Part 20 (2/2)
Poole, R L _Illustrations of Mediaeval Thought_
Rashdall, H _Universities of Europe in the Middle Ages_, vol I
Routledge, R _Popular History of Science_
Sandys, J E _History of Classical Scholarshi+p_, vol i
Scott, J F _Historical Essays on Apprenticeshi+p and Vocational Education_ (England)Sedgwick, W J, and Tyler, H W _A Short History of Science_
Taylor, H C _The Mediaeval Mind_
Thorndike, Lynn _History of Mediaeval Europe_
Townsend, W J _The Great Schooles_
CHAPTER IX
THE RISE OF THE UNIVERSITIES
EVOLUTION OF THE _STUDIUM GENERALE_ In the preceding chapter we described briefly the new movement toward association which characterized the eleventh and the twelfth centuries--the uilds, etc These were doing for civil life what ious life They were collections of like-uilds for overnment within the limits of their city, business, trade, or occupation This tendency toward association, in the days when state government eak or in its infancy, was one of the marked features of the transition ties, when the Church was virtually the State, to the later period of the Middle Ages, when the authority of the Church in secularto for to replace the previous inordinate interest in the world to co chapters that certain cathedral and monastery schools, but especially the cathedral schools, [1] sti into ned to afford a supply of priests of some little education for the parishes of the bishopric Once York and later Canterbury, in England, had had teachers who attracted students fro been a fay Saint Gall had beco fro the monks at Oxford A series of political events in northern Italy had given emphasis to the study of law in many cities, and the Moslems in Spain had stimulated the schools there and in southern France to a study ofa noted center for study Gradually these places caeneralia_, nized place of study, where lectures were open to any one, to students of all countries and of all conditions [2] Traveling students came to these places from afar to hear some noted teacher read and comment on the famous textbooks of the time
From the first both teachers and students had been considered as es and immunities extended to that class, but, now that the students were becorant of protection was felt to be desirable Accordingly the Eeneral proclaes and protection (R 101) In this he ordered that teachers and students traveling ”to the places in which the studies are carried on” should be protected from unjust arrest, should be permitted to ”dwell in security,” and in case of suit should be tried ”before their professors or the bishop of the city”
This docuhts and privileges granted to the teachers and students of the universities now in process of evolution in western Europe
THE UNIVERSITY EVOLUTION The development of a university out of a cathedral or soes, a long local evolution Universities were not founded then as they are to- day A teacher of so body of students Other teachers of ability, finding a student body already there, also ”set up their chairs” and began to teach Other teachers and more students came In this way a _studium_ was created
About these teachers in time collected other university servants-- ”bedells, librarians, lower officials, preparers of parchment, scribes, illuminators of parchment, and others who serve it,” as Count Rupert enuranted, in 1386, to Heidelberg (R 103) At Salerno, as we have already seen (p 199), medical instruction arose around the work of Constantine of Carthage and the s found in the vicinity Students journeyed there froranted there as early as 1137 At Bologna, we have also seen (p 195), the work of Irnerius and Gratian early reat center for the study of civil and canon law, and their pupils spread the taste for these new subjects throughout Europe Paris for two centuries had been a center for the study of the Arts and of Theology, and a succession of famous teachers--Williaht there So i there that Paris has been teres
By the beginning of the thirteenth century both students and teachers had become so nuan to adopt the favorite anized theuilds, for further protection froulation by the Church They now sought and obtained additional privileges for thereat es [4] As both teachers and students were for long regarded as _clerici_ the charters were usually sought fro [5] These associations of scholars, or teachers, or both, ”born of the need of coence feel,” sought to perforht that thefor theiridea was association for protection, and to secure freedohts and responsibilities; and the organization of a systeh journeyman into mastershi+p, [6] as attested by an examination and the license to teach In the rise of these teacher and student guilds [7] we have the beginnings of the universities of western Europe, and their organization into chartered teaching groups (R 100) was sireat movement toward the association of like-an to sweep over the rising cities in the eleventh and twelfth centuries [8]
The term _universitas_, or _university_, which came in time to be applied to these associations of al term, practically equivalent to our modern word _corporation_
At first it was applied to any association, and when used with reference to teachers and scholars was so stated Thus, in addressing the masters and students at Paris, Pope Innocent, in 1205, writes: ”_Universis istris et scholaribus Parisiensibus_”, that is, ”to the corporation of masters and scholars at Paris” Later the terive it to-day
The university h this movement for association and the development of advanced study had manifested itself in a number of places by the close of the twelfth century, two places in particular led all the others and became types which were followed in charters and in new creations These were Bologna and Paris [9] After one or the other of these two nearly all the universities of western Europe were na or Paris, or one of their ina was the university mother for almost all the Italian universities; for Montpellier and Grenoble in southern France; for soow, Upsala, Cracow, and for the Law Faculty at Oxford Paris was the university e; for most of the northern French universities; for the university of Toulouse, which in turn became the mother for other southern French and northern Spanish universities; for Lisbon and Coiue, Vienna, Cologne, and Heidelberg; and through Cologne for Copenhagen Through one of the colleges at Cae--Ee in Aure 61 shows the location of the chief universities founded before 1600 Viewed from the standpoint of instruction, Paris was followed alna in Lahile the three centers which most influenced the development of instruction in medicine were Salerno, Montpellier, and Salamanca
[Illustration: FIG 61 SHOWING LOCATION OF THE CHIEF UNIVERSITIES FOUNDED BEFORE 1600]
While the earlier universities gradually arose as the result of a long local evolution, it in tiration of professors fro a developing _studium_ In the days when a university consisted chiefly of master and students, when lectures could be held in any kind of a building or collection of buildings, and when there were no libraries, laboratories, campus, or other university property to tie down an institution, it was easy to e was created a university by a secession of masters froio, Vicenza, Arezzo resulted frona; and Vercelli from Vicenza In 1228, after a student riot at Paris which provoked reprisals from the city, many of the ers, Orleans, and Rheirations froue helped establish many of the Geranization was spread over Europe In 1200 there were but six _studia generalia_ which can be considered as having evolved into universities--Salerno, Bologna, and Reggio, in Italy; Paris and Montpellier, in France; and Oxford, in England By 1300 eight e in England, and five in Spain and Portugal By 1400 twenty-two additional universities had developed, five of which were in German lands, and by 1500 thirty-five hty
By 1600 the total had been raised to one hundred and eight (R 100, for list by countries, dates, and ) Some of these (approxi centuries additional ones were created [10]
PRIVILEGES AND IMMUNITIES GRANTED The grant of privileges to physicians and teachers made by the Ees and iy (_clerici_) by the early Christian Rorants of special privileges made to the professors and students in the early universities The docuated by Frederick Barbarossa, in 1158 (R 101), began the granting of privileges to the _studia generalia_, and this was followed by nurant to students of freedoation of every citizen of Paris to seize any one seen striking a student, granted by Philip Augustus, in 1200 (R 102), is another exaes Count Rupert I, in founding the University of Heidelberg, in 1386, granted es, exempted the students from ”any duty, levy, imposts, tolls, excises, or other exactions whatever” while co home from the university (R 103) The exemption from taxation (R 104) became aof Aes (R 187) Exeranted
So valuable an asset was a university to a city, and so easy was it for a university to ht, that cities often, and at ti of universities, but also thecase of a city bidding for the presence of a university is that of Vercelli (R 105), which reereed with a body of ” froular rates, to see that there was plenty of food in the markets at no increase in prices, and to protect the students fro by a State is the case of Ca of striking Paris e of King Henry III (R 109), who ”hus at Paris,” and proland and rehs, tohatsoever youill cause you to rejoice in a state of liberty and tranquillity”
One of the es which the universities early obtained, and a rather singular one at that, was the right of _cessatio_, which o on a strike as a ainst either town or church authority (R 107) This right was for long jealously guarded by the university, and frequently used to defend itself from the smallest encroachments on its freedouild as it saw fit, and often the right not to discipline therounds, as in the case of the Oxford _cessatio_ of 1209 (R 108), the Paris _cessatio_ of 1229 (R 109), and the numerous other _cessationes_ which for two centuries [11]
repeatedly disturbed the continuity of instruction at Paris
DEGREES IN THE GUILD The ht to exarant the license to teach (Rs 111, 112) Founded as the universities were after the guildof apprentices in the Arts, developing the to their proficiency in the teaching craft [12]
Their purpose at first was to prepare teachers, and the giving of instruction to students for cultural ends, or a professional training for practical use aside fro the subject, was a later development