estions not less unsettled or less eagerly debated. To gain this sense
of concrete, living reality in the history of education is one of the
most important steps toward understanding the subject.

In selecting and arranging the records here presented I have had in mind
chiefly the needs of students who are taking the usual introductory
courses in the subject. Students of general history--a subject in which
more and more account is taken of culture in the broad sense of the
term--may also find them useful.

Within the necessarily limited space I have chosen to illustrate in some
detail a few aspects of the history of mediaeval universities rather
than to deal briefly with a large number of topics. Many important
matters, not here touched upon, are reserved for future treatment. Some
documents pertinent to the topics here discussed are not reproduced
because they are easily accessible elsewhere; these are mentioned in the
bibliographical note at the close of the volume.

In writing the descriptive and explanatory text I have attempted only to
indicate the general significance of the translations, and to supply
information not easily obtained, or not clearly given in the references
or text-books which, it is assumed, the student will read in connection
with this work. It would be possible to write a commentary of genuinely
mediaeval proportions on the selections here given; doubtless many of
the details would be clearer for such a commentary. Some of these are
explained by cross-references in the body of the text; in the main,
however, I have preferred to let the documents stand for their face
value to the average reader.

I have given especial attention to university studies (pp. 37-80) and
university exercises (pp. 107-134) because these important subjects are
unusually difficult for most students, and because surprisingly few
illustrations of them from the sources have been heretofore easily
accessible in English. In particular, there has not been, I believe, a
previous translation of any considerable passage from the much discussed
and much criticised mediaeval commentaries on university text-books. The
selection here given (pp. 59-75) is not intended for continuous reading;
but it will fully repay close and repeated examination. Not infrequently
single sentences of this commentary are the outcroppings of whole
volumes of mediaeval thought and controversy; indeed anyone who follows
to the end each of the lines of st