This chapter views the relationship of humanism to medieval school traditions through the prism of Erasmus, the most outspoken and influential critic of the schools among those who embraced the “new learning” in the early sixteenth century. On close examination, the case of Erasmus suggests a less dichotomous view of intellectual change than polemical rhetoric can imply. The choice between humanism and scholasticism was not absolute. Erasmus illustrates how the new learning aggregated itself to old methods and traditions in theology, without necessarily replacing them.