of teaching designed to train advanced students. This training 
included in addition to knowledge of the liturgy, practical skills 
associated with it. At the level of the choir or chantry school 
one learned to read Latin and thus grammar was necessary in 
order to recite and to copy properly the Latin texts. Grammar 
served above all to insure oral fidelity.”

     This stress on oral fidelity was to the medieval man the 
equivalent of our own visual idea of scholarship as involving 
exact quotation and proof-reading. But the reason for this 
state of affairs Hajnal clears up in his section on “methods of 
teaching writing at the university.”

     By the middle of the thirteenth century the Faculty of 
Arts at Paris was at a crossroads as regards methods. 
Presumably, the growing volume of available books had made it