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Melanchthon Quintilian and Cicero

Melanchthon Quintilian and Cicero

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Croghan, Christopher M. “Melanchthon’s Der Ordinanden Examen and Examen

Eorum: A case study in pedagogical method.” Ph. D. diss., St. Paul Campus,

University of Minnesota, 2007.

Ch. 2 Melanchthon

- “Through the establishment of lectures on Quintilian and Cicero, rhetoric entered into

the regular study program for the first time in the history of the University of

Wittenberg. Most importantly, the lecture plan stipulated that the University soon

employ professors of Greek and Hebrew.” (Croghan, Christopher M. “Melanchthon’s

Der Ordinanden Examen and Examen Eorum: A case study in pedagogical method.”

Ph. D. diss., St. Paul Campus, University of Minnesota, 2007, 37.)

Ch. 2

- “With Luther’s proposed reforms in mind, his review of Melanchthon’s inaugural

speech is understandable. The new appointee filled the need for a Greek professor as

well as the University’s intentions for the lectures on rhetoric. Melanchthon also

echoed Luther’s frustrations concerning the trends of scholasticism and its use of

Aristotle. As the next chapter demonstrates, Melanchthon arrived in Wittenberg fully

capable of contributing to the reformation of the curriculum. In fact, in the ensuing

months Melanchthon’s publications demonstrated his intentions to use rhetoric as a

centerpiece for reform and education. Moreover, Melanchthon reformed the use of

Aristotle in the Wittenberg curriculum. Through Melanchthon’s contributions,

Aristotle’s influence remained in the training of theologians and pastors.” (Croghan,

Christopher M. “Melanchthon’s Der Ordinanden Examen and Examen Eorum: A case

study in pedagogical method.” Ph. D. diss., St. Paul Campus, University of Minnesota,

2007, 37.)

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- “Chapter 1 The Formation and Foundations of a Wittenberg Teacher

...God wishes that there be assemblies of learners and from these He selects, chooses, and

raises up those who should disseminate His teaching. Therefore the prophets, Christ, and the

apostles all had schools. From them we learn what schools are, and we should honor them,

furnish them with good practices, and know that this saying of Christ also pertains to the doctors

in the schools, ‘Where two or three are gathered in my name, there am I in the midst of them’

[Matt. 18:20]. Christ is present among our students and guides and helps them in their studies.

These things should be considered in public meetings, and our hearts should be moved to call

on Christ that He may be present and aid and direct us.

In the introduction of a collection of essays celebrating the five hundredth

anniversary of Luther’s birth, Marilyn J. Harran asserted,

In many ways education was at the heart of Luther’s manifold activities...His first efforts at reform

were directed not toward the church but toward the university, where he battled to place

Scripture and the Church Fathers at the center of theological study and for new attention to the

humanities in the arts curriculum. Luther’s younger colleague, Philipp Melanchthon, who came

to be known as Praeceptor Germaniae, worked diligently to institute these reforms at the new

university.

From the earliest days of the Reformation, Melanchthon and Luther were

collaborators in educational reform. In fact, not long after his arrival in Wittenberg,

Melanchthon assumed the role of implementing curriculum reform in Wittenberg and

numerous other universities. The rapid and thorough implementation of reforms

indicates that Melanchthon arrived in Wittenberg with a pedagogical agenda already

in hand, which included the reform of clerical education.

The task of this chapter is five fold. First, a review of Melanchthon’s own educational

background is warranted. Upon his arrival in Wittenberg Melanchthon was not a

tabula rasa. Analyzing his own educational background sets a context for the

proposals he brought to his appointment in Wittenberg. Second, a brief overview

assessing the influence of Erasmian humanism on Melanchthon is helpful. For years,

scholars have had various assessments regarding the relationship and influence “The

Prince of Humanism” had on the young Praeceptor. Therefore, a small sampling of

perspectives provides insight to the discussion. Third, a careful look at Melanchthon’s

opening address to the faculty and students of the University is insightful. His opening

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(Sort by Chapter) Croghan, Christopher M. “Melanchthon’s Der Ordinanden Examen and Examen Eorum: A case study in pedagogical method.” Ph. D. diss., St. Paul Campus, University of Minnesota, 2007. Ch. 2 Melanchthon - “Through the establishment of lectures on Quintilian and Cicero, rhetoric entered into the regular study program for the first time in the history of the University of Wittenberg. Most importantly, the lecture plan stipulated that the University soon employ professors of Greek and Hebrew.” (Croghan, Christopher M. “Melanchthon’s Der Ordinanden Examen and Examen Eorum: A case study in pedagogical method.” Ph. D. diss., St. Paul Campus, University of Minnesota, 2007, 37.) Ch. 2 - “With Luther’s proposed reforms in mind, his review of Melanchthon’s inaugural speech is understandable. The new appointee filled the need for a Greek professor as well as the University’s intentions for the lectures on rhetoric. Melanchthon also echoed Luther’s frustrations concerning the trends of scholasticism and its use of Aristotle. As the next chapter demonstrates, Melanchthon arrived in Wittenberg fully capable of contributing to the reformation of the curriculum. In fact, in the ensuing months Melanchthon’s publications demonstrated his intentions to use rhetoric as a centerpiece for reform and education. Moreover, Melanchthon reformed the use of Aristotle in the Wittenberg curriculum. Through Melanchthon’s contributions, Aristotle’s influence ...
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