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continued in the second class from the top, with dialectic added. In dialectic, came first the critical part, then the topics; that is, first iudicium and then inventio, the Aristotelian system, not the rhetorical, Ciceronic, and Ramistic. In rhetoric, the boys also began Sturm's expanded Partitiones, taking the first two dialogues, which gave a complete survey of all five parts of rhetoric; inventio, etc. The Partitiones was then continued and completed in the highest class, and Sturm's dialectic was also added. Thus Sturm used in grammar school
"Id Herennium and Partitiones for rhetoric, reserving De Oratore and Hermogenes for the next stage of schooling. He also gave the boys a complete logic. Like Elyot, Kemp; and schoolmasters generally, he aimed to give the boys a complete view of rhetoric as in the Latin system, but presenting the first two parts, iudicium and inventio, also as formal Aristotelian logic.
To complete our survey of the views of outstanding educational theorists of the time, we may as well notice the essentials of the extensive presentation by Vives. He has discussed the study of languages, and now turns to the knowledge which is to be acquired through languages, which are only a means to that end.
A method of investigation comes next to the study of languages, a means whereby we can test the true and the false by simple and well-arranged rules. This is called logic. A young man who has advanced thus far in the study of languages, will easily understand what is put before him. Nor need anything prevent him from considering logic before he has finished his language studies, so that he goes on to the completion of the one whilst making progress in the other. In this art, or rather instrument and organ of art, those definitions are first explained, which are peculiar to it. Thence we pass to simple and compound judgments, and lastly to the rules for proof. This is called the critical dialectic, that is, the science of logical proof. For this purpose there are certain little books by recent writers, which are very helpful, such as those by George of Trebizond, George Valla, and Philip Melanchthon; these should be first explained. Then there is the wept 0ppvetas of Aristotle, omitting the passages which discuss judgments of future possibilities, as they are very complicated and suited for more mature study at a more advanced stage. The books of Aristotle's llnadytica Priora contain much that is obscure and, in my opinion, unnecessary. The teacher should choose what is suited to the age of his pupils and to the knowledge which he is imparting."
So Vives takes up first critical dialectic, as in the Aristotelian system, and points out the best authorities for study. Besides,
The youth might read quietly to himself Boethius, Capella, Apuleins and Augustine, although to some extent they introduce Graecisms. Politian
Î Watson, Vices: On Education, p. 164.
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