only vernacular (he has, I believe, left no word written in any other language), he saw the vision of a Europe still united in obedience to the one Church, but a Europe in which the culture of the humanist would go side by side with the common faith inherited from early days. The hopes of Erasmus were not to be fulfilled. It is indeed true that he laid the foundation on which the recognized and official scheme of education has continued almost to our own day; the Latin schools of Germany and the Grammar Schools of England were each alike conducted on the basis of the Church and the classics, but even before the foundations had been completed the real unity was gone. The Renaissance was met by two forces, each stronger than itself, and the common stream was broken into a number of smaller currents. These have since increased in strength till the sense of the common origin has almost disappeared. The common mediaeval system (and in this the spirit of the Renaissance was still mediaeval) depended on the common Church, and especially in education, in the use of Latin as the universal language of learning. During the sixteenth century both were overthrown. Luther was stronger than Erasmus, and the new languages, Italian, French, Spanish, English, quickly began to encroach on the claims of Latin to be the one language of the school. The religious revolution need not detain us. It is sufficient to recall that in many parts of Europe the divergence of creed tended to become if not identical with, at least closely to follow the boundaries of states and nations. In every land the school was still strictly under the control of the Church, acting now as the delegate of the temporal ruler, and in each country a whole body of teaching and discipline was evolved, the result of which was a fundamental difference in the attitude of mind. The English bishops, the German consistories, the Scotch presbytery, set their seal on the schools, as much as did the Jesuits and Port Royal in France. The Shorter Catechism, the English Prayer Book, the German hymns, each gave a distinct character to the religions of the country, and this character was the basis of the teaching in the schools. Religion, which had been the great unifier, became the chief engine of separation.