Part 90 (1/2)
[16] A contemporary writer, Jacobus de Vitriaco, has left us an account of student life at Paris, in which he says:
”The students at Paris wrangled and disputed not merely about the various sects or about some discussions; but the differences between the countries also caused dissensions, hatreds and virulent ani them, and they iainst one another
”They affirlish were drunkards and had tails; the sons of France proud, effeminate and carefully adorned like women They said that the Germans were furious and obscene at their feasts; the Normans vain and boastful; the Poitevins traitors and always adventurers The Burgundians they considered vulgar and stupid The Bretons were reputed to be fickle and changeable, and were often reproached for the death of Arthur The Lombards were called avaricious, vicious and cowardly; the Romans, seditious, turbulent and slanderous; the Sicilians, tyrannical and cruel; the inhabitants of Brabant, ands and ravishers; the Fle as butter, and slothful After such insults from words they often came to blows”
(Pa Trans and Repts from _Sources_, vol II, no 3, pp 19-20)
[17] In an Aely replaced the term _faculty_; in Europe the tere of Liberal Arts, or School of Law, instead of Faculty of Arts, etc
[18] For exaanized into the following faculties, schools, and colleges:
(1) college of liberal arts; (2) school of medicine; (3) school of law; (4) school of fine arts; (5) school of pure science; (6) college of engineering; (7) college of agriculture; (8) school of history, economics, and social sciences; (9) school of business ade of education; (11) school of household arts; (12) school of pharmacy; (13) school of veterinary medicine; (14) school of library science; (15) school of forestry; (16) school of sanitary engineering; (17) the graduate school; and (18) the university-extension division
[19] ”He was called 'The Philosopher'; and so fully were scholars convinced that it had pleased God to permit Aristotle to say the last word upon each and every branch of knowledge that they hu with the Bible, the church fathers, and the canon and Roether foruide for humanity in conduct and in every branch of science” (Robinson, J H, _History of Western Europe_, p 272)
[20] This tendency increased with time, due both to the developive part of the preparation, and to the increasing number of students who came to the university for cultural or professional ends and without intending to pass the tests for the mastershi+p and the license to teach Finally the arts course was reduced to three or four years (the usual college course), and the ree to one, and for the latter even residence aived during the ree has recently been rehabilitated and now usually signifies a year of hard study in English and Ah a few eastern Arant it as an honorary degree In Geriven to the secondary schools entirely in the late eighteenth century, and the universities now confer only the degree of doctor
[21] For a list of the books used in the faculty of medicine at Montpellier, in 1340, see Rashdall, H, _Universities of Europe in the Middle Ages_, vol II, pt I, p 123; pt II, p 780
[22] After the latter part of the thirteenth century the book-writing and selling trade was organized as a guild industry, and the copying of texts for sale beca asfro the new book crosswise of the page In this way the expense for parchment was reduced, and in the process many valueless and a few valuable books were destroyed
Still, the cost for books during the days of parchh Walsh estimates that ”an ordinary folio volume probably cost from 400 to 500 francs in our [1914] values, that is, between 80 and 100”
[23] In Germany the old mediaeval expression has been retained, and the announcements of instruction there still state that the professor will ”read” on such and such subjects, instead of ”offer courses,” as we say in the United States
[24] Norton, in his _Readings in the History of Education; Mediaeval Universities_, pp 59-75, gives an extract froloss” by various writers, on the question--”Shall Priests be Acquainted with Profane Literature, or No?” which see for a good example of mediaeval university instruction and the e was spun out by ues have been preserved, but those which have all show s At Oxford, where the university was broken up into colleges, each of which had its own library, the following college libraries are known to have existed: Peterhouse College (1418), 304 volue (1472), 199 volumes; University Library (1473), 330 volumes The last tere just before the introduction of printing
The Peterhouse library (1418) was classified as follows:
Subject Chained Loanable Theology 61 63 Natural Philosophy 26 | Moral Philosophy 5 | 19 Metaphysics 3 | Logic 5 15 Grammar 6 | Poetry 4 | 13 Medicine 15 3 Civil Law 9 20 Canon Law 18 19 Totals 152 152 (Clarke J W, _The Care of Books_, pp 145, 147)
[26] Survivals of these old privileges still exist in the German universities which exercise police jurisdiction over their students and have a university jail, and in the Aht to create a disturbance in the town and breakarrested and fined
[27] See Compayre, G, _Abelard_, p 201, for illustrations
PART III
CHAPTER X
[1] One of the best known of the Troubadours was Arnaul de Marveil The following specimen of his art reveals both the new love of nature and the reaction which had clearly set in against the ”other-worldliness” of the preceding centuries:
”Oh! hoeet the breeze of April, Breathing soft as May draws near, While, through nights of tranquil beauty, Songs of gladnessin the ladness By his happy partner's side
”When around hts of love I cannot hinder Co- Nature, habit, both incline me In such joy to bear my part: With such sounds of bliss around es man as an individual had been held of very little account He was only part of a great h souild, the order He had but little self- confidence, and very little consciousness of his ability single-handed to do great things or overcoreat difficulties Life was so hard and narrow that he had no sense of the joy of living, and no feeling for the beauty of the world around hih, the terrors of another world beyond were very near and real”
(Adaes_, 2d ed, p 363)