these deputy teachers; but from the press of scholars who poured-in at the end of the eleventh century, an increased number of instructors soon became necessary, and fresh school buildings. In the great demand for eminent teachers, the Chancellor was glad to accept offers from competent persons, and to give them—not so much an appointment, as licence to teach. The necessity of his licence was not questioned; but it appeared no longer a consequence of organic connection between Head and Members, but rather as an influence exerted by him over a foreign system. The persons permitted, at their own desire, to teach, naturally were the most active in finding a suitable locality for that purpose, the old buildings not sufficing. Meanwhile, however the older schools might be affected by the movement, their teachers were certainly nominated by the Chancellor.* We may add that the changes which we have described as incident to an Episcopal Chancellor, might equally happen to the Chancellor of an Abbey.

Evidence of the above is found in the history of the more favored bodies, which earned the names of Academy, Place of General Study, Literary University; but in future we shall confine ourselves to the University of Paris, the analogy of which to those of England is eminently instructive in elucidating the position of the latter.

* See the distinction drawn in the quotation from Bulæus,. p. 18.

§ 9. Early growth of the University of Paris.

In the University of Paris, even from its very origin, at the end of the eleventh century, no one could teach within the jurisdiction of an ecclesiastical corporation without leave from the Chancellor of that corporation. The form of licence may once have been less official and more vague; the Church may have been satisfied with negative superintendence, and may sometimes have winked at an unlicensed teacher. This is possible, though we have no proof of it: but it would not alter the case. The accounts from the beginning of the twelfth century agree as to the absolute necessity of the Chancellor's licentia docendi for one who was to be a teacher, (Magister Regens Scholæ, or afterwards Doctor ;) yet the Chancellor could not refuse to license an applicant on any other ground than unworthiness. Papal ordinances in vain strove to check the abuse of demanding or accepting presents and fees for such a grant.

But wherein was ability to be held to consist, and how was the existence of it to be ascertained?

When matters were in the bud, and the candidates were men of riper age, who had travelled wearily along the Trivium and Quadrivium, the Chancellor could easily form his own judgment by direct or indirect examination. But when learning was making rapid progress, when teachers of

celebrity were every day rearing hosts of pupils, and hundreds of these came boldly forward to claim the post of teachers themselves, the Chancellor needed new help. His personal right to examine the candidate was acknowledged and exercised even long after the middle of the thirteenth century; but even at the end of the twelfth the custom had grown up for the teachers themselves to examine the scholars and recommend to the Chancellor for his licence those whom they deemed competent. The natural progress of events would of itself recommend this to every unprejudiced mind as the solution needed. Let us suppose a Chancellor superannuated, or overprest with business, or too indolent to keep up with the new movement. How could he maintain his dignity in conducting a sham examination of acute young men, fired with enthusiasm at their supposed progress in science, if he were unable to cope with them on their own ground? Things did not go on then, any more than now, according to the letter of ordinances: it would have been wonderful had the Chancellor not desired to modify his right, without renouncing it. Thus reserving to himself the exercise of it in extraordinary cases, he ordinarily trusted to the testimony of the teachers. That this natural middle course was taken, is proved by original documents of the first half of the thirteenth century. Yet it cannot have been then less than a century old; for the Papal Bulls on this subject

do not imply that there has been recent innovation, and breathe, throughout, a conservative spirit. But (as we might expect) by the end of the thirteenth century the Chancellor's right to examine dies a natural death; and thenceforth he does not grant the licence to those whom the Teachers re-. commend. It is not important, nor possible, to settle exactly when the examination fell, finally and exclusively, into the hands of the Universities and their "Faculties," but it was in the course of the thirteenth century. It must have been equally desired by Teachers and Scholars. The Chancellor, an Episcopal Officer, had long stood without their circle, and must have been regarded by them as an incompetent judge.

10. Similar developement in the Abbey of
St. Geneviève.

In the Abbey of Saint Geneviève, a like change in the Chancellor's position took place, about the same time. Circumstances may have led one

teacher or other to desire to fix his School - not between the two bridges on the Island of Nôtre Dame where was the principal seat of the Studium Generale, but on the left bank of the Seine, upon the domain of the Abbey and liable only to its prohibition. (For they thus evaded all conflict with the Bishop and his Chancellor, who had no

jurisdiction there.) It would also be to the interest* of the Abbey to encourage such a Colony. The competition, then, of the two Chancellors would promote the independence of the University, while every indulgence granted by one was quoted as precedent to the other.

§ 11. The Scientific and National States.

We must then abandon the idea, that the Universities arose from the spontaneous action of men, who stept beyond and set at nought the ecclesiastical organization. Their independence was not originally contemplated; but it was in great measure achieved by the energies of the men, by whom they were raised into so flourishing a state. Led by a free and inward call, these master-spirits of the age won their emancipation from the restrictions which had now become empty forms; and herein they were not only tolerated, but welcomed with honor.

The state of things which we have described is characterized by the general rule, (allowance being made for exceptions) that the licence to teach was granted by the Chancellor, upon the recommendation of the Teachers. This may be called the

*Fees, though forbidden, were taken, and many indirect advantages accrued both to the Abbey authorities, and to the whole quarter of the town.