for literature and art--the so-called classical ages--and thus his sense of historical perspective has been impaired.--Fiske, _The Beginnings of New England, or The Puritan Theocracy in its Relations to Civil and Religions Liberty_. {xvi} {xvii} CONTENTS. CHAPTER I INTRODUCTION, THE THIRTEENTH, GREATEST OF CENTURIES. 1 Deeds and men of a marvellous period. Evolution and man. No intellectual development in historical period. The wonderful medieval pre-renaissance. Our Gothic ancestors. Education for the classes and masses. Universities, cathedrals, arts, and crafts. Origins in art. Supreme literature in every language. Origins in law and liberty. Beginnings of modern democracy. CHAPTER II UNIVERSITIES AND PREPARATORY SCHOOLS. 18 Origins of universities. Triumph of invention. Character unchanged ever since. University evolution, Salerno, Bologna, Paris, Oxford, Cambridge, Italian, French and Spanish Universities. Origin of preparatory schools. Cathedral colleges. Decree of the Council of Lateran, every cathedral to have a school and metropolitan churches to have colleges. Attendance at these preparatory schools. CHAPTER III WHAT AND HOW THEY STUDIED AT THE UNIVERSITIES. 33 Education of the Middle Ages usually ridiculed. Ignorance of critics. Scholastics laughed at by those only who know them, but at second hand. "Logic, ethics and metaphysics owe to scholasticism a precision, unknown to the ancients themselves" (Condorcet.) Teaching methods. Scholarly interests quite as in our own day. Magnetism in literature. A magnetic engine. Aquinas and the indestructibility of matter and the conservation of energy. Roger Bacon's four grounds of human ignorance. Prophecy of explosives for motor purposes. Correction of the calendar. Contributions to optics. Experiment as the basis of scientific knowledge. Whewell's appreciation. Albertus Magnus and the natural sciences Humboldt's praise for his physical geography. Contributions to botany. Declaration with regard to foolish popular notions. The {xviii} great group of scientific men at the University of Paris. Robert of Sorbonne's directions how to study. Education of the heart as well as the head. CHAPTER IV THE NUMBER OF STUDENTS AND DISCIPLINE. 58 Largest universities of all time. More students to the population than at any time since. Discussion as to the numbers in attendance. Comparative average ages of students. How such numbers were supported. Working their way through college. Some reasons for false impressions, as to university attendance. M. Compayré's paragraph on education in the Middle Ages. Supposed ignorance. The monks at the universities. How many students clerical. College abuses and discipline. The "nations," the under-graduate committee on discipline. Teaching practical democracy. CHAPTER V POST-GRADUATE WORK AT THE UNIVERSITIES. 78