On the masses of the people, of course, they had little or no influence, and could not have for centuries to come. Their greatest work, as has been the case with universities ever since their foundation, was that of drawing to their classrooms the brightest minds of the times, the most capable and the most industrious, and out of this young raw material training the leaders of the future in Church and State. Educationally, one of their most important services was in creating a surplus of teachers in the Arts who had to find a market for their abilities in the rising secondary schools. These developed rapidly after 1200, and to these we owe a somewhat more general diffusion of the little learning and the intellectual training of the time. In preparing future leaders for State and Church in law, theology, and teaching, the universities, though sometimes opposed and their opinions ignored, nevertheless contributed materially to the making and moulding of national history. The first great result of their work in training leaders we see in the Renaissance movement of the fourteenth and fifteenth centuries, to which we next turn. In this movement for a revival of the ancient learning, and the subsequent movements for a purer and a better religious life, the men trained by the universities were the leaders. QUESTIONS FOR DISCUSSION 1. Why would the _studia publica_ tend to attract a different type of scholar than those in the monasteries, and gradually to supersede them in importance? 2. Show how the mediaeval university was a gradual and natural evolution, as distinct from a founded university of to-day. 3. Show that the university charter was a first step toward independence from church and state control. 4. Show the relation between the system of apprenticeship developed for student and teacher in a mediaeval university, and the stages of student and teacher in a university of to-day. 5. Show how the chartered university of the Middle Ages was an "association of like-minded men for worldly purposes." 6. To what university mother does Harvard go back, ultimately? 7. Show how the English and the German universities are extreme evolutions from the mediaeval type, and our American universities a combination of the two extremes. 8. Do university professors to-day have privileges akin to those granted professors in a mediaeval university? 9. What has caused the old Arts Faculty to break up into so many groups, whereas Law, Medicine, and Theology have stayed united? 10. Do universities, when founded to-day, usually start with all four of the mediaeval faculties represented? 11. Which of the professional faculties has changed most in the nature and character of its instruction? Why has this been so? 12. Enumerate a number of different things which have enabled the modern university greatly to shorten the period of instruction?