Seite 38 [38]
GÁBOR ITTZÉS
App. Chair 1507 1516 1518 1521 1525 1536**
5 History Humanist
— [Poetry] Humanist
11 Logic (no via) filled
11 Logic (new Humanist
translation)
11 Elements of filled filled
logic and rhe¬
toric
11 Logic (Dia- No. 8
lectic)
16 Physics (new Humanist filled filled No.9
translation)
17 Pliny Humanist see Quinti¬
lian
21 Zoology see Quin¬
tilian
18 Quintilian Humanist filled filled
8 Hebrew Humanist filled filled No.1
7 Greek Humanist filled filled No.2
15 Elementary Humanist filled filled No. 11
Latin, Greek &
Hebrew (1)
15 Elementary Humanist filled
Latin, Greek &
Hebrew (2)
* Vach lectured on Sallust. ** As listed in the Fundationsurkunde. *** Vacant.
The curriculum was affected not only as regards course contents but also by
the renewal of teaching methods when disputations were reconceived and,
especially, declamations introduced in the third phase of reforms. Melanch¬
thon, who was the key administrator in shaping the new order, also rethought
the examination system and the whole order of study. Examinations and the
course of study were reorganised to meet the needs of the day. They had to
satisfy student expectations, and also respect the new role of the Arts faculty
as a place of thorough preparatory learning, without which the higher faculties
could not function.
With Melanchthon’s reorganisation, university reform regained momentum
and once more took the initiative. No longer did it merely respond to impulses
from below or from outside, it again pointed the way forward in the training of
intellectuals. Overall, the Humanism promoted by these institutional changes
was not self-serving, but the educational programme was designed to prepare
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