General History for Colleges and High Schools

by P. V. N. Myers

Just as the antiquarians of to-day search the mounds of Assyria for relics of the ancient civilizations of the East, so did the Humanists ransack the libraries of the monasteries and cathedrals, and all the out-of-the-way places of Europe, for old manuscripts of the classic writers. The precious documents were found covered with mould in damp cellars, or loaded with dust in the attics of monasteries. This late search for these remains of classical authors saved to the world hundreds of valuable manuscripts which, a little longer neglected, would have been forever lost. Libraries were founded in which the new treasures might be stored, and copies of the manuscripts were made and distributed among all who could appreciate them. It was at this time that the celebrated Vatican Library was established by Pope Nicholas V. (1447-1455), one of the most generous promoters of the humanistic movement.

This reviving interest in the literature of ancient Greece was vastly augmented by the disasters just now befalling the Greek empire (see p. 462). From every part of the crumbling state scholars fled before the approach of the barbarians, and sought shelter in the West, especially in Italy, bringing with them many valuable manuscripts of the old Greek masters, who were almost unknown in Western Europe, and always an enthusiasm for Greek learning. There was now a repetition of what took place at Rome upon the conquest of Greece in the days of the Republic. Italy was conquered a second time by the genius of Greece.

Before the close of the fifteenth century, the enthusiasm for classical authors had infected the countries beyond the Alps. The New Learning, as it was called, found a place in the colleges and universities of Germany, France, and England. Greek was added to Latin as one of the requirements in a liberal education, and from that day to this has maintained a prominent place in all our higher institutions of learning. In Northern Europe, however, the humanistic movement became blended with other tendencies. In Italy it had been an exclusive passion, a single devotion to classical literature; but here in the North there was added to this enthusiasm for Græco-Roman letters an equal and indeed supremer interest in what we have called the Hebrew element in civilization (see p. 368). Petrarch hung over the pages of Homer; Luther pores over the pages of the Bible. The Renaissance, in a word, becomes the Reformation; the Humanist becomes the Reformer.

EVIL AND GOOD RESULTS OF THE CLASSICAL REVIVAL.—There were some serious evils inherent in the classical revival. In Italy, especially, where the humanistic spirit took most complete possession of society, it was "disastrous to both faith and morals." The study of the old pagan writers produced the result predicted by the monks,—caused a revival of paganism. To be learned in Greek was to excite suspicion of heresy. With the New Learning came also those vices and immoralities that characterized the decline of classical civilization. Italy was corrupted by the new influences that flowed in upon her, just as Rome was corrupted by Grecian luxury and vice in the days of the failing republic.

On the other hand, the benefits of the movement to European civilization were varied and positive. The classical revival gave to Europe, not only faultless literary models, but large stores of valuable knowledge. As Woolsey says, "The old civilization contained treasures of permanent value which the world could not spare, which the world will never be able or willing to spare. These were taken up into the stream of life, and proved true aids to the progress of a culture which is gathering in one the beauty and truth of all the ages." And to the same effect are the words of Symonds, who closes his appreciative review of the Italian Revival of Letters as follows: "Such is the Lampadephoria, or torch-race, of the nations. Greece stretches out her hand to Italy; Italy consigns the sacred fire to Northern Europe; the people of the North pass on the flame to America, to India, and the Australasian Isles."

[Illustration: JOHN GUTENBERG.]

PRINTING.—One of the most helpful agencies concerned in the Revival of Learning, was the invention of printing from movable blocks, or type,—the most important discovery, in the estimation of Hallam, recorded in the annals of mankind. For this improvement the world is probably indebted to John Gutenberg of Mentz (1438).[Footnote: Dutch writers maintain that the honor of the invention belongs to Costar of Haarlem.]

The new art would have been much restricted in its usefulness had it not been for the bringing to perfection about this time of the art of making paper from linen rags. This article took the place of the costly parchment, and rendered it possible to place books within the reach of all classes.

The first book printed from movable types was a Latin copy of the Bible, issued at Mentz, in Germany, between the years 1450 and 1455. The art spread rapidly, and before the close of the fifteenth century presses were busy in every country of Europe, multiplying books with a rapidity undreamed of by the patient copyists of the cloister.

It is needless to dwell upon the tremendous impulse which the new art gave, not only to the humanistic movement, but to the general intellectual progress of the European nations. Without it, the Revival of Learning must have languished, and the Reformation could hardly have become a fact in history. Its instrument, the press, is fitly chosen as the symbol of the new era of intelligence and freedom which it ushered in.