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Croghan, Christopher M. Melanchthons Der Ordinanden Examen and Examen

Eorum: A case study in pedagogical method. h. !. diss., St. aul Campus,
"ni#ersity o$ Minnesota, %&&'.
Ch. 2 Melanchthon
( )hrough the establishment o$ lectures on *uintilian and Cicero, rhetoric entered
into the regular study program $or the $irst time in the history o$ the "ni#ersity o$
+ittenberg. Most importantly, the lecture plan stipulated that the "ni#ersity soon
employ pro$essors o$ ,ree- and .ebre/. (Croghan, Christopher M. Melanchthons
Der Ordinanden Examen and Examen Eorum: A case study in pedagogical method.
h. !. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&', 0'.)
Ch. 2
( +ith 1uthers proposed re$orms in mind, his re#ie/ o$ Melanchthons inaugural
speech is understandable. )he ne/ appointee $illed the need $or a ,ree- pro$essor
as /ell as the "ni#ersitys intentions $or the lectures on rhetoric. Melanchthon also
echoed 1uthers $rustrations concerning the trends o$ scholasticism and its use o$
Aristotle. As the ne2t chapter demonstrates, Melanchthon arri#ed in +ittenberg $ully
capable o$ contributing to the re$ormation o$ the curriculum. 3n $act, in the ensuing
months Melanchthons publications demonstrated his intentions to use rhetoric as a
centerpiece $or re$orm and education. Moreo#er, Melanchthon re$ormed the use o$
Aristotle in the +ittenberg curriculum. )hrough Melanchthons contributions,
Aristotles in$luence remained in the training o$ theologians and pastors. (Croghan,
Christopher M. Melanchthons Der Ordinanden Examen and Examen Eorum: A case
study in pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$
Minnesota, %&&', 0'.)
1
( Chapter 1 The Formation and Foundations of a Wittenberg Teacher
...,od /ishes that there be assemblies o$ learners and $rom these .e selects, chooses, and
raises up those /ho should disseminate .is teaching. )here$ore the prophets, Christ, and the
apostles all had schools. 4rom them /e learn /hat schools are, and /e should honor them,
$urnish them /ith good practices, and -no/ that this saying o$ Christ also pertains to the
doctors in the schools, 5+here t/o or three are gathered in my name, there am 3 in the midst o$
them 6Matt. 78:%&9. Christ is present among our students and guides and helps them in their
studies. )hese things should be considered in public meetings, and our hearts should be
mo#ed to call on Christ that .e may be present and aid and direct us.
7
3n the introduction o$ a collection o$ essays celebrating the $i#e hundredth
anni#ersary o$ 1uthers birth, Marilyn :. .arran asserted,
3n many /ays education /as at the heart o$ 1uthers mani$old acti#ities....is $irst e$$orts at
re$orm /ere directed not to/ard the church but to/ard the uni#ersity, /here he battled to place
Scripture and the Church 4athers at the center o$ theological study and $or ne/ attention to the
humanities in the arts curriculum. 1uthers younger colleague, hilipp Melanchthon, /ho came
to be -no/n as Praeceptor Germaniae, /or-ed diligently to institute these re$orms at the ne/
uni#ersity.
%
4rom the earliest days o$ the ;e$ormation, Melanchthon and 1uther /ere
collaborators in educational re$orm. 3n $act, not long a$ter his arri#al in +ittenberg,
Melanchthon assumed the role o$ implementing curriculum re$orm in +ittenberg and
numerous other uni#ersities. )he rapid and thorough implementation o$ re$orms
indicates that Melanchthon arri#ed in +ittenberg /ith a pedagogical agenda already
in hand, /hich included the re$orm o$ clerical education.
)he tas- o$ this chapter is $i#e $old. 4irst, a re#ie/ o$ Melanchthons o/n educational
bac-ground is /arranted. "pon his arri#al in +ittenberg Melanchthon /as not a
tabula rasa. Analy<ing his o/n educational bac-ground sets a conte2t $or the
proposals he brought to his appointment in +ittenberg. Second, a brie$ o#er#ie/
assessing the in$luence o$ =rasmian humanism on Melanchthon is help$ul. 4or years,
scholars ha#e had #arious assessments regarding the relationship and in$luence
)he rince o$ .umanism had on the young Praeceptor. )here$ore, a small sampling
o$ perspecti#es pro#ides insight to the discussion. )hird, a care$ul loo- at
Melanchthons opening address to the $aculty and students o$ the "ni#ersity is
2
insight$ul. .is opening remar-s propose an educational agenda $ounded in the studia
humanitatis and establishes the importance o$ his appointment in +ittenberg. 4ourth,
this chapter loo-s at the role Melanchthon ga#e Aristotle in his pedagogical ideals
and proposals. )his section o$ the chapter is important as it establishes
Melanchthons assimilation o$ Aristotle prior to his arri#al in +ittenberg. 1astly, this
chapter loo-s at the reception Melanchthon recei#ed $rom 1uther and others $ollo/ing
his opening address. )he signi$icance o$ this section is $ound in 1uthers o/n
proposals $or re$orm. rior to Melanchthons arri#al, 1uther had announced a desire
to limit the role o$ Aristotle in the curriculum. )hus, a re#ie/ o$ 1uthers assessment
o$ Melanchthons appointment and opening address pro#ides $urther insight into
Melanchthons o#erall impact on +ittenberg.
Seeds Planted in a Young Mind
3n the introduction to his Melanchthon biography +ilhelm Maurer proposed that
Melanchthons early educational e2periences ser#ed to $ill the #oid le$t by the
premature death o$ his $ather.
0
Although such musings are speculati#e, it cannot be
denied that ones educational e2perience sculpts ones li$e. A care$ul re#ie/ o$
Melanchthons educational bac-ground re#eals the seeds that /ere planted in his
young mind. >no/ledge o$ these seeds o$$ers insight into Melanchthons
contributions and legacy.
Melanchthon /as born into a $amily o$ sound $inancial standing.
?
)his a$$orded him a
rare opportunity $or his time, schooling at an early age. .is education began /ith
linguistic studies. .e $ondly recalled his earliest linguistic teacher, :ohn "nger, e#en
though the memories included se#ere treatment.
@
Aot only /as this early schooling
the beginning o$ Melanchthons training in humanistic subBects, it also pro#ided an
indication o$ the young students abilities.
A$ter his $athers death Melanchthons mother too- her children to $or<heim /here
Melanchthons e2posure to humanistic subBects continued. 3n $or<heim Melanchthon
came under the direct in$luence o$ his great uncle, the celebrated humanist :ohannes
;euchlin. ;euchlin has been credited /ith suggesting that his young nephe/ should
change his $amily name $rom Sch/art<erd to its ,ree- eCui#alent, Melanchthon.
D

(Croghan, Christopher M. Melanchthons Der Ordinanden Examen and Examen
Eorum: A case study in pedagogical method. h. !. diss., St. aul Campus,
"ni#ersity o$ Minnesota, %&&', D(8.)
3
( Eut ;euchlins impact /ent $ar beyond his nephe/s name. Maurer maintained that
along /ith e2posure to Aristotle the in$luence o$ ;euchlins pedagogical methods and
ideals acCuainted Melanchthon /ith the Ciceronian idea o$ the scholar as a public
orator and man o$ action.
'
3n addition to ;euchlins in$luence, ,eorge Simler played a
signi$icant role in Melanchthons de#elopment at $or<heim. Melanchthon credited
Simler $or his e2posure to the purer philosophy $ound in the 1atin and ,ree- poets
as /ell as language instruction at the local 1atin school. Melanchthons education in
$or<heim demonstrates that $rom the outset Melanchthon /as trained in the
humanistic disciplines and engaged /ith the classical authors. (Croghan,
Christopher M. Melanchthons Der Ordinanden Examen and Examen Eorum: A case
study in pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$
Minnesota, %&&', F.)
( FN! Maurer, Der junge Melanchthon, %&. G$ particular importance is ;euchlins
Ars Praedicandi. (Croghan, Christopher M. Melanchthons Der Ordinanden Examen
and Examen Eorum: A case study in pedagogical method. h. !. diss., St. aul
Campus, "ni#ersity o$ Minnesota, %&&', F.)
( 3n 7@&F, #ersed in the subBects o$ grammar, arithmetic, rhetoric, dialectic, history
and geography, Melanchthon matriculated into the "ni#ersity o$ .eidelberg.
8
)here
he $urthered his -no/ledge o$ these subBects. Melanchthon ga#e mi2ed accounts o$
his education at .eidelberg. 3n one instance, Melanchthon e2pressed his diadain $or
the curriculums emphasis upon a particular use o$ logic. )here, nothing /as taught
publicly to the youth other than that garrulous dialectic and parts o$ physics.
F
Although a retrospecti#e comment, it typi$ies Melanchthons sentiments regarding the
scholastically oriented curriculums o$ his time. .e /rote, As a boy 3 did some
damage to my mind in preoccupation /ith their $ri#olous and tri$ling disputations. .e
continued, .o/ many chapters, ho/ many la/s, ho/ many titles they smeared
compactly on their papers...they play the rhetorician ineptly...Bust to impede the minds
o$ the studious /ith certain hair splitting.
7&
3n general, scholars ha#e pointed to these
comments as an indicator o$ Melanchthons earliest scorn $or scholastic
curriculums.
77
Het, clari$ication o$ Melanchthons criticisms is important. Melanchthons
sentiments /ere not aimed at scholasticisms a$$inity $or certain classical sources. 3n
$act, as e#ident throughout this study, Melanchthons early e2posure to Aristotelian
thought and methods /as $oundational to the pedagogical methods he applied
throughout his career.
)here$ore, Melanchthons sharp /ords need to be put into conte2t. Melanchthons
4
impression about his education in .eidelberg /as typical o$ his humanist peers.
1e/is Spit< summari<ed the general trend o$ the humanistic engagement /ith
scholasticism. .umanism /as not a system o$ thought designed to challenge
scholasticism on its o/n metaphysical grounds. ;ather, it directed attention /ay $rom
the speculati#e concerns o$ scholasticism to/ard immediate problems arising out o$
li-e and e2perience.
7%
(Croghan, Christopher M. Melanchthons Der Ordinanden
Examen and Examen Eorum: A case study in pedagogical method. h. !. diss., St.
aul Campus, "ni#ersity o$ Minnesota, %&&', F.)
( FN11! 4or an o#er#ie/ o$ the scholastic method see :ames G#er$ield, Humanism
and Scholasticism in ate Medie!al German" (rinceton, A:: rinceton "ni#ersity
ress, 7F8?), %%. (Croghan, Christopher M. Melanchthons Der Ordinanden
Examen and Examen Eorum: A case study in pedagogical method. h. !. diss., St.
aul Campus, "ni#ersity o$ Minnesota, %&&', 7&.)
( FN12! 1e/is +. Spit<, #eligious #enaissance o$ the German Humanists
(Cambridge, MA: .ar#ard "ni#ersity ress, 7FD0), '(8. (Croghan, Christopher M.
Melanchthons Der Ordinanden Examen and Examen Eorum: A case study in
pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&',
7&.)
( )here$ore, although Melanchthons o/n statements /ere negati#e, to #ie/ his time
in .eidelberg as entirely harm$ul or irrele#ant $or his de#elopment /ould be a
mista-e.
70
4or e2ample, >arl .art$elder demonstrated the signi$icance allas Spangel
had on Melanchthons de#elopment /hile in .eidelberg.
7?
.art$elder characteri<ed
Spangel s a prototype o$ the humanists residing in .eidelberg at the time. .e
ad#ocated the ne/ arts (studia humanitatis) as an educational tool /hile remaining
a de#oted scholastic /ho pro$essed the system o$ the )homists.
7@
Clyde Manschrec-
described Spangel as a bridge bet/een medie#al scholasticism and ;enaissance
humanism.
7D
3n $act, Melanchthons personal #ie/s indicate that Spangel ser#ed as
more than simply a transitional $igure. Melanchthon considered his teacher as an
e2emplary scholar. 3n 7@0F, in correlation /ith the publication o$ Agricolas
ucubrationes, Melanchthon compared Spangel /ith ;euchlin $or his pure,
disciplined 1atin and /eighty theological Budgment.
7'
Moreo#er, Spangel is
recogni<ed $or introducing Melanchthon to the /or- o$ the $ather o$ ,erman
humanism, ;udolph Agricola.
78
(Croghan, Christopher M. Melanchthons Der
Ordinanden Examen and Examen Eorum: A case study in pedagogical method. h.
!. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&', 7&(7.)
5
( .eidelberg not only allo/ed Melanchthon contact /ith Agricola and Spangel, but
also the pro$essor o$ rhetoric, :acob +imp$eling. Maurer credited +imp$eling as
being as maBor in$luence, e#ident in Melanchthons later pedagogical /or- and ideals.
)he younger incorporated his teachers ideas so completely so as to no longer be
conscious o$ the source.
%%
According to 1e/is Spit<, although +imp$eling /as a
trained humanist, his instruction and thought also contained traces o$ scholasticism.
%0
+ith this insight Schneider places +imp$eling in the philosophical traditions o$
Aristotle, Cicero and *uintilian.
%?
Gut o$ this tradition +imp$eling spo-e o$ the genus
demonstrati!um as a class o$ rhetoric going beyond simple emoti#e persuasion. )he
purpose o$ education and oration /as to bring about #irtuous li#ing. )his position
helps to e2plain Schneiders obser#ations that +imp$eling the rhetorician adopted
the theoretical proposal that dialectical argumentation /as essential to this (#irtuous
li#ing) o#erall purpose.
%@
A pattern begins to emerge. 4ollo/ing Agricola, +imp$eling becomes the second
person at .eidelberg to closely associate the structures o$ rhetorical and dialectical
persuasion, a direct incorporation o$ Aristotelian ideals.
%D
As e#ident in the later parts
o$ this study, Melanchthon used the methods and ideas he learned in .eidelberg
throughout his career. 3n particular, the structure and content o$ his pedagogical /or-
re$lects this education.
;ecei#ing a bachelors degree in arts but denied permission to study $or the masters
degree in .eidelberg, Melanchthon mo#ed to the "ni#ersity o$ )Ibingen in 7@7%.
%'

Much in- has been spilled concerning /hich $aculty Melanchthon studied under, the
!ia moderna or !ia anti%ua.
%8
Schneider concludes that the /eight o$ the e#idence
$a#ors the #ie/ that Melanchthon studied /ith the $aculty o$ the modernist, /hose
linguistic methods and #alues he $ound use$ul and right.
%F
3n any case, it is certain
that Melanchthons time in )Ibingen strengthened his grasp on the studia
humanitatis as he $urthered his mastery o$ ,ree- under the tutelage o$ ;euchlin.
0&
3n
addition, 1atinist :ohn .ildebrandt and his $riend ,eorge Simler, $ormer teachers in
$or<ehim, Boined the $aculty.
07
A$ter earning his masters degree in 7@7?,
Melanchthon taught in the arts $aculty. ;e$lecting his de#eloped humanism, he
published a number o$ /or-s mainly intended $or the classroom.
0%
.e published a
ne/ edition o$ a 1atin grammar called Dialogus m"thologicus in 7@7?.
00
)/o years
later he published an edition o$ )erences &omedies.
0?
1astly, three months be$ore
Melanchthon arri#ed in +ittenberg, the in$luential 'nstitutiones Graecae Grammaticae
/as published.
0@
(Croghan, Christopher M. Melanchthons Der Ordinanden Examen
6
and Examen Eorum: A case study in pedagogical method. h. !. diss., St. aul
Campus, "ni#ersity o$ Minnesota, %&&', 7%(?.)
( FN""! Maurer, Der junge Melanchthon, ?D. (Croghan, Christopher M.
Melanchthons Der Ordinanden Examen and Examen Eorum: A case study in
pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&',
7?.)
( 3t is unclear /hether or not Melanchthons appointment /as $or reasons other than
his Cuali$ications as a ,ree- teacher. 4ollo/ing his arri#al, ho/e#er, it became clear
he had proposals and s-ills that /ould compliment the agenda o$ +ittenbergs
leaders, in particular 1uthers intention $or a s/eeping re$orm o$ the liberal arts
curriculum.
DD
)he many contributions Melanchthon /ould o$$er to the re$orms o$ the
"ni#ersity o$ +ittenberg and the subseCuent ;e$ormation are pre$igured in his
opening address.
Gn August %F, 7@78, Melanchthon stood be$ore the $aculty and students to deli#er his
opening address, On 'mpro!ing the Studies o$ (outh.
D'
)he speech sets $orth three
recurring issues that are signi$icant $or this study. 4irst, Melanchthon demonstrated
the essential nature o$ his position on the $aculty as a pro$essor o$ ,ree-. Secondly,
Melanchthon stressed the critical role the arts (studia humanitatis) played in a sound
education, contributing to a rene/al o$ the society and church. 1astly, the proposals
re#eal Aristotle as a central $igure in Melanchthons pedagogical ideals and methods.
(Croghan, Christopher M. Melanchthons Der Ordinanden Examen and Examen
Eorum: A case study in pedagogical method. h. !. diss., St. aul Campus,
"ni#ersity o$ Minnesota, %&&', %%(0.)
(FN#! De corrigendis adolescentiae studiis. )he original te2t is in &# 77:7@(%@ and
M)A 0:%F(?%. A number o$ abridged =nglish translations e2ist but all lac- signi$icant
portions o$ its content. See 1e/is Spit< in *ransition and #e!olution+ Problems and
'ssues o$ European #enaissance and #e$ormation Histor", ed. ;obert >ingdon
(Minneapolis, MA: Eurgess ublishing Company, 7F'?), 7D'(7'7J *he Protestant
#e$ormation. ed. .ans .illerbrand. (Ae/ Hor-: .arper K ;o/, 7FD8), @8(D7J 1o/ell
,reen, Melanchthon in English+ ,e- *ranslations into English -ith a #egistr" o$
Pre!ious *ranslations. (St. 1ouis, MG: Center $or ;e$ormation ;esearch, 7F8%), 7?(
7'. (Croghan, Christopher M. Melanchthons Der Ordinanden Examen and Examen
Eorum: A case study in pedagogical method. h. !. diss., St. aul Campus,
"ni#ersity o$ Minnesota, %&&', %0.)
7
(Melanchthon maintained that reestablishing the study o$ ,ree- /as essential to
re$orming the theological enterprise.
)here$ore since the scripture is /ritten partly in .ebre/ and partly in ,ree-.../e must learn
these languages, unless, /e /ant to be 5silent ones as theologians. Gnce /e understand the
signi$icance and the /eight o$ the /ords, the true meaning o$ Scripture /ill light up $or us as the
midday sun. Gnly i$ /e ha#e clearly understood the language /ill /e clearly understand the
content.
''

(Croghan, Christopher M. Melanchthons Der Ordinanden Examen and Examen

Eorum: A case study in pedagogical method. h. !. diss., St. aul Campus,
"ni#ersity o$ Minnesota, %&&', %@.)
( FN! M)A 0.?&.F(7'. 3taCue cum theologia partim .ebraica, partim ,raeca sit,
nam 1atini ri#os illorum bibimus, linguae e2ternae discendae sunt, ne #eluti LMNO
PQRSMPO, cum )heologis agamus. 3bi se splendor #erborum ac proprietas aperiet et
patescet #elut intra meridiana cubilia #erus ille ac genuinus litterae sensus. ro2ime
cum litteram percepimus, seCuemur elenchum rerum. (Croghan, Christopher M.
Melanchthons Der Ordinanden Examen and Examen Eorum: A case study in
pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&',
%@.)
( )o be sure, Melanchthon did not #ie/ the use$ulness o$ ,ree- studies as limited to
Eiblical scholarship. ,ree- also allo/ed students to mo#e beyond $la/ed and limited
1atin te2ts o$ Aristotle and other philosophers. 3n his proposals $or re$orming the
curriculum, Melanchthon insisted that ,ree-, in addition to 1atin, be taught so that in
reading students may gain the substance and not the shado/ o$ philosophy,
theology, history, rhetoric and poetry.
87
3n case his hearers missed his point, he
restated his con#ictions once again at the end o$ the address encouraging students
to ta-e hold o$ sound studies through the culti#ation o$ not only 1atin but also ,ree-.
4or ,ree- is necessary $or 1atin to be correctly pursued.
8%
(Croghan, Christopher M.
Melanchthons Der Ordinanden Examen and Examen Eorum: A case study in
pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&',
%D('.)
( FN$1! M)A 0.08.%8(0?. uerilia studia Cuae appellant PQRTUVWO SVOXO ,
grammatical, dialectica, rhetorica estenus discenda sunt, Cua ad dicendum ac
iudicandum instructus, $astigia studiorum non temere a$$ectes. 3ungendae ,raecae
8
litterae 1atinis, ut philosophos, theologos, historicos, oratores, poetas lecturus,
CuaCua te #ortas, rem ipsam asseCuare, non umbram rerum... (Croghan,
Christopher M. Melanchthons Der Ordinanden Examen and Examen Eorum: A case
study in pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$
Minnesota, %&&', %D.)
( =stablishing the 3mportance o$ the .umane Studies in the Curriculum
:usti$ication $or his position as a ,ree- pro$essor /as not the only agenda in
Melanchthons opening address. 4rom the outset to his $inal thoughts Melanchthon
o$$ered a consistent allegation. )he lac- o$ good education and the addition o$ human
traditions corrupted genuine piety.
80
.a#ing traced the decline o$ learning in ,ermany,
Melanchthon pressed $or pedagogical re$orms by $ocusing on the importance o$ the
arts. As noted abo#e, the $irst step meant the reco#ery o$ ,ree- studies. +ith that
accomplished one could start $resh /ith the ancients and liberate the arts $rom the
barbaric methods taught by others.
8?
A liberated arts curriculum /as essential
because /hoe#er /ishes to underta-e anything notable, either in the sacred cults or
in the a$$airs o$ states, /ill e$$ect #ery little, unless he has pre#iously culti#ated his
mind prudently and su$$iciently /ith humane disciplines, $or that is /hat 3 call
philosophy.
8@
(Croghan, Christopher M. Melanchthons Der Ordinanden Examen
and Examen Eorum: A case study in pedagogical method. h. !. diss., St. aul
Campus, "ni#ersity o$ Minnesota, %&&', %'(8.)
( Central to the curriculum o$ the humane disciplines /as the tri!ium. Houth must be
/ell(grounded in the preparatory e2ercises o$ grammar, rhetoric and dialectic. A $irm
$oundation based upon the tri!ium eCuipped one to see- the real meaning o$ the te2t
apart $rom the complicated and misleading language studies administered through
the training e2ercises o$ logic. Melanchthons proposals and emphasis /ere not no#el
$or his time. ;ather he /as simply echoing an ongoing critiCue humanists le#eled
against the current methods o$ scholasticism. :ames G#er$ield summari<es the
critiCue humanists #oiced concerning the use o$ grammar and logic.
+hat dro#e the scholastic logicians to the subtleties and $ine distinctions that seemed so
bi<arre and repugnant to the humanists /as their ambition to achie#e scienti$ic certainly in
logical discourse. Such a goal is di$$icult in any case, but /as especially challenging $or the
medie#al logicians, /ho /ere using a natural language, 1atin, rather than some $orm o$
symbolic or arti$icial language, as is the case among logicians today. 4or 1atin, li-e all natural
languages, contained a /ealth o$ grammatical, syntactical and de$initional ambiguities that
9
$rustrated the logical precision that the scholastics pri<ed. )hey attempted to resol#e these
ambiguities through supposition theory and other concepts relating to the properties o$ terms.
)o their credit, the medie#al logicians /ent $ar in achie#ing their goal o$ certitude and
e2actness. Eut they did so only by creating a logic o$ such daunting comple2ity that it ultimately
had little applicability to most $orms o$ philosophical and theological discourse.
8D
A percei#ed di$$iculty in the scholastic method /as the mastery o$ logic in lieu o$ the
plain te2t o$ the sources, $or the s-ills o$ mastering logic led to speculati#e philosophy.
Melanchthon clari$ied that he did not /ant students to simply philosophi<e, $or they
/ould e#entually $orget the general sense.
8'
)he goal o$ education /as not to /onder
about speculati#e Cuestions and propositionsJ the goal o$ education /as to contribute
to society. )here$ore education /as to $ocus on the -no/ledge o$ nature and the
$ormation o$ character, $rom /hence comes Melanchthons insistence that the ,ree-s
/ere necessary sources to be studied.
88
3n reading them one encounters their
uni#ersal -no/ledge o$ nature. 3n addition, through using the ,ree-s one can suitably
and abundantly discuss conduct.
8F
)hus Melanchthon proposed that the most
#aluable resources /ere Aristotles Ethics, latos a-s, and the oets, $or they can
be read in order to educate the minds.
F&
4or the same purpose one /ould ta-e up
history, $or it is indispensable. Ao part o$ li$e, public or pri#ate, is untouched by
history. 3t is the principle o$ all ci#il acti#ities and e#ery -ind o$ art $lo/s $rom
history.
F7
As $urther rein$orcement that philosophy is not simply a speculati#e #enture
Melanchthon said, +ith the name 5philosophy 3 there$ore include the science o$
nature and the rules and patterns o$ beha#ior.
F%
(Croghan, Christopher M.
Melanchthons Der Ordinanden Examen and Examen Eorum: A case study in
pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$ Minnesota, %&&',
%8(F.)

( )he ;ole o$ Aristotle
3n addition to demonstrating the merits o$ ,ree- studies and the o#erall arts
curriculum, Melanchthons opening address also re#ealed some o$ the $undamental
sources and principles that shaped his pedagogical agenda. )he $ourth section o$ this
chapter is particularly important $or this thesis as it demonstrates Melanchthons
continued interest in and use o$ Aristotle in his ideals and proposals.
)he $irst indication o$ his a$$inity to/ards Aristotle is e#ident in the t/o$old signi$icance
Melanchthon placed on the study o$ ,ree-. Melanchthon understood the study o$
,ree- as a -ey to a sound education and curriculum. Aot only /as it use$ul $or
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biblical studies, ,ree- also allo/ed students to mo#e beyond the $la/ed and limited
1atin te2ts o$ Aristotle. .e associated the decay o$ society and education /ith the
corrupted readings and use o$ Aristotle and other classical sources.
.a#ing articulated the need $or a $resh loo- at the classical sources, Melanchthon
e2hibited the bounty o$ such an approach in the second section o$ the speech. )his
section most prominently re#eals his assimilation o$ Aristotle. A$ter proposing three
classes o$ the arts: logical, physical (to be -no/n through the senses) and rhetorical,
Melanchthon chose to discuss the importance o$ logic (dialectic) $irst.
F'
.e maintained
that they /ay to the higher arts is through dialectics, /hich addresses the po/er and
distinctions o$ language. )he rules tighten the Cuality o$ the speech and sho/ /hat
one should pay attention to.
F8
!ialectic aids one in coming to a Budgment as it allo/s
one to discern the limits, orders and boundaries o$ things. 3t readies a person to
handle the subBect precisely.
FF
)his accomplishes the purpose o$ a discourse, namely
to ta-e hold o$ the hearers understanding so one cannot disagree.
7&&
:ohn Schneider correctly obser#es that Melanchthons position in this address is a
continuation o$ the #ie/s he learned and promoted in )Ibingen. 4ollo/ing the
$ootsteps o$ Aristotle and Cicero, Melanchthon belie#ed that the proper use o$ speech
/as $or the purposes o$ con#eying the truth.
7&7
1i-e Aristotle, Melanchthon did not
#ie/ rhetoric and dialectic as unrelated. )hese parts are called dialectic by us,
rhetoric by others because authors #ary in names /hile the art is the same.
7&%
As
Melanchthon proceeded to clari$y /hat he meant /hen he spo-e o$ dialectic, he
reiterated Aristotles contention that dialectic is a constituent piece o$ rhetoric. An
oratory or /riting needs a logical structure to sharpen the e2pression. +ithout
dialectic, rhetoric is reduced to appealing to the emotions.
7&0
Melanchthon considered his o/n methods o$ dialectic as di$$erent $rom /hat had
been practiced by many others /ho came be$ore him. .e asserted that ignorant
masters li-e eter )artaretus, )homas Ericot, :ohn Yersor, :ohn =c- and the Eursa
Monis o$ Cologne taught something that is not properly called dialectic.
7&?
Melanchthon belie#ed dialectic /as a compendious method to be used $or sorting
and ordering o$ topics to be addressed.
7&@
)he error o$ the ignorant masters (magistri
inscitia) /as a misuse o$ dialectic stemming $rom a $aculty understanding and use o$
Aristotle. 3n particular, the magistri $ailed to teach the use o$ simple themes as $ound
in Aristotles boo- o$ &ategories, the source o$ the method o$ in!entio.
7&D
;ather the
magistri led their students into metaphysical Cuestions about reality and non(reality.
7&'
3n addition, they misguided students regarding the Posterior Anal"tics. ;ather than
11
seeing it as a canon and rule $or s-ill$ul disputations, Posterior Anal"tics /as gi#en
o#er to ser#e metaphysics.
7&8
)o correct this erroneous teaching, Melanchthon proposed to /or- /ith his teacher
and $riend $rom )Ibingen, 4ranciscus Stadian, to produce a ne/ edition o$ Aristotles
/or-s /ith a re#ised interpreti#e system.
7&F
A small boo- by )hemistios had
con#inced Melanchthon that Aristotles /or- /as not $or the purpose o$ metaphysical
speculationJ rather it /as intended to ser#e the arts, in particular rhetoric.
77&
+ith that
said, it is clear Melanchthons intentions /ere not aimed solely at $ashioning a
polished orator. Melanchthons ideas e2tended to re#ising the use o$ Aristotle in the
/hole o$ pedagogical methods. )he intent /as to start $resh /ith the ancients and
liberate the arts $rom the barbaric methods taught by others.
777
Ey utili<ing the
classical sources one can suitably and abundantly discuss conduct.
77%
3n short, a
re#ised edition and application o$ the ancients /ould broadly bene$it education and
e2tend into society.
(Croghan, Christopher M. Melanchthons Der Ordinanden Examen and Examen
Eorum: A case study in pedagogical method. h. !. diss., St. aul Campus,
"ni#ersity o$ Minnesota, %&&', 0&(?.)
( FN11"! Scholars ha#e clearly demonstrated that Melanchthon /as not 1uthers
$irst meaning$ul engagement /ith humanism. Gn 1uthers contact /ith humanism in
school and uni#ersity, see .elmar :unghans, !er =in$luss der .umanismus au$
1uthers =nt/ichlung bis 7@78, utherjahrbuch 0' (7F'&): 0'(7&7. (Croghan,
Christopher M. Melanchthons Der Ordinanden Examen and Examen Eorum: A case
study in pedagogical method. h. !. diss., St. aul Campus, "ni#ersity o$
Minnesota, %&&', 0@.)
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