the mediaeval student a special interest for the world of today.
In substance, though not in form, many of them are almost as
representative of modern Harvard or Yale as of mediaeval Oxford or
Paris. The Latin dialogue and disputation, the mud of Bologna, and
the money-changers of the Grand-Pont, belong plainly in the Middle
Ages and not in our time; but money and clothing, rooms, teachers, and
books, good cheer and good fellowship, have been subjects of interest
at all times and all places. A professor of history once said that
the greatest difficulty of historical teaching lay in convincing
pupils that the events of the past did not all happen in the moon.
The Middle Ages are very far away, farther from us in some respects
than is classical antiquity, and it is very hard to realize that men
and women, then and now, are after all much the same human beings. We
need constantly to be reminded that the fundamental factors in man’s
development remain much the same from age to age and must so remain
as long as human nature and physical environment continue what they
have been. In his relations to life and learning the mediaeval student
resembled his modern successor far more than is often supposed. If his
environment was different, his problems were much the same; if his
morals were perhaps worse, his ambition was as active, his rivalries as
intense, his desire for learning quite as keen. And for him as for us,
intellectual achievement meant membership in that city of letters not
made with hands, “the ancient and universal company of scholars.”
BIBLIOGRAPHICAL NOTE
I
The standard work on mediaeval universities is Hastings Rashdall,
_The Universities of Europe in the Middle Ages_ (Oxford, 1895; new
edition in preparation), to which my indebtedness will be apparent
throughout. The later literature can be most easily found in L. J.
Paetow, _Guide to the Study of Mediaeval History_ (Berkeley, 1917).
Important materials are conveniently accessible in translation in D.
C. Munro, _The Mediaeval Student_ (Philadelphia, 1895); and A. O.
Norton, _Readings in the History of Education: Mediaeval Universities_
(Cambridge, Mass., 1909). Bologna now has a cartulary and a special
series of _Studî e Memorie_ (both since 1907); while the municipal
history of the early period has been studied by A. Hessel, _Geschichte
der Stadt Bologna von 1116 bis 1280_ (Berlin, 1910). Light has recently
been thrown on Salerno by the studies of Giacosa and Sudhoff and the
dissertations of Sudhoff’s pupils; its most popular product, _The
School of Salernum_, can be read in the quaint English version of Sir
John Harrington, recently reprinted (London, 1922) with a good note by
F. H. Garrison and a less valuable preface by Francis R. Packard. Paris
still lacks a modern historian; Mullinger is still the standard work on
Cambridge; while Oxford can best be studied in Rashdall, supplemented,
as in the case of Cambridge, by the histories of the several colleges.
II
The most useful general work on the content of mediaeval learning is
Henry Osborn Taylor, _The Mediaeval Mind_ (third edition, New York,
1919). This may be supplemented by R. L. Poole, _Illustrations of the
History of Mediaeval Thought and Learning_ (second edition, London,
1920); M. Grabmann, _Geschichte der scholastischen Methode_ (Freiburg,
1909-11); Sir J. E. Sandys, _History of Classical Scholarship_, I
(third edition, Cambridge, 1921); Lynn Thorndike, _History of Magic and
Experimental Science_ (New York, 1923); Pierre Duhem, _Le système du
monde de Platon à Copernic_, II-V (Paris, 1914-17); Charles H. Haskins,
_Studies in the History of Mediaeval Science_ (in press, Harvard
University Press); the standard histories of philosophy, mathematics,
law, and medicine; and the more special literature in Paetow’s
_Guide_, including his own study of the _Arts Course_ (Urbana, 1910)
and his edition of the _Battle of the Seven Arts_ (Berkeley, 1914). For
a sample of Abelard’s _Sic et Non_, see Norton, _Readings_, pp. 20-25.
Abelard’s method can be followed further in the logical writings edited
for the first time by B. Geyer in Baeumker’s _Beiträge zur Geschichte
der Philosophie des Mittelalters_, XXI (Münster, 1919 ff.). The best
account of the class-rooms of a mediaeval university is F. Cavazza, _Le
scuole dell’antico studio bolognese_ (Milan, 1896). Robert de Sorbon’s
_De conscientia_ is edited by Chambon (Paris, 1903).
III
Brief sketches of student life will be found in the last chapter of
Rashdall and in the little volume of R. S. Rait, _Life in the Mediaeval
University_ (Cambridge, 1912). In the text I have drawn freely from an
article of my own on student letters (_American Historical Review_,
III, pp. 203-229) and from one on the Paris sermons (_ib._, X, pp.
1-27). John of Garlande’s _Dictionary_ will be found most conveniently
in T. Wright, _A Volume of Vocabularies_ (London, 1882), pp. 120-138;
he also wrote a _Morale Scolarium_ of which Paetow is preparing an
edition. The _Manuale Scholarium_ has been translated and annotated by
R. F. Seybolt (Harvard University Press, 1921). _Statuta vel Precepta
Scolarium_ have been edited by M. Weingart (Metten, 1894) and by P.
Bahlmann in _Mitteilungen der Gesellschaft für deutsche Erziehungs- und
Schulgeschichte_, III, pp. 129-145 (1893). The latest discussion of
mediaeval manuals of manners is by S. Glixelli, in _Romania_, XLVII,
pp. 1-40 (1921). The best single collection of Goliardic verse is J.
A. Schmeller, _Carmina Burana_ (Breslau, 1894); the best translations
are those of J. A. Symonds, _Wine, Women, and Song_. Two poets have
since been individualized, the Primate by Léopold Delisle and W. Meyer,
the Archpoet by B. Schmeidler and M. Manitius. For an introduction to
the vast literature of Goliardic poetry, see Paetow’s _Guide_, pp.
449 f.; P. S. Allen, in _Modern Philology_, V, VI; and H. Süssmilch,
_Lateinische Vagantenpoesie_ (Leipzig, 1917). On the origin of the word
‘Goliardi,’ see James Westfall Thompson, in the _Studies in Philology_,
published by the University of North Carolina, XX, pp. 83-98 (1923).
INDEX
Abelard, 20, 21, 54-56, 72, 122, 129.
Albertus Magnus, 68.
Alcuin, 54.
Alfred, King, 6.
Allen, P. S., 130.
Anselm, 70.
Arabic learning, 8, 47, 73.
Archpoet, 112-114, 130.
Aristotle, 8, 39, 41, 42, 46, 55, 72-74.
Arnold, Matthew, quoted, 32.
Arts, seven, 7, 37-46.
Averroës, 73, 74.
Avicenna, 47.
Bede, 39.
Berlin, 30.
Bernard of Chartres, 19, 56.
Besançon, 107.
Bible, 47, 52.
Boethius, 8, 39.
Bologna, 4-6, 10-18, 24, 27, 30, 32, 34, 44, 48, 49, 52, 56-63, 66,
67, 81, 105, 111, 122, 127.
Bonaventura, 68.
Books, control of, 14, 51-53.
Brown University, 30, 31.
Bryce, James, quoted, 35.
Buoncompagni, 44, 57, 62, 67.
Cambridge, 28, 30, 32, 34, 128.
Cathedral schools, 9, 19-21.
Cavazza, F., 129.
Chancellor, 21, 23, 47, 63-66, 74.
Charlemagne, 6, 54.
Chartres, 19, 20, 39, 56, 57, 106.
Chaucer, 9, 41, 52, 87, 88.
Classics, 39-41, 54-56, 112, 114.
Class-rooms, 61, 62.
Coimbra, 30, 33, 34.
Colleges, 26-28, 32-35, 53, 82.
_Corpus Juris Civilis_, 11, 12, 48, 58-61.
Cracow, 30.
Cujas, 76.
Dante, quoted, 42, 51, 62.
Degrees, 17, 35.
Denifle, H., 7.
Dominicans, 68.
Donatus, 39.
Duhem, P., 128.
Edinburgh, 30.
Erfurt, 99.
Étienne de Tournay, 71.
Euclid, 8, 39.
Examinations, 17, 63-67, 122.
Franciscans, 68, 75.
Frederick Barbarossa, 13, 113.
Frederick II, 10, 18.
Freedom, academic, 69-78.
Galen, 45, 47.
Galileo, 19.
Gerbert, 54.
Germany, universities and schools of, 28-30, 66, 92-101.
Gilbert de la Porrée, 72.
Gilds, 13-17.
Glixelli, S., 130.
Glossators, 12, 49-51.
Goliardi, 112-120, 130.
Grabmann, M., 128.
Gratian, 12, 50, 51, 55.
Gregory IX, 22, 51, 70.
Haskins, C. H., 128, 129.
Heidelberg, 29, 92-95.
Henri d’Andeli, 40, 129.
Hessel, A., 127.
Hildebert, 40.
Hippocrates, 9, 19, 47.
Inception, 67, 110, 111.
Irnerius, 12.
Jacques de Vitry, quoted, 25.
John of Brescain, 74.
John of Garlande, 57, 90-92, 129, 130.
John of Hauteville, 87.
John of Salisbury, 19, 40, 55-57.
Laon, 19.
Latin, use of, 89-102.
Law, Canon, 12, 19, 24, 41, 50, 51.
Law, Roman, 8, 10-18, 24, 41, 48-50, 58-61.
Leipzig, 30, 82.
Letters, student, 102-111.
Libraries, 4, 51-53.
Liège, 19.
Logic, 41-43, 56, 57.
London, 30.
Lorenzo of Aquileia, 57.
Louvain, 30.
Lowell, J. R., quoted, 20.
Maitland, F. W., quoted, 11.
Manchester, 30.
_Manuale Scholarium_, 92-94, 123, 130.
Manuals of manners, 101, 102, 130.
Martianus Capella, 38.
Medicine, 8-10, 19, 24, 47, 48, 127.
Montpellier, 18, 30, 32, 48.
Munro, D. C., 25, 127.
Naples, 18, 57.
Nations, 24-26.
Nigel Wireker, 87.
Nominalism and realism, 77, 78, 93.
Norton, A. O., 56, 127, 129.
Odofredus, 58-61.
Orleans, 18, 19, 32, 39-41, 57, 83, 107-112.
Oxford, 6, 9, 28, 30, 32-34, 52, 53, 75, 81, 82, 88, 104, 128.
Padua, 16, 18, 30, 31, 34.
Paetow, L. J., 127, 129, 130.
Palermo, 16.
Paris, 4-6, 12, 19-30, 32, 34, 41-45, 52, 53, 56, 57, 63-66, 73-75,
83-88, 90-92, 97, 112, 128.
Parody, 118.
Pavia, 113.
Pepo, 12.
Peter Lombard, 47.
Philip Augustus, 22.
Poetry, student, 111-120.
Ponce of Provence, 57, 108.
Poole, R. L., 56, 128.
Prague, 30.
Primate, 112, 130.
Priscian, 39.
Professors, 15-17, 54-78.
Ptolemy, 8, 39.
Quadrivium, 7, 37.
Rait, R. S., 129.
Rashdall, H., 7, 127;
quoted, 27, 29, 34, 36, 49, 61, 120, 121.
Raymond, Master, 74.
Renaissance, of twelfth century, 7-12, 111, 112.
Rheims, 19.
Rhetoric, 40, 43-45, 103.
Richer, 19, 54.
Robert de Sorbon, 27, 34, 63-66, 122, 129.
Ruprecht, 29.
Rutebeuf, 87.
Salamanca, 30.
Salerno, 9, 10, 30, 31, 112, 127.
Sandys, J. E., 128.
Savigny, F. K. von, 61.
Schools, cathedral, 19-21;
grammar, 95-101.
Sermons, Paris, 82-87.
Socrates, 3.
Sorbonne, 27, 34, 53.
Spain, 8, 18, 27, 30.
Strasbourg, 30.
Students, 13-15, 79-126;
students, letters by, 102-111;
students, manuals for, 89-102;
students, poems concerning, 87, 88, 111-120;
students, sermons concerning, 82-87.
Sudhoff, K., 127.
Süssmilch, H., 130.
Symonds, J. A., 111, 114, 130.
Taylor, H. O., 54, 128.
Textbooks, 37-53.
Theodosius II, 6.
Theology, 12, 24, 28, 46, 47, 72-78.
Thomas Aquinas, 55, 68, 73.
Thompson. J. W., 130.
Thorndike, L., 128.
Toledo, 112.
Toulouse, 45.
Tours, 54, 110.
Trivium, 7, 37.
United States, university tradition in, 30-36, 125.
Universities, characterized and defined, 4, 5, 9, 13, 14;
number of, 29, 30;
origin of, 5-29;
studies of, 37-51;
teaching in, 54-78;
tradition of, 31-36.
Vienna, 30.
William of Conches, 56.
FOOTNOTES:
[1] As translated by Munro, _The Mediaeval Student_, p. 19.
[2] Translated in E. F. Henderson, _Select Historical Documents of the
Middle Ages_, pp. 262-266.
[3] Table in Rashdall, _Universities_, I, p. xxviii; map at beginning
of Vol. II and in Shepherd, _Historical Atlas_ (New York, 1911), p. 100.
[4] E. G. Browne, _Arabian Medicine_ (1921), p. 93.
[5] _Universities_, I, pp. 254-255.
[6] Sic heredes Gratiani
Student fieri decani,
Abbates, pontifices.
[7] Richer, I, cc. 45-54; extracts translated in Taylor, _Mediaeval
Mind_ (1919), I, pp. 289-293.
[8] Translated in R. L. Poole, _Illustrations of the History of
Mediaeval Thought_, pp. 203-212; A. O. Norton, _Readings in the History
of Education_, pp. 28-34. What we know of these masters is analyzed by
Poole in the _English Historical Review_, xxxv, pp. 321-342 (1920).
[9] Paris, Bibliothèque Nationale, MS. Lat. 4489, f. 102; Savigny,
_Geschichte des römischen Rechts im Mittelalter_ (1834), III, pp. 264,
541, 553; cf. Rashdall, I, p. 219.
[10] Alzog, _Church History_ (1876), II, p. 733.
[11] MS. Lat. n. a. 619, ff. 28-35.
[12] Supra, p. 67.
[13] _Universities_, II, p. 692.
[14] _Ib._, II, p. 686, note.
TRANSCRIBER’S NOTES:
Italicized text is surrounded by underscores: _italics_.
Obvious typographical errors have been corrected.
Inconsistencies in hyphenation have been standardized.