"The step that European intellect had made between 1456 and 1759 was illustrated by Halley's comet. When it appeared in the former year, it was considered as the harbinger of the vengeance of God, the dispenser of the most dreadful of his retributions, war, pestilence, famine. By order of the Pope, all the church-bells in Europe were rung to scare it away, the faithful were commanded to add each day another prayer; and, as their prayers had often in so marked a manner been answered in eclipses and droughts and rains, so on this occasion it was declared that a victory over the comet had been vouchsafed to the Pope. But, in the meantime, Halley, guided by revelations of Kepler and Newton, had discovered that its motions, so far from being controlled by the supplications of Christendom, were guided in an elliptic orbit by destiny. Knowing that Nature had denied to him an opportunity of witnessing the fulfilment of his daring prophecy, he besought the astronomers of the succeeding generation to watch for its return in 1759, and in that year it came."
All this is of course mere persiflage once it is known that the story of the Papal Bull against the comet has no foundation in history. It is the sort of nonsense that a great many serious men permit themselves to indulge in when they think they are convicting some past century of sublime foolishness. Not infrequently they make themselves out just as absurd as they would like to present the men of former generations, because they show how credulous a modern scholar can be when his prejudices influence him. Unfortunately such passages have a particularly lamentable effect upon young minds. For them ridicule means much more than argument. For a young man to be ridiculous seems the worst thing that can possibly happen and when anything is made ridiculous for him he loses his respect for it. Ridicule is, as is well known, an extremely dangerous argument, however. Professor Draper and, indeed, many another teacher of history and, above all, lecturer and writer on the history of science, have made themselves supremely ridiculous by their ready acceptance of a legend for which there is not the slightest authority. It was made up to serve the purpose of exhibiting Papal ignorance and superstition, but it so happens that in serious history the Popes of the time when this is supposed to have occurred are among the most intelligent and scholarly men of history.
It seems worth while to go over the list of Popes who came during the twenty years just before and after the date given for the issuance of this supposed bull. Eugene IV, elected Pope in 1431, [{512}] whatever may have been his faults of lack of tact, was scholarly and unselfish. At an early age he distributed what was really an immense fortune in his time to the poor, and entered the monastery. When political troubles drove him from Rome he resided at Florence and the presence of the Papal Court there did much to foster the humanistic movement which was just then beginning. It was he who consecrated the beautiful church just finished by Brunelleschi. His successor in 1447 was Pope Nicholas V, a man of wide education and deep interest in the revival of classical literature and Christian antiquities. He was the founder of the Vatican Library and brought Fra Angelico to Rome for the great decorative work at the Vatican. Pope Calixtus III, who succeeded Nicholas in 1455, was a man of cultivated mind, scholarly tastes and shared with his predecessor the honor of having founded the Vatican Library. He encouraged the Greek scholars in Italy and added greatly to the collections of precious manuscripts. His desire to prevent the further destruction of Greek culture by the Turks who had just captured Constantinople, led him to devote himself mainly to the fulfilment of a vow that he had made to wrest Constantinople from the Moslem. To his influence is largely due the victory gained by the Christians at Belgrade at this time which prevented the further spread of Mohammedan power. Pope Calixtus had the Angelus Bell rung every day at noon to implore the aid of the heavenly powers against the Turks. There is absolutely no question of any reference in this matter to the comet, but here is where the story comes in.
Pope Calixtus' successor was the famous Renaissance scholar AEneas Sylvius Piccolomini. He was just beginning some of the reforms, the need of which had been pointed out by his friend, the scholarly Nicholas of Cusa, when his death occurred as a consequence of his fatigue in journeys undertaken to rouse the Christians of the West against the Turks so as to preserve Christian civilization. His successor was Pope Paul II. He found it necessary to suppress some of the academies of Rome whose privileges were being abused by fostering a pagan attitude toward philosophy and religion, and in revenge Platina wrote a bitter biography of him, but no one has ever doubted of his scholarliness. He built the Palace of St. Marco in Rome, now known as the Venezia, and organized relief work among the poor while encouraging printing, protecting universities, and showing himself a judicious collector of works of ancient art.
Professor Draper's summaries of periods of history are amusing [{513}] caricatures of the reality. I know no easier way to make a comic history of progress in Europe, so-called, than to take a series of excerpts from Draper's book and string them together. He ignores completely the wonderful work done for scholarship, he knows nothing apparently of the great series of books printed for us during the Renaissance, usually in magnificent editions, which preserve scholarly works of the Middle Ages, he utterly neglects the painting, the architecture, the sculpture, even the great engineering feats in the making of bridges and constructive work of all kinds, and then in order to explain why there was nothing done by mankind puts all the blame on the Church. As I have said before, in a period in which even well-read men knew nothing about the Middle Ages, self-complacency tempted them to conclude that such a gap in their knowledge could only be because there was nothing to know about them. They looked for some reason for the absence of accomplishment that made this blank in human history. With their feelings, the Church was just the one that must be responsible. Progress would surely have been made only that some factor was keeping it back.
Professor Draper makes an especially strong appeal to American readers by contrasting all the accomplishments of our material civilization here in the United States, with the results in Mexico and in South America. Our progress has been all beneficent, while the influence of the Spaniard was everywhere absolutely maleficent. He seems to forget all about our treatment of the Indian, with its awful injustice. He proclaims our increase in wealth as the surest sign of our intellectual superiority. He says: [Footnote 67]
[Footnote 67: Page 289.]
"Let us contrast with this the results of the invasion of Mexico and Peru by the Spaniards, who in those countries overthrew a wonderful civilization, in many respects superior to their own, a civilization that had been accomplished without iron and gunpowder--a civilization resting on an agriculture that had neither horse, nor ox, nor plow. The Spaniards had a clear base to start from, and no obstruction whatever in their advance. They ruined all that the aboriginal children of America had accomplished. Millions of those unfortunates were destroyed by their cruelty. Nations that for many centuries had been living in contentment and prosperity, under institutions shown by their history to be suitable to them, were plunged into anarchy; the people fell into a baneful superstition, and a greater part of their land and other property found its way into the possession of the Roman Church."
Place beside that a paragraph from the late lamented Professor Bourne of Yale, who having made special studies in [{514}] Spanish-American culture and education, as well as in its intellectual life, contrasts it quite unfavorably with what was accomplished in the English colonies. Professor Bourne was, like Draper, a professor at an American university, but he had made special studies in the subject, and knew something about it. Professor Draper talked out of the depths of his assumption of knowledge; Professor Bourne out of an intimate acquaintance that had been obtained by years of serious research work. Professor Bourne said:
"Both the Crown and the Church were solicitous for education in the Spanish colonies, and provisions were made for its promotion on a far greater scale than was possible or even attempted in the English colonies. The early Franciscan missionaries built a school beside each church, and in their teaching abundant use was made of signs, drawings, and paintings. The native languages were reduced to writing, and in a few years Indians were learning to read and write. Pedro de Gante, a Flemish lay brother, and a relative of Charles V, founded and conducted in the Indian quarter in Mexico a great school, attended by over a thousand Indian boys, which combined instruction in elementary and higher branches, the mechanical and fine arts. In its workshops the boys were taught to be tailors, carpenters, blacksmiths, shoemakers, and painters."