The word universitas is often described with a false explanation. The true meaning of universitas gives us information about the historical origin of the institutions themselves. The concept that a university means a universitas facultatum or a school in which all the facilities or branches of knowledge are represented. (Hastings Rashdall, p.4)Looking into any collection of mediaeval documents will show that the word ‘university’ means merely a number, a plurality, and aggregate of persons. Instead of the word university being used to describe a school or the area around it the word studium was used. If you were a resident in a university you would be in studio degere or in scolis militare. (Hastings Rashdall, p.5)
The word universitas is not used when talking about a private school instead the word studium generale would be used. Studium generale although does not mean a school where all subjects are studied, instead it means a place where students from all places are received. (Hastings Rashdall, p.6)The word stadium generale did not become known as a common name until the beginning of the thirteenth century. The word itself at the time meant a broad number of things and was as undefinable as the common day word ‘public school’. Although it was a broad word at the time it seemed to imply three characteristics: (1) That the school attracted or at least invited students from all parts, not merely those of a particular country or district; (2) that it was a place of higher education; that is to say, that one at least of the higher faculties - theology, law, or medicine - was thought there; (3) that such subjects were taught by a considerable number - at least by a plurality of masters. (Hastings Rashdall, p.7)
Studium general was merely a word of rank that only the finer universities with well known masters obtained. The first three and best of the time to be known as studium generals were Paris, for theology and arts, Bologna for law, and Salerno for medicine.
Although this title was only originally given to three schools, it was a vague word which merely referred to the mastership and the ecumenical validity which the school possessed. There was nothing at this time although to limit any school from claiming the rank of studium general. All a school had to do to obtain this ranking is claim themselves as entitled and designated for the rank. In the thirteenth century the term was most widely used in France, where merely every school claimed the title, saying that they gave and education equal to that of Bologna or Paris. Most of these universities although did have professors whom had taught at one of these or other well renowned schools. (Hastings Rashdall, p.7-8)
In the middle ages the universities were placed into an exceptional position by the society of which they served. The universities were “treated by Church and State as treasures, sources of pride, objects of general beneficence.” The only evidence to were universities originated are merely known as legend or fables. There has been no success in uncovering the mysterious beginning of universities, not even the finest historians have been able to come close in attempt to produce valid evidence of dates of the origin of the university. The only materials that historians have to study about the origin of the university are charters and privileges issued by popes and princes which only state when universities official authorized by the standing government of the time. There is no evidence to when the universities before the ones with charters and privileges began or even where. The only thing that can be said about the origin of universities, and be backed of with proof, “is that the early universities were not treated, but that, in the words of Frederick M. Powicke “they grew as a natura expression of the spiritual, intellectual and social energies” of the age.” (Helene Wieruzowski, p.15)The common desire to learn drew students and masters to a mere meeting place for them to gather and learn. The movement of forming universities as not a planned action, instead it happened and progressed at a fast pace. The students gathered were ever the masters or teachers were, or at famous schools attached to cathedrals. The centers were the schools were soon became known as studia. Before long these schools became recognized as studia generalia. Among other things this was universal recognition of the degree or teaching license which they conferred. The first two to Paris and Bologna, and later on, Oxford and a few other schools were granted this honor. This term stadia generalia was used as a word meaning a higher learning institution until the fifth century. (Helene Wieruzowski, p.16)
The thirteenth century was that of great growth in the universities. In this century the three great universities Paris, Bologna, and Oxford were rising high. The growth of the universities continued on past the fourteenth century. The oldest universities were formed in the twelfth century and some in the late decades of the eleventh century. (Helene Wieruzowski, p.16)
There are great differences between the early universities of the Middle Ages and of those today. Throughout most of the Middle Ages the universities had no libraries, laboratories, or museums, had no buildings of its own. “As an historical text-book form 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” - batie en hommes.” A university such as this had no board of trustees and published no catalogue, it had no societies among the students - except for the university itself which was a society. The university had no newspaper, no drama, no athletics. It had no outside activities that are today considered an important part of todays universities. It is hard to compare the universities of the middle ages and today. With all of the differences between the two, the universities of the middle ages were still the building block of all universities that were established after the middle ages. Universities today are still formed on the same principals as those of the middle ages. The most important thing is the education of the students. The teachers, or as referred to in the Middle Ages as the masters, are still required to have high credentials. The first universities created the tradition of the university which is still followed to this day. (Charles Homer Haskins, p.2-3)
The professors of the early universities were as today in charge of teaching the students. The basis of the material of which they taught were from the seven liberal arts. Three of these, grammar, rhetoric (speech), and logic, were grouped as the trivium; the remaining four, arithmetic, geometry, astronomy, and music, made up the quadrivium. The trivium was the most elementary group of the two. The quadrivium was elementary but was not as fundamental as the first.In the cathedral schools of the earlier years the text-books were few and simple. In most cases the professor had the only book and in some cases he did not even have a book himself. In these cases all the professor had to go by was his mind and notes he had taken from books or when he himself was in school. (Charles Homer Haskins, p.27-28)
“A University,” It has more than once been remarked by professors, “would be a very comfortable place were it not for the students.” The student of the middle ages was more confusing of a figure than his teachers mostly because he is seen in a larger group than the professor. The students of each university were quite different. Comparing groups of students from one university to another would be like comparing a tent to a house. Some is learned of the students of the Middle Ages from court records. Riots and beatings were not uncommon. People being beaten with rocks while others stood around rooting the attacker on. Some of the crime was over high prices on books and other materials which caused students to go in dept to different people. After someone was beaten their books and anything else would be taken, which would be sold to pay off debts.There were also limitations set upon the students by the universities. The universities had fines for breaking university rules. The universities would regulate the subjects that students could talk about, the shape and color of caps and gowns. There was also graded penalties at Leipzig for him who picks up a missile to throw at a professor, him who throws and misses, and him who accomplishes his fell purpose to the master’s hurt.
The preachers at the universities also often professors would preach to the student congregation about the violent events that the students had started themselves. They would preach of how students are disruptive and violent were ever they go, and of how the students attack citizens, break into homes, and molest woman.
The students were not all bad. They would carry on conversations about their future, receiving visits from their parents, cared for by friend when they come down ill, singing psalms at student’s funerals, and visiting a fellow student and asking him to visit him - “I have been to see you, now come to our hospice.”
There were all types of students. Not only did the wealth go to the universities but so did the poor. The wealth students who had some type of backing, wether it was rich parents or a large inheritance, had it much easier than the poor did. The wealth did not have to work to pay for books or other fees. A student who was not so lucky and was poor had to earn money to pay for books and even their meals. These students would carry holly water, or copying for others. These students sometimes could not find anyway to come up with money to buy books or even afford to take certain courses. The rooms of the students were usually plain due to the fact that all of their money was going to books and course fees. Although there was always the exceptional student who would have a nice desk, bed, and other supplies in his room. There was yet another type of student. The type who went from school to school, from master to master. This type of student hardly ever stayed at a single school long enough to hear full courses or regular lectures. There are the students who only go to particular classes to which they choose. Instead of attending classes they stay in their room and sleep. These students are at the school merely for its name. There are students who fall asleep in classrooms, or spend their time after classes in taverns drinking instead of doing their studies. These students usually return home to their parents after not learning all they needed to at the universities. (Charles Homer Haskins, p.59-65)
The self government characteristic in the Middle Ages was distinguished in various ways. One of the practices of the universities was electing officials who chose those who had lead roles in the universities. The universities where all most self governed and were only slightly subordinate to the church. The only person of the university who did not follow the government and could do things above the government was the chancellors. The chancellors where not well like and they set laws that were not favored. It was said often that, “Our enemy is our master?” (Gabriel Compayre, p.114-116)
The universities of the Middle Ages are to be blamed for current day examinations and degrees for they are the inventors of them. None of the schools of earlier days had any degrees given to anyone person for completing a course, nor were there any competitions or examinations that compared the ability of students. It is the middle ages that made it that students had to complete a sertant number of studies in order to become a teacher. It is said that the universities way of requiring students to complete so many studies or years of studies to become a teacher is simply taken from the system of the guilds of the same time. It is even said that they got the idea of holding a banquet when a number of students enter the teacher or master field from the guilds way of handling things. The universities had different level of degrees as we do today. They could be earned in the same way as today, taking a set number of studies and passing the examinations for those studies. (Garbriel Compayre, p.139-142)