15 12 202 https://earlymoderneurope.hist.sites.carleton.edu/files/original/47a10ba9f12026bba8a29fc5756ea746.jpg f8bacbb3a1b7110c06bcf98330c538ae Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Utopia Creator An entity primarily responsible for making the resource Sir Thomas More Date A point or period of time associated with an event in the lifecycle of the resource 1518 Description An account of the resource Sir Thomas More’s Utopia is one of the most astounding, influential, and unique works of political satire and inquiry in early modern Europe. More, through the use of fictional prose, imagines an island, Utopia, where society has evolved greatly from his current one in 16th century England. In the novel, More learns about Utopia from a widely renowned explorer and discovers the political, social, and religious topography of this unknown and wildly idiosyncratic land. The island of Utopia, founded by General Utopus contains many aspects which foreshadow later developments in society and political ideology. One in particular stands out: the notion of a free government services, resembling later ideas present in socialist ideology. Hospitals and healthcare are free and available to all citizens of Utopia. Furthermore, many aspects of contemporary society are evident on the island, such as legality of divorce and tolerance (though limited and not societally enforced) of atheism. However; there are consequences to the idyllic lives of Utopians. For one, each household relies on at least one or two slaves, supplied by either outside countries or criminals within Utopia. Premarital sex is punished by a lifetime of strictly enforced chastity and marriage outside of sex is a highly criminal act, punished by slavery. By the end of the book, the fictional character parallel to More in reality concludes that the concepts of governance and society in Utopia are unrealistic and inapplicable to actual society, specifically his own, in England. Yet, he concludes that there are certain aspects to Utopian society that could be altered and incorporated in England. Sir Thomas More is keen in his use of fiction to make political commentaries and satire. It is an early use of such a platform to spread ideas which may be radical under a trivial guise. Ideas from Utopia would continue to circulate across Europe for centuries after its publishing, and strike strong comparisons to concepts of Socialism that would emerge in the 19th century, particularly Karl Marx and Friedrich Engels’s Communist Manifesto, published in 1848. Source A related resource from which the described resource is derived Universitätsbibliothek Bielefeld [public domain], via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Utopia,_More,_1518_-_0020.jpg Rights Information about rights held in and over the resource Public Domain https://earlymoderneurope.hist.sites.carleton.edu/files/original/520d8028c37abb114840913008935cf4.jpeg 067272f92471c1a210c4adef1cf310d6 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Painting (Oil on Canvas) Physical Dimensions The actual physical size of the original image Dimensions Netto : 56.2 x 49.7 cm Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virgin and Child Creator An entity primarily responsible for making the resource Sofonisba Anguissola Contributor An entity responsible for making contributions to the resource Teddy Wolfe Date A point or period of time associated with an event in the lifecycle of the resource 1542-1623 Description An account of the resource Sofonisba Anguissola was a prominent court painter for Phillip II of Spain, crafting several notable portraits in her time. Her parents encouraged her to receive a humanist education in the arts and sciences and be tutored in painting by prominent artist Bernardino Campi in her early life, which afforded her the opportunity to go to Spain. She maintained a presence there from 1559 to 1580, serving as court painter and lady-in-waiting to Queen Elizabeth of Valois (Perlingieri, 10). She is considered the first Italian woman to gain international recognition for her art (Weisner-Hanks, 158). Beyond just portraits, Anguissola painted several religious scenes throughout her life. This painting in particular is important because it shows how Renaissance styles came from Italy and were modified in Spain. Much of Sofonisba’s work was influenced by her early interactions with Michelangelo, who encouraged her to paint with tense poses and a distinct emotionality. Both are seen in this scene in child Christ’s stoic pose, and Mary’s loving look (Perlingieri, 10). The Virgin and Child was a scene painted/sculpted repeatedly throughout history and multiple copies can be seen at many art museums. Therefore, it also provides a solid point of comparison for observing how accepted Spanish styles differed from others of the era. Anguissola even did other versions of the painting at different points in her life, which included more color and different poses for the pair. One such version can be found in her 1556 self-portrait, which features her painting Mary face to face with the child Christ (Wikimedia). Source A related resource from which the described resource is derived “Virgin and Child.” Europeana Collections. Accessed November 13, 2018. https://www.europeana.eu/portal/record/2020903/KMSsp77.html. “Sofonisba Anguissola.” Wikipedia, November 5, 2018. https://en.wikipedia.org/w/index.php?title=Sofonisba_Anguissola&oldid=867399751. Perlingieri, Ilya Sandra. "Sofonisba Anguissola's Early Sketches." Woman's Art Journal 9, no. 2 (1988): 10-14. doi:10.2307/1358314. Merry E. Wiesner-Hanks, "Cultural and Intellectual Life" in Early Modern Europe, 1450-1789, (Cambridge, UK: Cambridge University Press, 2013), 158 Rights Information about rights held in and over the resource Free Painting Prominent Women Religion Renaissance spain Virgin and Child https://earlymoderneurope.hist.sites.carleton.edu/files/original/48c91a0555e6c1cdbc58d5c5ffafea8d.pdf c7a68db4fad5dd6636dee9f24a75be99 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Rise and Fall of Early Modern Spain Creator An entity primarily responsible for making the resource Teddy Wolfe and Elliot Cahn Contributor An entity responsible for making contributions to the resource Teddy Wolfe and Elliot Cahn Date A point or period of time associated with an event in the lifecycle of the resource November 17, 2018 Description An account of the resource To access our paper examining Spain and its place in the Early Modern period of European history: 1) Click on the image beneath the "Files" heading 2) After the file section opens, click on the text of the paper to get it in PDF format https://earlymoderneurope.hist.sites.carleton.edu/files/original/e8ca23395bf3ff2b8e9b68eefe6c76a4.jpg fb4ad23264cfc522c4fd0009e5e83033 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Leviathan [or The Matter, Form and Power of a Common-Wealth Ecclesiastical and Civil] Creator An entity primarily responsible for making the resource Thomas Hobbes Date A point or period of time associated with an event in the lifecycle of the resource 1651 Description An account of the resource In Thomas Hobbes’s “Leviathan,” he draws out a widespread system of politics and governance based around the idea of a social contract between the public of a state and their sovereign or ruler. Hobbes argues for an absolute monarchy backed by strongly unified government. Leviathan is seen by historians as the earliest work of social contract theory, a major aspect of the development of political theory, especially in the enlightenment era that would ensue. The front-piece of the book displayed in the image grandly depicts a sovereign with a sword in one hand and a crosier in the other, a testament to the “absolute” or all-encompassing nature of the sovereigns rule. Additionally, the figure is built up of hundreds of small human figures, none of which have visible facial features, which represent the general population of the ruler’s state. These details reinforce the message behind the social contract which Hobbes discusses throughout Leviathan, specifically that the collective public of the state unconditionally support their monarch and in return the monarch rules effectively, promotes state welfare, and keeps the state secure and stable. Finally, Hobbes draws significantly from developments in the Scientific Revolution in articulating his argument. He forms his arguments in the manner of a geometric proof, building on each point using known truths in an effort to reach a final conclusion. Geometric themes are even present in the front-piece, which uses geometrically determined proportions and perspective. Source A related resource from which the described resource is derived Wikimedia Commons https://commons.wikimedia.org/wiki/File:Ttitelblatt_1750_Leviathan_Thomas_Hobbs.jpg Rights Information about rights held in and over the resource Public Domain https://earlymoderneurope.hist.sites.carleton.edu/files/original/60f44843a3929fe7d4df7679093bb1a6.jpeg 348fdf46a326846b6a0aad56fabc9111 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Leviathan Creator An entity primarily responsible for making the resource Thomas Hobbes Date A point or period of time associated with an event in the lifecycle of the resource 1651 Source A related resource from which the described resource is derived Hobbes, Thomas. Leviathan. 1651. University of Edinburgh, United Kingdom. Rights Information about rights held in and over the resource Public Domain Description An account of the resource In Thomas Hobbes’s Leviathan, the influence of Italian political ideas is clearly evident throughout the book. Hobbes’s specifically parallels Machiavelli’s focus on the unity and security of a state in the Prince. This idea of state unity is very important in a political sense, because with stability a state is able to flourish and improve the life of its citizens. Hobbes was writing Leviathan during the Glorious Revolution (1688-1689), which was an especially brutal civil war. With the unending chaos, Hobbes was obligate discuss the impact state stability in a political mindset and Machiavelli circumstance and writings shared similarities to Hobbes’s own situation (ONBAŞI 31). In addition Machiavelli's influence on Hobbes’s stance on the stability of a state, he was also significant in developing Hobbes concern of a public political morality, rather than a private morality. Hobbes then transforms this idea about public political morality, by stating it is riddled by the instinct of human preservation (ONBAŞI 33). This lack of trust of the individual is a key component of Hobbes idea of contract between the residents of a state and the supreme authority (Wiesner Hanks 280). These political ideas revolutionized political thought across Europe and led to more political discourse about the relationship of the citizens with the ruler, which would prompt others to question political theories. These ideas were especially, because of the political legacy they left behind. Monarchs began initiating reforms such as religious freedom to varying degrees throughout Europe, such as France’s temporary tolerance of Protestants, which wasn’t very effective. In addition to this, monarchs began reforming laws and giving people more freedoms, and evening claiming to tax themselves. Through these political reforms, it clear that Hobbes’s political ideas, were influenced by Italian political thought. https://earlymoderneurope.hist.sites.carleton.edu/files/original/37de022dcfea74d7f32af54ee93f68f2.jpg 5437e8494381e7868a843394fda6889f Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Illustration of Westminster Abbey Description An account of the resource Before beginning the discussion of education in Early Modern Europe, Medieval education should be examined. There was institutionalized education before the development of universities, but it took a very different form. In medieval Europe, the power and onus of education lay entirely in the hands of the church. The vast majority of the people who were literate in the early Middle Ages were members of the clergy, who were trained in basic Latin. Literacy and the breadth of education began to improve towards the end of the era, but it was still entirely under the wing of the Church. Monasteries like Westminster Abbey became centers of cultural and educational life. Noble families would send their children to monasteries for the purpose of obtaining an education (Wiesner-Hanks 35). Westminster Abbey itself has since become much more than a simple monastery, but it was founded c. 960 C.E. by Benedictine monks (“History of Westminster Abbey”). The monastery was expanded several times in the following centuries by English kings. By the 16th century, parishes began to take over as the main arm of education for religious institutions, establishing schools for local children and spreading basic literacy to a wider population (Wiesner-Hanks 130). Many monasteries found themselves converted into universities, offering a more rigorous mode of education for those who wished to pursue it. Creator An entity primarily responsible for making the resource Thomas Malton Jr. Date A point or period of time associated with an event in the lifecycle of the resource 1739 Contributor An entity responsible for making contributions to the resource Benjamin Wightman Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Westminster_AbbeyMalton1793.jpg https://earlymoderneurope.hist.sites.carleton.edu/files/original/31fb1129bad100a779943fcbee544b74.jpg 9d97f49c73446c487313103bb2bead71 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thomas More's Utopia Creator An entity primarily responsible for making the resource Thomas More Contributor An entity responsible for making contributions to the resource Cassidy Bins Date A point or period of time associated with an event in the lifecycle of the resource 1516 Source A related resource from which the described resource is derived Photo: Wikimedia Commons More, Thomas. "Utopia." Project Gutenberg, https://www.gutenberg.org/files/2130/2130-h/2130-h.htm. Wiesner-Hanks, Merry. Early Modern Europe: 1450-1789. Cambridge University Press, 2013. Print. Rights Information about rights held in and over the resource Public domain. Description An account of the resource In 1516, English humanist Thomas More published one of his most famous and controversial works, a novel called Utopia. In it, More described an independent, law-abiding community living on an island. His community was devoid of crime and disagreement, but it also barred freedom of expression in the form of rebellion. More went into painstaking detail describing the layout of the island, the professions of its citizens, the Magistrates they were ruled by, and the manner in which they lived. Of particular note is the way governance was established in More’s Utopia. A “Prince” still sat at the top of the hierarchy, but he was chosen via anonymous vote, with the basis of election resting on his merit as a leader (More). More also warned against the Prince and his immediate subordinates plotting against their people, and placed priority on the debate of issues in council prior to enactment. Whether or not the book was written as satire, it provided commentary on European politics of More’s time (Wiesner-Hanks, 141). As Europe moved from Renaissance to reformation, class divisions were established and inflexible. In More’s native England, peasants farmed the land of noblemen, with their yields tapped into by the crown. In Utopia, the residents of the island farmed for subsistence, wore the same clothes no matter their “rank,” and did not assign nearly as much value to money (More). Yet, there is still irony to the fact that More’s invented world required slave labor to function. Utopia was influential for two main reasons: one, it circulated as a veiled criticism of England’s, and by extension Europe’s, condition involving social class at the time of its writing; and two, it introduced the underpinnings of socialism/communism which would later take hold in European literature. https://earlymoderneurope.hist.sites.carleton.edu/files/original/6c88a0fb324e82647ab5cab3fa73ec9e.jpg 30d5dc18f6e17856bce673d7b414d9be Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Entire Works of Dr. Thomas Sydenham Creator An entity primarily responsible for making the resource Thomas Sydenham Contributor An entity responsible for making contributions to the resource Jack Williams Date A point or period of time associated with an event in the lifecycle of the resource 1749 Description An account of the resource Thomas Sydenham is often referred to by the moniker “the English Hippocrates” a title granted to him for his reviving of Hippocratic methods and ideas about medicine and the treatment of diseases of every kind. A friend and coworker of Locke Sydenham is often cited as a key influencer on Locke’s ideas towards children and social welfare, as well as being on his own a key influence on English medicine as a whole (Hill). Sydenham was undoubtedly influenced by the Enlightenment, and shortly after his death a compendium of his entire publishing work was created. This book, the Entire Works of Dr. Thomas Sydenham covers a wide range of medical cases and presents the ideas and knowledge within in a distinctly enlightenment tone. Every description of a disease and the cures that successfully treated it are indexed and available for easy reference and understanding (Sydenham). Additionally, all of the writing is taken from Dr. Sydenham’s own personal observations and ideas. For many enlightenment thinkers at the time, in particular authors like Diderot enlightenment was something that could be achieved through education and observation. In this way Sydenham’s work shows a clear example of this enlightenment influence at work, rather than creating a medical journal for the benefit of the already medically educated his works emphasize the basic and easily understandable parts of medicine, and often focus on diseases and problems the average person might face; for example, his sections on fevers and the best methods for treating them. Sydenham’s work gives valuable insight into two important trends in this time, both the influence of Enlightenment thought throughout European society, and a glimpse into the ideas of a man who revolutionized English medicine. Source A related resource from which the described resource is derived https://www.europeana.eu/portal/en/record/9200579/g8jrrtgt.html?q=thomas+sydenham Rights Information about rights held in and over the resource CC BY https://earlymoderneurope.hist.sites.carleton.edu/files/original/de87ffa0d356ef2b85642c45efe16e69.jpg c1edf4073ef7935569cb590136340eb9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Medical Observations Concerning the History and Cure of Acute Diseases Creator An entity primarily responsible for making the resource Thomas Sydenham Contributor An entity responsible for making contributions to the resource Jack Williams Date A point or period of time associated with an event in the lifecycle of the resource 1676 Description An account of the resource While a compiled work of Thomas Sydenham's has already been included in this exhibit, it is valuable to consider one of his work’s influence in English economic history and the history of opium as a whole. In his book discussing medical observations of acute diseases Sydenham prescribes a proprietary mixture of dissolved opium, which he refers to as laudanum, as a cure for a wide range of diseases, from fevers to “hysteria.” His new medicine was so successful that laudanum came to refer to any suspension of opium in alcohol, not just Sydenham’s original mixture (Hodgson). Aside from the influence this had on British medicine, the acceptance of opium as a legitimate medical cure led to significant changes in the way by which the British traded with India and China. By the mid-18th century British trade with China had become an important part of the British economy, but the English were constantly at a trade deficit with the Chinese, only receiving Chinese imports without exporting anything in return. The discovery of opium’s medical capabilities changed this however, leading to massive trade in opium in its many forms to China (Van Dyke). This trade existed before Sydenham’s work in creating laudanum however, by normalizing it amongst other medicines lead to the trade in laudanum coming to the mainland of Europe and Britain in a way that had not occurred before Sydenham’s work. Source A related resource from which the described resource is derived https://www.europeana.eu/portal/en/record/90402/RP_P_1904_3642.html?q=thomas+sydenham Rights Information about rights held in and over the resource Public Domain https://earlymoderneurope.hist.sites.carleton.edu/files/original/ccf2b1ac27043ec152b07fd155d5173f.jpeg 945ed7f6cf6d9d21f98d1e98a5c83a2b Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Metal Weight Physical Dimensions The actual physical size of the original image Diameter: 22.6mm, Thickness: 1.24mm Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hanseatic League Weight Creator An entity primarily responsible for making the resource Unknown Contributor An entity responsible for making contributions to the resource The Hanseatic League (Hansa) Date A point or period of time associated with an event in the lifecycle of the resource 1500 Description An account of the resource The Hanseatic League (or Hansa) was a mercantile organization founded by traders and merchants from Northern Europe in the thirteenth century. It dominated trade in the region between the Netherlands and Poland and imposed monopolies on many of the most important exports from the region including fish and wool. It also brought tremendous wealth and power to Northern cities such as Hamburg that are often overlooked during the Medieval period and the Mediterranean Renaissance (Wiesner-Hanks, 21). This was one of the first examples of large-scale trading organizations that led to a more connected European economy and wide-spread trade that came to characterize the early modern period. Perhaps most significantly, it represents the level of organization in Northern Europe and its ability to control and promote the important industries of the North counter the common belief of a Southern European dominance during the late medieval and Renaissance eras. Northern Europe was clearly connected to large trading networks through their many ports and their ability to ship their abundant natural resources on the waterways. While the Hansa’s importance petered out in the 16th century, this type of mercantile organization and large-scale trading network endured as one of the building blocks of the early modern maritime economy (Wiesner-Hanks, 21). It foreshadowed the rise of companies like the Dutch East India company that operated on a much wider scale. It also foretold the rise of Northern Europe as the economic heart of Europe later in the 18th and 19th centuries. The end of the middle ages and the beginning of the early modern period marked a shift from the dominance of the Mediterranean as the main route for shipping and commercial production, into a focus on the Atlantic world that characterized the age of exploration and conquest (Wiesner-Hanks, 241). Source A related resource from which the described resource is derived The Portable Antiquities Scheme; Doncaster, United Kingdom Rights Information about rights held in and over the resource Free Re-use https://earlymoderneurope.hist.sites.carleton.edu/files/original/10bf53a2dfabcbfd11b8bdc06dc202c9.jpg 7fa26e57f5259e0ff79a7d86742d6e03 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Armada Portrait Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1588 Description An account of the resource The Queen Elizabeth I “Armada Portrait” is a distinct indicator of her monarchical rule in 16th century England. She is portrayed sitting in a lavish gown, adorned in pearls (a symbol of divine chastity and virginity), in front of two tableaus illustrating the destruction of the Spanish Armada by the winds of the Channel. Her hand rests casually on a globe, re-affirming her image as one of the most powerful monarchs of her time and portraying her as goddess-like, specifically in the wake of the Spanish Armada’s destruction which she was believed, by some, to have willed through faith. Additionally, the placement of her hand on the globe is subtle yet significant. Her fingers rest over the Americas, a region which had been greatly colonized by the Spanish by that time. She is sending a somewhat implicit message of her intentions to expand her breadth over the globe to the Americas. This era was seen as the beginning of wide-scale Imperialism in modern Europe, one of the defining political aspects of the continent, and its impact on the world as a whole, for centuries to come. Above all, this grand style of portraiture serves a significant purpose in fashioning the monarchs and rulers depicted as supreme leaders of their states or kingdoms. We see this development continue in a cultural and political context as rulers are continued to be depicted as charismatic leaders who are, alone, capable of leading their state, and will additionally see challenges to these claims with the development of more comprehensive governments where many more players have a role in governing and the legitimacy of monarchs may begin to be questioned. Source A related resource from which the described resource is derived National Portrait Gallery via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Elizabeth_I_(Armada_Portrait).jpg Rights Information about rights held in and over the resource Public Domain https://earlymoderneurope.hist.sites.carleton.edu/files/original/ff198c8528489e573f989e28abcd9c02.png 042a754be0f9550857fdac1203ae01c5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Illustration of the University of Wittenberg Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 19th Century Description An account of the resource This is an illustration of a building at the University of Wittenberg, which was founded in 1502 by Frederick the Wise, a powerful elector in the Holy Roman Empire (“Wittenberg”). Like many universities, it was created from a pre-existing monastery. The University of Wittenberg in particular helps demonstrate the impact of education on Early Modern Europe. It was made famous by one of its teachers, Martin Luther, who had studied briefly at the university only to return a few years later (Roper 63). Luther was an educated man, familiar with religious dogma from his time as a monk but well-read from his studies outside the monastery. He was awarded a doctorate in October 1512, which Lyndal Roper writes gave Luther “a public persona” and allowed him to integrate with the intellectuals in Wittenberg (72). A few centuries ago, this could never have happened—Luther would not have a doctorate, would not have as extensive an education, and there would be no universities for him to study or teach at. The opportunity to interact with his intellectual peers and further cement his religious philosophy doubtlessly facilitated Luther’s ability to argue and support his later religious claims. This position also gave him security, access to an Elector, and a base of operations. The university became a site where young men could come to learn from Luther and his colleagues, and to then go out into the world and spread those ideas further. Without the power that education offered, the Protestant Reformation would have looked very different. Contributor An entity responsible for making contributions to the resource Benjamin Wightman Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Wittenberg_Universit%C3%A4t_18xx.jpg