But we will not dwell longer on this subject. We wish, however, to point out more plainly something more closely related to our subject, viz., _the attitude of the Church towards the universities_, at a time when the most prominent nurseries of science were first coming into existence and beginning to flourish, when they began to exert their influence upon the civilization of Europe. Here, in the first place, it should become clear whether it be true that the Church has ever looked upon the progress of science with suspicion or even suppressed it. History teaches, in this instance again, that no one has shown more interest, more devotion, more readiness, to make sacrifices in promoting the establishment and growth of the university, than the Church. When, in the twelfth and thirteenth centuries, the thirst for knowledge, stronger than at any time in history, made itself felt in the Christian countries of Europe, there were erected in the universities great international homes of science, so as to gratify the deeply felt need of education. And thousands hastened to these places to acquire the knowledge of the period, overcoming all difficulties, then much greater than now. A recent writer remarks about this not without reason: “The academic instruction met on part of the thronging thousands with a psychic disposition more favourable than at any other time. In a way it was here a case of first love” (_W. Muench_, Zukunftspaedagogik, 1908, 337). At the universities of the Middle Ages there were taught theology, ecclesiastical and civil law, the liberal arts, and medicine. But not in the manner that all four faculties were everywhere represented. Theology especially was quite frequently lacking, though the aim was to have all sciences represented. What since the beginning of the thirteenth century was first of all understood by a university were _studia generalia_—then the usual name for universities, in contradistinction to _studium particulare_. Universities enjoyed the privilege of having their academic degrees honoured everywhere, and their graduates could teach anywhere. The universities were of an international character. Hence it happened that at the German universities there were sitting in quest of knowledge by the side of Germans also foreign youths, from Scotland, Sweden, and Norway, from Italy and France, all contending for academic honours—a moment which unquestionably contributed in no small degree to the improvement of education.