The papacy, in case of opposition which threatened her authority, had two methods of procedure. The first was an attempt to annihilate both the trouble and the troublers. Thus she simply banished all Jews from France that her own universities might not be overshadowed by the light of truth. Her second method of procedure was a counter-reformation; that is, if a reform in education arose outside the church which threatened to undermine her doctrines, it might be met by a partial reform within her borders, the reform going only so far as was absolutely necessary to satisfy the cravings of minds that dared think for themselves. [Sidenote: Papacy can compromise] It was not always possible to completely crush a reformation, or the reformers; and as was quite often the case in the schools, studies which could not be entirely banished, were taught, but in such a way as best to conserve the needs of the church. That medicine, as well as law, was taught in the higher papal schools, can not be denied. Says Mosheim: “The seven liberal arts [The Trivium and the Quadrivium] were gradually included under the term _philosophy_; to which were added _theology_, _jurisprudence_, and _medicine_. And thus these four _faculties_, as they are called, were in the next century formed in the universities.”[97] [Sidenote: Medical study corrupted] But in the study of medicine, as in philosophy or law, memory work devoid of understanding—the form without the spirit—was the characteristic. As the saints and martyrs in theology had taken the place of the Greek gods and goddesses, so in the study of other branches a multitude of pagan terms, clothed with what was then known as the “Christian spirit,” was made to satisfy the longing for real mental culture. The simplicity of the gospel was laid aside. What God had revealed was made to appear too complex for the human mind, and the secret things which are known only to God were pried into. In theology, dialectics, or logic, became the study of endless queries, difficult syllogisms, meaningless quibbles. Men delighted in propounding such questions as, “How many angels can stand on the point of a needle?” and others prided themselves on the acuteness of their reasoning powers in arguing such questions. Likewise in medicine, the study of the simple needs of the body and the rational treatment of disease was obscured by hundreds of _Latin terms_, and these were memorized to the neglect of the simple philosophy of the science. It is with this multitude of names, hoary with age, and savoring strongly of their pagan origin, that the student of medicine is still compelled to grapple. [Sidenote: The Arabs as educators]