cept what may be
inferred from the splendid work itself.

Malory groups the legends about the central idea of the search for the Holy
Grail. Though many of the stories, like Tristram and Isolde, are purely
pagan, Malory treats them all in such a way as to preserve the whole spirit
of mediaeval Christianity as it has been preserved in no other work. It was
to Malory rather than to Layamon or to the early French writers that
Shakespeare and his contemporaries turned for their material; and in our
own age he has supplied Tennyson and Matthew Arnold and Swinburne and
Morris with the inspiration for the "Idylls of the King" and the "Death of
Tristram" and the other exquisite poems which center about Arthur and the
knights of his Round Table.

In subject-matter the book belongs to the mediaeval age; but Malory himself,
with his desire to preserve the literary monuments of the past, belongs to
the Renaissance; and he deserves our lasting gratitude for attempting to
preserve the legends and poetry of Britain at a time when scholars were
chiefly busy with the classics of Greece and Rome. As the Arthurian legends
are one of the great recurring motives of English literature, Malory's work
should be better known. His stories may be and should be told to every
child as part of his literary inheritance. Then Malory may be read for his
style and his English prose and his expression of the mediaeval spirit. And
then the stories may be read again, in Tennyson's "Idylls," to show how
those exquisite old fancies appeal to the minds of our modern poets.

SUMMARY OF THE REVIVAL OF LEARNING PERIOD. This transition period is at
first one of decline from the Age of Chaucer, and then of intellectual
preparation for the Age of Elizabeth. For a century and a half after
Chaucer not a single great English work appeared, and the general standard
of literature was very low. There are three chief causes to account for
this: (1) the long war with France and the civil Wars of the Roses
distracted attention from books and poetry, and destroyed of ruined many
noble English families who had been friends and patrons of literature; (2)
the Reformation in the latter part of the period filled men's minds with
religious questions; (3) the Revival of Learning set scholars and literary
men to an eager study of the classics, rather than to the creation of
native literature. Historically the age is noticeable for its intellectual
progress, for the introduction o