This emancipation of human nature from theological restraint took place in far greater measure at the Renaissance. Human nature showed itself tired of being treated as a bankrupt, of being governed from without and from above. It aspired to become autonomous. There was in so far a strong trend in many quarters towards individualism. This rupture with external authority meant very diverse things in practice. For some who, in Lionardo’s phrase, had caught a glimpse of the antique symmetry it meant a revival of genuine humanism; for others it meant rather a revival of the pagan and naturalistic side of antiquity. Thus Rabelais, in his extreme opposition to the monkish ideal, already proclaims, like Rousseau, the intrinsic excellence of man, while Calvin and others attempted to revive the primitive austerity of Christianity that had been corrupted by the formalism of Rome. In short, naturalistic, humanistic, and religious elements are mingled in almost every conceivable proportion in the vast and complex movement known as the Renaissance; all these elements indeed are often mingled in the same individual. The later Renaissance finally arrived at what one is tempted to call the Jesuitical compromise. There was a general revamping of dogma and outer authority, helped forward by a society that had taken alarm at the excesses of the emancipated individual. If the individual consented to surrender his moral autonomy, the Church for its part consented to make religion comparatively easy and pleasant for him, to adapt it by casuistry and other devices to a human nature that was determined once for all to take a less severe and ascetic view of life. One might thus live inwardly to a great extent on the naturalistic level while outwardly going through the motions of a profound piety. There is an unmistakable analogy between the hollowness of a religion of this type and the hollowness that one feels in so much neo-classical decorum. There is also a formalistic taint in the educational system worked out by the Jesuits--a system in all respects so ingenious and in some respects so admirable. The Greek and especially the Latin classics are taught in such a way as to become literary playthings rather than the basis of a philosophy of life; a humanism is thus encouraged that is external and rhetorical rather than vital, and this humanism is combined with a religion that tends to stress submission to outer authority at the expense of inwardness and individuality. The reproach has been brought against this system that it is equally unfitted to form a pagan hero or a Christian saint. The reply to it was Rousseau’s educational naturalism--his exaltation of the spontaneity and genius of the child.