Slide 2 Many students seem to have gone to universities in the
medieval time for similar reasons that students go to college
todayto have the opportunity to find a high paying, elusive,
skilled job. Nonetheless, universities in these times were more
vocation geared and the method of learning was largely
memorization. Surprisingly enough, these were by no means
aristocratic institutions (Cobban, 33). There was always a small
percentage of the aristocracy, but most students came from middle
and lower class backgrounds. Some schools even excused poorer
pupils from their dues. Since these schools were largely
vocational, the social groups the students came from were primarily
concerned with establishing themselves financially. Once the
universities began to teach more humanities, the nobility began to
enroll increasingly. Slide 3 Revolts during this time are not
unheard of, although it is often difficult to determine the numbers
involved and whether faculty also took part. These rebellions,
though, occurred for different reasons from why students may choose
to rebel today. It wasnt because of pent-up anti- establishment
feelings (Cobban, 31) or because they took issue with the course
teachings. Most of the time, they wanted greater student
involvement in the universitys affairs. Slide 4 The university
originally started as a way for students from outside cities to
unite, as the city of Bologna did not provide them with sufficient
legal protection. As a result, they united and formed these guilds.
The students eventually formed societates, and they were
responsible for paying the teaching doctors. The commune saw
benefits from the university remaining in the city and slowly began
to impose restrictions on the doctors to prevent them or the
students from leaving. The law students wanted to safeguard
themselves in the case of a conflict, and assigned a universitas
scolarium. This allowed them to shift the balance of powerthe
students now had control. After some quarreling, the commune
grudgingly accepted the new position. Bologna, one of the first
European universities, was the exact opposite of what a
contemporary may imagine a medieval university to beit was almost
entirely student run. Slide 5 With almost complete power over the
doctors, the students established a university entirely
student-run. They were able to: -hire the doctors and determine
their salary based on student fees -impose certain conditions on
the doctors involving the university -exclude the doctors from
official gatherings -fine or withhold a doctors salary if they
failed to start a class on time, complete a certain course load by
a specific day, or cover the material to the extent of the students
expectations -require the doctor to deposit a certain amount of
money before a class as an incentive for the doctor to teach the
class up to a certain standard Slide 6 Besides, Padua, which
followed the Bologna model, this type of student run university has
not occurred elsewhere and it probably couldnt have. By the
mid-1300s, the control the students had over the university was
essentially gone. Slide 7 In France, no such Bologna model existed.
The universities were controlled by the church and the only revolts
here werent for student control of the college, but for more
autonomy from the church for the students to be able to organize
and take part in the affairs of the university. Piece by piece they
did reduce the control of the church and new constitutions were
written. In some cases, almost a partnership between the students
and professors was created. In the 1500s, student power within
universities seems to have diminished just about everywhere.
Southern European colleges have been equalized with those of
northwestern Europe in terms of student influence. Slide 8 Probably
not. Why? Early American universities were often founded with
religious intentions. The vast majority of graduates went on to
become ministers. At Harvard in the 17 th century, for example,
about half of the graduates followed this path. Similar to the
issues in France earlier, the church tried to prevent any form of
student organization. In Bologna, the law students were originally
able to take control. They werent nearly as reliant on professors
in aiding their studies. Slide 9 These Bolognese students were
often olderthey could easily have been in their mid 20s. They had
prior work experience, prior education, and were used to taking on
responsibilities. They were quite knowledgeable. On the other hand,
when a student in an American college began school, he could have
easily been in his early teens. These students simply did not have
an extensive backgroundlet alone be capable of running a college.
Doctors in Bologna dealt with the oppressive conditions because
they ended up moving around quite a bit they often didnt expect to
stay at a college for more than a few months. In America, though, a
salaried professor who expected to stay at a college for some time,
wouldnt agree to such controls. Slide 10 They were closely tied to
and funded by the government. Whereas in America the universities
received financial help from various governments to help cover
operating costs and salaries, doctors in Bologna were paid with
student feesand students had command over these funds. After the
students lost their voices almost entirely in the European
universities by the 1500s, it became clear that students should not
be running the show; this power should rest in the hands of the
teachers. No one was about to let another Bologna type university
to form. Slide 11 Cobban, Alan B. "Medieval Student Power." Oxford
Journal (1971): 28-66. Print. McCaughey, Robert A. Stand, Columbia:
A History of Columbia University in the City of New York, 1754-
2004. New York: Columbia UP, 2003. Print. Photos: "Bologna." N.p.,
n.d. Web. 10 Feb. 2014. Jenkins, Scott. "Medieval Student
Violence." Medievalists.net. N.p., 22 Nov. 2011. Web. 10 Feb. 2014.
"Paris Universitas." Wikipedia. Wikimedia Foundation, 02 June 2014.
Web. 10 Feb. 2014.
