earliest mention of Cambridge, as a place of learning, is in a passage of Matthew Paris, in which he states that in 1209 many students of Oxford migrated thither, and that they would not have gone to a town so distant, if it had not been already a seat of academical instruction. The period of its first incorporation would appear to have been the 15th of Henry III. in 1231. There is also another royal enactment, of the 45th of Henry III., in which the privileges of the University are still more distinctly recognized. The first formal charter, however, would appear to have been granted in the 20th of Edward I., which was subsequently much extended by Edwards II. and III., Richard II. and Henry IV.; they were also confirmed by Edwards IV. and VI. and Elizabeth; and finally ratified by an Act of Parliament for the incorporation of both these Universities, in the 15th of Elizabeth chap. 29. In the second year of the pontificate of John XXII., a bull was issued, in which the privileges conferred by former Popes and Kings were mentioned and confirmed. From the date of this Rule, Cambridge was fully recognized by all the Universities of Christendom.(p) It does not appear, however, to have been very much troubled with papal bulls and rescripts.

The University of St. Andrews was founded in 1411, by Henry Wardlaw Bishop of the Diocese; and upon the request of James I., the Bishop and the heads of the Augustinian Priory, a bull was issued in its favour by Benedict XIII. in 1413. The King also granted to it many valuable privileges and exceptions. Several other benefactions were conferred upon it by the Church, and were ratified by the King in 1432.

p. Malden.

The University of Glasgow was established in 1450, by a bull of Pope Nicholas V., issued at the request of James II., who granted to it a royal charter in 1453, conferring the usual privileges. In 1572, the magistrates of the town conveyed to the College certain Church property which had been granted to them, making it a special foundation, and this endowment and foundation were confirmed by Act of Parliament. James VI. added largely to the endowment in 1577, and the charter then granted is the basis of its present constitution.

The University of Old Aberdeen was founded in 1494, on the models of Paris and Bologna. Marischal College, in New Aberdeen, which claims to be a separate University, was founded in 1593, by William Earl of Marischal. The deed of foundation has been confirmed by Act of Parliament.

In 1582, James VI. empowered the Provost and Town Council of Edinburgh to make certain provisions for the accommodation of professors of all the faculties and liberal sciences, and for schools for teaching. In accordance with this license, they opened an academy, for the use and benefit of which the King, in 1584, granted certain property to the magistrates and Town Council; and in 1612 he gave a charter confirming all that they had done. In 1821 an Act of Parliament was passed, by which the erection of the College, as a College for the profession of theology, philosophy and humanity, and all the existing Royal Acts in its favour were ratified.

In like manner it might be easily shewn, that all modern

institutions, however originating, have considered it necessary to seek for and obtain the Royal sanction and authority, for establishing the validity of their privileges and the powers they desired to enjoy; and that the Sovereign prerogative has been exercised in some instances without, and in other cases confirmatory of, parliamentary incorporation. Such instances are however sufficiently patent to the ordinary reader to prevent the necessity of recitation.

One point of great interest in this argument must not be overlooked. We find in the history of those revolutions which have altered the political constitution of some countries, and are justly said to have shaken society in them to its foundations, that the immunities and possessions derived from such authority, have been almost invariably respected and upheld. Examples of this honourable and pious observance of chartered powers and vested rights, are not wanting even where democracy is the ruling principle. It is well known, that in the United States there are institutions which still retain their original charters and endowments, confirmed by the national government.

To the character of the instruction imparted, even at the earliest periods of these schools, we find a religious tendency given-limited it may have been, in accordance with the spirit of the age-but still sufficiently distinctive.

At the commencement of the 12th century, when the general gloom which pervaded Europe was dispelled by the intellectual excitement of individual minds, we find the study of law and theology revived, and medicine assuming the character of a science. The learning of the East

began to infuse a new spirit of activity; the modern languages were cultivated and formed; and a tone of chivalrous and devotional enterprise was engendered by the Crusades. The seats of learning then in existence, or springing into life, exercised a powerful and beneficial influence upon the mind of Christendom. Among these, the University of Paris certainly appears to have attained a leading status. It is recorded that the most ancient part of this University was the faculty of Arts or Philosophy. "But," says Malden, “the event which gave a new life to the University of Paris, and from which in fact its existence as a University must be dated, was, that from the beginning of the twelfth century Paris became the resort of learned men, who attached themselves in some sort to the existing school of Arts, but leaving to inferior teachers this preliminary learning, delivered public lectures in theology." Among the most celebrated of the theologians who flourished in the reign of Louis VII., was Peter Lombard, whose book of sentences became a text-book in scholastic theology.(q)

In the primitive stage of the study of theology, there does not seem to have been any very definite form of theological instruction adopted, nor any prescribed course required for obtaining the dignity of a teacher. If the reputation for eloquence, learning and industry, of a student under the theologians who taught in the schools, was sufficient to attract an audience, he undertook to expound the scriptures. Restrictions of a wholesome nature were speedily imposed however; the more learned and celebrated teachers asso

q. Filesac.-Hallam's Middle Ages, chap. ix. part 2.

ciated themselves, and established a rule that no one should be allowed to teach without their approbation and permission, and this was only to be obtained after examination and a public trial of their ability. The value of the title thus obtained was much appreciated; and the degree of doctor, then instituted, became a prize of great moment. The earliest example of the application of this honourable appellative occurred in the person of Stephen Langton, Archbishop of Canterbury, (r) of whom Innocent III. declares, that "it was not to be imputed as a fault to Langton, but rather to be remembered to his honour, that he had spent a long time at Paris in liberal studies, and made so great proficiency, that he earned the dignity of Doctor, not only in the liberal faculties, but also in the theological studies."(s)

Hitherto all the faculties were included in the four nations of the School of Arts, and in an important bull of Gregory IX., after regulating the admission of masters of theology and the canon law, he ordains that "with regard to the students of medicine and the artista, the chancellor shall promise to examine the masters in good faith, and admitting only the worthy, he shall keep out the unworthy.” (†) But in consequence of some disturbances created by the Dominican Friars, who wished to usurp all the chairs of the University, a division took place, by which the three distinct faculties were formed, which were represented and governed by their respective deans. (u)

r. Malden.

. Itter on the authority of Shelman, who makes reference to Matth. Paris Hist. Ang.

t. Du Boullay and Conringius.

u. Malden.