Having thus followed Rollock through one complete cycle of his regency or professorship in Arts, one would like to know something as to the nature and methods of his teaching. On this head the information is as follows:—He began, as we have seen, by testing his students in the indispensable Latin. But, though ability to read ordinary Latin authors, to write in Latin, and also to speak Latin in some fashion and understand spoken Latin, were prerequisites to his course, the business of that course itself included necessarily much reading in particular Latin classics, whether for their matter or for their style. Very soon in his first class, however, he attacked Greek, teaching it from the grammar upwards, until easy Greek authors could be read. Greek was continued, for its own sake, into the second and third years of the course; but the chief business of those years, and of the fourth, was “Philosophy,” as divided into Logic, Ethics, and Physics. In each of these departments the philosophical teaching consisted chiefly of expositions of Aristotle. Whether in the original Greek, or, as is more probable, in Latin versions, Rollock, we are expressly told, read Aristotle daily with his pupils, beginning with the _Organon Logicum_, and then going through the _Nicomachean Ethics_ and the _Physics_. The _Physics_ came probably in the last year, and in this year also (for mathematics and physical science were then usually delayed till the end) certain additions to Aristotle: to wit, the principles of Arithmetic, a sketch of the Anatomy of the human body, Astronomy as taught in the then standard treatise of Joannes a Sacro Bosco _De Sphæra_, and finally Geography. Conceive the routine so sketched; conceive the steady plodding on day after day, for some hours every day, through four sessions of ten or eleven months each; and conceive also the disputations in Latin among the students themselves every Saturday, and the express catechisings of them in religion on Sundays: and you will have an idea of what it was to be under Rollock in the first years of the University of Edinburgh. A still more minute account of what constituted the curriculum of study in the Faculty of Arts during the first age of the University is furnished by an abstract of the “Order of Discipline” in the University, drawn up in the year 1628. One cannot be sure that in every particular this “Order of Discipline” accords with what had been the practice of Rollock; but, as the abstract professes to be mainly a digest of rules and customs that had been already in force, it probably describes substantially the scheme of teaching introduced by Rollock and bequeathed by him to his successors. The scheme may be tabulated thus:—