We must bear in mind the well-reasoned hostility of the Church to--or at least hesitation about--the revival of learning. In the period we are considering the powers of evil were very real. Men instinctively accepted the existence of a kingdom of darkness, extending its borders over the sphere of knowledge as over the other sides of human activity. Greek was the language of some of the most licentious literature--Sappho's poems were burnt by the Church at Constantinople in 1073--and of many detestable heresies; and thus though the Council of Vienne, with missionary zeal, had recommended in 1311 that lectures in Greek--as in other languages of the heretical East--should be established in the universities of Paris, Bologna, Oxford, and Salamanca, the decree had not been carried out, and Greek was still regarded with suspicion by the orthodox. Their opposition dies with their lives, these guardians of the thing that is. Of the thing that cometh they know, that 'if it be of God, they cannot overthrow it'. The silent flooding in of the main is to them more to be desired than the swift wave which in giving may destroy. Let us not think too lightly of them because they feared shadows which the light of time has dispelled. It needs no eyes to see where they were wrong: where they were right--and they were right often enough--can only be seen by taking trouble to inquire. Of the condition of learning in England in the second half of the fifteenth century we do not yet know all that we might. Manuscripts that men bought or had written for them, books that they read, catalogues of libraries now scattered can tell us much, even though the owners are dead and speak not. Single facts, like cards for cardhouses, will not stand alone. There is still much to be done. Great libraries are only just beginning to gather up the manuscript minutiae which their books contain; to identify handwritings; to decipher monograms; to collect facts. But some day when the work has been done, we may well hope to be able to put bone to bone and breathe new life into them in a way which will make valuable contributions to our knowledge.