Graves, _During the Transition_ (Macmillan, 1910), chaps. XII-XIV; Monroe, _Text-book_ (Macmillan, 1905), chap. VI. An interesting interpretation of the Renaissance both in Italy and the North is found in Adams, G. B., _Civilization during the Middle Ages_ (Scribner, 1894), chap. XV. An account of the movement, including its educational aspects in Italy, is found in Burckhardt, J., _Civilization of the Renaissance in Italy_ (Sonnenschein, London, 1892; Macmillan), vol. I, especially part III; Symonds, J. A., _Renaissance in Italy_ (Holt, Scribner), vol. II, especially chaps. III-VIII; or Symonds’ _Short History of the Renaissance_ (Holt, 1894), especially chaps. I and VII, and IX-XI. Woodward, W. H., gives us a vivid account of the educational work of _Vittorino da Feltre and Other Humanist Educators_ (Cambridge University Press, 1897), and of _Erasmus concerning Education_ (Cambridge University Press, 1904), and of _Education during the Renaissance_ (Cambridge University Press, 1906) as a whole. _Peter Ramus and the Educational Reformation of the Sixteenth Century_ (Macmillan, 1912), by Graves, F. P., furnishes some idea of conditions in France. _The Italian Renaissance in England_ (Columbia University Press, 1905), especially chap. I, is succinctly described by Einstein, L.; and an account of Colet and St. Paul’s School can be found in Barnard, H., _English Pedagogy_, second series, pp. 49-117. CHAPTER XIII EDUCATIONAL INFLUENCES OF THE REFORMATION OUTLINE Luther’s educational positions are most fully revealed in his well-known _Letter_ and _Sermon_. He holds that education should prepare for citizenship, and should be state-supported, and these recommendations were somewhat embodied in actual schools by his associates. Zwingli was killed before he could greatly influence education, but the educational institutions of Calvin spread rapidly through Switzerland, France, Netherlands, Puritan England, and Scotland. In England Henry VIII and Edward VI confiscated the property of some three hundred monastic and other ecclesiastical schools, but subsequently many of these were refounded. The Jesuit colleges were organized to extend Catholic Christianity. The lower colleges were humanistic, and the higher taught ‘philosophy’ and theology. The teachers were trained, and the methods, though _memoriter_ and emulative, were effective. The influence of the Jesuit colleges was phenomenal, but they have failed to meet new conditions. The Port Royalists held that reason was more important than memory, but, while their ‘little schools’ stressed vernacular, logic, and geometry, they offered nothing beyond the best elements in the education of the past.