Anatomical theatres became a popular form for anatomical teaching in the early 16th century. The University of Padua was the first and most widely known theatre, founded in 1594. As a result, Italy became the centre for human dissection. People came from all over to watch as professors taught lectures on the human physiology and anatomy, as anyone was welcome to witness the spectacle. Participants "were fascinated by corporeal display, by the body undergoing dissection". Most professors did not do the dissections themselves. Instead, they sat in seats above the bodies while hired hands did the cutting. Students and observers would be placed around the table in a circular, stadium-like arena and listen as professors explained the various anatomical parts. As anatomy theatres gained popularity throughout the 16th century, protocols were adjusted to account for the disruptions of students. Students moved beyond simply being eager to participate, and began stealing and vandalizing cadavers. Students were thus instructed to sit quietly and were to be penalized for disrupting the dissection. Moreover, preparatory lectures were mandatory in order to introduce the "subsequent observation of anatomy". The demonstrations were structured into dissections and lectures. The dissections focused on the skill of autopsy/vivisection while the lectures would center on the philosophical questions of anatomy. This is exemplary of how anatomy was viewed not only as the study of structures but also the study of the "body as an extension of the soul". The 19th century eventually saw a move from anatomical theatres to classrooms, reducing "the number of people who could benefit from each cadaver".
Anatomical theatres became a popular form for anatomical teaching in the early 16th century. The University of Padua was the first and most widely known theatre, founded in 1594. As a result, Italy became the centre for human dissection. People came from all over to watch as professors taught lectures on the human physiology and anatomy, as anyone was welcome to witness the spectacle. Pa:rticipants "were fascinated by corporeal display, by the body undergoing dissection". Most professors did not do the dissections themselves. Instead, they sat in seats above the bodies while hired hands did the cutting. Students and observers would be placed around the table in a circular, stadium-like arena and listen as professors explained the various anatomical parts. As anatomy theatres gained popularity throughout the 16th century, protocols were adjusted to account for the disruptions of students. Students moved beyond simply being eager to participate, and began stealing and vandalizing cadavers. Students were thus instructed to sit quietly and were to be penalized for disrupting the dissection. Moreover, preparatory lectures were mandatory in order to introduce the "subsequent observation of anatomy". The demonstrations were structured into dissections and lectures. The dissections focused on the skill of autopsy/vivisection while the lectures would center on the philosophical questions of anatomy. This is exemplary of how anatomy was viewed not only as the study of structures but also the study of the "body as an extension of the soul". The 19th century eventually saw a move from anatomical theatres to classrooms, reducing "the number of people who could benefit from each cadaver".