faculties of the time. The teachers were scholastics, and scholastic
methods and ideals everywhere prevailed. Roger Bacon's (1214-1294)
criticism of this type of theological study (R. 118), which he calls
"horse loads, not at all [in consonance] with the most holy text of God,"
and "philosophical, both in substance and method," gives an idea of the
kind of instruction which came to prevail in the theological faculties
under the dominance of the scholastic philosophers.

Years of study were required in each of these three professional
faculties, as is shown by the statement of requirements as given for
Montpellier, Paris (R. 117), and Oxford (R. 116 a).

[Illustration: FIG. 65. LIBRARY OF THE UNIVERSITY OF LEYDEN, IN HOLLAND
(After an engraving by J. C. Woudanus, dated 1610)
This shows well the chained books, and a common type of bookcase in use in
monasteries, churches, and higher schools. Counting 35 books to the case,
this shows a library of 35 volumes on mathematics; 70 volumes each on
literature, philosophy, and medicine; 140 volumes of historical books; 175
volumes on civil and canon law; and 160 volumes on theology, or a total of
770 volumes--a good-sized library for the time.]

METHODS OF INSTRUCTION. A very important reason why so long a period of
study was required in each of the professional faculties, as well as in
the Faculty of Arts, is to be found in the lack of textbooks and the
methods of instruction followed. While the standard textbooks were
becoming much more common, due to much copying and the long-continued use
of the same texts, they were still expensive and not owned by many. [22]

[Illustration: PLATE 4. A LECTURE ON THEOLOGY BY ALBERTUS MAGNUS
An illuminated picture in a manuscript of 1310, now in the royal