The earnestness of this paragraph is characteristic of the whole period. The scholars who assembled in the lecture-rooms of Chrysoloras, felt that the Greek texts, whereof he alone supplied the key, contained those elements of spiritual freedom and intellectual culture without which the civilisation of the modern world would be impossible. Nor were they mistaken in what was then a guess rather than a certainty. The study of Greek implied the birth of criticism, comparison, research. Systems based on ignorance and superstition were destined to give way before it. The study of Greek opened philosophical horizons far beyond the dream-world of the churchmen and the monks; it stimulated the germs of science, suggested new astronomical hypotheses, and indirectly led to the discovery of America. The study of Greek resuscitated a sense of the beautiful in art and literature. It subjected the creeds of Christianity, the language of the Gospels, the doctrine of S. Paul, to analysis, and commenced a new era for Biblical inquiry. If it be true, as a writer no less sober in his philosophy than eloquent in his language has lately asserted, that, 'except the blind forces of nature, nothing moves in this world which is not Greek in its origin,' we are justified in regarding the point of contact between the Greek teacher Chrysoloras and his Florentine pupils as one of the most momentous crises in the history of civilisation. Indirectly, the Italian intellect had hitherto felt Hellenic influence through Latin literature. It was now about to receive that influence immediately from actual study of the masterpieces of the Attic authors. The world was no longer to be kept in ignorance of those 'eternal consolations' of the human race. No longer could the scribe omit Greek quotations from his Latin text with the dogged snarl of obtuse self-satisfaction—Græca sunt, ergo non legenda. The motto had rather to be changed into a cry of warning for ecclesiastical authority upon the verge of dissolution—Græca sunt, ergo periculosa: since the reawakening faith in human reason, the reawakening belief in the dignity of man, the desire for beauty, the liberty, audacity, and passion of the Renaissance, received from Greek studies their strongest and most vital impulse.
CHAPTER III
FIRST PERIOD OF HUMANISM
Condition of the Universities in Italy—Bologna—High Schools founded from it—Naples under Frederick II.—Under the House of Anjou—Ferrara—Piacenza—Perugia—Rome—Pisa—Florence—Imperial and Papal Charters—Foreign Students—Professorial Staff—Subjects taught in the High Schools—Place assigned to Humanism—Pay of the Professors of Eloquence—Francesco Filelfo—The Humanists less powerful at the Universities—Method of Humanistic Teaching—The Book Market before Printing—Mediæval Libraries—Cost of Manuscripts—Stationarii and Peciarii—Negligence of Copyists—Discovery of Classical Codices—Boccaccio at Monte Cassino—Poggio at Constance—Convent of S. Gallen—Bruni's Letter to Poggio—Manuscripts discovered by Poggio—Nicholas of Treves—Collection of Greek Manuscripts—Aurispa, Filelfo, and Guarino—The Ruins of Rome—Their Influence on Humanism—Dante and Villani—Rienzi—His Idealistic Patriotism—Vanity—Political Incompetence—Petrarch's Relations with Rienzi—Injury to Monuments in Rome—Poggio's Roman Topography—Sentimental Feeling for the Ruins of Antiquity—Ciriac of Ancona.
Having so far traced the quickening of a new sense for antiquity among the Italians, it will be well at this point to consider the external resources of Humanism before continuing the history of the Revival in the fifteenth century. The condition of the universities, the state of the book trade before the invention of printing, and the discovery of manuscripts claim separate attention; nor may it be out of place to inquire what stimulus the enthusiasm for classical studies received from the ruins of Rome. A review of these topics will help to explain the circumstances under which the pioneers of culture had to labour, and the nature of the crusade they instituted against ignorance in every part of Europe.
The oldest and most frequented university in Italy, that of Bologna, is represented as having flourished in the twelfth century.[73] Its prosperity in early times depended greatly on the personal conduct of the principal professors, who, when they were not satisfied with their entertainment, were in the habit of seceding with their pupils to other cities. Thus high schools were opened from time to time in Modena, Reggio, and elsewhere by teachers who broke the oaths that bound them to reside in Bologna, and fixed their centre of education in a rival town. To make such temporary changes was not difficult in an age when what we have to call an university, consisted of masters and scholars, without college buildings, without libraries, without endowments, and without scientific apparatus. The technical name for such institutions seems to have been studium scholarium, Italianised into studio or studio pubblico.[74] Among the more permanent results of these secessions may be mentioned the establishment of the high school at Vicenza by translation from Bologna in 1204, and the opening of a school at Arezzo under similar circumstances in 1215; the great University of Padua first saw the light in consequence of political discords forcing the professors to quit Bologna for a season.[75]
The first half of the thirteenth century witnessed the foundation of these studi in considerable numbers. That of Vercelli was opened in 1228, the municipality providing two certified copyists for the convenience of students who might wish to purchase text-books.[76] In 1224 the Emperor Frederick II., to whom the south of Italy owed a precocious eminence in literature, established the University of Naples by an Imperial diploma.[77] With a view to rendering it the chief seat of learning in his dominions, he forbade the subjects of the Regno to frequent other schools, and suppressed the University of Bologna by letters general. Thereupon Bologna joined the Lombard League, defied the emperor, and refused to close the schools, which numbered at that period about ten thousand students of various nationalities. In 1227 Frederick revoked his edict, and Bologna remained thenceforward unmolested. Political and internal vicissitudes, affecting all the Italian universities at this period, interrupted the prosperity of that of Naples. In the middle of the thirteenth century Salerno proved a dangerous rival; but when the House of Anjou was established in the kingdom of the Sicilies, special privileges were granted, restoring the high school of the capital to the first rank. Charles I. created a separate court of jurisdiction for its management. This consisted of a judge and three assessors, one for the control of foreigners, another for the subjects of the Regno, and the third for Italians from other states.
In 1264 we find a public school in operation at Ferrara. By its charter the professors were exempt from military service. The University of Piacenza came into existence a little earlier. Innocent IV. established it in 1248, with privileges similar to those of Paris and Bologna. An important group of studi pubblici owed their origin to Papal or Imperial charters in the first half of the fourteenth century. That of Perugia was founded in 1307 by a Bull of Clement V. That of Rome dated from 1303, in which year Boniface VIII. gave it a constitution by a special edict; but the translation of the Papal See to Avignon caused it to fall into premature decadence. The University of Pisa had already existed for some years, when it received a charter in 1343 from Clement VI. That of Florence was first founded in 1321.[78] In 1348 a place for its public buildings was assigned between the Duomo and the Palazzo Pubblico, on the site of what was afterwards known as the Collegium Eugenianum. A council of eight burghers was appointed for its management, and a yearly sum was set apart for its maintenance. In 1349 Clement VI. gave it the same privileges as the University of Bologna, while in 1364 it received an Imperial diploma from Charles IV. The same emperor granted charters to Siena in 1357, to Arezzo in 1356, and to Lucca in 1369. In 1362 Galeazzo Visconti obtained a charter for his University of Pavia from Charles IV., with the privileges of Paris, Oxford, and Bologna.
It will be observed that the majority of the studi pubblici obtained charters either from the Pope or the emperor, or from both, less for the sake of any immediate benefit to be derived