13. Aside from differences in teachers, why are some university subjects today taught much more compactly and economically than other subjects? 14. After admitting all the defects of the mediaeval university, why did the university nevertheless represent so important a development for the future of western civilization? 15. What does the long continuance, without great changes in character, of the university as an institution indicate as to its usefulness to society? 16. Does the university of to-day play as important a part in the progress of society as it did in the mediaeval times? Why? 17. Is the chief university force to-day exerted directly or indirectly? Illustrate. 18. What is probably the greatest work of any university, in any age? 19. Compare the influence of the mediaeval university, and the Greek universities of the ancient world. 20. Explain the evolution of the English college system as an effort to improve discipline, morals, and thinking. Has it been successful in this? 21. Show how the mediaeval university put books in the place of things, whereas the modern university tries to reverse this. 22. Show how the rise of the universities gave an educated ruling class to Europe, even though the nobility may not have attended them. 23. Show how, in an age of lawlessness, the universities symbolized the supremacy of mind over brute force. 24. Show how the mediaeval universities aided civilization by breaking down, somewhat, barriers of nationality and ignorance among peoples. 25. Show how the university stood, as the crowning effort of its time, in the slow upward struggle to rebuild civilization on the ruins of what had once been. SELECTED READINGS In the accompanying _Book of Readings_ the following selections are reproduced: