Did Luther, by means of the efforts described above, succeed in bringing about any real improvement in the schools, particularly the Latin schools? The affirmative cannot be maintained. At least it was a long time before the reform which he desiderated came, and what reform took place seems to have been the result less of Luther’s exhortations than of Melanchthon’s labours. On the whole his hopes were disappointed. The famous saying of Erasmus: “Wherever Lutheranism prevails, there we see the downfall of learning,”[113] remained largely true throughout the 16th century, in spite of all Luther’s efforts. Schiele says: Where Melanchthon’s school-regulations for the Saxon Electorate were enforced without alteration, Latin alone was taught, “but neither German nor Greek nor Hebrew,” that the pupils might not be overtaxed. Instruction in history and mathematics was not insisted on at all. Bugenhagen added the rudiments of Greek and mathematics. Only about twenty years after Luther’s “An die Radherrn” do we hear something of attempts being made to improve matters in the Lutheran districts. As a rule all that was done even in the large towns was to amalgamate several moribund schools and give them a new charter. “Even towns like Nuremberg and Frankfurt were unable, in spite of the greatest sacrifices, to introduce a well-ordered system into the schools. The two most eminent, practical pedagogues of the time, Camerarius and Micyllus, could not check the decline of their council schools.”[114]