From the Renaissance to the French Revolution CHAPTER I CAUSES OF THE REFORMATION (a) The Renaissance. Baudrillart, /The Catholic Church, The Renaissance, and Protestantism (Tr.)/, 1908 (chap. i.-iii.). Guirard, /L'Eglise et les Origines de la Renaissance/, 1902. Burckhardt, /Die Cultur der Renaissance in Italien/, 11 auf., 1913 (Eng. Trans. by Middlemore, 1878). A Baumgartner, S.J., /Geschichte der Weltiteratur/, vol. iv., 1900. /The Cambridge Modern History/, vol. i. (/The Renaissance/, 1902). Stone, /The Reformation and Renaissance/, 1904. Janssen, /Geschichte des deutschen Volkes/, 1887 (Eng. Trans. by Mitchell and Christie, London, 1896 sqq.). Pastor, /Geschichte der Papste im Zeitalter der Renaissance/, Freiburg, 1886 sqq. (Eng. Trans. by Antrobus, London, 1891 sqq.). Muntz, /La Renaissance en Italie et en France a l'epoque de Charles VIII./, 1885. Gasquet, /The Eve of the Reformation/. Mourret, /La Renaissance et la Reforme/, 1912. The great intellectual revival, that followed upon the successful issue of the struggle for freedom waged by Gregory VII. and his successors, reached the zenith of its glory in the thirteenth century. Scholasticism, as expounded by men like Alexander of Hales, Albert the Great, Roger Bacon, St. Bonaventure, and St. Thomas, and illustrated by a wealth of material drawn alike from the Scriptures, the writings of the Fathers, the wisdom of Pagan philosophers, and the conclusions of natural science, was alone deemed worthy of serious attention. Classical studies either were neglected entirely even in the centres of learning, or were followed merely for the assistance they might render in the solution of the philosophical and theological problems, that engaged men's minds in an age when Christian faith reigned supreme. The Catholic Church, indeed, had never been hostile to classical studies, nor unmindful of their value, as a means of developing the powers of the human mind, and of securing both breadth of view and beauty of expression. Some few teachers here and there, alarmed by the danger of corrupting Christian youth by bringing it into contact with Pagan ideals, raised their voices in protest, but the majority of the early Fathers disregarded these warnings as harmful and unnecessary. Origen, St. Clement of Alexandria, St. Gregory of Nazianzen, St. Basil, and St. Jerome, while not ignoring the dangers of such studies, recommended them warmly to their students, and in the spirit of these great leaders the Catholic Church strove always to combine classical culture and Christian education.