Louvain, in the Netherlands, had 3000 students in 1500 and 1521; in 1550 the number rose to 5000. It was divided into colleges on the plan still found in England. Each college had a president, three professors and twelve fellows, entertained gratis, in addition to a larger number of paying scholars. The most popular classes often reached the number of 300. The foundation of the Collegium Trilingue by Erasmus's friend Jerome Busleiden in 1517 was an attempt, as its name indicates, to give instruction in Greek and Hebrew as well as in the Latin classics. A blight fell upon the noble institution during the wars of religion. Under the supervision of Alva it founded professorships of catechetics and substituted the decrees of the Council of Trent for the Decretum of Gratian in the law school. Exhausted by the hemorrhages caused by the Religious War and starved by the Lenten diet of Spanish Catholicism, it gradually decayed, while its {673} place was taken in the eyes of Europe by the Protestant University of Leyden. [Sidenote: 1575] A second Protestant foundation, Franeker, [Sidenote: 1585] for a time flourished, but finally withered away.
Spanish universities were crowded with new numbers. The maximum student body was reached by Salamanca in 1584 with 6778 men, while Alcalá passed in zenith in 1547 with the respectable enrollment of 1949. The foundation of no less than nine new universities in Spain bears witness to the interest of the Iberian Peninsula in education.
Four new universities opened their doors in Italy during the year 1540-1565. The Sapienza at Rome, in addition to these, was revived temporarily by Leo X in 1513, and, after a relapse to the dormant state, again awoke to its full power under Paul III, when chairs of Greek and Hebrew were established.
[Sidenote: Contribution to progress]
The services of all these universities cannot be computed on any statistical method. Notwithstanding all their faults, their dogmatic narrowness and their academic arrogance, they contributed more to progress than any other institutions. Each academy became the center of scientific research and of intellectual life. Their influence was enormous. How much did it mean to that age to see its contending hosts marshalled under two professors, Luther and Adrian VI! And how many other leaders taught in universities:—Erasmus, Melanchthon, Reuchlin, Lefèvre, to mention only a few. Pontiffs and kings sought for support in academic pronouncements, nor could they always force the doctors to give the decision they wished. In fact, each university stood like an Acropolis in the republic of letters, at once a temple and a fortress for those who loved truth and ensued it.
[1] Besançon was then an Imperial Free City.
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SECTION 4. ART
[Sidenote: Art the expression of an ideal]
The significant thing about art, for the historian as for the average man, is the ideal it expresses. The artist and critic may find more to interest him in the development of technique, how this painter dealt with perspective and that one with "tactile values," how the Florentines excelled in drawing and the Venetians in color. But for us, not being professionals, the content of the art is more important than its form. For, after all, the glorious cathedrals of the Middle Ages and the marvellous paintings of the Renaissance were not mere iridescent bubbles blown by or for children with nothing better to do. They were the embodiments of ideas; as the people thought in their hearts so they projected themselves into the objects they created.