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Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice
in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../
Ch. 1
( 0Since the #oal o% all Protestant ed)cation 1as to create "hristian citi2ens %or the
ne1 3er)sale*, the %o)ndation o% their ed)cation had to rest s4)arely on the
scri5t)res 6n addition, an ed)cation to create ri#hteo)s citi2ens *)st incl)de the
st)dy o% *)sic M)sic 1as to be incl)ded in Protestant ed)cation beca)se it had the
5o1er to a%%ect *en7s *inds and so)ls
M)sic8*a9es *en #entler and *ilder, *ore *annerly and *ore rational8:e 1ho 9no1s this
art is in the ri#ht %ra*e, and %itted %or e,ery #ood 5)rs)it We can not do 1itho)t *)sic in o)r
schools
;
<)ther 1as ,ery ada*ant abo)t the i*5ortance o% *)sic in the li,es and ed)cation o%
all "hristians :e 5osited *)sic as a #i%t o% God and the deli#ht o% *en Sin#in# 1as
an acti,ity co**anded by scri5t)re and one o% the chie% deli#hts o% any belie,er
&h)s, no tr)ly ed)cated "hristian citi2en o% the ne1 order co)ld be *)sically illiterate
M)sic is one o% the %airest and best #i%ts o% GodM)sic is one o% the best o% the arts86t chases
a1ay *elancholy8Kin#s, 5rinces, and lords *)st *aintain *)sic8the co**on 5eo5le and
5ri,ate indi,id)als desire it8M)sic is a %air, #lorio)s #i%t o% God8We sho)ld 5ractice the yo)n#
contin)ally in this art, %or it 1ill *a9e able and 5olished *en o% the*8Sin#ers, too are ne,er
o,er1hel*ed 1ith care, b)t are =oy%)l> and, 1ith their sin#in#, they dri,e care o)t and a1ay
/
Sin#in# had a t1o%old 5)r5ose$ -) to teach doctrinal tr)ths and ?) to create *en and
1o*en
@
o% ,irt)e &he attain*ent o% both #oals 1as certainly a necessary co*5onent
to b)ild the ne1 and 5ro5er 3er)sale*A (Wilson, Betty Karol Fairchilds !"horal
Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+
diss, Boston Uni,ersity, -../, -.(?B)
( 0FN4: Martin <)ther, 0&he Cal)e o% M)sicA translated by :enry Barnard in German
Teachers and educators, -/D(-/., translated %ro* Karl Ra)*er, Geschichte der
Pdagogik, Col 6, -;E(-;/ &he ori#inal *ay be %o)nd in Geor# Walch, Luthers
smtliche Schriften, Col FF66, ??;.(??/E, 4)oted in Frederic9 Eby, Early Protestant
Educators: The Eduactional Writings of Martin Luther, Jean al!in, and "ther
1
Leaders of Protestant Thought (Ne1 Gor9$ McGra1 :ill, -.E-), -@BA (Wilson, Betty
Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, -.)
Ch. 2
( 06n -/?H, Melanchthon, B)#enha#en, <)ther, and others )ndertoo9 a re,ie1 o%
Ger*an ed)cation &he ad*inistration o% the schools 1as to be s)5er,ised by both
state and ecclesiastical a)thorities +ecisions concernin# the ad*inistration o% the
schools 1o)ld be con,eyed in 1ritten ordinances or 0Sch)lordn)n#enA &he schools
1o)ld be e,al)ated yearly to *eas)re their co*5liance 1ith the ordinances and
<)theran doctrine &he e,al)ations, 9no1n as ,isitations, 1ere desi#ned to ens)re a
4)ality ed)cation :a,in# been 1ritten by the *ost 5ro*inent o% the <)theran
re%or*ers, both the 0Sch)lordn)n#enA and the e,al)ations hel5ed to establish a
%o)ndation o% a)thority> a 5rescri5tion %or ri#ht learnin#, ri#ht beha,ior, and a 5ro5er
and ri#hteo)s societyA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, ??)
Ch. 2
( 0&he -/?D School Irdinance %or Bra)nsch1ei#, desi#ned by 3ohannes
B)#enha#en, 5erha5s best s)**ari2ed the <)theran ,ision o% a 5ro5er ed)cation 6t
o)tlined a s)itable c)rric)l)* and 5ro,ided the )nderlyin# rationale %or the e*5hasis
on ed)cation 1ithin the Protestant *o,e*ent
Be%ore all else8e*5loy honorable, 1ell(#ro)nded, scholarly *asters and assistant to the honor
o% God the Al*i#hty %or the 1el%are o% the yo)th and the satis%action o% the entire city8Jso thatK
5oor, i#norant yo)th *ay be 5ro5erly trained, learn the &en "o**and*ents, the "reed, the
<ord7s Prayer, the "hristian sacra*ents8to sin# the 5sal*s in <atin, and read 5assa#es e,ery
day %ro* the <atin scri5t)res 6n addition they are to st)dy the h)*anities %ro* 1hich one learns
to )nderstand s)ch *atters8that in ti*e there *ay co*e #ood school*asters, #ood
5reachers, #ood =)rists, #ood 5hysicians, God(%earin#, decent, honorable, 1ell(#ro)nded,
obedient, sociable, scholarly, 5eaceable, sober b)t ha55y citi2ens, 1ho hence%orth *ay train
their children in the best 1ays and so on to their children7s children
-B
<i9e Melanchthon7s Boo9 o% Cisitation, the Bra)nsch1ei# ordinance also asserts the
necessity o% a 5ro5er ed)cation as the %o)ndation o% a better society Ed)cation 1as
not so*ethin# to be 5)rs)ed only by those 1ith a clerical ,ocation Ed)cation 1as
necessary %or all three estates$ ch)rch, state, and co**erce, i% they 1ere to co(e'ist
2
5ro5erly and 5eace%)lly (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, ?E(;)
(AFN 10: Friedrich Kolde1ey, 0Bra)nsch1ei#ische Sch)lordn)n#enA in Monumenta
Germaniae Paedagogica (Berlin$ A :o%*ann, -DD@, -D.B), Col 6, ?H(ED, translated
and 4)oted in Eby, -.EA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, ?;)
Ch. 3 Cantors also teach Latin
( 0&he 5ro5er lan#)a#e %or ed)cation beca*e one o% the early concerns o% the
Re%or*ers$ sho)ld it be Ger*an or <atinL A%ter *)ch debate it 1as decided that
altho)#h ,ernac)lar literacy 1as a s)itable #oal %or r)ral children, the sons o% city
b)r#hers 1o)ld need the s9ills that co)ld be ac4)ired only by st)dyin# <atin
Econo*ically s)ccess%)l cities re4)ired la1yers, ban9ers, and trades*en 1ho co)ld
read contracts, deeds, and other le#al 5a5ers 1ritten in <atin 6t beca*e e,ident to
the <)theran re%or*ers that a liberal arts ed)cation 1o)ld be necessary %or the
*o,e*ent to 5rod)ce trained 5ro%essors, doctors, theolo#ians, and b)rea)crats
--
6n
addition, the :)*anist *o,e*ent, 1ith its rene1ed e*5hasis on the sec)lar 1ritin#s
o% the ancient Gree9 and Ro*an a)thors, only rein%orced the traditional e*5hasis on
the <atin st)dies o% #ra**ar, rhetoric, and dialectics &h)s it ca*e to be that the
basic ele*ent in the c)rric)l)* o% a Protestant ed)cation 1as the st)dy o% <atin as
e'5ressed in #ra**ar, *)sic, reli#io)s teachin#s, and *athe*aticsA (Wilson, Betty
Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ?;(/)
( 0<atin 1as the lan#)a#e o% the ed)cated &here 1as no need to lessen ed)cational
e'5ectations %or the <)theran ed)cational syste* &o retain <atin 1as to *aintain
ed)cational 5ro5riety, a *)st %or the b)r#eonin# Protestant *o,e*entA (Wilson,
Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in
Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ?/)
Ch. 1
( 06n 1orshi5, <atin 1as also retained E,en tho)#h <)ther translated the scri5t)res
into Ger*an, he de,ised lit)r#ies in both Ger*an (#eutsche Messe -/?@) and <atin
($ormulae Missae -/?E) to *eet the needs o% ,ario)s con#re#ations &he $ormulae
Missae 1as intended %or )se in cathedral and colle#iate settin#s and the #eutsche
3
Messe %or s*aller con#re#ations 1ith less(s9illed 5astors
-?
<)ther sa1 no need to
sto5 )sin# <atin in 1orshi5 i% those leadin# 1orshi5, ie boy choristers, trained
teachers, and 5astors, 9ne1 <atin, as 1o)ld be the case in a city or to1n 6n lit)r#y,
the iss)e 1as )nderstandin# the scri5t)res 6% those 5resent )nderstood <atin, then
<atin sho)ld be )sed in the 1orshi5 ser,ice When those 5resent did not )nderstand
<atin, as in r)ral areas, the ,ernac)lar 1as to be )sed Ine o% the res5onsibilities o%
the schools, ad*inistered by the ch)rch, 1as to 5ro,ide sin#ers %or the ,ario)s
1orshi5 ser,ices <o#ically then, <atin 1orshi5 ser,ices s)n# by boys enrolled in the
city7s <ateinsch)le 5ro,ided an e'cellent o55ort)nity to 5ractice one7s <atin s9illsA
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ?/(@)
Ch. 3 How musica poetica was taught
( 06n creatin# their ne1 1orld order, Protestant ed)cators ado5ted se,eral o% the
5ro,en 5eda#o#ical *ethod o% the *edie,al ed)cation syste*$ na*ely, the dialectic
4)estion(and(ans1er 5resentation o% 1ritten *aterials and *e*ori2ation o% the basic
tenets as 5roo% o% ac4)ired 9no1led#e Ed)cation 1as still 5ri*arily con,eyed by a
three ste5 *ethod$ -) Praece5ta or r)les, ?) E'e*5la or e'a*5les, and E) 6*itatio, or
direct a55lication o% the r)les &he lan#)a#e o% the 0Sch)lordn)n#enA re,eals the
*ethod o% teachin# e'5ected o% the cantor
"antor le#it JreadsK, e'5licat Je'5lainsK, e'5onit J#oes o,er the *aterial 5oint by 5ointK, 5ro5onit
Jlays be%ore the 5)5il, ie, *a9es hi* seeK, tradit Jtrans*its to the st)dentK 5raece5ta et
e'e*5la, 5era#it e'ercitia *)sicae %i#)ralis Jcarries thro)#h or 5er%or*s re5eatedly (not si*5ly
does) e'ercisesK &hro)#h e'ercitia Je'ercisesK the st)dent ac4)ires e'ercitatio Jliterally$ res)lt
o% bein# 5racticed, ie, s9ill or *asteryK And, abo,e all, M)sica *inor Fabri recitat)r JFaber7s
om%endiolum is *e*ori2edMK
-@
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ?@(H)
( 0FN16: 3ohannes Ra)tenstra)ch, Luther und der Pflege der kirchlichen Musik in
Sachsen &'()'* Jahrhundert+, (<ei52i#$ Breit9o5% )nd :Nrtel, -.BH), .-%> Friedrich
Sanne*ann, 0+ie M)si9 als Unterrichts#e#enstand in den E,an#elischen
<ateinsch)len des -@ 3ahrh)ndertsA (Ph + diss Uni,ersitNt 2) Berlin, -.BE), @E,
4)oted and translated in <i,in#stone, E@-A (Wilson, Betty Karol Fairchilds !"horal
Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+
diss, Boston Uni,ersity, -../, ?H)
4
Ch. 4 The new reorme! agen!a
( 0M)sic 1as incl)ded in the Protestant c)rric)l)* not only beca)se o% its ability to
indoctrinate theolo#ically or a%%ect s5irit)ally, b)t also beca)se it 1as one o% the
acce5ted st)dies o% the *edie,al 4)adri,i)*
?D
M)sic 1as the s)b=ect 1hich brid#ed
the traditional *edie,al c)rric)l)* to the ne1 re%or*ed a#enda M)sical trainin# 1as
central to the entire c)rric)l)* and tied all a#ed to one acti,ityA (Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E-)
Ch. 2 "ole o music in reorme! curriculum
( 06t 1as *)sic that 0bo)nd the 1hole c)rric)l)* to#etherA
?.
6n *ost schools not only the day b)t each class 5eriod 1as be#)n 1ith a son# 6n addition,
*)sic 1as interrelated 1ith other s)b=ects in ,ario)s 1ays$ 1ith *athe*atics thro)#h the
theoretical %o)ndation o% inter,als and *ens)ration, 1ith <atin thro)#h the lan#)a#e )sed in
*)sical instr)ction, es5ecially the *e*ori2ation o% *)sic r)les in <atin 1ith Gree9 4)otations
inters5ersed and tho)#h the *a=ority o% the te'ts set to *)sic, 1ith reli#ion and 5hiloso5hy
thro)#h the s)b=ect *atter o% sacred *)sic, the disc)ssion o% the ori#ins and ob=ecti,es o% *)sic
and thro)#h the sin#in# o% sententiae Jsayin# o% the ty5e o% 5ro,erbsK o% *oral content
EB
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E?)
( 0FN2#: Freidrich Sanne*ann, 0+ie M)si9 als Unterrichts#e#enstand in den
E,an#elischen <ateinsh)len des -@ 3ahrh)nderts,A (Ph + Uni,ersitat 2) Berlin,
-.BE), ;D, 4)oted in <i,in#stone, EH@A (Wilson, Betty Karol Fairchilds !"horal
Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+
diss, Boston Uni,ersity, -../, E?)
( 0FN30: SchOne*ann, Geschichte der deutschen Schulmusik, (<ei52i#, -.?D), -B?%,
4)oted in <i,in#stone, EH/(EH@A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, E?)
$ %&chool 'rgani(ation
An o,er,ie1 o% the or#ani2ation o% ed)cation in si'teenth(cent)ry Ger*any re,eals
%o)r basic ty5es o% schools$
E-
5
-) Uni,ersity schools$
a)
Acade*ica
b)
<yce)*
c)
Gy*nasi)*
d)
U55er di,ision o% the 3es)it colle#es
?) <atin schools o% ad,anced character$
a)
Gy*nasi)* and Acade*ic)* 6ll)stre
E?
b)
FOrstensch)len( Schools s5onsored by 5rinces
EE
c)
<andessch)len( State(s)55orted schools
d)
Klostersch)len( *onastery schools
e)
Gelehrtensch)len or PNda#o#ien
E;
E) <atin schools o% less ad,anced character )nder city co)ncil ad*inistration$
a)
Parti9)larsch)len
E/
b)
&ri,ialsch)len
c)
Ratssch)len
d)
<ateinschelen
and
;) Ger*an or +e)dsche schools$
a)
Win9elsch)len or 0corner schoolsA
b)
Schriebsch)len or 01ritin# schoolsA
c)
Stadtsch)len
d)
E,an#elical and "atholic 5arish schools
&he Ger*an or +e)tsche schools 1ere a so)rce o% ele*entary ed)cation, desi#ned
5ri*arily to enable boys and #irls to read and 1rite Ger*an
the di,idin# lines bet1een the %o)r #eneral ty5es 1ere not shar5, es5ecially 1ith re#ard to
s)b=ect(*atter, since the teachin# o% P4)adri,ial7 )ni,ersity s)b=ects 1as antici5ated in the )55er
<atin schools I,erla55in# in the three lo1er ty5es o% schools 1as %re4)ently *ade necessary
by lac9 o% s5ace$ *any o% the school(ordinances indicate that the three school(ty5es 1ere
ho)sed in the sa*e b)ildin# and o%ten *et in the sa*e roo*
E@
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, EE(;)
( 0FN31: SteinhN)ser, 0+ie M)si9 an den :essen +ar*stNedtischen <ateinsch)len in
-@ )nd -H 3ahrh)nderts )nd ihre be2ieh)n#en 2)* 9irchlishen )nd
b)r#erlichenlebenA (Ph + diss, Geissen, -.E@) @, 4)oted in <i,in#stone, D?(DEA
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
6
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, EE)
( 0FN3): A school teachin# the 0stadi)* 5artic)lareA or the 0tri,i)*A as o55osed in the
0stadi)* #enerale,A or all se,en o% the liberal arts See <i,in#stone, D@
FN36: Br)ce Bellin#ha*, 0&he Bicini)* in the <)theran <atin Schools d)rin# the
Re%or*ation PeriodA (Ph + diss, Uni, o% &oronto, -.H-), /?(/EA
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E;)
( 0&hese %o)r basic ty5es o% schools 1ere #enerally di,ided into classes or le,els
accordin# to a#e and ability &hree to %i,e classes 1as the nor*, b)t so*e schools
had as *any as ei#ht to ten classes or di,isions
EH
By re5etition and *e*ori2ation,
st)dents 1ere e'5ected to co*5rehend #rad)ally the r)di*ents o% <atin #ra**ar,
the elo4)ence o% <atin 5oetry, the art o% rhetoric, the 5o1er o% lo#ic, the essentials o%
both 9inds o% *)sic (choral and %i#)ral), and the basic tenets o% the <)theran %aithA
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E;(/)
Ch. 2 !i*ision o classes
( 0FN3+: :alle had ei#ht to nine classes and a st)dent 1as e'5osed to *)sic %or %i,e
to si' years (<i,in#stone, EH-) As the cent)ry 5ro#ressed, the Sch)lordn)n#en
re%lected a *ore so5histicated ed)cational str)ct)re and class di,isions increased 6n
the Irdinances o% Sa'ony -/?D and Wittenber# -/EE, three classes are indicated
Si' classes 1ere at the St Sebald school in N)re*ber# in -//; and ten classes at
the :o% Albertin)* in -/;. (Bellin#ha*, @/)
FN3,: Eby, -D?A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E/)
Ch. 2 -elanchthon.s 1)2, plan
( 0Accordin# to Melanchthon7s School Plan -/?D, it 1as 0indis5ensable that children
be di,ided into distinct #ro)5sA
ED
6n Melanchthon7s *odel, Gro)5 Ine consisted o%
those children learnin# to read &he c)rric)l)* incl)ded the al5habet, the "reed, the
<ord7s Prayer, other 5rayers, sin#in#, and the #ra**atical 1or9s o% +onat)s and
"ato &he 5ri*ary 5eda#o#ical tool 1as re5etition 6t *)st be noted that e,en in the
*ost ele*entary ed)cation, *)sic 1as considered indis5ensable Melanchthon7s
7
descri5tion o% acti,ities in Gro)5 Ine as %o)nd in the School Plan o% -/?D %ollo1s
&he school*aster *)st #i,e the* the e'5lanation o% a ,erse or t1o, and then in a %e1 ho)rs call
)5on the* to re5eat 1hat he has th)s said> and in this 1ay they 1ill learn a #reat n)*ber o%
<atin 1ords, and lay )5 a %)ll store o% 5hrases to )se in s5eech&hese children *)st li9e1ise
be 9e5t at *)sic, and be *ade to sin# 1ith the others
E.
&he second #ro)5 o% children 1as co*5rised o% those 1ho co)ld read and 1ere
ready %or #ra**ar and the %ollo1in# o% re#)lations &he re4)ired literat)re %or the
second #ro)5 consisted o% the Paedolo#y o% Mosellan)s, the "ollo4)ies o% Eras*)s,
Aeso57s Fables, and the 1or9s o% &erence and Pla)t)s Scri5t)re to be st)died
incl)ded those Psal*s 1hich 0co*5rehend the s)* and s)bstance o% "hristian li%e,A
;B
(Psal*s --?, E;, -?D, -?/, -?H, -EE) a #ra**atical e'5osition o% the #os5el o%
Matthe1, and %or the *ore ad,anced boys, the Pa)line e5istles, &i*othy, First 3ohn,
and Pro,erbs Gra**ar s9ills to be learned incl)ded st)dies in ety*olo#y, synta',
5rosody, and the 5arsin# o% ,erbs As 1ith Gro)5 Ine, Melanchthon insisted that
0&he %irst ho)r a%ter noon e,ery day all the children, lar#e and s*all, sho)ld be
5racticed in *)sicA
;-
Gro)5 &hree consisted o% st)dents 1ho 1ere 1ell trained in #ra**ar &heir
c)rric)l)* incl)ded the 1or9s o% Cir#il, I,id, and "icero When these boys beca*e
%a*iliar 1ith ety*olo#y and synta', they 1ere to 5)rs)e the st)dy o% 5rosody or
*etrica <o#ic, con,ersation, and co*5osition in <atin 1ere also enco)ra#ed
Ad,anced <atin s9ills, ho1e,er, did not 5recl)de the necessity o% contin)ed trainin# in
*)sic <i9e the yo)n#er st)dents, Gro)5 &hree also 5artici5ated in *)sical trainin#,
%or the ordinance re4)ired that 0the ho)r a%ter *id(day, to#ether 1ith the rest, they
J#ro)5 threeK are to de,ote to *)sicA
;?
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E/(H)
( 0FN40: Phili5 Melanchthon, 0Boo9 o% Cisitation School PlanA, translated by :enry
Barnard, German Teachers and Educators, -@.(-H-, translated %ro* Karl ,on
Ra)*er, Geschichte der Pdagogik, Col 6, -//(-/D and Reinhold Cor*ba)*,
E!angelische Schulordnungen, Col 6, -(D, 4)oted in Eby, -DB(-DHA (Wilson, Betty
Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E@)
Ch. 3 Latin school structure
8
( 0Ad*inistration
&he ad*inistration o% the schools 1as shared by ch)rch and state For the <atin
schools, the rei#nin# 5rince or city co)ncil a55ointed an ad*inistrati,e body o%
la1yers and cler#y (Konsistori)*) 1ith the res5onsibility o% 5rotectin# and
*aintainin# the ch)rch and schools &he hi#hest ch)rch a)thority in school *atters
1as the General Synod 1hich consisted o% the Konsistori)* and the +istrict
S)5erintendents &he Partic)lar Synod, co*5rised o% local cler#y o% that s5eci%ic
district, also had in5)t into the ad*inistration o% the schools &he Konsistori)* held
the res5onsibility o% a55ointin# the Rector o% each schoolA (Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, EH)
Ch. 3 "ector
( 0&he Rector, or head*aster, had the daily tas9 o% r)nnin# the school 6n his hands
rested the *oral and acade*ic 1ell(bein# o% the st)dents :e 1as re4)ired to ha,e
ade4)ate theolo#ical trainin# and an 0artis *a#isterA or liberal arts de#ree &he
4)ali%ications o% a rector 1ere si*ilar to that o% a 5astor, and in %act *any ti*es the
rectorate 1as ,ie1ed as a 0ste55in# stoneA into the 5astorate
;E
&he *aster (rector),
had to be able to read the scri5t)res in <atin, and )nderstand the #os5el o% "hrist
;;
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, EH(D)
( 0FN 44: 3ohannes B)#enha#en, 0Sch)lordn)n# a)s der Bra)nsch1ei#schen
Kirchenordn)n#,A (-/?D) in Cor*ba)*, Col 6, D(-D> Kolde1ey, trans, 0School
Irdinance %ro* the "h)rch Irdinance o% the &o1n o% Br)ns1ic9,A 4)oted in Eby,
-./A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ED)
Ch. 3 /mportance o 0antor
( 0&he n)*ber o% %ac)lty 5er school ,aried %ro* location to location de5endin# )5on
the enroll*ent and the ad,anced le,el o% the school 6% only t1o teachers 1ere
re4)ired, they 1ere the rector and the cantor 6% three teachers 1ere re4)ired, a
rector, cantor, and a se'ton 1ere hired 6n the *ore ad,anced schools a co*5lete
%ac)lty listin# 1o)ld ha,e been as %ollo1s$
-
Rector, Ma#ister, Meister, Sch)l*eister
?
"on(rector, S)brector, S)5re*)s, or a "antor
9
E
Baccala)re)s or Paeda#o#)e
;
"antor, 6n%i*)s, Baccala)re)s or Paeda#o#)e
;/
&he cantor 1as to ha,e a theoretical and 5ractical 9no1led#e o% *)sic, the s9ills
re4)ired to teach <atin #ra**ar and 5oetry, and a so)nd theolo#ical bac9#ro)nd to
aid in 5re5arin# the st)dents %or 1orshi5 and catechis* A cantor7s *)sical
res5onsibilities incl)ded 5ro,idin# the *)sic %or the daily Matins and Ces5ers
ser,ices and the S)nday ser,ices 6n addition, the cantor 1as res5onsible %or
5re5arin# the sin#ers %or any 1eddin#, ba5tis*, %)neral, or ci,ic celebrations held in
the city Altho)#h the rector had to ha,e a *a#ister atri)* de#ree, the cantor did not
&he cantor,
;@
as second in ran9 to the rector, co)ld e'5ect a55ro'i*ately hal% to
three(4)arters o% the rector7s salary
;H

A cantor 1as re4)ired to ta9e an e'a*ination %or the 5osition and s)b*it
reco**endations %ro* cler#y and other *)sicians 0&1o or three a55lications 1ere
selected %or the e'a*ination 1hich 1as cond)cted in the 5resence o% the cler#y, the
city co)ncil, and a *e*ber o% the con#re#ationA
;D
(Wilson, Betty Karol Fairchilds
!"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry
Ger*any! Ph+ diss, Boston Uni,ersity, -../, E.(;B)
( 0FN4): <i,in#stone, .-A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, E.)
( 0FN4,: Arno Werner, ,ier Jahrhunderts im #ienste der -irchenmusik (<ei52i#,
-.EE), -?- 4)oted in :erbert + Ne)chterlein, 0&he Si'teenth("ent)ry Sch)l9antorei
and its Partici5ation in the <)theran Ser,iceA (Ph + diss Uni,ersity o% Michi#an,
-.@.), --;A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory
and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, E.)
Ch. 3 -elanchthon.s other wor1s
( 0+etails %ro* the -/?D Bra)nsch1ei# School Irdinance, a)thored by Melanchthon,
5ro,ide an e'a*5le o% one school syste*7s re4)ire*ents %or %ac)lty and theory
res5ecti,e salaries
/;
&he to1n o% Bra)nsch1ei# 1as to e*5loy se,en teachers %or
t1o schools, St Martin7s and St "atherine7s, to#ether re5resentin# %i,e 5recincts or
con#re#ationsA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o%
&heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity,
-../, ;?)
10
Ch.3 Con!ition o music teacher
( 0As one *i#ht e'5ect, not all teachers 1ere 5leased 1ith their 1a#es &he %ollo1in#
e'cer5t %ro* Musica Practica by :er*ann Finc9, teacher at Wittenber# Uni,ersity,
relates his dissatis%action 1ith *)sician7s 1a#es and la*ents the lac9 o% s)55ort and
enco)ra#e*ent #i,en to co*5osers by #o,ern*ent o%%icials Essentially his
co**ents re,eal that Ger*an co*5osers recei,ed neither the reco#nition nor the
*onetary bene%its o% *)sicians else1here
e'cellent artists in no *atter 1hat 5)rs)it ha,e #reater ad,anta#es in %orei#n co)ntries than
a*on# o)r 5eo5le1here they 1itho)t do)bt 5rod)ce the #reatest %r)its as a res)lt o% their
ind)stry and dili#ence 6n this connection a*5le sti5ends are established %or the*, they are
adorned 1ith re1ards and di#nities, 1hich ad,anta#es cannot b)t sti*)late talent %or liberal
arts and aro)se as #reat an incenti,e as 5ossible a*on# the st)dents No1 in o)r land %ine
co*5osers (to say no *ore) are not held in s)ch honor and estee*, and indeed *ore o%ten
barely esca5e the dan#er o% star,ation And so that it a55ears that *en o% o)r co)ntry ha,e
b)t little %or 1or9 and earnest e%%orts> and, altho)#h *any e'cel in #eni)s, b)t %e1 can bear the
%r)it Ithers 1ith *)ch #eni)s and b)rnin# 1ith the desire to #et a1ay %re4)ently lose their
ner,e and are co*5elled to brea9 o%% in the *iddle a co)rse o% st)dy 1hich they be#an 1ith
#reat ho5es :e 1ho considers these *atters 5ro5erly 1ill ac9no1led#e that it is not o)r
5eo5le nor the *ind o% o)r 5eo5le that is to bla*e %or ha,in# bro)#ht abo)t this de5lorable
state o% 5er,ersion, b)t those 1ho control *atters o% #o,ern*ent are too re5rehended to
5ro*ote the %ine arts 1ith #reat liberality and assist %ree *inds
H@
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ;H(D)
( 0FN+6: Finc9, trans Kirby, ?/-(/?A (Wilson, Betty Karol Fairchilds !"horal
Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+
diss, Boston Uni,ersity, -../, ;D)
Ch. 3 Latin school stu!ents
( 0Altho)#h a boy7s %or*al ed)cation *ay ha,e be#)n at a#e si',
DB
*atric)lation in the
<atin schools #enerally be#an at a#e ei#ht :is st)dies #enerally contin)ed )ntil he
1as ei#hteen
D-
Stern%eld credits Neander 1ith startin# his char#es at ei#ht years old
0at 1hich ti*e they had already had t1o years o% readin#, 1ith ele*entary <atin,
*)sic and calli#ra5hy JandK contin)in# their intensi,e schoolin# )5 to the ei#hteenth
yearA
D?
6n #eneral, 5)5ils belo1 the a#e o% ei#ht 1ere 0considered too yo)n# %or
e%%ecti,e *)sic *a9in#A
DE
0&he correlation bet1een a#e and school %or* re*ained as
11
ha5ha2ard in the Re%or*ation era as in earlier 5eriods, and it 1as not )n)s)al %or a
boy o% t1el,e to share a bench 1ith yo)ths %o)r or %i,e years olderA
D;
E'a*inations o% 5)5ils at the school o% the :eili# Geist S5ital in N)re*ber# in the -/HB7s sho1
this clearly 6n -/H;, %or e'a*5le, thirty(%i,e boys 1ere e'a*ined> one 1as t1el,e years old, %o)r
1ere thirteen, ei#ht 1ere %o)rteen, three 1ere %i%teen, ten 1ere si'teen, three 1ere ei#hteen,
one 1as nineteen, t1o 1ere t1enty, three 1ere t1enty(one
D/
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ;.(/B)
( 02ail3 &che!ule
&he e,ents o% a ty5ical school day %or a sin#er in a <)theran <ateinsch)le can be
s)r*ised by ins5ectin# the teachin# sched)le %or the cantor &he -/H- +resden
Sch)lordn)n#en re,eals the %ollo1in# 1ee9ly sched)le %or the "antor &he "antor7s
%o)r(ho)r daily teachin# 1as later increased to si' ho)rs 5er day in -/D;
Monday and &)esday
@$EB a* Mornin# Prayers (classes -, ?, E)
D$BB a* Flo1ers o% the Poets
DD
(class ?)
-? noon A hal%(ho)r is #ranted %or e'ercise, then a hal%(ho)r o% e'5lainin# the
5rece5ts o% *)sic (classes -, ?, and 5art o% E)
-$BB 5* <istenin# to and A*endin# the Scri5t)res (class ;)
?$BB5* Ces5er Prayers (classes -, ?, E)
Wednesday
@$EB a* Prayers in the "h)rch (classes -, ?, E)
D$BB a* Flo1ers o% the Poets and *e*ory e'ercises (class -, ?, E)
-? noon M)sic (classes -, ?, and so*e o% E)
-$BB 5* Scri5t)res e'e#esis e'hibited in %ront o% the cantor (class /)
?$BB5* Ces5er Prayers (classes -, ?, E)
&h)rsday and Friday
@$EB a* Mornin# Prayers (classes -, ?, E)
D$BB a* Recitation o% lessons (class /)
-$BB 5* M)sical e'ercises (class -, ?, E)
?$BB5* &he cantor listens to the st)dents (classes /)
12
Sat)rday
@$EB a* Recitation and E'5osition o% +r <)ther7s "atechis* (classes ;)
D$BB a* Gos5el <essons (class /)
D.
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, /-(?)
( 0FN#0: Stern%eld, -BB(-B-A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, /?)
( 0Nie*Qller, ho1e,er, contends that altho)#h 0Pthe re#)lation #i,in# *)sical
instr)ction daily in the %irst ho)r o% the a%ternoon 1as 1ides5read, b)t 4)ite certainly it
1as not a )ni,ersal, as SchOne*ann still tho)#ht at his ti*e7A
.?
(Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, /E)
( 0FN#1: SchOne*ann, .E, 4)oted in Bellin#ha*, @;A

(Wilson, Betty Karol Fairchilds
!"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry
Ger*any! Ph+ diss, Boston Uni,ersity, -../, /E)
( 0Si*ilar to the +resden ordinance abo,e, a 5er)sal o% *any o% the Sch)lordn)n#en
re,eals the %ollo1in# #eneral 5attern$ t1o days a 1ee9 in the st)dy o% *)sic theory
and t1o days a 1ee9 in the act)al rehearsal o% *)sic, *ore o%ten than not, %i#)ral or
5oly5honic *)sic 6n so*e ordinances, choralis or 5lainchant sin#in# 1as incl)ded
d)rin# the st)dy o% r)les on Monday and &)esday At other ti*es, choralis rehearsal
1as reser,ed %or Sat)rday *ornin# be%ore the S)nday ser,iceA

(Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, /E(;)
Ch. 3 0antorei
( 0Finc97s introd)ction to Boo9 Fi,e o% his Practica Musica *ay 5ro,ide so*e insi#ht
on the additional rehearsal ti*e re4)ired, as 1ell as 1hen and 1here it too9 5lace
6n order that o)r Kantorei %ro* day to day be enhanced 1ith *ore artistic sin#in# o% lo,ely
*otets, and so that the cantors and the boys %ind their rehearsal *ore 5)r5ose%)l and
con,enient, 1e 5ro5ose and desire that they ha,e a *ini*)* o% one ho)r daily rehearsal, and
that they be 5er*itted to co*e to the 9a5ell*eister7s ho)se %or e'tra rehearsal 1hen necessary
&his is not only %or the 5)r5ose o% s)%%icient rehearsal o% son#s in order to a,oid con%)sion in the
13
cha5el, b)t also %or the 5)r5ose o% acc)sto*in# onesel% to the style o% the Netherlanders,
sin#in# the te't 5ro5erly, and sin#in# artistically 1ith e*bellish*ent and te*5ered ,oices
.;
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, /;(/)
Ch. 2 -elanchthon &chool 4lan
( 0Se,eral o% the ordinances s)##est that ad*inistrators 1ere concerned that too
*)ch ti*e 1as bein# s5ent on *)sical rehearsal and 5artici5ation in *)sical
res5onsibilities and too little ti*e on other st)dies Si' ho)rs o% *)sic instr)ction 5er
1ee9 (incl)din# Sat)rday) 1ere listed in the Sebald)ssch)le in N)re*ber# (-/?@), in
K)raschen (-/?D), in Fran9%)rt (-/H/),
./
in :a*b)r# (-/?.),
.@
and Bra)nsch1ei#
(-/E/)
.H
Fi,e ho)rs o% *)sical instr)ction 1ere reco**ended in the Sch)lordn)n#en
o% +resden (-/H/),
.D
Brandenb)r# (-/@;),
..
Bra)nsch1ei# (-@BB) ,
-BB
Strals)nd
(-/.-),
-B-
and <a)bach (-/HE)
-B?
Fo)r ho)rs o% *)sic instr)ction, e'cl)din#
Wednesday and Sat)rday, 1ere 5racticed at &or#a) (-/E-),
-BE
Wittenber# (-/E/),
-B;

Ma#deb)r# (-//E), Wei*ar (-/@?), and Meissen (-/H/)
-B/
A (Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, //)
( 0FN#4: Finc9, 6ntrod)ction to Boo9 C o% Practica Musica, (Wittenber#, -//@), trans
Ne)chterlein, /DA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o%
&heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity,
-../, //)
Ch. 3 &tu!ents o musica poetica
( 06n his om%endium musices (-//?), "oclico, not a cantor b)t a 5ri,ate teacher in
N)re*ber#, described the ideal *)sic st)dent and 5ro,ided a list o% 1hat e,ery
st)dent o% sin#in# sho)ld 9no1 &o "oclico, the desirable st)dent 1as yo)n#, had a
desire %or learnin# *)sic, and e'hibited a nat)ral enth)sias* %or *)sic
-ED
Accordin#
to "oclico, e,ery sin#er needed to )nderstand$
-E.
- hand or scale
? *)tations
E cle%s
; sol*i2ations
/ 5ron)nciation o% *)sical syllables
@ 9no1led#e o% ei#ht *odes
H sha5es o% notes
14
D li#at)res
. 5oints
-B 5a)ses
-- 5rolation, a)#*entation, di*in)tion, i*5er%ection, alternation, synco5ation
-? e*bellish*ent
Most o% the 5eda#o#ical treatises 1ritten by the cantors 1o)ld ha,e e*5hasi2ed a
c)rric)l)* si*ilar to "oclico7s, 1ith 5erha5s the e'ce5tion bein# the incl)sion o%
e*bellish*entA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o%
&heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity,
-../, @H(D)
( 0FN13,: "oclico, trans Seay, @A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, @D)
-elanchthon.s inluence on musical theorists
( 0Si*ilar catechetical %or*ats *ay be %o)nd in the Wor9s o% A#ricola, +ressler,
Schnee#ass, Machold, G)*5el2hai*er, Ro##io, Iridry)s, : Faber, G Faber,
<ossi)s, <a*5adi)s, Ran#er, +ietrich, Be)rha)s, Wil5hlin#seder 6n %act, treatises not
1ritten in erote*atic style are *ore the e'ce5tion than the r)le
-;-
&he 4)estion(and(ans1er %or*at 1as a %a,orite 5eda#o#ical tool )sed by the
<)theran Re%or*ers 6n the catechis* it 5)t %orth si*5ly and directly the tenets o% the
%aith 6n the *)sical te'tboo9s and treatises, the erote*atic, or 4)estion(and(ans1er
%or*at, si*5ly, directly, and e%%ecti,ely dis5ersed the r)di*ents o% *)sic to readers o%
,ario)s a#es By the *id(si'teenth cent)ry, the 4)estion(and(ans1er techni4)e had
re5laced the older lect)re *ethod
-;?
By *eans o% the dialo#)e %or*at )sed in his
o1n 1ritin#s, Phili5 Melanchthon, the 0Praece5tor Ger*aniae,A in%l)enced 0*any
*)sic teachers 1ho 1ere his associates or st)dents, JandK 1as ac9no1led#ed by
S5an#enber# and A#ricola in their boo9s 1hose titles bear the 1ord PS)aestiones7A
-;E
06n a -/;; letter to his %or*er 5)5il, <)cas <ossi)s, Melanchthon ad,ised$ &he
teacher sho)ld not only 5resent this s)b=ect *atter, b)t it is also *ost bene%icial %or
yo)th to e'ercise by *eans o% 4)estionsA
-;;
A (Wilson, Betty Karol Fairchilds !"horal
Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+
diss, Boston Uni,ersity, -../, @.(HB)
( 0FN143: Bellin#ha*, -EDA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
15
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, HB)
( 0As the si'teenth(cent)ry dre1 to a close, *ore and *ore co*5laints 1ere *ade
abo)t the len#th o% ti*e that *e*ory 1or9 re4)ired Early se,enteenth(cent)ry
theorists s)##ested #oin# o,er the *aterial *any ti*es b)t not *e*ori2in# it
-@B
6n
%act, 0a sli#ht reaction a#ainst *e*ori2in# is be#innin# to stir aro)nd -@BB "al,isi)s
is the %irst to ob=ect to it and his 5)5il Gen2enbach reco**ends %re4)ent readin#(
o,er insteadA
-@-
A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o%
&heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity,
-../, H/(@)
Ch. 2 Fa5er6 Ch. 3 How musica poetica was taught
( 0Faber states in the 5re%ace to .d musicam %racticam introductio that 1hat be%ore
had been )sed in *an)scri5t %or*, had no1 been 05rinted so that st)dents co)ld )se
the ti*e to better ad,anta#e %or learnin# and 5racticin# the r)les and e'a*5lesA
-@?
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, H@)
( 0FN162: <i,in#stone, E@?A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, H@)
Ch. 3 &tu!ents o musica poetica
( 0Accordin# to "oclico, 3os4)in7s st)dents 5ro#ressi,ely learned a series o% *)sical
s9ills$ 5hysical si#nin# co*5lete 1ith its corres5ondin# 9no1led#e o% the *)sical
r)di*ents, sol*i2ation and *)tation, i*5ro,isation, diction, and %inally co*5osition
1hen he J3os4)inK had been his st)dents %ir*ly #ro)nded in sin#in#, able to 5rono)nce neatly,
to sin# ornately and to 5)t the te't in the correct 5lace, he ta)#ht the* the 5er%ect and i*5er%ect
ty5es (o% consonances) and the 1ay o% sin#in# co)nter5oint on 5lainchant 1ith these ty5es
-.;
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, D@(H)
( 0FN1#4: Seay, -@A (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o%
&heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity,
-../, DH)
16
Ch. 3 Learning metho!
( 06*itation
:o1e,er, all learnin# dealin# 1ith *)sica 5ractica 1as not thro)#h the *e*ori2ation
o% 5raece5ta, readin# thro)#h rhy*e, co5yin# blac9board e'a*5les, or the *ere
e'ec)tion o% e'ercises So*e learnin# 1as best achie,ed thro)#h i*itation 6*itation
re%erred not only to co5yin# and creation o% co)nter5oint in the style o% one o% the
Netherlands *asters, b)t also the learnin# one7s ,oice 5art by i*itatin# the actions o%
learned sin#ersA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o%
&heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity,
-../, DH(D)
( 0"epertoire
&he re5ertoire s)n# by the boys in schools, ch)rch, and co**)nity consisted o%
chants, chorales, lit)r#ical ser,ice *)sic 5ri*arily %or Ces5ers and Matins, *otets
ran#in# %ro* si*5le co)nter5oint to 5olychoral co*5ositions, *)sic %or %)nerals,
ba5tis*s and 1eddin#s, bicinia, *)sical odes, and *)sic %or 5lays and
5rocessionals
Re5ertoire e'5ressly #i,en in *)sic theory te'tboo9s consisted o% sol*i2ation and
*)tation ded)ctions, canons and %)#as %or t1o to ei#ht ,oices, *odal e'a*5les,
5sal* inci5its and di%%erentiae, sin#le( or *)lti5le(,oice contra5)ntal e'a*5les
de*onstratin# inter,als and *ens)ral theory, and re5resentati,e *otets &he *)sic
in the te'tboo9s 1as #enerally 5resented in a 5ro#ressi,e *anner, be#innin# 1ith an
e'a*5le o% the ,ocables 1ith their res5ecti,e 5itches and cli*a'in# in a *)lti5le(
,oice *otet An e'ce5tion to the #eneral %or*at 1as the %o)r(,oice *otet 0I :errn
3es) "hristeA by Ada* G)*5el2hai*er )sed as a %rontis5iece %or his om%endium
Musicae o% -/.- as 1ell as the acco*5anyin# cr)ci%i' canonA (Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ./(@)
Ch. 1 "hau
( 0Ser,ice M)sic
6n his 5re%ace to ,es%arum %recum "fficia he JRha)K stated that it had al1ays been his desire
5artic)larly to assist schoolboys by 5ro,idin# the* 1ith *aterials thro)#h 1hich they *i#ht
5raise God and learn the tr)ths o% the Scri5t)res, and thro)#h 1hich they *i#ht also lo,e and
17
st)dy the honorable disci5line o% M)sic :e %)rther stated that %ro* their early years the 5)5ils
sho)ld be e'5osed to the 5rece5ts o% the *)sical art and thro)#h the sin#in# o% 1orthy
e'a*5les learn to a55ly the r)les to 5ractical e'5erience
?E.
&o acco*5lish this tas9, Rha) 5)blished %i%teen *a=or collections bet1een -/?D and
-/;/
?;B
&en o% the %i%teen 5)blications 1ere s5eci%ically to 5ro,ide *)sic %or <)theran
1orshi5 ser,ices and are as %ollo1s$ A (Wilson, Betty Karol Fairchilds !"horal
Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+
diss, Boston Uni,ersity, -../, -B/(@)
( 0FN23#: The /e0 Gro!e #ictionary of Music and Musicians, @
th
ed, s ,0Geor#
Rha)A by Cictor Matt%eldA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, -B/)
Ch. 3
( 0"o*5osers
&he earlier #eneration o% Netherlands school o% co*5osers as 1ell as co*5osers
conte*5orary to the cantors are those *ost %re4)ently re5resented in te'tboo9s
&hey are so*eti*es na*ed and credited 1ith 5artic)lar co*5ositions, so*eti*es
not Si#nin#(,oice e'cer5ts as 1ell as co*5lete co*5ositions by Ic9e#he*,
Ibrecht, Ghiselin, de Irto, Mo)ton, de la R)e, Can Werbec9e, A A#ricola, Ga%)ri)s,
6saac, Br)*el, Sen%l, : Finc9, and 3os4)in
?;H
*ay be %o)nd
?;D
&he older #eneration o% Netherlands co*5osers 1ere *ost %re4)ently cited %or their
*ens)ral co*5le'ities For e'a*5le, in G)*5el2hai*er7s om%endium, *otets and
*ass e'cer5ts by 3os4)in, 6ssac, <ass)s, A#ricola 1ere )sed to de*onstrate *a=or
and *inor tact)s, 5er%ect and i*5er%ect te*5)s, a)#*entation, di*in)tion, and
i*5er%ection <i9e1ise, Faber7s te't %or ad,anced st)dents, 1ntroductio, incl)ded
t1enty(t1o e'a*5les %or three ,oices and t1enty(si' e'a*5les %or %o)r ,oices 0*any
in canonic %or*, and attrib)ted by Faber to 3os4)in, 6saac, Sen%l, Mo)l), and
othersA
?;.
6n 0M)sica Fi#)ralis,A or the second 5art o% Musica Practica Praece%ta,
Ran#er )sed as e'a*5les a *ens)ration canon by 3os4)in, %i,e three( and %o)r(,oice
co*5ositions by 3os4)in, t1o three( and %o)r(,oice co*5ositions by &ho*as S5orer
and one co*5osition each by Br)*el, la R)e, Ibrecht, Ic9e#he*, A#ricola, and
Walter
?/B
18
6n an atte*5t to 5ass to the ne't #eneration 0correct,A not contro,ersial, conce5ts o%
*)sic, the Sch)lordn)n#en 1ere conser,ati,e in their reco**endations concernin#
*)sic, i% indeed s5eci%ic co*5osers 1ere *entioned, 6n the 0+)ties o% the
School*asterA as %o)nd in the school ordinance 1ithin the ch)rch ordinance %or the
Electorate o% Sa'ony, -/DB, rectors are ca)tioned a#ainst 5ro*otin# the *)sic o%
their o1n cantors
<i9e1ise, the sin#ers are al1ays to 5er%or* in the "h)rch 1hat they are ordered by their
rectorabo,e all, that in the ch)rch they do not sin# their o1n *)sicTsho)ld they be
co*5osers the*sel,esTor the *)sic o% other be#innin# co*5osers, b)t that they sin# the
*)sic o% the old and e'cellent co*5osers 1ho are 1ell e'5erienced in this art, s)ch as 3os4)in,
"le*ens non Pa5a, Irland)s and the li9e
?/-
0Most o% the sch)lordn)n#en reco**ended the 1or9s o% 3os4)in, "le*ens non
Pa5a, Irlando di <asso, Uttendal, Gall)s, and Palladi)sA
?/?
&he K)raschen
Kirchenordn)n# o% -/DB s)##ested the Kantorei 0sin# *)sic by learned and
reno1ned co*5osers o% the old art s)ch as 3os4)in, "le*ens non Pa5a, Irlando di
<asso and othersA
?/E
:o1e,er the sa*e doc)*ent 01arned a#ainst too *)ch %i#)ral
si#nin# and ad,ised that Pin cons)ltation 1ith the 5astors, the cantor sho)ld also sin#
5sal*s 1ith the entire con#re#ation, es5ecially those 5)re, bea)ti%)l, and instr)cti,e
"hristian 5sal*s and hy*ns 1hich +r <)ther hi*sel% 1rote or 1hich he
reco**ended as 5)re and "hristian7A
?/;
6n,entories also indicate 1hat re5ertoire 1as in )se
&he cantor o% the &ho*as school in <ei52i# in the -/;B7s le%t at his death ;? ,ol)*es o% 5rinted
and 1ritten *)sic 1hich incl)ded co*5ositions by the %ore*ost *asters o% the cent)ry, 6ssac,
3os4)in, Ibrecht, de la R)e, Br)*el, Sen%l, Finc9, +ietrich
?//
Part FF666 o% the :o% Irdo incl)ded an in,entory o% the *)sic #i,en to the cantor %or
)se in the ch)rch and the school A sa*5le o% its contents
?/@
re,eals$
- Si' sin#in# boo9sby 3ohann :edler
? Fi,e leather(bo)nd boo9s by Nicola)s Medler (-/;D)
E Fi,e co5ies o% se,eral %i,e( and si'( ,oice <enten *otets
; Si' co5ies o% %o)r(si' ,oice *otets by <ass)s
/ Fo)r co5ies o% <indner7s Ger*an Ma#ni%icat (-/DE)
@ Si' co5ies o% son#s by Cittoria
19
H Fi,e co5ies o% s5irit)al son# by Meiland, <ass)s, B)rc9, <e Maistre, and
Schroeter,
D &he 1inter 5art o% the Grad)al (&he s)**er 5arts 1ere stolen d)rin# the 1ar in
-//E)
. Se,eral s)**er #rad)als restored Enoch Wid*an (-/.E(./)
-B Ei#ht son# boo9s in 1hich there are *otets and Ma#ni%icats by "as5er :assler,
Bodenschat2, and C)l5i)s
6nstr)ctions 1ere le%t that 07this *)sic sho)ld re*ain at St Michales and sho)ld be
9e5t in a loc9ed des9 and )sed to the #lory o% God7A
?/H
6n Sebald :eyden7s treatise Musicae, id est artis canendi li2ri duo (-/EH), and a
second, re,ised edition #e .rte anendi (-/;B), one %inds 1or9s by the %ollo1in#
co*5osers$ Ale'ander A#ricola, Anton Br)*el, 3ohannes Ghiselin, 6saac, +es Pres,
Ibrecht, Ic9e#he*, Irto, Pisaro, de la R)e, Sen%l and ,on Werbec9e
?/D
:eyden7s
-/EH 5)blication lists the na*es o% co*5osers %ro* 1ho* he borro1ed e'a*5les
<et the boys 9no1 that these canons ha,e been #athered into this 1or9 not %ro* any a)thors at
all, b)t %ro* the *ost e'cellent and hi#hly(5raised *)sicians 3os4)in, Ibrecht, Pierre de la
R)e,:einrich 6saas, and s)ch li9e, so that %or this reason they ,al)e these boo9s o% *ine all the
*ore
?/.
Altho)#h there 1as so*e s)s5icion o% conte*5orary 1or9s as the a55ro5riate so)rce
%or teachin#, aro)nd the *iddle o% the cent)ry a de%inite chan#e in sanctioned
re5ertoire occ)rred An e'a*5le o% this chan#e *ay be %o)nd in the "hronicles o%
:o%, -/@/ Moses PQhl*ann as cantor had )sed the *)sic o% the older #eneration o%
co*5osers, 3os4)in, "le*ens, and Sen%l 06n this year (-/@/) a%ter Moses PQhl*ann,
the %or*er cantor, had been *ade a deacon, Nicola)s Flessa o% M)nchber#
s)cceeded hi* Jas cantorK, and he 5resented the ,ery best son#s o% Irland)s,
J3a9obK Meiland, and others, 1hich 1ere 5re,io)sly )n9no1n in o)r ch)rchesA
?@B
E,en d)rin# the second hal% o% the cent)ry, ho1e,er, as both te'tboo9s and
5er%or*in# re5ertoire 1ere chan#in# to incl)de a *ore conte*5orary 1or9s, so*e
cantors, li9e Wil%%lin#seder, still e*5hasi2ed the 1or9s o% the 0old *astersA in their
5eda#o#y
While the *ore brie%ly 1ritten teachin# boo9s o% his yo)n#er conte*5oraries 5re%erred by this
ti*e to lead to1ards "le*ens non Pa5a and <ass)s, and there%ore 1ere no lon#er in need o%
20
the *ens)ral theory, the Erotemata o%%ered sections %ro* 1or9s by Ic9e#he*, :einrich Finc9,
: 6ssac, 3os4)in, 3 Ibrecht, 3 Mo)ton, A Br)*el, 3 Ghiselin, M de Irto, < Sen%l, and
others
?@-
A
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, ---(@)
( 0FN24,: For a detailed distrib)tion o% 1or9s o% these co*5osers o,er the ,ario)s
treatises, see Sanne*an, -?. For a listin# o% co*5ositions 1ithin the in,entory o%
the library o% the Meissen "ity School, see Ra)tenstra)ch, H@%%, 4)oted in
<i,in#stone, E@D, note EE. For a s)**ary o% co*5osers 1hose 1or9s 1ere
5er%or*ed in Ger*an school, see SchOne*ann, -;/A (Wilson, Betty Karol Fairchilds
!"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry
Ger*any! Ph+ diss, Boston Uni,ersity, -../, ---)
( 0FN2)1: Cor*ba)*, ?/@, trans Bellin#ha*, @-A (Wilson, Betty Karol Fairchilds
!"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry
Ger*any! Ph+ diss, Boston Uni,ersity, -../, --E)
( 0FN 260: &his acco)nt 1as 1ritten by Enoch Wid*ann (-/--(-@-/) 1ho beca*e
rector at :o% in -/.- in his 0:o%er "hroni9A o% -@-? 6t is 4)oted in KNt2el,
Musik%flege (-./H), D@, 4)oted in Bellin#ha*, --E(--;A (Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, --@)
( 0FN 261: #ie Musik Geschichte und Gegen0art (-.@D), s , 0Wil%%lin#seder,A by
Martin R)hn9e, @/?%, 4)oted in Bellin#ha*, -DEA (Wilson, Betty Karol Fairchilds
!"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth("ent)ry
Ger*any! Ph+ diss, Boston Uni,ersity, -../, --@)
Ch. 1 Conclusion
( 0S)**ary
&he Re%or*ers ac9no1led#ed *)sic as a #i%t %ro* God F)rther*ore it 1as *an7s
recreation to 5raise God 1ith *)sic :o1e,er the *)sic )sed to 5raise God *)st not
be =)st any co**on *)sic, (0*)sica ,)l#arisA) 5rod)ced ha5ha2ardly 1itho)t
9no1led#e o% the 5ro5er r)les, b)t rather *)sic based on the correct 5rinci5les %o)nd
only in 0*)sica 5racticaA as e'5ressed in 0*)sica choralisA and 0*)sica %i#)ralisAA
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
21
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, -?-(?)
Ch. 4 Conclusion
( 0&he acade*ic canon 1as established by t1o *ethods$ either by retainin# the
a)thorities o% old, or by reinter5retin# the* &he retention o% older ideas bo)#ht %or
the ne1 syste* a *eas)re o% res5ectability &he reinter5retation o% %or*er teachin#s
allo1ed %or creati,ity and in#en)ity to be sec)rely en%olded by the *antle o% the 5astA
(Wilson, Betty Karol Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and
Practice in Si'teenth("ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, -??(E)
Ch. 3 Latin school
( 0&he <ateinsch)len *)sical ed)cation 1as intended %or the sons o% 1ealthy
b)r#hers, and ci,ic and ecclesiastical leaders, not %or the #eneral 5o5)lace, and in
5artic)lar, not the r)ral 5o5)lace :o1e,er, this *)sical ed)cation 1as a,ailable to
yo)n# boys o% li*ited %inancial reso)rces i% they 5ossessed the *)sical talent to be
acce5ted as a *e*ber o% the school and ch)rch choir
?HD
A (Wilson, Betty Karol
Fairchilds !"horal Peda#o#y$ "rossroads o% &heory and Practice in Si'teenth(
"ent)ry Ger*any! Ph+ diss, Boston Uni,ersity, -../, -?/)
Ch. 2 "elationship 5etween Cal*ius an! 2ressler
( 0FN2+,: Ne)chterlein, --; At a#e -;, "al,isi)s, the son o% a laborer, 1as sent to
Fran9ha)sen and t1o years later enrolled in the Ma#deb)r# <ateinsch)len 1here he
re*ained )ntil -/H. "antors at the school 1hen "al,isi)s 1as enrolled 1ere
+ressler and SchroederA (Wilson, Betty Karol Fairchilds !"horal Peda#o#y$
"rossroads o% &heory and Practice in Si'teenth("ent)ry Ger*any! Ph+ diss,
Boston Uni,ersity, -../, -?/)
22