That, on the contrary, education, not only at the Universities, but also in the Latin schools, which Luther had more particularly in view, was in a flourishing condition and full of promise before it was so rudely checked by the religious disturbances which emptied all the schools, has been fully confirmed to-day by learned research. “The increased attendance at the Universities in the course of the 15th and the commencement of the 16th century is a very rapid one,” writes Franz Eulenburg. “Hence the decline in the ’twenties of the latter century is all the more noticeable.”[106] “At the beginning of the 16th century,” says Friedrich Paulsen, “everyone of any influence or standing, strength or courage, devoted himself to the new learning: prelates, sovereigns, the townships and, above all, the young”; but, shortly after the outbreak of the ecclesiastical revolution, “everything became changed.”[107] What had contributed principally to a salutary revival had been the sterling work of the older Humanists. Eminent and thoroughly religious men of the schools—men like Alexander Hegius and his pupils and successors Rudolf von Langen, Ludwig Dringenberg, Johannes Murmellius and, particularly, Jakob Wimpfeling, who, on account of his epoch-making pedagogic work, was called the teacher of Germany—zealously made their own the humanistic ideal of making of the classics the centre of the education of the young, and of paving the way for a new intellectual life, by means of the instruction given in the schools.[108] An attempt was made to combine classical learning with devotion to the old religion and respect for the Church. They also strove to carry out—though not always successfully—the task which was assigned to the schools by the Lateran Council held under Leo X; the aim of the teacher was to be not merely to impart grammar, rhetoric and the other sciences, but at the same time to instil into those committed to their charge the fear of God and zeal for the faith.[109] The sovereigns and the towns placed their abundant means at the disposal of the new movement and so did the Church, which at that time was still a wealthy organisation. The number of the schools and scholars in itself proves the interest taken by the nation in the relative prosperity of its education.