
  8. Alden Drake, OP, OL - Gate's Edge
  9. Gaston de Clermont, KSCA, OL - Bryn Gwlad
  10. [Lyn of Whitewolfe, OR, OP - Kingdom of Atenveldt (MKA: Linda Scott)
  11. Dirk MacMartin, KSCA - Kingdom of Calontir (MKA: Dirk MacMartin)
  12. Rowland Greene, OP - Kingdom of AnTir (MKA: Jason Parchen)
  13. Ulf Skeggisson, OL, OP (formerly Wulfwine of Grimwald), Kingdom of Lochac (MKA: Craig Hobden)
  14. Petros Mystikos, OL, Kingdom of Meridies
  15. Constanzia Moralez y de Zamora, Kingdom of Lochac (MKA: Rachel Vess)
  16. Robin of Gilwell, OP, Lion, OL, MOD - Steppes
  17. Asoph Hearts, KSCA, OP, Lion - Elfsea
  18. Francesca de Onorati, OP - Kingdom of the Midrealm (MKA: Norma Jean Storms )
  19. Elisabeth Piper, OL - Kingdom of An Tir (MKA: Elizabeth Mead)