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all the mediaeval centuries, men approached the Classics expecting to learn from them. The usual attitude toward the classical heritage was that of docile pupils looking for instruction. One may recall the antecedent reasons of this, which have already been stated at length. In Italy, letters survived as the most impressive legacy from an overshadowing past. In the north, save where they lingered on from the antique time, they came in the train of Latin Christianity, and were offered to men under the same imposing conditions of a higher civilization authoritatively instructing ruder peoples. Moreover, between the ancient times which produced the classic literature and the Carolingian period there intervened centuries of degeneracy and transition, when the Classics were used pedagogically to teach grammar and rhetoric. Then grammars were composed or revised, and other handbooks of elementary instruction. The Classics still were loved; but how shall men love beyond their own natures? Gifted Jerome, great Augustine, loved them with an ardour bringing its own misgivings. Other lovers, like Ausonius and Apollinaris Sidonius, were pedantic imitators. Both north and south of the Alps another and obviously enduring cause fostered the habit of regarding the Classics