I n concordance with the information provided by the existence o f two original Chrysostomian versions of the homilies, the editorial policy o f these texts should change. E v e n w h e n scholars noticed the double stylistic redaction, they did not change their approach. M a r k o w i c z is satisfied with his two-fold list o f variant readings and does not attempt any modification in the actual text. B o i s m a r d and Lamouille still adhere to the traditional editing rules, despite their o w n conclusion. F r o m the two noted versions they choose one, the shorter as being considered more authentic,4 9 w h i c h can be true, but not in terms o f the two redactions earlier mentioned by them. Besides, the choice of one version shows the same unilaterality as Montfaucon's choice to the longest.
In terms o f the two-fold redaction of the homilies, the traditional editorial rules are continuing the same scribal error, for centuries. T h e edition o f these texts should not be one text w h i c h mixes up and tries to uniformise the two
4 9" L e texte court se présente avec meilleures garanties d'autenticité," ibid., 58.
stylistic variants as the third family o f manuscripts noted by M a r k o w i c z does. A s proved by the P G text, such an edition cannot have internal coherence and results in mistaken readings and obscure passages. T h e text is an artificial composite, built up mainly on the basis of the second redaction w h i c h ofers a more complex reading, but losing the wealth of information offered by the oral version.
Thus, I would propose a two-fold text, edited in two columns, each with its o w n apparatus and variant readings. This would also make easier the task of tracing the manuscript tradition and using the whole amount o f material at once.
O n the basis o f external analysis, a preliminary division o f the mannuscripts into three classes can be made. Manuscripts witnessing to the late, uniformised version would not be used because o f their too corrupted form unless they are considered useful for one or the other version. T h e amount o f material for one edited text will thus diminish, being easier to handle.
T h e necessity of using a textus receptiis can be supplied by Savile's edition, the readings o f which are, in many cases, the same with those in the purer C G version and are usually based on manuscript evidence.
It is also necessary to consider the most original manuscripts, w i t h many variant readings as compared to the extant editions because these seem to be closer to an earlier redaction than the already uniformized ones. Thias w o u l d be one reason to include in the "good" manuscripts even fragmentary ones i f they are early and original. I n this respect, C o d e x Graecus 2, the study o f w h i c h has led m e to these conclusions, accumulates the qualities o f a manuscript useful for an eventual text edition.
A B R I E F O V E R V I E W O F C E U
Central European University (CEU) is an internationally recognized institution of post-graduate education i n the social sciences. It seeks to contribute to the development of open societies in Central and Eastern Europe and the former Soviet Union by promoting a system of education i n which ideas are creatively, critically, and comparatively examined. CEU serves as an advanced center of research and policy analysis and facilitates academic dialogue while preparing its graduates to serve as the region's next generation of leaders and scholars.
CEU was established i n 1991 as a pan-regional university committed to promoting educational development throughout Central and Eastern Europe and the former Soviet Union. CEU is a unitary institution, under a common Board of Trustees and Senate, with teaching sites i n Hungary and Poland. Its primary offices are in Budapest. CEU has an absolute charter from the Board of Regents of the State of New York. The academic departments and programs include in Budapest economics, environmental sciences and policy, history, international relations and European studies, legal studies, medieval studies, and political science; in Warsaw sociology. Other interdisciplinary programs are also available i n Budapest such as the program on gender and culture, human rights, nationalism studies, social theory, and southeast European studies.
During the 1997/98 academic year, CEU enrolled 709 students drawn from 41 countries including those of Central and Eastern Europe and the former Soviet Union, Western Europe, North America, and Asia. Over 60 resident professors and a number of visiting professors from around the world teach at CEU, giving students access to highly respected academics.
Central European University does not discriminate on the basis of-including, but not limited to-race, color, national and ethnic origin, religion, gender or sexual orientation i n administering its educational policies, admissions policies, scholar
ship and loan programs, and athletic and other school-administered programs.
CEU recognizes the human dignity of each member of its community. The university also believes that each member has a responsibility to promote respect and dignity for others so that all members of the community are free to pursue their goals in an open environment, able to participate i n the free exchange of ideas, and
able to share equally i n the benefits of the university's employment and educational opportunities. To achieve this end, the university strives to foster an academic, work and living environment that is free from any form of harassment, including that based on sex.
H O W T O D O T H I N G S W I T H B L U E P R I N T S
Prof. Sorin Antohi Academic Pro-Rector
On September 12, 1997, CEU officially entered a new academic year-its seventh.
By one of those icreasingly frequent changes forced by the media onto reality (reality, full stop; not virtual reality), the special supplement to the Gazette was being distributed to the large audience attending the opening ceremony shortly before Professor Josef Jařab and myself were supposed to deliver our welcoming remarks. It was a collective exercise i n anachronism: our "speeches" were already i n print, disturbingly challenging Newton's idea of time, and historians' trust i n archives. So the two texts were not read by their respective authors and went into oblivion directly from the printed page, while the two speakers improvised brand new addresses, presumably off the record. (CEU consistently offers evidence of our region's allergy to keeping records, rather natural after decades of secret police surveillance: a few weeks ago, Professor Jarab's sophisticated and funny public conversation with György Konrád was not taped, at least officially, although the host and his guest were using high-tech wireless microphones.)
The time travel was over, CEU was back into history as usual. However, I kept thinking about that short intrusion of the near future into our present continuous and I started to include references to my most ambitious institutional projects i n every conversation, from the casual remarks on CEU's daily operations to the polemics on academic issues. Quite quickly, I realized that many people at CEU were somewhat tired with projects or visions and they tended to dismiss any further talk about changes, future, and the like as mere speculation. I also suspected that such blasé partners, although polite and possibly open-minded, were waiting for me to settle i n my Pro-Rector's armchair, run the place smoothly and grow into accepting their cynical realism. A t some point, somebody even e-mailed me a kind of military fairy-tale describing ad usum delphini a general that made Blitzkrieg advances into enemy territory but eventually lost his considerably slower soldiers i n the process.
While I don't really feel like refuting the bellicose parable-I would simply suggest my correspondent a closer reading of Clausewitz-I want to make a more general point: halfway between Popper's "piecemeal" and "Utopian" extremes of social engineering, one could still imagine another option. To put it briefly, this would be to constantly produce blueprints, to offer them for, and change them according to, open debates, to implement them thoroughly and to consistently check them against their consequences, intended or not. Even after the collapse of most Utopias, handling blueprints with skeptical care can still prevent us from aban
doning ambitious necessary change altogether. In what follows, I introduce such a blueprint, which already includes ideas and feedback from our Rector and President, Professor Josef Jařab, our Executive Vice-President, Dr. István Teplán, and others.
In the next months, we shall concentrate on its improvement and implementation.
Your reactions and suggestions are welcome.
From Remedial to Elite Education. As one among many programs designed and operated by the Soros foundations network, CEU is contributing i n its modest way to the birth or consolidation of open societies. However, CEU should gradually distance itself from the general logic of the network-philanthropy-and evolve towards the typical logic of graduate schools-academic excellence. This does not mean that a group of preposterous scholars are trying to escape the constraints (financial, moral, and otherwise) of post-communism and offer themselves an ivory tower at the expense of deserving multitudes from under-resourced parts of the world. It simply means that a number of responsible people with a real knowledge of CEU's target region understand several principles and facts, such as: (a) CEU is not the only institution that caters to the educational needs of the region (our code-name for the blurred symbolic map of post-communism), as many good schools, univer
sities and think tanks are set up or reformed, often with assistance from the Soros foundations network; (b) rather than accept in the name of equal opportunity students whose English is poor and whose academic qualifications are doubtful, we should raise admission standards and develop our advertising and recruiting strategies i n order to make sure we reach, appeal to, and use our resources for the brightest graduates. Ironically enough, the elites of the region have been too often sacrificed i n the name of generous principles.
From Occasional Paternalism to Peer Cooperation. Eight years after the fall of the Berlin wall, CEU is decisively moving towards cooperation with similar, or complementary, institutions-in the region and elsewhere. Cooperative projects are not new at all, but we need more common work with our peers, more exchange of ideas and experiences, and less paternalistic assistance to frustrated betters or mendiants ingrats. Junior and Senior Visiting Fellows, visitors through programs
such as the Curriculum Resource Center or the Summer University are increasingly seen as CEU faculty's colleagues and partners, and invited for meaningful, intens
ive, and candid intellectual exchanges. Moreover, since at CEU one is most likely to find the relevant expertise, our university is coming closer to the Soros-funded programs that have related goals; the Research Support Scheme is one such program.
One of the most recent developments i n this respect is the Joint Appointment Scheme, to be launched in the near future, by which outstanding academics from the region and elsewhere will be able to teach during a part of the academic year as Recurrent Visiting Professors at CEU, while continuing to teach at their home universities for the rest of the academic year. This formula has proved to be very successful in several CEU departments; at this point, we are adding to it benefits for the departments and universities from where our jointly appointed professors come, in order to transform what is largely an individual adventure into a lasting institutional collaboration. Furthermore, CEU will profit from having more qualified supervisors for its M.A. and Ph.D. students, while the whole range of academic programs in the Soros foundations network w i l l gain more consistency and substance.
Towards a Network of Research Networks. Similar to the regional integration of our teaching, research at CEU is to be reorganized and encouraged at all levels, from departments and programs to international teams. It w i l l be coordinated by a new unit, which is now being designed and debated: the CEU Institute for Advanced Studies. Far from being one of those oversized research institutes that were so popular i n the region before 1989, this is to function as a network of networks, focusing on projects that will be coordinated by CEU faculty alongside non-CEU scholars, under the academic guidance of an international advisory board. Our Ph.D. students will be encouraged to join whenever appropriate. Funding from external sources; publication of the main research results-often with the CEU Press;
high-profile conferences, including a "The State of the Art i n " series, to be launched in 1999 with a focus on historical studies; rigorous interdisciplinary research; and balance between "hot" topics and long-term concerns are some of the founding ideas of the Institute.
This is merely a sketch of our blueprint. From the Student Council and the newly launched Junior Faculty Initiative-an informal group of young scholars that meet to debate university-wide issues-to the Academic Forum, the Senate and the Board of Trustees, this blueprint will hopefully travel all the way from fantasy to reality. What is at stake is simply CEU's status as a center of excellence.
Working lunch during the Board Meeting.
Meeting of the Academic Advisory Board of the Department of Medieval Studies in the Senate Room of CEU.
R E P O R T O F T H E Y E A R
János M. Bak, Acting Head
The year 1997/98 was, i f we wish to give it a general characterisation, one of transition. Not only was Gábor Klaniczay elected Rector of the Collegium Budapest, Insitute for Advanced Study, and, therefore, had to resign from the position of Head of the Department, but last year's program coordinator, Renata Mikolajczyk, also decided to return to active research, and thus a new head of the office had also to be found. Upon the recommendation of the Academic Advisory Board i n the Spring of 1997, the Rector and Senate of CEU appointed the writer of this report as acting head. The position of coordinator was assumed by Anna Ádám, a teacher of English with some adminstrative and budgeting experience, who intends to stay "on board"
for the long term. Admittedly, the transition has not been easy, for there were very many things that got never formally recorded but existed only in our heads or in that of Marcell Sebők (who, for a semester i n the Fall 1997, was with us as a guest editor of the Annual for 1996/97) or Renata. Parallelly with these administrative changes in our bailiwick, we had to get used to much more "bureaucratic" procedures at CEU. The university has now grown into a sizeable institution which inevitably entails more paperwork, more precise accounting, budgeting, registration and so on.
And-according to a recent report by Price-Waterhouse-this is not always as efficient as one might wish. A long way from Hűvösvölgy times when "registration" for courses was a piece of paper i n the instructors' hand and finances were handled through a check-book i n the coordinator's desk.
However, before the academic year came to its end, the new Head of the Department, Prof. József Laszlovszky, had been approved by the Senate and the Board of Trustees, and w i l l formally take over the leadership on 1 January, 1999. I n the meantime, the partially new administrative staff has also acquired the necessary routine.
We opened 1997/98 with the traditional short excursion into western Hungary, and this time the weather was so pleasant that-before a very elegant wine-tasting
"session"-we had an afternoon of swimming in Lake Balaton. The new class of M.A. candidates has 33 students, to them came 10 new "probationary" Ph.D.
candidates (as they are now called during their first year before the comprehensive exams), and 18 returning Ph.D. students. Additionally, seven of our finishing Ph.D.
students (from the very first year of our program) were still around, completing their dissertations. As they had been on leave for several months i n the past years, they had still a few months' worth of stipend to be used for completing their work. A l l told, i n 1997/98 we had the largest number of students i n the program, which was not bad, insofar as there was a tendency i n the Administration to that kind of
"normative financing", which is practised in many state universities. (It proved in fact to be handled less strictly by the financial authorities than we had feared.) At any rate, we decided to increase the first-year intake rather than become less rigorous i n admitting M . A . graduates into the Ph.D. program.
The incoming class looked a bit problematic i n terms of English language background, and also i n previous professional training. We had to realise that the impressive number of high quality students of our first years-due to the fact that we had a chance to admit young scholars who had spent some years after their first degree i n professional life and were, so to say, "waiting" for the opportunity to come to C E U - w i l l not be the general rule. We are now recruiting from the "annual average" of university graduates. Our students tend to be younger and less experi
enced. It was clear that we have to adjust our expectations, methods, and offerings to these circumstances. Moreover, i n the last years we became aware of the fact that-concomitant with "modernisation"-the traditionally good basic training of medievalists as well as the status of scholars in the humanities has begun to decline in the region. To put i t crudely: our entering students w i l l soon know as little Latin as American or German B.A. graduates, and all the "money-making trades" will tend to eclipse i n prestige the traditionally highly regarded panowie profesorowie.
This cannot be stopped, but we have to face it and adjust our program. We intend to accept intelligent and motivated young people, and help them overcome the short
comings of their previous education also in fields that used to be well taken care of earlier. This translates into the need for such offerings as beginners' courses in Latin/Greek/Old Church Slavonic, more basic proseminars in research skills, and so on, while, on the M . A . level, the number of specialised and professional seminars w i l l have to be somewhat reduced. We can catch up during the doctoral years for those who chose to pursue higher degrees with us.
The geographical gaps in the arriving students (especially the low number of students from the Czech and Slovak Republics, but also the relatively weak Polish presence) were not quite balanced by the growing interest for CEU i n Romania. The good supply of Bulgarians seems to have declined, but maybe just temporarily.
Croatia, Russia, Ukraine, Hungary and the Baltic kept up, more or less, their "usual quota."
Both the pre-session and the first semester went well (for course descriptions, see below, pp. 37-61) and some of our concerns (especially about English) proved to be overpessimistic. A l l of those who had problems i n this field, managed to catch up, with the help of our faculty and the Language Teaching Centre's tutors, by December.
In late Fall we have been again nominated for the Hannah Arendt Prize (of which we were finalists last year and received a nice laudatio from Lord Dahrendorf), and had to present our program once more, but this time we did not make it into the second round. Still, such recognition is good for the ego- and for public relations. I n October we launched a year-long public lecture series on
"Byzantium and the Rest of Europe: I n memoriam Alexander Kazhdan"-the leading Byzantinist who had planned to spend some weeks with us i n the 1997/98 academic year (see below, pp. 63-65) but died i n the Spring. This series allowed our students to meet internationally renowned experts in a field which we intend to build up as a special profile of our department in the long run. Particularly valuable in this effort was that we established good contacts with Viennese Byzantinist scholars, who will regularly offer guest courses in our program in the future. Also, the lectures drew attention to our department in the Budapest scholarly community, a concern high among our priorities. (A few students took the lecture series "for credit", by writing a short essay at the end of an appropriate topic of their choice.) We intend to continue such topically oriented series, even i f not as extensive ones as i n 1997/98:
the organisation (and budget!) for a weekly public lecture is too much for our limited resources.
The second semester and the Spring Session were enriched by a number of guests, regulars and new friends, such as the two Canadians, Hanna Kassis and DeLloyd Guth, who were very much appreciated by the students, and i n A p r i l - M a y Roberto Rusconi, Marco Mostert, Hartmut Kugler, Henrik and Marianna Birnbaum, and Nancy van Deusen. We also introduced a new course on "The Bible i n the Middle Ages" (offered by Marianne Sághy, see below, p. 56.) which proved to be very popular and will be a regular feature.
In February the great event of our (and CEU's!) first doctoral promotion took place. Stanko Andrič Gábor Klaniczay's student, defended his dissertation on The Miracles of St. John Capistran. In May, he was followed by the second doctoranda:
Margaret Draganova Dimitrova, Henrik Birnbaum's student, defended her work on Greek and Latin Loanwords and Names in Glagolitic Missals. (On details, see below, pp. 111-120). On June 23, they were formally awarded the degree by the
Rector (together with a young lawyer, CEU's first SJD). On the faculty's side, Marianne Sághy defended her Ph.D. i n Princeton, and passed the necessary rites of passage i n Hungary as well.
In February-March the new applications arrived. We believe that all twenty-five who were finally accepted will prove to be good M.A. candidates (and beyond).
Their English background is much better than the past few years' average (and maybe this trend w i l l even increase in the future). In contrast and as a balance to the relatively low intake of M.A. candidates, we admitted fourteen new Ph.D. candid
ates: nine from this year's graduates, four former students of ours, who had spent a year or two elsewhere and, as a new feature, one graduate from another university.
The uneven geographic distribution remains a problem: we are now apparently quite popular i n Romania (seven new students and one from Moldova) and Hungary (six);
the rest of the new M . A . class is going to come from Albania, Armenia, Bulgaria, Bohemia, Lithuania, Slovakia, Serbia (one each), Russia and Ukraine (two each);
but none from Croatia, the Czech Republic, Poland and Slovenia. There was no successful Western applicant either.
At the end of March, combined with the Interdisciplinary Workshop, our newly constituted Academic Advisory Board held its first meeting. Chaired by Elisabeth A. R. Brown from New York, it was attended by a majority of members, among them the newly elected Professors. Rees Davis from Oxford, Evelyne Patlagean from Paris, and Andrei Pippidi from Bucharest. The Board discussed the progress of the department and placed a number of issues on the agenda, which had been recommended by previous visitors and alumni, who were asked to suggest
"problems" for an internal review. The Board approved the department's work and its strategic plans and was especially pleased about the reports on the progress i n English academic writing which is reflected i n the incomparably better style and form of the theses submitted.
The main points of the Board's decisions addressed the need of recruitment i n the countries less well represented among our students, including Western Europe and North America; the ratio between courses on research methods and special topics as well as those offered by resident and by visiting faculty. Based on the experience of the last two years, its was decided to discontinue the experimentally introduced option of "three papers and exam" instead of M.A. thesis. The few students who chose this option could have very well expanded either of the papers into a regular thesis, or, i f not, should have taken more time and submitted later, as some students always do. (Usually two or three M . A . students postpone their sub
mission and defense by half a year or one, and several of them proved to be good pieces of work which simply needed more time for material collection and/or