te AE: Ovid.]

[Footnote 31: _Decretum Gratiani, Distinctio_ XXXVII. ed. Lyons, 1580.]

[Footnote 32: Denifle, I, 46.]

[Footnote 33: _Compendium Studii Theologiae;_ translated by J.S. Brewer
in R. Bacon, _Opera Inedita,_ p. lvi.]

[Footnote 34: One sentence of no importance is omitted from the
translation. The rest of the document is given below, p. 90. For a
slightly different version see D.C. Munro, "Translations and Reprints
from the Original Sources of European History," Vol. II, Pt. III, p. 2.]

[Footnote 35: Roger de Hoveden, _Chronica_, ed. Stubbs, IV, 120, 121.]

[Footnote 36: _Chart. Univ. Paris._, Vol. II, No. 657.]

[Footnote 37: Quoted from D.C. Munro, _Translations and Reprints_, Vol.
II, Pt. III.]

[Footnote 38: _Chart. Univ. Paris._, II, No. 1044.]

[Footnote 39: Rashdall, I, p. 147.]

[Footnote 40: _Chart. Univ. Paris._, I, No. 142.]

[Footnote 41: _l.c._, II, No. 1044.]

[Footnote 42: Rashdall, I, p. 343.]

[Footnote 43: F. Zarncke, _Statutenbuecher der Universitaet Leipzig,_ p.
4.]

[Footnote 44: Fournier, _Statuts et Priv. des Univ. franc._, III, No.
1673.]

[Footnote 45: _Chart. Univ. Paris._, Vol. I, p. 59. Quoted from D.C.
Munro, _l.c._ p. 9.]

[Footnote 46: For the text of this charter in full, see D.C. Munro,
_l.c._ p. 7.]

[Footnote 47: Matthew Paris, _Chronica Majora_, III, 166-169.]

[Footnote 48: _Chart. Univ. Paris._, I, p. 119.]

[Footnote 49: Kashdall, I, pp. 11, 12.]

[Footnote 50: _Chart. Univ. Paris._, II, No. 578.]

[Footnote 51: Documents printed by Denifle, _Die Universitaeten, _etc.,
pp. 801-803.]

[Footnote 52: Document printed by Rashdall, II, Pt. II, p. 746.]

[Footnote 53: Charter of Harvard College, 1650.]

[Footnote 54: Charter of Brown University, 1764.]

[Footnote 55: See Compayre, "Abelard," pp. 41-45, and 35-41.]

[Footnote 56: Fournier, _Statuts_, etc., III, No. 1644.]

IV

UNIVERSITY EXERCISES

The ways and means of teaching in mediaeval universities were few and
simple in comparison with those of our own times. The task of the
student was merely to become acquainted with a few books and to acquire
some facility in debate. The university exercises were shaped to secure
this result. They consisted in the Lecture, the Disputation or Debate,
the Repetition, the Conference, the Quiz, and the Examination.

Of these the first two and the last were by far the most important; they
are described in detail below. The Repetition, give