=Formalism in the Gymnasiums.=--This training, like that of the Italian humanists, soon became set, formal, and mechanical. While other authors than Cicero were read, the object was to acquire an ability to read, write, and speak Ciceronian Latin, and words, phrases, and expressions were carefully committed. The main emphasis throughout was upon form, with little regard for content, and the Latin and Greek were largely regarded as an end in themselves. Yet the gymnasium of Sturm was an enormous success, and was soon crowded with students. His pupils became the headmasters of all the most prominent schools, and through his wide correspondence with sovereigns and educators, the course of study formulated by Sturm became a model not only for Germany, but, in a sense, for the rest of Europe. At any rate, most of the existing secondary schools in Germany, and many founded later, became gymnasiums. The majority of the Hieronymian schools soon adopted the gymnasial course. This was also the case with the _Fürstenschulen_, or ‘princes’ schools,’ a type of institution started in 1543 by Duke Moritz of Saxony to train well-prepared officials for Church and State at public expense, and afterward absorbed into the gymnasial system. And the gymnasiums have to-day changed but little from Sturm’s organization. Owing to the later influence of realism, the addition of mathematics, modern languages, and the natural sciences has somewhat mitigated the amount of classics prescribed, but otherwise the German gymnasiums adhere to their formal humanism as tenaciously as in the sixteenth century. [Sidenote: Grocyn and Linacre.] [Sidenote: Erasmus, Colet, and More.] [Sidenote: Cheke and Ascham.] =The Humanistic Movement in England: Greek at Oxford and Cambridge.=--In its northward march the humanistic education also effected profound changes in England. By the middle of the fifteenth century many former students of Oxford began to study at various humanistic centers in Italy. But the influence of such innovators was scarcely felt until Grocyn and Linacre, who had gone to Florence about 1488, undertook to introduce Greek into education upon their return home. Grocyn (1442-1519) became the first lecturer on Greek at Oxford, but he was greatly assisted in the humanistic training by Linacre (1460-1524), although his lectureship was nominally on medicine. Among their pupils were Erasmus, More, and Colet. Humanistic education did not reach Cambridge, however, until the close of the fifteenth century, but, with the progress of the sixteenth, that university rapidly overtook her sister institution. The real development began when Erasmus, while a professor of theology at Cambridge (1510-1514), consented also to lecture upon Greek as a labor of love. Erasmus was succeeded by a number of lecturers, and in 1540 the new _regius_ professorship was held for four years each by the great teachers, Cheke (1514-1557) and Ascham (1515-1568). [Sidenote: More and Wolsey.]