§ 4. When I speak of the discovery of the ancient literatures as rivalling that of America, this use of the word “discovery” may be disputed. It may be urged that though the Greek language and literature were unknown in the West of Europe till they were brought there by the fugitives after the fall of Constantinople in 1453, yet the works of the great Latin writers had always been known in Italy, and Dante declares himself the disciple of Virgil. And yet I cannot give up the word “discovery.” In the life of an individual it sometimes happens that he suddenly acquires as it were a new sense. The world around him remains the same as before, but it is not the same to him. A film passes from his eyes, and what has been ordinary and unmeaning suddenly becomes a source of wonder and delight to him. Something similar happens at times in the history of the general mind; indeed our own century has seen a remarkable instance of it. In reading the thoughts of great writers of earlier times, we cannot but be struck, not only with their ignorance of the material world, but also with their ignorance of their ignorance. Little as they know, they often speak as if they knew everything. Newton could see that he was like a child discovering a few shells while the unexplored ocean lay before him; but in those days it required the intellect of a Newton to understand this. To the other children the ocean seemed to conceal nothing, and they innocently thought that all the shells, or nearly all, had been picked up. It was reserved for the people of our own century to become aware of the marvels which lie around us in the material world, and to be fascinated by the discovery. If the human race could live through several civilizations without opening its eyes to the wonders of the earth it inhabits, and then could suddenly become aware of them, we may well understand its retaining unheeded the literatures of Greece and Rome for centuries, and at length as it were discovering them, and turning to them with unbounded enthusiasm and delight. As students of education we can hardly attach too much importance to this great revolution. For nearly three centuries the curriculum in the public schools of Europe remained what the Renascence had made it. We have again entered on an age of change, but we are still much influenced by the ideas of the Renascence, and the best way to understand the forces now at work is to trace them where possible to their origin. Let us then consider what the Renascence was, and how it affected the educational system.