The European universities were early granted certain privileges, many of which are accorded to this day. Indeed, some of these privileges were assumed and allowed before the institutions had official recognition by charter. These educational associations acquired so much influence and power that princes and popes vied with each other to gain favor with them by granting them special privileges. One of the most important of these is that the government of the student body rests with the university faculty, both as to their life in connection with the university, and also outside of it. Thus to this day if a student is arrested by the police, his case is turned over to the authorities of the university for trial and punishment. This was an important concession largely growing out of the fact that a great many of the students were citizens of other countries than that in which the university was located. It will readily appear that this privilege alone would have a tendency to create a world for university students and professors apart from that of the citizens. Doubtless the moral tone among the former was often very low. Students took advantage of the situation created by their peculiar privileges, and disregarded laws which the citizens were obliged to obey. Conflicts between these two classes, therefore, were frequent and bitter. The universities stimulated a desire for learning, created a respect for it, and began a movement toward free investigation, and for the promulgation of liberal ideas, which gains strength with each decade of the world's history. They have greatly contributed to the growth of knowledge, to the advancement of science, and to the elevation of mankind. FOOTNOTES: [45] The cathedral schools were institutions connected with each cathedral for the purpose of training priests for their sacred office, but they were not limited entirely to priests. Instructions in the seven liberal arts was imparted, and also in religion. Parochial schools were established in many places for the purpose of training children in the doctrines of the Church. Thus, as early as the ninth century, the Church sought to extend the benefits of education to the people as well as to the priesthood. While the parochial schools were limited in their instruction, somewhat after the manner of the early catechumen schools, the changed conditions of Christianity permitted a much broader training than formerly. [46] The complete university has four faculties, which embrace all human knowledge. The historical order of precedence is as follows: _Theology_ (1259-60), _Law_ (1271), _Medicine_ (1274), and _Arts_ or _Philosophy_ (1281). The last includes all subjects not embraced in the first three. Thus all branches of science, history, language, mathematics, etc., belong to the "philosophical" faculty. [47] Laurie, "Rise of the Universities." [48] No longer in existence CHAPTER XXV MOHAMMEDAN EDUCATION