Mediaeval and modern history . merton,Mediccval Europe, chap, xv (last part). Adams, Civilization during theMiddle Ages, chap, xii, The Growth of Commerce and its , Ati Lntroduction to the Industrial and Social History of Eng-land, chaps, iii and iv. Munro and Sellery, Mediceval Civilization,pp. 358-365. Mrs. Oliphant, Makers of Venice. In the MediaevalTowns series there are separate volumes on Florence, Nuremberg,Bruges, etc., which contain chapters of interest. Topics for Class Reports.— i. The Gilds. 2. Frederick Barbarossaand Milan. 3. The carroccio. 4. A typical Italian des
Mediaeval and modern history . merton,Mediccval Europe, chap, xv (last part). Adams, Civilization during theMiddle Ages, chap, xii, The Growth of Commerce and its , Ati Lntroduction to the Industrial and Social History of Eng-land, chaps, iii and iv. Munro and Sellery, Mediceval Civilization,pp. 358-365. Mrs. Oliphant, Makers of Venice. In the MediaevalTowns series there are separate volumes on Florence, Nuremberg,Bruges, etc., which contain chapters of interest. Topics for Class Reports.— i. The Gilds. 2. Frederick Barbarossaand Milan. 3. The carroccio. 4. A typical Italian despot. See SymondsAge of the Despots. 5. The Wedding of the Adriatic. 6. The VenetianArsenal. 7. St. Marks at Venice. 8. Cathedral building. 18 In England the men of the rural districts, that is of the counties, formed fromthe first, or almost from the first, a part of this order. In other countries, however,it was not until a later time that the rural class came to reenforce the new estate. 14 See sees. 211 and 236. * ~iSigEr. CHAPTER XVITHE UNIVERSITIES AND THE SCHOOLMEN 195. Introductory. — Historys true object of study, saysFustel de Coulanges, is the human mind; it should aspire toknow what this mind has beheved, thought, and felt in the dif-ferent ages of the life of the human race. What we have narrated in preceding chapters respecting medi-aeval institutions and enterprises will have revealed to thethoughtful reader something at least of both the mind and theheart of the men of the Middle Ages. Nothing, however, mirrorsmore perfectly the purely intellectual life of those centuries thanthe universities which the age-spirit called into existence. Forthis reason we propose in the present chapter to say somethingof these institutions and of what was taught in them. 196. The Rise and Early Growth of the Universities. — It willbe recalled that a significant feature of the work of Charlemagnewas the establishment of schools in connection with the cathe-drals and monasterie
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