silent. Probably the very turmoil of the age prevented any
literary development, for literature is one of the arts of peace; it
requires quiet and meditation rather than activity, and the stirring life
of the Renaissance had first to be lived before it could express itself in
the new literature of the Elizabethan period.

THE REVIVAL OF LEARNING. The Revival of Learning denotes, in its broadest
sense, that gradual enlightenment of the human mind after the darkness of
the Middle Ages. The names Renaissance and Humanism, which are often
applied to the same movement, have properly a narrower significance. The
term Renaissance, though used by many writers "to denote the whole
transition from the Middle Ages to the modern world,"[106] is more
correctly applied to the revival of art resulting from the discovery and
imitation of classic models in the fourteenth and fifteenth centuries.
Humanism applies to the revival of classic literature, and was so called by
its leaders, following the example of Petrarch, because they held that the
study of the classics, _literae humaniores_,--i.e. the "more human
writings," rather than the old theology,--was the best means of promoting
the largest human interests. We use the term Revival of Learning to cover
the whole movement, whose essence was, according to Lamartine, that "man
discovered himself and the universe," and, according to Taine, that man, so
long blinded, "had suddenly opened his eyes and seen."

We shall understand this better if we remember that in the Middle Ages
man's whole world consisted of the narrow Mediterranean and the nations
that clustered about it; and that this little world seemed bounded by
impassable barriers, as if God had said to their sailors, "Hitherto shalt
thou come, but no farther." Man's mind also was bounded by the same narrow
lines. His culture as measured by the great deductive system of
Scholasticism consisted not in discovery, but rather in accepting certain
principles and traditions established by divine and ecclesiastical
authority as the basis of all truth. These were his Pillars of Hercules,
his mental and spiritual bounds that he must not pass, and within these,
like a child playing with lettered blocks, he proceeded to build his
intellectual system. Only as we remember their limitations can we
appreciate the heroism of these toilers of the Middle Ages, giants in
intellect, yet playing with children's toys; ignorant of the laws and
forces of th