In most of these universities the arts curriculum consisted of the widely accepted seven arts and sciences making up the Trivium (grammar, rhetoric, and logic) and the Quadrivium (arithmetic, geometry, and music). 2 The addition of music in the sciences is an odd one when thinking about how the art of music (even in the 13th Century) was considered to be related to arithmetic and geometry (basically mathematics). While it may seem strange to modern ears that music was considered to be a science of number our ancestors spent much time and ink contemplating the numerical qualities of notes and harmonies, even analyzing the ratios between intervals in a chord. For the advanced student, the universities offered more specialized training in the fields of theology, medicine, or law.2 The growth of universities in the late Middle Ages was symptomatic of the expanding Latin Christendom and of the increased motivation for intellectual growth.2 By the end of the 15th Century, no less than eighty reputable universities in Western Europe and several in the East (particularly at Prague and Cracow) were providing advanced education for thousands of
In most of these universities the arts curriculum consisted of the widely accepted seven arts and sciences making up the Trivium (grammar, rhetoric, and logic) and the Quadrivium (arithmetic, geometry, and music). 2 The addition of music in the sciences is an odd one when thinking about how the art of music (even in the 13th Century) was considered to be related to arithmetic and geometry (basically mathematics). While it may seem strange to modern ears that music was considered to be a science of number our ancestors spent much time and ink contemplating the numerical qualities of notes and harmonies, even analyzing the ratios between intervals in a chord. For the advanced student, the universities offered more specialized training in the fields of theology, medicine, or law.2 The growth of universities in the late Middle Ages was symptomatic of the expanding Latin Christendom and of the increased motivation for intellectual growth.2 By the end of the 15th Century, no less than eighty reputable universities in Western Europe and several in the East (particularly at Prague and Cracow) were providing advanced education for thousands of