task and grappled with the closer problems of the present world. If the work of the scholastics was futile, as so many claim, it was a grand futility that reaches to tragedy. But out of its very futility grew the science of to-day. And now with all this intellectual activity of which scholasticism is only a part, where did the so-called Renaissance come in? By the year 1300 the problem of the scholastics was finished. In the works of Thomas Aquinas lay codified and systematised the whole positive product of their work. Not until after that was their work empty and frivolous, but when scholasticism turned back upon itself, even the genius of the great Duns Scotus but discovered more and more its futility. Men of culture began to find it distasteful; they did not care to study law,--the other main interest. It was time for a new element in the intellectual realm. The need was no sooner felt than supplied. The study of the antique pagan world afforded scholars and men of leisure the desired change. The discovery of this antique world was not a new process; but the features that had been ignored before, the art and literature of the pagan world, now absorbed all attention. The “humanities” gradually crowded their way into university curricula, especially in Germany and England, and from the sixteenth century to the present day the humanities have been the dominant study at the universities. Looking over the era of the Renaissance, we commonly begin it in the fourteenth century, just where our previous sketch of the other intellectual conditions stopped. The age of Petrarch was its dawn. France and England, where most progress had been made before, were now to be absorbed in the barbarism of international and civil wars; and so the last stage of that long Renaissance which we call the Middle Ages became the task and the glory of Italy.