81 
science, but a story of the evolution of nations, and of the whole 
world. In former days historical study was a record of dates and 
dry facts. Now it had become more living and human. This 
had been largely brought about by Green’s ‘Short History.” 
Now old libraries were pouring out their treasures, and we were 
faced by a problem—What history should one read? History 
had gone beyond the powers of one man. What was needed was 
a history written by different men, and of different periods, but 
with one distinct purpose. The Bible was an example of the 
kind of history required. On what principle should it be done ? 
He had chosen this subject to introduce one book, the greatest 
issued last year—the ‘‘ Cambridge Modern History.” It had 
been written by many men, but was dominated by one purpose. 
It began with the Renaissance. 
His Lordship then proceeded to give examples of the human 
interest in certain events. He showed the influence which the 
discovery of America and the rounding of the Cape of Good 
Hope had exercised on Europe. He sketched the history of 
the influence of the Renaissance on English literature, and the 
way it developed in this country. He said he was particularly 
interested in Erasmus and Dean Colet, for he had been for ten 
years vicar of the same Church as Colet. He showed the influence 
of these men on learning. During the Middle Ages learning 
had become cramped, metaphysical and scholastic. The Revival 
of Learning introduced fresher elements. Hrasmus taught that 
learning must have a human interest, and was of value only as 
it affected human life. At the end he pointed out that history, 
to be useful, should make us feel responsible. It did not lead 
us to the patriotism that shouted ‘Rule Britannia.” It tempered 
judgment and prevented conceit. It enabled us to learn from all 
nations. Each had something to contribute to the common 
stock. He thought education was dangerous if it did not include 
history. 
SHS 
