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GÁBOR ITTZÉS the basis of Melanchthons textbook. Mathematics was split into two, higher and lower, if only in principle because they were, as yet, covered by the same person on alternating days (Table 11). Table 11 Reorganisation of chairs in the Faculty of Arts (1521) App. Chair Current funding Future funding 12 Mathematics (higher and lower) All Saints’ All Saints’ 11 Lesser logic (Petrus Hispanus): Scotist All Saints’ — 11 Lesser logic (Petrus Hispanus): Ihomist All Saints’ — Amsdorf’s canonry, no longer covering the Los u sn greater logie] ° ° All Saints u - [Rachals’ canonry exempt from teaching] All Saints’ — 11 Greater logic (no via) Elector All Saints’ 6 Priscian and Greek grammar (Melanchthon) Elector (20 gl.) Elector 16 Physics (Aristotle modo et ratione Melanch- Elector (20 gl.) All Saints'(2)** thonis) 11 Elements of logic and rhetoric Elector (20 gl.) Elector 18&17b) Quintilian and Pliny Elector (n.d.) All Saints’(?)** 2 & 20* Poetry and rhetoric (Latin) Elector (n.d.) All Saints’ 7 Greek Elector (n.d.) Elector 8 Hebrew Elector (50 gl.) All Saints’ 15 Elementary Latin/Greek/Hebrew (1) Elector (20 gl.) Elector 15 Elementary Latin/Greek/Hebrew (2) Elector (20 gl.) Elector * See also No. 11. **See n. 55. If the first phase of reforms in 1518 represented an additive approach, the old classes were definitely retreating by now, and the new courses were effectively replacing them. Another crucial difference between the late 1510s and the early 1520s was that institutional reforms were now essentially following events in the classroom. Lectures had to be reorganised because students no longer attended them, or reform-minded professors no longer offered them. The rearrangement also included refinancing, at least in the form of a proposal. Money from the discontinued chairs was to be reallocated. More importantly, the Elector wanted to make full use of the Collegiate Church’s canonries. For the time being, they were in the possession of people who were either exempt from teaching (Rachals), had given up their scholastic teaching load but not their endowed position (Amsdorf), or were still holding on to their now rather obsolete lectureships, as did both professors of lesser logic. Plans were nevertheless drawn up for the reallocation of those funds once they + 26 +
