The greatest of the Schoolmen appeared in the thirteenth century. Among them were Albertus Magnus, Roger Bacon, Thomas Aquinas, and Duns Scotus. The most eminent of these was Thomas Aquinas (died 1274), who was called the "Angel of the Schools." He was the strongest champion of mediæval orthodoxy. His remarkable work, entitled the Summa Theologica, outlines and defends the whole scheme of Roman Catholic theology.
The Schoolmen often busied themselves with the most unprofitable questions in metaphysics and theology, yet their discussions were not without good results. These debates sharpened the wits of men, created activity of thought and deftness in argument. The schools of the times became real mental gymnasia, in which the young awakening mind of Europe received its first training and gained its earliest strength.
THE UNIVERSITIES.—Closely related to the subject of Scholasticism is the history of the universities, which, springing up in the thirteenth century, became a powerful agency in the Revival of Learning. They were for the most part expansions of the old cathedral and abbey schools, their transformation being effected largely through the reputation of the Schoolmen, who drew such multitudes to their lectures that it became necessary to reorganize the schools on a broader basis. Popes and kings granted them charters which conferred special privileges upon their faculties and students, as, for instance, exemption from taxation and from the jurisdiction of the ordinary courts. The celebrated University of Paris was the first founded, and that of Bologna was probably next in order.
The usual course of study in the universities was divided into what was known as the trivium and the quadrivium. The trivium embraced Grammar, Logic, and Rhetoric; the quadrivium, Arithmetic, Geometry, Astronomy, and Music. These constituted the seven liberal arts. Greek, Hebrew, and the physical sciences received but little attention. Medicine had not yet freed itself from the influence of magic and astrology, and alchemy had not yet given birth to chemistry. The Ptolemaic theory of the universe still held sway. However, in all these matters the European mind was making progress, was blindly groping its way towards the light.
INFLUENCE OF THE SARACENS.—The progress of the Christian scholars of Europe in the physical sciences was greatly accelerated by the Saracens, who, during the Dark Ages, were almost the sole repositories of the scientific knowledge of the world. A part of this they gathered for themselves, for the Arabian scholars were original investigators, but a larger share of it they borrowed from the Greeks. While the Western nations were too ignorant to know the value of the treasures of antiquity, the Saracens preserved them by translating into Arabic the scientific works of Aristotle and other Greek authors; and then, when Europe was prepared to appreciate these accumulations of the past, gave them back to her. This learning came into Europe in part through the channel of the Crusades, but more largely, and at an earlier date, through the Arabian schools in Spain. Two of the greatest scholars of the thirteenth century, or perhaps of all the mediæval ages, Roger Bacon and Albertus Magnus, owed very much of their scientific knowledge to the Arabians.
EFFECTS OF THE CRUSADES.—Having in a previous chapter dwelt on the effects of the Crusades upon the intellectual development of the European peoples (see p. 449) there is no need that we here do more than refer to the matter, in order that we may fix in mind the place of the Holy Wars among the agencies that conspired to bring about the Revival of Learning. The stimulating, quickening, liberalizing tendency of these chivalric enterprises was one of the most potent forces concerned in the mental movement we are tracing.
RISE OF MODERN LANGUAGES AND LITERATURES.—Between the tenth and the fourteenth century the native tongues of Europe. began to form literatures of their own. We have already spoken of the formation and gradual growth of these languages (see p. 386). As soon as their forms became somewhat settled, then literature was possible, and all these speeches bud and blossom into song and romance. This formation of modern European languages and birth of native literatures, was one of the greatest gains in the interest of general intelligence; for the Schoolmen used the Latin language, and their discussions and writings consequently influenced only a limited class; while the native literatures addressed themselves to the masses, and thus stirred the universal mind and heart of Europe.
THE REVIVAL OF CLASSICAL LEARNING.—About the beginning of the fourteenth century there sprung up in Italy a great enthusiasm for Greek and Latin literature and art. This is what is generally known as the Italian Renaissance, or the New Birth.
The Renaissance divides itself as follows: 1. The revival of classical learning; 2. The revival of classical art. It is with the first only, the intellectual and literary phase of the movement, that we are now concerned. This feature of the movement is called Humanism, and the promoters of it are known as Humanists. [Footnote: That is, students of the humanities, or polite literature.] The real originator of the humanistic movement was Petrarch [Footnote: The great Florentine poet, Dante (1265-1321), was the forerunner of Humanism, but was not, properly speaking, a Humanist. His Divine Comedy is the "Epic of Mediævalism.">[ (1304-1374). His love for the old Greek and Latin writers was a passion amounting to a worship. He often wrote love-letters to his favorite authors. In one to Homer he laments the lack of taste among his countrymen, and declares that there are not more than ten persons in all Italy who could appreciate the Iliad. Next to Petrarch stands Boccaccio (1313-1375), as the second of the Humanists.
[Illustration: DANTE. [Footnote: The great Florentine poet, Dante (1265-
1321), was the forerunner of Humanism, but was not, properly speaking, a
Humanist. His Divine Comedy is the "Epic of Mediævalism.">[ (From Raphael's
Disputation.)]