This issue of the History of Education Quarterly (HEQ) focuses on education in medieval and early modern Europe (c. 1100-1750), a period that has received limited attention in the journal. Within this chronological and geographical scope, our five authors examine diverse topics that shed light on the roots of modern educational traditions and structures. For example: What was the form and function of the medieval academic and daily calendar, which schools and universities generally follow today? What educational opportunities were available to girls and women inside, and especially outside, the medieval and early modern classroom? How should we account for private tutoring, domestic training, self-instruction, peer-based pedagogy, and other opportunities? In reconstructing the educational past (and present), should we focus on those Natalie Zemon Davis has termed "women worthies" for whom we have more abundant sources, or should we explore women (and men) at all social levels, even if they have left us fewer records? Lastly, how has the Catholic Church approached the education of young people from the sixteenth century to the present?Exploring such questions offers an opportunity to better understand those who provided and received instruction at all levels in the premodern era. The importance of this subfield is even more evident in light of the steady decline in the number of such studies within HEQ and across the history of education field.During the sixty years of its existence , HEQ has published forty-six articles about medieval and early modern Europe. 1 This subset constitutes 4.8 percent
