tim lost an eye.
The retreat into the city was cut off, and fugitives were pursued far
into the country. Blood flowed freely, and the scholars who escaped
returned to their halls with broken heads and limbs and their clothes
torn to fragments. Some of the victims died of their wounds, and the
monks were punished by King and Pope, the Abbot being pensioned off
and the Abbey compelled to endow two chaplains to say masses for
scholars. Forty years later the University had again to appeal to the
Pope to avenge assaults by retainers of the Abbey upon scholars who
were fishing in the moat outside the Abbey walls. The monks, of
course, may have given a different version of the incidents.

CHAPTER VIII (p. 133)

SUBJECTS OF STUDY, LECTURES AND EXAMINATIONS

The student of a medieval University was, as we have seen, expected to
converse in Latin, and all instruction was given in that language. It
was therefore essential that, before entering on the University
curriculum, he should have a competent knowledge of Latin. College
founders attempted to secure this in various ways, sometimes by an
examination (_e.g._ at the College of Cornouaille, at Paris no one was
admitted a bursar until he was examined and found to be able to read)
and sometimes by making provision for young boys to be taught by a
master of grammar. The Founder of New College met the difficulty by
the foundation of Winchester College, at which all Wykehamists (except
the earliest members of New College) were to be thoroughly grounded in
Latin. It was more difficult for a University to insist upon such a
test, but in 1328, the University of Paris had ordered that before a
youth was admitted to the privileges of "scholarity" or studentship,
he must appear before the Rector and make his own application in
continuous Latin, without any French words. Formulae for this (p. 134)
purpose would, doubtless, soon be invented and handed down by
tradition, and the precaution cannot have been of much practical
value. There were plenty of grammar schools in the Middle Ages, and a
clever boy was likely to find a patron and a place of education in the
neighbourhood of his home. The grammar schools in University towns had
therefore originally no special importance, but many of the
undergraduates who came up at thirteen or fourteen required some
training such as William of Waynflete provided for his younger demies