clash which enables us to learn about the details of medieval 
teaching procedure. On pages 65 and 66 of Hajnal’s work we 
learn:

     The mention that courses were conducted without 
     dictation outside the Arts Faculty shows that the Arts 
     Faculty had broken with the method in use in its courses 
     till that time. And what is more striking the Faculty of 
     Arts expected the opposition of the students . . . The 
     students clung to dictation. For dictation up to that time 
     served not only to slow down the lecture, it served not 
     only to give students complementary texts, but it 
     constituted the method of the principal courses: modus  
     Iegendi libros . . . . Dictation was in use even in the lectures 
     given by the candidates at their examinations when they 
     had to offer evidence of reading the written texts.