such inconceivable hunger. Theology was the great matter; and there is
no doubt that this study was by no means always that barren and verbal
trifling which an ill-informed modern contempt is fond of representing
it. It is evident that around the study of theology in the mediaeval
University of Paris there worked a real ferment of thought, and very
free thought. But the University of Paris culminated as the exclusive
devotion to theological study declined, and culminated by virtue of
that declension."

The great business of the universities from the twelfth to the
seventeenth century was that of scholastic philosophy, which largely
governed their teaching.

The scholastic philosophy was "the legitimate development of the
philosophy of Aristotle and his successors, and was the only
philosophy possible in its day. Nay, it was an integral essential
element in human progress. It taught men to distinguish and define,
and has left its impress upon the language and thought of all
civilized peoples, 'in lines manifold, deep-graven and ineffaceable.'
Out of it has grown our modern civilization."

The schoolmen would freely canvass the deep problems of the mind and
soul, but would blindly exclude the new influences at work in society.
They had to meet the opposition of the humanists, who made the study
of Latin and Greek the basis of culture. The humanists were great
writers and artists, who worked for more modern ideas and a newer
civilization. They introduced the Renaissance, which was a literary
movement that began in Italy in the fourteenth century. It was
believed that vital knowledge was gained by knowing oneself, and that
the best way to attain this was to study poetry, philosophy, history
and all knowledge that was created by the spirit of man.
Unfortunately, the knowledge of letters in Italy tended to paganize
its adherents. Infidelity spread and immorality abounded in all ranks
of society.

The great movement of the Renaissance secured a stronghold in Germany,
where its power was extended to the established systems of instruction
and utilized in the interests of a purer Christianity. Melancthon and
Erasmus and all the chief reformers except Luther, were eminent
humanists and friends of classical learning. They were outside the
established schools, and were the leading spirits in intellectual
culture, so that the Renaissance triumphed with the Reformation. These
two forces united and gave spirit and power to the hu