Later lectures show that Melanchthon’s views may have changed slightly, as he applauds Copernicus’ lunar theory. However, Melanchthon continues to recommend that his students remain concerned with Ptolemaic lunar theory, as he had been teaching up to this point. Throughout his time studying and lecturing on Copernican theory, Melanchthon never ignores the fact that Copernicus defies scripture, an idea which Melanchthon openly disapproves of. However, Melanchthon seems to agree that this new theory has value to the subject of astronomy, and doesn’t reject it entirely. Like the members of the Melanchthon circle, Melanchthon himself does not fully accept or fully reject Copernican theory, but is instead more moderate. Caspar Peucer (1525–1602) entered the University of Wittenburg in 1540. There, he studied astronomy, mathematics, and medicine under the teachings of Philipp Melanchthon, Erasmus Reinhold and Georg Joachim Rheticus. Shortly thereafter, he became a professor at the university and the son-in-law of Melanchthon when he married his daughter Magdalena. Considered one of the most important disciples to carry on the teachings of Melanchthon, he eventually held a high position within the university and was able to convey the Melanchthon Circle’s interpretations of the Copernican theory. Peucer is accredited with being able to effectively consolidate and institutionalize the Wittenburg Interpretation. He was able to do this by choosing to place Philippists (partisans of Melanchthon) in influential positions instead of orthodox Lutherans. This strategic placement eventually lead to a power struggle which resulted in Peucer being charged with being a crypto-Calvinist and incarcerated in 1576. After his incarceration, his work in astronomy ceased and he focused on practicing medicine. While teaching the curriculum to entry-level natural science students the importance of teaching arithmetic, physics, and astrological teachings of Aristotle, Pliny, Sacrobosco, and Ptolemy was emphasized. An introduction to the Copernican theory was also included within the curriculum, although limited. Peucer mainly cited Copernican quantitative material in order to help explain celestial motions and to discuss absolute distances of the sun and moon. He also utilized Copernican data to discuss eclipses and the length of the day. In Peucer’s teachings, the findings of Copernicus could not be utilized in extensive arguments because he was considered to be aligned with the theory of Aristarchus.