From what has already been said of the municipal institutions of the country, it may be inferred that the powers of the Estates-general were limited. The members of that congress were not representatives chosen by the people, but merely a few ambassadors from individual provinces. This individuality was not always composed of the same ingredients. Thus, Holland consisted of two members, or branches--the nobles and the six chief cities; Flanders of four branches--the cities, namely, of Ghent, Bruges, Ypres, and the "freedom of Bruges;" Brabant of Louvain, Brussels, Bois le Due, and Antwerp, four great cities, without representation of nobility or clergy; Zeland, of one clerical person, the abbot of Middelburg, one noble, the Marquis of Veer and Vliessingen, and six chief cities; Utrecht, of three branches--the nobility, the clergy, and five cities. These, and other provinces, constituted in similar manner, were supposed to be actually present at the diet when assembled. The chief business of the states-general was financial; the sovereign, or his stadholder, only obtaining supplies by making a request in person, while any single city, as branch of a province, had a right to refuse the grant. XIII. Education had felt the onward movement of the country and the times. The whole system was, however, pervaded by the monastic spirit, which had originally preserved all learning from annihilation, but which now kept it wrapped in the ancient cerecloths, and stiffening in the stony sarcophagus of a bygone age. The university of Louvain was the chief literary institution in the provinces. It had been established in 1423 by Duke John IV. of Brabant. Its government consisted of a President and Senate, forming a close corporation, which had received from the founder all his own authority, and the right to supply their own vacancies. The five faculties of law, canon law, medicine, theology, and the arts, were cultivated at the institution. There was, besides, a high school for under graduates, divided into four classes. The place reeked with pedantry, and the character of the university naturally diffused itself through other scholastic establishments. Nevertheless, it had done and was doing much to preserve the love for profound learning, while the rapidly advancing spirit of commerce was attended by an ever increasing train of humanizing arts. The standard of culture in those flourishing cities was elevated, compared with that observed in many parts of Europe. The children of the wealthier classes enjoyed great facilities for education in all the great capitals. The classics, music, and the modern languages, particularly the French, were universally cultivated. Nor was intellectual cultivation confined to the higher orders. On the contrary, it was diffused to a remarkable degree among the hard-working artisans and handicraftsmen of the great cities.