History, politics, morals, and lawyers

“A lawyer is indeed unworthy of that title if he is ignorant of the things philosophers have established regarding the state and morals.  He should be removed from his post if he has not learned what his ancestors have done from whom he received the laws or if he has not read the histories of all ages.” Johann Sturm, “The Correct Opening of Elementary Schools of Letters (1538),” trans. Lewis W. Spitz and Barbara Sher Tinsley, Johann Sturm on Education (CPH: St Louis, 1995), p. 111.

Johann Sturm (16th-century teacher and Reformer) asserted that a knowledge of history, moral philosophy, and politics were essential for lawyers.  He made this statement to demonstrate how other arts and letters (liberal arts) support and inform the specific fields of law, medicine, and theology.

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Martin Luther on the Good Samaritan and Charity

“The fact is that wherever his [Christ’s] Word is welcomed and received in faith, it fashions people like the Samaritan here–gentle, compassionate, merciful people.  They cannot bear to see anyone suffering and when this happens they tender their own resources and provide help howsoever they can.  This is what Christ is picturing in this example.  He is speaking here of needy, suffering people, like this wounded man, a person not at all unpleasant.  To worthless, good-for-nothing, lazy beggars, who gain their livelihood by begging, and help no one, refuse to tend cattle or do any other menial kind of work, and yet want money in their pockets, we should not give a thing, but let them die of hunger.”  Martin Luther, “Sermon for the Thirteenth Sunday After Trinity,” trans. and ed. Eugene Klug, Sermons of Martin Luther: The House Postils, vol. 2 (Grand Rapids, MI: Baker, 1996), p. 404.

Dr Luther preaches on the gospel of St Luke 10:23-37 here.  This reading contains Jesus’ famous parable of the Good Samaritan.  In this quote Luther is explaining the fruits of the gospel at work in the Christian’s life.  However, this statement also reflects the Reformers’ approach to poverty relief and social welfare.  The Wittenberger Reformers sought to implement new forms of poverty relief very early in the 1520s.  This reform supplied needs for struggling fellow Christians, but also undercut the late medieval practice of charitable giving to beggars in exchange for heavenly benefits.  Notice how Luther singles out charlatan beggars as unworthy of true charity.*

*On the Lutheran Reformation and poverty relief see Carter Lindberg, Beyond Charity: Reformation Initiatives for the Poor (Minneapolis: Fortress, 1995).

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Criminal gangs or kingdoms

“Remove justice, and what are kingdoms but gangs of criminals on a large scale? What are criminal gangs but petty kingdoms? A gang is a group of men under command of a leader, bound by a compact of association, in which the plunder is divided according to an agreed convention.  If this villainy wins so many recruits from the ranks of the demoralized that it acquires territory, establishes a base, captures cities and subdues peoples, it then openly arrogates to itself the title of kingdom, which is conferred on it in the eyes of the world, not by the renouncing of aggression but by the attainment of impunity.” Augustine of Hippo, Concerning the City of God IV. 4. trans. Henry Bettenson (London 1984), p. 139.  

 

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Avarice and Public Office

“No vice, therefore, is more foul than avarice….particularly among leading men and those who control public affairs.  For to use public affairs for one’s profit is not only dishonourable, but criminal and wicked too….There is nothing by which those in charge of public affairs can more easily endear themselves to the goodwill of the masses than by incorruptible abstemiousness.” Marcus Tullius Cicero, On Duties II. 77. eds. and trans. M.T. Griffin and E.M. Atkins (Cambridge 1991), pp. 94-95.

I wonder if this is really true.  Do voters really want someone honest and trustworthy?

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History and the education of youth

“But if the memory of antiquity attaches to any kind of man it is to magistrates, kings and princes regnant.  For them and their position it is necessary that they possess not only will and genius, but also the knowledge and recollection of examples to be deliberated, judged, provided or avoided in all the functions of their reign.

Therefore, the teacher who should educate the children of princes and especially instruct their young minds so that when they grow up to rule the Republic, wisdom and practice are seen to dwell in them as adults.  As adults they should hold the histories of all periods, peoples and individuals of primary importance.

But in all these matters it is necessary to remember this, that I do not only recommend history, for there are many other excellent subjects to be learned.  Nevertheless, history should be among the first subjects a youth should learn.” Johann Sturm, “On the Education of Princes,” trans. Lewis W. Spitz and Barbara Sher Tinsley, Johann Sturm on Education (CPH: St Louis, 1995), 181.

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No Thanks from the World

“In great part we serve, teach, admonish, suffer, give consolation, and do things commanded by God for unworthy men.  Here we gain nothing for our services but hatred, envy, and exile; and our whole life is nothing else than the loss of kindness.  Therefore, you must never hope that the world will acknowledge and remunerate your faithfulness and diligence; for it does the opposite….Set another goal, therefore, for your service and your life than the thanks of the world.  Its gratitude is suddenly changed into fury.” Martin Luther, Lectures on Genesis, Luther’s Works, vol. 7, pp. 97.

Dr. Luther gave sound advice in relation to worldly accolades in his lectures on Genesis.  Here he considers Genesis 39:19 and Joseph’s tribulations in Egypt. He particularly warns future pastors to expect some to be grateful and others to want to take their lives.  However, this idea can apply to anyone who teaches for worldly approval.  Luther exhorted his students (most of whom became pastors) to serve and teach even the wicked and ungrateful in imitation of God (Matthew 5).     

 

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Lawsuits and Admiration

“There are many types of cases which call for eloquence, and in our republic many young men have won praise by speaking before the jurors, before the people, and before the senate. But the greatest admiration is inspired in lawsuits.  The method required here is twofold, as it consists of prosecution and of defence.  Defence is indeed more likely to win praise, but frequently too a prosecution is approved.” Cicero, On Duties II. 49. eds. and trans. M.T. Griffin and E.M. Atkins (Cambridge 1991), p. 81. 

Is there any doubt that Cicero was a lawyer?

 

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Eloquence and Wisdom

“It is a well known fact that ‘Eloquence without wisdom is futile.'(citing Cicero, Orator 4. 14) Whence it is clear that eloquence derives its efficacy from wisdom.  The utility of eloquence is, in fact, directly in proportion to the measure of wisdom a person may have attained.  On the other hand, eloquence becomes positively harmful when it departs from wisdom.  It is accordingly evident that dialectic, the highly efficient and ever-ready servant of eloquence, is useful to anyone in proportion to the degree of knowledge he possesses.”  John of Salisbury, Metalogicon, Bk II, Chap. 9. trans. Daniel D. McGarry (Berkeley 1955), p. 93.

 

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The Power of Learning

“For there is nothing more potent than learning.  It has the greatest potential both for harming and for helping man.  Many wise men have been nonchalant and contemptuous with impunity before the threats of kings and tyrants who could not bear the enmity of poets or the shouting of orators.  Therefore the arts and disciplines should be taught not only in conformance with the rules of the arts, but also in a way that promotes wholesomeness–both of which in our times have been vitiated.  For many do not follow in their teaching either the method or program which the subject requires.” Johann Sturm, “The Correct Opening of Elementary Schools of Letters (1538),” trans. Lewis W. Spitz and Barbara Sher Tinsley, Johann Sturm on Education (CPH: St Louis, 1995), p. 73.

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Grammar is our Mother

“Grammar is the cradle of all philosophy, and in a manner of speaking, the first nurse of the whole study of letters.  It takes all of us as tender babes, newly born from nature’s bosom.  It nurses us in our infancy, and guides our ever forward step in philosophy.  With motherly care, it fosters and protects the philosopher from the start to the finish [of his pursuits].” John of Salisbury, Metalogicon, Book 1, Chap. 13, trans. Daniel D. McGarry (Philadelphia, 2009), p. 37.

What a beautiful description of the significance of grammar as the foundation of the study of the liberal arts!  John of Salisbury imagines grammar as the mother who nurses us as young students of the arts.

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