Читать книгу Life of Luther - Julius Köstlin - Страница 15

Among the German universities, that of Erfurt, which could count already a hundred years of prosperous existence, occupied at this time a brilliant position. So high, Luther tells us, was its standing and reputation, that all its sister institutions were regarded as mere pigmies by its side. His parents could now afford to give him the necessary means for studying at such a place. 'My dear father,' he says, 'maintained me there with loyal affection, and by his labour and the sweat of his brow enabled me to go there.' He had now begun to feel a burning thirst for learning, and here, at the 'fountain of all knowledge,' to use Melancthon's words, he hoped to be able to quench it.

He began with a complete course of philosophy, as that science was then understood. It dealt, in the first place, with the laws and forms of thought and knowledge, with language, in which Latin formed the basis, or with grammar and rhetoric, as also with the highest problems and most abstruse questions of physics, and comprised even a general knowledge of natural science and astronomy. A complete study of all these subjects was not merely requisite for learned theologians, but frequently served as an introduction to that of law, and even of medicine.

When Luther first came from Eisenach to Erfurt, there was nothing yet about him that attracted the attention of others so far as to call forth any contemporary account of him. Enough, however, is known of the most eminent teachers there, at whose feet he sat, and also of the general kind of intellectual food which they administered. He gained entrance into a circle of older and younger men than himself, teachers and fellow-students, who in later years, either as friends or opponents, were able to bear witness, favourably or the reverse, as to his life and work at Erfurt.

The leading professor of philosophy at Erfurt was then Jodocus Trutvetter, who, three years after Luther's arrival, became also doctor of theology and lecturer of the theological faculty. Next to him, in this department, ranked Bartholomew Arnoldi of Usingen. It was to these two men above others, and particularly to the former, that Luther looked for his instruction.

The philosophy which was then in vogue at Erfurt, and which found its most vigorous champion in Trutvetter, was that of the Scholasticism of later days. It is common to associate with the idea of Scholasticism, or the theological and philosophical School-science of the middle ages, a system of thought and instruction, embracing, indeed, the highest questions of knowledge and existence, but at the same time not venturing to strike into any independent paths, or to deviate an inch from tradition, but submitting rather, in everything connected, or supposed to be connected, with religious belief, to the dogmas and decrees of the Church and the authority of the early Fathers, and wasting the understanding and intellect in dry formalism or subtle but barren controversies. This conception fails to appreciate the vast labour of thought bestowed by leading minds on the attempt to unravel the mass of ecclesiastical teaching which had twined round the innermost lives of themselves and their fellow-Christians, and at the same time to follow those general questions under the guidance of the old philosophers, especially Aristotle, of whom they knew but little. But it is applicable, at any rate, to the Scholasticism of later days. The confidence with which its older exponents had thought to explain and establish orthodoxy by means of their favourite science, was gone; all the more, therefore, should that science keep silence in face of the commands of the Church. Men, moreover, had grown tired of the old questions of philosophy about the reality and real existence of Universals. It had been formerly a question of dispute whether our general ideas had a real existence, or whether they were nothing more than words or names, mere abstractions, comprehending the individual, which alone was supposed to possess Reality. At that time the latter doctrine, that of Nominalism, as it was called, prevailed. At length, these new or 'modern' philosophers abandoned the question of Realism, and the relation of thought to Reality, in favour of a system of pure logic or dialectics, dealing with the mere forms and expressions of thought, the formal analysis of ideas and words, the mutual relation of propositions and conclusions—in short, all that constitutes what we call formal logic, in its widest acceptation. At this point, the far-famed scholastic intellect, with its subtleties, its fine distinctions, its nice questions, its sophistical conclusions, reached its zenith.

To this logic Trutvetter also devoted himself, and in it he taught his pupils. He had just then published a series of treatises on the subject. To him this study was real earnest. Compared with others, he has shown in these excursions a cautious and discreet moderation, and no inclination for the quarrels and verbal combats often dear to logicians. The same can be said of his colleague Usingen. Trutvetter has shown also that he enjoyed and was widely read in earlier and modern, especially, of course, in Scholastic literature, including the works not only of the most important, but also of very obscure authors. We can imagine what delight he took in all this when in his professor's chair, and how much he expected from his pupils.

At Erfurt meanwhile, and by this same philosophical facility, a fresh and vigorous impulse was being given to that study of classical antiquity, which gave birth to a new learning, and ushered in a new era of intellectual culture in Germany. We have already had occasion to refer to the movement and influence of Humanism at the schools which Luther attended at Magdeburg and Eisenach. He now found himself at one of the chief nurseries of these 'arts and letters' in Germany, nay, at the very place where their richest blossoms were unfolded. Erfurt could boast of having issued the first Greek book printed in Germany in Greek type, namely, a grammar, printed in Luther's first year at the University. It was the Greek and Latin poets, in particular, whose writings stirred the enthusiasm and emulation of the students. For refined expression and learned intercourse, the fluent and elegant Latin language was studied, as given in the works of classical writers. But far more important still was the free movement of thought, and the new world of ideas thus opened up.

In proportion as these young disciples of antiquity learned to despise the barbarous Latin and insipidity of the monkish and scholastic education of the day, they began to revolt against Scholasticism, against the dogmas of faith propounded by the Church, and even against the religious opinions of Christendom in general. History shows us the different paths taken, in this respect, by the Humanists; and we shall come across them, in another way, during the career of the Reformer, as having an important influence on the course of the Reformation. With many, an honest striving after religion and morality allied itself with the impulse for independent intellectual culture, and tried to utilise it for improving the condition of the Church. When the struggle of the Reformation began, some followed Luther and the other religious teachers on his side, some, shrinking back from his trenchant conclusions, and, above all, concerned for their own stock-in-trade of learning, counselled others to practise prudence and moderation, and themselves retired to the service of their muses. Others again, broke away altogether from the Christian faith and the principles of Christian morality. They took delight in a new life of Heathenism, devoted sometimes to sensual pleasures and gross immoralities, sometimes to the indulgence of refined tastes and the enjoyment of art. These latter never raised a weapon against the Church, but for the most part accommodated themselves to her forms. In her teachings, her ordinances, and her discipline, they saw something indispensable to the multitude, as whose conscious superiors they behaved. Indeed, they themselves wielded this government in the Church, and comfortably enjoyed their authority and its fruits. In Italy, at Rome, and on the Papal chair these despotic pretensions were then asserted without shame or reserve. In Germany, on the other hand, the leading champions of the new learning, even when in open arms against the barbarism of the monks and clergy, sought, for themselves and their disciples, to remain faithful on the ground of their Mother Church. At Erfurt, in particular, the relations between them and the representatives of Scholasticism were peaceful, unconstrained, and friendly. The dry writings of a Trutvetter they prefaced with panegyrics in Latin verse, and the Trutvetter would try to imitate their purer style.

Some talented young students of the classics at Erfurt formed themselves into a small coterie of their own. They enjoyed the cheerful pleasures of youthful society, nor were poetry and wine wanting, but the rules of decorum and good manners were not overlooked. Several men, whom we shall come across afterwards in the history of Luther, belonged to this circle;—for instance, John Jager, known as Crotus Eubianus, the friend of Ulrich Hutten, and George Spalatin (properly Burkhard), the trusted fellow-labourer of the Reformer. Both had already been three years at the university when Luther entered it. Three years after his arrival, came Eoban Hess, the most brilliant, talented, and amiable of the young Humanists and poets of Germany.

Such was the learned company to which Luther was introduced in the philosophical faculty at Erfurt. So far, different avenues of intellectual culture were opened to him. He threw himself into the study of that philosophy in all its bearings, and, not content with exploring the tangled and thorny paths of logic, took counsel how to enjoy, as far as possible, the fruits of the newly-revived knowledge of antiquity.

As regards the latter, he carried the study of Ovid, Virgil, and Cicero, in particular, farther than was customary with the professed students of Humanism, and the same with the poetical works of more modern Latin writers. But his chief aim was not so much to master the mere language of the classical authors, or to mould himself according to their form, as to cull from their pages rich apophthegms of human wisdom, and pictures of human life and of the history of peoples. He learned to express pregnant and powerful thoughts clearly and vigorously in learned Latin, but he was himself well aware how much his language was wanting in the elegance, refinement, and charm of the new school; indeed, this elegance he never attempted to attain.