Graves, _During the Transition_ (Macmillan, 1910), chap. XV-XVI; Monroe, _Text-book_ (Macmillan, 1905), chap. VII. An excellent interpretative account of the Reformation is that in Adams, G. B., _Civilization during the Middle Ages_ (Scribner, 1894), chaps. XVI and XVII. Painter, F. V. N., furnishes a good translation of _Luther on Education_ (Lutheran Publication Society, Philadelphia). Richard, J. W., gives a good account of _Melanchthon, the Protestant Preceptor of Germany_ (Putnam, 1898), especially chaps. II-IV and VII; Watson, F., of _Maturinus Corderius, the Schoolmaster of Calvin_ (School Review, vol. XII, nos. 4, 7, and 9); Graves, F. P., _Ramus and the Educational Reformation of the Sixteenth Century_ (Macmillan, 1912) of conditions in France; and Leach, A. F., of the dissolution acts of Henry VIII and Edward VI in _English Schools at the Reformation_ (Constable, London, 1896), pp. 58-122. On the side of Catholic education, one should read Schwickerath, R., _Jesuit Education_ (Herder, St. Louis), chaps. III-VIII and XV-XVIII; Cadet, F., _Port Royal Education_ (Bardeen, Syracuse, 1899; George Allen and Co., London) pp. 9-119; and Wilson, Mrs. R. F., _Christian Brothers_ (London, 1883), which gives an epitome of Ravelet, A., _Life of La Salle_. The influence of the Reformation upon the German schools and universities, both Protestant and Catholic, is shown in Nohle E., _History of the German School System_ (Report of the United States Commissioner of Education, 1897-98, vol. I), pp. 30-40; and Paulsen, F., _German Education_ (Scribner, 1908), pp. 79-85. CHAPTER XIV EARLY REALISM AND THE INNOVATORS OUTLINE The intellectual awakening that appeared in the Renaissance and the Reformation found another avenue for expression in early realism. This movement had two phases: (1) humanistic realism, which emphasized the content of classical literature; and (2) social realism, which strove to adapt education to actual life. But the two phases generally occurred together, and the classification of a treatise under one head or the other is largely a matter of emphasis. The influence of the two phases was mostly indirect, but through social realism a special training arose in the _Ritterakademien_ in Germany, while Milton’s humanistic realism was embodied in the ‘academies’ of England, and afterward of America. [Sidenote: A new channel for the emancipation of the individual.] [Sidenote: A method by which ‘real things’ may be known.] [Sidenote: ‘Sense realism’] [Sidenote: and the earlier realism.]