Z 
Universities. 
Further, they promote the thorough scientific organisation of the 
church-doctrine and of the ecclesiastical law, and bring about a 
knowledge of Roman law and ancient medicine. 
Second Period. The 16th and 17th Centuries. — This is the 
period of transition between the Middle Ages and modern times: the 
16th century, the time of the Renaissance and Reformation, the 17th 
century, that of the rise of the modern state and society, and at the 
same time of modern philosophy and natural science. 
In the movements of the 16th century the Universities take a 
considerable part, not equally so in those of the 17th century: the 
new philosophy and natural science were not born within their 
walls. The result was that they remained hehind the time and fell 
into discredit. 
Third Period. The 18th Century. — This is the period of 
the reception of modern philosophy and science by the German Uni- 
versity, at the same time the period of transition from the old principle 
of the obligatory standard of instruction to the principle of liberty of 
thought and teaching. The incentive to independent thinking and 
the fructification with philosophical ideas appeared prominently in 
the teaching as the highest task. The German University, in this 
seriod, had obtained the lead, not only in the mental life of the 
aation, but at the same time in the development of University 
affairs of the whole European world. 
Fourth Period. The 19th Century. — This is the period of 
the advance of the single branches of learning, and of the organi- 
sation of scientific research. The research in the field of natural 
science and of history is emancipated from all philosophical or 
theological dogmatism, so as to gather and work up facts by in- 
dividual labour. In this the German University maintains the lead, 
it attracts investigators, disciplines the various forces, and organises 
labour. In its teaching this change appears prominently in the 
development of the seminary system; to induce the student to take an 
mndependent part in the scientific work, is considered to be the chief 
ask of the teacher.