Chapter 205 of 225
CHAPTER IX — Section 205
The History of Education Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization · Ellwood Patterson Cubberley
[1] By the twelfth century the cathedral schools had passed the monastic schools in importance, and had obtained a lead which they were ever after to retain (R. 71).
[2] As contrasted with the monasteries, which were under a "Rule." The opportunities offered by such open institutions in the Middle Ages can hardly be overestimated.
[3] Frederick I, of the mediaeval Holy Roman Empire of Germany and Italy.
[4] "No individual during the Middle Ages was secure in his rights, even of life or property, certainly not in the enjoyment of ordinary freedom, unless protected by specific guarantees secured from some organization. Politically, one must owe allegiance to some feudal lord from whom protection was received; economically, one must secure his rights through merchant or craft guild; intellectual interests and educational activities were secured and controlled by the Church." (Monroe, P., Text Book in the History of Education, p. 317.)
[5] At first the older institutions organized themselves without charter, securing this later, while the institutions founded after 1300 usually began with a charter from pope or king, and sometimes from both (R. 100).
[6] The degree of master was originally the license to practice the teaching trade, and analogous to a master shoemaker, goldsmith, or other master craftsmen.