Channels of Exchange

The number of Arts faculties grew continually from the thirteenth century onward, with peaks in the second half of the fourteenth century (Prague, Vienna, Erfurt, Heidelberg, Cologne) and the second half of the fifteenth century (Greifswald, Uppsala, Ttibingen, Freiburg, Basel). There was a significant exchange of teachers and students between these institutions. Some students were attracted by the presence of a particular master to take their degree at a foreign university, as was the case when Marsilius of Inghen taught at Paris in the early 1360s. Others followed their master when he moved from one place to another, as when Heymeric of Camp arrived in Cologne in 1422. Naturally, these academic peregrinations were closely tied to political circumstances. The Hundred Years’ War, which began in the 1330s, impeded exchange between England and Paris, and this had an immediate impact on academic debates on the continent. The imbroglio of the Schism in 1378, which in Paris subjected those who opposed the University’s official support of Clemens VII to boycotts, forced in particular German masters to leave the city and seek academic positions elsewhere. Some of these played a significant role at the newly established German universities, such as Marsilius of Inghen, who was rector of the University of Paris in 1367 and 1371, but left the city in 1378 to become the first rector of the University of Heidelberg in 1386.

When designing their statutes, the Arts faculties of the newly erected universities often used Paris as a model, as well as Vienna, though to a lesser degree. Consequently, the structures of the different Arts faculties were more or less similar, making the exchange of students and masters easier. Some faculties drew their masters from privileged universities, as in Leuven professors from Cologne were preferred. In the early years of Freiburg University, a significant number of masters came from Heidelberg, which had an immediate effect on the way Aristotle was read there, since these masters were trained in the via moderna.

It goes without saying that the movements of masters and students facilitated the exchange of ideas and thus substantially enhanced the level of academic debate with a constant influx of new ideas. For example, the views of the Parisian master Henry of Ghent were already discussed at a very early stage in England, where they had a substantial impact on John Duns Scotus. The exchange of manuscripts also played an important role. Not only did the universities and faculties possess significant collections, but individuals as well. As is apparent from university documents and private letters, manuscripts were often borrowed to be read or copied, sometimes over a period of several years.