§ 1. in considering and comparing the two great epochs of intellectual activity and change in modern times, viz., the sixteenth century and the nineteenth, we cannot but be struck with one fundamental difference between them.
§ 2. it will affect all our thoughts, as sir henry maine has said, whether we place the golden age in the past or in the future. in the nineteenth century the “good time” is supposed to be “coming,” but in the sixteenth century all thinkers looked backwards. the great italian scholars gazed with admiration and envy on the works of ancient greece and rome, and longed to restore the old languages, and as much as possible the old world, so that such works might be produced again. many were suspected, not altogether perhaps without reason, of wishing to uproot christianity itself,[8] that they might bring back the golden age of pericles.
§ 3. at the same time another movement was going on, principally in germany. here too, men were endeavouring to throw off the immediate past in order to revive the remote[23] past. the religious reformers, like the scholars, wished to restore a golden age, only a different age, not the age of the antigone, but the age of the apostles’ creed. thus it happened that the scholars and the reformers joined in attaching the very highest importance to the ancient languages. through these languages, and, as they thought, through them alone, was it possible to get a glimpse into the bygone world in which their soul delighted.
§ 4. but though all joined in extolling the ancient writings, we find at the renascence great differences in the way of regarding these writings and in the objects for which they were employed. a consideration of these differences will help us to understand the course of education when the renascence was a force no longer.
§ 5. very powerful in education were the great scholars, of whom erasmus was perhaps the greatest, certainly the most celebrated. in devoting their lives to the study of the ancients their object was not merely to appreciate literary style, though this was a source of boundless delight to them, but also to understand the classical writings and the ancient world through them. these men, whom we may call par excellence the scholars, cared indeed before all things for literature; but with all their delight in the form they never lost sight of the substance. they knew the truth that milton afterwards expressed in these memorable words: “though a linguist should pride himself to have all the tongues that babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man as any yeoman or tradesman competently wise in his mother dialect only.” (tractate to hartlib, § 4).
so erasmus and the scholars would have all the educated[24] understand the classical authors. but to understand words you must know the things to which the words refer. thus the scholars were led to advocate a partial study of things a kind of realism. but we must carefully observe a peculiarity of this scholastic realism which distinguished it from the realism of a later date—the realism of bacon. the study of things was undertaken not for its own sake, but simply in order to understand books. perhaps some of us are conscious that this kind of literary realism has not wholly passed away. we may have observed wild flowers, or the changes in tree or cloud, because we find that the best way to understand some favourite author, as wordsworth or tennyson. this will help us to understand the realism of the sixteenth century. the writings of great authors have been compared to the plaster globes (“celestial globes” as we call them), which assist us in understanding the configuration of the stars (guesses at truth, j. 47). adopting this simile we may say that the scholars loved to study the globe for its own sake, and when they looked at stars they did so with the object of understanding the globe. thus we read of doctors who recommended their pupils to look at actual cases of disease as the best commentary on the works of hippocrates and galen. this kind of realism was good as far as it went, but it did not go far. of course the end in view limited the study, and the scholars took no interest in things except those which were mentioned in the classics. they had no desire to investigate the material universe and make discoveries for themselves. this is why galileo could not induce them to look through his telescope; for the ancients had no telescopes, and the scholars wished to see nothing that had not been seen by their favourite authors. first then we have the scholars, headed by erasmus.
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§ 6. next we find a party less numerous and for a time less influential, who did care about things for the sake of the things themselves; but carried away by the literary current of their age, they sought to learn about them not directly, but only by reading. here again we have a kind of realism which is not yet extinct. some years ago i was assured by a graduate of the university of london who had passed in chemistry, that, as far as he knew, he had never seen a chemical in his life: he had got all his knowledge from books. while such a thing is possible among us, we need not wonder if those who in the sixteenth century prized the knowledge of things, allowed books to come between the learner and the object of his study, if they regarded nature as a far-off country of which we could know nothing but what great authors reported to us.
as this party, unlike the scholars, did not delight in literature as such, but simply as a means of acquiring knowledge, literary form was not valued by them, and they preferred euclid to sophocles, columella to virgil. seeking to learn about things, not immediately, but through words, they have received from raumer a name they are likely to keep—verbal realists. in the sixteenth century the greatest of the verbal realists also gave a hint of realism proper; for he was no less a man than rabelais.
§ 7. lastly we come to those who, as it turned out, were to have more influence in the schoolroom than the scholars and the verbal realists combined. i do not know that these have had any name given them, but for distinction sake we may call them stylists. in studying literature the scholars cared both for form and substance, the verbal realists for substance only, and the stylists for form only. the stylists gave up their lives, not, like the scholars, to gain[26] a thorough understanding of the ancient writings and of the old world, but to an attempted reproduction of the ancient languages and of the classical literary form.
§ 8. in marking these tendencies at the renascence, we must remember that though distinguished by their tendencies, these scholars, verbal realists, and stylists, were not divided into clearly defined parties. categories like these no doubt assist us in gaining precision of thought, but we must not gain precision at the expense of accuracy. the tendencies we have been considering did not act in precisely opposite directions, and all were to some extent affected by them. but one tendency was predominant in one man and another in another; and this justifies us in calling sturm a stylist, erasmus a scholar, and rabelais a verbal realist.
§ 9. in one respect they were all agreed. the world was to be regenerated by means of books. nothing pleased them more than to think of their age as the revival of learning.
