QUESTIONS ON THE READINGS
1. What does a glance at the page giving the university foundations before 1600 (100) show as to the rate and direction of the university movement?
2. How do you account for the very large privileges granted university students in the early grants (101, 102) and charters (103)? Should a university student to-day have any privileges not given to all citizens? Why?
3. Do universities, when founded to-day, secure a charter? If so, from whom, and what terms are included? Do normal schools? What form of a charter, if any, has your university or normal school?
4. Compare the freedom from taxation granted to masters and students at Paris (104) with the grant to professors at Brown University (187b). Was the Brown University grant exceptional, or common in other American foundations?
5. Do any American cities to-day maintain colleges or universities, as did the Italian cities (105)? Normal schools? Are somewhat similar ends served?
6. What does the cessatio, as exercised by the mediaeval university (107, 108), indicate as to standards of conduct on the part of teachers and students?
7. Why is the licensing of university professors to teach not followed in our American universities? What has taken the place of the license? What did the mediaeval license (110, 111, 112) really signify?
8. Compare the license to teach (112) with a modern doctor's diploma.
9. Compare the requirements for the Arts degree (113, 114, 115) with the requirements for the Baccalaureate degree at a modern university.
10. Compare the additional length of time for professional degrees (116, 117).
11. How do you account for the American practice of admitting students to the professional courses without the Arts course? What is the best American practice in this matter to-day, and what tendencies are observable?
12. Characterize the medical course at Paris (117) from a modern point of view.
13. Compare the instruction in medicine at Paris (117) and Toulouse (122). How do you account for the superiority shown by one? Which one?
14. What does the extract from Roger Bacon (118) indicate as to the character of the teaching of Theology?
15. What was the nature and extent of the library of Master Stephen (119)? Compare such a library with that of a scholar of to-day.
16. Show how the Paris statute as to lecturing (121) was an attempt at an improvement of the methods of instruction and individual thinking.
17. What do the two time-tables reproduced (122, 123) reveal as to the nature of a university day, and the instruction given?
18. Show how Rashdall's statement (124) that lawyers have been a civilizing agent is true.