II
The most useful general work on the content of mediaeval learning is Henry Osborn Taylor, The Mediaeval Mind (third edition, New York, 1919). This may be supplemented by R. L. Poole, Illustrations of the History of Mediaeval Thought and Learning (second edition, London, 1920); M. Grabmann, Geschichte der scholastischen Methode (Freiburg, 1909-11); Sir J. E. Sandys, History of Classical Scholarship, I (third edition, Cambridge, 1921); Lynn Thorndike, History of Magic and Experimental Science (New York, 1923); Pierre Duhem, Le système du monde de Platon à Copernic, II-V (Paris, 1914-17); Charles H. Haskins, Studies in the History of Mediaeval Science (in press, Harvard University Press); the standard histories of philosophy, mathematics, law, and medicine; and the more special literature in Paetow’s Guide, including his own study of the Arts Course (Urbana, 1910) and his edition of the Battle of the Seven Arts (Berkeley, 1914). For a sample of Abelard’s Sic et Non, see Norton, Readings, pp. 20-25. Abelard’s method can be followed further in the logical writings edited for the first time by B. Geyer in Baeumker’s Beiträge zur Geschichte der Philosophie des Mittelalters, XXI (Münster, 1919 ff.). The best account of the class-rooms of a mediaeval university is F. Cavazza, Le scuole dell’antico studio bolognese (Milan, 1896). Robert de Sorbon’s De conscientia is edited by Chambon (Paris, 1903).