Germany had no lack of schools and universities, but it can scarcely be said that they did more than serve as a preparation for the entrance of the Renaissance movement. During the fifteenth century all the Universities were under the influence of the Church, and Scholasticism prescribed the methods of study. Very little of the New Learning was allowed to enter. It is true that if Köln and perhaps Ingolstadt be excepted, the Scholastic which was taught represented what were supposed to be the more advanced opinions—those of John Duns Scotus, William of Occam, and Gabriel Biel, rather than the learning of Thomas Aquinas and other great defenders of papal traditions; but it lent itself as thoroughly as did the older Scholastic to the discussion of all kinds of verbal and logical subtleties. Knowledge of every kind was discussed under formulæ and phrases sanctioned by long scholastic use. It is impossible to describe the minute distinctions and the intricate reasoning based upon them without exceeding the space at our disposal. It is enough to say that the prevailing course of study furnished an imposing framework without much solid content, and provided an intellectual gymnastic without much real knowledge. A survival can be seen in the Formal Logic still taught. The quantity of misspent ingenuity called forth to produce the figures and moods, and bestowed on discovering and arranging all possible moods under each figure and in providing all with mnemonic names,—_Barbara, Celarent, Darii, Ferioque prioris_, etc.,—affords some insight into the scholastic methods in use in these universities of the fifteenth century.