X

THE TRANSALPINE RENAISSANCE

Hitherto we have viewed the age mainly through the personality of individuals. It remains to consider some of the features of the Renaissance when it had spread across the Alps—to France, to Spain, to Switzerland, to Germany, to England—and some of the contrasts that it presents with the earlier movement in Italy. The story of the Italian Renaissance has often been told; and we need not go back upon it here. On the side of the revival of learning it was without doubt the great age. The importance of its discoveries, the fervour of its enthusiasm have never been equalled. But though it remains pre-eminent, the period that followed it has an interest of its own which is hardly less keen and presents the real issues at stake in a clearer light. Awakened Italy felt itself the heiress of Rome, and thus patriotism coloured its enthusiasm for the past. To the rest of Western Europe this source of inspiration was not open. They were compelled to examine more closely the aims before them; and thus attained to a calmer and truer estimate of what they might hope to gain from the study of the classics. It was not the revival of lost glories, thoughts of a world held in the bonds of peace: in those dreams the Transalpines had only the part of the conquered. Rather the classics led them back to an age before Christianity; and pious souls though they were, the scholar's instinct told them that they would find there something to learn. Christianity had fixed men's eyes on the future, on their own salvation in the life to come; and had trained all knowledge, even Aristotle, to serve that end. In the great days of Greece and Rome the world was free from this absorbing preoccupation; and inquiring spirits were at liberty to find such truth as they could, not merely the truth that they wished or must.

Another point of difference between Italy and the Transalpines is in the resistance offered to the Renaissance in the two regions. The scholastic philosophy and theology was a creation of the North. The greatest of the Schoolmen found their birth or training in France or Germany, at the schools of Paris and Cologne; and with the names of Duns, Hales, Holcot, Occam, Burley and Bradwardine our own islands stand well to the fore. The situation is thus described by Aldus in a letter written to the young prince of Carpi in October 1499, to rejoice over some translations from the Greek just arrived from Linacre in England: 'Of old it was barbarous learning that came to us from Britain; it conquered Italy and still holds our castles. But now they send us learned eloquence; with British aid we shall chase away barbarity and come by our own again.' The teaching of the Schoolmen made its way into Italy, but had little vogue; and with the Church, through such Popes as Nicholas V, on the side of the Renaissance, resistance almost disappeared. The humanists charging headlong dissipated their foes in a moment, but were soon carried beyond the field of battle, to fall into the hands of the forces of reaction. Across the Alps, on the other hand, the Church and the universities stood together and looked askance at the new movement, dreading what it might bring forth. In consequence the ground was only won by slow and painful efforts, but each advance, as it was made, was secured.

The position may be further illustrated by comparing the first productions of the press on either side of the Alps: in the early days, before the export trade had developed, and when books were produced mainly for the home market. The Germans who brought the art down into Italy, Sweynheym and Pannartz at Rome, Wendelin and Jenson at Venice, printed scarcely anything that was not classical: Latin authors and Latin translations from the Greek. Up in the North the first printers of Germany, Fust and Schoeffer at Mainz, Mentelin at Strasburg, rarely overstepped the boundaries of the mediaeval world that was passing away or the modern that was taking its place.

The appearance of the Epistolae Obscurorum Virorum in 1515 exposed the scholastic teachers and their allies in the Church to such widespread ridicule that it is not easy for us now to realize the position which those dignitaries still held when Erasmus was young. The stream of contempt poured upon them by the triumphant humanists obscures the merit of their system as a gigantic and complete engine of thought. Under its great masters, Albert the Great, Thomas Aquinas, Duns Scotus, scholasticism had been rounded into an instrument capable of comprehending all knowledge and of expressing every refinement of thought; and, as has been well said, the acute minds that created it, if only they had extended their inquiries into natural science, might easily have anticipated by centuries the discoveries of modern days.[1] In expressing their distinctions the Schoolmen had thrown to the winds the restraints of classical Latin and the care of elegance; and with many of them language had degenerated into jargon. But in their own eyes their position was unassailable. Their philosophy was founded on Aristotle; and while they were proud of their master, they were prouder still of the system they had created in his name: and thus they felt no impulse to look backwards to the past.

In the matter of language they had been led by a spirit of reaction. The literature of later classical times had sacrificed matter to form; and the schools had been dominated by teachers who trained boys to declaim in elegant periods on any subject whatever, regardless of its content; thus carrying to an extreme the precepts with which the great orators had enforced the importance of style. The Schoolmen swung the pendulum back, letting sound and froth go and thinking only of their subject-matter, despising the classics. In their turn they were confronted by the humanists, who reasserted the claims of form.

There was sense in the humanist contention. It is very easy to say the right thing in the wrong way; in other spheres than diplomacy the choice of language is important. Words have a history of their own, and often acquire associations independent of their meaning. Rhythm, too, and clearness need attention. An unbalanced sentence goes haltingly and jars; an ambiguous pronoun causes the reader to stumble. An ill-written book, an ill-worded speech fail of their effects; it is not merely by sympathy and character that men persuade. But of course the humanists pushed the matter too far. Pendulums do not reach the repose of the mean without many tos and fros. Elegance is good, but the art of reasoning is not to be neglected. Of the length to which they went Ascham's method of instruction in the Scholemaster (1570) is a good example. He wished his scholar to translate Cicero into English, and then from the English to translate back into the actual words of the Latin. The Ciceronians did not believe that the same thing could be well said in many ways; rather there was one way which transcended all others, and that Cicero had attained. Erasmus, however, was no Ciceronian; and one of the reasons why he won such a hold upon his own and subsequent generations was that, more than all his contemporaries, he succeeded in establishing a reasonable accord between the claims of form and matter in literature.

In their neglect of the classics the Schoolmen had a powerful ally. For obvious reasons the early and the mediaeval Church felt that much of classical literature was injurious to the minds of the young, and in consequence discouraged the use of it in schools. The classics were allowed to perish, and their place was taken by Christian poets such as Prudentius or Juvencus, by moralizations of Aesop, patchwork compositions known as 'centos' on Scriptural themes, and the like. The scholars, therefore, who went to Italy and came home to the North carrying the new enthusiasm, had strenuous opposition to encounter. The Schoolmen considered them impertinent, the Church counted them immoral. To us who know which way the conflict ended, the savage blows delivered by the humanists seem mere brutality; they lash their fallen foes with what appears inhuman ferocity. But the truth is that the struggle was not finished until well into the sixteenth century. Biel of Tubingen, 'the last of the Schoolmen', lived till 1495. Between 1501 and 1515 a single printer, Wolff of Basle, produced five massive volumes of the Summae of mediaeval Doctors. Through the greater part, therefore, of Erasmus' life the upholders of the old systems and ideals, firmly entrenched by virtue of possession, succeeded in maintaining their supremacy in the schools.