Just as Columbus' Century was closing, arrangements were made for the organization of two universities in Spanish America--the one in Mexico City and the other in Lima, Peru. They received their royal charters the same year, 1551, but besides the granting of their charters a definite amount of the Spanish revenues was set aside by the Crown as a government contribution to their support. It seems worth while to note that such encouragement on the part of the English Government for an institution of learning in the American colonies a full century, or even two, later than this would have been quite out of the question. Whatever the English colonists did for education they had to do for themselves. There was no aid and not even sympathy with their efforts. English universities for several centuries refused to recognize American universities as on a par with them, and rightly, for their standards were too low, though it is an extremely interesting commentary on the educational situation in America, and especially on the usually accepted {280} notions as to the relative significance of Spanish and English education here, that both the University of Lima and of Mexico came to be recognized during the sixteenth century as sister institutions of learning not only by Salamanca and the other Spanish universities, at this time among the best institutions of learning in Europe, but also by the other university of Europe, whose prestige was the highest, that of Paris. There was a certain interchange of professors among them, though this was not formally organized, and graduates of Salamanca and Paris taught at both Mexico and Lima. Students from these American universities were accorded their American ratings and allowed to proceed with their work on an equality with European university men, a privilege scarcely accorded to English-American university students even yet. The scholars of the Old World were quite well aware that the New Learning was penetrating into the Western Hemisphere and were proud to think that the humanities were being cultivated beyond the Western ocean. Before the end of Columbus' Century, Marcantonio Flaminio, whom Sandys in his "Harvard Lectures on the Revival of Learning" calls the purest of the Latin poets of the age, a man who was a great friend of Vittoria Colonna, in sending to Cardinal Alessandro Farnese a volume of Latin poems by the scholars of Northern Italy, assures the Cardinal that France and Spain and Germany and distant Brittany would do honor to those Latin muses, and that even the New World would share in admiration for them. As he puts it: "Those on whom the light of dawn arises when the skies of Italy are wrapped in darkness will devote their nights and days to the study of the Latin poets of Italy." "For strange to tell, e'en on that far-off shore Doth flourish now the love of Latin lore."