ve a tendency to create a world for university students and
professors apart from that of the citizens. Doubtless the moral tone
among the former was often very low. Students took advantage of the
situation created by their peculiar privileges, and disregarded laws
which the citizens were obliged to obey. Conflicts between these two
classes, therefore, were frequent and bitter.

The universities stimulated a desire for learning, created a respect for
it, and began a movement toward free investigation, and for the
promulgation of liberal ideas, which gains strength with each decade of
the world's history. They have greatly contributed to the growth of
knowledge, to the advancement of science, and to the elevation of
mankind.

FOOTNOTES:

[45] The cathedral schools were institutions connected with each
cathedral for the purpose of training priests for their sacred office,
but they were not limited entirely to priests. Instructions in the seven
liberal arts was imparted, and also in religion. Parochial schools were
established in many places for the purpose of training children in the
doctrines of the Church. Thus, as early as the ninth century, the Church
sought to extend the benefits of education to the people as well as to
the priesthood. While the parochial schools were limited in their
instruction, somewhat after the manner of the early catechumen schools,
the changed conditions of Christianity permitted a much broader training
than formerly.

[46] The complete university has four faculties, which embrace all human
knowledge. The historical order of precedence is as follows: _Theology_
(1259-60), _Law_ (1271), _Medicine_ (1274), and _Arts_ or _Philosophy_
(1281). The last includes all subjects not embraced in the first three.
Thus all branches of science, history, language, mathematics, etc.,
belong to the "philosophical" faculty.

[47] Laurie, "Rise of the Universities."

[48] No longer in existence

CHAPTER XXV

MOHAMMEDAN EDUCATION

=Literature.=--_Warner_, Library of the World's Best Literature (see
article on the Koran); _Johonnot_, Geographical Reader; _Lane-Poole_,
Story of the Moors in Spain; _Lord_, Beacon Lights of History;
_Thalheimer_, Mediaeval and Modern History; _Stille_, Studies in
Mediaeval History; _Irving_, Mahomet and his Successors; _Church_, The
Beginnings of the Middle Ages; _Andrews_, Institutes of General History;
_White_, Eighteen Christian Centuries; _Myers_, Mediaeval and