_The Rise of Universities_, by Charles H. Haskins, Ph.D., LL.D., Litt.D., Gurney Professor of History and Political Science, Dean of the Graduate School of Arts and Sciences, in Harvard University. CONTENTS PAGES I. THE EARLIEST UNIVERSITIES 3-36 Introduction 3 Bologna and the South 10 Paris and the North 19 The mediaeval inheritance 31 II. THE MEDIAEVAL PROFESSOR 37-78 Studies and textbooks 37 Teaching and examinations 54 Academic status and freedom 68 III. THE MEDIAEVAL STUDENT 79-126 Sources of information 79 Student manuals 89 Student letters 102 Student poetry 111 Conclusion 120 BIBLIOGRAPHICAL NOTE 127-130 INDEX 131-134 THE RISE OF UNIVERSITIES THE RISE OF UNIVERSITIES I THE EARLIEST UNIVERSITIES Universities, like cathedrals and parliaments, are a product of the Middle Ages. The Greeks and the Romans, strange as it may seem, had no universities in the sense in which the word has been used for the past seven or eight centuries. They had higher education, but the terms are not synonymous. Much of their instruction in law, rhetoric, and philosophy it would be hard to surpass, but it was not organized into the form of permanent institutions of learning. A great teacher like Socrates gave no diplomas; if a modern student sat at his feet for three months, he would demand a certificate, something tangible and external to show for it--an excellent theme, by the way, for a Socratic dialogue. Only in the twelfth and thirteenth centuries do there emerge in the world those features of organized education with which we are most familiar, all that machinery of instruction represented by faculties and colleges and courses of study, examinations and commencements and academic degrees. In all these matters we are the heirs and successors, not of Athens and Alexandria, but of Paris and Bologna.