THE MEDIAEVAL MIND 81 



when neither creed nor nationality should form an 

 insuperable barrier in the world of thought. 



In the Europe which received and slowly absorbed 

 this Arabian stream of knowledge, the apparatus of 

 The Revival learning had made considerable pro- 

 of Learning, gress. As we have seen, a home of 

 secular studies, and especially of medicine, had existed 

 since the seventh century at Salerno, and, in Northern 

 Europe, the encouragement bestowed on scholars by 

 Charlemagne and Alfred had given an impetus to 

 teaching generally. The monastic and cathedral 

 schools, hitherto in most places the only educational 

 institutions, were soon found insufficient to meet the 

 growing needs, and new secular schools began to 

 assume their later form as definite universities. 



A revival of legal studies took place in Bologna 

 about the year 1000, and, in the twelfth century, 

 schools of medicine and philosophy were added to 

 that of law. A students' guild, or Universitas, was 

 formed for the mutual protection, at first of the 

 foreign students, who were at the mercy of the in- 

 habitants, and later of all students, whether native 

 or foreign. These guilds hired their own teachers, 

 and thus the University of Bologna, even in its after 

 life, continued to be a students' university, in which 

 the governing power was in the hands of the learners. 

 On the other hand, a school existed at Paris in the 

 first decade of the twelfth century, conducted by 

 teachers of dialectic, and shortly afterwards a com- 

 munity or Universitas of teachers set the constitu- 

 tional model to all the subsequent universities of 

 northern continental Europe and England. Thus it 



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