Chapter 22
12. Enumerate a number of different things which have enabled the modern university greatly to shorten the period of instruction?
13. Aside from differences in teachers, why are some university subjects today taught much more compactly and economically than other subjects?
14. After admitting all the defects of the mediaeval university, why did the university nevertheless represent so important a development for the future of western civilization?
15. What does the long continuance, without great changes in character, of the university as an inst.i.tution indicate as to its usefulness to society?
16. Does the university of to-day play as important a part in the progress of society as it did in the mediaeval times? Why?
17. Is the chief university force to-day exerted directly or indirectly?
Ill.u.s.trate.
18. What is probably the greatest work of any university, in any age?
19. Compare the influence of the mediaeval university, and the Greek universities of the ancient world.
20. Explain the evolution of the English college system as an effort to improve discipline, morals, and thinking. Has it been successful in this?
21. Show how the mediaeval university put books in the place of things, whereas the modern university tries to reverse this.
22. Show how the rise of the universities gave an educated ruling cla.s.s to Europe, even though the n.o.bility may not have attended them.
23. Show how, in an age of lawlessness, the universities symbolized the supremacy of mind over brute force.
24. Show how the mediaeval universities aided civilization by breaking down, somewhat, barriers of nationality and ignorance among peoples.
25. Show how the university stood, as the crowning effort of its time, in the slow upward struggle to rebuild civilization on the ruins of what had once been.
SELECTED READINGS
In the accompanying _Book of Readings_ the following selections are reproduced:
100. Rashdall and Minerva: University Foundations before 1600.
101. Fr. Barbarossa: Privileges for Students who travel for Study.
102. Philip Augustus: Privileges granted Students at Paris.
103. Count Rupert: Charter of the University of Heidelberg.
104. Philip IV: Exemption of Students and Masters from Taxation.
105. Vercelli: Privileges granted to the University
106. Villani: The Cost to a City of maintaining a University.
107. Pope Gregory IX: Right to suspend Lectures (_Cessatio_).
108. Roger of Wendover: a _Cessatio_ at Oxford.
109. Henry III: England invites Scholars to leave Paris.
110. Pope Gregory IX: Early Licensing of Professors to teach.
111. Pope Nicholas IV: The Right to grant Licenses to teach.
112. Rashdall: A University License to teach.
113. Paris Statutes, 1254: Books required for the Arts Degree.
114. Leipzig Statutes, 1410: Books required for the Arts Degree.
115. Oxford Statutes, 1408-31: Books required for the Arts Degree.
116. Oxford, Fourteenth Century: Requirements for the Professional Degrees.
(a) In Theology. (c) In Civil Law.
(b) In Canon Law. (d) In Medicine.
117. Paris Statutes, 1270-74: Requirements for the Medical Degree.
118. Roger Bacon: On the Teaching of Theology.
119. Master Stephen: Books left by Will to the University of Paris.
120. Roger Bacon: The Scarcity of Books on Morals.
121. Balaeus: Methods of Instruction in the Arts Faculty of Paris.
122. Toulouse: Time-Table of Lectures in Arts, 1309.
123. Leipzig: Time-Table of Lectures in Arts, 1519.
124. Rashdall: Value and Influence of the Mediaeval University.
QUESTIONS ON THE READINGS
1. What does a glance at the page giving the university foundations before 1600 (100) show as to the rate and direction of the university movement?
2. How do you account for the very large privileges granted university students in the early grants (101, 102) and charters (103)? Should a university student to-day have any privileges not given to all citizens?
Why?
3. Do universities, when founded to-day, secure a charter? If so, from whom, and what terms are included? Do normal schools? What form of a charter, if any, has your university or normal school?
4. Compare the freedom from taxation granted to masters and students at Paris (104) with the grant to professors at Brown University (187b). Was the Brown University grant exceptional, or common in other American foundations?
5. Do any American cities to-day maintain colleges or universities, as did the Italian cities (105)? Normal schools? Are somewhat similar ends served?
6. What does the _cessatio_, as exercised by the mediaeval university (107, 108), indicate as to standards of conduct on the part of teachers and students?
7. Why is the licensing of university professors to teach not followed in our American universities? What has taken the place of the license? What did the mediaeval license (110, 111, 112) really signify?
8. Compare the license to teach (112) with a modern doctor's diploma.
9. Compare the requirements for the Arts degree (113, 114, 115) with the requirements for the Baccalaureate degree at a modern university.
10. Compare the additional length of time for professional degrees (116, 117).
11. How do you account for the American practice of admitting students to the professional courses without the Arts course? What is the best American practice in this matter to-day, and what tendencies are observable?
12. Characterize the medical course at Paris (117) from a modern point of view.
13. Compare the instruction in medicine at Paris (117) and Toulouse (122).
How do you account for the superiority shown by one? Which one?
14. What does the extract from Roger Bacon (118) indicate as to the character of the teaching of Theology?
15. What was the nature and extent of the library of Master Stephen (119)?
Compare such a library with that of a scholar of to-day.
16. Show how the Paris statute as to lecturing (121) was an attempt at an improvement of the methods of instruction and individual thinking.