a plea for license and absence of restraint.
Even monks and priests, who had been held to the rigid life of the
cloister, imbued with this teaching, indulged in excesses that were
subversive of both morals and religion.[51]

But without doubt there was a great intellectual movement in Italy.
Draper says, "Between 1470 and 1500 more than ten thousand editions of
books and pamphlets were printed, and a majority of them in Italy,
demonstrating that Italy was in the van of the intellectual movement."

=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