s 86
(c) Exemption from Taxation 88
(d) The Privilege of Suspending Lectures (Cessatio) 92
(e) The Right of Teaching Everywhere
(Jus ubique docendi) 96
(f) Privileges Granted by a Municipality 98
(g) The Influence of Mediaeval Privileges
on Modern Universities 101
5. Universities Founded by the Initiative of Civil
or Ecclesiastical Powers 102

IV. UNIVERSITY EXERCISES 107

(a) The Lecture 107
(b) The Disputation 115
(c) The Examination 124
(d) A Day's Work in 1476 132
(e) Time-table of Lectures at Leipzig, 1519 132

V. REQUIREMENTS FOR THE DEGREES IN ARTS 135

1. Paris, 1254 136
2. Paris, 1366 138
3. Oxford, 1267 and (?) 1408 138
4. Leipzig, A.B., 1410 139
5. Leipzig, A.M., 1410 139
6. Leipzig, A.B. and A.M., 1519 134

VI. ACADEMIC LETTERS 141

1. Letters Relating to Paris 141
2. Two Oxford Letters of the Fifteenth Century 149

READINGS IN THE HISTORY OF EDUCATION

I

INTRODUCTION

The history of education, like all other branches of history, is based
upon documents. Historical documents are, in general, "the traces which
have been left by the thoughts and actions of men of former times"; the
term commonly refers to the original records or _sources_ from which our
knowledge of historical facts is derived. The documents most generally
used by historians are written or printed. In the history of education
alone these are of the greatest variety; as is shown in the following
pages, among them are university charters, proceedings, regulations,
lectures, text-books, the statutes of student organizations, personal
letters, autobiographies, contemporary accounts of university life, and
laws made by civil or ecclesiastical author