=Influence of the New Schools.=--The chantry schools likewise were often united with various other schools within a town, and became jointly known as ‘burgher schools.’ Many new foundations of a similar nature were also made. These burgher schools were largely controlled and supported by the public authorities, although still generally taught by the priests. They came to represent the interests of the mercantile and industrial classes, and gave instruction in subjects of more practical value than had any of the schools hitherto. Such institutions sprang up everywhere during the later Middle Ages. They were often strongly opposed by the ecclesiastical authorities, who struggled hard to abolish them or bring them under control, but they continued to grow and hold their own. The number of lay teachers in them gradually increased, and thus paved the way for the tendency toward the secularization and civic control of education that appeared later on. The new schools, therefore, that arose in connection with the development of commerce and industry and the growth of towns, were one of the largest factors that led into the broadening of outlook known as the Renaissance. SUPPLEMENTARY READING Graves, _During the Transition_ (Macmillan, 1910), chap. X; Monroe, _Text-book_ (Macmillan, 1905), pp. 337-339. Adams, G. B., _Civilization during the Middle Ages_ (Scribner, 1894), furnishes an illuminating chapter (XII) upon the _Growth of Commerce and Its Results_. The development of towns and gilds in various countries of Europe is described in detail by Ashley, W. J., _English Economic History and Theory_ (Putnam, 1892), vol. I, chap. II; Green, Alice S., _Town Life in the Fifteenth Century_ (Macmillan, 1894); Gross, C., _The Gild Merchant_ (Oxford, Clarendon Press, 1890); Staley, E., _The Guilds of Florence_ (Methuen, London, 1906); and Unwin, G., _The Gilds and Companies of London_ (Methuen, London, 1908; Scribner, 1909). Accounts of the new types of schools are found in Leach, A. F., _English Schools at the Reformation_ (Constable, 1896), chaps. 7-9; Nohle, E., _History of the German School System_ (Report of the U. S. Commissioner of Education, 1897-1898, vol. I), pp. 22-26; and Watson, F., _English Grammar Schools to 1660_ (Cambridge University Press, 1909), chap. VII. PART III THE TRANSITION TO MODERN TIMES CHAPTER XII THE HUMANISTIC EDUCATION OUTLINE By the fourteenth century there appeared an intellectual awakening, known as the _Renaissance_. It was accompanied by a ‘revival of learning’ and an education called ‘humanistic.’ Italy first showed evidence of the new movement. The characteristics of the Renaissance were embodied in Petrarch and Boccaccio, but little was done with the Greek classics until Chrysoloras came from Constantinople.