Revival of learning Sentence Examples

After the revival of learning Plautus was reinstated, and took rank as one of the great dramatists of antiquity; cf.

The revival of learning was at hand, and William Turner, a Northumbrian, while residing abroad to avoid persecution at home, printed at Cologne in 1544 the first commentary on the birds mentioned by Aristotle and Pliny conceived in anything like the spirit that moves modern naturalists.'

The revival of learning had led many away from Christ; intellectual culture must be used as a means of bringing them back.

These poor compilations, together with Latin translations of certain works of Galen and Hippocrates, formed a medical literature, meagre and unprogressive indeed, but of which a great part survived through the middle ages till the discovery of printing and revival of learning.

It is pretty clear that the common accounts of the Renaissance and of the revival of learning grossly exaggerate the influence of the writers of Greece and Rome, for they produced no obvious rationalistic movement, as would have been the case had Plato and Cicero, Lucretius and Lucian, been taken really seriously.

Reaping the benefits of the revival of learning brought about by Charlemagne, he was on intimate terms with Alcuin, was well versed in Latin literature, and knew some Greek.

In the 15th century it was the seat of a celebrated academy, founded by the humanist Rodolphus Agricola, which contributed not a little to the revival of learning in this part of Germany; Erasmus of Rotterdam was one of its students.

Little, however, was done in the science of botany, properly so called, until the 16th century of the Christian era, when the revival of learning dispelled the darkness which had long hung over Europe.

The scholars of these times are the natural precursors of the earliest representatives of the Revival of Learning in the West.

Through the invitation of Charles the Great, he became associated with the revival of learning which marks the reign of that monarch, by presiding over the School of the Palace (782-790), and by exercising a healthy influence as abbot of St Martin's at Tours (796-804).

This was partly due to the recovery of some of the lost works of ancient literature, and the transition from the middle ages to the revival of learning was attended by a general widening of the range of classical studies and by a renewed interest in Plato.

In producing Plato, Athenaeus and Aristophanes, the scholar-printer was largely aided by Musurus, who also edited the Aldine Pausanias (1516) and the Etymologicum printed in Venice by another Greek immigrant, Callierges (1499) The Revival of Learning in Italy ends with the sack of Rome (1527).

Scholars have been enabled to realize in their own experience some of the enthusiasm that attended the recovery of lost classics during the Revival of Learning.

Sandys, Harvard Lectures on the Revival of Learning (1905); also P. de Nolhac, Pe'trarque et l'humanisme (2nd ed., 1907).

He returned to Polling in 1735 and devoted the rest of his life to the revival of learning in Bavaria.

It was retarded and took false directions until the revival of learning in Italy.

Among Christian scholars there was no independent school of Hebraists before the revival of learning.

The discovery of America, the invention of printing, the revival of learning and many other causes had contributed to effect a radical change in the point of view from which the world was regarded; and the strongest of all medieval relations, that of the nation to the Church, was about to pass through the fiery trial of the Reformation.

In the dark and disordered centuries which followed there are only a few scanty notices of the Germans, mainly in the works of foreign writers like Gregory of Tours and Jordanes; and then the 8th and 9th centuries, the time of the revival of learning which is associated with the name of Charlemagne, is reached.

Parallel with this event the revival of learning was producing a great number of men who could write, and, more important still, of men who were throwing off the monastic habits of thought and passing into a new intellectual atmosphere.

The other confines it to what was known by our ancestors as the Revival of Learning.

The Revival of Learning must be regarded as a function of that vital energy, an organ of that mental evolution, which brought into existence the modern world, with its new conceptions of philosophy and religion, its reawakened arts and sciences, its firmer grasp on the realities of human nature and the world, its manifold inventions and discoveries, its altered political systems, its expansive and progressive forces.

Important as the Revival of Learning undoubtedly was, there are essential factors in the complex called the Renaissance with which it can but remotely be connected.

Europe in fact had been prepared for a thoroughgoing metamorphosis before that new ideal of human life and culture which the Revival of Learning brought to light had been made manifest.

And just at this point the real importance of the Revival of Learning may be indicated.

The Revival of Learning will be treated as a decisive factor in this process of evolution on a new plan.

But very little came of the revival of learning which Charles is supposed to have encouraged; and the empire he restored was accepted by the medieval intellect in a crudely theological and vaguely mystical spirit.

At this point the Revival of Learning intervened to determine the course of the Renaissance.

Without the Revival of Learning the direction of those forces would have been different; but that novel intuition into the nature of the world and man which constitutes what we describe as Renaissance must have emerged.

It is obvious that Italian literature owed little at the outset to the Revival of Learning.

Had the Revival of Learning not intervened it is probable that the vigorous efforts of these writers alone would have inaugurated a new age of European culture.

We have therefore to recognize that the four greatest writers of the 14th century, while the Revival of Learning was yet in its cradle, each after his own fashion acknowledged the vivifying touch upon their spirit of the antique genius.

The relation of the plastic arts to the revival of learning is similar to that which has been sketched in the case of poetry.

But that audacious exploratory energy which formed the motive force of the Renaissance as distinguished from the Revival of Learning took, as we shall see, very different directions in the several nations who now were sending the flower of their youth to study at the feet of Italian rhetoricians.

The revival of learning produced in Spain no slavish imitation as it did in Italy, no formal humanism, and, it may be added, very little of fruitful scholarship. The Renaissance here, as in England, displayed essential qualities of intellectual freedom, delight in life, exultation over rediscovered earth and man.

The Spanish Renaissance would in itself suffice, if other witnesses were wanting, to prove how inaccurate is the theory that limits this movement to the revival of learning.

The Rhetoriqueurs, while protracting medieval traditions by their use of allegory and complicated metrical systems, sought to improve the French language by introducing Latinisms. Thus the Revival of Learning began to affect the vernacular in the last years of the 15th century.

Some of the names just mentioned remind us that in France, as in Germany and Holland, the Reformation was closely connected with the revival of learning.

Yet no other treatment was possible upon the lines laid down at the outset, where it was explained why the term Renaissance cannot now be confined to the Revival of Learning and the effect of antique studies upon literary and artistic ideals.

Their origin is to be sought not so much in the Revival of Learning as in the fact that the Portuguese had learned, on their voyages of discovery, to see and think for themselves.

Each played a foremost part in the revival of learning.

Standing within the threshold of the middle ages, he surveyed the kingdom of the modern spirit, and, by his own inexhaustible industry in the field of scholarship and study, he determined what we call the revival of learning.

Georg Voigt's Wiederbelebung des classischen Alterthums (Berlin, 1859) contains a well-digested estimate of Petrarch's relation to the revival of learning.

Since the revival of learning books on the fathers have been numerous; among the more recent and most accessible of these we may mention Smith and Wace's Dictionary of Christian Biography, Hauck-Herzog's Realencyklopcidie, Bardenhewer's Patrologie and Geschichte der altkirchlichen Litteratur, Harnack's Geschichte der altchristlichen Litteratur bei Eusebius and Ehrard's Die altchristliche Litteratur and ihre Erforschung.

The conclusion from these therefore was that the ratio of circumference to diameter is 34 This is a most notable piece of work; the immature condition of arithmetic at the time was the only real obstacle preventing the evaluation of the ratio to any degree of accuracy whatever.5 No advance of any importance was made upon the achievement of Archimedes until after the revival of learning.