[365] But see Pastor, History of the Popes, Vol. I.
[366] See Beazley, Forbes and Birkett’s Russia for a fuller account of the Cossacks and also see later chap. xxxvi, § 10.
[367] See Malleson’s Akbar, in the Rulers of India series.
[368] “Mogul” is our crude rendering of the Arabic spelling Mughal, which itself was a corruption of Mongol, the Arabic alphabet having no symbol for ng.—H. H. J.
[369] Dr. Schmit in Helmolt’s History of the World.
[370] I do not think this is fair. See Edinburgh Review for January, 1920, article on Calcutta University Commission.—E. B.
But popular education!—H. G. W.
[371] Renascence here means rebirth, and it is applied to the recovery of the entire Western world. It is not to be confused with “the Renaissance,” an educational, literary, and artistic revival that went on in Italy and the Western world affected by Italy during the fourteenth and fifteenth centuries. The Renaissance was only a part of the Renascence of Europe. The Renaissance was a revival due to the exhumation of classical art and learning; it was but one factor in the very much larger and more complicated resurrection of European capacity and vigour, with which we are dealing in this chapter.
[372] The early Frankish and other German kings were not elective. They were hereditary; but as there was no primogeniture, there was either partition among the sons, or a struggle to decide which son or relative should succeed. In such a struggle the nobles might take part, and this might mean some form of election. But heredity is the thing: reges ex nobilitate sumunt, says Tacitus: the king must have the nobility of being Woden-born, or he cannot be king. The genealogies of our early Saxon kings all go back to Woden, and George V is Woden-born.—E. B.
[373] But the Jews were already holding their community together by systematic education at least as early as the beginning of the Christian era.