The History of Education; educational practice and progress considered as a phase of the development and spread of western civilization by Ellwood Patterson Cubberley
page 299 of 1184 (25%)
page 299 of 1184 (25%)
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friend (R. 127 a) the enthusiast, Poggio Bracciolini, tells of finding
(1416) the long-lost _Institutes of Oratory_ of Quintilian, at Saint Gall, and of copying it for posterity. This, and the reply of his friend (R. 127 b), reveal something of the spirit and the emotions of those engaged in the recovery of Latin literature and the reconstruction of Roman history. The finds, though, while important, were after all of less value than the spirit which directed the search, or the careful work which was done in collecting, comparing, questioning, inferring, criticizing, and editing corrected texts, and reconstructing old Roman life and history. [7] We have in this new work a complete break with scholastic methods, and we see in it the awakening of the modern scientific spirit. [8] It was this same critical, constructive spirit which, when applied later to Christian practices, brought on the Reformation; when applied to the problems of the universe, revealed to men the wonderful world of science; and when applied to problems of government, led to the questioning of the theory of the divine right of kings, and to the evolution of democracy. We have here a modern spirit, a craving for truth for its own sake, an awakening of the historical sense, [9] and an appreciation of beauty in literature and nature which was soon to be followed by an appreciation of beauty in art. A worship of classical literature and classical ideas now set in, of which rich and prosperous Florence became the center, with Venice and Rome, as well as a number of the northern Italian cities, as centers of more than minor importance. THE REVIVAL OF GREEK IN THE WEST. With the new interest in Latin literature it was but natural that a revival of the study of Greek should follow. While a knowledge of Greek had not absolutely died out in the West during the Middle Ages, there were very few scholars who knew anything about it, and none who could read it. [10] It was natural, too, that the |
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