Academies

In the 1400s, humanists* in Italy formed casual gatherings to discuss scholarly topics. They saw these groups, which they called academies, as a way to revivethe ideas and values of ancient cultures. The most famous academy was the Platonic Academy, established in FLORENCE in the 1460s. The philosopher Marsilio FICINO was its leader, and Cosimo de' MEDICI acted as its patron*. This academy helped spread ancient Greek ideas, particularly those of the philosopher PLATO. Many members of the Platonic Academy were aristocrats. Their association with the academy helped make the pursuit of knowledge an upper-class occupation.

Most early academies were very informal. Many never even gave themselves an official name. In the 1540s academies became more visible and widespread. By 1600, 377 academies existed in Italy, and another 870 appeared during the next century. Most of these academies were in major cities. Although most towns had at least one or two academies, a large city might have dozens. Many of them arose in cities with universities (such as Bologna) or with royal or noble courts (such as Milan). Rome had more academies than any other city, with over 130.

Most Italian academies promoted all kinds of learning, but a few focused on particular arts or sciences. Italian academies tended to be local groups, attracting scholars and artists from the surrounding area. Many of them had humorous names, such as "the Passionate," "the Confused," or "the Sleepy." A city's level of academy activity rose and fell with its cultural and political importance. This fact helps explain why most Italian academies were short-lived. Some closed within a year or two of their founding. Many that lasted longer were inactive for much of their life span.

During the 1600s, scholars founded academies in several major cities outside of Italy. The French crown established the Académie Française in Paris in 1634. Its goal was to promote French language and literature. The Royal Society of London, founded in 1662, focused on scientific knowledge. These academies were national rather than local organizations. As a result, they lasted longer than their Italian models.