Several methods are open to the teacher for expanding these sub-topics. One is to select a single individual, or a small group of individuals and to present their lives and work in sufficient detail to illustrate the various activities of the age and its leading characteristics; or to present a series of contrasts, placing the achievements of these men over against the attainments of the great thinkers and doers of the Middle Ages. Either method does not require an elaborate library equipment for its success. If the former plan is adopted, Petrarch becomes the embodiment of that passionate love for antiquity, that zeal for the collection of ancient manuscripts, and that bitter opposition to those masters of the Aristotelian logic, the ancient schoolmen, which marked especially the revival of learning. A Raphael, a da Vinci, a Titian, and a Michelangelo mark the highest pinnacle of achievement in painting; Michelangelo, many-sided and versatile, like so many of his brother artists, is the type of the great sculptor; and Bramante of the great architect. The extension of geographical knowledge is so intimately associated with the life and work of Prince Henry the Navigator, that it has led one writer to declare that “the change which has revolutionized European trade and has drawn the whole world within the influence of Western civilization was indirectly the doing of this Portuguese prince.”[5] Science needs no better exponent than a Copernicus; the name of Gutenberg has always been associated with the printing press and finally, religion is ably represented in the person of a Valla and an Erasmus. The consideration of the life and work of the two last-named writers brings us face to face with the reform movement of the sixteenth century.