aw, and the medical works of Galen, Hippocrates, and various Arabic and
Jewish physicians. In the main, these had been hitherto unknown in
western Europe, or at least practically for-gotten since the days of the
Roman Empire. In the twelfth and thirteenth centuries they were
collected and made generally accessible to students. Those not
originally written in Latin were now translated into Latin; manuscript
copies were multiplied and widely diffused.

But the intellectual activity of the times accomplished much more than
the recovery of some fragments of ancient learning; it also created two
new fields of study,--Scholastic Philosophy and Theology, and Canon
Law,--and produced the text-books which marked them off as distinct and
professional studies. The book which established the _method_ of these
studies was Abelard's "Yes and No" (see p. 20); but the works which
furnished the substance of university instruction were, in Theology, the
"Sentences" (Sententiae) of Peter Lombard, and in Canon Law, the
"Decree" (Decretum) of Gratian, which was also known as the "Harmony of
Contradictory Canons" (Concordia Discordantium Canonum), and additions
thereto, indicated on page 56.

Thus, during the twelfth and thirteenth centuries, the growth of
universities was stimulated by the development of a great body of
learning hitherto inaccessible or unknown. The striking nature of this
development will be clearer if we recall that no addition to the
learning of western Europe in the least degree comparable to this had
been made during the entire seven centuries preceding.

The books above mentioned did not constitute the sole resources for
higher education. Besides the already long-used text-books on the Seven
Liberal Arts there were mathematical and philosophical works of Arabic
origin, and as the revival progressed many new books were written on the
old subjects. But the books already named were fundamentally important
as furnishing not only the early intellectual impulse to the growth of
universities, but also the main body of studies in the Faculties of
Arts, Theology, Law, and Medicine down to the year 1500. Many of them
were in use at a much later date, and some--with many revisions--are
still standard text-books. No one can understand the intellectual life
of the universities who does not have some acquaintance with the titles
and contents of these works. It may be added that acquaintance with them
is essential also to the unde