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MEDICAL TEACHING. 32 1
more than three* The preparation of a copy of a work
claimed years of strenuous application and demanded
attainments at that time by no means common. With the
discovery of printing a revolution was effected in this
t respect, similar to that which in the most recent times has
been brought about by the substitution of machine- for
hand-work in the preparation of goods. The foundation
and improvement of academical libraries were by this
facilitated or, properly speaking, for the first time made
possible. The universities in this way gained an aid to
teaching which promoted the development, at once, of the
intellect and of the character. They recognized its importance
thoroughly, and took pains to procure the money
necessary for the acquisition of books and to regulate the
use of these collections by judicious arrangements and
instructions.t The rules of the medical faculty of Montpellier
in 1534 provided, that the library should be opened
-at 6 a.m. in summer and at 8 a.m. in winter, and should
be closed at 4 p.m. The students were held responsible
for any injury occurring either by loss or disfigurement
of the books, t
ft 1 "*"
In the 16th century the practice was also commenced of
providing the universities with botanical gardens. The
republic of Venice set a good example, in this respect, to
all other states by causing a botanical garden to be laid
out at Padua in 1545.§ Then arose those at Pisa (1547)
and Bologna (1568) where afterwards A. CESALPINI "the
greatest botanist of his century " taught and worked. In
1577 LEYDEN acquired a botanical garden ; Montpellier in
1593. In the German academies the earliest were founded
at Leipzig (1580), Breslau (1587), Basel (1588) and Heidel-
* KRIEGK op. cit. i, 17.
t PRANTL op. cit. i, 215.
J DUBOUCHET in the Gaz. hebd. des scienc. me'd. de Montpellier 1887, Noil,
p. 124. Compare also the very detailed Rules for the Library of the ficole
de Medecine of Paris for the year 1395 in SABATIER op. cit.
§ MEYER op. cit. iv, 256 et seq.
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