Of all the many disparaging comments aimed at Jonson over the years, the accusation that he, or his work, is ‘pedantic’, is one of the most common. With reference to Montaigne, early modern debates about Latinate language, and the appearance of Jonson’s plays and poetry in the 1616 Works, this essay attempts to reframe the idea of pedantry to illuminate the broader meanings of the term as it is applied to Jonson. What is that concept doing in critical discourse? How does it position scholars, readers, and teachers in social space? As it pursues these ideas, the essay links some of the evidence of Jonson’s putative pedantry to wider aesthetic and thematic patterns in his 1616 folio. It argues that elements of the Works that get called ‘pedantic’ often reach out in complex ways to an audience that was only just beginning to understand itself as such. Along the way, it pays close attention to the logic of insult, to the place of complex and incomprehensible language in the plays, and to the effects of Jonson’s favourite technique for playful, and sometimes angry audience creation: division and classification.