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54
JESUIT EDUCATION.

view of absolute faith in Christianity. Wimpheling expressed their sentiments in these words: "It is not the study of the heathen writers in itself which is dangerous to Christian culture, but the false apprehension and handling of them, as is often done in Italy, where, by means of the classics, pagan ways of thought and life are spread prejudicial to Christian morality and the patriotic spirit."[1]

Fundamentally different from this conservative school were the younger or radical humanists. Wanton attacks upon the Holy See, the religious orders, Catholic doctrines and practices, contempt for the whole learning of the Middle Ages and for their own mother tongue, or even a worse than pagan immorality in their writings characterize the great majority of this school of "Poets" in Germany as in Italy. The chief representative of humanism in Germany was Erasmus of Rotterdam, who exercised an enormous influence on his times. The extent and variety of his knowledge in almost every branch of contemporary learning, his untiring activity in all directions, his consummate mastery and artistic treatment of the Latin tongue, and the variety and richness of his style were equalled by few. He brought forth fresh editions of the Bible, of the Greek classics and Fathers, and original treatises in every branch of literature. But he was altogether wanting in intellectual depth. He traveled through England, Italy, and France as a mere book-worm without eye or understanding for national life and character. His freedom in the use

  1. Janssen, vol. III, pp. 1-2. For the following see the same volume, pp. 1-79, and Guggenberger, S. J., A General History of the Christian Era, vol. II, p. 133.