urteenth century, but education had often to be obtained from
the so-called travelling scholars (_vagantes_, _bacchantes_,
_scholastici_, _goliardi_). The teachers of the so-called _scholae
exteriores_, in distinction from the schools of the cathedral and
cloister, were called now _locati_, then _stampuales_--in German,
_Kinder-Meister_. The institution of German schools soon followed the
Latin city schools. In order to remove the anarchy in school matters,
the citizens aided the rise of universities by donations and
well-invested funds, and sustained the street-singing of the city
scholars (_currende_), an institution which was well-meant, but which
often failed of its end because on the one hand it was often misused as
a mere means of subsistence, and on the other hand the sense of honor of
those to whom it was devoted not unfrequently became, through their
manner of living, lowered to humiliation. The defect of the monkish
method of instruction became ever more apparent, e.g. the silly tricks
of their mnemotechnique, the utter lack of anything which deserved the
name of any practical knowledge, &c. The necessity of instruction in the
use of arms led to democratic forms. Printing favored the same. Men
began to concern themselves about good text-books. Melanchthon was the
hero of the Protestant world, and as a pattern was beyond his time. His
Dialectics, Rhetoric, Physics, and Ethics, were reprinted innumerable
times, commented upon, and imitated. After him Amos Comenius, in the
seventeenth century, had the greatest influence through his _Didactica
Magna_ and his _Janua Reserta_. In a narrower sphere, treating of the
foundation of Gymnasial Philology, the most noticeable is Sturm of
Strasburg. The universities in Catholic countries limited themselves to
the Scholastic Philosophy and Theology, together with which we find
slowly struggling up the Roman Law and the system of Medicine from
Bologna and Salerno. But Protestantism first raised the university to
any real universality. Tuebingen, Koenigsberg, Wittenberg, Jena, Leipzic,
Halle, Goettingen, &c., were the first schools for the study of all
sciences, and for their free and productive pursuit.

Sec. 253. The Commons, which at first appeared with the clergy and the
nobility as the Third Estate, formed an alliance with monarchy, and both
together produced a transformation of the chivalric education.
Absolutism reduced the knights to mere nobles, to whom it truly concede