By the end of the early modern period, the structure and orientation of higher education started to change in Europe, but the modern science did not enter into the university curriculum immediately after the appearance of great works by Galileo, Kepler, Newton and other scientists. Though Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging, teaching books like the Principia was not a common practice. A characteristic feature of the first Scientific Revolution had been the social and intellectual turning away from the medieval university by the vanguard of science. After the Scientific Revolution: O The introduction of modern science into universities was an ongoing process, parallel to the Scientific Revolution, i.e. all new discoveries and scientific theories became a part of university teaching without having a considerable delay. O The introduction of modern science into universities had to wait until the first decades of the 20th century. O By the first decades of the 18th century, European universities assimilated the scientific outcome of the past century. As a result, the discoveries of founding fathers of the Scientific Revolution, from Copernicus to Newton, became a part of the university curricula, and all universities started to teach modern sciences. O The introduction of modern science into universities had to wait one more century, until the last decades of the 18th and first decades of the 19th century. Actually, the university once again became the leading institution for the natural sciences as a part of the Second Scientific Revolution of the nineteenth century.

By the end of the early modern period, the structure and orientation of higher education started to change in Europe, but the modern science did not enter into the university curriculum immediately after the appearance of great works by Galileo, Kepler, Newton and other scientists. Though Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging, teaching books like the Principia was not a common practice. A characteristic feature of the first Scientific Revolution had been the social and intellectual turning away from the medieval university by the vanguard of science. After the Scientific Revolution: O The introduction of modern science into universities was an ongoing process, parallel to the Scientific Revolution, i.e. all new discoveries and scientific theories became a part of university teaching without having a considerable delay. O The introduction of modern science into universities had to wait until the first decades of the 20th century. O By the first decades of the 18th century, European universities assimilated the scientific outcome of the past century. As a result, the discoveries of founding fathers of the Scientific Revolution, from Copernicus to Newton, became a part of the university curricula, and all universities started to teach modern sciences. O The introduction of modern science into universities had to wait one more century, until the last decades of the 18th and first decades of the 19th century. Actually, the university once again became the leading institution for the natural sciences as a part of the Second Scientific Revolution of the nineteenth century.