At the time of its publication in 1923, Charles Homer Haskins' The
Rise of Universities was considered remarkable for its erudition,
succinctness, and balance. The historian Theodor Mommsen described
it as "a work which has remained unsurpassed in the conciseness and
vividness of its account." Eight decades after its appearance, it
remains fresh and informative. It has not been surpassed, and is as
invaluable as ever.
Haskins traces the rise of the mediaeval university as one phase
of the intellectual awakening in Europe in the late Middle Ages, in
an effort to broaden our understanding of "the ancient and
universal company of scholars." In the depth and breadth of its
analysis, there is no better portrait of universities during their
infancy in the Middle Ages. With great detail and precision,
Haskins describes the university's curriculum, teaching, teachers,
and students. Drawing deeply on his knowledge as one of the leading
mediaeval scholars of his day, he provides an exceptionally vivid
picture of student life of the time, through his analysis of their
manuals, letters, and poetry. The Rise of Universities goes far
beyond its central subject to offer a broad description of the
social conditions in which universities took root and flourished.
At the same time, one cannot read Haskins without seeing the
influences of the mediaeval university on contemporary institutions
of higher learning. The Rise of Universities reminds us that the
university has not only been a crucible fostering intellectual
inquiry and creativity, but continues after eight hundred years to
be a center of teaching and learning.
In his new introduction, Lionel S. Lewis develops Haskins'
passing observationthat "the university of the twentieth century is
the lineal descendant of mediaeval Paris and Bologna, " and
considers the question of why universities came into being at the
particular time in history when they did. The Rise of the
Universities will be of interest to educators and students who wish
to better understand the institutions in which they have lived,
taught, and been taught.
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