The tyrants of various cities often had humanistic schools started at their courts. Of these the most typical was that under Vittorino da Feltre. These schools eventually forced the universities to admit the humanities to their course. But humanism gradually degenerated into ‘Ciceronianism.’ Humanistic education also gradually spread to the countries north of Italy, but it there took on more of a moral color. In France, the protection of Francis I encouraged the introduction of humanism into educational institutions by various scholars. The German universities likewise began to respond to humanistic influences. The Hieronymians first introduced the classics into the schools, and Erasmus, who was trained by them, became the leader in humanistic education. Through other humanistic schools started by Sturm and others, the ‘gymnasium,’ the typical classical school of Germany, was evolved, and the humanistic education became fixed and formal. In England the movement gradually developed at Oxford and Cambridge, and Colet started St. Paul’s school, which became the model for all secondary schools. Humanism in England, however, soon retrograded into a formalism, and the ‘grammar’ and ‘public’ schools there are little changed to-day. The first secondary schools in the American colonies were modeled after the grammar schools of the mother country. [Sidenote: Mediævalism contained the germ of its own emancipation.] =The Passing of the Middle Ages.=--It can now be seen that a new spirit had crept into European civilization, and that the Middle Ages were passing. We have previously noted (pp. 53f.) that, in order to bring the German barbarians up to the level of the past, it was necessary for the Church to set an authoritative standard and repress all variation on the part of the individual. Yet such bondage of the human spirit was unnatural, and there were periodic tendencies to rebel against the system. In fact, mediævalism contained within itself the germ of its own emancipation. During the eighth century there came about a new political order, which culminated in Charlemagne’s revival of education. While conditions were never again as desperate after this stimulus, with the disruption of Charlemagne’s empire another decline set in. But by the thirteenth century a new revival, material and intellectual, had also appeared. Several developments gave evidence of the expansion within, and assisted in producing it. The broadening of horizon through contact with the Moors, the development of scholasticism, the evolution of universities, the worldly appeal of chivalry, and the growth of cities, gilds, and commerce were all helping by accumulation to dispel the mediæval spirit. [Sidenote: The general tendencies of the Awakening]