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Universities today are a key component for modern states and economies, where the professional classes and academic research are fostered[[File:Raphael School of Athens. We often rate societies by their abilities to produce scientific achievement and develop economic success where universities play a critical role in thisjpg|thumbnail|300px|left|Figure 1. However, the history Depiction of universities was very different and these institutions were first relatively parochial and only in recent times have they become pervasivePlato's Academy. ]]__NOTOC__

Early institutions of higher learning existed long before universities were established. These early institutions conducted research Universities today are a key component for modern states and taught pupilseconomies, similar to our ideas of universities today. Early recordings from Egypt where the professional classes and Mesopotamia suggest there were not only scholars who conducted academic research but also these scholars likely taught and were affiliated with institutions of learningare fostered. The Ashurbanipal Library and Library at Sippar were collections of knowledge that likely also had students and teachers associated with them that taught a select group of individuals who not only learned the complex written languages of Egypt and Mesopotamia but also began We often rate societies by their abilities to study and apply their knowledge. <ref>For more on learning in Mesopotamia produce scientific achievement and Egyptdevelop economic success, see: Krebs, Robert Ewhere universities play a critical role. 2004. Groundbreaking Scientific ExperimentsHowever, Inventionsthe history of universities was very different, and Discoveries of the Middle Ages and the Renaissance. Groundbreaking Scientific Experiments, Inventionsthese institutions were first relatively parochial, and Discoveries through the Ages. Westport, CT: Greenwood Pressonly in recent times have they become pervasive.</ref>

==Which Societies created the Precursors to Universities? ==Early institutions of higher learning existed long before universities were established. These early institutions conducted research and taught pupils, similar to our ideas of universities today. Early recordings from Egypt and Mesopotamia suggest some scholars conducted research, and these scholars likely taught and were affiliated with institutions of learning. The Ashurbanipal Library at Nineveh and Library at Sippar were collections of knowledge that likely also had students and teachers associated with them that taught a select group of individuals who learned the complex written languages of their day also began to study and apply their knowledge. <ref>For more on learning in Mesopotamia and Egypt, see: Krebs, Robert E. 2004. Groundbreaking Scientific Experiments, Inventions, and Discoveries of the Middle Ages and the Renaissance. Groundbreaking Scientific Experiments, Inventions, and Discoveries through the Ages. Westport, CT: Greenwood Press.</ref>====The Platonic Academy of Greece====The first institution that was more fully documented was the Platonic academy Academy (Figure 1), founded in 387 BCE, and with Aristotle's Peripatetic school was founded in 335 BCEhaving derived from Plato's Academy. These schools generally had a select few pupils and . They were not institutions for mass education.<ref>For more on the early Greek higher education institutions, see: Reale, Giovanni, John R. Catan, and Giovanni Reale. 1990. Plato and Aristotle. A History of Ancient Philosophy, Giovanni Reale ; 2. Albany, NY: State Univ. of New York Press, pg. 149.</ref> They were seen as privilege for a select few. Perhaps one of the first truly international institutions of higher education was the Musaeum, an institutions that brought knowledge to it from around the known world. ====The Library of Alexandria====The Library of Alexandria was part of this institution , and it served as a repository for knowledge not just from the Hellenistic world but also accumulated knowledge from Babylonia and Persia that had preceded Greek scholarship. The Musaeum largely functioned like an international university, where students would come to be educated by the best teachers. The Ptolemaic state was tolerant to scholarship and allowed individuals from many regions to come to Alexandria to be involved in this institution.<ref>For more on the Musaeum and Library at Alexandria, see: MacLeod, Roy M., ed. 2000. The Library of Alexandria: Centre of Learning in the Ancient World. London ; New York : New York: I.B. Tauris ; In the U.S.A. and Canada distributed by St. Martin’s Press.</ref>====Creation of Universitie in India====In the ancient world, several regions developed traditions of scholarship. In the Indian subcontinent, Pushpagiri and Nalanda were two well-known centers of higher education. These institutions were devoted to Buddhist teaching and trained individuals in arts, medicine, mathematics, and astronomy. Even politics, or something comparable to political science, or political theory, was taught at these academies. Earlier Hindu higher learning centers, such as Taxilia, also inducted students. This place became associated with one of the earliest economic treatises known to us, a text call the Arthashastra, which also discussed other topics, such as political statecraft.<ref>For more on India's higher education ancient tradition, see: Mookerji, Radhakumud. 1989. Ancient Indian Education: Brahmanical and Buddhist. Delhi: Motilal Banarsidass.</ref>====The Chinese Imperial Training System====China had developed an imperial academy to train bureaucrats during the Han dynasty in Taixue by the 1st century CE. While earlier academies were more akin to private institutions, the Chinese imperial training system became more similar to public education. The school seemed to recruit students nationwide, and admission was based on skills and accolades, demonstrating that higher education had become a form of social mobility and mass education. Up to 30,000 students may have attended the academy at a given time. Later in the 1st millennium CE, the school began to develop an examination system that evaluated its enrolled classes.<ref>For more on China's early higher education and imperial academy, see: Becker, Jasper. 2000. The Chinese. Oxford; New York: Oxford University Press, pg. 8.</ref>====The Persian Medical academy - Gundishapur====In ancient Persia, during the Sasanid dynasty around the 3rd century CE, Gundishapur functioned as a medical training and higher education academy. This academy continued to function for some time after the arrival of Islam. It became one of the key influences and foundations for Islamic higher education that succeed it.<ref>For more on Gundishapur, see: Esposito, John L., ed. 1999. The Oxford History of Islam. New York, N.Y: Oxford University Press, pg. 742.</ref>====Higher education in Rome and the Middle Ages====In Europe, during the Roman and later Antiquity period, scholarship continued to follow the Greeks' Platonic tradition. However, these institutions were closed by the 6th century CE due to their association with pagan practices and philosophies. With the fall of the Roman Empire, scholarship became confined to isolated monasteries. These monasteries trained individuals in learning, mostly those who became priests or monks and began to document some of the Greek and other knowledge from the past.<ref>For a history of early Medieval European learning, see: Kleinhenz, Christopher, ed. 2004. Medieval Italy: An Encyclopedia. The Routledge Encyclopedias of the Middle Ages. New York: Routledge, pg. 314.</ref>

==When were the first Early Universities created? ==[[File:Raphael School of AthensMerton College, Oxford (3916021906).jpg|thumbnail|left|Figure 12. Depiction Merton College in Oxford, one of PlatoOxford's Academyoldest colleges and residences..]]The first true university, an institution called such, was founded in Bologna, Italy, in 1088. The Latin phrase <i>universitas magistrorum et scholarium</i> indicated an association of teachers and scholars. At this early date, universities were more of an association or a guild for learning particular crafts. In the case of Bologna, the focus was law. The emphasis was on training students for more developed skills within a particular profession to serve and develop those skills at more professional levels. Oxford, the second oldest university and oldest English speaking university, was probably sometime late in the 11th century. Traditions such as having a chancellor and residence halls had become established by the 13th century. Oxford had established its oldest colleges, Balliol and Merton Colleges, by the mid 13th century (Figure 2).<ref>For more on the early universities, see: Ridder-Symoens, Hilde de, ed. 1992. Universities in the Middle Ages. A History of the University in Europe, v. 1. Cambridge [England] ; New York: Cambridge University Press.</ref>

In the ancient world, several regions developed traditions of scholarship. In the Indian subcontinent, Pushpagiri and Nalanda were two well known centers of higher education. These institutions were devoted to Buddhist teaching but also trained individuals in arts, medicine, mathematics, and astronomy. Even politics, or something comparable to political science, in essence political theory, was taught at these academies. Earlier Hindu tradition and higher learning, such as Taxilia, also inducted students. This place became associated with one of the earlier economic treatises known to us, a text call the Arthashastra, which also discussed other topics as well, such as political statecraft.<ref>For more on India's higher education ancient tradition, see: Mookerji, Radhakumud. 1989. Ancient Indian Education: Brahmanical and Buddhist. Delhi: Motilal Banarsidass.<dh-ad/ref>

China The early universities, such as Paris, later became the Sorbonne, derived from the monastic or cathedral learning schools that had developed an imperial academy to train bureaucrats during continued into the early Medieval era after the Han dynasty in Taixue by fall of the 1st century CERoman Empire. While earlier academies Thus, these early universities were more akin to private institutionsclosely affiliated with the Catholic church, the imperial training system the Chinese developed became more similar to public although education. The school seemed began to recruit students nationwide be broad and admission was based on offered important skills and accolades, demonstrating that by then higher education had become a form outside of social mobility and mass religious education. Up to 30,000 students may have attended Despite the academy at a given time. Later in the 1st millennium CEreligious association of schools, they also developed to be independent and sometimes trained individuals who would come into conflict with the school began to develop an examination system that evaluated its enrolled classeschurch.<ref>For more on Chinathe Church's early higher education and imperial academyrole in universities, see: BeckerEllis, John Tracy. 1989. Faith and Learning: A Church Historian’s Story. Melville Studies in Church History, Jasperv. 20001. Lanham, MD : [Washington, D. The ChineseC. Oxford; New York]: Oxford University Pressof America ; Dept. of Church History, pg. 8Catholic University of America.</ref>

In ancient Persia, during A key development occurred in the founding of the Sasanid dynasty at around 3rd century CEUniversity of Naples, Gundishapur functioned founded in 1224. It was founded as a medical training and public institution dedicated to a king rather than the pope or Catholic church. Some see this as the beginning of developing the concept of secular education, although virtually all higher education academyinstitutions had religious curriculum as part of their broader education. In Germany, where many cities developed very independent traditions, we see municipalities and municipal governments being active in universities' founding. This academy continued to function for some time after is the case with the arrival University of Islam and became one of the key influences and foundations for Islamic higher education that succeed itCologne, founded in 1388.<ref>For more on Gundishapurpublic universities' development, see: EspositoNicholas, John LDavid., ed. 19991992. The Oxford History Evolution of Islamthe Medieval World: Society, Government, and Thought in Europe, 312-1500. London ; New York, N.Y: Oxford University Press, pg. 742Longman.</ref>

In Europe, during ==When were the Modern Universities Established? ==By the Roman late Medieval and later Antiquity periodEarly Modern Period, scholarship continued the number of universities began to follow the Platonic tradition established by the Greeks. Howevergrow rapidly in Europe, these institutions were closed by whereby in the 6th 18th century CE, due to their association with pagan practices and philosophiesthere were probably around 143 universities. With the fall This does not include other forms of the Roman Empirehigher education institutions that did not call themselves universities, scholarship became confined such as academies. The University of Paris began to isolated monasteriesdevelop the idea of faculties that differentiated areas of study. These monasteries trained individuals The topics of focus that began to develop in learninguniversities were philosophy. The traditional title for PhDs is philosophy, mostly those who became priests or monksmedicine, logic, theology, law, mathematics, astronomy, and began grammar. These branches of study were seen to be related to document some a humanistic perspective, as many required translation of ancient works in addition to a focus on the Greek and other knowledge from the pastdiscipline.<ref>For a history of more on the early Medieval European learningmodern universities, see: KleinhenzKirwan, ChristopherRichard, edand Jonathan Davies. 20042013. Medieval Italy: An Encyclopedia. The Routledge Encyclopedias of Scholarly Self-Fashioning and Community in the Middle AgesEarly Modern University. New York: RoutledgeBurlington, pgVt. 314: Ashgate.</ref>

==Early Universities==universities were rigid and heavily influenced by Aristotle's notion of the sciences and learning. However, scholars began to experiment with new ways of learning and experimentation. Disciplines began to break away from a heavy influence of humanistic influences. This led to the divergent development of the sciences from the humanities within an education system. By the 18th century, universities also began developing research journals, encouraging scholars to publish and circulate their findings with other scholars. In Germany, Wilhelm von Humboldt developed ideas of academic freedom, seminars, and laboratories as a way for universities to foster debate, knowledge, and new scientific inquiry.<ref>For more on Humboldt's developments, see: The University according to Humboldt: History, Policy, and Future Possibilities. 2015. 1st edition. New York, NY: Springer Science+Business Media.</ref>

The first true universityDuring the 19th century, that is public universities available to the masses became more widespread. Only in the 19th century did religion become less of an institution called as such, was founded important focus in Bologna, Italy in 1088the curriculum. The Latin phrase <i>universitas magistrorum et scholarium</i> indicated an association of teachers and scholarsThis gradually made universities secular higher education institutions. The focus for With the University development of Bologna was law. Early the Industrial Revolution, many universities such began to focus more on the sciences as Bologna were essentially similar industrialization began to Medieval guilds that trained individuals for special skillsdevelop as a form of competition between the Western world. OxfordIn Britain, the second oldest concept of the civic university and oldest English speaking university, was founded probably sometime late in the 11th century. Traditions such seen as having an engine for developing a chancellor and residence halls had become established by secular, economic potential that used the 13th century. Oxford had established its oldest colleges, Balliol and Merton Colleges, masses by the mid 13th century (Figure 2)giving them access to education.<ref>For more on the early universitiesdevelopment of mass education in the 19th century, see: Ridder-SymoensBrockliss, Hilde deL. W. B, edand Nicola Sheldon. 19922012. Universities in Mass Education and the Middle Ages. A History Limits of the University in EuropeState Building, vC. 11870-1930. Cambridge [England] ; New York, NY: Cambridge University PressPalgrave Macmillan.</ref>

The early universities, such as Paris which later became the Sorbonne, derived from the monastic or also cathedral learning schools that had continued into the early Medieval era after the fall of the Roman Empire. These early universities were thus closely affiliated with the Catholic church, although education began to be broad and offered important skills outside of religious education. Despite the religious association of schools, they also developed to be independent and sometimes trained individuals who would come into conflict with the church.<ref>For more on the role of the Church in universities, see: Ellis, John Tracy. 1989. Faith and Learning: A Church Historian’s Story. Melville Studies in Church History, v. 1. Lanham, MD : [Washington, D.C.]: University Press of America ; Dept. of Church History, Catholic University of America.</ref> A key development occurred in the founding of the University of Naples, founded in 1224, as it was founded as a public institution dedicated by a king rather than the pope or Catholic church. In Germany, where many cities developed very independent traditions, we see municipalities and municipal government being active in the founding of universities. This is the case with the University of Cologne, founded in 1388.<ref>For more on the development of public universities, see: Nicholas, David. 1992. The Evolution of the Medieval World: Society, Government, and Thought in Europe, 312-1500. London ; New York: Longman.</ref>  [[File:Merton College, Oxford (3916021906).jpg|thumbnail|Figure 2. Merton College in Oxford, one of Oxford's oldest colleges and residences..]] ==The Modern University==By the late Medieval and Early Modern Period, the number of universities began to grow rapidly in Europe, where by the 18th century there were probably around 143 universities. This does not include other forms of higher institutions that did not call themselves universities, such as academies. The University of Paris began to develop the idea of faculties that differentiated areas of study. The topics of focus that began to develop in universities were philosophy, where still the traditional title for PhDs is doctor of philosophy, medicine, logic, theology, law, mathematics, astronomy, and grammar. These branches of study were seen to be related to a humanistic perspective, as many required translation of ancient works in addition to a focus on the discipline.  Early universities were rigid and heavily influenced by Aristotle's notion of the sciences and learning. However, scholars began to experiment with new ways of learning and experimentation. Disciplines began to break away from a heavy influence of humanistic influences. This led to the eventually very divergent development of the sciences from the humanities. By the 18th century, universities also began developing research journals. In Germany, Wilhelm von Humboldt developed ideas of academic freedom, seminars, and laboratories as a way for universities to foster debate, knowledge, and new scientific inquiry.  During the 19th century, public universities available for the masses became more widespread. It was only in the 19th century that religion began to become less of an important focus in the curriculum. This gradually made universities secular higher education institutions and, with the development of the Industrial Revolution, many universities began to more greatly focus on the sciences as it industrialization began to develop as a form of competition between the Western world. In Britain, the concept of the civic university was seen as an engine for developing a secular, economic potential that used the masses by giving them access to education.  The British Empire and later other European Empires empires began to transplant the European education model of education around the world. While the United States began to adopt some of the German model models for a research university, much of the rest of the world also was instilled with European concepts. These then became pervasive and entrenched within countries such that when colonial powers diminished in the 20th century, the university systems they either founded or had fostered as educational models were largely kept in places such as India, Kenya, and in the Middle East.<ref>For more on the British model and spread of universities during the period of European empires, see: Pietsch, Tamson. 2015. Empire of Scholars: Universities, Networks and the British Academic World, 1850-1939. Manchester: Manchester University Press.</ref>

Today's universities have diversified further. Private universities that have a business-like or for -profit model has been one prominent model developed recently. Intergovernmental and universities built by countries in foreign places have been created as a way to promote ideas or training that is similar to what one might obtain in the home countries. This has spread many similar concepts of universities world wideworldwide, where countries with very different cultures and traditions now have relatively similar universities' ideas of universities. This has also become a way in which countries now see universities as a way to compete in the global marketplace, as they train their masses and develop their economic competitiveness.

What we seen We see then is that higher education changed conceptually from restricted academic institutions, to the foundation of universities, which proved to be similar to guilds in the Medieval period. It was only in the late Medieval and Early Modern era eras that universities began to spread more rapidly , and in the 18th and 19th centuries century, these institutions became more fully secular. By This secularization, and later acceptance of women, helped the masses to enroll in universities during the 19th century, the . The concept of mass education became established as industrialization became a key for countries' economic success and power.