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, given in the afternoon or
evening, was either a detailed discussion of some point which could not
be treated in full in the "ordinary" lecture, or a simple re-reading of
the lecture, sometimes accompanied by catechism of the students upon its
substance.
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