d it is
followed by Lecturers in the rest of the Faculties.

Transgressors of this Statute, whether Masters or Scholars, we
deprive thenceforth of their positions as lecturers, of honors,
offices, and the rest of their means of support under our
Faculty, for one year. But if any one repeats the offense, we
double the penalty for the first repetition; for the second, we
quadruple it, and so on. And auditors who interfere with the
execution of this our Statute by shouting or whistling or raising
a din, or by throwing stones, either personally or through their
attendants or accomplices, or in any other way, we deprive of and
cut off from our company for one year, and for each repetition we
increase the penalty to twice and four times the length as
above.[60]

(b) _The Disputation._

The disputation, or debate, one of the most important university
exercises, "first became really established in the schools as a result
of the new method." (Cf. page 35.) This exercise was sometimes carried
on in the manner of a modern debate; to "respond" in the schools (i.e.,
to defend a thesis in public debate), and to "oppose" (i.e., to argue
against the respondent), was a common requirement for all degrees.
Scholars and masters frequently posted in public places theses to the
argument of which they challenged all comers, just as a knight might
challenge all comers at a tournament to combat. In such cases the
respondent usually indicated the side of the question which he would
defend. This practice, in a modified form, still exists in some European
universities in the public examinations for the Doctor's degree.

In another mode, the disputation was carried on by a single person, who
argued both sides of the question and drew the conclusion in favor of
one side or the other. This was of course merely the oral use of the
method of exposition commonly found in the works of scholastic
philosophers and theologians. The lecture of Giraldus Cambrensis
described above (page 109) was doubtless of this type. A complete
example is to be found in Dante's "Quaestio de Aqua et Terra." The brief
of the arguments on both sides of this question is here reproduced with
some modifications. It illustrates not only the exercise itself, but
also the ponderous complications which the scholastic method received at
the hands of Abelard's successors, and the weakness of that method when
applied