Guibert of Nogent (c. 1064Nogent (c. -c. 1125, in his autobiography De Vita Sua (On his own Life), has pertinent observations concerning the transmission of knowledge, in particular sacred knowledge, by himself, his mother and his uncle -a cleric, a lay woman, and a lay man respectively. Speaking of the formative influences on his mother's religious life, he notes that, widowed and alone after her children had left the nest, she opted for the solitary life. He then depicts her conversion in a way that is pivotal for his ideas concerning female schooling and the transmission of knowledge. 1 Evaluating this picture against his characterisation of both his own training as a cleric and an abbot, and his uncle's conversion to an eremitic life, we gain valuable insights into male and female (religious) education and thus into the transmission of knowledge and the problems of gender. 2 In the following I will investigate the perceived inequality of male and female education, focusing geographically on the lands of Loire and Rhine 3 and distinguishing between: (a) the way knowledge was acquired; (b) the media in which it was set down; (c) the content of the knowledge; and (d) the way it was transmitted to others. Subsequently I will test my findings on an example from the late middle ages, Christine de Pizan.