incidents in the downfall of the mighty Stagyrite. One was the attack on him by the renowned Peter Ramus, in the University of Paris. Our countryman, Andrew Melville, attended Ramus's Lectures, and became the means of introducing his system into Scotland. The other incident is still more notable. The Reformers had to consider their attitude toward Aristotle. At first their opinion was condemnatory. Luther regarded him as a very devil; he was "a godless bulwark of the papists." Melanchthon was also hostile; but he soon perceived that Theology would crumble into fanatical dissolution without the co-operation of some philosophy. As yet there was nothing to fall back upon except the pagan systems. Of these, Melanchthon was obliged to confess that Aristotle was the least objectionable, and was, moreover, in possession. The plan, therefore, was to accept him as a basis, and fence him round with orthodox emendations. This done, Aristotle, no longer despotic, but as a limited constitutional monarch, had his reign prolonged a century and a half.
The first thing, after the Reformation in Scotland, was to purge the universities of the inflexible adherents of the old faith. Then came the question of amending the curriculum, not simply with a view to Protestantism, but for the sake of an enlightened teaching. The right man appeared at the right moment. In 1574 Andrew Melville, then in Geneva, received pressing invitations to come home and take part in the needed reforms. He was immediately made Principal of Glasgow University, at that time in a state of utter collapse and ruin. He had matured his plans, after consultation with George Buchanan, and they were worthy of a great reformer. He sketched a curriculum, substantially the curriculum of the second university period. The modifications upon the almost exclusive Aristotelianism of the first period were significant. The Greek language was introduced, and Greek classical authors read. The reading in the Roman classics was extended. A text-book on rhetoric accompanied the classical readings. The dialectics of Ramus made the prelude to Logic, instead of the three treatises of the Old Logic. The mathematics included Euclid. Geography and Cosmography were taken up. Then came a course of Moral Philosophy on an enlarged basis. With the Ethics and Politics of Aristotle were combined Cicero's ethical works and certain Dialogues of Plato. Finally, in the physics, Melville still used Aristotle, but along with a more modern treatise. He also gave a view of universal history and chronology.
This curriculum, which Melville took upon himself to teach, in order to train future teachers, was the point of departure of the courses in all the universities during the second period. With variations of time and place, the Arts' course may be described as made up of the Greek and Latin classics, with rhetoric, logic, and dialectics, moral philosophy or ethics, mathematics, physics, and astronomy. The little text-book of rhetoric, by Talon or Talæus, was made up of notes
