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History of the Reformation. Thomas M. Lindsay
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isbn 4064066379995
Автор произведения Thomas M. Lindsay
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The age of scholarship succeeded, and Italian students began to interpret the ancient classical authors with a mysticism all their own. They sought a means of reconciling Christian thought with ancient pagan philosophy, and, like Clement of Alexandria and Origen, discovered it in Platonism. Platonic academies were founded, and Cardinal Bessarion, Marsiglio Ficino, and Pico della Mirandola became the Christian Platonists of Italy. Of course, in their enthusiasm they went too far. They appropriated the whole intellectual life of a pagan age, and adopted its ethical as well as its intellectual perceptions, its basis of sensuous pleasures, and its joy in sensuous living. Still their main thought was to show that Hellenism as well as Judaism was a pathway to Christianity, and that the Sibyl as well as David was a witness for Christ.
The Papacy lent its patronage to the revival of literature and art, and put itself at the head of the movement of intellectual life. Pope Nicolas v. (1447–1455) was the first Bishop of Rome who fostered the Renaissance, and he himself may be taken as representing the sincerity, the simplicity, and the lofty intellectual and artistic aims of its earliest period. Sprung from an obscure family belonging to Saranza, a small town near Spezzia, and cast on his own resources before he had fairly quitted boyhood, he had risen by his talents and his character to the highest position in the Church. He had been private tutor, secretary, librarian, and through all a genuine lover of books. They were the only personal luxury he indulged in, and perhaps no one in his days knew more about them. He was the confidential adviser of Lorenzo de Medici when he founded his great library in San Marco. He himself began the Vatican Library. He had agents who ransacked the monasteries of Europe, and he collected the literary relics which had escaped destruction in the sack of Constantinople. Before his death his library in the Vatican contained more than 5000 MSS. He gathered round him a band of illustrious artists and scholars. He filled Rome with skilled and artistic artisans, with decorators, jewellers, workers in painted glass and embroidery. The famous Leo Alberti was one of his architects, and Fra Angelico one of his artists. Laurentius Valla and Poggio Bracciolini, Cardinal Bessarion and George of Trebizond, were among his scholars. He directed and inspired their work. Valla's critical attacks on the Donation of Constantine, and on the tradition that the Twelve had dictated the Apostles' Creed, did not shake his confidence in the scholar. The principal Greek authors were translated into Latin by his orders. Europe saw theology, learning, and art lending each other mutual support under the leadership of the head of the Church. Perhaps Julius ii. (1503–1513) conceived more definitely than even Nicolas had done that one duty of the head of the Church was to assume the leadership of the intellectual and artistic movement which was making wider the thought of Europe—only his restless energy never permitted him leisure to give effect to his conception. “The instruction which Pope Julius ii. gave to Michelangelo to represent him as Moses can bear but one interpretation: that Julius set himself the mission of leading forth Israel (the Church) from its state of degradation, and showing it—though he could not grant possession—the Promised Land at least from afar, that blessed land which consists in the enjoyment of the highest intellectual benefits, and the training and consecration of all the faculties of man's mind to union with God.”20
The classical revival in Italy soon exhausted itself. Its sensuous perceptions degenerated into sensuality, its instinct for the beauty of expression into elegant trifling, and its enthusiasm for antiquity into neo-paganism. It failed almost from the first in real moral earnestness; scarcely saw, and still less understood, how to cure the deep-seated moral evils of the age.
Italy had given birth to the Renaissance, but it soon spread to the more northern lands. Perhaps France first felt the impulse, then Germany and England last of all. In dealing with the Reformation, the movement in Germany is the most important.
The Germans, throughout the Middle Ages, had continuous and intimate relations with the southern peninsula, and in the fifteenth century these were stronger than ever. German merchants had their factories in Venice and Genoa; young German nobles destined for a legal or diplomatic career studied law at Italian universities; students of medicine completed their studies in the famous southern schools; and the German wandering student frequently crossed the Alps to pick up additional knowledge. There was such constant scholarly intercourse between Germany and Italy, that the New Learning could not fail to spread among the men of the north.
§ 4. The Brethren of the Common Lot.
Germany and the Low Countries had been singularly prepared for that revival of letters, art, and science which had come to Italy. One of the greatest gifts bestowed by the Mystics of the fourteenth and fifteenth centuries on their native land had been an excellent system of school education. Gerard Groot, a disciple of the Flemish mystic Jan van Rysbroeck, had, after long consultations with his Master, founded a brotherhood called the Brethren of the Common Life,21 whose aim was to better the religious condition of their fellow-men by the multiplication of good books and by the careful training of the young. They were to support themselves by copying and selling manuscripts. All the houses of the Brethren had a large room, where a number of scribes sat at tables, a reader repeated slowly the words of the manuscript, and books were multiplied as rapidly as was possible before the invention of printing. They filled their own libraries with the best books of Christian and pagan antiquity. They multiplied small tracts containing the mystical and practical theology of the Friends of God, and sent them into circulation among the people. One of the intimate followers of Groot, Florentius Radewynsohn, proved to be a distinguished educationalist, and the schools of the Order soon became famous. The Brethren, to use the words of their founder, employed education for the purpose of “raising spiritual pillars in the Temple of the Lord.” They insisted on a study of the Vulgate in their classes; they placed German translations of Christian authors in the hands of their pupils; they took pains to give them a good knowledge of Latin, and read with them selections from the best known ancient authors; they even taught a little Greek; and their scholars learned to sing the simpler, more evangelical Latin hymns.
The mother school was at Deventer, a town situated at the south-west corner of the great episcopal territory of Utrecht, now the Dutch province of Ober-Yessel. It lies on the bank of that branch of the Rhine (the Yessel) which flowing northwards glides past Zutphen, Deventer, Zwolle, and loses itself in the Zuyder Zee at Kampen. A large number of the more distinguished leaders of the fifteenth century owed their early training to this great school at Deventer. During the last decades of the fifteenth century the headmaster was Alexander Hegius (1433–1498), who came to Deventer in 1471 and remained there until his death.22 The school reached its height of fame under this renowned master, who gathered 2000 pupils around him—among them Erasmus, Conrad Mutti (Mutianus Rufus), Hermann von Busch, Johann Murmellius—and, rejecting the older methods of grammatical instruction, taught them to know the niceties of the Latin tongue by leading them directly to the study of the great writers of classical antiquity. He was such an indefatigable student that he kept himself awake during the night-watches, it is said, by holding in his hands the candle which lighted him, in order to be wakened by its fall should slumber overtake him. The glory of Deventer perished with this great teacher, who to the last maintained the ancient traditions of the school by his maxim, that learning without piety was rather a curse than a blessing.
Other famous schools of the Brethren in the second half of the fifteenth century were Schlettstadt,23 in Elsass, some miles from the west bank of the Rhine, and about half-way between Strassburg and Basel; Munster on the Ems, the Monasterium of the earlier Middle Ages; Emmerich, a town on the Rhine near the borders of Holland, and Altmarck, in the north-west. Schlettstadt, under its master Ludwig Dringenberg, almost rivalled the fame of Deventer, and many of the members of the well-known Strassburg circle which gathered round Jacob Wimpheling, Sebastian Brand, and the German Savonarola, John Geiler von Keysersberg, had been pupils in this school. Besides these more famous establishments,