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Chapter Summary

Every educational institute possesses a diversity of functions, corresponding to the way in which it is used by its students and faculty. This conclusory chapter summarises a number of these functions, with an indication of the most important. Vossius provided few new insights in his teaching of history. Barlaeus's teaching was also traditional; as a true humanist he detested scholasticism, returning in his classes to the original text of Aristotle. The substance and form of teaching at the Athenaeum demonstrates that it was a traditional institute of higher education. It is remarkable that 'Cartesian troubles', so seismic in Leiden and Utrecht, did not reach Amsterdam. Teaching methods such as collegium privatum, lectio publica and disputatio were standard at the Athenaeum as they were at other institutions. At the Amsterdam Athenaeum, the humanists never adopted, as an alternative to Aristotelian logic, the rhetorical dialectics of Agricola, Melanchthon, or Ramus.

Keywords: Amsterdam Athenaeum; Aristotelian; Barlaeus's teaching; Cartesian trouble; collegium privatum; disputatio; humanist educational program; Leiden University; Ramus; Vossius



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