wont to deliver ordinary lectures, and at Vienna the doctors are forbidden to read anything but the Decretals in the morning at ordinary lectures. The instructions given to the Vienna doctors of (p. 142) law illustrate the thoroughness of the medieval lecture in all faculties. They are first to state the case carefully, then to read the text, then to restate the case, then to remark on "notabilia," and then to discuss questions arising out of the subject, and finally, to deal with the Glosses. So, at Oxford, the Masters in Arts are to read the books on logic and the philosophies "rite," with the necessary and adequate exposition of the text, and with questions and arguments pertinent to the subject-matter. A problem, still unsolved, about the methods of lecturing disturbed the minds of the Parisian masters. Were they to dictate lectures or to speak so fast that their pupils could not commit their words to writing? From the standpoint of teachers who delivered frequent lectures, all of the same type, and on a few set books, it was probably desirable that there should not be opportunities of possessing such copies of a professor's lectures as used to circulate, not many years ago, in Scottish and in German universities. In 1229 the Faculty of Arts at Paris made a statute on the methods of lecturing. It explains that there are two ways of reading books in the liberal arts. The masters of philosophy may deliver their expositions from their chairs so rapidly that, although the minds of their audience may grasp their meaning, their hands cannot write it (p. 143) down. This, they say, was the custom in other faculties. The other way is to speak so slowly that their hearers can take down what they say. On mature reflection, the Faculty has decided that the former is the better way, and henceforth in any lecture, ordinary or cursory, or in any disputation or other manner of teaching, the master is to speak as in delivering a speech, and as if no one were writing in his presence. A lecturer who breaks the new rule is to be suspended for a year, and if the students showed their dislike to it, by shouting, hissing, groaning, or throwing stones, they were to be sent down for a year. More than two hundred years later, in 1452, the statute was rescinded by Cardinal Estoutville, but it was probably never operative. Estoutville permitted either method of lecturing, and contented himself with forbidding lecturers to use questions and lectures which were not of their own composition, or to deliver their lectures (however good) to be read by one of their scholars as a deputy. He instructs the masters to lecture regularly according to the statutes and to explain the text of Aristotle, "de puncto in punctum," and, holding that fear and reverence are the life-blood of scholastic discipline, he repeats an injunction which we find in 1336, that the students in Arts are to sit not on benches or raised seats, but on (p. 144)