tures delivered by students or bachelors may
be regarded as a kind of apprenticeship for future doctors.

There remained one department of the work of the Studium in which our
Bologna student would find his masters supreme. The sacred right of
examining still belonged to the teachers, even though the essential
purpose of the examination was changed. The doctors of Bologna had
succeeded in preserving the right to teach as a privilege of Bolognese
citizens and even of restricting it, to some extent, to certain families,
and the foreign student could not hope to become a professor of his
own studium. But the prestige of the University rendered Bolognese
students ambitious of the doctorate, and the doctorate had come to
mean more than a mere licence to teach. This licence, which had
originally been conferred by the doctors themselves, required, after
the issue of a Papal Bull in 1219, the consent of the Archdeacon (p. 029)
of Bologna, and the Papal grant of the _jus ubique docendi_ in 1292
increased at once the importance of the mastership and of the
authority of the Archdeacon, who came to be described as the
Chancellor and Head of the Studium. "Graduation," in Dr Rashdall's
words, "ceased to imply the mere admission into a private Society of
teachers, and bestowed a definite legal status in the eyes of Church
and State alike.... The Universities passed from merely local into
ecumenical organisations; the Doctorate became an order of
intellectual nobility with as distinct and definite a place in the
hierarchical system of medieval Christendom as the Priesthood or the
Knighthood." The Archdeacon of Bologna, even when he was regarded as
the Chancellor, did not wrest from the college of doctors the right to
decide who should be deemed worthy of a title which Cardinals were
pleased to possess. The licence which he required before admitting a
student to the doctorate continued to be conferred by the Bologna
doctors after due examination.

We will assume that our English student has now completed his course
of study. He has duly attended the prescribed lectures--not less than
three a week. He has gone in the early mornings, when the bell at St
Peter's Church was ringing for mass, to spend some two hours listening
to the "ordinary" lecture delivered by a doctor in his own house (p. 030)
or in a hired room; his successors a generation or two later would
find buildings erected by the University for the purpose. The rest of
hi