legacy from the ancient Greek and Roman world, arose modern secondary
education, as contrasted with mediaeval church education.

Mediaeval education, after all, was narrowly technical. It prepared for
but one profession, and one type of service. There was little that was
liberal, cultural, or humanitarian about it. It prepared for the world to
come, not for the world men live in here. The new education developed in
Italy aimed to prepare directly for life in the world here, and for useful
and enjoyable life at that. Combining with the new humanistic (cultural)
studies the best ideals and practices of the old chivalric education--
physical training, manners and courtesy, reverence--the Italian pioneers
devised a scheme of education, below that of the universities, which they
claimed prepared youths not only for an intellectual appreciation of the
great and wonderful past of which they were descendants, but also for
intelligent service in the two great non-church occupations of Italy in
the fifteenth century--public service for the City-State, and commerce and
a business life. This new type of education spread to other lands, and a
new type of secondary-school training, actuated by a new and a modern
purpose, thus came out of the revival of learning in Italy.

THE MOVEMENT IN ITALY PATRIOTIC. The inspiration for the revival of
learning in Italy did not originate with the universities. Even the new
chairs when established in the universities were regarded as inferior,
and, in true university fashion, the occupants were tolerated by the other
professors rather than approved of by them. Some of the universities--
Pavia and Bologna, in particular--had practically nothing to do with the
new movement. [1] Even in the rich and learned city of Florence, the head
and front of the revival movement, the church scholars and many university
men took little or no part in the restoration of the old studies. The
learned archbishop, Saint Antoninus, who presided over the cathedral at