John Addington Symonds

Italian Renaissance


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a new ideal was established, whereby man strove to make himself the monarch of the globe on which it is his privilege as well as destiny to live. The Renaissance was the liberation of the reason from a dungeon, the double discovery of the outer and the inner world.

      An external event determined the direction which this outburst of the spirit of freedom should take. This was the contact of the modern with the ancient mind which followed upon what is called the Revival of Learning. The fall of the Greek Empire in 1453, while it signalized the extinction of the old order, gave an impulse to the now accumulated forces of the new. A belief in the identity of the human spirit under all previous manifestations and in its uninterrupted continuity was generated. Men found that in classical as well as Biblical antiquity existed an ideal of human life, both moral and intellectual, by which they might profit in the present. The modern genius felt confidence in its own energies when it learned what the ancients had achieved. The guesses of the ancients stimulated the exertions of the moderns. The whole world's history seemed once more to be one.

      Thus by the discovery of the world is meant on the one hand the appropriation by civilized humanity of all corners of the habitable globe, and on the other the conquest by Science of all that we now know about the nature of the universe. In the discovery of man, again, it is possible to trace a twofold process. Man in his temporal relations, illustrated by Pagan antiquity, and man in his spiritual relations, illustrated by Biblical antiquity; these are the two regions, at first apparently distinct, afterwards found to be interpenetrative, which the critical and inquisitive genius of the Renaissance opened for investigation. In the former of these regions we find two agencies at work, art and scholarship. During the Middle Ages the plastic arts, like philosophy, had degenerated into barren and meaningless scholasticism—a frigid reproduction of lifeless forms copied technically and without inspiration from debased patterns. Pictures became symbolically connected with the religious feelings of the people, formulæ from which to deviate would be impious in the artist and confusing to the worshiper. Superstitious reverence bound the painter to copy the almond eyes and stiff joints of the saints whom he had adored from infancy; and, even had it been otherwise, he lacked the skill to imitate the natural forms he saw around him. But with the dawning of the Renaissance, a new spirit in the arts arose. Men began to conceive that the human body is noble in itself and worthy of patient study. The object of the artist then became to unite devotional feeling and respect for the sacred legend with the utmost beauty and the utmost fidelity of delineation. He studied from the nude; he drew the body in every posture; he composed drapery, invented attitudes, and adapted the action of his figures and the expression of his faces to the subject he had chosen. In a word, he humanized the altar-pieces and the cloister-frescoes upon which he worked. In this way the painters rose above the ancient symbols, and brought heaven down to earth. By drawing Madonna and her son like living human beings, by dramatizing the Christian history, they silently substituted the love of beauty and the interests of actual life for the principles of the Church. The saint or angel became an occasion for the display of physical perfection, and to introduce 'un bel corpo ignudo' into the composition was of more moment to them than to represent the macerations of the Magdalen. Men thus learned to look beyond the relique and the host, and to forget the dogma in the lovely forms which gave it expression. Finally, when the classics came to aid this work of progress, a new world of thought and fancy, divinely charming, wholly human, was revealed to their astonished eyes. Thus art, which had begun by humanizing the legends of the Church, diverted the attention of its students from the legend to the work of beauty, and lastly, severing itself from the religious tradition, became the exponent of the majesty and splendor of the human body. This final emancipation of art from ecclesiastical trammels culminated in the great age of Italian painting. Gazing at Michael Angelo's prophets in the Sistine Chapel, we are indeed in contact with ideas originally religious. But the treatment of these ideas is purely, broadly human, on a level with that of the sculpture of Pheidias. Titian's Virgin received into Heaven, soaring midway between the archangel who descends to crown her and the apostles who yearn to follow her, is far less a Madonna Assunta than the apotheosis of humanity conceived as a radiant mother. Throughout the picture there is nothing ascetic, nothing mystic, nothing devotional. Nor did the art of the Renaissance stop here. It went further, and plunged into Paganism. Sculptors and painters combined with architects to cut the arts loose from their connection with the Church by introducing a spirit and a sentiment alien to Christianity.

      Through the instrumentality of art, and of all the ideas which art introduced into daily life, the Renaissance wrought for the modern world a real resurrection of the body, which, since the destruction of antique civilization, had lain swathed up in hair-shirts and cerements within the tomb of the mediæval cloister. It was scholarship which revealed to men the wealth of their own minds, the dignity of human thought, the value of human speculation, the importance of human life regarded as a thing apart from religious rules and dogmas. During the Middle Ages a few students had possessed the poems of Virgil and the prose of Boethius—and Virgil at Mantua, Boethius at Pavia, had actually been honored as saints—together with fragments of Lucan, Ovid, Statius, Juvenal, Cicero, and Horace. The Renaissance opened to the whole reading public the treasure-houses of Greek and Latin literature. At the same time the Bible in its original tongues was rediscovered. Mines of Oriental learning were laid bare for the students of the Jewish and Arabic traditions.