Download Renaissance and Reformation

Renaissance and
Reformation
World History
Chapter 16
Section 1
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Main Idea

An array of cultural factors inspired the
Renaissance
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Terms to Define
Humanism
 Secular
 Individualism
 Sonnet
 Doge

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People to Meet
Niccolo Machiavelli
 Lorenzo do Medici
 Michelangelo Buonarroti
 Leonardo da Vinci

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Places to Locate
Florence
 Rome
 Venice
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Overview

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Renaissance—1350 to 1600
Profound awakening
In some ways, continuation of Middle Ages
Beginning of modern times
Development of new attitudes about themselves
and world
Began in city-states of Italy
Classical ruins reminded people of Rome
Trade with Byzantine Empire reminded Italian of
Greece
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Humanism
Italian scholars’ interest in classical
learning led to a new intellectual
movement known as humanism, which
focused on secular (worldly) themes rather
than on religious ideas
 Humanists believed that education could
help people improve themselves and
opened schools that taught the
humanities—Greek, Latin, history, and
philosophy

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Humanism (cont)
Scholars believed classical beliefs culd
improve their society
 Among the most important beliefs was
individualism—an emphasis on the dignity
and worth of the individual person
 The idea of human improvement sought
improvement through many activities such
as sports, politics, and the arts

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Humanism (cont)
As the Renaissance developed, writers
also focused on the topics of individual
ambition and success
 Through their teaching and writing,
humanists reawakened the educated
public to new ideas that reshaped
European civilization

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Education and Literature
The humanities became so important that
humanists began to replace the clergy as
teachers of the sons of the wealthy
 New forms of literature

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Francesco Petrarch (PEE*trahrk) wrote
“sonnets” or short poems that expressed his
love for a woman who died of the Black
Plague
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Education and Literature (cont)


Giovanni Boccaccio, in the work “Decameron”
described young people who tell stories to divert
their attention from the plague’s horrors
Some writers focused on individual ambition

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Benvenuto Cellini—one of first autobiographies
Baldassare Castiglione (bahl*dahs*SAHR*ray
kahs*steel*YOHN*ay)
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“The Book of the Courtier”
Gave advice to men and women
Men were to be skilled in many activities
Women were to be graceful, attractive, and courteous
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Education and Literature

The Book of the Courtier (more)
How to act like a “true gentleman”
 Popularized the ideal of the “Renaissance
Man”

 Accomplished
in many pursuits
 Brave, witty, courteous
 Civilized and learned
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Education and Literature (cont)

Niccolo Machiavelli
Wrote “The Prince”
 Analyzed the politics of the Renaissance
 Use force and deceit to hold power
 Appealed to a power-hungry Renaissance
 Influenced thoughts and actions of later
politicians
 Highly controversial
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Education and Literature
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Machiavelli--three views
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Amoral theorist of “realpolitik”, disdainful of morality
and Christianity, interested only in acquiring power as
an end in itself
Italian patriot, who viewed tyranny as the only way to
rid Italy of its foreign conquerors
A rulers good intentions do not guarantee good
results; actions must be judged by their
consequences, not by their intrinsic moral quality. To
preserve the state, actions must be taken which are
not loyal, charitable, human, or religious
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Scholarship
Humanists began to question long-held
beliefs and institutions
 As new discoveries were made, they even
questioned long-held church traditions
 Reawakened the educated public to
classical values
 Encouraged new ideas that reshaped
European civilization

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City Life
Overview
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Overview

Towns stronger than other part of Europe
Could easily discard feudalism
 Could resist the efforts to kings and emperors
 Became independent city-states including an
urban center and surrounding countryside
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Social Groups
Wealth and ability mattered more than title
and land ownership
 Artisans and shop owners ranked below
the most wealthy
 Businesses paid the workers from the
cities and those who came in from the
countryside
 Peasants worked the farms of the wealthy
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Government
Renaissance Italy was not under one
government
 Italy was governed by city-states ruled by
wealthy families
 Lots of fights with families for rights and
against taxes
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Government
Social conflicts became so dangerous that
city-states turned over political authority to
powerful leaders called signori
(seen*YOHR*ee)
 Some signori ruled as dictators, very
violently
 Other signori improved city services and
supported the arts

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Government
City-states fought each other over territory
 They avoided outright wars because they
would interfere with business
 Signori hired condottieri
(KAHN*duh*TYEHR*ee) or hired soldiers
(not citizen soldiers)
 Made wars very costly
 Signori began to negotiate and assembled
the first modern diplomatic services

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Government
Permanent ambassadors appointed to
represent their city-states at foreign courts
 No one city-state would be permitted to
take total power
 During the 1500s, other European states
adopted similar agreements with one
another and also began to practice
diplomacy

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Government (cont)
Each city-state developed its own
characteristic life
 Three cities with leading roles:

Florence
 Rome
 Venice
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Florence
The birthplace of the Italian Renaissance
 Originally a republic
 Controlled by Medici (Meh*duh*chee)
family, a prominent banking family
 Fostered humanism among scholars/
artists
 Cosimo de Medici ended worker uprisings
by imposing a heavier income tax on the
rich, using it to fixing city service problems
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Florence

Lorenzo de’ Medici ruled Florence 14691492
Used wealth to support artists, philosophers,
and writers and support public festivals
 Became known as “the Magnificent”
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Florence
Supported by mostly banking and textile
industries, Florence had competition from
England and France. Economy began to
decline through competition
 Discontented citizens tired of the Medici
family and rallied around Dominican friar
named Girolamo Savonarola
(sa*vuh*nuh*ROH*luh) who attacked the
family for causing the downfall of Florence
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Florence

Savonarola: “In the mansions of the great
prelates and great lords there is no concern
save for poetry and the oratorical art…you will
find them all with books of the humanities in their
hands…deliver your church from the hands of
the devils.”
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Reference page 408
The Medici family forced to turn over the rule of
Florence to the followers of Savonarola
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Florence (cont)

He imposed strict regulations on public
behavior
No gambling, horse racing, and swearing
 Listeners were told to repent of their worldly
ways
 Crowds made bonfires to burn books,
paintings, fancy cloths, and musical
instruments
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Florence (cont)
Savonarola aroused resentment with his
preaching, especially with the pope
 He had criticized the Church
 Many people didn’t like his strict ways
 He was hanged for heresy in 1498
 The Medici family returned to power
 Florence had passed its prime
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Rome
During 1500s, Rome emerged as the
leading renaissance city
 The pope and the cardinals made up the
wealthiest class
 To increase their prestige, the popes
rebuilt the ancient city
 Architects built magnificent structures and
artist created paintings and sculptures
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Rome
Renaissance popes placed politics above
religion
 Sent ambassadors to distant lands,
collected taxes, and fought wars
 The most political was Pope Alexander VI

Bribed the College of Cardinals to vote for him
 Supported his family, Borgias, with his wealth
 Encouraged his son, Cesare, to raise an army
which conquered much of central Italy

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Venice
Port city to the Adriatic Sea
 Economy fading because of Muslim
invasions and changing of trading routes
 Still remained a link between Asia and
Europe
 Produced huge galley ships and
outstanding glassware
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Venice

Venice enjoyed political stability
Republican form of government
 Doge (DOHJ) ran the city
 The Council of Ten, wealthiest merchants,
had the real power

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Venice

Venice was known for artistic
achievements
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Influenced by Byzantine and European
cultures
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Renaissance Arts
Overview
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Overview
Humanists encouraged artists express
their own values, emotions, and attitudes
 Artists made subjects lifelike
 Religious subjects, yet more worldly
content and overtones
 Interest in Greece and Rome moved
artists to include classical mythology and
Biblical themes into their art
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Overview (cont)
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Artists experimented with new techniques
Tried to create a sense of perspective
Studied anatomy to portray the human figure
more accurately and naturally
Artists learned to depict gestures and
expressions
Much work was frescoes—paintings in damp
plaster
The public and wealthy appreciated artists and
lavishly rewarded them
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Architecture
Renaissance architects used domes and
columns from classical Greek and Roman
architecture
 They sought comfort and beauty
 Renaissance architects took credit for their
fine buildings
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Architecture

Filippo Brunelleschi
(BROO*nuhl*EHS*kee) is best known for
the dome he designed for the Cathedral of
Florence
No one before had been able to design a
dome that would cover the cathedral without
collapsing
 Considered the greatest engineering feat of
the time
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Sculpture
Statues sculpted in bronze or marble
resembled ancient Greek or Roman
statues
 Best known sculptures—all from Florence

Donatello
 Michelangelo
 Ghiberti
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Sculpture
Medicis opened a school for sculptures in
Florence
 Donatello sculpture since ancient times to
cast a nude human figure
 Michelangelo went on to Rome to sculpt
works for the pope
 Ghiberti took 21 years to create 10 Biblical
scenes for Florence’s cathedral baptistry
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Painting
More realistic style began in early 1300s
 Giotto (jee*AH*toh) captured emotions of
Francis of Assisi
 Masaccio (muh*ZAH*chee*oh) employed
lightening and perspective. Gave depth to
human body and set off figures from the
background
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Painting

So powerful and
influential were
paintings that da Vinci
stated paintings could
“even induce men to
fall in love with a
picture that does not
portray any living
woman”
Leonardo da Vinci
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Painting

Leonardo da Vinci
was one of the
greatest Renaisance
artists, best known for

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The Mona Lisa, a
strangely smiling
young woman of
Florence and
The last Supper, a
painting of Jesus’ last
meal with his disciples
The Mona Lisa
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Painting

Leonardo da Vinci
also made designs of
mechanical inventions
that were far ahead of
his time
da Vinci drawing of
helicopter
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Painting

Michelangelo
Buonarroti began his
career as a sculpture
in Florence
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Did famous marble
statue of David, after
the heroic Biblical king
David
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Painting
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Michelangelo…
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La Pieta showing the
dead Jesus in the
arms of his mother
His works suggested
controlled but intense
emotions
Ceiling of Sistine Chapel
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Painting

In 1508 Pope Julius II
hired Michelangelo to
paint the Vatican’s
Sistine Chapel ceiling
with scenes from the
Bible
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Painting
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The bodies were
sculptor-like figures—
well-formed muscular
bodies that expressed
vitality and power
He ended his career
by designing the
dome of the new St.
Peter’s Basilica
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Painting
Raphael Santi also worked at the Vatican
 He completed a series of paintings on
classical and religious themes for the
pope’s apartment
 Most noted for his paintings of Mary,
mother of Jesus
 Works reflected the Renaissance ideals of
grace, harmony, and beauty
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Painting (cont)
Although Renaissance women generally
had few roles independent of men, some
of them did contribute to the arts
 Among the most celebrated female artists
were the portrait painters Lavinia Fontana
and Sofonisba Anguissola
(soh*foh*NIHZ*bah ahn*gwee*SOH*lah)

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The Northern
Renaissance
Chapter 16
Section 2
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Main Idea

The Renaissance spread from Italy to
northern Europe
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Terms to Define

Chateaux (sha*TOHZ): castles
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People to Meet
Johannes Gutenberg
 Michel de Montaigne
 Francois Rabelais
 Desiderius Erasmus
 Jan and Hubert van Eyck
 Pieter Brueghel
 Thomas More
 William Shakespeare

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Places to Locate

The Low Countries
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Overview
During the late 1400s, Renaissance art
and humanist ideas—plus interests I the
classics—began to move north to France,
England, the Netherlands, and other
European countries
 The people of the northern Renaissance
adapted the ideas of the Italian
Renaissance to their own individual tastes,
values, and needs

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Spreading Ideas

War spread ideas from different cultures
France invaded Italy
 French kings fascinated by Renaissance art
 King Francis I brings da Vinci to France
 Kings and queens support the Renaissance
movement and humanism and its ideas
spread rapidly in Europe

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Spreading Ideas (cont)
Italian traders, appreciating wealth and
success, set an example for northern
merchants
 Wealthy merchants, new to wealth, began
to spend money on education, houses,
and material goods
 Europeans began to study in Italy with the
masters. Thus a new middle class was
emerging

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Spreading Ideas (cont)
Printing press aided the spread of
knowledge
 German engravers invent moveable type,
set into models, and inked
 Johannes Gutenberg printed complete
Bible

Books now published faster and cheaper
 Humanist texts could now be produced as fast
as the ideas
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Spreading Ideas

Ideas were not merely transplanted in the
north, people adapted them to their own
use, concepts, needs, and traditions
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The French Renaissance

French Renaissance had its own character
Architects blended medieval Gothic towers
and windows with classical arches used by
Italian used to create chateaux, or castles
 Pierre Ronsard, inspired by Petrarch’s
sonnets, wrote his own sonnets about love,
the passing of youth, and the poet’s
immortality

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The French Renaissance (cont)

French Renaissance own character (cont)
Michel de Montaigne cultivated the literary
style known as the personal essay, a short
prose composition written to express clearly
the personal view of the writer on a subject
 Francois Rabelais (Ra*buh*LAY), Frances’s
most popular Renaissance author, wrote
comic tales, satires, and parodies on
contemporary life

 Rejected
Middle Ages focus on afterlife and
believed life should be enjoyed to the fullest
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Northern Europe
Renaissance accepted by wealthy towns
of Germany and the Low Countries:
Belgium, Luxembourg, and the
Netherlands
 Universities and schools promoted
humanist learning
 Printers produced large quantity of books
 Latin was “king,” but German and Dutch
printing was being accomplished

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Christian Humanism

The Renaissance in northern Europe had
more religious tone

Christian humanists wanted reforms in
Catholic Church
 Restore
simple piety
 Humanist learning and the Bible were best ways to
achieve changes

The Most famous Christian humanist was
Desiderius Erasmus
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Christian Humanism (cont)

Desiderius Erasmus
(dehz*ih*DEER*ee*uhs*ih*RAZ*muhs)



Inspired colleagues to study older versions of Bible—
written in Greek and Hebrew
Exhibited biting humor to make people look at society
more critically
Wrote, The Praise of Folly, to attack the wealth of
the Renaissance popes
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“Scarce any kind of men live more (devoted to pleasure) or
with less trouble….To work miracles is…not in fashion
now…”
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Northern European Painters

Relied more on medieval than classical
style

Jan and Hubert van Eyck, Flemish painters,
painted scenes from the Bible
 Developed
the technique of painting with oils
 Oils offered richer colors and allowed for changes
on the canvas
 Oils spread to italy

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Pieter Bruehel combined Italian technique
with homeland traditions
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The English Renaissance

Renaissance didn’t spread to England until
1485, after the War of the Roses
The Tudors defeated the Yorks
 Tudor King Henry VII invited Renaissance
scholars to England
 English humanists expressed interest in social
issues

 Thomas
More wrote Utopia, a book critical of
society and about a society where all citizens are
prosperous and equal
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The English Renaissance (cont)
Known for drama
 Willaim Shakespeare and Christopher
Marlowe

Drew ideas from medieval legends, classical
mythology, and the histories of England,
Denmark, and Rome
 Shakespeare dealt with universal qualities like
jealousy, ambition, love, and despair
 He was so effective that his plays are still
relevant today

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The Protestant
Reformation
Chapter 16
Section 3
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Main Idea

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Luther’s religious reforms led to
Protestantism, an new branch of Christianity
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Terms to Define
Justification by faith
 Indulgences
 Vocation

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People to Meet
Martin Luther
 Pope Leo X

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Places to Locate
Wittenberg
 Worms

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Overview

Renaissance values stimulated criticism of
Catholic Church’s extravagance
Europeans call for changes in preaching and
teaching
 In Germany differences led to a split and new
form of Christianity known as Protestantism
 The series of events leading to Protestantism
is known as the Protestant Reformation

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Martin Luther

German monk, born in 1483, son of
middle-class townspeople
Father wanted him to become lawyer
 Nearly struck by lightening, he thought it was
God’s way of punishing him
 In return for protection, he promised to
become a monk

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Martin Luther (cont)
Struggled to ensure salvation
 Said prayer for hours
 Still worried about salvation
 He read Saint Paul’s Epistle, “He who
through faith is righteous shall live”—and
his worries left


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Interpreted that through God’s mercy and
love, people could be made just and good
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Martin Luther (cont)

Luther (cont)
Luther’s idea became known as “justification
by faith”
 Luther stated through this discovery he felt
that he “had been born again and had entered
Paradise through wide open gates”

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Luther’s Protest

Luther’s ideas brought him into conflict
with the Church

Pope Leo X trying to raise money for St.
Peters Basilica—sold indulgences
 Indulgences
were said to cancel sin as long as one
repented

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John Tetzel, agent for selling indulgences,
even promised that they would relieve them
from guilt for future sins and their dead
relatives
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Luther’s Protest (cont)
As professor and priest in Wittenberg, he
preached against the sale
 He also lectured against other Church
practices and teachings
 October, 1515, he nailed his 95 theses, or
statements, to the door of the Wittenberg
church, criticizing indulgences and other
church policies

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Breaking with Rome
Luther’s 95 these were published all over
Germany and sales of indulgences
declined sharply
 Wrote many essays that people are saved
by faith alone
 In 1520, the pope formally condemned
Luther and banned his works
 In 1521, Pope Leo X excommunicated
Luther from the Church

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Breaking with Rome (cont)

A diet (council) met in Worms, Germany, and
asked Luther to take back his statements


Luther would not take anything back, saying, “I am
bound by the Sacred Scriptures I have cited…and my
conscience is captive to the word of God. I cannot
and will not recant anything…God help me.”
Luther was branded as a heretic and hidden
away by Prince Frederick of Saxony
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Breaking with Rome (cont)
While hiding, he translated the New
Testament into German
 Earlier translations were so rare and costly
few people read them. Most people could
now read the Bible

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Lutheranism

After Worms, Luther set in place the foundation
of the first Protestant faith: Lutheranism

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Emphasized salvation by faith alone
Bible is only source of religious truth
Services centered on Biblical preaching
In language of the people
Church was not a hierarchy of clergy, but a
community of believers
All useful occupations were now vocations (callings)
in which people could serve God and neighbor
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Lutheranism (cont)

Lutheranism brought a social message as
well and stirred social unrest among
peasants
Wanted to end serfdom
 Luther feared chaos when peasant revolt
occurred in 1525, and he backed the princes
against the peasants
 The princes cruelly put down the uprising,
killing thousands

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Lutheranism (cont)
Became a more conservative movement
 Had sown the seeds of more radical
Protestant movements that would
transform Europe’s religious landscape

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The Spread of
Protestantism
Chapter 16
Section 4
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Main Idea

Different forms of Protestantism emerged
in Europe as the Reformation spread
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Terms to Define
Theocracy
 Predestination

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People to Meet
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Huldrych Zwingli
John Calvin
The Anabaptists
Henry III
Catherine of Aragon
Anne Boleyn
Edward VI
Mary
Elizabeth I
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Overview

Within the Protestant movement, there
were differences that were brewing
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Swiss Reformers
Neighboring Switzerland, separating from
Rome, set up reform churches known as
“Reformed”
 Huldrych Zwingli, Swiss priest, led the
movement

Stressed salvation by faith alone
 Denounced Catholic Church practices of
indulgences and belief in purgatory

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Swiss Reformers (cont)

Zwingli (cont)
Wanted to break completely with Catholic
Church
 Wanted to establish “theocracy,” or church run
state, in Zurich, Switzerland

 Achieved
his goal by 1531
 War broke out over missionary activity and Zwingli
was defeated
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Swiss Reformers (cont)
John Calvin, another reformer, set up a
theocracy in geneva
 Educated in law, theology, and humanism
 Formulated his own type of Protestantism


Published The Institutes of the Christian
Religion
 God
possessed all encompassing knowledge and
power
 God determines past, present and future
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Swiss Reformers (cont)

Calvin (cont)

God determines the fate of every person
 A doctrine

called “predestination”
Tried to turn Geneva into model religious city
 All
actions of people were controlled
 Established the Consistory, the 12-man council
(elders) to control people’s lives
 Controlled church attendance
 Home inspections required, no fighting, no
swearing, no gambling, no drunkenness, no card
playing, no dancing, etc.
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Swiss Reformers (cont)

Calvin (cont)
Harsh punishments to those who disobeyed
 Geneva called, “City of God”

 Attracted
reformers from all over Europe
Church easy to spread because it was led by
local councils of ministers and elected church
members
 Democratic structure in church
 Netherlands and Scotland were ardent
supporters

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Swiss Reformers (cont)

Calvin (cont)

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Calvinism became a dynamic force in western
Europe in the 1500s and contributed to the
rise of revolutionary movements later in the
1600s and 1700s
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Radical Reformers

The Anabaptists were a group fostering
another reform movement
Started the practice of baptizing
 Admitted only adult members

 Catholics
and Protestants baptized infants
 Anabaptists believed people needed to be old
enough to make an informed choice
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Radical Reformers (cont)

Many Anabaptists denied local
governments to direct their lives
Refused to hold office, bear arms, or swear
oaths
 Saw society as sinful
 Persecuted by governments
 Moved from country to country

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Radical Reformers (cont)

Most Anabaptists were peaceful, but…
Others were fanatical
 Brought downfall of the rest
 Seized control of Munster, Germany, 1534

 Burned
books
 Seized property
 Practiced polygamy

Lutherans and Catholics joined forces to
crush them
 Killed
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the leaders and persecuted the survivors
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Radical Reformers (cont)
Anabaptist groups left Europe for North
America in 1600s
 In America, they are credited with two
crucial ideas

Religious liberty
 No state religion


Protestant groups that trace their ancestry
to the Anabaptists: Baptists, Mennonites,
and Amish
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England’s Church
Reformation ideas reach England in 1500s
and cause breach between Henry VIII and
the pope
 Of Henry’s six children with Catherine of
Aragon, only Mary survived

Henry wanted male heir to avoid civil war
 Catherine too old, so Henry decides to marry
Anne Boleyn
 Henry asked pope for divorce from Catherine

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England’s Church (cont)

Henry VIII (cont)
Catherine’s nephew was the powerful Holy
Roman emperor, Charles V
 The pope depended on Charles for protection
 Charles wanted Catherine to remain queen
 The pope refused Henry’s request
 Henry had a series of laws passed by
parliament that separated the English Church
from the pope

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England’s Church (cont)

Henry VIII (cont)
Most important law, the Act of Supremacy,
made Henry the head of the English Church
 Henry permitted Catholics to worship—not a
reformer
 Thomas More had criticized Henry and was
beheaded
 Henry seized Church lands, monasteries, etc.,
shared the gains with nobles/other officials

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England’s Church (cont)
Henry was divorced from Catherine and
wed Anne Boleyn who bore him a
daughter, Elizabeth
 He married four more times producing only
one son, Edward

Edward inherited the throne at age 9
 He was dominated by devout Protestants
 Edward died in his teens, succeeded by Mary

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England’s Church (cont)

Mary (cont)



Half sister to Edward
Tried to restore Catholicism to England
Burned hundreds of Protestants at the stake



Earned her nickname of “Bloody Mary”
Only strengthened support for Protestantism
After Mary’s death, Elizabeth I, Protestant half
sister, became queen

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Followed a moderate course
Made the English church Protestant with some
Catholic features
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England’s Church (cont)

Elizabeth I (cont)
Blend of the religions was called Anglicanism
 Radical Protestants, called Puritans, wanted
to “purify” the church of Catholic rituals
 Puritans became influential in Parliament and
the Church of England

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The Catholic
Reformation
Chapter 16
Section 5
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Main Idea

The Catholic Church attempted to halt the
spread of Protestantism
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Terms to Define
Seminary: A theological school; school to
educate clergy
 Baroque: Art that stresses emotion,
complexity, and exaggeration in dramatic
effect

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People to Meet
Pope Paul III
 The Jesuits
 Ignatius of Loyola

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Places to Locate

Trent
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Overview




Most people in Spain, France, Italy, Portugal,
Hungary, Poland, and southern Germany
remained Catholic
Protestants making inroads into northern Europe
Catholic leadership saw a need for reformation,
called the “Counter-Reformation”
The Church eliminated many abuses, clarified its
theology, and reestablished the pope’s authority
over church members
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Reaffirming Catholicism

Pope Paul III called a council of bishops at
Trent, Italy, 1545. The Council of Trent
To set goals for the Counter-Reformation
 Reaffirmed challenged Catholic teachings
 Salvation through faith and good works
 Church tradition is equal to Bible as source of
religious truth
 Latin Vulgate Bible translation made only
acceptable version

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Reaffirming Catholicism (cont)

The Council of Trent (cont)
Ended Church abuses
 Forbade indulgences
 Each diocese had to establish a seminary to
ensure better educated clergy


The Inquisition

Pope Paul strengthened the Inquisition
 Church
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court to stop heresy
 Censorship to stop humanist and Protestant
thinking
 Index of Forbidden Books: Works too anti-religious
to read
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The Arts

The arts furthered Catholic Reformation as
sources of education and inspiration




Council of Trent maintained Church’s art and ritual
Mass would be only in Latin
Domenikos Theotokopoulos or El Greco (the Greek),
Greek painter who painted saints in distorted figures
showing strong religious feelings
Baroque architecture stressed emotion, complexity,
and exaggeration for dramatic effect


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Peter Paul Rubens was a master of the baroque style
Painter Diego Valazquez and architect Gian Lorenzo Bernini
performed their crafts in baroque
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Spreading Catholicism

Many religious orders and individuals
became involved in spreading Catholicism
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Ignatius of Loyola

Ignatius was a military man whose career
ended after being wounded in battle. He
founded the Society of Jesus or Jesuits
Had a long recovery and found comfort in the
lives of the saints and vowed to serve God
 Worked to spread Catholicism, combat heresy
 Spiritual discipline and obedience to the pope
 Wore black robes of monks but didn’t
withdraw from world

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Ignatius of Loyola (cont)

Jesuits (cont)
Preached, helped poor, set up schools
 Advised royal courts
 Founded universities, Jesuit learning centers
 Taught theology, physics, astronomy,
mathematics, archeology, etc.
 Strengthened Catholicism in southern
Germany, Bohemia, Poland, and Hungary
 Took message to Americas, Africa, Asia

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Ignatius of Loyola

Jesuits (cont)

Matteo Ricci preached Christianity at the court
of the Ming emperor
 Learned
to speak Chinese to make it relevant
 Dressed in Chinese clothing
 Shared with Chinese scholars his knowledge of
European arts and sciences
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Teresa of Avila

Teresa of Avila, Spanish nun born to a
noble family
Entered Carmelite convent, but found it not
strict enough
 Set up her own order of Carmelite nuns
 Opened many convents in Spain
 Made a saint after death
 Spiritual writings are classics of Christianity

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A Divided Europe

Catholic Holy Roman Emperor Charles V
attempted to stop spread of Protestantism
Not successful
 Peace of Augsburg, 1555, permitted princes
to choose the religion of their subjects
 Divided Europe into Protestant north and
Catholic south—remains so today

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A Divided Europe
Germany and Scandinavia were Lutheran
 Southern Germany, Switzerland, the
Netherlands, and Scotland were Calvinist
 England set up Anglican church, blend of
Catholicism and Protestantism under royal
control

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A Divided Europe

Protestantism was popular in Europe
Religious and non-religious factors
 German princes made Protestantism the
official religion, seizing the interests of the
people and the lands of the Catholics
 Townspeople believed the new faith better
supported their business practices
 Northern Europeans saw Protestantism as a
way to defy Italian-controlled Catholic Church
that drew so much money from their
homelands

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A Divided Europe (cont)

During the 1500s and early 1600s,
religious wars engulfed Europe, bringing
widespread killing and destruction

France: fighting between French Protestants
(Huguenots) and the Catholic majority
 Saint
Bartholomew’s Day Massacre—violence
erupted that led to killing of 3000 Huguenots
 Religious bigotry also brought hard times to
Europe’s Jews, caught in the middle of Christian
feuding. The Netherlands took in Jews
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