nd, have been retained to the present, at least in name, as Hayes, et al. describe:
Thus the unique feature of the university, as distinct
from other contemporary schools, was its organization
as a corporation after the manner of a guild. Since
their "trade" was the liberal arts, it was the "master
of arts" who controlled university affairs. Upon the
completion of a designated curriculum, an "apprentice"
in arts received a certain official recognition as
"bachelor" (baccalaureus). Later he might be admitted
to the guild as a "master" after formal "inception," an
elaborate ceremony of investiture with appropriate
oaths of obedience. Moreover, since the baccalaureate
was a "step" toward becoming a master, it was a
gradus or "degree" (3:245).
Gutek takes the position that the tradition of learning never quite disappeared from the time of the fall of Rome and the emergence of the Renaissance, but tha
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