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Part 1

THE COLVER LECTURES IN BROWN UNIVERSITY

1923

THE RISE OF UNIVERSITIES

CHARLES H. HASKINS

COLVER LECTURES

HUMAN LIFE AS THE BIOLOGIST SEES IT

BY VERNON KELLOGG

Published by HENRY HOLT AND COMPANY

BROWN UNIVERSITY. THE COLVER LECTURES, 1923

THE RISE OF UNIVERSITIES

BY CHARLES HOMER HASKINS

GURNEY PROFESSOR OF HISTORY AND POLITICAL SCIENCE DEAN OF THE GRADUATE SCHOOL OF ARTS AND SCIENCES HARVARD UNIVERSITY

[Illustration]

NEW YORK HENRY HOLT AND COMPANY 1923

PRINTED IN UNITED STATES OF AMERICA

TO MY STUDENTS IN THREE UNIVERSITIES 1888-1923

The Colver lectureship is provided by a fund of $10,000 presented to the University by Mr. and Mrs. Jesse L. Rosenberger of Chicago in memory of Mrs. Rosenberger’s father, Charles K. Colver of the class of 1842. The following sentences from the letter accompanying the gift explain the purposes of the foundation:--

“It is desired that, so far as possible, for these lectures only subjects of particular importance and lecturers eminent in scholarship or of other marked qualifications shall be chosen. It is desired that the lectures shall be distinctive and valuable contributions to human knowledge, known for their quality rather than their number. Income, or portions of income, not used for lectures may be used for the publication of any of the lectures deemed desirable to be so published.”

Charles Kendrick Colver (1821-1896) was a graduate of Brown University of the class of 1842. The necrologist of the University wrote of him: “He was distinguished for his broad and accurate scholarship, his unswerving personal integrity, championship of truth, and obedience to God in his daily life. He was severely simple and unworldly in character.”

The lectures now published in this series are:--

1916

_The American Conception of Liberty and Government_, by Frank Johnson Goodnow, LL.D., President of Johns Hopkins University.

1917

_Medical Research and Human Welfare_, by W. W. Keen, M.D., LL.D. (Brown), Emeritus Professor of Surgery, Jefferson Medical College, Philadelphia.

1918

_The Responsible State: A Reëxamination of Fundamental Political Doctrines in the Light of World War and the Menace of Anarchism_, by Franklin Henry Giddings, LL.D., Professor of Sociology and the History of Civilization in Columbia University; sometime Professor of Political Science in Bryn Mawr College.

1919

_Democracy: Discipline: Peace_, by William Roscoe Thayer.

1920

_Plymouth and the Pilgrims_, by Arthur Lord.

1921

_Human Life as the Biologist Sees It_, by Vernon Kellogg, Sc.D., LL.D., Secretary, National Research Council; sometime Professor in Stanford University.

1922

_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 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.

The contrast between these earliest universities and those of today is of course broad and striking. Throughout the period of its origins the mediaeval university had no libraries, laboratories, or museums, no endowment or buildings of its own; it could not possibly have met the requirements of the Carnegie Foundation! As an historical textbook from one of the youngest of American universities tells us, with an unconscious touch of local color, it had “none of the attributes of the material existence which with us are so self-evident.” The mediaeval university was, in the fine old phrase of Pasquier, “built of men”--_bâtie en hommes_. Such a university had no board of trustees and published no catalogue; it had no student societies--except so far as the university itself was fundamentally a society of students--no college journalism, no dramatics, no athletics, none of those “outside activities” which are the chief excuse for inside inactivity in the American college.

And yet, great as these differences are, the fact remains that the university of the twentieth century is the lineal descendant of mediaeval Paris and Bologna. They are the rock whence we were hewn, the hole of the pit whence we were digged. The fundamental organization is the same, the historic continuity is unbroken. They created the university tradition of the modern world, that common tradition which belongs to all our institutions of higher learning, the newest as well as the oldest, and which all college and university men should know and cherish. The origin and nature of these earliest universities is the subject of these three lectures. The first will deal with university institutions, the second with university instruction, the third with the life of university students.

* * * * *

In recent years the early history of universities has begun to attract the serious attention of historical scholars, and mediaeval institutions of learning have at last been lifted out of the region of myth and fable where they long lay obscured. We now know that the foundation of the University of Oxford was not one of the many virtues which the millennial celebration could properly ascribe to King Alfred; that Bologna did not go back to the Emperor Theodosius; that the University of Paris did not exist in the time of Charlemagne, or for nearly four centuries afterward. It is hard, even for the modern world, to realize that many things had no founder or fixed date of beginning but instead “just grew,” arising slowly and silently without definite record. This explains why, in spite of all the researches of Father Denifle and Dean Rashdall and the local antiquaries, the beginnings of the oldest universities are obscure and often uncertain, so that we must content ourselves sometimes with very general statements.

The occasion for the rise of universities was a great revival of learning, not that revival of the fourteenth and fifteenth centuries to which the term is usually applied, but an earlier revival, less known though in its way quite as significant, which historians now call the renaissance of the twelfth century. So long as knowledge was limited to the seven liberal arts of the early Middle Ages, there could be no universities, for there was nothing to teach beyond the bare elements of grammar, rhetoric, logic, and the still barer notions of arithmetic, astronomy, geometry, and music, which did duty for an academic curriculum. Between 1100 and 1200, however, there came a great influx of new knowledge into western Europe, partly through Italy and Sicily, but chiefly through the Arab scholars of Spain--the works of Aristotle, Euclid, Ptolemy, and the Greek physicians, the new arithmetic, and those texts of the Roman law which had lain hidden through the Dark Ages. In addition to the elementary propositions of triangle and circle, Europe now had those books of plane and solid geometry which have done duty in schools and colleges ever since; instead of the painful operations with Roman numerals--how painful one can readily see by trying a simple problem of multiplication or division with these characters--it was now possible to work readily with Arabic figures; in the place of Boethius the “Master of them that know” became the teacher of Europe in logic, metaphysics, and ethics. In law and medicine men now possessed the fulness of ancient learning. This new knowledge burst the bonds of the cathedral and monastery schools and created the learned professions; it drew over mountains and across the narrow seas eager youths who, like Chaucer’s Oxford clerk of a later day, ‘would gladly learn and gladly teach,’ to form in Paris and Bologna those academic gilds which have given us our first and our best definition of a university, a society of masters and scholars.

To this general statement concerning the twelfth century there is one partial exception, the medical university of Salerno. Here, a day’s journey to the south of Naples, in territory at first Lombard and later Norman, but still in close contact with the Greek East, a school of medicine had existed as early as the middle of the eleventh century, and for perhaps two hundred years thereafter it was the most renowned medical centre in Europe. In this “city of Hippocrates” the medical writings of the ancient Greeks were expounded and even developed on the side of anatomy and surgery, while its teachings were condensed into pithy maxims of hygiene which have not yet lost their vogue--“after dinner walk a mile,” etc. Of the academic organization of Salerno we know nothing before 1231, and when in this year the standardizing hand of Frederick II regulated its degrees Salerno had already been distanced by newer universities farther north. Important in the history of medicine, it had no influence on the growth of university institutions.

If the University of Salerno is older in time, that of Bologna has a much larger place in the development of higher education. And while Salerno was known only as a school of medicine, Bologna was a many-sided institution, though most noteworthy as the centre of the revival of the Roman law. Contrary to a common impression, the Roman law did not disappear from the West in the early Middle Ages, but its influence was greatly diminished as a result of the Germanic invasions. Side by side with the Germanic codes, Roman law survived as the customary law of the Roman population, known no longer through the great law books of Justinian but in elementary manuals and form-books which grew thinner and more jejune as time went on. The _Digest_, the most important part of the _Corpus Juris Civilis_, disappears from view between 603 and 1076; only two manuscripts survived; in Maitland’s phrase, it “barely escaped with its life.” Legal study persisted, if at all, merely as an apprenticeship in the drafting of documents, a form of applied rhetoric. Then, late in the eleventh century, and closely connected with the revival of trade and town life, came a revival of law, foreshadowing the renaissance of the century which followed. This revival can be traced at more than one point in Italy, perhaps not first at Bologna, but here it soon found its centre for the geographical reasons which, then as now, made this city the meeting-point of the chief routes of communication in northern Italy. Some time before 1100 we hear of a professor named Pepo, “the bright and shining light of Bologna”; by 1119 we meet with the phrase _Bononia docta_. At Bologna, as at Paris, a great teacher stands at the beginning of university development. The teacher who gave Bologna its reputation was one Irnerius, perhaps the most famous of the many great professors of law in the Middle Ages. Just what he wrote and what he taught are still subjects of dispute among scholars, but he seems to have fixed the method of ‘glossing’ the law texts upon the basis of a comprehensive use of the whole _Corpus Juris_, as contrasted with the meagre epitomes of the preceding centuries, fully and finally separating the Roman law from rhetoric and establishing it firmly as a subject of professional study. Then, about 1140, Gratian, a monk of San Felice, composed the _Decretum_ which became the standard text in canon law, thus marked off from theology as a distinct subject of higher study; and the preëminence of Bologna as a law school was fully assured.

A student class had now appeared, expressing itself in correspondence and in poetry, and by 1158 it was sufficiently important in Italy to receive a formal grant of rights and privileges from Emperor Frederick Barbarossa, though no particular town or university is mentioned. By this time Bologna had become the resort of some hundreds of students, not only from Italy but from beyond the Alps. Far from home and undefended, they united for mutual protection and assistance, and this organization of foreign, or Transmontane, students was the beginning of the university. In this union they seem to have followed the example of the gilds already common in Italian cities. Indeed, the word university means originally such a group or corporation in general, and only in time did it come to be limited to gilds of masters and students, _universitas societas magistrorum discipulorumque_. Historically, the word university has no connection with the universe or the universality of learning; it denotes only the totality of a group, whether of barbers, carpenters, or students did not matter. The students of Bologna organized such a university first as a means of protection against the townspeople, for the price of rooms and necessaries rose rapidly with the crowd of new tenants and consumers, and the individual student was helpless against such profiteering. United, the students could bring the town to terms by the threat of departure as a body, secession, for the university, having no buildings, was free to move, and there are many historic examples of such migrations. Better rent one’s rooms for less than not rent them at all, and so the student organizations secured the power to fix the prices of lodgings and books through their representatives.

Victorious over the townsmen, the students turned on ‘their other enemies, the professors.’ Here the threat was a collective boycott, and as the masters lived at first wholly from the fees of their pupils, this threat was equally effective. The professor was put under bond to live up to a minute set of regulations which guaranteed his students the worth of the money paid by each. We read in the earliest statutes (1317) that a professor might not be absent without leave, even a single day, and if he desired to leave town he had to make a deposit to ensure his return. If he failed to secure an audience of five for a regular lecture, he was fined as if absent--a poor lecture indeed which could not secure five hearers! He must begin with the bell and quit within one minute after the next bell. He was not allowed to skip a chapter in his commentary, or postpone a difficulty to the end of the hour, and he was obliged to cover ground systematically, so much in each specific term of the year. No one might spend the whole year on introduction and bibliography! Coercion of this sort presupposes an effective organization of the student body, and we hear of two and even four universities of students, each composed of ‘nations’ and presided over by a rector. Emphatically Bologna was a student university, and Italian students are still quite apt to demand a voice in university affairs. When I first visited the University of Palermo I found it just recovering from a riot in which the students had broken the front windows in a demand for more frequent, and thus less comprehensive, examinations. At Padua’s seventh centenary last May the students practically took over the town, with a programme of processions and ceremonies quite their own and an amount of noise and tumult which almost broke up the most solemn occasions and did break the windows of the greatest hall in the city.

Excluded from the ‘universities’ of students, the professors also formed a gild or ‘college,’ requiring for admission thereto certain qualifications which were ascertained by examination, so that no student could enter save by the gild’s consent. And, inasmuch as ability to teach a subject is a good test of knowing it, the student came to seek the professor’s license as a certificate of attainment, regardless of his future career. This certificate, the license to teach (_licentia docendi_), thus became the earliest form of academic degree. Our higher degrees still preserve this tradition in the words master (_magister_) and doctor, originally synonymous, while the French even have a _licence_. A Master of Arts was one qualified to teach the liberal arts; a Doctor of Laws, a certified teacher of law. And the ambitious student sought the degree and gave an inaugural lecture, even when he expressly disclaimed all intention of continuing in the teaching profession. Already we recognize at Bologna the standard academic degrees as well as the university organization and well-known officials like the rector.

Other subjects of study appeared in course of time, arts, medicine, and theology, but Bologna was preëminently a school of civil law, and as such it became the model of university organization for Italy, Spain, and southern France, countries where the study of law has always had political and social as well as merely academic significance. Some of these universities became Bologna’s competitors, like Montpellier and Orleans as well as the Italian schools nearer home. Frederick II founded the University of Naples in 1224 so that the students of his Sicilian kingdom could go to a Ghibelline school at home instead of the Guelfic centre in the North. Rival Padua was founded two years earlier as a secession from Bologna, and only last year, on the occasion of Padua’s seven-hundredth anniversary, I saw the ancient feud healed by the kiss of peace bestowed on Bologna’s rector amid the encores of ten thousand spectators. Padua, however, scarcely equalled Bologna in our period, even though at a later age Portia sent thither for legal authority, and though the university still shines with the glory of Galileo.

* * * * *

In northern Europe the origin of universities must be sought at Paris, in the cathedral school of Notre-Dame. By the beginning of the twelfth century in France and the Low Countries learning was no longer confined to monasteries but had its most active centres in the schools attached to cathedrals, of which the most famous were those of Liège, Rheims, Laon, Paris, Orleans, and Chartres. The most notable of these schools of the liberal arts was probably Chartres, distinguished by a canonist like St. Ives and by famous teachers of classics and philosophy like Bernard and Thierry. As early as 991 a monk of Rheims, Richer, describes the hardships of his journey to Chartres in order to study the _Aphorisms_ of Hippocrates of Cos; while from the twelfth century John of Salisbury, the leading northern humanist of the age, has left us an account of the masters which we shall later have occasion to cite. Nowhere else today can we drop back more easily into a cathedral city of the twelfth century, the peaceful town still dominated by its church and sharing, now as then,

the minster’s vast repose. Silent and gray as forest-leaguered cliff Left inland by the ocean’s slow retreat, ... patiently remote From the great tides of life it breasted once, Hearing the noise of men as in a dream.

By the time the cathedral stood complete, with its “dedicated shapes of saints and kings,” it had ceased to be an intellectual centre of the first importance, over-shadowed by Paris fifty-odd miles away, so that Chartres never became a university.

The advantages of Paris were partly geographical, partly political as the capital of the new French monarchy, but something must be set down to the influence of a great teacher in the person of Abelard. This brilliant young radical, with his persistent questioning and his scant respect for titled authority, drew students in large numbers wherever he taught, whether at Paris or in the wilderness. At Paris he was connected with the church of Mont-Sainte-Geneviève longer than with the cathedral school, but resort to Paris became a habit in his time, and in this way he had a significant influence on the rise of the university. In an institutional sense the university was a direct outgrowth of the school of Notre-Dame, whose chancellor alone had authority to license teaching in the diocese and thus kept his control over the granting of university degrees, which here as at Bologna were originally teachers’ certificates. The early schools were within the cathedral precincts on the Ile de la Cité, that tangled quarter about Notre-Dame pictured by Victor Hugo which has long since been demolished. A little later we find masters and scholars living on the Little Bridge (Petit-Pont) which connected the island with the Left Bank of the Seine--this bridge gave its name to a whole school of philosophers, the Parvipontani--but by the thirteenth century they have over-run the Left Bank, thenceforth the Latin Quarter of Paris.

At what date Paris ceased to be a cathedral school and became a university, no one can say, though it was certainly before the end of the twelfth century. Universities, however, like to have precise dates to celebrate, and the University of Paris has chosen 1200, the year of its first royal charter. In that year, after certain students had been killed in a town and gown altercation, King Philip Augustus issued a formal privilege which punished his prévôt and recognized the exemption of the students and their servants from lay jurisdiction, thus creating that special position of students before the courts which has not yet wholly disappeared from the world’s practice, though generally from its law. More specific was the first papal privilege, the bull _Parens scientiarum_ of 1231, issued after a two years’ cessation of lectures growing out of a riot in which a band of students, having found “wine that was good and sweet to drink,” beat up the tavern keeper and his friends till they in turn suffered from the prévôt and his men, a dissension in which the thirteenth century clearly saw the hand of the devil. Confirming the existing exemptions, the Pope goes on to regulate the discretion of the chancellor in conferring the license, at the same time that he recognizes the right of the masters and students “to make constitutions and ordinances regulating the manner and time of lectures and disputations, the costume to be worn,” attendance at masters’ funerals, the lectures of bachelors, necessarily more limited than those of fully fledged masters, the price of lodgings, and the coercion of members. Students must not carry arms, and only those who frequent the schools regularly are to enjoy the exemptions of students, the interpretation in practice being attendance at not less than two lectures a week.