The meaning of a liberal educationMartin, Everett Dean
Philosophy
The meaning of a liberal education
Martin, Everett Dean
Education
Erasmus found himself the leader of Humanism as an educational
movement. He stated the issue in precisely the terms that gave sincere
and intelligent men a new vision of the spiritual life. And he did it
with such a wealth of learning, such reasonableness, such unanswerable
irony and wit that his name became the symbol of the new scholarship.
His books had a larger circulation than those of any other writer of
his generation. And as for many years he travelled about Europe,
moving from one center of learning to another, his coming was hailed
with triumph. Scholars everywhere attended him, sat at his feet, took
up the cause he championed. The Humanists were winning victory after
victory and could look forward to the triumph of their movement in the
education of western Europe. How rapidly the spread and advance of
culture might have proceeded or what directions it might have taken if
men’s thoughts had not been turned again to theological controversy
and to bitter warfare, no one can say. Perhaps the masses were not
prepared to accept or tolerate so sudden a change as that for which
Erasmus strove, for Humanism was a much more radical departure from
the mental habits and standards of value of the Middle Ages than was
Protestantism. The leaders of the Renaissance did not accept the
Reformation because they regarded it as a backward step. Perhaps they
had themselves gone too far ahead. Perhaps the representation of the
good man as the intelligent man, an ancient Greek idea which the
Humanists revived, will always be offensive to the masses. Erasmus
seemed--he still seems to many--to have lacked moral earnestness. He
generated light and what mankind wants is heat. At any rate, the masses
in the nations where the new scholarship was being carried, showed
that they did not want the pagan wisdom. Instead they suddenly became
possessed with a longing for the primitive faith of the first Christian
century, or what they thought was that faith. They followed the leader
who gave them not insight, but a moral issue.
Both Luther and Erasmus had visited Rome. Each was impressed by the
“sight of antique monuments.” Each saw evidence of the corruption and
veniality which along with luxury surrounded the gay Papal court.
Luther later spoke of Rome as the “sink of every abomination,” a
conviction which doubtless had much to do with determining the course
of events which led to his break with Papal authority.
Public-domain text, read in full here on John Shaqi.
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