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In 'The Rise of Universities' by Charles Homer Haskins, the author explores the development of universities in medieval Europe, tracing their origins and evolution. Haskins delves into the cultural, religious, and political factors that influenced the establishment of these centers of learning, highlighting their significance in shaping Western civilization. His scholarly approach combines historical research with a literary style that is both informative and engaging, making the book accessible to readers interested in the history of education. Haskins' work is considered a seminal text in the field of medieval studies, providing valuable insights into the intellectual landscape of the Middle Ages. His analysis of The Rise of Universities offers a comprehensive overview of a critical period in the history of education, shedding light on the emergence of academic institutions that continue to influence modern society. Readers will appreciate Haskins' meticulous research and insightful commentary, making this book a must-read for anyone interested in the origins of higher education.
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The Rise of Universities
Table of Contents
I THE EARLIEST UNIVERSITIES
Universities, like cathedrals and parliaments, are a product of the Middle Ages. The Greeks and the Romans, strange as it may seem, had no universities in the sense in which the word has been used for the past seven or eight centuries. They had higher education, but the terms are not synonymous. Much of their instruction in law, rhetoric, and philosophy it would be hard to surpass, but it was not organized into the form of permanent institutions of learning. A great teacher like Socrates gave no diplomas; if a modern student sat at his feet for three months, he would demand a certificate, something tangible and external to show for it—an excellent theme, by the way, for a Socratic dialogue. Only in the twelfth and thirteenth centuries do there emerge in the world those features of organized education with which we are most familiar, all that machinery of instruction represented by faculties and colleges and courses of study, examinations and commencements and academic degrees. In all these matters we are the heirs and successors, not of Athens and Alexandria, but of Paris and Bologna.
The contrast between these earliest universities and those of today is of course broad and striking. Throughout the period of its origins the mediaeval university had no libraries, laboratories, or museums, no endowment or buildings of its own; it could not possibly have met the requirements of the Carnegie Foundation! As an historical textbook from one of the youngest of American universities tells us, with an unconscious touch of local color, it had “none of the attributes of the material existence which with us are so self-evident.” The mediaeval university was, in the fine old phrase of Pasquier, “built of men”—bâtie en hommes. Such a university had no board of trustees and published no catalogue; it had no student societies—except so far as the university itself was fundamentally a society of students—no college journalism, no dramatics, no athletics, none of those “outside activities” which are the chief excuse for inside inactivity in the American college.
And yet, great as these differences are, the fact remains that the university of the twentieth century is the lineal descendant of mediaeval Paris and Bologna. They are the rock whence we were hewn, the hole of the pit whence we were digged. The fundamental organization is the same, the historic continuity is unbroken. They created the university tradition of the modern world, that common tradition which belongs to all our institutions of higher learning, the newest as well as the oldest, and which all college and university men should know and cherish. The origin and nature of these earliest universities is the subject of these three lectures. The first will deal with university institutions, the second with university instruction, the third with the life of university students.
* * * * *
In recent years the early history of universities has begun to attract the serious attention of historical scholars, and mediaeval institutions of learning have at last been lifted out of the region of myth and fable where they long lay obscured. We now know that the foundation of the University of Oxford was not one of the many virtues which the millennial celebration could properly ascribe to King Alfred; that Bologna did not go back to the Emperor Theodosius; that the University of Paris did not exist in the time of Charlemagne, or for nearly four centuries afterward. It is hard, even for the modern world, to realize that many things had no founder or fixed date of beginning but instead “just grew,” arising slowly and silently without definite record. This explains why, in spite of all the researches of Father Denifle and Dean Rashdall and the local antiquaries, the beginnings of the oldest universities are obscure and often uncertain, so that we must content ourselves sometimes with very general statements.
The occasion for the rise of universities was a great revival of learning, not that revival of the fourteenth and fifteenth centuries to which the term is usually applied, but an earlier revival, less known though in its way quite as significant, which historians now call the renaissance of the twelfth century. So long as knowledge was limited to the seven liberal arts of the early Middle Ages, there could be no universities, for there was nothing to teach beyond the bare elements of grammar, rhetoric, logic, and the still barer notions of arithmetic, astronomy, geometry, and music, which did duty for an academic curriculum. Between 1100 and 1200, however, there came a great influx of new knowledge into western Europe, partly through Italy and Sicily, but chiefly through the Arab scholars of Spain—the works of Aristotle, Euclid, Ptolemy, and the Greek physicians, the new arithmetic, and those texts of the Roman law which had lain hidden through the Dark Ages. In addition to the elementary propositions of triangle and circle, Europe now had those books of plane and solid geometry which have done duty in schools and colleges ever since; instead of the painful operations with Roman numerals—how painful one can readily see by trying a simple problem of multiplication or division with these characters—it was now possible to work readily with Arabic figures; in the place of Boethius the “Master of them that know” became the teacher of Europe in logic, metaphysics, and ethics. In law and medicine men now possessed the fulness of ancient learning. This new knowledge burst the bonds of the cathedral and monastery schools and created the learned professions; it drew over mountains and across the narrow seas eager youths who, like Chaucer’s Oxford clerk of a later day, ‘would gladly learn and gladly teach,’ to form in Paris and Bologna those academic gilds which have given us our first and our best definition of a university, a society of masters and scholars.
To this general statement concerning the twelfth century there is one partial exception, the medical university of Salerno. Here, a day’s journey to the south of Naples, in territory at first Lombard and later Norman, but still in close contact with the Greek East, a school of medicine had existed as early as the middle of the eleventh century, and for perhaps two hundred years thereafter it was the most renowned medical centre in Europe. In this “city of Hippocrates” the medical writings of the ancient Greeks were expounded and even developed on the side of anatomy and surgery, while its teachings were condensed into pithy maxims of hygiene which have not yet lost their vogue—“after dinner walk a mile,” etc. Of the academic organization of Salerno we know nothing before 1231, and when in this year the standardizing hand of Frederick II regulated its degrees Salerno had already been distanced by newer universities farther north. Important in the history of medicine, it had no influence on the growth of university institutions.
