=Humanism in Germany.=--A far different result was attained among the Teutonic peoples. The best students of Germany went to Italy, and, becoming acquainted with the new education, returned to introduce it into their own universities. Being less directly under the influences that obtained in Italy, and possessing the moral stability which had brought the Teutonic race to the front, the Germans obtained good where the Italians had absorbed evil. The same principle, with different interpretation, under different conditions, and in different soil, brought forth far different fruit. Thus Petrarch's teaching was interpreted to mean that the good things of earth are not to be abused, and that man's acquirements are to be consecrated to his self-development and to the glory of God. The German humanists revived the study of the classics, Greek, Latin, and Hebrew, until, at the beginning of the sixteenth century, these languages were taught in every German university. The Bible was studied in the original, and classic writings were redeemed from obscurity, printed, and given to the world. Heidelberg and Tuebingen became centers of the humanistic movement, and Agricola, Reuchlin, and Erasmus were the great leaders. =Artisan Schools.=--During the 13th and 14th centuries another type of schools flourished, namely, the Buerger or Artisan Schools, whose purpose, contrary to that of the humanistic influences, was to prepare men for practical and useful work, and to fit for citizenship. The need of these schools grew out of the changed conditions of life, especially the growing tendency to live in cities and to divide labor into crafts. They were supported by the secular authorities, and ultimately they came to exert a great influence upon city governments, particularly those of the Hanseatic league. Many of the teachers were priests, and the instruction was usually given in the mother tongue. These schools flourished in Germany, France, Italy, Denmark, and other countries, and they doubtless furthered the idea of the maintenance of education at public expense, an idea that has come to have universal acceptance. =Summary of the Influence of Humanism.=--1. It laid the foundation for future liberty of thought and conscience. 2. It revived the study of the classic languages, and gave them a place in education which they still hold. 3. It utilized the art of printing by placing the works of ancient authors in form to be used by the world. 4. It increased the number of students in the universities, and stimulated intelligence among the masses. 5. It changed courses of study, making them more practical. 6. It exerted an influence on schools of all kinds by giving better preparation to teachers. 7. It stimulated all forms of elevating activity,--in art, in science, in exploration, in invention. 8. It prepared the way for the Reformation, which broadened and perfected the work thus inaugurated. FOOTNOTES: [50] "Philosophy of Literature," p. 123.