By M. K. Dziewanowski
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19 Ridder-Symoens, ‘Mobility’, 1996, 432–4. 20 Frijhoff, ‘Graduation’, 1996, 408; Maag, Seminary, 1995, 56, 84, 86; and Niléhn, Peregrinatio, 1983, 369f. 21 By the end of the sixteenth century, there were 129 universities, and by 1650, this number had risen to 151. Furthermore, numerous other towns were home to institutions of higher education that competed with the universities proper. The large majority of these universities, around 1650 about eighty per cent, were on the Iberian peninsula, in the German Empire, in France, and in Italy.
Thus, this faculty offered the possibility of adding further subjects when first humanism and later the natural sciences entered the stage. 3 The weighting of these different aspects of the purpose of a university changed with the Reformation, the coming of humanism, and the increased need for university-trained personnel for posts in administration and government. Consequently, student numbers grew, the educational possibilities broadened, new subjects were introduced, and degrees became more important.
106f). In order to prevent both Catholic agitation and Puritan extremism – rather than to introduce uniformity – Elizabeth and James I enforced broad religious conformity at the universities, whereby James I interfered more than Elizabeth for his interest Hall (1317, refounded 1337) and Michaelhouse (1324)), Emmanuel College (1584), and Sidney Sussex College (1596). At Oxford, these were University College (1249), Balliol College (1263), Merton College (1264), Hertford College (1282), Exeter College (1314), Oriel College (1324), Queen’s College (1341), New College (1379), Lincoln College (1427), All Souls College (1438), Magdalen College (1458), Brasenose College (1509), Corpus Christi College (1517), Christ Church College (1525), Trinity College (1555), St John’s College (1555), Jesus College (1571), Wadham College (1610), and Pembroke College (1624).