2012-12-17 00:45:52 UTC

50cdf8b4555e6 188.76.3.130 Spain

JESUIT EDUCATION
ITS

HISTORY

AND

PRINCIPLES

VIEWED

IN

THE

LIGHT

OF

MODERN

EDUCATIONAL

PROBLEMS

BY

ll

"

ROBERT

SCHWICKERATH,
*
WOODSTOCK

S. J.,
MD.

COIABGB,

SECOND

EDITION.

ST.
B.

LOUIS,

MO.

HERDER
Broadway.

17 South

1904.

COPYRIGHT

1903

BY

JOSEPH

GUMMKRSBACH.

"

BECKTOLD"
AND BOOK

PRINTING
ST.

MFG.
MO.

CO.

LOUIS,

PREFACE.
Mr.

Quick,
the
so

the

English

educationist,
no

asserts

that
has
' '

"since played And

Revival

of Learning,
a

body
as

of
the

men

important
as

part in education
author
says,
to

Jesuits.

yet,

the

same

"about

these

Jesuit

schools

there

does

not

seem

be much

information

accessible

to the

English

reader."

former {Educational Reindeed,

said
that

pp.
the

33

"

34.)

It is true,

during
written

past
the

few

years

much

has

been

and

about
the

Jesuit

schools;

in fact, they
more,

have

occupied
than
ever

attention

of the

public with
the

perhaps,

before. book

However,

exception

of the excellent

of Father

Thomas

Hughes,

S. J.

(Loyda and
most

the

Educational
has

System
offered

of the

Jesuits,
and

1892),

of what
readers

been

to American

English

is
the

entirely

untrustworthy.
system
as

The

account

given
used

of

Jesuit
country,

in
those

Histories

of Education

in this

of Compayre, Instead authors of

on

Painter,
of

and

Seeley,
from the
to

is

mere

caricature.
sources,

drawing been

original repeat

these

have

content

the

biased

assertions

unreliable American end

a new

secondary Histories

authorities.
of

Some
will

observations be found
at

Education

the of

of this
work
on

book
the

(p. 649 sqq.). The

educational the present circles in
system

publication
of the

Jesuits may
the

be

justifiedt a
educational

day.

During
country

last decade, been

utmost

this

have of the

greatly

agitated
the

about

various

questions

importance:

elective system,

the value

of the

study

of the

classics,

(no

IV

PREFACE.

the

function

of the

college

and

its relation

to the

high
and

school

and

university,

and

the

problem
the

of moral

religious
to view

training.
the

It has

been
chiefly

author's

intention

Jesuit system
These
treated
at

in the

light of these
questions

modern

problems.
have

important
some

educational

been

length,
may

and

it is hoped
the
attention

that

on

this account
are

the

work

engage

of all who
I feel almost

interested
to

in education. for
one

obliged
numerous

apologize quotations

feature

of

the book,

viz., the
aware

and

references.

Though

that
a

there
sort

is among
antipathy

American

and
many

Knglish
references,

readers

of

against
to

I have

yet

deemed

it necessary

quote

freely from
to adopt,
own

various
I do

sources.

This
to

course

I the
system

am

forced
my

as

not

wish
the

lay before

reader of

opinions

about

educational
what

the

Jesuits,but
to the

I want

to show
sources.

this system
are,

is according all, the

original of

These
of

above

Constitutions
Studiorum, by
other

the

Society
however,

Jesus, and
be
points

the

Ratio

which, documents.
are

must

supplemented

For,

many

of the light

Ratio of
the the

Studiorum
decrees

intelligible

only

in

the

of the

Legislative
General

Assemblies
and

of the

Order,

regulations

of the

Provincial

Superiors,

and A

the great

commentaries deal of this in

of prominent material
four has

Jesuit educators.
been
of the

published great

by

Father

Pachtler,

volumes

collection 1887
"

Monumenta

Germaniae

Paedagogica
has

(Berlin
been

1894);
within

other the

information valuable in the last few years, especially

which in the

published Historica

Monumenta

Societatis Jesu,

part

entitled
and the

menta Monu1902.

Paedagogica, An
account

appeared

in 1901 in

of

these

works

is given

Biblio-

PREFACE.

graphical

Appendix,

under

the

heading

Primary

Sources. Another
numerous reason

which
was

moved the and

me

to

make
show

use

of

quotations

desire

to

what

distinguished

historians

educators

outside in

the

Society,
and
the

particularly
have

non-Catholics,
said
on

both

America
system to

Europe,

the

educational

of

Jesuits.

I wished

also to call attention Ratio

points
other

of contact
famous

between

the

Studiorum
As
so

and

educational

systems.

many

features
a

of

the

Jesuit system
kind
Painful
must,
as

have

been

misrepresented,
assume
a

work

of this

at times,

polemical
unfair
to not

tude. atti-

controversy

is, the
me

criticism their be
as

of

many

writers

has

compelled

contest

positions. smooth
as

The

style of the
In

book

may

always

is desirable.

partial extenuation
that
a

of this
amount

defect, it should of the

be stated
had and
to

considerable
chiefly It has been
and

material

be translated,

from
my

the
principal

Latin,

German,
to be

French.

aim
to write

faithful to the original, simplest

without

in general,
so
as

in the speak

possible
attempt

language,

to let

the

facts

at literary embellishment.

I desire

to

acknowledge

my

obligation
who

to

several

friends

of

Woodstock in revising

College,
the

rendered and the

kind
the

assistance
proofs.
Hanna who
In

manuscript
to thank

reading
Rev.

particular

I wish
,

Samuel
Letters, and S.

Frisbee,
allowed
other
me

S.

J.

editor
freest

of the
use

Woodstock
the

the valuable

of

Letters

furnished

material.
R. MARYLAND,

WOODSTOCK March

COU/EGE,
12,

1903.

CONTENTS.
CHAPTER Introduction.
Modern Criticism of
I.

Jesuit Education
FIRST.
System

...

PART
History of the

Educational

of

the

Society

of Jesus.

CHAPTER
Education before the

II.

Foundation

of the

Society

of

Jesus.
Protestant

The

Jesuit System
"
i.

and

Early

Schools Ages.

17

Schools at the Close Church

and

of the

Middle

The

Catholic

Medieval

Education

21

Primary

Schools Schools
in Italy
.......

23

Secondary
Schools Schools

25
26

in Scotland in Germany,
Humanists
.......

and

England
and

...

28

Schools The

France,

the
.

Netherlands
.

31 -34

Older

in Germany

Universities

38

"
Trivium

2.

and

of Medieval Quadrivium
.

Character

Education.
-

44

Scholasticism
Renaissance

.......

45
.......

47
....

Two

Schools

of Humanists
on

49

Condition

of Education

the

Eve

of the

Reformation 55

(VII)

VIII

CONTENTS.

" 3. Education

Influence the of Reformation.

under the
the
.....

Luther's
Decline

Alliance
of the

with

Humanists

57
60

Schools
to

Luther's
the

Endeavor
Schools

Prevent

the

Total

Ruin

of 65

Kffects of the English

Catholic
Counter-

Reformation
.

on

the
.

Schools
.

69

Reformation

71

CHAPTER
The

III.

Society

of

Jesus.
"

Religious
and

as

Educators.
.

Ignatius

of Loyola, of

his Character

Aims

73
76

The

Society
as

Jesus
.
. . .

Religious

Educators
of

.80

The

Society

Jesus

the
a

First

Order

that

Made
.

Education
Opposition

of Youth

Special

Ministry

87
98
.

to the

Educational
Society.

Labors
.

of Religious
.

Constitutions

of the
Part
.......

101

The

Fourth Studies

of the

Constitutions

Treating

of
103

The

Society

and

Primary

Education
IV.

.104

CHAPTER
The Ratio in

Studiorum

of 1599.

Plans

of Studies

Jesuit Colleges
.

Previous
. .

to the

Ratio Care

Studiorum
up

.107 in Drawing
the of the
Plan

of Studies

109

Peculiar

Character

Ratio

Studiorum

114

Officers of Jesuit Colleges The Literary Curriculum:

115 Ancient

Languages

118

The

Study

of History

124

Geography

127

Study

of the

Mother-Tongue
Course
.

29

The

Philosophical

131

CONTENTS.

IX

Mathematics

and

Sciences

133

Sources

of the

Ratio

Studiorum
CHAPTER
V.

.136

Jesuit Colleges
Suppression

and

Their Society

Work

before
"

the

of the

(1540
.

1773).
.
.

Rapid

Spread

of

Jesuit Colleges

144

Superiority

of the

Jesuit Schools
.

according

to the

Testimony

of Protestants

.145

Literary and Languages

Mathematics

Scientific Activity

of Jesuit Colleges
.

148
149
.

and
.

Natural

Sciences

155

Geography
History

.158
160

Literature
School
Growing
Drama

161

of the

Jesuits
to the

.164

Opposition
of the

Society
.
.

.173
.
.

Suppression
Protection

Order
the

175

of Frederick

Great
.

of Prussia
.

and .176 of the .178

Catharine

II of Russia

Efficiency of Jesuit Colleges

Suppression
.....

at

the

Time

Effects of the

Suppression
.

on

Education
.

in Catholic
.

Countries

.184

CHAPTER
The

VI.

Revised

Ratio

of 1832

and

Later

Regulations. Restoration Revision

of the

Society
Studiorum
as
.
.

189
.

of the

Ratio

191

Philosophy

Preserved
.....

Completion

of

College
.

Training
The
Ratio of 1832

195

not

Final

....

197
.

Later Educational

Regulations

.198

CONTENTS.

CHAPTER
The

VII. of the

Educational

Work

Jesuits in

the

Nineteenth
New

Century.
.
. .

Growth

of

Jesuit Colleges
in the

200

Jesuit Colleges
Colleges

United

States
. .

.201
.

in Other

Countries

206

Efficiency of Jesuit Schools Hliot's Charges President

209
....

223

literary and Scientific Work of the Jesuits during Years the Last Twenty-five
. ,

.225

CHAPTER Opposition
to

VIII.

Jesuit Education.
....

Laws
General

against

Jesuit Schools
against
the

239
.

Charges

Jesuit Schools
.

.241
.

Contradictory

Statements

of Opponents

243

Special
Rich

Charges:
and

"The
Who
from

Jesuits Educate
Pay" the
.

only
.

the

Those

"Estrange
"Cripple

Children
the

Family"

.247 250

Intellect

and

Teach

Corrupt

Morality" 251

'

'Seek Their

Own

Interest

in Educational and

Labors'

'

254

"Their
Causes Causes

Education

Antinational
among of Some

Unpatriotic"
. .

255
264
.269

of Opposition
of Antipathy

Protestants

Catholics

CONTENTS.

XI

PART
The
Principles

SECOND.

of the

Ratio

Studiorum.

Its Theory

and

Practice

Viewed

in the

Light

of Modern

Educational

Problems. IX.

CHAPTER
Adaptability

of the Ratio

Studiorum."

Prudent Adaptability
Necessity

Conservatism.
....

and
of Wise

Adaptation

280
....

Conservatism

288

Lesson

from from

Germany American Schools CHAPTER The

Intellectual
:
....

289 292

Lesson

X.

Scope.

Scope

of Education
Mind

Harmonious

Training

of the 297

Cramming
Premature

in Modern

Systems
.

....

300
.

Specialization
of the

302 306

Function

College
CHAPTER
XL
or

Prescribed

Courses
United

Elective
.

Studies.
.

Electivism
President

in the

States
the

Eliot Censures
to

Jesuit

Colleges
.
.

.310 for
.

Adhering Criticism
Dangers Dangers

Prescribed

Courses
.

311

of the
for the

Elective System
Moral

313
. .

Training

for the

Intellectual

Training
.

.316 322

Wise

Election almost

Impossible

-325

XII

CONTENTS.

CHAPTER
Classical
Modern Discussions about
......

XII.

Studies.
the

Value

of the

Study
330

of the

Classics
Men

Distinguished

Defend
from

Their
the

Value
of the

333

Advantages
for

Derived
the

Study

sics Clas-

Logical,

Historical,

Literary,
. .

Aesthetic, Beneficial

and

Ethical Training
for the the
.

346
.

Results

Mother-Tongue

356

Objectionsagainst
the

Jesuit Method
. .

of Teaching
.
.

Classics

.361
.
.

The

Gaume

Controversy CHAPTER Syllabus

and

the

Jesuits

366

XIII. Authors.

of School

"

i.

General

Remarks.
370

The

Study

Choice

of Grammar in of Authors
2.

Jesuit Colleges
Writers
.

372 377 385

"

Latin

Prose

" 3. Latin Poets " 4. Greek Prose " 5. Greek Poets

Writers
. .

.392
.
.

399

CHAPTER
Scholarship
and

XIV. Teaching.

Scholarship
Decline

in Relation

to Practical
.....

Teaching

402

of Teaching

404 411

American

Scholarship CHAPTER
Training
XV.

of the
Order

JesuitTeacher.
.

The

Candidate
and

for the

.415
.

Noviceship

Religious
and

Training
Philosophy

417

Study

of

-Languages

after

the
422

Noviceship

CONTENTS.

XIII

Influence
Immediate
Permanent

of Uniform
Preparation

Training
of the
.....

on

Individuality

425
432

Jesuit for Teaching

Teachers
according
not

435
.

Work

Assigned

to Ability

439 443

Class Teachers, Continued

Self

Branch

Teachers

-Training

of the Teacher
XVI.

446

CHAPTER
The

Method The

of Teaching
or

in Practice.

"

Prelection

Explanation

of the
.

Authors.

Characteristic Feature
Accurate
Pronunciation

of the
.....

Jesuit Method

457
458

Translation
Repetition

and
........

Explanation

.461 466

Specimens

of Interpretation

....

468

Soundness
Amount

of the
of Reading

Method

of the

Ratio

475
482

Subject and
Explanation

Antiquarian
of Authors

Explanation

485
491

in the Vernacular

"
Importance Manner

2.

Memory

Lessons.
....

of Memory

Lessons
to

493
.

of Committing

Memory

496

" 3.
Importance
and
Value

Written

Exercises.
.
.

of Compositions
from

498 499

Subjectsto
Correction
Speaking
A

be Taken
........

Authors

Studied

503
......

Latin
from

506 509

Lesson

Germany

" 4.

Contests
Work

(Emulation).
.
.

Emulation
Various

in School

.511
.

Kinds

of Contests,

Class

Matches

Academies

.515 518

XIV

CONTENTS.

CHAPTER
The

XVII.
Scope.
by
Many

Moral
Neglected

The

Moral
of Our

Training
Age
.......

Teachers
522

Importance

Attached

to

the

Moral

Training

in 527

Jesuit Schools
Means

Employed

-531

Supervision
Private

537
with Pupils of Confession
.
.

Talks

548

Educational
Communion
Devotions

Influence
.......

550

557
558 560

The

Sodalities
in Regard
to

Watchfulness Good and

Reading
.

564 -569

Evil Results

of Sports

CHAPTER
Religious

XVIII. Instruction.

Religious

Instruction
.

the

Basis
.....

of

Solid

Moral 574

Training
Correctness
Religion Undenominational

of the
and

Catholic

Position
....

in

Regard

to

Education
Religion
an

577
.

Absurdity

582

The

Reading

of the

Bible

not

Sufficient

for Religious 583 587

Instruction

Catholic
Religious

Position
Instruction Written
the in the

Jesuit System
. .
.

590 -592 594

Catechisms
Peter

by

Jesuits

Canisius,

Model Branches

Jesuit Catechist
with Religious

Correlation

of All

Instruction 599

Religious

Instruction

Necessary

also

in

Higher

Schools

605

CONTENTS.

XV

CHAPTER

XIX.

School-Management.

Trials in Teaching
Particular Points
i. 2.

608

of School.

Management:
. . .
.

" "

Authority Punishments

.610
.
.

.614

" 3. Impartiality

" 4. Discipline

in the Classroom

.619 623
.

" 5. Politeness and Truthfulness " 6. Some Special Helps

.

626

.631

CHAPTER
The

XX.

Teacher's
:

Motives
and
.....

and

Ideals.
of the
636
638

The

Chief
Work

Motive

Utility

Dignity

of Education
by and Analogies Model
.....

Illustrated

The

Ideal

of the

Teacher:

Christ,

the 641

Great
Conclusion

Master
.......

647

Appendix

I: Additions II:

and

Corrections
....

649
662

Appendix

Bibliography

Index

671

CHAPTER

I.

Introduction.

We

are

living

in

an

age

of

school
question

reforms of

pedagogical
education

experiments. in particular

The

and higher

is warmly the

debated
United

in England,

France,
respective

Germany,

and

States.
systems

The
are

merits educational of rival topics of lively discussion comment and books and articles. New "curricula" all sides,
seats
new and of learning.

in numberless
are

planned
the

on

courses

are

offered
ago

in
was

various
that

Not

long
was

it

stated

"the
Yale,

American

College

passing."

Harvard,

Columbia,
leading

the University schools,

now

of Pennsylvania, the

and of the of
also

other

accept

studies

professional the last year

as

schools

as

meeting Yale
to

the

requirements
was

in
making

college.

University
follow

reported

ready

in the
as
a

wake

of

Harvard

and

abolish

the study

of Greek

requisite ing abandon-

for admission.
the

The
to

University distinguish

of Michigan,

attempt
or

between

forms

of admission

courses

will give
of

up

degrees and
at

in the college, of study pursued like bachelor of letters or bachelor confer

on

philosophy,

all its students degree

criminatel indisof the

graduation following

the

of bachelor

arts,

in this respect

what

procedure
election,

of Harvard.

Harvard,

is substantially its system with schools,

of
the
fore-

election

in

the

preparatory

in

college,

and

in

the

professional

schools,

is the

o"

JKSUIT

EDUCATION.

runner

in the revolution,
the other

and
and

to the

course

it has
either
' '

laid
have

down

colleges
or are

universities
so

adapted
and
order

themselves

preparing trying
to

to do.

ties Faculold

Presidents they
or

are

tear
' '

down

the

which
two

no

longer

honor.

For

three

decades

various
to

attempts
a "new

and

experiment

have
But the

been

made
seems

establish rather

order."
than
to

dissatisfaction

to

grow in

diminish. pedagogical

The

man

who

has
knows

kept

touch that

with there

publications
our

right well
colleges
an

exists in
state

high
and

schools
a

and

unsettled with

of

affairs
methods.

wide-spread in
the

discontent

present
we reason

Thus,

Educational
"It

Review,
without educational

find the following that

world of
an one

statements:

is not of the

so

often
as

hears

the state
' *

described article
that
"even
on

chaotic. in the "L,atin

to

The
High

first sentence

School"
observer
it

informs
must

us

the

superficial

be apparent
a

that

our

secondary

L,atin teaching proof of this

is

in

state

of unrest."

"Further

widespread of

feeling
our

of insecurity

lies in the susceptibility

or

L,atin teachers
to
' '

to fashions

'fads', in
and
carry

surprising
to
'

readiness
extreme.

adopt
Many

innovations

them

an
'

languages,
1

if only
York

much will not care "sciences" the

March

for the
are

'dead'

taught

well.
the
last
a

New

Sun,

3, 1901.
Hadley
the

"

However,

at

Commencement,
careful schools

President
made among

of

Yale
of

declared
the

that

inquiry had

masters

secondary

furnished and

abundant
he

to this change,

evidence it to allowed
for
a

decidedly
be

unfavorable
that
come.

understood while
to

Greek
The
2 3

would

be

Yale

Alumni

required Weekly, Review,

at Yale

good

July 31st, 1902, pp. 430"32.

1894, p. 62.

Educational /"., p. 25.

INTRODUCTION.

3 The "The
' '

What

is said
an

about
article

the

sciences?

same

volume

contains
Results

entitled:

Disappointing
it is stated

of

Science

Teaching.

Therein

that of

"the

results of the teaching

have advocates

all

kinds

been

very

of science in schools disappointing to the

teaching best opportunities all their time everything advocates look
over

friends
work

and

of science when the

The
are

is unsatisfactory and
where

provided

skilled they

teachers

devote have
the
to
so.'
no

to

it, indeed
own

practically
has
a

their of the their

that

way

This
studies
say:

given
chance
you

older

literary and

spectacles
class-room of, but when, who

'I told

It is plain

science-teaching the
reverse.
a

has

history

to be

proud
wrong those
not

Something
of

is radically

after have
some

generation

science- teaching,

had

the best available

teaching

in it do

show

of the
tact,

superiority

which

is claimed

for it in
1

insight,

skill,

judgment,
nature

and
can

affairs in general." be found in

more

Complaints
recent

of

similar

publications.
is evident,
system

It modern

then,

that

final

judgment
If
we

on

the
consider

is reserved

for the

future. the

the

results obtained
that

within
many

last ten
on

years,

it

appears
are

unintelligible unreserved
have
a

writers
systems

education
of the past,

so

in denouncing
"history
to

which
may

be

proud

of."

Indeed,
movement

it
is but

be said that by
by
has

the present
a

educational craving

characterized still
more

morbid
of

for novelties,

contempt rightly
new

old

traditions.
a

Modern
It

pedagogy daily
assumes

been
so

called
that
even

Proteus.

forms
not to

its most
they
are

ardent

followers
1

seem

know

what

really

/"., p. 485.

JESUIT
In

EDUCATION.

grappling
appear old
to

with.

very

truth,
of only

pedagogists
one

of to-day that
must

be quite

certain

point,
new

"the

is worthless
at any

and
price. deny

that
' '

something

be

produced We
'

do
new

not

that

our

age

demands

"something'
are

in education.

Growth
systems.

and

development
age

necessary

in educational
has
a

Every

and

every
means
means

nation
to meet

its given
exert

own

spirit, its peculiar

end,
a

ways

and
and

and

these

very
on

ways

inevitably
and

great

influence and

educational adaptations

methods

call for modifications

the purpose

of what
system
,

has met

of the past.

An

educational

fitted in every impossibility.

Procrustean

detail to all times For the bed.

It would

and

all nations,
cases

is be

an

majority of
of

it would

be folly, therefore,
education

to claim

that

even were

the
as

best

system

in

all
as

its for

details
the might

fit for
or

the

twentieth
same

century

sixteenth, be

that

the

system
or

in its entirety
as

introduced

into

Japan
the

China

well

as

into Germany,

England

and
system

United

States.
not at educating

For
men

an

educational in
Dr.
"

must

aim

general,
Dittes, in

but

at educating
the

the

youth

of

See

Report
"

of

Commissioner

of

cation, Educomplaints

1894
are

different From 95, vol. I, p. 332. sides heard that many are of to-day educationists their Matthias of Germany,
with of the alarm younger

for
Dr.

contempt

of

all
one

that of the

was

of Berlin,
wrote

most

venerated distinguished
of sound

conspicuous merly. for-

schoolmen

recently:
a

"Men

ment judgand
to

point
arrogance

to

sort

of

pedagogical
which
was

pride
unknown

teachers,

older generation." January 1902, p. 9.

"

the

Monatschrift
Similarly
:

fur

hohere

Schulen,
of
the

Professor

Willmann after
the In

University
a

of Prague

"A

morbid

hunting
are

novelties

and

haughty

contempt

of

all

traditions agitation."

characteristics
I, p. 31.

of the

modern

educational

Vigilate,

INTRODUCTION.

5
Hence the

certain

age

in

certain

country.

necessity

of changes,

of development.
must

Education
it will
certain

is something
soon

living
and

and

grow,
are,

otherwise however,

wither

decay.

There
certain

fundamental

principles,
on

broad
and

outlines
the

of education,

based

sound

philosophy
no

experience

of centuries, it is
some

which

surfer

change.

Unfortunately,
have

of

these modern
"

principles

which
and

been

abandoned
reason

by

pedagogists,
reforms" changes"

it is for this

that many

school
4

of
or,

these
as

days
Professor

have

proved

mere

'school

Miinsterberg "school

of

Harvard
' '

University
1

styles

them,

deteriorations.
what

This
and been
who

important
what

distinction

between

is
too

essential
frequently
new

is accidental

in education, advocates

has

disregarded claim

by those
that

of the
and
not

system
must to cope

the

old

principles
they
are

methods

be
with

given modern
as

up,

because

suited

secondary
courses

in education,
and

conditions. for instance been

What
the

is but

election
to

of
of

branches,
and
as

has

proclaimed
in the older

be

vital importance,
has

its absence
the

systems

been

considered
are

strongest

proof

that

these

systems
more

entirely
once

antiquated. made

This
who

mistake

has
one

than

been

by
the

those

attack

of

the celebrated

old systems,

Ratio

Studiorum

of the

Jesuits.
Only
three
years
a

ago,

President

Eliot of Harvard
the

University,

in

paper

read

before
10,

American
the

Institute extension
1

of Instruction, of electivism
Monthly,
was

July
to

1899,
or

advocated high

secondary
1900. in
the

schools.2

Atlantic The

May

October

paper 1899.

printed

Atlantic

Monthly,

JESUIT
to
'

EDUCATION.

As

opposed

his

favorite

system,

President

Eliot

mentioned where
the

'the method

followed

in Moslem

countries,
to be

Koran

prescribes

the perfect education alike.

may

administered of uniform curriculum almost

some

to all children

Another

instance in the

prescribed of

education

be found
has

Jesuit colleges,
for four hundred

which
years,

remained

unchanged

disregarding

The

to natural trifling concessions made sciences." further declared "the immense President that

deepening nineteenth sanctity made schools

and

expanding and

of human
the

knowledge
sense

in the
of the have

century

increasing gifts and

of
' '

of the
uniform

individual's prescriptions and

will-power

study

in

secondary

impossible
the

absurd.
with
the Moslems,
are are

As
to

together Jesuits,

said

uphold
with

prescribed
attempting
In
our

courses,

they

implicitly
nay

charged

what of

is "absurd," critical and

"impossible."

days

fair-minded
are

research,
excuse

such
they

sweeping show forth

system

condemnations
no

beyond
impartial
we

careful

and
But

examination
reasons

of the

censured.

have

to suspect

that

lack

of sympathy
opponents

and

of knowledge

impairs

the

judgment

of most

of the

Jesuits.
Bnglish
there

distinguished a criticism," writes 1 "must historian, be sympathetic;" where

"True

is

antipathy

false

lack

of sympathy in regard
be proved
century,

appreciation has led many

to

is

inevitable.

That

critics into unfair

system

criminati dis-

the

educational

of the
In

Jesuits,can
sixteenth
schools
1

by

numerous as

instances.
well
as

the

Protestant

Catholic
of

made
Professor

Latin
Ramsay

the
in

principal
The

subject matter
in the Roman

Church
Sons,

Empire

beforeA.

D.

170.

G.

P.

Putnam's

1893, p. VIII.

INTRODUCTION.

7
mother
tongue
was

instruction,
well
use

and

the

study
In

of the

nigh of

neglected.

many

Protestant

schools

the

the

Latin

language

in

conversation,
was
more

school strictly

exercises

and
than

dramatic

performances

enforced

in

Jesuit colleges,
punished.1
and
use

and

those
we

who
not

spoke
pose supsame

the vernacular
that
reasons

were

Should

in

Protestant

Jesuit schools
Latin tongue
different by

the

suggested

the

of the
quite

Some
but
of the

Protestant

critics assign proof. Ministry

In
a

reasons,

without Prussian
:

work

published
we

order

for Instruction,2

find the following

of 1528 provided

"The

School
pure

System
and

of Saxony
simple.
amount
so

Latin

schools
an

Why?

Because
to

it

demanded

extraordinary

of time

make and for of

Latinists
energy
were

of

German

boys,

that

little time Melanchthon,

from

left for other excluded

even

subjects.
Greek
time,

this

reason,

his the

plan

studies. language
language

As
of of

Latin,
all the the

at

that

was

universal

Western
Roman

Christendom, Church
of the

the of

and
most

official diplomatic
code of this for

intercourse, of laws,
language
a career

language

celebrated
mastery

the only
was

language

of learning,

the

first and
and

indispensable

condition

in Church

in the higher
speaking
schools,

State, and for every tion participaHowever, intellectual life." when

stress

of the great
the
same

laid

on

Latin

in the
to

Jesuit
assert
:

author

does

not

hesitate
the mother

"A
1

more

zealous

cultivation
des

of

tongue

Paulsen,

Geschichte

gelehrten

Unterrichts

auf

den

Ausgang des Mittelvom und Universitaten Gegenwart, (2. ed. vol. I, p. 352.) alters bis zur p. 239. 2 im neunzehnten Deutschlands hoheres Schulwesen Jahrdeutschen

Schulen

hundert,

von

Professor

Dr.

Conrad

Rethwisch.

Berlin,

1893,

p. 12.

JESUIT

EDUCATION.

would

have of the

opposed Order.
' '

the
1

Romish-international
Here
we

cies tenden:

must
as

ask

Was

not

the

I/atin

language, language
most

for

Catholics

the

of learning,

well as for of diplomatic of laws? equally

for
a

testants, Pro-

tercours in-

of the
was

not

the

mastery

code celebrated of this language,

And
for the

Catholics, Church
higher had

the

indispensable
and life?

condition

career

in

and

State,

for every

participation
the
as

in the

intellectual
on

Consequently,
as

Jesuits
tants, Protes-

to insist

this

language
very
same

well
reasons.

the

and

that for the them other

Why,
a

then,

impute
character Nor

to

motives

of rather

suspicious

?
are

scholarly

works

of

prominent
Dr.

American
Russell,

writers
Dean

free from

similar

misstatements.

of

Teachers'
and

College,
Protestant

Columbia
schools

University, alike
at

writes:

"Catholic

the

beginning
to

of the seventeenth of
the

century,

gave

little heed Both

the

substance
earnestly
"

ancient
to the

civilization.
study

alike

were

devoted

of the
the

Latin

language

the

Jesuits, because
; the
a

it was

universal it was
' '

speech of their Order the first step towards

No proof is given
Protestants
There to

Protestants, of the

because
Holy

knowledge

Writ.

substantiate and

discrimination

between
1

Catholics.
stated the

Latin
that "the

was,

as

/"., p. 2.
authors
were

it is also

greatest

Greek
that

all excluded

from

Jesuit schools,

and
attention

the

mother

tongue

for the
utterly false this
authors

first time
these

some and its literature received in the Revised Ratio of 1832."

are

How

assertions Suffice

will

of

book.
studied

it to

appear here state

were

from that
Homer,

later

ters chapthe

among

Greek

in

Jesuit

schools

cles, SophoXIII,

Euripides,

Demosthenes, the study

of the

etc.

See

below

chapter
see

" 1, 4
2

"

5.

On

mother
New

tongue York,

chapter

IV.

German

Higher

Schools,

1899, p. 50.

INTRODUCTION.

Dr.

Rethwisch

Western

of

the

language affirms, ''the universal of all Christendom," not only the universal speech Order as the Catholics of Jesuits. Besides, the
was

used study

extensively of Latin

Latin Vulgate
for them much
towards

of the
more
a

Bible,

the

than

for the
of

Protestants

"the

first step

knowledge

Holy

Writ."

Lack
assignable

of sympathy
for

is the

least unworthy

reaso.n

President
as

Eliot's grouping
the upholders

of

only

Jesuits and
courses.
courses

Moslems
not

of prescribed

Have

all European
the system

countries

that resemble
more

of the

prescribed parably Jesuitsincom-

than

President although

Eliot's electivism?
it offers various

many, Ger:

for instance,
classical

schools

GymLatin-scientific (Real(Gymnasium), nasium), these scientific (Real-Schule),has within

schools

l And yet American strictly uniform curricula. do not hesitate to say that "the organization educators is of the higher school system, especially in Prussia,

imitation;" that "for many worthy of general years American have drawn tion educators professional inspirafrom German sources ;" that "the experience of

Germany
consider

can

teach
;"

us

much, that

if
ua

we

will

but

learn

to

it aright

and

uniform course

of study

for all

a common schools of a particular grade, and for promotion be made can standard and graduation, ' most serviceable in a national scheme of education.
1

'

It is only

since

1901

that,
may

in the
be

three
as

middle
an

classes

of the for

Gymnasium,

English
the three

taken classes

alternative remains French

Greek;

in

highest
three

Greek

obligatory.
may

Besides

in these
in many

classes

English

or

be taken
or

(justas
is

Jesuit Colleges

in this country

French
2

German
Russell,

obligatory). of

Dr.

See

also

Report of

/. c., pp. V, 409, 422. are (Italics ours.)" 1888"1889, the Commissioner Education,

10

JESUIT
then mention the
esteem
are

EDUCATION.

Why

only

Jesuits and
which

Moslems

sidering Conand have the

' '

in

German it would
("

schools

scholarship produced

held

by many,
have

evidently
Moslems,
courses.

little effect to
the

said: prescribed have

Jesuits and
Many

Germans
on

have
education

writers

been

misled

in

their estimate
and authors

of the

Jesuit system
repeating
or

by

blindly

accepting of
a

uncritically who,
as

the
not,

censures

few
a

deservedly pedagogical of his

have

acquired

reputation
numerous
a

passages
tribute

writers. Educational

Thus

Quick, in Reformers, pays

In
a

high

to the

Jesuit system.
he
l

few

places,

especially
some

in

one

paragraph,
works
we

American
as

finds fault with it. In find this one paragraph

the

quoted
not
a

Quick's judgment
is said
of his

on

Jesuit system,

and

word

hearty

approbation

of most
that
so

points

of that system. teachers and

It is also most

unfortunate

American
much

writers

on

education of M.

place

confidence

in the

productions

Compayre,
reasons
source

especially

his History
must
32

of Pedagogy.
a

For

many

this work
Vol.
I, pp.

be
74,

called

most

unreliable

of

it is stated pp. 70 foil, where especially those over that "the of public schools of German superiority has been In another repeatedly." other nations acknowledged I, p. 140, the Report (1891"92), Vol. place of the same
"

words

of S. of Dr. Joynes of the University become has now the schoolmistress "Germany
1

C.

are

quoted:
world." Seeley.
on

of the

So

in the
to

histories
here that the

of education

by

Painter

and

"

I wish

state

of all American

text-books

the by

history Professor

of education Kemp,

latest, the

History

of

Education,

impartial. free
other from

The
the

(Philadelphia, L,ippincott, 1902) is the most the Jesuits (XVIII.) is singularly on chapter
misrepresentations
In
one

which however,

are

so

numerous

in
"emulation,"

text-books. the

point,

regarding ch.
XVI,

author

is mistaken.

See

below,

" 4.

INTRODUCTION.

1 1

information.1
there

In
are

the
not

chapter
many

on

the

Jesuits
which

in particular, do
not

sentences

contain
writers,

some
even

misstatement. those
at
most
a

Whereas
hostile
to

nearly
the

all

Society,

acknowledge
system,

least

few

good

points

in its educational single alike in

to think
a

Compayre

cannot

admit

therein

redeeming

feature.

The

Jesuits are
successes.

blamed
It is sad

their failures and that

from such

in their

untrustworthy derive

sources

American

teachers

largely

their

information

educational
general.

labors

of the
wonder

Jesuits and
that
so

the about in of Catholics

Can
against ugly

we

many

prejudices
many

prevail
only
an

Jesuit education,
caricature?

of which

know

Indeed,

lack

of sufficient knowledge of
the

is at the root

of

most

censures

educational
In

principles
every
case

and

methods adverse

of

the

Society.

nearly

of

criticism,

examination
1

it is apparent a that has of the official documents

calls

scholarly

been

dis-

Br.

Azarias

this

work

"condensation

and virulence beneath Ecclesiastical

recently

hatred
a

against

everything

Catholic,

tone

Review,
M.

moderation." of philosophic 1890, p. 80. foil. Another

"

of all but ill concealed American

critic said

of

Compayre*:
by
a

"He

misquotes of
the

and

blinded,
can

I suppose,

bad

form

Anti-Jesuit
fury

suppresses, disease. You

certainly France, one

to

learn
may

from fairly
the

his book
say, M.

of that

malady.

In
as as

Compayre
of

is recognized

meaning

attack

beliefs
on

Christian

pupils,

and
wish

ranging eliminate

himself
the

essentially

hypothesis
was a

(This opinion
hundred
Stockley,
teachers

side of those who from the education of God' in a resolution expressed

the
at

'to

of children." of five
Mr.

in

meeting

Bordeaux Brunswick,
"

in
in

1901.)
the

of the University Review, Ecclesiastical Poland,

of New

American
the

of Father Quarterly Review,

criticism

See July 1902, p. 44. S. J., in the American

also

Catholic

January 1902.

12

JESUIT
with,

EDUCATION.

pensed
virulent

and

that

the

oft-refuted have

calumnies been

of

partisan
the

pamphlets

simply

repeated. of the the

Or

have

assailants

of the educational
the

system
sources:

Jesuits
Fourth and
the

carefully

studied

original
the

Part

of the

Constitutions,
other

Ratio

Studiorum,

numerous

documents

of the

Society,
they

treating themselves

of

its educational

system?
colleges?

Or

have
Have

studied
relatives
or

in

Jesuit
been

their
Have

children, they

friends

Jesuit pupils?
with
criticism
no one

been

If not,
a

sufficiently acquainted is it fair and conscientious

about

Jesuit teachers?
to condemn

system

which If

they

possess

tion reliable informawrites

on

whatever? philosophy
on

now-a-days
on

the
or

of India, education
of with

the
the

doctrine

of Zoroaster,

the

Greeks

and

Romans,

he

adorns
He

his books

an

elaborate

scientific apparatus.
or

studies

the original and

languages

consults
spares
no

the

best
to

translations let the

commentaries,
know How that

and

pains

reader
sources.

he

has
more or

drawn
care

from

trustworthy

much
systems

should of
No
a

be

taken

if, not
a

philosophic
living opposed

nations ?

far-off
matter

past, but how much

treatment

institution it may

is concerned

be to the
never
a

critic's views, be denied,

few
years
even

fair if
a

and

justice should

all sympathy
Protestant Duhr's work

But is withheld. in Germany, writer

on

ago

reviewing
system

Father Society,
tant Protes-

the the

educational
most

of the
to
our

recommended
educators;
works
on

work for, as

earnestly
"even

the

he

said,
a

scholarly

education

betray

shocking
to

ignorance

in
It

regard
1

to everything Central-Organ

pertaining

the
des

Jesuits.

' '

fur die

Intercssen

Realschulwesens,

Berlin.

INTRODUCTION.

13
has
an

is needless
for America

to say

that this

remark

application

and

England.
cannot

The
to

study who
the two

of this system devote

be without
to

interest
youth.

those

themselves

educating

During the
on a

centuries

preceding
a

the suppression

of

Order,
hundreds

this system

exerted

world-wide

influence
although in
the

of thousands does
a

of pupils,
at

and,

lesser

degree,

so

present.1
to
more

In

1901

Jesuits imparted
two two

higher

education

than

fifty-

thousand hundred of the

youths,

of which

number

seven

thousand

belong

to this country. most most

The

educational

work
former

Jesuits produced
and received
Protestant

centuries from

brilliant results in flattering commendations

rulers,

scholars

and

and

from

atheistic philosophers.
However, only that

the study

of the

Ratio

Studiorum
writers
system

is not admit
may

of historical
a

interest.

Protestant

close
the

examination

of the
age
a

Jesuit
a

teach

educators
to

of

our

many
system,

valuable
system

lessons.

According
up

Quick

"it is

built

intellects and astute efforts of many to attain means showing marvellous skill in selecting There is then in the history a clearly conceived end. of education might

by the united

little that

be

more

be more should instructive to the master

the of chapter
some

interesting
of
the
an

or

English

public

school

than

about

Jesuits."2
is not

Davidson,

in spite

severe

strictures,
may
schools
"They
an error

less convinced
1

of the advantages
prefers
to speak

which

be derived
as

Quick
past." than

of the

Jesuit
be

"things
are

of

the

Compayre is believed is spoken

thinks
; and

otherwise:

more

powerful
that

it would
them."

to think

the

last word

with

Quick, Educ.

Re/.,

p. 35, note.
2

Educational

Reformers,

p. 59.

14 from the study

JESUIT

EDUCATION.

of

Jesuit education
of truth and aim
the

' '

While
to

it is impossible
have of
any

for lovers
sympathy

freedom
or

with
there
our

either is
one

matter

Jesuit
it that that

education,
well

point

connected

with

deserves
success.

most
was

serious due

consideration,
to

and

is its
the

This

three

causes,

to first,

single-minded

devotion

of

the

members into the

with

of the needs
which of

Society;
their
they

second, to their clear insight

;

times

third,

to

the

completeness
course,

systematized well-defined

their
aim. them.

entire
In

in
matters

view
we

of
can

simple, well the

which

all these
Indeed,

afford to imitate

the three

education

of

present
they
many

day

demands
' '

just the
of
one

conditions

realized.
the

For
be the about

study

of the

old systems

may

greatest
the
new

novelty. pedagogy
as

So much
and modern had

is said now-a-days
psychology,
that

it might

appear

if the

past

been
and
writer

utterly

rant igno-

of the true methods

nature

of the

child

of the rational hopes

even

of education.
that, what

Still the
ablest

to

establish our

the

educators,

of

own

age,

have

pronounced

essential for the training

of

the young, the

in the educational is contained system of is perJesuits. It is not claimed that this system fect. No be found can system educational which, in plan of and execution,
never

both

is without denied in
the

defects. possibility

The
and

Society
necessity
nor

Jesus has
ever

of improvements it claimed
to be
were

its educational
Ratio

system;

has

that

the
to

Studiorurn,
and

in
to

every

detail

was

applied
made

all countries
course

all ages.
1

Changes
History

in the

of time;
Sons*

of

Education

(New

York,

Scribner's

1900;, p. 187.

INTRODUCTION.

15 Ratio
are

and

in many

passages
that

of
the

the

Studiorum
empowered

it is
to

expressly
make

stated

Superiors

these

changes,

according the

to the

demands

of time

and

place.

Thus

teaching

of the

Jesuits varies
ing necessitat-

considerably
any

in different in the

countries,

change

Order's

without legislation on of the

system

education.
says

biographer

of the

founder

Society

with reference 11 It is a plan

to the

educational admits

which

of

every

of the Order: legitimate progress

and

and perfection,
may

what

Ignatius

said of the

Society
in the

in general,

be applied
that
with
to it.
"

to its system

of studies
to itself

particular,
times

namely,

it ought
and

to

suit
make

and

comply

them,
l

not

the

times is

suit themselves undoubtedly and

The

advice
to

of St. Ignatius the

of vital importance in future it wants to do the

In

Order,

if
it

now

work

for which

was

instituted.

fact, the and

a

versatility of the reproach

to

Jesuits has
Order;
they

become
are

proverbial
so

the

said to be

shrewd

and

cunning
'

that, among

those
come

hostile to the
to
mean

Order,

the very

word

'Jesuit'has
subtlety. have

'

the

incarnation

of craft and
a

Is it

probable

that the the

Jesuitson

sudden

utterly

gotten for-

all-important that they

most

injunction of
who of
are

their

founder?
most
so
ambitious

Is it probable

said

to

be
have

and
suited

anxious

success, as

little

themselves

to the times,

to leave

their method
Is it possible

of teaching that clear adapt their

the
men

unchanged
who,
as

for centuries? Davidson needs

the
says,

had
times"

such

"a

insight their
system

into
system
not

the
to

of their
of
our

do

not

needs
of being

age?
to

Or
modern

is

capable

suited

times?
i

This
Genelli,

indeed

is the

favorite

objection raised

Life of

St. Ignatius,

part II, ch. VII.

JKSUIT

EDUCATION.

now-a-days.

"The
.

Ratio
.

Studiorum
nearly

is antiquated
three

and
they

difficult to reform.

For

centuries

[the Jesuits]were
they

the

best

schoolmasters
as

of Europe;
as

revolutionized
the

instruction
warfare,

completely and have

erick Fred-

Great
they
. .

modern
meant

thus

whether progress.
the them

it

or

not,

as

pioneers been the

acted, of human
service

Whatever in

may
we

have

of
for

Jesuits
in

past

times,

have of

little to
at

hope

the

improvement
have,
on

education acted

present.

Governments
checking
rate,

the

whole,

wisely
' '

by
any

and

suppressing of
a

their which

colleges. for

At

the the

study

system

"centuries and

ished furn-

best schoolmasters instruction", history

of Europe
must

completely

revolutionized student
we

be interesting For
this

for the
reason

of the

of education.
or

first present
In

the history, part

the development, shall explain with

of this

system.

the second and

we

its principles,
reference

its theory
to modern

practice, views.
in
the

special

educational
Browning

Oscar

Encyclopedia

Britannica,

article:

"Education".

PART

FIRST.

History

of the

Educational of

System

of

the

Society

Jesus.
II.

CHAPTER

Education

before

the

Foundation of Jesus.

of

the

Society

The
the work

following
of
one
"

remarkable
cannot

passage

is taken with
a

from

who
I
mean

be charged

partiality
professor
great

to the

Jesuits,
University

Frederick
the
J

Paulsen, author

of the
"History having

of Berlin,

of the

of Higher

Education."
the, marvellous

In this work,
success

after

described

which
the

the

achieved Jesuits
asks: these

iq th^
,

^j^t^eu^h century,
secret
source
were

author of

"What
men

was

the

of the
'men

power

?
,

Was
as

it that they
Raumer

wickedness' they
rest? than
were

styles them
more

Or

filled with it that was

than

more

cunning,

unscrupulous
to lying

the
more

No, it
can

this would

ascribe

and

deceit

do.

There

is in
yet

the

activity

of the
manner

Order
of

something which

of the
we

quiet,

irresistible, forces
of

working

find

in

the

nature.
move-

Certainty
1

and

superiority
des
gelehrten
vom

characterize
Unterrichts Ausgang

every

Geschichte

auf
des

den

deutschen bis

Schulen
zur

Universitaten und Gegenwart. Leipzig,

Mittelalters

1885, p. 281 foil.

(2. ed.

I, p.

408.)

(17)

JESUIT Whence
can

EDUCATION.

ment.

does only

the

Order
a

derive
great

this power
from which which

I think

it

arise

from
Now

idea, not
idea and their
the

base

and

selfish desires. all the members

them

the

root

animated inspired
was

of this

Society,
that

the

enthusiasm, with for instrument chosen

were

was

Order

saving

Church;

that they of the

as

the knights,

the champions,

of the ruler

Church,

ready,

if God
great
. .

should battle

so

will it, to
a

fall

first victims

in the
world. idea an

against results

heathen

and

heretical by

Lasting

cannot

be
some

achieved
external

unless
system

it is embodied of the

in of

system.

The

Society

Jesus,
details
to

from

the fundamental

principles

to the minutest

of discipline, ends.

is admirably
possible

fitted and power

adapted

its

The

greatest

of the
of the

individual
organism

is preserved
the

without spontaneous

derangement

of

Order;

of the
have

will, contrasts been harmoniously than

activity and perfect submission irreconcilable, to seem almost united

other

in

higher
' '

degree

by

the

Society

by any
of the

body.

These
with

remarks

Berlin

Professor

were

made
of the
Years

special reference Society, as laid down

another

to the

educational Ratio

system

in the

Studiorum.
had
his
very spoken

before
on

German

Protestant

the

same

Popes, the

admits

in subject. Ranke, that the Jesuits were he

ly similarHistory the

of

successful
this
or

in
cess suc-

but educatiojti__qf_youth,
can

scarcely

be credited
to

claims that to their learning

and
a

their

piety, but rather

methods. He

the

exactness

nicety

of their
of

finds in their

system

combination
pomp

of exterior leamj^_with..jajitirin^_zeal,
strict asceticism, such
or
as

with

of unity

of aim has

with
never

unity

ment, of govern-

the

world

witnessed

before

since.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

19

Now-a-days

great

interest is taken

in the

cal histori-

The firstquestion, systems. of educational did sources then, which presents itself is: From what derive the principles and methods by which the Jesuits
aspects
they
were

enabled
the

to obtain

such
was
men

success

It is evident

that

Jesuit
of
a

system

not

altogether

the
a

original
system

work

few

clever

who

produced

with

methods
was,

previously
to
a

unheard
extent,
a

of ; their prudent

Ratio

Studiorum

great

adaptation existed frequently

of what

and development before the__ foundation been

maintained in the Plan

had of methods which It has of the Order.

s

that

all,

or

at least much,
was

from

is good the famous

Protestant Dr.
"

Ratio

Studiorum,
of

drawn
the

of

Studies and

John

Sturm,

zealous

reformer

burg.
writes:

Russell

Sturm
was

is convinced received could have

paid
many
"

schoolman of Strashe of this fact, when

no

greater

compliment

than

him

by the

Society

incorporating

so

of his Indeed,
that the

Catholic

schools.

methods Sturm himself

of Jesus in into the new expressed drawn from

chapters,

in 1565 the suspicion his sources.2 As we

Jesuitshad
in the drew,

shall

see

next

both

Sturm
from

and
the

Ignatius
same

of L,oyola

in all likelihood,
the

sources,

namely,

traditions

of the

great

University

of Paris

and

the

humanistic

schools
It is

of the Netherlands.
a

very

common

error

to

argue:

post

hoc, ergo

propter

hoc.

Anything

good

found

Reformation writers

of the sixteenth directly ascribed to its influence.

Protestants
Schools,

after the Protestant is by many century,

Thus
a

it is
zeal

said that, after the

1

had

awakened

German
"

Higher
a

p. 47.
esse

Duhr,

nostris Studienordnung,

Ut

fontibus derivata
p. 7.

videatur"

See

2O

JESUIT
the

EDUCATION.

for learning,

Jesuitsdetermined
its

to

avail themselves Church,

1

of this zeal in the interest of the

to combat

Catholic
own

and

the

Reformation
Dr.

with

weapon.

To

the

same

purpose
schools
to the

Russell

writes:
the

"The

Jesuits in
and

employing
to win

to check

growth

of heresy

back

borrowed

Germany, merely apostate the devil's artillery to fight the devil with. used
root

Church

And
are

they
at

it to good
of such

' '

effect.
statements

Two
:

serious

errors

the

First, it is taken
was

for granted that the Society directly against Protestantism, and learning only
we

of

Jesus

instituted schools
In

and

that it used

to

counteract

this movement.
that

the next

chapter

shall prove

this

view
second

of the
error

Society
underlying

is entirely

unhistorical. this view is the implicit Reformation,

The

belief that, before

was

the
low

Protestant

education

at

very

ebb, and that there Ilearning. In order to

of the educational dependence
sketch
on

existed

little,if any,
the

zeal

for gress pro-

understand
system

rise and

of the

Jesuits and
necessary

its
to

other

schools,

the status

of education
of the imperfect

it will be in Western

Christendom

before the
sketch work
must

foundation be
very

Society
and

of

Jesus.

This
in
yet
can a

fragmentary

like the

history

Besides, there exists as present. Ages which in the Middle of education

as
on

no

be

considered monographs

satisfactory,
the

although

some

valuable
within

subjecthave

appeared

the

past few
1

years.3

American
L.
c.,

Cyclopedia (ed. 1881), article:

p. 47.
"

"Education".

So

also

Seeley,

History

of Education,
ones

p. 182.
3

The

following

works

are

the

chief

Paulsen,

Geschichte

des

gelehrten

Unterrichts
vom

auf

: consulted den deut-

schen

Schulen

und

Universitaten

Ausgang

des

Mittel-

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

21

"i.

Schools

at the

Close

of the Middle of the Middle

Ages.

The
been
have

intellectual
a

darkness

Ages

has
Many

long

favorite theme fixed

for popular

writing.

had

the
ever

progress,
the

afraid notion that the Church, set her face against the enlightenment
but that
the
at

of
of

people,

length

her

opposition
aroused
that,

was

beaten
the

down

by

craving

for knowledge and

by

principles

of the

Reformation, with
Rome,

in consequence

of the
once
arose

declamations

at various schools Such in Protestant popular countries. testant Proby all honest have been disavowed

break

historians.1 called
the

They

admit

that, what
was

may

be
to

darkness and

of these

centuries,

owing

the political the Northern

social conditions

of the

nations

after

barbarians

had

nearly

annihilated

ancient

hostility of the Church civilization, but not to any rance "The grossest ignoagainst learning and education. Ages," English historian, says an of the Dark
"was

not

due
to

to

the

strength

of

the

ecclesiastical

system,

but

its weakness.
a

Tlie^jm^rjoyjejnent oL
object
to

education

formed

prominent
every

with

every

and churchman zealous from the days of Gregory

the darkness
bis
zur

ecclesiastical Great
the
1885.
"

reformer

the

the

clays when of the

passed
Gegenwart.

away

under

influence
Specht,

alters

Leipzig
in

Geschichte Mitte
"

des

Unterrichtswesens

Deutschland
Stuttgart,

bis
Cotta,

zur

des

dreizehnten
History
vol. I.
"

Jahrhunderts.
the

1885.

Jaussen,
Paul,
New

of

German

People, I/ondon,
Eve

Kegan

1896,
York,

Gasquet,

The
1900.
"

of

the

Reformation,
Universities
1895.
"

Putnam's

Sons,

Rashdall,

of Europe
also
New

in

the

Middle

Ages.

2 vols.

Oxford Christian Great

Ages.

See

West,

Alcuin

the and Scribner's Sons,

1

Rise
1892.

of the (The
The
Dark

Schools.

York,

Educators

Series.)

See

Maitland,

22

JESUIT

EDUCATION.

ecclesiastical revival
l

of the

eleventh

and

twelfth

centuries.."

In author
may

another
says

passage

of

his

great

work

the

same
:

of education with
age,
some

before

the

Reformation
that,
at

"It

be stated

confidence smallest schools

the

least
even

in
the

the

later middle

the

towns

and
a

larger

villages
to

possessed and
to

where

boy

might of and
go

learn

read

acquire

ecclesiastical
thinly

Latin, while,
regions,
grammar

except

first rudiments in very remote

never

populated
a

he

would school.

have
the

to
means

far to find

regular writing

That

of reading,
more

and

the than

elements has

of Latin

were

far supposed,

widely

diffused

sometimes

been

is coming of medieval
It is
now

to be generally
' '

recognized

by students

life.
not

only

acknowledged
of the

that

much
also that

was

done

for the education during

Nothing the

people,

but

all
the

education

Middle but

Ages

proceeded ignorance
in the

from

Church.3
1

prejudiceor
of Europe
in the

of the
Ages,

Rashdall,
,

Universities

Middle

vol.

I
2

p. 27. Universities

of Europe
des

Middle

Ages,

vol.

II

p. 602.
3

Paulsen,

Geschichte

Professor the

Harnack

achievements it educated
them

Unterrichts, gelehrten p. 11." of the University of Berlin, of speaking Roman Church, first "In the of the says:
the

place

Romano-Germanic
other

in

sense

than

that

Church brought it, not gave

educated Christian
once

the

Greeks,

Slavs,
to

nations, cated eduand in which the Eastern Orientals It and nations,

civilization
so
as

young

and
"

brought
no

only,

to keep

them

at its first stage

! it
a

them

something

progressive
a

thousand

educational it itself led years

was which influence,

capable

of
a

exercising of almost
the

and

for

period

the

advance.
a

Up

to

teenth fourthe
same

century

it

was

leader

ideas,

set the

aims,

and

and disengaged

mother the

; it supplied

forces."

The

EDUCATION

BKFORK

FOUNDATION

OF

THE

SOCIETY.

23

past

can

raise in the

any

doubts

about

the

merits
cannot

of

the

Church
what
the

We field of education. has done to advance Church Middle

those

narrate

popular

education councils,

in the earlier
"

Ages.
of

Numerous

for

instance,

Orange

in

France

(529),

Constantinople

(813),
beyond
freely,"

Rome

(802),* Mentz (680), Aix-la-Chapelle the clergy (826 and 1179), exhorted
"

to instruct
a

the children, compensation Bishop the

"

without
the of
century

accepting parents Basle

on

anything

should

offer
in

as

Arbyton
twelfth

(died
the

821)
of

writes.
schools
Much of the

From

number

increased
more

considerably.2 is available evidence A

about
great

the

schools

Ages. Middle closing in the well-known published People

was

deal

of

it is

History

of

the

German

by

Janssen.3
we

Although
from

compulsory
many

education preserved
were

unknown,
towns

learn

records,
schools

in

and
In

attended.
1444,

that villages, the little town

the

of Wesel
to

there

were,

well in

five teachers writing,

employed
arithmetic, Middle
at

instruct

the children
In

in reading,
the
author
an

and

choir-singing. in the
year
Church

district of the
admits that
share
even

Rhine,
the

1500,
has

present
movement

Catholic of thought.
York,

important

in

the

What

is

Christianity?
XIV,

(Putnam's
"

Sons,

New

1901.)
said
the
:

Lecture
a

p. 247.

Well
who Church,
Ill
,

has

Cardinal bravely
he
can

Newman

"Not

man

in Europe
owes

now,

talks that

against talk
at

Church,

but

it to the
vol.

all."

Historical

Sketches,
1

p. 109.
the of Charles Geschichte Specht, the Rise Great

On

the

schools
see

and

of the

centuries

following
"

des Unterrichtswesens.
Schools, Higher

West,
"

Alcuin
See

and Specht,

of
"

Christian
Russell,

op.

cit.

German

Schools.
3

Vol.

I.

(English translation),

pp. 25"60.

24

JESUIT

EDUCATION.

there
'

were

whole school" miles. souls

were

stretches
was

of

country

where
a

'people's six

to

be

found

within
even

circuit of
or

every

Small
not

parishes
without Palacky

of five

six

hundred

their village stated

schools.1

The

Protestant

historian

examining took
to
note

documents

in the

archives
names

while he of Bohemia,
he the
at

that,

come

of all the teachers found across, and

of
Prague
must

whose that

happened
year

about
had

1400 640

the

diocese

have
average,

least

schools. then

Taking
in
number

this for the

the

63

dioceses
the
or

existing

Germany
of

would
over

have

possessed
elementary

respectable primary

40,000

schools.2

This
evidence
least

conjecturemay
furnished
a

not

be very

accurate,

but

the
at

by
way

contemporary
to

documents
the number Middle

goes
was was

great
very

show

that

of

schools

large.
time

The
which

latter part of the

the

Ages

the

in

burning
art

zeal

for

learning
and

led

to

the

invention still further

the

of the

of printing,
the

this art in turn and

increased of in and
not
see

desire to
In
a
:

learn

facilitated printed
now

work

education. it
was
"

pamphlet

in
wants

Mentz,
to read

1498,

said
In the

"Everybody
light
the of such

to write.

facts, who of Compayre

whether

does and

the

absurdity

of

assertion

other
or

writers
Protestant,

that the is the of the

primary child
1

school,

Catholic
?3

of the
/"., pp.
At

Reformation
26"27.
the

Towards

the

end

present

number
there

of

elementary

schools in 1892.

in

many Ger-

is less than
3

60,000;

were

56,563
school
the

"In

its

origin,

the

primary
was

is the

child

of

Protestantism,

and

its cradle Pedagogy,

Reformation."
"

payre, ComProfessor

History
Beyschlag

of

p.

112.

Similarly

of Halle.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

25
at least

fifteenth century in Germany,

children

good

and

respectable

parents,

began
an

to consider

it their duty

to let their

acquire

education.

This

interest in education of many in

some
new

naturally
schools. that too

led to the
are are

establishment
even

Complaints
many

made

cities
so

schools
that

opened.
correct

The
to
assume

facts given
say

far prove

also

it is not
school"
masses
was

that

the

German
of
a

"people's

did until but

the

not

the shape
or

school

for the

the

Reformation,1
few,

that medieval
was

culture who

for the

and

that

it

lyUther

brought
who and
to

schoolmaster
the

into
numerous

the

cottage.2

Otherwise in
to towns

frequented
where

schools
wanted What
not
as

villages,
write" ?

"everybody

read

and

is

now

called

"secondary from

education"
elementary

was

strictly

distinguished
as

and
very
erous num-

university early

training higher

it is now-a-days.
was

From
for in and

times
schools

education with

cared

connected

monasteries
of

drals. cathe-

The
preserving

merits
the

of the

Order

St.

Benedict
are

in
versally uni-

treasures

of classical literature
Its monks
were

acknowledged.
great

not

only

the

clearers laborers,

of land but

in

Europe,
the

at

once

missionaries of
the

and

also
to

teachers

nations

rising from

barbarism

civilization.
gave

Benedictine

monasticism
and

the

world and

almost

its

only houses of learning by far the most powerful

education,

civilizing
as
an

agency

constituted in Europe,
instrument period that

until

it

was

superseded
of the

educational

by

the
1

growth

universities.

The
Education,

Report
,

of

the

Commissioner

of
article
:

1888"89,

vol.

I
"

p. 32.

Encyclopedia

Britannica,

"Education."

26

JESUIT

EDUCATION.

intervenes eleventh
age.

between
century

the has that

time

of Charlemagne

and

the

been

well

styled
the

the

Benedictine monastic

And

before

period

numerous

schools

of Ireland

had
men as

been

frequented win

by

so

many

holy
the

and

learned

justlyto
et

for that the

country

title of Insula
and

Sanctorum
In

Doctorum,

Island

of Saints
research

Scholars.1
modern

general, presents
from

careful
a

historical
of the by

by

scholars quite

picture
that

medieval the
author

monks

different and by

given

of Ivanhoe according

other

imaginative monk
a

"mis-

describers",
a

to whom

the least

was,

if not ignorant

hypocritical
very

debauchee, person. sketch of the

at the

very

and

indolent
have the
to

We
at

chiefly the
Middle

condition

of education

close
to

Ages.

It is scarcely

necessary

speak

of Italy
was

which, the

in the

fourteenth
centre

and

fifteenth centuries, and

no

intellectual
a

of

Europe
such
as

at

that

time

exhibited

literary activity
ever

other

period
that

of history
the

has

witnessed.

For

it

was

in

Italy

renaissance
the

began.

This
of the

mighty

movement,

which

marks

transition
a

Middle

Ages

to modern
art,

times, life and and

effected

revolution

in
Italy

literature, science, it swept

on over

education.

From

Kurope
What

caused
the

similar

changes

everywhere. the

is called of

classical education
Italian

is

immediate

outcome

the

Renaissance.
there
most
:

During

the firsthalf of the fifteenth century

Italy
one

lived

in

Northern

of the
of

ablest and
all
ages

amiable da

educators
1

in

the

history

Vittorino

See
Rev.

Irelan"s

Ancient
D.
'

Schools
"

and

Scholars,

by

the

Most

John

Healy,

D.

Newman,

Historical

Sketches,

vol. Ill, pp.

116"129.

EDUCATION

BEFORE
1

FOUNDATION

OF

THE

SOCIETY.

27

Feltre.
school

He

modified
of the classics,

considerably

system

Trivium
carefully

and

Jhe^jmgclieval though Quadrivitim. Alformed

as

the

selected,

the

groundwork
and
was

of his

course,
were

other
not

branches,
neglected.

mathematics Due

philosophy, devoted and

to

attention

the

physical and

development other gymnastic

of

the

pupils,

riding,
greatly like

fencing, encouraged.
a

exercises
among

were

Vittorino

lived
revered

his beloved.
also

pupils
Poor

father in his family,

were

and

scholars

not

only

instructed,

but

fed, lodged,

and

clothed

secret

of his wonderful and

influence
deeply
a

The gratuitously. lay in his lofty moral

spirit.
to

principles calling he

his

religious

In

his
he

recognized

noble

mission

which

devoted
seeking

himself
anything
the

and zealously for himself.

Master".

exclusively, His His with

the

without

contemporaries virginal purity Although him. office

quently frek

called him charmed

not
a

"Saintly
came

all who priest, he

into contact recited

daily

Divine
and

approached his pupils hear

mass

the

sacraments

accustomed

to receive

holy

communion
great

monthly fame
to

and

to

daily.
and

This
eager

educator's

spread
even

far and from

customs

wide, France,
and of the

youths and found

flocked

him

Germany
practices

other

countries.

Many

in

humanistic

schools no Vittoriinfluence

north
's

Alps

may

have

been

copied
that

from his

famous felt in

school.

It is certain

was

England,

for

one

of his

pupils,

Antonio
of
Duke
new

Beccaria, Humphrey
1

was

secretary

and the

"translator"

of Gloucester,
History
da

first patron
vol. I, pp.

of the
44-46.
"

Pastor,

of the Popes,
Feltre

ward, Wood-

Vittorino
N.
Y.,

and

other

Humanist

Educators,

Macmillan.

28

JESUIT

EDUCATION.

learning
Winchester,

in

England,
founded modeled

and

the

celebrated
I^angdon,

school
was,

of

by

Bishop

in all

probability,

after that
to

of Vittorino.2 mention the keen

It is almost

superfluous
manifested

terest in-

in learning
of this period.

by the Italian ecclesiastics

to the

They

raised

papacy

the
;

bookhe,

lover
as

and

enthusiastic V.

student,

Parentucelli

and

Nicholas
great

(1447"1455), placed
of the

himself

at the head

of the

movement

renaissance,
the

and

won

immortal
where the

renown

by

founding

Vatican
and

library,
Roman

glorious
were

monuments

of Greek
the

intellect
Holy

collected

under
successor

protection of Nicholas

of
V.

the
was

See.

The

second

Aeneas
scholar

Sylvius
and

(Pius II.),
But

famous

as

humanist
to
enumerate

author.
ardent

it is impossible of learning

here

all the popes, time.

promoters
other
a

among

the

cardinals So
large in
a

and

church

dignitaries
life did

of this
learning

part of

churchman's
no
a

occupy household We
cannot

Italy,

that

prelate
retinue spread

considered of scholars.
3

his
"

complete
here
trace

without

the gradual countries, of

a

of this mighty
confine
ourselves

movement

into other
to the

but
few

must

bare

mention

facts regarding

the

educational
What has

conditions.
often

been

said respecting
before
the

the

ignorance
has

prevailing
been

in

Scotland
by
the

Reformation, of Protestant

repudiated
such
as

researches L,awson,

torians, his-

Burton,

Kdgar,

and

others.

It has
1

been
Einstein,
the

proved
The

that this country,

Italian Renaissance
Press,

throughout
in

the

England
4.

(New

York,
2 8

Columbia

University

1902), p.

Ib., p. 53. Ib., p. 20.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY,

2Q

latter part of the

Middle

Ages,
We

possessed

an

abundance
even
an

of educational example
the instance
was

facilities.

find

here

teresti in-

passed

At higher education. of compulsory of the clergy, in 1470, an act of parliament freeholders that all barons providing and
penalty of twenty
or

should,
sons

under
age

pounds,
to

send

their
to

at the

of nine until

ten

years

the
a

schools, competent

remain knowledge schools

there

they

had
were

acquired
then

of L,atin. of art and

They
l

to

attend

the

law.

As
to

regards
commonly

secondary asserted Reformed

2

schools that

in

England,
VI.
,

it used
the

be

Edward
was

first

monarch

of the

Faith,
of

the great

founder
grammar
associated

and

reformer.

Upwards
at

thirty
have

free

schools

founded the reign

this time
VI.

permanently popular

of Edward
Inquiring

with

education.
1886
went

The

Schools
and

Commission
fifty-one schools research of old

in

further,

set

down

to the

credit of

Edward.
stick by

Modern
stick, the

historical
whole

has

broken,

bundle
the and

misrepresentations. about the

"The
dearth

fact is that
schools
mere

whole
other

theory schools immense

of grammar

stillmore prestige

elementary

is

delusion.
acquired
as

The
a

that Edward

VI.

has

patron

of education
out

is simply

due

to the

fact that he
some

refounded small

of confiscated of

Church
schools
which he

property and his

percentage father had

was

rapacious

stroyed. defar

The

probability

is that

England

Bellesheim,
vol. II, pp. the

History
326, 346.
:

of

the

Catholic

Church

of

land, Scot-

See

article

Medieval

Grammar pp.

Schools,

in

the

Dublin

Review,

1899,

vol. CXXV,

153-178.

30

JKSUIT

EDUCATION.

better provided
than

with

grammar
ever

schools

before
' '

the

Reformatio

it has

been
has

since.

This
careful and
two

startling
study

statement

been

confirmed
of Henry
that
at

by
VIII.

of the VI.
,

records which

of the time

Edward
hundred

from

it is clear
must to

least
in
Mr.

grammar

schools
came

have

been

existence
L,each

before
the
says

Edward
number
that

the

throne.

raises and

by
three

the

addition is
a

of another moderate

hundred, estimate

hundred

for the

year

I535;2

and and

this

number

is exclusive
It will

of elementary

schools
a

universities.
of famous Beverly, school

suffice

to

mention

few

names

schools

Canterbury, Southwell, Colet

to

Lincoln,
Winchester,

Wells,

York,
the

Chester,
of
Dean

Eton,
the
In
numerous

in

London,

and

schools
to

attached

the

monasteries. schools

regard

the

great

number
Reformation,

of foundation

established
Rogers

justafter
but
so
a

the

Professor
was

Thorold

maintains
very

that

it

not

supply

zeal for learning, had been of that which

a new

inadequate

suddenly

and

astrousl dis-

destroyed. During the period

immediately
possessed
most
was
a

preceding
great
were

the

Reformatio

England
scholars,

number

tinguish of dis-

of whom

ecclesiastics. by
as

The

revival

of letters

heartily

welcomed day,

the

clergy.
Warham,
1

The

chief ecclesiastics of the

Wolsey,

Fisher,
Rev.

Tunstall,

Langton,
Harrow

Stokesley,
School,

Fox,
chap.
II,

The

Hastings

Rashdall,
1.
c.,

p. 12.
2

(Dublin
English

Review,

p. 156.)

Schools

at

the

Reformation,
and

p.

6 ;

( /.
p.

p.

167J.
*

Six

Centuries
L
c.,

of
p.

Work

Wages,

vol.

I,

165.

(Dublin

Review,

162.)

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

31 Pace,

Selling,
William ardent
l

Grocyn,
L,atimer,

Whitford,

lyinacre,
others,

Colet,
were

and

numerous

not

only

humanists,

but

thorough

and

practical

men. church-

Similar

conditions

The
the Middle

conthe European tinent. existed on lyatin City Schools towards the* close of
were

Ages

numerous

throughout condition

Germany.'2
of the people
was

About

this time,

the intellectual

in Germany, beneficially
lyife". this fraternity of books,

the

Netherlands by by
was

and

France

most

influenced

the

"Brethren

of the

mon Com-

Founded
at

Gerard
employed

Groot

of De venter,

first

in the transcription being prohibited. exclusively Fathers, not

all profane

studies

They
to the

were

supposed of the time

to restrict themselves

reading

Scriptures
over

and

the

wasting

their

arithmetic,

rhetoric,

vanities as geometry, lyric poetry, and logic, grammar,

"such

judicial astrology."3
and

These

principles
to

were

extreme,

it is

some

consolation

find

that

the

founder
"

admitted
as

the

"wiser

of the and

Gentile

philosophers,
In 1393,
a

such little

Plato,

Aristotle,

Seneca.

scholar,

Thomas
the school

Hammerken

of Kempen,

Rhineland,
no

entered the

of Deventer;
a

he

was

other

than

famous of the

Thomas
Following

Kempis,

most

probably

the

author

of
were

Christ. Groot

Shortly
labors
sphere,
1

after the

death

of Gerard made

(1384), the
a

of the
and
Einstein,
"

Brethren

to embrace

wider

especially
The
The
character

to

include
Renaissance

the
in

education
England,
pp.

of
pp.

Italian Eve
see

18-57.
2

Gasquet,
On

of

the

Reformation,

36-50.

their

Report
20-23. Schools

of

the

Commissioner

of

Education,
3

1897-98, T.
Drane,

vol.

I, pp.

A.

Christian

and

Scholars,

vol. II,

p. 335.

32

JESUIT

EDUCATION.

youth.

The

prohibition became

against
a

profane

learning

appeared dis-

Deventer

most
were

celebrated
founded

tion, instituall
over

and

numerous

schools
and

Flanders,
of

France
the far they
as

Northern spread and

Germany.
gradually

The

ments settlethe

Brethren

along

Rhine
century

as

Suabia,

by the end
the

of the fifteenth
to the

reached through in
was

from

Scheldt
of

Vistula,

from

Cambrai,
to

the

whole

Northern

many, Ger-

Culm

Prussia. placed

Jn_theseschoQlj^Jghrisabove
mere

tian education
and
the

high

learning, religion and

training
was

of the young

in practical

active

piety

considered

the

most
was

important permeated
to

duty.
by
upon
a

The

whole

system

of instruction
the

Christian religion
as

spirit ;

pupils

learned

look

the basis
at the
same

of all human
time they

existence had
to
a

ture, and. culsupply they

l

while

good

of

secular
a

knowledge

imparted

them, and

and

gained
Brethren

genuine
had

love

for learning by

study.

The

been

established in the Paris. in

2

John

Standonch,

doctor in
the

of the

Sorbonne,
of

College de Montaigne
The
founder
and they of

University
of

the

Society
suppose

Jesus studied
furnished much

this
Poor

college,

some
were

that the rules of the called,

Clerks,
some

as

often rules.

Ignatius

ideas

for his

This

is certain, that
Brethren

Ignatius

had

bibed im-

the spirit of those

from

the study

of the the he

works time had

of Thomas when
no

Kempis. the

It is related

that at

he
other

wrote

Constitutions
his
room

of his Order,
except

books
the

in

the

New

Testament
1 2

and

Following

of Christ. People, vol. I, ch. 3.

Scholars,
of Boulay, vol. II, p. 339.
the

Janssen, Hist,
Drane,

of

the

German
and

Christian
is for instance

Schools
the

This

opinion

historian

of the University

of Paris.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

33

Youth
to the at

eager

for knowledge Brethren.

rose

flocked

from

all parts

schools Zwolle

of the often

The
eight

to

number hundred

ars of scholor

ten

hundred

; at Alkmaar to

to nine

hundred
at

; at Herzogen-

busch
year

twelve

hundred
to
were

; and

Deventer,

in the

1500,

actually

twenty-two
at

hundred. and L,ouvain. they

In

Other

celebrated instruction
open

Schools
being

Liege

The
were

free in all these

schools,

to students

of the
where

smallest they

means.

many

of

the

towns

also,
the
not

had

schools,
schools, poorer

Brethren

supplied paid

started actual for the town teachers

the

not

unfrequently and

expenses

of the

scholars

supplied

them
In

with
1431

books,
Pope

ery station-

and
sent

other
to

school
the

materials.

Eugene
prevent

orders

bishops
with the

that

they

should work

any

interference

beneficial

of
went

these
even

zealous further their

Pius educators. in their support active

as

II. and

Sixtus

IV.

and
was

encouragement.

One
Nicholas

of of

most

patrons
a

Cardinal

Cusa,

renowned

of Copernicus.
at Deventer,

mathematician himself Nicholas had

given

and the precursor had been educated material maintenance port supof

and

this school for the

by
twenty

liberal endowment
*

poor

students.

The

schools

of the

Brethren

had
which

been

among

the the

firstof those
revived
schools Rudolph

north

of the Alps

introduced

study that
von

It was of classical literature. Agricola, Alexander Rudolphus

in these
Hegius,

I/angen of the

and

L,udwig

Dringenberg
on

studied
1

the revivers

classical studies
In most

German
the

Jaussen, /. c., pp. 61-62.

had
while

of these

schools

Brethren

charge
the

only

pupils,
not

belonging

classical to the Fraternity.

training of the religious by teachers instruction was given

of the
Paulsen,

/. c., I, 158-160.

34

JESUIT the
one

EDUCATION.

soil,

"

fathers

of the

older

German

humanism.
was

Hegius,
rector
venter.

of the greatest schools

a

scholars Wesel,

of the century,

of the

at

Emmerich
De venter,

and
ranks

De-

Erasmus,
the restorers

pupil

of

him

among

of pure

Latin scholarship.
of

Hegius

enjoys

the

undisputed the school corrected

ones.

credit

having improved

purged

and

simplified

curriculum,
the
He

the method
or

of teaching, them staple

old also
2

text-books
made
the

replaced

by

better

of instruction
and

of youth.

Together
was

classics the with Agriin propagating Hegius

cola, Erasmus

Reuchlin,
for Greek

he

foremost

enthusiasm emphasized
the
:

in Germany. knowledge

necessity

of

of Greek

for

all sciences

Qui Graece
In
In
more
summa:

nescit, nescit quoque doctus habcri. debentur singula doctis. 3 Grajis flourished
even

Alsace important

the

school
on

of
the

Schlettstadt,
Rhine.

than

those

Lower

It

was

one

of the first of the of the with

German
was

schools

in which

the side

history

Fatherland
the
were

by

side

classics.

studied zealously disAmong its most tinguish

von

pupils
von

Johannes
of the

Dalberg,
was

Geiler bishop
a

Kaisersberg
and

and
curator

Wimpheling.

Dalberg

of Worms

Heidelberg
men,

University,

liberal patron
the great

of all learned

especially

lin, of Reuchnoble
' '

Greek

and

Hebrew
and

bishop
1

was

also the
Creighton, in
c.,

leader
History

This scholar. director of the

Papacy,
vol.
V,

Rhe-

See

of

the

chapter

I:

"Humanism
2 3

Germany."

Janssen, /.
Paulsen,

p. 68.
des gelehrten
are

Geschiclite
Further

Unterrichts,
by

p.

42,

(vol.I, of

p.

67).

details

given

Janssen, History
the
"

the German

People: "The

Higher

Humanists."

(English translation,

and vol. I, pp. 61

Schools

Older

85.)

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

35
longed be-

nish

lyiterary
a

Society," of learned

founded
men,
"

in 1491,

to

which

host

theologians,

lawyers, torians his-

doctors,

philosophers,
and poets, from

mathematicians,
the Rhinelands

linguists, and

the Middle

and
as

Southwest
of many
was

of German}'-.

The
existing

objectof
at that

this society,
time

similar
the

ones

in Germany,

encouragement

and and

spread

of science in

and

the

fine arts generally,

as
l

of classical learning of national

particular, research.

also the

furthering

historical

Another Kaisersberg Strasburg,

orator,

great

pupil

of Schlettstadt the
as

was

Geiler
preacher and

von

(died 1510),
great
not
as an

Cathedral
theologian promoter

of

only
ardent

pulpit

but
a

also friend

of humanistic

studies,

of the

learned

Benedictine of Tiibingen,

Johannes
and
on

Trithemius
leading
Upper
was

and

of Gabriel
a

Biel

the the

spirit of

circle third

of highly
great

gifted

men

Rhine.
Wimpheling,

The

scholar

of Schlettstadt

called
the

the

"Teacher
German
was

of Germany."
schoolmaster of

As

Hegius

was
so

greatest

his century, writer

restorers
on

Wimpheling

the most
one

distinguished
most

matters

educational,

of the

famous

of

an

enlightened of

system
one

of education
of

from

Christian
the

point

Guide
out

for
the

In view. Youth, German

his he

(1497),
rules

writings, forcefully
of education

points

defects down

of the
some

earlier system

and

lays

golden the
on a

ments, for improvelanguages.

especially
It is the

for mastering

ancient rational

and

first work published in Germany, methodics

to Wimpheling

pedagogy work.
of this

truly

national

According

and

other

schoolmen

time,
1

the study

of L,atin and
c.,

Greek

should

not

be

con-

Janssen, /.

p. 107.

36

JKSUIT
to the

EDUCATION.

fined
the
true

learning

of the

languages,

but

should

be

means

of strengthening of independent
many
names

and

disciplining

thought,

gymnastics

judgment.1
of
great

There
scholars

are

educators

and
mentioned:

of this time Pirkheimer

which

deserve

at least to be

in Nuremberg, of the

Cochlaeus,
school
of
von

professor

of classics
same

and

director

of poetry
the

in the

city,

Murmellius,

co-rector

Cathedral

school

in
at
we

Miinster,

Count

Moritz

Spiegelberg,

provost
But

Emmerich.
must

leave

this

interesting
to

ever subject,how-

reluctantly, volume.
drawn the

and

refer the reader

sources

Janssen's first
has
Mark the

From

contemporary

this author

following

conclusions:
was

"Outside
a

of Brandenburg,

there

scarcely

single

large town

in Germany in national built

or

in which,
addition
to
new

at the

end

of the existing

fifteenth century, elementary

were

the

already

schools, old
was ones

schools

of higher
' '

grade
control

not

improved.
hands

The

of these
most

schools the

in the
were
were

of the

Church,
rates
were

and

of

masters

clerics.
kept
young

School
by

unknown. for the works

The

schools

up
was

frequent

legacies;
among

education of
mercy,

of the
to

counted
was

the

which
to

money

liberally

given of
the

in good

loyal
works.

obedience

the
were

Church's
also

doctrine
in

Libraries

founded

same

spirit.3

All
1 2

over

Europe

we

find,

therefore,

great,

yea

/"., p. 80.
L.
c.,

pp. 80

"

81.

Erasmus
academiae

wrote

to

Luiz

Vives

"/"

Germania

tot

fere

sunt

quot

oppida.

Harum

nulla

paene est, quae non magnis sores." Opera, III, 689.

3

salariis accersat

linguarum

profes-

Janssen, /. c., p.

81.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

37

enthusiastic,

The
intellectual

activity in the field of learning and education. foremost promoters and patrons of this
movement
are

everywhere
an

This
scholar

fact

is

so

patent

that

ecclesiastics. impartial American

patronage

wrote

quite recently: always

"The
one

ing of learnboasts

which
of the

has

been

of the proudest

Catholic
when

Church'
a

existed

Renaissance,

genuine

in the especially love for it on the part of shortcomings. university

churchmen higher
whose

atoned

for many

other
were

The
men

clergy,

moreover,

mostly

scholarly
who

interests had
were

been

awakened
a

early

in

life, and

later

their gratitude. of scholars

the higher

placed in A zeal for learning

almost
...

position and

to show

the patronage
on

became
clergy.
new

an

affectation

the part of

In all ranks
was

of the
even

Church

an

interest in the

learning
Roman

shown,

by those
in their
1

who

were

to

leave the

faith, but who traditions.

' '

zeal for letters continued

It may

former

be said, in general, that nowadays all scholarly Protestants, on the strength of and fair-minded incontestable historical evidence, the traditional repudiate
Professor period. views of the pre- Reformation Hartfelder unhesitatingly affirms that of Heidelberg Catholic Europe "from presented 1500 1520 Roman
"

the aspect

of

one

large learned
can

' '

community.

erous Nummust
3

similar

statements

be quoted,
on

but

we

refer the reader

to special works

this

subject.

In

facts it is unintelligible undeniable how certain writers can describe the close of the Middle acy, Ages as an age of intellectual stagnation and degenerhow Mr. Painter can or say that shortly before
the face of such
1

Einstein,
Schmid,
See
the

54. /. c., pp. 51 Geschichte der Erziehung,

"

vol. II, 2, p. 140.

to chap.

present

work,

Appendix

I, Additons

II.

38

JESUIT

EDUCATION.

the Reformation the schools

characterized
on were

learning

had

neglected,
masses.1

the

the clergy, superstition and ignorance Is not the ignorance rather

who
make

died out among

part of the so-called historians indictments ? sweeping

the

such

The
medieval

greatest

and most in the Church

glorious achievement intellectual sphere

been
are

of the
are

the

These universities. to us by the Middle

more

institutions have

bequeathed and
2

Ages,
value

and
even a

they than

of greater

imperishable
universities
were,

its cathedrals.

The

to
were,'

great
at

extent,

ecclesiastical endowed with

institutions,8

they

least,

They were See. to meant privileges from the Holy be the highest schools not only of secular, but also of religious learning, and stood under the jurisdiction of
the Church, It
was as

well
the

as

under

her

through
were

universities

privileges raised from

protection. that the of the Church local into ecumerely menical became
distinct
an

special

doctorate The organizations. as order of intellectual nobility, with definite a place in the hierarchical system

and

Christendom,
In fact the
1

priesthood and Sacerdotium, Imperium,

as

the

the and

of medieval knighthood. Studium

are

History Rashdall, Of
the

of Education,
Universities forty-four
are

pp.

135"136. Middle
Ages,
vol. I, p. 5.

of the

universities

founded

by

charters

before
Denifle,

1400, there
O. P.,

thirty-one

Die

Entstehung

possess papal charters. which der Universitdten des Mittel-

alters bis 1400,

4

p. 780.

On

this

subjectsee
in The
:

Denifle, Middle

/. c.;

Rashdall,
"

The

versities Uni-

of Europe
Review,
Milburn.

the

July 1898
"

Church Rise and

III.
"

Newman,

and Progress
For

2 vols. the Universities,

Ages,

Dublin by

J.

B.

of Universities,
literature

in
see

Historical
Guggenberger,

Sketches,
S.

vol.

further

J., A

General

History

of the Christian

"ra,

vol. II, pp. 126"129.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

39

the three

great

forces which

energized

those

times

and

built up

and

maintained

the mighty

fabric of medieval first school

something

Christendom.
of the

The

University

of Paris, the

Church,
of the

with its four Nations, international character

truth

possessed of 'the in
the

Church.1
history
of

"It

may

with

be

said

that
no

human

things
than

there

is to be found

grander

tion concep-

that of the

Church

in the

fifteenth century,

when
cast

it resolved, the
' '

in the shape

of the
over

universities,
the of

to

light
2

of knowledge
are

abroad

Christian
Protestant

world.

These

the

testimonies

historians. As
the the

Benedictines
zealous

in the
so,

earlier

ages

had

been
century

most
on,

educators,

from
took

the the

twelfth
most

the

or friars

mendicants

inent promgreatest

part
professors
to

in in

university philosophy of

education. and theology belonged

Bacon,
one

The
were

friars ; of
Duns

the

order

St.

Francis

Alexander
and

Hales,

St. The
most

Bonaventure,

Roger
was

Scotus.
dest and
seen,

last mentioned

of the

profoun-

and

original deservedly

thinkers
was

that the world has ever styled the Doctor subtilis.

Blessed

Albertus
Doctor

Magnus,

and

Thomas
the and

Aquinas, Schools,"
Roger

"the
were

Angelic

Dominicans.
were

Prince of and Albertus Magnus

Bacon

far in advance

of their time natural

with sciences.

in the
Mr.

knowledge

of
compares

mathematics
Roger

and
Bacon

Rashdall

his great

namesake,

Francis

Rashdall,
Burton,

/. c., vol. I, p. 546. History Scotland,

of

vol. IV,

p. 109. Scotland,

(Bellesvol.
II,

heim,

History

of

the

Catholic

Church

of

p.

346.)

40 Bacon,

JESUIT

EDUCATION.

and
l

the

comparison

is decidedly

in

favor

of

the

monk.

There

existed

considerable

number
them

of universities
were

before the year

Paris,
Prague,

1400,

chief

among

those

of

Bologna,

Oxford

and

Cambridge,
etc.

Salamanca,
1400
to

Vienna,
many

Heidelberg,
new
a

From
were

the in

Reformation
Western

universities

founded founded

Christendom.
1400

Twenty-six
are

of those

between
Wiirzburg,

and

1500

lyeipsic,

them still existing,3 among Tiibingen, etc., in GerMunich, many;

St. Andrew's,
Upsala
In and

Glasgow,

Aberdeen
in founded

in Scotland;
Denmark,
etc.

in

Sweden;
alone
But
as we

Copenhagen
nine need
were

Germany
I5o6.4

between
on

1456

not

dwell

further

these
can

versities unibe

any

information
the
many

that

is sought that
are

easily gathered
on

from
5

books

available

this

subject.
intellectual activity
of the
was

The
Southern

universities nowise
In

of the
to

European
and

countries
Northern

inferior
Portugal

that of Central there

were
1 2

Europe.
; in

was

the University least

c.,

of Coimbra universities

Spain,
1500,

there
6

at
L.

twelve

before

the

vol.

II, pp. 523"524.

enumerates

Compayre*
before

75 universities
"Who long could

existing

in
he the

1482,
says,

the

year

Luther's
glancing

birth.
over

deny,"

"after

merely

this
movement

enumeration, in the
"

importance
centuries

of the of the
3
4 6

university
Ages?"

last

three

Middle

Abelard,

Report of Com. of Ed., Janssen, /. c., vol. I, p. 86. Janssen, vol.

Early
"

See

52. pp. 50 1897-98, vol. II, p. 1741.

I.

"

Compayr6, Universities
II,

Abelard

and

the

Origin
New

and

History
Rashdall,
Hungary,

of
vol.

(Scribner's Sons,
on

York).
of 283"315.
6

pp.

211-280;
Sweden,

the

Poland,

Denmark,

and

universities Scotland, pp.

See

Rashdall,

vol. II, pp. 65"107.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

41

chief
shortly

among

them

at

Salamanca.
of the
Peter

Here

flourished,
the of the

before

the

outbreak

Reformation, Prior

famous

classical of
such

scholar,
He

Martyr,

Church
with

Granada.
success

and

other

scholars
education

labored of the
who

for

the

higher
was

nobility, showed declares in admiration served

that
any

no

Spaniard
to

considered

noble

indifference "the

learning. had
not

Brasmus
such excited

also

that

Spaniards
that
they

attained only

nence emithe

literature, of the
as

most

polished

nations
' '

of Europe,
Many
"

but

likewise

models

for them.

ing belongso

to the

first houses
"

of the
no

nobility

once

high
chairs de

and

proud

now

made

hesitation
others of Alva

to occupy

in the

universities.
son

Among
Duke

Don

Gutierre
cousin

Toledo,
King,

of the
at

and

of the likewise

lectured with

Salamanca.

Noble
for the
even

dames prize

vied

illustrious grandees
;

of literary in
the

pre-eminence universities,
and

while
gave

many

held lectures

chairs
on

and

public

eloquence

classical

learning.

Some

of the
:

names

of these

literary ladies have of Monteagudo,

been
Dona

preserved Maria

the

Marchioness and

Pacheco, Dona
a

Queen
Galinthe

Isabella's
do, and
1

instructor
2

in Latin,
such

Beatriz

de

others.

With

zeal for knowledge

p.

Epist. 977.
Hefele,

(Hefele, Life of Ximenez,

115.)
translated
by this
where
on

The

Life of Cardinal
p. 115.
perhaps precedents from
"

Ximenez,

the

Rev.

Canon

Dalton,

Rashdall

remarks
the

fact:
one

"Salamanca

is not
for early

precisely
for the

place

would
women.

look
Yet

higher that Beatriz

education
the
to

of

it

was

Salamanca
Dona Protestant

Isabella,

Catholic,
teach her

is said

to have

summoned
the

Galindo

Latin

long

before

Elizabeth

put

self her-

to school

under
of

Ascham."
women
was

Univ.
not
so

in theM.
entirely

The

education

A., vol. II, p. 79. is as neglected

42

JESUIT

EDUCATION.

old schools

began

to be

filled, and

the
It
one

newly
was

endowed called the

have
Peter
an

Salamanca

excelled

them and
was

all.

"Spanish
seven

Athens",

said at
It
was

time

to

thousand
gave

students.
on

there

that

Martyr

lessons

Juvenal (1488), before such

the
entrance

immense
completely

audience

that

to

the had
1

hall
to

was
carried

blocked
the

up

and

the

lecturer

be

in

on

shoulders
to

of the of

students.

It should

be

mentioned

the the
system

credit

Salamanca
of Columbus,

that

her that

Doctors

encouraged

designs found

and

the

Copernican
rooms.
2

early

acceptance

in

its

lecture
In schools

the

beginning

of the

sixteenth
were

century
at

other

for higher

education Ognate,
were

established and by

do, Tole-

Seville, Granada,
But

Ossuna,

Valencia. the in
new

all these
of

schools

far excelled by

university
It
was
so

Alcala,

founded

Ximenez

1500.

an that the magnificent establishment 'eighth wonder called it the of the world.
'

iards Span' '

The
new

college

of

San

Ildefonso

was

the

head

of

the

university.

Moreover,

Ximenez
to all kinds

founded of wants.

several
Most
'

other
renowned

institutions, adapted
was

the

"College
and

of Three

Languages'

for the
young

study

of Latin, Greek,

Hebrew.

For poor
endowed
were

students

in the classics, Ximenez

where

two

ing board-

schools, three
years

ioriy-two

scholars

supported

free of expense. given by

the six

The

students

the lectures
commonly

professors
/.
c.,

attended of languages,
"Ediication
the

believed. Further
I, pp.

See

Specht,

ch.

XI,

of

Women"

Janssen's

History

of

German

People, vol.
1

82"85.
and
"

Prescott,
Martyr's

Ferdinand

Isabella,

Part

I, ch,

XIX."

Peter
2

Epist., 57.
/.
c.,

Hefele,
II, p. 77.

p. 116.

Rashdall,

vol.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

43

who

were

attached

to the

university
were

; at

their

houses,

however,

special
fourteen before
or

exercises days.
one

given

and

disputations
were
a

held

for

Strict
could

examinations

required class,

any

to

particular
the

be admitted to course of lectures

were

higher
on

any

science.
great

All

regulations

followed

by

such
was
l
"

results

that, according

to

Erasmus,

Alcala

especially

distinguished splendid activity

of

by

its able
of the

philologists. philological
is the

The

most

production this

and

biblical

university

celebrated
Igna-

Complutensian
tius of

Polyglot

of the

Bible.

Jfo 1526
; in

Loyola,

the. future
the

founder

of the

Society
1527

of
we.

Jesus, attended
find him
In

University

of Alcala

in Salamanca. with

connection

Alcala

we

must

mention University

the

greatest

school

of the

Netherlands,

the
was

of

Louvain.

Especially

distinguished by

its Collegium the

Trilingue, founded

in 1516

Busleiden, Busleiden

friend of
visited

Erasmus
Alcala
and

and

Thomas

More.

had
a

wished

to have

in

Louvain
at

college

like

that of the
of Latin,

"Three
Greek,

Languages"
and

Alcala

for the study

Hebrew.

The and

famous

universities

of

Alcala,

Salamanca, link
between

Paris,
the
to

Louvain

furnish the
system

connecting

educational
the

of
the

the ciety. So-

Jesuits and
But

that previous
the great

foundation of
of Paris
was

University

really the also he

Peter 1530

Alma
won

Mater
his

of St. Ignatius

of Loyola.

There
them
1529

first companions,

chief Xavier.

among In

Faber,

and

St.

Francis

and

Ignatius several
scholars
1

visited the distinguished

from that

Netherlands. members
as

During
of
Peter

its infancy

the

Order

were

country,

Canisius,

Francis

Epist. 755.

(Hefele, /.

".,

p.

122.)

44

JESUIT
Peter Busaeus,

EDUCATION.

Coster,
and and

John Theodore
of the of the

Macherentius, Paris

others.

The

traditions schools
a

JJniversity of
Netherlands influence
on

of the

humanistic
exerted

undoubtedl

considerable

the the

Jesuit

system

of

education.

Before

narrating

foundation

of the
system,

Society

and

the

development
to

of its
of two

educational
great

it is necessary
Renaissance
and

speak

movements,

the

the

Reformation.

"2. Character
Higher
course

of Medieval

Education. Middle of the

The

Renaissance.

education
as

in the

Ages

followed

the

known

the

study

"Seven

Liberal
Rhetoric,
Music,
mar" "grammany
we

Arts,"
and

divided
;

into the
the

Trivium:

Grammar, Arithmetic,
read and of the

Logic

and

Quadrivium:
If
we

Geometry,
was

and

Astronomy.1
for several
to

that

studied their

years

that
course,

confined
ought
By

studies

this
the
as

part

well

to
was

understand
not
a

meaning
now,

of this
the
mere

term.

grammar

meant,

study
syntax,

of the

rules
a

of

language,

its etymology
with
the

and
the

but rather
of that
and

scholarly

acquaintance
with

literature
of writing

language, it.2

together

power

speaking

Rabanus
on

Maurus,

the greatest

pupil

of Alcuin
grammar

and
as as

later
"the

Archbishop
of

of

Mentz,

defined
poets

science
as

interpreting
of the
rules

and

historians, and

well
"

the

science
was

of speaking

writing. the
""."

Latin

the
were

principal
Virgil

subjectof
and Ovid. Bamberg,
Alcuin

instruction,
Hugo
"""

favorite
.""""'".
.
"

authors
mi i_n
f

of Trimberg,
On
the

the master
and

of

school
see

at

Trivium
the

Quadrivium,
Schools, Sketches, pp.
vol.

West,

and

the Rise
2

of

Christian

"

39.

Newman,

Historical

II, p. 460.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

45
whom

about

1250,

enumerates

the

following

authors

Ovid, Juvenal, with his pupils: Virgil, Horace, ClauL,atinus, Boethius, Statins, Homerus Persius,

ReTread

dian,
authors others.

Sedulius,
are

Prudentius,
:

and

others.

Of

prose

mentioned
study

Cicero,
Greek

Seneca,
is met

Sallust,
only

and
very

The

of

with

exceptionally
were

before

the

Renaissance.

Mathematics
to what

taught,
In the

but it is difficult to say

and twelfth

extent.
was
soon
a

eleventh

centuries however,

there
was

revival

of literary studies,

which,

replaced by another movement, the Arabs the Jews, and

acquainted with
the
was

scholasticism.
Western

Through
became
hitherto L,atin

Europe
"

entire Logic
known,
"

of Aristotle
and that

only

his

Organon

in the

translation Metaphysics, universities heretofore.

of Boethius, and
began

with

his Dialectics, Physics,

inquiry in the
than

Ethics.2
to
move

Scientific
in another of Aristotle

direction
were more

The

methods

introduced
rigorous
a

into the schools; henceforth a there was form dialectic tendency, a of reasoning,
adherence
common.

and

closer
very

to

the

syllogism study

disputations
of the

were

renewed

Fathers

of

the

correct understanding of Aristotle and a more inaugurated brilliant period of scholasticism the most

Church,

(1230"1330).
1

On
see

the

authors

Ages

Comparetti, de Beauvais

known or studied Virgil in the Middle et la connaissance

during

the
"

Middle

Ages.

Boutaric^

Vincent
au

de Vantiquite

treizieme

siecle, in
"

Revue

des

Questions

classique Historiques, vol.

XVII,

pp. 5"57. classics during

bibliography Heritage
2
1

of
On

history use of the of the adequate A does this not pretty full exist. period The Classical is given by Taylor, of monographs Ages, the Middle pp. 363"365.
An

Windelband,

History
see

of Philosophy,
also

p. 310.

Scholasticism vol. II, pp.

Alzog,

History

of

the

Church,

728"784.

46 It cannot

JESUIT

EDUCATION.

and

need

not

be

denied

that

the
was

education

imparted
regards

by the

medieval
It
was

scholastics
at
once
were

in many
and

defective.
l

too

dogmatic

disputatious. neglected;

L/iterary
too

studies much

comparatively
was

frequently

importance

attached

to purely
was

dialectical subtleties.

This
of

education
age,
as

one-sided,
Bacon,

and
the

few

great

men

the

Roger

great

medieval that of

scientist, and

John
too

of Salisbury,
narrow.
2

complained The defects

in the
when

scholasticism

was

scholasticism of the time

became fourteenth

especiall

manifest

course

and
was

fifteenth centuries, wasted in discussing serious

much

and

energy

useless

refinements

of thought. education
was

Another
the

defect and

of medieval historical pointed

lack

of philological spirit has been

criticism.
out at

This
International 1900,

uncritical

well

in the

Catholic
by the

Scientific Congress

Munich,

distinguished
of
that
age
was

Jesuit historian,
unwarranted
during the

Father
and

Grisar.
pious

Speaking
legends

the
grew

traditions Middle
so

up

Ages,
as

he says:

"The

really

in infancy,
was

far

regular

torical his-

scientific

instinct

concerned. lived
on

As
the

in other

branches
bad
it.
...

of knowledge, of former

people
days, work

good

or

tradition

justas
of the

they

had

received
was

The

scientific branches
matter

whole

epoch
that
are

devoted sublime
to

to those

of knowledge

most

in

their

and

stand
age

in closest produced

relation and
canonists,

religion

and

Church.

The

great

exceedingly

acute

theologians,
very
men

philosophers
the
the
vol.

and
absence

but
the
1

in these
sense,

general criticism
CXXIV,

of is

historical
See Dublin /.

and

of
1899,

of facts,
p. 340.

Review,
vol.

Alzog,

c.,

II, p. 783.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

47
the that

remarkable.

It

never

occurs
or

to

them

to

question

heritage spring in

of traditions
up. Rather
a

the

wonderful
they the
as

narratives endeavor
to

in

general
for

find

their

systems

place
any

most

incongruous

statements

without
1

question

to their foundation

in fact.

' '

This
of

lack such

of criticism forgeries
as

explains the

the general of

acceptance

"Decretals

Pseudo-Isidorus", and

of the of

"Donation

of Constantine",

of the works knowledge defective. who

then

"Pseudo-Dionysius
was

Areopagita".
exceedingly
as

The
and

of antiquity

vague

Even
wrote
a

such

writers

Vincent

of

Beauvais, learning

known

of of all branches cyclopedia (the Speculum Majus), makes

the

most

curious ascribes confounds

great

blunders.
to

Thus

Caesar's
;

taries Commen-

he

Julius Celsus
with his brother
was
a

Marcus

Tullius
in saying

Cicero

he

Quintus,

that

the

orator

lieutenant

of Caesar. authors,

Spurious
whilst
tore,

works

abound
works,
,

in his lists of ancient

as

important Brutus,
etc.

Cicero's

Epistles,
2

De

Ora-

were
a

unknown
was

to him.

Undoubtedly
same

reaction
It
came

inevitable

and,

at the
or

time,

needed.

in the

Renaissance,
movement

the
soon

Revival
went to

of

Learning.

However,
to
an

this

another

extreme,

enthusiasm the less

see

for the
reason.

ancient

authors
humanism

which

was

beyond
not

limits of
one-sided
further

Thus

became
had been.
We

than
on

scholasticism
the

shall

that

educational

system

of the

Society A

is

combination educa23, 1901.

of humanism
Trauslatiou
1

and

scholasticism.
from The

thorough
May

Review,
de

St. Louis,

See

Boutaric,

Vincent
au

Beauvais

et la connaissance

de

Pant-ignite

classique

treizieme
pp. 5
"

siecle.

{Revue

des

Questions

Historiques,

vol. XVII,

57.)

48

JESUIT

EDUCATION.

tion

iii the

classics

is followed

by

solid

course

of

philosophy, the

mathematics,

and

natural
systems

sciences.
are

Thus

shortcomings

of

both

effectively

obviated.
Both
terms
:

''renaissance"

and

"humanism",
means
or

are

apt to be misunderstood.
true

If "humanism"
nature

the truly

perception

of

man's

and

destiny, and
then

humane

feelings

towards in his

fellow-nian welfare, humanism.

active the

humanitari

interest Ages
knew

Middle stood under-

and
110

practised
way

Thus
the

it is in

different from
the
most

sublime

ciples prin-

laid down the

a

by

humane

of all teachers, it signifies nothing purely

to

God-man

Jesus Christ.
mankind

If, however, which

view

of life and

recognizes

but
human

the purely

natural man, which its highest ideals and

a

finds in the
relation

the rejects

the

vision
to the

of

future

beyond
as

this life, then

it
to

was

foreign

medieval

mind,

it is foreign element

Christianity.
was

For

the

religious, life.1
that

supernatural If "Revival ancient Middle

the

central is meant

in

medieval
to

of Learning" classics
were
a

imply

the the

altogether wrong
a conception.

unknown

during
But

Ages,
word

it is

should and,

designate
a

more

extensive interest in

study,

above learning

all,

more

enthusiastic

classical

which

developed

even

into excessive
applied
to the

admiration period
when

for antiquity, the

it is correctly

closing

Middle

Ages.
most,
a

At
Dante

the

time his

scholasticism

flourished
has

in

grand

"Poetical

Summa
combination

which Theologiae",
of scholastic

poem,

been

styled the

represents

harmonious learn-

and

classic

Willmanu,

Didaktik,

vol.

I, p. 289.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

49

ing.1

In

this go

immortal

work

classical
.

antiquity

Christianity
teacher the

hand

in hand.

Virgil and union

is

no

and less his

than

is Thomas expression

Aquinas,
of the

his

poetry

is

beautiful
reason.2

between

faith

and began
the

The

whole

humanistic
was

movement

which
change

soon

after Dante,

not
a

so

much

of

subject of
towards

learning these

as

change

in

the

mental
assumed

attitude

subjects.3 This
in various
schools

attitude

different shapes

of humanists.

the particularly of them, Germany, enthusiasm combined faithful allegiance to the Church
attitude of indifference
others
or

Some

earlier for the

; others

humanists

in

classics with assumed

an

scepticism

towards

tianity; Chrisonly and

again

against morality.

scholasticism,

hostility, not open -showed but against Christian dogma

The

one

party,
the

the

more

conservative
Roman
as

humanists, but looked

admired upon
the

Greek

and

Sacred

Scriptures

writers, higher than Petrarch !

all the wisdom

of the

ancients.
no

listen
grace

to

"Let
renown

no

subtlety
ensnare so

of argument,
us;

they
mere

[the ancients]
human
or

of speech, no but men, were

can

learned
1

far
Vulgate

as

erudition
referred
to

go,
than

but
500

The

is quoted
than

more

times 100; /.
c.,
2

; Aristotle

more

300 ; Virgil 30 and

Cicero p. 365.

and

Lucan

about

about 200 ; Ovid about Taylor, 40 each, etc.

Creighton,

History

of
der

the

Popes,

vol.

Baumgartner,
3

Geschichte
the

Weltliteratur,
movement
"

For

history
I

of this and
V.

see

p. 332. vol. IV, p. 469. History Pastor,

II,
"

of

the

Popes, vols.
in
S.
"

Burckhardt,

History in

of
vol.

the
A.

Renaissance
Baumgartner,

Italy ;

Symonds,

Renaissance
der

Italy;

J., Geschichte
the

Weltliteratur,
see

IV,

pp. 469-623. The Eve

The 4

On
the

Renaissance

in England
II, and

Gasquet, stein, Ein-

of

Reformation,
Renaissance

chapter

especially

Italian

in England.

50 deserving
and love We

JESUIT of pity, inasmuch gift.

"

EDUCATION.

as

they

lacked
philosophy

the

highest
so as
"

ineffable
wisdom.
must

L,et

us

study

to

The

real wisdom

of God
We
must

is Christ.

first be

Christians.
and

read
in
ever

sophical, philosuch find

an a

poetical,
manner

historical

works

that

the

Gospel

of Christ

shall
can

echo

in and
more

our

hearts.

Through
it, the unhappy
the
one

it alone
more

we

become
learned,

wise
the

happy; ignorant

without

we

have

and
upon

we

shall be.

On

the

Gospel
can

alone,

as

immovable

foundation,
l

human

diligence Petrarch
the

build

all true

learning."
not

Though
of

himself

did

escape

the

influence

dangerous

elements
never

contained
went
so

in the
as an

writings his

of antiquity, Boccaccio,

still he whose

far

did

friend

writings

breathe
yet
not
even

atmospher

of pagan
writer
was
an

corruption.
or an

And
enemy

this

unbeliever, is good

to the
as

Church.
its abuse

As
never

knowledge i justifiests

in

itself and the

as

suppression,

Church
a

considered
movement,

the

study

of classical

literature

legitimate

productive science.
new

of great
we

fruit for spiritual and

many

secular

Thus

find

so

ardent

patrons

of the

learning

among
But

the Popes there

and
great

other danger

ecclesiastical
in the
onesided

dignitaries.

is

enthusiasm

for
manner

heathen

literature.
the

Everything
authors
must

depends
are

on

the

in which

ancient

read and

and

employed

in in

education.
the

They
of
the

be

read

interpreted

spirit

Christian
humanists. style, but and

religion.

This
only

was

not

done
and and

by the radical
the

They

not

praised

admired poetry
return

elegant

the brilliant eloquence

of the

ancients,
thought
vol, I, p. 2.

wanted
1

to effect

radical
VI,

to pagan
/.
c.,

Epist.

rer.

fam.

2.

"

Pastor,

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

manners.

They
licentious

imitated, writers

or

even

outdid,

some

of the

most

of antiquity
to

in vile and
resuscitate

obscene ancient crimes

of

productions. life, and

which
are

They
in

endeavored forms.
on

not

its best

The

horrible

the worst

blot
were

the history made

were

of antiquity,

Greece
verses.

in particular,

the

subject of
the
curse

elegant

And
one
a

the vices which

causes

of Greece
to

and like
among

of the

of its downfall,

began

rage

dreadful
the

plague

in the

cities of Italy, especially

l

higher only

class of society.
to recall the
names

One
as

has

of such others,

humanists

Valla,

Poggio,

Becadelli
class

and

to understand

how

justly this
have with against

of writers
' '

is censured.
abyss flowers of

Their
iniquity
' '

writings

been the

called
most

an

wreathed
It
was

beautiful
of

of poetry.
that

this

flood

zealous,

but

unfortunately

abomination impetuous and

the

stubborn with

Savonarola
only
a

directed

his
result.

thundering
It
can

eloquence,

temporary
this

easily

be imagined
on

what What

influence
kind

new

paganism
could

exerted

youth.

of moral stamp
the

safeguard of Valla

be expected
attempt
was

from made in

teachers
to keep

of the
from have

? No

hands

of the young
as

books

which

all ages
In

been

proscribed
facts the

disastrous
anxiety

to morality.

the light of such

which of

Ignatius

of

Loyola,

the

founder arising

of the

Society

Jesus, felt
reading

about

dangers

from

the

indiscriminate

few of the Not a of the classics, is fully justified.'2 humanists had lost all faith. defects of the Other their exorbitant especially majority of the humanists,
1

Pastor,

vol.

I, p. 25.

See

below

chapter

XVII.

52
vanity

JESUIT
and self conceit,
authors.1 especially
the

EDUCATION.

have

been

deservedly

chastised

by

various
It became

the

fashion

among

humanists the

to
"

sneer

at

"metaphysical

juggleries" and
It is true,

barbarous

Latin"

of the scholastics.

the

all absorbing questions the had

interest in philosophical
caused
a

and in
was

theological
the

retrogression
But

study

of

classical authors.
a

this

loss

counteracted the
not

by

considerable
of

gain. the

At

any

rate,
were

sweeping

condemnations Modern
science schoolmen scholars

humanists
to
see

justified.
to

begin

the

by

scholasticism, against
' '

and
' '

service rendered few defend a not

accusations

the

the

arrogant Paulsen the

of the
' '

humanists
might
our

as

Professor accept
as

calls them.

We
on

justas
of the

well

judgments
the

of socialists

present

conditions

reliable

criticisms. past from

cases

It is the

task
was

historians

to

judge

what
means

it

in and

for itself, a task which it against

that which

in most

to defend

immediately

succeeded.
to

For

it is the

lot of

all historical

institutions

be

thrown follows.

aside with
Will
not

hatred
a

and
come

contempt when
other

by

that which

time

the philological inquiries

as
"

and

historical,

physical
as

and

of

the

present
and

appear

dreary

and

barren,
appear

to
2

us

scholastic

speculative
Not

philosophy

only

Leibnitz,
von

but

modern and

philosophers
the
the

as

Hegel,
Professor the

Edward
Harnack,

Hartmann,

rationalistic
as

have great

respected

schoolmen defended
admits

leaders

in

movement

and
Hartmann
Gesch.

them

against
1

their
For

calumniators.
by
Paulsen,

that
pp.
pp.

instance

des

gel.
vol.

Unt.,
IV,

29

"

31,

(I, 51
"

487

foil.
2

On

foil.),"". passim. " Krasmus see Janssen,

des gel.

Baumgartner,

vol. Ill, p. 11.

Geschichte

Unt.,

p. 20.

(I, p. 36).

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

53

* '

scholasticism
coherent

was

an

intellectual system

wonderfully those

and

consistent
who

judge

slightingly
to

in itself, of which only have not yet overcome

not
l

their

hostility

it and

have

yet

arrived

at

the

objectiv

view

of history."

From France,

Italy the

literary renaissance and

spread

to Spain,
condition

England
of the
on

Germany.
in

The
and

flourishing

schools

England
was

Germany,
due
to

described

previous

pages,

chiefly

this

movement. to

The

radical
did
not

school
enter

of humanism,

hostile

Christianity,

England.
were

The
thorough

most

distinguished practical

English

humanists
or

and
to

churchmen,2

laymen, Bishop

most

loyal
and
to

the

Church.
More,

Two
have

of them, raised

Fisher Church

Thomas
the

been
In

by

the

honor
very
to

of

the

altar.

Germany,
humanistic universities
various Paulsen.3

matters movement

developed

differently.

The

began

be

felt in the German

entrance

after 1450.
of

Its gradual

into

the

seats

learning

traced

by Professor

However,

is well it is the inner which is of

development
greater

of humanism

in

Germany

importance.4 earlier humanists,

as

The
had
1

Hegius

and
from
des

his friends, the point

of
vol.
see

contemplated

classical antiquity
Willmann,
an

Quoted
p. 855.

by
For

Geschichte criticism

Idealismus,

Ill vol.

excellent

of scholasticism

II
2

pp. 321"652.
above

See

chapter 50.
"

The p. 30; cf. Gasquet, Letters II, The Revival

Eve

tion, of the Reformapp. England,

14
"

of

in England,
in

Binstein,

The

Italian

Renaissance

pp.

18"57.
8
4

Gesch. On
V.

des

gel.

this

subject
German 49.

Unt., pp. 44"127. (I,74"170). History the Papacy, Creighton, see

of

vol.

The

Revolt,

ch.

I.

"Humanism

in

many," Ger-

pp. 1

"

54 of absolute

JESUIT

EDUCATION.

view

faith

in

Christianity. in these
writers
words

Wimpheling
"

expressed
the study

their sentiments
of the heathen

It is not

in
the

itself which
false apprehension

is

dangerous and
where,

to Christian

culture,
as

but

handling
by
means

of them, of
are

is often

done

in Italy,
ways

the spread

classics,

pagan

of

thought
morality

and and

life

prejudicialto
' '

Christian

the patriotic

spirit. from

Fundamentally
school attacks
were

different
or

this

conservative
Wanton orders, for

the younger
the Holy

radical humanists.

upon

See,

the

religious
contempt

Catholic
whole
mother

doctrines

and

practices,

the
own

learning
tongue,

of the
or

Middle
even
a

Ages
worse

and
than

for their pagan

great

immorality
ma-

in their

writings of

characterize
"Poets"

the

jority
as

of
Italy.

this

school

in

Germany

in

The
was

chief representative

of humanism
who

in Germany
an

Erasmus
influence

of Rotterdam,
on

exercised
extent

enormous

his in his

times. almost untiring

mastery

The
every

and
of

variety

of his

knowledge learning,

branch

contemporary

activity

in

all

directions,

his

consummate

and

ment artistic treat-

of the

I/atin style

tongue,

and

the

variety few.
He

and

ness rich-

of his forth and fresh

were

equalled

by

brought classics

editions of the Fathers, and original

But

Bible,

of the

Greek

treatises in every wanting

branch

of

literature.
depth.
as a mere

he

was

altogether

in intellectual

He

traveled book-worm

through

England,
eye
or

Italy, and understanding

France
for
use

without
character.
,

national
1

life and

His
2. For

freedom
the

in

the
see

Janssen,
volume,
the

vol. Ill

pp.

"

following

the

same

pp.

"

79,

History

of

Christian

S. and Guggenberger, Era, vol. II, p. 133.

J., A

General

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

55

of calumny,
money

his

talent

for fulsome

flattery
by
his

to

obtain

and

presents,

spite against his literary

only matched destroyed adversaries,

malignant

all proportions

tween be-

The
not

leaders fighting

his character.1 and humanists the younger among who, when devoted to the theologians, their energies achievements of vapid
verses

the

composition

and

lewd

poems,

were

Conrad
Conrad
the

Celtes,
Rufus,

Bobanus
Mutian, the

Hessus,

Crotus
Ulric
a

Rubianus,

dissolute
and

of Hutten,

knight-errant
In

of humanism,
their school with work

host read

of minor
the
most

scribblers. profligate introduced other

In

they
young

pagan
a

poetry

their

pupils,

and

reign of unrestrained
and
as

license at Erfurt and

universities

schools.
as

Germany,

well
a

in

Italy, this

reaction the

in

the

renaissance

took

special

coloring

from

cumstanc cir-

it ocperiod in which melancholy curred. From the beginning century of the fourteenth deplorable in themselves effects had been manifesting of the the

Church.
a

The
great

authority
part

of

the

Pope
was

had

been in
had

weakened,

of the

clergy

steeped
theology

; scholastic philosophy worldliness declined were terrible disorders and

and

rife

in political
which
no

and doubt
a

civil life.
ancient

The

dangerous

elements,
were

literature intellectually
ways

contained,
and

presented
overwrought

to

generation and in many

that
1

physically
It is
no

unhealthy.

wonder,
new

therefore,

some

of the
kindlier
on

adherents
of Erasmus

of the

tendency
in the highly

much

view

is taken

interesting
the

chapter

"Erasmus",
155
to
"

in Gasquet's
There his
Church

The

Eve towards

of

Reformation,
and
his forth.

pp.

207.

attitude
are

Luther
set

loyalty

the

Catholic

admirably

56

JESUIT into

EDUCATION.

turned nepotism,

aside

perilous

paths.

In

particular

the and

worldly

life, unscrupulous
to

state

policy,

scandalous
some

appointments Popes the

were name

high

places,

for which
the

of the

responsible,

and

scandals furnished agitators,

connected

with
weapons

of Alexander
princes

VI., and

welcome
who,

to

diets, to

under

the

guise
their

of "reform
own

in head
and

and

members,"

pursued nothing property less and

selfish ends

aimed

at

than the

the

secularization
of

of ecclesiastical

usurpation

ecclesiastical

diction. juris-

Besides
there
were

these

abuses,

affecting

the Church

at large,

others
there

threatening
a

Germany
love

in particular.
among

It is true

existed piety
number lower

great

of learning
charity
were

all classes, and

among
a

and

active
of clergy

found As
we

great

and
and

laity. the

have

seen,

in the
a

elementary

advanced
was

middle
1
2

schools
Pastor,

sound

basis of popular
vol.

education

History

of the Popes,
vol.
II,
not

I, p. 12. However,

Guggenberger,
that

p. 147.
deep

it is fair to
in this period
were

mention
but
also

there

were

only

shadows

gleams

of sunshine.

The

pagan

tendencies
to

not

general. absolutely religious orders gave a line of saintly, brilliant, and truly apostolic fearlessly the sins raised their voices against high

The

the

Church who

preachers,

and
Nor

failings
were

of

and efforts in vain, and

low,

ecclesiastics
as

may

be

seen

and from

laymen.

their
of whole

the

conversion Ferrer,
others.

towns

provinces, Capistran,

effected

by Vincent

Bernardine
And

Siena,
the
many

John
meets,

Savonarola,
and

and

of beside historian great

unworthy

prelates
every

priests

of the

period,
with

the
a

in
men

country

of Christendom, alike for virtue

number of The number

distinguished

of Saints

of this period,

especially

and in the
a

learning.
can Francisthat

and
the

Dominican

Orders,
not

is exceedingly
her

great,

proof

Church
Pastor,

had

lost

saving
vol.

and
I, pp.

sanctifying 32"38.

power.

See

History

of

the

Popes,

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

57

established

; the

universities of

attained

height

tinction of disAnd
art
were

never

dreamt

in

former learning.

times.
But

developed
many

more

rapidly

than

there

dangerous life.1
were

symptoms

in religious,

social and and

political
confusion

In

all departments

perplexity

visible.
everywhere,
mass

mass

of inflammable

material
a came

was

ready
the

and
ablaze.

it needed

but
spark

spark

to

set

whole

This

from

Wittenberg.

" 3. Education Luther

highest tradition
was

under

the

Influence
a man

of the Reformation. endowed

not

undoubtedly gifts.

with

the

natural
has writes
K.

Still he

was

what

Protestant tants," Protes-

made
one

him.2

''On

the part of the historians,

an

of Germany's

the

estant Protto

A.
to

Menzel,

"it
the

is

accepted
as

maxim and

represent saints.
are

oneself

Reformers

lords

half

This

prejudiceis
with

indeed

broken

in circles that
the large
mass

conversant

history,

but among

of the

evangelical
to the

population preservation

it is stillmaintained,
of truth.
as
a

not,
current

however,
as

It passes

'cultured',

and
to

is paraded undermine

mark

tific of 'scienand

investigation'
negation
But
even

with

criticism

the
to

fundamental
him
who

doctrines with
the

ity. of Christianof science

woe

torch

invades
1

the vestibule
symptoms pp.

of the temple
are

in which

prejudice

These

passim, especially
146"151.
2

285

"

up by Janssen, vol. II, summed Guggenberger, 302. vol. II, pp,

"

See:
H.

Luther

and
in the

his

Protestant

Biographers,

by

the
,

Rev.

G. Ganss
also

American

Catholic
Nov.

QuarterlyReview

July 1900;

The

Messenger,

1902.

58

JESUIT

EDUCATION.

and

tradition

have

erected and

the

throne

of the

'heroes

of the

Reformation'
who
as

their works.
such
a

The

historical is
a

investigator
to

possesses
a

foolhardiness
' '

sure

be

decried

Crypto-Catholic.
frankly confess

Not the

few

Protestant
structure

historians
of

that
must

whole
a
:

Reformation
its very

history

undergo of them
says

change

from
great
or

foundation. and
the

One
garbage

"Too

is the

rubbish

which,

intentionally

unintentionally, concerning
' '

prevailing

theological has

standpoint

the

Reformation documents
the

period
a

augurate in-

From
very

original

picture
one,

of

the

Reformers,

different from
by the

traditional

has

been

Dollinger"
the

presented and by
myth

"fear- inspiring

book

of of roar upand

"Janssen's crushing
which produced
a

examination tremendous of

Luther
in

Germany."3
has also

A
hidden and
no

great

deal
truth

"rubbish
to

garbage"

the

in regard
on

the

influence
It is
a

of Luther fact of

the

Reformation

education.

little significance

that

Luther's
In their

first confederates
hatred against they

were

the radical humanists.

scholastic welcomed

learning

and

ecclesiastical
attacks
an

authority
on

Luther's
himself had the

audacious

the
to

Church. ingratiate After

Luther
himself

tried at

early

date

with

humanistic the

confederacy.

the example

of Luther

younger

humanists,
now

these

inveterate
themselves
der

enemies
to
a

of

all religion, style of lan-

accustomed
1

Biblical

Neue /.

Geschichte
".,

Deutschen" similar

vol.

II,

p. 44, quoted
of
other

by

Ganss,

Protestants
2

may

p. 599, where be found.

Maurenbrecher

statements

Professor

of

the

Konigsberg

University,

id.
3
"

London

Athenaeum,
vol. Ill, pp.

Dec.

1884,

p. 729.

Jansseu,

100"101.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

59

guage

they

even

became

of

sudden

scholars

of

divinity

and

delivered
not

lectures
from enemies
a

on

theological alliance existing

Hutten,

subjects.
with
the

Luther
most

did

shrink

formal of the
von

violent

of these

order, the
who
at

gifted but
that time
a

utterly together

corrupt

Ulrich

with the
a

Franz

von

Sickingen

planned

revolution

against indeed
011

Emperor.1
alliance.
'

This
sen's

was

remarkable

Prof. Paul-

comment

it is worth
to

quoting:
the monk

'The

humanists
controversies
a

offered

their

assistance
shortly

whose
as

they

had

before

despised became

monkish
war-cry

quarrel. instead

'Evangelical
of 'learning
that and

liberty'

their

humanity'.
cause,

It is only

through

this alliance
a

Luther's
became

which

had

begun

as

'monkish

quarrel',

that

tremendous the gates

tionary revoluof the

movement

which

unhinged

Church.
contained appears he then
so

A in

reminder
the

of humanism gospel,

is that that

naturalism

pure

addition
when
now

which and divine

strange

in Luther's the

writings, of
as

represents and word

works

the

flesh
a

as

commandments

continence

well nigh
as

rebellion pation emancithe gospel

against

God's
of the

and
was

will
to be

almost

if the

flesh Of

realized

through
not

of
as

Christ.
these

course

this must

be understood in

though

elements views

had

not

existed

Luther's
was

nature,

in
the

his

and

sentiments,

but it

only

under

influence

of humanism

that they they

developed.
have
remained

Under

different
latent.
' '

circumstances
2

might
have the

Luther
as

and

Loyola
of

often been
Protestant
counter-

contrasted,
Revolution,
1

the
the

one

the
as

leader
prominent

other
Ill, pp.

in the

Janssen, vol.
Gesch. des

106 foil. 128-29.

gel. Unt., pp.

(2. ed.

I, 174

foil.).

60

JKSUIT

EDUCATION.

reformation.

Luther
break

tried

to

reform

by

revolution, by
a

by

complete

with

the

past1; the
Peter
not

Loyola
doctrine,

real

reformation. Luther
saw,
as

changed

Loyola
it, that

his

first companion,

Faber,

has

"not

the head,
a

but the heart,

change."

the

doctrine,

but the
with
earlier

life needed the radical

Luther Loyola

allied imitated

himself
the

humanists, humanists.

conservative

That
humanists,

Christian

reformer thoroughly
as

followed imbued
da

the

earlier

were who spirit of Christianity,

with

the

Vittorino is natural.

Feltre,
But,
as

Hegius, Paulsen
a

Agricola,
remarks,

Wimpheling,
"it who is
a

strange
to be

phenomenon made
to fight

that with

man

(Luther)

seemed
the

narola Savoduced introHutten

against

worldliness

of the himself

Church
with

by humanism, for the

extirpation

had

to unite

of monasticism. could make

whose
common

True,

it is stranger
cause

still that Hutten

with
was

Luther
a

against

the
a

Papacy

representative raised such

of
have Mentz

Medici,

against
as

Church

which

patrons
to

of learning

Cardinal
Well

Albrecht
might
on one

the
Hut' '

highest
ten not

dignities.
to
cut

warned

the branch

The
Humanism

humanists
was

had,

he was which indeed, the cut

sitting.

branch.
the

"

ruined
early
as

by

its alliance the eyes

with

mation, Refor-

and
were

as

1524

of the humanists schools

were

opened.

The

universities

and of

almost

annihilated
Paulsen

in the
shows

Professor
1

religious this in detail in regard

storms

strife.
to the

Protestants
as

frequently
to

object to
Reformation.
that XV,

the

appellation
However,
a

"revolution",

applied
openly

the

men

like What
2

Harnack

declare

is Christianity?

Lecture

revolution. 277-281. Paulsen, pp.

I, p. 174

it

was

See I.e.

L.

6-.,

p. 129.

(1. ed.; cf. 2. ed.

foil.)

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

61

various

German

universities,1
Rostock,
etc.

as

Wittenberg, Greifswald,

Erfurt,
Cologne,

Leipsic,
Vienna,

Frankfurt, Heidelberg,
was

Ingolstadt,

of all German Reformation.

universities, Under
was

least

affected

by

the

the leadership energetically somewhat, shows

2

of Dr.

Kck

the Lutheran

invasion

combated.

The

number

of students
so

declined university

but
the

not

considerably, favorable
decline
was

that

this

most
same

conditions

of all

universities.
lower

The

schools.
that the
3

Dollinger could

has

collected

visible long a

in the
list of the

complaints ruin of

be

easily

enlarged,
upon the

about

schools

consequent

religious

revolution.

The

humanist
1523
:

Eobanus
"Under
are

Hessus

writes

from

Erfurt
the

in the year

the

cloak

of the Gospel

escaped

monks

here

suppressing
deserted
year

all liberal studies.

are

Our

university
"

is quite the
same

; we

utterly of the

despised.

In

the

Dean
' '

Erfurt
would
a

philosophical
have

faculty it,if it had

complains

Nobody
that in

believed
our
a

been

predicted

short

time

university

scarcely
In the

same

have fallen so low that would ' ' lustre would shadow remain. of its former from WittenMelanchthon berg, strain lament
from

and

others

all seats

of learning

throughout

Germany.

Erasmus,
great

an

eye-witness

of the
the

first

scenes

in the friend of

drama

of the and

Reformation,
other

intimate

Melanchthon "Wherever
1

Reformers,
reigns,

lyUtheranism
/.

writes in 1528 : there literature per-

Paulsen,

c.,

pp.

133-144.

(I, pp. 184"195.)

418-545; p. 11 foil.
see

Ibid.,
1

p. 143.

(I,p. 194.)
vol. I, pp.

Die

Reformation,
355-365

also

Jans-

sen,

vol.

Ill, pp.

; vol. VII,

62

JESUIT I

EDUCATION.

ishes.

dislike

these

gospellers

on

many

accounts,

but

chiefly,

because

through

their

agency

literature
and
man's

everywhere

languishes,
:

disappears, learning,

lies drooping
what
a

perishes life ? things

anchthon

and

yet,

without good

is

They
they

love
care

cheer
straw."1
at

and

wife ; for other

a

not

In

letter to
the

Mel-

he

states

that

Strasburg
in
1524,

Protestant

party
right should
was

had
to

publicly cultivate

taught,
any

that that
no

it

was

not

science, the
rapid

and

language

be

studied

except

Hebrew.

In fact, who

to be

blamed

for this themselves?

decay

of schools
was

but
only

the
a

Reformers

Carlstadt
of

not

fanatic

in but
He

his

hatred

Catholic
contempt
to

doctrines

customs,

also spoke

with the

and of all human

to

learning.
homes

advised

students
or
man

return

their and

and

resume

the spade

follow
was

the plough,
to

cultivate
the
sweat

the

earth,

because brow.

eat

bread

in

of

his
at

George

Mohr,
away

master

of the similar
outside

boys'

school

Wittenberg,

carried

by

madness,
to

called from
corne was

his window
remove

to the

burghers

and
the
was use

their

children.

Where, since

indeed,
a

of continuing
as

their studies,

mechanic
than
2

just
all the

qualified the

perhaps well, nay, divines in the world, to

better preach

Gospel.

The
only
one

Anabaptists
book
should

in Mtinster
to
as

decided

that there the

or

was

necessary

salvation,
useless
Literature

Bible,

all

others
1

be

burned

dangerous.

Hallatn,

Introduction and

to the

of Europe

in

the

fifteenth, sixteenth
VI,
p.
"

seventeenth

centuries,
"

189,

note

(Harper's ed. 1842).

/. c., vol. I, p. 470 foil. Spalding's The

vol. I, chapter Janssen, vol. Ill,

p. 357.
2

Dollinger,

See

Archbishop
XIII.
"

Reformation

in

many, Ger-

chap.

Dollinger,

Die

Reformation, vol.

I, p. 423.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

63

This
with

decision
numerous

was

carried

out,

and

whole
of

libraries

precious perished during of

manuscripts in the flames. Middle

Latin

and

Greek
and
the

authors

Popes, had

bishops,
enforced

councils obligation

the

Ages,
schools

establishing vandalism

throughout

Christendom. destroyed
schools

The
innumerable

of

some

Reformers

without
schools

of these zeal and No

than

number. had been

them and monasteries with for the support funds The accumulated
ages.

by

the

piety,

liberality of previous
one

is

more

responsible
If, with

for this the aid

sad

change

Luther

himself. could

of the
"a

Holy

Ghost,

Scripture
and
and
a

be

interpreted
years

by

miller's

maid popes

boy

of nine
"

better than
are

by

all the
"

cardinals," value
could

these

Luther's
be

words,

of what
Nay
more,

human
to

learning

in religion ? higher,

according
was

Luther's early teaching

learning
He

not

only with

spoke human
the

ous. useless, but positively dangerhigher fierce hatred a against Professor

Paulsen

schools

and

learning.

mits ad-

that spoke devil

or

vehemence
as

of tone
the
never

of the
on

universities
has

earth,
any

perhaps

Luther which of the real bulwarks been rivalled before

A
few

in

institutions.1 these attack on suffice. specimens of these invectives may instituted According to Luther, everything
after by
was
were

by

the

papacy
so

only

intended

to

augment

sin

and

error,

also

the universities. study;

It is the

devil

himself

who

has

introduced and

there

haughty

Christian
1

Aristotle, wicked And is instructed.2 youth

p. 134.

reigns the damned, from works whose

yet
"a man

who

L.

c.t

(I, p. 185.)

Paulsen,

id.

64

JESUIT

EDUCATION.

boasts

the

title

of

philosopher
Moloch
are

cannot

be

called

Christian."
up their
=

"The
children,

to which

the Jews
schools

offered

the

higher

( hohen
part of
they

Schulen

universities),in

is sacrificed as a youth instructed in false heathen are

knowledge
can
:

the which burnt offering.

art and

best

There

godless

human
no one

this is the
enough,

fire of Moloch
through
are

which
the
most
"

weep
most

over

which

pious

and

clever schools
more on

boys
all

miserably
to

ruined. ground
to

"The
dust
;

higher nothing

deserve

be
more

hellish, earth,
nor

nothing

devilish

has

appeared have been

will
no

ever

appear.
else than

These
the
they

schools
devil.
' '

invented
the

by

one

Luther
reason,
reason

hated
"the

universities

because
too
a

exalted

light of nature", "the devil's

much.

To

Luther

is only devil."3

bride,
reason

beautiful
is sheer

prostitute
darkness." thou,
a

of the

"Human
reason

The
a

faithful

strangle

and

say:

"Hearest
not

mad

blind

fool thou
are

art,

understandest

bit of

the

things

that
' '

God's.

Thus

the

believers

throttle

this beast.

It is surprising

to

see
5

that
He

Melanchthon

fell in with universities,

as

the

tone

of

Luther.
and
only

denounced
as

philosophy,
master,

ethics, for
a

almost time
;

violently
soon

his
the end

but

he

abated
to

violence
1

of his sentiments,
Werke,
foil.
"

whereas
XIX, vol.

Luther
1430.
II

the

Luther's
vol.

ed.

Walch

See

Dollinger, ed.

/.

".,

I, p. 475

Janssen,
459.

(German

18),

pp.

211-213.
2
3

/"., XII,
See
foil.

45;

XI,

Dollinger,

Die

Reformation,

vol.

(2nd

ed.),

pp.

477
4
6

/"., p. 479.
Paulsen,

pp.

135 foil.

EDUCATION

BEFORE

FOUNDATION

OE

THE

SOCIETY.

65

of

his

life preserved

his other

bitterness

against

natural
to

reason.

Innumerable
each other

preachers

began
abuse learning.

vie'

with

in pouring knowledge

forth virulent

against

all enlightened

and
that

secular
the

Can by
not

we

such

wonder inflammatory higher

then

parents,

prejudiced
averse

declamations,
as

became
existed

only

to

learning, but

it had
to

before
?

the religious No

disturbances,
that

schools

in general
began
to

wonder
so

the

lower

schools

also

be

neglected,
the
year

that

contemporary

1525
to send

schools

began
to

to

writers say: decline, and

as

"About
no

one

wanted

his children from

school, writings pitiably

the

people
of how

had the
mankind.

heard

so

much
the

Luther's
had
so

priests and
"

learned

seduced

official report of district of Wittenberg, the centre

The

inspectors starting

of the

and

point

of

Luther's

"reform",

informs

us

in the year

1533:

"The

in addition to the instruction they city schools which, imparted, had given the children a material ance, maintenare

alarmingly himself
was

decreasing." appalled

Luther
he knew

at this

desolation, school.

for

full well the importance bitter invective and reproach he

of the people having the and
the

of the

With

lashes

the

indifference who, after and for

those
were

avarice
the

of the princes
of the
to

squandered

property refused
or
'

Church
anything

funds

of the
new
' '

schools, schools

do

establishing

even

for maintaining
'

in existence.
the slaves
1

Formerly7
and

he
,

says,

'when

we

of Satan,
Die

profaned

the

blood
I,

of
466

Christ,
foil.

Dollinger,

Reformation,
testimonies

vol.
to

p.

"

Numerous

contemporary

the

same

effect

may

be

seen

in

Janssen's

Geschichte
II,

des

deutschen pp.

Volkes 11-211.

man (Ger-

edition,

18), vol.

p.

322;

vol. VII,

66

JESUIT

EDUCATION.

all purses children

now

were

open

; then
or

nothing
them

was

spared
to school.

to put

in the cloister
we
"

to send

But

when

must

establish did in
I

good
no,

schools

(rechte
serve pre-

Schulen)
the
are

establish,
buildings
with
one

say,

but
"

only
the
are

good

condition

purses lected, negthey

closed
no

iron
teaches

chains. them
to
to

The
serve

children

God,

while
But

are

joyfully immolated
was

Mammon."

herein
people Why pious and

Luther
again
should work pious those

inconsistent.
again
make

Had
works

he

not

taught useless ? for

a

and

that
any

good

were

they

sacrifice ?

of money
was

like that work

who
at

of education
all ?

And

it

good asked

This

might

have

been

by

remembered schools.

Luther's

reckless

invectives

against

higher
was

Luther
which
grew
to

absolutely daily.

powerless

to remedy

the

evil
earnestly

worse

Therefore
princes
He
to

he

appealed
magistrates

the

Protestant

and

to
was

found

and

support
nay,

schools.
their duty
to

told them

that it

their right, send had

"

their children

school.

oblige their subjectsto As is evident, Luther

his voice,
and

been

forced

to this step

because

always tion, spoliaraised

omnipotent
now

when

it preached
when

destruction

fell powerless
the

it

was

at

length

to enforce

necessity

of liberal contribution
to replace
l

for the
had been

rearing

of institutions

those

which

wantonly is

destroyed.
a

' '

Compulsory

child

of the

ingly, education, accordis also the Reformation ; so

state-monopoly
2

which

gradually

developed

in European

countries.
1 2

Spalding,
Another

The
result

Reformation
of
the

in Germany,
has

Reformation

ch. 14. been pointed

New

out

by

President

Butler

of Columbia

University,

York

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

67

The
appealed
following
most

princes

and

magistrates
new

to

whom
were

Luther
slow in

for establishing
these when

schools,
whereas

admonitions, told which

to

they
the

had

been abbeys
tional educathat
a

docile

confiscate maintained

rich
many

and

monasteries

had

institutions.
so

Luther
to

himself

complained
In
was

little heed
for

was

paid

his words.

1528

new

"Order"
Melanchthon.

the
In

cities of Saxony
1559

prepared "Church different

by
and
from
towards

appeared
' '

the

School
the

Order

of Wiirttemberg.

Very

attitude higher

of Luther studies.

was

that
saw

of Melanchthon

Luther

in humanistic
; but

studies thon Melanch-

only

for theological weapon himself humanist a was ancient languages

purposes and

believed

that

study

of

the

and

literature

offered

mediate im-

educational has he
was

been
for the

benefit to the student. 2 Germaniae, called Praeceptor

Protestant

thon Melanchand this His

part
of the

of that

country.

system

was

an

adaptation
especially
among

humanistic

principles
who

of Erasmus,
was

and

of Rudolph the

Agricola,3

prominent

earlier

conservative

humanists.
It

is evident have

that

Luther's

merits

in

regard

to

education
Protestant
"The

been

exaggerated.

The
be
more

words

of the

Hallam

deserve

to

universally
a

from training as education separation of religious democracy." is the whole outgrowth and of Protestantism democracy Educational Review, 1899, p. 427. Why December
"

should
are

be

cause

of this

the
1

arguments,

is not clear to me, nor separation by President Butler, convincing. adduced

of the
"

On

the

development

Protestant

schools
c.,

see

Paulsen,
2

/. c., p. 145 foil.

Dr.

(I,209).
of
Com.

Ziegler,

/.

p. 61 foil.
vol. I, p. 30.

Nohle,

in Rep.

of Ed.,

1897-98, p. 69.

Ziegler,

Geschichte

der Padagogik,

68

JESUIT
:

EDUCATION.

known
to the
....

''Whatever

may

be the

ideas of
we

our

minds be
and

as

truth
not

of Luther's
to

doctrines, by
the
we

should

careful

be

misled

superficial
sometimes

ungrounded

representations

which
is this

find in
struck

modern
the

writers.
of

Such
the

that

Luther,

by
was

absurdity of
.

prevailing
a more

superstitions, rational
system

desirous

introducing
.

of
to

religion
suggest,

or,

what zeal

others

have

been
and

pleased

that him

his
to

for learning
the

ancient of the

sophy philomonks

led
and the

attack

ignorance

crafty policy

of the

Church,
are

which merely

withstood

all liberal studies. refinements, is acquainted

or

These
man

notions of plain

fallacious
who

as

every

understanding

with

the

writings

of the early
must

reformers,

has

considered
of than pretend

their

history,
taken

acknowledge.
are

The
more

doctrines rational
even

Luther,
those

altogether,

not
; nor

of the

Church
so
...

of Rome
nor,

did he is there

that they

were

again,
was

any

foundation
for the

for imagining

that

Luther
had

concerned

interests of literature.
; nor
are

None
as
or

he

himself,

save

theological
allusions
to to

there, studies,

I apprehend,
any

many

profane

proof

of his

regard

them,

in all his works.

On

the contrary,

it is probable
great

that

both

the

principles and
to

of this natural

founder of
so

of

the

Reformation,
an a.

the

tendency
controversy,

intense
for

application
time the

theological of philological of the intellectual

vol. I, p. 165

checked

progress
on

and

philosophical

literature much

this side

Alps."
1

As

regards

the

vaunted

Introdiiction ed.

to the Literature
"

of Europe,
century
was,

(Harper's
reform place, again
a

1842).
studies

Hence

it is utterly
sixteenth

false to say

that

the
first

of the

in the
work.

in the

Protestant

And

yet

this statement

is repeated

and

again.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

69

and

religious
very
was
l

liberty of the
soon

Reformers,
an

it is well

known

that they
Hallam

exercised enough

unbearable admit

tyranny.

honest

to

this, however

reluctantly.
On
a

the

eve

of the

Reformation,

Bngland
Both the

possessed
these and

great

number

of secondary suffered connected

the

schools. from

the universities

greatly

Reformation

and
of

the
Henry

events

with

it.

When
were

by the order
suppressed, other
are now

VIII.

monasteries

numberless of monastic
the world

precious

manuscripts

and
and

contents

libraries disappeared, beyond

recovery.

lost to

Grocers

and
2

soap-sellers

bought both

them

for their

business

purposes.

Learning,
and

secular
was

and

religious,

rapidly

declined,

teriorat deMost

felt in
at

all grades
time
were

of education. closed, without

of the

schools for
a

this

vision pro-

substitute. supported for young supplied

them

Moreover,

the monasteries
at

and

convents
or

had

scholars clerics

the their

universities,

provided
they

until

when
was

felt immediately. of yearly

In

a title. with From 1506 to 1535

ordination, This change

the
average

number 127.

degrees

granted
was

at

Oxford

had

been
the

1535

the number
the
year

108.

In that year
were

operations

against

monasteries
the

commenced.

In the following

number

of graduates
was

fell to

only

44 ; the

average

number
not
more

till 1548 than

3

less than it
rose

57, from
again

1548

till 1553

33, but

under

Queen
suffered

Mary
not

to

70.

The
Oxford.

University

of

Cambridge
1

less than

Id., p. 200. and

Also

Dollinger,

Die

Reformation,

vol. I,

pp.

546"563,
!

Gasquet,

I, 212"214. Paulsen especially the English Henry VIII, and

Monasteries,

vol. II, p. 423.

3

Gasquet,

The

Eve

of

the

Reformation,

p. 41 foil.

70 The
King
scholars

JESUIT

EDUCATION.

of

Cambridge,
as

in

1545,

petitioned
the destruction

Henry

for privileges,

they

feared

of

the
l

monasteries

would
these

altogether

annihilate of learning

learning.
were

For

time with

great

homes

threatened

nothing

less than

ruin.

Thus
in

it is undeniable
1536

that the
next two

dissolution
years,

of monasteries,
a

and

the

gave

great

temporary

check

to the

general attempts

state

of letters in England.

Hallam

to

palliate

this

charge,

but

in

vain. the the

Let

us

contemplate

the picture

which
drew
in

Latimer,
1550

fanatic
state

opponent

of Catholicism,

of
are

of

education with

in
those

England.
of of

His

words
"In
,

almost

identical

Luther.2

those did

days
they

(beforethe
when they and

suppression helped
gave

monasteries)
?
Marry that

what !

the them
the

scholars livings

They
very
now

maintained
Papists that and
now

were

and

professed

Pope's word

doctrine is brought
to

; and

the
many

knowledge
earnestly
no a
man

of God's
study

to light,

and
to
see

labour

set

it forth,
"...

almost it is
true

helpeth
to

maintain
schools

them.
so

"Truly
every

pitiable thing
ought

neglected;
same

Christian
has

to

lament
from

the

; to

consider
and upon

what

been
a

plucked
marvel
no

abbeys,
to be

colleges

chantries,

it is

more

bestowed
are

this

holy

office of salvation.
have
no

Schools
...

not

maintained,
there than

scholars
at

exhibitions.
thousand and
and
"Most

I think

be

this
these

day

twenty
years

students

less
' '

within

twenty

fewer

preachers. of the
and
in

Anthony
University
1

Wood,

in his History
writes:

Antiquities of the

of Oxford,
History VIII
,

halls

Fuller's

of
etc.,

the
vol.

University
II, p. 519.

of Cambridge,

Gasquet,
2

Henry
See
above,

p. 65"66.

EDUCATION

BEFORE

FOUNDATION

OF

THE

SOCIETY.

71
and

hostels

in Oxford began
sketch

were

left empty.
place again.

Arts
' '

declined

ignorance

to

take

This
the

of the of the

status

of education of

previous
us was

to to

foundation
the

Society

Jesus
First,

warrants
a

draw

following

conclusions.
not

reform

urgently sphere literary

most
was

needed, but
also

only

in

the

in all

education.
over

religious and There a was

In

moral
great
countries

activity

Christendom.
the

the

affected
for
those
a

by

Reformation, in Germany
were

this
almost

activity lated. annihiby

not

checked
In

time,

countries

which
the

less affected work

was

the religious

revolution,
a

educational

formed

into

discipline. in
many

system well balanced Further, the teaching

of instruction

and
was

of the
pagan

classics
spirit.

cases

carried
centres

on

in

The

Catholic

reform

around

the

Council
preparatory and

of Trent.
to

The

members
mostly

of

Commission
humanists
one

this

Council,
scholars,

refined
out
as

university in the
of

pointed that

of the great schools,

abuses

Church,
Italy, many
two

"in

the

public

especially stated the

teach

impiety." the

This

was

in 1538, of

years

before

approbation "the and

of

Society

Jesus.
shaken
to

In

this Society
open

Church
lurking

of Rome,

deeply
was were

by
an

schism

disaffection,

find

unexpected
acquire
"

strength.
vast

The
by
were

Jesuits
the
to

speedily education.

to

influence

control give

of
to

In

fact, the
a

Jesuits
system
at

Catholic
which
was

countries
so

uniform

of

education,

sadly
elevate
Henry

needed
the
VIII.

the

time.

They
classics,

were

to purify
1

and

teaching
and
the

of the
English

so

as

Gasquet,

Monasteries,

vol.

II, pp.
2

519-520.

Hallam,

Literature

of Europe,

vol.

I, p. 196.

72
to make

JESUIT it

EDUCATION.

useful

means

of

Christian

education

as

well

as

of mental

training. foregoing
sketch proves that it is the

Secondly:
false
to

The
:

say

the

Jesuits availed
Church,
had
a

themselves, of the
zeal

in

interest of the
which the

Catholic

for learning
It
can

Protestants

awakened.1

be

proved
had

over

and

above
the

that

great

zeal

for

learning that

existed
was

before

Reformation,'2

and this

this

zeal

well-nigh

extinguished
and
other

by

movement.

Melanchthon,

Sturm

reformers

who

worked their the

the

for the literary

greater

establishment
education,
part

of schools,
their

had

received
and
from

zeal

for

learning, principles of the

of their

educational

schools

flourishing

before

the outbreak
were

religious

revolution.

Their
what

efforts
the
we

directed

towards

reestabli

religious
are

disturbances
denying

had
that

destroyed. the
the Reformers
Protestant

Of

course,

far from

introduced
*

many

improvements and the

into

schools
sources.

but they

Jesuits drew

from

the

same

The

preceding
to the

sketch

of

the

condition

of education

previous
may
seem

foundation

of the long.

Society
However,

of

Jesus
it
was

disproportionately
to

necessary

dwell
one

on

this

point

at

some errors

length,
concerning

in

order

to expose

of the fundamental educational

to

the

origin
not
"

of the have has

system

of the
few

Jesuits.

It would

sufficed been

make by
"

general

assertions

as

done

some

non-Catholic
but
it this
was necessary

writers
to

on

the

history

of education
to

quote

details, in order

refute

erroneous

view.
1

See

page
the

20.
words of Mr.

See

Einsteiii,

above

p. 37.

CHAPTER

III.

The
It

Society

of Jesus.
our

"

Religious
give
a

as

Educators.

is not

task

to

detailed nobleman

history
who
in was

of

Ignatius

of Loyola,
on

the
ramparts

Spanish

wounded
nor

the

of Pampeluna,
and
read need

1521,
story

of his subsequent
often

conversion
may
1

life. in the
we

This
numerous

has

been

told and

be
Nor

biographies all the

of the

Saint.

enumerate

different
as

and

contradictory writers.

estimates Macaulay

of

his
calls

character, him
a

given

by various
an

"visionary"
and and

and imaginative,"
a

"enthusiast, possessed and

of
a

naturally

sionate pas-

"morbid
errant,"

tensity inwho of

energy,

soldier

knight
errant

became

'

'the soldier

and

knight

of the spouse of his

Christ."
against possessed

Canon
the Society,

Littledale,
cannot

in

spite

hostility

help

admitting

that Loyola
an

"powerful foresight. with

' '

gifts of intellect
3

and

unusual

practical

To
is
an
1

see

Macaulay

in Ignatius
of his
readers

"visionary,"
Nor
Ignatius

utter
The

misconception
best

character.
are :

is it

for

English

Saint

of

Loyola, by Stewart
2 3

by

Henri

Joly
Saint

(London,
Ignatius

C. Genelli.
Rose.

1899). Life of and the Early Jesuits, by

of
the

St. Ignatius,

Essays:

"Ranke's

History

Popes."

Encyclopedia
article
teems

Britannica
with gross

(9th ed.), article

misrepresentations
refute
the

"Jesuits."
the

This and

of the Order,

it would

take

volume

to

calumnies

and

ungrounded

insinuations

contained

therein.

(73)

74
correct to

JESUIT him

EDUCATION.

style

"religious
most,

enthusiast."

This
only

appellation for the

that

could,

at the

be
his
as

applied
conversion.
in the

to him

first few in
the
a

years

after

During
meeting
a

period,

few

instances,

famous

with conduct after-life

which
he from

Saracen,

Ignatius

displays with his

indeed conduct

singularly and laid the

contrasting those
on
one. on

in rules

with
down evil

wonderfully

wise
of the

the

discernment
In

good
the

spirit

his

Autobiography

Saint
he had

insists

particularly
on

the
to

mistakes
mature

into which

fallen
matters.1

the

road

judgment
years

in
following of

spiritual

During

these

first few
gave

his conversion,

Ignatius he
when,

manifestation

the chivalrous early military

spirit which
training,

had
for he

imbibed
instance, up
that

from in

his
the

Monastery

of the

Montserrat

hung

his

sword

beside his life

our was

Lady's
to be
one

image,

in

token

henceforth

of spiritual

warfare

and

spiritual

knighthood.

The
period
was

Society,

however,

was

not

founded

in this fervor

of the Saint's

life, but when by up the

the

the

youthful

completely
the

mastered he drew and

calmest

discretion.
of the entirely
an

At

time

when

Constitutions
were so

Society,
under
temper,

all his actions

sentiments

his control
he
In
was

that, although commonly the

by nature cold
he

of

ardent
matic. phleg-

thought

and

framing
care

Constitutions
circumspection.
he
It

proceeded On points for

with

the

utmost

and

which days,
1

might
nay
See

appear

unimportant,

deliberated
was
a common

for weeks
The
Testament S.

and

months.

of St. Ignatius.
notes
on

Introduction pp.

by

Father

Tyrrell,

J., p. 7; and

60"61,

79"82,

197

foil.

THK

SOCIETY

OF

JESUS.
to

-RELIGIOUS

AS

EDUCATORS.

75
for

practice

of

his

write

down then

the

reasons

and

against in parallel columns, After this and importance.

who lived
as

to weigh

their force the

he

consulted
in

fathers
their

with

him

in
or

Rome,

order which
he
to

to

take

advice
necessary

to changes
or

additions
Moreover,

they

thought
the

useful.

submitted

results those

of his

painstaking
who

labors

the

judgment
but

of

Fathers
in this
a

lived

in various
we see

parts

of Europe.
the

Surely

cautiousness
or

anything

traits of

visionary
as

enthusiast.

As

early

1523

Ignatius
although

had

conceived
in general

the

idea of

his future We

life-work,

only

outlines.

find this idea

embodied

in

his Spiritual
on

Exercises,
of

particularly

in the contemplation

the

"Kingdom
renounced

Christ."
all worldly

The

generous

knight,

who

has

ambition, Him
he

Js resolved
sees

of

Christ.
in order

In
to

his

_tojbec^ie^a._soldier King and General and,

Christianity,
spiritual companions
to

defend

and
he

propagate

the

Kingdom

of
who

Christ,
wish
to

plans
his

crusade.

Those
noble

become

in this distinguish King. ordinary

as

enterprise

must

be

determined
of their with
are

themselves

in
not

the
to

service

heavenly

They
soldiers it
were,

are

be

satisfied

being
to

in this

army,

but

they

constitute,
name

Christ's

bodyguard,

hence

the the

of the
of

Society:

"La
A

Coinpaniajde

Jesus,"
Protestant

Company

Jesus.
Harnack comparison "If
even we

distinguished
of Berlin, has

writer,

Professor following

recently

made
is not

the

which
assert

in

some

points
the
that

inappropriate:
to

and

mean

assertion
the
Roman

hold Church

good is

of the

present

time,

the old Roman

Empire

consecrated

by

the Gospel,

that of the

is

no

mere

'clever remark,'

but

the

recognition

76
true

JESUIT
state

EDUCATION.

of the matter and

historically,

and

the
the

most

appropriat

fruitful way

of describing

character
; its Popes

of this Church.
rule like

It still governs

the nations
; Peter

Trajan
the

and

Marcus

Aurelius

and

Paul
; the

have

taken

place

of Romulus

and

Remus

bishops

and

archbishops, and
monks

of the pro-consuls correspond

to the
' '

; the troops

of priests

legions

; the

Jesuits to

the

imperial

body-guard.
was

Ignatius'

first intention

to

convert

the

Turks

in Palestine.
a

So he

went

to
men

Jerusalem,
who,

there

to establish

society

of apostolic
Mahomet,

in the midst
a

of the
to
new
a

children triumphs

of

should

open
was

way

of the

Church.
one

This
the
to

without

doubt

noble

conception,

which

swords by

of Christian
the

chivalry and

had

not

been

able

realize
It
was

efforts his

enthusiasm
to gain

of centuries.
a

only

after

endeavors had

foothold
that

near

Our

Lord's Sepulchre
gave

been
the

frustrated,
more

Ignatius
character

his

new

ciety Sothe

general

of

defending

''Kingdom and

of Christ"

among
means.

all classes, in

all countries,
the

by all legitimate purely

means

As

the

objectof
or

Society
so

was

spiritual, not employed and

were

temporal
to

political,

also

the

be

of spiritual

order,
1

above
Harnack, XIV,

all preaching
What p.
the

teaching.

is

Christianity?
much

(New
of

York, has

1901),
been
to
a

Lecture
written

252."
military

However,

what

about

character

of the

Society

is due

misconception.
says

When that
a

Mr.

Davidson,
of

in his History
was
a

cation, of Edumilitary
very

"the

Society Salvation

Jesus
Army,

great

organization, much this

Catholic
those

resembling

of its latest

with imitator,"

methods
we

must

call

For difference than that a comparison absurd. greater between the methods of the Society and those of the Salvation is scarcely Army to say a word not conceivable, of the vast difference of their aims.

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

77
the

It has

often been
was

said that the prime

crushing
to

object of
by
the

Society

and

is the

of false

Protestantism.1

This

assertion and
the

is proved
this Papal proof

be

life of

Ignatius,

is strengthened and

by
the

the whole

stitutions Contory his-

Approbations,

of the

Order.
as

The
the

Papal special
a

letters

and

the

tutions ConstiSociety
:

assign
'

object of
life and

the

'The

progress
; the

of souls in

good

knowledge
preaching, and

of

religion
the

propagation

of faith by public works

Spiritual
the

Exercises and
instruction
religion.
' '

of charity,

ticularly par-

of youth
2

and

ignorant

persons
are

in the
as

Christian
as

The

Protestants

not

much the

mentioned and
the

in this Papal
means

document

which Pius
of

states

end highly

of the Society. educational ample schools

work

V.

in 1571, schools again

praised

the them

Jesuit
Here
are

and

granted

privileges.3
or

it is not

said that these Protestantism.

the Society

directed

against

The

evidence

is

so

strong

that Professor

Huber,

one

of the bitterest opponents

the time
a name new

of the conceived

Order, the
as

declares: idea

"At

when

Ignatius he

ing of foundas

order,

had

not

heard

much
more

the
a

of the German decade later he seems

1

Reformer.
to havevpaid
encroachments

Even

than
to

little heed
of Protestantism,
the

the
that

"To the

resist

the

followed organized

diffusion

of instruction

among

his teaching

corps

of Catholic

zealots

people, L,oyola ; and his mode

of competition
control

has

institutions
p. 163.
2

sectarian and political of moral, in all Christian the earth with countries covered History Compayre, of learning." of Pedagogy,
first approbation
Institute,

for purposes

In

the

of the

by

the

Brief

III., September Paul Regjmini militantis of Pope 1892, p. 4.) (Cf. Litterae Apostolicae, Florentiae,
3

27, 1540.

Litterae

Apostolicae, 1. c.,

p. 44.

78

JESUIT in
said, it

EDUCATION.

religious
l

movement

Europe,
was

especially intention

in

many." Ger-

As

we

the

of Ignatius

to convert

Palestine.

Frustrated
as

in this plan,
field of labor
he

he chose for himself

to reform

Italy, Spain

and

Portugal

the

and
the

his companions. morals

There
people

endeavored
to
most to

of the

and
His
sent

encourage

the
co-

practice
worker,

of works

of charity.2

powerful

Francis
he
sent

Xavier,
the

he

Bast

India

; to

Germany,
at the

firstJesuit in 1540, and of the the Imperial

that only
In

urgent
one

request

Ambassador.
the

J555"

Year

before eight
one none

death
:

of Ignatius,
Italy had
; India

ciety So-

comprised three
one.

provinces
;

two;

Spain,

; Portugal,

Brazil,

one

and

Japan,
in of

There

was

in Germany,

the

cradle

estantism. of Prot-

Of the
that
year,

sixty-five residences
only
two

of the Order
:

there

were

in Germany

those

Cologne
were

and

Vienna.
in

The

first colleges

of the

ciety Soin

founded
in

: at Gandia P-atl^C..ggttIl!ri'('^

Spain, ^Messina
Protestant

Sicily

v^Ooa_in
only
not

the

Hast

Indies.

pupils

were

received
were

by exception,
at all.

and
How,

in many then,
the
can

colleges

they

admitted
if the

all this
was

be

explained, destruction

main

object of
and

Society

the

of Protestantism
students?3
to

proselytism
When the
he greater

among

Protestant had

Ignatius
glory the

decided and

devote

his

life "to of souls,

of God" necessity

the

salvation learning.

understood
age

of higher former
not

So,_at

the hero

of thirty-three, the

gallant

officer and
to

of
1 2

Pampeluna,
Der
/.
c.,

was

ashamed
1873, p. 3.

sit with

Huber,

Jesuiten-Orden,
p. 26.
cf.

Huber,
On this

subject
Freiburg,

Duhr and

fesuitenfabeln. (Jesuit1899,

Myths), Herder,
pp.
1-28.

St. Louis,

(3rd edition),

THE

SOCIETY

OF

JESUS. -RELIGIOUS school-bench

the
to
at

AS

EDUCATORS.

79
he
two to

on

the

Barcelona,
of

where

^children began to
years

study
went

rudiments university

Latin.

he

the

_After of Alcala, thence

of Paris,
at

Salamanca,
time
the

and

last to the university

centre

that theo-

greatest

of

philosophical

and

learning* Jogical
He

arrived

in the

French

capital in

1528.

There

he studied successful
the

philosophy and theology T and in 1534. by a At__ became^. MastejrjDf Arts. examination,
,

University
a

he

had
;

won

six

young
a

men

Peter
;

Lefevre,
the
meron,
a

Savoyard

Francis

Xavier,

Navarrese

three and

Spaniards,
Nicholas

James
August

Lainez,
and

Alphonsus

Sal-

Bobadilla,

Simon
the

Rodriguez,
little band
at Monta

Portuguese.

On

L_L5j_i5^4"

repaired
inartre

to the church

in Paris,

and

of the Blessed Virgin bound by themselves This

new on was

vow

to

the service

of God.

the

birthday
received

ciety of the Sothe

of sanction

Jesus. The
from
aim_of
Paul

Order

papal

III.,

September

27, 1540.
its motto
:

The
Omnia

the Society

is expressed by

ad

em major

Dei

gloriam"All
duty

forjGod's greater
members
to

glory^
with
own

Hence
same

it is the zeal

of the salvation

labor
as

the

for the

of others

for

perfection. by

The

salvation

of their neighbor

_their they accomplish preaching

the

conducting

the spiritual exercises,

the

to the faithful, and missions evangelizing heathen hearing ; by confessions ; by defending faith against heretics and infidels through their

to children teaching catechism writings ; by and the ignorant; by lecturing on philosophy and theology in the universities; by instructing youth in grammar schools and

colleges. Although
yet,
as

here menare tioned, various occupations Professor Paulsen observes, rightly

80

JESUIT
so

EDUCATION.

'

'education
that

largely
can
"

prevails

in

Jthe^activity
sense
a

of the teaching
men,
considered

Order
or

it

be called
l

in

special

school order.
were

"Evident!}7' these
in drawing

university Institute, talents

are

who

engaged
that,

up

the

if the

greatest

Professor's

spent

in

the

exposition and
to

of the

greatest

well doctrines in
he,
nor a

theology,
one

philosophy,
great

science,

neither

any
tutor,

else, is too
a

be

school from

master,

and
state

father

to the
"

boy

passing

childhood
which,
very
as

to

the

of manhood,

that

boyhood
the

Clement of age,
receives

of Alexandria

says,

furnishes

milk
man

and from its temper

which and

the

constitution
2

of the

Ignatius,

complexion." then, had founded

of youth

religious

order

which

made

the
It

education will be

one

of its primary

objects. cussed disthe work

and

most

here of a much well to speak important namely, question, of religious orders

educational
not

work

in general,
non-

favorably

viewed

by the
3

majorityof
one

Catholics,
in the
382.

to whom
1

"monasticism"
Geschichte passage

is

of the

features
vol.

des
he

gelehrten
styles the

Unterrichts,
Society
a

I, p.

In

another
2

Professoren-Orden.
to

Hughes,
It is
common

Loyola,

p. 43.
non-Catholics
"monks."
style the
members

among

of all religious

orders
correct.

However,
term

this

popular

appellation This word by

Chaucer,

is not
was

The
sense

general
very

is "religious."

used

in this

early

in

English
It
seems

(v. g.
that

Troylus

and

Chryseyde,

CIX,
refused

759).
to

after the

Reformation, orders
with

Protestants

honor

members
of

of religious Balliol

this title.
states

J. L,. Kington
his work The

Oliphant,
New

College, p.

Oxford,
"the almost

in

English for

(vol. I,
monk's

482), that

phrase
for the
to

the relygyon
last time"

is employed

profession,
Protestants

between
"monk",

1537 and
which the and

1540.
soon

preferred

use

the

word
saw

became type

term

of reproach. uselessness,

They

in the

monks

very

of laziness,

ignorance,

fanaticism

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

Catholic Church

which

they

hold due

in special abhorrence.
to

This

antipathy

is largely

the

unscrupulous

slanders

of the later humanists

and

the fierce invectives It is known

of the fathers of the

language

Reformation.

what

Luther
an
a

used

against

religious and

vows,

he called
to keep,

"abomination,

unnatural

which impossible

The

etc. slavery of Egypt, a sacrifice to Moloch," he styled drones, crites," hypo"lazy monks cowled etc.1

profligacy.
view
:

Cardinal
a

Newman
a as

has knave,
so

said
a

of

this
means

Protestant
a

"As

Jesuit
its
own

means

monk

bigot.

' '

"The
to lay

Catholic

Church,

every

other

society,
we

has

the

right be

down by by

terminology,

which,

think,

should
sense

respected

all.
the

(The
Standard

term

"religious"
Century and Catholics

is recognized Dictionaries). The

in this

Church
Monks,

all enlightened and Friars and Clerks Regular.

distinguish
are

between
contemplative cians Cister-

Monks

the

orders: Basilians, The and Trappists. in the

Benedictines,

Carthusians,
were

Friars
are

or

Mendicants
Dominicans,

founded

Middle
and
are

Ages

; they

the

Franciscans,
or

Carmelites

Augustinians.

The
recent
as

Clerks Regular,
date
:

Regular
the

Clerics,

Jesuits
by
pp.
the

etc.

chiefly of more The difference,

classes,

The

Theatines,

regards

life of these William

is well explained S. J. (London, Humphrey, This work is

a

the aim and manner of in The Religious State ,

1884, 3

vols.)vol.

II,

309

"

336.

digest

De the state, religious Suarez. Father Humphrey's

Statu

on of the classic work Religionis of the Jesuit

digest

may

prove

of service
a

to

desire to have information to all who with regard feature of the Catholic Church. See also the excellent in the Kirchen-Lexikon "Orden," (Herder, 2nd
"

salient articles
vol. IX, vol.11,

ed.):

972;

"Monchthum,"

vol.

VIII,

1689;
Ill, 530.
on

"Bettelorden,"

561 ; "Clerici
Much
well
as

regulares,"

vol.

of what

Luther
does

Ein

of matrimony, Wort zweites

said not bear

the

subjectof
See
97.

vows,

as

translation.

Janssen,
Professor of
that the

an

meine

Kritiker,
the

pp.
vile
He

93

"

Paulsen

indignantly
against

repudiates

calumnies

humanists 6

the religious

orders.

points

out

the

82

JESUIT However, there

are

EDUCATION.

many
not

enlightened
share

and

scholarly ful Carewere

non-Catholics historical
not

who

do

these that
were

opinions.
the the monks

research

revealed
that
they

lazy

drones, and

but

Europe
it
was

the preservers

of ancient
not

civilizers of literature. Then all hypocritical

of
an

were that they admitted Thus, in a recent debauchees.

work

American monastic

scholar,2

we

find, after the and

description

of the
statement:

principles ideal

ideals, the following

character
was

"The

monastic

that which

to these

principles.

And

in hundreds

corresponded of instances

personality when
to

did result ; a personality with such a character directing faultless in humility and obedience

God,
;

faultless
knowing
nor

in

humility

and
nor

obedience

when
cov-

obeying
etousness

neither
nor

lust,

vanity, nor ; grave slothful depression

pride

and

an silent with bent head, yet with an inner peace, even inner passionate an joy ; meditative, mystic, otherin spiritual facts, that dwells ; one world personality

writings would
utter

of have

many

humanists

exhibit

licentiousness

which with the

most made disgust. Some

religious
Protestant

throw

these

books

critics
of

severely
the

aside blamed

Berlin Professor

Professor

for
even

this

defence
him

Ziegler
and Denifle,

accused

monks. outlawed that, in alliance with

Janssen

fable

convenue.

endeavored Paulseu Professor

saying
not

he

to restore
answers

old Catholic this charge of his

the

co-religionists

by do

that
to

he

is entirely
or

free from

any

such

tendency.
neither
to
me

"I

want

restore

maintain
as

any
as

fables,

Catholic

nor as

Protestant
are.

see

things doubt
esteem,

they

; but I wish, It is true, this

far

possible, has

to

whether

the

renaissance

and

endeavor its apostles

led

deserve

all the

and

the

representatives

all the
them."
2

contempt L.
c.,

which, vol. I,

up
89.

to this

of medieval education day, has been bestowed on

p.

Taylor,
York,

The

Classical

Heritage

of the Middle

Ages,

(New

Macmillan

1900), p. 182.

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

83
lusts

for whom thereof

has this world passed in that is centered ; one

yet

away

and
and
a

the

God

in
man

eternal
who
not

life, and

will not swerve from his great

capable from aim,

of intense
orders the

activities ;
as

received, of God

he

swerves

love

and

eternal declares

life."
that

And
even

the

Protestant the Roman

Professor

Harnack

to-day

Church

"possesses
societies,
a

in its orders deep

element

of monkhood

and

its religious
In

of life in its midst.

so

all ages
so

it has produced
and

saints,

far

as

men

can

be

called,

it stillproduces humility,
of
one's

them
assurance

to-day.

Trust

in God,
the

unaffected
devotion
are

the

of redemption, of
one's

life to in it ;

the
many
at
one

service

brethren,
up
the
cross

to

be

found

brethren and God

the

take
same

of Christ and
self

exercise

time

that

-judgment
religious
' '

and

that

joy in
a

which

Paul

and

Augustine

achieved.
l

The

Imitatio

Christi kindles
burns
more

independent
a

life and

fire which

with

flame

of its

own. seems

A
take

still
place the

remarkable

reaction

of late to
concerning

in the minds

of Protestant

writers,

origin

and had

nature

of "monasticism".
made
to explain
or now

After
the

various

attempts
from
a

been

monasticism
not

Essene, Brahman,
Protestants

rise of inBuddhist fluence

few

admit
arose

ally, that it logic-

and,

as

it were,

naturally,
Mr.

from
"arose

Christianity.
from
within

"Monasticism",

says
not

Taylor,
"

Christianity,
even

from

without. the the

Professor
has

Harnack

regrets

it that

Reformation

monasticism
words

within of this leader

to

Evangelical

abolished The Church.

Protestants

among

rationalistic

deserve
1

be

quoted.

After
p. 266.

having

pictured

the

What

is Christianity?,

The

Classical Heritage

of

the Middle

Ages,

p. 142.

84

JESUIT
of the
cost.

EDUCATION.

achievements
what the

Protestant

Reformation,
"high

he

asks

it has

Among had
to

other

prices"

which

Reformation When
the

pay,

he

enumerates

monastimonasticism,

cism.

Reformation which

abolished

"something
nor

happened
:

Luther
of the

neither that
sense

foresaw

desired
and

monasticism,
necessary

kind

is conceivable of the

in the

evangelical
But
every

word, stands

disappeared
in need

altogether.

community

of personalities

living

exclusively for its

needs
volunteers

ends.
who

The
will

Church,

for

instance,

'world',
of their

every other abandon and devote themselves

pursuit, entirely
such
a

renounce

the service is
and
a

to
a

the

neighbor
one',

; not

because
it is

vocation
one,

'higher

but
church

because
can

necessary

because
such desire
they
a

no

live without

also giving

rise to the

desire. has been

But

in the by

evangelical
the
to

churches

checked compelled

decided adopt
we

attitude

have

been
a

towards

which cism. Catholinor can

It is

high

price that

have
on

paid ;

the price be reduced

how

by considering, and

the other

hand,
has
re-

much

simple

been

kindled however,

in home
that

fervor religious unaffected may and family life. We

joice,
loss.

in the

past

century

beginning this

has

been

made

in the

direction deaconesses

of recouping

In the

institution
the
once-

of

and
are

many

cognate

phenomena what

evangelical

churches

they

ejected through
form
which
and

getting back to their inability

took. varied
But

recognize
must
1

it in the
a

it then
more

it

undergo
' '

much

ampler

opment. devel-

One

of the

"ends"
that

of the
there

Church

is education.

It

is natural,
1

then,

should
p. 288.

be personalities

who

What

is Christianity?,

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

85

for this end, or, at least, devote live exclusively themselves in a special manner In fact, from to this work. find that religious the earliest ages of Christianity, we
took
a

special

interest in the education

of youth.

The

Dr. Neander can of Berlin, who celebrated historian leaning cism, Catholitowards not be accused of any undue for their labor in this praises the early monks

direction.
were

He

points

out

that

the
to

duties
the upon

of education
monks

particularly

recommended

of St.

Basil.

They

were

enjoined
education
when

to take

themselves the

voluntarily of other
parents.

the

of orphans, entrusted
means

and
to them

tion educatheir
these

youths
was

by
that

It

by
become
trade
a

no

necessary
;

children

should

monks
or

they
were

were

early

instructe
at

in

some

art,

and

afterwards

liberty to make

free choice
most

of their vocation.1 earnestly

as

St.
to
sons
a

John Chrysostom
to

recommended
to their at

parents

employ

the
sons

monks

instructors
in

; to have

their
the

educated of

monasteries, world,
with the

distance
might

from early

corruption made up

the

where Holy and

they

be

acquainted

Scriptures,

be

brought

in

Christian

habits,

might where the foundation of a true Christian character be laid, the fruits of which manifest afterwards would in every themselves of life. circumstance station and Dr. Neander on the appeals thus comments of St.

Chrysostom:
'to be

"Where among the

men

truly
as was was

enlightened
often

were case,

found

monks,

the

the advice

of St. Chrysostom where

too

undoubtedly
to outward
Dr.

correct;

and
1

even

great

attention
by

forms,
lated Trans-

The
from

Life of St. Chrysostom,

the

Neander.

German

by

the

Rev.

J. C. Stapletoii,

London

1845,

p. 92.

86

JESUIT
too

EDUCATION.

and

little of
them
or

an

evangelical
was
more

spirit prevailed, than

tion educa-

among

desirable

in corrupted
vanity
' '

families,

the

schools
were

of the sophists, in every

to state

in which
encouraged.
other

and

ostentation

way

It is scarcely

necessary

that

religious of

orders

before
the

the

foundation

of the and the

Society

Jesus,
had

especially rendered education.

Benedictines service
Newman three

Dominicans,
cause

inestimable

to the

of

Christian
educational

Cardinal
of
the these

compares

the the

work
terms:

orders

in

following and

"As
on

physical
on so

universe certain
course

is sustained
centres

carried

in dependence of operation, world, the and

of power social

and

laws

the

of the
religious

and

political

of that

great

tion organizato

proceed for the most or part from the presence action of definite persons, places, events, and institutions, as the visible
cause

called

Catholic

Church,

is found

of the

whole.

Bducation

follows

the

same

law:
or

it has

its history in that

the

in Christianity,
It has

and

its doctors

masters

history.

had

three
;

periods
and there

the
are

ancient,
three

medieval, orders
the

and

the

modern

religious
one

in those

periods its public

the

respectively stage, and

which

succeed,
the

other, given

on

represent during

teaching

by

Catholic

Church

the

time

of their ascendancy.

The

first period
society slowly
may

is that
was

long

series
or
own

breaking,
its

of centuries, during which had broken then up, and

reconstruction of
; the ;

attempted
called dates the

second and

be

period
the

reconstruction
when

the

third
movement

from

Reformation,

that peculiar

of mind
to
come.

commenced,

the

issue
has

of which
the

is still of

Now,
Ibid., p. 37.

St. Benedict

had

training

THE

SOCIETY

OF

JESUS, -RELIGIOUS

AS

EDUCATORS.

87
and

the ancient

intellect, St. Dominic of the

modern.
. . .

of the medieval, Ignatius,

a a
man

St. Ignatius

as transmitted the world before his conversion, to his disciples that knowledge of mankind

of legacy
which

cannot

be learned
none

in cloisters.

' '

However,

Ages

had

taken

of the religious orders of the Middle formally the education and of youth
regards
the
Benedictines,

expressly

into its constitution.

Cardinal
with
way,
a

Newman

_As maintains historical

the

that their occupation

literary

and
with

studies end
the

was,

in

compromise

primary
as

of their

institute.

The
scholar
most

monastic

institute,
says,

great

Benedictine quies, the

Mabillon

demands

summa

perfect quietness. with

Hence

the studies

pursued

special predilection, were Scripture and the : the study of Holy excite the mind Fathers, the examination tions ediof ancient manuscripts,
of the Fathers, studies which and biographies So was in silence and quietness. 2 be undergone work

they which such as did not

can

also the educational

to

which

they

undertook

dental acci-

the

primary

object of
had
a

their

institute.
a

JThe_,
direct

Order
and
But

of St. Dominic

much

closer,

more

studies and explicit connection with it was of the highest chiefly the teaching
the

teaching. branches,
of philosophy,
we
now

of theology,

"science

of sciences", undertook.
'

and
What

which

this
'

order

understand in the

by

'education' the Order

was

only remotely

included

objectof
as
a

Ignatius was
_St.
of youth order,
1 2

of St. Dominic. the the first to assume

work of
a

education

special part of the ministry,

a

religious
of ob-

as

special

special

means

Historical
Newman,

Sketches,

vol. II, pp.

365-366.

Historical

Sketches,

vol. n,

pp. 420-26;

452.

88

JESUIT
the

EDUCATION.

taining
the
no

end

of his Society

the
can,"

glory
says

of

God

and "do
than

salvation of souls.
greater
or

"We

Cicero,

better

service
youth.

to the
' '

commonwealth

to teach

and

instruct also

St. Ignatius
it applied
to

knew the
the

this
supernatural

full well, he

knew

that
the

commonwealth,
of Christ.
In

City

of God,

Church

*#*l
to

**
ideas of the radical

opposition of
the

the

pagan he

school
necessary

humanists,

deemed be made
together

it absolutely
to

that

all efforts should

true

instil the
useful

principles
knowledge,
Man
even

of the into

religion,

with
as

the young

minds
man,

of

boys

; for

the Wise

says:

"A
he

according
will
as

to

his
from

way,

when

is old,
"

he

not

depart

it."

(Prov.j 22,
Suarez
to him

6.)
:

"Hence",

the

Jesuit theologian
and motive it has
' '

says

"God

raised

up

St. Ignatius,
without
the

gave

this mind
of other the

and

counsel,

and been

example
approved

religious

orders,

and
l

by
measure

authority
of St.

of His

Vicar.

This

Ignatius

in taking
part

the his

tion educaorder,

of youth marks
an

as

fundamental epoch

into

important

in

the

history

of Catholic

education.

After

the

time
were

of St.

Ignatius with of the

other
the
young

religious

congregations

founded education
Brothers,

special
;
we

objectof
mention

undertaking only
the

the

Christian
the

founded
the

by

Saint
of

de L,a Salle,
women

and
are

Piarists.

For

education

there

numerous
or

congregations
are

of sisters, in imparting

which
a

exclusively refined
De

primarily

engaged

and

thoroughly
Societatis

Christian

education.
the

Religione
The

Jesu.
by

"

See
W.

digest

of the

work

in
Ill,

Religious

State,

Humphrey,

S.

J.,

vol.

p. 167.

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

89

Of has

late the

educational been

work

of
even

religious

orders

frequently

objected to,
But

call themselves

Catholics.
the
contrary,

who in spite of all that has

care

by

some

been orders

said
take the

to

the
a

which

religious
for the

of education

is

source

of blessings community.
a

pupils,

family,

and

the

whole
a

Religious,

above
education. is for society
not

all, try to impart

How
as

religious,

Christian
this
need

useful, how
well
as

absolutely

necessary

for the

individual
in the
case

pupil,

be

discussed.
a

Further, is given
aspirations

of religious of

teachers character
to the

guarantee

that

persons

noble lives
that

and

high

devote
we

their whole
not

cause

of education.

Must
most

expect

such

teachers

will

obtain

satisfactory

results

in

their work?

At

all events,

it cannot

be denied
were

that the

educational
success.

labors

of the

Society

crowned

with

Protestant others,

historians,
that

as

Ranke,

Paulsen,

and

admit

the

Jesuit schools
were

of the sixteenth
more

and than
Ranke

seventeenth

centuries rivals.

far

successful

their

Protestant

Whence

the difference

ods

finds it in Ihe^ejcactness andjiicety of the inetlione was cause of the Society. undoubtedly

of their greater

.This
success.

JStilHtjs LmpreTpf6bable
in the teachers

that selves. themon

the

chief

reason

is to be sought
teachers in the

The
the

Jesuit colleges
than

were,

whole,

other

better fitted for their work It is not difficult to teachers.

were

most
assertion.

prove

this
was,

The
these

social
a

position
most

of

teachers
one.1

during

centuries,
Many

undesirable
details
on

The

salaries
have

interesting in
a

this Lehrer

subject
und

been

published
wesen

recent

book

by Reicke,

UnlerrichtsDiederichs,

in der

deutschen

Vergangenheit,

Leipzig,

90
were

JESUIT
so

EDUCATION.

miserable

that the teachers,

to

to

support
some

themselves
other

and profession

their families, had

or

practise

trade. the

Professor

Paulsen

states

that
century,

in

Saxony,
the
one

towards

close
of and
a

of the
small
1

sixteenth
town
was

schoolmaster

regularly

I organist, town-clerk
were

sexton.

mostly

sextons,
was

masters village schoolfield-guards, or tailors.

The

1738, an order effect that in the country tailors besides the sextons
as
on

As

late

issued
there

in Prussia be
no

to

the

should

other

Frederick

the and

Great
so

and schoolmasters, and declared: "tailors are

to

later

bad

schoolmasters,"
out

he preferred

make

teachers

of old

soldiers,

invalid

The
much

position
more

of teachers enticing.

corporals, and sergeants. in the higher schools was not had

a

They

to obtain sort

some

tion addi-

to their scanty
:

salaries by

of genteel
to

gary beg-

by

dedicating
by writing

books
poems
were

or

orations

influential
or

persons,

occasions. lawyers or

Teachers

weddings far worse always

was
:

for

similar

off than
saying,

physicians. but especially in those

Dat

It

always

true

times

Galenus
genus

Sed

opes, dat Justinianus honores, ire pedes, et species cogitur

:

which

may

be freely rendered
The doctor's
purse

old Galen

fills,

Justinian
But

lifts the

he

that

treads it
on

esquire on high, in grammar-mills,

he

Will

tread rector
in
vol.

until

die.

The
1901.

famous
Summary

of the school

of Ilfeld, Neander,

Neue
X,

Jahrbucher
pp. 295"296.
"

fur
See

das
also

klassische
Paulsen,
I, pp.

Altertum, Geschichte 326-333;

1

1902,
des 362.
c.t

gelehrten

Unterrichts

(2nd ed.), vol.

L.

p. 296.

THE

SOCIETY

OF

JESUS. -RELIGIOUS by
his former

AS

EDUCATORS.

was

told

one

day
who

colleague

retired to a should have had yourself flayed alive rather than stay devilish youths the wicked so many and years with died in 1704, had And Schekkius, who of to-day."
pforta,
the

Gigas,

had

of Schul"You parish :

following

inscription in Hildesheim

painted
:
miseros

on

the

wall

of the

Gymnasium

"Quis
Hi

miser qui

est ?

Vere

sunt,

pueros betha vel alpha have

much calumnies,
horses'

si dixeris docent.

ullos,

The
they boot

schoolmasters
to swallow

and

asses'

labor
smoke

have
;

dust, stench

and

to

discomfort,

and

sundry

troubles,

in finelaborum." with ingratitude We that the cannot wonder scholastico and

was

desudare desirable
only
as

in

pulvere

not

considered
career

profession,
as
a

that the school

was was

sought

transitory
as
a

occupation,
good upon

which
was

parsonage
this
career

abandoned Others offered.

for lack expect

soon

again

entered
or

because,
could
not

of talent

other

qualities,

they

to succeed

in the niinin Saxony

It
to
was

Jstry.
and
common
one

The

changes
were

among

the teachers,

elsewhere,
among
year,
a or

exceedingly
Protestant

frequent.

very

theologians
years,

teach
to

for

at

the

most

two

and

then

retire

to

parish.2
What do
we

find
entered
many

among their

the

Jesuits? The
and after colleges
or
more
a

most

talented
and
whole

youths

ranks,

long

solid training
lives,

taught
at

in the five

their
years.
as

others
to

for

least

They Order
1

had

not

worry

about
needed.
des

their

livelihood,
could
p. 327.

the

provided
Paulsen,

all they
Geschichte

So they
Unt.,
I.
c.,

devote

gel.

/"., p. 296.

92

JESUIT

EDUCATION.

themselves, education.1 had

all their time

But

and

strength, only had

to the

work

of

this

was

possible
which

because
taken

they

joined a

religious
as

order,
one

up

the

of youth education found I have never

causes

of

its special
writers who

ministries. discuss the

have

that any

of the
this

superiority into of the

of the

Jesuit schools
And
yet

taken

fact
one

account.

it

was

undoubtedl

most

important

reasons

of the

great

success

of the colleges
not
even

of the Society. present

as

But

may

at the

day

religious
of

most

beneficially
youth

be

employed
not

educators of life ?
secure

Catholic
some

Will

their

state

vantages ad-

for the
been stated

work

of education

It has

repeatedly

by

non-Catholic

of the teaching successful

congregations the lay schools. than

so

writers that the schools in France far more were

2

What
to those

is the
who

explanatio

of this fact,
to admit

unwelcome

have

it?

recent
us

may

help

American magarticle in an azine to find a very plausible explanation.

of
states

Professor
1

Miinsterberg
Paulsen

Harvard
thatthe every

writes3:

"The
changed
teach
at

Professor rather

Jesuit teachers Jesuit

to the
was

also
least

frequently; five years

but
after the

had
of

to

four
course,

or

completion

his philosophical after their

more

and
in

very

many Hence

returned
there than

colleges

theological

studies.

incomparably
Protestant

stability
those
2

Jesuit colleges
for

in most

schools

of

times.

See

instance

the

Contemporary
stated

Review,
writer
most

March, hostile do their

1900, p. 441, where

to the

it is plainly
that the

by

religious

orders,

"religious

teachers

work

efficiently and

of slovenliness below,
3

degree a their rivals with successfully, is incredible." See further testimonies which
VII.

chapter Atlantic
is not

Monthly, confined

May

1901,

p.

628.

However,

this the
last

feature

to American

schools.
to be

Within heard
also

few

years

serious

complaints

begin

in Ger-

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

93
to

greater

higher
means,

devote of those who in America are teaching young breeding; too often without number for, if they
are

themselves
men

without
yet
men

and
were
are

that

would be easily compensated the best minds, but they

men

of

not.

They
sort

mostly

of

without

passive, almost intellectual energy,

a men

indifferent
men

of mind,
academic

career

modest
must

safe path

see who of life

....

in the

best young
what
not,"

and
l

high

enough.
There
schools.
men

rush to law, and the salaries are not all this because It is not our task to investigate or
even
a

while our banking, and

many.

is

serious

higher

The
are

commercial
not

and

young

perhaps

the most

for advancement.

anxious fatiguing of all and See Dr. Wermbter,

for the apprehended Germany, spirit has invaded is to enter on a career which

danger

offers the fewest chances Die hohere Schullauf-

bahn

in Pretissen,
"

1901;

Dr.

Schroder:
M.

Periculum
Breal,

in Mora,
of the d'etudes

1901.

Of

the

French

teachers

Professor

said as early as 1879: "L/es maitres de fatides jeunes gens sont, qui acceptent g6neralement, gantes et difficiles fonctions pour avoir le loisir de se pre"parer ""un emploi plus releve, sans p"daexperience personnes College de France,
.
. .

gogique,
examens

dont

la pense*e

et
. .

ractivite" sont

tourne*es

vers

les

dit

qui les attendent. que l'autorit" si j'affirrne

que
nous

Je

ne

leur
Du

crains pas d'etre contredtre les pour manque

I/ac,

educateurs
1

cherchous."

Jesuites, 280. p.

Political influence
cause

another work.
able
to

"It

repeatedly been pointed out as from school in this covntry that deters able men have not been to be true that high schools seems
the

has

attract

best
must

men

into

their

service, because

pointmen ap-

in them
of

political influence." in the in Education See also President Draper, p. 506. United States, vol. I, pp. 13, 16, 29; and Mr. Anderson's Atlantic Monthly, article "Politics in the Public Schools,"

be sought avenues usually through 1902, Review, May, Educational

April, 1901.

94

JESUIT the correctness

contain
a

EDUCATION.

defend

of these
great

statements,

which

unquestion

deal

of truth.

What
the type

do

we

find

in religious

orders?

No

doubt,
is to

of mind

described them
are

in the preceding
;

lines

be by

met

with

among
men

but

in schools,
'

conducted

religious,

teaching
men

who who

are

'of the
to

best
best

minds",

sometimes

also

belong

the

Catholic
have
talents

families
even

in the land.

The
with

Jesuits,in particular,
drawing
the finest families

been
sons

charged of the most

were

and

the

distinguished these
are

to their Order.
not

If this

true,

talents

would

be lost to society.
cause,

noblest

of life made

for the working Their state the education of the young. frees lasting by sacred firm and vows,

For

they

them

from them

family

cares

and

family

troubles, and
energy

and
to

mits pereducation.

to devote

all their time

The
remuneration,
higher

Jesuitis

prevented
no

from

seeking

earthly
no

consequently,

"better

chance",

him
I

offered by other occupations, will entice but sublime task. to forsake his arduous
salary

In the year

1879,

at the

time in

!against
j Paris

the

Jesuit
called

colleges

of violent agitations France, a writer in the

Figaro

attention
In

to

the

fact
a

little

Jesuit teacher
teacher
more,

needed.
one

the

_how provinces,

Jesuit
a

costs

thousand

francs, clothes, with

in Paris,
etc.

little
from

and college

this is for board,

to another,

Going

one

he takes

him

his crucifix,
on

his breviary,

and

the

body, And

his manuscripts,
yet,
as

he wears clothes which if he has any, and that

writer these
men

his

is all.
these

the

same

points

out,

among
to
sons

truly poor
cause

men,

among
are

volunteers who
are

the

noble

of education,
others

the the

of millionaire of the

who

have

received

badge

THE

SOCIETY

OF

JESUS. -RELIGIOUS others they who

AS

EDUCATORS.

95

"

Legion

of Honor",

had

been

awarded
are

this distinction
among
army
or

before
who

became been
men

Jesuits; there
able

them
navy.

men

had

Indeed,

these
more

officers in the in the see must

an

.education for gaining

of youth
a

something

than

occupation

livelihood.
the the
ago,

In this country
than
once

instability of teachers

has

more

formed
some

subject of
four years

complaints.
was

"In
to be the
on

Maine,1
average

time

found
of
1892

time

of service. of

T.he report

the
that,

high with
who

schools

Washington

(D. C.)

remarks

few exceptions, had occupied

to enter
are

all professionally their

more

positions
lucrative
only

prepared four years positions.

teachers
ago

had

resigned

Better

opportunities
teachers, who

offered not also

give
up

to male

but to female
to enter

their

positions

upon

married

life. Kven

generally
same

highly

well-to-do American and educated, well informed, prefer to spend

a

women,

at

the

time

enterprising,
rather
than

few

years

in

teaching

await

their

future

inactively.

The

official report
In
to

condenses

all this in the mournful

remark:
seems

the

United
a

be

kind
a

States the profession of teaching in which the of waiting-room

ulterior

young

girl awaits
man a

congenial,

support,
'

and
2

the young

"

more

advantageous teaching
must

position.

It is evident

that

instability.

No

professional experience
other
states

such suffer from in the skill is possible and

the
same

majorityof
1

teachers;
and

steadfastness,
has
been

two

In

Illinois

Mr.

McBurney average The

2

wrote

quite

recently

in the

Ohio
over

proved. Teacher that three

years.

the

life of the

country

teacher October

is not

See

Review,

St. Louis,
the

2, 1902, p. 601.

Report of
see

Com.

of
586.

Education,

1892"93,

vol. I, p.

645 ;

also

pp. 565 and

96
important
latter point

JESUIT

EDUCATION.

elements
may

in

education,

are
a

lacking.

This
drawn

be illustrated

by

comparison

between

ess. DeaconSister and the Protestant has been drawn tant by a ProtesThe comparison Frau Elisabeth Gnauck-Kiihne, lady in Germany,

the Catholic

who

for many

years

was

prominent
1

in works

tian of ChrisSister
has

charity.
made
a

She
vow,

says:

"The

Catholic
the

binding

she

has

burnt

ships she

behind
no

her;
more,

earthly her

cares,

earthly

pleasures

knows
same

conversation
she

is in heaven.
goes, whom
or

It

is the

to

her

whither
or

she

attends,

poor

or

rich, old
are

young,

high

low,

all these

ces circumstanher
account

immaterial;

for she

has

balanced

with

the life on

this side of the

grave,

she does in

nothing
theory

by

halves. in
no
a

The

Evangelical
position.

Deaconess

stands of her

different

Her she

church has
return
not

demands destroyed fleshfor

oath
she

of renunciation,
may
at any
moment

the bridge,

to the

pots

of Egypt,

especially
the motives

when

man

wants

her

his wife.
service which,
must

Then

which
no

have

led her to the

then the
to

of the sick will hold

as

longer;
she

needs,

far

as

lay

in

her,

wished
severe

remedy,

continue

to exist,

she

doffs the

garb

and

decks the

herself with is it not

to

the
most

orange-blossoms. natural
of that she
one

Such
yields
eye
on

being
more

case,

easily

the

temptation

having
?

her

vocation, the other on the in the case of the Catholic

vocation should addition,
1

world

What

is excluded
of her
why

Sister, the
possible

desertion
for her,

and
she

marriage,
not

are

and ?

find

the

possibility
to the

desirable

If, in

the wish
the

is father

thought,
Rundschau

there arises
of

From

Protestant

Tdgliche

Berlin,

Sept.

28, 1899.

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

97

or that disposition unconsciously, which consciously But it would has been felt as a 'tinge of worldliness. Deaconess. Protestantism be unfair to blame the
'

with

irresistible consistency and highly

must

produce

the described

disposition life
more

half-heartedness,
than voluntary

for it esteems
virginity, and laudable
and

married under
strive

all circumstances
after that which

it is lawful
is higher other and

to

better.

The

Catholic
married ginity vir-

Church,

on

the

hand,
a

while

considering
rank

life a sacred

state,

gives

higher

to life-long

consecrated

to God."

This

surprising

tribute
life
as

to

the

usefulness in the

and

dignity

of the religious

practised
equal

Catholic

Church,

may

be applied

with

teachers. hearts
heaven's family
are

They,
not

too,

do

nothing

force to the religious by halves; ''their the

divided." they have

"For

kingdom
the

of
of

sake"2

renounced

joys

made

life. All their affections purified, ennobled to be bestowed are on those supernatural,
to their
care. ones,

and
entrusted

It is Christ

whom
to
one

they

have

to

see

in

the

little

according
that receiveth
me."

Divine

Master:
name

"He

the words of the such little child

not
mean

in my

receiveth
men

We
not
"

do

ply to im"

married have thousands

account

that

may

be excellent
nor

teachers,

been

such,
are

that all religious We

on

of their state
to

good

teachers.

merely

wish
many

prove

that

the

religious state
the
cau.se

in itself affords
education.

advantages

for

of

The

difficulties connected
more

with
even

education

patiently, bound

sometimes
to
a

will be borne heroically, by one who obedience and

has

himself

life of perfect

self-sacrifice.
1 2

I. Corinth.

7, 33.

Matth.

19, 11, 12.

98

JESUIT

EDUCATION.

Besides, and

in

teaching

order,

continuity

of aim in

effort is effected
Mr.

which

is and
has
secure

must

be wanting

individuals. fact: "By

Quick
life you

well

emphasized

this

corporate
me

continuity

of effort. idea of

There
a

is to

something
How

very

attractive
a

in the
might
has

teaching

society.

such
Roman

society

alize capitshown
the
must
' '

its discoveries.
a

The

Church
the

genius

for such Brothers.

them
a

societies, witness

Jesuits and
of them.

Christian
have

The
much change

experience

of centuries learn

taught

that

we

could

For

this

reason

of Professors inconveniences,
same

in

lege Jesuit Colas

is attended

by under

fewer
the

all have thus have

been

trained
the

system,

and

imbibed A
the

pedagogical
writer has

traditions

of the

Order. advantage,
exercises the
not
a a

French
moral

spoken

of another the

influence,
.state.

which

religious
"

owing
may

to his

"The

Jesuit teacher"
teachers
"

same

be said of all religious look official. The pupils friend.

an

"is
as

paid and is the

up

to

him
know

loved
he

venerated scion
a

Perhaps

they who

that
have

of

illustrious
career

family,

could have
But

followed
in

splendid
world
the

the

in life, who could of finances and industry. black

gown

succeeded he

preferred
to education."2

to take

and

to devote

himself

The

source

of

the

growing

antipathy
is either

against hatred

the

educational

labors religion

of religious
or

of the When
the views, of

Catholic
people
education
seems

religious
more

indifferentism.
for the
on

do

not

care

any

supernatural,

based
them

professedly
out

supernatural
a

to
1

of date, antiquated,
p. 532. des Deux-Mondes,

remnant

Educational
Albert
Duruy

Reformers,
in Revue

Jan. 1, 1880.

THE

SOCIETY

OF

JESUS.

-RELIGIOUS

AS

EDUCATORS.

99 it remarked,

medieval

priestcraft
however,

and
that

clerical this

tyranny.

Be

our

age.

The
to

very

Middle

opposition
was

the

teaching
case

is not new to opposition Ages a violent witnessed This of religious orders.

the

especially in the headed

the

the

in

University
a

of

Paris,

where,

thirteenth
by William

century,

strong

rationalistic endeavored from

the

party,
to

of Saint- Amour, and

expel

Dominicans chair.
not

Franciscans
contention
to teach,
as was

professorial religious
employ

William's be

that the

.should themselves
times.
to

allowed

but

should
monks
were

in manual

labors,

did the

in olden
employed
work:

Then
defend

it
the

was

that three

able pens and

religious

orders

their and little

the

those

of Bonaventure,

of Albertus

Magnus,

of

Thomas

Aquinas.
those

St.
who

Thomas
attack

wrote

his
and

work: Worship

"Against

Religion said

of God",1

of which
as

Fleury
most

that

it had

always religious
"Whether
*

been

regarded
In

the
the

perfect

orders.

second teach",
a

for apology headed chapter,

and
the

Religious Religious
the lucid
may

may

third,

'Whether

be

corporate

body

of secular William forth

may
contends

teachers",

Saint refutes
and
which

the

of objections and and

in
the

most

powerful
the

manner,

sets

advantages from that

a

Church
religious
may

society
He

derive

teaching religious

by
order

orders.

be instituted
is
a

for any
a

work

of mercy. order
may
as

As

teaching

work

of mercy,
end

religious

be founded
the
common

with
good

the special

of

teaching.2
1

And

is to be preferred
et Religionem.
I.

Contra
of
Parma,

Impugnantes
1864,
vol.

Dei
XV.

Cultum

tion EdiThe

Opusculum
by
Roger

See
Bede

Life

and O.

Labors

of
also

St. Thomas

Aquinas,

Vaughan,

S. B., 1871, vol. I, pp.

2

625"726. TheoL,

See

Summa

2., 2., qu.

188,

a.

5.

100

JESUIT

EDUCATION.

to

private

utility of

monk

may
to

leave minister

his solitude
to

with

permission
good

Superiors,
as

the

general

by We

teaching
see

from

well as by writing. this fact that history

attacks
are

repeats

itself,
labors

and

that the

modern

on

the
no

educational
means new.

of religious tactics of the

communities enemies
on
ever

by

The
the

of the
them the

religious

change,

texts preof

of attapks the warfare

will vary,
same.

but the

nature
or

is

It is conscious

unconsciou

opposition

to the

principles
who have

of Christianity. the

Therefore,
religion
"clerical"
at

we

find
heart,

that
are

those
not

interest of of

among

the

opponents

education.
Protestants

Kven
the

frankly

admit of the Fitch,

that teacher

the

union

of

clerical

advantages.

office with that Sir Joshua

thinks

the

offers great distinguished

in parting
are

English
with
the

educator,

that the

"parents
sons

moral

supervision
to place

of their increased
the

not

unreasonab

disposed
headmaster skill the

confidence and weight

in

who

combines with the

scholarship

the

of teaching clergyman's
not

dignity

and

the

of

office."1

And biased,
the

Professor
says

Paulsen,

certainly
without

theologically

that

it

was

not
replaced

disadvantages in
the
a

that

theologians

were

Gymnasia
which

by

philologians
a

and
was

maticians, mathewished, gian, theolo-

change
not to
care

for

long
reasons.

time

undoubtedly
owing towards
man was

without his whole of the

good

The
an

training, souls; the

had

inclination
whole

the

interest in the

the

centre

of his calling.2
Arnold, Unt.,
pp. p. 97. 628"629

1
2

Thomas
Geschichte

and

Matthew des gel.

(2. ed., vol. II,

p.

390).

THE

SOCIETY

OF

JESUS. -RELIGIOUS

AS

EDUCATORS.

IOI

What

we

have

said
the
a

so

far undoubtedly

us justifies

in maintaining
in making

that

measure

adopted

by
of
a

Ignatius, religious
in the

education
an

special

ministry

order,
history

marks

epoch

of prime

importance

of Catholic
character

pedagogy.
and

The

it applies admin the

for

objectof the Society, the means its obtaining object,and its system
are

of

istration

laid

down

in the
are

Qpnjtiju^i^p^of
the

Society.
not,

These
as

Constitutions been

work

of St.

Ignatius,

has
the

asserted,
was
one

of his

successor

Lainez,
whom

although Ignatius

latter

consulted

up in 1558 and

the Constitutions.
the representatives

of those Fathers frequently ing very whilst drawdied in 1556; St. Ignatius of the

Order

met

together

elected

James

I,ainez second

General
which

of the Society.

They

examined had

the

Constitution
death,

Father

Ignatius

left at

his

and

received

justas
Cardinals

it stood.
IV.
,

They
who

presented committed

it with unanimity, it to the Sovereign code

to four
returned

Pontiff Paul

the

for accurate

revision.
altered
a

The

commission

it, without
We of the
must

having
a

word.1

explain
as

few

details

of the

organization again and

Order,

certain

terms

again
vinceSj houses

in this work.
which in
a

Xhe

will be used is Order the

colleges

comprise

all

and

other

of
the

district. The Superior or certain country is called Provincial; he is appointed by Province

for
a

General
a

number

of years.

Several

Provinces

form the

so-called

Assistancy.

The

head
by
the

of the Order

is

General,

elected
He

for lifetime full

General

gregation. Con-

possesses

jurisdiction and
Five
assistants

power
1

in the
Loyola,

Order.
p. 55.

istrative adminform, as

Hughes,

102

JESUIT

EDUCATION.

it were,

his council.

They
the

are

elected

by

the

General

Congregation,
are
now

from

various

assistances.

They
Austria,
and lative legis-

five: those
Belgium and

of Italy,

Germany

(with

Galicia,
North

America,
body

Holland), France, England Spain (with Portugal). The

Order
to the

of the
add

is the

General

Congregation.
or

It alone

can

Constitutions, General
the
by each

change

gate. abro-

It consists

of the

his (after
Provincials, province.

death, and

his
two

Vicar),
special
only

the

Assistants, elected
the
at

deputies, after
cases

It assembles
or

death

of

General, of the and

in extraordinary
As

the
a

command
new

General.
his

was

said,
it may

it elects
depose that

General

assistants,
It

and

the

General General's

for grave

reasons.

is clear, then,
as

the

power
to

is not be,

it is sometimes

represented

solute abbut is

so

wisely
In

limited. this way in the the

greatest

possible
the
a

centralization

is
the the well

secured danger

hands
so

of
great

General,

and

yet

of abusing institution of the

power

is excluded

by
has

Assistants.

Ribadeneira borders in
common

remarked
upon
an

that

this form
but has

of government still
more

closely
with

monarchy,

oligarchy,
two

for it avoids

everything
the best

faulty in each points

of

the

systems

and

borrows
it takes the

of both. stability;
so

From
from the

the the

monarchy

its unity of
one,
a

and

oligarchy
may

existence
every
one

council,

that
same

General be

command
every

and

at the

time,
In

subjectto
a

(praesit subsit).1 et
Constitutions
to exhibit
we

connection

with which Society,

by
H.

the

must

mention character
1

book
of the

is said
namely

the

"true"

the

so-called

Monita

Saint

Ignatius,

Joly, p. 217.

THE

SOCIETY

OF

JESUS.

-RELIGIOUS

AS

EDUCATORS.

103
to have

Secreta,

or

code up

of secret

instructions, the

supposed

been

drawn

by

Aquaviva,

fifth General,
are

for the
fit of
most

benefit

of Superiors and others who full mystery to be initiated in the

the

considered
schemes

of the

Society.
designs
It
as

It
to

imputes
achieve

to

the

Society

the

crooked

the

aggrandizement

of the
again,

Order.

has

been
as

reprinted
1850
1886
to

again

and

in
1870 has

England
and 1876,

late

(London),
and
1901.

in

France

in Germany been proved

The

work

repeatedly

be
who

an

infamous
had

libel, written discharged

enemies
' '

by
from

one

Zahorowski, in 1611
as
or

been

the

Society

1612.

Bveii such
the

of the

Society

the

Jansenist Arnauld,
Huber, Reusch, lampoon
on

Old-

Catholics" declare
Dr.

Dollinger,

and

Friedrich, Order."
it has

it "spurious

and
"an

the

lyittledale calls it
recently Professor
2

ingenious

forgery",1

been like
and

called

fraudulent

Harnack

(1891),

squib by Protestants Tschackert (1891),

others.
recent

And

still, in

authority,

Protestant
to
an

of all this adverse have referred publications spite

document.
No,
not to

to this forgery

as

authentic

the
any

Monita
one,

Secreta, but the

the

Constitutions,

available
ten

contain

spirit of the
are

Society.
into parts, the
part
met

The
fourth longest

Constitutions
of which
of all, and
treats

divided of studies.

This

is the with of the issued

its perfect After

arrangement

especial

admiration. successive

the

promulgation

Constitutions
1

General

Congregations

Encyclopedia
vSee

Britannica,

'

article

'Jesuits".
76-102." The
Bogey

Duhr,

Jesuitenfabeln (3rd ed.), pp.

August Secreta;

Month and
the

(London),
Monita
Augsburg,

1901, pp. and

176-185:

The
Reiber,

Jesuit
Monita

especially

Se-

creta,

1902.

104

JESUIT

EDUCATION.

decrees,

emphasizing

the vast

importance
esteem
to

of the

education for the

of youth, teaching
"a

and
grammar

the great and

be

had

of

the

classics.

It is called

special
8.
,

and

characteristic
"".) ,
'

ministry
most

of the

Society"

( Congr.
In

Dec.
most

'one

of the
to

and
the

beneficial

many"

desirable occupations (C. 7., D. 26.).

first Rule
of
our

Ratio
one

Studioruni,

the

very

reads

:l

"As

it is

of the principal

ministries

Society
according

to teach
to
our

all the branches institute may

men

of knowledge, be taught,

which
a

in such
the

manner

that love should that

thereby
of
our

may

be
and
-

led

to

knowledge the

and

Creator

Redeemer,
to
see

Provincial

consider
the

it his duty
the

with

all diligence,

fruit which corresponds

' '

grace the

of

our

vocation

requires,

with

manifold boys
in the

labors

of

our

schools.
so

This

work

of teaching that

is considered last
to
' '

important

in the

Society
:

vows

it is

expressly
a

mentioned
concern

"I

vow

according

obedience

special

for the

education

of boys.
to

The
may

branches

which
are

''according those

the
are

Institute

be taught," higher

chiefly

that has

connected blamed Huber this task

the

with

education. elementary

The

Society

been

for neglecting thinks seemed

on

education.
so,

Professor

that

the

Jesuits did
to be
was
more

"first, because since

way
on

to them

subordinate,

hold their

to them any assured because ecclesiastical influence; secondly,

the

people

by

the whole

they

were

no

friends
; for

of popular

insignificant did
1 2

the complete
control

however education, ignorance of the masses

them."2

but

fortify their
Rule

of

This

is

First
Der

of the Provincial. Jesuiten-Orden, p. 348.

Jesuits
have

"

Compayrd

repeats and

this

charge:

"The primary

deliberately

education."

Hist,

of

neglected Fed., p. 142.

dained dis-

THE

SOCIETY

OF

JESUS. -RELIGIOUS
sheer

AS

EDUCATORS.

IO5
never

flagrant
opposed

injusticend a
popular

calumny.

The
the

Order
contrary,

education.
declare

On

the

Constitutions
' '

expressly

it to
a

be

laudable
to

work
teach

Moreover

it would writing,
men.

be

work

of charity had
a

reading number

and

if the
on

Society
account

sufficient of
l
"

of
not

But

of dearth
"

men

we

are

ordinarily
reason,

used
and

for this purpose. the

This

is the

proper
not
men

only

one

why

the/
\
;

Jesuits could
They
had
never

undertake
enough

elementary
to

education.
the demands of applications

supply hundreds

for higher from had

education. bishops
and

Actually
princes
early
as

for erecting
1565, the that

colleges

to be refused.

As had

Second

eral Gen-

Congregation
should
rather

to decree

"existing
ones

colleges

The

be strengthened than new latter should be done only if there

and
' '

admitted.
a

was

sufficient
teachers

endowment
2

sufficient

number

of

available. How,
as

then,

could

the

Society
?

enter

so

vast

field

that

of elementary

education
of the

Besides

the
them

whole

intellectual for the

training

Jesuits fitted
At the
present
the
C.
"

better
when

higher

branches.

day,

the watchword
1

is "specialization",
P. IV,
c.

Jesuits should
The
XX.

Constitute
Congregation,

12, Declaratio
when

eral Gen-

1820,
be

asked reverted

whether
to this

elementary

schools

should

admitted,

Constitutions:
on

"Such
contrary,
a

the

are not schools it is said in the

excluded

passage by our

of the

tute, Instisuch is to be
to

Constitutions dearth
of
nien

that

teaching taken

of charity. work into consideration, and

is

But
care

the
must

be taken

not

der hin-

through this (admission good of elementary is left to the prudence matter of the schools). The whole to have to see what Provincials, is expedient who according

greater

place
2

and

circumstances."

Deer.

XXI.

Pachtler,

vol. I, p. 107,

Pachtler,

vol. I, p. 74.

(Deer. VIII.)

106

JESUIT

EDUCATION.

rather

find recognition
their work teach
not

than

censure,

for having
Moreover,
at

wisely the

limited

centuries
elementary

ago.

Jesuits did
some

branches,
Paraguay, "In

least also

in in

places,

only

in

but the
may

Europe.
class with

Father

Nadai

writes:
,

elementary

(classis abecedariorum)
the permission of the

which

be
are

opened taught
to
"

General,
brother

the boys

reading

and

writing.

may

be be too
in the

employed large. foreign hundreds

are
]
"

assist the teacher

Be

if the
that the

class should
at

it further
v.

added

present,

missions,
of

g. in Syria,

Jesuits conduct
most

elementary

schools,
or

in which by

branches

taught

by

lay brothers
2

sisters of various

teaching

congregation

The
the

fourth

part of the
not

Constitutions
a

contains

only

general That

principles,
this
more

complete

system
was

of education.
not
considered

general

legislation follows
from

final by in which treated the

he

St. Ignatius,
that
"a

the

passage

states

of separately

in
"

General

Superior.
in
or

of points number will be document by some approved This is the express warrant,
for the in future

contained

the

Constitutions,
of

Ratio
of

Studiorum,

System

Studies

the

Society

Jesus.

1 2 3

Monumenla See
below

Paedagogica,
chapter cap.
VII. XIII.

1902,

p. 108.

Const.,

P. IV,

DecL

A.

CHAPTER
The

IV.
1599.

Ratio

Studiorum

of

The rapidly.
of

number

of colleges
were

of the

Society

grew

very

Colleges
Ignatius,
at

opened

during Palermo,

the

life-time and

St.

Messina,

Naples,

other

towns

in Ital}-; at Gandia,

Salamanca,

Valencia,
in

Alcala,
at

Burgos,

Valladolid,
Portugal
; at

and Vienna

Saragossa
in Austria
of the
were

Spain;
; and at

Lisbon

in

Billom

in France.
many

After
more

the

death

first General
to

(1556),
Netherlands

colleges parts remained

Ingolstadt,
of

added

the
the

list, especially

in

those

Germany

and

which

had

faithful to the

olic Cath-

Church.

Thus

Cologne,
in
1556,

Prague,

Tyrnau
1559,

(Hungary)
Treves
1560,

were

opened and

Munich
etc.1

Innsbruck
1566,

Mentz

1561, 1568, But

In

Belgium

Audenarde

Douay
etc.

Bruges

1571,

Antwerp
possessed

1575,
as

Liege
no.

1582,

the

ciety So-

yet

uniform

system

of education;

the
more ever,

colleges
or

in

the
*

various
1

countries

at first followed,
O

less, the

systems

prevailing
the

there, I not

how-

without
to the

improving

general

principles

ing accordmethods of the fourth part of the

be altogether
or

existing

Constitutions.
suppose that
the

Still, it would Ratio

wrong

to

Studiorum,
was

Plan

of Studies, document
by
those Paulsen,

drawn
1

up
The

1584-1599,
Colleges of

the first important

are

Germany ed., vol. Belgium,

enumerated

/.

c.,

pp. 265-281

(2nd
IX"

I, pp.

390-406);

of by

many Ger-

Poland, (Austria),
ler, vol.
Ill,

the

Netherlands,

Pacht-

pp.

XVI.

(107)

108

JESUIT

EDUCATION

of its kind.

The

recent

historical much

researches
new

of the
on

Spanish

Jesuits have

shed

light

this

These Fathers question.1 documents important many

of the

have
on

published

in 1901-1902 methods ments docuof

the educational
1584.

Society,
especially

drawn

up

before
three

Three

exhibit
first
was

complete

''Plans

Studies.
Nadal 1552,
well

' '

The

written

by

Father
between

Jerome
1548was

(L,atinized Natalis),probably
during

the life-time of St. Ignatius.

Nadal

fitted for drawing

talent and
a

up

plan

of studies.

Possessed

of great
excellent
Rector
wrote

singular

prudence,

he

had

made

studies in the University

new

of Paris.

Appointed in
1548,

of the his

College

at

Messina,

he

treatise De of the

Studiis

Societatis Jesu, the first

thus
's

plan

of studies

Society known
of Father
to the

far.2
plan

The

second
was

is

an

adaptation Messina
is the

Nadal

which

sent

from

Roman

College.3
by
had

The
I^e-

most

important

third,

written
scholar

Father
studied

desma.
the

This

distinguished
of Alcala,

in

Universities

Paris

and

L,ouvain.

Immediatel

after his entrance

he
'

taught

in the Prefect of

1575.

As
plan

1557, ^mjin,."o41e"a until his death, in of Studies in this college, he drew which practically which
were

into the Society,

in

up

studies

contains,
later
on

at

\ least
down

in outline, in

all points

laid

the

Ratio

Studiorum

concerning

classical
Monumenta
collection distinguished

Monumenta

Historica
We

Societatis quote
to

Jesu

Paedagogica,
as

1901-1902.

this important
carefully

Monumenta
Father
2 3

Paedagogica,
Pachtler's

be

from

Monumenta

Germaniae

Paedagogica.

Monumenta
Monumenta

Paedagogica, Historica

p. 8 and p. 89. Societatis Jesu: "Litterae

Qua-

drimestres",

vol. I, pp.

349-358.

THE

RATIO

STUDIORUM

OF

1599. there

109

studies.
extant

Besides

these

three

documents of various
and

are

fragments

of plans

of studies
Portugal,

colleges

in Italy, France, With

uniform the
system

Spain,

Germany.2
the
was

increase
for

of the
whole

colleges,

want

of
more

the

Society

felt

and

more.

Teachers
asked
more

and

superiors
for the

of

provinces

urgently

.schools and plan of studies

had promised in the Constitutions. St. Ignatius which The final completion was system of the educational

reserved

to

the

fifth General
who

of

the
the
a

Order,

Father
from

Claudius
1581-1615,
at the
same

Aquaviva,
His time

governed
was

Society
stormy,

Generalate
the
most

most

but tory his-

brilliant, epoch
was

in the

of

the

Order.

It

the
;

glorious the and time

time
when

of the the
to

English
great

and

Japanese
in

martyrs

missions

Japan, China,
in which

Brazil
men

began

flourish ; the time mine,

Molina, and
the
a

learned

like

Bellar-

Suarez,

Maldonatus,
a

Toletus, deLugo,
Peter
not

Vasquez,

L,essius,
host

Lapide,
writers

Canisius,
only

Clavius,
lustre
to

of other
were

added

Society, but
age

held
most

to

be the

foremost
champions

scholars of the

of the

and

the

renowned

Catholic
_Iii experienced

Church.
1584,

Father
schoolmen,

Aquaviva
who

called had

to

Rome

six from the

been

elected
that

different nationalities peculiarities

and

provinces,
nations which

in order

of the various of in
a

might
was

in the formation
put
1 2

system
so

be considered destined to be
all
over

to

practice

many

countries
pp.
had

the

Monumenta

Paedagogica,
Father

10-12

; and
one

p. 141 foil. such

Ibid.
he

"

Pachtler

published Canisius,

plan,
written

which in

ascribed

to Blessed

Peter

probably

1560.

no

JESUIT

EDUCATION.

world.

These
on

men

worked

for about

year,

consulting

authors

education,

examining and and

sent

the

regulations

and those

customs

of
Roman

universities

colleges, the
to

especially

of the and

College,
documents

letters, observations,
Rome

other

from

the these

various
men

provinces.

The

standard
was

which

guided

in their deliberations
In

the

fourth/part
the

of the
result

Constitutions.
their labor
sent to the

1585

they
In

presented
1586,
;

of

General.1

Father
at the

Aquaviva
same
men

the

report that

to the

provinces province

and
at

time of the should

ordered
eminent
report,

in

each and

least

five

learning
first in result much

experience
then

should
common,

examine and
Rome.

private,

in

send

the How

of their examination

to

liberty

was

granted then

in

these

remarks

on

the

educational
may

methods

prevailing
given

in

the

Order,
Pontanus the

be

seen

from

the
name

verdict
was

by
,

James
one

(his
some

German

Spanmiller)
Society.
He

of

ablest classic scholars

of the

boldly
young
not

censures
men were

abuses,

especially in
teaching work
; that

that sometimes who

;
men were-

employed

ficiently sufnot

prepared
well grounded
among

for in

the

who frequent

were

Greek

too

changes
the

occurred that too and

teachers, weight

etc.
on

He

deplores

fact

much

is laid
the

physics,

metaphysics, studies
are

dialectics, and
as

that

humanistic "Without

not

valued

they
says,

deserve.
"the other

classical

education," cold, other

he

branches
learning

of study
gives and
means

are

dumb studies

and

dead

; classical

these

life, breath,
memorandum
given

motion,
was

blood
by
no

language." free
p.

Pontanus'
1

from
A

Documents

by

Pachtler,

vol.

II,

1 foil.

summary

in the

Etudes,

Paris,

January

1889.

THE

RATIO

STUDIORUM

OF

1599.

Ill

exaggerations

and

unwarranted
But

generalizations

of how

single

instances. could

it is

interesting
on a

to

see

freely opinions

be uttered

question

of such

importance.

The
provinces

notes
were

and

suggestions

sent

from

the

different
Professors

examined
Roman

by

the

most

prominent members used

of the committee
up
a

College and

and

three
were

of the

of 1584-85, plan.

then
new

in drawing

second

This
and
as

plan,

after having
was

been
sent

revised

by

the

General
in 1591

his

Assistants,
atque

to

the provinces
rum,

Ratio
of
the

Institutio Studio-

the who

editio princeps
came

Ratio.

The

cials Provin-

to

Rome

for the

fifth General
on

gation Congreof the

(1593-94),
plan
some
as

again

reported
the

the

results and

practised

during

last years,
in
when
1599,

demanded
every

changes.

At
been

length, made,

when

possible

effort had
alike had

theory

and

practice

been

consulted, added,
the

and
the

every

advisable
plan
of

cation modifistudies

had
appeared
rum

been

final atque

under

title: Ratio

Institutio Studioquoted
as

Societatis Jesu
Studiorum.
"the

(Naples 1599), usually

Well
could

Ratio
was

it be said that this Ratio

fruit of many

prayers, of long

and

patient of the

efforts, and
whole

the result of the

"

combined
sometimes

wisdom been

Order."

It

has

the word
not

Ratio
any

Studiorum
educational
,

is

misnomer,

said that it does as

as

propose

Father
as

Eyre, S. J. years
to

principles. ago has pointed

naturally

However,
out,2

Ratio,

applied

studies,

more

means

method

than
1

principle,
Extracts

and
of

the

Ratio

Studiorum
in pp.

is essentially

this Memorandum
vol. VII,

Janssen's Geschichte
.

des

deutschen
1

Volkes,

100-103. p. 57.

Quick, Educational

Reformers,

112

JESUIT

EDUCATION.

practical

method

or

system

of teaching.

Hence

the

name

is altogether
How

appropriate.
author,
even

easily into

an

without
the

ill will, may

be
can

led be

mistakes from

regarding
the

Ratio

Studiorum,
which which

inferred
in
a

following

passage

is

found caused

Catholic
greatest

magazine.1

"The
was

work

the

sensation

the

Ratio

atque in the
to

Institutio

Studiorum
at

Societatis Jesu,
in
1586.
It took
on

published
nine

College
print
raised orders,
to

Rome

months

it.
a

The

part

bearing

theological
the who
was

opinions

storm

of opposition
the

among

other

principally Inquisition. against

Dominicans,

religious it denounced

the

The
the

result book,

that

Sixtus

V.

pronounced

De editions, the chapter " The same mistake

in the and, Opinionum Delectu

is made
was

following
was

omitted.

by

Dr.

Huber.2 into making trusting

The
these Debure

author

of the

article

betrayed by

very

inaccurate

statements

implicitly

{Biographic
Duhr.
may
4

Instructive,
by

Paris,

1764).
Pachtler,3

The
and

historical truth

is established

Father

by

Father

The

evidence up
was as

given
:

by

Father

Pachtler
i.

be summed of 1586 hence

the

follows
no no

The

Ratio

in

sense

of the

word ever. whatand

How

"published",
It
was

and

caused
or project

"sensation"

only

plan

of

Ratio,

printed
it should

privately
have

for the

members
months

of the

Order.

taken
error

"nine
arose

to print

it," is unintellig standing misunder-

; the

probably
the
1896

from six
:

the
1

fact, that
Catholic

it took
April

fathers
Labors

who

Iti the

World,

Early

of

the

Printing
2
8 4

Press.

Huber,

Jesuiten-Orden,
Germ.

p. 352.
II, pp.

Mon.

Paed.,
,

vol.

19-21.

Studienordnung

pp.

15-23.

THE

RATIO

STUDIORUM

OF

1599.
to work

113

formed plan
2.

the

committee,

nine

months

out

the

of the

Ratio. first draft, written in the form tions, of dissertaIt is known to exist at present very rare.

This
is
now

in

Trier

(Treves),
has
the

Berlin,

Milan, first time

and

Marseilles.

Father

Pachtler
from

for the

reprinted

in the city library copy found (locatedin the former Jesuit College).
3. This

it entirely at Trier

private

document

was

not

"denounced

to

the

Inquisition,"

but

was

"Spanish
Dominicans,
who
were

Inquisition,"
set
soon
soon
on

wrongfully at the instance disloyal

from
was

seized

by

the

of the Spanish

by

some

Spanish

Jesuits
Rome,

after expelled
as

the

Society.
to to

4.

As

the

seizure complained

reported

Father Sixtus
and
V.
no

Aquaviva

directly
formerly
a

Pope

This energetic
means

Pope,

Franciscan
from

by

partial to the
the book,"

Jesuits,far

nouncing "pro-

against
at the

became

highly
and

incensed
wrote
a

action

of the

Spanish
to his

Inquisition, nuncio

characteristic
a

dispatch

in Spain,
Inquisitor

ing inclos-

letter to the

Cardinal

Grand
the

Quiroga,
the

and

bidding
only

the nuncio after having

deliver
read commands

letter to
In

dinal Car-

it to him.

this letter virtue of

the masterful

Pontiff
power,

Quiroga, in
to restore

his apostolic
the book

forthwith

to the

Society

of the

Institute the

(which
Pope

had

also been

seized),
he

and

especially

Ratio
the

Studiorum.

And

unless
to

obeyed him

this command, from the at once of the dignity second

Sacchini,

threatened

depose
and

office of Grand
of Cardinal.1 of the Ratio

Inquisitor,

strip him
5. The
1

draft

was

sent
Pars

to
V,

the
torn,

See

Historiae

Societatis

Jesu,

prior,

p. 337.

114

JESUIT

EDUCATION.

Provinces

in 1591.

In

this draft the

catalogue

chapter

De

Opiand
in

nionum

Delectu

(i. e.

of philosophical
not
was

theological
the
for

questions

which

were

to

be
out

taught

Society),was
examination
that

omitted, in the

but

sent

separately
Hence the

following

year.

the

statement

in

the

following
was

editions

De

Opinion-urn
6.

Delectu

omitted,

is again
of
course,
seen

chapter inaccurate.
the

The

final Ratio,
was,

including,
as
we

logue Catamulgated pro-

Quaestionum,
in 1599.
1

have

before,

This
the

final Ratio

did not
of that

contain

any

discussions

on

educational why

value this
or

different
method

subjects,nor
had

any

treatises

been had

adopted.

Such

discussions

had

preceded,

and

been
was
a

contained

in the Ratio
of laws,
a

of I585.2

That

of 1599

code

in whose

collection of rules for the lies the government hands

of the
:

different of
a

officials, and
are

college,

for the teachers divided

as

various
I.

classes.

The

rules

follows

Regulae

Provincialis

"

(Provincial Superior). Rectoris (President). (Prefect or {Superintendent Praefecti Studiorum

Studies).

of

II.
Regulae

Communes cultatum

omnibus

FaProfessoribus Superiorum for the Professors (General regulations

and

of theology
"

philosophy).
Scripturae.
Hebraicae.
Theologiae. Ecclesiasticae.

Professoris Sacrae
"

"

Linguae

"

"

Scholasticae Historiae

"

"

"

"

Juris Canonici.
Casuum
Letters,

"

"

Conscientiae 1896,
506-507.

(Moral Theology).

Woodstock
2

pp.

Pachtler,

vol. II, pp. 26-217.

THK

RATIO

STUDIORUM

OF

1599.

115

III.
Regulae
"

Professoris Philosophiae. Philosophiae

"

Moralis

(Ethics).
and
other

Physicae

(Physics
*

natural

sciences).
Mathematicae.

IV.
Regulae

Praefecli Sludiorum
for awarding Communes

Inferiorum
written

(together

with

examinations

and

regulations for

Regulae
"

prizes). Professoribus Classium

Rhetoricae. Humanitatis.

Inferiorum.

Professoris

Supremae
Mediae

Classis

Grammaticae.

Infimae
Then
management
etc. societies)

follow
of

various

rules:

for the

pupils,

for the debating

academies

(literary and
are a

The
The

rules under
government

No.

I of

those college

of the

Superiors.2
hands
of

entire

in the is.

the Rector

(President).
the masters classes from

He

is also the court

among

of appeal
or

all between
the

in

disputed

questions

the

teachers, He

and
time

the

students.

is to
to

spect in-

to time,

in order

inform

himself

of the progress teachers.

to the
an

of the As far

students,
as

and to give advice possible, he is to take

Nothing

interest in each
can

be
him,

personally. in the undertaken

nor can

pupil

portance of imwithout house be als officigives

natural

college

consulting

any

custom

of the

changed have
1

without that
added

his consent.
amount in
as

The
authority

subordinate

of
1832.

which
of

he
1599

Was
were

In

the

Ratio

sciences
2

treated

See

John

Gilmary

part of philosophy. Shea, History

of

Georgetown

lege, Col-

1891, pp. 83"

84.

Il6

JESUIT
and they
are

EDUCATION.

them,
on

obliged

to report

to

him

frequently

the

conditions

of affairs in the
not

college.

The
has

tor's Rec-

power
the with

is, however, laid down

absolute;
Besides

he
he

to follow

laws
a

for him.

is provided
to

Board
on

of Consultors all matters

to

and

he

is obliged
moment,
or

ask

their opinion

of greater

although
to

he

remains teachers

free

follow
to

their advice
out

rejectit.
of the
to

The

have
they

carry

the have

decisions
recourse

Rector,

but

may

always

the

higher the
has

Superior,
at

the

Provincial.
once

The

Provincial
every
may

visits
teacher

colleges
to

least

year,

and
and

confer

with

him

privately
the

lay before
manner,

him

any
a

complaints

against

Rector.

In this

firm centralized
time
any

government
on

is ensured,
the

the

same

arbitrariness

while at ors part of Superi-

is prevented. Interesting
Nadal: "L,et
are,

in this regard,
Rector

the

words

of Father advisers

the

have hold of

his

ordinary

(consultores)nd a
One
all teachers of the and

let him

regular

meetings

cilia}. (conof

is the

meeting
languages

'languages', part;
the

in which second
these
meetings

take

philosophy,
the
men,

the
may

third

of theology.
two
or

To

Rector

invite
thinks

three
or

other

enced experiIn
or

if he settle
or a

it necessary concerning
a

useful.

order

to

question

languages,
of the

philosophy,
professors whole

theology,

meeting if
a

respective
the

should

be
a

held;
meeting

question

concerns

institution,
However,
not

of all professors

should
that
a

be he

called. could

the

Rector

is not

so

bound
such
may

do anything
these

without
are

convoking

meeting.

For
by
their

meetings

held

that he

benefit
responsibility

advice.

The

whole

authority
rests

and him;

of the administration

with

but

every

THE

RATIO

STUDIORUM

OF

1599.

Iiy
about inform
the the

year

the

Rector

shall

report

to the

General
shall
the

college,

and

all officials of the sealed

"

college

General

through

letters

about

tion administra-

by the Rector.

The
Studies.
classes

chief

assistant
him

of the
the

Rector

is the

Prefectof
of the

To
and

belongs

direct supervision

everything
a

He

must

be

and

instruction. connected with man plishments of literary and scientific accomin teaching, so that both of experience
can

teachers with

and

students in

have

recourse

to

him

confidence
It is his

all questions
to

pertaining
the students

to education.

duty

assign

to

their

proper and

classes, to determine the

the matter
to

of examination,
authors
to to

to appoint

examiners,

select the

be read
every

during
at

the following

scholastic
two

year,2
to

visit

class

least

once

in
he them

weeks,

admonish
manner

the masters of teaching,

In

of any and
he

defects

notices

in their useful
Rector,

to direct

by other
of the
matters.

advice.
whom

all this
has

is the

instrument

he

to consult

in all important
assistant

There

is another who

of the

Rector,

the

Prefect
for all

of

Discipline,
concerns

is immediately

responsible

that

these of
a

few

From discipline. external order and details, it will appear that the government
college

Jesuit

is, at

once,

extremely

simple

and

highly

efficient.
regulations
No. II are for the under contained faculty in universities and seminaries. We

The

theological
have
1

to examine
Monumenta "Before
the

chiefly the last two

Paedagogica, p. 102.
authors",

classes:

the regu-

selecting

the

says

Father

Nadal,

"let

Prefect

Mon.

hear of Studies Paed., p. 130.

first the

opinion

of the

ers." teach-

Il8

\
Stadia

JESUIT

EDUCATION.

lations for
for the

faculty th^

of Arts

or

Philosophy,

and

those "lower
correspond

or inferiora

Humanities.
part

These
literary and

studieg^were
to

for the

greater

of the high classical course The Ratio Studiorum part of the college.
the

school treated

and
guages, lan-

mathematics but successively;

and hence

sciences not simultaneously, losophy Phithe distinction between

(Arts) and
In
were

Studia

inferiora.
"

the six
"

five lower
the

classes

in many
were

places
the

there

classical branches,
as

languages
as

staple

studies.
were

Other

history
or

and

geography, of the in

to be

treated

accessories

complements grade

literary studies.

The

task for each Professor

is expressed

the first rule of the

lyOWER

of the respective
aim

class.1
a

GRAMMAR.

The

of this class is and

elementary

fect per-

knowledge

of the rudiments
syntax.
"

ledge know-

of the
and
a

In

Greek:

reading,

writing, work

certain portion

for the

of the grammar. easy prelection,'2 will be some fables of Phaedrus

and

The

selections

used from

Cicero, besides
MIDDLE

Lives of Nepos.
is
a

GRAMMAR.

The

aim

knowledge,
for the

though

not

entire, of all grammar;

and,

lection, pre-

only and the

the select epistles, narrations,

descriptions of
"

like from
and
some

Cicero,

with

the

Commentaries
of Ovid.

Caesar, Greek:

of the easiest

poems

In

the fables of Aesop, of Cebes.

select dialogues

of Lucian,

the Tablet UPPER

1

GRAMMAR.
following
Hughes,

The
translation

aim

is

complete

know-

The

of few

Father

Loyola,
of

modifications be seen Ratios may

/.
On
".,

the

that of these rules is mostly a rules contain p. 271 foil. These The Ratio two Revised of 1832.

Duhr,
2

separately 177"280. pp. chapter

in Pachtler,

vol. II, 225

f. and

prelection see

XVI,

"

1.

THK

RATIO

STUDIORUM

OF

1599. exceptions

119

ledge
idioms

of

grammar,

including figures and

In

all the
rhetoric,
eight

and
art

in syntax,
"

and parts

the

of

versification.
or

Greek:

the

of speech,

For the lessons: in prose, the all the rudiments. De Amiimportant most epistles of Cicero, the books, or even of the kind, others citia, De Senectute, and
some

of the

easier

orations;

in

poetry,

some

select

elegies and

epistles of Ovid, Propertius,

also selection the

as

from

lus, Catul-

Tibullus,
or

and

Eclogues
the fourth

of Virgil, book
of

some

of Virgil's
or

easier books, the

the

Georgics,
"

fifth and

seventh

books Aesop,

of the and the

Aeneid.
like.

In

Greek:

St. Chrysostom,

HUMANITIES.

The

aim

is to prepare,

as

it were,
ways:

the

ground
a

for eloquence,

knowledge of the

of the

is done which language, some

pertaining

in three

by
a a

erudition,
to rhetoric.

and

sketch command

precepts

For

of the propriety

language,

which

consists

acquiring prose
as

author

of expression in daily employed

writers, kind;

and

chiefly in fluency, the one is Cicero; Curtius,

prelections

historical
others

Caesar,

Sallust,
used

I/ivy,
are,

and

of the

the poets

first of all,

with the elegies, epigrams in and other productions of illustrious poets, expurgated; historians, and poets, in the vernaclike manner orators, ular
also odes

Virgil;

of Horace,

(1832). The
and
only
to

erudition and in learning

conveyed
recreate

should
the

be slight,
not to

stimulate

mind,

impede will be

progress
the

the tongue.

The
and

precepts style, and

general rules
on

rules of expression the minor

the special

kinds both

of composition, in
verse

epistles,
prose.
"

narrations,
In

descriptions,
the
art

and
some

Greek:

of versification, and
a

notions

of the

dialects;

also

clear

understanding

of

I2O

JKSUIT
some

EDUCATION.

authors,

and

composition

in Greek.

The
and

Greek
Basil,

prose

authors

will

be

Saints

Chrysostom
and
some

epistles from
gnis,

of

Plato

and
the

Synesius,
Homer,

selections

Plutarch;

poets:

Phocylides,

Theoothers

St.

Gregory

Nazianzen,

Synesius,

and

like them.
RHETORIC.

The

grade

of

this
to

class

cannot

be

easily which
the

defined. comprises

For
two

it trains
great

perfect

eloquence,
and

faculties, the oratorical

chiefly being the objectof culture; poetical, the former does it regard nor the practical, but the only also. with

beautiful

For

the

precepts,

Cicero

may

be

plemented supstyle,
approved

Quintilianand
assisted and
are

Aristotle.
on

The
the
on

which

may

be

by

drawing

most

historians all of his works only his speeches

that

poets, is to be formed
most

Cicero;
but

fitted for this be made

the
art

purpose,

should

subject of
may

prelection,

the

precepts

of the

be

seen

in be

practice. formed derived

on

"

As

to

the vernacular,

the

style

should

the best authors the

(1832). The
and and
manners

erudition

will be from

from

history

of nations,

the authority
as

of writers

all learning; of the

but

ately moder"

befits the
the

capacity

students.

In

Greek:
is to be

fuller knowledge

of authors

and

of dialects
orators,

acquired.
or

The
poets,

Greek
are

authors,

whether

historians, Demosthenes, Pindar, and

Plato,
others

be ancient and classic: Thucydides, Homer, Hesiod,

to

of the kind, Chrysostom.

including

Saints

anzen, Nazi-

Basil, and

Let
was

it not

be

imagined,

however,

that

this

plan of the such

coun-

followed
made
as

slavishly.
such they

Order
changes

different provinces introduced adaptations and

best for their respective

The

thought

THE

RATIO

STUDIORUM

OF

1599.

121

tries.
the
the

We

give

here

the

plan

which

was

followed

in of
et

colleges

in Upper
century.

Germany,

in the
from

beginning
the

eighteenth

It is taken

Ratio

Via of Father

Kropf,

published

in I736.1

IvOWKR

GRAMMAR.

First school

Year.

(Firsthigh
Latin.
rules

class.)
elements,
and

Grammar construction.

of Alvarez,
"

easier letters

of

Reading:

The

easiest

of

Cicero,

Selections
Progymnasma

specially selected from book I and

ta
2
.

and
II of

separately

printed.
Pontanus'

Father

Greek.Bayer.4

Grammar

of Father reading and

Gretser,3
writing;

or

of Father

Correct

accents

and

declensions.

Religion.
part I
"

Small

Catechism
of the

of

Peter

Canisius,5

II.

Explanation
Rudimenta

Latin

Gospel.
I.,

History.

historical vol.
of the

treating

chiefly
1

of the history
Herder's

people
der

of Israel.
Padagogik,

In

Bibliothek

katholischen

vol.

X,
2

pp

340"348.
Pontanus

James
were

S.

J, Progymnasmatum
Several
for

Latinitas
works
over
a

sive

dialogorum

selectorum

libri qtiattuor.

of this
century.
a

Jesuit
3

used

in most
S.
a

European

schools
several
:
a

James
both

Gretser, and
in many

J., wrote
Compendium editions
;

textbooks:

larger

Greek

Grammar,

Rudimenta

Linguae

Graecae,
a

Latin-Greek-German

and

Latin-Greek
4

Dictionary.
Bayer,

James

S. J., wrote

Short

Greek

Grammar,

Latin-Greek Latin

Dictionary,

Dictionary.
by Professor

a Latin-German and Of the last the eleventh Mayer, 1865. Wiirzburg,

and edition

Germanwas

published

5 6

On

this catechism
history,

see

chapter six

XVIII. volumes,
It
was

This
Dufrene,

comprising

written

by first

Max

S.
several

J., (Landshut, Bavaria).

editions followed,

appeared

1727"1730;

122

JESUIT

EDUCATION.

LOWER

GRAMMAR. high

Second school

Year.

(Second
Latin.

class.)
I, part II
; repetition

Alvarez'

Grammar,

book

the irregular verb; first part of firstyear's matter; tions SelecSelect letters of Cicero. Reading: of syntax. Progymnasmata. from Pontanus'
"

Greek.
of

Grammar:

repetition

of

declensions;

comparison

pronouns adjectives;

and

auxiliary part

verbs.
I
"

Religion.

Catechism

of

Canisius,

III.

Explanation
History.
monarchies

of Latin Gospel. historica, vol. II Rudimenta

The

four

(Ancient history).
MIDDLE

GRAMMAR.
school

(Third
Latin. of irregular Grammar:
"

high

class.)
of syntax; chiefly
repetition

The

whole

verbs. tulae ad Familiar es,

reading

Reading:
some

Cicero's

Epis-

parts of the

Progymnasmata.
in

The
other

is customary of poetical works which Jesuit colleges in this class, is not sanctioned

in

this province. Greek. Grammar:

reading

the

verb

completed.

"

As

regards

it is left to the prescribe

the

judgment
study of the

of the

Prefect

of Studies
or

to

Greek
the from

chism Catepupils time

Cebes'

Tablet.
the

At

all events

should
to time

practise

reading

of these

books

of their reading. and give an account Religion. Catechism of Canisius and Latin Gospel. Christian historica, vol. Ill: The History. Rudimenta

Emperors

of Rome UPPER

(Medieval history).
GRAMMAR.
high
school

(Fourth
Latin. rules
of

class.)
of syntax
"

Grammar: construction;

the whole
rules

(repeated),
Reading:

of prosody.
to

Above

all, the

Letters of Cicero

Atticus

and

his

THE

RATIO

STUDIORUM

OP

1599.

123

brother

Quintus; De
the

Amicitia,

De

Senectute, etc.

tions SelecIII.
"

from

Progymnasmata,

books

II

and

Selections
Virgil;

from

Catullus, book

Tibullus,

Propertius; Aeneid,

Ovid;
books
V

fourth

of the Georgics;

and

VII.

Greek.
dialects.
"

First book Reading:

of Gretser's

grammar,

except

the
etc.

Chrysostom,

Aesop,

Agapetus, Greek
:

Religion.
History. of the World

Catechism Rudimenta

of Canisius.

Gospel. States

historica, vol. IV

The

(Modern history). HUMANITIES, (Freshman.)

Rules

Latin.

of rhetoric

from
"

brief compendium; Reading:

rules of style, tropes,

figures, etc.

Cicero's
or

ethical works;

Caesar,

Livy,

Curtius, Sallust, etc.,

easier orations of Cicero: Pro Lege Manilla, Pro Archia, Pro Marcello, etc. Virgil; select odes of Horace, etc.

Greek.
see

The

whole

that the pupils

The teacher of syntax. acquire a fair understanding

they
are

should of the

authors,

and

that

able

to
are

write

an

easier
of Iso-

Greek
crates,

composition.
or

The

authors

orations

of Chrysostom

and

Basil; also letters of Plato

from

and

Synesius,

selections
etc.

Plutarch,

poems

of

Phocylides,

Theognis,
Catechism
Rudimenta

Religion. History.
and heraldics.

of Canisius;

the Greek
:

Gospel.

historica, vol. V

Geography

RHETORIC.

(Sophomore. )
from the

Precepts

of rhetoric Aristotle.
on

oratorical of the

works

of is

Cicero

and

The

practice

rules

chiefly based the historians

of poetry
the
etc. may

Cicero,

particularly
some

his orations;
extent.

also rules

may

be

be used to from drawn

The

Aristotle's

Poetics.

Of

poets

only

the best should

be read: Virgil, Horace,

124

JESUIT

EDUCATION.

Greek.
a

Repetition

of

syntax;

prosody;

the

dialects,

further

introduction
authors
are

into

Greek

literature.
Plato,

The

standard
Homer,
zen,

Demosthenes,
etc.;

Thucydides,
Nazian-

Hesiod,

Pindar,

also

Gregory

Basil,

Other
given Rhetoric

be read. may and Chrysostom Greek I^atin and authors which

the hands

may

be
of

into

of

the

pupils
are

of

the

class

and

of

other

classes,

enumerated

by

Juvencius.
Religion.

Catechism Acts of the

of Canisius

(largerone).
are

On

Saturday
or
an

the

Apostles

read

in Greek,

oration

of Chrysostom.

History.

Rudimenta
history. hours
were

historica,

vol.

VI

Compendium

of Church

The
a

school
in the highest

not

too
same

long;

two

hours

and

half

morning
class

and

the

in the
two

afternoon;

in the
morning

(rhetoric), only
in
grade the
were

hours

in the
the
more
a

and of the
home
every
as

the

same

afternoon;

thus

students time
for

highest
work.

wisely

given

There
usually

was

ordinarily
or

full

holiday "lest,"
Rhine days spent the that could

week,

Wednesday Province
to go

Thursday,
Upper
four

the regulations it, "the

l

of the

of the
to

have

pupils

have

school

in succession." in whole,
the
not
a

These

holidays

were

frequently

country

house

near (villa), were

the
so

city.

On

study complaints reasonably

the

and

recreation

distributed
the

of "overburdening" be made in

students

Jesuit schools.

Against
serious has
was
1

charges

literary curriculum of the Society some have been made by modern critics. It
that

been

said
in

nothing

but

the

ancient

languages branches,

studied

Jesuit colleges, and

/.
c.,

that other

Pachtler,

vol.

Ill,

p. 398.

THK

RATIO

STUDIO

RUM.

OF

1599.

125

as

history,

were

entirely

neglected,

"Preoccupied

exclusively all else with purely formal studies, and devoted to the exercises which give a training in the Jesuitsleave real and the use of elegant language,

before

concrete

studies
banished
reference

in entire
from
to

neglect.

History

is almost
It is only
texts

wholly
with

their

programme.

the

Greek

and

L,atin

that

the

teacher

should
which
are

make

of history,
of the

to the matters allusion for the understanding necessary

passage of modern
says
a

under

examination.
nor

No

account

is

made

history,

'History',

Jesuit
it'."
1

of the history of France. Father, 'is the destruction of

him
and
as

who

studies

This

last remark

strikes

us,

perhaps

also other

readers

of M.

Compayre's

work,

ridiculous. made
such

We
a

ask:

Who

is this

Jesuit Father
one

that

silly statement?

Is he
or one

of the its commentators,

no
one

framers

of the
or
a

Ratio

Studiorum,
of the
a

of
No;

Superior
is
"

Order?

knows

who
But

he

if ever
one

Jesuit has said such

said
the

nonsense.

granted reader

has

it, must

not

every

fair-minded
to hold

ask:

Can

Jesuit Order
which
every

be said ual individor

and

defend

all the

views
a

Jesuit has uttered ?

Yale

If
a

Professor remark,

of Harvard would

University
up
us

made
the
two

foolish

it be

fair to hold
But

universities the facts. taught this and

to ridicule ?

let

examine

History
the other
"

is taught

in

Jesuit schools
matters

and

was

in

Old

Society,
were

it

little whether
or

branches
they
to
were

called accessories because so much

to the

side

branches
was

called
than the

less time and

not

devoted

them

study

of language
were

literature.

It is true,

historical
.studies
1

then

cultivated,
pp.
144
"

neither
145.

in

Compayre,

History

of Pedagogy,

126

JESUIT

EDUCATION.

Protestant done
now.

nor

Catholic
history

schools,
was
never

to

such

extent

as

is

But

neglected
a

in

Jesuit
the
century.

colleges,
among
case

and

it gradually studies.

obtained

place

of honor

the

literary

This

was

evidently

in France
We

in the
the

beginning
reader
In
as

of the eighteenth various

we

refer this

to

works find

which

deal

with

subject.1
as

Germany
1622,

in the

Jesuit colleges,
works

early

special
In

historical
compendia The textbooks during

assigned

to various

classes.
was

these

also

"modern"

history

treated.2

most

in

use

in German
were

Jesuit
the

colleges

the eighteenth of

century,

Rudimenta Introductio
work

Historica
of

Father

Dufrene,3

and

the Kropf's

Father

Wagner.4 that,
when

From
he

Father
wrote

it is evident
history
was

this work in
a

in

1736,

treated

quite

systematically,

well

graded

course,

in all the
from

classes programme
author

below

philosophy.

This
on

is evident
121
"

the
same

given
gives

above
a

pages

125.

The

also

method

of

teaching

history.5
1

Daniel,
et

Les

Jesuites instituteurs
sitcles.
"

de

la

jeunesse
Un college Henri

aux

XVII.

XVIII.

Rochemonteix,

de

Jesuites aux
de la Fleche,
2

XVII.
vol. IV.,

et XVIII.

pp.

siecles. 123"147.

Le

college

IV.

Duhr,

Studienordnung,
IV,
"

pp.

104

"

106.

"

Pachtler,

Mo-

numenta,
was

vol.

that

of
many

through

The first compendium p. 105 seq. used Tursellini, down to 1598. It went reaching in Germany, in 1682 Father Ott editions and

supplemented
3
4 5

it by
vol.

history
IV,

Pachtler,
Paehtler, Pachtler,

of the seventeenth p. 112 seq.

century.

/.

":.,

p. 118 seq.

/.

c.,

p.

116;

and

German

translation

of

Kropf's

work

in Herder's

Bibliothek

der katholischen

Padago-

gik,

vol. X,

p. 422.

THK

RATIO

STUDIORUM

OF

1599.
In

27

Nor

was

geography

neglected.

the

earlier in the

Jesuit
or as

schools

it

was

treated in

more

fully only

philosophical

course,

connection

with

astronomy,

"erudition"
a

in the

class of rhetoric.

As by
We

early

as

1677
Konig,1

geographical
was

text-book,
in

written
colleges.

Father
have in

used
geography
years

German
was

proofs

that

taught

in the

colleges of the
was

France,

twelve

after the publication

years

Ratio found

Studiorum.
belonging
in the year

few

ago

manuscript

to the old

Jesuit college of Avignon,

Father
a

written

1611

by

Bonvalot.

It contains,

in
of

ninety-four geography.

folio pages,

brief but

complete into

course

This
and the

course

is divided
outside
the

two

parts:

Europe,
country

countries forms and

of Europe.
a

Every
ter, chapcombined.

of Europe

subjectof
to the etc.

special
are

in which

ancient

modern

geography
customs

Special
peoples,
was
were

attention

is paid

of the

the form
as

of government,

This

manuscript which said until that long

used

the
to

basis of lessons
the

in
It

geography, has

dictated
was

pupils.
in

been

geography

not

taught

Jesuit schools

after this branch the Oratory

yet
very

had the

been

cultivated

in the schools

of

and

P elites- coles of Port-Royal. E

wrote

And
the

Father
year

Bonvalot in which
years

his

course was

of geography founded

the

Oratory
the

than

thirty
But By
no

before

opening
was

and more of the Petitesan

E coles.

Father
means.

Bonvalot

perhaps

exception.

Documentary

evidence

is at
seventeenth "course

hand

to

show

that,
there the

before
was

the

middle
a

of the

century,

hardly

manuscript

of rhetoric"
etc.
1
,

in

colleges

of Lyons,
a

Tournon,

gnon, Avi-

which

did not

contain

course

of geogra-

Pachtler,

/. c., pp.

106"107.

128

JESUIT

EDUCATION.

phy.1
continued

The

custom

of

dictating

these

lessons

was were

until by the

the

handbooks

of

geography

published

Jesuits Monet,
Father
twenty-eight about of the

Riccioli,

Labbe,
S.

Briet,
in
an

Saint-Juste, Buffier.
interesting
many
essay

Daniel, pages, teaching

J.
has

of

given

important in

details colleges

the

of geography

Jesuit

seventeenth

and

teenth eigh-

centuries.2

Special
country

attention the

was

given

to the
were

geography

of the

in which
was

colleges

situated,

but

great

interest

also taken countries.

in the

geographical

discoveries

in

foreign

The

Jesuits had,
centuries,

during

the

seventeenth

and

eighteenth

better

tages advanany

for obtaining
other

geographical

information

than

body
the

of

men.

The
sent

Jesuit missionaries
accounts

scattered

all

over

world

regular
to

of their

neys jour-

and

observations

their

brethren and

in

Kurope.

That

much

valuable
was

geographical

ethnological
may

formati inseen

contained

in these

reports

be

from

the

"Jesuit

Relations",
New

seventy

letters of
the

Jesuits from
have

France,

of -three volumes i. e. Canada and

3

Northern

part of the United

States.
important
not

Several

Jesuit

missionaries
to

made

most

the

science
as

of geography,
of
the

only by
316

contributions by great discoveries

Father
318.

that

Mississippi

Mar-

Chossat,

Lesjesuites'aAvignon,
dans
the
les colleges

pp. des

"

La

geographic
stecles.
In

Jesuites aux

XVII.

et XVIIL
3

Etudes,
Gold Ohio,

June
Thwaites,

1879. published The by

rows Burof

Edited
Brothers,

by

Reuben

Cleveland,
were

1896"1901.
the

letters

the

missionaries Nadal and

said

read
might

by

students

in the
boarders

colleges.

Father

they

dinner

supper.

(Mon.

be read to the Paed. p. 612.).

during

THE

RATIO

STUDIORUM

OF

1599.
maps.
von

129

quette,
read
work

but

also

by

most

of
on

Father
China:

Martini
"

valuable in Baron Martini

By
most

Thus

we

Richthofen's

Father

is the

best work,

pher geogra-

of all the

missioners.
the

his great complete

has

Novus

Atlas
which of

Sinensis,
we

best and
of China,

description
the of

possess

he

become

Father
North

Chinese

geography."

The

first maps
were

Mexico, by
four

Arizona

and

Lower

California,
them
was

prepared the famous

German
Kino few
what
even

Jesuits, among
name

Father

(his German
details interest if
we

Kiihn).1
a

These
facts, show and

taken
the
no

from

mass

of in
we

similar
geography,

Jesuits
positive

took

had
they

proof

would

have

to

conjecturethat
But

did

not

neglect proofs

its study

in their schools.
show that another

the

positive against

abundantly colleges

charge is
a

the

Jesuit
as

of former

centuries
to the

sheer

calumny.

Owing
language

importance
educated

of Latin world,

the

universal
was

of the
to

less attention
In

devoted
regard
those

the

study

of the mother-tongue.

this -from
was

the

schools

of the

Jesuits did
However,
at

not
no

differ
time

of the

Protestants.

the mother-tongue

entirely

neglected

; and

gradually

it

received France,
dictated the
to

Thus, in consideration. French verses rules for writing appear in the "courses in 1663. 2 About 1600, of rhetoric"
more

and

more

Bohemian

Jesuitsasked
private "academy"

and

open

permission received for the study of the

1560

Czech
1

language.3
See
Notes

As
the

early
First

as

Father

Jerome

upon
Les

Discoveries

of California^

Washington,
!

1879.

Chossat, Duhr,

Jesuites^a Avignon,
p. 110.

p. 320.

Studienordnung,

130 Nadal had

JESUIT
the

EDUCATION.

exhorted
the

Jesuits at Cologne,
language should
1

"

to

cultivate

diligently
a

German

and

to

find out

method

of teaching

it; they

also select pupils

and
same

teachers

for this branch."

In

1567

he

gave

the War, and

for the

order German

in Mentz.

During

the

Thirty

Years'

the
Pexenf the

Jesuits Balde,
the

Mair,

Bidermann of
a

elder, planned

establishment

society

improvement
of that
a

of the horrible

German
war,

language;
which reduced

but

calamities
to

many Ger-

state

of utter

misery,
on,

frustrated
the

this whole

plan.
was

From
taught in
the

about
the

1730

German
according practised
Many

language
to

Jesuit
were

schools

fixed

rules,

and

pupils

diligently
and

in writing

prose
testimonies

compositions
on

poetry. given
to be

valuable
Duhr.2
the

this

subjectare
Jesuits are
in the
the

by

Father
among

The

fact that many

writers

found

prominent
another

different modern
vernacular
as

languages
not

is

proof

that

was

neglected,
says.3

much

less "proscribed"

M.

Compayre
of the

One
century

of the
was

finest
the

German

writers

seventeenth power

Jesuit Spe.
of his

The

sweetness,

and

literary entitled his prose

merits

collection

of

exquisite

poems,

Trutz-Nachtigall
work

(Dare- Nightingale),
Tugendbuch
critics of
the
most

and

of

Giildnes
by
as

(Virtue'sGolden
different Catholics.4

Book)
schools,
1

are

admired
Protestants

well

as

Father

diligenter "Exerceant linguam p. 109: germaniinveniant id commodissime camy fieripossit; et rationem qua deligantur sunt docendi etiam qui earn et quis docturus." Ib.,
2 3
4

/"., pp. History

Duhr,

110"116.

of

Pedagogy

',

p. 144. Freiburg
of the

Frederick
the

Spe, Herder,
article

and

St. Louis,

1901.

See

writer's

"Attitude

Jesuits in the
Review
\

Trials

for Witchcraft,"

American

Catholic

Quarterly

THE

RATIO

STUDIORUM

OF

1599.

131

Denis,

Jesuit of the eighteenth

German
of German

century,

was

most

distinguished
pioneer all these
were

writer, and has been literature in Austria." if what

Mr.
to

called
How Painter

"the

could
says

facts be explained
:

true

"The

Jesuits were
the
to supplant

hostile influence

the

mother-

tongue;

and

distrusting

of

its associations,

endeavored After
treasures

it"?1 been
enriched

the

pupil's

mind

had

with after

the

of

Greek jyatiii,.and^ had

been

literature, and
or

his

native
as

talents

"cultivated"

"stimulated", it, the student

the Ratio
on

very

expressively
study

designates

entered given of 1599

the

of philosophy.2

This

course,

if

completely,

prescribed I/ogics; Second Year:

The Ratio three years. comprised for the First Year: Introduction and
Physics,

Cosmology

and

omy; Astron-

Third
and with
In

Year:

Special

Metaphysics,

Psychology
runs

Ethics.

course

of mathematics

parallel

philosophy. philosophy
those

Aristotle

was

the

standard
were

author.

Of

course,

of his opinions
truths
were

which

to revealed

refuted.3 explanation
are

tory contradicis Special care

of the text

recommended

in the correct
"No

of

Aristotle.

less pains
than

to be

taken

pretation in the interthemselves.

the

of the text

in the questions
also convince

And
that

the

Professor
a

should
4

students

it is

very

defective
text.
' '

this study

of the
p. 500.
"

neglects which philosophy The Professor of Philosophy

Spe
is better known
as

July
heroic
1 2

1902,

This

Father

the

opponent History
See

of witch

persecution.
p. 170.

of

Education,
Loyola,

Hughes,

pp. 274"281.
2.

3
4

Reg.

Prof. Philosophiae,

/"., 12.

132

JESUIT

EDUCATION.

is also told "to and

Ratio
to to

speak

respectfully
him

of St. Thomas
' '

nas Aqui1

follow
encounter
more

whenever
many
an

possible.
attack
But

The

had

for not
the

following

St. Thomas
of
the

rigorously.

composers
as

Ratio

wisely

admitted
not

modifications, claim

St. all

Thomas
questions.

evidently

could

infallibility in

The

philosophical properly
so

course

comprised

not

only

osophy philand

called,

but

also mathematics

natural and

sciences.

This

successive

teaching

of literary and
too

scientific

subjectssecured
whereas
no

concentration
systems

unity
many

in instruction,

in

modern

branches,
are

taught

have which in the same

connection class
so

with

each

other,

that

the mind

of the is another
educational

young

untrained

learner which

is bewildered.
may

There
the

consideration wisdom mathematics

vindicate in
stage

of the and

Ratio
to

Studiorum
a

assigning in the
curriculum.

sciences

later

Distinguished recently the lower

capacity
are

teachers

of mathematics

have

pointed

out

that the

mathematical

teaching
beyond

in
the

and
of the

middle

classes is frequently of those

that
grades.
can

students
at

Problems
at

proposed
only
says

which,

stage,

best

be

treated

mechanically
a

and writer

superficially.2
on

matics, Mathe-

prominent
on

this
powers

makes subject, of the pupils,

age

very

high
a

demands degree
from

the mental

in such

that
the

only

the

mature

derives

the

full benefit
1 2

study

of this branch.8

76., 6.

Neue

Jahrbucher fur
p. 201. Simon, in

das

klassische

Altertum

etc., 1901,

vol.

VIII,
3

Professor und

Baumeister's
,

Handbuch

der

Er33.

ziehungs-

Unterrichtslehre

vol.

IV^'Mathematik''^.

THE

RATIO

STUDIORUM

OF

1599.

133

philosophical by no was mathematics

a

In

the

course

of the

Jesuit
or

colleges,
as

means

slighted,

treated

branch

of small
an

educational
autograph

value.
treatise

It will suffice to written

quote

what

by

Father

Clavius,

the

''Euclid of his Age,"

"First, and
let
a

has

on

the teaching

of mathematics. learning ordinary

this pupils

teacher

of

more

than
to

authority
as

be

chosen

teach the

branch
cannot
...

otherwise,

experience
to

proves,

be

attracted

the

study

of

mathematics.

It is necessary

that the

professor

have

an

inclination
must not

and

liking

for teaching
other
to

this science

; he

be distracted hardly the be

by

occupations, the
have

otherwise
In

he

will

able

advance
always
men

students.

order

that

Society
science,

may
some

capable be they
the

professors

of this
who
are

should
task,

selected should science

without

specially in
a

fitted for this

school
I need

and

be trained

private
...

(academia)in
not

of mathematics.
mathematics and
that the

mention

that

teaching
"

of natural
In

philosophy place this

is defective

imperfect.
the

the

second
that

it is necessary science

pupils

understand

is
of

useful

and

necessary

for
the

correct

understanding
complements
more,

philosophy,
embellishes
know that

and,

at

same

time,
Nay

and
should

all other this

studies. is so science
they

they
to

closely

related

natural
neither
In

philosophy
can

that, unless its proper

help
and

each

other,

maintain accomplish
to

place

dignity.

order

to

this it will be necessary

study mathematics always
at

for the students

the
same

of physics

time; in the

this is schools

custom

of
were

the

has which Society.

at

been if
the
time,
not

kept

up

For

mathematical the
students
some

sciences

taught
would

any

other

of philosophy

think,

and

without

134

JESUIT

EDUCATION.

reason, so

that
few

they

were

not

necessary
to

for physics, mathematics.

the

and
' '

very

would
then

be inclined
goes
on

study

The

writer

to

show

necessity

of

mathematics

for the

study

of the

movements

enly of heavand

bodies,

of their distances, of the and

comets

of the
the

oppositions tides, the

conjunctions
the rainbow,
treats

; of

winds,
He

other

physical by

phenomena. which
the

also

of

various
can

exercises

study
as

of

mathematics

best
on

be

advanced, mathematical

such and

lectures

given

by

the

students
1

astronomical

subjects.
We

find

that

in

mathematics, colleges

pure
were

and

applied,
to
we

the the

courses

of the rank
as

Jesuit
;

advanced
geometry

foremost that, the

in
as

arithmetic 1667,
a

and

notice under four

early

single
at

public Caen, had

course,

direction

of the

Jesuits
The

numbered
among
some

hundred
many

students.2

Order

its
of

members
whom

distinguished

mathematicians,

will be mentioned

in succeeding of physics
But
was,

chapters.

The
a

modern thing
as

course

in

those

centuries,

of the future. far

as

the

physical
; in the

sciences

were

taught

they

were we

known

middle
in
the

of the regular classes

eighteenth
use,

century,

find physical

cabinets
given
to

and

experimental

lectures
3

by

the

professor

of physics.

These

testimonies
much
so

will

suffice

to

show
the
or

that

the

Jesuits, however
studies,
1 2

they
as

valued
to

classical neglect

were

not

one-sided

disregard

Monumenta

Paedagogica^ Histoire
p.

pp. 471 de
"

"

478.
vol.
vol.

Cretineau-Joly,
"

la

Compagnie,
also

IV,
VII,

ch.

3.

Hughes,
; vol.

/.
IV

c.,

275.

See

Janssen,

pp.

86"87.
3

(16. ed.), p. 414.

ri.

Pachtler,

vol. Ill, p. 441,

7.

THE

RATIO

STUDIORUM

OF

1599. then,

135

mathematics

and

natural

sciences.
:

What,

should

be said of Compayre's real and

concrete
are

statements

"The

Jesuits leave
. . .

studies

in entire neglect.
same

The

sciences

involved
are

in the

disdain

as

history.

Scientific studies
classes."1
were

entirely in
the

proscribed

in the lower

Indeed,
taught

Old

Society, the

sciences
the
the

not

in the
the

five lower

classes ; there

Jesuits concentrated
languages
; but

efforts of the
highest
same

pupils

on

in the with

three the and

classes

they

applied

the

students

energy

to the

study

of mathematics,

sciences

philosophy.
the

Having
may
on

thus

far analyzed
to

Ratio

Studiorum,
of Mr.
system

we

be allowed
the

quote

the

judgment
Jesuit
a as

Quick
stands
instance

Ratio

Studiorum:

"The

out

in the history
a a

of education elaborately it the

the

remarkable
out

of
as

school
whole.

system

thought

and

worked

In

individual
grew,

schoolmaster

ered withI may

but (sic!),
say

system

and

was,

and

is,

mighty be

organism.
the

The
of the by

single

Jesuit teacher
teacher in

might

not

superior

average

good
the

Protestant

schools,
over

but

their

unity
as
2

of action
as
a

Jesuits triumphed
of
out

their rivals
' '

easily

regiment

soldiers
a

scatters

mob.
goal,

This

system

"points

perfectly

attainable

defines the road

by which
was

carefully and that goal is to be approached.

not

For
done,

each but

class also

prescribed end
to

only

the

work

to

be

the

be
"

kept

in

view.
not

Thus
the

method

reigned the

throughout

perhaps
was

best
not

as method, the highest

was
1

objectto /) object(sic
with

be attained

assuredly such
In
as

but the method

exactness.

it was,

applied
History

undeviating
Pedagogy,

this par-

of

Educational

p. 144. Reformers, p. 508.

136

JESUIT

EDUCATION.

ticular

the

Jesuit schools
as
' '

contrasted with
the

strongly ordinary

with
school

their rivals of old, of the present If

to
we

indeed
1

day.

ask

to which
we

sources

the confess
are

Ratio
that
many

Studiorum
an

is

be

referred,

must

adequate

answer

is not
by

easy.

There
form

little brooks river. in

the Ignatius

which

their

conflux

that

mighty

and

his companions

had

been

trained and

scholastic Ratio

philosophy.

The

Constitutions

Studiorum
however,
the

adapted
and

this philosophic

system,

modified, writers of

perfected
Hence

by

the teachers

and

Order.

the

central

position

of Aristotle in theology.2

in

philosophy,
1 2

and

St. Thomas

Aquinas

Ib., p. 49. This close adherence

against
the

to

Aristotle
system.

has

been

made

subject
Professor

of reproach

Jesuit
as

And
as

yet

Protestant

universities

followed
said

Aristotle

closely

the
on

Ratio. questions
have

Schwalbe

in
at

the

Conference

of

Higher up
When

Education,
belief
was
a

held in the

Berlin

in 1900: of the
was

"We

grown

in the
I

infallibility
Aristotle
I have

dogma

of Aristotle.

student,
on

greatest
most

scientist

earth. have

the still considered investigated this question

that
the
even

universities, freest, with one the the fined exception of Wittenberg, dared one to contradict any of Aristotle's who propositions In Oxford the high so was scientific penalty

thoroughly,

and

found

any
on

subjects.
Bruno
was

that

Giordano die
This
Fragen is
a

des
good

unable hoheren Unterrichts illustration

as

to pay

it."

Verhandlungen

ilber
"

(Halle, 1902),p. 109.

fact
a

of

the
as

that

there

Protestant
warn

"Inquisition" writers

well

Catholic,

certain
regrettable

to speak

with
"

less religious

and bitterness

existed it should
on

the

Galileo

his that

latest
the

work:

Die

affair. deutschen during

Professor

Paulsen

states

in

Universitdten
the

(1902, p. 43),
century,
was

dread

of heresy,

seventeenth universities doctrine

only
was

probably Catholic,
and

greater because
were

in

the

Lutheran
former
the
not

than
less

in the
certain,

in the

dangers

apprehended

from

Catholicism

THE

RATIO

STUDIORUM

OP

1599.

137
of the before

The

literary schools

course as

was

an

adaptation shortly

humanistic

they

existed

the

outbreak
and the

of the

Reformation. which
that
we

It is especially

Paris
as

Netherlands of much that the

have

to consider

the

chief We

sources

is contained
of

in the
Paris
was

Ratio.
the

heard

great

University and

Alma Great

Mater
must
on

of St. Ignatius
have

his first companions. of this

seat

been

the

influence

of of the

learning the

the formation

of the
one

educational
the

system

Jesuits.
goes

Bartoli,
so

of

historians
gave
a

of

Society,
a

far

as

to say:

''Spain France

the

Society
in
the

father

in of

St.

Ignatius,

mother

University

Paris."

From

this University

Ignatius

the division of his system of studies probably adopted Arts or Philosophy, into the three parts : Languages,

Theology.
well
as

In

languages University,

again

the

Constitutions,
three

as

the

Paris

distinguished

parts:

Grammar,

Humanities,
especially
the

Rhetoric. disputations

The

school

exercises, were secretary

in philosophy, Polanco,

fashioned
of the

after those

of Paris.

Father
student and

Society,

himself
of Messina

of Paris, writes that

"exercises

about

the colleges

Vienna,
to

were (disputations)

added

the

lectures
l

after

the model Ignatius

but

of those

of Paris
had

(more parisiensi)."
Paris
in
the
as

himself
Calvinism.

recommended
Hence

"the

also

from

also

philosophical

faculties insisted
the

of Protestant
on

most

universities The rigorously.

from

theological
same

orthodoxy
says

was

author
to

that

in

frequent

changes which careful

took

L,utheranism

Calvinism,

vice versa, Germany,

teachers

place inquiries

in
were

various made

Protestant
as

and in states
all
submission.

to

whether

and officials had accepted des gelehrten Geschichte

Duhr,

the

change

with

due

Unterrichts,

vol. I, p. 324.

Studienordnung,

p. 5.

138

JESUIT

EDUCATION.

University
than

where others

one

gains

more

profit in
In

few

years to

in

some

in many." in the
in
the

1553

he

writes

Cardinal
Rome,
same

Morone the

that

Collegium Artes

Germanicum
were

in the

exercises

Liberates

as

in Paris, Louvain,
2

and
called he

other

celebrated
a

versities Uniishing floura

Louvain

was

by

him

"most

University," college "plans

great there.
3

and
was

wishes
out

to

establish that

It

pointed and

before,

the
a

of study" influence on

of
the

Nadal

Ledesma
Both

exerted
these
men

Ratio
studied

of 1599.
at

had

for many

years

Paris,

Ledesma

also

in

Louvain.
This
leads
us

to

another

source

of the

educational
of the
II.

system

of the

Jesuits:
We

the

humanistic

schools

Netherlands. Ignatius and

a

spoke

of

Louvain.

in

chapter

had

visited the

Netherlands

considerable

number
came

and 1530, ades of Jesuits in the first decthat country. known

were as

in 1529

of the neira

Society

from
who

Ribadewriters

enumerates

53

became
men

before

1600.

Two

of the
up

who

in the Coster

missions Comand

for drawing Peter

were

the

Ratio,
the of

Francis

Busaeus,

were

from

Netherlands.
colleges,
as

Others

influential

as

founders

for instance, of famous

Rector

Peter

Canisius

of Nymwegen

; or

heads

institutions, like

Leonard

Kessel

of Lyouvain,

of the College of Cologne. As was his said before, during have into contact Ignatius come may of the
1

sojourn
with

at

Paris,
ren Breth-

the

Common

Life. 4

These

Brethren
85.
"

conducted
de

Joly, Life of St. Ignatius, p. Ignacio (Madrid 1874), vol. I, p. 76.

2 3
4

Cartas

San

Cartas, /"., vol.

See page

vol.

Ill, p. 178.

II, p. 292.

32.

THE

RATIO

STUDIORUM

OF

1599.
; their

139

famous

schools
was

all

over

the the

Netherlands
most

lege col-

in Liege

perhaps

flourishing
Reformation.
as

school
Many

in Europe
points in

at the beginning

of the Ratio
to

conspicuous
system,

in the
were

Studiorum,
found
It

well

as

Sturm's
was

be

in this
was

college.
very

Latin

the

principal
and

branch.

taught
was

methodically,
on.

the imitation

The

course

had

eight
fifth
"

authors .of classes ; the

insisted
were
"

lower

grammar
was

classes ; the the

and

part

of the
taught

sixth

Rhetoric, philosophy

seventh

and

eighth

lian Aristote-

and

mathematics.

Contests
frequent,

between
especially

the

pupils
ones

were (concertationes)

solemn the

at the

distribution On
were

of prizes of the
into

at the

end
number

of

scholastic the

year.

account

great

of pupils,

classes

divided

decuriac,

visions di-

of ten
was
a

pupils

each.

At the head his

ten

of each

decuria
to recite

decurio, to whom
lessons,
1

had subjects
customs
are

their the

etc.

All

these

found

in

Ratio

Studiorum.
of humanistic
which influences
was

result

also

the

domineering
course.

position

Cicero

held

in the

cal classithe with

To
whose

the style

humanists
was

Cicero

had
by

been

author,

considered

many

almost

superstitious in

reverence.

Humanism
more

the

Netherlands in Italy and

Brethren the

had

been

much

conservative

than of the

Germany.

Owing

to the

influence
kept
more

of the Christian
was

Common
views
this

Life,
of the

it had earlier

faithfully
It

humanists.
which
he

certainly
to

Christian
mind of
after

humanism

appealed

the

religious writings
shortly

of
the

Ignatius;
37ounger
1

always

suspected
Very

the

humanists.
Ziegler,

early,
der

his

See

Geschichtc

Pddagogik,

p. 52.

140 the

JESUIT

EDUCATION.

conversion,

Christian
1

Knight

of

Erasmus
for this works

had
book, of the him.

fallen into his

as

hands.

He

conceived

well

as
an

for the

Colloquies
in which

and
time
to

similar only
the

author, Not

aversion
he
was

confirmed

that

insensible
he made

author's
from the

grace

of

style

(forit is said
in order

extracts

Christian niceties

Knight
of the

to familiarize
nor

himself
that

with

the

Latin

tongue),
in it ; but
and

he

found by

heterodox
the

propositions
which

he

felt repulsed
were

color
the

in

things
satire,

ideas

presented, vanity,
on

by
and
every

malicious

lack

of
were

feeling, prominent

hollow

scepticism Undoubtedly

which
even

page.

if Luther would

had

Ignatius reform

have

formation started his Releader in a become a

not

to to the radical school of humanists, opposed disastrous influence the immorality of the time whose of many ecclesiastics is, to a great and the worldliness
extent,
to

be ascribed.
of the Ratio schools that the
on

The
Paris

dependence

the

University Netherlands

of

and

the

humanistic

of the

refutes also the supposition from

Jesuits have

drawn

himself had Sturm of Studies". in the school of the Brethren studied, from 1521-1523, in the famous in Liege, from 1524-1529 at Louvain

Sturm's

"Plan

Collegium
and
teacher

Trilingue; in

from A

1530-1537

he

was

student
says:

Paris.

German
college

Protestant'2

"The
an

organization
on

of the
young

of Liege he

made

such

impression
some

Sturm
as

that

in

minute
' '

details

the

model

it even adopted in for his school

Strasburg.
1

Similarly
Ignatius
Director

speaks

Professor
p. 70.
Protestant

Ziegler.

Joly, Saint
Ch.

of

Loyola, of the

Schmidt,

Gymnasium

at

Strasburg.
3
4

Jean Stiirm,
Geschichte

pp.

5 and

36.

der

Pddagogik,

p. 75.

THE

RATIO

STUDIORUM

OF

1599.

141

Thus

we

see

that

Sturm
same

had
schools

drawn

his

educational
many
were

ideas from first

the very

in which and
Is

of the
considered

Jesuits had
by
them

been
as

educated, models.

which it not their

much
own

more

probable

that

the

Jesuits fashioned
than
after that

system

after these burg?

schools,

of Sturm

in Strasthat ''the

Assertions,
of

like that

of Dr.
so

Russell, of his
' '

Society
methods

Jesus incorporated
new

many

[Sturm's]
are

into the
and

Catholic
not

schools,

highly
by
any

improbable, positive
was

certainly
What
was

substantiated
in

proof.
be found
2

similar

both
schools

systems,

to

in

the

humanistic

of

the

Netherlands.

On

equally

feeble

grounds

rests

another

hypothesis is really

in recent years, advanced good in the Jesuit system

to

namely
can

that

"what almost

be traced

in detail

I^uiz

Vives.

"

In

proof

fact is mentioned

that Vives

Ignatius
was one
a

the of this statement in Bruges. Vives met

The

Spaniard

of

the

most

brilliant
writer
on

humanists

of the time,
He,
a

and

distinguished
at

pedagogy. and
spent

too,

had

studied

Paris

(1509-1512),
Netherlands.
on

great

part of his life in the

against the dependence well.

The
holds

argument

used

Sturm,
that

in this case as good had borrowed from Ignatius

"the
German
After
this

It is asserted

Vives,

among upon

other the

good

things,
1

physical
Higher
chapter

care

bestowed

young,

Schools,
had

"

p. 47. been finished,

same

I found

that

Professor

Paulsen

Geschichte
he
states

des
that

the expressed Unterrichts gelehrten

any

had

conclusion p.

in his
where
on

(vol. I,
the

412),
system

dependence improbable.

of

Jesuit

Sturm's
3

plan

is most in

Lauge,

Encyclopadie
IX,

des

gesammten Duhr,

Erziehungs/.
c.,

und

Unterrichtswesens,

776.

See

p. 13.

142

JESUIT
infrequency

EDUCATION.

the

of punishment,

the

systematic
study

teaching
of practical

of Latin
science,

in

series of classes, the

and geography, the
many
use

of history

in

conjunction
books,
points already

with

the explanation

of the texts, Now

of note
of these

emulation,
were

and

the like."

not

inventions

of Vives,
*

but

had

been

mentioned

by
words

Quintilian.
of
a

The
well

German

writer

on

pedagogy
' '

are

worth

being
have

attempts

on quoted been recently

this made

point
to

Strange
that the

show

Jesuit pedagogy
grand results, has
to Vives.

which,

through

its

unquestionably back
of the
as
a

become

famous,
met

is to be traced
the

The
once,

fact that Vives for

a

founder
serve

Society
proof. which Vives
:

very

short

time,

must

But

if

one

examines
are

the

educational
to

principles
taken
care

the

Jesuits

supposed

have

from of
that

infrequency
etc.
,

of punishment, immediately

physical

the pupils, these

are

it becomes
which

evident

principles
at

all reasonable
We

educators

have
make

followed
the

all times.
assumption
never

should until
had
trace

be
the

forced time

to

absurd

that,
the

of

Vives,

Catholics
views,

in
we

past
to
' '

had

sound

pedagogical self-evident
It really
at

if

wished
2

back

these

principles
looks
to
as

to Vives.

though

some

writers
to

are

determined

least

deny
are

all

originality

the

Ratio
that

Studiorum,
achieved
admit
1 2

if they
great

results. authors

to compelled frankly We

admit and

it

willingly much

that
See
Dr.

the

of

the

Ratio

borrowed

Duhr,

Studienordnung
Kayser, page 350,

; p. 15.

Frederick

in

Historisches

Jahrbuch,
Ludwig

Munich

1894, vol. XV,

article:

"Johannes

Vives."

THE

RATIO

STUDIORUM

OF

1599.

143

from
how

existing

systems,

it matters however, and

little whence

and

much.

We

must,

claim

that

their

experience

from

1540-1599,

their painstaking
a

efforts
share

in drawing
the
what results

up

the

Ratio,

had

considerable
1

in all,
the

that

attended

their

system.

Above
system,

is most

characteristic
unity

in the

Jesuit
was

wonderful
from
any

and
system,

organization,

not

borrowed
framers

other

but

is the

work

of the

of the

Constitutions

and

of the

Ratio

Studiorum.

"It

may

be said

in general
a

that greater than

the

practical
on

experience the

(of the
of

early the

Jesuits) exerted
Order's G.

influence
the

formation

pedagogy
Miiller,

study
Paulsen,

of

pedagogical
/.
e.y

theorizers."
page

quoted

by

vol.

I,

412.

CHAPTER

V.

Jesuit

Colleges

'

and

their

Work

before

the

Suppression

of

the

Society

(1540-1773).
solemn

Within the

fifty years

from

the

approbation

of
the

Society
from
in the

of

Jesus, the Order

to to

had
Indies,

spread

all

over

world,

Europe East,

the

from

China

and West.
as

Japan

Mexico
was

and
not

Brazil

in the

Wherever in England,

the

Church

actually

persecuted,

there the

sprang
death

up

educational
the

institutions.

Shortly
Aquaviva,
and

after

of

fifth General,

Father

in 1615,

the Society
colleges;

possessed
in

three hundred the

seventy-three

1706

number
was

of

collegiate hundred

and and

university sixty-nine,
the
In

establishments and in
was

seven

1756,
seven

shortly

before and
Roman

the suppression, twenty-eight.

*

number
1584

hundred
of the
one

the
two

classes thousand,

College
and

were

attended

by

hundred
there
were

eight

students.
two

At

Rouen,

in France,
the

regularly
century

thousand.

Throughout
College
eighteen
one

seventeenth

the numbers

at the

of L,ouis-le-Grand,

in

Paris, varied
In

between 1627,
the

hundred

and

three

thousand. its fourteen

give
an

Province

of Paris which
to

had

in

colleges

13,195
one

students,
thousand
had
there
77 ; and

would
lege. col-

average In

of nearly
same

each

the

year

Rouen

1,968,
were

Reimes

1,485,
1

Amiens
See Hughes,

1,430.
Loyola,

In

1675
"

in

I,ouisHamy,

pp. 69

especially

des domiciles S.J., Documents pour servir d Vhistoire de Jesus, Paris, Alphonse Ficard. Compagnie

de

la

JESUIT le-Grand

COLLEGES

BEFORE

THE

SUPPRESSION.

145
2,ooo.1

3,000,

in Rennes

2,500,

in Toulouse

Cologne

its roll in 1558 with almost 800 in Bavaria had Dillingen 760 in 1607.

began

students;

At and had

Utrecht
Brussels 1300,

in Holland each
600

there

were

1000

; at

Antwerp in
1625

scholars.
900

Minister

Munich
known,

had
three

in 1602.
seems,

The

is not
lowest.
more

hundred

absolute average however, the very hundred hundred

one

would institutions a students,

the of

This

give
sum

to

the

seven

and
ten

total of two

and

thousand

all trained

under
a

system.
on

That
the only,

thus

Jesuits exercised
men,

great

influence
question

minds
was

is undeniable. their influence for good

a

The
or

is

teaching
was

benefit

to

the
to the

Was evil? individuals, more and

their
so,

it advantageous

communities

Was

their

as results? productive of good considered in high listen to contemporaneous L,et us writers known for their intellectual achievepositions, to men ments,

method

to

men

who,

owing

to

their

religious

tenets,

cannot

be suspected
testimony

of partiality to the of I^ord Bacon,

the

Jesuits.
English philosopher
"Of
the

The

and

statesman,

is well

known:

Jesuit

in regard superstition colleges, although of their I may say, 'Quo meliores eo deteriores,' yet in regard of this and
matters,
some

other
say,
as
cum

I may
'

points of learning Agesilaus said to

sis, utinam Bancroft

and moral his enemy

esses'."2

Pharnabaces,

Tails

noster

Our
say

American

historian

does

not

hesitate
the
:

to

of the Jesuits: "Their colleges 3 And Ranke schools in the world.

"

became

best
was

writes

"It

Du

Lac,

Jesuites,p. of
the

297.
book

Advancement History
Boston

Learning,

1.
Ill, page

of

United

States, vol.

120 (18th

edition,

1864).

10

146

JESUIT
that

EDUCATION.

found
months

young

people
other

gained
teachers

more

with

them

in six

than

with

in two
from

years.

Even
gymnasia
"

Protestants

removed
them
more

their children
to

distant

to confide

the

care

of the

Jesuits.
by

1
"

This

last fact

was

than

once

lamented

estants. Prot-

In

1625

report

of the

Gymnasium
lamentable is ascribed
I/utherans of the
or

in Brieg, condition

sia, Sileof

complains
this school.

bitterly of the

This

condition of the

chiefly to the
and
the
Reformed,

theological
and

wranglings
to

the

inability

teachers,
as

who

frequently
or

were as

engaged and

in trades,
thus

inn-keepers, their duties

the
as

acted

lawyers,

neglected adds
:

teachers. knew

The
to

report

then the

"If

teachers

how
an

preserve in

confidence
would

of the
soon

parents, be fested mani-

then

interest
those

the
now

school

by
to the

who

prefer to

send

their

children
to treat

Jesuits. For these Jesuits knoiv better how

to their nature,

boys according
studies." Also the
2

and

to keep

alive

zeal

for

in the

Protestant

Margravate

of

Brandenburg

condition
state

of the

schools

induced

parents, their

men, noblesons

officials, and

citizens, to send
But

to

foreign
a

Jesuit colleges.
campaign that the

then

the preachers

started

violent

against

this practice,
were

although

they

had
than the

to admit

Jesuit pupils
issued

better trained

those

educated

in the Margravate.
severe

Consequently,
decrees
against

Elector John George

children
to

sending
1

foreign

schools
I,

(1564
book
V,

and
sec.

I572).3
3

History

London
'"

of the Papacy, vol. 1896, p. 416). Die Dollinger, Reformation,

Dollinger, /.
c.y

(Ed.

vol.

I, p. 447

(note 55).

p. 543.

JESUIT
Professors

COUvEGES

BEFORE

THE

SUPPRESSION.

147
Konigs"godless
to

and in

preachers other

in

Lemgo,

Danzig, the

berg,

and

cities, denounced
who

practice

of Protestants
Moloch Roding,

sacrificed

their children
' '

the monstrous
,

of

Jesuit schools.
in

Wilhelm
:

Professor

Heidelberg,

in

book

Against

the impious
III.
,

schools

of

cated the Jesuits, dedi-

to

Frederick
to

Elector of the Palatinate,

complaint: "Very send

gives
man}'

expression
who
want
to

the

following
as

to be

counted

Christians

their children is
a

the

schools
as

of the
the

Jesuits. This
excellent
on

most

dangerous

thing,

Jesuits are

and

subtle
all
are

philosophers,
their

above
to most

everything
the

intent

applying

learning

education dexterous themselves

of youth.
of teachers,
to the

They
and

the how
every

finest and

know gifts of of
one

to accommodate

natural

pupil."
wrote
:

Another
"I
am

Protestant,
not

Andrew if I hear

Dudith
that

Breslau,
goes
to

surprised
possess

the preach,
money,

Jesuits. They
write,

teach, taking zeal ;

dispute,

learning, varied instruct youth without

do with

and

all this they

are

indefatigable
for moral

moreover,

they

distinguished

tegrity in-

and
preacher
to

modest
the

behaviour."2
popularity of
these

Protestant

attributed

of the

Jesuit schools
men:

magical

practices

wicked
;

"These
their
they
so

Jesuits have
pupils
attract
can

diabolical
secret

practices

they

anoint

with and

salves

of the devil, by which

to themselves

attach

the children

that they
these

only

with

difficulty be
long
not

separated back
to

from

ards, wiz-

and the
1
1

always
ought

to go

to them.

Therefore,
but
to

Jesuits
Id., pp. Further

only

be

expelled

be

544"545. testimonies
vol. VII,
see

Janssen, vol.

IV

(16th eel.),

pp. 473"476;

pp. 80-82.

148

JKSUIT
otherwise
they

KDUCATION.

burnt,

can

never was

be

gotten

rid of." used

Of
some

the

Hildesheim
secret
!

Jesuits it
to

said that they

the

charms

hasten

progress

of their

pupils.

most
as

remarkable
teachers
was

testimony

to

the

ability
the

of the and of the

King

Jesuits
actions

rendered

by

words

of two

suppression

non-Catholic of the Society

and
their

rulers, at the time in

by

Frederick
we

of Prussia
to

1773, namely Empress Catharine

further

of Russia;
on

shall revert

testimony

in this

chapter.
In
a

history

of the

Jesuit colleges

mention

must

be by

made

of the

literary and

scientific works

published
as

Jesuits. The
colonies adequate

colleges

of writers. description of the

contains
"

were of the Society It is impossible to give

many
an

here

of this work

of the

Society;

the

Bibliography and

Order
the
names

comprises

nine

folio volumes,
thousand professors branch
of

of thirteen
most

Jesuit authors
"

many,

if not
on

of them,
every

who

published
2

works

almost admires

learning. scientific hundred dead

have

Even
activity

Dr.

Huber the

the literary and

More
on

of

Order

' '

than

three

Jesuitshave
and taught

written
more

grammars

living and languages

In

languages, been and

than

ninety-five

by members
sciences
Many

of the
there

Order.
are

matics mathethem

natural

among

first class scientists.

were

astronomical directed
is the
de On

observatories
great
success."3

erected

by
more

them,

and

with

Still
1 2

striking
p. 650.
de
la

testimony

of the
Carlos

Janssen, vol. VIII,

Bibliotheque Brussels,
see

Compagnie
1890
"

Jesus, par
the writers

Sommervogel.

1900.

of the

old Society

Cretineau-Joly,

Histoire

de la

Compagnie

de

Jesus, vol.
3

IV,

Huber,

ch. IV (3rd ed., pp. 214-296). Der Jesuiten-Orden, pp. 418-420.

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

149
He

bitterest enemy
"lyet
us

of the
"

Jesuits,d' Alembert.
must

writes:

add

for

we

be
of

just
"

that

no

religious

society

whatever

can

boast
and

so

many

members

distinguish

in science

literature.

The

Jesuitshave
a

successfully
geometry,

cultivated and

eloquence,

history, archaeology, is scarcely class of of the

a

literature.
they

There
no

writers

in which
;

have
even

representatives

first rank

they

have

good
other

French
religious

writers,

distinction boast."1

of

which

no

order

can

Some

of the linguistic works

of the

Jesuits are

the greatest

importance

and

even

of the science

of language.

celebrity in the The first, not in time

of tory his-

but in importance,
vas.

is that of the
Max

Spanish

Jesuit
speaks

Her-

Professor

Miiller of Oxford
terms,

of this

Jesuit in the highest

point
out

and

says

that he

his
2

real merits,
While

which

other

to wishes historians have

overlooked.
tribes of South
was

among working America, the attention

a

the polyglottous

drawn

to

the

expulsion 1767, he lived

of Father Hervas After study of languages. systematic in America South of the Jesuits from
in
Rome

amidst him

the

numerous

Jesuit
in
his

missionaries

who

assisted

greatly

researches

His
the most

works

are

of

most

comprehensive

character

important

is his
we

Catalogue
the

of

Languages,
of
Hervas

in

six volumes. with

a

"If

compare

work

much excited which is towards the end of the last century, and I mean more than Hervas' widely known

similar

work

attention
even
now

"

Court
by
De

de

La

destruction
Les

des

Jtsuites, p.
V Education,

43 ; quoted
p. 9.

Badts

de

Cugnac,
2

Jesuites et
on

Lectures

the Science

of

Language

(6th

edt

1871),

yol. I,

p. 157,

note

40,

150

JESUIT

EDUCATION.

Gebelin's
far superior

Monde
the

primitif
"

we

shall

see

at

once

how

Spanish
treats

Jesuit is
Persian, of Hebrew;
he

to the

French

losopher. phiMalay,

Gebelin
and
as
a

Armenian,
he

Coptic
dialect

as

dialects

speaks

of Bask Hebrew,
idioms of

of Celtic, and and

on

tries to discover
words

Greek,
America.

English,

French

in

the

Hervas,

the contrary,
the

though

embracing
of languages

in liis catalogue
that allow
were

five times
to

number
is most

known
to be

Gebelin,

careful
not

not

to

himself

by carried away before him. by the evidence mistakes

those
most

theories
It is easy

warranted

now

to

point
think who

out

and who
to

inaccuracies
have

in

Hervas,
most
are

but

that ought

blamed

him

those

have

acknowledged

their obligations and

to him.

To

have

of

more

than
But

three
Hervas
more

collected specimens languages, hundred

did
more.

notices
small

is

no

matter.

He

himself
He

composed
was
one

grammars

of

than
out

forty languages.

of the

first to point
must

that

the

true

guages affinity of lan-

be

determined
mere

chiefly

by

grammatical
He

evidence, by
a

not

by

similarity

of words.

proved,

comparative
Hebrew,
are

list of declensions

that

Chaldee,
all but
one

Syriac,
of

and Arabic,

conjugations,
Ethiopic,
and language,
He

Aramaic
and

dialects family

one

original
the

constitute the

of speech,

Semitic.
of mankind

scouted from

idea of deriving
He

all languages

Hebrew.

had
and

perceived

clear traces

of affinity
;

between
between

Chinese

Indo-Chinese
and

dialects

also

Hungarian,
now

Lapponian,
as

Finnish,

three family.
commonly

dialects
He

classed proved
a

members Bask

of the Turanian
was

had

that

not,
an

as

was

supposed, language.
. .

Celtic dialect, but

one

independent

Nay,

of the most

brilliant discoveries

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

151

in the history of the

was

of the science
Malay
Hervas
to the

of language, family

the establishment

and

Polynesian

of speech.
worked
' '

made

by

long world

before

it

was

out,

and

announced

by Humboldt.
of

Great
the

are

also

the

merits

Jesuits in regard
nephew According
a

to

study
was

of Sanskrit.
the

"The

first European de Nobili,"2

Sanskrit

scholar

Jesuit Robert
Robert

of the famous
to

Cardinal

Bellarmine.

far have been he must Muller, of Max words in the knowledge and of the sacred language advanced
the

literature of the Brahrnans.3 by a European written

The

first Sanskrit
said

mar gramto

is commonly

be

Jesuit Hanxleden that of the German belongs to another this honor

Heinrich
almost
Pons,

(| 1732).
German
a

ever, How-

Jesuit,
mar gram-

Roth
a

(t 1668), who
century

wrote

Sanskrit
4

before Hanxleden.
a

Father
and,

Du

in
a

1740,
very

published
accurate

comprehensive

in

general, branches
Max

description

of Sanskrit
writes

literature.5
that

of the various Of Father Coeurdoux

the
most at

Muller

he

anticipated
philology
the

portant imleast

results

of
the

comparative
same

by

fifty years;
expresses humble
only

at

time

Oxford
the

Professor

his

astonishment

that

work

of

this

has attracted so little attention, and missionary lately received the credit that belongs to it.6 very Calmette
Id., pp. wrote
a

Father
1 2
3

poetical

work

in excellent

154"157.

Id., p. 174. Id., p. 174.

Max

Muller,

/.

c.,

p. 175.
XV,

Wiener 1901, pp.

Roman

fur Zeitschrift
313"320. College,

die

Kunde
Roth's Hervas
5 6

des

Morgenlandes,
was

Father
when

grammar
wrote

extant

iu

the

his
Muller,

Catalogue.
/. c., p. 179.

Max

Id., p. 183.

152

JKSUIT

EDUCATION.

Sanskrit,

the

Ezour

Veda,

which

gave

rise

to

an

interesti

literary

discussion.

Voltaire

declared

it to
and West

be four centuries older than Alexander the it the most precious gift which pronounced
had

Great,
the

On from the Bast. received in the poem, ideas contained

of France thought
they

account

of the

tian Chrisophers philosa

the had

atheistic in it

found

most

effective

weapon for these

for attacking philosophers,

Christianity.
an

tunately Unfortraveler Pondi-

English
in

discovered
1

Father

Calmette's

manuscript

chery. Various
were

important

works

on

the

dialects

of

India
mars gram-

written and

by

Jesuits,among
of
were

others

several
language,

dictionaries first types

the made works

Tamil
by
the

for

which

the

Spanish
in the

lay

brother
language
most

Gonsalves.

The
Beschi

written

Tamil
the

by Father

(f 1740)
modern in

have

received

flattering criticism

by

Protestant

writers.

The

Anglican

Bishop

Caldwell,

his

Comparative

Grammar
styles and them

of

the Dravidian
the

Languages
in

(London
modern

1875),
Tamil,
and

best
as

productions Babington,
2

other

scholars,
concur

Hunter,

Pope,
's

Benfey,

in
are

this

eulogy.
as

Beschi

grammar

and

dictionary

praised
of the

Stephens'
an

grammar

masterpieces. language Konkani

3

Father
is called

admirable
as

achievement. and
was

late

1857,
century.

used

as republished in the nineteenth extensively

It

was

Dahlinann,

Die

Sprachkunde
12 15.

und

die Missionen

der, (Her-

1891), p. 19.
2
3

Dahlmann,

Truebner's

pp. American

/. ".,

"

and

Oriental
/.
c.,

Literary

Record,

kondon

1872, p. 258.

(Dahlmann,

p.

15.)

JESUIT
Not

COLLEGES

BEFORE

THE

SUPPRESSION.

153

less noteworthy language.

were

the
In the

labors
fourth

of the

Jesuits
was

in the Chinese

International

Congress
called
"the

of

Orientalists,

Father
When

Matteo
not

Ricci
long
ago

first Sinologue".1 missionaries they

the
an

Protestant

in
took

Shanghai
as

published

edition
the

of Euclid,

the basis of their work His

works
to
were

translation

made

by Chinese,
Remusat,

Ricci.
and,
were

written eminent

in the

best

according
even

the

Orientalist
century

in the

teenth nine-

highly

esteemed
and

by

Chinese

scholars,

for their elegance

of diction

purity

of language.2
Morrison the

Father
most

Premare thorough language.

(t 1736)
and profound

is called

by

grammarian
asserts

of the
that the

nese Chitwo

And
and

Remusat

Jesuits Premare
or

Gaubil

have

not

been
and

surpassed

by any European equalled knowledge of Chinese,

the

in sound
and
that

hensive compreboth belong

that

to

number

of great

literary luminaries
's

form
work,
1831,

the pride

of France.3

Premare

most

important in

the

Notitia

Linguae

Sinicae,

was

published

by the Protestant
Remusat

Collegium

Anglo- Sinicum
the

in Malakka.
by
a

styles this work

best

ever

produced

European
German

in the
scholar
grammar
treatment

field of Chinese
writes: "We

grammar.4
no

And
work
on

possess

Chinese

which,
of the

in

comprehensive

and

diciou ju-

subject,can
Some
may

that of Premare's understanding

of

Notitia.
the

to be compared a better acquire

Chinese

language

than

the

French
1

Father,
Dahlmann,

but
/.
".,

it may
p. 27.

be said that not

easily will

Melanges

Asiatiques,

vol.

II, p. 11.

(Dahlmann,

/.

c.,

p.

28.)
3

Dahlmann,

/.

c.,

pp. 40"41,

"

/"., page

42.

154

JESUIT

EDUCATION.

any

European
taste

so

fully

and

so

thoroughly

master
nor

the

spirit and
soon

of the
an

Chinese

language; teacher

will there
of Chinese value is recognized
the

be

found
In

equally

capable
the in
some

rhetoric.

this
a

I recognize

imperishable
quarters
"

of this work,
more

value which in deeds than

seems

remark

the

author

to
more

in words. imply what

By

last

another

man Gerthat been

writer

has

stated

explicitly,

namely,

"several

of the best works

published
largely credit
scholars

by
used

another by
other

of these i. e. firm,"2 writers Other

Noel,

Jesuits have
,

they

have

been the

without

receiving

due
were

to

them.

distinguished

Chinese
Parrenin,

the and

Fathers
3

Gerbillon,

de Maillac,

Amyot.
has
on

Great

praise
4

also
the
we

been

bestowed
of in
the

on

works

of

Jesuit
America,

authors
etc.

languages

Japan,

South
and

Thus

read

Narrative
:

Critical History
voluminous has for its author
He
most

of
the

America,
on

by
the

Justin Winsor
language

"The
Incas
. .

work

of the

Jesuit Diego
years

Gonzales
the

Holguin.

resided
near

for several the

in
L,ake

Jesuit College
where here
as

at

Juli,

banks

of

Titicaca,

the

Fathers
studied

had the

established a printing-press, and He died Quichua language.

.
.

he

Rector

of the
was

College

at Asuncion. at

His

Quichua
and
a

dictionary edition
gram-

published

Lima
the
same

in 1586,
year

second
the

appeared
1

in 1607,

in which

XXXII,
2

der deutschen Zeitschrift (Dahlmann, p. 604.

Neumann,

Morgenlandischen p. Dahlmann,
quite

Gesellschaft,
a

/.

c.t

45.)
p. 25;
recently,

quoted
which
VII.

by

specimen shall

such

plagiarism in chapter
3
4

occurred

of be mentioned

Id., pp. 29"56. Ib.t pp. 57"144.

JESUIT
mar

COLLEGES

BEFORE

THE

SUPPRESSION.

155
of

first

saw

the

light.

The

Quichua
and

grammar that

Holguin

is the most

complete

elaborate

has
l
"

been

his written, and Similar commendations

works

dictionary have
the

is also the best." been bestowed

Rubio, de
on

the

linguistic
Barzena,

of

Fathers Febres

Acosta,
grammar
were
re-

Bertonio,

Bayer,

(whose
dialect and
1884

and

dictionary

of

the

Auracaniaii
use

published Ayres
and

for practical Rio de

in 1882

at Buenos

and
others.

Janeiro),Anchieta,
grammar

Figueira,

Ruiz,

Ruiz'
words

and
are a

dictionary

of Gua-

rani, in the
to

of Mulhall, learning.2 of the

lasting monument
most
were

his

study and

and

Many

valuable ruthlessly
from

books

manuscripts
when

Jesuits
were

destroyed,
colleges

the

Fathers

expelled

their

and
as

missions
Bach and

in South Kriegk,

America.
lament has that

Protestant

writers,

of the enemies
ever

of the Society

this vandalism destroyed for

most

valuable

literary treasures. and natural

to

In

the

field of mathematics
have
the
names

sciences high

several

Jesuit professors
We mention
was
man

attained
of
a

tinction dis-

few.

Clavius
age",

(t 1610), who
was

called

the

"Buclid

of his

the

leading

in the reformation XIII.

'

of the calendar

under

Pope

Gregory

Professor

Cajorisays
calendar
among

with
met

reference with
a

to this work

'The

Gregorian both
who

great

deal

of opposition

scientists high
most
as

and
a

among

Protestants.
met

Clavius,

ranked
former

geometer,

the

and
1

effectively ;
Winsor,

of objections the the prejudices of

ably

the

latter passed

Boston,

Critical History and of America, 1889, vol. I, p. 279. See also pp. 262"264. Between Amazon Andes, the Mulhall, London, and
Narrative

1881, p. 263.

(Dahlmann,

/.

c.,

p.

85.)

156

JESUIT

EDUCATION.

away

with

time.

' '

One

of his pupils

was

Gregory places
on

of
an

Saint-Vincent
equality
a

(t 1667), whom
Descartes
as
a

Leibnitz
geometrician.

with

"Although
numerous

circle-squarer, theorems

he

is worthy of interest

for the of mention he discovered which

in

his

search

after the that

impossible,
no or one

and

Montucla
the

iously ingencircle object) Ricci apostle

of

remarks
with
so

ever

squared
his

much
so

ability,
much

(except for
' '

principal

with Another

success.

disciple

of

Clavius

was

Matthew

(t 1610), the
China,
who

illustrious mathematician
also
a

and

published

vast

number

of valuable of China.
mathematician

on the geography observations Father Schall of Cologne (t

and

history

1669), a prominent
appointed Pekin,
and

and "Mathematical

astronomer,

was

director of the
revised the

Tribunal"

in

Chinese
Within

calendar.
the last few
years
to the at

the attention

ticians of mathema-

has
Professor mathematics

been
of

drawn

Jesuit Father
Pavia.
as
an

Saccheri,

mathematics

Non-Euclidean
important

is

now

recognized

branch
have
of has

of mathematics.

The

beginnings
to

of this system the

"Nestor

sometimes

been

ascribed

Gauss,
But
recent

German
proved

mathematicians".
that
a as

research had

early which

as

1733
a

Father
complete

Saccheri
system

lished pub-

book

gives

of Non-

Euclidean
and

geometry.

Beltrami, pointed
3

in 1889,
the

Engel
work
A

in

1895,

out

and Staeckel great importance

of the
1

of Saccheri.

History

of

Mathematics,
Macmillan,

by

Florian

sor Cajori,Profes-

in Colorado
2

College.

Ball,

Short

Account

of

1894, p. 155. the History Mathematics,

of

Macmillan,
3

1888, p. 275. Professor Halsted of the

University

of Texas

published

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

157

Father
in the
of the and,

Grimaldi

(f 1663),professor
gave
an

of mathematics
description of light, Lumine,

College
moon

at Bologna,

accurate

spots, discovered his work

the
-

diffraction de

in

Physico
advanced

Mathesis
the

Colorilnis et
theory Newton's
was

Iride,

first attempt
was

of

of

undulation.
theory of the whether

This

work

the

basis

of

of light.1

Father

Scheiner

(t 1650)
;

one

disputed

first observers of the sun he or Galileo discovered invented

the

spots
them

it is first.

Scheiner
work

also

Oculus,

pantograph, and, in his Opticum, hoc est Fundamentum laid down

on (especially

opinions

of lasting value the

the

tion accommoda-

of
More

eye).2
than

famous
man

these

was

Athanasius
and varied

Kircher learning
history,

(t 1680), a
who

of most
on

extensive

wrote

mathematics,
He

physics, is the

philology,
magic
was

and

archaeology. and
other

inventor

of the
He

lantern

scientific instruments.
studied the

the first who

successfully the

Coptic

guage lan-

and

deciphered
variety and

Egyptian

hieroglyphics.
was succumbed.

The

very

naturally

danger,
He

of his learning universality he not unfrequently to which

often

betrays

lack

of critical spirit,
American
of
Brown

translation

of Saccheri's

work

in the

ical Mathemat-

Monthly,
states

and he has

Professor taken

Manning

University
as

that

Saccheri's of his

method
recent

of treatment

the

basis

of the

Geometry,
also

first chapter Giun Boston,

book

dean Non-Eucli-

Cajori, A
der
1

History

of

and Company, Mathematics,

vol.

1901, p. 92. See Hagen, p. 303.

"

Synopsis

hoheren

Mathematik,
Lexicon

II, p. 4. VII,

Meyer's

ConversationsHistory
XV,

(1895), vol.
p.
475;

p. 983.

"

Cajori,A
2

of
p.

Physics,
400;

Macmillan,

Ib., vol.

XVI,

1899, pp. 88"89. Allgemeine and

deutsche

Biographic,

vol. XXX,

p. 718.

158

JESUIT

EDUCATION.

and
these

proposes defects, his

phantastic his works

are

theories.

Still, in spite of
greatest

of the

importance,

and

Lingua
even

Aegyptiaca
at the

Restitute, has present

day

been

styled
of

indispensable
the

for the study Kircher

Egyptian
the

language.
Museo had
a

Father
Kircheriano

founded
Roman alone of

also

famous

in

the

College,
would science.

and
secure

if he him

done

nothing
of honor
to

else, this

place

in the

world

The

services and

rendered

mathematics, by
the

astronomy,

physics,

geography,

Jesuits in
Koegler, generously
more
recently

China,

especially

by

Ricci,

Schall,

Verbiest,

Hallerstein, acknowledged

Herdtrich,

Gaubil,

have

been
and

by

L,alande,

Montucla,

by
von

the

Protestant
3

scholars
the

Maedler,2

and

Baron

Richthofen.

On

astronomical

observatories
we

of the
to speak

Jesuits

few

words

will be said when of the

come

of the suppression

Order.

Of the geographical
Baron
von

works

of the
:

Jesuits in China

Richthofen

writes

"If the

Jesuits had
to

not

applied

their

scientifically

trained
the

minds
great

practical

we subjects,

would

not

possess
that

cartographic

work
terra

on

China,

and for
us,

country

would

still be

incognita

and

the time

would
to

be very
obtain

far
as

off in which
much
as us,

it would picture

become
of China

possible
which
the

that

Jesuits have
every-

given

and

body.
ever

...

is now to which well known important It is the most cartographic

in
so

work

executed

short
most

time,

the grandest period

author
vol. XVI.

scientific

achievement missions
1

of the in

brilliant

of Catholic
says

China."
deutsche Geschichte
von

The

same

of the

Allgemeine
Madler,

Biographic,
der

Himmelskunde. China,
Berlin,

Ferdinand

Richthofen,

1877.

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

159 best
great
most

Tyrolese
geographer work, complete has the

Father

Martini

(t 1661):
Sinensis,
we

"He

is the

of all the Novus

missionaries,

and
the

by

his and

Atlas

best

description
the
Halcle

which
of
an

possess

of China,
geography." description

he

become
Du

'Father
gave

Chinese
accurate
on

Father
Mongolia,
one

of

and
most

his great

work

China

(1735)

is still

of the

important

sources

geography,

history,
customs,

religion,
etc.,

the on available industry, political organizat

country.1

of that
2

Some

of

the geographical been

that

labors

of the

Jesuits in America

have
states

mentioned
the

previously.

Justin Winsor
Moral
of the

Historia Acosta,
on

Natural
"the
as
an

de
New

las Indias
World,"

of

Father
much quoted thus

de

Pliny

is
and

relied

authority

by
his

Robertson,

19 times

by

Prescott

in
as

Conquest
authority

of

Peru,
regard

taking
to that

the fourth work.3

works

place

an

with

All

these and

are

as

many

testimonies of trained
a

to

the

efficiency
under
them
How

the

practical

character

the

system

men these which had the entered

had

been
at

; most

of
age.

Society
produced
true,

very

early

could

they
says,

have
were

such the

works,

Compayre

that

Society
studies,

if what devotes
to
exercises

itself exclusively which give

a

to

"purely

formal
in the
use

training

of elegant

lan-

China,
"

vol.

I, pp.

650-692.

"

See

Dahlmann,

/.

c.,

pp.

35-37.
18.

Huonder,

Deutsche

fesuiten-Missionare

des //. und

Jahrhunderts
!

(Herder, 1899), pp. 86-89.

pp.
and
the

Chapter Narrative

IV,

127"129.

Critical
works

History

of America,
Clavigero
on

vol. Mexico

I,

pp.
see

262-263.

Ou

of Father

ib.y p. 158.

160

JESUIT
and
leaves real

EDUCATION.

guage,

and

concrete

studies

in entire

neglect"?1
In history the Society
must

yield the palm

to the

to the Order

of St. Benedict, of St. Maur.

particularly

celebrated

tion Congrega-

Still, some
We

lasting value. by Father rum

on

mention

of works firstthe De Doctrina Tempowhich

a

Jesuitsproduced

Petavius

(t 1652), of
said
that

great
to

authority

chronology
an

it was
mine

superior

the

work

of Scaliger, and

invaluable

of information

for later chronologists.

Father

L,abbe

(t 1667)

began

is much the Collection of the Councils which used up to the A more Collection of the Councils, present day. complete
in fact the most by Father
work

complete

that exists, He
wrote

was
a

published
most

Hardouin
on

(1 1 729).

also

uable val-

numismatics,

in which

six hundred and

ent anci-

coins

were,

for the firsttime, described

with wonderful

sagacity

used

for solving

intricate historical problems.

he proceeded

In other historical and

an with denying

critical works boldness of

a

almost the

incredible

and

arbitrariness, number of the

of the far in

authenticity

great

works

of the
In

classical writers
many

and

the

Fathers
he
was

Church.
advance eccentric his
1

questions

of criticism

of his age,
hypotheses

but

some

of his
to
a

hyper-critical
extent,

and

have,

great

obscured
of the

reputation.3
History

The

greatest
p. 144.

historical

work

of Pedagogy,
der

Ideler, Handbuch

Chronologie,

vol. V,II,

II, pp.

602-604.
552. the
of

See

Weiss,
3

Weltgeschichte
a

(2nd ed.), vol.

fact that
the
some

pp.544" blamed

It is

rather for

curious

have

Jesuit
Father again

Superiors

allowing

publication
I

Hardouin's and
again

works,
that

curious
severe

say,

of because
of the

several

it is said
Order

the

censorship
works

presses sup-

all original
"Do

and
we

independent
shall
some

of

its

subjects.
seems

what

you

may,

find fault with

you,"

to

be the

principle

guiding

critics of the Order.

JESUIT

COLLEGES

BEFORE:

THE

SUPPRESSION.

161

Jesuits

is the
or

collection
the

of
,

documents
so

called
after the
most

Acta

Sanctorum,
editor,

Bollandists

named

first

Father
of the

Bolland
Bollandist

(t 1668).

The

guished distin-

broeck before

(t 1714).
the is
a

Father Papenwriters was Fifty-three folio volumes appeared

of the

suppression work

Society.

This
for the
acre

gigantic history
.

collection
of the whole

of prime
era, a

importance
monumentum

Christian

perennius

said of it: "If the Jesuits had produced have but this work, deserved to they would nothing be brought into existence, and would have justclaims

Leibnitz

upon
world.
In

the
' '

good

wishes

and

esteem

of

the

whole

literature

we

find

the

names

of several
Matthew

guished distin-

Jesuits. The

odes
as

of

Sarbiewski
of the

(t 1640)
lyrics them this
an

were

praised ancients;
odes

successful

rivals
even

best

of the
to

Hugo

Grotius
although

preferred
must
was

the

of Horace,'2 estimate. Balde

we

call
surpassed

exaggerated by

Sarbiewski

James
the

(t 1668), who
and

for many

years
was

taught

rhetoric only

in

Ingolstadt

Munich,

and

styled not
"Horace

''Modern His

Quintilian",but
Latin
poems and
He

also the
a

of Germany".

manifest

variety,

beauty,

warmth in that free from

as

of feeling,

unrivalled
not

period.
the

otism patriglowing however, was,

of have his
age.

altogether

mannerisms and others,

Protestant

critics,

Goethe

admired Herder,3
tion, et r Educa-

the productions
1

of this highly
De

gifted poet, and

Quoted
p. 34. See

by

Badts

de

Cugnac,

Lesjesuites

Baumgartner,

Geschichte

der Weltliteratur,

vol. IV,

pp. 642"644.
3

Of

Herder's

works,

the

whole
to

twelfth

volume

(Cotta,

1829), ''Terpsichore",

is devoted

Balde.

62

JESUIT translated
a

EDUCATION.

who

selection

of

Balde's

lyrics

into

classical German,

speaks

of him

in enthusiastic of Denis
We
may

terms.1

The
have
the

classical

German

writings

and add
was

Spe
here
executed

been
name

mentioned of Father

previously. Robert in 1595.

a

Southwell,
Saintsbury

who
says

for his faith

that he

of him stolen much

belonged
in

to

distinguished but him

was

family, recovered;

was "a

by
worse

gipsy

youth,

misfortune
not

befell
or

in

being but to

sent

for education where

to

Oxford

Cambridge of the

Douay,

he

fell into the

' '

hands

Jesuits,and
from

joined their
for
not

order.
he the
must
same

Yet

notwithstanding greatly

this terrible misfortune, this education; produced poetry;

that

have

profited
that

critic admits
work

Southwell
and

inconsiderable
works fervor
that

both

in prose
worth
most

his

possess

genuine simplest
are
a

poetic and

; that

his religious kind, and

is of the

genuine

his poems

natural

and

unforced

expression

of it.

Father

Perpinian
as

wrote

most

eloquent
Ruhnken

Latin

courses, dis-

which, compare

the

philologian
those

affirms,
the
greatest

favorably

with

of Muretus, works

Neo-Latinist.
Vernulaeus,
works of

The La Cerda

philological

of

Pontanus,

(the

famous

commentator
were

of the

repute.
1

Virgil), and others, Sacchini, Jouvancy,

extensive
/.
c.,

held

in

high

Perpinian,

Possevin,

The

literature

on

Balde's

Baumgartner,

p. 645.

most

is given by works flattering estimate of this

fur

Jesuit is
"Balde",
return
2

to be

found

in Herzog's
II.

Real-Encyclopadie

pro-

testantische

Theologie,

by
to the

List, where
perusal

Saintsbury,

(3. edition, 1897), article vol. it is said that "one likes to always man." of the lyrics of this God-inspired History Elizabethan Literature, don, Lon-

of

1887, pp.

119"120.

JKSUIT Bonifacio,

coiyiyKG^s

BEFORE

THE

SUPPRESSION.

163
on

and

Kropf

wrote

valuable

treatises

cation.1 edu-

We
writer

have
on

purposely
or

abstained

from

mentioning

any

theology
on

scholastic

philosophy. produced in

For
a

it is
great

admitted number philosophy

all sides that the

most

Society

of

distinguished
in the

writers branches moral

written

scholastic

and

various
exegesis,
were

of theology:
theology,
etc.

dogmatics,
Many

apologetics, good

schoolbooks

by
on

Jesuits.2
style,
on

The

number

of grammars,

readers,

books
,

poetics, rhetoric,
De

editions
one

of classics, etc.

is very

great.

la Cerda

published editions

of the

best editions
were

gil. of Virfamous;

The
1

of lya Rue
"The

(Ruaeus)
Jesuits
have

Compayre
on

asserts:

never

written
We
or
a

anything
must not

the

principles
of them
an

and

objects of
L.

education.
views

demand

confession

of their

exposition faith." educational Method

of general
c.,

p.

142.

Voltaire the
"

called
best

Jouvaucy's
written

of Learning
were

and

Teaching Institutes.
again

work

since

Quintilian's
der

famous

Sacchini,
as

Jouvancy
of Herder's
from
as

vol.

Kropf and Bibliothek

works

published
katholischen

in 1896,

Pddagogik; and
Posse-

selections vin in 1901

2

the vol.

of Perpiniau,

Bonifacio

XI.

Quick, Educational
century
the

nineteenth
may

Reformers, p. Jesuits were able

a

40.
to

That
write

also

in the
textbooks

good

be

seen

from

statement

of Dr.

Arnold

of Rugby.

During

his

sojourn

Arnold, son of Thomas in New Zealand,

Weld,

he

used

to borrow

books

from

Frederick

of Fribourg

(afterwards Governor
says
was

of Western

Jesuit pupil Australia.) "One

a

of his text-books," him from

Arnold,
a

"which

he

had

brought
the

with

Fribourg,
Freudenfelt

history
name

professor Stonyhurst and

my

[the
This

by of philosophy is Freudenfeld,
to
me more

Jesuit
at

died

1850].
written
at Oxford."

book similar Passages

seemed
works in a

lucidly
hands

than

that

had

genially been put in

Wandering

don, Life, Lon-

1900, p. 99.

164

JESUIT
course,

EDUCATION.

of

they
on

are

not

what

we

now

consider

ard stand-

works

the

classics.

Father

Tursellini's
in fifty
Professor

book

De

Particulis
; the

Linguae
was

Latinae

appeared by

editions
Hand,

last edition of

prepared

the

philologist

Jena.

The

celebrated
a

fried Gottedition

Hermann, of Father

of I^eipsic, published

revised

Viger's which
of

De

Idiotismis
not

Linguae old

Graecae.1
have boast

This

is
at

an

honor hand

many

books
who

received of such

the

German

scholars,

achievements
to

in the
the
out
two must

field of philology.
works

It is needless

add

that

of the

Jesuit philologians
excellence.

thus

singled

be of considerable

One
a

department

of the activity of the Order

treatment:

deserves

more

detailed
there

the

Jesuit school-drama.2
the usefulness

At

present

is

no

need

of defending

of dramatic the

performances,

given
tone

by

students, play
are

provided morally
when

subjectand
and

the whole

of the

sound
the

elevating.
to

Still, there
defend
their

were

times,

Jesuits had
the

practice,

especially

against
general,

the Jansenists in rigorists of Port Royal, century and in the eighteenth against several

governments,

which

were

swayed

by

prosaic

cratic bureauing accordto

spirit of utilitarianism.3
to

The

principles

which
are

the

drama down

in

conducted

laid by

Jesuit schools was by Jouvancy in his

a

be

Ratio
tech-

Docendi,

and

Father

Masen;

book

on

the

See

Professor

Dr.

I/otholz,

Padagogik,

der

Neuzeit,

1897, p. 323.
2

On

this
vol.

subject see
IV,

Baumgartner,

Geschichte

der

Welt-

literatur,
3

pp.

623"637.
des gelehrten

Paulsen,

Geschichte

Unterrichts,

vol.

I,

p. 358.

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

165

nique

of the

drama of
the

was

composed

by

Father

Lang.1

The
that

Institute
the

Society
should
do the

had

taken

precautions

school
work,

dramas
nor

neither

interfere
to the

with

the regular

least harm
rule

morals

of the pupils.
reads: comedies
"He

The

fifty-eighth
rarely they
vast
"

of the the
be

Provincial of and
were

shall only

allow
must

performance becoming2 plays

and

tragedies;

written

in Latin."

The

majority of
the
man

consequently

given

in Latin,

language, of
culture.
were

in those
Many

times,

understood educators
to

by

every

Protestant

and in the

preachers vernacular for the

common

altogether
as

opposed
said,
were

dramas

"which,

they and

good

enough

people
In

apprentices,
colleges

but
were

unbecoming

students."

Jesuit
more

plays

frequently, plays
was,
a

occasionally, and after in the vernacular.3 performed

and

1700

Of

Latin

programme least in
not

synopsis

in

the

vernacular
those

at

Germany,

distributed

amongst

who

did
In

know

Latin.
schools

many

Protestant

of this of Sturm

period, and

for instance Rollen-

in the
hagen,

celebrated
a

schools

and

also in and

few

Catholic
were

schools,

the comedies
not,

of Plautus without

Terence
opposition
of
/. c., ch.

exhibited,
men,

however,
rightly for

strong
some

of earnest
plays
II,

who

considered
1

these
II, art.

as

dangerous
Masen,
"

Jouvancy,
de Actione
That

"3, "6."

Palaestra Lang,

Eloquentiae
sertatio

Ligatae

Dramatica, Scenica
etc.,

Cologne,

1664. 1727.
pious

Dis-

Munich,
be

is, "the

subject should
the Rector foil.
"

and

edifying",

as

the
3

13th
Duhr,

Rule pp.

of

has
In

it.
France
many

136
since

dramas
/.
c.y

were

given 189.

in French
"

1679.
says

Rochemonteix,
dramas should p. 479.

vol.

Ill,

p.

The

report
Pachtler,

of 1832

be

in the

vernacular.

op. cit., vol. IV,

66

JESUIT Von

EDUCATION.
"

young

people.
that the

Raumer

says:

It

seems

ible incred-

learning
as

by

heart

and

acting

of comedies,

so

lascivious

those

of Terence,
on

could

have

remained
and
man

without find we

evil influence it unintelligible did

not

the morality
that
a

of youth,

religious-minded

like Sturm If the

how such
mere

consider

Terence

really seductive. is risky,

reading
more

of
risky

an

author
must

like Terence if pupils

muchpieces with

it be,

perform
gether alto-

and

have

to

familiarize

themselves
' '

the persons

and
were

situations. made
against

No

wonder
pernicious

that

serious

complaints

such

practices.2 performed
against

The

biblical
schools

and
were

historical
mostly

plays

in Protestant ''Popish drama

directed

idolatry".3
of the

The
that

Jesuitsstood in
As
drama
was

sharp

contrast

to

of the
so

Protestants.

their whole

literary education,
to

also

their

subordinate

the

religious

and the

moral

training.

The

Ratio

Studiorum
which

prohibited
contained expressly
must

reading

obscenities; mentioned

of any they had

classical

books

were

first to be expurgated; This Terence and Plautus.

on

reflect most

favorably

the

Jesuits, in

time

and vulgarity literature and drama.

when

obscenity

reigned

supreme

in

As

the

nature

and the

function stirring of youth up

of

the

theatre

the
emotions,

Jesuits considered
influence

of the

pious

the guardianship

against

the corrupting of vice

as something

of evil society, the portrayal

intrinsically inner
1

despicable,
crusade
vol.

the

man

to

zealous

up of the rousing for virtue, and the

History German Ibid.,?.

of Pedagogy,
113 sq.

I, p. 272.

(Janssen's History

of the
2 3

People, vol. VII,

p.

108.)

Ibid., p. 117.

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

167 of

imitation
purely

of

the

Saints.

Bven

in

the
was

treatment

secular

subjects,the
deeply aim of the

plot

always

of

spiritually serious,
nature. at

tragic, comic

The

tant impormorally and drama to strike was

which

the

puerilities
on

and

ineptitudes,
without
any

could
to

be
the
were

treated

the

stage

detriment low
comedy

moral
once
were

conscience.

Vulgar

jokes and
and
the guarding

and for all excluded, indefatigable in thus plays.

In general,
as
were

Jesuit authorities
the moral

prestige

of the

and and

produced moral

written only such plays were in harmony with the moral ends

limits of dramatic art itself: a meritorious i-n an age when every sentiment of moral achievement delicacy, every prescription every of social decorum,
dictate
on

of ordinary
stage
a
"

modesty being
reaction

"

both

in the school Arid

this

and fact

the

was

outraged.

produced
in general.

healthy

in favor

The
not,

intermittent it is true,

of all the fine arts atists efforts of Jesuit dramstem

could

completely
not
even

the tide of altogether foibles of

public

degeneracy,

could

remain

unscathed
the age: they

by the time-serving
from
were

fashions
more
1

and

the

grosser

and

revolting

tions aberra-

happily

preserved.
were

The
or

of subjects Jesuit dramas

allegorical:
as

frequently

lical bib-

(Heiligen(Munich stadt 1582), "Joseph in Egypt" 1583), David" "Christ as (Graz 1589 Judge", "Saul and (Ratisbon 1609), "Klias" (Prague 1600), "Naboth" "Julian chosen: 1610). Or historical subjectswere
"The
Prodigal
"

Son"

the

Apostate"

(Ingolstadt
"Godfrey "St.
de

1608),
"St

"Belisarius"

(Munich

1607),

Bouillon"

(Munich
Henry

1596), "St.
1

Ambrose",
vol. VII,

Benno",

the

Janssen,

pp. 120"121.

68

JESUIT
etc.1

EDUCATION.

Emperor",
the

Favorite
their

subjectswere
beautiful,

the

lives

of

Saints

with

rich,

touching

and

morally
In these

ennobling
the

elements,

Catholic
aptly

Church

and the Christian has preserved,

a

legends.
as

sor Profeswhich

Paulsen

remarks,

poetical

treasure

in many

respects

surpasses
and

the

stories of the

Old

tament, Tes-

both
Many

in purity

dramatic
were

applicability.2
with
given

of their dramas
as

exhibited
those
XIII.

sible all posat

splendor,

for

instance

L,a

Fleche
But

in

1614

before
nowhere

Louis
was

and
pomp

his

court.3

it seems

that

greater

displayed

than

in Munich,
the

where

the
as

Court

liberally contributed
as

to make

performances

brilliant
was

possible. played
on

In
two

1574

the

tragedy days.
More

"Constantine"

successive
decorated.

The
than
one

whole

city

was

beautifully
took

thousand after
on
a

persons

part
over

in

the

play.

Constantine,
entered
the city

his

victory

Maxentius,

triumphal
armor.

chariot, At
the from

surrounded

by

400

horsemen

in glittering

the performance
most

of the
costumes,

tragedy
gems,
at the

"Esther"
etc.
were

in 1577, furnished of King

were

splendid

the treasury
rus
1

of the

duke;
dishes

banquet
and

Assue4

60

precious
may
now

of gold

silver

used.

We

understand

the

following

assertions Wag-

of

German

writer.

"The

Jesuits,as

Richard

by The

and Rochemonteix,
names

Titles

programmes
/.
c.,

of

dramas

in

French
and given

colleges

vol.

Ill, pp.

189"195
are
"

215"353.
by
/.
Baumc.,

of the
/.
c.,

best
IV,

Jesuit dramatists
pp.
627
"

gartner,

vol.

637.

Janssen,

pp.

130"134.
2

Geschichte

des gelehrten /.
c.,

Unterrichts,

vol.

I, p. 418.

3
4

Rochemonteix,

pp. 96"99.

Janssen,

vol. VII,

pp. 128"129.

JESUIT
ner

COLLEGES

BEFORE

THE

SUPPRESSION.

169

in

our

own

days,

aimed

at and

succeeded of the

in uniting

all the arts within dramas effects of such

ammergau

the compass
were,

drama. of the

The
Ober-

like those
ravishing,

Passion

Play,

overpowering.
were

Even

people by

ignorant

of the

Latin tongue
of
one

transported

the representations
as

subjectsusually
the

iliar fam-

to them,

at present to

no

travels to the village

of Ammergau
the
text.

be
one

edified by
can
a

poetic

beauties

of

And

no

deny deep
the

that the liturgy

of the
on

Catholic
the

Church

makes although

impression,

even

uncultured,
to them.

Latin

language
the

is unknown
power
1

It is in the

first place
so

of

what

is

seen

that

affects the

mind
was

forcibly."

The
1565 and

concourse was

of people

often

immense. in Munich,
on
a

In

"Judith"
then
;

played before
was

before
the

the court

repeated
not

people

square crowded,

only
even were

the

whole

square
walls

public densely

but

the

surrounding

and

the roofs

of the houses
In

thickly

filled with
was

eager

spectators.

1560

the

comedy

"Euripus"
of Prague

given
a

in crowd

the

court-yard
more

of the College
8000

before had
to

of

than

people.
when

The

play

be repeated
were

three

times,
the

and

further

exhibitions

manded, de-

of the college urgently requested as "after all the petitioners to desist from such demands, it was not the task of the Society to exhibit comedies. Catholic writers of the time speak enthusiastically
' '

Rector

of the salutary
do
more

'

effects of such
than
a

performances. writes
many

'They

good

sermon", saw

the

Italian
at

physician
1

Guarinoni,
Trautmann,

who

Jesuit dramas
und
of the

K.

Oder- Ammergau play

is
an

sein
Munich

Passions-

spiel (1890). "This

drama",
p. 47.

offshoot

Jesuit

'I

JO

JESUIT

EDUCATION.

Hall the

in Tyrol.
impression
of Paris",

At
of

Munich,
a

on
"

one

occasion,

in 1609, the

play

it

was

"Cenodoxus,
of St.
wrote

Doctor
"

(or the

"Conversion

Bruno")
that
the
same a

was

overpowering.
sermons

spectator
have

hundred

effect ; fourteen
court,
on

not could of the foremost

produced

members withdrew

the
to

following
enter

day,
the

of the Bavarian into themselves

solitude,

upon
to

"Spiritual
their
manner

Exercises"
of life.1 "high

of

St. Ignatius,
Protestant

and

change

preachers and such

counts,

lamented
no

that

ages, person-

princes rustics take

less than

townspeople

and

delight
to

in the dramas
and of the

contribute
whereas

money
ours
an

them,

of the honor the

kind.

Jesuits,
actors,

have

nothing

Thus

the

Jesuits have
and
"

opportunity the result

of propagating

try their idolaof the

of gaining
2

good

will

even

gelicals. Evanbeen
tives invec-

This
if the

impossible, against
and
other

would Jesuit dramas

certainly

have

had

contained
were

non-Catholics. abusive
attacks

They
with

free from

sulting in-

side

were

teeming.
on

This

those which is established

von

of the by the

standard
stottner,

authors

this

subject,Karl
The
latter,

Reinhardwith

and

Holstein.

speaking

as offensive and bitter language of the Jesuit dramas "idolatry", means must of defending admit that their

object was

pedagogical, exclusively Another Francke, Protestant,

between
Protestant

not

at all polemical.
as

states

the

ference dif-

and

Catholic school
more

dramas, form

that the for

former and

sank

more

and

to

mere

political

ecclesiastical Popery,

controversies,
the

chiefly
were

directed
1 2

against

whereas

Jesuits

Janssen, vol. VII, Janssen, vol. VII,

p. 133.

p. 125.

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

working

quietly

in their schools
1

and

performed

their

biblical and

historical plays.
all dramatic inferior

That
were

not

productions
may

of the be

Jesuits
inferred
K.

of very

quality

again

from
von

testimonies

of competent

Protestant
''In

critics.

Reinhardst6ttnerwrit.es:
history
the

the work

first century

of

their

Jesuits did
dramas

great

in this line.
grandeur and did not equal

They
and

performed
although

full of power productions

their dramatic

the fine lyrics of still in the there

(the Jesuits) Balde

of Fabricius, poetic
the
enormous

and

Sarbiewski,
and
others ness. serious-

dramas

Agricola

is unmistakably
How

spirit and
success
....

noble

could
be

of their
Who

performances

otherwise
that

explained? the

could
dramas

doubt

for

moment

Jesuits by
taste

their

rendered

great

services

to their century,

that they

advanced

culture,

its subsidiary
undervalue We

and arts ?

preserved
It would

for the theatre

and
to
' '

be

sheer

ingratitude
their drama.
not

what

they

have

effected by
that

have

testimonies

proving

only

in the
produce
to the

first century
good
very

plays,
end.

did the of its existence but that it kept up a high

One witness
mean

Order standard

is Goethe,

the

first of German

no writers, assuredly He w^as present at a

where

the traditions

matters. critic in dramatic play given in 1786 at Ratisbon, kept up of the Jesuit schools were

after the suppression

of the Order.

He

bestows

high which

praise
the

on

the performance how

to

and
make
3

on

the skill with

arts

Jesuits knew

the various

vient subser-

to their dramatics.
1

2 8

Quoted by Janssen, vol. VII, pp. 120"121. Jaussen, vol. VII, p. 133.
Goethe
me
anew

writes:
of

"This

public
of

performance
the

has

convinced re-

the

cleverness

Jesuits. They

172
If the

JESUIT

EDUCATION.

number
of the

of merit

great

men

be

taken

as

just
the

criterion

of
a

an

educational

system,

Society

could

exhibit
were

long the like

roll of pupils,
most

who
men

in
in

their after-life

among

prominent

European

history:

poets

Calderon,

Tasso,

Cor-

neille, Moliere,
suet;

Fontenelle,
like

Goldoni,
Descartes,

) orators

like Bos-

scholars Vico,
like like

Galileo,

Buffon,

Justus

Ivipsius,
statesmen

Muratori, Richelieu

Montesquieu,
and

Malesherbes;

Bmperor

Ferdinand; Church
Pope
' '

generals

Tilly,
the called
a

Wallensteiii
great
'

dignitaries
Benedict

like

and St. Francis

learned
of

Coiide;
de

Sales,

XIV,
are

'the most

of the

Popes.
who

These
rose

but

few

of the

host

Jesuit pupils
and

to the

highest

distinction
and much

in Church

State,
However,

or

in the the

domain

of science

literature.1
stress
men. on

Society

does

not

lay

the

fact of be said

having

educated

these

brilliant
that
not

It might

with

Count
of

de

Maistre,

"Genius acquired

is not but

the

duction pro-

schools;
no

it is

innate;

it

recognizes
to the

obligation
power
that

to

man;
"

its gratitude

is due
of edu-

creative
nothing

of God.
be

Still,
any

system

jected
them,

could

of

conceivable

knew how to wield their instruments and This is not cleverness of the merely and dexterity. itself, an order : it is a real fruition of the thing interest,

to service tion devowith

stract ababsorbing

which

springs

from

the

practical
its organ
to be

use

of life. its

Just

as

this

sculptors,
nature

great spiritual its gilders, and inclination,

society
so

has
seem

builders,
some

there
to

who,
as

by their

and
are

take

the
a

drama;

and pomp,

churches

distinguished

by

pleasing

so

these

by a have men prudent seized on the sensibility of the world Cotta's decent Reise (Goethe's Werke, Italienische theatre."

edition,
J

1840, vol. XXIII,

Many
more

pp. 3"4). commemorated

by

are

Cretineau-Joly,

/.

c.,

vol.

IV,

ch.

III.

JESUIT
may

COLLEGES

BEFORE

THE

SUPPRESSION.

173
the

cation

contribute
of

much

to foster and

quicken
can

development

genius.

But

the
men

Society
of pupils

justly
only
nay
state

claim

to

have

made

excellent

with

ordinary

by

abilities, and these hundreds of thousands:

army,

count

by

thousands, professors,

lawyers,

officials, officers of the

priests and

bishops.
of the

Considering
schools, great
we

the

number

and
that

work

Jesuit
a

may

conclude

they

wielded
seventeenth persecution

very
centuries.

influence

in the sixteenth influence led of the

to

and
the

This

and

finally the suppression

had

Order
but in

; not

as

if the
the

der Or-

abused
the

its influence,
exercised
eye-sore

because
the

power
and

which moral of the

Society
was an

intellectual

world,

to the

numerous

enemies of the
seventeenth

Jesuits. At
century,

last, after the middle

the

hated

Order
We

fell
cannot

intrigues
a

of its opponents.
account

to victim here enter

the
on

lengthy

of the history
l

of the destruction
to special

of

the
on

Society, but must

this

refer the reader

works the

subject.
of
a

Suffice
impartial
wrote

it to

mention

briefly

opinions Prince

few

witnesses.
at the time

Hohenlohe

sion of the suppres"une

that the destruction

of the who
was a

Order
a

was

cabale
of the warfare,

in female."2

Theiner,

bitter enemy

Society, calls the suppression deplorable drama, in which a

played
Protestant
a

"disgraceful
too

many

impure

ments ele-

leading
as

part."3 Ranke,
the

Many

prominent
v.

historians,

Schoell, J.
brought
by

Miiller,
against
the
Rev.

Sismondi,
1

Leo,

declare
the

charges
of

See

particularly

series

articles

Sydney
2

Smith,

in the
of
August

Month
4,

(London),
1773,
in the

1902.
Royal

Letter

Archives

at

Munich.
3

Geschichte

des

PontificalsClemens

XIV.,

vol. I, p. 3.

174
the

JESUIT

EDUCATION.

Society

as

calumnies

of its enemies,

and
not

maintain
to

that the crimes violence

suppression
of the

of the

Order
entirely

was

due

any

Jesuits, but
of
at

to

the

tyrannical

of
who

ministers aimed

State.1
separating

In

Portugal
his
country

it

was

Pombal
Rome

from

and

introducing
loyalty
to

infidelity; the
the Papacy
were

Jesuits,for their
and
the
the

unflinching
defence

staunch

of revealed

religion,

to

be

first victims.
them

Pombal
systematically.

hired

pamphleteers

to

calumniate
at

Spain
the

and

France
In

the

same

time

began
the

to persecute

Society.

the

latter country

Jansenists and
hatred of the
to the

Huguenots

had

always

borne

deadly enemies

Order.

The

names

of the

chief

Jesuits show
them Madame other

clearly,
:

in what
Duke

direction of ChoiVoltaire,

the warfare seul, the

against

tended
de

the

ill-famed and
always

Pompadour,

d'Alembert

French
the enemies
to

infidel

philosophers.
as

They

had

regarded

Jesuits
Helvetius,

the

most

formidable designs.
a

and

dangerous

ary of their revolution-

Voltaire

wrote

in 1761,
we

in destroyed

tone

of exultant
the

anticipation:
that
'

"Once

have
'

Jesuits,

infamous
child's
not
:

thing play

(the
us."2

Christian
However,
hated
very not

religion)will be
he

only

for

Order

could not and w.ould in the style of others

:

calumniate

the
my

"While

doing

best to realize the motto

stoop
to

Ecrasez

Vinfdme,
the
spent I have

I will

the

meanness

of defaming life have

while
what

Jesuits.
in
the

The

best

years

of

my

been
there
was

schools listened
1

of the
to any
Korner

Jesuits,and
teaching
in his

never
or

but

good,
"

seen

So

History

of
vol.

Pedagogy.

See

also

the

Open
2

Court,
Alzog,

Chicago,

January
History,

1902, p. 21 foil.
Ill, p. 566.

Church

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

175
Neither
to

any

conduct

but

' '

what

was

exemplary.
to

could

J. J.

Rousseau

be

induced
he

lend

his pen
that he

decry
not

the Society, although

confessed

did

like the Pope

Jesuits.
XIV.
at last yielded to

Clement

the

threats

kings, and in 1773, of the Bourbon ministers by a Brief he suppressed the Society, "in order to Protestant letter", says a "This peace." preserve
of the

historian,
morals, against

"condemns

neither

the

doctrine,

nor

the

of the

Jesuits. The
are

complaints motives

of the

courts

the Order

the only

suppression."2 represented

recently infallible ex-cathedra prothis Brief as an nouncement that he has of the Pope, he thereby showed elementary

When

alleged for its Howorth Sir Henry

not

even

the most

notion

of what
events

is meant
that

by
"

Papal
to
a

infallibility.
the words
treaty
was

Succeeding

proved
of the

use

of

one

of the enemies

Jesuits
and

"

peace

struck that

between

the

wolves

the best

shepherd,

and

the

latter had

The of the flock. watch-dogs Revolution the eyes of many opened

of the

sacrificed the French dreadful

to the

real purport

Church
Peter.

the of the Jesuits. True, persecutions is not built on the Society, but on the rock of

by this suffered immensely sacrifice of its most zealous defenders, and well might in the Bull of the Restoration Pope Pius VII. of the

Still the

Church

'

Society in 1814,
stones

speak

of the

"dispersion had
the

of the sanctuary," which destruction Society the of and

calamities.
1

of the very followed the

consequent

Ibid., p. 570.
Schoell,

Cours

d^histoire

des

Etats

europtens,

vol.

XXXXIV,

p. 83.

176
It
was

JESUIT this
court

EDUCATION.

at

juncture
rendered
a

that

Protestant
to the

and

Schismatical
the

homage

services
to

of

Jesuits, and

gave

brilliant testimony

their of his
at

educational
Prussia, kingdom,1
Rome,
a

Frederick the Great, abilities. determined being to preserve them

wrote to

King

in
agent

Abbe
from

Columbini,
Potsdam,

his

letter

dated
the

September
occurs
:

13,
am

1773,

in which
that

following
kingdom

passage
the

"I

determined
to

in my and

Jesuits shall continue

ancient the
I
ever

exist

maintain

their

form. quo

In

the

treaty

of Breslau

I guaranteed
nor

status
seen

of

the

Catholic

religion ;
any

have

better

priests, from
may

point

add

that holds

since
no

of view, than the Jesuits. You I belong His to a heretical sect,

to

Holiness

power
my

dispense
or

me

from
my

the
as

obligation
a

king

of keeping honest an and

to

word,

from
May

duty

man."

On
was

i5th,

1774,

writing

d'Alenibert,
not

who

dissatisfied

that

the

Jesuits were
that might
own

completely

exterminated,

and

feared

other

kings

demand kingdoms,

by the example of Prussia moved seed to cultivate in their of Frederick he replied : "I view them only as men
place

of letters, whose would

in the

instruction

of youth

it

be difficult, if not
clergy

impossible,

to supply.

Of the

they alone apply themselves of this country This renders them to literature. so useful and that you necessary need not fear any one shall obtain from
1

Catholic

me

single
documents
y

Jesuit."
given by

In

1770

he

had
Les

written

in
la
les

See

Zalenski,
IV,

Jesuites de
II.
et

Russie-

Blanche

vol.

I, livre II, ch.

"Frederic

Jesuites." Frederick
to
2

strictly the

forbade

the

Bishops

of his

kingdom

promulgate
Maynard,
p. 246.

Papal Study

The

Brief of suppression. Teaching the and

of

Society

of

Jesus,

JESUIT
similar
terms

COLLEGES

BEFORE

THE

SUPPRESSION.

177

to

Voltaire.

Speaking
my
; he
own

of

Pope

ent Clem-

XIV.,
reason

he

says:

"For
of him
are

to

complain
they

110 part I have leaves me dear my

Jesuits, whom
save

persecuting

everywhere.

I will

the precious
a

seed, for those

so rare."1
:

cultivate
wrote to

plant

should who On May i5th,

misfortune

wish

to

d'Alembert

"In

their

1775, he in I see

but scholars whose place in the education Again hardly be supplied by others. ' can of youth Aug. 5, 1775 : "For the good Jesuit Fathers I have on
them

nothing

'

"

tenderness, and
' '

not

as

far

as

they

are

monks
are

but
useful

as

educators

scholars,
Now,

whose

services

to

civil society.

if the

Jesuitswere

dangerous

to

the welfare of the state, as their enemies make how that the Atheist on the Prussian strange the shrewdest
and
most

them, throne,

keen-sighted
see

monarch he
was

of his
not

time, should have to let himself man

failed to

it? But

the

be influenced of Burope
was

by silly
who

prejudices.
to

The
protect

second
the
In

ruler

endeavored
II.,

Society
1783

Catharine
wrote to

Empress
VI.

of

Russia.2
she
was

she

Pope

Pius

"that

' '

was.

these priests for the welresolved to maintain fare it any power, of her states against whatsoever In the same court in a note year the Russian

to

Mgr.

Archetti,

Papal
on

Nuncio the

to

Poland,

thus

expressed

its sentiments

Jesuits: "The
having

Roman

Catholics

of the proofs

Russian

Empire,

given

unequivocal

of their loyalty to the Empress,

a

have

thereby
former

acquired
privileges.

right

Of
has

confirmation of their is the instruction this number

to

the

of youth,
1
',

which
"
XII.

heretofore
7.

been

committed
Oeuvres

to the de

Lettre
torn.

Voltaire,

Juillet, 1770.

taire Vol-

See

Zalenski,

/.

c.,

pp. 239"429.

12

178

JKSUIT

EDUCATION.

Jesuits. The
success

zeal animating

these

religious, and

the by

their crowning the Imperial Government Would

Russia where

efforts, have

been

marked

it be

satisfaction. with the utmost justto deprive the inhabitants of White Institution ? suppressed,
why religious
l

of this precious
the

In other
no

Order

was

countries substitutes have

for destruction,

been
among

found.
the
many

And

single

out

orders, that which

devotes
to

itself to the
the public

education

of youth,

and

consequently

welfare?" testimonies
refute
also
a

These
made
asserts
even

charge

sometimes

or

Theiner, for instance, Catholic writers. implies that, for a space of time preceding
by
the

the suppression, station it had

matters,

Society had

fallen away

from

the

held originally in literary and educational had become that their system useless to the education suffered in their from their colleges unprotected
of
error,
2

interests of science., that issued hands, that youth

against charges
are

the

assaults

etc.

These

justquoted
of
as we

Maynard ably refuted by Abbe Studies and Teaching : The

of

in his work the Society

But

Jesus at the Time

of

its Suppression

1750-73.

educational said, the appreciation of the Jesuits' by Frederick II. and Catharine II. labors, as shown
exonerates

them

completely.

These
at

two

were

the

most

what
were,

monarchs of Burope sagacious influenced have them, could

to show

the

time,
as

and
they

atheists

such

favors

to

the
as

persecuted
an

Society, body
words ?

had All and

it not

been

its superiority
the
two

educating of the
proved

attempts

to weaken

testimonies
rulers have

actions
3

of

these

unsuccessful

1
2

Maynard, History
Most

/.

c.,

p. 240.

of

the

Pontificate of
testimonies
as

Clement
to the

XIV. educational
sue-

flattering

JKSUIT
Besides,

COI^SGES

BEFORE

TH"

SUPPRESSION.

179
that

Maynard

points had all

among

out

in

detail

the

Jesuits at
of

that time

their number
of

hundreds

able

writers

in

branches

learning. and

The
tists, scien-

Society
as was

could
the

boast
famous

of great
Roger

mathematicians
Boscovich

(t 1787), who
of London
to

despatched
to

by
observe

the

Royal
the

Society

California During
astronomer

second

transit

of
the

Venus.

the heat

of the

French
took

Revolution

French

Lalande,

who

pride

in the

title "the
Bosco-

atheist

astronomer",

ventured the
"

to write

Father

vich's

eulogy

in

Journal

of

Men

of

Science"

Maximilian Hell (February 1792). Then there was (t 1792), for thirty-six years director of the Imperial Observatory
at

Vienna.

In

1768

he

was

invited in

by

Christian
the

VII.,

King

of Denmark,

to observe

land Lap-

transit

of Venus.

Of
wrote:

the

result

of Father
was
one

Hell's

expedition

Lalande

"This

of

the five complete

' '

observations Hell
was
a

made worthy
Galicia, Les

at great
successor

distances
to

apart.
cess

Father

the

of the

Jesuits in

Russia

aud

are given suppression, 1886. Blanche, Paris

by

Zalenski,

of the Jesuites de la Russie

at the

time

Bibliogr.

Astron., it
was

1792, p. 722; suspected

see

Maynard,
Father

p. 205. Hell

"

For

many

decades
with
the

that

had

tampered
been

figures

the

as so published, Monthly, Atlantic

had of his observations after others his square to make In the rest. with Nov. 1900, Professor Newcomb, Simon Observatory,
exonerates completely The distinguished charge.

of the Father

Washington
Hell

Naval this

from

malicious
who

American affection
of
was

Astronomer,

professes
has

in his article

personal
manuscripts accusation
a

for

the

Jesuit scientist,
Hell, in Vienna,

Father

and

examined found that

assertion
Newcomb

the

the of

groundless, sight
was

whose

based on the and defective. Professor

Hell's observations

man

further
somewhat

affirms that

Father

gave

figures

l8o

JESUIT

EDUCATION.

great Kirch

Jesuit astronomers
er,

and

mathematicians

Clavius,
a

Riccioli, Scheiner,

Grimaldi,
one

and

precursor
omers, astron-

of the famous
at

Father
least

Secchi,

of the greatest of
the

in

spectroscopy,

nineteenth

century.

Lalande,

in his Bibliographic

Astronomique,
and
short the

enumerates

forty-five astronomical
"

Jesuit

astronomers

eighty-nine of 1750

publications
same

for the in

period

1773. Montucla's

The

author,

History

of

Mathematics,
"Here
I

of continuation pays the following remark

to

tribute to the
honor

Society:

must

the

Society, and cruelly persecuted for that in several colleges it possessed observatories, There instance in Marseilles, Avignon, Lyons, etc."
were

of this learned

other

observatories
country

in

Rome,

Florence,

Milan, colleges.

in fact in every

where

Jesuits had
remarks
:

Of
were

Germany

and

Austria,
and
the

Lalande

"There
few

in Germany
colleges
"

neighboring

countries

large

of the

Society
those

He

mentions

had no tory. observawhich Tyrnau, Ingolof Vienna,

etc., and

stadt, Graz, highly of

Breslau,
the

Olmiitz, Prague,
work that

speaks

scientific
He

done after

by
the
' '

the

Jesuit

astronomers.

adds

deplorable

catastrophe shared

' ' most of the Society, J the fate of the Order.

of these observatories
2

Quite recently
different

Professor
of other
the

Giinther
astronomers,

of Munich
but

called
that
recent

from
have
correct

those

discoveries
the
more
1

proved
ones.

Jesuit's observations

to have

been

Histoire
et

des Math"matiquest

IV,

acheve

publi"

par

J6r6me

par J. F. Montucla, de la Lande, Paris,

tome

1802,

pp.

347
2

foil.

Zeitschriftfur der Wissenschaften, 3. Folge, mathematischen 2. Heft, 1902 (Leipzig, Teubner), pp. 208"225.

Bibliotheca

Mathematica,

Geschichte
3.

Band,

JESUIT
to

COLLEGES

BEFORE

THE

SUPPRESSION.

181

attention

the

important

Jesuits
at

of

that

period,

.scientific three relatives

works

of
the

three
name

of

Zallinger:

John Baptist, Professor

who
wrote
a

in the

Jesuit

college
on

Innsbruck,
growth

remarkable

treatise
Professor
a

the

of

plants;

James

Anton,
and

in ous zeal-

Munich,

Dillingen, of the

Innsbruck,
Newtonian

Augsburg,
who

defender
works they

system,

''published
that

of could

such have

importance been
was

that

it is surprising
in

buried

oblivion." who

The
lished pubwhich

greatest

of the three several

Francis
works
on

Zallinger,
new

important

with

views,

partly

are

held and

at present,

electricity, meteorology,
success
on

mechanics,

with

particular

hydrology.
his

Professor

Giinther

repeatedly

expresses have
on

ment astonish-

that such

works

could
work
Very
may

been

so

completely

ignored,
does

that

no

modern
them.

the history

of sciences
the
that
names

justiceto
writers.

few

mention

of these
research

We

be convinced
many
more

careful

will bring

to light

distinguished

Jesuit scientists of that period.

Also
the

in literature, shortly had

among

before numbers

the

suppression,

Jesuits

their

distinguished
wrote

writers. History
to

Father

Tiraboschi
Literature,
most

(t

1794)

the

of
day

Italian
one

in thirteen

volumes,

up

this

of the
men
even

subject.
others
were

In

France,
admired

on this works valuable like Father Poree and many

by

Voltaire

for their literary

accomplishments.

In

Germany,

the poems

Jesuit Denis
of Ossian
as

(t 1800)
his native
the

rendered
tongue,

the so-called

into

highest Hervas
,

and this with such success About Goethe. praise from began
to write
we

to win

this

time

Father

his great

i i

Catalogue
But
as

of
we

Languages"

of

which

spoke

before.

82

JESUIT
not
a

EDUCATION.

are

enough

writing to have

literary history these who

century,

of the

Society,
A

it is host

mentioned
men,

few

names.

of other
the end

distinguished of the

flourished
may

towards

seventeenth work.

be

found
that

in
the

Abbe

Maynard's had

Thus
to

the

assertion

Society
is
a

become

useless

science

and

literature,

pure

calumny. is the
charge that
the

As

groundless

Jesuits had
to

failed in their We have heard of

lofty mission what

with

respect
II. and

teaching.
II.

Frederick
Most

Catharine

thought

them.

of engaged

the
as

celebrated teachers of the

mentioned
collegiate

before
or

were

writers in the

university

cloud

of witnesses
was

establishments forth to stands carried

on

Order.
the zeal

testify that

work

of education

with

unabated

in languages success, not great only and with literature, but also in mathematics and sciences. Deslandes, commissary of the navy
at

and Thus

Brest, testified,

in 1748, that the professors

It may

Jesuits had

furnished
1

the

navy

excellent

of mathematics.
what
say

University

be well to quote of Paris has to

the

historian the the

of the

about
up
to

educational time

labors of the suppression

:

Society
"If
one

in

France

of its
row nar-

rises above

prejudicesand
can

professional eminent services

how jealousies,

one

deny

the

to youth the Society rendered which family, from its the and under reestablishment Those Henry IV. ? to be want of its enemies who

impartial
conducted, mild,
was

and

sincere the

admit

that

its colleges
at
once

were

well
and

that

discipline

was

firm

paternal ; that the strict and improved by wise innovations,

De Badts de Cugnac,

scholastic cleverly

routine

adapted
p. 11.

Les

Jesuites et

r education,

JESUIT
to the

COLLEGES

BEFORE

THE

SUPPRESSION.

183

progress
were

in

manners

and

social demands devoted

that

the teachers

unassuming, and youth

to their work,

well instructed,
ait of elevating

for the greater

;
some
were

part masters perfect

so

in the

humanists, in their

scientists of the has any lives that never

others,

firstrank,
reproach

regular

of misdemeanor
one

been

uttered
of showy

against

them.

Should
the

say

that, in spite given

appearances,

education
too

by

the

Jesuits lacked
frivolous
work,
"
" -

solidity, that they

or

often

substituted

practices
a

charge

for serious exercises worldly frequently made by the University

answer

the

Jesuitscould
honorable

by

pointing

to their

pupils

who

held

rjositions in the

domain

of science

and
ranks

literature, at of the

the

court

and
among

in the armies, the

were

in the
. .
.

bourgeoisie and
of youth,
worthy
.

nobility.

As

instructors and
more

the

Jesuits
inquire

above
than

reproach,

of recommendation
whether

of

persecution.
roles played
not

We

do not

in other
they

by the disciples
to be

of St. Ignatius,
away
to

did of

allow

themselves

pride, brought
with
our

ambition, upon

and
them

carried intolerance,

excesses

which

necessarily

cruel retaliation ; in connection suffice it to state that in the field of subject, public
education,

studies
general,

and

their

activity
sentence

was,

in

beneficial.
destroyed

The
their

inexorable
colleges

suddenly the the

which is explained, from

historical
hatred

point

of view, against biased

sentence,

by
the

the

prejudices and
But

existing
the this

Society.
of

after

having

related
must

acclamations
so

contemporaries,

sadly

confirmed

think

not

by the equitable ; for it is against

and,
as

judgment
truth and

be renowned, We of history? in justice many

have

regards,

the events

that followed

proved,

84

JESUIT the

EDUCATION.

it served
the

neither

Church,

nor

the

State,
which
' '

nor

even

University,

in spite of the

hopes

the

latter

had

based

on

the ruin of its adversaries.

following, then

The

author,

in the

chapter

describes

the

fatal consequences
from the

for education destruction

in

France,

resulting

of the Society. is certain

contrary,

This
but,
on

much the
was

that

it

was

not

its inability,
for which the

its great

success

Society
century,

doomed

by

the

Catos
was

of the that

eighteenth
the

whose
was

ceterum

censeo

hated

Order
doing

to be destroyed.

What
learning

the

Jesuits had
became and it
was

been

for education destruction by

by
many
a

and

apparent openly
was

after the

of their
that

Order,
ruin of

declared

the

of the learning

Society
among
to

followed Catholics.
King,

fatal

decline

the the
a

The
''the

Bishops

of France

represented

that

dispersion
in the

lamentable
and the

void

of the Jesuits had functions of the sacred

to

left

istry minconsecrated

education talents
:

of youth, and their

their Abbe

which labors."2

they
In

1803

Emery

wrote

''The

Jesuits have
been

been

expelled,
But

their system

of teaching

has

rejected.

what

have we discovered, substitutes for them and in what have the new Are the youth better theories resulted ? instructed, or their morals purer ? Their presumptuous
ignorance
masters

and and

depravity
old ways. time

force
' '

us

to

sigh

for the

old

the

About
work,
1

the

same

Chateaubriand

in his famous
"In
vol.

The

Genius

of

Christianity, exclaimed:
de

the
II,

Jourdain, Histoire
Abb"
Maynard, /.
c.y

rUniversite

de

Paris,

pp. 298"300.
2 3

p. 237.

Pensees

de Leibnitz,

p. 429.

(Maynard,

/.

c.,

p.

238.)

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

185

destruction
an

Europe has suffered of the Jesuits learned Since that unhappy irreparable loss. event tion educain And been in a state of prosperity. has never
' '

his

Melanges

he

expresses

himself

to the

same

effect

"The

Jesuits maintained
to the

and

were

increasing

their

reputation

Their of their existence. has inflicted a deadly wound destruction on education and letters : as to this, at the present time, there is no
last moment diversity hesitate
was

of opinion."
to say

And

even

Theiner
on

does

not

that

incurable."1
the great
on

inflicted 'the wound In Lord Stanhope's

of Wellington
we

'

education

conversation striking in at Walmer

:

with

Duke
same

find

passage

the

subject.
Duke

Speaking

October
whole

1833, the

said to Lord

Mahon

"On

the

I think

it is very

doubtful
system

whether,

since the has

have

suppression

of the
or am

Jesuits,the
whether
as

of education
men

been

as

good,
I

remarkable
have

appeared. south of
the

quite
It

sure was

that they
a

not

in the
In

Europe.

great

mistake."2
the

Treves

Jesuits possessed,
a

besides
college.

novitiate
the
news

and of

the university,
the suppression

flourishing

When

of the Society
Wenceslaus

Elector, Clement
have
crown

arrived, the Archbishop is said to of Poland,

exclaimed: of
our

"Cecidit
head

corona

is fallen;"3

"The capitis nostri" and, as the historian

"

of the
sorrow

Royal
was

Gymnasium

of Treves few years

adds,

his outcry

of

A justified.
the

after the

Jesuitshad
ing undermin-

left the

college, had

pernicious

leaven and

of French
was

fidelity in-

the faculty permeated the faith of the young.

1

Maynard, Notes

of

p. 242. Conversations
/.
c.,

with

the

Duke

of

Wellington,

by the
3

1888, p. 42. Murray, Karl of Stanhope, London, 1885, vol. VI, p. 420. Historisches Jahrbuch, Munich

86

JESUIT

EDUCATION.

And

such,

was

the

case

everywhere.

German

scepticism,
began
to

French
reign
cause

atheism,

Jansenism, and Josephism

Let
us

supreme.
was
never

add

here

that
any

the

Protestant

strengthened
the

by
was

secution per-

of the infidelity.
governments

Society;
statement

only

gainer

always that the

The
on

of Mr.
have

the

whole

-Browning, done well to

false by

suppress history.
state

the

Jesuit colleges,1 is proved

the
same

utterly
an

At

time

it advocates
wish

intolerable

absolutism.
the

If parents of the

to send

their children

to

schools
a

Jesuits,and
political

of religious

in general,

it is

violation

of parental

of religious of such consideration, and

the

and

rights, arid an infringement liberty, to make the attainment

In the light of this

wishes

impossible.
of M.

the legislation

Waldeck-Rousseau,

recent

proceedings

against
appear

the teaching
to

congregation

in
men

France
and
a

must
new

all fair-minded

as

tyranny

"reign
who

of terror".
are
a

of history all students fanatical hatred, the downfall

To

not

blinded
of
men

by

of such
to

society

who

had

devoted and
the

their

lives

the

propagation
must

of

religion
most

pathetic. L,alande.

of advancement it appeared Such

science,
to the
a

appear

omer atheist astron-

"The

mention

of

Jesuit," he writes,
sore

"awakens
my

all the

feelings

of my all my

heart,

gratitude.

It harrows

and mind feelings at the

has

my

blindness

of the

ministers will

of 1762.
never

Mankind
that

irretriev

lost, and and surprising devoted functions

most
J

recover,

precious uals, individto

union

of twenty-two
and

thousand disinterestedly missions,

humanity.
"Education".

incessantly

the

of teaching,
and

preaching,
dearest
to
article

to

duties Retire"

serviceable

Encyclopedia

Britannica,

JESUIT

COLLEGES

BEFORE

THE

SUPPRESSION.

187

ment,

frugality,

and

the

renunciation
the
most

of

pleasure,
concord

constituted

in that and

Society
virtue.
an
' '

harmonious

of science of
them
:

I had

personal
of

knowledge
heroes

they

were

assemblage
l

for

religion We

and close

humanity.

this of
a

chapter
recent

with writer:

the

following

sympathetic

lines

"The
fall

rise of the
was

Jesuits had
Annihilation
tempests

been

astonishing.
not

Their
their

august. No

could

shake

constancy.

of misfortune

obedience.
starvation,

could attaint their magnificent banishment, incarceration, Defamation,

unthankfulness,
not could frenzy the

death,
not

fell upon dismay.

them,

and

could

alter, and

To
to

the

cabals laugh

of

courtiers

and

of kings,

the

harlots, and the rebuke of solemn of triumphing hypocrites, to the loud-voiced joy of the heretic and
to the

the unbeliever, exulting

poisonous
secret

sneer

of banded
to

sectaries,

in their
to

confederation,
sympathies

the
un-

gibes

of traitors, and
of

the

burning

of the

purchased response
duty.

unpurchasable

multitudes,
superb and

only

the

Jesuits was

indomitable

Girt round by cruelty and frivolity, more cruel still; as in the centre of the of a vast amphitheatre they had taught they remained so well, antique which high before as Sebastian as resolved, as unflinching
the archers of the
at

Palatine,

or

the
was

virgin hardly

Blandina
a

amid
that

the the

beasts

Lyons.
monarch
was,

It

marvel

victorious though
he

of Prussia,
accustomed

outside
to
see

the
men

Church
die
a

but
and

at

the
of

call of honor
warrior
iii the
M.

discipline,
and

half
a

owned

thrill
1

emotion,
Annales Boulogne,

paid

captain's
Morales, et

Quoted
)

Philosophiques,
vol. I, p. 221.

by

de

88

JKSUIT
to
were

EDUCATION.

salutation,

that

infrangible,
not
were

that

devoted

army.

The

Jesuits

only

the

ablest
priests,

of

Renaissance
aries, missionsupreme
sentence

schoolmasters,
great
art

they

great

great

civilizers, great and

smote

practicians
men.

of the
the

of persuading

leading
them

And

of destruction

in the midst
where they

of their had
.

activity,

in

hundred
or
a

regions
almost

become
.

indispensable
was

impossible
company

to replace.

Never

such

famous

of scholars
deep-read

in all the
in phies philosoguages, of lanwriters

records

of former

civilizations,

; famous

for sacred

eloquence

; masters

editors of the
of Byzantium,
the

lore of antiquity,

of the

of the
;
.

obscure

dialects

of Malaysia

and

Upper

Amazon
.

historians,
gain
the

philologists, lying
as
a

restorers

of

chronology.

To
were on

promise

of

lying the

peace,

they

demanded
the

holocaust Bourbons,

to

licentious dark

puppets

thrones

of the

to the

powers

behind

the

veils of the lodge.

And
not

their loss to civilization, their loss to

to

France,

was

be

computed
they

even

by
and

the what

largest
they

enumeration
were

of of

what

had

done,

capable
had forced

doing.
so

The

Christendom
and
was
a

to which

they
was

become
to

necessary,

which
yet

in
to

an

hour
the
In

do

without

them,

learn

unspeakable proportion

nificanc sigto the

of such services
the of
an

deprivation.
the

of the

Jesuits was
are

void

ance, of their disappearWhen

may

calamity

of their shattered,
' '

fall.
more

main

pillars

edifice
the

be

shattered

than
1

pillars alone.
London
Tablet,
Dec.

The

7, 1901,

p. 884.

CHAPTER

VI.

The

Revised
The

Ratio
had
Dr.

of

1832

and

Later

Regulations.
XIV. conduct
to

Society

been Brack

suppressed
says:

by Clement
Pope's
a

The
was

historian
harsh
to

"The
not

and

unjust", as
l

he had
even

single crime

lay

their

charge;

and

Dr.

Dollinger,
considered
an

ever howits
act

hostile to the suppression

Society,

must

have

unjust; for he of justice.2Documentary Jesuits heroically submitted.

Frederick
unwilling laying
the II.
to

calls its restoration

evidence

proves

that

the

Even

in Silesia, where
them, "they
were

to maintain wanted hold the out against

was

papal

bull",3

and of

aside

whatever

specifically
the schools
as

characteristic
secular
to

Society, they

directed

priests.
the

Catharine
Papal

II. of Russia

stubbornly
to

refused be
was

allow

Brief

of

suppression
the

published
required

in

her

dominions.
the

As

publication

before

Brief could take effect, the Jesuits continued their in the two in Polotzk work colleges at Mohilev and Russia. Five years White in after the suppression,
1778,
the
new

Pope
a

Pius

VI.

to establish
1

novitiate.
Catholic

granted Thus, as

them

sion permisII.

Frederick

History

of

the

Church,

(Engl. transl.) vol. II,

vol. I.XXXIV, Against

p. 306.
:

See

Historische Church

1900, Zeitschrift,
History,
vol.
see

p. 300. Theide
la

Alzog,
charge

Ill, p. 671.

ner's

Russie

of disobedience Blanche, vol. I, pp.

Zalenski,

Les

Jesuites

169"213.

(189)

IQO

JESUIT it, "the seed

to

EDUCATION.

expressed
who
1

had

been
a

preserved
plant
so

for those
rare."

should
1,

80

Pius

wish VII.

cultivate
successor

In

the

of Pius
as
a

VI.,

allowed

the

Jesuitsto establish
and
in 1804

themselves

Congregation
introduction

in Russia, of this

he into

authorized
the

the

Congregation

kingdom

of the

Two

Sicilies. At
length,

in 1814,

Pius of the

VII.,

who

had

been

educated
the

by the enemies

Jesuits,reestablished
gives demand deem if amidst
as

Society

of

Jesus.

The
acted

Pope
on

the

motive

of

this step, that "he

the

of all Catholic

Christendom".
of
a

"We
towards

should

ourselves
the the

guilty
of

great

crime

God,
we

dangers aids which

the

Christian

republic,

neglected

has put at the special providence of God and, if placed in the bark of Peter, tossed

our

disposal;

and
the

assailed vigorous

by
and

continual

storms,

we

refuse

to employ

experienced
to

rowers

who
waves

volunteer

their services,
which 1 In
threatens

in order
every

break

the

of and

sea

moment

shipwreck

death."

this

Bull,

Pius
grant

VII.
power

expressly
that
to the

says: may

"We

declare

besides,
lawfully

and

they

freely and

apply

themselves of the and

education faith, to and

Catholic

of youth form them

seminaries. took

in the
to
' '

principles
morals,

good

to direct colleges

The

Society immediately
and
New
ever

to its founder

Old

Society.

cherished fields had

this work by the Fathers

up been opened

so

dear of the

in

the

meantime

land

and

for establishing colleges, especially in Kngher dependencies, States and in the United

of America.
1

The

Papal

Bull

Sollicitudo omnium

ecclesiarum.
are

This

of the Society and that of the suppression in the Protestant Advocate, vol. Ill, pp. 13 and Bull

translated

153 etc.

RKVISKD

RATIO

OF

1832

AND

LATER

REGULATIONS.

19!

As

regards
soon

the

system

of

studies

it

was

found

necessary,
to

after the
the

restoration
to
were

of the

Society,
of
the

accommodate time. calm been

as

Ratio

the

new

conditions with

the
same

The

changes

undertaken

circumspection drawn up

with

had
early
to

under

the old which Father Aquaviva.

were

Ratio

As
sent

1820

suggestions the

Rome

from

and observations In different provinces.

Roothaan,1

1830,

the
an

General
excellent summoned

of the vSociety, Father classical

to

himself

scholar

and

experienced of
the

teacher,

Rome

representatives deliberations
was

After
appeared

careful
It

vinces. all the proRevised Ratio

nothing

in

1832.

not

new

system;

had

been

changed
It

in the essentials,
was
an

in the

tal fundamencies exigen-

principles. of the
such
great

old
success

methods

adaptation had which

times.

to modern

been

approved

by

in former
referred

The
study,

changes

which

had

become

to mainly important

those

branches
course

of
of

in the should

time.

In the colleges

L,atin and

Greek
time study

remain
should mother-

but more the principal subjects, henceforth be devoted to the

tongue
means

and of
this

care

the

and been Rule

its literature,

although Old
was

had

by

no

neglected
of the

in the Provincial pupils

Society.2
added:
the

Thus
"He

to

the

23.

shall

take

great

care

that the

[in

colleges

of his
motheramount

Province] are
tongue,
1

thoroughly

instructed
to each

in their
class the

and

he shall
S.

assign

J. A. Thym,
Translation
See

German
!

J., Life of Father Roothaan. by Jos. Martin, S. J.) pp. 110

129
in
"

(In Dutch;
"

113.
the

above

pp.

131,

and

the

chapter

on

study
part
I,

of the
ch.
I,

mother-tongue

Jouvancy's
Letters,
"

Ratio

Disc,
"

et Doc., Father

" 3.

"

Woodstock
,

1894, p. 309.

Duhr,

Studienordnung

pp. 107

118.

IQ2

JESUIT kind in
of work
the
to

EDUCATION.

and

be

done."
was no

The

L,atin

lower

classes

speaking of longer possible;

special
as

care

of idiom

in translating
of pronunciation

is recommended, of
the

also

correctness

motherof style

tongue.

In

the higher

classes the cultivation

to the

in the vernacular,
on. are nor

according rules

The
left out;

concerning
are

best models, dramatic

neither

is insisted mances perfor-

exhibitions

encouraged it is

forbidden.
that,

In the report
are

of the they

commission

said

if dramas

given,

should
other

be in the authors

For the grammar vernacular.1 introduced; in the highest are

Curtius of and

classes,
grammar

class, Sallust,
the
elements

Ljvy

are

read

besides

Cicero,
are

mythology
takes

and
the

archaeology

to

be

taught.

Xenophon
In the

place

of Aesop

and

Agapetus.
in the

middle

grammar

class Caesar

is added;

lowest,

Cornelius
mathematics

Nepos.2
and natural
more

As
and Ratio

sciences,
the

history Revised

geography

claimed

attention, that
more

prescribed
to these

accordingly

time they

should
were

be

devoted
considered

branches,3
as

although

to be

rather

"accessories" study

in the literary curriculum.

advanced
even

For
and
to

the

of

more

matics mathethought

of natural
properly

sciences
course

was

then

belong
new

to the

of philosophy.

Still

the

Ratio in this
to

left to Provincial
matter, customs
some

Superiors

considerable
conforming

liberty

and

the

Jesuit colleges,

the

of the
of these

have

introduced classes.
Pachtler,

respective countries, branches also in the

lower
1 2

op. cit., vol. IV, p. 479.

vol.

Other Reg. 11.

Pachtler, see changes Prov., 23, sect. %.

"

IV,

Reg.

469. pp. 459 Praef. Stud. Inf., 8,

"

sect.

REVISED

RATIO

OF

1832

AND

LATER

REGULATIONS.

193 rules
concerning

The

greatest

change

was

made

in the

the sciences.

teaching

of

philosophy

Aristotle, the Philosopher

longer Ratio hold does his place
not

natural and of former times,

could

no

in the schools. him, although

So the
the

Revised

mention

speculative
are

questions treated
so;

mostly rightly
says,

of logics and general metaphysics to Aristotelian principles. according

as
a

And

for

modern doctrine

Professor forms
1

phy of Philosothe

"Aristotle's
logic
even

basis

of

traditional
It may Hegel

to this day."

be

safely

said

that
was

after

the

and of the

others,

there

manifested,
a

vagaries of in the latter appreciation

part

nineteenth

century,

greater
most

of Aristotelian

philosophy. revival,
declares

The
Professor that

of Berlin,

this

prominent Trendelenburg
organic theory Plato

vocate adof
of

expressly

"the
was

the universe,

the basis of which only

laid by

Aristotle,

is the

before it; and by every and

have
sen
no

that
man

has a which done by fits and starts speculation for himself, has proved itself to

philosophy

and future

"

permanence.

remark

of Professor

Paulpeople

may
are

who

be without inclined to use

not
as

interest.
the
names

"There
of Thomas
nonsense

are

Aquinas and
craziat the
as

and
ness.

Scotus To
day

synonymous

with

such
there

it may
are

be well to say
men

that

even

present Thomas,

who

think
the

similarly prince

Saint

whom

they

and on whom And instruction.

despisers
amount,
1 2

consider they base

these
are

of philosophers, cal philosophi-

their whole the

men

to whom

the great

of

scholasticism of wisdom,
History

give
at

credit

for

if not
Windelband,

least

of extraordinary
p. 135.

of Philosophy,

Erdmann, 13

History

of Philosophy,

vol. Ill, p. 278.

194

JESUIT
I

EDUCATION.

prudence
the See

and

cunning, restored

mean

the

Jesuits.
the chosen

Has

not

of Rome
the the

Saint Thomas,
of

pher philosoas

whom

Society

Jesus has

its

guide,

as

philosopher

of the

Church?

Has

this

in order to stultify the clergy? the through the intention of those who, 1 to domineer over the world?"
done

been

Can

this be wish

clergy,

Physics,

chemistry,

physiology,
cosmology
are

psycholog)^
taught

astronomy,

geology,
to the

and

according

established

principles

of modern

science.

The

basis of this study is thus laid down: "The professor is to expose theses, theories, systems, of physics and hypodegree of certitude it clear what to make so as
or
new

probability

belongs

to

each.

Since

in this faculty

day, the professor is made must every progress it part of his duty, to know the more recent consider discoveries, so that in his prelections he may advance

with

the science
geometry

itself."

Higher

mathematics
to

lytic (ananot

only the

in

one

and calculus) are if possible but in two,

course.

be

taught
years

in three,
now

of
the

philosophical
to

We

may

invite

reader

judge

about

Compayre's

assertions: in the
are

"The
dain disproscribed

sciences
as

involved are and philosophy history. Scientific studies

in the lower

same

entirely

year

in philosophy,

classes, and the student enters his having studied only the ancient itself is reduced discussions, and
and
to
to
a

languages. study

Philosophy
to subtile

barren

of words,
on

commentaries

Aristotle.
only

Memory

syllogistic reasoning

are

the

faculties
no care

real inductions,
In all things
1

facts, no called into play; no for the observation of nature. the enemies
Unterrichts,
"

the

Jesuits are
gelehrten

of progress.

Geschichte

des

vol. I, p. 38.

Reg.

Prof. Phys., 34"35.

Hughes,

Loyola,

p. 275.

REVLSED

RATIO

OF

1832

AND

LATER

REGULATIONS.

195
the progress
' '

Intolerant

of anything

new,

they

would make

arrest

of the
It
seems
so

human

almost small
a

mind impossible

and
to

it immovable.
more

crowd
at
^are

falsehoods

into

space.

There

least ten
sentences.2

flagrant

misrepresentations
Philosophy has

in these

six short

been

discarded

from

most

modern

programs
of training and occupy other that been
a

of college

instruction,

but to the

great

ment detri-

solid learning. is of the greatest

scientist, higher

thorough

philosophical cian, physito

value

for the lawyer,

man

and

for every

who

wishes and
many

position

in life. schoolmen,

Paulsen, express

leading in
the

German
new

their regret training has

systems

philosophical
to the

entirely
are

relegated
against

university.

Two

tions objecof

made

this method:
p.
the

First, the form

It is beyond
can

History
how

of

Pedagogy,
Payne,

145.

"

my

comprehension

Mr.

translator,

style

this book

'*a

model,
nor

could
public.
2

be

history of education", and form, for a general is it intelligible how a superficial production such favorably by the American so received educational

in matter

1. History,

as

has

been

proved
are

before,

is not

disdained;

2. sciences studies 4. there

are are

and not

philosophy
entirely

not

disdained

; 3. scientific

proscribed
two

in

the

lower

classes
one;
more

ordinarily
entering

years

philosophy, is not merely languages; than 6. philosophy only the ancient is it reduced a barren to a commentary ; 7. nor study of words Aristotle ; 8. facts, inductions, on the observation of nature
are

5.

Hie

student,

not of philosophy, has studied much

not

neglected

; 9. the

Jesuits
has

are

not

enemies

of

progress

in
on

all things

(see what
above

been
149
"

their

writers,

chapter
new, new

VII);
the

10.

far
are

pp. from

scholars said by Protestant below, 182, and 173, 179

"

being

intolerant told
to

of

everything
the

professors discoveries and

expressly to keep abreast

study

carefully

of the advance

of science;

etc., etc.

196

JESUIT
to

EDUCATION.

instruction
lecture.

proper
But

the

university

is of the

ous continu-

this method

presupposes

instruction
as
a

in form
as

of question

and

answer,

in philosophy consider

well

in other
try
to
as

branches.
teach
given of grammar
at
success

We

should

it

failure by tures, leclittle

to

from

the

beginning
It
seems

the

university.
to

as

promising

teach

logic

in
as

this
well
a

manner.

Exercises
the forms

in

logic

must

be
By

practised giving
a

as

must

of grammar.
or

boy

definition
you

of the

Subjunctive
enable about
him
the

of the
to write

Ablative
correctly.
or

Absolute,

will not lecturing

Similarly
a

by

definition
when

by

giving by

definition
you

of definition,
will
not

even

illustrated
to

examples,
these

enable

the
a

student

handle
this

formulas

logically. psychology,
notions that they
then
must

To

certain

extent

ethics

and

civics.

also to applies The elementary

be

practised

by
as

concrete
were,

examples,
handy

so

are

ready,
to

and
use

it

in mind;

it is possible

them

for

more

complicated

operations.1

The
entirely Professor leave reading
to

second
to

reason

for

not

relegating

philosophy stated
not

the

university,
' '

has

been

well
do

by
to
a

Blsperger.
chance
that

If the

gymnasia the

wish from

the

sort

of ideas

pupils and in

get

is often others,

enough then

desultory,
they which

from the

course inter-

with classes,
a

need, gives
only

highest
the ideas

branch

of study
can

them

needed. training in this

1

This

be

attained

by
can

elementary

in philosophy. direction,
the

Mathematics study
des

do

nothing
literp.

of Latin
gelehrten
also

and

Greek

Paulsen,

Geschichte

Unterrichts, Didaktik,

771.
vol.

(2. ed.
II, pp.

vol. II, p. 142 foil.

668.) "See

Willmann,

REVISED

RATIO

OF

1832

AND

LATER

REGULATIONS.

197
and

ature

does

something,

but
is to

is not
some

sufficient,

unfortunate

religion
not
a

extent

mistrusted of

by
our

few

teachers.
not

Thus
only with which tendency

it happens

that many

older

pupils
leave

suffer shipwreck
that

in their

faith,
of

but
the

college

lamentable
every

scepticism

uneducated,

views

nobler
of

idea with
our

suspicion.
men can

This
be

of very only

many
a

young

counteracted that sceptical

a

by

branch and
' '

of study
forces the

which

attacks
to obtain

disposition,
of things.

pupil
It

deeper
for such

view

is exactly
has kept

reasons

that

the

Society
in

of

Jesus
Paulsen

the

course

of philosophy
It agrees

its curriculum
Professor

of higher
that

education.

with

elementary
necessary

training in
higher

in

philosophy About

is

possible
the

and

schools.2 could

possibility, the Jesuits never least doubt, as for centuries they

entertain it out

the

carried

successfully,

a and at present are solid philosophical giving training in all their larger colleges. The Revised in no Ratio was conof 1832 way sidered final. In the letter accompanying this Ratio,

Father
"We and
may

General

Roothaan,

writes

to

the

provinces:

offer to you discussions. be again

be
1

the
You

result
must

of careful

examinations
that it

test it practically
or

corrected,
as

if necessary,
a

enlarged,
law

and
the
VII,

then

sanctioned
das /.
c."
more

universal

(for
vol.

Blatter

p. 41. demand

fur (Paulsen,
more

bayerische
II,

Gymnasialwesen,
"

667.)

In

recent

years

educators

and

that

college

education See
"

should

terminate

in

ziehung 664"670.
2

solid course Erzieher, und

a

of philosophy. 1901. Berlin,

Lehmann,
/.
r.,

ErII,

Paulsen,

L.

c.,

vol. II, p. 666:

"The

lack

of philosophical
every

ing trainthe

makes

itself felt

more

scientists,

and

in public

painfully life."

day

among

198

JESUIT
' '

EDUCATION.

Society).
of the
however,

Only

by

decree

of

General

Congregation

Order
was

is this sanction
not

possible.
consequently,

Such
the

decree,

passed;

Revised

Ratio
merely

has

not

the

force of
as

a a

law

in the

Society, but is
of the General.

to be

considered

regulation

So
in

much

liberty is left to Provincials

colleges
can

that the teaching

to the

Jesuit

easily be adapted
In
a

tional educaXXII.

needs

of

all countries.

1853,

the

Congregation

of the

Order

passed

decree
the power changes

that

''the

Provincials.should
them

be free to exercise
rule
to
' '

granted

by

the

2Qth

of

making

in

the

studies, and
"new

according

the

demands
same

times.

The

countries of various decree that ordered

proposals

for

amendments
that the Ratio

be

sent

from

the

single provinces with

In

and

(of 1832) be
men.

revised
' '

the

advice
XXIII.

of learned

and

experienced
1883,

the

Congregation,
was

tne

study

of

natural others

sciences the

especially
regulation

recommended.
was

Among

following

passed:
of
a

"Those
Order
engaged

scholastics in
for any
year,
or

[the
these

younger
seem

members
to

the

studies]who
hours
to

have

special given
a

talent fourth

of

sciences,

should

be
year

special
course,

in the third

of their

osophical phil-

perfect themselves
"

in that science
"It

under
to

the

direction

of

professor. members which

is advisable

destine

select younger
of the

of the empower

Society for
them
to

the
act

acquisition
as

degrees

authorized in the

public

European
vol. II,

(State examinations Universities.) These special

teachers."
"

Pachtler,
"Some

pp. 228

233.

There
are

it is also

stated

expressly:

of these

regulations

merely

temporary";

p. 232.
2 3

Pachtler,

vol.

I, p. 115.

Deer.

XVII.,

Pachtler,

vol. I, p. 121.

REVISED

RATIO

OF

1832

AND

LATER

REGULATIONS.

199
course

are subjects

to be

pursued

after the

regular

of

studies
"that

has
some

been

finished.1
should

Finally,
be made

it
as

was

asked

regulations ancient

to

special-

studies

in

languages, higher
was

philology, mathematics that this

the

ethnology,

archaeology,

history,
It

and
no

ural all nat"general but the

sciences." prescription Provincials

these could

decreed
in

be

made

matter,
as

should should
the
same

confer

with

General

to how

studies

be arranged
time
customary

in the

different

vinces. pro-

At
that, and

the

Congregation
studies of the

decrees

provided far as as

the

Society,

studies

remain increased and should

the preeminence of literary possible, intact in the classical schools, the progress

cultivation earnestly

of

those

[special]
to

branches
Provincials.
men,

be

recommended
to select those

the

It is also their duty

young

who

have
may

that they

special talent for these branches, '2 devote themselves to them entirely.
a
' '

From
evident
system,

all that

has

been

said

so

far, it becomes

that the and

Society

is continually the

improving

its

adapting
seem

it to

It would
more

also

that

it

was

of the age. conditions to these inadvertence

recent

legislations
the
statement:

which

betrayed curriculum

President of
the

Eliot into

"The

Jesuit

colleges

has
years,

four hundred made

1832
a

almost remained disregarding some

"

unchanged

for

trifling concessions
of
as

to not

has

3 As the Ratio sciences. natural been and ratified by a Congregation,

further

revision in the

has

been

demanded,

we

may

expect

to

hear

future

of further

development

in the

Jesuit
1
2

system.
XXII.,
XXIII.,

Deer.
Deer.

Pachtler,

vol. I, p. 123. Pachtler, vol. I, p. 123. October 1899.

Atlantic

Monthly,

CHAPTER

VII.

The

Educational

Work

of

the

Jesuits

in

the

Nineteenth It cannot

Century.

be denied

that the
as

Jesuits
educators

have in

not

had teenth nine-

the

same

brilliant
century,
as

success

the

during

the

suppression

of the Order.

the preceding centuries ? is this to be explained How

are

The
"It

opponents is because
of the

of the
the
age.
' '

Order

ready
not

with
kept

an

answer

Jesuits have
Their
whole such

up

with

the

progress
to

system
as
are

is not
not

suited
to

modern

times.
have

Even
said
that

hostile took

the Society,

the Old

Society

with

it into its grave

However,
a

the

secret

of its educational

success.

short

reflection

will

give

us

the

true

explanation.

The
years,

time
forms
a

of

the

suppression,

period

of

forty

gap

in the

educational
as

history
Hughes

of the
says,

Society. signify
a severance

These
the

blank

pages,

Father
and

total

loss of property
many

position, educational
entire

with
traditions

in

places
years,

of the and the

l

for almost
of

sixty
many

destruction
the

them had
to

in

other into

parts.
existence

Restored,
under

Society
and
seven

struggle

altered in
about had

unfavorable hundred

conditions.
cities and
towns,

The

schools the
now

which
were

Order
largely

possessed before its suppression, hands the of State authorities.

nineteenth
1

in
the

And

besides,

century

was

not
p. 266.

time

of undisturbed

peace

Hughes,

Loyola,

(200)

JESUIT
for the

EDUCATION

IN

THE

9th

CENTURY.

2OI

Jesuits.
them

There

was

persecution in
one

going
country

on

against other.

nearly
were

all the expelled

out

time from

or

They
but

Spain
in
1835 Russia

in

1821,

readmitte

driven Belgium
from

again
from

and
1820,

1868;

expelled Naples

from
1820,

1818,

from Portugal

France
the

1830

and

1880,

from
1848,

1834,

from
1847,

Argentine Austria
Granada

Republic
1848, 1850

from
1848

Switzerland
and
1859,

from

from
and from

Italy
1859,

from

New

from

Guatemala
1881,

1871, from

Germany
1884,

1872,
harassed and

Nicaragua

from

Costa
during

Rica the
' '

in

Spain
out

and of

Portugal

last
I^aws

years,

driven
' '

France
All

owing these

to the

of Associations.

persecutions
of the

seriously

hampered
frequently others

the lost
to to

educational
a

work

Jesuits. They
colleges forever,

number

of flourishing
anew,

had

be

commenced Besides,

when
cases,

they

were

allowed
meant

return.

in many

expulsion and the

the

loss of libraries, observatories,

laboratories. end
of the

Still,
teenth nineof

in spite of these
century,

difficulties, at they
possess all
over
a

respectable

number

colleges, in China

scattered
to

the

Beirut

in Syria,

world, from Zi-ka-wei from Australia to England

and Ireland, from Argentina and Chili to Canada. The development of the colleges of the Society in
the

United

States

deserves

brief sketch.

The

first

Jesuit school
A
ever

in this country the first priest,

was

Jesuit was
visited
of the

so

in New York. opened far as records go, who

of

(1644)

the

island
York.1
Isaac
D. D.,

Manhattan,
He
was

now

part

city of New Father

Brann,

the

saintly
was

French
1

missionary,
Rev.

Jogues, who
in

put

Henry

A.

The

College

of

St.

Francis

Xavier"

p. 1 foil.

202

JESUIT

EDUCATION.

to

death

in

1646

by

the

Mohawks of

at

Auriesville.

Forty
three and

years

after the

martyrdom
Harvey,
to

Father
Henry

Jogues,
Harrison,

other

Jesuits,Thomas
Gage,
were

Charles
Dongan.

invited

New

York
to

by

ernor Gov-

These
soon

Fathers,
a

true

the

spirit of

the New
was

Society,
York.

established situated Farm;"

classical

school

in
then

It

was

apparently

in what

called ''King's leased to Trinity Church.

an

the site

was

subsequently
himself school,

Governor

Dongan,

Irish
was

Catholic,
frequented Island;
rung

heartily

patronized
sons

this

which
on

by

the

of the

best

families in
the
not

Manhattan

the bell of the

summon

Dutch
l

church
But

the

fort

was

to

the

pupils.

clergy
as

and the friendly to

people the

of the
as

Church
the

of England,

Jesuits
and

Dutch
were

Protestants,

attacked

the school,
the

penal
other

laws

passed

expelling

Jesuits and
was

Catholic
priests of

priests from

the

island. accounted

It

enacted

that

"be
the

deemed peace

and and and

"

incendiaries, enemies

disturbers
true

safety, and
shall be

to the

Christian

adjudged
put
an

to suffer perpetual
to the

religion, imprisonment. of the

This
The

law

end

L,atin school

Jesuits.
a

second

attempt

made

by

the

Jesuits to found
about
opened
the
a

York occurred classical school in New The learned Father Kohlmann 1808.

year

little

school
recalled only

in Mulberry
from
New

in 1847,
York

that
was

Street, but in 1817 the Jesuitswere York it was to Washington, and Xavier the College of St. Francis
founded.
not

in New

It is, however,

New

York,

but

Maryland
and
Days,

where

the
1 2

first

Jesuit school
The /.

in

the

colonies
in Colonial

the

first

Shea,
Brann,

Catholic
c.,

Church

p. 91.

p. 2.

JESUIT

EDUCATION

IN

THE

IQth

CENTURY.

203
In

Jesuit
1634

college

in the

United

States

was

founded.

two

Jesuit Fathers
Calvert,
crown.

landed
Baltimore,

in the
had

province

which

George
the
"the

Lord

obtained

from

English

It

was

this province,
as

Maryland,
"where

asylum Protestants
1

of the
were

Papists," sheltered
not

Bancroft

says,

against

Protestant
men

toleran inwho comed wel-

But

long

after, ungrateful

had

fled from in

other

colonies,

and
on

who

had

been
who

this

province, and
the
a

turned

those
war

showed

hospitality
was

to them,

relentless

of persecution

waged

against
the

Catholic

settlers of Maryland.

This

hampered

development

of Catholic
studies had
was

education
never

greatly.
In

Still, zeal for higher

1638,
as

ing. lackfrom

Father

Poulton

been

sent

England

Superior
was

of the

Maryland
a same

Mission.
seat

One in
the

of his first acts the

the
was was

of project

of learning time when

colony.

This

about
made

the
to

initial movement
But

establish
the

Harvard

lege. Col-

how

different
and the

were

which
one

Harvard

Jesuit school
trials and
for the
as near

in circumstances developed ! The

persecuted.
the

protected
yet,

by the government,
all the

the other

And

amidst

annoyances,

Jesuits never
of the
1651
we

ceased

to labor
as

intellectual

ing trainIn

Catholics
their

well

for the religious.

find
or

academy
Newtown

Calvert

Manor,

in

1677
the
In
1

in
times

about did
not

Manor;

for the
to be

trials of

permit

the driven

school
out

stationary.
Maryland

746

the

Jesuits were
crossed the

of Southern
Bay
I,

; they
1

Chesapeake
States,

and
pp.

immed244"248

History

of

the

United
"

vol.

However, on the 1864). ed., Boston, Researches, Maryland Griffin, Historical see No.

(18th

"toleration"

in
XIX,

1902, vol.

4.

204

JESUIT

EDUCATION.

lately opened Bohemia

In

their academy

on

the

Eastern

shore,

at

Manor.

this school

two

men
:

studied

who

became

famous

in the history
ton,
one

of America signers

Charles

Carroll of Carrolldence, of Indepen-

of the and

of the

Declaration

his cousin

John Carroll,
institutions universities

the first Archbishop of learning of Bngland those

who

of Baltimore. colonies
those

As
the

the

in
were

the in

and

great
to

days

closed

Catholic

pupils,

could

afford it, went

and
at

to the

European
to the

Continent.
famous they

Thus

John
college
a

Charles St.

Carroll went
in

Jesuit
won

Omer

Flanders,

where

high six
of

reputation
years

for their

brilliant

scholarship. the
as

After

study

in that school,
on

John entered
a

Society

Jesus.

Later

he

spent

series of years
L,iege and

professor

in the colleges suppression deepest received

of St. Omer,

Bruges.

The
the
was

of the He

Society
went
to

filled his

heart

with he

grief.
most

England,
L,ord
he

where and

heartily
But

by

Arundell
saw

other

English
were

noblemen. by the adopted

alienated and

when

that

measures
more

English
the

government,

which from

and

more

American
of

colonies

the

sovereign

parliament resolved

Great
to

Britain,
to

Father
native

Carroll
country

patriotically and
he share

return

his

its trials and

to the

fortunes.

The

services
the

which
war

rendered

nascent

republic

during

especially his mission to Canada Chase and Charles Benjamin Franklin, Samuel with here.1 Carroll, need not be dwelled on
of the Revolution, In the
1

1784

Carroll

was

appointed
United

Prefect
He

Apostolic
immediately
Reverend

for

Catholics
See
ch.

in the

States.

Shea,
IV.

Life

and

Times

of

the Most

John

Carroll,

JESUIT
planned studies. of the 1789.
to

EDUCATION

IN

THE

9th CENTURY.
academy
was

205
for higher

the

establishment
outcome

of

an

The
College
In

of this plan

the

foundation

of Georgetown,

near

Washington,
were

in

1791

the doors

of the
to

college
enter

opened William

students. of

The
North
a

first pupil

was
a

Gaston scholar

Carolina,
orator.
was

who
He
a

became
entered

profound
House

and

great

the

of

Representatives of the Federal

in 1813,
party,

distinguished
years
l

member
the of

and

for many
state.

adorned
others

bench judicial
the

of his native

Among
were

pioneer

pupils

of

Georgetown

Philemon of the
who ably

Charles

Wederstrandt

(later on
Walsh,
an

commandant writer

"Argus"),
defended of American

Robert

eminent

American

the misrepresentations affairs against founder English of the first and writers, History Review Quarterly: The American

of

and

Politics.2

When

Washington formal

honored

town GeorgeWalsh
was

College
chosen

by

visit, Robert

to address

him.

The
Many

college

had

been
had

founded

by

Ex-Jesuits.
of

of the professors

joinedthe
in
Russia,
the

Society
and,
at

Jesus,

which
1814,

had

been

revived

last, in

Archbishop received with

Carroll and

Fathers
the

in Georgetown
news

joy and
to

exultation

of the

complete

restoration

of the Society.

After this event,

In the
year

Jesuit colleges began the Jesuitsconducted

ones,

multiply.

1900

twenty-six

besides

Georgetown,

being

colleges, the principal Boston, in Baltimore,

Buffalo,
Detroit,
York,
1

Chicago,
Fordham

Cincinnati,

Cleveland,
New

Denver, New

(New
St. l,ouis,

York),

Orleans,

Omaha,
Shea,

St. Mary's
College,

(Kansas), San
p. 15.

History
/.
c.

of

Georgetown

Shea,

206

JESUIT

EDUCATION.

Francisco,
Hill

Spring Spokane, (California), Worcester setts). (Massachu(Mobile), Washington,

Clara
In that
same

Santa

year

over

fifty-two

thousand and
as

boys
all
in the

were
over

educated
the

in

Jesuit high
that

schools twice

colleges
many
as

world, Yale, of

is nearly

Harvard, Universities Wisconsin,

Princeton,

Columbia,
Michigan,

Cornell,

Chicago,

Pennsylvania,

combined.
of the

Some both

Jesuit institutions
of pupils and

rank for

very

high,

for the which from

a

number they
the

the

excellent

results

exhibit. "land

The

German
and
than

Jesuits,

expelled impart
students

of science
to
more

Lehrfreiheit,"
five thousand

higher

education

in foreign
at

countries.

Their
numbered hundred Parsis

Francis-Xavier
fifteen hundred and
;
one

College
and

Bombay,

in 1897,
; ten

twenty-six
; two

students
and

two

tians Chrishundred
;

hundred

ninety
;

and nine

seventy-one

Hindoos

fifty-four
two

Mahometans colleges

Jews.

French

Jesuits have
The
among
one

in

Trichinopoli,East
eighteen
and
hundred

India.

is frequented
them

by

students, Brahmin

five hundred
ment govern-

fifty of the
in India

caste.

The

English
favors
the

shows

the
Not

Jesuits many
unfrequently colleges and

for their
or

educational
the

work.

Viceroy,
the

Governor,
the

visits the

praises

work

of

teachers,

and

not

few

Jesuits have
St.

been

appointed
In

University

examiners.

Syria, the
Beirut.

Jesuits conduct
They
have
a

sity, Joseph's Univerestablishment

among
"a

printing first rank

there of the

which

probably A

holds

the

those

Orient.

French'

admiral

calls it

creation

is the symbol greatest of the union of the two which forces in the world, religion and science ; an establish-

JESUIT

EDUCATION

IN

THE

IQth
as

CENTURY.

207

ment

is the which Catholic Church.

:

pride
1

of

France,

"

Protestant

well as of the in Germany Review

to this establishment,

writes

"The
the
2

progress which, literature Arabic

owing

has

made,

cannot

be

ignored. and four

' '

The

latest catalogue

has

four

hundred

numbers,

works,

grammars,

of all sorts of Arabic dictionaries, etc. Some

and

Syriac

of the works used in the

at present edited by these Jesuits, are lectures in the University of Berlin.3

Another
wei,
near

great

Jesuit school
China.

in the

Bast

is Zi-ka-

Shanghai,

The

educational
have

labors

of the

Jesuits in this institution

by distinguished
of
a

been

acknowledged
In
1898

Protestant
on

visitors.

Prince

Henry

Prussia,

his

first landing

in

Shanghai,
nearly
a

paid

whole his admiration

In fact, he

He spent visit to this establishment. day with the Fathers, and frankly expressed
at the
so

splendid

work by
what

they he

were

doing.
seen,

was

impressed
after his

had

that

again

and

again

visit, he

would

return

to the

excellent

subjectand talk French Jesuits.

' '

about

the work
a

of "those

It soured

few

German
to

fanatics somewhat be

against

him,

when
to

reports began
the

printed
Henry

in the had

Prince
But

this

bigotry
Irene,

effect that kindly of the hated Jesuits. spoken did not influence Prince Henry.
papers,

German

his wife, having the next year rejoined her husband in China, they paid a second visit to is briefly related in the following Zi-ka-wei, which
Princess
terms
:

"On
and
terre

the

i2th

of March,

1899,

Prince

Henry

of

Prussia,
1

the Princess,
et d, bord, par

his wife, arrived

1'amiral Aube,

at Shanghai;

Literarisches
3

Centralblatt,
S.

1890, No.

1894, p. 45. 42.

Brautisberger,

Ordenswesen

auf das katholische im iq.Jahrhundert, (Herder, 1901) p. 160.

J., Ruckblick

208

JESUIT
next

EDUCATION.

the

morning

they

hastened told
us

to

pay had

visit to
said
such

Zi-ka-wei.
nice things

The
to

Prince the

that he

Princess

about

the establishments
' '

at Zi-ka-wei

The

to visit them that she wished by following made comparison,

at
an

once.

Bnglish
for the

Protestant,

I/aurence

Oliphant,

speaks
"I
was

well

labors of the educational the intelligent expression

in the

Jesuits:
Shanghai,

struck

with

of the youths' and

countenances at the

Jesuit school
had nothing

at

evident ming of cramteach

as

affection they

for their teachers. down

Instead

but texts

their throats, they

etc.,
so

them

the

Chinese

to enable them The result is, that

classics, Confucius, in the public compete

even

to

if these
they

all become enough

Christians,
and

native have always

to whom

examinations. do not youths

gratitude

to protect

love

those

their education, and perhaps A few days later I went over Bishop.
small

consequent the school

was

owed rise in life.

tant Protes-

they

of the

The
gabbled

contrast
over

most

striking.
was

The
supposed
was

boys
to be

the

Creed

in what

English, but which

firmly
persuaded
as

L,ord
was

Elgin, who
Chinese.
as

with

me,

was

They
nounced. proliving
with houses,
here,

understood

probably about Then instead of

and
the

clearly

they

the

missionaries themselves
gorgeous

among

them,
as

really

identifying

the lads, wives with

a

Jesuitsdo, they have

A
Protestant gets
a a

and

families.

Spring

wife and four children, Grove, rent free, and

call
'giving up

missionary house as
year.

big

as

^500

And
sake

that

is what they heathen'."2

1
2

all for the

of the

The

Messenger,

New

York,

March

1902, p. 335.

Memoir

oj

the

Life of

Laurence

Oliphant

(New

York,

Harper,

1891),vol.

I, p. 229.

JESUIT

EDUCATION

IN

THE

IQtll CENTURY.

2OQ

This
a

is clearly

another

proof

for what

was

said

in

chapter,1 that the religious state affords for educational at least in many work, advantages Here we must add that the countries. missionary previous

labors of the Jesuitsin those countries are lay-brothers Many to higher instruction. not confined instructions in the schools, 2 and the give elementary educational

in hundreds instruction of catechetical directed in many are schools, which such other ways by them. In February 1901, fifteen scholars of Paris, in the University Professors or of the Inmembers
priests give stitut de France,
among them the

Sabatier, Dean
issued
a

of the Protestant declaration in favor of the list is added under there

Paul celebrated Faculty, Theological religious tions. associain work

foreign countries

about the educational the direction of French

is 3,923 schools,
or

Jesuits.

The

total

given

asylums,

by the

with French

orphan 156,256 children, and all this is done Of their 193 schools in Jesuitsalone.

Syria in particular, the Protestant blatt of Leipsic says, "that they Syria."3
great work

Literarische Centralare now

the

best in
very

Therefore,

that

the

Order

is doing

for civilization, is evident.

Of

the

15,160

members laboring
cases,

(in 1900) about 4000 were of the Order in foreign missions ; and this work, in most directed toward means the education also work
may

of the native people. In this connection we tribute, paid by an American

work of the

quote

the

striking

tional politician to the educaOn the Indians. Jesuits among

Vest

April
1

7,

1900,

Senator

of Missouri,

during

the

See chapter III, pp. 89"98. See above pp. 104"106.

Braunsberger,
14

/. c.

p. 115.

210

JESUIT of the

EDUCATION.

discussion United
statements

Indian

Appropriation
made
the

Bill before

the

States
:

Senate,
"I
was
never

following

remarkable

die
and

one

; I was

to ; I expect raised a Protestant in my life, in a Catholic church

have
;

not

the

slightest

sympathy
no

with
respect

many

of

its dogmas

but, above
the

all, I have
church

for this
to to
overturn

insane

fear that

Catholic
I

is about be ashamed
in any

this Government.

should

call

myself

an

American,
I said

if I indulged
that
I
was
a

such

rant ignoI
;
was

belief. reared
father
were

Protestant.

in
was

the
an

old
elder

Scotch

Presbyterian
my

Church

my

in it, and

earliest impressions and

that
that

the there

Jesuits had
was
a

horns tinge
one

hoofs

and

tails, in the

and

faint

of sulphur
crossed by the and
to say

circumambient

air whenever
ago I
was

your

path.
to

Some
examine

years

assigned

Senate
Montana.
now

the Indian

schools

in Wyoming

I visited every one I have said before

side of the
see

I wish of them. in the Senate, and

what

it is not

question

by

any

means,

that
was

ular popI did not doing

any

the

in

all my

journey a
worthy

single school that

educational unless it
see
a
was

work
under

the

name

the control

of

work, educational I did not the Jesuits.

of

single

Government
there
was

school,
any

especially done

these
at

day
. . .

schools,

where

work
Indian

all.

The
have

Jesuits have
been and
allowed

elevated
to

the
so

wherever

they of

do

without
the

interference

bigotry,

fanaticism,
who
can

and
are

cowardice of the
them

tivorous of insec-

politicians

afraid against made him

A.

P. A.

and

the votes

that

be

cast

in their

district and and,

to

States.
even

They

have made those

him
a

Christian
able him.

above

that, have

workman

support

himself

and

dependent

upon

JESUIT

EDUCATION

IN

THE

IQth CENTURY.
in
Montana

211

Go
look
You

to the at

Flathead
the

Reservation
of the

....

and is seen?

work

Jesuits,and
herds

what

find

comfortable

dwellings,

of cattle
...

and
am

horses,
not

intelligent, self-respecting
say

Indians. from

afraid to

this, because
no man ever

I speak
went

personal these

observation, Indians
than

and
more

among

with

intense
I
.

against prejudice

the

Jesuits
to
to these

I had

when

left the
.

city

of

Washington give

perform

that duty.

Bvery

dollar you
as

[Government]
into the
When Potomac
men

day

schools

might
a

well

be
' '

thrown
l

River
who

under

ton

of lead.
to

have
the

been

able and

achieve

the

almost
the

impossible,
undertake

education
the

civilization education

of

Indian,

task
the

of secondary
same

among
must
we

civilized nations
not

with

zeal and

energy,

expect

that they that, owing

will perform
to their

this successfully?

If
training

we

add

studies,
are
even

special
better for that
are

and

natural

inclinations,

they

fitted for the work of civilizing the

so

of higher Indian,

education,

than

is it then them

likely that they ? number

of

inefficient
L,et
us,

as

some

represent

then,
I wish
can

see

the results of

Jesuit

colleges.

to remark,

however,

that the account

or even was

in

no

respect

be called complete,
on

tory. satisfacfound,
More

What
sometimes

is given accidentally,

the

next

pages,

in various about

publications.

material

was

available

the schools efficiency of

of the British
a

Hmpire,

where

the relative by
the

school

can

be fairly tested
1

University
Record

Kxami

nations.2
7, 1900,

From

the

Congressional

for April

page

4120

(Italicsours).
The

data,

unless

to

the

Woodstock

stated Letters.

otherwise,

were

communicated

212

JKSUIT

EDUCATION.

The
following

Tablet
:

(L,ondon),

April

26,

1902,

prints

the

"The
Classical
at

following
Honours

Catholic
list issued

names

appear

on

the

in April
appear

by the
in

tors Modera-

Oxford.

The

names

alphabetical

order.

CLASS

I."

J. W.
Hall
H.

Glassson,
; I.

Corpus

Christi ; C.
Hall.

C.

Lattey, Pope's
CLASS
II."

C. Scoles,

Pope's

E.

Tulford,
Pope's

Balliol ; B.

J. Kylie,

Balliol ; C. D.

Plater,

Hall.

From
from
success

that the Jesuit students this it will be seen Pope's Clarke's Hall, Hall, formerly achieved

which,
a

considering in
has the the
room

the

size of
a

of
the

the

Hall,

is

probably

record which
over

history for only

University. students,
was

The

Hall

dozen
course,

distributed

whole

four years'
at

represent

by and which
,

three

candidates
were

the

recent

tion, examinathe

all these opened six years

successful.
the

Indeed,

Hall,

was

by

late Father has had

a

'Richard

Clarke,
that

S. J. only
time of

ago,

history

during

in the University large colleges very which be justlyproud. Starting with four students might in 1896, of whom broke down in health, the first two examination
was

at which

the
1898,

Hall when

presented
one

candidates
the
two

Moderations
ist

in

of

obtained class
one
one

class

honours,
In

and
1899

the the

other

2nd

honours
ist

in

Classics.
in and
the

Hall

secured

class

honours

Mathematical
one

Moderations, honours
ist

2nd

class honours
In
1900

3rd
was

class
one

in

sics. Clasone

score

class
"

and
the

2nd

class

honours

in
;
one

Classical
one

"Greats"
class

final

degree

examination Moderations, and

ist

in

Mathematical Modera-

2nd

class

in Classical

JESUIT

EDUCATION

IN

THE

9th

CENTURY.

213

tions.
one

In

1901,
one

one

ist in

Mathematical

Greats,

and

ist

and

2nd
young

in

Classical

Moderations.

As

nearly
either Mary's,

all these
at

Jesuits
at

have
or

been
at
as

educated
Mount

Stonyhurst,
such excellent

Beaumont,

St.
are

results,

as

soon

they

brought

into open

competition

with

the picked

students

of all the

leading

public

schools,

who

are

the holders
go
say

of the
to show

innumerable

scholarships
our

in the University,
colleges the
are,

that after all

so

Catholic

to

the

least, not

very

far behind either in the

best

Protestant

schools

in the country,

soundness
culture

of their
of the

general
classics.
In

education,
' '

or

in

the

special

Ireland

there
:

are

several

richly

endowed of

estant Prot-

foundations

the

Queen's
one

Colleges

Cork,

Gal way,

and

Belfast, the last,

of the best equipped

; the

institutions
three
ooo

in the British Empire of learning Colleges draw an annual revenue of about support
a

$125,in of

to

score

of distinguished

Professors

each.

The

Jesuitsconduct
Dublin. from
the

the

University
many years

College
University Colleges

Stephens College

Green,
routed

For

field the
was
one

Queen's
a

of
that In

Cork

and

Galway,

and

surpassing made Royal

gradually noble fight.

of Belfast, although the two the examinations

this

of the
won

University

of 1895, the

Jesuit college
College

67

distinctions,
a

while

Queen's

of Belfast

gained

College
the
honors

bore

first two

off all the places in English,

physics and

University total of 57. first places in mathematics, and

the

first
in

in

mathematical

chemistry,

classics the firstplace in First Arts, and the first and Arts. Of the sixteen medical second places in Second

honors

awarded,

University

College

secured

nine,

the

214 remaining privileged

seven

JESUIT

EDUCATION.

were

divided

between despite

her the

Majesty's
many

institutions. of University

This

advantage dis-

College
which

through
the

the

lack

of
at
1

laboratories lavish

and

museums,

Government

expense

has

provided

for the

Protestant

rivals. brilliant.
of 1897
46,

The
In

success

the

equally of the following year was Arts first and Examination second

University Gal way

College

gained
6.

51 the

distinctions,
51

Belfast
32
are

18, Cork

Of
16 of

distinctions

in

the first class first place in

no

(only
fewer
three

Belfast's), and
9

among

them M.

than
out

subjects.
the four

In

the

A.

Examination
awarded, the only gold
away

of

studentships awarded,
out

five out
two

of the six first class honors prizes

awarded,
to
two

special

of the
It

three bore

medals,
13 out

all went

University

College.
conferred.

In the B.

A.

of the 18 distinctions Examinations :

1st Honors. 2nd

Honors.

Total.

University

College College, Belfast Cork

4 3

13

17 16
nil. 4

Queen's

13
nil. 4

nil.
nil.

Galway....

Taking Academic
list with

for the of the arts examination whole find University College first on the year, we
the
82

distinctions,
and

as

25 for Galway,

compared 7 for Cork.

small only again
the

with

63

for Belfast,

And

University
of students,
classes.

College
many

has

comparatively
can

number
night

of whom
In

attend
once

Autumn

1898

the

little unendowed the

But though

University

College

of the

Jesuits outdistanced
more

rivals, and this time endowed in the number is not merely that
1

than

ever.

it

of distinctions,
results
p. 504.

exceeds
Woodstock

the

combined
1895,

of

all its three

Letters,

JESUIT

EDUCATION

IN

THE

IQth CENTURY.
University
got

215

rivals,
stands

but

in

their

pre-eminent.
over

that quality The College

College second

first and

places

first place
modern

in classics and mathematics, all competitors in history and in political economy, and

literature.

This

last distinction has

the

is enhanced
higher in

by
year

the

fact that the and

standard
this
year

been

growing

after year,

papers

exceeded

difficulty any

hitherto

set.
:

The

following

list tells best the result

AUTUMN
Honors
:

j3
to

and

Exhibitions.

"
2nd
Class.
y

g
^_

1st Class.

*" 43
CO

3
o"

3
O

fc

University College

....................

13 4 0 0

1 1

22

Queen's
Coll.,
Belfast Galway Cork
..........

6 3

1
0104 1003

13

Queen's
Coll.,
.........

Queen's
Coll.,
..............

JUNE

AND

AUTUMN
Honors

COMBINED:

.",." *^
and Class.
__

"
Id 2

Exhibitions.

| "

^Ist

2ndClaTs7| |
CQ

| |
fa

(%
I 1 1
0

University College

.....................

35 25
4 0

37

I 1 0 0

77
65

Queen's
Coll., Belfast
.........

37
9 23

1 0 1

Queen's
Coll.,

Galway Cork

...

.....

14

Queen's
Coll.,
..............

24

In

1896

the

Jesuit

college
where

of Clongowes,
8877 students

in the pre-

Intermediate

Examination,

2l6

JESUIT

EDUCATION.

sented schools

themselves,

held

the

foremost
a

place

of all the

and

colleges of Ireland with Also in 1897 ^ outdistanced

grade, winning
the honor
are

total of 45

distinction

all competitors

in the

highest

"Blue
in the

Ribbon"

of

the examination,

the highest similar results

for instance

From

India

senior grade. reported from various

Jesuit colleges,
Calcutta,
Xavier's

from

St. Xavier's
St.

College,

the

College

of

Darjeeling,
L,ast year

Francis
the

College,

Bombay.

(1901),
examination"
3806;

for "matriculation number of candidates in the whole Presidency was of Bombay

only

of these

1217 passed

(32 per ct.). The

had
sent

cis Jesuitsof St. Fran43;

Xavier's, of these

Bombay,

for the examination

In
1899

34 passed

(79

per ct. ).

St. Joseph's
the the only

College,
vacancy,

North
at

Point,

Darjeeling,secured
Examination,"
and

the

"Opium

first these

place
two

at ten

the

"Accounts
at the

Examination,"
Public
as

with

first places
more

Examinations,
College is but
successes

which
seven
are

is all the
or

creditable
old.
the Most

the

eight

years

gratifying
colleges

reported

also from
nearer

Jesuit
we

in Australia.
to

Coming St.
Boniface

home,

have

speak

of little

College,

Manitoba.

insert the following

advertisement read

it could 1897 in the "North- West

In

Review,"
Winnipeg,
:

which
who

is carefully could
not

by the

Protestants
the

of

challenge

ment advertise-

"St.

Boniface College.
in America
Protestant

The

only

Catholic with Collegiate

of
more

College
half
a

that competes

annually

dozen

Colleges

and

Institutions. its pupils, scholarships

to the number proportion St. Boniface College has won

In

than

any

of

its Protestant

competitors."

JESUIT

EDUCATION

IN

THE

9th

CENTURY.

17

The
twenty

Governor's
-two

Bronze

Medal
to

has
1900.
won

been

awarded
out

times

from

1879 it has

Seven
by
a

of

these
from

twenty-two

times

been

student

St. Boniface
years,

College.
candidates

Considering
from

that, during

all these
were

the

St. Boniface
"

lege Colone

in

an

extremely
or

small and
of

minority per

about
cent
on

in

twenty-two,
"

four

one-half
seven

an

average,

this proportion

out

of twenty-two, the

almost

third,
as

struck

every

one,

especially

opponent,

very

extraordinary. the
most
once

Had

St.

Boniface

won

that

medal,

highly

valued

of

all the

University

distinctions,
college

in twenty-two
been

years,

the

Catholic
have had

would

have of

doing

well, would

its fair share

success.

Manitoba colleges,
as

College
which

(Presbyterian),the
sometimes
colleges times.

largest
as

of all the
students
won

boasts put

of

many

all the
only

other
three and

together, the

has

the

medal

Then
was

proportionate
; the

value
were
a

of

L,atin

Greek

lowered
But

classics

strong

point

at St. Boniface.

St. Boniface in all,

nevertheless

secured
Greek,
after
a

the

medal

two

years
on

succession.
was

Then
optional

hitherto long

obligatory which

made

fight, in with

St. John's
against

College

(Anglican)
The

sided
result

St. Boniface
move,

this innovation. the

of this

coupled
chemistry
from

with
over

preponderance prevented
seven

of mathematics

and

L,atiii alone, the medal for

the

St. Boniface
years,

winning
often

although

its students
But
1899

headed
the

list in

special students
years

subjects.
forged

and
and

1900
won

St. Boniface
medal
two

ahead

again,

the

running. the vacation

that

During

of 1900,

change

has occurred

in

the

statute

concerns

the

University

scholar-

218

JESUIT Hitherto order

the

EDUCATION.

ships.

winners

of scholarships

had

been

listed in the
college the
no
or

of merit,
to

with
they

the

mention

of the
Now

school
were

which

belonged.

all
with

winners

to

be arranged
to

alphabetically, which they

mention

of the
were

institutions
given expressed college
l

belong. but
the
was

Several
suspicion

reasons

for this
that

change,

has
the

been

the

real motive
so

to prevent
a

Jesuit
public
charge
;
men

from
It may

occupying appear

large
to

place

in the
a

eye.

unfair

make

such

however,

such
not

suspicions

have

been

expressed
the
Duruy

by

who

are

Jesuits,nor
twenty years

biased
ago,

towards

Society.

Thus,

about

Albert
orders

said of the
and
the

movement

against

religious
"'

in France without
the

Jesuits in particular:
inspection,
.

out With-

proofs, and
accuse

thorough

they

slander try to

congregations. they
the

They

do
to

not

compete them."2 against

with

with
In

them, fact,

find
been
same
an

it simpler
movement

suppress

recent

in

France

religious
reasons,

orders

has

ascribed,

undoubtedly

good

to the

motive.
attempt the

A few years
to

ago
a

there

was

made

in France schools, gaining

commission over

introduce

Bill to

suppress

religious

which
more

(atthe
and
more
was

expense

of the State favor. which

a

schools)were
A Parliamentary
was

in public
then

appointed
took

presided of very

by

M.

Ribot,

and

which
various

quantity

valuable
as

evidence
may

from
seen

witnesses.

Nothing,
report,3
was

however,

be

from

M.
or

Ribot's
any
West

established schools
22, 1900. ;
on

against
1 2

the
From

Jesuits
the

other
Review,

religious
August

North-

Revue
La

des

Deux
de

Mondes,

1880, I.
secondaire.

reforme

r enseignement

Armand

Colin,

Paris.

JESUIT

EDUCATION

IN

THE

IQth

CENTURY.

219

the
an

contrary,

they
to the

were

in several
even

respects

held

up

as

example

State schools,
latter.

by distinguished
were

adherents deemed party,

of the
highly

Such

results

naturally

unsatisfactory for the

by

the

anti-religious
being
M. the

and

accordingly

time When

contemplated

legislation
Rousseau
to avoid

was

shelved.
enlarged
to

Waldeck-

undertook

it and
so

it, he his
l

was

careful
as
another

anything

dangerous into found

the

designs
Now,

inquiry judicial proofs of the

Rousseau

facts.

if any

could

have

been

showing

the
M.

inefficiency Waldeck-

Jesuit schools, it is

certain

that

The
that
no

have the best of such made would fact that he says nothing of it, is a such proofs
are

evidence.
sure

sign

procurable
it follows
as

even

by

the minutest

examinations.
were,

Hence

that the
as

Jesuit schools
declarations

at the very

least,

efficient
hollow

the State schools. absurd

an

Instead
were

of proofs, made:

such

and

"Religious will lead

even

possess
to

independence of of

which

gradually

the

usurpation dignitaries give

all
the
a

authority.

They
The

dare

the

Church.
part of the

education

which
and
2

they
thus

separates
unity
to have

of youth
country

from

the rest,
' '

the moral ought

is rent.
the

The

youths, Jesuits, less instructed, less

been:

"Are

question by educated
moral, has

religious,

by

less given

patriotic?"
decidedly

To

this question

the We

answer

been

in the negative.
the patriotism
has

shall have

occasion

to

speak

of

of French favorably
"

Jesuit pupils
compared in M.

; their morality

been

most

to that

of pupils
report
a

of

other
1
:

schools
The Speech

whereas
Nov.
M.

Ribot's

dis-

Tablet,
of

2, 1901, p. 698.
quoted

Waldeck-Rousseau,

by

du

Lac,

Jesuites, pp.

88 sq.

220

JESUIT

EDUCATION.

tinguished
that

adherent

of

the

State

school

system
are

clares deumo-

in these

State schools
.

the

pupils the

ralement

abandonn"s" by

As

regards

intellectual
see

ability shown
lists of the

Jesuit pupils,
obtained

it will suffice to

the

successes

by

them

in

the

Ecole

Centrale,
Saint- Cyr,

the

Poly technique,

the

Military

Academy

of
the

and

the Ecole Navale.1

statement

The

following press

will

illustrate

how

anti-clerical

fabricated
; it shows

proofs

of the

inefficiency
are

of
not

Jesuit colleges
behind and

also that

Jesuit pupils
than
a

others

in

branches
In

other

classics, in the
short

mathematics
law time

sciences.

1875
these

student facts
the
:

school
ago

at Poitiers

published
M.

"A

the

journalof
taken the

Gambetta,
trouble and

R6publique itself with

had frangaise,
the

to occupy

Law
to

Faculty
M.

at Poitiers

its students.
school
:

ing Accordtwo

Gambetta

the of
the

said

comprises those
from

clearly

distinct

classes

students

the

Lyc"s,
are

and

those

from

Jesuit colleges.

The

latter

for nothing no prizes, whereas obtain good and in point of Now the former carry off all the laurels. fact, at the distribution of prizes in the law school for

1874-75,
show the

which

took

place results
:

last Thursday,
In

the
year,

reports the 2nd

following

the

3rd

prize

for French
were

Law
to
a

and

the

2nd

prize for Roman

In the 2nd
to
two

Law

awarded

Jesuit pupil.
two
were

year,

of the four distinctions

In the
ist year,

given

Jesuit pupils.
medals
to

all five distinctions,

mentions,
were

and

three

honorable

awarded

Jesuit

pupils."2
1 2

Du

Lac,

Jesuites, p.
Paris,
by

250 foil.
2,

Univers,
on

December

1875.

For

high

praise

bestowed

Jesuit pupils

University

Examiners

in France,

JESUIT Within

EDUCATION

IN

THE

IQth

CENTURY.

221

the

last two
nor

or

three

decades,

neither

the

Jesuit colleges
in

the schools inferior

as

of the other
to

tions Congregaschools. from

the

France
contrary

were

the

State
seen

The

very

is true,
of
an

may

be

remarkable

testimony

anti-clerical

Contemporary
up
to

Review.1

The

writer article, ''Monastic

in the Orders

Date,"

is filled with

orders,

Catholic

Church

ligious against the revirulence Roman Congregations, the the and in general. Yet the superiority of religious
over

the schools

of the

the

State

schools

is

candidly
against
says
:

admitted.
the

Speaking
orders

of the charges
in

brought
the

religious

France,

"The
taken

members elementary,

of these

communities and

writer have, it is

said,

intermediate, hands,
are

technical paring pre-

education

into their

own

successfully and

youths

for schools,

professions,
army

university

degrees,

and

supply

both
on

and

navy

The
1899,
act
as

official report querulously

a

the

Budget they

officers. for of Instruction

with

affirms
upon

that the

and

their
clients

schools
of the
are
more

sort

of drain
But

natural
they

University.
more

why than

should their

not?

They
and which

successful of
very
on

lay competitors, education

deserving give
more,

success.

If the and

they

be

imperfect,
the whole

it is
country.

it is sometimes this and in the best that is to be had

in

the

Lay

instruction by the

France

is purely is living

mechanical, and human.

teachers do

that given Both

Congregations

aim
work
degree

at cramming,

but the religious and

successfully, is inwhich
de

their
a

efficiently

their rivals with

see

of slovenliness
2, 1879 ; De
17, 19 foil.

Figaro,

April

5 and

June
pp.

Badts

Cugnac,

Les

Jbsuites
1

et V education,

March,

1900, p. 441.

222

JKSUIT

EDUCATION.

credible.
to

Under that

such the

conditions

one

is not supply

surprised
one-

learn

Congregations
famous

fourth

of the

pupils

of the

Ecole

Poly technique,
and one-half
of

one-third
the

of the

students

of Saint-Cyr,
Naval
won

graduates

of the have

School.
these

The
triumphs

religious

communities of hard enemies work

fairly

by
by

dint

under

conditions

laid

down
' '

their

and

applied
years

by

their opponents.

Twenty
statement

ago
same

the

London

Times

had

made

to

suppress
have

'the

effect, when Jesuit schools in France.

see
a

the

Ferry
"We
on

tried

to

should

liked

to

frank
of the

admission

the

part

of of
use

prominent
the
success

members

Left, of the
schools.

real

causes
no

of putting

of the it down
or

ecclesiastical
to wiles

It is

and
or

artifices of any stupidity

simple of the

kind. tude multito

The

perversity, will not

bad

taste,

explain

it.

The

truth other
than

seems

be that the schools bodies

are

of the

Jesuits and
respects

religious
competitors.

better

in

many

their
more

They
the the
more

satisfy

parents

and

boys

than of
at

Lyc6es

do.
not

The

traditional

skill
are,

in teaching
as
a

Jesuits is
pains
them,

extinct.

They
with

rule,

than

lay professors,
and

many
nature

interests to of their morals

committed

occupy pupils.
as

to know

study

the

It is their habit
as

to pay

attention

to the

well

the their

intellectual
charge."1 speak of the

training

of the

lads

to

Such

from

such

sources,

the religious

and
a

volumes Jesuits in particular.

the
results

coming admissions, for the schools of

These

are

few

facts about
recent

obtained
concern

by

Jesuit
colleges
1

colleges

in

years.
over

As
the
9.

they

in various
Times,

countries

globe,

directed

Ivondon

July 8, 1879, p.

JESUIT by

EDUCATION

IN

THE

1 9th

CENTURY.

223 they

Jesuits of different provinces

certainly
no

of the

Order,

bespeak

inefficiency
that,

of the
were

ing. Jesuits'teachthere
a

Can
system

we

not

conclude

similar the

Jesuit
similar

examination public in the United colleges

of success? December
12,

in

this

country,

States

would

exhibit

On

1900,

the

Juniors

of

Jesuit

Institution,

Massachusetts, Cross College, Worcester, of Holy defeated in a debate the Juniors of Harvard.

The
as

victory Harvard
on

of Holy
a

Cross

was

all the had

won

more

remarkable

week
same

before

the the

debate

from

Yale

the very of

question,

"On

permanent

retention
1901,

the

Philippine and

Islands."

On
of
a

April
the
same

8,

the

Freshmen
came

Sophomores
in

College

again

off victorious
team
want

debate

with
"

Freshman-Sophomore Although
any
we

do not

University.1 of Brown debates from to draw such

conclusions

for the deserve

was

superiority
to

of the

Jesuit
because

lege, col-

still they

be

recorded,
over

the

Jesuit
the

college

victorious
of Harvard

Harvard, had

shortly charged

after the

President colleges
of

University

Jesuit
1

with
the

inefficiency.2
debate
were

The

judges

G.
R.

Stanley

Hall,

dent Presiof

of Clark

University
Professor

; Hon.

John
F.

Thayer,
of the

member setts Massachu-

Congress,

and State Normal

Charles

Adams

School.
None

President of these of

Abercombie
gentlemen

Academy
2

presided.
unqualified
were

ter of Worcesis a Catholic^

The

slurs

President

Eliot

against

the

Jesuit colleges S. J., Professor

in his

pamphlet:
Press,

refuted by Rev. at Woodstock of Ethics Eliot and President

ably
York,

Timothy

Brosnahan, Maryland)
Messenger
to

College,

Jesuit

Colleges,
given
to
a

New

p. 36.
We

The
refer

reception
the

this

booklet in the

remarkable. Bookman^ April

N. Y.

was

1900, by quote

reader Peck Professor

one

criticism

of

Columbia

University,

We

only

little passage

from

224

JESUIT

EDUCATION.

The
gave
an

American
account

Ecclesiastical of the controversy

Review,

August

1900,

between it was based

President

Bliot and
that

the

Jesuit colleges, in which

charges
were

proved
on

the

President's could

not

any

facts

which

justifyhis
Professor
at the

measures

against

the
"we

Jesuit institutions.
have

Bliot had
School
Cross
a

declared,
of
a

had number

experience

I/aw

able considerBoston,

and

these

of Holy of graduates have not, as graduates

and

rule, made

records
ten

at the

School.

' '

Now

the truth

is that

good in the

years

preceding

the

time

of the
Boston

final decision

of

the

L,aw

School
were

regarding
only three

College

(March,
lege Col-

1898), there
in
years,
one

graduates
one

of Boston

the

L,aw

School,

of whom

left after two

left with an excellent record after one year on the course account of ill-health, and one completed his diploma. In all the time before these and received
Prof.

Peck's anything

article which
skill,

"Altogether

we

have
so

not

in
a

long

time
so

read
much

compacts
so

into crisp
sense.

small

compass
argument,

dialectic
so

much good this

and
We

convincing

and

much has

Eliot
has
as

educational been reading

long
to
an

hope

that

President
He

over

very
own

carefully

himself.
microcosm

been

so

autocrat

in his

particular
careless
he has

apparently
a

make

him
In

somewhat this
case

when

he been

addresses

larger

public.

certainly

out material ness, consciousargumentative of his inner evolving in the spirit of the person first said tant pis pour who it is just as les fails; and in away he that for once well have been brought turn. As the up with a good round should

information
sources,
we

would
may

probably
convey

never

reach
to

him
the

from

Harvard
that

gently entire of
cleverness

him

information

throughout
men

the
women

country

professional generally,

and

cultivation

educators, and immensely are

his

amused

at the

iridescent

theories

have

with which been turned

his alleged facts and into a joke."

JESUIT
ten

EDUCATION

IN

THE

igi

CENTURY.

225

years,

only

two

or

three

graduates

of Boston facts in the

lege Colcase,

The the L,aw School. entered therefore, do not bear out President
that
"a

Eliot's

statement

number of Boston considerable have been at the L,aw School and

' '

College
have made

ates gradupoor given and

records.
as

President for the

that

Eliot has

at

several
Boston
were

times

his

reason

of rejection
students

College
inferior.

Holy

Cross,

their

This
in his

charge

has been
on

paper

by answered The Relative Merits

Father

Brosnahan

non-Catholic
the

Colleges

for

Courses in Catholic and the Baccalaureate, read before

of

April Colleges at 1901 conference of Catholic Chicago.1 From data we the preceding may certainly " inferiority" of Jesuit schools that so far the conclude
has
not

yet

been

proved,

and

that
the
' '

the

facts do

not

warrant

the

assertions

about

"inefficiency

of the

Jesuit system
In

for modern

times. the

connection

with

educational
we

labors
not

of the

Jesuitsin the nineteenth

mention

century,

must

fail to

during scientific work There are several reasons for treating of that period. First, because the this in a work on Jesuit education.

briefly their literary and

Jesuit scholars
secondly, because during
at least

are

product

of the
were

Jesuit
teachers

system

some

of them

in colleges

the greater
or

part of their lives, and

; thirdly,

all for
case

five
how

six

years

because

their

proves

highly

the

Society

it cultivates
easy

the various

values, and how departments of science.

freely
It is and

to understand

that the

frequent
are

persecutions
most

expulsions
This title The

from

many
has

countries
been

injurious and

paper Courses

leading

the published with separately in Harvard to the Baccalaureate

and

Boston 15

Colleges.

226

JESUIT

EDUCATION.

unfavorable

to the cultivation

of science,

which

requires
Moreover,

above
as

all what

the

Romans

called

otium.

the

Jesuits lost
museums,

in and

several

expulsions
v.

even

their

libraries, Museo

observatories, and

g. the

famous where
many

Kircheriano had
they served
were

in Rome,
the
cause

the observatory for

so

Secchi
years,

of science

greatly

hampered
to

in their researches.
see

It is all the

more

remarkable
in the

that the

Jesuits
in
a

achieved

so

much

various

fields of science, almost

spite of these
enthusiasm

difficulties.
that

It betokens

heroic
continue

for science

these and

men new

patiently

their
even

investigations
where

start

enterprises,

in countries

the

hostile

attitude

lative of legishanging

assemblies
over

is like the sword

of Damocles

them.

In this brief sketch

of

Jesuit scholars
or we

we

mention ship scholaryears.

only

such

as

were

distinguished
last
twenty

for productive

within

the

-five

thirty
mention

Among

the

scientists

of this period
who of
was one

first

Father

Angelo

Secchi,
observers trained
known

of the

foremost
century.

astronomical

the

nineteenth by the

Educated
he
soon

and became and

from

early youth
*

Jesuits,
on

by

his publications
He
wrote
a

solar tant imporwork

physics

meteorology.
among

several

works,
on

them

Le

Soleil,
des

standard

the

sun,

Les Etoiles, L'Unit6 than eight hundred

Forces
in

physiques,

and

more

articles and

periodicals
He

of Italy, France,

England

scientific 2 Germany.
on

has
1 2

been

called

"the

Father

of Astro-physics",

See

Nature,

London

Bibliography 993
works,
"

1878, vol. XVII, p. 370. Bibliotheque in Sommervogel's Biography

vol. VII,

columns greater

1031. by

Moigno,

of Secchi's criticism and Vie de Pere Secchi, Paris, 1879.

"

Pohle,

P. Angelo

Secchi,

Cologne,

1883.

JESUIT

EDUCATION

IN

THE

IQth

CENTURY.

227

account

and

of the sun observations of his spectro-scopical The ingenious meteor the fixed stars. ographic
a

apparatus,

self-recording which in the

instrument

for

meteorological

observations, caused
a

Father
Paris

Secchi

constructed,

sensation

exposition

of 1867, and ing interest-

received

the firstprize

(100,000 francs). The

in St. Ignatius

instrument

is
where

now

College,

land, Cleve-

Ohio,
,

it is used

by

Father
When

Odenbach,
the Pied-

S. J. for meteorological
montese

observations. the
Roman the

took

Rome
were

in 1870, taken

College

and
new

its observatory
government

from

Jesuits. The
to

did
the

all in its power

cause

separate

Father

Secchi
He
was

from

of the

Pope

and

from

his Order.

offered the position observatories

But

of Director- General

of all

astronomical
senator, etc.

in

Italy,

the

dignity

of

estrange

the noble

not all these flattering offers could Pius IX. priest from his benefactor

and

his
to

persecuted
them,

Order.
he

He

preferred
to rest,

to
mean

remain and

loyal paltry roused

although

had

suffer
the

annoyances.

For
and all

the
over

indignation
the his of

in

Italy from

Europe,
Father
an

government

expelling During
1848-9,

prevented from Secchi expulsion had

beloved
the

observatory. Italy

earlier

Jesuits from
of

Father

Secchi

been

Professor

College,
at present

physics Washington,
in
in

and
D.

astronomy

in Georgetown College
who possesses

C.
a

This

Father

Hagen

scholar

is highly

esteemed His
his
great

mathematical
the

works, Synopsis der

Atlas

and circles. astronomical Stellarum Variabilium and

are

hoheren

Mathematik,
1

most

favorably

spoken
1

of by
Hagen's
to

scientists.

Father

Synopsis
history and

lias been

called

"splendid

contribution

the

progress

of mathematics,"

228

JKSUIT

EDUCATION.

Another
Professor

prominent

astronomer

was

Father
Director

Perry,

of higher

mathematics

and

of the He

observatory

of Stonyhurst

College,

England.

is

Father as was especially known, in the domain of solar physics.

and scientific stated

Secchi,

for his labors

The
him

English

ment Governon was

learned

societies

sent

frequently it

journeys,and
he
than

at the

time

of his death
on

that

had
any

been

employed

more

scientific
He
was

expeditions
"

living
"

astronomer. to observe

sent

as

Father

Hell 1874

in 1769
and

the
to

Transit

of the

Venus

(in

1882),
1886, 1889,
on

further,

observe
It

total eclipses
on

in

1870,
of
a

1887,
H.

and
M.

1889.

was

the

expedition
Perry
men

S.

Comua,

that

Father

died,

martyr

for the admiration

cause

of science. of
the

Scientific

spoke

with

taking pains-

preparations
and

of his

expeditions,

his

accuracy

skill in observations,

and

his enthusiastic

love for

Nature,

I/ondon,

June 7, 1894;
Beige,
in

"a

colossal

enterprise," really Mathematik

"One
amount
"a

vue Regrand

Bibliographique
work,"
Professor

Sept.

30,

1891;

Cantor,

fur Zeitschrift
4, p. 151. such
an

Physik

(hist.-lit. bth.}, XXXVII, A

how
one man can

must

und be

astonished

master

ing," of learnXXVII,
VII,
useful

Zeitschrift fur
p. 43.
No.

math,

undnaturw.

Unterricht,

The

American
a

Annals

of Mathematics
work"

(1893,vol.
"A
more

3)

call it than
can

"monumental

and

say:

labor literature

this in the hardly

highest, for
be

present

condition
;
moreover,

of

mathematical

imagined

it calls

for

all

but
in

the

very

that

is creative

mathematical

power;

particular, instinct. .,
.

Father

logical ; an erudition unerring but industry, etc." all for untiring above Atlas Stellarum Variabilium Hagen's was also highly
"

immense

praised,

v.

g.

in

the

Bulletin in

Astronomique,
the

1900;

in

the

XXXV; Vierteljahrsschrift,

Leipzig
26.

Litterarische

Centralblatt,

1900, No.

4, and

1902, No.

JESUIT

EDUCATION

IN

THE

9th

CENTURY.

229

science.1

Among

the

living

astronomers

in England
to

Fathers

Sidegreaves

and

Cortie

deserve

be

mentioned.

In

recent

years

the

Society

has

extensively

gone

into
are

the

field

of

meteorology.
to

Seventeen
or
are
:

stations
at

devoted it
a

exclusively
prominent

meteorology,

least

(England), Jersey (Channel Islands), Rome, Malta, Burgos, Kalocsa Manila, (Hungary), Zi-ka-wei (China), Calcutta, Ambohidempona (near Tananarive, Boroma, I,a Madagascar), Bulawayo, Havana, Granada, Cleveland (Ohio), Saltillo, have Some Puebla a name. (Mexico). of them
A
few details will interest departments: and
magnetic.

making hurst

feature.

They

Stony-

about American

the

observatory
It

of

Manila
of four

readers.

consists

astronomical,

meteorological,

seismical,

The
been

have

scientific publications of this observator (v. g. praised in scientific journals

American

Meteorological

Journal,

vol.

X,

June
"

1893,

Febr. 1896, p. 326. Meteorop. 100 ; id., vol. XII, Nov. logische Zeitschrift, Oct. 1887, p. 366; 1898,
p. 64,

etc.). The

commercial

world

in

Eastern Asia

During the Spanishappreciates its typhoon warnings. American Dr. Doberck, Director of the ObservaWar, tory
at

Hongkong,

addressed

the Weather saying

that
men cause

Bureau

of

the

United

States
of Manila

Government,
is in the

''the Observatory who sess pos-

hands

of
and

very

little scientific education

scandal
to

by
the

communicating newspapers
1

sensational in Hongkong."

typhoon

warnings effect
by

The
on

of this

See

the
the

writers

in

encomiums English

bestowed
Mechanic The

him

Protestant

(Jan.
Observatory,
vol. L,

25,

1890); Nature,
Notices
4.

vol. XXXXI,

the Royal

pp. 279-280. Astronomical

Monthly
n.

Society,

230

JKSUIT

EDUCATION.

accusation
out

was

that

the

Jesuits were
When

forbidden
were

to

send

any

such

warnings.
out

matters

gated, investihad

it turned

that

the

Manila
those

warnings

indeed

very

often
events

contradicted

of Mr.
the

Doberck,
correctness

but

that the

invariably

proved

of the Manila The Hongkong Daily Press,

a

observations. Telegraph, strongly brilliant especially

The
China

Eastern
Mail,
Dr.
to

newspapers:

Manila

Times,
and of
the

denounced
testimony their
2,

Doberck,
labors typhoon

rendered

the

Jesuits,and
On Director notice:
you

invaluable the

November
of the

1898,

Rev.

Jos.
the
me

warnings. Algue,

Observatory,

received desires him typhoon

case

following
to

"Rearyour

Admiral
courtesy

Dewey

thank

for

in

giving
your

such

complete

information which he

concerning
has

predictions,
to

found

in

every

be

correct.
2,

(Signed)
a

Flag
sent

Secretary."
to

On

February
of the

1899,

letter

was

the

Director which

Observatory,
"I
trust

from that

the Flag-ship

Olympia,

concludes: will

the

United

States

Government
continuance
an

make

the

neceSvSary

provisions
you

for the

of the
manner,

tion instituand
to

which which maritime truly yours, has

conduct

in such be part

able
great

proved interests

itself to in
this

so

benefit

of

the

world.

Very

George
done all
over

Dewey,

Rear- Admiral

U.
Manila

S. N."1
vatory Obserfrom

The

work

by the

Jesuits at
may

the

and
two
1

the islands,
accompanying

be

seen

volumes
From
a

with
letter

atlas of thirty maps.2

Woodstock
Letters,

of Father

Algue*,

1899,

pp.

213-225.
2

cal, of Geographical Statistical, Chronologito the Philippine Isles, ScientificData and relating by the peror sonal either collected from former works, obtained A Collection
observation

',

and

study

of

some

Fathers

of

the

Society

JESUIT

EDUCATION

IN

THE

IQth CENTURY.
"of the

231

The

work

treats

of

the

geography

islands,

seismology, and climatology, Henry S. Pritchett, Professor

terrestrial
the

magnetism. of that

Superintendent
tells
due
us

the
"to

U.
the

S.

Coast

and
work

Geodetic
of the

Survey,

admirable
our
' '

Jesuits is
of
on

ly practicalinterior of
of
on

all of Mindanao. the that

present

knowledge

the

Father

Algue's

work is the

the cyclones

Philippine

Archipelago

standard

work

subject.1
1891

In

the

French

Academy
Madagascar,

of Sciences

awarded of and
another

prizes to the
their great

Jesuitsin

in recognition astronomical

service

rendered

by

their

meteorological

observations.
a

Two

years

previous

Jesuithad received
for his geographical maps

prize of ten thousand

of the
very

francs

interior of the island;

year

and

last year,

1901,

the

which

witnessed another

the expulsion

of the

Jesuitsfrom
of the
francs

the Republic,

Jesuit, Father
vote

Stanislaus

Chevalier,

by

unanimous
received

of the
the

commission prize
of 3000
at the

French

Academy,

for his meteorological

Press,

of Jesus.
C., 1900.
1

Printed

Government

Washington,

D.

The

best

recommendation Ministry
In

for

this

that the

French

of Marine

had

is the fact work it immediately translated

an

into French.

1900 there
and

appeared
on

Knglish
same

and

German "based
the Now
an

work
on

(Bremen

Shanghai)

the

subject,

has it. But the preface as as of J. Algu6," is given that of Professor name Bergholz. of the author it sounds incredible is nothing but this work almost
that
"

"

abridged
recently

translation
been

of Father

Algue's

work.

This

has

quite

Magnetical

Nippoldt pointed out by Professor of the in Petermann's MittheiObservatory of Potsdam,

lungen,
ausgabe,

September Oct. 23,

1902.
1902,

{Kolnische Volkszeitung, is evidently p. 3.) This

2.

Wochena

proof

of

what

we

said above,

p. 154, note

232

JESUIT

EDUCATION.

and

astronomical

publications.

In

recent

work, of the tific scien-

"Kiautschou",

published
a

with

the

co-operation
to

German

Emperor,

high

tribute is paid
and

the

labors,

especially the astronomical

meteorological

observations, of the Jesuitsin Zi-ka-wei, and the German bestows declares that on this eulogy them, official who
he is not
In
a

friend of the

Jesuits.
sciences,

other
most

fields of natural diligently, scientific of

2

the

Jesuits
are

are

working by mechanics
Protestant

and
world.

their

labors

ciated apprebook
on a

the

"The

best

is that scholar.

the

Jesuit Jullien,"
of distinguished
writes
an

so

says

Another
the

Austrian
Director furnished of

Jesuit: "Father
the
some

Braun,

Observatory
of the most the density

of

Kalocsa

in

Hungary,

ingenious of the
earth.

experiments

for establishing
are man,
"

His

works of the

remarkable

proof

for the

scientific energy

and
In

the

spirit of sacrifice for the sake of science. Father College, Hillig 1900, of Canisius

June

Buffalo
inent promsixty,

(New

York), published Jesuit museums.

all
over

catalogue
He

of the

most

enumerates

about

scattered

the

Several
them the

Jesuits are
German

world. distinguished

biologists, among
one

Father

Erich Wasmann,
times.

of the
numerous

foremost

entomologists
on

of modern the

His

publications with
the
1

beetles

living
styled

commensally "classic"

ants

and

termites,

have

been

by

leading
Kolnische

English,

German

and

French

scientific January
2,

Volkszeitung

(Wochen-Ausgabe),
II, p. 496.

1902.
2

Budde,

Allgemeine

Mechanik,

vol.

(Berlin,

1892.)
3

Himmel

und

Erde,

Berlin,

June

1898.

JESUIT
l

EDUCATION

IN

THE

9th CENTURY.
'

233

reviews.

Of his work
says:

' '

on

Arthropoda' has

the Canadian given

us

Entomologist
greatest made,

''Dr.
on

Wasmann this

the

contribution and
' '

interesting
a

subjectever
mology. Entothe French

one
2

that

must

become

classic in
are

Other

prominent

biologists
the

Father
the

Panthel

Institut de in 1898;

received who France for an

the

prix

de

Thore
work
an

from

anatomical Bolsius,

lished pub-

Dutch

Father

authority Dierkx,
are

in microscopic Father the Belgian anatomy; important on researches morphology whose in La Celulle (L,ouvain, 1890
"

1900).

published These

names

prove that the Jesuitsare by no means suffice "enemies intolerant of progress and of everything
to
as

new,"

M.

Compayre

represents

them. science mention

one
are

Other

departments

of modern

successfully

cultivated

by

Jesuits. We
by
experts Recently

only

Father
first

Strassmaier,

who
3

is called

of the

Assyriologists.
very

Father

Dahlmann
on

is becoming Indian and

prominent

by
His
Max

publications works
Muller have

Chinese
praised

philosophy. by
Professor

been
and

greatly
other

of Oxford
we

Orientalists.
to
a

On

the

field of literature

call attention

recent
:

Baumgartner
1

German Jesuit production of the History Universal Literature.* Sel-

of

See,

v.

g., Nature,

London
Texas

1901,

Dec.

Professor

Wheeler

of

University

in

12, p. 136; and American the

Naturalist,
2 3

1901, vol. XXXV, Canadian Entomologist,

414"418.
1895, p. 23. Nov. 27, 1887.
des

See

Oppert Wiener
"

in

Le

January Telegraphe,
Kunde
in the

"

Dr.

Bezold

in

Zeitschrift fur
Hugo

Morgenlandes,

vol. II, p. 78.

4

Winkler

Berliner

philosophische

Wochenschrift, 1888,
Geschichte
out
:

p. 851.

der

Weltliteratur.

Up
Asia
and

to

were

1)

Literature

of the

Nile.

2) Literature

of Western of India

1900 four volumes and the Countries

F. astern

Asia

(China

234

JESUIT has

EDUCATION.

dom

work

been and
may

praised

so

highly

by

men

of the

different creeds have been, we

nationalities.
say,
as

Protestant
as
as
an

reviews
those

enthusiastic
,

of

Catholics,
reviewer
mann's

on

this

"opera

gigantesca"
Protestant

Italian

has

styled it. One

Review

( Westercan

Monatshefte) says:
to

"No

similar
'

work

be

compared

Baumgartner's
"

in thoroughness,
l

and

above

all in directness.
some

The
on

same

variety, has author

published

splendid

volumes
van

Goethe

(3 vols.),

Lessing,

Calderon,

Jost

den

Vondel, de
was

Father
au frangaise

L,onghaye's

Histoire

fellow. Longand la literature

awarded
a

XV

lie

siecle

(2 volumes)
in 1901. historian

prize by A
Prefect

the

French

Academy

very

distinguished Vatican

is Father
of
the

Khrle,
great of

of the

Library,

author

Historia

Bibliothecae

Pontificwn and
a

co-editor

the

Archiv Father

fiirmittelalterliche Geschichte
Grisar
is
His

und
on

Litteratur.

leading

author
on

Christian

Archaeology.
is
a

latest work of

the History famous

of Rome
2

worthy

rival

Gregorovius's
the

work.

The
Old
work
and

Belgian

Jesuits continue
the importance
Greek and

Society,
of prime

"Bollandists", for the

Latin

of the colossal work Ada Sanctorum, or a history of the whole

Antiquity.

Japan).
coming

3)

Literature

of Classical
Christian of

4) Latin
The Spain,
Norway,
1

and

Greek

Literature
of
the

of

Nations.
Italy,

volumes

Portugal, Iceland, See

some

will treat France, Poland,

Literature
Holland,

Russia,

Sweden,

England,
other

Germany.
Protestant papers of leading 6, 1901 : "Protestant Criticism

criticisms

in

The
a

Review,

St. Louis,
Work."

June

of

Recent
2

Catholic Roms

und der Pdpste, "a publication of the the work as very first rank, as indispensable of Gregorovius." 1899, No. 45.) Neue Preussi(Allgemeine Zeitung, Munich
"

Geschichte

sche Zeitung,

Berlin

1900,

No.

608.

JESUIT

EDUCATION

IN

THE

Qth

CENTURY.

235

Christian
gigantic As and

Era.

Of the sixty-two nine

were we on

folio volumes since

of this
l

collection,

published mention

1845.

Ethics writers on Father Cathrein2;

Rickaby,

Father
the

Castelein

philosophy

English

Jesuits Clarke,
Father
"Special and And
very

Maher

(Stonyhurst Series).
received of
the
note

Mailer's

Psychology

recently the

Excellence"
author, the

by

University

London,

the

degree

of "Doctor

of Literature". contains favored

a

this in spite of the energetic

fact that the book

criticism

of the

works

most

by

the the

University, examiners

including,
themselves. writers
to
on

indeed,
We

the writings

of both
scores

could but
we

add wish

of

distinguished
ourselves

theology,

to confine

publications
In

which
1900

have
the

favorably
conducted Although

appealed
more
a

to

Protestants.

Society

than

one

hundred
are

periodicals.

great

number

of them

chiefly religious
New

magazines there
as

(as the ably written

also several

Messenger,

York),
in
aus

are

scientific periodicals.
the

Some

reviews,

the

Month
the

in England,

Etudes
the

religienses

France,
Mariathe
Fe
are

Civiltdi Cattolica in Italy,

Stimmen

Laach

(with valuable scientific supplements), Theologische Zeitschrift (Innsbruck), the Razdn y

the

in Spain,

Analecta

Bollandiana

in

Belgium,

representative A
the

literary and

splendid

tribute

was

scientific periodicals. paid, in January 1902, German

to

scientific activity of the

1 2

Jesuits. Deputy

See

above Cathrein,

p. 161.

Moralphilosophie, 2 vols.
of the
latter
are

"

Socialism.

The

English
Conway,
Dyer,

translation S.

J. Cathrein's
Economy,
easily

works

Political
cannot

London,
too

is by Father James work by Cossahighly praised it is said that 1893, where

"they

be valued

highly."

236

JESUIT

EDUCATION.

Spahn,
and
a

Judge
prominent in
the

of the

Supreme
of the

Court

of the

Empire,

member

German

Parliament,

pleaded

Reichstag
In

for the the

re-admission
of his

of the brilliant

Jesuits into Germany.

speech he spoke
thus

course

of the

literary and whatever during

are

of the

German

Jesuits:
has

"In

.scientific work branch scientific

the

progress
century,

been

made

nineteenth

the
In

German
history

Jesuits
we

distinguished

contributors

have
one

Father
of
the

Ehrle,
editors

Prefect

of

the

Vatican

Library,
History

of the
author

Archives
of the

for Medieval
great

and

Literature, and

Historia
whose

Bibliothecae Epistulae
et

Pontificum ;
Acta
a

Father
have

Braunsberger,

Canisii
most

been

called

by

Protestant

historians

contribution
we

to the

history Beissel's

of the
numerous

Reformation.

valuable Then
on

have

Father
art ;

publications

Christian History

Father

Baumgartner's

magnificent
many

of Universal
essays
;

Literature,
same

and

other

ary liter-

productions
critical

by the

author.

Father
of
the and

Kreiten's

the

many

volumes

Analecta
Blume
;

Hyninica
the

Medii

Aevi
on

by

Fathers

Dreves

five volumes

Aesthetics

by

Fathers

Gietmann

and
on

Sorensen
Demosthenes.

; the

philological

writings

of Father
the

Fox

Father
over

Strassmaier,
three

Assyrio-

logist, cuneiform
has the key

deciphered

thousand
any

Babylonian

inscriptions,
ever

more

than

German

emy Acadfound

done

in that line.

Father

Epping
and

to the

astronomical

computations and his work

observations

of the

Babylonians,

is successfully

continued
one

by

Father

Kugler.

Father
in the
we

Dahlmann

is

of the very of India.

first authorities
In

field of antiquities
have
the famous

natural

sciences

Father

Wasmann,

the entomologist.

In physics

Father

JKSUIT
Dressel
astronomy

EDUCATION

IN

THE

igtil CENTURY.

237 and

is

eminent,

and

in

pure

mathematics

Father

Hagen,

director

of the

Georgetown Mathematics
We writers
ago

Observatory,
and
among of the these

author

Atlas

of the Stellarum

Synopsis

of

Varidbilium.
prominent
a

find
on

Jesuits several
and it is
only Professor map
the
on

geography,

few

months
at

that

Father

Fischer,
the

of geography which the

New

Feldkirch,
bears

discovered
for the

World

first time

title 'America'.
has

The

well-known
an

moralist
commentary
one

Father
on

L,ehmkuhl
the
new

written

excellent and
was

code this

of Germany,
new

of the first to advocate of the

code.
on

The
the

various social

publications
question
are

German
working

Jesuits
for the

continually

maintenance

of the

existing
other

social and
names

political order." deserve

to

Many

be

added
Meyer,

to

these

mentioned

by

Deputy

Spahn.

Father

by

his

German

Catholic

has influence a on exerted great writings, Father has pubCathrein writers in Bthics. lished

various and
one

important
very

works works

on

the

same
on

subject,
the

of the

best
latter
the

extant

social
several

question.
excellent

On
works

the from

subject we
pen of Father

possess
Henry

Pesch.
of

Father

Stiglmayr's

critical studies

of the
assigns

writings
these

Pseudo-Dionysius
to the

Areopagita

(he

works

fifth

century), have
which
' '

recently

been

called

liant "bril-

researches

have
l

definitely settled this long

discussed
Between

question.
1881

and

1900

the
seven

German books,
in

Jesuits alone
some

published
are, as
we

six hundred

and

of which

heard

before,

classics

their within

respective
the

fields.
1

Three

of these

writers

have,

last

Bardenhewer,

Patrologie

(1901),

p. 474.

238

JESUIT
been

EDUCATION.

few

years,

by elected members Wasmann of Science : Father

celebrated

mies AcadeRussian Baum; and

by

the

Imperial gartner

Academy
by the

of St. Petersburg Belgian Royal Academy in November

1901,

; Father

of Ghent by
the

Father
Royal

Ehrle,
Academy

Prussian

of Gottingen.

The
quoted
on

favorable

criticisms
pages,

on

Jesuit publications,
are

the preceding

almost repute.

exclusively

by

Protestant

scholars
or are are

of highest
they
so

Are

these

facts unknown,
certain

studiously loud We in

ignored,

by

writers and

who

belittling
confess that

Jesuit
that

education

scholarship
has
not

readily regained

Jesuitscholarship
position
existence mentioned.
on

yet

brilliant

which
of the

it

enjoyed

in the
reasons

first centuries

Order

; the

of the for this have been

bestowed

We

also admit scientific

a

that the eulogies

success

the

literary and
are

of the older
guarantee

Jesuit
the

institutions

not

sufficient

that

Jesuit
But
we

system

is equally this

think

times. efficient in modern last point is proved has by what

been
that

said
the

in this present Jesuits do not

chapter.
rest

It certainly

proves laurels
struggle

satisfied with

the

of their predecessors,
to

but that they

the

strenuously

keep

abreast
and
are

with twentieth

scientific

progress

of

the

nineteenth adduced mind which

the the

centuries. remarkable,

The
if

testimonies
we

all the
most

more

keep

in

discouraging
to labor,

circumstances and
the coldness

under

Jesuits had
with viewed
which

and

antipathy
ordinarily

the

works

of the

Jesuits are

by non-Catholic This leads writers. in the history to a rather us sad chapter of Jesuit have to speak of the opposition in which we education,
which
the

educational

work

of the Society

had

to

encounter

in all centuries.

CHAPTER
Opposition

VIII.

to

Jesuit

Education.

Nothing Reformation opinions

in the whole

history

of education the

after the of the

is

more

striking
the

than

difference
towards,
have

about,

and

attitude

assumed

educational that the

the

system

of the
King

Society.

We

heard and

Protestant

Frederick

II. of Prussia,

Schismatical
the

Empress

Catharine
at
a

II.

of
the

Russia,
Bourbon

protected
Kings within

Jesuit schools,
ruthlessly

time all

when

destroyed
In

Jesuit
Catholic
to

colleges

their

realms.
repeatedly

the

nineteenth from

century

the
countries,

Jesuits were
as

expelled
and
vast
were

from

France,
the

allowed

labor

undisturbe

within other
attitude
Protestant
was

British

Dominion this

and

in

countries. always
taken

However,

tolerant rulers.
are as

not

by

Protestant

The
well

penal
known.

laws

of England

against

the

Catholics
mentioned

The
hateful.
c.

Jesuits were
Thus
one

always
statute

particularly

under

Elizabeth
other

(27 Eliz.
should
that
come no

2),

provided

that authority realm

"all

Jesuits and
See

priests, ordained
depart such
or

by
from

the

of the

the

person
remain

should in any

within hereafter of the

of Rome, forty days, and

be

suffered

to

into

dominions penalties
of

of the high

crown

of
' '

Great

Britain,

under

treason.

Special
from

laws

were

enacted

to

prevent

Catholics

sending
of her

their children

to foreign

schools.
the
same

"Any
statute,

other

subjects,"says majesty's (239)

240

JESUIT hereafter be

EDUCATION.

"who

shall
who
not

brought six

up

in

any

foreign

popish

seminary, does
a

within

months

after

proclamation

return

into the realm,

directly
or

shall

be

adjudged

traitor.
to

Persons,

indirectly,

contributing

the

maintenance

of Romish the
sea

ecclesiastics
the penalties
enacts,

or

popish

seminaries

beyond

incur
this

of praemunire.

And
during beyond of

still further
her

statute

that

no or

one

majesty's life
sea,

shall special

send

his

child under

ward
l

the
one

without

license,
every

forfeiture

hundred
a

pounds

for

offence."
"persons
were

James
going

I. had

law
to

passed
any

providing

that

beyond
as

sea

Jesuit

seminary

rendered,
or

respects
any

themselves, lands
etc."2

incapable

of

purchasing
laws
were

enjoying
again
on

The
III.
3

same

enacted
of the

under
the laws,

William
continent
were

The
were

schools

Jesuits
by these
I/iege.
on

which
great

chiefly

affected
and

the

colleges

of St. Omer
In various

places

the

continent

laws

were

made

forbidding schools.

parents

to

send Ulrich

their

children

to

Jesuit

Thus
paternal

Duke
care

of Brunswick,

"moved

by

his

and order

affection for all his

to counteract

subjects,
cunning

high plans

and
and

low,

in

the

bloody

designs

of the enemies
a

of the decree

Gospel,
in 1617,

particularly

of the

Jesuits," issued
his

strictly forbidding
to

subjectsto
a

send done

their children

Jesuit schools,
should in with
History

as

not

few
so

had

before.

Those
were

who

future

"act

inconsiderately,"
of all their property
Laws enacted

threatened
1

confiscation

and
the

The

of
by
R.

the
R.

Penal

Roman
2

Catholics,

Madden,

London

against 1847, p. 154.

/"., p. 169. Ib., p. 232.

OPPOSITION

TO

JESUIT
laws,

EDUCATION.

241

other

penalties.1 and

Similar
have

enacted

in

Brandenburg

Prussia,

been

mentioned

in

previous

chapter.2
But the

difference
than

in

public

opinion

is not
attitude

less of
No

remarkable
governments

that

manifested
towards
so

by
the

the

and

rulers
has

Society.
theme

other
most

institution high-flown
as

been

often

the

of the

panegyric
of

and

of the most
Its admirers,

vective bitter in-

the Society
were

Jesus.

and

not

few
an

Protestants

among

these, have

it as

establishment

of the utmost

morals, that
some

It may religion, and state. have in their been extravagant

proclaimed utility to learning, be admitted even

praises

the

Society
see

enemies who,

and in

its labors. it
an

On

the

other

hand,
men

of its

under universal

of assemblage the disguise of hypocrisy, dominion,

ambitious
aim

at nothing
to

but

which criminal and

says

they
means,

endeavor
to the

by most

odious

and

obtain ment detrino

of morality,

religion
' '

society.

"Perhaps "have

body
hated

of
as

men

in Europe,"

Quick,
been

been

so

the

Jesuits.

accusations the Jesuitsthat it would

size merely
to
enumerate

So many

have

advanced

against

take

of considerable volume Bishop Years them. ago against against

"that

Ketteler

of Mentz crime

publicly

remonstrated calumny

continued Society."
1

of systematic

the
ex-

The

Jesuits have
Braunschweigische

been

defended

and

Koldewey,

Schulordnungen,
vol. VII,

in
"

Monumenta
2

Germaniae pp. 146"148.

v.

Paedagogica,
However,

pp.

138

139.

See

it is but

fair to forbade
schools.

Catholic

rulers,

g. the
sons

Dukes

of Bavaria,
Protestant

add that their jects sub-

to send

their

to foreign

Janssen,

vol. IV, (16. ed.) p. 464. 3 Educational Reformers, p. 64. 16

242

JESUIT
the

EDUCATION.

onerated

of

charges

by

thousands

of

prominent and the

yet

Catholics
the

and

by
stream

distinguished
of calumny

Protestants,

muddy
are

flows
ones

on;
are

old

charges almost

repeated and
at

and

new

fabricated
now-a-

daily,
to
sneer

believed.
the

It

is customary
ages,

days

credulity

of former

at

the

superstition
of the
our on

of the

Middle

Ages,

and

the

witch

panic

sixteenth
has

and

seventeenth
to

centuries. down
gone

However,

age

little reason people

even

look

superciliously by, for there

is

the benighted
us,

of times

among

and
a

great

in circles that lay claim to enlightenm deal of superstition and credulity;

only

the

forms

and

the

objectsof
disease in

credulity

are

different

from has the

most

those

of former called
a

ages.

In fact, the

"Jesuit panic"
times, and the implicitly

been

chronic

of modern

credulity absurd

manifested
charges

accepting

against

the

Society

is stupendous.

Whenever

person be given

is indicted
a

for
we

crime

we

demand
and

that

he

fair trial;
whole him have

want

to hear

examine him,

impartially before
we

the

of the

against
case

pronounce

evidence In the guilty. body

of fifteen tion propagaand they

of the

Society
men,

of

Jesus,
the

we

thousand

who

devote

their lives to the

of Christianity,
the
are

education maligned evidence

of youth.

civilization of savages, day Almost every

papers

in

books,

and

public

speeches.
of
to

No

is asked

for; the
set

ordinary

demands

prudence
hurl

and

justiceare
against

aside;

it is enough thousands

accusations
tens

the

Jesuits, and
believe only become read

and is
no

of thousands

willingly

them. the

This
most

exaggeration.

One
education

need
to

popular

books

on

convinced

of

OPPOSITION

TO

JESUIT

EDUCATION.

243

this fact.

The

open

calumnies

and

malicious

tions insinuais especially

against

that work

of the Society, which

the

dear to every
are

Jesuit,viz.
us

education

of youth,

simply appalling. for It is impossible

against
do
so
we

to mention

all the of the

some

charges

made
nor

the

educational

system

Jesuits;
be

think

it necessary.
that
to

For,
them
to

accusations

are

ridiculous for any

they
are

hear
man

stated,

should

enough Further,

thoughtful
so

disbelieve
to the

them.

clearly opposed

tal fundamen-

principles

of the

Order,

and

so

by its official documents,

see

contradicted emphatically that it is difficult to

how

men

can,

for
,

moment,
so

consider
so

them

even

probable.
that they

L,astly they easily elude

are

varied and
one

us.

What

contradictory says, is directly or

indirectly
to

denied
a

by

another.

It will be very

tive instruc-

put

few

statements

in parallel columns.

"They
completely

[the Jesuits]
revolutionized by fearless in"

"They
too

were

indeed
on

far

much

bent

being
' '

education
novations."

popular
"

to be innovators.

Rev.

W.

M.

Quick,

E due. Re

formers,

Sloane French

(Princeton),
Revolution
and
n.

The

p. 506.

ligious Re-

Reform, p.
The

curriculum of Jesuit colleges "hasremained

almost

"The
of

shrewd
adapt
the

disciples
them-

Loyola
to

unchanged
years,

for four

selves
are

times,

hundred
ing
some

disregardconces-

full of compassion
' '"

and for

trifling
to

human

weakness.

sions Colli-

made
ences."
"

natural

sci-

President

Eliot,
October

pa.yr",Hist. ofFed., p. 140. "in matheSince 1832

matics
ces

Atlantic Monthly,
1899.

and

proper

scienattention is to

natural

244

JESUIT

EDUCATION.

"be

given

to

the
in
the

recent

progress

made
In

those

branches.

lower

are provisions classes new for learning modern made

languages,
and

both

the

vernacular

foreign,

and
' '

for the

study

of history.

and "Kiddle Cyclopedia

'

Schem,

The

of

Education,
492.

article

'Jesuits," p.
course

"Another
uniform
may

instance

of

"A
study

uniform

of

prescribed

education

for all schools grade,

of

a
a

be

found
of

in the
leges". col-

particular
common

and

curriculum
. . .

Jesuit
"the

standard

for promotion

But

mense im-

and

graduation,
most
a

deepening of human

pandingcan and exledge knowscheme

Dr.

be

made

serviceable

in

national
"

in
century
sense

the

nineteenth
the

and

ing increassanctity gifts and of

of education." Russell, Columbia

of the

University,

(in

1899),

the

individual's have

German
409.

Higher

Schools, p.

will-power

made

form uni-

prescriptions
in

of study

secondary and

schools absurd.

possible im' '

"

President

Eliot (in 1899).

Ratio

"The

Studiorum
and

"A
far
more

republic

is

field
a

is antiquated
to

difficult
have

inviting
for the

than
agency
so

reform.

We

monarchy

little to

hope

for them

in

of
so

an

organization
so

vast,

the

improvement

of edu-

able,

secret,

so

adap~

OPPOSITION

TO

JESUIT

EDUCATION.

245

Oscar cation at present. Encyclopedia Browning,

"

' '

tive as that of the

Jesuits.

' '

"Prof.

N.

Porter,

(Yale
tems Sysand

Britannica,
' '

"

article

cation. College),Educational Edu-

of

the

Puritans

Jesuits compared,
"For
the

p. 79.

Jesuits, education
reduced culture
to
a

"Thoroughness
was

in work thing
insisted

is
superficial

the
on."

one
"

of the of

Quick,

I. c.,

brilliant

faculties
'

the

p. 46.

intelligence.

'-Compayre,

"With

such

standards
the methods
naturally

1. c., p. 139.

of scholarship

of instruction will be rigorous thorough.

"
"

and
Porter,

Cf

I. c., p. 55.
write in Latin is the ideal which they propose

"To

"Instruction

in the vernacular
was

language
with

corporat in-

to their

pupils

....

the

course

the

first consequence

of of
"

of instruction in 1756
the
were as

in 1703, and

this is the
the mother

proscription
tongue.
' '

colleges advised

in
to

Germany
p. devote
to

Compayre,
144.

//.

of

P.,

much
as
'

attention
to

German

Latin

"The

Jesuits were
mother

tile hos-

to the

tongue,

'"Kiddle and Greek. and The Cyclopedia Schem,

of

and

distrusting

ence the influthey

to

Education,

p. 493.

of its association
studiously supplant Hist,

endeavored it." Painter,

"

of Ed.,

p.

120.

"Preoccupied else

before

all

"In

mathematics sciences,

and

with

purely

formal

the

natural

he

246 studies, the

JESUIT

EDUCATION.

Jesuits leave
studies
History

[the Jesuit pupil] will

the
master

be
he In

concrete real and in entire neglect.

of
to know.

what
...

professes

is almost wholly banished from their programme.

' '
"

logic

and

grammar,

in he
a

geography

and drilled

history
to

Compayre,
'

/, c., p. 144.
osophy philin tory." hisv

will be control
that

such

'The sciences and

are

of what

he
a

learns,

involved disdain
as

the

same
"

it shall be for life."

"

sion posses/. Porter,

II., p. 145.

c-,

p. 55'

''The

Jesuits maintain
'

the abuse of the memory. /"., p. 140.

'The Jesuitswished the boy, not his memwhole ory

only,
to be
'

the master.

affected by cational '-Quick,Edu507.

was

Reformers, p.
"What the

Jesuits did

"Their
always

instruction
given

in the matter

of secondary instruction, with immense

resources

ly."" gratuitous-

Quick, ib.,
The Jesuitschools
gratuitous.
was

p. 38.
"were

and paid

for the them

who

pupils for

The
imparted

tion instrucfreely,

their

tempted efforts, La Salle atfor pupils who not

...

only

did not

'

pay.

'"Compayre,

Romish
who

pupils faith, but

to

to

of the
to

all

1. c.j p. 258.

chose
"

attend

upon p. 29.

it."

Porter,

1. c.,

"Finally
their

they

imparted
tously." gratui-

instruction
"

Ranke,

History

of the
4

Popes,

vol. I.
to

'They

sought

to

reach

"Faithful
of

the

tions tradi-

sons

of princes,

noblemen constituted

the
the

Catholic did

and others who

Church,

Society

OPPOSITION

TO

JESUIT
"

EDUCATION.

247
a

' the influential classes. Seeley, History Education,

'

not

estimate

man's

of

simply birth and

according
outward

worth his to
stances. circum-

p. 185.

"They
the

administer

only

The
expressly

tions constitulaid down

mean

aristocratic the
they

education
classes,
to retain
' '

of
whom

ruling
hope
own

that

poverty
were

and
never

extraction be any

to
a

under

their

control.

hindrance admission
....

to

pupil's

Compayre,
ag"gy,

History

of

Ped-

and
not

p. HO-

Sacchini
any

says:

'Do

let

favoring

of
the

nobility
care

interfere with
meaner

of
the

pupils, of

since

birth

Adam,

in all is equal itance inherthe and is

Christ.'"
p. 39. how

"

Quick, 1. c.,
These
adversaries
most

quotations of the

may

suffice to show

little the
of

Jesuitsagree
not

in their estimations
system

important We
leave passage

points need
them

of the educational
examine

of the

Society.
we can
a

all charges
reminding of

in detail;
the

to themselves,

reader

of

in

the

Gospel

St.

Mark

(14, 56):
and
other

"Many

bore
were

false
not
one,

witness agreeing." the

whom

against

him,
no

their point,
whose

evidences
at
name

If in

least in this
they

Jesuits resemble
they

him
and

bear,

and

profess

endeavor

to follow.

A
here

few
on

accusations,

however,

must

be

examined

account

of their serious
not
care

is that the

the

Jesuits did
because

The first character. for the instruction of

"the

people,

they

thought

ignorance
that they

of "ad-

the people

the best safeguard

of faith;"

248

JESUIT

EDUCATION.

ministered
' '

only
l

the aristocratic

education

of the higher
the
to

classes. could
not

This
devote

is utterly
themselves

false.

That

Jesuits

extensively

elementary

education As
there
were

has
to

been

accounted
charge,

for in

previous

ter.2 chapschools

the

other
many

in their higher

always

poor

pupils;

it is frequently
to treat

inculcated poor
the pupils rich.3
a

in the

documents

of the Society

the than
"to

equal, if not with greater, care with Father Jouvancy exhorts the teacher parent's
' '

exhibit needy

tender

care

particularly

towards

pupils.

Further,
for poor

the

Society
domus

had

special

boarding
or

schools

scholars;

pauperum, nearly
at

convictus

pauperum,
;

were

larger

colleges Dillingen,
etc.5

in Germany Augsburg,

to attached Austria and

all

Wiirz-

burg,

Munich,
not

Prague,

Olmutz,

Briinn
money

The

Jesuits

unfrequently

begged
one

for poor

scholars.

Peter

Canisius

in

year

hundred two supported poor had special libraries to supply day fed poor and scholars.

boys. books
In

Moreover,

they

for poor

students the

several

places

Jesuits were
too

at

times

severely and

censured
the
sons

''for favoring

much
as

poor
was

students said in

of the
In

lower they in

classes,"
were

Graz

in

1767.

1762

by the Bavarian ordered future fewer poor scholars.6

1

government

to admit

The
Pedagogy

judgment
',

of

Quick

Compayre, //zj/0rj/ Chapter Ratio

mag.

History

of

p.

143 ;

similarly

Seeley,
2
3

of

Education

III, pp.

185. t p. 104"106.
Reg.
"

Studiorum,
class,

Prof. Sup.

Fac.,

n.

20;

Reg.
p.

com.

inf. 50.
ch.

Monumenta

Paedagogica,

814

foil.
4

Ratio
Duhr,

Docendi,

Ill, art.

1,
46

n.
"

2. 53. edition,

5 6

Studienordnung, in
Duhr,

pp.

Documents

Jesuitenfabeln, 2d

pp.

86"93.

OPPOSITION

TO

JKSUIT
the

EDUCATION.

249

echoes

the

real
to the

spirit of traditions
a

Society

on

this the

point:

"Faithful
did
not

of the worth

Church,
simply

Society
to

estimate

man's

according

his birth

and

expressly
were

circumstances. outward laid down that poverty

never

The
and
to

tions constitumean
a

extraction

to

be

any

hindrance

pupil's

'Do let any Sacchini not says: admission and favoring of nobility interfere with the care of meaner pupils, since the birth of all is equal in Adam and the
.

inheritance

is Christ'."

It is said that the who

Jesuits "labored
for their efforts. it is laid down anything for any
"

for those
2

pupils

could

pay
of the

them

In
as
a

stitution the Constrict rule might

Society

that

"no

one

is to
a

accept

which

be

considered

as

compensation
How
seen

ministry,"
was

cation [edu-

included].3
the colleges made receive
or
can

this principle
from
:

be best

applied to the following regulations

Rector
or

by

Father

Nadal

"The

cannot

anything

either for any

instruction,
a

degree,
for the

matriculation;
nor can

nothing present

as

remuneration
a

teacher,

any

from
not
even

scholar.
as

In
or

short,
on

nothing
other

be received,

alms

any
one

hear that any Should the Rector grounds. be he a teacher or an else has accepted anything,

cial offito

of the
the person the person
1

school, who who

gave

he

must

see

that
must

it is returned
severely

it; and it." received

he
4

punish

Quick, Educational
Compayre, Summary
of
our

Reformers,
of Fed.,
"Freely

p. 39.

"

Hist

p. 258.
27, where
you

of

the Constit.

allusion

is made

to

the

words
4

Lord:

have

received,

freely

give."

Monumenta

Paedagogica,

p. 102.

250
In

JESUIT fact, this

EDUCATION.

regulation

serious who

difficulties. The
payments

the Society many caused rival faculties of other schools,

from the

received

pupils,

saw

in the

gratuitousiiess great
were

of instruction
By

danger.

various

Jesuit schools a the Jesuits machinations

the
to

in

forced

in It

some

cities

accept

fees
at

from

the
most

students.1

is well
are

known

that

present

Jesuit
accept

schools
a

compelled

by
few

sheer

necessity

to
are

tuition fee, because

But

of their colleges in

endowed.
when

it

was

different

former

centuries,

the

liberality of princes, all that

was

ecclesiastics for the

and

cities

furnished
of the

necessary

maintenance

testify that the all historians some Jesuits imparted gratuitously; all instructions blame an even the Jesuits for thus using unfair means colleges. Nearly of competing

with

other

schools. estranging
as

The

accusation is
as

of

the

children

from

their families It is also

ungrounded by
the

the former

charges.2

refuted
schools

fact that and

the only

Jesuits opened
where it
was

boarding

unwillingly

necessary.3 absolutely because day schools,

They
they
"

everywhere the it was

preferred importance good

and

appreciated provided

which

the
"

home has
on

influence
the

religious
1

training

of the character.

Aside

Duhr,

Studienordnung,

Compayre, scholar

perfect

L. p. 47." Hallam, ofE., I, 256. Hist, ideal of the of Fed., p. 146. "The is to forget his parents." This is a calumny;
which showed
M.
an

and
the

the

example
who
the

Compayre"
eccentric biographer,

adduces behavior do
not

of

pupil

of

Jesuits
and

towards
express

his
the

mother,

words

of

the

and practices of the Jesuit schools. principles 3 Thus, for instance, of the 83 colleges which the Society in 1710, only 12 admitted boarders. had in Germany Du Lac,

Jtsuites, pp.

297"298,

and

390.

OPPOSITION

TO

JESUIT

EDUCATION.

251
to
a

from

cases

in which

boy
higher

has

to

go

boarding his home,

school

for want
in
are

of

school

near

especially
other
cases

the

country,
numerous

it cannot

be

denied

that

rather

in which

it is better

for young home.

people In not
a

to receive

few

from their education away families the father has no time to

are

look

after

frequently such
a

cases

of his sons; mothers education to control self-willed lads. too indulgent it is a blessing for a boy to be entrusted
the

In
to

good

boarding

school

in which

not

tual, only the intellec-

but,
receive the due

above

all, the moral

attention. derived advantages insisted

on

religious training be said of Besides, much may from the discipline and subordinatio and schools.1 heaped upon is that they formidable
cripple
a

Of
the
seek

all the

charges

in good boarding and imputations

most

Jesuit schools,
only

the

the interest of the Order, pupils, and teach them

the intellect

of their
I
am

corrupt

almost

ashamed

to refute

such

seems attempt Society, but to the

to

be

an

such charges insult not only

morality. ; for any

to

the has

Catholic

Church

herself, who the

so

often

praised

and

labors
made

of the Society. in historical and in this country,

recommended However,

educational
charges
are

as

such

used extensively educational works I think it necessary to say a Hallam

says
:

few
have

words

about

them.

"The
a

Jesuits
of
them

the credit of first rendering which the

von

fal.semorals,

has

been

public denominated

scheme

from

enhanced And order."2

1

and

obloquy Raumer,

that

their overwhelmed in his History of Peda:

See

Mr.

Whitton's

discussion
to Mr.

The

Private

School

in

American Rev.,
-

Life (a reply
1902.

Edward's

strictures). Educat.
New

May

Literature
II, p. 121.

of Europe,

etc.

(ed. 1842,

York),

ume vol-

252

JESUIT

EDUCATION.

gogy,

frightens
'

the readers

with

dreadful of the

picture

of

the
these

'dismal
men

and

perfidious

colleges

Jesuits, of
'

of wickedness, with their dark, treacherous ' fatal to the souls of the young. so Dr. tendencies, Huber, the inveterate enemy of the Society, remarks
on

this charge the

"Raumer

condemns

Jesuit education

from

specifically
' '

'confessional'
the other hand,

[/.e. Protestant]
the

point
which
are

of view.
Dr.
more

On

accusations
the

Huber

himself

made they

against have

Society,

not
a

justified, and
Review in

been

discredited opinion
of

by
some

leading

Germany:

"The

'Old-Catholic'

scholars, that the education

system,

of the

Jesuitsis a
the

sort of diabolical

tending

to enslave

conscience
can

the mind,
Mr.

free movement every suppress and 2 longer be maintained." no charges

ever
are

of

Painter's that have

among

the

worst

and

uufairest education
system,

been
his

hurled criticisms

against
on
a

Jesuit
Jesuit
man,

; summing

up

the of

he
the

says,

it is "based

not

upon
.

study

but

on

interests of the suppressing prevailed intolerance

highly
wholly

order

the

principle

of

authority,
of thought,

all freedom from beginning

were

and

independence

to end.

Religious
our

pride

and

fostered.

While

baser
our

feelings
nature

were

stimulated, neglected.

the nobler
L,ove

side of

was

of country,
'

ity fidel-

friends, nobleness for of character, enthusiasm insidiously suppressed. ' 3 These beautiful ideals were
to
1

Jesuiten-Orden, p. 377. Jahresbericht fur klassische

Pachtler, p. 172. Frank
"

Der

Altertumswissenschaft,
/. c.y vol. IV,
Similar

Berlin, 1891, p. 45 (quoted by 2 Education, History

p. VIII).
were

of

opinions

expressed The book, would

recently

by

Mr.

Hugh

O'Donnell,

in 1902.

his
He

Ruin
the

of

Education

in Ireland,
on

London,

advise

commission

Irish

University

Education

OPPOSITION

TO

JESUIT

EDUCATION.

253
We
a
can

terrible
only

charges

are

made,

but
:

not

proved.
can

ask
a

with

astonishment gentleman,

How

critical

scholar,
act

cultured

truth-loving
not

Christian
of
the the
to
arraigned

in

such

striking
great

does Who manner? parallel instance in ancient

of

think

history,

when

teacher

Athens,
the

whose
youths

elevate

and

ennoble
a

it was life work of his city, was

youth cup

before condemned
How
many

court

for corrupting
to

?
of

He

was

and

had

drink
on

the

hemlock.
are

modern

writers of the

Jesuit education
accusers

faithful
the and despatch

imitators

unjust

of

Socrates
cannot

unjust judges of Athens? the hated Jesuits out of the

opinion there here But suppress

They
world,

but

they

poison

public

teachers.
cannot

of non-Catholic and the minds is another we question which

:

How

is it possible
put
any
can

that

enlightene

American
monstrous

educators

faith in such
they
trust

imputations?
contain such

And

how

books

which

frightful misrepresentations people

very

and

calumnies?

Wise
of

should

suspect
; and
monopoly

such

charges,
to

because
every

their
endowment

enormity
public and individual

they
to

"refuse

public

the

Order

of

St.

Ignatius.

Their
the

scholarship
brotherhood and

do not

diminish

formidable

virtues and hostility of their

to independence,

to progress,

to liberty, to toleration

They citizens of different creeds. despotism. Catholic the pretorians are ruin of religious ignorance have the Jesuit Catholic everywhere attended and ence, indifferare Where the Jesuit plants, the crops monopoly.

concord

between

emasculation,
the

and

decay.
They

Their
to
an

system

is ruin modern
cannot

to

Catholic
.

times.

religion. They can They

suck

belong

age

before

stimulate

fanaticism.

They

develop direction.

reason.

They

supplant, the brain

and
of

call

it assistance

and
"

the

lay-people,"

etc.

Quoted

in The

Month,

September

1902, pp. 253-254.

254

JESUIT
think
may

EDUCATION.

should
so

naturally

that,
turn

when
out

some

charges

are

ridiculous,

others
are

equally

groundless. that the

Those
of

who

so

positive
was

in asserting interest
over a

aim

Jesuit education
well work

"the
to ponder

of the page
"

Order,"
or we

might the

be advised of
a

two
mean

of

scholar who pedagogy,

of the
at

first rank,

Professor
as a

Paulsen
on
more

present

is equalled
has

by

few

writer

and
than

who
any

studied

the

Jesuit system
who
have

carefully
to

of those

writers
In

the

hardihood

raise

such

charges. principles those

spite of his opposition

the

to the

fundamental
censures

of

Society,
the

this

writer
as
a

severely body
a

who

represent
schemers.

Society
"It

of egoists and
gross

would

be
that

ambitious he self-deception,"
of the

writes,
were

"to

imagine
to,
or

the

members Order

Society
selfish
should

attracted
or

kept

in the

by
He

any

motives

personal
a

gratifications.
ease

who

have would before then

the

sought
soon

life of
been

and

pleasure

in this Order,

have
on

disappointed.
was

What

was

put

them
a

entering,
course

first a humble

novitiate,

prolonged work

of rigorous
classroom,
or
or

studies,
the

finally,

toilsome

of the

ing self-sacrific-

labors the

of preaching

giving

missions. of

Suppose
the

powerful

and

influential

position

Order

individual the ambition ; but he would of some whetted have found soon exone that, for every out ception without
not

commanding
of the

but

life-long

the ready it up
law
men

summary
to accept

Jesuit's career.
without should

was obedience had He to be

any

position

murmur,

and

give

the

moment

the

Superior
was

command.
in the
case

This
of
the

of absolute of such

obedience and

enforced
as

merit

consideration
.

Canisius, Order

first German

Provincial.

Besides,

the

would

OPPOSITION

TO

JESUIT

EDUCATION.

255

never

have the

been
ease

persecuted

and

prohibited,

had

it

served purposes

of its members
never

; associations

for such
those

have
only

been

considered

dangerous;

societies

are

dangerous
adds
:

that try to realize ideas." do

to

The
this? that

author

then

"Why
me

I insist
hear

so

much

on

Because
men

it disgusts with
an

again

and

again

who,

the
are

sacrifice of
accused

all personal

terests inand

live for

idea,

of selfishness who

ambition,
their pleasure, nothing
natter

and lives
or

that
were

by

dull

Philistines, their
own

out through-

seeking

comfort

and
of
to
;

think place-hunters who ambitious in power to please those and else but how
' '

by

public the this

opinion.
men,

These
they
are

words
meant

sound

severe

but

have

whom

for, not
venomous

provoked

severity

by

unjust

and

accusatio

?
Not
to
a

few

writers

call the
;
one

Jesuit schools
styles
2

dangerous

the

public

welfare

the
By

whole

Order
the

"international
same

and anti-national."
has

the way,
the
ago

slander
;

been
we

hurled know
a

against
that

Catholic
a

Church

moreover,

long

great

Teacher

arose men

and

founded

society.

certain

class

of learned dare
to
come

to get rid of him, wanted forth with the real motive.

but did not

Then
":

they

denounced
to give

the

teacher

"

as

anti- national
;

"He

bids forking
that
' '

tribute to Caesar

he

makes

himself
was

and

Caesar." opposes "if he acquitted that

disciples
ever
once

And
man,

the
was

judge
not
were

told

he

Caesar's friend.
told
Master,

The
would
than
1

of

this
the
the

Teacher

that
and

they
more were

share

fate of their
same

in history

futile accusations

Geschichte
Ziegler,

des gelehrten Unterrichts, vol. I, pp. 410-411. Geschichte tier Padagogik, p. 119.

256

JESUIT those

EDUCATION.

made
Master.
Not

against

who

professed

to

follow

the

great

shadow

of proof

has

ever

been

advanced
are

that

the

Jesuits in their principles

but
more

and

teaching
has

unpatrioti

than possess

one

testimony

been and

given,

proving

that

they

true

patriotism that

instil it

into the hearts yield

country.
to
none

of their pupils, and in

course,

Jesuit students
love of
to

ardent there

and

self-sacrificing
no

Of

is

lack

of assertions Howorth

the

contrary.

But

recently

Sir Henry

stated

that the of their

English
brethren parents

Jesuits shared
on

the keep they

the anti-English views continent, and he entreated

English

to

their

children hatred layman

away

from

Jesuit schools
own

where

imbibed

against

their

country.1 to

Roman

Catholic Times,
on

in England
4, 1901,
'

wrote

the
to

L,ondon this

December

with
moral
tration illusthe

reference
1

attack

the

Jesuits:
furnishes

'The
a

The of

case

of Sir Henry
"trustworthiness"

Howorth

good
against

the

of the

attacks

Jesuits. This
that German

gentleman
often

he

had

read,

{Tablet, Nov. asserted in the Civilta Cattolica

"abominable
was

23,

1901),
in two

and

Jesuit publications,
its people."
one
a

slanders

of England
to
containing

and

Sir

Henry
the

challenged German

repeatedly

produce

passage

from

two

publications

One the of these periodicals, slander of England. Mariahas very often praised Laach, Stimmen England aus the other (the Theologische and its liberal institutions; and

Zeitschriftof Innsbruck)
never

is

purely

scientific
many

paper

which
Sir

touches
at

political

questions.

After

evasions
he

Henry

last wrote

{Tablet, March
slanders"
was

15,

1902),that
Germania,

had

read

the
as

"abominable
he
was

in the largely

Berlin

"which,

by the written and to do with the GerJesuits." But the Jesuits have nothing Sir Henry had maintained And yet, for three months mania.

informed,

owned

that

he

had

read

with

his

own

eyes

the

slanders

in the

two

mentioned

Jesuit publications!

OPPOSITION

TO

JESUIT

EDUCATION.

257
the
same

and

religious
as on

teaching
the

of the

Jesuits is
but

in

England
that

Continent,
or

it does

not

follow

their political opinions are affairs in this country

their estimate identical. The

of public

English
all his
Henry

Jesuit
Howorth

is

loyal
are

.subject
with his

of his
own

Majesty, and
country.

sympathies

Sir
mothers

informs
time they

English

fathers how

and

that it

is nearly
are

considered

going

to permit

their fresh and

longer they much ingenuous children

for their
country
at

to

imbibe

hatred

and

contempt
Here

Jesuit establishments.
experience
my which Beaumont,

can

speak

from

personal

of the hatred and contempt imbibed three sons at the

near

for their country

Jesuit College
it has which
the

of

Windsor,

and

how

influenced

their

after

lives.
upon

The
them

principles
may

Jesuits
in

inculcated
words
"

be
thy

summed king.'

up

five

'Fear God
was

; honor

The

result in
to fight

after life

that and

they her

for England

all three volunteered in her hour Sovereign

on

of need.

One
two
name

of them

has

fallen
to

the battlefield ; the

other

have

survived

serve

their
most
one

country,

is known
In

to-day fact,
more

to

loyalists hundred

our and in South

Africa."
from
the

than

Jesuit College
war;

of Stonyhurst have

students fought in the

South

African
Cross, and
one

three

many

of them have

torian Victhe received have lost their lives ;

from

and

more

than

hundred

gone

the College
a
noii-

of Beaumont.1

Another

utterance,
to

and

that from

Catholic

Review,

deserves

be

quoted

in this connection.

In the last number Mr.

of the

Westminster
of Dr.

Review, Parkin

Reade,
up
The

speaking the

to draw
1

of the appointment for the Rhodes scheme

New York,

Scholarships,

Messenger,

1902,

July, p. 127.

17

258

JESUIT
:

EDUCATION.

adds

"It

is

just possible

that,

if he

will

pay

any

find food of history, he may attention to the teachings for meditation in the system on the Propaganda which

Fide

and

the

English
recruited

College
during

at

St.

Omers

[Jesuit
The

College] were
latter school
loyal

their best years.

kept

(now

Stonyhurst)
Gentlemen

the

English
the
worst

Catholics
times

English

during

Many of them accompanied of the Penal L,aws. but it would James II. into his exile at St. Germain, held a commission, be hard to find one as the who

Irish
when

and

Scotch
was

exiles
at
war

did,

in

the
own

French
country.
on

service, We

France
no

had

Regiment
at

de

with Howard
the

his

firing

the de

English
did,
a

Guards
and

Fontenoy,

as

Regiment
agent

Dillon
was

Wellington's

chief
' '

secret

in

Spain

Stonyhurst

boy.

The

whole of want

history

of the

Society

refutes the

putation im-

of patriotism.
monarchs

Is it not

significant

that

the

two

shrewdest
the

of the

eighteenth
and

century,

Frederick
II.

Great

of Prussia,
the

arine CathWould

of

Russia,
so

protected

Jesuits?
even

they

have

done

if there

had

existed

the slightest
to

doubt
Dr.

about

their patriotism?
that ''the

And,
greatest

as

France,
as

Huber

admits

generals,
Montmorency,

Conde,

Bouillon,

Rohan, have
may

Luxembourg,
come

Villars, and

Broglie,

from

the

schools great
men

of

Jesuits.
in

' '

The

same

be said of many
other

Austria,

Bavaria,

and

countries in
the

where

the

Jesuits conducted
century

their We

schools. has patriotism

the words

Also
been

nineteenth
acknowledged.

publicly
to

quote

addressed

the

Jesuits

Westminster
Der

Review,

October
p. 384.

1902, p. 325.

Jesuiten-Orden,

OPPOSITION

TO

JESUIT Belgium. them

a

EDUCATION.

259 their

by

King
at

Leopold
Namur

I. of

Visiting especially
truly

lege col-

he

praised

for giving tion. educa-

the youth
"I
"to
a

under
am

their charge

national

much
you.

pleased,"
I know

he said to the
you

Fathers,

be among wise

that needs

give the students sound in

our

direction.
is nothing
more

Youth

principles.
days, when

There
men

important
the

endeavor
moment

to

stir up
strenuously

passions.

It is of the

greatest

to fight against

the

spirit
the
most

of lawlessness
very

which

now

threatens

all order pleases

to

and
me
a

existence

in your

work

of the is that

states.

What

you

impart

the young
to

truly
them

national education. in this spirit, they

mainstay When

If you

continue
the

educate

will

become
' '

support

and

the

of the country. in 1846 the French

the six
education

Minister
the

Thiers
on

publicly similar

attacked
grounds,
who then

of former

Jesuits
of

hundred high

pupils in the

the

Jesuits,
the
us,

held

positions

administration,

in literary and industrial circles, came forth with declaration : "Our Jesuit professors taught solemn
that

God

and
and

His

religion his

have

to

enlighten all
men

man's are an

intellect equal

guide

conscience
the

; that

before

God

and

before

law

which

is

expression

of God's
the that

nations,
every
even one

not

for are will ; that the public powers for the public the nations ; powers
the

has

sacred

duty and

to

make

fices, all sacriof

that

of property
treason

life, for the welfare

tyranny

the

country;

that

and against
this

alike

are

sins
that

against

God

and
knew

crimes that

society.

Would

all France solid and

1

calumniated
that
we,

education by learning

is
to

truly
de

Catholic,
Vordre
de

and
Namur,

Ami

1843,

July 31.

JESUIT unite
our

EDUCATION.

Catholic

faith with
more

patriotism,

have of
our

become
liberties."1
to

better citizens, and

In

genuine

friends
new

1879,

Ferry

introduced

laws

des Revue In the Jesuit schools. Mondes Ferry whether (1880), Albert Duruy asked less bravely fought against the the Jesuit pupils had in the war Germans more Jesuit of 1870, or whether
the

press supDeux

pupils

had

taken

part

in

the

Commune

whether

Jesuit school in especially the ninety pupils of the one Rue des Postes, Paris, who had fallen in the battles of
that
war,

had
same

been

bad

citizens, devoid
may

of patriotism?2

The
where

question

Jesuits are
ever

Jesuit pupils

be asked in every country in educating engaged youth : Have less patriotism, less heroism, shown
than

less self-sacrifice for their country

pupils

ular of sec-

institutions ? less patriotic

Harvard
than

Was
the

Charles
men

Carroll of Carrollton
were

who

educated

at

and

Yale

? And

Was
yet,

Bishop

John Carroll lacking

Carroll
had

in patriotism? Jesuithimself, Colleges

any
one

John
been
we

been
in

and

both

had

educated
safely

Jesuit

in

Europe.
that

And
the

may

challenge

to prove
are

American

Jesuitsand their
to the

pupils

less patriotic, less attached

interests
name

of their
among

country,

and

less solicitous
than the
we

for its fair

the

nations

teachers

and

pupils

of the the
in of des

other facts
1

institutions.
on

And

should

like to
has

know based

which

the
protests

American
of
cast

writer
were

Similar
when

Jesuit pupils
suspicion de Cugnac,
on

published

1879,
the

Ferry

had
De

the Le

patriotism

Jesuits.
2

See

Badts

patriotisme
died
78;
on

fksuites.

(Metz) 31 of St. Clement pupils battlefield, of the College of Sainte-GeneviSve 20, etc. College of Vannes
Of
the

the

of

the

OPPOSITION

TO

JESUIT in

EDUCATION.

261

terrible
country

indictment,
was

that

Jesuit

schools

"love

of

insidiously
must

suppressed."1

However, the
too,

if

such

calumny

deeply

American Americans, times

more

Jesuits, they
and
than such the

wound will know,

words

hearts that
a

of all
other

whose

count

thousand of certain
on

uncritical and spoken

assertions

writers,

have

thought

differently

the
1889,

influence
at the

of

Jesuit education.
celebration President
:

On
of
the

February

22,

centennial

Georgetown United

College,

Mr.

Cleveland,
other

of

among

things

''Georgetown
she

States, said be College should

upon the

proud

of the of
our

impress
country.

has her who

made

ship citizenare

On

roll of graduates have

found
duty

the

names

of many

performed
her

public
have

better
the

for her
ranks

teaching,
of those
as

while
who,

Alumni

swollen
have

in private

stations,

done

their duty
I cannot
to

American
express
my

ly citizens intelligent-

and
college has

well.

friendship

for your
as

better than

wish
an

for her
army

in the future,
of

she

had

in
and
as
an

the

past,

Alumni,
the

learned,
of their

patriotic,
country

useful,

cherishing loftiest

good

object of
to

effort, and

deeming

their worthy these

contributions
use

good

of the

education

a citizenship .supremely they have acquired within

walls."2 old saying then

cannot
are
we

If the and vice

holds:
must

"Quails
conclude

rex,

tails grex,"
the teachers

versa,

that

themselves
we

be

devoid

of patriotism.
a

nately, Fortuargument.

not

confined
are
war.

to this

priori
that

Numerous

instances
time
of

on

record

Jesuits,especially
in the

at the
1 2

sacrificed
Education, College,

themselves
p. 172. p. 422.

Painter, History

History

of

of

Georgetown

262

JESUIT of the
Not

EDUCATION.

service

sick
a

and

wounded of the

and
many
one
war

on

the

fields. battle-

to say

word
we

cases

recorded
recent

of former
date. Maltese
In

centuries,
the

mention

of of

more

Franco-German
of

1870-71,

the
sent,

Society
the

Rhineland
342

and
male

Westphalia religious Among

army
to

besides service
were

1567 sick

Sisters,
and

the
342

of the

wounded.
81

these

159

Jesuits. Of the
same

volunteer
33
were

chaplains
l

sent

by

the

organization,

Jesuits.
and

No

less them

than
were

80

Jesuits received
with the
conduct

decorations,
"Iron
on

two

of

honored

Cross,"
the

the highest

distinction patriotism
In
every

for heroic

battlefield.

The

of the French
war

Jesuitsis not less

waged the
army
on

conspicuous.
a

which

was

by

France,
as

number
In

of

Jesuits accompanied
several
were

chaplains.

1870"71
one

wounded

the

battlefield, and

died

at I/aon.

The
political
Beckx,

attitude
questions

of the has

Society
been

towards

national by

and

clearly
:

stated

Father
and
the

General busy

of the

Society
much

"The
the

public

press

themselves
the

about

Society's

tude atti. .

towards
Now

various
as
a

forms

of government. Order,
In

the with

Society,
any

religious

has

nothing

to

and all countries under all forms of government, she confines herself to her in view the exercise of her ministry, having only

do

political

party.

end

"

the
"

greater

glory

of God
to

and

the

salvation of human

of

souls,

an

end

superior and

the

interests

politics.

Always

everywhere the duties of

the religious
a

of the

Society
a

fulfils loyally

good

citizen

and

faithful

subjectof

the power

which

rules his country.

Always
1

and

everywhere
/.
c.,

she tells all by her instructions

p. 37.

Braunsberger,

OPPOSITION

TO

JESUIT
to

EDUCATION.

263

and
are

her

'

conduct

Render

Caesar

the
are

things

that
l

Caesar's, and
In recent
years

to

God
the

the
attacks

things
on

that

God's'."
tem sys-

the
on

educational
the

of the

Jesuits chiefly insist

and
We

fact that
modern

it is

"antiquated

unable
the

to

cope words2
for the

with of

conditions."

quoted

Mr.

Browning,
the

that

"little is to

be

hoped

Jesuits in

provemen imhave

been

at present, whatever of education A similar their services in the past.

' '

may

passed
years

by

Buckle.

"The

Jesuits, for
rendered
a

at

verdict is least fifty service of education

In
no

after their institution,

immense
system

to civilization,

partly by
to

organizing
yet
seen a

far superior university

so

any

in
scheme

Europe.

could

there
as

be found theirs, and

of instruction nowhere
was

comprehensive displayed insight mind. period,

. .

certainly

there
or

such

such

human

of youth, skill in the management into the general operations of the The Society was, during a considerable

the

steady

friend

of science,
a

literature, and

allowed

its members
which

boldness
by
any

of speculation monastic the

had

never

well as of freedom a and been permitted

vanced, ad-

as

order.

As,

however,

civilization
and
change

Jesuitsbegan
their
who
own

to lose ground,

this not in the

so

much

from

decay

as

from

spirit of those
admirably

surrounded
to
an

them. form

An

institution
was
' '

adapted the
same

early

of society
state.

ill
We

suited
think
was
1

to

society

in its mature

this charge

has

been

sufficiently refuted
chapter.
See
De

by what

said in the preceding

L'Univers,
L'
2 3

nac,

expulsion
Page 16. History

Jan. 20, 1879. des Jesuites, p. 51.

Paris, in

Badts

de

Cug-

of Civilization

England

',

vol.

I,

chapter

XVI.

264

JESUIT

EDUCATION.

How

is this

hostility
so

to

the

Jesuits
find
some

to

be
reasons

explained?

It is not

difficult to
aversion
they

which

account

for the and

of Protestants
have

to

this
that
to

Order.
Ignatius
crush

Time

again

"been

told

of Loyola

founded

this

Society
it has

in order

Protestantism.
a

Although

been

proved

that such

view

of the

Society
and
the

is entirely
history
to

by
most

the

Constitutions

contradicted of the Order,1

old

non-Catholics
traditional in the views

still cling of the

their

prejudices
now

and
see

Jesuits. Even
and
most

many

Society

the

"avowed
the

successful
of all they
to them
men,

foe of Protestantism,

and

embodiment been

detest.
as

' '

The

Jesuitshave
dishonest and
most
as

represented

notoriously and have

unscrupulous

who

teach

they

practise the been denounced

rulers,

principles; plotters against the lives pernicious

I., William

of Protestant

Queen Elizabeth, James

Adolphus.
the

of Orange, the Gunpowder

Gustavus
plot, and

The

mention

of

Titus-Oates
visions

conspiracy,3 black
of
were

conjures up
demons who

the

most
to

horrible

of those companions
the

dare

call themselves

Jesus.
the
cause

Then

it has

been

said
Year's

that
War, War

Jesuits

of the

Thirty

of the

French
of the

Revolution, Dreyfus
1 2

of the

Franco-German
All
such and

of 1870,

affair.4

similar

silly slanders

See

chapter above Canon Littledale

III, pp.

77"78. Britannica,
art.

in the

Encyclopedia

"Jesuits".
3

"That

lie about

the

Titus-Oates
says

Conspiracy,"

as

the

Protestant

historian

Gardiner

(Hist, of England,
has of President

vol. II,

pp. the

483 and
4

615).

An

apostate
the
the that

priest, Chinicquy,

charged Lincoln!

Jesuits even Quite

strikes.

with

assassination

recently

suspicion
the

was
were

expressed
the
to what

in
cause

French

anti-clerical
coal

papers
Any

Jesuits
wishes
to

of

the

one

who

see

extreme

of

OPPOSITION

TO

JKSUIT

EDUCATION.

265 according
to

have
which

gradually the

formed

that the

popular

idea

Jesuit is

embodiment

of craft, deceit,
"It

ambition, and all sorts of wickedness. be rumored up and down," complains I was a witch, a Jesuit,a highwayman,

began

to

Bunyan,

"that

and by

the

like."

Last

year

it

was

very

correctly

stated

Mr.

Andrew

L,ang, the celebrated

idea and
the

Scotch

scholar,

that this popular

Protestant

dislike

of the
largely

Jesuits is
on

not

based
fiction.
mythic
works

on

historical

facts, certain
makes

but

works

of the

There

is

picturesqueness him
a

Jesuit which
of fiction. introduced
Mrs.

highly

about important

in

Accordingly,
him

number effect,
even as

of writers

have

with

great

Charles

Kingsley, Mr. L,ang

Humphrey

Ward,

and

Thackeray.

himself

of the
are

Jesuits,and
educated unpopularity,
' '

that vulgar conception rises above he freely confesses : "The Jesuits

men

clever,

on

the

whole

I understand

their them
deserve

but
the
on
a

with words

all their
of another

faults

I love

still.
to be

And

Protestant

meditated

by

"Why

should
good
to

devoted in the
idea

tants: Protesall fair-minded find a difficulty Christian

in seeing
whose
never

Jesuits,a body
of

of

men

devotion

their
2

Christian

duty

has

been
But
some

surpassed?"
Protestants

will

say

The

Jesuits have

always

been

the

most

strenuous

supporters the

of the

Catholic
"

successful and most hence Church; they weaken

men

Protestant
the

cause.

To
of

who

argue
have

thus
gone,

apply
may
',

absurdity
read
XIvI,

calumniators vol. VII,

the
"

Society
"

Janssen,
pp. 60"86

pp.

530

584.

Dublin

Review

vol.

'Curiosities ('

of the

Anti-Jesuit Crusade");

vol. L, pp. 329"340. 1 The Pilot, Oct.

2

12, 1901.

Quick, Educ.

Ref.,

p. 54.

266

JESUIT the

EDUCATION.

the

words the

of

great

Master;

"You
can

know
not

how know

to

discern
signs

face of the

sky,

and

you

the time

of the
to

times?"

Indeed,

the

signs

of the

point
from

dangers

quite

different
dangers anarchy.

from

those
age

dreaded arise from

"Jesuitism".

The
and

of

our

infidelity, immorality,
of the belief in the

What

has become

fundamental

truth

of Christianity,
are

in the
of real

Divinity

of Christ?

That
world,

there

still millions due

to

Christians Church,
of the

in the
to what

is chiefly
call the

the

Catholic

they

stubborn

"conservatism"

Romish

Church.

And
work

the and

Jesuits
of all

make

it the centre
to

of their educational

their labors,

Christ, and
teach
the
was

the faith in the Divinity of .strengthen They to propagate the Kingdom of God.

lofty

morality,
to

the the

generous

self-denial,
words

which
example
most

preached
of

world

by

the

and
the

Jesus.
civic

They

inculcate

assiduously
to

important

virtue,

obedience
who

all lawful

authority.
the

Therefore,
of

all those
who

still believe

in

Divinity

Christ,

zealously

labor
who

for the
the
men

moral
true

betterment

of their

fellow-men,
at heart
"

have

interest of their country heartily noble

reason

all those helpful

our

should

welcome

the

Jesuits as
There

allies days,

in

their
no

enterprise. for

is, in

surely

antipathy

against

the

Society

of

Jesus.
However,

considering understand

the

force

of long

cherished
with

we prejudices,

the dislike and

Protestants

the dread

which

less enlightened feelings spring

than

view

Jesuit schools.
and
they
are

Their
be

from

ignorance,

to

pitied with
1

rather

blamed.
forgive

And

every

Jesuit will
know

pray

Jesus: "Father
16, 3.

them,

for they

Matth.

OPPOSITION

TO

JESUIT

EDUCATION.

267
say

not

what

they

do."
to

But

what

should

we

of

men

who

lay claim

of examining history

if they, instead critical scholarship, the documents and the conscientiously

unscrupulously

of the Order, partisan

copy
is done

the slanders

of virulent

writers, and
to

as

by

so

many
seem

modern studiously

historians
to neglect

educationists? acquire
that

Some

information in order
has
reason

which
understand
to
suspect

is necessary

and

easily

available,
others
one

to

this system. that

from they write

Of

against
not
so

their better
much then
they

knowledge,

fanatical

hatred,

of

the

Society

as

of the
honest

Catholic
;

Church.
say

But that Rome,"

let them
are

at least be

let them

fighting the
to

against

the

"Anti-Christ
as

in

against
were

"Scarlet
express Papae,
feeling

Woman,"
themselves;

their

leaders
confess

pleased

let them

that it is the odium

"Know-nothing"

old "no-Popery" inspires them. which the

recently

and
Well

has
"We

observed:
all the load

odical perinon-Catholic inevitably by end

with
the

recognizing
may
reason,

that

reproaches the

which
name

we

feel entitled to of philosophy,

Jesuits, in
etc.,

of

etc.,

fall equally

upon

all
of

religious orders,
which
they

and
ever

upon

the the these

Church
most

herself,

have
then

been

brilliant ornament.
to

Why

address

reproaches

the

Jesuits only?"1
History
has

proved

the

correctness

of these

ments. state-

In the
were

eighteenth
Not

century

the

Jesuit colleges
monasteries 1872
the
years

suppressed. orders expelled

were

long

after the
In
two
or

of

other
were

"secularized". Germany;
orders had

Jesuits
after,

from

three

the other
1

religious

to leave

the

fatherland,

The

Open

Court,

Chicago,

Jan. 1902,

p. 28.

268 then

JESUIT

EDUCATION.

and

the

secular

priests

were

persecuted,
was
a

and

bishops agitation schools.

war

imprisoned.
in

Since

1879

there the

continued
and
a

France
campaign

against
has

Jesuits
issued in

their
general

This

now

against

all teaching

congregations,

in fact against

all religious
But

orders.
all ; of late radical of the
wrote

this is not

papers

begin

to

proclaim religious
we

the real intentions orders.

not

persecutors
recently:

of the
"Now

One
the

paper

must

forget

Cures
to

(Parish priests);after
them."

the the

monks

let

us

attend
to

Hostility

to

Church,

nay,

all

religion,

is at

the

bottom

of the

unjust and
other
to the

tyrannous

proceedings
orders in

Jesuits and
whilst laws forced
"appear
upon

religious
reader
a

the against France. For,

the
recent

ordinary
to

of newspapers
measure

be

mere

of

self-defense

the Republican

Government Clerical party

attempt
to

by the reputed

political intrigues

of the

in France,

it is

in
and

reality
to remove

systematic

discredit
upon
1

religion, atheistic influence orders,

Hence

its checking
of the controlling

influence party."
from the

the

movement
was

That
religious

chiefly

felt to from

come

particularly
they
must

the teaching

congregations.
assertion
:

go.

The
the

hypocritical

"We

combat

Jesuitism, not
ruse

Church,

not

tie guerre,

stratagem, and is
no

used

religion," to deceive
or

is
more

mere

fair-

minded

Protestants,

short-sighted
exaggerated

lukewarm party
ment, state-

Catholics.

That

this

is evident

from

the

discussions
years. Review,
October
where
new

in the

French
frankly
p. 324.
Power
set
"

Senate
1

during
American

the last three

Ecclesiastical Dublin

It is also
Sept.
1902,

the especially behind the French who the

See

Review,

1902:

"The

Government,"
of this

it is clearly
are.

forth

real instigators

persecution

OPPOvSI'flON

TO

JESUIT

EDUCATION.

269

admitted

by

the

more

candid
a

advocates

of the
Protestants.

new

persecution,
Here,
not

and

by

not
a

few

far-seeing

however,
even

serious

is objection
of

raised
the

Have

Catholics,
the

high
How

dignitaries

Church,
are

opposed
not

Jesuits?
that the

is this?
of
from
no

"Protestants

ignorant

Society
attack

Jesus

has

been
men

the in
have

objectof
the

suspicion
of Rome

and

influential
worse

Church

itself ; that
Protestants
; that

things

been

said of it by

than

have

been

said

by

Romanists in

themselves

Romish

ecclesiastics directed

have

all generations
attacks

of and
have

its history, their secret dreaded

such

against
;

it

their open

machinations it
as a

that

Romish

teachers
1

rival should and

and
not

triguer. in-

However, who

Protestants
are,

fail

to examine

these they

"Romanists"
act when
more
on

especially

from We
only

what
do
not

motives wish

attacking this

the

Jesuits.
quote

to say

but subject,

the words who

of

distinguished
:

French

writer,

M.

Lenormant,
opinions

said
the
are

"Outside
as Jesuits,

the Catholic

Church
other
religious

regarding orders,

regarding

free,

but

Church

the

war

against
' '

the

Catholic the within monJesuits is the most strous

inconsistenc)7.

"2

to the Society opposition of Catholic schools is frequently looked by non-Catholics as the upon surest proof of the dangerous character of Jesuit education.

The

They
of the
to

point
the

to the
once a

Society,

hostility of the Alma Mater famous University of Paris,

Protestant,
Systems
a

the
1

Jesuits.
Professor

But

German

pro-

Porter

of Yale,

Educational

of

the

Puritans

and

Jesuits compared,

p. 90.
aux

"Endedans la plus monstrueuse L 'expulsion des

du catholicisme, la guerre " des inconsequences. De

Jesuites est
de Cugnac,

Badts

Jesuites,p.

6.

270
fessor in the partial
hostility of Paris dexterous
were

JESUIT

EDUCATION.

University

of Strasburg,
on

not

in the

least

to

the

Jesuits,writes
arose

evidently

from schools
the

subject: "This as jealousy, the youths

this of these
rooms

flocked

to the

dangerous of the

and

rivals, while
' '

lecture
same

versity Uniby

empty.

The

opinion

is held

M. He

Jourdaiii,the historian
describes
the

of the

University
of the

of Paris.

the scientific stagnation

century,

University tiousness licen-

in

seventeenth

and

the

frightful

of parents did

the

students,
to send

in consequence
their
sons

of which this

not

dare

to

school,

but

were

anxious

to have

them

educated

by the
not

Jesuits.
so

The
by

University raising the

as

combated

this competition

much of the the

intellectual

and

moral

standing

University,

by

acts

of

Parliament,

expelling colleges

Jesuits or
University this time

closing
were

their colleges.
on

The
of

of the

the
was

point

being
more

deserted, grievous,

and
as a

the

danger

all the

part of the decadence.2 ceased

youth

Professors

could members
the

attribute
of the

to themselves

the
never

Still the
accusing disturbers
that the
But

University

from and
also

Jesuits of being
public

corrupters

of

of the teaching
they

peace.

It is admitted
was

in the

University
the

most

defective. and

reproached methods.

Jesuits

for

inefficiency
although

faulty

The

University,

tainted

with

spreading

the Jesuits Jansenism, charged with doctrines prejudicialto the Catholic faith
a

faith, with
reason

"rendering philosophy."
"How

captive

to vain

human

and

The

historian
has

here
the

justly
Society

exclaims:
1 2

often,

in later days,
der

Ziegler,

Geschichte

PMagogik,
/' Universiie

Jourdain,
XVII

Histoire
Paris

de

1895, p. 121. de Paris au XVII.

et

au

7. sitcle.

1888, vol. I, pp.

1"59.

OPPOSITION

TO

JESUIT of being

EDUCATION.

271
foe of

reversely

been
and

accused
reason

the

implacable

philosophy

"

The
merely

hostility of the Paris University

the
were

was,

therefore,
monopolies

outcome

of

jealousy.
Richelieu
to

At

all times perceived

the

jealous.
Frequently
did
not

had expel

that

clearly. Paris,
he

urged
on

Jesuits from
towards the

yield ;

the
to

contrary,

end

Uge

over of his life he handed de Marmoutiers. "The

as

the

Jesuits the
he

Colsaid,

Universities," done
them,

"complain

if

wrong

were

that the

structi inBut

of youth
as

is not

left to them
a

exclusively.
to

human

frailty requires
more

counter-balance that

everything,

it is the
may

reasonable
as

the

Universities
that

and

Jesuits

teach

rivals,

in order
that

emulation

stimulate

their

efforts, and
of several others

learning

being
may

deposited
found
In

in the
one,

hands if the

guardians, have

be

with

should
not

lost it."2
state

another the

passage

Jourdain does
of the University active

hesitate to
turned

that

competition for the

a

Jesuits soon
itself, as

into

blessing

it
over

was

forced
masters

to

exercise students,

more

which instruction. 3
In

was

supervision beneficial both

and and

to

discipline

Germany

also and

in other

countries

the

Jesuits

had

to encounter
reason

the opposition

of the old universities.

The

has

been

given
at

by

Professor

Paulsen:
Prague,

"The

old

corporations

Ingolstadt,
with

Vienna, and

Freiburg,
it
was

Cologne,

resisted

might

main,

but

all in vain; the Jesuitswere The old corporations who

Ibid., Ibid.,
p. 282.

everywhere. victorious in possession were

2 3

p. 272.

Ibid., vol. II, p. 299.

272
of the

JESUIT have

EDUCATION.

universities
of
many

often

raised

the

charge

of
the

"imperiousness"

''desire

of

ruling"

against

Jesuits,and
passionately

historians this

of these

institutions
not

have

repeated

charge,

certainly

out with-

But it must be added that it was not good cause. from the desire of ruling that springs arrogance and force or empty titles, but the desire rests on external

that

arises it

from
can

real

power
must

which
work.

is eager
' '

to work,

because

work

and

Another by of Catholics individual

"

reason

for the cold treatment

of the Society

must
cases.
or

be sought The
misfortune

in unfair

generalizations
always the

Jesuits had
"

privilege
of the

the

of being

the

subject
mind.
often,
are

constant
are

pre-occupation closely, magnifying individual, has

an

of the
and they

public
are,

They

watched
a
an

too

with watched discovered in

whole
most

glass.

But

if faults
censure

is it fair to

the

body?

Well

perfect splendid and a large occupy space, if many its members imprudent and
"

writer said: "The institution, if it grow, and

English

join it, will

therefore

have

among
men

dangerous
to the

men

for

offer so fair a it, that the attacking

who

pretext

combined

malevolent learning and

good
make

prudence
damage

of many done.

years

will
of

hardly
men

make
not
means

the

The

mass

do

fine

distinctions;
and casuistry

to distinguish

with

them,
next

casuistry,
to systematized

they

consider
Point of
or
a

to be
out
some

door telling

imposture.
against they
some

scandals

member
or

large
true
or

organized

body;

be

only

three
"

four,

false, repeat
the

them

often enough
1

and
/. c.,

the public

will pass

verdict

of

Paulsen,

p. 281

(vol. I, p. 407).

OPPOSITION

TO

JESUIT

EDUCATION.

273
the system

guilty and

upon

the

whole,

and

condemn

both

him

who

sins against

it.

"

Sometimes,

indeed,

it may

be

that
to the

individual principles which

they
cases,

Jesuits have,
of their order,
have

by their
deserved

unfaithfulness

been

regarded. either to

the ill-feeling with But in a large ignorance

majorityof
on

it is due

prejudiceor
or

the part of of the

that

their adversaries,

else to
to

an

imperfect

grasp

Jesuit system,
the the work

especially
an

the

false impression which

are
a

Jesuitsexercise
of others

influence
that they

and

interferes with in rival power

the government

of the Church.2

The
has

utter

falsity of
more

the

impression
once.

referred
1880

to

been

French

proved Bishops,

than
two
to
or

In

all the addressed

Republic

with

three

letters of protest against the decree

a

the

exceptions, President of the

of the
not

of expulsion

Jesuits.
only
to

These
the their

letters form

splendid
of

testimony,

educational

success

the

Jesuits, but
uttered
of whom
these

loyalty

to

the

ecclesiastical
of

also to The authorities.3

striking in his

Cardinal

Archbishop

Paris
many

words about the diocese: "Among which

has

so Jesuits,

labored

the religious
more

institutes, there
than

is

one

been

before the world

the others;

has done splendid service in education, which has shed lustre on literature, which has formed

which
savants

of the first rank

1

in every

branch

of science.

Marked

R.

B.

Vaughan,

See

Father

Life of St. Thomas, vol. I, Clarke, S. J., in the Nineteenth

Review, 1880, July, pp. 155"183.

p. 629. Century,

August
3

1896.
See Dublin
"

Again

in October
to

the

1902, of 79 French 72 Bishops their solidarity Senate) declared 18

(in

joint petition
the

with

religious

orders.

274
out

JESUIT

EDUCATION.

by

its importance

and

success

as

hatred has

of the

enemies

of religion, calumny power priests midst of

the

objectof the Society of Jesus

an

always

virtues, zeal,

confounded its intellectual

generous
In

by the splendor its work. and

.

of its
.

To

these

have the

always

united which
clergy

prudence. trouble
have the

the

dissensions
whole within of the
the

country,

just as
the

the

kept

themselves ministry,
exact

rigorously

limits of
has

their spiritual scrupulously

Society

of

Jesus

been
with

in

avoiding

all

interfering assertions has

politics. proof.

Those
A

who

deny

this, make myself

who

Bishop

like

out withhis under

the jurisdiction

is in this."

in France chief Jesuit establishments like the truth in a matter position to know

Cardinal

Bonnechose themselves of education.

testified
to the

as

follows: and

"The
often

Jesuits devote
thankless
task

laborious

their justifies children

year,
to
to them

open efforts; families

utmost

They

colleges;
entrust

experience

their by

with

the

confidence;

year

public

opinion

and

the

government

itself, testify send been

with forth
taught the

their

success;

year

by
men

year,

they
have

into
to

every

career

young who

who

respect

authority,
who
are

are

penetrated

idea

of

duty;

fitted to

become and
one,

brave honorable devoted

' *
"

soldiers, and

conscientiou

functionaries, citizens, and

and
of who
to
are,

useful

every

to their country

ready

die

for France.
Regnier,
make
are

The

Archbishop
in
the
same

Cambrai,
"Here

Cardinal
I must

spoke

strain:

particular
to

mention
with
name

of the special of truth,

Jesuit Fathers,
severity. President

who

be and

treated
in the

On

my

conscience

of the

French

Republic,

I bear

witness

that

OPPOSITION

TO

JESUIT have

EDUCATION.

275
been

these spit press

religious

men,

who

so

long the

abused,

upon,

and
a

calumniated

by
no are

with

malice
"

which
who

anti-Christian has ever authority

day
as

attempted the
were

to restrain

devoted

by

day

to

hatred
an are

and

violence

of the

mob,
"

though

they

association esteemed clergy

are

of malefactors

that these highest

ous religidegree

and

venerated

in the

by the

that they conduct

and by every in every way

class
most

of the worthy

faithful, of it.
can

and Their
be

is

exemplary;

their

teaching faith.

only

blamed
belong

by

ignorance
most

and

bad

Many

of them

to the

distinguished of

families education

try. of the coun-

The
carry
on

house

superior

which

they
was
entrusted
"

with
to them

such
"

brilliant
I may

success

at

Lille,
011

almost who

say,

forced

them

by

fathers
up

of

families them,

had
who
were

themselves

been
to

brought

by

and

determined
which

provide
own

for their

children
them

an

education
to value.

their

experience

taught

I fulfil a duty
to you

of conscience

and

of honor

in addressing
' '

these

simple

and

respectful

observations.
of L,yons will be writes: "It is

The
of the

testimony

of the Archbishop

special

interest.

Cardinal

Caverot

to be in of the children of St. Ignatius privilege how hatred, I know battle. the front of every and how ignorance have accumand still more ulated

prejudice,
But

calumnies
the

against

the Society.

owe

it to
of
a

truth

to

declare

here,

that
"

in

the

course

ministry thirty
and
as

of well-nigh

fifty years been

twenty

as

priest,

bishop

"

I have

able to satisfy myself, and

zealous
servants

I know have

that these

worthy the

of

God

well

deserved

distinction
.she

given

to the

Society

by the Church,

when

proclaimed

it, in the

276 Council
Holy

JESUIT
of Trent,
a

EDUCATION.

'Pious

Institute,
men

See.'
and

admire

these

by the approved in their work of

their apostleship.

teaching,

in

the

labors
priests

of
more

Nowhere

have authority

I met
j

with

more

careful of and alooffrom political conflict;

that if these made
any

more

obedient to ecclesiastical the laws the country,

of

I affirm without

fear of contradiction,
at them

decrees

which

strike
against

have

not

charge

whatever
not
a

their
could
"

life and be made

teaching, which

it is because survive
an

charge

would

hour's

sion. discus-

There
letters.

in

no

room

for further

extracts

from
these

these

The
of the

Dublin

Review
hierarchy

remarks
are

that

festoes mani-

French

precious

documents

for the religious

orders; these

"but

the

Jesuits,in particular,
to collect
a

will be able, from episcopal deference

have
never

utterances,

body

of

testimony

to their

ability,
such

devotedness,
as a

and
they

towards before
the

the

Bishops

perhaps

received

from

great

National
' '

Church
In

during

modern
orders,

course of their existence. whole it has sometimes been said that times

religious
for former

in general, but time

left behind

were

admirably

equipped
so

ages,
were

has

progressed
are
now

fast that

the orders

and
as

"out

of date.
was

"

One
time in the

Philip himself

Limerick,
in
a

who,

he affirms,
states

at

one

monastery,

this view

plainly

Contemporary
that the by teaching

Review
were

(April 1897). This

the benefactors
of civilization

writer

admits

Monks

of mankind, rude

the

arts

to the

institutions tribes of the North, and that the monastic for a long time even the only ones, the homes, were of he says, uomnia habent, and But, learning. tempus
i

L.

c.,

p. 175.

OPPOSITION

TO

JESUIT

EDUCATION.

277 the
a

monks orders,

are

now

rarely

met

with,

and
one

of

later

the

Regular
on

Clerks,

only

has

left

deep

impression in history
"

the the

Latin Church
of

and

Society

Jesus.

a place obtained This Society owes

its still vigorous

administration.

life to its wider

' '

scope

and

more

ent effici-

Although
to the

this writer

exceptional
this Order the

position

Society, others
"We
Dr.
can

assigns an include also

do

in the general
a

doom. of

without and his

Jesuits," was
is shared
the

saying
some

Dollinger,

opinion

by

so-called

Liberal
has

Catholics.
other is ments senti-

That

present

Pope

Leo

XIII.

about

religious

orders
In

in his
1900,

general

evident

from

his

numerous

letters.

letter to the he
enumerates

Archbishop
all their

of Paris, December the benefits

He

23,

religion
says

and
"the

society

receive
are

from
the

hands.

that

religious
and shed the
renown

necessary

auxiliaries
"In

of

the

bishops

secular
on

clergy."

the past their doctors

by
their

the depth

and

breadth

of their

sities univerlearning, and

and

the

houses

became
and

the refuge

of divine

human

knowledge, from certain

in the shipwreck of civilization saved destruction the masterpieces of ancient

is their activity, their zeal, their love in
our

wisdom. their

Nor

of

fellow-men,diminished
to teaching,

own

day.

Some,
edge knowlon

devoted

instruct

the young

in secular

and

the principles
and
are

of
seen

religious virtue

and

duty,

public peace which depend. Others

the welfare

of states
amongst

absolutely
savage

settling

is it an Nor mon uncomtribes in order to civilize them. important to make thing for them contributions to give to the researches science by the help they which
are

being

made

in such
of
race

different domains

as

the study

of the

differences

and

tongue,

of history, the

278
nature

JESUIT

EDUCATION.

and
we

products
are

of the
not
unaware

soil, and that the

other

questions.1
are

Of
who

course

there

people

go

about

declaring
upon
the the be

that

religious
the

tions congrega-

encroach

jurisdiction of
of
the

Bishops clergy.
to consult

and

interfere
assertion the

with
cannot

rights

secular
cares

This

sustained

if one

wise and

laws

Church,

which
than
one

on this point by published have recently we re-enacted."

the
2

On
to

more

occasion

Leo

XIII.

gave the

expression tional educa-

the

high
of the

esteem

in which

he

holds he

work

Jesuits,from
training.
once
more

whom
In

himself
1886

had
he
the the

received solemnly

his

early

the
the

year

confirmed

Institute

of

Society
sons

and

its ecclesiastical
courageously

privileges,
to

exhorting

of Ignatius midst

continue

their work

in the

of all persecutions.3 closing this chapter

we

Before explanation

may

mention

one

for the
some

widespread
may

animosity inclined
to

against smile.

the
It

Society

at which

be

is recorded

that the founder

of the of God

Society,

St. Ignatius
that
his

of I/oyola,
sons

used
always
He the

to

beg be the

continually
the

might

objectof
the
you,

world's of Our
that of the has

hatred

and

enmity.
"If

knew

from hate from for the

rendered knowledge
see

words

Divine it hated Church

always

Master:
me

world

know history
of

before
this
1

you,"

and

the sake
by

that

persecution
the

Jesus

On

services
to

Catholic
of

missionaries, especially
on

mostly
to

religious,

the

languages,

Comparative

Philology,
vol.

Max

Miiller's
Father

Lectures
Dahlmann:

the

Science

of

Language,
und

I,

and

Die

Sprachkunde
2

die Missionen,
from

(Herder, 1891).
New

Translation

The

Messenger,

York,

February

1901.
3

Pachtler,

vol.

IV,

p. 581.

OPPOSITION

TO

JESUIT

EDUCATION.

279
won

been
the

an

essential
cause

condition of

for every

victory
No

for

sacred

Christianity.
has

doubt,
Whether

this it be in

prayer
the

of St. Ignatius

been

heard.
or

Courtiers
the
or

of

Queen Elizabeth,
infidel Philosophers
of
our

the

Reformers

Germany,
century,

of the
own

eighteenth
the

the

Atheists
or

days,
party

munists ComItaly, of

of Paris, the
Bonzes

the

Revolutionary
or

in

in

Japan,
hated

the
name on

fanatical

followers
concentrated

Mahomet,

all who

the

of Catholic

their deadliest

hatred painful

the unfortunate
even

Jesuits.
the
met

And

what

was

more

to them,

within

pale of the
with

Catholic

Church,
and

they

have

sometimes

misunderstanding
were

opposition.

The

JansenLiberal
At times
coldly. good
on

ists in France

their bitter enemies.

The

Catholics
even

invariably and

stood

aloof

from

them. them

Bishops

Archbishops
were

treated
not

Still, these
results. alert; and

persecutions

without

some
ever

They

kept

the
reason,

sons

of Ignatius
the

the

for this
a

manifests

wonderful
prevent

prayer insight into

a

of St. Ignatius human

men

affairs.
stagnation

Constant
and

attacks

body

of

from

security.
"And
Is

you

all know

security
enemy."1

mortal's

chiefest

Macbeth

3, 5.

PART
The

SECOND.
the

Principles

of

Ratio Viewed

Studiorum.

"

Its

Theory

and

Practice

in the
Problems.

Light

of Modern

Educational

CHAPTER
Adaptability
of the

IX.
Studiorum.

Ratio

"

Prudent

Conservatism.
In

the

"Introductory
a

Chapter"

we

quoted

this
Ratio

remark

of

biographer
a

of St. Ignatius: which and be

"The

Studiorum legitimate said

system

is

plan

of studies

admits
what

of every Ignatius
to

progress

and

perfection,
may

of the

Society

jn general
in particular,
times and

applied

its

of studies

namely
with
"

that it ought them,

1

to suit itself to the not

comply

and
assert,

make that
:

the times

suit themselves
the

to it.

We
the

then,
system

this

is

first principle adapt

of

Jesuit

that

it should

itself to
not
some

the here
not

different
of single

times

and

colleges;

do We countries. it is possible that sufficiently.

treat

have

themselves
here such.

The

question

adapted to be discussed
the
system
as

is

general

one:

namely

about

That
times

the

Jesuit system
criticism of some. that it cannot

has

not

suited
go

itself to
even

the

is the

Others be
as

further,

maintaining
only
1

suited

to the

times,

or

with

great

difficulty,

it is altogether
part
II, ch.

"anti-

Genelli,

Life of St.

Ignatius,

VII.

(280)

ADAPTABILITY

OF

THK

RATIO

STUDIORUM.

281

"

quated.
men

Here make with have

an

we

may

be

allowed

to
are

ask

whether

who

such

assertions

sufficiently
of them
the
outside

acquainted
seem

to
;

seen

Some Jesuit education. Jesuit colleges only from

system
cannot

but

educational
one

be

fairly

judged
one

unless
easy
not

has

watched
a

its practical of
a

working. which

It is very

to make

caricature

system

does
But

know.
us,

let

for the

fairness

sake,

assume

that

the

opponents reading
the

of

Jesuit
then they

system

take

the

trouble

of

Constitutions
even

of the
they
may

Society be

Studiorum,
mistakes,
which

and the Ratio led into serious

a

unless
are

pay

attention overlooked.
is mentioned

to

few

regulations

usually
what

To
in
down

say:

the Ratio is

Jesuits teach
Studiorum
altogether

only

the

and

neglect

what

is not

put

there,
the

false. leave

The
great In

Constitutions
liberty in the his

and
matter

Ratio

Studiorum
and

of changes

adaptations.
says:

Constitutions
be
In

Ignatius

self him-

'%et

public

schools done.

opened
the
more

may

conveniently they
may

be be

it wherever important

studies,

opened

with
our

to reference

the circumstanc

of the
because
variety, according
we

places where

colleges
must

exist.

And

in particular

there subjects,

needs be much

to the

difference insist
on

of places
them

and

sons, per-

shall

not

here

severally;

but

this

may

be declared
college
1

that

rules should

be established
all necessary

in every
' '

which

shall

embrace

points.

Conformably
the
1

to this

fundamental emphasizes
translation

law

Ratio
IV,

Studiorum
ch. VII.

tius, of St. Ignathe lawfulness,

of the
Protestant

Part

The

is that

translator

(London,

1838).

282

JESUIT

EDUCATION.

nay,

the necessity

of changes

and

first part of the Ratio, Superior ', it is expressed

one

in the
not

In the adaptations. Rules for the Provincial

less than
to

six times.
the

Thus
of in

rule

reads: time and

"As

according
there hours other

difference
be
a

country,

persons, in the and if he

may

variety

the

order

of studies,

assigned

to them,

in
as

repetitions,
well think
as

disputations
vacations,
more

school

exercises

in the anything

[the Provincial] should

the greater

of learning the

to conducive in his province,

vancemen ad-

he

shall inform

General

in order

that,

after all, special regulations

be made
should, general

for all the

particular
as
' '

needs;
as

these

regulations with
a

however,

agree

closely
l

possible

our

plan

of studies.

This

is evidently

most

important studies

regulation,

proving committed

that the arrangement

to the

of

is practically A

Provincial
on

perior. Su-

distinguished in
a

commentator

the

Institute "We
do

of the
not

Society,
that

recent

work,

could

write:

deny

in their methods

of teaching,
points

the members
the

of the

Order
as
we

differ in many
have

from

Ratio

Studiorum
otherwise,

explained

it.

It cannot

be
to

since

in the

different

conditions,

provinces, various it is necessary to make with

the

owing

different
ciples prin-

regulations,
on

without
the

interfering Institute

general have

which
that

rests.
not to

We
only made,

already but
to

mentioned ordered
the much

St. Ignatius
regulations of in
our ones

permitted
according

various

be

various
more

conditions
necessary

time days, and

and when

place.
so

This

is

many

cational edu-

schemes,

good

bad

ones,

have

been
own con-

advanced.
system
1

The

Society,
perfect

far from

considering
on

her the

absolutely
Rules

and
39.

unalterable,

of

the Provincial,

ADAPTABILITY

OF

THE)

RATIO

STUDIORUM.

283

trary
can

grants

that
"

many

things

are

merely

temporary

and

be improved.

This

is what

the

Society
system
"

itself thinks has

not

tional of its educa-

system.

If the

been
three

changed

for three
years,
not,

hundred
as

years

it existed

hundred
"

President
has

Kliot thinks,
false to
has the

four hundred,

the

Society

proved
the

principles

of its

founder.
in
the

That
course

Society

of time,
a

is proved

its teaching changed by its history. We Revision

the

referred and
1832

in

previous

chapter and

to the

of

1832

later additions,
was

showed

that But

revision
change

of

not
as

considered
compared
were

final.

this general

is slight
changes,

which

the many with in the different made

important

provinces.

The
a

four volumes

of number

Father
of
in the
we

Pachtler's adaptations

work made

considerable

exhibit in the
an

provinces

of Germany
a

old Society.

As
the

stance in-

of such teaching gradually

was

change

must

consider history,
century,

systematic
was

of geography

and
lyth

which
although
2

introduced
expressly

in the prescribed

it

not

by

the

Ratio.
were

Greater
changes

in

number

and
new

more

far-reaching

the

made

in the

Society.
the

In this regard

demands
Ratio

revision before
4

of the 1832,
are

old

and suggestions Studiorum, to sent

for
Rome

highly

instructive.
no

There
longer
our

we

read:

'As the philosophy of Aristotle is our not be introduced age, it should Natural
sciences
were

suited for schools.

.
.

into
taught

formerly
to conform

as

part
be

of

philosophy; of
1

but in order
times,
S.

with
must

the

exigencies taught

our

all these

sciences
no.

Oswald,

J., Commentarius,
ch.
IV,

204, nota.

See

above

pp.

125"129.

284

JESUIT

EDUCATION.

separately.
to the

Kthics
on

are

not

to be

treated

according
to the

commentaries
modern works.

Aristotle, but
.

according

best
not

The
but
in

elements
our

of
we

Euclid
must

do

suffice now-a-days,
geometry, and

age

teach

algebra,

trigonometry,

conic

sections,
the
. .

ferentia dif-

integral
of

calculus, of

and

scientific
In

applications lower
motherclasses tongue
use

all parts
care

mathematics.
now

the

special
; the

must must

be

had

of the

pupils

be diligently
and

exercised
must

in

the

of
with

their

native

language,

be
.
.

acquainted
In
our

the best

authors

in the vernacular.

times

it will not according according

suffice to explain
precepts modern
to

the principles and

of rhetoric

to the
to

of Aristotle
authors
;

Cicero,

but

besides,
in

now-a-days
aesthetics.
. .

it is necessary
In

give
we

instruction
must
now

the

lower
as

classes
as
' '

teach
; in

history,
higher

geography,

well

mathematics
1

the

classes also archaeology. Ratio. to in the Revised attended

These This

demands
may

were

suffice to
eyes to

show
needs

that
and

the

Jesuits do

not

shut

their
In

the

exigencies

of the times.
wrote to the

1830

the Genferent dif-

neral

of the

Society
that

superiors
not

of the

provinces
to the

they

should practices

fail to call attention schools in

commendable
they

of other

their countries;

should
were

also be careful to mention,

to be

whether respective
common

certain

things
even

introduced
contrary

in their
to

places,
customs

if they

were

the

of the Order.2 The has never Society denied that vast progress has been made in all branches of learning, especially of the schools

in natural
1 2

sciences,
vol.
IV,

history,

and

philology.

It does

Pachtler,

pp. 392"444.

/"., p. 407.

ADAPTABILITY

OF

TH#

RATIO

STUDIORUM.

285 centuries,

not

wish

return

of the conditions
use

of former

but gladly modern

makes

of the

advantages the

afforded
pupils

by

science, of
our

in order
times.

to qualify

for the

necessities

If

one

compares

the curricula

of

Jesuit schools
Austria,
and

in America,
other

England,
he

France,

gium, Bel-

countries,

greatest

variety.

He

will discover
the

will find the that it is a groundless

they

charge

against

Jesuits,that

blind
as

stubbornness
as

to every

cling with detail of their Ratio. No,

thorough
to the

far

it is compatible adapted countries

with

education,
of the

they

have

their teaching

customs

respective
was

in which
changes

they and
as

are

laboring.

As
are

said added

before, these
to the

modifications
or

not

printed
necessary,

Ratio

amendments
as was

laws by-

; this is not

since,

stated above, ferent "difto the

the

Ratio

itself admits
as

tfrenecessity
studies,

of having

regulations

regards
of time

according
' '

different conditions
and

are modifications directives for the different Provinces

and place. laid down in the

or

The

changes

customs

and
Now,

Missions.
as
a

the writers ignorant

outside

of the Society

are,

rule, utterly

of the hence,

particular
they
are

regulations easily coming

provinces;

of the various led into the same

to

which mistake York, New would

no

foreigner, make

the there

State

of

if he

imagined
of the
extent

existed

law the

except

the

Constitution
and
to
a

United
the

States.

As

General,
by
the

great

Provincial
are empowered

Superiors,

Constitution all changes

of the
which

Order,
deem

to make

they

necessary,

it cannot

be said that the Ratio

Studiorum

is

so

difficult to reform.
But
no

it may
the

be

objectedhere,
Studiorum.

that

what

remains

is

longer

Ratio

This

is not

correct.

286

JESUIT

EDUCATION.

All

the

essential what suppose

points

remain

it is only

important Ratio
to

to know

is essential. that

The

assailants

of the

usually certain and

it is the

preponderance classics,
or

given
the

subjects,especially
in

the the
to

order
are

succession Others

which
seem

different

subjects
essentials
manner

taught.

again

find the
the

of in

the

Ratio

in minor

details, concerning "taught. We

to

which would

the

subjects are
altogether of the
can
no

admit
carry

that
out

it
the the

be

impracticable Ratio longer

prescriptions

in their entirety.

Thus
as

Latin

idiom

be

insisted
among
nor

on

the

guage lan-

of conversational
as
use was

intercourse
century,

the students,
to

done
as

in the

lyth

is it possible

in all the lectures. of instruction medium is it possible Neither to devote the same of number hours to the classics, as much time and labor is requisite
the for the and the

it

study

of modern
We

literature, mathematics,
admit

sciences. Ratio,

further
the
system

that

some

details of the
nes

for instance and

at

of decurio-

(boy

supervisors

assistants

of the

teacher),
the

certain
use

solemnities
grammar

the

distribution
etc.,

of prizes,
are

of the
But

of Alvarez,
are

quated. really antiwhich

never

they

exactly
ago,

those

points have

have

been

abandoned
as

long

and

which

been

regarded

essential. General
of the Society,

The
who,

present
one,

Father

Martin,
to speak

if any

is unquestionably
on

authoritatively
1893:

this
men

subject,
who

warranted declared on
think
that

January
the
no

''There
was

are

Ratio longer

Studiorum
so

good
He
the

formerly, who

but that

it is

in

our

times.

maintains

this position
; he

does
at
.
.

not

understand
not

Ratio

Studiorum

looks

only

the matter,

at the

form [the spirit'}the of

system.

ADAPTABILITY

OF

THK

RATIO

STUDIORUM.

287
of this

But

the

matter

is not

the

essential
order,
are

feature

system."

Neither

is the

the

sequence,

in

which
matter

the different branches

as

taught.

The

subject
prescribed

well

as

the

order

is in many

countries

by the governments.
order
may
as

Although be
the
the

this prescribed
can

not

always
order

best, still it
characteristic

be

adopted,
of the

the

is not

feature

system
may

of the it not

Society.
be
said and
that

Now,

modern

conditions
to this

merely

forced the

Society

its General
as

broad

interpretation would
By
no

of the

Ratio,

to make,

President

Eliot
?
are

express
means.

it, some

further
utterances

"trifling concessions" of

The
nor

Father
or

Martin
the

neither

alien to the of the Society, as is shown

novel
we

Ratio

tions Constituwith ments. docu-

by
from

comparison
these
two

the quotations

gave

before

One
admits

point
very
room

is made broad

clear, viz., that

the

Ratio

of

interpretation,
as

and
regards

leaves

especiall

ample

for innovations If it is useful

:

various
to

branches teach
a
new

of study.

and

advisable

branch

economics,
or

civics, local

history, is
no

biology,

or
on

Spanish,

any

other Ratio

there subject,

difficulty

the part of the

Studiorum.

If the

Jesuitsexclude
it is not

certain branches
they
are

from

their curriculum, in the Ratio,

because
they

not

mentioned

but because

as

of less educonsider these branches cational value ; if they uphold certain other branches, from the classics, it is because they expect the most for the successive
to
1

them
the

training teaching

of their

pupils ; if they
branches
of
a

defend in preference

of different
treatment

the

simultaneous
Letters,
Les

multitude
"

The
also

Woodstock
by

vol.

XXII

(1893), p. 106.
p. 258,
n.

Quoted

Chossat,

Jesuites a Avignon,

3.

288

JESUIT

EDUCATION.

of

unconnected

subjects,they
principles;
electivism
they

act

according do
modern
not

to

proved ap-

pedagogical
the

if they
some

admit school-

extravagant

of

reformers,

it is because
not

consider it is opposed

it

injuriousto
to

solid education, We
to
a

because
to say,

their

tem. sys-

venture

they without

could

adopt

electivism

very

great

extent,

entirely Ratio.

abandoning
We

the

fundamental of these
here

principles principles
the words

of their in the
of
on
a

shall

speak

next

chapter. in
: a

Suffice
first class tions regula-

it to quote

writer
Ratio

literary review and

in Burope

the

"The

principles

of that system exigencies,

of studies,

viewed
any

in the light of modern

comparison, therein is in and
no

need
wisdom
]

not

shun

the
way

pedagogical
' '

contained

antiquated. of the

Although

the

teaching

Jesuits has
it is true, rash
not
on

not

remained

unchanged
hand,
new

for centuries,

the other

that methods.

the

Society The

was

never

in

adopting with

Jesuits did
theory,

experiment
every

every

new-fangled
no

with

pedagogical held up
as

"fad",

matter

how
age.

loudly

praised
they

and

the system For,

good,

of

our

Herein

acted

wisely. equally
own,

first of all, there

and had
the

may

be several
a

systems,

Jesuits possessed
approved by
that
not
we

system

of their
success

which former

been

remarkable

in

centuries. Society

And
has

in recent

times

the teaching is sufficiently chapter.

tem sys-

of the

been

unsuccessful,

proved Whilst

by what
the

said in the preceding

old and

efficiency of her
conservative

approved

the justifies

spirit of the

Society

in

matters, another educational striking proof in this respect is furnished by the

1

of its wisdom fate of the

1897, No. 4.

Oesterreichisches

Litter aturblatt,

Vienna,

ADAPTABILITY

OF

THE

RATIO

STUDIORUM.

289

modern
one

school
the
a

reforms

themselves.
than

No

sooner

has
overthrown

startled

world,

it is followed
more

and

by
each of them

newer,

later,

modern

system.

To
to

may
a

Saphira,

which

be applied the words German philosopher

philosophical have theories thy

of St. Peter

used
:

with

erence refthe

to modern

''Behold
are

feet of them door, and

who

buried

husband
We plan
the

at

the
an

they

shall

carry

thee
1892,

out."1
a

have

instance
was

in Germany.

In

new

of studies
same

introduced
other great

in Prussia,

and

at about

time

in the lost
a

states

of Germany.2 of hours.
urgent

The
Although of the personal

classical studies
this plan
young
was

number
at the

introduced and it met through with

wish

Kmperor

his
great

"energetic

interference,"3

opposition
party ancient
was

on

the part of the

majority
strict advocates

of teachers. of reduction

No the

satisfied.

The

of the complained in the classical instruction. The friends of classics

were

the scientific schools

not

satisfied with
was

the

concessions

made
"Reform
In

them.4 Reform the

On

all sides the cry

heard:

the

of 1892." of

1895

Ministry
gymnasia
a

Instruction

allowed

the

directors

of the
one

to add,

in the three should

higher
to

classes,
1 !

hour

week,

which

be devoted

Acts
A

5, 9. good
account

very

of this

reform

is given

by

Dr.

Russell,

German Review,
sketch

Higher
September, of the

Schools,
1900.

ch. XX.

See

also

tional Educa-

"Berlin

best and most hensive compre1890" is contained Conference of

The

in

the

Report

of

the

Commissioner
Charles

of Education,
Thurston

1889

"

90,

vol. I, pp. 343"398,

by

Herbert

of Cornell

University.
3
4

Report of the Comm. of Ed., L c., p. 363. Rep. of Com. of Ed., 1. c., p. 398.
19

290

JESUIT

EDUCATION.

the
more

old

grammatical
were

and

stylistic in the

exercises.1 following
one

Still
years.
most

complaints
1899
even

heard

In

Professor opponents that of

Virchow,
the

of

the in

determined
form,

gymnasium

its old reform logical

a

admitted
a

the

graduates

after

the
and

manifested training.
conference,
some

notable
was

decline

in grammatical
to

It

found
met

necessary

convoke
1900.

new

which
the
a

in

Berlin,

June
were

Here

of

ablest
partial
Dr.

schoolmen
return to

outspoken
system

in

demanding before stated

men

the

existing Ministry,

1892.

Matthias,

the referee of the

that all official reports of the of Kingdom

and

the

most

experienced the serious

complained

about

decline

Latin

scholarship

itself after 1892.

to be

The
use

cause

had manifested which of this decline he suspected

methods,
were

the excessive by
the

of inductive

so

much

encouraged
to

reform.

Efforts
all it

to

be

made
to

check

this
again better

decline;
greater
to

above

was

necessary

secure

grammatical

knowledge,
some

and
the

it

seemed methods,

introduce

again

of
from

old

especially

frequent
speaking
most

translations

man the Gerrecommended

into Latin
what had

and
the
as

Latin.2
zealous of

He

thus

the

reformers

ridiculed

antiquated.
were

Professor

Kiibler
on

and
this
to

Professor

Harnack

not

less

outspoken

point. insisted
1892
was

The
on,
a

latter said and

that the

that

writing

Latin

was

be

discarding

of this exercise

in

was
a

mistake.3

The
of the

result of these

discussions by adding

strengthening
Messer,

Latin

course,

1 2

Die

Reformbewegung,
uber p. 128. die Fragen

p. 155.

Verhandlungen

des hohern

Unterrichts,

Berlin,
3

June

1900,

/"., p. 294.

ADAPTABILITY

OF

THE

RATIO

STUDIORUM.

29

one

hour

weekly of
seven

from

the third class

on,

therefore

an

increase gymnasium.

hours
new

Latin
"School

weekly

in the

whole demanded

The
most

Order"

of 1901

training.

a thorough emphatically from for translating Books

grammatical

German
with

into almost

Latin, which
entirely,
By
were

in 1892

had

been

done

away

again

introduced
the

into

all the

classes.1 taught by by
the

these

regulations,

Prussian
years,

Ministry, convinced
of the

the

experience

of nine

and

arguments

of the foremost

schoolmen

Kingdom, portant imIt

acknowledged points
was

that the "reform"

of 1892,
a

in several

had

been
that

a some

mistake,
of the

deterioration. much
decried

thus

proved

old

were, after all, the best and safest. methods Within has been the last decade a novel experiment in Germany, Schools" or that of the "Pioneer made

"Reform
common

Gymnasia."
foundation

These
of all higher

schools
schools

are
:

to

be

the

Gymnasium

R (classical),eal- Gymnasium Schule

During (scientific).

Real(Latin scientific),
the

first three

years

one

language is taught, French in the schools of modern the Frank forttype, English in those of the Altona-type. In the fourth the schools Latin is year separate.

begun

in the Gymnasium

and

Real- Gymnasium,
year

English
Gymnasium

in the Real-Schule. introduces Whilst

a

In the sixth

the

Greek,
great
"

the

Real

Gymnasium
vigorously

English.'2
oppose
never

number
some

of educators "the

this system
have

say
"

experiment
most

should

been

allowed"

the

advanced
things

"reformers

of the universe"

expect
und
pp. German

great

of it ; to them
Schulen

it

Lehrpldne
in Preussen,
2

Lehraufgaben
28"30.
"

fur die hohern

/.
c.,

1901.
Russell,

Messer,

p. 157.
"

See

Higher

Schools,

ch. XX.

Vier-

eck, in Educational

Review,

Sept. 1900.

2Q2

JESUIT

EDUCATION.

is "the
curious

school

of the

future."

Be

it remarked,

as

fact, that
a mere

this revival

modern of
the

system

is not of

new

at

all, but

system
to show

Comenius
this
not

(1592
"

iGyi).1 The
is practicable

future
or

has

whether has

system

not.

So far its value

been

sufficiently demonstrated.
own

Our
"

country
to

furnishes

significant in

phenomena,
People
was

similar

those that

witnessed
our

Germany.
system
at the

had nigh

been

told

educational
children, things

well
or

perfect.
years,
men

American
now

age

of ten

twelve

learn

of knew

generations

of twenty-five biology, learn

the
to

in former which little or nothing, civics

or

be it physiology,

hygiene,

what

not.
;

And

all this they

to
are

for, agreeably
young

exertion without free spirit of the be

given,
as

and

coercion the

country,
as

citizens

early

possible,
suit their
it, their

full liberty of choosing

those
our

branches
moderns what

which
express
can

good
natural

pleasure,

or,

as

abilities. on perfect ? Now

from who
some

Indeed,
a

system
are

be

more

sudden
dreams that

people by most
there

rudely

awakened
men,

their pleasant tell the

say

distinguished is something

people

wrong,

''radically
Not
a

wrong,"

in

our

educational
to

system.

few

of these

critics begin
defects
was

that

one

of

the

fundamental thing which

of

point out American

as
our

schools
greatest

is the very educational

vaunted

achievement:

the

elective system
the
greatest

in

secondary

schools. hasty
a

Others

discover

danger
1

in the
"No

experimenting,
than

in the rash
the father of

accepour
new a

less

person

Cornenius,

philosophical
system

in

which in vogue

in his Didactic Great education, outlines in its principal features that now agrees with
our

pioneer

schools."

Educational

Review,

Sept.

1900, p. 173.

ADAPTABILITY

OF

THE

RATIO

STUDIORUM.

293

tation of novelties
4

so

common

in

our

modern

schools.1 and

'There

is too

much

agitation,

unceasing operations

change,

consequent

uncertainty

in the is too

of

our

ican Amerin laying of

new

schools.
plans

There

much
courses

individualism
and
to say

and
too

arranging burning
a

in

methods

teaching,
or

desire
for the
course
are.

something of prominence

to

do something body.
us

novel

sake

in this

the teaching

Of
we

it will be said that

But
we

has
as

brought
well

where
were

might
we are.

be quite
"

off if we
the

not

exactly

where

Within
were

last month
on

(October 1902)
of the very
not

severe

tures stric-

made

some

latest educational

"improvements,"

and

that who

by

Jesuits,nor
defend
may

by

fessional protheir

philologians,

stubbornly
such
as

long-cherished
be called
men

classics, but by The of affairs.

eminently

Electrical

World

spoke
college

of President
to the

Eliot's efforts
of
a

to

lift the

American

plane

foreign

has
It

been

to push

"The chief effect university. the college into the existing dilemma.
above by
the

is crowded

from

necessity for
a

for

more

time

in the professional

schools,

and

nether
own

stone millhands

it finds the secondary have heart. fashioned.

It has

school

that

its

And

truth

to tell, the college is losing

professional

surrendered virtually electives, but the

latest suggestion that of Professor
we are

its last
not

year

to

has sacrifice from

Butler,
no

served its

purpose.
a

The
than

less eminent

source
1

of Columbia,
too

is
view

"In

America
any
new

unfortunately
or

prone

to

with

favor

idea,

educational

other,

and

to

embark

precipitately

in

experiments
Bennett

Professor

which of Cornell

involve

serious
in

consequences.

University,
p. 80.

The

Teaching
2

of Latin
May

in the Secondary Draper

1902, of the
p. 457.

School,

President

University
.

of Illinois.

Edu-

tional Review,

294

JESUIT
two-year

EDUCATION.

for

college

course,

leading

to post-graduate

training,
may

a course parallel four-year and hope desire it. We this experiment

for
may

such
not

as

be
of

tried, for its

the college

success
as

mean the disintegration would it has been, the introduction and

of college

nothing

to take

its place.
a

...

If the of
our

American

is still to remain it must

part

educational

system,
nor
compromise.

stand
...

by its old ideals and

If the
college would

neither retreat do the sharpen present the

greatest

possible
not

service
to

to education

it should

its

ax,

decapitate
to

itself according
out

to the

program,
that schools,
' '

but

hew
a

of

its curriculum

courses

demand
and
out

diffuse preparation

in the secondary

of these

latter the time-wasting of another

I
mean man

requirements.
to be quoted

The
this

utterances

deserve

in

connection,

Mr.

Cleveland,

the
25,

former
1902,

President
at the

of the United

States.
new

On

October

inauguration
he

of the

President

of Princeton "false tional educademands

University,

earnestly
"a

warned

against impatience
current

notions,"
a

new-born

which

swifter
shallower

educational

and

is content
declared
and
our

with

depth."
is
one

Mr.

Cleveland

"Princeton's
that
we

conservatism
are

virtues, of her chief

of Princeton
we are

belief that coming

better

to still willing able to determine

declare than

those

to us
course

for education,

is their most tageous advanwhat of instruction, phase and surely every

t justifieshis
'

of

our

history

belief."2

It

is hardly
'

necessary
are

to point at.

out

what

'false educational criticisms

25, 1902. Philadelphia,
of

notions'
the latest

hinted
1 2

From
World,

these
October

of

Electrical
From
the

Evening
ours,

Bulletin,
also

October

25,

1902.

(Italics are

those

preceding

quotation.)

ADAPTABILITY

OF

THE

RATIO

STUDIORUM.

295
the

'school reforms" inferences: First, not

we

are

i justifiedn

drawing

lowing fol-

all school

changes
a

and
great

innovations

are

real improvements. pedagogy

was

Secondly,
in

deal
systems,

of sound which

was

contained
wantonly

the

old

rashly

and

school

reformers. accepting
to
a

in not which,

by many abandoned modern Thirdly, the Jesuitsacted prudently in their totality these new methods
extent,
are

great

but

haphazard

ments. experi-

The

Society
matters,

believes

in

sound
to
a

evolution in educational
revolution.
system

but is

averse

precipitous

Those

who

recently

have

called
or

the educational

of the Society

antiquated

their all the

more

own
so

it repudiates absurd, because rashly, acted very pet theories, have have been theories that these very

by many competent condemned lives in a glass house should who

other In

judges.
not

The

man

throw

stones

at

people.
every
must

important

movement,

progress
amount

be tempered

and

ardent controlled by
the
rerum

the

desire of
a

goodly

of conservatism.

Otherwise

novarum

studiosi will sacrifice much At the time importance. in

is of fundamental of what Gaume controversy of the famous

France

about

the

classical

studies,

an

English
the

the attitude of writer characterized "Though essenJesuits in the following words: tially Society has never that remarkable conservative,

Catholic

held

itself
as

so

far behind
lose much

the

current
over
as

of it;
to
nor

Catholic
has it
an

thought,

to
so

its influence

placed

itself of

in the advance,
observation. and with
a

become
as
a

object

general

It

has,

rule, mani-

firmly, cautiously,

practical

wisdom,

296

JESUIT
to
so
an

EDUCATION.

fested

great

extent

by

110

other

order

in the
and

Church,
influenced

kept

pace

with

the
; and

general
when
nature to lead,

movement,

its direction

it has

not

been

able, through

the unmanageable

of the elements

with

which

it has

had

to

do,

it has

had

the

sagacity which,

to bide

its time it may

to

and

follow.
men'

It is this instinct
savor

though
to

'carnal
see

of human
a

prudence,
eye,

men

who

things
of
a

through

spiritual

manifests
one

the workings

governing human work

Providence
instruments upon

through

of
ever

the

most

able

which
earth."1

has

undertaken

God's

the

The
ness

extent

and

limit of the in by

Society's

progressivematters,

and

conservatism
enunciated

educational

has

been
of the

clearly

Father

Roothaan,

General
Ratio of the and

Society,
means

in 1832:
that
we

"The

adaptation the

of the

Studiorum
age
so

consult

necessities

far

as

not

in the

least to sacrifice the

' '

solid

correct

education adapt
to the

of youth.

Accordingly,

the Society

will

ever

its system
great

in all and

to all that

end

of its educational
moral

is conducive labors: the

thorough
1

intellectual and
Review,

training

of its pupils.
Gaume
the

Dublin

on controversy is Roger writer

1866, vol. VII, by Studies," Classical

Bede Vaughan,
O.

(p. 208): "The

R. B.

V.

"

I think

S. B.,

later

on

Archbishop

of Sydney,

Australia.

CHAPTER
The
In the Intellectual

X.

Scope.
a

preceding

chapter

we

mentioned

statement

of the present

General

of the

Society,
are

"that
not

the characteristic

of the Ratio
in the

Studiorum
or

to be sought

subjectmatter
or

in the order, but

in what
' '

may

be called the form

Martin

the spirit of the system. this form consists

Father
"It
consists

explained

in what

chiefly in

the training
the

of
' '

the mind,

which

is the
are we

object,and
means

in

various

exercises, which
In these

the

to

attain this
scope scope

object.
of the
of every

words

have in fact

the the

intellectual intellectual

Ratio

Studiorum,
system

rational mind
means

of education.

This
and
of harmonious

training

of the

the gradual

development

of all the higher

faculties will.

man,

of memory,
very

imagination, of the word

intellect, and confirms

The
to

meaning

this view:

"educate"
man,
a

of

by
way
as

faculties signifies to exercise the mental instruction, discipline in training and

to

such

develop
a

and
man

render

efficient the

natural

powers morally, and

; to develop

physically,

mentally,

its powers perform

are

is educated when spiritually.1 The mind developed and 'disciplined, so that it can

its appropriate In speaking as work. of one imply that he has acquired not merely educated, we knowledge, but have been that his mental powers developed
and

disciplined the

to

is, consequently,
1

tion Educaeffective action. development systematic and

The

Standard

Dictionary.

(297)

298

JESUIT

EDUCATION.

cultivation
we

of the
see so,

mind

and

faculties. signifies meaning

of

In

these

definitions

that
as

education its original

development, is to
many

and
out."

rightly

"draw modern

The

fundamental
utter
,

mistake

systems

is the

disregard

of this truth.

Father

S. J. of Creighton has expressed University, l Unfortunately : this very well in the following words drawing has to signify a out, education, ought which
Bowling,
' '

come

to be

regarded Properly mind

as

the

proper

word
that

to

denote

putting

in.

it supposes

there

is something

that

made

faculties capable of development, be trained, implicit knowledge be can can which be awakened. can powers explicit, dormant which

in the

The

main faculties.

end
It

of education
means as

should

be
the

to

unfold

these

not

so

much

actual

imparting
to gain taste,

of knowledge, knowledge,
to

the apply

development
the

of the power

intellect, to

cultivate

use make and utilize the memory, of observations It is not essential that the studies which produce be directly useful in after life any results should

facts.
these
more

than

it is necessary
powers
to

for the wield

athlete the

in the development
hammer, bars,
career
none

of

his

blacksmith's
or

instead
of which puts

of

using

dumb-bells part in
when his

horizontal subsequent physical

play

any

he

them

been

all aside developed." Germans

they
a

the

powers

have

The
the
name

express

the

same

idea

admirably

by
call
a

give

to

their

colleges.

They
a

college should
1

gymnasium.
a

Indeed,
of mental

this is what

college

be,
The

place

gymnastics,
a

of training,
a

Catholic
"

College

as

Preparation for
February,

Business

Career,

See also p. 7. by the School, and

The
Rev.

Month,

1886:

tion Educa-

John

Gerard,

S.

J.

THE

INTELLECTUAL

SCOPE.

299

not not

for the
to

muscles, merely
an

but the mind.

accumulating

Education

ought

be

of knowledge,

of

data
here
modern

from
and

various there.

sciences,

This,
"Give

gathered of bits of learning is in too many alas, it now the pupils facts, broad

systems.

mation, infor-

varied
yet,

instruction,"

facts, information,
not

is their watch- word. instruction, are only a

itself ; they
the
are,

And
means

of educating,

education metaphor,

to

use

the

above

mentioned

dumb-bells,

the

zontal hori-

bars, the pulleys

the
use

of this mental mind acquires

of action, refinement
a

gymnasium,
that and

by and
not

of which

the

agility
last, but

nimbleness, least, that

taste,

that quickness gracefulness and

which

we

call

the

noblest

result

of

well

balanced
may

education.
then

A
any

mind

thus

trained A

and

developed
man

take

up
has
He

special study.

young

thus

educated for
use.

his intellectual
will accomplish successful work, than work, the

tools sharpened
more,

and

ready
more

and

will do

thorough
or

and

in any
one

line of professional
from the

practical took
get

who

beginning latter will

years

up
an

special

studies.

Undoubtedly,

the

earlier start in life ; when

twenty-five has wait the

old

he

is
his
are a

earning money, while the former long But course of training.

thirty-five, then,
deeper will
and

just finished
until
one

they

ceteris paribus,

who

laid

broader
as

foundation
the
more

be
or

known

education, of general cian, successful lawyer, physithe the

more
more

teacher,
man,

perhaps

even

prosperous

business
more

and

certainly
one

cultured
an
come

and

refined and

gentleman,

who
on

exercises all who

ing elevat-

ennobling with

influence

into

contact

him.
that
one

It may

safely be said

of the

worst

features

300

JESUIT

EDUCATION.

of modern
too

educational

systems

is the

tendency
too

to

cram

much

into the

courses

of study,

much

that

is

considered

"practical" of

in

one

way

or

other.

As

Professor

Treitschke
greatest
man

Berlin

has

expressed

it, "the
of modern

danger

that threatens

the education

lies in the

infinite distraction of
us
:

the
sort

superabundance
that

mental hamper

inner life, in of our impressions of every the

one

rush

upon
work Hence

and

prerequisite

of of

all great
' '

recollection he thinks

of soul, concentration it absolutely

as

mind. youths

necessary
as

that and

should
not

be educated
mentally

simply by

possible,
and

should

be

overfed
a

many

various
to think

things.1
that
;
no,
a

It is, indeed,

most

serious

mistake is

person sciolism

who

knows

all sorts

of things

educated
that

is not
means

culture.

Consequently,
one

school
or

is by
"crams"

no

the

right

which
"

"coaches"
are

for the future of the

man,

profession,
schools,
"

we

not

speaking

professional

but

that which

trains the

trains the mental

faculties,

develops

clear logical thinking,

tion, cultivates the imagina-

will.
out"

the the and strengthens sentiments, ennobles This, indeed, is educating, that is, "drawing in the soul. lies hidden and undeveloped what of this, many modern schools the

Instead

aim

at

further

expansion,
the

which,

considering

limited

capacity

of

is inseparable from mind, youthful shallowness. is gained in extent What is necessarily of knowledge, lost in depth, thoroughness, ledge of the knowand mastery acquired.
concentration, leads
to depth
a

What wise

is sadly

needed of

now-a-days

is

restriction

subjects which
always

and

interior strength.
system

The
1

educational
Neue

of the

Society

aimed

Jahrbucher, 1901,

vol. VIII,

p. 474.

THE

INTELLECTUAL

SCOPE.

30!
few

at

thorough

general

training
are

in

branches.

Four
:

characteristic it is to be

points

discernible

in this training simple.

thorough,

prolonged,

general,

for superficial knowledge, smattering, is not training. It must be prolonged ; for be effected in a short time. Time thoroughness cannot

It is to be

thorough;

is

as as

essential for maturing

a

man's

an

it is for ripening apple in a few moments,

choice but one

mind and character, bake fruit ; one may

cannot

ripen

it in

that time.
laws of

Education
nature.

must,

in this regard,

follow the
patient

Time

efforts
any

are

absolutely

prolonged and in order to necessary and

produce

success

training the
man,

in education. In the third place this is is to be general, not professional ; its aim on the specialist; it is the foundation not

It is, the professional training is to be built up. which in other words, liberal training ; it has to cultivate a is really human the ideal, that which and permanent in life. What is useful and practical will be cared for in

after. rule, is sufficiently looked be simple, that is, it must Lastly, this training must time,

and,

as

be based

on

few

well-related

branches

; if too

many

disconnected

are subjects

treated, thoroughness

becomes

absolutely

impossible. tendency
It aims

The

modern direction.

in education
at

is in the

posite op-

and practical rather than the general training, or, at best, allots too Hence the to the short a time education. general is weak. foundation very of the practical training useful
Besides,

the

it comprises

too

many

consuming
growth,
1

does not of which but an intellectual hypertrophy.1

educational at least in the
system

the various subjects, mental effect a healthy

It is showy
is undertaking 'Research'

"The

[of America]
below

too

much,

grades

the college.

302

JESUIT

EDUCATION.

in the extreme,
even

and
whose

dazzles

the

eye

of the public, position against

and

of

some

education

and

in the
such

world

of culture

should
very

be

safeguard

delusion.
to true
as

For

these

reasons

it is most
men,

tal detrimen-

progress.

Far-seeing
realize
the

in this country of this

them
tendency,

well

as

in

Europe,
warn

dangers against

and emphatically.
In
an

all

educators

most

address

on

the

occasion

of the

2yth

annual
N.

commencement

of the

Jesuit College,

Buffalo,
D.,
a

Y.,

1897,

the

Right

Rev.

James B. Quigley, D.
are

Archbishop

of Chicago,

people,
at
our

but
goal

we

are

Americans said: "We We also impatient.

enough.
or

practical

cannot

arrive
to
a

quickly

We
years,

send and

the
then

boys
we or

high
them

school
away

for three and

four

call icine. medto

send

them

to the

study
:

of law if you

Now

I would
or a

tell the parents doctor will

now

want

make the

lawyer
course,

of your

son,

let him

finish

college

he
have

be the

better for it in his

and doctors enough,
' *

profession. what
we

We

lawyers

need

is better lawyers for twenty

and

better doctors.

Dr.

McCosh,
says:

years

President
loud

College,
present
they

"There

is

ton of Princein. the demand

made
a :

day

for college

education

being

what

I believe that this is call practical. A well known once ship-builder said to me try to teach my that you art in school ; see
youth

mistake.
*

Do

not

make

the

intelligent, and I will easily teach him then The business of a college is to teach ship-building.
'

scientific principles
is attempted
of the
where

of all sorts of practical application.

is needed
' '
.

drill is what
of

President Review,
May

Draper

University
"

Illinois, Educational words

the

1902,
re-

p. 455.

See
on

also

the

of

Ex-President World,

Cleveland,

ferred

to

p. 294, and

Electrical

I. c.

THE

INTELLECTUAL

SCOPE.

303 far better only the

The

youth

thus

trained

will

start

life in learned

than those who circumstances details of their craft, which are

stores

have

best learned

in offices,
them

and

factories, and of life.

obliged

will commonly
He
to

outstrip able
to

in the when

rivalries
others
are

will
' '

be
l

advance

stop.

Professor his article

same on

Miinsterberg School
He

of Harvard

University, admirably various

the
on

in
the

Reform,2 speaks
points
out

subject.
the

the

fallacies earliest

underlying possible
that the

system

that

advocates
He
are

beginning
pretensions

of specialization.

ably

proves
and its

calculations and
system

of this system from superficial, even standpoint.

condemned

wrong,

the
But

merely

utilitarian all, this of

:

mercenary

above

is to

be

from
Harvard
on

the

standpoint writes

liberal

education.

The
level
the

Professor the

"The

higher

the

which

professional
I have

specializing said that

we

begins,

more

effective it is.
think of any
we

German
individual

boys

did not

ization speciala

and level

variation
to
a

before

reached
here. for
a

corresponding
the

college
must

graduation
on

In

this country,

college

playing
education

the

double
one,

role

go .still of the place the

;

while

for the

general

of the

and

workshop

for the least the

professional high

training

of the other

but

at

school

ought

to be

faithful to its only professional

goal

of general
over, More;
we

education
we

without
are our

anticipations.
wage
;
we

not

only and

professional
our

earners

live for

friends

nation

face social and

;
we

political, moral
1

and

religious
McCosh,

problems
edited
by

are

in

The

Life of James
Monthly,

W.

M.

Sloaiie,

p. 204.
2

Atlantic

May

1900, p. 662

foil.

304
contact

JESUIT

EDUCATION.

with
we

nature
our

and
towns
one,

science,

with

art

and

ture literaall that

shape
to

and
"

our

time,
the

and

is

common

every
to

to

banker

and

the

manufacturer, lawyer and

the

the

minister

and

the teacher,

to the

physician. only

The
as a

technique

of

our

fession, proof the

;

then,

appears

small
we

variation

large background

if the
these

education

in which of work be adapted to must demand

same
a

all share

and

our

later life, all for the division

our

problems
of the
lies
on

uniform

education

members
of labor

social community.

The

the outside.
our

We
work

are

specialists in
and the

handiwork,

but

heart

is uniform,
emphasizes the great
to

the small

demand

for individual
in
our

education

differences

tasks,

and

ignores is able

similarities.
a

And,

after all, who

say

what

boy

years will need of twelve It is easily said in a school

for his programme

special
that

life work? the

course

will with
say

be

adapted

to

the

needs

of the

particular

pupil
to ;

respect how
even we

to his later life, but

are

it would the

be harder does

to

find out

what

boy

need
goal

and

if

we

know

it, the
way.

straight
' '

line to the

is not
Mr.

always

the shortest L,. Smith

Clement "An

is not which

less outspoken
aims
to
a

on
men

this topic1:
for particular

education
or

equip

callings,

to give

for entering
may

upon

those

ing special traincallings, however useful it be which should It should be the aim of if not for all pupils, certainly
to

them

be, is not
single
aim

the liberal

education

the

of the
school, who
at

college.
too,
are
"

the secondary

for those
who
1

going
end

college.
school
Century,"

For
course,

those
to

turn
"The

away,
American

the

of the
ill the

College

20th

Atlantic

Monthly,

Feb.

1900.

THK

INTElJyKCTUAlv

SCOPE).

305

train

themselves

for

some

technical

pursuit,

let appropriat

technical be held
as

schools But

be
they

provided,

and
not

let them

in all honor.

should

masquerade

institutions
not

for liberal education.

the

Above

should

invade

province turning

of the

all, they ducing college, introplace where independent of

a

confusion,
there
are a

and

it into

number
going
on

of unconnected
at

and time,

educations

the

same

instead

though there are many paths, they all place where, For the essence lead to a single goal. of a liberal lies in the aim, not in the studies pursued,1 education
"

not

in letters, not which

in science.

These
employs experts,

are

the

materials not to

with make
men

it works;
or

and

them,

professional and
women
"

technical

but

to

power,
or

employment equally important

views, of greater for whatever better equipped profession for their they may undertake, and
function

of broader

make tual intellec-

' '

of citizen
Bryce,
on

and
man

neighbor. excellently
as

The

Honorable
his

James
opinion
a

fitted to express
on

American,
years

well

as

European,
a

questions,

few

ago,
warns

while

vocating ad-

special the

commercial

training,
to

against

shortening

time

allotted

general

education,
the contrary,

or elementary whether the further the general

secondary.

On
can

education

better for the young

curtailing
the time

man,

and
on

more

be carried, the be lost by would

everybody

spent

the

which subjects

should preparation

learn, than
for
a

would

be gained
United

by any
He

special
reminds

particular

employment.
the

the people of England and for a commercial demand

1

States that the

might
declared

education
Martin

do

more

Almost of

literally

what

Father

to be

the

essence

Jesuit education.

See above

p. 286 and

297.

20

306
harm
to
were
a

JESUIT
than good,
"were

EDUCATION.

it to

lead

to

shortening
education,

or or

commercializing it to dispose
us

of general
to

school

ignore

the supreme

importance

of securing

that the teaching

of the

commercial
arouse

subjects
and
memory

themselves
stimulate

to as shall be so directed the faculties no less than to inform

the

of the

learner.

' '

Long
terms
:

before
"It

this,

Arnold
to

had make

spoken

in similar prodigies duty of

to

is

no

information, cultivate
memory
to furnish

but

wisdom it is our

boys

their and
the

faculties,

our and wisdom in its season, each

first the

imagination, with
the
means
' '

and

then
to

the

judgment,
the sire deenlightened

them

and
2

excite

of improving and
as

themselves.

The

most

experienced
strongly
3

German
any

educators

insist

on

this point

as

of those
to

whose
out

authority
the

is cited

above.
writers

It is needless

point

fact that these

about

clearly and strikingly express the same intellectual the of education scope that

opinion
as

the

Jesuits,namely,
in merely mental

imparting

does not consist real education information, but in training the ingeniij efformatio it in 1893. about
the
as

faculties, in the

the

eral Gen-

of the Society
In

called
the

this country

question

intellectual

scope
other
1

of
most North Fitch, See

education
important
American Thomas

is

closely
:

question
Review,
and Matthew

the connected with is the function What

1899. p. 61.

June

Arnold, Die Aus

especially Berlin,

Weissenfels, 1901.
" "

Bildungswirren Schule,

der

Gegenwart,

Matthias,

Unterricht
throughout

1901. Professor Weissenfels, Erziehung, und his deepest his book, at the ever anxiety expresses in German schools. spirit of utilitarianism

increasing

INTELLECTUAL

SCOPE.

307
from
no

of the high

school

and

college

? Aside
there

the

champions of

of extreme
note

electivism,
not

is

educator

who

does
high

consider

general culture the function

great
to

of the

school.

number
the

of prominent
same

educators
to the

do not

hesitate

assign

function

college, relegating
or

specialization,

the acquisition
or

of scholarship, the main

concern

professional
university. final stage
general

skill, entirely,

for

part, to the

The

college

should

itself with it ought

the

of secondary
culture

tion; educato train

to stimulate

and

character, A college
a

rather

than

to

impart

President

declared

specific instruction. that the first step towards

of the aim and
nature

betterment

is the reassertion

of college
a

life.

The

university,

demanding
crown

for entrance
our

bachelor's

degree,

is the

of

tional educa-

system.

Its province

is higher
and airs.

education,
research.
It should

the
But
not

cultivation
'

of advanced should
a

scholarship

'the college
to be

give

itself
' '

no

pretend

university.

It needs

scarcely

be

stated

that
same.

the

Jesuits'view
assign
no

of the
other

college

is exactly
no

the

They
general

function,

other

aim

to it than

culture,

harmonious
1

training

of the mind.

President 1901: Is

Jones
the

January
greatest go
too

College, in the Forum, of Hobart College Graduate The Impracticable "?

"

difficulty in this country

late
to the

lies in the
college.

fact that study

pupils
of Latin

high

school
at

or

The
or

should

be

commenced
or

the

age

of ten
Dr.
"

twelve

years,

stead in-

of thirteen Sept. by

fourteen.

See

Stanley
same

Hall,

Forum,

1901 ; and

Professor

ch. XVI, in the Nightingale

before
N. the

below

The " 1. Report of

German

is advocated

the

Conference

on

English,
at Ashbury
or

read

National

Association

Park, why
ten

J., 1894.
not

ten

years,

should
or

the

clever

of Education, boys begin with nine boy be able American

to begin

with

eleven

308
How

JKSUrt
is this training
answers
:

KDUCATION.

of the

mind

to

The

Jesuit

By
as

exercise, that
are

obtained? is, by the different

in
the Ratio

be

exercises,

such

laid

down
"

Studiorum
compositions and

exercises
; exercises

of

the

intellect
memory

translations,
"

of the

recitations
,

declamations have
can

; debates

(academies)
been
styled

etc.

These

exercises still how

sometimes

"mechanical"; by devices

any

training

be effected except

Certainly not by the mere to strict rule ? according lecture of the teacher, however scholarly or interesting it may No one be. becomes an athlete by attending
lectures
on

gymnastics,

and

no

one

becomes
Drill
No

perfect
;

soldier by practice,

reading

the U.

S. Infantry

Book

but

drill, exercise
ever

is required.
really

one's

mental he

faculties will is trained and

become

developed,
on

unless this

drilled.

The

insisting
the
most

mental funda-

principle point

is probably
system

characteristic

in the educational
exercise from
run

of the
the

Society.
different

Practice grades,

and

all through teaching

beginning
up
to the

the

of the

elements

of Latin
same

highest

course

of theology. necessity
so

It is the

great

principle which

of the Ignatius

activity

selfof self-exertion, in that forcibly insists upon he

the

admirable

little book,
' '

which there
not

justlycalls
exercitant
to

the

itual "Spir-

Exercises.
to act

As
and here
not

is exhorted himself from

to

for himself, upon,

so

merely

suffer

be acted beginning

the pupil
merely

is required

the

to act,

to listen, to exert

himself

in the various

prescribed exercises
l

exercises.

As
chapter

these

will
we

be

spoken
not

of

in
them

later
here.

of this book,

need ablest

discuss

Suffice it to say
1

that the

educators

of the

nine-

Chapter

XVI.

THE

INTEUvECTUAI,

SCOPE.

309

teenth
are

century

have the the

same

recommended
as

exercises of the

which

essentially

those

Society.

So
Dr.

Dr.

Arnold,

famous
one

head-master

of Rugby;

Wiese, the

for decades

of the most

influential

men

in

of Education ; Dr. M. Seyffert, to his excellent the great L,atinist. In the introduction Latinae, has Dr. Scholae Seyffert following : the
Prussian Ministry
"I

thought

this
was

work,

the

fruit of twenty-five
new.

years

experience, scarcely

something
when

However,

had

finished,

through
out

the

information
was

of
new

friend of mine, under

the
as

I found

that there

nothing

sun.

The

merit
now,

and
to

honor

of the

invention
century,

belongs,
and,
as

I know
can

the

seventeenth otherwise,
were means.
one

hardly

be expected
of the

to

the

gence dili-

of the Order

Jesuits,who
helps
finds

unwearied
I shall tenth
as

in

preparing

pedagogical
work

and
only

be satisfied if my
approval
most

of the think,
of

which

their found.

work
' '

found,

and
great
was

deservedly
K.

Another
:

educator the

Germany,

L. Roth,

said

''Exercise

secret

; it forced the pupil daily to of the old college-systems for the formation use of his judgment the material l in his memory." to excess accumulated
1

In

his

Gymnasial-Padagogik;

see

Duhr,

p. 119.

CHAPTER

XI.

Prescribed

Courses

or

Elective

Studies?

Intimately

connected

with
much whether

the

subject of

the

last

chapter

is

question namely,

now

discussed
the
way

in pedagogical

circles,

"old-fashioned"
of attaining

prescribed

courses

are

the the
system

best

the
or

object of

education,

training should nation.

of

the

mind, the
monopoly

the elective whether in the education

Not
many

claim

of
ago

our

years
a

the
course

secondary

school
or

grammes pro-

offered
two
courses

single
were

of study, pursued

at most

which

to

be

in

order
course

to

obtain

the diploma

of the school.

The

principal

consisted

of
we

Latin,

Greek,

history secondary
the

and

mathematics.
a

At

present

find in most
courses,

schools

number

of parallel
to regard

and
courses

disposition
as

is growing
value

the

different

of equal

and
new

dignity.
system
contents

It has

been
old

said
narrow

by

advocates
course,

of the

that

"the

with

its formal
; and
more a

and
course

mechanical of study,

routine,

is doomed and

richer

with

broader

inspiring

conception

of the

elementary

school-teacher's its place.

' '

responsibilities
Whence

and

opportunities,
changes?
Not
was

is taking
from the

these

conviction

of teachers

that the old system Hanus

bad
these

and

inefficient;
are

but,

as

Professor

says,

changes

chiefly the result of external

1

demands
and

of parents
Educational

and

Hanus,

Educational
76, 78.

Aims

Values

(1900), pp.

(310)

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES? been

311

stimulated by the marked of the colleges ; for, at encouragement the present day, several important colleges still decline and
to regard

sons

daughters.

They

have

not

any

pre-collegiate
to

course

of study

as

comparable

in value Would
schools allow large it not

the

traditional the

classical
of the

course.1

have
country to

been

duty

"leading"

of the

to lead

themselves and
courses,

be

public opinion, and not by it? When some guided

adopted
the
many

influential
the schools

schools of
the

allel parless
were

majority
imitated
to

smaller
ones,

and
or

important practically yielded

there

larger these

forced

do

so.

After
it
was
on

schools natural part

had
that

to external

demands,
a

but
the

"has

also

come

desire by
an

of all to
2

justifyuch s
This

programmes appeal has been

on

made

appeal to reason." forcibly by most

We

dent Presithat is

HHot
his
most

various

occasions.
against

have

heard

serious

charge

Jesuit colleges
To
but
an

their adherence

to prescribed

courses.

ment this indicttating unhesitions prescripis equal

the President

added
Divine

"Nothing

belief in the
can

t justifyhem
a

wisdom human ; for no

course

of such
wisdom

to contriving

prescribed

for

even

two

children

of the

same

of study equally good family, between the

from
a

ages
on

of eight high would

Direct revelation eighteen. and be the only satisfactory basis for

form uni-

prescribed school deepening and expanding

nineteenth
1

The immense curriculum. in the knowledge, of human

the

century,
"

and

increasing

sense

of the

World
status

Electrical However, in the a p. 78. writer that "the present (Oct. 25, 1902) maintains anomalous the college is due perhaps laudable to its own more of
than
to the

Ibid.,

but

ill-judged ambition
2

pressure

of the

times."

Ibid.,

p. 26.

312

JESUIT

EDUCATION.

sanctity

of the uniform

individual's

gifts and

will

power, in

have

made
schools

of prescriptions impossible absurd. and the notion that

any
can

study
We

secondary

must

absolutely beings,
construct
course

give

up

set
ever one

of

human

however and

wise
on

and

learned,

again uniform

enforce

school
class

children
that

of

study.

The

system,

is, the is
a

process quite

structi of in-

children

in large

groups,
to

sufficient
an

school

evil, without programme

clinging of studies.

its twin

evil,

inflexibl

Individual

instruction

is the

new

ideal.
new

' '

If this
be carried

ideal

of individual
"

instruction
the

should of this
of

out

consistently ought
we

and

patrons

electivism this
see

certainly
state
"

to work

at the

realization
century
at

ideal
the

might

in

the twentieth

day,

when

for five thousand

no

students

Harvard

there No

will
wonder such certain

be

less than

five thousand will

seen

tors. instructurn
out

that
as

geniuses, It
seems

the that

all these pupils has never world

great

before.
by
the

results

are

anticipated with

President words:
they
year.

Eliot.
"These
effect
we
on

For
gains

he

concludes

his paper but

are

noiseless

persuasive;
pupils
every

take

five hundred here

some

thousand solid ground

Have

not

for hopefulness
ment of govern-

about
and
Not
as a

the

Republic,

both

as

form

state

of society?" is the

less amusing President

absolute
that
a

certainty
electivism
to

with
is the

which only
says:

Eliot affirms
can

system

which

claim from
a

right
high

exist.

He the

"Direct

revelation

on

would

be

only

satisfactory
and

basis for
nothing

uniform
an

prescribed

school

curriculum,
1

but
Oct.

unhesitating
p. 443.

belief in

Atlantic

Monthly,

1899,

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
can

313

the

Divine

wisdom
Does
not

of such
the

prescriptions himself

justify
almost
asserts:

them."
a

President

claim

superhuman

infallibility when prescriptions

in

he straightway
schools
must

"Uniform

secondary

have

been
give

made
up
the

impossible
notion

and
any

absurd.
set
ever

We

that
can

of human

absolutely ever beings, howand

enforce
' '

wise and
on

learned,

again

construct
course

school
any
one,

children
whether than

one

uniform
or

of study.

Could
more

prophet

pope,

speak in this styled

with sage? pas-

certainty,
How
can

President

Bliot does
be

uniform
when

prescriptions they
are

impossible

and countries,
or

absurd,
not

exacted

in whole Moslems,

and

only

among
races,

half-civilized but also

a

"decaying"
for

Latin
instance

in

"Teutonic"
which

States,
leads

in

Germany,

country

has so rapidly of late years and also in industrial and commercial advanced enterprise, formidable a that it is considered rival of American

in scholarship

industry
which
more

and

commerce

The

absolute

certainty

with

President unwarranted distinguished quoted

that

Eliot proclaims
if-we
scholars
the

his views
them
on

is all the with

what

compare
think

other We

this

subject.
Russell
can

before
the

words

of Professor

of

Columbia,
us

experience
that
"a

of Germany uniform grade,

course

teach

much,

especially

of study
a common

for all schools standard

most

of

particular

and
can

for promotion in in
a

and
national

graduation,
scheme

be made
' '

serviceable

of education.

Mr.

Canfield,
and

his

interesting
cautions
more

book
the

The student
your

College
in the
course,

Student
following
1

his Problems,

terms:
Italics

"The
are ours.

specialized

The

German

Higher

Schools,

p. 409.

See

above

p. 9.

314 the
more

JESUIT

EDUCATION.

which that you quite

to make

to be that the end is that you certain ought desire. It is quite necessary, therefore, you

know

yourself

and

your

purposes, powers,

something if you
are

definite of your
a or

capacity

and

wise

selection

of your

work.

In the
the

ciency inefficollege

inexactness

of such

knowledge

finds
courses
a

one or

in multiplying danger one and weakness in enlarging the number of electives within

course.

For
age
at

very

few

young

men

know

themselves

at

the

that others uncertainty

that the

they enter which less. know them

...

college,

and

I think

It is because

of this of
self

of wisest

purpose educators have

and

this
the

ignorance
most

and
always

thoughtful

students

of mankind
to the

given

such

loyal adherence
especially

general
courses.

culture

courses,

and

to
mean

the

classical
that

This

adherence

does
courses.

not

is denied to other all culture power It is simply an insistence upon that broad and has been ever and which which work
one

humanizing

of the

best

and

surest

foundations

will be for large and in these

generous
statements

life."Jl than
a

Nothing

less is contained
of President

condemnation if
a

Eliot's
course

electivism.
without
the the

For,

choice

of

specialized
a

perfect knowledge how college student, high

school?

of self is much if very

how
many
more

great
to

danger

to

the

pupil

in

Or,

few

know
can

themselves
to

when know

entering

college, when is most

be expected
high
President

themselves remark that

The
"

entering

the

school?

Another
asserts
1

significant. and
and
of the

Eliot
the

Moslems
Student

Jesuits" uphold
his
Problems,
by

old
Can-

College

J.

H.

field, formerly
President

chancellor

University

of Nebraska
York,

and

of Ohio

State

University.

(New

MacMillan,

1902) pp.

44"46.

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES? of Ohio for the and

the

315

prescribed
University weighty
thoughtful

courses;

the

former

President that

State
most

does
reasons,

not

hesitate wisest of the

to say,

"the

educators have
culture

most

students
to

mankind

always
courses,

given and

loyal

adherence
to the

general
courses,"

especially
to the

classical
courses.

that is practically,

old prescribed
to return

But

to the

Jesuit system.
stating
However,

President it defends
not
a

Eliot
scribed pre-

is perfectly

correct

in

that

curriculum.

it does
distinct

exclude,

but

in

many

places classical

admits
course

beside

the

there

parallel courses; be offered an may

history,

English
modern

course,

consisting
some
a

chiefly
of the
course are

in English, natural

languages,
or

sciences

and

mathematics; and taught. down,

at

Scientific
sciences
courses

in which
principal

matics mathe-

natural these in
a

the

subjects
as

But

have main
amount

to be

followed
Nor

laid
the

least

the

subjects.
as

do

Jesuitsexclude
branches.
reasonable educational
to

certain
say

of election
there
are

in secondary
can

We

secondary,

be
same

no

doubt value.

that

not

all branches who

of the
the
even

For

say,

that music
are

and

zoology,
as

as

well

and fitted to

would drawing,

have
or

hood hardibotany mental

develop

the

faculties

the

mathematics?

course old-fashioned of classics and The Society at least does not dare to

affirm

it, and

in this
our

she
own

is at
not

one

with

the
Dr.

best educators

of all ages,
said
years

excepted.

McCosh
President hundred
of these
I should

ago

in the
a

famous
young
may

debate
man

with
two

Eliot: "At
courses

Harvard which
am

has

from
I
a

he

choose,

and

many

courses,

compelled
man

to call dilettante.

prefer

young

who

has

been

trained

in

an

old-

316

JESUIT

EDUCATION.

fashioned

college, and

in

rhetoric,
to
one

philosophy,
who

Latin,
frittered of the ches." branshould for

Greek,
away

mathematics,

had
drama

four years

in studying
a

the

French
and

eighteenth
l

century,

little music

similar
"there
a

Again

Dr.

McCosh
for all who

maintains

be required
a

studies

pursue

full

course

degree,

and

the required
true

studies
training.

should

ary, be disciplinstudies
are

affording

mental

Such
French,
' '

English,
mathematics

Greek,
and

L,atin, physical the

German,
2

history,

science.

The
electivism apprehend from
this

objections of
are

Jesuits
The
for the
was

to

the

extreme

mainly

two.

first is that

they

serious
new

dangers

intellectual training preceding is Jesuit system

in

system.

As

said of the

the

chapter, thorough gravest

the intellectual scope general

reasons

training

of the this

mind.

There
can as

are

the

to fear that

training
system

scarcely practised
from

be

expected

from

the

elective second

in many

schools. that

The
the

objectionarises
training is to any
are

the conviction will

extent

moral

of the students
great
to

be

injured
left to
the

if the

choice

of studies if they

them,

especially which
as

allowed

change

branches

they the

find difficult and

disagreeabl

For,
training
greater

greatly

Jesuits value
they

the

tellect infar

of

their

pupils,

attach
to the

importance

to the

moral

training,

ing train-

of the

will and

the development
asserts

of character.
that

President
as

Eliot implicitly

the

Jesuits,
sanctity
serious

courses, of prescribed upholders individual's of the will-power. In answer to it we may charge.

1

violate the

This

is

first quote

the

words

Life ofJames
Ibid., p. 200.

McCosh,

p. 201,

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
strongest

317
terms

of

prominent the
same

educator charge

who

in the

makes

against

systems

like of Berlin

that
wrote

of

President in
1901:

Eliot. Professor
*'In
our

Weissenfels
the
moment

times special
assert

comes

relatively

early

when
try

the
to

gifts and

abilities of the
But

dividua in-

themselves.
are

let it not

be

forgotten
talent
or

that
a

there

brilliant

abnormities.

The

for
a

special

science,

particularly
music,

for

special art,
gets
a we

particularly

mathematics, in childeven hood,

everything foster it,
or

tyrannical give

ascendancy
to

over

else.

Shall
we

free play
to

it and

it ?
at

Or
least

shall keep

at

first endeavor could

counteract

from

it all that

stimulate

still more

the

clinati inthe they

tolerably distrust
want

is in itself too strong? which intelligent is but one there precociousness

common

Among
opinion:

It
nay
more,

is

justly considered
a

of

sense,

child's which
and

soul,
the

to make

advances
aptitude

to the

special add

is trying fire.
' '

against the impatience with itself, to assert

sin author further

thus

to

fuel to the
a

The

calls this system maintains

of the soul, and mutilation that the special talent, if unduly and prematurely fostered will be like a rank weed that stifles criminal inclination character. now-a-days will"
so

every

other and hear

and

thus

destroys

all harmony

of mind We of the

much that

individual's
may

nature

easily get confused. in human

nature,

about the "sanctity idea of human one's True, there is something because it is the image

sacred

and

likeness
pure

of its Maker. and unalloyed,

Die

is not
1

Still, that sanctity of man is not altogether that image

der

Weissenfels,

Bildungswirren

Gegenwart,

pp.

324"329.

318 intact history, and

JESUIT
spotless.

EDUCATION.

Divine and

revelation,
our

the

world's

daily experience
there
not
are

innermost

conscience
that animal

tell

us

that
are

disorders holy

and

derangements,

there

only

and

divine, also

but

also

desires, not in
truth,
our

only
nature.

upward,

but
great

downward

tendencies

The
exclaims:
me,

Apostle
I

testifies to this
that there

when
not

he in

"For

know

dwelleth
which

that

is to say,

in my

flesh, that
me;

is good.
that

For

to will is present

with

but

to

accomplish

good
not,

which
that

is good, For the I find not. which I will I will, I do not; but the evil which
"

I do.

Now

this

"law

of sin which

fights

against
to

the spirit" manifests

itself differently and

the age

according
of the

the

different
In

dispositions it
assumes

individua

youth,

generally

the

shape
a

of
tendency

love

of pleasure
to

and
and

enjoyment
"idleness

together is the

with

idleness,
' '

fruitful mother believed diseases directly

to

of many

vices.

The

old educational
that

systems

in Allopathy,
could
attack occupy work,
to

and

thought

these
means

moral which

be cured
the
a

effectively only of the evil.

mind,

by

root

So they
him
to

tried
to

seriously hard,

boy's

to accustom

steady

to

fight against his will.

only

his dislikes,
But,
we are

do

his duty that

was

and all and gogues pedawill

break it

told,

wrong,

was

the

outcropping
ages.

of the

severe

gloomy

asceticism have

of former
that

Our

modern alone

discovered
'

Homoeopathy
are

'The do in education. it easy for them. make

inclinations and do not

poor

children

overburdened,
to

Give,

full vent
to

the

pupil's
he

force him

anything

likes. dis-

For
of the
1

this would

be interfering

with

the

sanctity

individual!"
Romans
7, 18.

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
and

319

If the
savors

old

view

of life and
the
new one

youth

education

of asceticism, setting condemn

on

is sheer

materialism.
we

But
must

aside
the

all supernatural
extreme

considerations,

electivism

of the modern

system

merely
to the

natural

peculiar

Society

Nor is this attitude grounds. of Jesus; it is firmly maintained

tenets

by educators
from
out

who

in their religious
Professor

differ widely

ourselves. the

Miinsterberg
results from

has well pointed this system side has

to the

damage of the
he

which
child,

character
as

to

the

"formal
who

of education,"
the

styles it.
or

"A
sees

child
that
to

himself

right of choice,
select these
may
courses

who

parents
his tastes

and
and

teachers

according
a

tions, inclinanever

learn

thousand

the
He

one

who

is the which is allowed always

never

things, .pretty greatest of all: to do

to

but
his

duty.

follow the

the

paths
to

of least

resistance

develops
utterly

power

overcome

resistance;
do what
we

he remains like
to water

unprepared needs
runs no

for life.

To

do,

"

that

pedagogical
hill.

encouragement:

always

down
the

Our

whole

public and

and
our

social life shows institutions of the

working
one

of this

impulse,
catering

outbid

another

in

to the

taste
to

public.
the

The

school

alone
to

has

the

power
and

develop
the

opposite

tendency,
and than

encourage

train

belief in duties
to better things

tions, obligathose
to

to inspire

devotion

which
water
were

we

are

drawn

by

our

lower and

instincts.
yet
not

Yes,

runs

down

hill all the time; dead

all the earth

sterile and
the

if water supply
We

could rain
to

to

clouds,
us

and

ascend again the field which

streams
ocean

brings down up
the

the

harvest.
ocean; to
we

see

only
see

the

going sends
see

to the

'do not
our

how

the

waters

bless

fields.

Just so

do

we

in

320 the

JESUIT
streams

EDUCATION.

of life the
down
to

human

emotions

following and

the

impulses but ascend duty

movement

we

pleasure selfishness and how do not the human see

to

ment, enjoyof

emotions

again and

the

ideals, and
were

"

ascend without

in

feelings this upward

enthusiasm;
our

yet
our

fields is the

dry,

harvest

lost.

That
it is

invisible

work

sacred
raise

mission

of the school; from

the school

that must

man's

mind

his likings his ideals, morality,

the

to his belief

in duties, science,

from

his instincts to
honor and from

that

art

and
and

national
may

friendship and

religion,

spring

ground

blossom. According

' '

to

Dean

Briggs
recklessly

of

Harvard,1
to

no

people

lay themselves

more

open

reductio
system.

surdum
wish
sure

than
to

advocates

of the

elective

ad abThey being
quotes

put

enjoyment
education

into education,

that

such

is robust

without He enough.

time gave double who of Dr. Martineau, the weak to the studies he disliked, in order to correct its strong to develop than rather side of his nature
the example side.
studies
Now

it is not
not

necessary

to

go

to

such
are

length;

need

be but

imposed

because
are

they

difficult

and value
and

unpleasant, they

if they imposed

of

real

should

be

although

educational they are hard educational powers

have

unpleasant. unless

Still, no
it presents

branch

is of any

value,
are

difficulties; the mental

are

called into action

overcome

and

trained

only

if they

to

obstacles.
pedagogists
sneer

Some
the

at the

idea

that resistance,

overcoming

of obstacles,
Herein,

in education.
shortsightedness.
1

plays an however, they

adage,
1900.

important
manifest
gotten,

part their fast

The

old
October

"Fast

Atlantic

Monthly,

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?

321

' '

gone,

might

be expressed
easily

in somewhat
Dr.

different form:

''Easily gotten,
President
educator

gone."

Stanley

Hall,
as
an :

of Clark is widely

University,

fame whose has well acknowledged,

"Only

great, concentrated

and
' '

prolonged

said efforts in one

they alone

direction

really

train

the

mind,

because

it. President Jones of Hobart train the will beneath College speaks to a like purpose : "The college must The intellectu follow the line of least resistance. not always
life has

youthful less than the growing body. Mr. head On the same
most

is no slouchiness The insufficiency.

also its athletic exercises, and mental less to be regretted than physical will needs
' '

cultivation

no

Townsend American
those
as

Austen Review

wrote

appositely
He

in the

North

(May
the

1898).
obstacles

severely

censures
remove

systems

of education

which

to attempt from the course

far
He

as

possible
rightly

of study.

maintains

that the finest nature dross

is the

one

out

of which
and

the
the

has

been

precious shape.

metal The human

He

squeezed has been

by painful hammered

pressure, and

beaten
more

into
he
"

being

has to.
what

appreciates
students

rarely works by instinct an

a

than

easy

thing

college

call
nature

'snap'.
are

Some

of the
out
never

strongest

points

of

our

best called
should

by

resistance.

This

element

in education

be overlooked.
from
a

To
is
an

study

eliminate the element of difficulty it deceives the act of dishonesty;

practice side of almost any study is not interesting, but is often rather tedious and must be so: for instance, to spell correctly, to write good English,
student.
to

The

draw
1

well,
Forum,

to

reason

clearly.

"

This

repugnance

The
21

January

1901, p. 592.

322 constitutes
one

JKSUIT

EDUCATION.

of the

numerous

forms

of resistance is the

offered to
bridge
won,
as

success success.

in human

endeavor;
honors

drudgery
this

to

The
say

of

life must
the

be

the

Germans

of that and

nation
the

illustrates

(and how it),"mit

well
saurem

progress

Schweiss," proverb
:

by

ilGeduld
the

application bricht Eisen"

of another

German

(patience breaks
in
the youth

iron).
the

In

development

of character

wise
most

instructor

finds the

application Will

of this

principle

useful

and

efficient.

power by which

is acquired.
I
mean

The
not

acquisition
the

of self-control,

only

ability to control
of the

the passions,

but
a von

also

to

compel

the action

mental

powers

upon

given

subject,
has that

is aided. stated
as
a

The

German

historian,

Ranke,

principle

in human
' '

development,

"all
of

The results conflict. they have a value in work.1 value, because Now this last principle was the favorite
progress

is through

become

one

of the
to

founder

of the
on

Society of Jesus, which

occasion,
:

he
the

used

culcate in-

every

quoting

words

Thomas
vim

Kempis
"

Tantum
greater

quantum proficies,

of tibi ipsi

intuleris
the

"The

violence
thou

thou

offerest to
But

thyself, the

greater

progress

wilt
such

make."

"make-it-easy"
as

method

"

and

is the elective
"

by its foremost advocated champions to the formation pernicious of the character. Not less serious is the harm done to instruction,
system

is

as

distinguished

from

moral

education.

If the

choice

of
in

subjectsis
many,

left to the personal

likings such

of the pupils, branches

no

if not
which
Peter

in
seem

most to

cases,

will

be

chosen
1

be

the

easiest,
"The

matter

what
of

Townsend
North Am.

Austen:

Educational
1898.

Value

Resistance,"

Rev.,

May

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
knows

323
human

their educational
nature

value this.

is.
But
are

No

one

who

will deny
of the
a

that the
not

left to subjects

the

choice giving and

the

students

all equally

capable

of

thorough easier the

mental

discipline,

the subject,

is quite evident ; less is, as a rule, its

educational

value.
are

There

several advocates that

false assumptions

in the

contentions

of the

hesitation modern

They of electivism. foremost the first and

state

out withof
of

object

education

is to develop apply

the special aptitudes

the pupils, also

to

and they high school

this not

only
But

education. application
to the

college but this is a most

to

serious

mistake.

The

of the pupil's talent

to specialties

belongs
;

university

and

the

professional
even

school

but in the secondary

aptitudes

schools,
may

and should

in

the

college, special

and

be

left to themselves. the occasion solicitous

course

They

will assert
the wise from
to

themselves

when
more

offers, and
prevent
l

teacher

will be
the

to

them than

warping
their

whole

of education

promote
must

abnormal developed

development.
after the

Special
education

aptitudes

be

general premature

The
special which who

and will

is completed. development excessive

of such

aptitudes have been

"I

invariably

result

in

products

called

"lop-sided".
college
turn

It is L,owell
out
one

said

Aristotle's
own

rather the four-square men,

had

in whatever field he may lop-sided ones developed abnormally

capable of holding be cast, than a score

in
one

of his
of
' '

direction.

The
is
a
1

outcome sort
See

of such of mental
J.

education, deformity
:

or one

rather

instruction,
is
over-

faculty

Fraucis

Barnes,

M.

D.,

Catholic

Education,

Lecture

delivered

at Boston,

April

28, 1901.

324
developed,
while

JKSUIT

EDUCATION.

the others

are

suffering

from

If the

"special

aptitude" sciences
or

of the

student

atrophy. lies in the

field of natural neglect branches of the

swells

technics,

he
and

is liable to philosophy,

altogether
which mind.
the
are

literature, history

indispensable becomes
men are a

for the
narrow even

He

real culture specialist, he

afflict the
a

host
men

of those who

who

now

community,

incapable
which

of forming

sane

opinion on any question laboratory a experiment.

cannot
men

be
have

decided
no

by

Such

tions percep-

of the relations and interrelations of the various branches ; they lack all appreciation of knowledge of is noble and sublime ; above most what all they are liable to
narrow

ignore,

or

even

to

deny,

that

beyond

the

limits of natural science lie truths of the utmost importance, by any unattainable process of synthetic is such warped It reasoning. specialists that Goethe

ridicules in the famous

"

passage
men

in Faust
:

(part2,

act

i):

Herein
you you

you

learned
not,
not, not, not,
not,
a

I recognize

What

touch

What

grasp
count

What
What

you
you
you

miles distant from you lies ; is naught in sooth to you ; deem be true ; cannot you
that

weigh coin

hath
sure

for you

What

you're

weight is counterfeit."

no

There

is always

danger

that science

leads to pride,

the Germans particularly to that kind of pride which This danger call Gelehrtenstolz and Professorendunkel.

is especially great
Paulsen quotes of
who
a

in the

case

of specialists. from
Kant,

Professor

passage

in which

the
of

philosopher science,"
a

Konigsberg
carry
an

speaks

of
weight

"Cyclopses

immense

"load

of

hundred
that

camels,"
own

but who

of learning, have only one

eye,
1

namely
Die

of their

specialty.1
Berlin

They

lack

deutschen

Universitaten,

1902, p. 219.

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
which
they

325
see
men over-

entirely

the

"philosophic of things
to

eye,"
one

with

the relations

another. forcible
man

Of but

such
not

Schopenhauer,
polite
manner,

in

his

wonted
'

has said else, studies

to the

'The

who,

disregarding

everything

one

branch,
,

will in this branch

be superior

he will belong

rabble (vulgus) but in all the rest is added to it. If to this specialization a
becomes of the
the
we more

thing

which namely,

now-a-days
the

and

more

mon, com-

neglect

ancient

languages, ture culwho,

in consequence

of which

general shall
are

humanistic scientists
oxen."

is outside danger

dropped, their
can

then

see

special

branch,
only
the

real solid

This
ing. trainthe

be obviated
the

by

general

But

earlier

specialization
to

begins,

greater

shall be the and

to

temptation

disregard
who how

branches, about know

as

despise

all those
matter

all other know little

much they

this special in other

subject,no

branches.
as

This

is intellectual

pride,

contemptible After having

necessarily
some,
we now

it is ridiculous.
some

described
result
turn to

must

from
a

effects which defended as electivism,

question,

of the

by

plain

which

has

been

well

stated

by

Professor

Miinsterberg.
I
mean,

"Are
do they of the

elective

studies

really elected at all? the deeper

do

really represent

desires and
simply

demands

individual,
of
a

or

they

not

express

the cumulation
I have

hundred
on

chance

influences
of my

tionally inten-

lingered in my

the story
more
or

shifting
story

interests
of every

boyhood

it is

or

less the

half-way
a

intelligent boy caprice

a

girl.

little bit of talent,

a

petty
fad,

favored

by accident,
for
"

contagious of

craze

or

chance

demand is known,

something
all these

which

scarcely

the outside

whir

and

buzz

'

326

JESUIT

EDUCATION.

in

every

boyhood
mean

but

to

follow

moods and which

would education is
more

dissolution

superficial life, of all organized

word.

such

would
than
a

be

an

empty

Election
presupposes
our

chance

grasping

first of all acquaintance

with
two

the

object of
of the
motives

choice.
are

Even

in the

college

thirds

elections

haphazard, of
courses

controlled demands
a

by
wide

accidental

; election

of the
choice

whole

field.
the

The
more

view and broad knowledge lower the level on which the

external

is made,

and

misleading

are

the

motives

which is

direct
no

it.

helter-skelter

chase

of the
not

unknown

election. into
a

If

man

who where

does the points

know

French

goes

restaurant

bill of fare is given

to
one

in the

French

language,
knowing
the
say

and
whether

and

to

another
or

line, not
or

his
will has

order

is fish, him
a

roast,

pudding,
cannot

bring

meal,
'

but

he

waiter that he

'elected his

course.

From

whatever
on

standpoint elective

I view

it, the tendency

seems
course,

to base
a

the school
"

studies
of

to not

me a

mistake,

mistake
the

for which,

special is to be blamed.
Atlantic
numberless Monthly,

school,
' '

but

social

ness conscious-

May

1900, in

pp.

665-666.

"

To

judge
stir,
of

from
Prof.
as

comments

newspapers
to

and
caused
a

magazines,
great

Miinsterberg's
from
the York
one

article

seems

have

coming

of
of

the

most
movement

prominent

Professors

Harvard,

centre

the
on

towards
379, said

The
"If
the

New

Nation,

May

17, page
on

electivism. follows: as Reform' in

is

Professor

Miinsterberg's
cannot

article

'School

Atlantic

be
our

answered
scheme the in
the

effectively, of

something

radically

wrong
were

with

attempts
the

made
system,

to
v.

answer

Various education." indictments Professor's of

elective September

g.
But

Educational
answers

Review,
anything
are

June
but

and

1900.
Nation

the

were
we

effective.

The

had

said,

"what

most

curious

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
in
We
very

327
plain

The
language
a

same

truth

has

been

expressed educators.
recent

by other
utterances

American
of
more

mention

few

date.

President

Draper,

of the University
are

of Illinois, declared that elect.

they
' '

recently:
elect their of

"Children
studies.

being

told

should
Professor

They

cannot

Peck

Columbia
answer

University,
to

reviewing

Father
speaks

Brosnahan's

President

Bliot's charges,
have
and
see

ter's

"theories

which

made

of the latinto a Harvard

curious President

jumble
in the
an

of college

Hliot would
intuitive

like to

university, and which into the carried down

babes
power

schools,

apparent

belief that
and prophetic

and

lings suck-

have

ining of determin all their

justwhat
after life."
system
2

is going
Mr.

to be

best for them

Tetlow,
chaos,
these

of Boston,

calls the elective

' '

"elective lays down

to

and

philosophical
:

anarchism,
students
; most
an are

and
not

he

propositions
own

the

competent
are

direct their incompetent

studies
to

parents

utterly
many
they

make the

of the intelligent
made
A

choice,
to know

too

will readily
think about

accept
it at

choice

is what

Harvard."
:

uate Grad-

Student
attention
to
a

wrote

soon

after from
the

Harvard
system

result

of
not

elective

to call wish he [Prof. which

even

"I

Miinsterberg]
strengthen
common,

has

mentioned,
"

and
most

his argument

result

might which disgraceful, yet

I refer
"

most

and

whose

truth

cannot

be

ignored.
courses,'

to

the

custom undisguised for various which,

of
reasons,

electing

'snap

courses

in

much

work.
a

For

the
are

marks good desire for honors,

very

can

be

made
fear

without

thought
a

'dig',

two
,

potent

and the in factors

of being

determining is not

choice."

{Nation
such
a

May

24, p.

396.)

This

statement
men

at

all surprising; from

1 2

it confirms
system.

what

intelligent

had

expected

Educational
Bookman,

Review,
April 1900.

May

1902, p. 455.

328

JESUIT the
; the

EDUCATION.

by
most

children

principals
to make
ever

and
a

teachers

are

in

cases
as

incompetent
they
are

wise

choice

for the

pupils, with
a

hardly

sufficiently
Indeed, require high,"

acquainted
such

the

individual
for the

scholars.1

to make

choice

individual

than

"direct

revelation

would from on and

a

nothing
as
no

less
man

knows

sufficiently

the talent

possibilities that may

student. If this

lie dormant
system

in the

mind

of

young

is the outcome

of the much
we

and

pedagogical of this amply

psychology, modern

child study vaunted have little reason to

boast
are

science. against

And
this

we

think

those

justified who,

"apotheosis
system
a

of

individual

prescribes
training

defend the old caprice," branches that give those

and

which

solid

general up osophical philsound, stigma

thereby
any

prepare

the

mind

for taking

successfully

specialty
of this

in

due

time.

The

basis
whereas
the

system

is undoubtedly
the

elective

system

fully deserves

anarchism". of "philosophical have dwelt We purposely of "electives," raised

as
a

longer

on

the

question

serious

charge

has

recently

been

institutions the against educational of the the electivism Jesuitsfor not accepting of some modern having After the reformers. quoted of opinions
leading
1

educators
Educational

on

that

we subject,

may
We

ask
may
same

Was

Review,
the
not

January
lines
travesty

1901.
from the

be

excused

for quoting
May

following unaptly like

the

Review,
system
:

1900, which
Most

elective
cows,

pupils,

good-natured

Keeping
If
,

browsing
come

fair flower
take other

and forever browse in their way,

ask, "what, pray

They

it too,

nor

?"

Like
And

fodder
stomach

it is food,
quite
as

for the

good.

PRESCRIBED

COURSES

OR

ELECTIVE

STUDIES?
to

329

that

charge

justified?
"

It
ever

is

superfluous adopt
that

ask,

whether

the

Society

will by

excessive

electivism

advocated

several
as

educationists.

The

Society considers
education.

this system

destructive

of thorough

As

early

as

1832
on

the

General

of the

Order,
to his

in

an

encyclical
thus
ever

letter

education

addressed

subjects,
methods,

spoke

of and

new

inventions:
are

"As

to

the

easier

easier, which be
:

being

excogitated,
there

may convenience inconvenience this grave

whatever

found

in them,
what
to

is

that first,

is acquired mind,

without
what

labor

adheres

but

lightly

the

is summarily

gathered
not

is summarily adverted
to

and forgotten ;
by
many,

secondly, and is a much

fruit of
a

this, though
more

serious training
from
an

injury,almost

the

principal is, accustoming

boy's

is sacrificed, which early age deliberate

' '

himself

to serious

application

of mind, required quotations

remarks

to that and for hard work.

exertion

comparison

is which with former

of these and
our

shows

an

almost

literal identity

with

those

American
opinion,

educators.
is
no

of Prof. Miinsterberg This agreement, in

to
we

other

humble
concluding

discredit chapter,

either party.

Before
more

this

repeat

once

that

the of

Jesuitsare
courses
or

absolutely branches. But

that
many
are

not

opposed
they

to

the
with

election
many

think

other

educators only

the

elective

system

could

work

with limitations

limitations
nothing else but

and

safeguards.

well Such

prescriptions

of certain

branches.
1

Hughes,

Loyola,

p. 291.

CHAPTER
Classical Much for and has

XII. Studies.

been
the

written

within

the

last few

decades

against

value

of the
l

study

of the

classical especially

languages fanatical humanistic time midst of

and

literature.

Some

writers, culture,

advocates school
the

of "modern"
only
a

see

in the
of in the

gloomy
which

ruin

renaissance,

stands

the

of the

monastery,

structures culture, half of modern grand half Greek L,atin and temple. pagan

philologists walls, and like

have owls dusk

built
that

their

nests

in its dilapidated
light

shun

the

bright
to

of day,

in the poor and

There

they

flutter about

frighten

and

torment

children

L,atin
1

Greek
exists
a

their with forms. Others,

literature
mention
on

cries the
this those

of monstrous one-sided
Of

admore

vast
we

subject.
of
a

recent

publications
must

only
to

man

whose

opinions

be

viz. those of the T. Harris: A W.

of special States United

interest

American of

educators,

Commissioner
"

Education,

Brief for
and Greek and
what this

Latin in

On

the

Function
"

of
Place

the

Study
the

of

Latin

Modern

Education
Modern

of

Study

of

Latin and
.

Greek
to
last

in
Study

Education,

Herbert September
very

Spencer

(Educational
Commissioner

and Review,
Harris

1902)

In

article

the study on attacks of the classics. ably refutes Spencer's to call attention Of older works to one we wish of an is almost : American Bishop unknown ecclesiastic, which
"

England's Works, classical lucidity.

Address
vol. V,

on

Classical 13
are
"

Education which with

the

(Bishop England's
advantages of a force and admirable

pp.

31),
set

in

education

forth

(330)

CLASSICAL

STUDIES.

331

mirers
natural

of the

"practical" decry
not
or

studies,

above

all of
as

the

sciences,
they

the classical studies the rising how

useless,

because
to

do

teach
war

generation
to

how aniline
or

build
or

bridges how

vessels,

make

colors,

to utilize best

the oil fields of Texas,

men

the Western

prairies.

These
to
use

do
the

not

appreciate
of Brownto any

classical
son,

studies
cannot

because,
reduce in

words

they

them

immediately

correspondin

value

United

States

currency.

They

fill their pockets rather would drachmae than their brains with

Attic oboli and with Attic thought. In a

the
after wild race All other requirements
are

is only to them education word, the hen that lays the golden eggs.
they
on an

count

for nothing.

Such

utter

misconception

education,
value

and

on

sheer

of the ignorance

views intellectual of the

we

based of

scope

educational

of the

classics. present

This
chapter.

point

endeavor

to

illustrate in the

The
studies

Society
most

of Jesus has always valued classical highly. his Ratio In the to preface

Discendi
one

et

Docendi,
with

Father
the

Jouvancy
of
the

says:

"Any
how

acquainted she

Society

Jesus

knows

highly

always

esteemed has
them,
even
as

classical censured
venerable,

studies." for clinging

Of

late the

Society
to

been
to
a

tenaciously out-of-date,
very
outset,

but
from

now

curriculum.
that
not

Be

it remarked upholds is the

the

the

the

Society
this
so

classical

curriculum
system,

because
it has

old
the

traditional best
means

but because
the

far proved is the

one

of training education.
means

mind,

which

great

end
are

of the

various branches Should to this end. other

classical
languages, the

The

of
means

studies prove

better
not

than

the

Jesuits would

332 hesitate
to

JESUIT them.

EDUCATION.

accept

They
instead
to

would of

teach,

let

us

say
l

French

and
would

German,
not

L,atin

and

Greek.
they the

They
would
much

have
to

change
new

their

system,

apply lauded by

it only
new

the

branches.

And
modern

method
and
has
not

of teaching
exercise,

guages lanwhat
ever, How-

practice

is essentially
on

the

Ratio the

Studiorum

insisted
so

all along.
as

Jesuits are
classical

short-sighted
the

to

claim

for

the

studies held

educational
former ages.

monopoly
It cannot

which be

these

studies
that

in

denied has
a

the

so-called

modern
some

high other

school, ern mod-

which

curriculum

of English,

languages,
answers

mathematics, needs
want

and of
our

natural

sciences,

to particular

age.

It is especially

fitted for those

to study

who

to

devote of the

only

few

years
course.

after the completion

reason

elementary

For

this

the

Jesuits have
high

opened
schools,"
In
some

in various
v.

countries

such

"modern

g.

the

Institut
schools

St.
they

Ignace,
employ

Antwerp.
for many for instance
to the

of secular

these

branches
in
the
at

professional

teachers,
"army

successful

class"

attached

College
the

Wimbledon, preparation
exert
a

England.
for the reaching

Still they
and
on

think

that

best
to

professions

for all who

wish

far-

influence
course,

their fellow-men,

is the complete
history, think,

classical
and and
a

together
amount
reason,

with

mathematics,

certain
much

of natural that
the
in
the

sciences.

with

at present
1

should
early
as

form
1843
and
were

classical studies even backbone of liberal educaCollege

French,
some

the

^They

As

of

Freiburg, German,

Switzerland,

besides
Italian,
as

Latin
Spanish

Greek, taught, Pachtler,

English,
others

and

as

obligatory, pp. 546 ff.

optional

branches.

vol.

IV,

CLASSICAL

STUDIES.

333
prominent
man,

tion.

They

think,

with

many

other

tors, educawhereas

that the humanistic the

studies train the

sciences

train the specialist.

the place
to

This

is not

discuss

fully

the

question

of the value

of the study

of L,atin and

Greek

for liberal

education
from

or

general
a

culture. few

Still, we

cannot

refrain
favor;

enumerating
that they
may

testimonies
more

in their

and

in

clude shall exeffective, we those of professors of classical languages, who be looked as this matter might upon

be the

prejudiced

witnesses
statements

who
were

speak
made

pro
some

domo
ten

sua.

Many ago

interesting by the ablest Berlin

years

schoolmen

of

Germany
to the

in

the

famous Plan which

ference Confor

preparatory
the Higher

"New

of Studies"
was

Schools
l

of

Prussia,

gated promulof the

in 1892. various

The
was

relative

educational
most

value

branches

discussed

thoroughly,

and

it is surprising

to find what

professors
have

of mathematics,
to say

natural

sciences,

and
Dr.

medicine

in favor
of
a
a a

of

classical studies.

Holzmiiller,
school, said:

Director "I
am

commercial

and and Realist, but

industrial professor
I sound value
a

mathematician

of

mathematics, against

thorough

warning

exaggerating schools.

the educational

of mathematics

in higher

The

range

of
narrow

thought
; whereas

and
the

ideas

in

mathematical
studies have
' '

studies
many

is
more

linguistic
at

forms
Helmholtz

of

thought

their

disposal.

Professor

of the
of

University
the

of Berlin,

one

of

the
1

leading
See

scientists

nineteenth

century,
1889 90,

Report
343"398;
vol. V,

of

Commissioner

of

Education,

"

pp. Erziehung,
vol.
2

I,

Schmid, especially and 357"422. I, pp. Abteilung

foil.

Geschichte

der

Duhr,

p. 89

334 said in the

JKSUIT
same

EDUCATION.

'

conference:

'The

study

of the

ancient
means
a

languages
of imparting

alone
the
own

has

so

far proved

to be the
' '

best

best

mental

culture. in the physical

As

proof

he

gives

his

experience

laboratory
that

of the made
work science

Berlin the

University,
course,

where after who

,

the
one

students
year's

had

classical

laboratory
so-called latter the

surpassed
course

those

had

made

the the

(Realschulen)
more

although science greatest

to

had

studied
Professor

much

natural
one

than

former. authorities,

Virchow,

of the opposed

medical then

although

strongly

the
a

prevailing

methods

of the

gymnasium, that
"the

made

plea

for the

cal classiwould

studies,

saying

dropping

of Latin
the

prove

most

dangerous
It is
a

and well

injurious to
fact that months
a

medical

profession.'7 pathologist, enthusiastic

known

this famous
ago,
was
an

who

died

but

few

student

and

admirer
was

of Greek based
of
on

Literature.
personal
some

The

verdict

of these
made
In
at

scholars the

experience
years

University
seven

Berlin

before.
a

1899,

years

after

Latin

had

suffered

severe

loss Professor

in

consequence Virchow
that

of the

School

Order
in the
kicked

of

1892,

bitterly complained
"grammar

German
out

Parliament,
gymnasia,

had
2

been

of the

and

with

it logic." which

The
with

graduates

of the

German
prepare
entrance

schools

deal

practical

and subjects,
or

students into
from

for commercial

pursuits,

for

polytechnic
entrance

institutes,
the

were

at

first debarred
being considered 1870
they

into for
on

universities,
work

unqualified
were

university
equal
1 2

; but

in

admitted, schools,
/.
c.,

terms Schinid,

with
/.
/.
c.,

the

graduates

of classical
C.

to

p. 379.

(Rep. of

of

Ed.,

p.

372.)

Schmid,

c.t

p. 443.

CI^ASSICAI,

STUDIES.

335
the

the

philosophical
ten

department trial of this

of

universities.

After
faculty

years

plan Berlin

the

philosophical
to the

of the

University
a

of

addressed
which
ever

Ministry
to

of Instruction

memorandum,
plea

is declared

be

the

most

powerful

made

in

behalf

of classical
that
the

studies.

They

declared

unhesitatingly
were

students
a

of the

practical
course
on

schools
a

not

fitted to pursue

university

par

with if the

the graduates

of the classical schools,

and

that,

plan
a

was

reversed,

German

scholarship
the

would

soon

be
of

thing

of the and

past.

Even
languages
In

representatives faculty
the

science

modern

in the
specifying

joined
reasons

heartily
why the

in this

judgment.
of the interests

admission
the

non-classical of higher
slower

graduate education,

was

injurious to
thirty-six

the

professors knowledge,

mentioned lack

development,

superficial

of independent

judgment,
want

inferiority in private
keenness, and
1890

research,

less dexterity, of expression.

results
that

of

defective
new

power

Since
in
course,

and

significant prove liberal

a

were

tained ob-

Germany,
the

which

the

classical

besides is
no

better
as

training

which

it

imparts,
studies

less fitted
the
courses

preparation

for technical

than

and

the

sium in the Real- Gymnapursued Oberrealschule. This was attested in the

last Berlin

Conference
Institutes.
v.

(1900), by
The
Professors

professors

of the

Technical
Institutes,

of the Technical
adduced
l

g. of Aix-la-Chapelle,

statistics
Professor
Unterrichts,

to this effect from

1

their respective
uber Fragen

schools.
des
hoheren

Verhandlungen 10, 18.

Be

1902, pp.

it said, however, that

not
as

that

Professor of the
the

Slaby
sium Gymna-

of

Charlottenburg
in

maintained
school
were

the

graduates in

his

successful

sciences

as

those

of the

scientific schools.

Ibid.,

p. 378.

336

JESUIT
of the
stated

EDUCATION.

Launhart
Hanover
were

Technical
that,

Institute
1890-99,

(Hochschule)of
1209

from from

candidates gymnasium, the

examined
from

; 583

the

humanistic

588

the

Real- Gymnasium,
results
courses

and
the

31 from

Ober-

realschule.
that the

The
different

of

examinations been equally

proved

had

in preparing remembered

pupils
that the

for the

technical

efficient Be it studies.
devotes

humanistic

gymnasium
sciences, schools, result,

less time
specially other
two

to

mathematics

and

natural

studies the

required
kinds well

for the of

technical

than

schools. solid

This
mental

therefore, of the

speaks

very

for the

training

classical schools. interesting Still more

Vogt,
classes
who

are

the

statements

of in

Dr.

is professor

of

mathematics

parallel

of the

humanistic
at

Gymnasium

and

the

Reformhim
an

Gymnasium'
exceptional
two

Breslau.
to

This

position
the

gives
results the

opportunity
In

compare

of the

systems.

the

lower

School

French

is taught, Vogt

of in the humanistic

classes

Reform-

gymnasium
made the
In

Latin.
following 124 hours
more

Professor

and

his

colleagues class

observations

in the third they

(Quarta):
not
course.

of the Reform-School

could

achieve Age,

than

in the
other

84 hours

of the

Latin

talent, and

comwere of the students conditions pared, found that all in all the two and it was classes it not necessarily Does follow from were this equal. fact that French does not afford the same ing mental train-

as

Latin?
the

Professor

Vogt

maintains

in

general, less in

that

pupils
than

of

the those

gymnasium
of the

mathematics
extent

acquire Real-Schulen, but

that

if the
their
more

of

knowledge

is

considered, is
more

knowledge

of

mathematics

intense,

CLASSICAL

STUDIES.

337
more

thorough.
more

This

he

ascribes
that

to the

intense
In

thorough

training

Latin

affords.1

and fact,

this contention

by the above is amply mentioned proved in the Technical Institutes. results obtained The following testimony German of a distinguished
had
a

writer, who

large experience

in this matter,

may

Dr. Karl Hildeof all educators. brand writes : ' If it were that a youth conceivable should entirely forget all the facts, pictures, and ideas he has learned from the classics, together with all the

claim

the attention
'

rules

of
an

I/atin

still,as has not

an

his mind Greek grammar, and would instrument, be superior to that of one who
through
state

passed

the

same

training.2

quality large number it was duty to visit a very my of French is usually lycfas and colleges, each of which

example,

I may

that in my

give inspecof tor

To

an connected and with ecole speciale or professionelle, here I found that the classical pupils, without exception, English and German more than the acquired

others,

in less than
to

quarter

devoted

living

languages

of the time. was six hours

only
one

(The
a

time
for half

week
a

four years
a

week

in the special, and for three years in the

me

hour

and

classical
visits
-

schools.
to

The

same

fact struck
1

in
im
VIII,

my

the

German,
Neue

Die

Mathematik

Reform
pp.

Gymnasium.

Jahrbucher,
2

1901,

vol.

190"218.

by Kdw. Thring in his expressed Theory is like : "The trained mind and Practice of Teaching his tools, the mind a merely skilled workman stocked with furniture knowledge The is like a ready made with shop.
same

The

idea

is well

he equip, and when equipped he wants. The other is costly can the things always produce is good for the to provide, exact only and when provided The Month, 1886. February articles it contains."
one

needs

but

small

outlay

to

22

338

JESUIT

EDUCATION.

Belgium,

Dutch,
may

and

Swiss

colleges.

...

similar

from be gathered practical life. One in a foreign capital lately told me of the first bankers some thirty that in the course of a year he had given

experience

scholars

"

who

had

been

educated
"

expressly

for

merce com-

in commercial
and
was

schools
use

trial in
single
one

his

offices,

not

able to make
who
came

of

of them,
schools,

while

those

from nothing
soon

the

grammar of

although
matters to

they

knew with,

whatever

business
masters

begin

made

themselves

of them."1

The

same

evidence
on

may

be

given

for

Kngland.

English
firms, of
no no

papers,

the

experience
a

of leading university

English
was

combated
use

the
man

idea that
intended
on

degree
Mr.

to

for business.2

Bryce, the

mean

authority

this

subject, concludes
a

article

in

which
with

he

advocates

special
:

commercial

training,
not

this significant
to

remark

"This

paper

is
a

designed
or

argue

on

behalf

of what
I
am

is called
not
one

modern those what

non-classical
think

education.

of
or

who
are

that either the

ancient

languages,

called large
a

'literary' part in
our

or

'humanistic'

subjects,
I believe

play
or

too

schools,

either in England
contrary,
as

in the

United
myself
on

States.
such

On

the

(basing
able to
taught,

observations

I have

been

make)
are

that

Latin
as

superior

Greek, when properly and instruments to any of education

that
more

modern
are

language,
011

and whole

'literary'

as subjects,

tory, his-

the

efficient stimulants
of

to the

mind
or

(taking an
1
2

average
' '

minds)

than

mathematics

natural

science.
Review, Febr.
August

Contemporary
See

1880. 170"176.

The

Month,

1886, pp.

North

American

Review,

June 1899.

CtASSICAX

STUDIKS.

339
railroad king,

If

Mr.

Huntington,

the

late

disapproved

of colleges,
the young
men

because

their

training

unfitted

for practical

life, and

discounted
the

their
answer

chances
seems

for becoming
to have

millionaires,

right

been

given who

by

President
followed

Jones of Hobart
science, results,

College.

"Boys

have
to

matics, matheare

and
upon

literature

their
to

best

not,
or

graduation,
clerks
a

anxious
or

be

brokers'
per week, whatever

runners

bank

at five

ten

dollars

and

do

not

exhibit

dawdling

inaccuracy,
Mr.

their

suits. pur-

The
of has

fresh graduate

Huntington

usually

'skinned
there

through
' '

complained college,' and has been

was one
more

unsatisfactory "students" than

the who

also.

He

of

the

found

football

reports

enticing comings short-

L,atin and and

their

Greek

classics; hence

"their
are

commercial
and

inefficiency

dently evi' '

not

the
we

results
must

handicaps
that

of scholarship.

Here

add

the is very

popular

argument

against
1

the
The

classical

studies

superficial.
in the

We
Report

Forum,
at

Jan. 1901, p. 584.

Commencement
the "When

However, Yale

delivered
Hadley

the quote

of

1902, leading

President employer
a

could

following
I want

words
a

of

of railroad
who

labor:

college
to
use

man,

I want

man

knows

that
; and,
as

it is hard
a

work

books

that service,

are

worth
I would

anything

preparation

for railroad

a man rather have it a Greek

"

has who dictionary all the

hard used one if you please experimental

can

book
"

without
a

liking

than

man

who
all the

thinks shop

he

knows

work it because

any which it is easy."

"

school The

Yale

give Alumni

science him, and

and has

enjoyed
July 31,
ber (Octo"In
our

Weekly, said recently

Business":

1902, p. 433.

And

the

Electrical
"The
are

World
and
once
a

25) in the
profession
electrical those
who
such

article

College

doubts

settled demanding
them

for

all by

the

great

companies
cast

in

college

education

in

their lot with

for technical

training."

34"
hear
Men

JESUIT
it often said
:

EDUCATION.

Of

what throw few

use

are

these

studies ?

in after life mostly

are
a

aside

Latin

there take it.

exceedingly

who

after

and leaving

Greek
school
us

into their hands. classical author does it not follow, then, But that and

Let
the

grant of

study

mathematics except

natural
who
a

sciences

is equally
or

useless

for those

become

engineers

chemists
ever

? in

Or

who,

except

professional

mathematician, equations
on

after life looks

But

at logarithms,

and

the

like?
in
to

there

are

many

instances
who they quote

record

of

men

prominent
the

positions

with had
one

pleasure learned instance engraved

to to

returned

classics, which
We
may
name

cherish of
a

in

college.

Jesuit
annals

pupil, whose of American

is indelibly
we

in the

history, Bishop who, of the

refer

Charles

Carrollton.
known
men

England

says

during

protracted

Carroll, of "I have of him: lives, found in the

that relaxation

cultivation which

classical

literature

improved,
of those

whilst
who

it relieved

the mind.

The

last

survivor
and

pledged

their lives and

honor of

fortunes,

nobly
of

redeemed
our

their sacred

in the achievement

glorious

inheritance
this.
from

liberty,

was

striking
years

instance passed
course
a

of
away

When
the

nearly

fourscore

had usual
of

period

of his
"

closing

the

of his classical education

after the

after the

perils

revolution,
the

strife, when
the
an

decay

of his

of party vicissitudes faculties warned him of

when he

near

approach of his fate

of that hour deeds

to

should
who
more

render
was

account

that

Judge
his

to

decide

his

for

eternity,

from

serious
and
from

occupations
the

of prayer
concern

and

self-examination,
and of

important

of managing

dividing

his
turn

property,

would

Charles

Carroll,

Carrollton,

CLASSIC

AI"

STUDIES.

341

for refreshment had

to

those
through

classic authors

with

whom

he

been

familiar
at the

life

"

his soul

would
or

still

feel emotion
at Virgil's

force of Tully's
"

eloquence,

melt

This
that grave

pastoral strain. is certain from much

what

has

been

said

so

far, in
a

the advocates delusion when

of "practical"
they
to object
a

studies
the

indulge

classical studies.
and

Their
career

usefulness

even

for
as

commercial

political

is undeniable, pointed
that
out

President
1901.

Stryker
He

of Hamilton it should
a

College

in

said,

be

remembered
and
powers

the

best
the

preparation

for

practical

useful

life is in
mind,

high

development
by
a

of

the

of the

and

that,

commonly,

culture

that is not

The great parliamentary practical. considered III. were in the days orators remarkable of George
for the intellectual
grasp

in the entire world history. modern and ancient

their development
to
most
a

played they disand resource of letters, in the classics, in

Yet

all of them

owed
in the

strictly classical training had

not

schools. imagination
so

And

of them

only

the

gift of

necessary

to great

eloquence, of

but also had

the

profited
they

by

the

mental
the

discipline

classics,
which

that they great

handled

practical
clearness
were

questions

upon

legislated
masters

with

and
the

decision. classically

The
trained

of finance Pitt and

no

orators,
an

William

Charles
upon

James Fox.
haste,
nor

Such
does it

education

puts

premium

discount learning

future for

power

by

an

immature

substitution

of

training.
seeks
' '

It
to

man, and whole but bessemered.

is structural towards the issue him, not "besmeared,

the capable
V,

It considers
England,

metal

more

The

Works

of Bishop

vol.

p. 35.

342
than the
l

JESUIT

EDUCATION.

commercial

false

edge.

Serf-realization

is

the

end.

The
the

testimonies

given
charges

so

far undoubtedly

outweigh
are
a

contemptuous
colleges
men,

which

sometimes

hurled
"self-

against

and

higher

education,

by

few

made" point

who

boast

of their ignorance
they
were

and able
men

proudly
to
amass some

to the

millions

which

without
other

any

liberal

education.

These
calf

and

"Of

of the 'golden worshippers is the study of the use what

frequently What
the

ask
can

classics? that

I do with the

Greek

?''

We

have
use,

heard

study

of

classics is of very
the

great few

also for practical

life,

and them,
But

fact
in

that
no

have

become against

rich

without

does let
us

way
moment

prove

their usefulness. abstract from

the

for

entirely

utilitarian point of view and rise to higher conceptions has the spirit of the market Too much place of life. invaded liberal the field of education training
have
too ; and

the

interests

of
to
an

often
Is

been

sacrificed
goal
rearing

insatiate

commercialism.

the

highest

tellect of inof
a

and
few

social life nothing

?
No, there
as

but
be
as

the
a

millionaires

must

higher

aim

of

education,

for the
that

nation

well

the

individual. and commercial ideals of

nation

aims

at nothing

but

industrial
higher but

mankind,

the neglecting expansion, flourish for a time, may much

to

real civilization.

tribute will not conhas proved History for

a

this. length
among

Take
of time
the

the

Carthaginians
held
the

considerable supremacy
was

they

nations.

Even
The

commercial intellect there

in the
of
us
a

service later and

1

of

capital.
more

economical
epoch
are

principles
found by

advanced

in

See

BuffaloCommercial,

June

29, 1901.

CLASSICAL

STUDIES.

343
states

Carthage
antiquity.1

alone
But

of all the
not

more
'

considerable

of has

this but

'nation

of shop-keepers"
whose

civilized
continued

the

world, into the which

poor

Greece,
of Rome,
has

culture,

literature

the studies of education, times

it involves, the food

been

with the instrument

the first
we

together

and

of the
a

find

down world lesson in this fact?

of civilization, from May to this day.2

not

This

country

has

made

marvellous

strides in industrial it not

aim

but should
the
assume

enterprise, and commercial leader in a at becoming

world

of science,

literature the

and
country

art?
must

In order

to

this

leadership,
in

aim

at

thoroughness
scholarship.3

education,
so

and

Now,

far the

productive classical studies have

at

solid,

proved

the

best basis of thorough and

education

scholarship,
the

doubtless

future.

The

will continue from inference this

and to do

solid
so

in

seems

to

be

evident.

Fortunately,
have

in

this

country,

reaction

seems
our

to

set in against

the realistic tendency people

are

of

secondary

schools, of the nation

and

who
more

have and

the
more

real education
converted
most
to
useful,

at heart,

the conviction that the classical studies are if not necessary, for a liberal culture.

It will be

interesting A.
to

to hear

what of the

the

great

Charles journalist,

Dana,

thought
In

relation

journalism.
the young
a
1 2

lecture
Y.
,

of classical studies lege, Coldelivered at Union 13, 1893, upon

:

Schenectady, "Give
man

N.

October

he

said

(who

is entering

ism) journaland if

firstlass c
Idea

course

of
of
a

general

education
II, ch.

Mommsen, Newman,

History

Rome,

vol.

1.

of

University.
article
in the

See

Professor

Miinsterberg's

Atlantic

Monthly,

May

1901.

344

JESUIT
have
to

EDUCATION.

I could

my
a

own

way,

every
man,

young

man

who

is

going

be

newspaper
against

and

who learn

is not

absolutel
and
take

rebellious

it, should

Greek
rather

Latin
a

afterthe
fellow has
who

good
who

old

fashion.
the and

I would

young

knows

Ajax
who
to

of

Sophocles,
scan
a

and Ode

read
"

Tacitus,

can

every

of Horace
or a

I would

take

him

report

prizefight,
to take

spelling
never

match, had of
these

for instance, advantages.

than
' '

one

who

has

Professor
1899

West
change

Princeton

University
significance

that in

of profound
schools.2

stated in is taking
is
an

place

our

secondary

This
a

change
to

improvement, fashioned'

but
classical

in reality it is
courses,

return

the

'oldstyles

and
one

the writer

aptly
cause

it

'New
now

Revival.' in progress

As
he

important

of the
with
too

change

assigns

dissatisfaction

former
many

school studies

programmes

of study. into the is

There

were

crowded

programme.

In

other and

words,

American

opinion
the sound

moving

steadily,
and
mass

irresistibly, toward
conviction

elementary

tal elemenof pupils of

a

that the best thing schools studies is

a

for the

in
few
of

secondary

programme

consisting

well-related
a

of central

importance,

instead

miscellany.

Is

there

sufficient

evidence,

then,

that

this

tendency

of things
us
on

is becoming
being
more

strongly
and studies
more

marked

among

?
a

Is

attention

concentrated

few

well-related

leading

which ?

have
L,et
us

been
see.

important

in the best modern all the from

secondary
1889-90
Oct.

education
studies
to

Take
are

out

for which
:

statistics

available
1 2

1897-98

Buffalo

Courier,

16, 1893. 1899,

October.

Educational

Review,

CLASSICAL

STUDIES.

345

53 O

53 00

"

Studies.

9
"-H

os 00

8
^

z" O5

W) "u

^_,

*-i

8
a

a
""H

"
a

a
""-

g
B
PH

W 274,293

1.
2.

Latin
History Geometry Algebra
German
French

100,144

174

(except

U.

S.)

82,909 59,781 127,397

34,208

209,034 147,515 306,755 78,994

152
147

3.
4.

141 131

5.
6.

28,032

58,165
24,994

107
94
79

7.
8.
9.

Greek Physics
Chemistry

12,689
63,644
28,665

113,650
47,448

65

The
when
we

importance

of the
that

figures
the
rate

is the

bear

in mind

evident in the of increase in

1889-90
to

more

total enrollment
554,814

of pupils

from

297,894

in 1897-98 is 86 per cent. But certain studies faster than are this ; some growing much of them faster. Latin, to the surprise r, heads the list with of many its literally enormous 174 per cent. , a rate fully gain

of

double
increase history

the 86 in with

per

cent,

which

represents

the eight year Next

comes

the
152

total number per cent.,

with

of
then

pupils.
the
two

mathematical with
we

disciplines
and
then

(geometry
German 107, and

147 and
131.

algebra

141),
find and

with

After
94.

these

French
only

with

Greek

with

All
and

these

these
the

exceed

the average.

Physics

chemistry educators
as
one

close

list somewhat
over

below.
this
"new

Prominent

all the world

the
most

hail

revival"

of

promising in America.

signs

of the educational

movement

The
the

foregoing

pages

contain
not

sufficient proof
need
any

that

Ratio
such

Studiorum prominence

does
to

defence

for

giving

the

study

of the

classical

346

JESUIT
to

EDUCATION.

languages,
speaks well

especially for the

a

Latin.

On
wisdom the

the

contrary,

it

educational

of the
sneers

Jesuits
that

that for about

century,

despite
they

of many

modern method

school
to

reformers,
the
more

firmly

upheld

which

prudent

educators
after

fastly steadroaming

adhered,

and
wide,

to
now

which

others,
to return.

about

far and

wish why
means

It may

be

asked

the

study

of the

classical training manifold. is frequently

are mon com-

languages and The

is the

best

of

intellectual
are

The reasons culture. universal is first the very fact for which
attacked, namely,
*

this study languages

that
are

these

dead

languages. life.

'They
not

not

the language up has

of

They

are

picked

by
to

instinct
learned

and
by

without
system,

reflection. rule, and

must

Everything
formula.

be

The
to

relations with

of grammar deliberation. exercised in

and

logic

be

attended
are

Thought
assigning

and
the

judgment
exact

constantly

equivalents original.

of the

mother

tongue

for every

phrase

of the

The

coincidence

of

construction

is too
remote,

little, the for the

community mind

of idiomatic
to catch at the

thought

too

boy's

idea, by

force

of that
most

preestablished
tongues.

harmony Only the

the

exists among thought

a

modern

which law of of

and

logic guides
the
way,
1

him,
and

with
reassure

assistance
his struggling

teacher

to lead
' '

conception.

This,

then,

is the

classical languages:
to

first point of the study of the logical training, training that leads
thinking, of Latin
to

correct

and

clear study

close

and

sharp
to

reasoning.2
1

The

is better

adapted

Hughes,

Loyola,

p. 251.

See

above,

pp. 333"339.

CLASSICAL

STUDIES.

347
; for,
more more

accomplish
whereas

this

Greek
and

language any other effect than delicately is more organized, the

beautiful

poetic, elaborated in
some

Latin

is perhaps
In

the

systemically it participates
Roman

tongue.

its

severe

syntax

of the
seems

striking

character,
to

which and

qualities of the fitted to been to have

as

legislate,

govern,

to

command,

the

great

poet

has
"O

it

Rome,

'tis thine

alone

with the

awful

sway

To

rule

mankind

and

make

world

obey."3

The
various

study rules

of

Latin
laws
to

requires that

such

application the student

of
to

and

it forces

the

closest

attention,

rigorous

mental

discipline.

The

processes
to be

of reasoning
gone

through,
are

plicitly are, at least imwhich in translating Knglish an proof

the
as

sentence

into Latin,
a

ample

Suppose
into

pupil

has

to render

of this statement. following sentence

arrive
at

correct

Latin:
give

"As
the
"

soon

you
to

adelphia, Philfrom

him York.

letter,

prevent

him

going
as:

to

New

He

will probably
or

start:

As

soon

ubi primum;
tense?

arrive is pervenire,

advenire.
with

Now

what
etc.,

Ubi

primum,

together Perfect

postquam,
But

is construed

with
take

the
the

Indicative.
No,

wait,
a

does

it always past

Perfect?

only
case

when

single

fact is related ; is this

on

the

here ?

That

depends

the tense

of the

verb
It

in the principal is properly the

clause:

it is give.
tense,

What has

tense?

present
the

but

reference

to the

future.
a

fore, Therebut
a

whole
In
use

clause

does

not

express

past

future

fact.
the

Knglish
of tenses and
VI.

arrive

is present
more

ten.se,
accurate
are

but
;

in
the

Latin
action
8

is much
dependent

if

of principal
Aeneid,

clauses

both

Virgil's

348

JESUIT

EDUCATION.

future, they
arrive But
on

must
a

be expressed
meaning

by

future
a

tense.

Now
tense.

has

future
two

; therefore
or

future

which the

of the

First

second

That
of the

depends dent depenof the

nature

of the denotes

action
an

; if the

verb

clause principal
denotes

action

antecedent

to that tense
:

clause,

it must

be
Now,

put let

in
us

the
see

which arriving of the future,

antecedence.

the

at Philadelphia

necessarily
I have

antecedes
to
use
"

the the

giving

letter ; consequently
the
"

second

futurum
well:
names

exactum:

perveneris.

venio, Perfect v eni ubi primum At Philadelphia; ever, at is in; howa

they
nouns

are

of cities are construed without used in the locativus, which

ist and

tion, preposi-

in singular
tive Geninot
a

of the
case,

2nd

declensions

is like the is there

etc. ?
use

therefore

Philatfelphiae. But
pervenire, into,
congregari,
I

rule
mean

about
going

advenire, towards,

They
the

therefore

must

the question : whither, fore thereanswering construction Philadelphiam. Very Now him : give the well. him: but stop letter; give: trade, da; is eum, eum in the given him is indirect, direct sentence while
"

object,
so

it must

be

ei, trade ei epistolam.

"

To prevent, Clauses

is the

infinitive, here
purpose prose,
or

it expresses
not
ut,

purpose.

denoting

are

expressed
causa

by the infinitive in
the
etc.;
"

Latin
Gerund,
attend
from
ne

but

by

with

gen.

of
ut:

the

ad with the
:

the

accusative,

take impedias
:
-

but
eum;
or

to

sequence
a

of

tenses!
No
"

going

? proficiscendo
.

! but

quominus Eboraco having

?
"

proficiscatur
often

To
use

New the

York

Neo
not

Very

pupils from
the

Dative, about and

to,

been
of
the

instructed
to,

beginning
into,

the

difference

meaning

towards, the interest

meaning

for
Now

in benefit,

of; here

Neo-Eboracum.

the

CLASSICAL

STUDIES.

349

Sentence

is complete

veneris,

epistolam

Philadelphiam Ubi primum adeum, quominus ei trade ut impedias

:
.

Neo-Eboracum
Is it not

proficiscatur
surprising
how much

intellectual that

labor

is

spent,

and

well
How

spent,
many

in translating
were

little sentence?1
or

syllogisms

formed,

are

at least implied?

Pere
"

Fabri,

French

Jesuit teacher,

wrote

accomplishments from the study of the classical languages there gained to be derived, an exare especially quisite other advantages For in the facility of reasoning. power and
1669:

in

Besides

literary

writing
contents,

of
a

verses,

in

the

examination and

of words

and
is required

constant

analysis
the

combination
to

which reasoning."2 is
a

helps Indeed,

mind
the

wonderfully
of these

sound

study

languages

course

of applied

logic.

Immanent

logic has been and its

called the
grammar.3

characteristic

of the

Latin language
says

"Latin
"is
a
course

grammar,"

Dr.

Karl
in how
an
an

Hildealmost

brand, tangible
so

of logic
us

presented remember

form.
as

Let
that
s

only

idea

abstract by palpable
well

of and

subject and
"

object is
said, the
thus

the

m.

We
who

rendered labor was

trained When though
moment,
a

spent.

For,

student
of

has

been

the will acquire doctor, he will in

not

habit
a

clear
reason

thinking.
similarly,

given

case

in

that

cumbrous

form,

but

pass

in

unconsciously, syllogisms, and

the

because
examine

from

habit,
this

through
or

various remedy
natur-

whether

that should

will have
1

desired
Bennett,
"

effect.
in his

patient

Professor

Teaching

Latin

in the Secondary
be

School,
gone
2

22, points out the mental to pp. 12 processes in translating from through the Latin into English.

Euphyander,
Willmanu,

p. 157; Didaktik,

Chossat,

/. ":., 295.

vol. II, 115.

350

JESUIT
have
more

EDUCATION.

ally
than

much

confidence had

in

such

doctor,
same

in

one

who

has not

the advantage

of the

logical
case

training.
a

The
a

results
a

of

lawyer, in the

politician,

will be similar in the business man, a writer.

sons

The

father

fable told his

in

that

there

was

treasure

hidden

his vineyard.
and
chests
;

They

began

to dig

the

once, twice, vineyard finding the treasure. No

oftener,

in the
no

hope

of

of gold,

bags

filled
year
ever

with the

good

coin,

appeared

but

in the

following
more

vineyard Here before.

them
to seek

yielded
was

immeasurably
treasure
same

than father

the

the

wise

meant

after.

The

holds
never

good
again

in education.
use

The
I^atin turned it, and
a or

man

in later life may still the

study

his
has

Greek,

of these

languages

up

the soil in the

now

field of his intellect, fertilized

rich harvest,

if

great

extent may

it yields due to
not,

the

result

is to

that patient

digging,
does

although
not,

he

himself

and
success

in most

cases

realize

to what

source

his

in life is to be ascribed. acquired

But

the

logical
the

training

by

translating
a

from

or

into

ancient
no

languages,
means

although
the

most

important
the

result, is by
of those

only

benefit

of

study

languages. historical.
to
us

There

is, besides

this

formal

side,

the

The

I^athi

and

Greek

literatures

present

at

first hand

masterpieces
or

of antiquity,
most

indirectly

of what Most

have which is really great

all the great inspired directly and noble in

modern
the

literature.

deservedly,
styled
the

therefore,

have

classical studies

been

ABC

of all higher

l is, as Professor Paulsen Latin especially studies. No styles it, "the gate to the great historical world.

Verhandlungen

{Transactions
p. 91.

of

the

Berlin

Conference

1890.}

See

Duhr,

CLASSICAL,

STUDIES.

351

one

who
can

life

to move wishes do without

in wider

Latin.

"

circles of historical For reasons similar necessity of classical

Director

Jager maintained
man

the

lore for the

who

scientific preparation

to possess a wishes for higher studies.

title to
In the

real
last there

Berlin
was

Conference
no

on

higher

education,

1900,
on

probably

necessity
culture.

insisted point so strongly lay any of Latin for all men who
Professor Harnack
to

as

the
to

claim istic human-

claimed

that

the

training all who and

011

seemed
any

him

especially
on

necessary

for

had
the

great

influence political

their fellow-men
l

social
expressed

and
a

life of
when

nation.
he

Arnold

had

"Kxpel
confine

Greek
the

and

similar Latin from

opinion
your

said:
you

schools,

and
to

views

of the

existing

generation
you

themselves
cut

and off
so

their immediate centuries

same

predecessors,

will

many
us

place

in the

of the world's experience, if the human race as state in the year

2

and
had

first come

into existence is, in

the

1500." what
we

There
the
means

third place,
momentum.

may

call

literary and

aesthetic

When

through

of grammatical
he

studies
to read

the

pupil

is sufficiently
of

prepared,
literature. with
some

begins

the greatest

masterpieces

Gradually
of
the

he becomes
maturest

intimately of in the
to

acquai nted vided proform,

merely
manner

minds
on

all ages, proper

the

teaching
authors

is carried
are

i.

e.

if the

read

not

furnish
a

material that the

for grammatical
contents

drill, but in such

authors that
to act

of the

form
the

the
author

central begins before

part
to

instruction, of the whole live, that the persons seem

1

and

speak

the

Verhandlungen,
Fitch,

1900,

Thomas

and

p. 17. Matthew

Arnold,

p. 35.

352
eye

JESUIT

EDUCATION.

of the
author

student.

He

is thus

introduced

to

one

great

plain
Roman

First comes Caesar, whose after another. but vigorous style is the true image of the great general

and

statesman,

who

changed

the

greatest

of republics

into

an

Empire.

Then

appears

his lifelike descriptions ; I/ivy with with his eloquent history of Rome, full of ardent patriotism;

Xenophon

then

Cicero, the
with irony

Romans,

versatile of all the his brilliant style, his sparkling wit, his
most

gifted

and

cutting Then the

Virgil's
tasteful

and

stern

denunciation

of corruption.

student and

grand
stanzas.

Ovid's verses, admires elegant stately lines, Horace's refined and

Then
who

rises

before in

him

the

great

philosopher
the

Plato,
wise
man

portrays

fascinating

logues dia-

of heathen

antiquity, the student

to form
an
'
,

Socrates.
is
sure,

If properly

taught,
of

but then
a

only,

after the struggle

few
'

months,

intimate immortal of
the

friendship
Homer.

with
He

the
soon

Father
realize

of
the

Poetry

will
who

greatness

blind

old

man,

lived in the mouths thousand

of

hundred

generations
Newman

and
says,
' '

"may

civilization ;
source
men

whose

Cardinal as tribes ; who, be called the first apostle of Odyssey Iliad formed a and
to

of purest of history:

enjoyment
to

many

Alexander and
the

the

of the greatest Great, Napoleon,

We others. harangues and grand Sophocles.
what wealth

Newman,

Gladstone,
and

countless

could of the
soulBut

continue prince stirring

we

mention

powerful

of orators,

Demosthenes, of Aeschylus enough

the
and

tragedies
enumerated

have

to show

and

variety of intellectual food is placed before the classical By these studies of a few years. student in the course his aesthetical sense he acquires imperis developed, ceptibly
that precious gift, which
we

call taste.

CLASSICAL

STUDIES.

353
a

Sometimes
of these
we

we

hear authors

it said

that

good
us

translation

Greek
may

derive

give would from the study

tages all the advan-

Any
what

one

acquainted

with

classical

of the original. literature knows

are,

to

think

of this

assertion.
of

Translations
a

at

the best, what compared

to

the reproduction the

grammophone
or

is

original

concert
:

solo.

Father
of Greek

Jouvancy has well observed

authors, even force, beauty,

"Translations
seldom

if they

are

accurate,

render

the original. from the

and

other

striking

qualities of the

It is always

better to draw
it
runs

drinking
from the

water
source,

the
more

source

; the

further

the
more

it is contaminated,
taste."
l

and

it loses

its

original

This
modern

opinion

is confirmed

by the
says:

judgment
"The
or

of many
most
excellent

writers.
profane

Thus
authors,

Sterne
whether

Greek
we

I/atin, lose

most

of their graces
In

whenever

find
the

them

literally

translated.
the
sweetness

the classical authors,

expressions,

of numbers,
words, Mr.

occasioned
a

by part
of

musical of
their

placing

of

constitute

great

beauties."2

Genung,

Professor

Rhetoric

in

Amherst

College, speaks thus of the "Untranslatable" in literature : "In all the higher erature achievements of lita there must remain great deal necessarily
utmost

that, in spite of the

in another reproduced indeed survive, though subtle spiritual aroma, in the transmission.
1
!

skill, cannot language. The marred

and

be adequately
thought
may

mutilated,

but the
perishes
true

the

essence emotional This is preeminently

of

Ratio

Discendi,
by

ch.

I, art. Newman

I.

Quoted
p. 271.
23

Cardinal

in his

Idea

of

sity, Univer-

354

JESUIT

EDUCATION.

poetry.
says:

George
'In

Henry

L,ewes,

in his

Life of
often

Goethe,

its happiest and

efforts, translation
are

is but

proximat ap-

its efforts

not

happy.

A be

translation
an

may

be good

as

translation, of the

but it cannot
'
"

adequate
out
one

reproduction
instance
:

original.
numerous

To

single

there

exist

translations

of
verse.

Homer's
yet, any

Iliad
one

and

Odyssey,
with
can

in prose
the
trace most

And

familiar existing2 which

and important

poetical
remains original.
Homer's

monument

but few
in
the

of

the

graces

charmed
have

him

Cowper

and

Wright
Pope

failed

rapidity;

and
and

Sotheby

in rendering have failed

and

in rendering

his plainness
has

directness
in rendering

of style
his

diction ; Chapman and directness

Homer's
more

failed

ness plain-

of ideas ; and
nobleness,
than
any

for want

Newman

of appreciating failed has

conspicuously
passages

of

his

predecessors.
the translator's
:

Some

of Pope's talent.

translation
But
as

exhibit

prodigious
must not

Bentley

said

"You

call it Homer."

Chapman's
however,

translation
is forced

is

praised
' '

by

Coleridge,
give
you
a

who,

to add:
' '

It

will

small
are

idea

of

Homer.

Dr.

Maginn's
own

Homeric

Ballads
a
a

vigorous
3

poems
very

in their often

way,
more

but

as

Homeric
travesty. any

translation

nothing
may

than against

Similar
other

objections
of

be raised

of the

translations

classical poems. A possess in

examples
1 2

fourth advantage
over

which

the

classical

studies
consists

mathematics

and

natural

sciences, in
the

the they

moral

or

ethical element,
of the natural

many

present
Elements Arnold /.
c.
:

virtues, examples
p. 320.

Practical
Matthew

of
On

Rhetoric, Translating

Homer.

Arnold,

CLASSICAL

STUDIES.

355
and
dutiful-

of heroic
ness.

patriotism,
example

of

filial devotion, dying

The
he

of Socrates,
the

to what

considers

voice

of God,

in obedience Penelope, of chaste

other acters charthe

of faithful Eumaeus, depicted so vividly

inimitable
cannot

and

of many graphically

and

with

simplicity

and
an

skill of the

ancient

writers,

fail to

produce
on

elevating, of
the

ennobling
young;

and
these
was

purifying
examples

effect
show
us

the that

hearts the
sense

left in mankind corruption branches of

even

in the

of moral beauty midst of the darkness What have the

and
other

paganism. mathematics

of study,

and

natural

sciences,

to offer that

could

is

an

excellent there

Mathematics be compared to this ? logical thinking, means of developing

but

its efficiency stops, it has, as professors of have said, "a narrow mathematics range of thoughts ideas." inspire, does not does It certainly not and
elevate.

Or

whose

heart

has

ever

become
Pythagorean

warmed
system,

or

ennobled
or

by

fully

grasping
or (a-j-^)3

the
any

by

developing Whose

other

algebraic has

mula? forbeen
or

aesthetic

or

moral

sense

refined
other

by

analyzing

FeS+H2SO4=
?

FeSO4-|-H2S,
and

chemical
are

equations

Mathematics

natural

sciences
they
not

justly called

by the

Germans

Realfdcher;
but not
expressed ideal,
this

impart

practical, useful
Newman
an

knowledge,
has

idea, whether it is real or not, is of a nature it is to interest and possess the mind, is said to have life, that is, to live in the mind which
the they

liberal culture. difference : "When

well

recipient
are,

of it.

Thus

mathematical

ideas, real have

same

as

cannot

and
1

be called living, for they 1 lead The to nothing.

' '

no

fluence in-

applies
ch.

Newman,

Development

of

Christian

Doctrine,

1.

356
more
or

JESUIT

EDUCATION.

less to the holds good

natural of
the

sciences, study

whereas

the

very

opposite history.
In

of

literature

and

the

fifth place

we

mention

the

gain

studies

yield to the mother- tongue. for a thorough and scholarly

This

classical portant imis very of

understanding
or more

the

English

language,
are

as

two

thirds

of the

English
But

vocabulary principal is derived

the

tongue

from derived Latin. words gain in knowledge of the motherfrom careful, idiomatic translations

into the vernacular.

If translations is little need

grammar
some

are

made

regularly special
In

accurately, instructions on
and Berlin
among

there

of giving and style. leading

English

the

Conference
them

of 1890

of the

men,

Professor

Helmholtz,

point,
are an

saying

that

"good in
the

and

this emphasized idiomatic translations language,

' '

instruction be

German

which
great
expressed

cannot

appreciated
schoolman

highly
Dr.

enough.

The

Prussian

Wiese
same

had

long

before
to

himself
example of Dr. the

to

the

effect, referring
who
saw

the

Arnold
best

of Rugby,

in good

translation

English.
Arnold,

"Whenever

for writing preparation it is attended to,"

an

excellent
says

Dr.

"it

is [translation]

exercise

of the best modes value ; it is in fact one in English because the composition, with
from

of exceeding of instruction
constant
comparison

the
are

different idioms
translating,

of

the
you

languages,
in the most defects
:

which
manner own."2

you

shows

lively
your

the
In

peculiar
another

excellence passage
may,
p. 117. vol. p. 44.
II,
or

and

of

he writes
ought

"Every
made

lesson
1 2

in Latin
Transactions;

and
see

Greek
Dulir,

to be

Stanley, and

Life of
Matthew

Arnold,

p.

112 ; and

Fitch,

Thomas

Arnold,

CLASSIC

Aly

STUDIES.

357 of every
an

lesson

in English
or

; the

translation

sentence

in Demosthenes extemporaneous
to express
our
own

Tacitus

is properly

English

with equal language the

so

; a composition brevity, clearness

exercise in how problem and

the

force

in

thought

which

original

author

has

admirably

expressed
says

in

his."

"The

practice "by

of translating,"
us

James

Russell

Lowell,
best

making

deliberate

in the

choice
own

of the

in our equivalent of the foreign word has likewise the advantage of schooling
the
1

language,
us

in

one

of
' '

main

old English in the modern

the

'The

elements is theory

of
now

good
reviving

style

"

precision.

that the teaching

and

of

is fashion of little value,

L,atin grammar,

that

old method

of teaching
care

and

ing allow-

English
more

to take
' '

of itself,is really sounder

and

practical.

Similar
this High
country,

are

the words
Mr.

of

prominent

schoolman

of
of

Nightingale,
In

Superintendent
Report National

Schools,
on

Chicago.

the

of

the

Conference

English,

read before the Park,

at

Association
ne or

of Education "I

at Ashbury

N.

J.

1894,

says:

would
commence

have

children
the study

the

age

of ten

years

of that
and

language

eleven in which

the
and

fields of persuasion
law,

philosophy,

of literature
"

is

so

largely

the progenitor

of the English be
strong

the
must

incomparable contend
with

I/atin.

If

we
"

would
resist

we
"

something We
cannot

something
on
a

conquer

something.

gain

muscle
only
126;

bed

of eiderdown.
1

Toying

with

straws

will
p.

enervate
by

Democracy

Genung,

Practical Professor

Other and Elements

Addresses,

quoted

of

Rhetoric, Endowed

p. 320.

Mahaffy,

Irish

School

Commission

Report,

p. 244.

358 the

JESUIT

EDUCATION.

faculties. his

The

blacksmith's strokes
of

arm

becomes
hammer

mighty
on

through

ponderous
very

of the the
the

the
the

anvil.
modern

The

facility

acquisition possibility
schools,

of

languages
Put

precludes
our

of and

cipline. disthe

L,atin into

common

puzzling

problem

of English

Grammar
meets

will be Hearing
the

its solution,
step, the
very

for the

why

that

pupil

at every

laboriousness

and

difficulty of the task,

the powers the

will

open

the

intellect, develop adaptation,

to write
a

of

criminat dis-

and enable
a more

enlarge

vocabulary,
essay,
use

the

student and

better Knglish
of speech,
any

terse
more

trenchant

style

and

grasp
form

with

avidity
than

and

keenness

promulgated quintuple
' '

of thought,
on

if he should

spend Grammar

the

time

the study
Is it not

of the

English

alone.

significant
orators
were

that nearly ardent

all the great and

a a

English
students
an

writers of the

and

admirers A
a

classical
a

languages?
a

Pope,
Pitt,

Dryden,

Addison,
a a

Milton, and

Burke,

Tennyson
Pitt

and

Newman, student

others?

The
:

younger

gives
of rendering

the following
the

advice
Roman

"The

practice

Greek

and

classics into the

most

English,
sages pasin
a

and

of committing which
occur

to memory

eloquent

in reading,
student
can

is the
engage.

best

exercise
It imparts
a

which command

the

young

of language,

aids him

in acquiring

forcible

style, affords the

memory,

the

discipline, strengthens mental his taste, invigorates his intellect cultivates him
a

best

and beautiful

gives

relish

for

the

sublime

and

Further, in writing." the whole of English literature is so saturated with classical allusions, that
without
of Greek
a

fair knowledge
and
Roman

of the writers,

more

important

works
to

it is impossible

ap-

CLASSICAL

STUDIES.

359 the finest productions

preciate

fully,

or

even

to understand

of English
have another

literature.
that
our

This

being

the

case,

we

proof

modern
natural great

pedagogists,
sciences

by

exaggerating all reasonable and

Having

the claims

of the
are

beyond
to

bounds,

doing

harm

ture litera-

liberal culture.
reviewed
the various
we

advantages
may

which

the
one
:

study
of
the

of the classics affords,

greatest

well say

with

minds

of

the

nineteenth

century

"their inestimable and sciences, and services in the interest of our material well-being, have do dazzled the imaginations of men, and since they
Modern methods

wonders
supposed

in their

own
can

province,
do
as

it is not
much in any useful

unfrequently other
arts

that they
But

ince provis
one

also.
thing, and

to

advance
the

the

to cultivate

mind

another.

The
to

simple

question

to be

considered
the

is how

best
powers

strengthen,
; the

refine, and
of the

enrich

intellectual

perusal

historians philosophers and .poets, Rome this purpose, and will accomplish has shown ; but that the study experience will do the like, is proved Far indeed experience whatever. sciences
the
extreme to the

of Greece
as

long

mental of experito us
am

as

yet

by

no

I from
as

denying practical

attractiveness,
world
at large,

as

well

the

benefit

of the

sciences

of chemistry,

electricity, and
department
facts,
or

geology;

but the question

is not

what

of study
the

wonderful

promises

the more contains brilliant discoveries more

is in is in the higher and and which which the inferior rank ; but simply which out of all provides discipline for the unthe most robust and invigorating formed
mind. modern
.
. .

Whatever the

be

the

splendors
of

of the its dis-

philosophy,

marvellousness

360

JESUIT

EDUCATION.

closures,

the

utility of its acquisitions, still it will literature

place
J

and in

the

talents
to

of its masters,

not

avail
the
they

the

event,

detrude with
ages

classical
the

and

studies have

connected

it from

in education."

which Goethe,

held
what

in

all

realizing
:

debt

he
that
remained

himself

owed

to the

classics, exclaimed

"Would
forever

the study

of Greek

and

Roman

literature
2

the

basis of higher
are

education."
why

These
always

the such them

reasons

the
to

Society
classical "few
them

of

Jesus

gave

prominence
to be

studies.

She

considers

among
"

the
3

well-related
she would

studies apply

of central
the words

importance of Dr.

to

Stanley
and mind.

Hall,

quoted

before
one

"Only

great, concentrated really train the

prolonged
' '

efforts in
mind
can

direction

The

never

be

trained

by that
of

miscellany
our

of studies
systems.

crowded

into

the programme
on

modern

Their

were youth ably pointed out seventy years Roothaan,4 the General of the Society, Father the lower [he means schools grammar schools

effects ago by
"In

and learn

the colleges], objectkept

as

in view
and

is to have learn

boys

many

things
time and
But

as

possible,
with
the

them

in the

shortest

least
of
so

exertion
many

possible.
and

Excellent !
so

that

variety

things

many
to

courses,

all barely
a

tasted

by

youth,

enables
they

them know,

conceive and

high

opinion
the

of how
crowd

much of the
to

sometimes the the

most

swells

half
the

instructed,
sciences
1

pernicious As

of all classes
to knowing

and

State alike.
Idea

anything
p. 263.

Cardinal

Newman,

of a

University,

Sprit,he c
See

in Prosa.
344.
Hughes,

3
4

page

Letter

of 1832.

Loyola,

p. 290.

CLASSICAL

STUDIES.

361

truly and solidly, there is none of it. Ex omnibus aliquidj in toto nihil: Something of everything, nothing in the end. In the method the lower of conducting have branches time accessory studies, some should
provided and
must

for them,

especially
But

the

vernacular of

tongues

literatures.
always

the

study be

Latin

and

Greek

remain

intact and have

the

chief the

object of
principal

attention.
sources

As

they

always

been

of exhibiting

the most

perfect models
so
are

ary of literstill."

beauty Here
the

in precept and style, it is necessary to meet

they

some

objectionsto
much the
they
at

Jesuit system.
on

It is said that,

however

Jesuits insisted
them
to
a

the classical studies,

directed

wrong

end.

They

aimed

only

"formation
they

of style."

"To

write
.

in Latin
.

is the

ideal

propose
attention,

to their pupils. not

They

direct the pupil's but

to

to

the

thoughts, elocutionary

the
a

elegancies
word,
to

of
the
us

language,
form."
even

to the

effort ; in
Mr.
says:

Thus
that

M.

Compayre.1

Painter

tells study

the

Jesuits' "plan"
can

"The
a

of

classic authors
namely,
to form

have

for
we

us

only

secondary else. What

2

end,

the style,

wish

nothing
' '

Style

will be formed
can
a

essentially after Cicero.

to

answer answer

be given
very

this serious
the

charge?

The
of Mr.

is

simple

one:

first sentence
statement

Painter's

quotation contained

is untrue.

That
whole

of his is nowhere neither literally

nor

in

the

Ratio,

equivalently.3
1 2

The

Ratio

and
p. 144. p. 169.
that
Mr.

its commentator

Jou-

History History
I do not

of of
wish

Pedagogy,

Education,
to imply

Painter it is based

has
on

consciously
an

committed

this blunder.
of the

I suspect

entirely

false translation
says which Cicero. that

first Rule style

for the Professor be

of Rhetoric,

L,atin

should

modeled

chiefly

after

362
state

JESUIT

EDUCATION.

vancy

expressly in these

that

various
:

things

are

to

be

considered of grammar, varied

studies

knowledge

of language, style, and

of syntax,

precepts

of rhetoric,

erudition.1 the

Jouvancy,
has

in the
or

schemata the

for explaining

authors,

five

six points,

first is

always

the

interpretation and logical

then

of the

meaning,

the

contents,

the linguistic
or

explanation general how

; then

rhetorical

poetical
2

precepts,

erudition,

and
are

lastly the

I,atinity. quotations
the

This
of
Mr.

proves

untrustworthy

Painter
of

and the

of

other

critics of

of

Ratio.

The

perusal
also

commentary

vancy Jouthe

refutes

in

general

the

charge

of

"mere

formalism." general
laid

However,

if by

"formal" the

is meant
has

linguistic
stress

training,3
on

Society
scholars

always
to

great

it.
this in the

Many

begin

deplore

the

fact
too

that

"formal"
new

training

is being
great

neglected
linguistic and

much logical conducted

schools. results

"The
from

and

training

properly

which instruction

solid especially and

for

in grammar, in
the

in another

language,

particularly
"

L,atin
nemesis

Greek,
it has

has
come

of late been
' '

undervalued
4

already.
that

It is true

in

the
not

sixteenth
enter
as

and

seventeenth

centuries

the

Jesuits did
contents

fully into the

at

explanatio

of the
But
1

as

is demanded

present.
also that

who
See Hum.
2 3

can

blame

them

for this?
XVI, also

It is true
Reg.

below

chapter

Prof.
below
"formal" Beckx

Rhet.

I.

Reg.

/., etc.

Ratio This
of the

Docendi, is the

ch.

II, art. 4.

See
term

ch.

XVI,

" 1.
many

meaning
as

of

the

in

letters
M.

Generals, page
form". in

in that

of

Father
author

quoted

by

Compayre,
"pure
Dr.

145, where

this

misinterprets

the

phrase
4

Hirzel,

Neue

Jahrbucher,

1902, vol. X,

p. 53.

CLASSICAL

STUDIES.

363 and
our

they

insisted

very
more

much

on

speaking

writing
But

Latin, much
so

than

is advisable
schools.1

in

days.
mastery

did
was

the

Protestant
at that time
was

For

this

of

Latin
as

of foremost universal

practical language and

importance, of Western

Latin

the
the

Christendom,
necessary
was manner

language of

of law

science,

and As such

the it
a

organ

international
to

intercourse.

necessary,
as

therefore,
the
as

teach

Latin

in

to enable to do
on

pupils well
as

to write

it, the
;

Jesuits
they
most

endeavored insisted
much

this
a

possible

hence

good
a

Latin style, and

which
only
can

imitated
some

of all that

of Cicero, school the

choice of

radical
If

critics of the
even one

Mommsen

condemn.
of

at present

writing

and

speaking

Latin

is
for
exercises

of the
same are

exercises

in the purpose
towards

Jesuit schools,
as

it is not

the

practical directed

formerly,

but

these

the

logical

training
to

of the
these

mind. exercises speaking

Besides,
now

much

less

time
"

is devoted

than

heretofore.
was
never

That
only the

the writing

and

of Latin

the from
;

object of
manner

ing teach-

this language, the authors from

the
were

is proved

in which

explained
that

fact

Greek
not

it is also sufficiently clear in the taught was always

for the

Jesuit
One

schools,

certainly for
was

practical

purpose training. with ideas.

another

of speaking of these

it, but
purposes writers,
M.

purposes

of general the

to acquaint

pupils

the classical
But

with

their thoughts has

'

and

here in the

Compayre

discovered

defect

Jesuit system.
put scarcely than

'It is to be noted,
more

besides, hands
of

that the

Jesuits

into

the

their
1

pupils
See

select extracts,
Gesch.

expurgated
Unt.,
vol.
I,

editions.
p. 352

Paulsen,

des

gel.

and

passim.

364

JESUIT

EDUCATION.

They
books time.

wish

in

some

sort

to

efface and

from

the

ancient
the

whatever

marks detach
of

the epoch
fine passages

characterizes
of
eloquence
are

They

and

beautiful
seems,

extracts

poetry,

but

they
; they

afraid,

it

of

the

authors
the
are

themselves

fear
"

lest the

pupils
nature.

find in them
' '

old human
several
terms

spirit

the

spirit of
assertion.

There
of

fallacies ''select
are

in

this

First
"expurgated

all the

extracts"

and by
M.

editions"
as

apparently
;
v.

used

Compayre
An

synonymous

but

this

is not

correct.

expurgated

edition, gives
the

g. of the

Iliad, the Odyssey,

the Aeneid,
of
are

whole

work

with

the

omission

but

few

objectionablepassages.
not to be

Such

editions
from these

certainly

called

select extracts

authors.
some

The

Jesuits used
whose works

to read
are

select extracts
a

from
as

authors,

of such

character
as

to make

it impossible

to read
etc.

them
But

entire, they the read

Juvenal,
the
some

Tibullus,
works, Plato's the

Catullus,
Odyssey,

great

the

Iliad,

Aeneid,
etc.,

of

Dialogues, editions

the

works

of Cicero,
a

in expurgated passages
what

in which

only

few

indecent
not

were

left out.
the

These
time,

editions
or

did

efface

characterized
authors.

marked
it would the

the
have
to

spirit of been

the

On
the

the contrary,

directly
all the
was

against this.

principles
whereas

of

Jesuits

suppress

For,

the
that

Protestant
man,

Reformers

and
grace,

Jansenists
utterly the

taught and

unaided
to do

by

corrupt

unable

anything

good,

that

virtues of the pagans, of a Socrates and but gilded vices, the Jesuits always others, were tained mainfirmly that fallen man remained capable of performing seeming
some
1

good

works.

The

Jesuits

were

more

History

of

Pedagogy,

p. 144.

CLASSICAL

STUDIES.

365 because,
nature

than
as

once

styled

Pelagians

or

Semipelagians,
extolled human

their adversaries
much.

said, they

too

The
and

Jesuits could,
theological
of the natural

consistently

with

their

philosophical pupils On
the the
out

doctrine,

propose

to their

the example the other

virtues
most

of the pagans.
to show

hand,

they

were

anxious

immense

superiority
systems

of the

religion

of Christ
they

to

philosophical
the

of the ancients;

pointed
man

helplessness
the baser
an

of Greek

philosophy
and

to raise

above

elements

of nature,
the

they

showed
race,

into what

abyss

of corruption All this

human

left
could

to itself, had

fallen.

instruction
authors
what

they
was

impart

only

if they

left in the and

characteristic

of their time
as
on

spirit, except
were

such
not

passages

account

of their Here

obscenity
we

fit to

be

read
saying

by

youths. frequently pagan

have

the

meaning

of the

used
as

by
to

Jesuit educators:
make moral
the of them

"So
heralds

terpret inof

authors

Christ."
ancients

The
were

religious
to be ; what

and

principles

of the

judged
the

by

principles its divine

manifested
testimony

standard the human

tian of Chrisspirit in
naturawas

likeness,
as

of the Anima
so

liter Christiana,
approved and

Tertullian
;

says

beautifully, exhibited
of Christ," the

recommended which
If M.

what

that
was

spirit of nature
condemned. for doing for it is
a

is "the

enemy

Compayre
must

reprehends proud of such

Jesuits
;

this, they
contumely

be

reproach
the

suffered
the
never

for defending of rank

ing teach-

of Christ

against

doctrine

naturalism. authors

The

Jesuitswere
History

afraid of the ancient

proved this.

themselves.

has

If they the

had

been

afraid, they

would
authors

have

introduced
of the

Christian
classics.

L,atiti and

Greek

instead

pagan

366

JESUIT
they

EDUCATION.

As

possessed countries would

almost

an

educational
two

monopoly

in

Catholic
that such
on

for about
have
But

centuries, had
they

it is certain attempted

they
a

succeeded,
never

change.
contrary,

they

attempted

this change;
attempts.

the

they

strongly

It suffices to allude
on

to the

opposed such famous controversy Abbe

carried

with

so

much

vigor
ago.

by

Gaume

in
scholar

France, tained mainwith the

about

fifty years

This

zealous

that the pagan

classics infected the schools

pagan
schools

ideas ;
the

indeed,
cancer

he

saw

in

their upon

use

in

"fatal
' '

which

preys

the

vitals

of Christianity.
should,
Many

Christian

Latin and

Greek

authors

therefore,

be substituted

for the pagan

scholars and
Donoso

classics.
writers,

distinguished
as

Catholic

such and who

Montalembert, sided with

I^ouis Veuillot,

Cortes
those
were

others
most

Abbe defended
them

Gaume.
the

Among
classics

strenuously
among

the
In
a

Jesuits, foremost
most

Father
this

Daniel.

elegant

and

learned

book2
the

Jesuit

proved the

overwhelmingly

that, from
great Doctors

earliest centuries,

majorityof
were

the

of the

Christian

Church

to the classics, on the contrary that opposed favored their study, and that the severe most of them is directed not against language the of a few Fathers
not

classics
contained
1

as

such, in many

but against
of them.3

the

idolatry

and

obscenity

Gaume,

Paganism
Dolman, Daniel,

in Education,
1852.

translated

by

Robert

Hill,
2

London,
Charles

S. J., Des
1853.
two

Hudes

classiques

dans

la

Paris societ^ chretienne. 3 On this subject see

interesting
on

articles the
Dec.

in the
of

lin DubPagan

Review:

"The
in

French

Controversy
vol.
XXXIII,
on

Use

Literature
336;
and

Education,"
Gaume

1852, pp. 321" Studies,"

"The

Controversy

Classical

vol. VII

1866, (new series),

pp. 200"228.

CLASSICAL

STUDIES.

367
only
on
one

There
writer

was,

as

far

as

can

ascertain, prominently

Jesuit
side of

who

ranged

himself
this

the

Abbe
as
a

Gaume
body,
as
a

in
''the

controversy.1

The

Jesuits,
ties," communistood
not

greatest
at

of all educational time

writer

the

called them,2

up

for the that could

the

defence

of the

classics.

They

did

deny which

classics contained evil they of the

as

dangerous

elements,
hearts,
was
or

work
But

in

men

of

bad
it
a

weak vicious
system

heads.

thought individual, of many

that
or

the

organization
of teaching, the

pernicious

that

humanists, and

that extracted sound

poison
of

from

the

classics

rejectedthe
in the

aliment

intellectual

food
cannot

contained

literature.

This

danger

ancient exist for all, and it can

teaching. "put

be

effectively

remedied writer and

e

by

wise

As

the

afore-mentioned proper
1

declared,
greatest

education

into

hands,
La Natura

the
la

step
Rome

[towards obviating
1865.
"

Grazia,

The

fact

that

this

Jesuit publicly
It

his fellow-religious, reflection.

follow,

held the views opposed furnish for material may

often

generally
an

by

important
have
to

is

so

asserted
a

that
system

the
or

Jesuits

like humble

sheep,

certain
any

set of opinions

for them, prescribed and is practically excluded.

that

utterance

of individual history of
the
as

views

The in

whole

Order
Cardinal

proves

the

contrary.

Kven

theological is not

opinions,

Newman

said, the
it would
not

Order
suffer

over-zealous

traditions,

or

its great with

one

writers

about to be

its
engaged

in animated controversies II, p. 369.) Sketches, vol. this

the

We
we

shall

another. have more of the

as a

ical {Historto

say

on

subject
Jesuit

in chapter

XV,

when

treat

training body

of

teacher.

Whenever

the
the
not

Jesuits
for the

defend
of the
reason

certain

so on they opinions, for these opinions, arguments

a

do

intrinsic

strength

extrinsic

of

tradition
2

of their

Order.
December

Dublin

Review,

1852, p. 322.

368

JESUIT

EDUCATION.

possible
the

evils] is
be

achieved.

The
us
a

present
more

position hopeful
very

of

Jesuits in France
the

is for

sign

than

would called for by

In 1894

introduction
' '

of the

system

Abbe*
M.

Gaume.

Jules lyemaitre renewed

the

attacks

on

the classics, directing the

Jesuit schools.
read
in

his accusations especially against "I find," he writes, "in the pagan
voluptuous

authors
curean

schools

naturalism,

Kpi-

is not virtue principles, or that Stoicism which The consequences but pride. state of this anomalous incalculable. We that cannot of affairs are wonder
the

Jesuit colleges
among

have

produced

so

many

pagans Now

and is

freethinkers,
very

them

Voltaire."2

this

This accuses the amusing. writer fostering a heathen, free-thinking spirit, by

teaching the classics; and
the M.

Jesuits of
means

of
them

Compayre

charges

with

suppressing
writers.

characteristic
one

spirit of the classical tions contradic-

This
which

is
the

of the numberless
of the

into been

opponents

Society

have the
as

betrayed.

If

the

spirit of M.

Compayre,
and
M.

taught classics were is little doubt there L,emaitre

But

in
that,

Abbe

Gaume would

apprehended, the

thinkers free-

be
a

produced.

Jesuits teach
the Nor
mere

them
these

in quite writers

different spirit.
wide of the

Hence mark.

charges

of
the

are

did

Jesuits give
of the expunged
conscientious

mere

anonymous
as

fragments,

travesties

classics, obscene

M.

Compayre
from

claims.
their

They

passages

is all.3
1

The

editors have non-Catholic for doing reasons this are

p. 335.

as editions, done, and that

so

obvious

that

Ibid., Revue
We

2 3^

bleue,
not

Jan.
have

1894.
by
any

Chossat,
means

/.
to

c.,

p. 330.
that
mean.

do
such

intend
texts

say

editors

of

kept

to the

golden

all Jesuit On the

CLASSICAL

STUDIES.

369

there

should
we

be

no

need
say

of defending
more
on

this practice.

However,

shall

speaking

of the

"Moral

Scope

of

subject when Education." ter (Chapextracts.

this

XVII.)
One
more

word

about

selected

One
von

of

the greatest

Greek

scholars

of

our

age,

Professor

Wilamowitz-Moellendorf

of the Berlin recommendation

University,

has

justpublished,
Ministry

at the

of the Prussian

reader consisting of of Instruction, a Greek from different authors selected extracts and different kinds of literature.1 The of this book is to give

object

the students

of the higher

classes of the
selections

gymnasium,
from

by

means

of

characteristic
a

various

kinds

Greek

of writings, literature.
a

criticism of such
even

of the whole conspectus range of do not wish We here to attempt a to state is that, want plan; what we
"

scholars think selected extracts the students of great value especially for acquainting in its with the spirit of a great nation, as expressed
at

present,

great

literature.

If, then,
"

the

Jesuits had
"

is not the case selected extracts which in the not be justified blaming would for doing
selections
contrary,
we

read chiefly M. Compayre

Jesuits in particular

were

this, unless he could prove that their destitute of all educational value.
to extremes. But
we

do not

deal

have gone admit that some here with individual cases,

but

with

the

general

principle. 1 Griechisches
volumes
text, two

Lesebtich.

Berlin, Weidmann, See

on

1902.

Two

Transactions
Neue

of Jahrbucher,
In

volumes the Berlin 1902,

commentary.

Conference, 1900,
X,

this reader, pp. 205-215.

"

vol.

pp.

270-284. 1902,
this
new

Monatschrift
158-160, and
review,

fur

hohere

Schulen,
the

Berlin,
number
that
an

March of

pp.

October.

April

educational

p. 301, it is stated

English

edition

of this work

is in preparation.
24

CHAPTER
Syllabus

XIII.

of

School

Authors.

"

i.

General

Remarks.
the

The

Ratio

Studiorum

divides

literary

lum curricuof six,1

the

into five classes.

Father

Jouvancy

speaks

adding fifth. six. classes

years

that

the

sixth Kropf

is sometimes in 1736,

Father
Most

with combined in his programme,

country
are

has six
two

Jesuit colleges
literary
course,

in this

have added

in the

to which

of philosophy

with

higher

mathematics,

natural
correspond

sciences

and
to

economics.
the

These
and

eight
the
are

classes

high
or

school
grammar

college

course.

The
the

four high

lower

classes

school,

whereas

the

four

to equivalent higher classes :

Humanities

(Freshman),
Senior
college, with
the

Rhetoric

(Sophomore),
to

Junior
American

and

Philosophy,
one

correspond
essential

the

difference,
sional profes-

"that

the

work

of

Jesuit college
culture

is not

study,

but
study.

general
' '

and

preparation

for

professional
When of the

in the following

pages

we

speak
a

of the study

authors,
has

it is understood

that

systematic
accompanies is
a

study
the
to

of grammar reading begin

1
2

preceded
authors.
too

and

partly

of the reading
Ratio
Rev.

Of late there
almost
7.

tendency

early,
ch.

from

the

beginning,

Docendi,
F.

II, art.

Heiermauu,

S.

J., in
and
the

Woodstock American

Letters,

1897,

p. 376:

"The

Ratio

Stndiorum

College."

(370)

SYLtABUS

OF

SCHOOL

AUTHORS.

37

and

to study cannot
on

the

reading schoolmen

grammar whole L,et be fruitful.

inductively.
us

Such
German

hear

two

this question.

Director of the

Jager of Cologne
Philologireading of
the

said in the
ans

4ist

Conference

German

and

Educators
should

(Munich, 1891): "The

the remain but it must

the

authors

principal

object of

classical training, reading

be

an

intelligent reading,
matical of solid gramOnly thus can of scientific
must

that is understood

because

training the study knowledge.

to

imparted
language

previously.

of

become

means

Therefore,

sufficient time
' '

be devoted

the

grammatical
the

training.
very

Professor

Seeliger
:

makes

following linguistic
that the
a

timely

observations
not

"One

point
of
:

in the namely,

training

must

be lost sight
authors

understanding

of the

must
can

be solid ; but be built only on

solid appreciation the foundation of

now-a-days

of the authors
a

knowledge much

of

grammar.

Teachers
out

try too

to keep

this

end

of sight for fear of public

weakly
to

yield to the

the proclaim is the only authors

I think for the

Zeitgeist and hush loudly that the more

some opinion; it up altogether,

reading

of the
But
even

objectof

grammatical youth
many

classical instruction. discipline is very salutary, present of

our

of the
dangers
who

age, time.

indeed,

remedy
one

against
us

And

any
to

of

teachers

conscientiously

endeavors

make

instruction grammaticus,

effective should
and
act

fearlessly profess

to

be
' '

a
l

according

to this profession.

The
studied

Ratio

Studiorum

prescribes
in

the authors

to

be

in the various and similar

may

classes, and documents, be read

Jouvancy's
authors
or

commentary
are

other alongside

mentioned
1

which

instead

of

Neuejahrbucher,

1898, vol. II, p. 83.

372
those the

JKSUlT
enumerated
and
to

EDUCATION.

by
the taught

the

Ratio.

As

we

have

seen,

matter
are

order
are

in which
not

the

different subjects
to the

be

essential
to follow

Ratio.

Consequently
given
list.

it is not If in any

necessary

strictly the

be and must point the Ratio can it is in the choice of authors. to the times, adapted in other Therefore, are those read generally which classical institutions
taught of the
country,
to the

should

be

ferred pre-

and of the

according

spirit and read

method

Ratio.

In fact, all authors

are

in the modern Ratio

or

classical

schools

mentioned

in

the

by

Jouvancy.
In

different

ages

we

find

different be

tastes

and
to

We must not, opinions. find authors recommended

not

therefore,
as

surprised
which

school
here
a

books

do
as

suit

our

taste.

We

give

list of authors of
the

contained
When the
same

in
Ratio

different
enumerates

documents
many

Society.1
one

the

authors

for

and

that the choice was class, it is understood left to provincial local superiors. or 'GRAMMAR high school FIRST CLASS (first class): Latin: from Cicero, if possible in easy selections separate Nepos.

editions;

Fables

of

Phaedrus,

L,ives

of

SECOND
rum:
more

GRAMMAR
same as

CLASS.
preceding. of

Latin:

Ratio

Studio-

the

Jouvancy:
Virgil's
"

somewhat

difficult letters
from

Cicero,
other

Bucolics,

selections of Aesop.

Ovid

and

poets.

Greek:

Fables

THIRD
rum:

GRAMMAR

CLASS. Caesar's

Latin:

Ratio

Studioeasy

Betters of Cicero,
of Ovid.
From
1

Commentaries,
S omnium
Studiorum,

poems

Jouvancy: Cicero's
rules
ch. of the

Scipioand

various

Ratio

vancy, Jou-

Ratio

Docendiy

II, art. 7.

SYLLABUS

OF

SCHOOL

AUTHORS.

373
I

Georgics, nisj Virgil's Metamorphoses. Ovid's the Tablet

of Cebes;

especially
"

books

and

IV.

Greek:

Fables

of

Aesop;

FOURTH

GRAMMAR

of Lucian. select dialogues Latin: tant imporCLASS. more De

letters of Cicero;
select elegies

Senectute,
of Ovid, and

De
or

Amicitia
selections

etc. ;

and

epistles

from

Tibullus,
or

Catullus,
book

Propertius, of Virgil's

Virgil's
the

Eclogues;
fifth and

the fourth

Georgics,
"

seventh

book

of the
"

Aeneid

etc.

Jouvancy: Caesar,

Cicero's

De
,

Officiis. Greek:
Xenophon.
"

St. Chrysostom

(select
of

Homilies)
Isocrates.

Jouvancy
Latin:

Orations

HUMANITIES

(Freshman).
and
etc.;

Cicero, especially

ethical

writings

easier orations.

Caesar,

Sallust,

L,ivy,

Curtius Odes St.

(Aeneid);
Isocrates,

above of the poets, Greek: etc. of Horace,

"

all Virgil

Orations

of

Chrysostom,

St.

Basil,

Epistles

of

Plato,1 and poets:

Synesius,

selections

from

Plutarch;
etc.

of the
prescribes

Homer,

Phocylides,

Theognis

Nadal

besides:
RHETORIC

Aristophanes.

(Sophomore).
of Cicero;

Latin:

Rhetorical

works

and

orations

historians. Quintilian;

ancy: Jouv-

Livy,

Tacitus,

Suetonius

etc.;

poets

specified by the Ratio); Greek: Demosthenes, etc.

"

Jouvancy: Seneca,
Plato, Thucydides,

(not Juvenal
Homer,

Hesiod,

Pindar

etc. ; also

St. Gregory
"

Nazianzen,

St.
or

Basil, and

St. Chrysostom.
"

Jouvancy:

Sophocles

Euripides.

Nadal

prescribes Pindar,

Demosthenes,

dides, Thucymore

the tragedians,

and
' '

"all the
2

portant im-

and
1

more

difficult authors.
considered
were

Now

universally
century

spurious,
not

although
who

even

in the
their
2

19th

scholars
as

wanting

defended

genuineness,

Grimm

and

Grote,

Monum.

Paed.,

p. 92,

374 From

JESUIT

EDUCATION.

this last statement,

that

and

in fact from authors those

the whole
were

list, it appears in the the

sweeping
were

all the

important and that

"the

included

Jesuit plan,
assertion
all excluded
at the

who

made

that

greatest

Greek
l

authors

from

the

Jesuit schools,"
Society.

have

not

looked

documents
were

of the

All

the most

important

authors
not

explicitly

prescribed.
are
mentioned

It is evident
could

that

all the authors

which provinces

be read.

The
or

different

of the which of

Society
varied

drew

up

lists,

catalogues

of authors,

in

different in i.
e.

years.

Thus
"

in the
a

Province

Upper
was

Germany
drawn
or

1602
a

1604

catalogue
to be

perpetuus
read
every

up,

list of authors

four

five years.
class.2

We

subjoin the
ad

list of the books

for Rhetoric

A.

D.

1604:

Cicero,
vol.
II.

Orator

Brutum;

orations,

The

Annals
"

of Tacitus.

The
of

Tragedies
Demosthenes.

of Seneca.

The

Philippics

The

fyya /ecu ?)/^/"cuf Heso

Oratoriae;

iod.

A.

D.

1605:

Cicero,
vol.
III.

Partitiones

orations,

lyivy,

I. decade.

Juvenal
Homer,

"

The

Olynthiacs

of Demosthenes.
II.

Iliad, books

I and

A.

D.

1606:

Cicero, De
vol. I. Thebaid.

Orator

e,

three

books;

orations,

Livy,
"

III.

decade.
Panegyric.

Statius,

Isocrates,

Kuri-

A.

D.

1607:

pides, Hecuba. Cicero, De Optimo

vol. II.

Genere

Oratorum;

orations,

Tacitus, Historiae.
"

ClauRhetoric.

dian

and

Herodian.

Aristotle,

Sophocles.
1 2

See

above

p. 8, note
vol. IV,

1.

Pachtler,

pp. 1"29.

SYU,ABUS

OF

SCHOOIv

AUTHORS.

375

A.

D.

1608:

Cicero, Partitiones Oratoriae;

III.

orations,

vol.

Statins, Sylvae.
Homer,

"

Xenophon,
I and

CyroII.

paedeia.
In
were

Odyssey, Rhine

the

Province

of the

in

Rhetoric

class

read:
D.
1629:

A.

Cicero,

Partitiones;

orations,
Horace,

vol. I.

De

Claris Oratoribus. Seneca,

"

Odes,

b. III.

Hercules

furens. lyivy,
Olynthiacs.

I. decade.

Demosthenes,

ChrysosIliad,

tom,

DeSacerdotio,
Greek

b. IV.

Homer,

b. IV.

epigrams.
vol. IV. De

A.

D.

1630:

Cicero, Orator.

orations,
Horace,

Inventione;

b.

IV.

and

Epodes.
"

I/ivy, III. decade.

Homer,

Seneca,
etc.

Thyestes.

Iliad, b. V
a

These
reading
to

lists represent
from
some

considerable Modern

amount

of object the
not

the

best
the
to

authors. authors

of

recommended
unfairness,

writers by

Ratio.

However, that

avoid

it should
in former
those

be

forgotten
certain
at

the

opinions
were same

held

ages
current

about

authors

different

from

present.
Protestant

The

objectionscan
plans

be

made

against

school
as

of former

centuries.

Thus

Melanchthon,

the smaller the

poems

well as the Jesuits,considered formerly v. attributed to Homer, g.

as
a

Batrachomyomachia,

fit school

classic.
are

Also
recommended

Hesiod,

Aratus,

Plutarch,

and

I/ucian

by Catullus,

Melanchthon.1

Tibullus,
Victor,

Propertius,

the

Disticha
Pliny, Praeceptor

CatoPruGer-

nis, Aurelius
1

Kutropius,

Lucan,
als

Hartfelder,
vol. VII

Philipp Melanchthon
of the Monumenta

maniae, Berlin

Germaniae

Paedagogica.

1889, pp. 360"397.

376 dentius,

JESUIT

EDUCATION.

Publilius,

Sedulius,
Cebes,

Seneca, Hesiod,

Severus,

Vel-

Aelian, lejus, lides, Plutarch, in

the

Aesop,

Lucian,
etc.
,

Phocyread other of the

Hes-

Pythagoras,

Theognis
of

were

Protestant

schools

Brunswick
the

and
works

countries.1

Besides,
as

in these

schools

Neo-Latinists,
sus,

Buchanan,

Castalio, Sabinus,

Kobanus
Sleidanus
in the

Krasmus,
were

Lotichius,
more

and

others,

read

extensively themselves

than

Jesuit

schools,
to the
a

which

confined
classics.

almost

exclusively

ancient

As

the ancient

authors choice

possess
of the

far superior

educational
great that

value,

the

Jesuits betokens
It is evident

pedagogical
authors

wisdom.

like

Theognis,

PhocyliIn

des,

etc.

are

not

read

in modern in the choice

Jesuit schools.
of authors,

fact the

Jesuits have,
to the

suited

their schools
It may
to read

times. questioned from

whether

also

be

it is advisable lowest
they

selections
as
an

Cicero's be
given

letters in the
only

classes,
furnish
the

they

can

piecemeal;
classes,

excellent have the

subject for
become
class

higher

after

students

acquainted good

with

Roman

history. short

For

lowest history, will

connected
etc.
,

pieces, found

stories from Readers,

mythology the

as

in

Latin

serve

purpose

better

than

Cicero's letters.
may

In the

next

class the

Lives

of Nepos

be

taken

Commentaries

up, followed in the third.

province
to

by Such
as

the
a

study plan
as

of Caesar's
suggested
In

was

by

the

German
sent

early

1830.

the

propositions

Rome
very

in that few

year

it

was

said that require and should

vol.
a

Cicero's

letters, with

exceptions, history

considerable
1

knowledge

of Roman

Koldewey, of the

Braunschweigische

Schulordnungen,

and

VIII

Monumenta

Germaniae

Paedagogica,

passim.

SYI^ABUS

OF

SCHOOL

AUTHORS.

377
etc.

be replaced
writings

by

select
same

historical author.1

passages

from

the

of the

Father
Discendij

Jouvancy,
gives

in several
notes
on

chapters
the
most

of his

Ratio

brief

important
"to

Latin and
show,"
as

Greek
he

authors
says,

and
what

their characteristics,
order they

"in

should

be
"
*

read

and

what

fruit may remarks,

be derived
as

from

their study.

few

of his in the

is to

be

expected, and

cannot

stand

light of modern

philological
for the greater
correct.

ical histor-

criticism.
are

However,
most

part his observatio We of shall

judiciousand
of these
on

embody

the

substance
notes

chapters

Jouvancy
Literature

in the following
them of
from

the

authors,

supplementing

the splendid
Baumgartner,3

History and

of Universal
comparing scholars.* Writers.

Father

them

with

the opinions

of other

prominent Prose

"
CICERO
Ratio

2.

Latin

is first and
grade.

preeminently

prescribed
so,

by the
except

for every

And
he

rightly

if

we

the lowest language

classes. the
as

For
best

is the master

of the
of ancient the only

Latin
ture, cul-

and indeed,

representative

regards former

Latin oratory,
times,
p. 442.

sentative.5 repre-

In
1 2

particularly

during

the

Pachtler,

vol.

IV,

Ratio

Discendi,
art.

ch.

I,

art.

1,

" 2;

art.

2,

" 5;

cli. II,

art. 2,
3

" 7, and
with
the
see

3,

"

3. especially of vol. Ill, which

Geschichte

der

Wettliteratur,
literature

deals

classical above

Greece

and

Rome

on

this work
4

We

quote

p. 233"234. from Nagelsbach, chiefly

Gymnasial-Pada-

gogik nischen
man
n,

(3. ed.);

Dettweiler,

Didaktik

Didaktik und Methodik and Didaktik Anthon, als Bildungslehre;

Dettweiler,

des Lateiimd Methodik des Griechischen; Will-

Class. Dictionary.

Did.

des Lat.,

p. 193.

378 Renaissance,

JESUIT

EDUCATION.

Cicero

was

overestimated;

now,

after the

sweeping
Mommsen,

condemnations it has become

of

Drumann,

Froude,
to

and

the
a

fashion
more

treat

him

with
we

contempt.

Cicero

finds

sympathetic,
the

and
of the

think

more

just, treatment
Newman,

at

hands

great

Cardinal

in his
where the his

Personal life of
style
are

and
this

Literary gifted

Character
Roman,

of
his

Cicero,1
works,

and
style

admirably
and
masterly

described.
that the

Cicero's
greatest

is

so

splendid

of the

Romans,

Caesar,
which,
master

could
as

not

help

admiring
says,

his inventive him

the

powers, greatest
seen."

man New-

"constitute

position of coma

that

the

world has
as von

has

Of
the

late years
vagaries

healthy
such

reaction

set

in

against
and

of

radical

critics

Mommsen

Froude.
of the

Quite

recently

Professor

Wilamowitz
"In

University

of Berlin,

stated emphatically:
remain works the centre

spite of Mommsen,
'

Cicero

must

Which

Studiorum
orations, specimens
I.
to be
i.

and

of Cicero are other documents and

should

' 2 of I^athi instruction. The Ratio to be read ?

mention

his epistles,
works.

philosophical of all these his orations

rhetorical

Some

Of

be studied. deserve the following

especially

read.3

Verrinae I, IV,
grouping
2.

V;
of

in the
the

fourth,

De

SigniSj the

marvellous

material

is highly

structi in-

De

Imperio
lucid

Cn. Pompei
disposition.

(De
3.

Lege

Manilla),

has
1

most

In

Catilinam,

Historical Transactions

Sketches,

vol. I, pp.

239"300.
-

1900, p. 207. Conference of the Berlin ZieCicero als Schulschriftsteller^ See alse Weisweiler, and linski, Cicero im Wandel derjahrhunderte, L,eipsic, Teubner.
2

Cf. Dettweiler,

/.

c.,

p. 193 sq.

"

Nagelsbach,

Gymna-

sial-Pddagogik,

p. 123.

SYLLABUS

OF

SCHOOL

AUTHORS.

379
a

especially

the
4.

first and

third

exhibit

splendid

quence. elo-

Pro

Milone,
5.

distinguished
or

by

masterly Philippicae

argumentation.

One
to

other

of the
6.

(the
7.

second

seems

be
Pro

the

best).

Pro

Ligario.

Pro

Marcello.

8.
on

Archia

magnificent

passage

the

invectives

(against Catiline
in gravity,
on

(contains a Cicero's I/iberal Arts). are someand Anthony) times

"

Poeta

wanting laudatory happiest of life and

and

are

too

declamatory;
are

his his
full

orations, efforts.
nature,

the other all abound

hand,

among

But

in

descriptions

and

his skill in amplification

is unsurpasse

II.
i.

Philosophical

writings: is his Somnium

The

finest part
of the be
2.

Scipionis, Republica,
many

on

the

immortality
cannot

soul,
on

(in his
account
or

De

well

read

of the

which gaps in
is clear

the and
3.
4.

text).1
easy,

Cato

Major,
than

De

Senectute, De
highest

and

is better well

Laelius:
the

Amicitia.2
classes.

De

is Officiis

fitted for

The
good
III.

Disputationes and

Tusculanae,
easy

especially

lib.

i,

form

relatively

Rhetorical
etc.,
are

Works. read in

reading.3 De Oratore,
Rhetoric class

Orator

ad

Brutum

more). (Sophovaluable,

IV.
as

The
as

Letters of Cicero

form

the

most

well
1

the

largest, collection

of letters

(870 pieces)
Somnium

good of the editions separate Scipionis, for instance, Reid's (PittPress Series).
exist
2

There

In

the work, in

introduction
Professor

to

his

excellent says:

commentary

on

the be

latter

Seyffert

"De

Senectute should

may
not

read
up
3

Tertia

(fourth class), De
(sixth
"

Amicitia

be

taken

before

Upper-Secunda p. 200.

class)."
Cicero's

See

Dettweiler,

On

philosophy
II, p. 118

see

also

Dollinger,

The

Gentile

and

the

Jew,

vol.

sq.

380
we

JESUIT

EDUCATION.

possess important

of any
source
a

of the

ancients. history
manner

They
of this
the

are

the most

for the

remarkable

In period. all his good

very

pleasant weak

and

points: his
and

his

writer exposes honest, although

heart,

short-sighted

patriotism, inconstancy
who take
severe

affectionate
vanity.

his and

fickleness,
Mommsen,

Drumann

his naive
on

confessions
Professor

in

light,

are

too

Cicero.

wrong Mommsen

is altogether

biased

against Rice

Caesar.
reference
great

Mr.
to

T.

Mommsen:

in favor of his hero Holmes has said with well imagination is a "Historical

Cicero

quality, but

it should

not

be

allowed

to

run

riot."1

These
the middle

letters
or

are

an

excellent

subjectfor
can

study

in

higher

be made
62
"

so B.

as

A selection classes. to illustrate Cicero's stormy

career

easily from

43

c.

that period the world's

history of well as to reflect the whole fraught with events, to change were which For this purpose history. the following
,

as

selection
country:

used to be read in Ad Fam. V, i; V,

4;

Jesuit college
Ad Ad
Fam. Alt.
II,
i;

of
22;

this

2;

Ad
i;

Fam.
XIV,

XIV,
4;

Ad

Att.

IV,
ii-t

Fam.

VII,
12;

Ad
3

Att. VII,

Ad

XVI,

Ad

Att. VIII,

(Cicero's opinion of Pompey Ad Att. IX, 1 8 (a highly interesting Cicero's interview Caesar); Ad with
Ad
XI,
1

and Caesar); description of Att.

12;

XII,

18;

Fam. 27 and
2

IV,
28;

5 and
XI,

6;
i;

Ad
IX,
Gaul,
as

Att.
14;

XIV,
4;

Ad
28,

Fam.
etc.2

XII,

X,

Caesar's
On

Conquest

of
E.

p. 755

(see also p. 803).

see

"Cicero's
Dr.

Letters
O.

Class

Reading,"
in

the

excellent
vol.

VIII,

article of 174. pp. 162

"

Schmidt
author

Neue

Jahrbucher,
to
or a

This

the

orations against have been studied.

pf the letters,

Catiline,
He

them wishes De Senectute,

read, after De Amicitia

new

be

adds

also

plan for

selection

SYI^ABUS

OF

SCHOOL

AUTHORS.

381 and

The
polished,

translation
as

of Cicero

should

be exquisite

is the

noble

and

refined

diction

of the

original.1

Of the character of the of this "greatest delineation has given a splendid Mommsen Romans," is overHistory, "although in his Roman this sketch drawn CAESAR.
and have
rather than entertaining Caesar to do with only
as

here

convincing. historian, as
on

We

particularl

the

Gallic
style

War. these

writer of For simple

the

Commentaries

the

straightforward
remain up
to

historical
this

commentaries
model.2
ease,

day,

an

unsurpassed clearness,

Caesar's equality
severity.

style is remarkable of expression,

for

perfect
on

and

simplicity bordering
of the He

There

is something language.
does

imperator

or

the

dictator in his very

as are

commands After legions.

reading epics
to

language style and the first difficulties

to be

he
overcome,

his
the and

ought

quick,

as

that

of all histories
are

in general.

Continual

references

to be

made

Drawings illustrating the maps. and plans, descriptions of battles and interest sieges, will arouse facilitate the understanding The and of the text.
the

translation

of this

author,

quite

different from

that of

Cicero, should be plain and forcible, like the original itself. From it must be the historical standpoint not that Caesar's Commentaries are unoverlooked not an biased historical work, but one written for a political
purpose, viz., the

justification of

his

proceedings

in

Gaul.

The
a

great

in writing,

general was also a skilled strategist in the art ot grouping so master events,
various Collins,
works
on

vSee also syth,

2

Cicero,
etc.

by

Middleton,

For-

Trollope,

Boissier,

Father

Baumgartner,

vol. III. p. 383.

3"2
as

JKSUIT
to represent

EDUCATION.

his

measures

as

justified without
clever

losing
particular

the appearance
the

of strict historic
speeches
are

objectivity.In

frequently

partisan

ethical point of view it will be to indicate occasionally the brutality of also necessary this great imperialist in dealing the Gallic and with
writings.
the

From

German
studied

tribes.
in

Roman

military

antiquities reading

should

be

connection

with

the

of the

mentaries,1 Com-

are

of Cicero. the
name

the civil, political and social antiwhile quities best treated in connection the study with So it was done in the Jesuit schools under of "general great
a an

erudition." of
Rome

IyIVY'S work,

history

is not written

critical
the

but
of

popular

narrative,

with

warmth
as

enthusiastic

elegant

and

says,

"forcible

as grand and dignified."

His Latin is not patriot. Cicero's, but is, as Jouvancy

2

decadence made
are

he upheld
the queen

period of moral had the old virtus Romana which

of the world.

In

Rome

the speeches

which

L,ivy makes

Of special beauty his heroes deliver

part

in important

moments.

They

form

and

parcel inner
I

of

his narrative
of the

and

dramatically

exhibit

the

ings feelII

principal read;

personages.
above all XXI Punic

Books

and

should
glowing

be

but

and War,

XXII,

the

account

of the second exploit

analyze

especially
"

Hannibal's
must

daring
taken
to

be

in crossing the Alps. Care his periods to render and

sentences.

them

into shorter

English

SAUJJST,
tio Catilinae,
1

in his Bellum of which

and is T.

Jugurthinum
he
work

and
was a

Conjuracontemstudy
of

latter event
most

magnificent

helpful
Holmes'

for the

the

Commentaries

Rice

Caesar's

Conquest

of

Gaul.
2

London, Rat.

Macmillan,

1899.

Disc.,

ch. 1, art. 2,

" 5.

OF

SCHOOIy

AUTHORS.

383

porary,

gives
the

an

insight
corruptions formed

into
of

the

and

tions political machinaHis Roman society.

of Thucydides, and

style is carefully

after that

is distinguished
sometimes

for vigor and

conciseness,

but becomes
is also
whole,
censured

sententious

and

abrupt.
and
on

He

for archaic

expressions, smoothness.

the

lacks

graceful character, always rightly material

ease

and

The

delineations

of

(e. g.
been
says:

of Catiline,

considered

Jugurtha, Marius), have Jouvancy masterpieces.

an

"Sallust
a

and

wealth

exhibits ' of ideas.

'

abundance

of

TACITUS
of

is the
He

greatest
was
a

historian
stern

of Rome,

if not
the

antiquity.1
an

Roman

of
virtus

old

stamp, which the sad

enthusiastic had

admirer

of the

Romana,
But

in his time condition

almost

of his time

totally vanished. him made gloomy, and

pessimistic,

the
see

and one-sided. deathbead of pagan

the

"Tacitus
Rome
Rome,

Juvenal paint
have
no

; they

eyes

to

growth

of

new

with

its universal
the

citizenship,

its universal of

Church
.
. .

(firstof
The
that
:

perors, Emoutraged

afterwards

Christ).
the

Empire
the

the old republican

was

tradition,
Roman

provincial

but this, which is the greatest crime in the eyes of Tacitus, is precisely in the history of what constitutes its importance 2 Tacitus' sympathetic description the world." of the
naturally

inferior to

simple

and

incorrupt
was

manners

of the

Germans,

in his

Germania,
in
a more

intended light,

to set the

Roman

corruptions
too

glaring
In

and

is evidently
warmth

much

idealized.
and
1

psychological

depth,

vigor
See

of expression,
Father Baumgartner,

Tacitus

surpasses

of feeling, Thueven

vol. Ill, pp.

531"538.

Ramsay,

The

Church

in the Roman

Empire,

p. 175.

384
cydides. devoid
His

JESUIT
style
is

EDUCATION.

dignified, and
as

manly,

studiously
ornamental;

of everything
so

feminine concise,

merely

it is

brief and
says
most

to be

often obscure.

Jouvancy
are
can

appropriately:
so

"His deep

sentiments reflection
l

striking fathom these

and
them,
reasons

profound, and
mere

that only

reading and

is not

For

his
only

Annales

sufficient." Historiae are the

classes

proper
mature

reading
men.

for the

highest

and

for

Of said.

other

Latin

prose NEPOS'

authors

not

much

CORNELIUS in
a

Biographies
style, form

of
"

be need Great Generals,

tive instructhe

written
reading

simple
the

easy

and

for
as
one

lowest
as

classes.
the

During

Middle

Ages,
era,

well

in

first centuries
authors
was

of the

Christian

of the

favorite No

SENECA.

The
has
as

reason

is obvious. the
that

philosopher view

approached

Christian
a

of antiquity of life as closely

up
that

Seneca,
had

so

legend

sprang

the

Roman

become

Christianity. Augustine,
testimony. sentiments, life
" "

St. Paul acquainted with Tertullian says: Seneca saepe noster,

and

and and

Jerome,
His in

Lactantius
contain
contrast

appeal
loftiest

to

his

letters sharp

the

moral

with
changes,

the

author's

; "whole

been

delivered
' '

letters, with few in the pulpit

However,
are

might

have

by

Bourdaloue

and

Massillon.

it is questionable

whether
for
young

Seneca's
pupils.
to

works

suitable

reading

A
read.
Father

distinguished
His
every

critic says:
sentence
must

"Seneca
have
a

is not
sharp
of the

be
1

Baumgartner,

l.'c.,vol. Ill, p. 534, speaks

"markige,
2

lapidare, ur-romische
Maistre,

Stil des

Tacitus."
IX.
"

De

Soirees

de
to

St. Petersbourg, St.

Paul,
see

On

the

spurious

Letters

of

Seneca

Bardenhewer,

Gesch.

der altkirchl. Literatur,

vol. I

(Herder, 1902),p. 470.

SYI^ABUS

OF

SCHOOL

AUTHORS.

385
no

point,
food when

striking

antithesis.

This
seems

is
to

wholesome the
same,

for boys."1

Jouvancy
of the

say

he

speaks

"abruptness

and

ruggedness

of

Seneca's

style."

" 3.
PHAKDRUS
wrote

Latin

Poets.

several imitations

books of the precision,

of fables, famous

partly

translations, Aesop. simplicity

partly

fables of
and
excellent

The

gracefulness,

elegance, of Phaedrus

of style, make
to

the

fables

reading his sound

moral

start with

in lower
other

classes.

Besides,

precepts

afford

pedagogical

vantages ad-

OVID
brilliant describing

is the
than

most

gifted

of

Roman

poets,
his his

more

Virgil,

unsurpassed and

in
in

power
ease

of

and

"painting,"

and
a

fluency
words,
on

of versification. expresses
the best

Father

Jouvancy,
that
can

in

few

judgment
' '

be passed
chaste

this writer: "Would that he pure as he is elegant and pleasing.

true.

were

as

and
too

This

is only with

Therefore, There

his works
are some

must

be read

great

caution.

of his productions

of whose

be existence young students should Amores, Ars Amandi, Remedia Amoris,

in too
strong
terms.

ignorant.
cannot

The

The
me

poet

be condemned himself confesses:

amores."
or

"Nil Critics, who

religious
poems

nisi
cannot

lascivi per

discuntur

be suspected severely

of squeamishness censured

prejudice,have
as

the erotic

of Ovid,

"gems

of frivolousness,
on

handbooks
must

of lasciviousness, the
1

which

young poison

readers
that

duce pro-

effects of sweet

enters

into the

Nagelsbach.

25

386
"

JKSUIT
marrow.
1

EDUCATION.

very

In

some

parts of the
the
no

second

book

of the

Ars

Amandi,
leaves

poet

burns
as

and third firework,

we

the stench
are.

of which

doubt

to where
as

The

poison

is all the

more

dangerous

it is

offered sweetened poetic diction.2

many

seductive

the virgin honey with of genuine But even the Metamorphoses contain reason passages, for which only selections

should be in the hands of the pupils. The Metamorphoses important are the most
for class
much

work
very

reading. of

There
feeling
a or

is,

on

the whole,

not

depth

thought,

but

myth

after

is related, in description, in a most myth

marvellous

fascinating Ovid
more

of detailed style, and in a truly variety

has little of the stern

Homeric
Roman

naivete.
character;

Indeed
he

has his

of the gay,

imaginative
and
unlabored

Greek.

As
ease

regards of his

style, the

elegance

He versification is unrivalled. Et quod says himself of his facility in writing verses: dicere, versus The brilliancy of his temptabam erat.3

imagination,
art

the

liveliness
every
scene

of his

wit,

the wonderful

of bringing

distinctly

before the eye,

or

whether
cottage

he describes of Philemon,

the palace

of the Sun- God

the

have

If properly treated, Ovid Above all, the account creation

gartner

universally admired. will please and delight boys.

of the
chaos primeval and It is, as Father Baum-

been

should
says,

be

read.

"clear

and

grand

and
which have

forms

the

noblest

and

most

beautiful
the

cosmogony

and
1

pagan

Orient
der

classical antiquity 4 handed down.

' '

O.

Ribbeck,

Geschichte

romischen

Dichtung,

vol.

II, pp.
2

217, 265.
Schanz,
see

Geschichte

p. 147;
3
4

Baumgartner,
IV,

romischen Ill, pp. 466 vol.

der

Literatur,
"

vol.

II,

488.

Trislia Vol.

10, 26.

Ill, p. 478.

SYLLABUS

OF

SCHOOL

AUTHORS.

387
the

Then
war

should with
most

be read
giants,

the
the

four

ages

of the world,
Phaeton

the

deluge,

(perhaps

the

splendid and
the

and

highly

poetical

of his

efforts),
fluent. Ovid

Niobe,

lovely

idyl Philemon should

and

Baucis.

The

translation

of Ovid

be easy
to

and

The

students

should
verse.

be

encouraged study

translate and the in

the
an

into English
mythology the
can

The

of Greek

Oriental
study of

easily be connected with Father Metamorphoses. Jouvancy,

his edition gives
a

dix appen-

to

of select stories from useful

account

Metamorphoses,

short, but

of the

various

deities. Nagelsbach
fourteen
ex or

thinks

it foolish

to

torment
or

boys

of

fifteen years
a

with

the could

Tristia
not

Epistolae
interest in ever, how-

PontOj

as

youthful

mind

take

those

perpetual
may

lamentations.
with advantage,

few
v.

pieces,

be read
or

g. the

departure
ex

from
IV,

Rome,

the

poet's

autobiography

(Ep.

Ponto

10), etc.
VIRGIL is ''the Prince of L,atin poets"

(Jouvancy),
the
most

''the

greatest

poet

of of

the
Homer,

Augustan
the

age,
master

celebrated
of Dante,1

imitator
the

and

model the

favorite
Horace

of Augustus

and

Maecenas,

friend, whom
the

calls 'the half of my

the

soul',2 and
the

anima
as

Candida,
he
was

stainless

soul,

'Virgin

poet',
not
as

easy

noble

and

3 is His language styled in Naples." and as fluent as that of Ovid, but is grand, lofty sentistately; but in his ideas and ments,

Virgil
In

is infinitely superior
times

to Ovid.

modern
Dante,

Virgil
I.: "Lo

has

been
maestro
meae.

severely
et lo mio

censured
autore."

Inferno,
I, 3
:

Odes
3

animae

mio dimidium

Baumgartner,

vol. Ill, p. 415.

3o8 for Homer

JKSUIT
not

EDUCATION.

"

being

Homer.

Indeed,
many

he

is inferior
But

to

in many, that

in very

points.
an

let it not

be

forgotten

his

epic; is
to

entirely artistic epic.

or

different
literary
it
same

species epic,
would

of poetry,
whereas

it belongs

the

Homer's
to

is primitive

Hence
to the

be unfair
Virgil
to

judge
an

both

according
of Homer,

standard.
come

is

imitator

and

did not
censure

up

his master. should

made

For
remember

this the
the

critics

him,
"Homer

but they
has

Virgil,

they

of Voltaire: words if this be true, say;

' '

his finest work. it is undoubtedly Pastorals In his Eclogues or

Virgil
he

imitates
as

the

Greek

idyls

of Theocritus.
"

But
same

is not
not
as
are

varied,
"

lively and
as

natural

at the

time

coarse

his

Greek

model.

Theocritus'
simplicity Virgil's

Idyls

genuine and
are unadorned

Pastorals,

full of rural
style,
whereas

of thought
Pastorals

rather

political
require

allegories. much learning,

For
and

full
hence

appreciation
they
are

they

less fitted above read.

was

for younger
the

boys.

The

first, however,

and be
poet

all On
considered

celebrated
of
as
a

fourth fourth

Eclogue, Bclogue,
during of the
"

should
the

account

this

prophet

the
son,

Middle

Ages.

The
"

mysterious
as

prediction
foretold
us

with
age

whose
was

birth

the

Sybils

the golden
the refers of

to return,

naturally

reminds Virgil
most

of

prophetic
to

passages
son

of

Isaias.
Roman,

evidently

the

of

noble it is
some

probably
that he

Asinius

Pollio; the

but

highly

probable Old

borrowed

idea and
whose

details from especially

1

Testament
of

writings,
a

contents,

the

expectation
a

Redeemer,
si cela

had
est,

become
c'est
sans

HomZre
son

fait

Virgile,

dit-on;

doute

plus bel

ouvrage.

OF

SCHOOL

AUTHORS.

389 Pope's

known

through
a

the

Jews

in

the

dispersion.1

Messiah,
with

Sacred

Eclogue,

should

be read

in connection

this fourth
four books

Eclogue

of Virgil.
are

The

of the

Georgics
literature.

the

best didactic have been

as

production
styled against of the which

in

Roman
essays

They

poetical
the

on

the
that

dignity
was

of labor,

set

warlike

glory,

the

popular

theme
work, language

day.

This

is Virgil's
the

most

characteristic

breathes

genuine
superior

air of Italy.
to that

The

is magnificent,

of the Aeneid.
and
to
contains

The

work

abounds

in beautiful

descriptions
advisable
not

charming the whole with

such work,
a

episodes.
as

It is not

read

the

student

will

be

satisfied
may

topic.

Select

passages, from

however,
II, and

be
IV

studied

in class, especially

book

book

(the

life of the and

bees:

their little state,

character,

suits, pur-

wars).
greatest work,

Virgil's points
an

the

Aeneid,

is in

many

imitation
a

of both

Iliad and

Odyssey;
sense

but

in

its spirit it is
word,
"a

national
2

poem
an a

in the best

of the of
By
a

reflection and

echo

of all the grandeur

post

the history
most

of Rome," ingenious device,

as

prophetia
poet

factum.

the

succeeded
the

in exhibiting,
greatness How
connect

and,

it

were,

foreshadowing

historical
and

Rome

in its legendary
for instance,
of the Roman
das

history.
is

of bold
the

successful,
ancestor
Netie

it to
rulers

legendary
1

with
Altertum
must

Dido,
etc.,

See

Jahrbitcherfur
105
"

klassische

1898, vol. I, pp.

that

128:

"Bvery
sources

unbiased
furnish
the

mind
best

admit

Hellenistico
eclogue."

Jewish Josephus,

explanation

of this
VII,

Cf. Isaias

11, 6-8.

L,actautius, VI,

Div.
"

Inst.,

24,

11.

"

Bell.

Jud.,

312.

Suetonius,

Vesp., 4.
58

Nagelsbach.

39" the foundress

JESUIT

EDUCATION.
'

of Carthage.
ex

Her

imprecation:
most

lExoriare
and

aliquis
most

nostris poetical

ossibus ultor," is the of

the

clever

conception

Punic

wars.
a

Then
vision, and
a

take
sees

the

sixth

book,

where

Aeneas,
and
or

in
glory
any

grand
of Rome,

all the in

future

splendor poems,
more

show

Homer's

in

other
more

work,

passage
character.

of nobler,

majestic and
the

poetical

It is true,

hero
He

of the poem, lacks

Aeneas,

does and

not

inspire

the

reader.

the fiery passion

impetuous

of Hector,
But

spirit vigor of Achilles, the chivalrous the inventiveness and cunning of Odysseus. than

he

is
of

more

all that:

he for

is the chosen

ment instruthe

Divine

Providence
in human

bringing
history:

about
''the

greatest

achievement
race

ment settle-

of that the founders

in

Italy,

from

which
narrow

were

to spring

of

Rome."

Only
Virgil's

prejudice,
work.

therefore, Rightly warmed

can

depreciate
a

immortal grand
religious of Roman
a

has

Jesuit said:
national
the

"This
and

picture
asm, enthusi-

with elevated

strong

by

consciousness

majesty
world,

and

dignity, illumined
many
a

by

the

light of

higher

outweighs is not

beautiful

passage
not

of the studied from

Iliad.

This

merely
as

frosty imitation, it
can

artifice, this
the

is poetry, heart
of
a

well

forth noble

only

inspired
genuine

true

poet.

This
and

idealism

and

enthusiasm

is the soul
' '

the life-inspiring

principle

of the
I

whole

poem. it is

think

Nagelsbach should study of

who

says,

that

every

classical of Virgil. suffice. give

1

scholar

carefully
course,

all the works

For
But,
as

the far

pupils,
as

selections selections
I. book,

must

possible,
poem.

these

should
the

view

of the

whole

The

II.

Baumgartner,

vol. Ill, p. 436.

SYU.ABUS

OF

SCHOOIv

AUTHORS.

39!

(compare
the

I^essing's
not
to

L,aokoon),
be omitted.
Dante's

theV.,
In

and

above the be

all

VI.

should

reading

sixth given
easy

book,

references

Inferno should
of Virgil

throughout.
task;

The
to

translation

is

no

it ought

be noble
great

and

dignified.

HORACE

is the
and

lyric

poet

of

Rome.

His good

Epistles
reading

Satires,

carefully

selected,

make

for Freshman

Class,
in

his Odes for Sophomore.

his

There
good

is
sense,

great

variety

poems.

All
taste
true,

show and

clear
His

judgment,
very

extraordinary of nature
are

elegance.

descriptions and

portrait-lik

vivid candor
he opens

effective.
to

With

the

greatest

his heart

his friends,
shorter patriotic aim and

without
are are

guising dislight,
very
some

his weaknesses. graceful tender. and different. They show

or

His

poems

The
the

Odes

poet's

at effecting

large social
to
a

political purpose
and
more

consequently
tone.

grander

dignified
the

rise Although

reckoning

himself
grege

among

followers

of

Kpicurus

(Epicuri de
tenets

porcum),
and

of that
practical

school,

much

wisdom.

rises above the coarser many of his sayings contain is, as I^ord L,ytton says, He
He is not
easy

he

the most

''quotable"

of authors.1

of

translation.

The
vancy

comedies
says,
are

of PI.AUTUS written

and pure

TERENCE,
L,atin,

as

Jou-

in

but

contain

many

impure

things,

for which

reason

they point

studied

in expurgated
on

editions.

This

be should is strongly

insisted
See

by

the

Ratio

Studiorum.

Father

Baumgartner's

sympathetic

sketch,

vol. Ill,

pp. 437"457.

392

JESUIT

EDUCATION.

" 4.
Before well
to

Greek
of the

Prose

Writers. it may

speaking
a

Greek

authors,

be
port. imof

make

few
a

observations

of fundamental
the

There
Greek
in the

is

difference
seems

between
to be

study

and

of Latin, which

well

expressed and
1901.

"Prussian
we

School
the

Order"

of

1892

There

find

as

object of
principal the

studying
authors study

Latin:
and

"The
logical

understanding training;" understanding similar

as

of
the

the

objectof
was

of Greek:

"The
' '

of the

principal
made
1669

classical authors.
centuries
ago
wrote:

A
the

distinction

by

Jesuits. As
write and
man

early

as

Father
is not
to the

Fabri

"To
cated edu-

to speak must,

Greek
according

necessary.

An
speak

adage,

Latin,

understand tur, Graece

the

Latine loquaread Hebrew. and intelligent,Hebraice legat." 1 It is evident that

Greek,

study

of of the

Greek
mind,

contributes

also
not

to

the

logical
so

training directly rigorous

but

it ought

to be

sought with

as

in

Latin.
seems

The
to be

Latin

language

its
pose. pur-

syntax

better fitted for that

It is different
we

with

Greek.
grammar

In

former

ter,2 chap-

mentioned

that
a

Latin

was

eminently

logic, and
on

its study
hand,
means

course

of applied
almost
we

logic.
a

"Greek
course

the other

might

be called
learn
to
our

of

aesthetics,
a

by

of which

distinguish

thousand

gradations will
not

of meaning
allow
us

which
accentuate.

barbarous
' '

languages the
1

to

ever, How-

principal

objectof

the
"

study

of Greek
Les

is the

Fabri,

Euphyander
XII,

(1689).

Chossat,

Jesuites "

Avignon,
2 3

p. 286.
Chapter
Dr.

Classical

Studies,
;
see

p. 347.

Karl

Hildebrand

The

Month,

1886,

Feb.,

p. 167.

SYU,ABUS

OF

SCHOOL

AUTHORS.

393

reading
us

of the
one

Greek

classics. nations

"The

Greeks

are

for

not

of the nation for

civilized

of antiquity,
has

but
given

the
us
' '

civilized
the

(das Kulturvolk), which

all kinds

models

of

literary

productions.

And

Father

Baumgartner

observes: became
a

"The

intellectual

culture

of the their

Greeks

power

survived
centuries

political
a

decadence,

not only which but for all comingon

exercised world's

decisive
"

influence
2

ment the develop-

of the
In

culture.

order

to attain

this

objectof
be
be

the study

of Greek,
as

the

reading

of authors

should should
authors

begun

soon

as

possible.

Etymology
"

limited

to the

essentials

occurring reading forms

in the

which

form

the

staple
many

in colleges.

The
or

old grammars exceptionally

contain
are

which
course

never

quite

met

with
many

in the
rare

of reading. of declension,

To

this

class

belong

forms

comparison,
and, above

exceptional all,
numerous

augments

and

reduplications,

irregular

done always
a

in

They be left out, as has been should verbs. best modern The the Jesuits grammars.3
brief textbooks,
1829.*

favored in

"perquam
was

breves," says
with

document

This

in accordance praecepta,

their

fundamental

principle:

Pauca

multa

exempla, Greek

exercitatio plurima.
syntax

may

at

'firstnot

be

taught
as

systematically

but
1

inductively,
Didaktik

incidentally,
und

the

rules

are

Dettweiler,

Methodik

des

Griechischen,

p. 11.
2 3

Baumgartner,

vol. of

Ill, p. 5.

Perhaps

one

the

best

modern
Kaegi,

grammars has

is the
been

Small
recently

Greek

Grammar

by

Professor

translated

into English

by

J.

which Kleist, S. J.

(Herder,

St. Louis,
*

1902.)
vol. IV,

Pachtler,

p. 404.

394
met

JESUIT

EDUCATION.

with

in reading.

Then

the

various

rules rules

are

to be

put of

together

systematically.

Important
position

(the use
of the the

Subjunctive and Optative, the be learned and the like) should

forms.

of the article,

with

the

practice

the

The

various

conditional
the

clauses,

meaning
use

of tenses

(especially of
must

Aorist), and

of the
are

participles
the whole

points
study the

be well explained. in mice.1 Syntax Greek

be
a

These

The
for

of vocables
reading

should

direct
Many

preparation

future

of authors.

in
are

exercise-books
altogether
the
system

in
useless

vogue
to

during
this end.

vocables, found the last century,

This
reading

evil

arose

from
years
to

of confining

Greek

for two

to translating

unconnected Ratio,
and the

sentences.

According
of connected

the

spirit
easy
as soon

of the

reading

pieces,

narratives
as

easy

authors,

should

be

begun

possible.
to

The

best author and

the

begin

with

is XENOPHON. of his former

also in
nor

For
language times

the sweetness he
was

graceful

simplicity
In

styled
was

''Attic Bee."
the

his

Cyropaedia
But
as

favorite is not

book,
as

Jesuit colleges.
interesting
the
a

this work

easy,
or

as

the

Anabasis.
is

The
a

Anabasis,

The

Retreat

of
and

Ten
good
are

Thousand, preparation interwoven

book

most

fit for youth,2

for Herodotus. with the

The

speeches

narrative

prepare

which for the

reading

of Demosthenes. details about

dialect
Homer,

The
Asia
should but

geographical
Minor
not

and
prove

nographic ethuse-

will

"Also

the

epic

before systematized."
2

reading

be studied systematically incidentally, and afterwards

"Ein
on

(Prussian School Order.} Dr. Dettweiler. rechtes Jugendbuch."

Didaktik
vol.

See

this

author

Xenophon, Didaktik,

des

Griechischen,

p. 29 ; also

Willmauu's

II, p. 519.

SYLLABUS

OF

SCHOOL

AUTHORS.

395

ful for the study

of the

Acts

of the

Apostles
I
"

(Travels of
IV

St.
be

Paul)

and

of the

Crusades.
and
with

Books the

maps, read with drawn on paper or on

the blackboard.
too

should of battles plans If this is done,

will take
a

and

the reading

is not

slow,

the

boys

real interest in the clear and

simple

narrative

of battles

and
Boys

marches

through

the

countries
travels.

of hostile
"

tribes.
the

delight

in warfare

and

Whether

Memorabilia
picture
works.

as a better should be read is questionable, be given in Plato's of Socrates will afterwards be read After the Anabasis selections may

from

the

Cyropaedia
the
a

and

the Hellenica. of History",

He
as seems

HERODOTUS, styles him,

to have

"Father

Cicero
not

is

most

attractive author. colleges plans

been

read
times,
;

in the

of the
of study,
may

Old

Society.

In
more

modern

in many
some

he receives be read, the

attention

selections

well
taken In

stories as especially such literatures of all civilized

have

been

into

nations. special

their
on

original
of

garb

they

will exercise
character.
the
wrote

charm

account

their naive

THUCYDIDES,
History,"
Peloponnesian

"Father

of Pragmatic

and

cal Politi-

the history
He

War.

ranks

of the first part of the very high as historian,

being

distinguished
and
severe as

often

so

concise and

research, critical spirit, accurate impartiality. His style is concise, This into obscurity. to degenerate

for

conciseness

the

depth

of

thought
In

make

him

difficult author

for young

students.

the

highest

be read : v. g. the plague may passages class, choice in Athens, Demosthenes the funeral oration of Pericles.
was
an

ardent the

admirer
two

of

the
Roman

harangues

of

Thucydides, Sallust and

and

great

historians,

Tacitus,

have

taken

him

for their model.

JESUIT
PLATO.

EDUCATION.

Plato
for

is recommended

in the

Ratio

as

one

of the colleges

authors

Rhetoric

class ; in

modern

Jesuit
class, for

Plato he

is mostly

read

in

Freshman
In

which

is

an

excellent

author.

the

words

of

Jesuit critic, "Greek

fruits of
poetry,

philosophy which,
was

is

one

of the
with
to

choicest

Greek

culture
and

together

Greek
the

history

oratory,

destined

form
1

basis of the culture

one

of the

Western

nations."
vaguely

Plato,

of the

greatest
some

thinkers

of all ages,
grand

felt moral

and

presaged

of the

religious

and

truths

Thus

by Christ. to be clearly revealed were which he became No the iraidaywyfc els Xpi"rr6v. pher, philosoin fact no writer of antiquity, a exerted greater
on

influence
errors,

the with

early
some

Christian Christian

writers. truth,

His
gave

many

mixed

rise to

numerous
even

heresies gigantic
as

in the earlier centuries,

and

intellects like that

of Origen.

misled On the
"numerous

other hand,

Father

Baumgartner

minds,
writings
to the

searching

after truth,

observes, have through

his

been

purer
Plato,
"a

raised out of the depths of materialism 2 heights of idealistic speculations.

' '

In

there middle and

is, in species

the

words

of

his

disciple prose

Aristotle,
and
verse,"

of diction, between

Cicero said: "If Jupiter were

he

to speak

in

the

Greek Some

tongue,

would

use
are

the
so

language

of
so

Plato."3

of his

dialogues
that

sublime,
may

harmonious,
1

so

rhythmical,
vol.

they

truly
Further

be
erences ref-

Father
see

Baumgartner,

Ill, page

268.
v.

in

Histories

of

Philosophy,
; Willniann,

g.

by

Zeller,

Brandis, Idealismus.

Ueberweg,

Windelband The

Geschichte
the

des
I,

Dollinger,

Gentile

and

Jew,

vol.

pp. 304"332.
2
3

Father

Baumgartner,

vol.

Ill,

p. 277.

Brutus

31 ; Orator

20.

SYLLABUS

OF

SCHOOL

AUTHORS.

397
both
for
Best

styled
contents

poetical. and for this

or

There
style,
can

are

not

many

which,

be
are

read
the

in

colleges. and
only

suited

purpose

Apology
the

Crito.
work
of

The
Plato

Apology,
which
the

Defenseof Socrates,
in the form
of the of
his

is not

of
answer

dialogue,

probably
made
tone to

contains
the

substance
charges

Socrates

insidious

accusers.
even

The

is

throughout
merely

fearless, at times

defiant, the accused he

pleading
of the

that, whatever

did,
to

was

done

at

the bidding
a

divinity, who
voice, improving
It is,
on

spoke that

him

through
were

mysterious

inner

and

all his doings

and

directed his

towards

the

minds

morals grand

of

fellow-citizens. reading. critic,

the

whole,

and

elevating

Jesuit professor
Stiglmayr,
wrote

and

guished distin-

Father

recently:

"What

pity,
from

if youths

should
'

no

longer

drink

inspirati

! ' 1 such a source In the Crito we find Socrates in prison, during the interval between his condemnation Crito and death. advises allowed
and contains him
a

to

fly, Socrates

refuses,

"as

it

was

not

from citizen to withdraw ' ' violate the laws of the state.

good

proper

The

authority dialogue

very

fine passages. is
one
a

The

Phaedo

of the most
conversation

remarkable held

dialogues. the death

It relates

of Plato's shortly before

of Socrates,
to prove

undertakes

last chapters
1

narrate

in which the great Athenian The the immortality of the soul. in a touching manner, how, when
of the the

beautiful

appreciation
two

Apology

is given
aus

by

this

Professor
vol.

in

Laachy

IvXII,

articles in 1902. Professor

"

Stimmen
in

MariaTeaching
not
a

Bristol,
the

his

of
are

Greek

in the Secondary
introduction convincing.
to

School
the

\ thinks

Apology His

suitable
not

study

of Plato.

arguments

JESUIT the
summons
came,

EDUCATION.

Socrates
drank

with the

much

composure

and midst
read,

tranquillity

of mind,

fatal cup,
dialogue

in the
may

of his weeping
as

friends.
says,

This
a

be

Nagelsbach

with

good

class of students.

It is always

Crito, and Thus the students

life and
the

to read the Apology, then the advisable finally the last chapters of the Phaedo.

will get a clear picture of the whole heroic death of the most man remarkable

of antiquity.
DKMOSTHKNES.
to all Greeks.

Rhetorical

talent

was

The

splendid

speeches

mon gift comin Homer's

a

poems

are

not

accidental

fictions, but
manners

the expressions peculiarities.

of old traditions, of national

and subtle

The

diplomatic

Agamemnon,

the

Odysseus,
are

the

passionate
types from

Achilles, which
were

the conciliatory renewed

Nestor

cal oratori-

in the life of the

Greeks

1 Greek to generation. oratory reached generation its zenith in Demosthenes, the "prince of orators".

The
the

Ratio

Studiorum

assigns

his

masterly

orations which

to

highest the

class of the literary curriculum, proper

place
or

is,
or

indeed,
other
as

for

this

author.

One

of the

Olynthiacs
early

Philippics

should

was

done

in

Jesuit

colleges.

be studied, It may be
the class of

it is possible to questioned whether On the Crown, oration except with of pupils. Demosthenes,

do
a

justiceto
good

very

This

speech is

is not regarded
has

only
as

the masterpiece the

most

but

perfect

specimen

that eloquence
must

ever on

produced.
the

A GREEK

word
NEW

here

be

said

reading

of the that
on

TESTAMENT.
ignorance of the

Professor

Bristol says

the present
1

Greek
vol.

New

Testament
"

See

Father

Baumgartner, take

Ill, p. 257.

As

confirmation

of this statement

the

IX.

book

of the

Iliad

with

its magnificent

speeches.

SYU.ABUS

OF

SCHOOL

AUTHORS.

399
tion classical educathat it wishes is exactly what

the part of the

people

who

have

had and

is little short should

was

of disgrace, hour
a

he

be read an done in many

from

week.1

This

be

seen

colleges of the Old Society, as may Father Kropf's of 1736, in programme

of the

which

the reading

Greek
for and

Gospel
every

that (chiefly

of

St.

I^uke),
and

is prescribed

Saturday

in

the for

fourth

fifth classes,

the

Acts

of the

Apostles

Rhetoric

(Sophomore).2
" 5.
Greek
Poets.
He
was

HOMER

is ''the Father of Greece"

ages
as no

of Poetry." and

truly

the

"educator

influenced writer

the literature
ever

of all coming

other

has

done.
as

To

dwell

on

his
has

excellence,
it,
y\avK
so
as

Greek
Iliad view
cannot

adage should

els

would 'Atf^as.

merely

be,

the

The

Odyssey
a

and

be read

to give
are

the

pupil

perfect

of the whole.

There

but few

passages

which
and
more

be read
as,

outspoken,

with boys. in general,

and often

Homer

is very

naive is

ancient

literature than
what

honest,

direct,
which

straightforward
merely suggests makes

modern

erature, lit-

is offensive. writings to find out

; the

But
more

this very

suggestiveness
as

modern

insidious,
is meant. Odyssey

the

mind is

is set thinking
never

what

Homer

licentious

song

in the

which

is most

is objectionable
even

put

into there

the mouth
is
or
no

of another

bard, and
no

in this song
as

glorification

of sin,

mistake

to what

is right
ters mat-

wrong.
must
1

This
not

straightforwardness the mature reader,

the

in
or

delicate
he must
School,

offend

also
pp.

The

Teaching

of

Greek

in

Secondary

267"268.
2

Kropf

in Herder's

Bibliothek
"

der

katholischen

Padago-

gik, vol. X,

pp. 341"344.

See

above

pp.

123"124.

400

JESUIT
Holy

EDUCATION.

objectto
passages
more

Scripture.
are

It
to be

is evident read

that
the

not

all
110

of Scripture
many
says

by

young,
to Homer,

than

of the profane
very

writers.

As

Jouvancy
which
are

appositely:
low,

"A
other

few
traces

comparisons
of primeval
must not

somewhat

and
no

simplicity shock
any

and
one.

of

naivete

longer

known,

Every
the

sensible

reader

will also make

which
the

allowances pagan
with

for

lies and
to

other
"

crimes
l

writer rather

imputes

his gods.

If single the only

lines
way

contents objectionable

occur,

is to translate expressions,
to omit

them which

correctly, but have

to be

in careful
out
some

and

decent

thought lead
a

beforehand; pupils
to

them them

would
out

almost

surely

study

at home.
'

To
does

give
not

wrong

translation
' '

is dishonest, Besides,
our
as

and

'the end

t justifyhe
may

means.

all sorts

of translations
actually
are

be had
hands

from of and pupils with,

public

libraries, and
such
a

in the
be

the would

students,

fraud the
the

would

detected of the is met

surely

undermine When

confidence first passage

to the

in their teacher.
the teacher
may

call attention of ancient

above sacred

mentioned
as

characteristics profane. kind from

We studied
overcome, are

literature, and
grave
not

well

as

If

few the

prudent

remarks

of this
harm

made,

pupils

will

suffer

any

such

reading.
the

have

that said above inductively. When

the

epic dialect is to the first difficulties

to

be
are

pupils

will

begin
he ought

like
to be.
as

Homer,

vided prointroductions

the teacher
of the from
1

is what

The
other

Odyssey
and
ch.

and

Iliad,

also

sages pas-

Greek
Disc.,

L,atin poetry,
I, art.

should
See
also

be learned
Nagelsbach's

Ratio

1,

" 2.

"

Homeric

Theology.

SYLLABUS

OF

SCHOOL

AUTHORS.

40!

by heart.
and Iliad,

As of Virgil's Aeneid,
the

so

also of the Odyssey

whole

cannot

be

studied.
are

But
as

care

should the

be taken
a

that the selections

such

to give

pupils

translation

of the clear view be must of Homer

whole

work.1
2

The

simple

to prevail. ought ing previously stated, and it is self-evident, that the teachof antiquities, descriptions of the life and manners

Anglo-Saxon

words

natural. and It has been

of the
Homer.

heroic
3

age,

should

accompany

the

reading

of

It is not

necessary

to dwell

on

the

GREEK
higher

DIES, TRAGEclasses
of

for the and their importance The Ratio the literary curriculum. them

does
and
were

not

mention
are

in particular

but

Sophocles

Euripides
read

recommended colleges,
as

by

Jouvancy, and they

from the
amount
4
"

in the
on

appears

catalogues

given

pages. previous literature, with

The

which

the

best of the world's in the Jesuit student is certainly

not

Colleges

was

made

acquainted,

signific in-

Professor

of
XII

Greek
of the

in

the

Bristol, in his excellent The Teaching work Secondary School, suggests IX that books should
XIII.

"

Odyssey

be read

first,then
that
the

V, VI, VII,

VIII,

and
seems

part of book
not

I must

confess
follow
more

such

an

inversion

also

advisable. of book whether

be read. The for the correct

Why

not

I. not

than

I doubt author? the first 79 verses

should
2

whole

first book

is interesting

and

important

appreciation of the whole. for class translation is found in the prose good by Butcher translation of the Odyssey and Lang ; of the Iliad by Lang, Myers and Leaf.
A

help

Works
etc
"

by
A

Jebb, Gladstone,

Mahaffy,

Grote,

Nagels-

bach,

splendid

Odyssey,
4

see

Baumgartner,

literary appreciation of the 63. vol. Ill, pp. 19

"

Iliad

and

See

pp. 373"374 26

see

also

Baumgartner,

vol.

Ill, pp.

133"244.

CHAPTER

XIV.

Scholarship

and

Teaching.

The
and

aim

proposed
one,

by the
tasks
men.

Ratio
the
Does

Studiorum undivided the is

a

is

great

noble

which

energy

of

able and
teachers

experienced for this

However

Society
most
a

fit the

work?
good

This
and

important
system
not

question.

excellent

may

be, it is of little avail if the teachers

apply
it,
or

know Professor

how

to

if they insists
start

apply
on

it badly.

Miinster-

berg
reform

rightly
must

the truth
a war

that all effective school

with

reform needs
so

of teachers. three
can

'Just as
money,

it has
money,

been
and

said that again

that

things,

money,

it

greater

truth
not

education

be said with much forces and not needs, but

only
that

buildings,
men, some, men,

pedagogy again
many
men men,

and
"

demonstrations, without shall

and
too

forbidding be
women.

not

of them,

The
have

right kind
the wrong

of

is what

the schools need

teachers

need

; they

kind.

They

whose

interest and
they makes

in the
have the
not

subject would
teachers

banish pitiable
so
or,

all drudgery, unpreparedness that the

whose either

class work
learn

superficial

pupils
.so

do
dry

anything,
that

if it is taken
a

seriously, for children

and

empty

it is

vexation

and
to

teachers

alike.

To

produce
whose
to not

anything
guidance

equivalent
I benefited
to

the teaching
my
a

staff from
no one

in in college

boyhood,
grammar
or

ought has

be

allowed

teach
a

school
a

who

passed
;
no

through
ought

good

normal

school

one

to teach

(402)

SCHOLARSHIP

AND

TEACHING.

40;
after his college

in

high
at

school

who

has
years
one

not

worked,

course,

least two
no

in the
ought

graduate
to

school
in in
to
a

of

good

university; has
not

teach

college of the in
a

who best

taken

his and
who

doctor's
no
one

degree

one

universities;
school

ought
shown

teach
mastery

graduate method instead

has

not

his

of

by powerful
a

scientific publications.
can

We

have

misery fact
:

which only
any

be
per

characterized
cent

by

one

statistical
teachers

two

of
' '

the

school

possess

degree

whatever.

It would
came

certainly

be

an

ideal

state,

if all teachers
as

up

to the

Professor's
; but
one

requirements,
may

laid down
the
the

in this proposition importance

justly object to
degree

assigned

to

the
as

doctor's
necessary

and

scientific teaching. scholarship it the

a

publications, Although
are

requisites and
we

for

this

degree

productive consider

very

desirable, still
from

must
or
even

mistake
men

to expect

them

alone

needed
writer, who they
"

in in

our

educational
own

chiefly institutions. The

days,

present
teachers

his

school

had

some
"

neither

possessed

the doctor's

degree

of

course

nor were

teachers doctor's

the "State all had undergone tions" examinahad books, as any published yet and far superior to others who the possessed

degree

and

had

published
are

books.
no

Scholarship
identical.

and

capability much

for teaching
has

by

means

Too

weight
to

been

given

of late to scholarship

in preference understood,
to

practical
a

experience,

combined,
of the

as

is

with

sufficient knowledge
documents should

matter

be

taught.
that the

The

of the
thoroughly

Society
master

insist
the
wrote

strongly

teacher

subjectwhich
1

he

is to

teach.
May

Father

L,edesma

Atlantic

Monthly,

1900, p. 667.

404
three should class" and
hundred

JESUIT

EDUCATION.

years

ago

"In

all classes
teach
a

the teachers
much
to

be such

that

they

could

higher

[than that
Nadal

which

is actually
:

assigned

them],1
be
one no

Father

said

"All

the professors

should

distinguished
can

in their respective classes

branches,

and
and

teach

in the
and

of Humanities

Rhetoric

(Freshman
Arts.
down
"

Sophomore)
words
what

In
a

these

is not Master "of a who Father Nadal lays virtually

as

postulate

Professor

Miinsterberg
course

wants,

namely,
have
the

that the

professors

in the college
But the

should attached

doctor's
weight

degree.
to

Society
than

still greater and Within

of
we

skill in teaching
so.

ship, scholar-

think

rightly

the

last two

years
to

this question
has

of the

relation

scholarship than

teaching
some
one

attention reviews
decline
It
was

before,

and found

more received articles in leading

and

periodicals

of the
excess

reasons

of the

of teaching especially of 1900

exactly the
New

in the York

of scholarship. which the eyes had

we
an

Nation
before

in the

spring public.
on

brought

the topic the

of the

On

March

8, 1900,

Nation
which

editorial

The

Decline
"

of

Teaching, least
a

in

find

this that

statement

It is at

curious

coincidence

the

development its array

have

of the

modern

science and

of pedagogy,

with should

of physiological

psychological
a

data,
decline
we

been

accompanied of the
that

by

distinct
No
one,

in the

prominence will question

teacher. number and

suppose,

the
was,

of great that
the

teachers

is less
ranks

now are

than
not

it

once

depleted
this

being

adequately
power,

filled up.

While
the

dearth
1

of teaching
Monumenta

notwithstanding
p. 156.

persis-

Paedagogica,

Ibid.,

p. 104.

SCHOLARSHIP

AND

TEACHING.

405

tent

efforts to

overcome

it, is characteristic

partmen of all de-

of education, the

it is especially

universities ; perhaps and colleges college respect, indeed, does the average
day
contrast
or

in noticeable in no single
of the of
a

present
generation

more

sharply

two

ago."

On

with March

the
22,

college

the Nation
"Your
to
arouse
:

published
upon

the the

following

correspondence. of Teaching ought

editorial
very

Decline

general

solicitude

throughout
to the

the

profession which
some

it gives of
us

notable
perceived
I
am

emphasis

condition
years,
not

have
as

for
aware,

several has

stress

far so although, hitherto been laid upon

statement

it in any

public without

way.

Your

of the

the

facts

implies,

directly its
at the

asserting,

both

magnitude of these
more

of the should

evil

and

causes.

Possibly
time and

both

receive, and
more
"

proper

place,
...

extended
In

exhaustive
high

consideration.

the upper

the evil which colleges is an entirehas brought about the decline of teaching ly There is no evidence different one. that the pseudo-

schools

schools

and

"

pedagogy

has

won

any

hold

on

these

men,

except

as

subjects
The

for wise

admonitions original

to

elementary has

teachers.

evil here with

is that
true

research

been

confounded

teaching.
worthy
are

Original

research

is

an
respect,

independent

profession, its processes

way to
our

but
fundamental

not

of all honor and in any essential

We
can

or

those
colleges
we

of education.
the nobler

never

bring
and which

back
culture

ideals of character
from
an

until

separate of
a

them
or

ideal
We

is purely
have
to
a

that

trade

profession.

should
were

very

analogous

confusion consisted In

if our

lawyers

contend

that education

in mastering
so

the process and

methods

of the law.

far

as

our

406
are

JESUIT

EDUCATION.

colleges

converted knowledge'

into
are

workshops

where their
real

'the

bounds
greater Dean

of

widened,

and

function Briggs

becomes

restricted,

if not

forgotten."
after wrote
as

of Harvard doubt
the

College
about abnormal
a

shortly the

follows:
education

"Another
concerns

new-fashioned
set
on

value should
of

the
his

higher

degrees.

That
;

teacher
man

know

subject is
will
soon
no

obvious

but

the

intelligence
to

and boys
;

self-sacrifice who
get

bends

his

energy

teaching
the make
' '

enough

scholarship of scholarship

for
can

purpose up

whereas

amount

for

the want
Many

of intelligence and Arnold years ago

In
I want
man,

self-sacrifice.
had expressed
a

the he

same

opinion. "What
active

letter of inquiry
is
a

for and

master

wrote
"

Christian
who
I

gentleman
sense
care

an

and

one

has
not

common

and about him

on

understands scholarship, the

boys.
as

do have

so

much

he

will

immediately the school it very

forms
are

under
; but

lowest

forms

in [classes]
I do
care

}^et,

second

thoughts,
may
even
a

his pupils
I think
man

be in the
the

about highest

much,
;

because

and

besides, by
matter.
a

that

elements

best

taught

who

has

thorough
must

knowledge
way,

of the

However, and mind for the

' '

if
an one

one

give

I prefer
to high

activity
scholarship, than

of

interest in his work

can

be

acquired

more

easily

the

other.

The

views

of prominent
on on

German

educators and
the
yet,
no

are

not

less pronounced insists

1 2
3

this

subject
"

nation

more

scholarship
Whitton,

than
Michigan

German.
Military

Says
Academy.

Mr.

Frederick

Atlantic

Monthly,

October Matthew

1900.

Fitch,

Thomas

and

Arnold,

p. 69.

SCHOLARSHIP

AND

TEACHING.

407
the
true
sense

' '

one

We

have
' '

no

more

educators

in

of the

word.
worthy

The

opinion

of Professor We summarize

Paulsen

is

especially
says
on

of notice.

this
It

subject in
be
rule,
not
a

his

History that
towards that

of

he what Higher tion. Educaof the

cannot
as

doubted tends

scholarship
raising the

teacher,
But

teaching. of
of
a

it should

be overlooked
not

success

teacher

depends

only but
as

upon much

the
on

amount

his

scientific knowledge, and practical increase

his

inclination latter qualities ship? scholar-

skill for teaching. in proportion with the

the

Do

the

teacher's

This
expected
the

is not

always

case.

It should

be

that, the

richer, the

knowledge

is, the stronger

the deeper and the inclination, and the clearer

But

facility of imparting scholarship

it to others. proper

between

logical philo-

and
we

elementary

instruction
the
reverse

in L,atin grammar proportion.

teaching.

and

st}4e,
can

find rather become

an

Scholarship
First, it weakens
the

the liking
to it.

obstacle to for it, or rather

the "drilling"
one

it strengthens in the elements

aversion
a

For

of

language
to
a man

is undoubtedly
who

of

the least attractive

an

tasks

feels in himself of the

young.
"

inclination

to

educate easily

the

souls
to

Secondly,

scholarship

leads
are

introducing for

into
the

class-instruction
teacher's
own

things

that

important

scientific grasp complaint

:

of the
more

subject.
grammar
more

Hence

the study

common

the

of antiquities
enter
or

increase,

and

the the

and deeply

the
the

teachers

into these
the
more

sciences,
the and
und

less the
learn

pupils

learn ; things,
1

rather

pupils

of these acquire
Weid-

the less thoroughness

Lehmatm,
1901.
"

facility they
Berlin,

Erziehung

Erzieher,
1901, vol. VIII,

mann,

Neue

Jahrbucher,

p. 237.

408

JESUIT

EDUCATION.

in reading
they need.

and

writing

but

this last is exactly that it

was

what part

From

this it appears
to replace

in

disadvantageous

theologians

in the gymnasia
a

by
for

philologians
a

and
was

mathematicians, wished

change
not

which out with-

long

time
reasons.

for, undoubtedly

good

The
tendency
the

theologian, towards
man was
nor
an

owing caring

to his whole

training,
an

had

for the
centre

souls ; of his
"

interest
"

calling,
not
as
an

whole if indeed he

in

was

the

honest

theologian,

interest in science,

an

interest in the student

the

student.

Everything
to

leads
an

theologian
; the

and

the
the
an

true

philosopher

be

educator

scholar,

learned

specialist, may

content

himself the

with

being

instructor.
his studies

Add
was

to

this

that

theologian
to view

through

everywhere

led

things and

sophically. philoreligion

And,
alone
He

after all, it is philosophy

a

that impel has

has
to
no

man

to communicate

what

he knows. of the

who

philosophic
to

views

of life and
;

world, relation
learning

nothing
some

communicate ultimate

it is only which
l

the
gives

such

object
motives. this

pedagogical that the

man one

power
who

and
says

Be

it remembere

is

no

tic, ecclesias-

but

layman,

of the foremost

professors

of the

University
In

of Berlin. he speaks work,2 drawbacks and dangers still more that

ace men-

his latest important

on

emphatically
teaching,

the

even

in the
says,
a

university, considers
as
a

from

scholarship.

The
place
1

professor,
not
so

he

himself scholar,

in the
as

first
man

much
des

teacher

the

Geschichte

gelehrten

Unterrichts,

pp.

628"629.

(2nd ed.,
2

vol. II, pp.

389"391.)
Universitaten
und
das

Die

deutschen Berlin

Universitdts-

Studium,

1902, pp. 213"222.

SCHOLARSHIP

AND

TEACHING.

409

of science, nobler and

and
more

so

scientific important
very

research than

appears

to

him

instruction. that
as

sequently, Con-

it happens

easily
himself

he

becomes
he

indifferent
devotes lectures, unwelcome
that
no
or

about

perfecting
the
necessary

teacher,

scarcely
he

time

to

preparing
which

his
is
an

loses

interest

in teaching,
researches.

interruption
great
success

of his

It is evident

is to be expected

from
on are

such the

teaching

lecturing. students. early

to

There
Not the

are

also dangers they

treatment

part of the
too

unfrequently

duced intro-

specialized acquired danger

sciences, about

before they

have

general is the

of the information
greatest

their

subject. This
and

for

the most
they
out
are

talented
teachers

zealous

students. they
to study

If afterwards feel altogether in the university and it takes

in

gymnasium, had

of place;

nearly

all they

is inapplicable
very

in this present

position,

long

before then

the mental

The

author

points

is found again. equilibrium for science. the dangers out

is required for obtaining consequence
and

If manifestation
a

of scholarship
as
'

position
a

teacher,

the unavoidable

will be

kind

of

'pseudo-productivity"
from

other evils.

Of
of the will
says:

recent

utterances

England

the
of

following

Hon.

George
In
an

C. Brodrick article,
say,

(Warden
"Amateur
higher

Merton)
he

suffice.

Nation,"

"Strange
educational

to

the

branches
are

of the
strongholds

great

profession

in

Kngland
and

of amateurism.

The
are
now

masters

mistresses

of

elementary
when who
mean

schools teach

well
they

trained,
teach

and
as

even

they
have

mechanically,
the
most

persons

grasped
as

business,
at the

difficulties of teaching, and do. But what professionals of

grammar

masters

great

public schools,

schools,

410

JESUIT

EDUCATION.

and

private
tutors

academies,

or

of

the

great

multitude
or

of

private

who
own

keep houses

boarding
? Not
a

houses
twentieth
or

'coach'

pupils
have

in their
received

of them have
the

any

training

whatever,

smallest

idea

that

anything
a

beyond
power
young

certain of

amount

of scholarship attention writer teachers

and

certain
for teaching

commanding
' '

is required
states

people.

The
"It
is

then

what

he

thinks

is needed:

ability instructing pupils of average industry, not individually, but in classes, who specially in training not of necessity need training colleges, but through close attention at lessons given by masters

of average
"

of
The

tried experience."1

This
aim

is exactly

the

idea

of the who

Ratio
are

Studiorum.
"men

is to
and

provide

teachers, who

telligen of in-

self-sacrifice, culture,
are
a

possess,

besides

an

excellent

general
who

good
through
' '

knowledge

of

their

and subject, by masters

prove

trained

close attendance,

of tried experience.

Before

attempting
and

to

this from

the Constitutions
we

of the Society
one

the

Ratio

Studiorum,
does
not

beg

to make

remark.

The
on

Society
contrary,

undervalue it highly of her

scholarship, and wishes

to

but,

the
a

appreciates number degree.

always

considerable
an

members

possess doubt

it to by

eminent

This

is proved

beyond

the

list of distinguished chapters

the value

Jesuit writers
and

given

in two
recognizes

preceding
also

(V

VII).
of the

The

Society
We

of university

studies. 23rd

have

quoted

previously of the

the decree

General

gregation Con"It
ours."

Order

(1883, Decretum
October had 1900.
Pachtler

XXI):
Italics

is

The
as

Nineteenth 1880
same

Century,

As

early

Father

the

principles,

in the

literally, almost enunciated, Maria-Laach, Stimmen ans

vol. XIX,

p. 167.

SCHOLARSHIP

AND

TEACHING.

411

expedient
to

to

send

select members

to

the

universities
to

obtain

the

degrees

which

empower schools.
years

them
"

teach

in the public
that the

e. [i. Government]

We

learn
a

English

Jesuits in late

have

opened
members

Hall

at Oxford
an

(Pope's Hall),
of

to afford

young

opportunity of taking of

and that
a

attending the degrees.

other

the

We

tures lecuniversity learn further

are

number

Jesuitsfrom
and Belgium,
In
are

countries

there
same

pursuing is done and

linguistic
in Ireland,

scientific studies. Holland,

some

The

Austria,
as

France

other

countries.

places,

in Austria, the

several

Jesuit colleges
of the
government, the the

wholly and
at

under

all the
the

supervision have teachers and

made passed

prescribed
rigid
of the

studies

universities One

"state

examinations".
at

of the

professors has

Jesuit college
as
"one

Feldkirch,
seven

Austria,
prominent Historical
that

been

chosen who
are

of

the the
2

Latinists
Grammar

at working Latin Language." of the

great

It is evident

in all professional
the

schools

conducted Departments
D.

by
of the

Jesuits,as in
Georgetown
and

Medical

and

Law

University,
professors As far
are

Washington,

C.,

instructors

as

able professional teachers. America is concerned there

to the

existed

liar pecu-

handicaps

in Catholic
century

of scholarship cultivation institutions. Throughout the

cially espeteenth nine-

missions built, and of

a

had

to be established,

chapels
care

and

churches

missionaries rapidly
See

found

to

for

the spiritual wants

1

increasing
above pp.

population.3
198"199.

Pachtler, Korting,

vol. I, p. 123.

Handbuch

der romanischen

Philologie

zig (Leipin the

1896), p. 247.
3

See

the remarks

Catholic

University

of the Bulletin,

Right

Rev.

Th.

Conaty

July 1901, p. 305.

412

JESUIT
the

EDUCATION.

This
the

work

claimed

greatest

part
and

of the
a

interest

of

Catholic

Church
of the time
But
a

in general, and
energy

comparatively members with

of work
to

large share
the

of the

Society.
devote
the

teacher
to

overburdened
research.

cannot

himself poverty
not

original

Add

this who

general
to

of the 'Catholic
only

population,

had

support and

their churches,

but also

their schools,

Catholic
the

colleges

it will be easy to understand that had serious difficulties in acquiring

and

libraries,

museums

laboratories and
much

which
more

are

essential
scholarly

for higher work.

How

studies,
much

so
are

for

better

situated

the

"The secular institutions of learning in this country! National has, from Government beginning, the very
made
enormous

grants

of land
states.

and

money

in aid

of

education

in the several
hitherto

The
Congress
to

portion

of public

domain

set apart

by

for the endowment

of public
or

education

amounts

86,138,473
is
an

acres
area

134,591

English
the New

square

larger than

England
and

This miles. States, New

added

York,

New
as

Jersey,
great
as

Maryland,
the

Delaware

together,

kingdom
money

of Prussia.

The

aggregate

value
National

of lands

and

given is nearly

for education

by

the

Government
of the three hundred

$3oo,ooo,ooo.1

Besides,

and

by

private

individuals
purposes,2

educational

given last nine years for the within to Catholic very little has gone

fifteen million

dollars

institutions.
1

Education

in the

United

States.

Edited

by

Professor
VIII. In

Butler
2

University, Albany of Columbia Review, See Edticational May gifts were leads the
not

1900, pp. VII" 1902, p. 492.

than

1901

the
Mrs.

educational Stanford

less

73

million
to

dollars.

list with
In

SOYa million
the

the

Leland

Stanford

Jr. University.
and

1900

private

gifts amounted

to 48 million,

in 1899 to 63 million

dollars.

SCHOLARSHIP

AND

TEACHING.

413
private have, tance assis-

In spite of the
granted,
short

liberal national and institutions the public

until

time
as

ago,

not

been

is openly
on
1

overconspicuous in a number declared

Professor
2

for scholarship,

of

recent

articles Harvard,

this
Mr.

by subject,

Miinsterberg
Professor

of

Carl
the

Snyder,

and

Simon

Newcornb

of

Naval
the

Observatory,

Washington.3 Professor
more

These
Rowland

writers of

repeat

Johns
of
the

which complaints had Hopkins uttered Professor

than

twenty-five said
charge

years

ago.4

Miinsterberg,

in the
the

article
that that

Atlantic has
no

Monthly,

repudiates
at

America
the

scholarship infinitely in certain been done.

to

all ; he than of

affirms

situation it to be work

is
"

better

Europeans
knowledge the
I
am

suppose excellent author

branches
Nevertheless

has

is compelled
that

continue: stands

''And
in
no

yet

convinced
to

the

result

proper in

relation all the

the

achievements aspects of

of American

culture

other

national

American
and
cross

scholars

everywhere

life, and the best frankly acknowledge publications

seriously the
ocean

deplore in
no
a

it.

...

American

ridiculously

world
other

of letters

Columbus
globe."5

; in the small number has yet discovered the

side
passed

of the
a

Years

ago,

Dr.

McCosh

scholarship similar verdict : "The of the is as high in America in as great body of the students Europe ; but they rear in Great Britain and Germany
a

had

body

equal
1
'"

scholars in the New World."

of
Atlantic

ripe

to

we

have

.whom
6

nothing

Monthly,

May

1901.

North North

American
American

Review, Review,

Jan. 1902.
February 1902.

See

Popular

Science
1.

Monthly,
c.,

June 1901.

Atlantic

Monthly,

p. 615.

Life of James

McCosh,

p. 204.

4H

JESUIT

EDUCATION.

Can Catholic

we,

then,

be could

surprised
not
as

to

find

that

the

institutions ?

yet

develop by

productive
many

scholarship

However,

was

said

guished distinno

writers, productive the first requisite

are

scholarship

is by

means
more

for

an

efficient teacher,
self-sacrifice,

much and

essential attention

''intelligence,
lessons
In

close

to

given
next

by

masters
we

of shall

tried
show

experience

the

chapter

that

the training
young

prescribed

by the

Ratio

Studiorum
him
a

for the with

Jesuit is excellently
requisites,
1

suited
to

to furnish

these

and

thus

make

of

him

good

teacher.
1

On

p. 409
to

it is said that
the

sort

of "pseudo-productivity"

is likely

attend
statement

excessive

emphasis

laid

on

scholarship.

This latest
In
a

finds

Report

of

the Com.
"Higher

brief article
among
other

in the confirmation striking of Ed. (1901, vol. I, pp. 127"128). in Germany," Education we made
a

read

things:

"To

deplore
tinge
we

the

fact

that

our

has a strong scholarship for the loins from question

German

would

be like

which
we

sprang.
not

And
followed

yet

gizing apoloit is a

if of
too

recent

years

have

German
The
on

methods

exclusively
often

and
misuse

too

uuintelligently." scientific method from an enormous

an

mans Gertrivial
overproduction

themselves

the

subjects.
stretches
craze
a

"Scholarship

suffers

of
thin
to

monographs substance

in
to the

which

ambitious point.

method

cracking

There prove

is

not A

prove
few

something

remarkable

but to valuable, instances of such

students
are

something."

"scholarly" given in
the

productions
same

of American

graduate

article.

CHAPTER
Training It is generally

XV.

of

the

Jesuit

Teacher.

admitted considerable
of their

that

even

at

present

the

Jesuits exercise
What
the
source

influence hold
on

in the

is the secret from

Catholics?
springs?

world. What
real

which

their power is to

The

secret

of the
Dr.

Jesuits'influence
Freytag
Ratio

be found
of Father

in their

training.
work perusal only
on

in his review

Duhr's
the that

the

Studiorum
work, young
one men

remarked:

''After

of this learned talented

will understand
can

highly

join that
line of how
see

Order;

for what is demanded ' is extraordinary. training of

a

of them
*

[in the
to

studies]
far this for how words

'

We is
a

have

Jesuit

satisfactory schools
and

preparation
colleges,
"

his work as teacher far it tends to make

of the
Hon.

in high
the

Jesuit teacher
"

in the

G.

C. Brodrick

"a

man

of self-sacrifice,"

and

whether

it gives the
a

him

"solid

knowledge

of his
attendance

subject and
from

art

of teaching,
of experience.

through
' '

close

master

The
the

first requisite

is, that

for the candidate however deftly carved,

Order,

original material, The is good. statue,

success

the

marble
to

has

serious

will not be a defects. Therefore,

the ranks

if the only
as are
are

such

be

admitted

into

of the

Society,

capable
show
1

of receiving capacity
the

the

Jesuit 'form,' only

its spirit and
die Interessen

those

who

for imbibing

submitting
des Realschul-

In

Centralorgan

fur

wesens.

Berlin.

(415)

416
V_y

JESUIT

EDUCATION.

to
are

its discipline.1 quite

The
on

Constitutions
point.

of the
say

Society
that
not

explicit

this

They

the

person
; turned

having by
any

the power

of admission

"should

be

from that which he shall consideration in the lyord to the service judge most conducive of God I in the Society; to promote which he should not be too
eager
to grant
' '

admission.
"to

The

Provincial

Superior
not

is further
too

exhorted

watch

that his
attract

are subjects

anxious

(ne nimii

sint) to

people

to

the

to their virtues they should endeavor lead all to Christ."3 The teachers in particular are in private conversations to inculcate piety, told "even

Society, but by

but without
what

attracting

any

one

to the

Order.
require

' '

Now

does qualities for admission applying

endowed that they with
may

the

Society

of
want

those
men

The

Constitutions

the

highest

gifts of nature.

In

order

the candidates the

be able to benefit their fellow creatures, be endowed of the Society should with
gifts:
as

following
possess
to

regards

their

intellect they ,
the
be

should
talent

judgment, sound doctrine, or good it. As to character, they must acquire

strenuous

studious steadfast

of all virtue and

spiritual perfection, and calm, in what for they undertake

with zeal for the salvation In externals, facility of language, so of souls. needful for the intercourse fellow besides, the men; with
service, and applicant undergo
1

God's

burning

should

possess of the

good

health

and

strength

to

the labors
Father

Institute.5
in the

See 1896.

Clarke's

article

Nineteenth

Century,

Aug.
2 3
4

Const. Reg.
Reg.

Soc.Jesu,
33.
com.,

Pars

I, cap.

1, 4.

Prov.,

6.

Constitutions

of the

Society,

P. I.

c.

2.

TRAINING

OF

THE

JESUIT

TEACHER.

417
mean

Such
material
modelling
-

is the

material
How young

of the does

future

Jesuit; 110
carry

indeed.
of the

the

Society
How

out

the
"

members?

does

she

to confine
"

ourselves
to

to the question

of training

teachers

train

follow

cators? efficient instructors and eduto To understand this better, it will be good ing. the course Jesuit through of his trainyoung
them

become

Take
of
a

young

man,

student

of has

college,

haps per-

university.
he

May

be,
seen

he

been

educated

in

Jesuit college,

has

the

Jesuitsworking

has heard for education, ing, them preaching and lecturhe feels attracted by their work: he wants to

become

one

of them. he has

Perhaps

he
them,

has has

never

seen

Jesuit, but
great

heard
of the

of

read

of the of the
to our

achievements

famous

Order,
days; he

beginning
he

from

St. Francis
a

missionaries down Xavier

has
how

come

across

book

hears

much

they

have

by a Jesuit, written done in the defense of

are

Christianity,
by

above

all how

they

hated
the

and

secuted per-

the

enemies
heart

of the
grow
men

Church:

ideal

inspirati

of his
where

stronger,
so

and

he

inquires
of.
It the

he

can

find

these

much

spoken

is

fact that during Province

Many

the

Kulturkampf in
Society
who almost had

Germany, doubled
never

German
numbers.

of the

its
a

students,

seen

Jesuit, left

to join the or university gymnasium the of the singular hatred of which exiles, justbecause

the

outlawed
a

Order
of
men

was

the

object. They
out,

concluded possess

that
something

body

thus

singled

must

extraordinary,
as

something
not

especially
that

worthy, praise-

they

could

believe

the

by the enemies spread of the Jesuits could The student, frequently the brightest foundation.
27

calumnies have any of

41 8

JESUIT

EDUCATION.

his

class,

travels

to

the he

nearest

place,
a

perhaps
or a

to

foreign
the whom the
to
sons

country,

where
He

finds

house
to

college

of
to

Order.1
he

is

introduced his desire

He

the

Superior,
ranks

expresses

of

joiningthe
motives

of
as

of St. Ignatius.

is strictly examined
the the

his

studies,

his

character,
to

which and

led

him

to apply

for admission
any
to
one,

Society,
a

above

all, whether

especially

Jesuit, has

enced influ-

him

take
an

this

step, which

latter fact would

be

considered
of

impediment religious by
the

to his admission.

The
of
to

hardships studies

the

life, the
the

long

course

prescribed
the
to him.

Society,
to

sacrifices

be is

undergone,

obedience
But

be

rendered,
these

all this

explained

suppose
after
a

representations

do

not

deter

him,

then

careful

examination is thought

conducted
to possess

by

several

Jesuits,if the student

a

sufficient talent, and

as
a

good

moral

tion, disposi-

he

is received
the

novice

of the

Society.
soon

Perhaps
sent to

young
or

candidate

expected

to be
or

the missions,

to be employed

in teaching old principle

writing,

but the Society

is to learn
teach,
most

holds

to the

that

he
has

who
to

is first to
necessary

learn.

Above

all, he

the

science,
thyself," in
a

expressed and
that

by
not

the old in
a

Nosce

teipsum: speculative,

"Know

merely
By

but

severely

practical
the young

manner.

this

intense
to

self-knowledge,
the

religious
others

is enabled
to

understand them

characters

of

and

deal

with

successfully.

During
the

the first two

1

years,

in strict seclusion
into religious
life and

from
the

world,
en-

The
in

entrance

happiness
the by the German

joyed

the

novitiate, translator famous

is beautifully
of Ossian's

told

by

Jesuit Denis,
Paris.

poems,

and
at

French
Dame,

Jesuit Ravignan,

for

his conferences

Notre

TRAINING

OF

THE

JESUIT

TEACHER.

419

he

learns
' '

that which
so,

self-knowledge,
are

self -control,
to the

and

"self-

sacrifice, and
a

necessary

no

less

to the

future

teacher.

future missionary, It is a religious,

spiritual training
as

first

the future educator which the foundation of all other training.

receives

tion Educateacher is

and
to

reform his

must

begin

at home.

The
of

instruct

pupils If he

in the does
he

principles
not

true

and

solid these
youth

morality. principles

possess
a
"a

and

practise of

himself,
a

instead

of and

father

and

will be friend,

corrupter

blind
pit,"

leader
as

of the blind,

both

shall fall into it.

to

the

the

Divine
these

Teacher
principles his

expresses
he

If without teach his

practising he

endeavors will
are

them, words,

is

hypocrite;
eyes

deeds

belie
and
the

and

the

of the
they

young

sharp

their

perception between

is
the

keen;

will

soon

discover his

discord and
on

teacher's

action
more

and

precepts, influence
has

the former them,

than

will
the

have

powerful L,atin adage the

latter,

as

the

it: Verbo. movent,

exempla

trahunt.
on

Even

pagan Ipse

rhetorician

sists Quintilian inhabeat vitia,

nee

this point: teacher

(magister)nee
neither daily moving
gesture,

ferat:"The
faults."

should is

have

nor

tolerate

The
speaking
word,

teacher
to

for

hours

with
them, smile

his
his is

pupils,
every

them,

before
his
every

his
a

every

watched

by

set of keen
a

exercise

imperceptibly critics. All this must deep influence on the youthful

therefore, ought the
But

mind. be, how

How

perfect,
how

teacher

to

faultless,
cannot

exemplary! except

this moral
severe

perfection
control,

be

acquired

by

self-

by forms

rigorous
the

which
1

self-discipline, the acquirement of great end of the religious noviceship.

De

Inst.

Orat., II, 2.

420
It

JESUIT

EDUCATION.

was

St.

Ignatius'

oft-repeated

maxim,

not

only: thyself."

Nosce

te ipsum,

but,

Vince

te ipsum:
men,

"Conquer

This
whom
In

is the way is greater

of training need
than
on

characters,

of

there

of scholars.
end of
man, on

frequent

meditations
Master,

the
young

the

life of the
the true

Divine dignity which

the

religious

beholds

of

man,

the true

"sanctity
to

of the

individua

consists truths

in his relation
home

God,

his

Creator.
by
daily

These

brought

to the

religious

reflection will inspire him with that genuine is ready to undergo which zeal, that pure love of man, hardship, to spend life, time, talent, health, any and his neighbor's in order to make soul good and noble
on

earth

and study

happy

throughout
character,

eternity. of the
Master,
an

To

the

practical words novice, and

of the
of the

life, of the
not every

actions
every

Divine

only day

the

but

Jesuit,devotes
In

hour

in
to

his morning
deal with love

meditation.
pupils,

this school
what little

he

learns

seeing
dealt

with
with

patience,
ones

kindness
with His

and

Christ
whose
24,

and and

disciples

"slowness

of

grasp

ing" understandtoo

(lyuke
any

25)

would him
u,

have who

been
was so

much

for

teacher,

except

"meek

and
the

humble
poor,
no one,

of heart" and
to
as

(Matt,
of the much
as

29).
he

From
learns

Christ,
to

the
care

friend
as

lowly,

"slight poor

for the
his rule
most

progress

of the

pupils

of the rich,"
who

enjoinshim.1
tender

From
on

Christ,
earth
to

sacrificed will and

the

relations in order

the

service

of God,

to be

"about
teacher heart,
1

his father's business"

must
so
as

(Luke
the

2,

49),

the future of his

learn
not
to

how
show

to control

affections
any

any

partiality,

special

Reg.

com.

mag.

schol.

inf.,50.

TRAINING

OF

THK

JESUIT

TKACHKR.

421

love

to

particular
so

pupils.

All

these

qualities
young

and

virtues,

necessary

for the teacher,

the time

ous religi-

endeavors

to acquire
new

during

the

ration. of his prepamay

sneer

The
this

school

of educators
we

at

"asceticism,"
not

still

know

that

godliness,

although profitable

sufficient for everything,

especially
so

is nevertheless for education.

young

for everything,1
years

The
are

first two

of the
to

life of the
this

Jesuit

principally

devoted his

religious life work

Many

and

training. sight of
even

However,

future

moral is not lost

and

during

this

time.
a

exercises

practices

of the

novitiate

have

direct

bearing
students their

on

his
mitted ad-

scientific preparation.
only
course,

As

rule, the

are

after

they

have

finished
for

in

Germany
the

and

Austria

classical instance after

a

completing
course

gymnasium,

which

is

classical

of nine

years;
amounts

in this country,
to four

after Sophomore

class, which
school work

years

academic

or

high
so-

and

two

years
are

of

college

properly

Of course, there called. not a few enter after having

or

exceptions
a

to this rule,

finished special

course

of philosophy
at
a

after having in addition students

to
are

taken

courses

versity, uni-

their

classical
who

studies, have
not

while
completed

sometimes

admitted

During the whole the first two college course. they years, novices have frequent oratorical exercises, Christian receive theoretical instructions on explaining

doctrine, with
the

and

still

more

frequently maxim
are

"

in

accordance
that

fundamental and
exercise have
an

of

the

Society,
means

practice
training
"

most

important

they

to give

catechetical

of instructions.
for explain-

This
1

exercise
I Tim.

is

excellent

preparation

4, 8.

422

JHSUIT

EDUCATION.

ing
thing

any

subjectin
valuable

simple

and

intelligent

manner,

most

for instructors

in

lower

classes.

Their
are

conversations be carried
a

throughout
on

great

part of the day

there
are

to

in

Latin.
to

Besides,

several

hours

week
the

devoted mother

regular
thus

schools

in

Latin, Greek,
of

and

tongue;

edge the knowlif not

languages

is at

least kept

alive,

fected. per-

After have
three made
to

the repeat
"

two

years

novitiate,

the

young for
one,

Jesuits
two
or

the the

classical
varies

studies according the

years

time

to the

studies

to to admission previous attention is paid to the precepts

Society.

Special
poetics,
of

of aesthetics,

and
these

rhetoric, precepts.

and

to various

practical
a

applications
years'
course

Then

follows and

three

of

philosophy,
physics, and

mathematics chemistry,

natural

sciences,

ally especiastronomy

biology,
system
at
our

physiology,

geology. from

The

pursued

is entirely where

different
the takes goes
so

that followed listens

to

universities,
of

student

the
studies

lectures
them

the

professor, and
year.

down
up

notes

and

at home,

then
Not
are

for examination the

at the

end

of the of the
the
most

with
the

Jesuits. The
perhaps

lectures
not
even

professor

not

only,
the

important training.
the
exercises,

part

in

philosophical and
among
most

and essential
the
a

scientific
are

Characteristic
foremost three
In
or

again

them
a

disputations,
full hour of the

for which

four

times

week

is set

apart.
has
to

what

do they carefully

consist ?
a

One

students treated

study

thesis

previously
and defend

in

the the

lectures, in order

to expound
are

it against

objectionswhich
by
two

being
On

prepared
the

in the meantime appointed

day the

other

students.

TRAINING

OF

THK

JKSUIT
at
a

TKACHKR.

423

defendertakes
states

his

place him

special

desk

in

front

of

the class, opposite

the two

The objectors.
its meaning,

defender
and the

his

proposition,

explains

opinions

of the

gives proofs After in Latin.

attacks

then ancient and modern, adversaries, for it, in strictly syllogistic form, all this
a

quarter
or

of
a

an

hour,

the

first
an

objector
The
a

the proposition,

part of it, or

argument

adduced defender
to words denying,

in its proof, all this again

repeats the

in syllogisms.
answers

then objection,

in

few

major, minor
or

and

conclusion,
the

by

conceding, parts his

distinguishing

various
urges

of the

syllogism. objector's

The
new

opponent

tion, objecto the

by defender's second During student defender's

offering

solution.

subsumptive After a quarter

the
same

syllogism of
an

hour

the

objector
the

does

for fifteen the

minutes.
or

last quarter,
may

either

professor,

any

present,

offer

objections against
intellectual
the weak

the

proposition. disputations
are

These
the

regular
to show

ments, tourna-

trying objectors
the

points

of

the thesis,

defender
system

striving

to maintain

his

position. proof
the

''This
the doctrine theological the
young

of testing
as

the

soundness

taught,

continued

it is throughout
at
a

studies,

which

come

later period
those who

of

Jesuit's career,
a

provides defense

pass

through which

it with otherwise

complete
are

against
the

difficulties

likely to puzzle
a

Catholic

controversial

It is

splendid

means

of sifting
take

truth

from
are

falsehood.
men can

Many

of those

who

part

in

it

of ability and be urged

that
men

in the well versed objections Such the Catholic teaching. against

a mere

conduct

but

with

their attack not as ingenuity. and vigor

matter

of form, the

Sometimes

424

JESUIT

EDUCATION.

objectorwill
present.
...

urge

his
as

difficulties
even

with

such
some

semblance

of conviction

to mislead

of those

So

far from

any

check
are

being

put
to

on

the press

liberty of the students, home sort of every

fundamental,
the existence

they

encouraged

objection,however
profane free will, immortality the

searching

and

however
of God,

bold

and

(e. g.

against

of the soul,

Divinity
can

of

Christ,
to the

Catholic

Church
In

etc.), that
every

be raised found evasion,

to

Catholic
who

doctrine.
are

class

are
an

be
a

men,

not
was

to

be

put

off with
to substitute

and

professor for
reason,

who

to attempt

authority

would

very

soon

find
is

out
one

his mistake.
of the and
many

This
happy

perfect
results
' '

liberty of disputation of the possession

of perfect

unfailing

truth.
or

Every
theses defended

six

eight

weeks,
the

all the

more

important time,
are

discussed

during

preceding

in the monthly
of the
are
are

disputations, institution present.

held,
to

at which

all the
sors profesmore

different classes
of
solemn the

and

all the

faculty

Sometimes
which

disputations

frequently
any

professors from other institutions are invited, and is free to offer one the defender which objections There can to solve. be no doubt that this method
many

has has
the

great

advantages.

First

of
most

all, it forces

student he

to study
aware

his what

proposition

thoroughly;

for

is not both

defenders

shall be made. objections have to and objectors

closely
the

fore, Thereprepare
on

most

carefully,
to

to examine

proposition
to

all sides,
the

know
and
course,

its exact
to

meaning,

understand

arguments,

discover
is present,

its weak
sees

points.
that

The

professor,
1

of

strict sylAugust,

Father

Clarke

in the Nineteenth

Century,

1896.

TRAINING

OF

THE

JESUIT

TEACHER.

425

logistic form
to

is kept, the

and

in

case

the
to

defender give the the

is unable final
to

solve

difficulties, has
same

decision.

At careful

the

time

it forces

professor

be
and
as as

most

and

accurate

especially

in the

he holds, in the opinion he proposes, arguments which in attacking

mature to text

fullest liberty is given

every
.men

point, and

and

the

students,

frequently

highly point in

gifted, the

try their very

best

show

any
or

weak in the

argumentation propositions.

of the

book, Paulsen

sor's profeson

Professor

observes

the the

disputations

of the of the the

were

medieval

schoolmen,
are
a

of which

disputations

Jesuit schools
hardly mistaken.
a

modification:
that
were

"As

regards

disputations,

it may

be said

the

Middle

Ages

They

undoubtedl

fitted to produce and

It has
a

great readiness

edge of knowl' '

marvellous

skill in grasping

arguments.

frequently of the
Paulsen

been

asserted
out

that

this

uniform

training Professor

Jesuits
says
:

crushes

"Great
the
a

all individuality. do not individualities and

to
use
a

appear
Newman

in the

history

of

Order," idea,

Cardinal
Guizot's
creation

writes: "What is the Society expression,

genius in its organization;
to

great

of

Jesus! what
so

of

but that

well
that

adapted
very

is the it
so

institution
can

its

object

for

reason

afford to crush individualities, so, that, in spite of the rare much it has even become an
mouth thinker
Does

however

gifted;

talents

of its members,

objection to
not

it in the
a

of

its enemies,
or

that

it has

produced

like Scotus uniform

of

Malebranche

!"

training

necessarily
not.
I, p. 38.

result

in uniformity

character?
des gel.

Certainly
Unt.,
vol.

If

all

those

Geschichte
Newman,

Historical

Sketches,

III, p. 71.

JESUIT

EDUCATION.

trained

had

the

same

disposition, it would. number

the

same

nature

to

be

worked

upon,

perhaps
to
a

Does

the

same

nourishment

given
result,

of children
the
same

produce color

the

same

the

same

complexion, Why
a

of hair,
Does
a

the
same

same

seize?

should

mental

food?
produce

the

training

in

military

academy
system

perfect

likeness
Powers"

in all?

The
most out

military
uniform

"Great
the

world.
and

gives the it crush Does

of the training in
of the

individuality strategy?

generals

officers in tactics and

at being

Jesuit
destitute

pupils have

will be surprised
mould
But

told that their teachers

all the same of individuality. mentioned

task
common

of character
no one

and
more

are

smiles

at the above

assertion than JesuitSuperiors, whose it is to unite all the different characters effort, without

est hardin
one

interfering too much

know
too

with

their

individuality.
out

They

well that the crushing

mean

of the and

individuality

would
so

energy

of self-activity

much

the crushing of insisted on by. St.

It
was

Ignatius who

in his Spiritual Exercises.

have charge

St. Ignatius

told those who

of the spiritual training

"It is most

of the members endeavor

of the Order: to force all on the

dangerous
to

to

same

path
how

perfection;
' '

he who this does not know attempts how the gifts of the Holy manifold
If
one

different and
are.
1

Ghost

of the great writers of the studies the works Society, he will be struck by the variety and difference held by professors and writers of the same of opinions

period,
1 2

v.

g. Suarez

and Vasquez.2
Sententiae,
theologians

It is amusing
VIII.

to

read

Selectae
However,
same

S. Ignatii
these
two

did

not

teach

together

See the dates given university, as is often said. Frins, S. J., and S. J., in the KirchenKneller, by Fathers lexikon, XI, 923, and XII, 634.

in the

TRAINING

OF

THK

JESUIT the

TKACHER.

427 speaking which

cannot

how
"the

one

attacks

and
a

refutes

other, author

of

opinions

of

certain
at

modern
etc.

be
says

maintained his

all"

Cardinal
"It

Newman that the

in

Historical
over-zealous

Sketches:
about
not

is plain

body

is not
or

its theological suffer Suarez

tions, tradi-

it certainly Molina, and this

would Viva

to controvert

with
Petavius,

with

Vasquez,

Passaglia

with

Faure

with

Suarez,
freedom have
set

de Lugo

andValen-

tia. glory;
on men.

In

intellectual
as

its members

justly

inasmuch

they

the
' '

of the Schools, opinions 1 Professor Paulsen seems

statement:

their affections, not but on the souls of forgotten to have

of the
of the

his

own

"Greatest

individual organism

is preserved of the

possible power derangement without

Order,

spontaneous

activity and

submission
seem

of the will, contrasts almost have been harmoniously to united by

recent

fect perirreconcilable, in
a

higher body.
"

degree
2

the

Society,

than

by

any

other

English

writer,3 practised

speaking

of the

"crushing
seems

of individuality
trace

by the

Jesuits,"
of the
men

to

it to

the

pernicious

influence "keep

spirit of the

Latin

races.

The
to

Latins

in

leading
"true

strings;"

"liberty

Latins

means

license;"

with have could

1

the principle understand sonality. of perThe Spaniards, in particular, are regarded The Roman Curia is said to special horror. the system "who adopted used by the Spaniards,
cannot
' '

Latins

not
Hist. by

endure

discussion
vol.
II,

or

publicity;
369.
Does

centralization
not

Sketches,
true
a

p.

this

great

writer,
passage,
2

so

statement

of facts, refute
out

about crushing See above p. 18. Father Tauntou, A History

vSee

he

quoted

in another what, individuality ?

of

the

Jesuits in

England,

1901.

Month,

May

1901, p. 505.

428
was

JKSUIT the

EDUCATION.

ideal; routine of blind

the

practice,"
was

and

so

on.

"The
to bring

Jesuit system
about
the

obedience

founded this "makes

to
or

absolutism

of authority;" it may in

them
Puritan

akin
strain

(strange though
so

seem)
doing
is strange and

that

often

found
"

those

desirous

of

doing

great
are

things.
the

This

indeed,

but far
into

stranger

absurdities
are

contradictions

which
to be

prejudiced men
deprived

led.
and

The

Jesuits are
that

said and in

of personality

individuality, asserted

the

same

breath
they

it is sometimes how
to adapt

everywhere
most

know

themselves

to the

different

circumstances:

In

England,
China,
General

America,

many, Gerguay, Paraa

Spain,
Abyssinia. for he
some

France,

Russia,
the

Japan,
wants

It is said

man

secret
a

mission. especially
or

He

opens

his list and

the

there
court

finds

man

fitted to influence
Padisha
how
to

of St. Petersburg, knows then one who with table,

the
so

in

Constantinople;
himself
at

Cromwell
play chess his

as

to

well become him;1

ingratiate
dine
who

his
then

friend,
one

his

with

is fitted here
one

for guiding
to rouse

Celestial

Majesty
one

in

Pekin;

the starving

peasants faith, then

savages

of Ireland who

to enthusiasm

for their devices disputes

'Romish'
tames

by
;

all sorts
one
a

of

the
the
as

of

Paraguay
or

who

with

bonzes
the

in

Japan,
Robert

becomes

min Brahis

in India,
one

famous

de Nobili;
the

there

who
at

is best

suited

to conquer

refractory

Professors

the University
then

in I^ouvain,
another and who

and

the

Doctors

of

the

Sorbonne,
of the
the

wins

the

confidence

townspeople
and

Tyrol,

Germany

"

villagers in in short

land, Switzermen

for

Taunton,

/.

c.

TRAINING

OF

THE

JESUIT

TEACHER.

429
of the greatest

every

possible

mission.1

Such

are

the

opinions
the

adversaries

of the

Society.
needed
are

But

is not all

variety

of

characters
yet,

for

these

ments? employ-

And individuality!

they

supposed

to be

deprived

Or
every
are

is that

unpersonal
so

trait which that the

a

of is

infused into
individualities philosophers
mysterious
who

Jesuit

universal in it,
as

all other
scholastic

contained

express

it, eminenter,
every

in
a

subtle

and

form

Is

Jesuit
into
a

sort
a

of Proteus, serpent,
system
a

could
a

change
a

himself
a

lion,

pard,

boar,

tree,

fountain? for which

envy

A
the

of training,
modern
that
courts

indeed,
might

wonderful diplomats

of

our

the

depriving

of personality,

Jesuits. To be serious, to the Jesuit attributed

of the
numerous

system,

is nothing

but

one

Jesuit

myths.

We
course.

have
But

left

our

young
becomes

Jesuit in his philosophical

in the
meantime
It is not
at to

what

of the
neglected Ratio

study during

of the the

classical
course

languages?

of philosophy,

least the
foster

Studiorum

provides this important

and

special branch

means

of study.

The

mote and prolectures in

the

mathematics
mother tongue,
are

in are natural sciences given but the lectures and disputations

in

in
the

philosophy
young
may

all conducted is in the

Latin,

so

that

Jesuit
speak

habit

of speaking

it with ease and fluency. Latin of these disputations and lectures still it is by
was
a

L,atin and It is true, the

in not

exactly
as

Ciceronian,
1

no

means

as

barbarous
Roman

the

There

time

"when stood
a

behind

every

Catholic
a

Court emissary

in Europe ascended English

there

Jesuit confessor,
stairs of
every

and

Jesuit

the

back

Protestant

palace."

Review,

vol. V,

1846, p. 65.

43"

JESUIT
of this

EDUCATION.

opponents L,atin text

system

represent
are

it.

Some

of the

books

on

philosophy however,

written

in accurate of speaking

I^atin.1

It is not,
we

this custom
as
a

lyatin which
the

Ratio
the

to adduce wished Studiorum, to advance

course

provision
of

of

the
But

study
we

Latin
in the higher
every

during
Ratio,

of philosophy. the

find

among the

rules

for the

Prefect
"He

of the give

studies,
student him
1

following
a

clause:

shall

of philosophy
to

classical author it at certain

has
our

and

admonish
2

not

omit

reading
Latin"
on

hours."
from

"Monkish

become age.
are,

byword

the
terms

days

of

the

humanists by
the
the

to

The

technical
not

troduced in-

scholastics

it is true,
we

found

in the
that
the

writings
schoolmen

of

ancients.
a

Still
for
the

cannot

deny

had
to

right,
new

sake from

of

greater
roots,
a

brevity in

and
to

precision, avoid
modern
than

form

words,

old
of

order
Many

the

cumbrous
view

circumlocutions
the
a

Cicero.
more

scholars
was

scholastic

Latin
ago.

much

ably favor-

customary

few

decades
to
no

Thus

Mr.

Leach,
"The

who

is anything
schoolmen

but

friendly sinned

the
more

scholastics,

says:

medieval than
the

against
sins against

pure

Latinity,
un-

modern if such of

scientific
there
a

writer

English
"Among

defiled,
the much

be.

"

And

Mr.

Rashdall the

writes:
clergy

students

University

and
no

among

generally
as

villainous
French

Latin
is
or

was
was

doubt

talked,

just

much

villainous

speaking

in English
was

by the rule of Frenchencouraged But the for Young Ladies. Seminaries

by the

Latin
was

which
not
as

written
as

theologian,

or

historian
who

bad

is commonly

only

heard

schoolmen

technical

it abused. J. S. for their unrivalled capacity language The terms. Latin

supposed has Mill

by

those

have the

rightly in
the

praised invention
rigid,
of

originally

of inflexible

poor
a

in

vocabulary,

and became

almost

incapable
hands

expressing

philosophical

idea,

in the

thinkers,
vol.
II, pp.
2

flexible, subtle, See

also

rich.''
Paulsen,

Univers.
/.
c.,

of

eval of medithe M. A.,

595-596.

vol.

I, pp.

45-48.

Reg.

Praef. Stud.

30.

TRAINING

OF

THK

JKSUIT
seven

TEACHER.

43!

Ill this

manner

six the

or

years

of training
to

have

been
same

spent

in

Society
years

in

addition
to

about

the

number
to the

of

devoted
into the
as

higher
thus, twelve

studies

previous the
on

admission

Order;

before
years,

Jesuit begins
the
average,

his
have

work

teacher,

been

spent
or

in studies
public

after the
course.

completion

of the

elementary

school

The
or

Jesuit teacher
high school
to
at

is then

employed
His

in the academical
training compares in this is concerned.
cent

department. of the
as

favorably
country,

that least

high
as

far

school teachers the length of time

In

Massachusetts

(1897)
of normal per cent

one

Per of

"f

high

school

teachers

were

graduates

scientific sixty-six
"

schools,

thirteen

per cent

schools,

per cent
In
two

of colleges,

twenty

unclassified.
were

the

State
cent

of New
college

York

(1898)

there

thirty-

per

graduates, nineteen

thirty-nine per cent

per

cent

normal

school
ten

graduates,

high

school the

graduates,
average
years,

per cent

had

other

training.1
more

Thus
than

of higher against
may

studies is certainly not

years

eight

the twelve

of the

Jesuit teacher.
are

It

be

asked

how
as

far the teacher

Jesuit's studies
?

preparatory

to his work

The

repetition

of
to
as

the classics in the two

the study

years

"Jnmorate"
is not
only

previous considered

of philosophy,

part of the
a

as general culture, but is especially viewed for the Jesuits' as teachers. Quick preparation work

has
the

correctly

said that the

schools
wThere

Juvenats
the

or

Juniorates were

training

young

Jesuit learned
was

the method

this
1

course

That of teaching.2 is apparent from what

Education

this
the

the

aim

of

General

Visconti

From

in the

United

Educational

Reformers,

States, vol. I, p. 190. 37. pp. 36

"

432

JESUIT "Immediately

EDUCATION.

said:
young

after

their

novitiate
most

they

[the

Jesuits] must
of Rhetoric

have

the

accomplished is understood
who
not

professors general
are

philological
eminent

[by which knowledge],

word
men,

altogether
to

in this faculty, everything talent

are

but who
smooth
the

only know
the

how

teach
men

and

make

for

scholars;

of eminent
art;

and
1

widest

experience

in the

who

not

merely

to form

good

scholars,
But

but to train good

there the
are

masters." most

other

important
for teaching. before

regulations

concerning the end

direct training
philosophical

Towards
going
to the

of the there

course,

colleges, those
who

should
near

be

an

immediate
are

preparation
enter
on

for
momentous

in the
career

future

to

the

of teaching of
1586

boys.

The

outline
the

of the

Ratio
course

Studiorum
:2

demands

following

"It would

be most

profitable for the schools,

preceptors of great practised
were

if those
taken

are who about to be in hand by some one

privately and in the and

these
afterwards

experience, by

for two method

managing

months

or

more

were

him

of reading,
a

teaching, If teachers
they
01

correcting, have
not

writing,

class.

learned
them
then

things

beforehand,
at the

are

forced to learn
; and

expense

their scholars

they

will acquire proficiency only when lost in reputation ; and perchance unlearn
very
a

they they
a

have

already

bad habit.
nor

Sometimes

such

will never habit is neither

serious

incorrigible, if taken
corrected
who
at the

at the beginning; outset,

but if the habit is not

to most

it
have

comes

pass

that

man,

otherwise

would

been
is
no

useful, becomes how

much

well-nigh amiss

useless.

There
take

describing
1 2

preceptors
"

it, if they
p. 184.

Pachtler, Pachtler,

vol. Ill, pp.

130"131.
"

Hughes,

vol. II, p. 154.

vSee

Hughes,

p. 160.

TRAINING

OF

THK

JKSUIT

TKACH^R.

433
a

are

corrected,

when

they

have
what the

already continual Prefect

adopted

fixed

method
ensues

of teaching;
on

and
with

disagreement

that

score

of Studies.

To

obviate Prefect

this evil, in the case in the chief college,

and and

of

our

professors,
our

let the of

whence
are

professors
taken,

Humanities
the
Rector
next
new

Grammar
Provincial,
year

usually
three

about

months

remind before
Province they

the
needs

scholastic

begins,
for

that, if the

professors
some one

the

following

term,

should
managing
a

select

eminently
he

versed

in the art of actually

classes, whether
or
a

be at the time
or

professor
to

and

him
to

student of theology to are the future masters

go

philosophy; daily for an

by him for their new ministry, prepared giving prelections in turn, writing, dictating, correcting, discharging duties of a the and good other
teacher.
' '

hour,1

be

Professor
says:

Ziegler,

regulation,

"To

the

commenting be Jesuits must

on

this the

given

credit of first having

done

something

for the pedagogical

preparation
and of having

of the future teachers

in higher the

the way paved Seminarjahr our days. ' 3 of Another laid down regulation
'

for

schools; Probe- und

as

duty
:

of the

Provincial,4

of 1599, is of the greatest importance

in the Ratio

order to preserve the knowledge cal of classiliterature, and to keep up a Seminary of teachers, he shall
1

"In

try to
the

have
Ratio
to

in his
Stud,
see
a

Province
of 1599,
was

at
it
was

least two
laid
but

or

In

final
Rector

down
the

as

duty

of the

that this

done, Rcct.
Hughes,

time

was

limited
2

to three

hours
II,

Pachtler,

vol.

week. p. 154, no.

{Reg6.
"

9.)
p. 160.
"

Duhr,
3
4

p. 39. Geschichte

der Pddagogik, 22.

p. 111.

Reg.
28

Prov.

434 three
men

JESUIT distinguished if, from

who

EDUCATION.

in

these
to
a

branches.
time, he

This
takes

he
care

shall accomplish, that

some

time

of them for these

have

special
are

talent

and

clinati in-

studies,

and

sufficiently trained
exclusively
to

in other
this

branches,
so

devote
that,

themselves

vocation,
a

through teachers young

a

their

efforts and

dustry, in-

stock

of good
the

is formed."
teachers, who
were

In

order

to give

to

be trained

in this Seminary,
of the Society,

reliable guide,
passed
the

the
a

eral gen-

assembly

in 1696-97,

decree of they

that,

"besides
are

the

rules

whereby
manner

masters

literature

directed

in the
with
an

of teaching, and

should
Method

be

provided

Instruction

proper

of Learning,
even

and they

.so

be guided

in their private
' '

studies

while

are

teaching.

Father
of the
ordered

Joseph
greatest

de

Jouvancy (L,atinized Juvencius), one

on

authorities

education

of his age,

was

to revise,
a

and

adapt

to the

requirements

of this decree, previously.

work

which

he had
after
a

published
careful

five years

This

book,

examination
as

by

special
handbook title :

commission,

appeared

in 1703, of the

the

authorized under
the

for the teachers Magistris scholarum

et docendi.*

Society,

inferiorumSocietatis Jesu
The
to be 101-2.
"

de ratione in 1752

discendi
wished
1

General
in the
Duhr,

Visconti hands

the

little book
I, pp.

of all
Hughes,

Jesuit
p. 162.

Pachtler,
A

p. 40. work,

"

German

translation

of this

with
was

introduction published
Padagogik,

by Robert Schwickerath, and notes, 1898, in Herder's Bibliothek der

vol.

S. J.,

in

katholischen
sketch Professor" of the

X,

pp.

207-322.
"model

"

An

excellent
a

life and

the

works

of this

of

Jesuit

is contained

in

the Etudes
"

The

1872. Paris, November religieuses, and December form is Jouvancy, not Jouvency, correct of the name

which

latter originated

from

the

Latinized

Juvencius.

DRAINING

OF

THE

JESUIT
has

TEACHER.

435
a

teachers.1 gem,

The
and
Dr. that

little work

been

styled

gogical pedaand

it was
von

highly

praised

by

Rollin

Voltaire.'2
years

Ernst

Sallwiirk
reaches

said

of it

few
the

ago

its importance
"We
may

far beyond

Jesuit schools.
for information

consider

of what achieved.
works
3

Jesuit
on

it a reliable source at his time pedagogy

this book pedagogy is
one

aimed

at

and

Besides,

the most

prominent

college

of (Gym-

In the following we chapters nasial- Pddagogik)." shall frequently refer to this excellent work of Father

Jouvancy.
The
of the which
account
we

have

given
an now

so

far of the

training

Jesuit teacher
is brought
were

furnishes forward
too

answer

to the charge,

and
No

then,

that

the

Jesuit teachers
stood in the

young.

matter

how

things
to the

Old

Society, at present,
of the

according

age above data, the average he begins teaching cannot

years.

Jesuit teacher
to the

when

be

less than
according
a

twenty-four

Besides,
ought

every
to

college, possess

Ratio

Studiorum,
perpetuij
their

number
e.

of
who

magislri
spend

permanent

teachers,

i.

of

men

whole

lives in teaching.
of the

This
' '

is clearly stated shall

in the rules
many
as

Provincial

He

procure

as

teachers of grammar possible permanent This he shall effect if, at the end rhetoric.

and

of the
are

casuistic
thought

or

theological

studies,

some

men

who

to fulfil the

duties

of the Society
are

better in this

ministry destined wholly

1
!

than

in

any

other,

resolutely
to

(strenue)
themselves
glory of

for it, and

to
so

admonished
a

devote

salutary

work,

to

the
pp.

greater

Pachtler, See
In

vol. Ill, p. 132 ; IV,

401, 435.

above

page

163, note

1.

Schmid's

Geschichte

der

Erziehung,

vol.

IV,

Ab-

teilung

I, pp. 460 and

538-643.

436

JESUIT
' '

EDUCATION.

God.

Father

Sacchini

devotes

the fourth

part of his

Protrepticon to encouraging the members first,to offer themselves to the arduous

of

of the

Society
work
many
to

but
youth

noble
for

education:
deserves

"The
to be

education preferred

of

reasons

by

zealous
' '

Jesuit
quotes

all the other ministries of the Order. in the Bull Paul III. of Pope words
,

He of the

the

confirmation

of

the

Society:
have

"They
expressly and the

[the

members
to
.
.

of

the

Society] shall
the instruction it is most

recommended people. and

them
.

of boys
that

ignorant

For

necessary

General

diligently
seeing

watch

over

the management

council of this business; in

may
our

his

that the edifice of faith cannot

be raised
there

neighbors danger he may

without

foundation,

and

be

among
endeavor
as

ourselves

learned, as each is more .lest, to evade this duty [of instructing the perhaps less engaging
:

young],
in fact
our

at first sight

whilst
to

none

is

more
or

productive, practice

either of edification

neighbors humility

of the

and

to

ourselves."2

of the duties of charity Father Sacchini says

for the work
opposed

that this volunteering

and

education,
on
1

far from

being

application in any way

most
very

of

to obedience,

the contrary,
Prov. 24.
"

is the
By
a

beautiful
curious

flower

and
some

Reg.

mistake Geschichte

writers

(as

Professor

Miiller
Abteilung
as
a

in I,

Schmid's

der these in the

Erziehung,
"permanent Society,
courses

vol.

Ill,

page
and

teachers"
"who

separate
a

represent inferior grade

drill

41)

received
were

only much

special

in

pedagogical
the Ratio
the

and

not

esteemed."
states

And

yet

Studiorum,
members

in the
of the

rule

just quoted,
should

explicitly
as

that

Society
completion
are

petui
2

after the

be appointed of their theological

magistrl

perfore There-

course.

the

priests

meant.

English

transl.

from

Constitutions

of

the

Society

of

Jesus, London,

1838.

TRAINING

OF

THE

JESUIT

TEACHER.

437
recommended

perfection

of that
when

virtue,
one

which

St.

Ignatius
not

saying,

should
should

wait

for the
his
very

Superior's
suggestions
In

command,
and second

but

anticipate

silent wishes. place

the
to

Father

Sacchini
his whole

exhorts

the

teacher
great

devote

generously

life to

this

work.

Some

writers

on

the history

of education been
admitted classes,
goes

have
to

stated that the

Jesuits,after having
did not teach instruction.1
"in

Priest's

Orders,

the grammar

but gave
so

only
as

the higher
assert

Compayre

far

to

that

their

establishments
the

for

secondary teachers
to

instruction
who do
not

they

entrust to their

lower

classes to
reserve
' '

belong
direction

Order, higher
are

and

themselves

the

of the
teachers

classes.
employed

This
when

is utterly
the

false.

Lay

only of

insufficiency
or or

in the

number

Jesuits makes
commercial

it necessary;

for

certain

branches,
courses, as

as

branches,
for Law

in professional
Medicine,

in the faculties
for Army
are

and

preparatory
wherever

schools

and

Navy,

in short,
of

lay experts old and

new,

needed. the

The

history

Jesuit schools,
and lower

refutes

statement

of Compayre
the

have
their
these

taught whole

Many other writers. classes for many years,

priests
some

for teach
'

lives.

Besides,

if priests
of the

did

not

classes, the regulations

teachers,
' '

Ratio

about

manent 'perand

the earnest

appeals

of Sacchini

other

Jesuit writers, would

Sacchini,
their whole
various
to

be altogether
to encourage

meaningless. the
work,

Father
to devote

in order lives
to

Jesuits
enumerates

this noble
accruing himself,
as

the perseverance
1

emoluments teacher

from it gives
a.

this
him

the

Quick,
History

Educational

Reformers,
p. 143.

p. 36, note

of

Pedag.,

438

JESUIT

EDUCATION.

facility, interest,
further
the

and
the

experience advantages

in

his

work.

He

points and

out

of this
He

stability
in this

for
connection

pupils

for the

Society.

cites
"Be

the the
covenant,

words and

of Ecclesiasticus1: be
conversant

steadfast

in

therein, and
stay

and

grow
' '

old in thy

work.
text

Trust
has,

in God

The
"hard

Greek
work,

instead
a

of"

in thy place. i. TTOVOS, place",

admirably

e.

toil, drudgery," labor

word

suited

to express

the toilsome

of education.
the

Therefore:
gery drudis
In

"stay

in thy

place,

bear

patiently
with

toil and

necessarily advice
numerous

connected
the teacher heeded

teaching,"

the
fact,

given

to

of the

Society.

Jesuits have
thirty,
Not

this advice,
more

spent
work.

forty,

fifty, and of times

mention Hill
author

years

and have in college

or

to speak
we

long
the

gone

by,

countries,
1888,

following
near

eign of forfact. In

died

at

Spring
Yenni,

College,
of
had
a

Mobile,

bama, AlaGreek boys,

lowest

Father
grammar,
and,
at

Latin
been

and

who
his

for fifty years special

request,

teaching in the

always

classes. The
of the

Ratio

speaks

more

explicitly

of the
;

training

teachers that

for the
who

literary curriculum

it is understood

those

have
a

to

teach training

mathematics, in
the

sciences,

etc.,

receive

special

their

respectiv

branches.
state

Other
the

documents

of

Society
In

this

memorandum

in principle of Father
years

clearest

terms.
more

the than

Clavius,
it is said
:

written
"In

three always
some

hundred

ago,

order

to have

in the
who
are

Society

able teachers

of these

sciences, should
be

especially trained, in
a

fitted for this task

private
course,

selected
1

and

in the various

Eccli.

11, 21, 22.

TRAINING

OF

THE

JESUIT
l

TEACHER.

439

mathematical

branches. best way,

"

In

another is that

document those
who

we are

read

"The

perhaps,

chosen

for this office

course

[teaching mathematics]
study for
a

should,
year

after the
the

of philosophy,
which they

whole
' '

branches
course,

will have

to teach.

This
in
was

special

mathematics

in addition to the received in the course

general

training

certainly
mathematics

sufficient
which
was

preparation
taught
that both

of philosophy, for the amount

centuries.

of

in former
the general
were

It is evident,

then,

and

special
to

training

of
was

the

Jesuit teacher
out
to

well

attended

before

he

sent

teach. the

Several
scholastic

weeks
year,

before
young

beginning

of
at the

new

the

Jesuit arrives

college

which After

is to be the first field of his educational labors. some the Rector time, during of the lege colwhich formed and the Prefect of Studies have tance acquaincertain class is assigned It is according to the spirit,
a

with the new-comer, for the next year. to him

not

only

of

the

Ratio

Studiorum,
that
as

but
care

of

the

whole
that
assigned

of the Society, the positions in colleges,

Institute according
to the

great
as

be taken
are

well

elsewhere,
knowledge

talent, the

and
quote

the

practical
a

abilities of the
of the
one

individuals. Institute,
the

To

only

few

regulations

Constitutions
according
to

declare:

"Every
'

should

be trained

inclinations," talent, and always of course be advanced 'where the common can considering good The is told "to best."3 Provincial care take that

his

age,

those

who

have

special

inclination
p. 471.

for

certain

Monumenta
2

Paedagogica,

Ibid., p. 475. Pars IV, cap. V,

Declar.

C.

440

JESUIT in which time than

EDUCATION.

branch

of study, spend
more

they

can

distinguish
l
"

themselves, certainly
use

in this branch,"
that
or

for

no

other

reason

they

should

this

knowledge writing
on

for teaching, this

no

if circumstances

require, is, but

a

special
new as

subject.
of

Specialization
modern
times,
ago,

accordingly,
was

invention
important presupposes

recognized

centuries the

but

specialization of general

which

solid foundation
done, the

culture.

Unless

this

be

educational

structure

becomes
put
on

"top-heavy";

"(time, money,
at the

and

labor

are

the superstructure
as
an

expense

of the

foundation,"

American
2

writer

complains
to

of modern be provided talents, assembly philosophy,

are,

educational

systems.

The

specialties

for by the selection in the

terms

and

fostering

of the

second
"ancient

of special last general

languages,

of the

Order

(in 1883),
history,
' '

ethnology,

higher

mathematics,
emphasizes

and

all the natural

the

sciences. of selecting

The
the

Institute teachers

necessity

according learned

to their abilities: "In

universities
are

and

colleges

able and Provincial

professors

to

be

appointed,"4
"to

Superior

is exhorted

the and in due consider for

the

be to are teachers what branches, and look out for those

time
who
are

taken that
seem

single fitted,

best

learned,

studious,

and
upon

assiduous the
any
Rules

d (docti,iliof the
or

gentes,

assidui),and
Now,
Prov. Rat.
our

intent

progress

pupils."5
1

there
55

is scarcely
55 of
the

studiousness
in
the

Reg.
the

not

of
2

(No. Stud.}.

Institute,

Is

Educational North American

vol.

System

Top-heavy?
February

By

Elliott

Flower,
3
4

in the See
Reg.

Review,

1898.

Pachtler,

I, p. 123.

Prov.

47.

Rat.

St., Reg.

Prov.

(Institute .}
4 and

Const.,

Pars

IV,

cap.

VI,

6.

TRAINING

OF

THE

JESUIT
a

TEACHER.

441 interest

assiduity

possible, unless he

man

takes
to study

natural

in the
the from

subjectwhich Jesuit is told by

a

has

or

teach.
do

True,

his motive

Institute

to

everything special

supernatural
"great
no

; still in

the

field
one

of studies

success

is hardly
for such

possible work,^"
as

if
a

possesses

natural
living

liking

tinguish dis-

Jesuit used

to tell the

younger

members

of the

Order.
documents of the

Different principle
those
men

Society
We
as

state

the

same

most
were

emphatically.
to be

have
teachers

heard

that

appointed

of mathematics, task,

who

were

especially

fitted for this

a
'

felt who A second who, others

an

inclination document things

and

liking

for this

and branch. 1
chosen
to

says:

'Those
equal,

should
are

be

all other

being

superior
for these
. .

all

in talent, diligence, and

inclination

subjects,

in the method
that
not
some,

of teaching. proficient

For

it happens

sometimes

enough

in

other
of

branches,
study
or

are

mathematicians,

be

it for want
' '

of natural
was,

talent for this branch.

to
a

The

same

principle

Father
Prefect of the

Nadal

applied of course, had laid it down as

see
a

other

subjects.
rule of the members

general

of Studies, to

that all the younger solid general training,

Society receive
talents

and

that
"He

special
must
men

should
to

be

diligently
what

cultivated.
talent them
our

take
have,

pains
and

discover

young

endeavor

to advance

accordingly.
see

If

one
1

is fitted for the study

"Necessarium
quandam
In

of rhetoric,
ut

that

he

is
in-

etiam
et

videtur"

praeceptor habeat
ad has scientias

clinationem legendas."
maticae
menta
2

propensionem
Modus

praeMonu-

the

treatise:

quo

disciplinae matheSee

in scholis Paedagogica,
De
re

Societatis

possent promoveri.

p. 471. instructio, mathematica

(Mon.

Paed.,

p. 476.)

442

JESUIT

EDUCATION.

longer more a accurate and given humanistic The studies and oratory.

training
same
care

in

the

must

be taken
for Greek,

if

one

is thought

to have

talent

for poetics,

for philosophy,

theology,

Sacred

Scripture,
and
to be

the

Fathers
On

of the
the other

Church,
hand,

the
if
one

Councils,
seems

Canon
fitted

L,aw. for
a

not not

certain

branch
than

of study, is
' '

he should for

be detained
an

therein ordinary

longer

necessary

acquiring

knowledge.

Thus
and from
the
the

it is clear that the documents

very

Constitutions concerning
on

of the
the

Society
studies,
of

directly

beginning,
teacher's

insisted
work

the

necessity

assigning

each

according

to his natural

abilities. inculcated
care

The

of the Society, Father Visconti, this principle later on, saying that "special

General

should

be

taken
to

to

assign

the

classes knowledge

to

the and

teachers

according

their
must

talent,

practical
more

skill."2
our

This

be

emphasized
century,

much the
not

in

days.

For

in the
were

sixteenth
fewer,
But

taught subjects
so

in colleges appoint
must

and in
cannot

it
our

was

difficult to branches

teachers.

times,

other

be taught.
man are

This
who

be

done

effectively by the same There and literature.

can

teaches few be good

languages
men

exceedingly
or can

who

excel

in many
of them. however,

branches,

teachers

in several
Here,

there

is another
Mon. by

danger

which
It

must

Ordo
the

Studiorum,
context

in
that

Paed.,
"talent"
a

p.

133.

appears
talent
we

from
meant.

whole
Be

"special" "poetics"

is

it added
all

that the

by

"oratory"

and

have classes

to

understand
2

studies

pursued

in

the

two

"Humanities" Pachtler,

and

"Rhetoric".

vol. Ill, p. 131.

TRAINING

OF

THK

JESUIT

TKACHER.

443 the

be avoided
teaching

that

of splitting class.

up

too

much

work

of

in the

same

This

is most

injuriousto
in
have the
a

education and
middle

properly

so-called,

especially should

lower
prominent

classes. position in the

One

teacher

class ; he

should

be

the teacher,

and,
this

in the
reason

first place,
he should
"

the educator
as

of his pupils.
as subjects

For

teach

many

possible all those

in his class branches

provided
are more

he

masters

them

"

which

closely

connected,

as

Latin,

Gree*k, also English, in short, languages and literature. it is natural to combine With Latin and Greek also history. Roman Greek Medieval modern and and
history
may

be taught

by

special

teacher.

matics Mathecan

sciences go well together and natural by the same In a word, teacher. easily be taught have to Society preferably class teachers wishes and

the
to

branch
is, to
some

teachers.
a

As

is well

known, in

the

class

system

certain
the

extent,

prevalent
system

Germany.
favored,
was

For but

time

branch
that

had

been

experience

proved

the

old

class

system

unquestion

better.
PrUvSsia, 1901, of the
the strongly

So the

"New

School

Order"

for

recommends

the strengthening
as

influence

of the

class

teacher
secure,

distinct from all, better

branch

teacher,

in order to splitting up
classes changes
among

above

education. lower
as
an

"The
middle
frequent
to

of the
too

teaching
many
are

in the
teachers,

and
as

well

of teachers,

considered

obstacle put
a

any
as

enduring
far
as

educational
to

influence.
evils, the
to
see

To

stop,

possible,
are

these

provincial
to

school
a

authorities

strictly bound
as
a

it that

professor

proposed and

suitable
as

for the position,

as subjects

class teacher be that he teach in his class

far
as

many

possible,

so

his

scholastic

444

JKSUIT

EDUCATION.

attainments

and

practical
system

experience

allow

it.

"

The be
the

advantages

of this

for education only

system

need

not

demonstrated.
teacher
a on

It is the

which pupil
2

gives and

thorough

knowledge

of the

influence

the formation

of his character.

There
had

is another practice of Jesuit colleges which for its end the strengthening of the educational
of the

influence

teacher.
customary

According
that the

to

the

Ratio
should

Studiorum,
not

it

was

teacher except

always

remain

in the highest
more

same

grade,

the

fessors pro-

of the two

and

Rhetoric,

where

literary classes, of Humanities is required. But erudition

the young

teacher after year

next

should advance higher

the

begin
with grade,

with

the

lowest

class,

then
pupils

year

the better part of his

at

to the

least for three

not to

or

four
often

years.

Thus
one

students and

have

pass
one

so

from

master,

consequently
master

from and

kind
stand under-

of management,
each

to the

other;

pupil good have

other, and

if the teacher he

is

religious
won

and

fairly

efficient teacher,

will

the

esteem,

the affection, and the confidence of the pupils, him inestimable for the advantages all which gives and thorough education
changes

real other

of his charges. interfere

On

the

hand,

frequent

considerably

As early as 1583, the training of the pupils. with Father Manare, Oliver the colleges of the visiting by the General's laid it German provinces authority, down burdensome a directive as were that "frequent changes
to
1

the

students,
und

because

they
1901,

were

forced
See

to

Lehrpldne
New

Lehraufgaben,
1901. is
a

p.

75.

senger, Mes-

York, this

Sept.

On

subject there
in the
year

splendid

Father

Pachtler

1880, in the

by article, written Stimmen Mariaaus

Laach,

vol. XVIII,

pp. 49"66.

TRAINING

OF

TH"

JESUIT
often
to

TBACHER.

445 teachers

accommodate
' '

themselves
1

new

and

prefects. If, for want

the of

regulations
were,

sufficient number for the laid down

not

of

men,

some

of
the

training and
to

of

teacher,

perhaps,
the

everywhere

always

complied
on

with,

Ratio
nor

Studiorum
the

is not
as

be

censured

that account,
she

Society
to

such,
any

as

by

wise

legislation
2

endeavored
the

obviate

such

shortcomings. training
uniform
system

Moreover,

uniformity
as

of the

vious prethe
same

of

the

Jesuit teachers,

well
of the

as

of teaching the

in the colleges

province, changed,

has
there

Besides,

teachers are effect that, although is no change in the method ing. of teachis not institution, or every secular

ecclesiastical, however similar

must

well organized,

open

to such

or

temporary

defects? be expected
altogether

Exceptional
in any
system,

shortcomings
as

naturally
on

there

is

nothing

earth

perfect

and

ideal.
or

Deficienci

in
colleges,
no more

individual
not

Jesuit teachers,
anything against

in

single

do

prove
the

the

system,

than
or

inefficient
proves

administration the worthlessness

of

one

Governor

President

of the

Our contention constitution of a State or the Republic. is only that excellent teachers are trainee! if the regulations followed. are of the Jesuit system

The
let
us

young
say

teacher
one

has
high knows
Father

received
school his
lyedesma

his appointment, classes, to teach well,

the

for

of the
He
"

L,atin and
1

Greek.
I, 415.

grammar
made

he

Pachtler

regulation should
teacher
to discontinue

that

in the beginning

of the

scholastic
be

year
to

substitutes
in if
a

be

appointed, who by sickness should, teaching.

2

had
or

to
some

ready
cause,

step be

other

compelled

Mon.

Paed.,

p. 144, 156.

Reg.

Provino.

4, 22, 24, 28, 30, etc.

446

JESUIT
in the
course

EDUCATION.

has
Is

of years

read

many

classical authors.
very

anything

still wanting?
with

Indeed
the

much:

an

intimate handling
grammar

acquaintance their and

the

authors,

facility in
the

languages, authors.

skill

in

explaining has
to

All this he
-training, self

acquire tion direcall

by

system

of continued
Rector
or

under

the

of the he
must

Prefect

of Studies.
themselves. for the

Above

study

the classic authors

hand Secondteacher.

knowledge Reading centuries

one

will

not

suffice
of the

over

the

regulations
the
to

Society
of the

in former teachers,1 of reading

concerning

preparation
see

must
was

be surprised
required

what

an

amount

of the young
the

teacher,

in L,atin, Greek,

and

history.

Thus

teacher

of the

second

lowest
study,

Grammar
besides

class
the

(Media
he

Grammatica)
explained
in

had

to

authors writings

class,

philosophical read
same

of Cicero
some

(the

epistles

all the he had

the

year

before),and
; the

author

poets
the

of the orations of the Catullus, Tibullus, Claudian,

Propertius, Valerius of Caesar.

Martial,

first ten

books

of I/ivy, and
and

Justin,

Maximus,
In

Velleius

Paterculus,

the whole

Greek,
Various

Aelian, books

Aesop,
on

Xenophon's poetry,
was

Cyropaedia.
rhetoric.2

style,

and
study

The

teacher

of the third class

with
some
a

to

all the orations

of Cicero poets;

commentary;
more

Horace,

Seneca,
Curtius,

and

other

books

of I^ivy,
"

Sallust ; the
was

Philippics
be

of

Demosthenes.

Every
these

minute
authors.
were

to

Catalogues printed

utilized in of books
which

order
on

to

master

philology

and

antiquities

from

the young

teacher

might
1

find

assistance
vol.

in studying
pp. 175"235.

and

explaining

the

Pachtler,

IV,

Pachtler,

vol. IV,

pp. 203"204.

TRAINING

OF

THK

JESUIT
has

TEACHKR.

447
not
so

authors.1

The

young

teacher
as

to look

much

for pedagogical
He

theories, carefully their

for

practical

knowledge.

is to

read
of

the

authors,
accurately

closely

observe
and

peculiarities
intelligently

style,

translate

expound

their

meaning.
Professor

It is exactly Hermann

the system,

to which according Leipsic trained his philologians.

of

of self-activity and the first part of

self-training

This practical method in find explained we

on

Jouvancy's
The Method

commentary

the

Ratio

Studiorum,
As
the

in

of

Learning.
is to
form

object of
not
a

this training

practical
and
to

teachers,

word

is said about

higher
urges

criticism the teacher

the like ; but acquire

Father

Jouvancy
a

in the
:

first place

thorough

mastery

of three

languages
means

Greek,

Latin,

and

the
are

vernacular.

The
of

of gaining

this mastery
and

plentiful reading

the best authors, kinds

:

practising
essays.

compositions

of various

letters, orations, second part

The
master

of

the

learning

proper
to

to

the

of literature

consists, according

Jouvancy,
"The

in the thorough
erudition

knowledge
master

of certain sciences.

of

is not

confined

to
to

mere

command

of languages
of
youth
some

; it must

rise higher

the

sciences
the

which

it is usual

ing understandto impart to

are

in

classical

schools.

Such

rhetoric,

poetry,
1

history,
See

chronology,
vol. IV,

geography,
pp. 12
"

philology."2

Pachtler,

books,
2

in the Old recommended It has Discendi, Ratio cli. II.

"

19, where lists of such Society, are given.

been

proved

in chapter
never

IV,

pp.

124

neglected
I

found

were geography and In the mean in the colleges of the Society. Schmid's Protestant the that of writers
"

129,

that

history

time
great

Geschichte the

der

Erziehung of M.

(1884-1901),in sharp
candidly admit

contrast

with

assertions

Compayre",

the

services

448

JESUIT

EDUCATION.

As

regards

history,
for
a

it is superfluous
education.

to

speak

of its

usefulness
a

higher
a

History mirror

is, indeed,
a

magistra

vitae,

teacher

and

of life,

school for

of the

practical
teacher

wisdom.

Of

particular knowledge

importance
of the

is the and

thorough

history
of the

of Greece

Rome.

scholarly
an

appreciation

classics is impossible
with

without

intimate

acquaintance and
erary, lit-

the

history

political,

social,

religious,

of these Here
we

nations.
must say
a

few

words

on

the

teacher's

attitude

towards

ancient

history.

The

religious

er's teach-

viewpoint that of the

events

of

history

is radically
the

different
teacher of
the

from

agnostic.
are

To

religious
the

historical natural words of

of
a

not
sees

merely rather

products
to
use

agencies. of the

He

in history, wonderful
of
by
:

Jesuit Kropf,
power
to

"the
a

manifestation
the

God's
rendered
scholars.
was

and
history
Dr.
von

revelation
geography
says

wisdom
schools

and

Jesuit

and

Thus

Sallwiirk
by

"The

considerably University

advanced

Jesuit
did
not

writers,

study but the

the vol.

of history
colleges

of the
the lung
have

[of Paris]
Geschichte
"The
of

imitate

example
IV,

of

Jesuits."
I, p. 436.

der

Erziehung,
Sirinond, studies Geography
...

Abtei-

Fathers

Petavius,

and

Labbe

well

deserved in the

historical
. .

and

of the
was

teaching

of

history

schools.

henceforth practical
Father

zealously

cultivated
were

by

the

Jesuits.
of the

Of

great

importance
Buffier good

the
on

labors

remarkably

diligent
he

; especially

geography
the

and

grammar scholastic

has tone

books,
avoided.

in which
. . .

traditional

written is happily

His

Philosophy
the the
In

and
only

Practical
useful

Grammar
grammar

was

for

long

time

considered
...

of
we

the

French

language.
as
a

schools
; but

of the
to

Oratory

find geography

branch

of study
taught
at

the

Jesuits
before

must

be allowed Oratorians.

the
In

merit their

of having College

this
was

branch

the

Amiens

trained

Nicolas

Sanson,

the

'Father

of Geography'."

Ibid., p. 456 and

466.

TRAINING

OF

THE

JESUIT
History,

TEACHER.

449
sense,

Divine

Providence."1

in

this

is

record

of the development guidance of God;

of mankind
or,

under

the
a

vidential pro-

more

of the
human

systematic
race

training

and

precisely, improvement
means as
a

record of
the

by divinely

appointed

tion preparathrough

for the birth

the coming

of Christ, that

God
man

might,
a

of His
a

Son,

secure

from

spontaneous

homage,

worship this the

worthy view,

of Christ, in history, and

event
"

of Himself. gives a definite

The

coming
to

character

grand

both before and periods after that in history its two the greatest constitute divisions,2 the one for the comthe preparation ing
"

of

Christ,
kingdom,

the

other
to the

the

spread

and
on

struggle

of of

Christ's

final triumph is the

was

the

day

Judgment.

Christ, therefore,
which

central

figure

of
the
3

"the stone all history, is become builders, which

rejectedby
of the
"

the head
then,

corner.

From
study and

this standpoint,
teach the he

the

Jesuit masters

will

history

this
and

viewpoint

will

Of of Greece and Rome. lose sight when not reading

It need
not

the classic authors. explaining feared that this view will prevent doing full justice these two to great
contrary.

be

the

teacher

from the
those

nations.

On

In the

Greeks

he

will made human

acknowledge them

brilliant gifts of nature promoters of human

human
culture. that
1

which
art,

the foremost

knowledge,

and
will

In

the

history

of Rome
the

he

mire adand

wonderful
et
new

talent
chapter
V,

for ruling
art. 9.

world,

Ratio
The

Via,

(German
of

translation
uses

p.
same

423.)
2
3

Prussian

School

Order

1901

the

in regard words Church Alzog,

to Church

history,
vol.

p. 16.

History,

I, p. 6.

Acts

4, 11.

29

450 that system

an

JKSUIT of

EDUCATION.

jurisprudence which
the formation

influence
the

on

exercised of later codes

so

potent

of laws.

However,

Christian

view

of history

will prevent
of admiration the humanists

the teacher

from

antiquity which during the Renaissance, in the ranks

were

sharing that one-sided so disastrous was among

and

which

is found

sometimes

of professional
a race

philologists. with
we

The

Greeks
gifts of

indeed and
our

endowed
However,

exceptional

body
shut

mind.
eyes
to

their many

need not and cannot moral defects, especially which

has received

to that

frightful kind from

the

of immorality and

its
even

name

Greeks,

in the finest pieces Nor is the Christian

Rome
very
on

manifests which of their literature.

teacher's attitude

itself

towards
when had

imperial

different.
Rome

At
under

the

time

Christ appeared
risen
to

earth,

Augustus

of her glory, and the poets sang But under that the golden age had returned on earth. a the misery of slavery, glittering surface lay hidden In the universal corruption, scepticism and despair.
the

zenith

the ''Light to the reappeared velation l Yet the darkness did not of the Gentiles. surrender without a fierce struggle, the greatest which The history of this struggle seen. the world has ever

midst

of this darkness

' '

between

Christianity and and Caesar, between between faith and infidelity, is the keynote paganism, of the first three centuries, nay more, of the nineteen
Christ
hundred

The
Gibbon's
from
1 2

have since elapsed. which historian, Christian although

years

objecting to
Christianity
apart
from

explanation natural
2, 32.

of
causes,2

the

spread

of
that,

merely
Luke
Gibbon, See

admits

Decline

and

Fall
on

of

the

Roman

Empire,

ch.

XV.

Newman's

criticisms

these

chapters

in Grammar

of Assent.

TRAINING

OF

THE

JESUIT

TKACHER.

451
anity of Christistances circum-

the intrinsic worth

as
a

and

positive

character

divinely

revealed

religion,

external

also the religion of the through chosen

to the rapid propagation of contributed He discovers that the coming of Christ.

Desired
"the

of

Nations
and

had the

Law

directl}7, prepared Prophets," the among the

a

been

people

of Israel, indirectly also among

tiles. Gen-

This
one;

indirect

preparation had it had

was

first
the

negative of all

the ancient

world

to realize
to

limitation
that

the

natural

powers;

experience

progress

in philosophy, mind
save
nor

art and

politics could
heart,
or

neither utterly the

quiet

the
to
or

satisfy the

and
the
a

was

unable
state

either
l

the individual
there
was

family,

society. of the

But

also

more

positive methods

preparation

Gentile

world. those

The
of Plato

Greek
and

of philosophy,

especially
many

Aristotle,
efficient

in spite of their
means

shortcomings,

became of the

with

which

the early

champions and
the

Church
of
of
of

successfully
paganism

the errors combated logically defended and

absurdities doctrines of Clement

a

Revelation.

Thus
was
a

Plato,

in the

words

Alexandria,
prepared
the

way
see

Xpurrw, TratSaywyos efc for Christ. Origen,

a

teacher

who

Eusebius
of God

and

St. Augustine
conquest

of the

special providence by the Roman world

working in history
and

in the
It is

Empire.

this tracing

of God's

Kropf
that

suggested

to the

teacher,
the

Father which it is in this light

literature of

he

has and

to

study

history

and

Greece
With

Rome.

ancient
connect

history
the

and

the classics, the

teacher
who

has
have
1

to

study again
History,

of antiquities. and
vol.

Those
the

heard
Alzog,

it said
Church

again
I, pp.

that

Jesuit

127"135.

452

JESUIT

EDUCATION.

system

aims

at

nothing

but and
the
course

"mere

formalism,

at

cleverness ask
these

in speaking whether their

disputing,"

in surprise,

will naturally Jesuits had any place for

subjectsin
a

of instruction.
Ratio, the
commentary

ever, How-

mere

glance
other

at the
sources

of
one

Jouvancy
that the the

and
teaching

any will convince is even prescribed of antiquities

in of the

colleges

of

the

Society.
erudition
forms
an or

Under general

the

name

eruditioj i. e. general

learning,

study

of antiquities

essential

part

of the

explanatio

of the

authors.

The
"one

professor of the in

of

Rhetoric principal erudition.

nations from

(Sophomore)
points of
is to

is told that
grade

three

this be

consists from from

the
the

general

This
and
every

drawn

history

of the
and

their

culture,

best

authors

field of learning;
and according
rule
to

but
the

it is to be

imparted of the that

sparingly

capacity

pupils."
"for

The

fifteenth

of the

professor

says

the

advancement
the

of erudition, historical
author,

sometimes,
other

instead

ing of readbe

subjects might
symbolic

treated, epitaphs,1
systems

e.

g.

hieroglyphics,
or

and

signs,

the Roman of the

Romans

Athenian
and

Senate,
the
,

the military
costumes,

Greeks,

gardens,
as

banquets,
Revised Ratio

triumphs, has of
it
"

sibyls, etc. archaeology.

in short

"

the

The
mentions

first
the

rule
same.

of

the
But

professor
that

Humanities

it
to

was

intended
same

for all classes, though is evident

from

naturally

not
's

the

extent,

Jouvancy
which
we

treatise "On give

also
German

the

Explanation
in the
why

of Authors,"
next

shall

in substance be
explained

chapter.

There
1

it will
In

antiquities,
three

1830

the

Jesuits declared
IV,

these

points

to be

antiquated.

(Pachtler

439.)

TRAINING

OF

THE

JESUIT

TEACHER.

453 "sparingly."

according

to

the

Ratio,

should

be

imparted

If antiquities
the teacher partly
must

are

to

be

taught

in them.

Jesuit colleges,
This
studies is done
which

carefully
years

study

in the

two

of philological

follow

of the great teachers of the for firstcentury who of the Society, Father Bonifacio, more than forty years labored in the Spanish colleges,
the novitiate.
writes:
men,

One

"In

the

philological

seminaries,

our

young

besides acquire

studying
an

Latin,

Greek

and

Hebrew,
and

should

intimate
' '

knowledge

of history

However, this archaeological classical antiquities. has to be acquired learning the chiefly throughout form It will always a course part of of teaching.

the

preparation

read

in

class.
to devote

are, of the authors which Father Jouvancy advises

at the

time,
young

the

teacher
which change.2
In

especially
useful
and,

the holidays
at the same

to this study,

he

calls

time,

pleasant

the

catalogues

antiquarian interesting province

special lists or historical and from which of various works, information Very could best be obtained.

Old

Society

there

existed

in

this

regard

is the

Catalogue
i6o4.3

of
In

the
an

of Upper
remark

Germany

of the year

introductory helps
professors,

it is stated
made

that the

list of philological
experienced

is not

for the old

young
masters,

and

but
a

for the

for the beginners;

that every
appeared
Per-

and
1

great

number

of works
pedagogical
together
:

is given
works

Father
German

Bonifacio's

lately

in

translation, Father
vol.
XI.

with
the

those

of Father

pinian and Pddagogik,

2

Possevin
"

in

Bibliothek

der

kathol.

Herder,
ch.

Freiburg,

and

St. Louis,

1901.

Ratio

Discendi,
vol.

Ill, art. 2.

Pachtler,

IV,

pp.

12"19.

454
one

JESUIT
his
own

EDUCATION.

might he

suit

taste

and

select those

authors

whom

likes
the

best.

The

first part of the catalogue

on

contains authors.
L,aw,

best
second

commentaries
enumerates

the
on

classical
Roman

The

works
a

which of the

will
writings

help
of

towards

better

ing understandgives
the

Cicero.
works
on

The

third

titles of and

about
games,

sixty

antiquities:

Roman

Greek

triumphs,

chronology,
costumes,

religion the

and
army

sacrifices, and
navy,

mythology, numismatics,

banquets,
measures

and the

weights,

tecture, archi-

the triumphal

arches,

circus,

the amphitheatre,
works
It

topography,
on

geography,
written

etc.1

Several

these

subjects were
then, that

by

Jesuits.
were

appear,
taught
on

although

antiquities

will be to

but

sparingly,

the

information

of the
to

teacher

these

subjects was
at

supposed
of

be

thorough.

Jouvancy,
reminds
the

the

end

his
that

Method
"he

of
must
a

Learning,

master young not superficiality; he must

beware
smattering

of

be satisfied with
to master to

but
exhaust,

should

endeavor
that

thoroughly,
which,

to

if possible, gifts and

branch

by

his

natural himself.

God's
all he

will, he
must

is destined

to apply

Above

be constant

in his studies

self-training. and devote all his time to earnest he his time, he trifle away seriously would
1

Should
fail in

These
as

works
at

were

in the the

17th

century

of
on

the

same

importance

present
Koner,

such Schomann,

as

Guhl

and The Antiquities

standard works the Greeks Life

of

antiquities, Romans; and

of

Greece;
and

Mahaffy,
the works

Social
of Mommsen,

Life

in Greece;
Becker,
etc.

Ramsay,

Antiquities;

Lang,
They
took

Lanciani,
also

Boissier, place
of
our

Friedlander, modern

Marquardt
onaries Dicti-

the

Classical

valuable

Iwan as von Miiller's great collections of such and der klassischen, Altertumswissenschaft. Handbuch

TRAINING

OF

THE

JESUIT

TEACHER.

455

his
honor

religious

obligations; demand
can
a

for

God's
as

glory

and

the

of the Society
as

of him

much and of

progress
one

in learning

he

possibly rigorous

attain,
account

day
time

God
and

will ask his work.

of him
' '

his

This
young
one, we

is the
teachers.

training
It is
a

which

the

Society
practical

gives

its

solid and

training,

think,

fitted for forming

competent

teachers.

CHAPTER
The
Method

XVI.
in

of Teaching

Practice.

It

was

said before is

that the general

intellectual training
are

scope of the various

of the

Jesuit
the

system

the

mind

means

for obtaining
In this chapter
we

this end

the

exercises.

the literary

course,

and

shall treat the exercises of First, this for several reasons.

and literature should schools

because
form the

the study

of languages

backbone

of, at least, the secondary

college
treats
course.

and
the

of part of the Ratio

Secondly,

because

Studiorum

the

exercises
whereas

in languages it makes
in
only

and literature very minutely, a few suggestions concerning

and natural sciences.

the

exercises

matics mathe-

Thirdly,

because

it is

in the literary studies that there especially exists a danger to is, in fact, the the as neglect exercises, in some No one case for systems. modern will doubt a moment that for the successful teaching of mathematics continual
In

exercises

are

natural the and physics

sciences,

particularly
of the

absolutely in physics
are
1

necessary.

and
the

istry, chemments experiing teachvery

treat

equivalent especially and

exercises

the laboratory the

work.

On
one

chemistry viz., the

the

Ratio

has

important
1

remark,
this

professor
able
article
:

should
The

not

On by

subject see
De

Teaching

of

Science,
St. Louis

Father

I/aak,

S.

University,

in the

J., Professor Report of the

of Physics

in the

Commissioner

of

Education,

1901, vol. I, pp.

904"916.

(456)

METHOD

OF

TEACHING

IN

PRACTICE.

457
so

them
no

merely

theoretically

and

mathematically,
;
nor

that
on

time

is left for the experiments

hand, spend
so

should
on

he,

the

other

much

time
to be

the

ments experi-

that the teaching

;

seems

purely

but

sufficient
systems,

time

should
and

be

tal experimendevoted to the

principles,

theories, exercises,
what

hypotheses.1

The
or

objectof
must

all these

be they
has

scientific

ary, liter-

be clear from
especially

been
on

said in previous
the

chapters,

in the compared

chapter
the artisan

Intellectual
branches bells

Scope.
of study of
one

There
to the

we

different
or

tools of the
a

the

dumb

who
are

takes

course

exercises
not

the

practical
teacher, how

the training; of physical ments, instruhandling of these

by
to

the show has

but
they

by
are

the
to be

pupil.

The
but
tools
not

teacher

has

handled,

then and

the pupil

to lay

hold

of the

intellectual
thus
a

handle

them

himself.
to

Thus,
lectures and

and

only,

by merely

listening mind

the

of

teacher, that
true

will ness readi-

the youthful
and

be trained
which

acquire

nimbleness

is the

objectof
four

education.

The
Studiorum

literary shall be

exercises treated

laid down

in the
headings

Ratio
:

under

the

"prelection",
2

memory

lessons,

compositions,

and

contests.

"

i.

The

Prelection typical form

or

Explanation

of

the

Authors. is called of

The

of

Jesuit instruction
is

praelectio.
"lecturing"
1 2

This

word

largely

the

equivalent

in the high erf acuities;8

of "explanation"
33, 34.

fiules
For

for
the

the

Professor of

Physics

many
to

indebted

in this chapter I am observations contained Woodstock Letters, the valuable especially

XXIII"

papers
3

in volumes
Its

XXV,

1894"96. in German,

equivalent

is used

Vorlesung,

for

the

lectures

in the

universities.

458

JESUIT
In either

EDUCATION.

in the lower.
specific.1
an

case,

however,

it is something
may

For

this
as

reason

the

word

be
are

used here

in
not

English

dress,

"prelection".

We
the

concerned but
or

with

the

lecture
or

in

higher

faculties, literary
:

with

the prelection
course.

explanation prelection other upon

the

in the

classical
the

This
the
style
etc.,

is two-fold
the

one

is upon
rhetoric,
grammar,

authors,

precepts
classes,

of
of

poetry,

and

in

higher

prosody,
some

in

the
as

lower

classes. the

The
ciples prinof the

Ratio

gives

of rhetoric
authors. the
sense

useful hints in connection

up
a

to teaching

with let

the reading
us

Taking
will,

passage,

say

of Cicero,

professor

in the

first place,

make

clear

the

the artistic structure; analyze thirdly, explain the force and of the meaning in the passage ; fourthly, rhetorical precept contained are other examples similar in thought which adduce
; secondly,
or

of the text

expression,
orators

especially
or

famous
whether
same

and

striking

ones;
or

cite other

poets,

in the

classics
are

the vernacular,

in which

the

principles
singly,
comment

employed

; lastly, weigh

the words
use,

upon

the

propriety

of

their

their

rhythm, and

variety, authors subjects,

beauty. with
those
was

The

comparison

of Latin

Greek

of the vernacular,
especially in 1830.
2

that treat

of similar
the

recommended

by

Jesuits in

Germany,

The

method

of explaining of the is told

authors
common

is sketched rules.

in the 27th
thing
passage
good
1
2

The
the

admirably first
whole
a

the

professor

to

do

is to read

through,

unless

it be too long.
It makes
an

There

is

very

reason

for this.
Loyola,

impression

on

the

Hughes,

p. 232.

See

Pachtler,

vol, IV,

p. 439.

METHOD

OF

TEACHING

IN

PRACTICE.

459

ear

of the

pupils,

and

accustoms

them reading
to

to the

rhythm

of the

language.

Again,

the

is calculated,
on

better than
the
that
correct

the rules
quantity
are

of prosody,
of

impress

them

Latin

syllables.
to

Remember

the
a are

boys
year,

understood
years,
not

be

employing learn

Latin

words

two

before they
to

the prosody;

they

surely

supposed
How,

be

pronouncing
do they

correct in-

all that
accuracy

time.

then,

acquire

in this important
professor.

detail? reads read

every

Simply
lesson

by

ing imitat-

their before

He
they
they

for them

explaining;
when

every

lesson

before
rules of

translating, prosody

repeat

next

day.
the work.
accustom

The

afterwards

only

complete
should
to

Jouvancy
the

observes that the teacher beginning from the very reading1; From the
should

pupils

distinct of

and the

articulate

the

same

holds in

good

recitations.
the teachers

first lesson
on

Latin and

Greek

insist

the

correct

the final syllables

(os, es,

quantity, particularly of is, etc.). If in the lowest

classes
they

the

students

will

never

faulty pronunciation, a acquire Some modget rid of it in later years. ern

to
an

teachers
on

go

extreme

in insisting

too

much

quantity
ago of

and
many
:

other

points. used
the

This

is affectation. tion pronunciafollow

of

Years

colleges pueri
=

English
etc. ;

Latin

pyueray,

others

more

or

less the
high
or

(European)
and
most

continental colleges

system;

late the

schools
Roman

have
=

adopted

the ancient
etc.
1

pronunciation: place
II,
v.

Cicero
on a

Kikero,

This
Ratio in

is not
Docendi,

the
ch.

to
art.

enter

discussion
cated is inculpage

3, 2. in

"

The

same

other

documents,

g.

Mon. turn

Paed.,

297:

"Germanam

pronunciationem
a

iam

ab

ipso

literarii
quisque

aedificiivestibulo
exigat."

discipulis suis

praeceptorum

460

JKSUIT

EDUCATION.

about

the relative value of leading reading

opinions

of the different systems. differ considerably.1 educators

is not
; the

The

The

of the text

merely

intended
should

for

correctness
so

of pronunciation
the
sense

passage

be

read

that
may

may

fully appear,
expressively.

and

that the

sentiment
tone,

be rendered
of voice,

Inflection, of elocution attended

to,

quality

applicable and

to reading

all the elements be carefully should

represented
even

faithfully.
went
so

distinguished
gesture

Jesuit
in this oration shows series feeling of

professor part
than the

far

as

to employ

of his
to

prelection. that

What

is easier

in

an

put

spirit into the reading

are

which
a

pupils

that they
a

not

examining with
actual
not

dead

but of words, in it, that they

real human

living
are

organism
the

life and

studying

expression be too
some venture-

feelings?

One

would

in asserting done is the very

course,

that the reading

of the passage
to the matter

well

best introduction
repetition of

studied. reading possible;

Of

the

this
as

excellent often
as

should the next

be

exacted

immediately,

day

at all events.

It will

prove

the

easiest

and
1

surest

means

of teaching
"A

elocution.
interesting
colleges

The

Rule
of

President

effective

Eliot says: in a few leadership

second

result

American

and

schools

is to

in the adoption of the so-called being of Latin, which recommended Professors in leading institutions, Latin of
seen

be

Roman

ciation pronunor

by

two

three

spread
the

rapidly

over

the

whole

United
most
"

States,
schools Professor

and and

is

in

nunciation proaccepted Educational colleges.'/

now

Reform,
calls it
a

p. 298.

But

"fundamental

mistake." p. 66.
"

The
See

Teaching

University of Cornell blunder its retention a and serious School, of Latin in the Secondary
Bennett
a

Latin

Pronunciation,

Brief

Outline by
D.

of
E.

the

Roman,

Continental
Ginn and Latin, by

(Boston,

English Methods, and Company, 1889. The

"

King

Roman
Ginn,

Pronunciation

of

Francis

Lord

(Boston,

1895).

METHOD

OF

TEACHING

IN

PRACTICE.

461 legal

does
or

not

say

legat,

nor

recitet, but
any

pronunciet;
reading,

recitet would
or

be satisfied by

ous monoton-

not

; pronunciet

necessarily

implies

delivery,

the

attempt

at elocutionary

finish.
well
"

The
possible,

delivery

of the passage immediately, exacted

the

done the

"

and,

when

professor

ceeds pro-

to sketch

argumentum,

or

gist of the passage.

This

he

does

briefly.
us

Father

Jouvancy,
of argumenta

in his

Odes

of Horace,

gives

examples

all that could be desired ; other below. Ratio Docendi, will be given
professor

are which instances, found in the

Of
from
"

course,

the
notes,

gives

the
or

argument

mostly

his

and

he

usually, it out

often, dictates it,

home.
It should

reason

for his

writing

at

striking, and clear, and classes, in the vernacular

given

in

brief, pithy, L,atin in the higher be

classes.

in the lower
is connected

Then,

when the

the

passage has

with
nature

the preceding,

professor

to set forth the to

as

connection and, head

as

; this refers especially

points
come

of the of history,
under the

in general,
of eruditio.
occurs

to such

references

It will

seldom

be

necessary

when,

often

in the

lower
of
on a

grades,
story.

the In

passage

for

prelection
class
some

is the whole

short

Freshman
require

and
time

Sophomore,
to explain

the contrary,

it may

this connection.
next

The
sentence

professor

passes
explains

on

to

consider
one,

each the of

by

itself.
or

He

each
or

shows

grammatical its successive clears up any contain.

1

rhetorical members

connection and

dependence

phrases,

and,

in general,

obscurities

or

difficulties which

If the
our

explanation
besides
the

the words he is in the vernacular,1

Latin

"In

times,
the

interpretation,
also

there

is to be added
class

interpretation
Pachtler,

in the vernacular, vol. IV,

in the

of Rhetoric."

p. 435.

462 is careful
of the
to keep

JESUIT

EDUCATION.

at first, as

far

as

possible,
ear

the

order

L,atin words,

to accustom

the

to the

numerus

of that language.

If this cannot

be done,
almost

then

he

first
of and

translates vernacular
gives
a

nearly

word

for word,
then

regardless
returns

excellence,

afterwards

of with all attention to the elegancies be a model This last translation must diction. of the do. can the very best the Jouprofessor vernacular,

version,

vancy

says

that

vernacular
exact

all translations be in strict must

language, in
the the
same.

and accord

dictations with
any

in the
most

the

rules of the

and

free from

defect.1

The

Ratio

of

1832,
on

eighteenth

rule

for

the

teachers,
By
vancy

insists

all odds has

a

the

better way

for the

teacher,

as

Jou-

said, is to elaborate thing

to

his version
on

for himself. translations

;

It is
many

risky

rely
the

printed

of them, and
the

especially like,
are

"Handy

lations" Library Transdone

as

frequently

in awkward

and

slovenly have

English.
easy
access

Further,

now-a-days will
soon

the
tect deIn of his for the

pupils

to libraries, they

what consequence

sort

of

translation

the

teacher
a

uses.

the

professor

will lose of which

as soon

great

part

authority,
teacher's
have

the

first element

is esteem
as

learning.
the

Besides,
source

the

students
translation,

discovered
the

of
ones

the

teacher's
no

careless

and

lazy

will the

longer

pay

any

attention

in class.

Of

course,

most

and
recourse

painstaking
to

teacher But

has

sometimes should
use

conscientious to have
the

translations.

he and

procure
with

most

scholarly

translations,

them

cretion. dis-

There
1

can

be

no

objectionto
ch.
I, art.

the

teacher's

reading

Ratio

Discendiy

3.

METHOD

OF

TEACHING

IN

PRACTICE.

463
means

the

translation

from

his

paper

by

which

he

will be ensured
such
as

against
can own

slips and hardly version,

he

sins be
may

against

idiom,

otherwise
after his

avoided.

If he
a

chooses,

read

printed
case

translation, such
works
Notes

which
as

is especially and
are

useful

in the

of

Butcher

gang's
now

Homer.
to

and

remarks

be given.
in the
they

Many

professors of putting

prefer the alternative these

suggested where

Rule,

in here

and

there,

belong, and
that have

in the

course

of the explanation.
all the remarks
own

This

plan,

of presenting

together

at the end,

both

their

advantages.
unity,
over

The

former
a

is good

more

in

keeping

with of going

the
the

latter affords

tunity oppor-

pupils

an

occasion
so

been

done

far.

the gives again, and passage has to make a little review of what presses is always Repetition good : it imIt is for

and second

enforces.

this

reason

that

the

rule of the after the

'

several

classes
a

orders

that

immediately

prelection

short

repetition

be

"

exacted'

of the students. be done

more

While easily

the matter

is still fresh,
have
a

this

can

and

will

more

lasting effect. brief and striking The notes given should be made Littera scripta manet. be carefully worded. and should

The

Grammar evidently when acquired

classes supposes

are

not

to write

unless

bidden.

This
write
have

that

the

higher
are

classes may

they

choose.

They
enough

considered
guide the

to

discretion
to note

to

them

in

their choice explanation. themselves,

happens
1

of what

down
grades

from
are

professor's this for

"it
waste

The

lower
as

not

to do

because, and
then

Father
that,

Hughes1 much

says,

now

with

labor,

Hughes,

Loyola,

p. 239.

464
of time
take

JESUIT
and
to
no

EDUCATION.

good

purpose

whatever,
a

the
set of

boys
notes

down have

and
not

preserve

with thought

diligence
out

which
nor

been
very

very

judiciously
trivial,
worse

been

arranged

carefully,
together,
notes

notes

simply

common,

badly
worthless,

patched and
these

sometimes commit
to

than

they

paper
errors.

in wretched

handwriting, let the dictation

' '

full of mistakes

and

Therefore
those

be only

of

few

points

and

extremely

select. of
the
1586

The
Prefect

Trial Ratio
look
over

bids the

professor
books
the
not

and

the

students'
ensures

note

onally.1 occasi-

This
written that
one

examination

notes

being

neatly
great

and

in order.

It must

be forgotten is the
they the

advantage

of notes

in

general
hence

habit
must

of system

which
seen

they
to.

tend

to foster;

be
as

diligently in every himself

The

teacher

leads

way,

other
;

detail
exacts

of class work,
the
same
care

by

being
of

orderly

he

his

pupils.

The
on

Ratio

strongly

recommends

careful preparation
the

the

part of the
ex

prelection
even

is not to give He professor. but after careful thought tempore,

What
a

and be if

writing.
teacher
as

splendid
so

thing

it would

every

could
to

thoroughly

make but the text

himself of the

ready
author

to go

class with

nothing

and

give

his

prelection,

reading,

argument,

explanation,
so

much

as

dictation and version, notes, looking his book before the on

the perfection of preparation old and
new,

all without boys! has would of but

a

This
been
possibly few
to

would attained

be

and

in the
too

Society,
much

but

require
years'
1

time
any

of professors
the
one

teaching.
Pachtler,
vol.

At

rate,

who

wishes

II, p. 165.

MKTHOD

OF

TEACHING

IN

PRACTICE.

465

be successful
only have

in his work
the

and
to

do

taken
"

pains

it faithfully, will not have studied carefully

beforehand
this will
"

the long
or

vacation

is the best time

to

do
but

the
never

book
come

oration

which

he is to explain,

to
some

the very
to give

least,
them

having class without notes put in order

at prepared, he designs as

to the

These
professor

notes

pupils. be more may

or

less in extenso:

if the

has

sufficient fluency
simple in what

they
to

can

be
and

himself, in expressing he is hints of what mere jottings,

He
means

place. fixed such points as he for one be necessary seldom prelection word
no

say,

fully will also have careIt will to dictate.

write
a

to

out

the

for word.

Such by way
and What
on

practice

entire be would

good

at times,

doubt,
accuracy,

in neatness
mere

and

oneself of exercising in style; but ordinarily will they consist of? sion. discusunder
the

That

will will depend

Now

notes

suffice.
largely

the passage

narration prelection;
oftener

bit of history, a will include is called for by the passage of which

they
now

for

geography;
or

at other

times

archaeology; will enter, ancient

grammatical passages

rhetorical
other

precepts authors,

and

similar
may

from

and

modern, should

be quoted.

When

embrace

in

naturally.
on

such moral The teacher

occasional

possible, these notes be brought hints as may

extent
on

such

to a great will depend hints for his moral influence

his pupils.

A
author

prelection

written

one

year,

even

if the

same

is read,

will rarely

do another

if not

The

of the class will have circumstances prelection has this in common with an oration,
must

modified. A changed.
that it
events,

suit the present

30

audience.

Contemporary

466
to

JESUIT

EDUCATION.

is at times reference which These and other circumstances different, the prelection matter

in

order,

will

differ.
make
sage. pas-

will
even
on

naturally
the
same

Each
each

lesson

should,

therefore,

be

prepared

for

class especially. has

to

This
to

teacher day.
week

attend good

is the chief work a which his free hours during each

make the

It is rarely

to

this

preparation
reviews them.
manner

ahead

of time

; unless

professor

and
It is

adapts evident
a

his notes
that to

shortly

before
a

delivering

prepare
a

prelection
no

in this

is
easy

serious
not,

thing,

work

by

means

trifling; but

or

it must

professor

It supposes be gone through. that the free from his hours class in honest spends

preparation.

Repetition

has

been
are

in truth, few points

Ratio

called the mater studiorum, of more vital importance.

throughout classes.
on

and

The
but

insists

on

repetition

the Without

course,

particularly steady,

in the

lowest
drilling

constant,

persistent

the

same
no

matter

in

the

beginning
for the

of the student's
future

career,
can

solid foundation
for. Perhaps

literary edifice
to

be hoped

it is owing in
some

inadvertence

to this necessity

that
to the

instances
of
the

the

fruit does
It

not

correspond well said

labor
young

professor. think and

so

has

been of

that

teachers

mainly neglect

stimulating

their for

pupils'
accuracy

minds,
-1

the repetition

needed

The

25th
one

rule of

enjoinsexplicitly

two

distinct repetitions,

lesson

lesson, the other yesterday's of the A short repetition should immediatel just explained. follow This is of great the prelection.
; it shows

importance
1

the

professor

whether
p. 506.

his

mean-

Quick, Educational

Reformers^

METHOD

OF

TEACHING

IN

PRACTICE.

467
moreover,

ing has been brings

points
home

well grasped
to their

by the pupils,
untrained

and,

yet

minds

the

salient

of the

previous
not

explanation.

This

particular classes. few very

repetition
It does

should

be omitted
much time, chief

in the

lower
a

not

require

ordinarily

minutes

will suffice. should

The

result to

that the pupils

really understand

is be gained has just what

of the for the

been
lesson the

said.

In this it differs from

was

the repetition preceding

so

which
in the
own.

explained

on

the

day;
to

principal

end

of this
minds
more

matter

boys'

is exercise that it may

fix

really become
may

their called

The
give the

advanced repetition
duller,
or

students
at

be

to

short the

the

end

of the
more

prelection,

whereas

indolent repetition
never

ones

should
the the

of

be asked lesson of the

follow
the

the perhaps especially for the

fuller
But

previous
the

day.

should pupils
are

teacher
or

order

in

which of the

the
names.

seated,

alphabetical that
the

order

Jouvancy
to school,

thinks
go

teacher,

before

going and

should he have

over

the call

names

of the boys repetition.1 and

as

reflect whom
one

is to
his

up

for

Every

should
should

turn,
more

but

duller

dolent inthey

ones

be called

frequently,

need

it most.
26th
"to

The
namely
seen

rule

establishes
on

an

excellent
everything
or

principle,
that other
was

repeat

Saturday
' '

during
will do

the week.
as

Monday

any

fixed
a

day

well. careful

By

everything of the

is understood
more

thorough parts of

and
the

review taught,

important the
rules

matter

especially rhetoric.

of

grammar,

precepts has
c.

of style and

Jouvancy
1

drawn

up

several

schemata

or

speci-

Rat.

Doc.,

II, art. Ill,

"

1.

468
mens

JESUIT
of
a

EDUCATION.

prelection
to
two.

on

Cicero,
classes.1

Virgil We

and give

Phaedrus
the that

as

adapted
of

different
Be
not

stance subthe

it remarked, and
cannot

however,

same

order

need in
a

be followed

strictly in specimens
with

all details

every

prelection.
rule, which

They

are

exhibiting discretion.

general
Professor

is to be applied has

Willmann
also

well

observed:
explaif it is with

''As all similar nationis is useful carried through

schemata

Jouvancy's
in all

canon

if applied pedantically

properly,

whereas

subjectsand

stereotyped

regularity,

it makes

instructions

mechanical."2

A.
Rhetoric second
quam.
I.
ancy

from of a Passage (Sophomore). Take the exordium Philippic from Quonam meo fato to
Explanation
We

Cicero

in

of Cicero's

Cui

prius-

distinguish

five parts in the

explanation.

Argumentum.
recommends is had
now a

(Willmann:
paraphrase

"In

this part

Jouvwhose

of the contents,
translation.
"

place

taken

by

the

"

When

Cicero
attacked replied
that

delivered
him

his first Philippic,

Mark

Anthony Cicero
showing

vehemently.

To
second
were

this

attack

in this

Anthony's

oration, the invectives

Philippic,

Anthony
severest

himself,
reproaches.

because

and groundless, of his crimes, deserved

that

the

We

explain
declares but

the

exordium he has

of the

oration the
was

in which enmity
unfair

Cicero
many;

that

incurred animosity

of
and
as

that Anthony's
for, than

less called
he had

that

of his

other

adversaries,

never

word.
1

But
Rat.

him as as much offended he Anthony believes could

c.

by

single

demonstrate

Doc.,

II, art. IV.

Didaktik,

vol.

II, p. 387.

METHOD

OF

TEACHING

IN

PRACTICE.

469

his enmity

to

the

Republic

by

being

an

opponent

of

Cicero.
II.

Explanatio.
meo

(Willmann:

"Linguistic
may

and double

logical.") Quonam
meaning; have

fato. This
misfortune destiny it
come

have

either: to what

been

born;

to what

shall I say that I is it owing, of mine

to

by

what

fate of mine

does

pass,
our

that

on

me

alone light all the arrows to harm the country; lot that all who become
the good
my

with
or:

which
a

enemies

try

what

happy

and

enviable
they
to
must

attack

the

Republic meaning
"

believe

enemies.

Either

is apt

gain

from
A. u.

His annis viginti, i. e. will of the audience. 690 the year the beginning of his consulship,
c.
"

Nee

vero

etc. etc

Cicero

points

to
a

men me

like

Catiline, Clodius,

Piso,

Tuam cives

aliena-

tionem commendationem Putavisti Construe:

commendationem thought
your

tibiad impios

tuam alienationem [_gloriae~\ impios; ad

fore putavisti. me a fore tibi

You

literally: be
a

alienation
to

from

me

for you
to gain

the

in the
away

turned
III.

estimation from me and

: You thought wicked, of the destruction ists, if you

would i. e.

recommendation

became
is

my

enemy.
to

Rhetorica.
to

Attention
in
the

called

all that

pertains
the
next,

rhetoric
to

highest

class, to poetry the other

may

in

grammar,

syntax

in

classes.
run as

For

the

class of Rhetoric

this explanation
an

follows:

This

is the
or

The

exordium for the

exordium of introduction
speech.

excellent
to

oration.
the

has

prepare
to

audience
good

coming
to

It has

gain

their

will, and
us

make

them

attentive
with

and
these

docile. three

Let

see

how of the

Cicero

complies

requirements

exordium.

Good

will may

be

gained

in three

ways.

First, by

470 showing
character. hearers' them by that the

JESUIT

EDUCATION.

speaker

is possessed manifesting

of

respectable
for

Secondly, welfare.

by

interest

his

Thirdly,

by

cleverly

predisposing

against pointing

his adversaries.
to

The

first Cicero

his
to

character

to which
career,

effects all feeling of

and
to to

revenge

is alien,
testimony
"

his of the

previous
senate

the

nattering consulship.

with

regard

his all

The

second

he

effects by stating
ever

that

enemies enemies.

of the
"

Republic

had

become
to

his personal

The

third,

by

imputing

Anthony

hatred against his country, character, and passionate intimate friendship with the very dregs of the population.

The
the have
He

orator

gains

attention by
the
etc.

telling how

important
country

point

at issue

is: how

enemies

of the

become
makes

his enemies, his hearers

to

docile about:

by

briefly

stating

what

he

is going
much

speak

little in

his

own

defense,

against of
the

Anthony.
other orations
are

Fine

exordiums and
also

may

be

mentioned,

faults which rhetorical

use,

easily

made

in

the

introduction. putem,

The

figure

of

subjectio:
translates

Quid

its force and

may

be explained. Willmann and

IV.

Eruditio

("General
by

learning;"

it appropriately

"antiquarian

antiquarische,
beginning
occurs

also
word
this

planation, subject-exSacherklarung.") In the

what the
we

the

fato. Explain
and what

pagans have better:

was

understood
to

by
it.
"

Christians

think

of

His
year

ask)
how

in what

viginti annis. Cicero was born,

died.
"

Say
when

(or
he

made

consul,
the

when
Romans

he

Bellum
war.

indixerit.

Explain

used
"

to declare

(The

solemnities

of the

Fetiales). The

word

maledictum

METHOD

OF

TEACHING

IN

PRACTICE.

471 between
poenarevenge,

affords

an

opportunity convicium A few etc.

a

to show

the

difference
"

maledictumj
rum

and
words

contumelia.
may

Mihi
on

plus

be said

how

little it becomes

noble

character. from the

For
i3th

this end

copious

Juvenal
may

be taken material may from the Adagia and also be taken

and from

of Erasmus.
the
treasure

Satire of tions Illustra-

of Christian

doctrine
V.

Church

History.

Latinitas.
and

(Willmann: "The
in short
the

gain proper

for vocabulary

phraseology,

technics

of the

pupils.").
mihi

Bellum this verb. which a few

were

indixerit, add a few other meanings of Mention the indictiva funera,i. e. funerals publicly
announced.
"

Perhorrescere,
meaning

give of

examples

illustrating

the force and

compound words. Verbo violatus, similarly:

ostro;

corpus

violare vulnere,

ebur

fidem, foedus, jura sacra

second specimen its close called
order

violare.
on

The
425
"

is

Virgil's adds:

Aeneid
"In

XII,

440.

At

Jouvancy
Poetry
or

the second

highest

class, the
same

Humanities
except

man), (Freshthat

is observed
to poetics.

here

more

attention part

is paid
be

The
dealt

strictly rhetorical
In

should

sparingly
grammar

highest

Grammar
claim
more

class,

with. beauty and

the
two

the

of expression lowest

attention. is still
more

In

classes the difference teacher

may

striking.
coast

Here

the

has

to

sail along
out

the

he

venture

into the

sea

and only seldom (of longer explanathe

tions).
shore,

He

must not

beware

of the reefs along

i.

e.

he
they

must

become

disgusted
explain
even

at,
one

nor

neglect, littlefable

what

call trifles. To
great

will require talent.

' '

skill and

is

sign of considerable

472

JESUIT

EDUCATION.

The

third

specimen

is the

explanation Grammar

of

little

in the lowest fable of Phaedrus fable is: u Personam tragicam quanta

teacher
I.
II.

class.

The
0

fortevulpes
non

viderat:

species, explains

inquit,

cerebrum
vernacular.

habet."

The

in the of the

Contents

Fable. Vulpes,
a

Explanation:

fox; viderat
now

(translate),
means

(translate);ersonam. forte p
but originally
meant
a

Persona "mask,"

son," "per-

as

used
"

in carnival
through;
as

masquerades,
sonare,
was

and

at

mask

-balls,

(per

sound, used

speak;
the

speak in

through);
Greek
and other

tragicam,
Roman

it

by

players
explain
or

tragedies.

Similarly
once

all the

words,

and

not

only, but twice

III.

three times,

if necessary.
gender
of
nouns

Grammar.

Give

declension,

and

adjectives;conjugation, tense,
This
should
to

mood
as

etc.

of every

verb. putting

be
the

done

as

much

possible
a

by
of

questions

pupils.
....

Vulpes
?
"

is

noun

the third
mention

declension; such
as
are

like

Proles, clades, etc.

to

known

already

the

pupils.

Then
is
a

give

the

rules

of declension, ?

gender.

Viderat,
Pluperfect

What verb. Active.

form Present

Third
tense?

person video.
"

singular

L,ike?

doceo.
"

....

Perfect: third
words

Vidi.
"

Conjugate:
Forte:
"

Vidi,

vidisti, etc.

Why
are

person?

is

an

adverb.
What direct
or

Adverbs
case?
"

which ?

Personam.

Why

accusative
"

Because

it is the
not

object of
tragicaf

viderat.1

Tragicam,
the

why
.

tragicum,

Explain
1

rule.

English

speaking
the
noun

students
of the
any

have

at first great

ties difficulthe it

in grasping
article
can nor

rule

object, because
case

neither
However,

the

shows

be explained

easily

with

pronouns.

ending. Thus

say

"

Who

is

METHOD

OF

TEACHING

IN

PRACTICE.

473
description
not
a

IV.

General Erudition.
cunning fox

Could
be given?

not

short

of the

Or

could

littte story be told?

Or the adage:

cum

vulpe vidpinan-

dum,

be explained? A Tragicam. short easy Cerebrum. be given. might

"

explanation

of

tragedy

The

Latin

words

for

other

parts of the head Latinity. Show V. imitate

should

be added. and let the of words tuum e. g. Fratrem

than

the order
sentences,

pupils
nuper

it in other
which

videram,

is better

Fratrem

tuum

videram nuper. A short theme

tuum

may

be

written
quanta

in Latin eruditio,

Fratrem
merce-

nuper
non

dem

videram. habet.

dixi,

VI.

Morals.
sense

The
are

teacher

may

show

that prudence

sessions. preferable to other natural posA short story illustrating this may be told, by could be translated into Latin and repeated which one of the better pupils. For the sake of comparison we add a schema drawn and
common

mostly

from

the writings

of Nagelsbach

and

Willmann.
so

A careful examination
from
I.

will prove
,

that it is not appear

ent differ-

that of

Jouvancy
"

as

might

at firstsight.

Preparation.

i.

The

passage

prepared by the pupils for the following in class. The teacher gives extensive hints points,
much
on

is to be which day, is assigned

on

difficult
lose
too

which

the the

pupils lower

otherwise and

might

time.
text
?
"

(In
should
is

middle

classes

the

whole
there

be translated.
Whom
him.
I
saw

See p. 478.
see

)
is object.
to to say:

Who

subject.
I
see, saw
or

did you
It would

? be

Whom

He

is there. did you

bad

English

say:

Who

he.

So

it is bad

Latin

Vulpes viderat persona."

are

These
they
show

examples
an

of whom

and
to

him

especially

fitted,

as

ending

similar

the

Latin.

474
2.

JESUIT

EDUCATION.

At

home

the pupil
text.

tries to find out

on

the meaning
should mark

of the
the

whole

Dots

the
not

margin
make
a

passages
3. II. In

which

he
text
"

could is read
i.

out.

class the

by

student. who the has

other

Translation.
translates,
the

The

boy
and

read

the

text

the

teacher

pupils

correct
2.

translation. linguistic
and

Explanations,

logical,

are

given

to understand

the text

fully.
translation

3. A
a

correct

and help
has

fluent
of the
to

is repeated
other

by
"

boy

with

the

teacher

and

boys.
to

The

translation
:

be

different
Xenophon and

according
;

the and

authors

plain
Homer

in Caesar

and

simple in

direct and

in

; elaborate

dignified

Virgil

Cicero,
III.
1.

etc.

Handling

of
of

the

Text.

Explanation

contents.

(Realerkldrung.
(quae ad
style.

Ex-

planatio
2.

and

eruditio
out

of

Jouvancy.)
mores

Pointing

of ethical momenta

spectant.
3.

Jouvancy).
of rhetoric, poetry and

Technics

(Rhetorica

of

Jouvancy.)
4.

Latinity

etc.:

vocabulary,

phrases,

grammatical

rules. IV. explain

2.

(Latinitas. Jouvancy.)
Repetition.
the
text.
"

i.

L,et the

student

translate

and

Frequently
give

let

the

pupil,
in

instead
L,atin,

of

a a

strict

translation,
clear style.
3. Always
4.

the

contents

in

simple

see

whether of such

everything
a new

is understood. force the boys

to

Put

questions

kind

as

group
are

and

view

things
on

in

manner.

Thus This

they

led to reflect

the

subjectat

home.

advice

METHOD

OF

TEACHING

IN

PRACTICE.

475

is also given

by the

Jesuit
of

Kropf

in his ought

Ratio
to

et

Via
conducted

(ch.

V,

art.

9): "The
in the form about

repetition
an

be

partly

examination
must
,

etc."

A few remarks
1.

the prelection

be added:
a

After the
with

ivhole work

has been studied work is to

as a

tive retrospecestimated of the

view
as
a

is to be taken

; the

be

whole,
as
a

its leading
of
a

ideas ; age

masterpiece
from

art;

product

certain

or

school,

and historical point of view. aesthetical, philosophical, be done This should especially in higher classes ;
"

but

ne

Ratio:
pupils.
2.

quid nimis, "sparingly

' '

and and

everything, according

in the words
to the

of the
of the

capacity

Longer

explanations

should

not

interrupt

the

translation,
however,

but should
they

be put

might without

ally, off to the end; occasionbe given earlier in the prelection,

the

if the text hardly

explanation

would

be

understood. 3. The first preparation

not to

done

by the pupils

at home

ought

be

principal

part

principal consists in the

the

part of the work handling

of

; the text

the

in class.

This principle
rum

of the prelection

of the

Ratio

Studio-

is also advocated Sir Joshua Fitch says work

by

an

in his

able English schoolman. Lectures on Teaching, that

rather
on

home

should
' '

be

"supplementary have day,

a

than

preparatory.
teaching

It should

bearing best

the school
of it is

of the

previous and

"the

part

supplementary,"

also of written lessons already learned

home

lessons, the chief value of home is to give definiteness to exercises,

(in class), and

rather
Bain
"

to

thrust

them
new

into
' '

the
l

memory

than

to

break

grounds.
1

And

Professor
pp. 147

of Aberdeen

Univer-

American

edition,

149.

476

JESUIT "I

EDUCATION.

sity writes view of it

the pupil up
to,
"

:
"

hold

to this principle,

in

still severer
not

that the namely, to do anything that

clearly paved upon

teacher
he

should
has

ask led

himself
for.

not

has not
not

the way

The

pupils
that that
one's

should
may not

be

called

for any

species

have

been

fully explained co-operating

are

of work beforehand
"

their
known
execute.

own

faculties,
attainments,

with

each competent
even

not
not

perfectly

to

A
he

learner
can

should

be asked

to show
' '

off what
Dr.

do, outside

the teaching

of the class.
to the

Stanley

Hall

said recently2:
are

"As

dead should

guages, lan-

if they

to

be
or

taught,

Latin
and both

be

begun

not

later than
twelve
very
or

ten

eleven,
Here

Greek

never

later than
method
taught
are

thirteen.

object and
are

different.

These
the

languages one-hand
Word chief

through have much

are

English,
more

and

circuit
matching

should and

prominence.
goal.
or

translation boy

the

The
sixteen
to
;
us

the German does

so

of fifteen what
to

why in Unter- Secunda is because chief

reason

easily here he

seems

prodigious,
the teacher's

is taught

study
to hear

and

business
with
me
a

in class is not One

the boys.
that the boy

recitations, but to study told of the best of these teachers

never

should

see

dictionary be
a

or

even

vocabulary, should

but the teacher

never

must

'pony'.
face with

The
an

pupil
unknown

be
but
;

brought everything
must

face to
must

sentence,

be

carefully
unknown

translated words
from

for

him

he

note

all the all

the

teacher's
so

lips, and
home

the

special
the

grammatical
1

points,
Teaching

that

study

and
Y.,

first

On

English,

ch.

3, p. 27.

(N.

Appleton,

1887.)
2

In
as

The

Forum,
on

September,

1901.

Article:

"The

Ideal

School

based

Child

Study."

METHOD

OF

TEACHING

IN

PRACTICE.

477
of

part
what

of the

next

lesson

will

be

merely
' '

repetitions

the teacher

has

told and this

done. is
the

The
German
may
common

statement

that

practice

of

the
It
not

schools,
so

needs
at

considerable

modification.
was

be partly

present, On

but
the

it certainly
contrary,

before
schools,

1890.

in part

German
of
on

higher

throughout it
was

the

greater

the
that

nineteenth
the
any

century,

generally the

insisted

students
or

should help assigned

to

prepare
from
some

translations
In

without fact, most

much

the

teacher. chapters in

professors1 which giving

were

the

author without

be

prepared
as
a

for the

next
a

lesson

as

much

hint

about

difficult passage.
was

The
and
was

next

day
many

fairly good

translation rather

expected,
It

by
said

teachers

exacted

rigorously.

that

this system
; and

stimulated
more

self-activity and
once

independent
system,
as

thought
followed

than

the

opposite

by

the

Jesuits,was
it did
not

condemned, develop
But

because,

as

it and

was

asserted,

independence
did the

the German

spirit of
system

research.
come

results of the

up

to expectations

? of

The

less diligent
"

pupils
fact,
to
use
a

had

recourse

to

all sorts
were

''ponies", practically

in forced

the

less

talented
as

often impossible

other

helps,

it

was

for them
In this way
more
a

to give

translation

of many
was

spirit of dishonesty and

eager

passages. The fostered.

time
on

scrupulous

students

lost much
a

difficult passages, translation.

1

often without

finding have
the
ever

satisfactory spared
own

All this time

remarks
are

might
on

been

by

These
Of

based

writer's

ience. expera

none all his professors difficult passage, but the students

had

to attention called to do all by themselves

at home.

This

was

before

the

reform

from

educational

publications

things

of 1890"1892. have changed

To

judge

of late.

478
a

JESUIT
of the

KDUCATION.

few

remarks

teacher,

pointing

to the

solution
wasted

of the

difficulty.

Above
thumbing

all, too much

the

time

was

unprofitably
that the
at length

by

dictionary.
were

No

wonder
Besides had

serious spent

complaints

made.

six hours

in class, the
hours

average

student work,

to devote

at least four

to hard

home

if he

wanted

to do

all his tasks

there

conscientiously.
a

Of
among
a

late years educators,

return

is

decided change which

were

change

of opinion
a

and

this

is, to

great

extent,

to principles

always Professor

followed

in the Jesuit system.

Director

Thus

writes

Schiller,
one

of the
most

Pedagogical

Seminary

in Giessen,
:

of the middle

celebrated
the

German

educators of the in the

new

"In

the

classes

preparation
even

translation

is to be done
this
can

in class, and usefully."

those

higher
"the
many
"

grades cult diffi-

be done
and

Further,
contain

more

passages, words,

which

unknown

In general be explained beforehand. "new is added in class; the material only object of is to strengthen, home practise and apply, what work 2 The has been given by the class instruction. new

should

' '

Prussian
general
new

School
rule, that

Order

of

1901

has
the

laid

down

the of

"directions
are

for

preparation
given

difficult passages in the higher classes ; even

and
a

to

be
the

in

all of in
the
cen-

grades time,

preparation entirely

new

author
Is

is, for
not

some a

to be done

class."3 wise
1

this

striking

justification of
?

conservatism
Schiller,

of the

Jesuit system
der

After
Pddagogik

Handbuch

praktischen
Reisland

fur
1894),

hohere

Lehranstalten,

I^eipzig,

("3rd edition

pp.

456 and 476. 2 Ibid., pp.

42

and

152;

see

also

Willmann,

Didaktik

vol. II, p. 391.

8

Lehrpldne

und

Lehraufgaben,

pp.

24, 25, 32, 34.

METHOD

OF

TEACHING

IN

PRACTICE.

479
it is thought the this itself

tury

of

severe

criticism
return

and

condemnation, is essentially

necessary

to

to

what
the

Jesuit
return
on

method has

of

preparing in the

authors. that

And prides

been

made

country

its

school

system.
to the

According
with We
the

Jesuit method
thus
shows

the
them

teacher

studies
study.
the

pupils,
now no

and

how

to

need

longer raised

defend
in

the

Ratio
years,

against

charge
too
not

frequently

former

that

it does
It does

much,

in

fact everything neither

the

for the does

pupil.

do

everything;
It
a

it overtax

the pupil's which

abilities.
will
cause

follows

wise

middle

course,

effect

solid training

without

giving

reasonable

to complaints

of overwork.
preparation is useful upper and of the
new

However,

some

text,

on

the

part of the pupil, especially

the

stimulates

self-activity, for

in

the

grades. the
"to

It is prescribed which

higher

studies

by

Ratio

enjoins the

students

of the i.

Society
e.

be diligent
the
new

lectionibus,"
day.1 Before
I quote
a

in

preparing

in praevidendis lesson of the

on the discussion concluding Woodstock from the passage

the

prelection,

Letters

(1898).
lection of preplan of

The

question

had

been
the

put

Has

the method

of If

especially the translating the author for the student, been used in any Colleges not belonging American to the Society ? our advocated
so,

by

Ratio,

with

what

success

"

On

October

31,

1898,

the

Editor
Frisbee,
of the
as

of the

Letters, the

Reverend of Yale
Professor

Samuel

Hanna
a

S. J., a graduate
matchless
:

(1861), and
Hadley,

pupil

scholar,

answered

follows
1

Reg.

Scholasticorum

4.

480

JESUIT

EDUCATION.

"The
and known
He
was was

professor

who

used

the
was

method Arthur
rs

of the Hadley,

Ratio,
well

especially
as

the prelection, author

the

of

Hadley
for many

Greek
years

Grammar.
at Yale

professor
as
a

of Greek

and
was

known professor
"

fine Greek
"

scholar.
there
were

Though
several

he
tutors

the

of Greek

in

Greek

and
was

far the best Greek appointed

to teach

scholar the

in the university, during

to
an

he the

Freshmen
of

first, term,
It

from
was

the

middle

September
should
have

Christmas. experienced
and
rest

thought
one

best

they

teacher,
thus

who
a

would

train
start.

them During

thoroughly
the

give

them
year
concerns

good he

of

the

scholastic What

taught
us

Greek
present

to

the

Junior
method
was as

class.

at

is the
It

he

adopted and

for training from

these

Freshmen.
you
can

follows, how
much

its description the method

Homer's

easily Ratio. in
was

judge
The
our

it resembled
to be

of the

author

read

was

Iliad, and

year,

1857,

the

fourteenth

book

of the used
to

Iliad
say

the
some

book

assigned.
after the
notes

The

students
was

that

book

first six
to

chosen,

because
amounted
given
to

Anthon's
to
us
a

copious

these
reason

six

books
was

translation.

The
I

real

which

at the

time

have

forgotten,
one

but
most
reason,

it

was

doubtless
of

because
the of

this book

is

of the
was

characteristic
the

Iliad.
our

Whatever
were

the

Freshmen
was

year

told that the

"

fourteenth
1 20
"

book
was

to

The class be read. divisions. into three

Greek
at
1 1
,

numbering

divided
went

The
7
P.

first division
A.
M. M.
,

into

for the and

first hour,
at 5

the

second

division had he

the third hours

the
same

Professor

Hadley

thus

three

of class daily,
matter.

but

to

each

division

explained

METHOD

OF

TEACHING

IN

PRACTICE.

481

We

came

to

class, then,
our we

with

the

fourteenth Hadley

book
asked pare pre-

of Homer,
no

and
"

to

amazement,

Prof.

recitation
some

for

had

been
book and
"

already

told to

lines of this i4th history him

as

but,

after giving places read

short

of

Homer,
son,

of the

which through
accent,
a

claimed

their

he carefully

the first five lines, and

then

reading
them.

scanning
of these

according Then he
coming

to

the

gave

literal
to the

translation

five lines, and it, gave

was a

back

first word he parsed forms of it and, if it

where

the

different
word,

dialectic
he and
explained

geographical
on a

it
a

was

to

be found
he
gave

the

map,

if

the

name

of

person,
a

short and

account

of his
the class

life.
was

This

occupied

half

hour
a

then

dismissed.

The
One
was

next

day

half
to

hour
scan,

was

spent
to

in recitation.
translate, nothing

called
to

up

another

and

several

parse had
the who

the
not

different
been

words,

being

asked

which

the preceding taken

day.
the and
to

Then
professor

second

explained half hour was

five
It is
an more

up

by

translated word.
the
ten

lines, parsing
Yale
custom

explaining repeat
that
we

each day

old the

each

lesson

of

preceding
and

day, parse,
in
to

so

really had
some

lines to translate had

was

five which

students translation

already
recommended

recited

class. be
more

This

second

elegant

than

the first which

were was

was

literal, and

only

the

important

words

asked

for

parsing,

etc.
"

This
three

manner

of teaching
"

continued of
new

all the term

matter

months

only

five lines
each

being
we were

translated made
to

and
review

explained thoroughly A small

day.
important

Besides

the of
a

parts

of the

grammar.

book

few
a

pages

containing
31

the

declensions,

conjugationsand

482 few

JESUIT

EDUCATION.

rules,

was

given
was

to

each

student,
heart.

and

it

was

repeated

till it

known

by

The

students

used As

to

call it 'Hadley's
the

Primer.'
those
cent

results of this method,

only

who

studied

"

for you
are

know

about
in

ten

per

of the
honor Homer

students
men
"

really

studying
such the
a

earnest,

the

acquired
could read
the

facility in of the

reading
with
no

that

they
ease,

rest

Iliad

comparative

while

moderate

students

had
during in

difficulty in preparing
the second
term,

the

lesson

assigned daily

which

was

fifty lines eighteenth,

at the

another
not.

book

of the
we

Iliad, the
up

if I mistake
rate

Then
a

took
an

Herodotus,

of two author

pages and days

day,

after

introduction
was

about

the

his

book.
week

This
by

also

accompanied
from
an

on

some

of the

recitations
"

excellent
not.

book

on

Greek

History

Wheeler's
Professor
to

if I mistake
Hadley the
was

the

only of the

one

in the

sity Univerof
He

follow

method

prelection

the
was

Ratio, regarded in the

but

he

followed
as

it most
one

thoroughly.
very

in his time

of the merited

best professors

University,
for

and
us

he

this reputation." how

much

It remains read.

to investigate

is to

be

The
the
or

first question reading

cursory f the

which classics

presents

itself is:
or

Should

of the
It has

be slow

quick,

stationary
reading

been

said that

in stationary
they

boys

read

little, in cursory
then, the is to be done?
text, whether

learn

little or

nothing.

What,
on first, on

It all depends easy;

difficult

or

secondly,
historical

the

character
as
are
a

of the should

book. be read
slowly

Epics
more

and

works, they

rule,

rapidly,

because
whereas

in

themselves should

progressing,

lyrics and

drama

be dwelled

METHOD

OF

TEACHING

IN

PRACTICE.

483 quite of the

upon. clearly

"

The
the

Ratio

Studiorum
enunciated

of 1599

expresses

principle
century.

by

schoolmen
rule
says:
a

nineteenth

The
epic
more

28th

"The

historical

books

[and

poetry

is of

historical

character]should be rendus).J} Thirdly,

pupils' knowledge,

read

rapidly
case

excur(celerius
on

in every

it depends

the
But

capacity,

practice

and

age.

not be forgotten: above all these two principles should in medio est virtus, and non multa, sed multum. 1 How In much, then, is to be read in one prelection f

many

modern
are

institutions,
to read
a

in

fact

in

most

of

them,

the students

and

translate

whole

pages
calls

of
a

the classics for thorough study

single of
a

lesson.

The
In
says

Ratio
the

for

few old

lines. Ratio

6th

rule

for

the be

lowest
explained
"

class, the in
one

four lines should

next not

lesson,
teacher
In

for the should Revised

we

class
stop
no

seven

lines middle

of

course

the

in the
number

of the phrase.

the

Ratio
in mind

of lines is mentioned.
these classes

If
are

keep

that in

the

pupils
of authors

into the reading about

this small
to

to be initiated gradually there is nothing surprising

number

of lines. learned

They
heart
an

are

to be

explained

perfection,
to

by
for

for the

ing followtheme.

day For
exact

and

be

employed

imitation

the

higher

grades

the old Ratio does

did
the

not

state

the

number

of lines, neither

Revised

Ratio.

Still, on
evident

reading
that

the rules for the prelection

or

it becomes

fifty

sixty lines hour.

But

cannot
are

be

thoroughly
must

in

one

ten

so studied lines all that

be read

in class ?
of the

Is this to be understood

as

the
a

full demand
1

Ratio?

"At
take
some

the rate

of ten

lines
from

On

this

question

we

article

in the

Woodstock

Letters,

suggestions 1898, p. 185 sq.

an

484

JESUIT it would oration

EDUCATION.

day

require

fourteen
so

months that

to

translate
even

Cicero's
single
run

Pro

Milone,
a

to finish

the

speech
more

within
or

year

many

parts

of it must

be

over
a

less

rapidly.
more

At

this rate

of ten
to

lines

day, the
two

it would

require and

than
years

five years
to translate

translate

Aeneid,
years

twelve
than

the

Iliad,
lasted. student wishes study
more

or

longer
cannot,

the

siege wish
few

of Troy
the
1

The
and
merely

Ratio

therefore,
to these

to bind

professor
to

down
the
to

lines."
to

It

show how

student do

how

read

and

the

classics,
are

thorough
a

work.

Many the

lines
serve

to
as

be

read

in

lesson,

but

few

should

the
want
are

model.
more.

The
Nor

schemata

of Father

Jouvancy
that thoroughness

do

not

is it to be inferred
with
the
same

all the

lines
and

to

be
same

explained length.

at the

This

would

be

impossible.
Moreover,
we

are

led
some

to the

same

conclusion

from of
the
not

the
the

programmes old

of

of the prove

celebrated

colleges that
was

Society.
study of

They
a

with
number
a

certainty of lines
a

thorough

limited
to

considered
scholar.
we

sufficient
In

make

student

classical

the

history

of the

college

of La
work

Fleche,2
done has
never

find

programmes Perhaps
out
more a

of the the

astounding

by

the students.

plan

of the

Ratio it
was

been

carried
which

thoroughly
long

than
a

at

this
great

college,

for

time

was one

rival of the
of the

University

of Paris. of the
Ratio,

Here,

too,

best commentators
and

Father

Jouvancy,

taught

1
2

Woodstock
Un college Henri
.

Letters, de

1898, p. 186.
et XVIII le Pere

Le

college

XVII Jesuites aux Quatre de la Fleche, par

See

stecles. de Camille

Rochemonteix

vol. IV,

pp.

165 and

388

"

403.

METHOD

OF

TEACHING

IN

PRACTICE.

485
of this

wrote.

When,

therefore, hundreds
grant

we

see

the

students of the
a

college,
one

studying
we

of pages
that such

classics
comes

in

year,

must

method
the

within
remains

the

scope

of

the how

Ratio.1
any

For
real

rest,
can

it be
one

unintelligible
from

benefit
of lines teacher

derived
hour.

the reading

of hundreds
observes,

in

Jouvancy
that with quantity it upon
time.
a

well

the

should
are

remember vessels
great

the
narrow

minds

of

young

pupils
pour
runs

like

orifice.
them,

If you

water

in

upon

it quickly
they

pour

them

slowly,

will

off ; if you be filled in a

speak
to

shorter
the
same

Recently
:

German
must

schoolmen
amount

effect

"We
on

limit the

ing of readmust

matter

and

work

less material,
a

but
and
the

try

to

make

capital

out

of it by

thorough
way
can

exhaustive
'

treatment.

Only

in

this

intellectual

growth'

of

our

be expected. A art. clear

must

Limitation
understanding

is the of

first principle the

classical

authors

be

ist

zu

erarbeiten).
of increasing

by obtained For this

the
' '

labor
reason

(das
the

Verstdndniss
modern
tendency

amount

of reading holds

excessively of English

must

be
as

combated.
well
of
as

This
and

good

reading

of Latin
the

Greek. is called
"eruditio".
it, and

One
We heard

part
that

prelection
Willmann

Professor "antiquarian
was
a

translated

rightly time

so,

by
there

explanation."

For

some

past

tendency,
too

particularly
time
a

in German
explanation
was

schools, of

to

devote

much

to

the

antiquarian
to the

allusions, linguistic and

method

which

detrimental

literary study

of the

Woodstock
2

Letters,

1.

c.t

See

Neue

Jahrbucher,

p. 190. 1898, vol.

II, p. 82.

486

JESUIT

EDUCATION.

authors.

Last
recover

year

writer1

said

that

it

was

about
Horace,

time
etc.,

to

again
almost

the

real authors,
a

Virgil,

who

were

lost in

mass

of archaeological,
"

historical, and

Question"
such
nearly
a

In fact, the Homeric critical details. to the interests of some teachers absorbed

degree

that

the

grand

poems

themselves
not

were

lost sight schools

to

of. and

Antiquities
ex

should

be taught

in

high

the

colleges but university,

occurs

professo,
the

for this belongs

as
some

incidentally,
reading.

antiquarian while reading

:

subject
Caesar,
the

in

Thus,
are

Roman

military

antiquities
roads,

explained Xenophon's

legion,

weapons,

military opportunity
warfare.

etc.

Anabasis
on

affords
and

an

for giving

details
various
works

Greek

Persian

Cicero's
Roman

will call for explanations

courts,

of the

constitution,
of

elections,

of the Aedile,
villas,

different

Consul,

Praetor,

Tribune,
forum,
a

offices for Pontifex;

life, etc.

descriptions Plato's

of

the

family

Dialogues
manners

demand
;

fair knowledge
epics
can

ian of Athenbe
made of the compared nations
:

life and
interesting by

Homer's

details of the
the

life and
which
may

customs

heroic with

age

of

Greeks,

be

similar

traits found

in the epics
the

of other

the Anglo-Saxon

Beowulf and
should
of

German

Nibelungen-

lied

(a

good

translation method
learn

be

read).
antiquities

The

practical
we

teaching

in

Jesuit schools
of the
says
:

from

Jouvancy.
occurs

Thus
a

ing speakhe with

of

word

fatum,
the
what

which

in

sentence,

explain

meaning
we

which

this word
have
manner

had

the ancients, it.

1

and

Christians
the

to think

Bellum

indixerit.
Pliiss, in

Explain
Neue

in which
1901,
vol. VII,

Professor 74.

Jahrbucher,

page

METHOD

OF

TEACHING

IN

PRACTICE.

487
in

the
nus,1

Romans

declared

war.

This
etc.

is described
"

Rosiof
an

Abram,2

and

Cantel,3

Speaking
425-440,
:

explanation
says
:
:

of Virgil's Aeneid
the

XII,
as

Jouvancy

"In

fourth which

place,

to erudition

Major
"

eg it

Deus

Explain

gods

were

called

Dii

majoresor
When

majorum
you
come

gentium,
to

which

minorum

gentium. the

the

word
show

clypeus, describe
the

different parma, soldiers

ninth

kinds pelta, formed

chapter

of shield,
scutum,

difference explain
"

between
the

etc.

and
etc.

how

the

testudo, De

Speaking

of
wants

the
some

of Cicero's of the Roman

Senectute, he
warship taken and

explanati

navy,
senate,

descriptions
etc.

of how

the votes
very

were

in the

Another
much
was

instructive
under
text

document
the
term

shows

how tion." erudiclass

comprised
In

"general the third

1710,

the

book

of

(supremo, grammatica)
was

of the

College

Cicero's

De

Senectute.
:

The

of Aix pupils had

what Old
was

in France
to answer

the following What

was

questions

Who

and
on

Cicero f
Why Which
?

is the

subject of
as

his book
on

Age

Cato

chosen

speaker

this

topic?

motives
was
was

induced

Cicero
how What and

to compose

this work

Who Who

Atticus, and

did he

obtain

this name?

Flaminius?
were

victory ?

is recorded
What does
mean

of him?
the

Who
say

Titon

Ariston
What

legend

of the former?
that
we

did the
nature? and

Stoics

by
were

saying

must

follow aediles,
died

What

the
the
1626,

consuls,
1

praetors,

quaestors

among
Germany,

Lutheran

preacher,

at Naumburg,

author
2

Romanae. of Antiquitates Jesuit, died at Pont-"-Mousson,

1655. De

Jesuit, died

at Paris

1684, wrote

Republica

Romano,

ad

explicandos Scriptores antiques.

488

JESUIT What What

was
was

EDUCATION.

Romans?
augurs?
What

the

tribunes
were

of the held
By

people,

and

the

opinions

about
and know
so

omens?
on

the

Lex

Cincia ?
? urged ?
What the What

whom

what the

occasion
war

it made

do you
Romans

about

to which
was

Cato

persistently

What

the senate
Who
was

is the Relate

derivation
what
you

of the
know
was

word? about

Naevius? his exile, and

the
was

his poems,

his death. of the

Who

Cyrus

?
etc.

Narrate

foundation the ?

Persian

kingdom, tor, dictaWhat

were

What

Summus
Describe by

the Pontifex, the legion.

the

military
Romans

tribune

did

the

understand
of the
Romans

clients?

What ?

the sentiments

do you
Mount

know

about

about Thermopylae, Cisalpine

you

patriotism

What

Tarentum,
Gaul?
What the

Capua,
was

Etna,
?
,

Picenum, What
1

the

Rostra

do

know

about

Olympian

games

? etc.

etc.

It is clear, then,

that

the

history and

of literature,

the

history

of

manners,

customs,

political institutions, found

a

biography,

mythology,

and

geography,

place wide

in the explanation
and
so

of authors. that there

was

This
a

field

was

so

attractive

great

danger

lest the
too

teachers, much

the especially in antiquarian time

younger,

should

spend
detriment

details, to the
more

of and

the less interesting,

but

necessary

linguistic

literary training that both

to give

of the
and

pupils.

It is for this exhort the

reason

the

Ratio

Jouvancy
but

teacher
By

such

explanations

"sparingly".

this

it is not

implied

that the information

should
not

be meagre,

but

that

it should testimonies
and
/.

be

moderate, prove
have

excessive.

The

preceding

also how asserted

unjustly Huber,
that the

Compayre,
1

others
c.,

Jesuits

Chossat,

pp. 337"339.

METHOD

OF

TEACHING

IN

PRACTICE.

489

aim

at

mere

literary dilettantism, direct the pupil's

1

cleverness
not

of speech; thought

that they

attention what they

to the
'

but

to

form.

This
However,

is

call

'Jesuitical
The
towards
authors.

formalism."

it is not

Jesuiticalat all.
were

above-cited
the

questions

certainly of
the

directed of
the

understanding method
the

thoughts
the

This

of questioning of
a

pupils
was

about

the

contents,

ideas

literary work, pupils this

reason

also eminently

fitted to stimulate
thinking.
on

in the

self-activity and

pendent inde-

For

Quick's judgment
when he
says

the

Jesuit

system

is not

correct,

that

it "suppressed love of truth

and of

originality
for its
own

and
sake,

independence
the power

of mind, of reflecting

forming take

correct

judgments."2
of thought
as

Should
in the

he,
sense

however,
now

independence
to it,

usually places and

attached

unrestrained

rationalism teaching Revelation,

to this

which
the then

private
the

judgment
deposit
the

above

the

of

Bible
we

whole

of Divine

admit

that

Jesuits are
for it is the
Yet

opposed proud
longer and

depende in-

of thought; against

spirit of rebellion
an

God.
a

this is

no

educational,

but
question, dragged

rather

philosophical authors have

theological

and

those

unwarrantably
on

this discussion methods.

into their books

the history

of educational
We always than

stated before
remain the
a

that

the

linguistic

training

must

more

prominent and mistake

other
must

part of the prelection information.

Here,

antiquarian another

however,

be

avoided,
classics,

which
a

easily creeps
which
1

into the teaching

was

of the

take mis-

not Hist,

uncommon

in the
p. 144.

German

schools

Compayre,

of

Fed.,

Educ.

Ref.,

p. 50.

490

JKSUIT

EDUCATION.

before
the rules
makes
a

the recent

reforms,

namely,

to make
"

the authors

means

of studying,
grammar,

repeating,
and
as

or

drilling"

the

of

etymology, unpleasant,

syntax.
now are

This
and
then

the reading

every

grammatical
,

rule is asked,
author

paradigms becomes
contrary

repeated,
to

etc.

so

that the

merely
the
very

subservient ought
to

the grammar,
the
case,

whereas

be

especially

in the

higher

classes.

This

faulty

practice
assigns and and
a

is altogether special time

to the Ratio, opposed day for repeating, every

or

which studying,

drilling grammar
l

the

precepts

of rhetoric which
not

poetry.

The

2yth

rule

of the

teachers, authors,

lays down
even

the method
among

of explaining
the

does
the

mention

various
Nor

suggestions
is this

asking

of grammatical

rules. the

drill contained higher

classes

in
among

schemata five of
or

the

grammatical for the of Jouvancy to be obsix points served

in
called

the

prelection but
an

authors.

There
of what of grammar,
the

is

one

LatinitaSj
that

examination
a

is said

there shows
as

it is not

repetition

but,

Professor

Willmann

says,

it deals with

technique that
to

of language,

phraseology, classes
more

etc.

Jouvancy
is not

remarks

in the
grammar,
the

lower

attention

is to
yet

be

paid

which

at this stage

mastered with

by
the

pupils.

This
teacher

is in

perfect

accordance class

Ratio.

The

of the
of
or

lowest

is told day,
to
lt

when

the lesson repeating declined, have words

the

previous

to ''often

conjugated, and
in

ask
' '

questions
2

about
teacher of the

grammar
next

directions. The various following do sometimes class should

a

the

same.3
1

This
the

is

wise

prescription,
classes.

as

in the

low-

See

second

rule of all the

3

Reg.

5.

Reg.

5,

MKTHOD

OF

TEACHING

IN

PRACTICE.

491

est

classes

the

pupils

are

to

be introduced

slowly

into

the reading
must

of the
more

authors,

and

the

grammatical
But

part

be treated
rules

extensively.
class
no

the corresponding

of the

third
in
the

longer classes,
an

mention

this

point.

Certainly and

higher
it is

particularly
to make

Freshman
classics the

Sophomore,

abuse

the
occasional

of teaching vehicle is, of course, question

necessary,

grammar.
not

An
on

excluded,

the the

contrary

whenever that

it appears
does
a

from

student's

translation
or

he of

not

understand
But

the

etymology,
no means

the

syntax
to

phrase.
we

this is by

the then,

abuse

which

referred.

This,
and

important the most prelection, most characteristic point in the practical application It is scarcely necessary Studiorum. of the Ratio that the she this
any
manner

is the

to add
nor

Society
reason

needs

no

apology
any

for this part,

of it.
so

has

to attempt

change

As

of explaining sound
reason,
on we

authors
cannot

is be

much

in accord that the of

course,

with Ratio

surprised
system
"

insists

following
"

the

same

mutatis

mother-tongue. should ancient

l

mutandis The authors

in nearly

in the

teaching

of the

in
the
same

the
same

mother-tongue
manner

be explained
writers. by
some

as

the

The
of the
Professor

very

principle
of

is emphasized
as

best

teachers

Knglish,

for

instance
two

by

Bain.

This
higher

writer

guishes distin-

methods

of teaching
course,

Knglish.
"an

The

one

systematic would

in

which

exemplary
illustration
"

lesson of
some

consist

in the

statement

and
style

rhetorical
of hyperbole, expounding
Ratio

point
the

or

rule

of

say,
or

the

figure
art
J

quality
example.
com.

of simplicity,

the

of

by

This,
28, " 2.

however,

Studiorum;

Reg.

4Q2 I deem than

a

JESUIT

EDUCATION.

superfluous
an

lesson

; it would
a

be little better

making

There
the

is another

methodical
that

treatise. rhetorical does not exclude kind of lesson which teaching of rhetoric, but co-operates
extract

from

with of

in the most

effectual way.

It is the

criticism

authors,

merits

and

with a view to the defects as they turn

exhibition up

of rhetorical

casually.
to
an

An

outline

of rhetoric this kind

is almost
; yet

essential with
out. to

the

of lesson

only
It

efficiency of it may outline

to

successfully questions teaching.

' '

be
most

carried proper

suffices

raise

the

be

considered

in

English

The

second

method

which

that of the

Ratio. various

Professor examples Bailey,

as

is this writer advocates Bain illustrates his principle

from

by
Macaulay, these

leading

authors

Samuel

examples and

exactly

Carlyle ; and he develops Jouvancy did in the case of Scotch

Professor
on

Cicero
with
sources

Virgil.
much"

The

finds fault
forms,

the

"too

of explanation
etc.,

archaic

of the
2

play,
Is not
on

in

the

modern
the

editions

of

Shakespeare.
Ratio which

this again
such

principle
given

of the
sparingly?

insists

details

being of

Naturally

the

treatment

passages that of
a

varies sketch
a

according
from

to the character must

of the book,

Irving

be quite
a

different from
from

that of
or

play

justas of Shakespeare, differently is explained

Chorus
an

chapter
an

Caesar
of
a

Nepos
or
a

from

Ode
add

Horace,

of Sophocles.

We

may

schema
are

for reading
the
same

English
in the

author.3

The

principles

as

those
1
2

preceding
English,

schemata.
ch.
V,

On

Teaching

p. 48

foil.

Ibid., ch. VI, page 85 foil. Teaching. Lectures on See Fitch,

METHOD

OF

TEACHING

IN

PRACTICE.

493 speare of Shake-

How
?
i.

to

read English

authors,

v.

g.

drama

Read
a

first the whole knowledge of home,

"

to

gain
to

piece, quickly, uncritically, induce its contents; or the but

pupils
whether

do

it at
do
so.

in this
then

case

examine

they

2.

Explain

part after part:

difficult constructions, thing until everyall archaic words, ary is understood. 3. Explain historical and literthe plot, the tragic idea, 4. Explain allusions.
"
"

the

chief
the

characters

(in
"

an

oration,

the

proposition work
as
"

and

argumentation).
Show
choice well. passages

5. Criticise the

whole.
6.

its excellences

and by

shortcomings.

Have

learned

heart,
make

and

livered de-

Besides,

for each

lesson

the pupils

on the lesson write something let them of a give the contents

previously
scene,

explained
a

write

synopsis,
sentence.

criticise

passage,
there

or
a

Otherwise
look
at the

is

a explain danger that

beautiful
some

will

not

even

author

at home.
2.

"
The
nineteenth

Memory
rule

Lessons. the regular tion recitaof

prescribes

of memory the
memory

lessons.

These
schools
l

frequent
have often

practices been

in
modern

Jesuit

censured

by
Dr.
not

Arnold
mere

But renowned teachers writers. in fact, all educators that of Rugby,2

as
are

theorizers,

strongly

insist

on

the

necessity

of

these
Why

exercises. should
we

exercise

the memory

of the pupils ?3 is
:

The
1

answer

to this question

in general
the

because

we

"The /.
c.,

Jesuits maintain
p. 140. Thomas

abuse

of memory."

Com-

payre,
3

Fitch,

See

Woodstock

Arnold, and Matthew p. 50. Letters, 1894, p. 325 sq.

494

JKSUIT
train
the whole

EDUCATION.

must

man.

An
memoria

old

adage

has

it :

"Tantum

scimus

quantum
season

retinemus."
work,

Boyhood

is the best
time when that

for memory

and

also the

faculty
quoted

should by

be

thoroughly Kleutgen,1

drilled.
says:

Professor

Schnell,
of the

Father

"The

school

second

period
a

of childhood of memory,
to and

(10

to

14)
by And
the

is before it
more

everything

else

school

and

during
the

memory

will and must than during Pachtler2

be given
any
:

other

period
lower

absorbed of life.
the

' '

Father
more
*

observes
of the
memory

"The

class
' '

is exercise
:

to be

insisted

on.

Again

'The

mental

power

which

is first developed in boyhood gradually

old
age,

is the memory.
the the first years development
to the

It is the

strongest

and

in

of youth,

and

decreases

with it is

of the impressions
in
the

body,

until, in

confined remarkably
We
use

produced

in youth,

and

is

weak

retaining

impressions it is hot, and

fixedly.
so

must

strike

iron whilst

make

of boyhood require and

the
career."

for the
the
most

acquisition
memory,

of those

subjects
mar of gram-

which

the learning
are

languages

which

the

foundation

of

college

If it is asked

what
an

should

be

learned

by

heart,
much

it

is not

easy

to

give
the

is certain
must

that

more

answer. adequate important rules

This

of grammar passages
a

be

committed

to memory;

then

choice

from from

the best authors the

are

in English the

and

L,atin, and

few

Greek.
the

Among

finest loci memoriales

v.

in

Latin
to

orations

of L"ivy,

g. that

of Hannibal of Cicero, of Horace,

his

soldiers, the
passages
und
neue aus

exordia
from

of the
some

orations odes

striking
1 2

Virgil,

Alte

Schulen,

p. 57, note.
vol. XVIII,

Stimmen

Maria-Laach,

p. 242.

METHOD

OF

TEACHING

IN

PRACTICE.

495
Metamorphoses,

the account
etc.

of the
In

"four

ages"

from

Ovid's

Greek

it will be and Iliad

exordia of the Greek gnomes

Odyssey
are

the well to have by heart; learned

; words" also x/owa ITT^,truly "golden important to fix easily certain serve they may rules of At the same in the mind time, syntax of the pupils.

they

well illustrate
"

"

as

in fact the adages

and

proverbs

common the most ethical and every nation of every To make mean, day life principles. we clear what Greek few of these be allowed to quote a we may

gnomes

; they

should

be compared exist,
sayings
or

with

similar

lish Eng-

proverbs,
nations,
authors.
'0 fj.7]Sapels
or

if such
the

with

those of other with great of Scripture and

"vdp"i)iro3 ov
"v
OIJ/JLOV Kpeirruv "pi\os.

Zijcreis filovKpdTia-rov,
EP
TCUS

dvdyKais

xpyfAdTuv
a

(A

friend

in need,

friend

indeed.)
irbvov.
no

Of/rot 7T00'

ttifsei r"v

anptav
"

"vev

{Per aspera

ad astra.

No

pains

gains.)

"p6oi"T)"rai

r "ro"plas vbfjufcbv

0eou

"p6f3oi".

It is not

necessary

to

give

specimens should

from

the

English.
whose

In general,
are

such

passages

be chosen

contents

worth

ethical,

aesthetical,

be it from the remembering, historical point of poetical, or

The most beautiful and most elevating thoughts view. literature, treasured up in the memfrom the world's ory, help for the writing will also afford considerable
of essays.
1

The

excellent

Greek

Exercise
Kleist,

Book S.

by
"

Professor

Kaegi

(Bnglish edition 1902) contains a

by

James
number

J.

Herder,

St. I/ouis,

great

of such

gnomes.

496

JESUIT

EDUCATION.

few

suggestions

of learning
are

to

be

about the manner from by heart. Passages good authors The known for word. same word will
may to the

be added

ordinarily of rhetoric
same

apply
and
or

rules of grammar;
may

the gotten

precepts in the

of poetry
the
sense

either
may
to

be

way,

simply

be exacted.
memory
to

The
be
the
to

matter

which

is to be committed
It
to

should instruct
not

understood.

will

be

most

useful

pupils
learn

how the

memorize.
as one

They
whole,

should

try

lesson
one
or

but rather
a

they

should
or

memorize clause

two

lines at

time,
or

sentence,

; then

the

second
known

sentence

line

of

poetry.

After

two

are

well
a

they

should

be

repeated and again

together.

Then
those

third sentence learned

is learned

united of the

with

previously.
et

The
will

principle here

: Divide old Romans These suggestions applied.

impera, appear

be
and

may

minute,
has
a

it may
of his
a

be
own

objected that each is just right which

of

individual
for him.

way

However,

little questioning
of memorizing

pupils is very

method

will show frequently

will

that

their

erroneous,

and

that

instruction

on

such

matters

be

far from

amiss.

One
when

great

mistake

of students
are

is to try to learn
and and and distracted. mind
are

by heart
Memory

their minds

bothered
body deeper
of the have

quiet;

is best done when work impressions are then made is the

will last. much

This

fundamental
of memory times.
then
you

secret

various

vaunted

systems

which

been
the

paraded mind,

about
their and the
are

in

different and

Concentrate
will memorize

is
ease

motto,

with
or

tenaciously.
self-control

Very

few

people,

boys

not,

have
they it is

to concentrate

their minds
of the
reasons

when why

disturbed.

This

is

one

METHOD

OF

TEACHING

IN

PRACTICE.

497 before the upon

over one.

best to learn by
thoughts and

heart

in the early
a new

morning,

feelings of
l

day

crowd

Father

Sacchini

recommends alone,

the pupil

to go

his
as

or task when walking clear, being involved.

the

same

principle,

is

should the lessons be recited ? By looking into the Ratio, in the second rule for the several classes, find that the beginning we of both sessions is set aside
for the
the recitation of
the

When

of memory

lessons. week
are

On
to

Saturday
repeated.
yearly
to

lessons

whole
speaks
He

be

Father

Sacchini2
by
heart.
to

of

monthly
an

and

repetitio

adds
the
to

exhortation
of memory

the
sons, les-

professor and

never

omit them
to

recitation the

to

exact
case,

letter.

It is hardly

possible, in this
so

hear

the professor

but

part from exordium,

each.
or
an

whole

only, or ask It is very useful to have, say a entire description, thus repeated. is held
when
a

may

everything few a call on

from

everybody,

Another
or

book

such recitation has been seen.

from the

whole

speech

take

place in the

This public recitation is to be made an platform ; it might

given
one

item

entertainments

another

by

the

different classes. It is incomparably more advantageous by heart and declaim with to the pupil to deliver thus
the pomp

and ceremony of literature which

than
to

of public elocution he has been taught fit gestures and had and
often

masterpiece

through

and

through,
to some

modulate

his

voice

half-understood
he has
not

inferior composition
time,
nor

which patience,
nor

the

the

the ability to make of giving

art. 8,

his

own.

The
1

habit

memory
sec.

lines, for punishment,

Paraenesis, Paraenesis, 32

3.

ib.t sect.

2.

498
from

JESUIT passages
the

EDUCATION.

which

offender

does

not

understand
no

is to be seriously deprecated. evil effect, it at least is a great

the hours
so

If it produces

other

loss of time, seeing

that

spent

might

have

been

devoted

to

learning

something
It
seems

that would all the faculties. educate important be that the pupils should very

directed
according

to

be

careful
sense

to

give

their

memory

lessons poetry all,

to the

and

feeling ; in reciting quantities and,

attention
to

is to be paid then

to the

above

the

caesuras;

the lines will sound

way

like music.

This

is unquestionably the surest speakers, and is far superior as an

to any

of making

good
practice

elocutionary

less frequent class of elocution. It is or weekly importance that the of the utmost also for this reason should
read read
the

professor the pupils

authors
to the

well, and
sense

see

that

according Written

of the passage.

" 3.

Exercises.1
sense,
are

Themes,
exercises and

in the broadest free

essays,

including

imitation

of the
to

greatest

tance. imporof

They
thought,
1

force give

the

pupils patience

concentration

and
a

them

and

facility in writNovember

In

recent

1902
a

("Are

Review, article in the Fortnightly Classics Professor to Go?"), the

Postgate,
languages

distinguished and

Bnglish
are

scholar,
not

writes:

"If

the

'dead'

literatures
be taught
as

to retire
were or

into the

background,
"

they

must

if they

alive"

(p. 878).
is
a

lations "Trans-

from training
not
to

English
necessary

into

I/atin

Greek

most

and have

part of classical original

training
.

valuable ; but it ought

.

superseded
and writing

first, speaking

composition. l,atin should go hand

Postgate

From

the with "improved

in hand
these

reading"

(pp. 879-880). Professor

calls

if he speaks improved, surely, methods"; of nearly during in vogue however in the last century, not all systems Society to the system of the of Jesus, which always regard from the next pages. as will appear practised this system,

METHOD

OF

TEACHING

IN

PRACTICE.

499 also in
write L,atin

ing.
the
at

As

we

said

before,

it is most
to

advisable,
the

teaching

of English,
sentences

make

students

least

some

every

day.

short

theme

should
at least

be
once

given
a

almost

daily,
a

and

Greek
in

theme
many

Jesuit colleges
composition

It is week. in this country

good
to

custom
an

give

lish Engtained main-

for Monday.

If the

principle

by
true,

St. Ignatius
one

in the

"Spiritual
to

Exercises"
the
amount

is
of

that
own

advances

according

his then
work

self-exertion, not that of his director for much frequent these provisions and
were

merely,

well

made.

It is not
any
one

easy
can

to

written in conceive, that

He

the light of this

rule, how
the

in the rather him,

Jesuit system
has everything

pupil

has

complain to do. nothing

professor goes

to do ; the

before

indeed,

and

shows and
means

him

how,

but
the

then

demands kind,

personal
from
the

application, pupil
who

that of not

lightest

to advance.1

The
they
are

subject of
a

I,atin and of the

Greek

themes,

whether
or a

translation

teacher's

dictation
as

free work

of the
from

pupils,

should read

be
in

taken,

far

as

possible,
single lower

the
must

authors

class.

Shorter
in the

sentences

be
to

translated

especially practise

classes, in order
But

apply

and

the rules early

as
narrations

of grammar.
possible consist
etc.

the

exercises

should

as

of connected should
authors

pieces,
the

descriptions, vocables
that
on

and

contain

of the

L,atin
short,

and
the

Greek

read

during

period;

in

exercises During
an

should
the

be based
greater
use

the

authors

read

in class.
there
was

part of the last century

excessive
either

of so-called

exerciseor

books,
i

consisting
Woodstock

of unconnected

sentences,

Letters,

1894, p. 329.

500
of such
authors

JESUIT
connected

EDUCATION.

pieces time.
more,

as

had

no

relation

to

the

studied

at the
more

Of late years and Order"

an

this practice rightly

the
so.

is condemned

and

we

think

The

new

"Prussian

School
recently

prescribes

mer for-

system.1
state

And
"the

American
training
is

writer
now

could

that
more

grammatical

brought
of classic

into

vital connection

with of

the

study

literature. discarded. attention,

than

The
Prose

writing

I/atin

verse

is generally

composition
now
more

is receiving

increased

and

is

imitative based
the
a

in its character
on

formerly,

being

commonly

the

L,atin
at

and the

Greek
same

masterpiece
time.
"

which
Is

class is studying

this

new

invention
the Ratio.

It is

exactly

the

method the

prescribed
Rules

by

Thus
theme

the

30th

of

Common
not

reads:

"The

should

be

dictated
and

off-hand from
far
as

but
a

after careful written

consideratio

generally
as

copy.
to the

It

ought

to be

directed,

possible,
are

imitation
in

of Cicero." rule
:

Two
teacher

things

contained
out

this

First, the
not

is to write
an

the

dictation secondly,

himself,
the the

to take

it from

exercise
on

book;
author he

dictation time.

is to

be

based

the

studied
was

at

Cicero

is mentioned read

because

merly forother

the author
rules
say

that the

with dictation

preference.
may

Besides, other

follow

authors,

especially the

historians.3
classes the

The

rules that

for the the

same

teachers

different

enjoin

method

of be

followed.4
that
1

Thus
is often

professor

of Humanities
so

is told the

"it

advantageous

to

compose

Lehrplane und
Education Reg. Reg.

Lehraufgabeny
United 1.
"

1901,

2 3
4

in the

States,

pp. 23, 25, 29, etc. (1900),vol. I, p. 185.

6.

Prof. Rhet. Prof. Rhet.

Reg.
"

9.

Prof. Hum. Prof. Hum.

6.

"

Prof. Supr.

Gram.

6.

METHOD

OF

TEACHING

IN

PRACTICE.

50

theme from

that the whole passages already

may

be gathered
' '

here

and

there

explained.

affords many great advantages. is made The reading useful for the writing, and the for the thorough helps standing underwriting considerably of what
have
to ponder
over

Indeed,

this system

has

been

read.

The

students

will

the

author,

to examine

the figures, the phrases, little the

exercises

and

so

they

the words, imbibe little by

genius
are

of the useful
not

language. and be
easy

Thus
at the

imitationsame

made

time.

The

dictionary
a

need

consulted

for
waste

every

expression

custom

which

entails much

of time

Dr. Stanley relatively little fruit. We quoted with Hall's words,1 that "one teachers of the best German never a dictionary see told him that the boy should or
even

This

but the teacher must vocabulary, is the old principle of the Ratio.
a

be

'pony'." teacher

The

is

told that straightway

he

"after the

dictation

of the theme

he

should

call for the reading

of the theme.
that
may

Then
difficult,
Is
not to

should

explain

anything and
modern the

be

suggest

words,

phrases
what

other

helps."2
want

here

the teacher,

educators

him

be in their 'ideal school,'

and
unity
say

boy's

dictionary,

ulary vocabproduces
to

'pony'?

But

above

all this

practice

in the various
same

exercises.
can

It is needless

that the

principle

be followed

with

best

success

in the teaching
to be based
From
on

of English.
the

The

compositions

ought
1

work

studied
' '

in class.3
Ideal School.
"

The
com.

Forum,

Sept.

1901;

The

Reg.
How

30.
can

this

be by

done
a on

may

be

seen

from

little book

recently

published Exercises S.

Jesuit: Imitation
Irving^
s

English

based

Sketch

and Book,

Analysis;
by
F.
Donnelly,

J.

(Boston, 1902, Allyu

and

Bacon.)

502

JESUIT

EDUCATION.

The
slavish
variety
some

imitation imitation in
these

exercises

should,

however,
may

not

be

of the

author;
.

there

be

great

exercises
on

Father

Jouvancy

gives

valuable
writes,
"a

hints

this from

subject.1 "Translate,"
Cicero,
into the native
retranslate

he

passage,

say

tongue;

afterwards,

without

looking
compare
yours

at Cicero,

it into

I,atin.

Then
correct

your

Latin

with

that of Cicero

and

wherever
many

it is necessary. have greatly time

or

Experience
benefited
you may

has

proved

that

by
write

this
out

excellent
a

practice.

Another

sketch
thought

of

an

argument

write

down
author,

the

train
work

of

found
clothe,

in
as

the it
were,

original this

then

it out,

skeleton

with

flesh and
is

nerves.

This
compared

being

finished with but

the
also

the

new

production

to

be

original ; not only improvements many

third passage into
one

will

the

difference
be

appear

will

suggested.

There
a

is

way

of from

imitating
an or

authors. change

Take
the

beautiful
matter

author,

subject
following
as

similar of the

opposite.
use,

Then,
as

in the
the

foot-steps
same

author,

far

possible,

figures, periods,
the

connections,

transitions.
shows the

Thus
that
name
a

in

oration

against is not
to

Piso,

Cicero
with
manner

seditious the shown

mob

be

honored
a

of

'Roman who

In people.' really deserves

a

similar

it may
a

be
a

to be

styled

Christian,

gentleman, this method

scholar."

Jouvancy

justlyremarks

that

another For the great

guides
1

is the best of self-training instructor cannot guide and

authors themselves of the
ch.

substitute, if be obtained.
the teachers,

become

and
Ratio 2.

correctors Discendi,

student.
"

1, art. 2, 4.

Cf.

Quintilian, Inst.

Or, X,

METHOD

OF

TEACHING

IN

PRACTICE.

503

That

such

imitations
by
more

may

is proved

be masterpieces instance. than one

in themselves,

great

number Greek
speakers

of the works types.

of the

of Latin
many

And

writers are imitations of fiery harangues of the

are

French

Revolution Catiline
this

fashioned Anthony.
method

alter

Cicero's

invectives
one

against that
can

and

Every
imitating

sees

excellent

of of

good

authors the

be applied
advantage.2 Washington
or

to the

study

English
a

with descriptive

greatest

He

who

takes
or

passage Burke,
to

from

Irving, and

an

argument
out

from

Pitt, rules

Webster

works

it-

according

these
"

of
he

Jouvancy, will
keeps
from for
one
a

surely

improve
to the

his style
same as

provided

long

time
to

author.
a

For

changing

author

another,

butterfly flits from

flower

to flower,

like

little result. very all desultory work, will produce is a very The exercises correction of the written troublesome drudgery
2ist

and

uninteresting

work" life.
But

the

worst
as

of the teacher's
says,

daily

it is, and

the

rule
to

of the

greatest

importance

fore thereadvises the

be

done

conscientiously.
the exercises

The

Ratio

the teacher

to correct
or

in class, while

boys

are

writing
other
are

studying
up

for themselves.
to the
to

One
desk,

boy
and

after the

is called pointed

teacher's he
may

his mistakes

out

him;

himself

it himself ; parbe asked why it is wrong ticular and correct instructions may be given, a word of praise or of be added. Such may rebuke private corrections afford
many

advantages. and

But

much
reason

time
the

may

be
says

lost to
"

teaching
1

for this
Cicero

rule
der

those

See

Zielinski,
the of

im

Wandel

Jahrhunderte.
on

Compare

excellent

observations of

the

value

of

the

"Reproduction

the

Thought

Others,"

in

Genung's

Practical

Rhetoric^

pp. 301"325.

504

JESUIT

EDUCATION.

to the great number, owing which, in class, should be corrected corrected

themes

cannot
at

be

home."

Many
correct

teachers

have
at

the home

following and

system.

They
to

all themes
the

return

them

the

students

following
a

day,

Then,

if it is the other

dictation,
correct

with the mistakes is called up a boy him,

all comparing
see

marked.
to translate,

boys

their
cases

own

translations.

The
are

pupils

will

in most
they

why ask why

their translations

marked,

if not,
may

should

immediately,
such and

and such

the teacher
a

ask
a

other

boys A
the

translation be
made, be

is

mistake.

correct

copy

should

then classes
on

dictated well
to

by
have

teacher; written

in by

lower
someone

it may

it

the

blackboard.
neatness

It is evident

that

great

is to be keep

insisted
neat

on

in

the

themes.

It is easier

to
on

paper

and
But

clean

if the themes will,

as
a

be exacted
rule, be
are
more

single careful,

sheets.

the boys
copy

if they
are

have

books,
do
not

which

to be
see

used

until they

filled.

They
books. exists

like to
the

many

mistakes

in their copy gymnasia

exercise there in the

In
an

German

and
system.

Austrian

admirable has
at the

Every

copy-book
on

top the running

number, of the pupils'

opposite
teachers
corrections one

the

margin
are

the

date.
in
at
one

Corrections
red the in
ink
:

and

marks
are

made

the

to

be added
and
of the
to

end.

Every

month

review
on

in

I^atin sheets
are

Greek,

single

same

size and

in written kind, marked

ink

by

the teacher, institution, copy-books

who from

be handed
at any

in to the
may

Director
ask

of the

who

time

also

for the

of the class. time

the
to

The

Governmentcolleges,

Inspectors,

time

visit the
thus

carefully
work

examine

copy-books,

controlling

the

of

METHOD

OF

TEACHING

IN

PRACTICE.

505
many

teachers great

and

pupils

alike.

This

system

has

and

advantages.
on

It requires

hard

and

conscientious

work

the

part

of

the

teacher

especially,

but

is

producing
some

admirable
colleges.

results. During

similar system
the

exists in
examinations

Jesuit
or

semi-annual

all the
room

copy-books
the

are

exhibited

in the

class
to be

wherever

examination

is conducted,
the

inspected It is very
as

by the

President,
that
as

and the

Prefect

of Studies.

important

copy-books
done

be
the
to

returned pupils is

soon

as

possible,
in their

the

still fresh
must

mind.

work An
in the

by

exception
case

this rule
composition,

necessarily

be made
longer

of English the

especially which naturally

exercise

essays,

correction

of

requires

more

time.

This

of writing

Latin

and

Greek

themes,
the last
no
exercise

particularly decades is
met
more

free L,atin compositions,

has within

with useful

great

opposition.
more

And

yet,

and

necessary

if a solid knowledge

of these

languages
alone

is to be obtained. will
not

The
This

ing readis the

of

authors

suffice.

conviction

of the most
must
on

experienced be written,

schoolmen.
that
a

Even
hold

Greek
may

exercises

firmer

and

be obtained l of idiom.

the

facts of accidence,

of syntax, in writing

And

without
2

any

practice

the understanding

of the classical authors

will scarcely

be
verse

more

than
may
not
one

superficial. be of
so

Even
as

the

writing

of L,atiii
it.

useless
most
von

some

represent

Quite
of

recently

the

distinguished Wilamowitz, plea of

scholars the

Germany,
University,
1

Professor

Berlin

made
The

strong

for this much

p. 301.
See

decried
on

Bristol,

Teaching
remarks

of

Greek,
on

pp.

298

"

307
2

some

excellent

Greek

compositions.

Bennett,

The

Teaching

of

Latin,

p. 172.

506

JESUIT

EDUCATION.

exercise.1 last year:

verses

Similarly

Dr.

Ilberg of Leipsic,
art

who

wrote

"The
not

'antiquated' deserve
the

of

writing and
the
an

Latin
sneers

does which

contempt
It

with which

it has
not

been
only

treated. knowledge

is

exercise
language,

requires

of the

but

also exertion
verses

of the

imagination.
exercises
of his

The
which
own,

writing challenge and of which having

of

Latin
the make

belongs
to produce

to those

pupil

something
the
' '

him

enjoy

pleasant
2

sensation

achieved beyond
"enormous

something. the bounds

Hence

Sir Joshua Fitch

when rank he
asserts

goes that

of moderation

injury is
produces

done

to the

and

file of boys

by this antiquated

and

soulless and

exercise

; which

tably inevia

weariness

disgust,

and

sets

false
' '

and

ignoble is in

ideal this

of scholarship

before

the
as

pupils. in
most

There
similar We

sweeping

condemnation,
a

indictments
whether
verses

of old customs,
any
one

false supposition.

doubt

considers
test,
one

the

"manufacture
crown

of Latin

the

ultimate

the

ideal and
many

of scholarship."

Still, it is
subordinate
all around

of the
one,

means,
an

although accomplished
the writing the

very

of

acquiring

and of
verses

scholarship.
to appreciate

Above
more

all,
fully

will help

classical poets.
In

this

connection much

we

must

say
on

few

words
Ratio, have
But

on

another speaking
more

exercise,

insisted points
and

by

the

viz.

Latin.

Few

of the
than

Ratio this.

been
this
not

misrepresented good
cause.

derided

without

Facility in speaking
of the

Latin is
This

the principal
1

aim
und

Jesuit
Berlin,

system.
1901.
p. 71. p. 39.

follows

Reden
Neue

Vortrdge,

2 3

Jahrbucher,
and

1901, vol. VII, Arnold,

Thomas

Matthew

METHOD

OF

TEACHING

IN

PRACTICE.

507

from

the

tenor
our

of the former
means

whole
statement to

Ratio,
that

and

is sufficiently

proved
are

by

branches
one

of study

merely

the

attain
of the
say

the

object of
A

all

instruction,
"

the cultivation
modern educators

mind.
"

language
much

so

our

is learned
easy

more

quickly, in
a

if spoken
natural.
so

; it becomes

and

familiar

and,

way,

That
ma}'

the

is, after all, not

that
some

absurd,

be

of Latin speaking from the fact seen

century

of the ablest scholars

of the nineteenth
the great

have

advocated

it.

Thus

Latinist, Dr.
writing and of

Seyffert, says:

"Without remain
a

speaking,

the

Latin

will

always
Dr.

half-measure
one

work." patchmodern
the

Also
authorities
on

Dettweiler,

of the

best

the

study

of

Latin,
However,

recommends
the

speaking
the

of this language.1
in

attitude of

Society

this point

has
as

changed. in many

The
others,

Society
to the

adapts tendency

itself in this respect,

of the times.

This
the

may

be
of the

inferred
and
to

from that

comparison
1832.

between
old
that

Ratio

1599

of

The

Ratio the

enjoins
speak except

teacher

insist

rigorously
pertaining
where

boys
work,
know

Latin
in the
2

in all matters lowest class,

to school

they

do not

Latin.
reads
as

The

corresponding
'

rule in the revised should take

great

Ratio
care

follows: pupils

'The teacher
practice
speak

that the

acquire
he
on,

in speaking

Latin.
the
use

For

this

reason

should

Latin from
insist
on

highest

grammar

class

and

should the
con-

the

of Latin, especially

in explaining
in the

precepts,
certationes
1

in correcting

Latin compositions,
the
page

(contests between
des

boys), and
110.
"

in their
Rollin,

Didaktik

Lat.

Unt.,

See

also

Traite
2

des etudes, livre II, ch. Ill, art. 3. Reg. mag. See Woodstock schol. inf. 18.
"

Letters,

1894,

p. 322 foil.

508
' '

JKSUIT

EDUCATION.

conversations.
the

The

revised

rule
as

does
as

not
was

use of Latin colloquial former days. But still it must

early

prescribe done in
that the introduced,

be remembered
must

practice

of speaking and, therefore,

Latin
the
use,

be

gradually
are

lower

classes

supposed

also to have
Be

Latin in

it remarked,
no

not so extensively. although however, that the colloquial use of

Latin is, by
practical
language
ago.

means,

insisted

on

in the
longer
as

Ratio the

for its

value

; for

Latin

is

no

universal
some
centuries

of the educated

world,
to

it

was

From

time
to

time,

indeed,
to

we

hear

of

made efforts being Thus in the oration Royal

restore

Latin

its old

place.
of the
1899,

at the

Leibnitz celebration
at

Academy

of Sciences advocated language

too

Berlin,

May

29,

the chief speaker

as

the

introduction
men.

of Latin ever, How-

the international such

of learned
too

efforts

are

few,

sporadic,
near

to influence

the
more,

wider

circles, at
seems

least

for the
that

future.

Nay

it

almost

certain

Latin
which

acquire

that

domineering
In

influence
the

will never it formerly and

they have
Besides,
are
are

exercised. literatures have gained

those
not
a

days fully

were

national developed.

languages
But
now

attained
a

high
on

degree

of perfection,

and

stronghold
of the in

the mind

of the people.

most

books
German,
into
can

of great

either written
speedily
our

scientific value English, or French, or

of these

translated
no one

one

languages, scholarship
them

and

in

days,
not

lay
or

claim
other

to

who

does

master

one

of

besides

his in
of

mother-tongue. the words and

as

The

Society

of

Jesus has simply,

the trend her

of the

Jesuit Kbner,
herself
to the
new

watched

events,

adapted

and

teaching

in this

point,
1

in others,

conditions.1

She

strives

Jesuiten-Gymnasien

in Oeslerreich.

METHOD

OF

TEACHING

IN

PRACTICE.

509
urges
means

to

teach

Latin
use

thoroughly,
of

and
a

therefore

the
to

colloquial that end,

as

Latin

as

most

although

at present

not

valuable in the same

degree

in former
moreover,

centuries
a

had,

facility in speaking when directly practical purpose.

experiments

Latin

The

educational
years

of Germany

during

the last ten

illustration of interesting afford an It is known has been said in this chapter. that, what Conference of 1890, Latin lost fifteen after the Berlin in the nine hours a week classes of the gymnasium.

The

Latin

compositions
almost

particularly

were

reduced
What
was

considerably,
the

completely
soon

abolished.
were

result? that

Very in

complaints

heard
changes

from
the
It became
was

all sides

consequence

of these
greatly

teaching

of Latin

had
more

been

injured.1
logical

evident
necessary

that

extensive

writing

of Latin

to obtain

the linguistic

and

training

of the mind,

which

is

one

of the
these

foremost the

objectsof
practical
the
syntax,

Latin instruction.
application careful higher

Only

exercises, and

of the rules

of etymology peculiarities

examination
classes,

of the

of style in the with

and

and by

constant

comparison

the

mother-tongue, give
a
2

means

of translations knowledge

re-translations,

thorough

and

insight

into

the language.

These

are

the

principles

on

which
ago,

the

Ratio

and
were

Jouvancy
emphasized
the
1

had

insisted the
when

centuries

and

which

by
time

General
the

of the

Society
schools

in 1893,
saw

at

very
See

German
pp.

fit to

Verhandlungen,

1901,

282 foil.
bin und
her,

Ibid., p. 286: Umdenken

"Vielfache

Uebungen erfordern,
Konneu

die ein

stetes

der

Vorlagen

sollen

sein

(the
und

pupil's) Wissen
jhn
allmahlich

gelaufig,
zu

sein

gewandt

machen

eiuem

sicheren

Sprachgefiihl

verhelfen."

510

JKSUIT
them.
But
to

EDUCATION.

abandon

experience
revert

soon

forced
had

the

man Ger-

authorities

to

what
was

been

thrown
to
was

overboard.
one

In

1895

permission higher

granted

add
to

hour

weekly

in the

classes, which

be devoted and

to practice

in writing

and

to the

application

repetition

of rules of grammar
the

and

style.

For,

as

Professor

Fries declared,1
proved

curtailing point

of these of the

exercises

had made
the
most

to be the weakest

changes

after 1890.

In

the
most

second

conference,

in 1900,
was

opinion positive

of the

distinguished
a

scholars
strengthening

in demanding
It
was

further

of

these

exercises.2
should
Nay
more,

proposed3

that
for the

Latin composition

again
Dr.

be required

last examination.
"

Ktibler

advocated

one

would
denunciations

have

thought of

it impossible this
has

after the
"

vehement of

exercise been

the

practice

speaking
to
me,"

Latin.
he said,

"It
"to

exceedingly that
the

gratifying
of

learn

Ministry

Instruction especially

will grant

greater

liberty for these of Latin

shall
no

exercises, longer

that the speaking

as

be proscribed
of the

heretofore.

' '

Before Matthias,

him had
into

the

Government,
more

Dr.

commissary declared that

more

besides
and

frequent

translations

Latin,

time

attention

should practice

be devoted
which

to the practice

of speaking

Latin,

in the
was

Goethe-Gymnasium
carried
on

in
most

Frankfurt
gratifying
1

(Reform-School)
5

with

results.
1901, p. 288.
pp. 21, 129, 139. and
Prof. Harnack,

Verhandlungen, Verhandlungen,
By

2 3

and

294.

ibid., pp. 140 The latter declares to be abLatin compositions solutely for in instruction a this necessary satisfactory
Director

Kiibler

language.
4

Id., p. 139.

/"., p. 129.

METHOD

OF

TEACHING

IN

PRACTICE.

51!

In this reaction

we

may

justly find
all along
some

of the

principle

maintained
of

vindication by the Society,

reformers.

in spite of the

censures

modern

" 4.
Among
by the tiones, Ratio
or

Contests.
school
we

the

various Studiorum,

exercises

mentioned
concertaor

find the so-called boys

that of the
same

contests

between
on

of

different
previously.
lower

classes

matter contests

has the
same

been
end
:

studied
in the
accustoming

These
as

have

classes
the

the

disputations
on

in the

higher

boys

to speak

the

subject matter
reply in
them
masters

of the

giving in questions,

class,

them
a

readiness
making speaks

of

answering of their follows

:

word,

subjects.
''Many
to
means

Ribadeneira
are

of

them

as

devised,

and

exercises
young,

employed,

stimulate

the

minds

of the

assiduous

putation disfor
and

excellence disgrace evil,

so

trials of genius, various in talent and industry.

prizes

offered
penalty

As

bridle
honor

the

will praise

and

check

it from
the
sense

pursuing fully wonder' '

and
the

quicken and
glory

to attain

dignity of the
as

of virtue.
to make
a

All opponents
point
"

Jesuits try
recommended
was

capital
Ratio.2
characteristic

of

"emulation"

by

the

This

"fostering
of the

of ambition"
corrupt

styled

"the
' '

Jesuiticalmorality.
only Paulsen
answers

We
that

may

first ask

are

the

Jesuitsthe

educators
our

used

this means?
1

Professor
Loyola,
g. Compayre,

question

Hughes,

p. 90.

See

v.

p. 146.

"

Seeley,

p. 186.

"

Painter,

the Jesuit system p. 171-172, where baser feelings," "appealing

In

is stigmatized
to
on

as

lating "stimuetc.
"

low

motives,"
also

France

the

Jesuits

were

attacked
mots

this point

by

M.

Michel

Breal, in his

Quelques

sur

V instruction

publique.

512
most

JESUIT

EDUCATION.

than

appositely: others how

etc.
,

''The
to
use

Jesuits know
declamations,
Protestant

better, perhaps,
contests,
are

miums, prewont

effectively.

educators
to

to

express

their

indignation,
made

and

inveigh
the

against
moving

the

Jesuits, for having

in learning.
shared
the

emulation

power
never

The
disgust

practice

of Protestant

schools

use

of emulation,

and

theorizers at the of these do not know this whether

It is true
to

practice emulation the

should

be censured. related
never were

that

the

good
1

is closely
there

the
a no

bad,

but

without
' '

former

has

been
by
or

good
means

school.

That
develop
young,

these the

exercises

intended in

to

bad

emulation,
;

false
have
' '

self-love

the

is evident

this

would

been

little to the
root

purpose from

with

religious
in vain

teachers.

Let
way,

them

out

themselves, craving rules

Peter

every

possible
says

self-love and oldest

the

for

glory,"

the

code

of

school

in the

Father

from Society, probably the pen of 2 is appealed Canisius. What to, is the

spirit of good

and Ratio

noble
says,

emulation,
"

"

honesta

aemu-

lalio,

as

the which

and

that
on

by
to

world
excellence

of

industry

spurs

young

students

in whatever

they

undertake,
energies

and with

rewards
the

ment the develop-

of natural
confessedly

natural

luxury

of
feel

doing

happy

in having

This the boys makes well. done well, however little they
will
then
rouse

enjoyed
motives

the labor

before, and
they
may

them led
to

to

new

exertions.
higher

Gradually

be
Does

have the

in their endeavors.
of mankind
1

not

Divine
great
p. 286.

teacher

act

similarly?
des
gelehrten
has

He

demands

sacri-

Geschichte
; the

Unterrichts,
somewhat

(First
in

edition
second
-

passage
I, p.

been

changed

the

edition,
Hughes,

430.)
p. 90.

Loyola,

METHOD

OF

TEACHING

IN

PRACTICE.

513
humility, points

fices and
meekness,

arduous

exertions

of

man

purity,

patience,

self-denial, but
"theirs

he

always

also to the reward,

"your

is the kingdom
is exceedingly
to

of heaven," great."

reward

in heaven

God
observe

promises

also earthly

blessings
"Honor

those

that

his

commandments:
that

thy

father

and
the

thy land

mother,

thou

mayest

be

long

lived upon
"

which
should

the

Lord

thy

God

it be unlawful

Why, then, will give thee. to employ and immoral rewards

yet

in the education are not of the young, who grasp the highest motives of well-doing?
probable when
that that young

able to

Or be
?

is it

pupils
to

will

readily

diligent,
Kant's

told

they ought
autonomy

do

their work
reason

teaching

of the

of human
erroneous1;

is not least
so,

only
of all

deficient,

but

positively

but

will the rule, you

any

ought

because

reason

tellsyou

have

On this point also Professor effect on the young. in his otherwise fair treatment Kemp, cation, of Jesuit eduhas been led into an error, he states that when "emulation was that, apparextremes carried to such ently, it must have the true ends obscured of study
and

cultivated
a

improper

feeling among
are

the students.

' '

Such
"must

priori conclusions have"

very

dangerous; "apparent."
to act

and

the

is frequently

only

Kant,

indeed,
pure

said:

"The

child
not

must

be taught

from

sense

of duty, place
he

from

inclination." "it

Still, in
to

another

declares
' '

that

is lost labor
must

speak
as

to

child
says:
to

of duty.
"as

Children

be treated,
to

St. Paul
milk

little ones
not meat;

in Christ,
for you is

whom
not

gave
as

drink,

were

able
of

yet."3
1

This
Rickaby,

milk,

in education,

some

sort

See

S. J., Moral Education,

Philosophy, pp. 115"118.

History

of

p. 191.

1 Cor. 3, 1-2.

514
a

JESUIT

EDUCATION.

reward, of honor
not

means

not

at
man

all immoral. and lawful

Honest

For
as

the long

desire
as

is inborn become lawful;

in

it is

does

inordinate.1

emulation of great

therefore
"In

it is also

productive and

deeds.

all the

pursuits

of active

speculative is the
most

life, the
ful powerof
mankind."

emulation

of states
of the

and

individuals

spring

efforts and

improvements

(Gibbon.)
In

speaking
or

of reward

we

do
are

not

mean more

necessarily

prizes

premiums.

These

indeed pupils
the
not

open

to

objections.
aroused

The

jealousy
this
can

of

is

more

easily
of

and

sometimes

even

dissatisfaction

parents.
condemnation made

However,

justifythe
an

general ment appointor

of prizes.
to any

There

is hardly

position

of honor

in

city

state,
express

but

few

disappointed disapproval, has

individuals
no

will
how the

feel and

their
the

matter

just and
appointment

fair for

promotion adverse

been.

Should
?

such

criticism

be omitted

Further,
valor,

premiums

for excellence

in learning,
as

in military

in political
rewarded
a

ability
the

are

old

as

history.
.

The
games

Greeks
with

conqueror
Romans
ways

in their
had

national
crowns

wreath; who
country.

the

various

for

citizens their

in

different And
or

had
no

deserved
one a

well
a

of

now-a-days

objectsif
token

victorious

general in

admiral
form

is offered
of
a

of public
or
even

recognition,
a
more are a

the

precious soldiers

sword,
of
our

useful

object.
proud
even

The

generation

justly
and
as

if their
the

bravery

is rewarded

by

badge,
such

scholars denounce
Thomas "On

of modern
the
Aquinas,

Europe,

perhaps

strongly
1

corrupting
Summa
Vain

influence
Theologiae,

of premi2, 2, qu.

See

131

and

132:

Ambition

and

Glory."

MKTHOD

OF

TEACHING

IN

PRACTICE.

515
to

urns

in

Jesuit schools,
or

do

not

hesitate

accept

decoration,
their should labors

the

title of nobility advance

in recognition Why, be
so

of

for the

of science.
success

then,

this principle excluded

of rewarding the schools? prove

that

from

No,

ously rigorit is at least

generally

exceedingly

difficult to

prizes have

all and even all injustice provided is avoided. in the distribution of unfairness suspicion in mean we However, of reward speaking when be it a word some of praise public recognition, general
evil results,
or

something

else.1
may
one

Emulation
Ratio
have

be fostered in
or

in various

ways.

The
may

gives his

the

contests.

Each
professor

pupil

aemulus
B,

rival.

The

questions alert to other

A,

while

the

aemulus

correct

his

rival.
the

Or

the

of A., is on boys question

the

each

mutually, that

while

on all goes into two divided or

to see presides professor merely be The fairly. class may whole frequently are called sides, which
as

camps

armies,

boys

naturally
one

delight

in anything
say

military.

Boys

of the

camp,

let

us

the of
the

"Carthaginians,"
the
two

question

some
versa.

of the rival camps

"Romans,"

and

vice

The
points

leaders gained,

of

sides keep made

the record

of the

of the

corrections
ought
to

by their respective

side.

The

leaders industry

be

pupils

distinguished Different
an

by

talent,

and

good

character. each other for

to

classes may

also challenge solemn

as

extraordinary
classes
may

and

more

contest,

which

other

be

invited

witnesses.
1

The

rewarding

of

prizes
the

is ably

vindicated

by

Father
August

R.

de Scoraille, September

S.

J., in

Etudes

and

1879.

"Les

religieuses, de distributions

Paris, prix

dans

les

colleges."

516
It is not
easy

JESUIT
to

EDUCATION.

make
great

such skill and

contests

successful,
on
"

and part
may

it may
of the

require teacher;

experience

the he

and

if he
in

lacks
other

this

skill
"

be

very

good

teacher
means

respects

it is

better to find successful

some

other

of encouraging
not

fair and that and

emulation. in the
one
1

It should

be forgotten
Hughes

this emulation,
Duhr,

words

of Fathers

is only

of the
or

"subordinate
a

elements
as

in the

Jesuit method,"
de Scoraille says,

"only

trifling detail,"

Father
as

not

the it.

predominant
In

element

its

adversaries
work

represent

general,

these

contests

better in the lower

they Much

classes;

especially
as

in Northern for higher which do not in

countries,

will not
of the

be found
pomp and

suitable

classes.
are

the ceremonies

mentioned

in the
taste

Ratio
have these

and long
were

by
ago

Jouvancy,
been

suit modern

and
But

discarded

Jesuit colleges.
fundamental

accidental

details; the
Duhr

principle

is sound.

Father

literary contests "The of the pupils observes: life and We times. action into the schools of olden have become to the things, colder in such whether

well brought

benefit of lively youths

We
sen

is another the statement

' '

question. of Professor
Paul-

quoted

above

to the

in regard
expected the

schools effect that the practice of Protestant is by no means be to emulation what should from censures their severe of this point in
In

Jesuit system.
and

fact

Mr.

Quick,
says:

writing "With

about
young

competitions

"class

matches,"

classes I have tried the it answer and have found

1 2

Jesuits' plan
exceedingly
p. 61.

of class matches
"

well.

In

the

Hughes,

p. 89.

"

Duhr,
',

Studienordnung
Educational

p. 125.

Reformers

(London

edition

of

1868),

p. 297.

METHOD

OF

TEACHING

IN

PRACTICE.

517
declares,
in

revised general,

edition

of

1890
are

the
many

same

author

that there
.set

forms

of emulation And
not

which ago,

he did not
1901, Dr.

his face against.1

of Dresden

long

in

Beecher

recommended
contests

for the
among

lower pupils, of the

classes

of the

gymnasium
very
"

the

which Ratio. which

resemble
He

much

the

concertationes of
a

calls them

dainties

harmless
the

character

make

the

boys
2

relish
more

better

dry is
one

forms

of Latin grammar." the fact that in the Berlin of the most Professor which the

Still

remarkable

Conference,

June

1900,

distinguished
Munch,

pleaded

members of that for introducing

the
come

assembly,
a

system

is not

much
He
not

different from
says:

Jesuit system
to

of
our

aemuli.
that

"It

must

it in

schools

only

the teacher
one

asks

the
' '

pupils
3

but

also that the pupils Other exercises

the pupils
are

question

another.
rouse

intended

to

the

activity

of

the

exhibition other public oratorical contests and The prescribe that rules for the teachers be caremust fully original productions of the pupils but the by the teacher, corrected polished and

latter should

A in their entirety.5 write them interest in in stimulating do much skilful teacher can interesting if he an such entertainments, proposes
not

subjectand
1

knows
529
"

how
532.

to There

use

the literary and

also
an

historthe New

On

pp.

he

states aqcount

that

England
class

Journal of Education
at Milwaukee, contests

gives and
the

of

some

inter-

matches of

New

York

School
No.

nal JourNew

in

the

McDonough

School

12,

Orleans.
2

Neuejahrbucher,
Verhandlungen,
See especially

1901, vol. VIII, p. 135. Kropf,

p. 98.

Father

Ratio

et

Via,

chapter

V,

art. II.
5

(German
Reg.
com.

edition

p. 426

f.)"

32.

518

JESUIT

EDUCATION.

ical material will various

In the

treated be

in the that

class.
treat

The
one

best entertainments

those

subject

under

aspects. the
course

philosophical disputations. The

in
most
as

the

contests

consist students

in of

disputations

of the
are

philosophy the
same

Jesuit colleges
those

conducted in
a

in

fashion

described

previous

chapter.1
In

the has
the

last

place styled

we
a

must

mention

an

exercise

which namely

been

''better

kind

of rivalry,"2

so-called

associations middle
In

of the and

These are academies. voluntary literary societies in the students,

classes,

scientific societies in Philosophy.

to the

Philosophy,
are

according by
on

rules for the academy,

on are

essays

read

the

students

some

scientific in
some

topic,

preferably
with

subjectswhich
matter

way

connected could
not

the

studied
at

in class, At

but
times

which
these

be treated be

there

length. form all the

a

subjects may
After the essay
academy
are

given

in

the

of free

lectures.

has
to

been
enter

read
on

members and

of the
attack

free

discussion

the assertion conducted

In

of the essayist.3
manner

It is clear that academies

in this
the in

afford

the

greatest

tages. advanis stimulated,

essayist,
all those in all those

the spirit of research who

take

and

part in the

sion, discus-

in

fact,

present,

scientific criticism

is developed.

The

subjectstreated
and

in the
are,

academy

of the
of
a

pupils
literary

of Rhetoric character:
1
2

Humanities

naturally,
and

criticism
above

of rhetorical

poetical

topics

See

pp. 422"425.

Quick, Educ.
Reg.
Acad.

Ref., p.
Theolog.

42. 3.

et Philos.,

METHOD

OF

TEACHING

IN

PRACTICE.

519

not

treated
various of
a

fully

in

class,1 which
;
a

may

be

illustrated

from

authors

striking
or

literary and critical appreciation from an author; the reading passage

of

an

essay

poem
a

composed

by

the

pupil

himself; and

discussion
other

of

disputed and
useful

question

of

literature,
are

interesting

which subjects,

recommended

by the rules
is to week be
or

of this

held
every

every

week

An academy academy.2 in Philosophy, every and

and
have
are

fortnight

in

Rhetoric
are

Humanities.
their

Even

the Grammar in which

classes

to

mies, acadeon,

similar

discussions in the
are

carried

of

course

less scientific than

rate,

higher

classes. fitted

At
to

any

these

academies

excellently
.

stimulate
In
essays
one

the activity of the pupils.

Jesuit

college

in

the

United
classes,

States

the

prepared
of

in

the

middle

sometimes

been had archaeological subjects which of the reading alluded to in the course of the classics. This seems quite in accord with the spirit of the rules for the academy. The pupils took a great interest in
treated such from

subjects and
them. the
on

undoubtedly

derived

great

profit

When

pupil

read

his

essay,

not

unfrequently served

drawings
to

the blackboard,

maps

and

pictures
a

illustrate the

lecture.

Then
further

followed

short

cussion dis-

of the
which
were

subjectand
by in
treated

answered

queries of the boys, The following the teacher.

this
manner
:

subjects were
Coliseum,
a

The

Roman

Roman

military the

roads,

Roman

aqueducts,
Roman
vel

Roman
1

triumph,
A liquid
as

Romans'

daily

life, the

poesis,
2

the

de praeceptis magis 2d rule has it.

reconditis

rhetoricae

Reg.

Acad.

Rhet.

et Hum.

2.

520

JESUIT

EDUCATION.

family,
early

Roman

agriculture,
character

the

number

and

rank
Romans

of

Christians, Greek
last essay

of

Greeks
and

and

compared,
"

sculpture,
was

pagan in

Christian
with

art,

this

read

connection against

the

study the
art
are:

of Cicero's

fourth

oration
many

Verres,

"On of

Statues,"
are

in

which
or

Greek
"

masterpieces

described
Roman

mentioned. house,

Similar
Roman

The

(or Greek)
costumes,

subjects (or Greek)

etc.

temples,
games,

feasts,
theatres,

weapons, education,
that
navy,

magistrates,
travels

slavery,

It may

conduct
the part

be easily understood "Academies" such

of the teacher. the
to

much

is requisite

to

successfully,
he
must

For
writer, material,

above all on discuss the subsources

ject

with

young

suggest

reliable
writer
essay.

from
work, the

which and work

draw

direct the
correct

in his
But result,

lastly

revise amply

and

the

will

be
the

compensated

by
with

the

especially pupils

by

increased
classics.

interest

which

the

study

the

Such,
are

then,

are

the

exercises
a

of the short

Ratio.

They
of the

distinguished lesson

for variety:

recitation

memory

is followed
of the

by

the

thorough
or

repetition

of the prelection

previous

day,

of the precepts
comes

of rhetoric, principal
passage

poetry,

work

Then grammar. and of the day, the prelection

followed
every

the
new

of the

Some

of the author, is devoted time

and

by
to

brief repetition.
the writing
the

day
contests

of

little theme;
new

lastly the
case

rouse

pupils

to

attention,
some

in

the

other

exercises
this
to

should
change break

have
and the

caused variety
monotony

drowsiness.
the which,

Certainly

of

exercises

is calculated with

especially
to

younger

pupils,

is the

apt

to

give

rise

weariness

and

disgust.

At

METHOD

OF

TEACHING

IN

PRACTICE.

521

same

time,

the

exercises play
all

are

of such

character

that
:

they
memory,

call

into

the

faculties

imagination,
means

reasoning.
the

mind of the Thus are they

excellent
namely mind.

for attaining and

end

of education,
training

the

thorough

harmonious

of the

CHAPTER

XVII.

The

Moral

Scope.

The

objectof
whole of
more

education
man.

is the

harmonious have
Yet

ment developof the needs higher part

that
most

of the development training

schools
even

So far
intellect. the

we

spoken
the

the

will
the

than
to

intellect, and
this
most

ought work

not

neglect

important

of the
the

of education. laid upon

It cannot

be

gainsaid
forms

emphasis

moral

training
the
true

the

marked
mere

distinction instructor, time it is

so

between

educator
may

and

the

of whatever
one

creed
most

he

be.

At the
of

same our

of the
many

disquieting in the

features

age

that

teachers

higher

schools tion. of educa-

have

lost sight
"I

of this fundamental writes

Dr.

principle
"that

hold,"

McCosh,

in every
only

look after, not should intellectual improvement, but also the morals
college the

faculty

the

of those
I

committed
am

to their

care

by in

parents and

and

guardians.

afraid

that

both

Europe

America
students

all idea has

' '

of looking
given
up

after the

character

of the

been

by

many

of

our

younger

professors.

The
be
or some
a

inevitable

consequence
among

of this
the
to
use

method

must

decline put it

of morality
more
a

rising
the

generation,
of expression between the of this

to

mildly, lamentable

and

writers,

disproportion

intellectual

and

moral

progress.
to

The
men

existence

disproportion
1

is attested
McCosh,

by

who

have

hitherto

Life of James

p. 224,

(522)

THK

MORAL

SCOPE.

523
conditions

been

rather

optimistic

about

the

educational

of

this

country.

Thus
himself

President
very

Eliot has
on

quite

recently of
our

expressed popular

frankly
In

the

"failure
greatest

education."

spite

of the

towards agencies checking efforts of various he sees His pracsmall tical results. shape, vice in every "we is that to spend more ought conclusion
money
on

schools,

because

the

present

expenditures
were
expected

do

not

produce and
may

all the

good

results

which
l

be reasonably

more

than

doubtful

is the lack
root

needed
true

whether it is not remedy; method

of

at." aimed increased an

Still, it is

expenditure

lack

of the

of education,
education.
comments

but of money, is at the which

has
on

of the

failure

This

been

correctly

in observed Eliot's indictment. the

several

President
says

The

defects lie "in

of

our

people,
rather than

Chicago

Chronicle,
And
the

morals

in

intelligence."

Columbia

will at least be difficult to point in this

of arraignment.
But

State remarks: "It fatal exaggeraat any tion

is it fair to charge it not his of
views

all
for

it up

to

education? President
to

Would revise Learning

can a

be

better
as

Harvard's

to

the
mere

power

of

education? of

itself, the
make
It

accumulation better
expect
an

knowledge,
or

not

morally
to
a

individual much.
it does

society.

is unfair
may

so

Education
fit the from

of the

mind

be

help,

since

individual
and

to understand, to

to

distinguish
consequences

right

wrong
But

apprehend
ought
never

the
to

of evil.
regarded
as

education insurance
a cure

have
a

been

an

against

ity, immoralor
a

preventive
that the

of crime,

for cupidity,

guaranty
1

Golden
Digest,

Rule
November

will be observed.
22, 1902, p. 669.

The

The

Literary

524 that

JESUIT

EDUCATION.

education
mere

brings

this about

must

be

more

than

mental

training;

it must
the

be moral
sore

These

comments

touch
error

and spiritual." spot in modern cation. edureformers lies

The
in

capital
they

of most
too

school

this

that

expect for

much and

from

intellectual ment improve-

accomplishments

the

moral

social

of mankind.
culture,
what

Every

second

knowledge,
more

is far the

science, is a needed

of theirs is: word information; yet, and

reform

of character

by

training

will.1

The

plausible
a

assertion: principle

"Instruction

is moral

improvement," variations, moral

there
and

which neglect
a

is
of

repeated
the

in many
and
for,

is false.

The

religious

training
exists

is the result of
the

false

philosophy; between

closest
so

connection
so

philosophy

pedagogy, leads
to

much

that

false philosophy

necessarily

false pedagogy,
outcome

and

that

false pedagogy

is always

the

of
very

false philosophy.2 derivation

Pedagogy,
means

according
"the

to

the

of the word,
to guide

guiding

of children;"

in order
to

them

properly goal

it is necessary

know

clearly

the

end
of
man

and
can

which
known

is to
only

be

reached.

The
nature,

end and

be

from

his

true

this

knowledge then, which

must

is supplied
is to be
answer

by
the

philosophy. foundation
the the

Philosophy,
of sound

pedagogy

correctly

important foundation
gives
See the
a

questions:

Whence
a

and

Whither f

If

as

of education
wrong
answer

philosophy
to

is chosen
momentous

which
1

these

True
in

and The Catholic

2

lecture Keppler : "Reform, of Bishop splendid S. False," (translated by the Rev. B. Guldner,

J.,

Mind,
"Relation

No.

1,

January
S.

1903,
to

pp.

13"14).
see

On

the

of Philosophy
Pesch,

Pedagogy"
the

five
aus

articles

by

Father

Christian
XIV

J., in

Stimmen

Maria-Laach,

volumes

and

XV.

THE

MORAIV

SCOPK.

525
in
a

questions,
Now,

the

children that

will

be

led which

wrong

tion. direcman

philosophy

considers

merely

highly

developed but

animal, another

which
"aspect"

sees
or

in the
"phase"

human
of the

mind

nothing

body

(Bain,
denies
the
a

Spencer,

and

others),
and

and

consequently

spirituality philosophy
any

immortality
it

of this

the

soul

"

such

(if
end

deserves and
or

name)
man's

cannot

assign
some

other

object
exerted

of

life than

form this
on

of hedonism philosophy
many

utilitarianism.
a

Unfortunately

has

disastrous
theories. complete, show without

influence
It has

modern

educational
more or we

led

to

the from

separation,
religion,

less
shall

of education
a

and

as

hereafter,

solid

moral

training
only
one

is impossible
system

religion. which

There
can

is

of

philosophy
pedagogy,

form

the

sound

basis

of true that

and
which

that

is

Christian
harmony

philosophy,
with the

philosophy
truths

is in

revealed
gives

of Christianity.
answer

This
the
that

philosophy all-important

alone

the

correct

to
us
a

Whence
child
own

and is
a

Whither

It tells

the

soul
to

of the

spirit, created and likeness,

by
and
us

personal for

God
an

His

image in

destined
that

eternal

happiness

heaven;

it tells

this life is not

to

the

final stage
life; that
one
on

of
"we

man,

but
have
"

journey
here
a

another, city, but

higher seek

not
l

lasting of will

that

is

to

come.

system

education
widely
on

based
from

this
those

Christian
systems

philosophy which
are

differ

built up

"modern"

philosophy,
or

be it German and difference

1

pantheism,

French

positivism,

lish Eng-

American
will be

agnosticism.
this that in
a

The

most

essential
system

Christian

the

Hebr.

13, 14.

JESUIT intellectual training

moral

EDUCATION.

is considered and
at

secondary training,
secular
on

and

ordinate sub-

to the

religious
a

whereas

all other
and

systems

aim

purely
stress

education, intellectual,

in this again neglect

lay special

the

to the

of the moral

training.

It has
our

frequently

been
many

observed
pagan

that

the

spirit of

age

manifests
trend

tendencies.

The

utilitarian
a

of modern

education

is undoubtedly
of the

sort

of neo-paganism.
the

To

the

artistic mind and

the

Greek

"Beautiful"
terms

(/caAw)
synonymous.
at the

"Good" cation, edu-

(ayaOov)were
of body of the
Roman,

almost aimed

Greek

accordingly, and
the

harmonious life.
In

ment developthe
eyes

intellect for this

Eternal

City

was

destined
make

to conquer

and

rule the

whole

world.
mighty

To

useful

and
was

devoted
the sole

members aim
But

of that

political imparted
education teaching "seek
ye

fabric
to

of

the

education of Christian life and His His

Roman
must

youths.

the aim

be be

far

different.
and of

Christ's
disregarded.

cannot

ignored Kingdom foundation doth

first the be
the what

God

and

justice,"1 must
principles,
the
2

of
a

all educational
man

"for
world

it profit

if he
own

gain

whole

and

suffer the
fear moral
of

loss of his is the religious attention

soul?"

Therefore,
all wisdom,"3
young
must

if "the the claim

God
and

beginning
training and
care

of of the

the special

of the teacher.

Whereas

Greek

education

affected

only

the

intellect soul,
the

affects the mens), Christian education the body, with spiritus) as contrasted
1
2

"flesh"

Matthew
Matth,

6, 33.
16, 26. 1, 16.

Ecclesiasticus

THE

MORAL

SCOPK.

527
at
mere

(o-ap", education aimed caro). Pagan (Ausbildung), at the evolution

of the natural
man;

mation forat

and

ment developaims

Christian
,

education
at

( transformationU'tnbildung) at
Every
is
a

change,
poor,
an

one,

free of God

or

slave,

rich

or

child

and

destined

to be

elevation.1 black, or white heir of heaven.

i i

Therefore, he is to seek firstheavenly

sum

things:
sapite,
man non

Quae

sur-

sunt

quacrite, quae
'2

sursum

sunt

quae who

super
is corrupted,
to

terram."

He

must
on

"put
the

off the old

new
man

and

put
in

who,

according
"

God,
must

is created
listen
to

justice and
and tolle
cross

holiness

of truth.

He

Christ's
purity,

commendation follow
crucem

of
stern

humility, command: Deny me:

meekness

and

His

"Abnega
thyself,

temetipsum,
take

et sequere

up

thy

and

follow

me."

But

this

is not

in accord

with

the natural

inclinations

of man;
work

therefore,

is transformation
must

needed. from the

The

of of

transformation
reason

begin

awakening

and

must
as

be the
the

principal

objectin
Christ has

tion. all educait, "when

For,
Christ
he will how
non our

Following
comes

of

Master,

for the
we

not
we

ask

how

well
non

spoke

final examination, but disputed, and sed quid

well
quam
In

lived,

quid

legimus,

fecimus,
6

bene diximus,
"school

the

sed quam of the heart"

these his
own

religiose viximus." Ignatius at Manresa,

sublime lessons. He

had had

thoroughly carried
them

grasped
out

in

life and

the guiding principles of his Society. has laid down Exercises, Ignatius a
1
2

them made In his Spiritual

brief,

but

most

Willmann,

Didaktik,

vol.

I, ch.

V.

Col. 3, 1, 2.

3
4

Ephes. 4, 22, 24.

Matth.
Book 16, 24.
I, ch. Ill, 5.

528

JESUIT

EDUCATION.

comprehensive
he has

epitome
the

of Christian whole

philosophy. of
man's

There
life in

expressed

purpose
to

these and
other

few
serve

lines:

"Man

is created
thus
to
save

praise,
own

reverence

God,
are

and

his
sake

soul.
man,

All
to

things him

created
attainment only

for the

of

and

aid

in the
use

of
this
they

his

end;

therefore

he

should himself

them

with

object,and
would
lead
to
man's

withdraw him
from

from

them,

when

it."
and end,
the

Apply
you
must
are

this principle

to learning,
are

knowledge,

admit only

that these
means

not

ultimate

they

to

that

end.

Throughout
we

educational

system

of

the

Society,
the

find
Part

the

application
the the
their

of these

truths.
says:

Thus

Fourth

of

Constitutions Society

"Since
is to

the aid

object at
its members end

which and

directly
to

aims,

fellow-men
were

attain the learning, and

ultimate
a

for which
of
are

they
methods
"

created, of instruction,
In

knowledge
example

the

living

necessary.

the

Ratio
"It

Studiorum
is
to
one

the
the

first rule
most

of the

Provincial duties

reads:

of

important
which
a

of the
to
as

Society
our

teach
may

all the

sciences,

according
manner

Institute
men

be taught,

in such
and love

to

lead and

to the

knowledge

of

our

Creator
are

Redeemer

Jesus Christ."
Rector,

Of

like of

import

the

first rules of the professors the

the

Prefect

Studies
great the

and

the

of the various has always of

grades.

This
on

care

which and
the

Society

bestowed
its pupils,

moral

religious that

training
accounts

is

probably

reason

for the

popularity
that

of its schools.

Christian
of their
so

parents
sons

felt assured be most

the
than

the

spiritual welfare attended

to,

would with
More

diligently
confidence have

and

sent

them

greatest
once

to

Jesuit colleges.

THE

MORAL

SCOPK.

529

parents
point.

give

expression testimony
convert

to

their
one

The

of

on this sentiments American father, the

distinguished
Brownson,
may

from

Protestantism,

Orestes
many.

"We

ourselves

be given as an four sons have

them
as
a

instance

among

Jesuits, and
discharging

in placing
our

in the colleges feel that there we

to

of the
we are

duty

father
rest

them,

and

as

citizen to this country.

are

We

easy,

for

we

feel they
way

where go;

they where

will be

trained and

up

in the

they

should
for,

their faith
us

morals thing.

which

especially
our we

with for the will these

is

great

will be cared It is more

moral

and

religious the

training

children
esteem

receive

from

good

which fathers that

the
are

colleges. profound
where
' '

Science,
scholastic coupled

literature, attainments, with heresy,

most
worse

varied than
or

and

useless, impurity.
the
too

fidelity in-

However, for

Society
strongly

has

been

blamed
and

by

some

insisting
and
can an

upon

moral
to

religious

training,
But how

for subordinating
any
one

God

and

If there

is

who eternal life, find fault with this principle? has an immortal God, if man soul, if there of happiness

it everything else. believes in the existence of

|
/

is

an

eternity of

awaiting
the

the good, then

and

an

eternity

punishment
on

wicked,
to

the
at

"one

thing

necessary"

earth,

and

be

aimed soul.
tenets

everything

else, is the
men,

salvation

of the

above Hence

it is that
differ from

who

in

their

religious
not

widely
the and

the

Jesuits,could
attention they of their

help
to

praising

latter for the

paid
pupils.
to

the

moral
numerous

religious testimonies
1

education
we

From
a

may

be allowed

quote

few.

"As

Brownsori's

Review,

Jan. 1846, p. 87.

34

53"

JESUIT

EDUCATION.

might
to be

be expected,"
very

writes of the

Quick,
and

"the

Jesuits

were

careful

moral

religious in
read
an a

training high

of their
tone
on

pupils.
this

Sacchini
Perhaps
l

writes
he had In

very

subject.
to
a

of Trotzenanti-clerical

dorf's address

school." the

1879

paper
not
our

wrote

about do
more

Belgian

higher

schools:

"Could Could
and people

teachers
watch

little more diligently

?
my

for discipline ?
over

they morals
say:

not

the do
we

manners

of the

students
I send
manners

How
son

often
to

hear

'What,

the

Athentes?'2
there !
'

God
Now

forbid !
there
manners

Fine
no

he

would

learn

is

reason

in the
contrary.

the young should why acquire worse Athentes than in the Jesuit schools However,

"

on

the

in point
whereas

of fact, only
our

the busy

Jesuitslook
themselves

after education,

Athenees

instruction. I know full well about imparted by the clergy is bad, even that the education dangerous. lay teachers Our attenshould pay more tion only

education, detestable, which

patronage
enemy
1

to

as

it is exactly
to the

this training,
men

however the

brings
many

in the
M.

soutane
a

of

so

parents."

Cottu,
the
"

bitter
same.
3

of the
Educational
that

Jesuits,had
Reformers
is highly

to acknowledge

(1890), page
to

47.
have

It is worth

noting

Sacchini
to esteem

supposed
moral
of

learned

from
"

Trotzendorf
by

and

religious
that

training address

the

way,

Quick's edition
!
"

1868

ascribes
in the

to

Melanchthon

Everything

good

Jesuit

system

must

be traced

to Protestant

sources! and
the
most

As

though

Sacchini, principles
sources

in the
of the

teaching

of the of

Bible his

Constitutions

Order,

had

explicit better not

or

than

in

school
2

address knew probably The

of

Melanchthon

Trotzendorf,

of

which

he

nothing!
higher
schools

public de

of Belgium. La

Journal
de Cugnac,

Gand Les

and

Chronique, V education^

quoted

by

De

Badts

Jesuites et

p. 54.

MORAI,

SCOPK.

531
estant, Prot-

Professor

Kern

of the University
years

of Gottingen,

wrote at its root

:

ago

"The
boys been

Jesuitsattack
heard similar that from
to

the

evil and

they

educate

in the fear of God

in obedience.
schools
modern

Has

it ever
come

Jesuit

doctrines schools?

forth
has

History doctrines

proved rapidly
and

of our that irreligious

after the suppression
were
no

those

and

anarchistic

spread

of the
longer
error

Society.

Faith

science
"

Reason united. and with all its errors, is so absurd that has not had its defenders

what
"

was

given and

the
spoken

preference, of only
means

faith

was

abandoned,
name

ridiculed,
' '

under do

the

of superstition.
to

By

what

the

Jesuits endeavor
?

effect

the the

moral
means a

training
they

of their pupils under

We

may

classify

employ

four heads:

the example ethical

of

virtuous
and

life, reasonable

supervision, provided As
more

structio in-

certain

means

by the Church,
the

especially
know

the

sacraments.

to

first than

we

all

that example
so

is much the

powerful

words,
a

particularly truth in the

trahunt.
a

with

young.
:

There
Verba
movent,

is

great

old

L,atin adage

exempla lead
such

Every
to be
:
' '

teacher,

therefore,

should

life

as

able to say
ye

Gentiles

"Be

with the great followers as of me

this to

teacher
I

of the
am

also
case

of with

Christ.
teachers

Above
who
make

all ought
a one

be the

profession of

of religion.

The

life

of

religious
seems

is

continual

self-denial.

St.
with

Ignatius
men

to have

thought

that daily contact

of this stamp have thought

some

would that in

be good
course

for boys. of time

He

seems

to

they

would

assimilate
1

of that

spirit of conscientious

devotion

Quoted by Ebner, Jesuiten-Gymnasien

1. Cor. 11, 1.

532
to

JESUIT
duty,

EDUCATION,

of generous
mere

readiness

to

go

far beyond

the

limits of

duty,

of the manful

and

noble

spirit of
seeks

self-control and
not

self-sacrifice, of that spirit which

of its neighbor,
that

self but

the good
cannot

spirit which

the

pupils

help
masters

seeing
are

exemplified
men

in

their

masters,

if those
them
on

such

as

St. Ignatius
was

intended
explicit
and the

to

be.

Now,

St. Ignatius
a

very

the

necessity

of setting
the
same

good

example,
the

Ratio

inculcates

in

exhorting
of up
a

teacher

to edify the pupils

by the example
come

virtuous
the

life.

Have

the

sons

of Ignatius

to

expectatio

of their

father?

Even

the their

enemies
3

of the
for
can

Order

could

not

help

expressing

admiration
Nor

the moral wonder life,which

we

purity
at
we

of the lives of the

this.

Jesuits.

The
in

solid
a

training

in religious and
the

described
of mental teacher
a

previous vocal

chapter, prayer,

daily practice
the religious from
the
more

and

must

give
him

self-control

that

preserves

may serious outbreaks of passion, which detrimental to his authority prove and ruin all salutary influence over his pupils.4 Professor Paulsen observes
1

See
the

Father

Lucas,

S. J., in

The

Spiritual Exercises

and
2

Education
com.

of
mag.

Youth cl.

(London, 1902).
Howorth,
must

Reg. Thus

inf. 10.
Sir Henry
recent

the
so

Protestant

who

attacked

the

Jesuits
have

bitterly
a

in

years,
agency

confess:

"The
history. the

Jesuits have
They austerity probably
of

been
some

very

powerful
to be

in framing

things

and
the

purity
greatest

of

proud their lives

of.
was

So
one

far

as

I know,

of

the

greatest,

of all, reforming the

agencies

in the

ing purify-

which

they century, strensixteenth uously and leavened life with the religious of life, stricter rules the Council into the to introduce tried hard of Trent
clergy

the

of

religious
4

world." this

(The London
whole

Tablet,

Nov.

23, 1901, p.

817.)
De

On

Badts

de Cugnac,

La

to read while subject it is worth des Jesuites(Lille,1879;. morale

THE

MORAL

SCOPE.

533
to
an

in regard
saying,
may
mean

to the

Jesuit teacher
who
the

"

According

old

he

is strongest
not

overcomes

himself.

This

only

that that

greatest who Now

effort is needed

to rule

one's

self, but
greatest
was

he

the
that

strength.
a

is able to do so possesses it is my conviction

men

there

never

body

of

who
and

succeeded in checking such

better in controlling

natural

inclinations,
the

individual
qualities who do
not

desires, than
make
human
a man

Jesuits. True,
;
no one

one

amiable
weaknesses.

is amiable absence

is without in of passion
causes

Perfect

makes

him

others

to feel uncomfortable

awe-inspiring and in his presence."

to

Then
masters
masters

he

adds:

"That
great

the
art

Jesuits up
of checking
over

this

day and

are

in the

anger,
men's

thus

in the great
may

art of ruling
a

souls, the

reader

learn from

book and

written

by

pupil

of the

Jesuit college of Freiburg

manicum minister, in Rome, who

of the

Collegium
a

Ger-

afterwards

became

Protestant

and

who

vividly
upon

impression

made

and truthfully describes the in these him tions."1 Jesuit institu-

In

addition
to

to

these

testimonies,
testimony of
an

it will prominent

not
men

be

superfluous
who
as

cite

the

pupils
the

in

Jesuit colleges had

The
"

opportunity first witness

of is
I

watching

Jesuits closely.
the
seven

Voltaire:

"During
house
most

years,

he writes,

"that
among

lived in the
them?

of the

Jesuits, what
frugal,
the

did

see

The

laborious, between

and
care

regular
they

life,
on

all their hours

us

divided

spent
I

and
1

the exercises
Geschichte
"

of their austere
gelehrten

profession.
pp. Erinnerungen

at-

des

Unterrichts,

282"283

to is : 409). The work referred eines s Jesuitenzogling {Recollections a former Jesuit ehemaligen of 1862, pupil}. Leipzig,

(1,408

534
test

JESUIT

EDUCATION.

the

same

as

thousands
not
one
cease

of

others

brought

up

by

them,
me.
can

like myself;
Hence
accuse

will be found

to contradict

never

wondering
corrupt
may

how

any
"

one
l
-

them

of
three

teaching
men

morality. quoted who

From

Germany
by

be
as

are

considered,

friend

and

enemy,

equally

guished distin-

for gifts, for noble patriotism: Ballestrem.

von

character,

and

for genuine and

Ketteler,
It
was

von

Mallinckrodt,
early

Count Kultur-

in
laws

the

days

of the
the

kampf,
Germany
these

when
were

the

for expelling

Jesuits from
others,

being
up
to

discussed, defend

that

among

three
von

stood

the

persecuted Bishop
my

Order.
of Mentz,
to
an

Freiherr

Ketteler,
a

the celebrated I
was

testifies : "As
educational

youth

sent

by

parents

institution

of the

Jesuits, where
with
me

I spent

four years.

From

home

I brought

such

independence
that styles from who

of character

and

such

purity
what

of morals,

had

noticed

shadow

of

the

world
away

Jesuiticalprinciples,
them with
an

I would

have

turned
My

loathing entirely
filled with

and

disgust.

parents,

enjoyed
who
were

independent
the purest
and

position

in life, and
love
not

strongest

for
a

their children
moment

have

and their true welfare, would in that institution, left me

anything
ever

for

had

they

apprehended
nothing
that

of the kind.
my

There

I witnessed

shocked

youthful

spirit trained
I took

in the purest
of all my

principles with
that

of Christianity.

leave the

teachers

deepest they
were

reverence men

and
who

with

firmest conviction
on

daily made
' '
"

themselves

the

demands
were

of severest

morality.
Herr
von

Similar testimonies
that
1

rendered

by

Mallinckrodt
the

chivalrous
"

spirit who,
Hughes,

with

perhaps
p. 105.

Lettre,

7 tevrier 1746.

Loyola,

THE

MORAL

SCOPE.

535
man

exception
grand

of Windthorst,

was

the

greatest

in that
Party.

Catholic Count

organization,
now

the

German

Centre

And
of

Ballestrem,

for several years

President of his following

you

the

German
before

Reichstag,
that

commenced with the honor which

one

speeches words here,

to
me,
:

assembly
I had

the

"The

last time
an

to address

I defended

institution

has become

dear

in which I have spent a great part of my To-day life, the Prussian Army. I come to defend an and
institution childhood,

which
and

I have

known

from

the

days I
am

of my

with

in every
my

whose detail. I
for my

excellences
come

acquainted

to

bear

witness
l

for

venerable

teachers, of the
the

highly
of

esteemed

friends:

for the

religious

Society

Jesus."
men,

Undoubtedly the keen their their

eyes

testimony
that
so

of these

who

with

of boys

readily

find

fault with scrutinized

a

teachers
every

watched and

the action,

Jesuits and
outweighs

word

thousand

of prejudiced pamphleteers, calumnies have never seen a cases, Jesuit or any

Moreover,

who, other oft

-

in many
religious.

these

witnesses moral have

refute

the

repeated

charge

of "the

corrupt
Protestants

teaching

of the

Jesuits."
this
Protestant

Fair-minded
charge Korner
as
a

long
the

since branded

slander.

Thus

German

says to

in his
represent

"History
the

fashion

"It is the of Pedagogy"2: Jesuits as. heartless beings,

malicious, known
1 2

cunning, well

and

deceitful, although imputed

it must

be

perfectly
Duhr,

that the crimes

5

to them

Jesuiten-Fabeln, ch.
der

Geschichie by
are

Pddagogik

(2nd ed.), pp. 102"103. (Leipzig, 1857), page 12."

College,
page 86. rendered des Deux

Quoted
Italics
to

Shea;
ours.
"

History
See
M.

of
the

Georgetown

also Albert

the

Jesuits by

testimony splendid in the Revue Duruy

Mondes,

January 1,

1880.

536
are

JKSUIT

EDUCATION.

historically

groundless,
was

and

the

suppression
to the

of the
tyrannical
our

Order

in the last century

violence
of

due

entirely

Ministers silence the education

of

State.
such

It is only
as

duty

to

to justice

follyof
to

declare the

Jesuit
malice
were

system

of

be nothing

but

a corruption and of the young. Protestants the first educators of their time.

fanatical The Jesuits

must

with they

envy

acknowledge
the study

the of the
was

fruitfulness ancient
them

of their labors;
a

made

classics
as

practical
as

study,

and

training

with
the
to

important

education. psychological
teach the

They

were

first schoolmasters education principles, his mental

so

to apply

principles

they

did

not

according

to abstract

but they
resources

trained
for the educational

individual,

developed

affairs of practical
system
an

life, and important

that

imparted

to the

influence and

in

social
that

and

political life.

From

period its rise.

from

system,

scientific education

takes

The

Jesuits succeeded

in
was

a effecting

unknown

their pupils among ivhich purity moral in other schools during the sixteenth and

seventeenth

centuries." the

Indeed, preserve
to which most

Society
from

has

ever

been

most

anxious

to

her

pupils

the taint of impurity, falls

a

the vice

youth

most

easily
to

prey.

She

takes

the expel

effective means "sweet holiness

a

preserve

what

Chaucer
will

calls

of youth." presence

She

inexorably
to
are

boy
in

whose
the

is dangerous

others,
some

especially
faults,"

matter

of purity.

"There

says

Shea,1
no

"for

which
and

the

Jesuit
the

system

of

discipline

has

mercy,

in the

first place only

is found

the vice of impurity.

For
since

this crime

ment punish-

is expulsion,
1

contamination
p. 85.

is looked

upon

History

of

Georgetown,

THE

MORAL

SCOPE.

537
spread
among

as

the

greatest Hence
care

evil
the and

that

can

be

the with

young.

virtue

of purity

is fostered
even

all possible
have

solicitude,
to the

and

Protestants

borne

witness

high
Mr.

moral
Korner's

purity
words

of

Jesuit
quoted
tant Protes-

students."

(See, v.
:

g.

above.)
prevailed
schools
the

So also another
"In
we

writer,

the

German
a

Ruhkopf

Jesuit
look

colleges in vain
as

moral
in

purity

which

for

Protestant totally
corrupt,

and

universities.
not

Such
tolerate
their

were

Jesuits did
them
away.

among colleges,

their

pupils,
and the could their

but

sent

In
not

impurity
as

demoralization
utmost
care

could
they kept

easily

arise,

with
that
to

away

everything committed

taint the
' '

imagination
1

of the youth

charge.

Boarding
if precautions

schools,
are

in particular, taken,

may

easily, and,

invariably will almost become hot-beds Hence the anxiety of immorality.2 Yet they have their pupils. of the Jesuits in guarding
not

been

attacked

more

than

once

for these have

very

tions. precauone we

Great
the

educators,

however,

been

with read that

a

Jesuits on

this important

question.
:

Thus
notion the

in the life of President professor's duty began

and
He

McCosh
and
room,

"The
with

ended
was

instruction
to

order
thought
1

in

the

class
most

abhorrent
of the
Volkes,

him.

it the

serious
des

problem

higher
VII,

Janssen,
82.
See,

Geschichte

deutschen

vol.

page
2

for instance,

what

Arnold Arnold,

said
page

on

this

subject,
highly

in

Fitch,

Thomas Review,
article:

and

Matthew

77 ; further,
the

the

Dublin

October

1878,

p. 294

foil., in

structiv in-

"Catholic
School

Colleges
Days
at

and

Protestant

Schools."

Also

"Tom

Brown's

Rugby,"

Preface

to the

Sixth

Edition,

will furnish

the especially interesting material.

538
to
secure

JESUIT
the

EDUCATION.

education

oversight
espionage

and
or

unremitting
'

care

of students,
interference

without with
the

any

injudicious
'

liberty of the young treating responsible

felt the

man.

With
of

the fine language self-government,

Dr.

about

students
for

as

capable
own

and
never

their

conduct,

McCosh
that

slightest

sympathy,
was
more

believing than
young,
constant

the

formation

of good and and

habits

the

half of education,

that the

morals

of the
required

like

their

intellect
from the

judgment,
' '

attention

instructors.
the

Now

let

us

listen to what
one

head

of

an

important

department

in
this

of the large institutions in this country

thinks
strange,

on

subject:

"One

way

to

excited,
called
or

inexperienced,

and

these with intensely human

deal

things

Freshmen
; and
no can

is to let them
this way of their shut
a

flounder

till they
by

drown
men

swim have

has
own.

been

advocated

who

boys
only it has
who

It is delightfully
ear

simple,

if we

eye

and
of

and

heart

and

conscience
examples

; and

kind
through

plausibility
rough
usage

in the have the

the
to

of

men

achieved
master

strong of
a

character.

'The
said the

as objection,'

great

school
'

other
an

day,

4s

waste
waste

; and

he

added, life !'

it is such method

awful
a

thing
method,

human

This

is

cruel

ignoring
strung

all the

sensibilities

of that call the might

delicate,

highnone

instrument

which

we

soul.

If

but
but

the
some,

fittest survived,
who

the cruelty
cannot

be defended;
become

unhappily

drown,
Busy

cramped
as
a

swimmers

for all their days.

and

worn

ment college teacher usually is, thirsty for the advancehe is assumed to be, he as always of learning
let hundreds

cannot
1

of young
McCosh"
pp.

men

pass
35.

before

him,

Life of James

33 and

THE

MORAL

SCOPK.

539

unheeded

and

unfriended. its system

; and

At

Harvard

College,
for

the

Faculty,
has made

through
a

of advisers though the

Freshmen,
are

beginning
to

there
system

hardly

enough

advisers

go

round,

has also,
a

proved
large
some

its usefulness. committee

At

Harvard

College,

of Seniors

and

Juniors has
Freshmen.
of
the
every
year
one

assumed

responsibility
to
see

for all the

Each
the

undertakes

at

the

beginning and
and

Freshmen
besides that
on as more
an

assigned kindly

to him,

to give

of them,

greeting

good

advice,
may

the

feeling
counted

experienced friend

undergraduate
"

be

in need."

This

is excellent,

but

all the

surprised continues
should
"

be to find that this author will the reader in the following strain : "Whether colleges their students
for example,
more

guard

closely should against

than

they

do
and of

whether,

they

with
the

gates

bars

protect
women
"

their
is
an

dormitories
open

inroads the
amount

bad

question.
would

For

erately delibto

vicious

such

safeguards
weak
"

nothing

; but

for the

they
l

might

lessen

the

danger

of sudden
1

temptation.
Monthly
',

As
1900.
on

to

the
A

"open
somewhat

ques-

Atlantic

March

"

is stated in an principle Review, "It was April 1861: days

boys
"

article
the

Eton,
in
the

in the Sydney
neglect

similar Edinburgh

fashion that
our

Smith's
to which

it is
are

so

still

"

to

maintain

necessarily

of the
them

at exposed insufficient number

public
of

schools,
masters,

in

consequence

assistant that

renders

initiation

manly; self-reliant and into vice, which too often

an

and

the

premature
that
cause,

results of what

from
are

imparts

to them

early

knowledge
world'; exposed
those

ly apologeticaltheir running
to

called
riot
when

'the ways

of the

and
at

prevents
the

subsequently
than

universities
in their and

still

greater

temptations public-houses

offered

them

boyhood

by

the

and

slums

of October

Eton

Windsor."
"

Quoted

in

the

Dublin

Review,

1878,

p. 308.

This

540

JESUIT

EDUCATION.

tion"
Must

we

hold

rather

that

it is

shocking
have that
sons

principle.

not

fathers shudder

and
at

mothers, the

who

in such
children

schools,

thought

their

the worst most and against will scarcely be protected disgraceful of moral dangers, since the school authorities

think

it

an

"open

question"
many
or

whether
cases
' '

such youths the

tion protec"left

is advisable?
to flounder

In too

are

till they
or

drown become

swim.

And

ity majorfor all

physical

will drown, their days;

wrecks. senseless "advantage sternly
or

cramped moral,

swimmers

that

is, become

and

perhaps specious

This

is the end
"the

of all that of the

but

talk about of rough

sanctity

individual," of guarding

usage," "free

"dangers
our

tenderly,"

spirit of

country,"

and

the like. of

The

Divine
has

Teacher
and

of mankind,
sternly "He

the

friend
His
scandalize'

children, upon
'
"

clearly
these

expressed

"views"

points: add, prevent

he

that

shall

and
or

we

may
not

that
from

allows

others

to

scandalize,
"

does

being in

scandalized
me,

"one

of these

little ones
a

that believe
were

it were about
depth regard
the

better for him

neck,

that

millstone

hanged in the
in this

his
of

and
"

that he
Neglect

should

be drowned

the

sea.

of watchfulness
treason
; treason

is

nothing

less than pupils

foes, who

towards

souls

of the
worst

should
own

be

guarded

against

their

their
who

corrupt

inclinations;
their children

treason

against exposed

parents
to such

demand

that

be not

experiments.
not

The
they

Jesuits do
or

let their

pupils consider

"flounder it their
a

till
most

drown

swim."

They
was,

"premature
result
moreover,

initiation the
system
was

into vice" of
the
a

accordingly,

frequent
schools
;

of

great

English
benefit.

public
A

it
of these

considered

positive

sad

ative prerog-

schools,

indeed

THK

MORAL

SCOP3.

541
as

sacred

to obligation from coming charges

prevent,

as

far

possible,
moral

their

into contact

with

contamination.
comes

"But,"

it is

objected, "what
It

good happens
he
was

from
your

all

your
on

protection? leaving
the

usually
where
more

that

pupil

place

tected proand

against
the
that
more

all dangers, And

011

falls the why

quickly the very

never

shamefully.
was

? For

reason

he

shielded and

all sides and

He

struggled prepared,

with

dangers

temptations.

is not

he
and

is caught
hopelessly, with

unawares,

whereas
1

and yields he been had

his
case

unconditionally trained by daily would

have

encounter

temptation
"

character
were

been
deeper then

hardened.

If the

frequent, purer

if the

fall inevitably
we

followed

the

boyhood,
and all

may

as

well
we

despair have

of all education
one

virtue.

Happily,

here

of those
so
common

sweeping
with

generalizations certain writers.

and
We

exaggerations,
answer:

First, not
precincts the

all fall away

of the college. and
to the

after leaving
Many

the

sheltering
among

remain

temptations.
precautions

good And
taken

greatest

dangers
owe

this perseverance in the college and

they
to

the virtuous of observing

habits acquired
the regulations

through of these

the daily practice

institutions. this
are

The
as

moral
1

efforts required
Such

for doing

continued effective for

even

objections have
Catholics
the great

sometimes

been by the

made
outward

by

short-sighted
successes

who,

dazzled

brilliant
some

of

Protestant

schools,

wished
colleges.

of

their views

features have

to be

introduced
refuted

into Catholic

These

been
e.

ably
g.

Review.
not

See
ago

July and

in various articles of the Dublin 1878. On the other hand, October

"

long

President

Jones

greatly think
'

increased
that
more

supervision
stringent

of Hobart in student

plainly
life.
He

advocated

does

not

regulations

'milksops."

The

Forum,

Jan.

keep would 1901, 592"593.

the students

542 producing

JKSUIT

EDUCATION.

strength

of character
time,

as

the

"rough

usage"

and,
many

at

the

same

less

dangerous.

Secondly,
themselves,

of those
have

who
so

afterwards
even

disgrace
they much
never

would college

done in

had
cases

been
and

inside
perhaps that used

walls,

many

earlier,

more

irreparably.
them

It

was

college

discipline

prevented
to say:

from

earlier ruin.
one

St. Ignatius
sin is worth

"To
and

have
labors

prevented

all the
come

troubles Catholic

' ' of this life.

Thirdly, many
from public
such
a

to

academies
where

and they

colleges

and

vate pri-

schools,

have

acquired

edge knowlcators eduboys

of life and
are

of the

"ways

of the world,"
at discovering

that what

sometimes and

horrified
years

of fourteen

sixteen

have

heard and

and

enced. experiof
a

For

such

boys
and and

the

quiet

seclusion
are

Catholic
greatest

college

its strict discipline the spirit of piety

acts

of the modesty poor

New

benefit,
the
the

and

pervading boys Mexico has spent

restore
as

whole

atmosphere

upon

those

healthy,

pure

air of

Colorado

and

upon
not

consumptives.

If the spiritual
too

tion consumpyears

progressed

far, two

or

three

in

thoroughly
youths
to

Christian
complete
a

surroundings, health
teacher

often soul

such

of

and
could

body.
not
was men.

There

is scarcely
instances that

Jesuit
of boys

who

recount
so

many

whose
most

reformation excellent
their

thorough,

they

became

Without have their

sunk

this
into
very

salutary the

influence

souls
crime, grave.

would

and

bodies boys
who go

of vice and abyss likely into an early thus will protected in

most

Fourthly,
and

were

in
cases

college,
return.

afterwards
hearts

astray
not

Their
excesses;

will

be happy
and

in their moral

pleasures

and

for the

religious

principles

im-

THE

MORAI,

SCOPE.

543

planted
a

in them

can

never

be totally destroyed.

After
their
man

brief experience
and

they
to

become
their

disgusted
vices.

with
young
sees
no

lives

begin
any

loath

without
out

previous quagmire
to

religious
of vice; he

training

way

of the the

easily abandons
But grew

himself

more

his

evil

passions.
man

it is very
up

different religious
remorse, near

the young with In influences.

at
a

who

under
and

moments

of

disgust
or

sudden

calamity
not

that

befalls him
the

those
of his

him,

he remembers

only

happiness

childhood
to whom

but

also

the

salutary up
more

he used have

to look

as

advice of his teacher, fatherly friend. Such

than
are one

recollections
who
who

saved

young young

man
men

had
from

gone

astray. years

Finally, and
during

those

early

college

life

were

left

to their

"own

experience
on,

and

rough

usage"

tations, of tempand
of

later
purer
morals, honest
answer

in the
those

battles

of life, better against be

met

then

"sheltered" assuredly

dangers? with
a

An

inquiry
in the

will

decided

negative.

The

idea of supervision
repugnant Undoubtedly,
to

and

restriction

seems

to be

especially America.
and

people the

in

England
of the

and

character

ican Amerfrom
reason

English

youth of other with with

a

differs in several
countries. in the
"

points

that of the youth

we

For

this

may

admit,

writer

Dublin
we

Review,1
add:

that

in

American
a

with it will be found beneficial to exeryouths, cise less minute than that somewhat supervision
"

dealing

English

and

practised

in

some

other

countries. character

This
and

seems

to

be

demanded
the public
1

by
and

the

peculiar

the

spirit of

private

life of the

English

and

Amer-

Dublin

Review,

October

1878, p. 285, note.

544
ican have have which uttered of the world,
necessary

JESUIT

EDUCATION.

people.
frequently

On

the

other

hand,

these

differences
conclusions of character
have

been
from

been
are

drawn

exaggerated, and these discrepancies

altogether
seem

unjustified.Opinions
to

been

which

imply
over

an

intrinsic
of the laws

superiority
rest

American
a

youth

those

of the
are

superiority
for good

which

renders
everywhere
seem

that

education

fluous else, superto

in restrictions

this
are

country.

Some

think

that

little compatible

with

republican
of New
taught

tutions. instiYork,

Professor
"

Edward

J. Goodwin,
are

said recently:
to authority,

German
our

children boys
must

to submit
to

but
"

be

taught
the
to

govern of in

themselves.
submitting

We

readily
can

admit

that

principle

to authority
as

be carried

extremes,

we think well as in political life. But that boys will learn to govern themselves only by submitting in early years they possess first to authority, as

education

neither strength

the

sufficient

knowledge

nor

the

necessary

of will to govern
the
or

themselves
tree to
a

fasten crooked

young

tender

We reasonably. pole, lest it grow

storm;

be bent
and
to

and
a

broken much

by

the

the in the

same case

is necessary,
of the

higher

degree,
so

frail human
are

sapling hidden

in which
tend

many
a

perverse growth

inclinations

which

to foster

in the wrong
not

direction.
that there
country

Above
is
one

all, educators
authority
to

should
the

forget

which

youths

of every

must

submit

unconditionally,

and

that

is the

authority

of the

Divine
"

Lawgiver
and obedience

as

expressed is
one

in the precepts precepts.

of morality

of these

The

same

Divine

authority
1901, vol.
I,

Report of the Commissioner

of Education,

p. 249.

THE

MORAL

SCOPE.

545
to
as
over

imposes

the

sacred and

duty
to

on

educators
as

watch

their

charges,

remove,

far

lies in their

power,

The tian Christheir morality. all that endangers fears lest any neglect in this matter may educator
upon him the

draw

dreadful

words

addressed
"If
thou

to

the

"watchman

to the

house

of Israel":

declare
to

it not

to

him
may
same

[the wicked
be converted
man

man],
from

nor

speak

him, and

that

he

his wicked

way

live: the but

wicked

shall
at thy

die in his iniquity, hand."

l

I will

require

his blood

Indeed,
of their

it is the fatherly

love

and

care

for the

welfare

pupils

which

leads
over

the

Christian
He

educator has

to exercise

supervision
the

his

pupils.

received
them
own

from
more

parents
than

that

treasure

which earth they and

to

is to
; their

precious

beloved
whom

on anything children, for whom

dearly
over

toil and pray

labor,

they

anxiously

watch

lest they
faith is
so

should

surfer shipwreck

in
virtue
yet

regard

their which

and

especially
so

the

of purity
so

virtue, beautiful,

priceless, and
teacher would did

The

be
not
so

difficult of securing guilty of the basest

strain sacredly
every
nerve

in youth.
breach
to

of
a

confidence,
calamity
can

he

avert

from

those

entrusted

to

him.

We

well method

understand
may

that at times censured, which

very

this
as,

or

that

particular
not

justlybe
to the

in reality, but

being
the

conducive
whole

end

is sought;

that

system,

the

ridiculed

and and

condemned, indignation,
names

be should principle, vective of inspoken of in terms stigmatized

and
the

and

by

such
like
"

opprobrious this,
we

as

"espionage"
It
can

say,

is startling.2
3, 18.

be

explained

only

Ezech.
2

Dublin

Review,

April

1878, p. 330.

546
from the
false

JESUIT

EDUCATION.

philosophical their
wrong

notions

of

such

critics;
very

particularly
low

from

conception

and

of the human valuation Many, especially such doors

soul.
as

have
are

never

stepped
an

inside absurd
by

the

of

Jesuit college,
supervision
time
are

rilled with
as

dread
the

of the

exercised,
to

they

fancy, when
some

Jesuits. From
scandals
where when

time,

however,

appalling
a

discovered students if not

scenes

within pretty

the

walls

of

college
or

the
scores,

enjoy
of

nearly

full

liberty,

hundreds

of students,
on

exhibit
public
they
see
one,

most streets,

disgraceful
then

disorder
are

the and

the eyes
some

of many

opened
and
a

that, after all, is necessary youths

supervision,
a

pretty

strict

in

place

where
In

hundreds
1891,
an

of

hot-blooded

live together. speaking

lish Eng-

paper, non-Catholic board disclosures on the

there
were

about

scandalous

school-ship

Britannia,

said

two

kinds

of

public

schools,

Jesuit and
life is be
a

Gaol-bird
that the
a

school.
at school

"The

Jesuit idea
as

of school

boy

should,
he

far

as

same

position

as

will afterwards

possible, be in as

in

man

in the world, that is to say, the position not of a wild he pleases, beast in an African jungle, free to do what

but
under

of

human
eye

being
of the
that law.

in

civilized

country,

living

the

The
it

Jesuits
to.

in

fact police

their schools,
is called by

is, what who

comes

This

policing
don't

people

don't

like it

(i.e.
and

like
ugly
more

the trouble
names.

of enforcing
a

it) espionage
of fact,

other
to
no

As

matter
care

it amounts

than

that ordinary sensible simply by

commonly
It
course
means

a commonly which father exercises in his

decent
own

and

house:
of
"

reasonable constructed

supervision, school

rationally

aided buildings

MORAI,

SCOPE).

547
for play
a
"

massing

of boys

for school

as

well
Now,

as

living
nor

in the light of day,

man

in fact.
or

neither
harm

boy

does long
as

much he

harm

has

much

done

to him,

so

lives in the

light of

of day,

and

the

consequence

is that although,
leave they leave
not

course,

many

boys

who
yet

Jesuitschools
get
as
come no

become
while
they

bad

men

afterwards,
at

harm
as

stay

school.

They
do

good

they

come

and,

moreover,

if they

pretty

long.
no

The

do not stay they good, reasonably father gets a letter to say 'the boy is doing and had

good

at school

better be removed. itself.

to

'

The
head
of

Goal-bird
master

system

is

simplicity attends his

The
teaching

draws and

his

salary,

the

Greek

L,atin

and

shuts

eyes

firmly,

ately, deliberas
on

he

like an English conscientiously, himself, to everything say would him. partly

who
' '

gentleman,
else

going

around it not

This
to
a

is very

severe

language.

May

apply

number
so

of ''educators"
any

in this

country,

denounce

strongly

"paternalism"

over exercised As regards

the pupils ?

the

charges

against
they
It
are

the

precautions
founded that the
so;

taken upon

in

Jesuit

colleges,

usually

wrong

suppositions.
every

is believed

Jesuit pupil is watched

he
has

moment.
a

This is not
certain

liberty

enough

within
a

limit.

Of

course,

it is

most

delicate

reasonable difficult and

It is not

question possible because,

how
to

this limit is to be determined. lay down

as

any

particulars
matters,

on

this

subject,
and
con-

in this
variety

in other
in

there

exists considerable

different
measure

Jesuit colleges,
of liberty which,
in the Tablet,

Superiors
1

assign

that

Truth,

November

1891 ; quoted

November

14, 1891.

548 sidering
the the

JESUIT

EDUCATION.

difference
age

of places
character
to

and
of the

circumstances, pupils,
"

especially
not

and

seems

to

expose

them

great

dangers.

It

is also

falsely supposed that no word of necessary explanation is given concerning that await the pupil the dangers outside the college forbid any inquiry
may

walls;

that

educators

imperatively
the

about

matters

which
never a

students and

be anxious to ask; that they instruction on matters at which

man

give advice
a

certain age

young should

may,

and

considering
not

the circumstances,
unawares

know, and

in order

to

be caught
are

by

dangers

temptations,
and

which

sure

to

come.1

Necessary and

instruction

advice, according will be given, above

to age

other

cumstanc cir-

the teacher

also, with
Many the

moderation
occasions

all, by the confessor; discretion, will and

will

do

the

same.

offer in
authors,

the

explanatio

of

catechism,

of the

and

in

private A

conversations. words
must

few

be

said

with boys so much Father Jouvancy private

more

recommended
says

about the private talks in the Jesuit system.

should who
seem

the with

teacher those

speak

in

frequently
and
more

to be exposed
2

to worse

dangerous
he

faults. study the

Father
character
er out-

Sacchini
and

remarks

that
of each

should

disposition
on

pupil, plant

to discover

the bad them

to

oppings bud.3

the

tender

and
the

nip

in
go

the

Father
over

Kropf
names

advises
of his

teacher
every
our

carefully

the

pupils
to

Sunday

and

to

recommend
Mother.
this

them

in prayer doing
see

Lord
he

and

His

Blessed
1

While

this
Pdre

should

reflect
vol.

On

important

point

Rochemonteix,

II, p. 55 foil.
2

Ratio

Docendi,

ch.

1, art. 2.

Paraenesis,

art. 18.

THE

MORAL

SCOPK.

549
to
see

it is advisable especially whether him, to that in private, to correct

this

boy

or

warn

him

against

it is well to communicate with his What parents.1 should be treated of in these private is plain from Jouvancy and Sacchini. conversations
or

danger,

whether

And should

the

47th

rule only with

of the

teachers

says

briefly, they

treat

of serious the

matters.2

Speaking
Father

of

conversation

students,

the

General
"It

Vitelleschi, in 1639, gave will be very

treat

characteristic time and

to

directions:
the with
are

useful

if from

time

professors them,
not not

with

their auditors, and

those

converse

vain rumors purpose, but about

about being
seem

other

affairs that
into the

to the

that appertain

to

their

well-

and
most

education;
to

going their

particulars

that

meet
to

wrants;-and themselves

how

they

ought

conduct

them showing in studies and

that
a

Let the piety. talk in private,

on more

professors

be with

persuaded
true

single

animated

their part, will penetrate powerfully,

zeal and the heart deeper lectures

prudence
and
work

than
' '

many
3

given to all in.common. the individual pupil

one

This keeping
always
been

sermons and in touch with

has

of the

sources

of the

success

as considered of the Jesuitsin their

educational

labor.
recognize

Protestant

educators
to

have

not

failed

to

this

and

speak
writes
over

of

approval.

Thus
of the

Sir Joshua

Fitch

it with of Arnold:
"

"Much

influence enabled
with

he gained

influence

which degree
to

him

to

his scholars dispense in an creasing in"

corporal

attributed
1 2

his

knowledge
ch.

punishment of the individual

" 6.
1898, p. 251.
Pachtler,

was

char-

Ratio
See

et Via, also

IV,

art.

1,

Woodstock

Letters,

Monnmenta
"

Germaniae Loyola, p. 108.

Paedag.,

vol.

Ill,

p. 59.

Hughes,

550

JESUIT

EDUCATION.

acteristics of boys.
which

This

is

kind

of knowledge

has

long

been

known

disciplinary
common
"

system

of the
the

characteristic of the Jesuits, but has not been

masters

to be

among
l

head

of English

public in
most

schools.
modern

It

is almost

altogether with

absent
their

systems,

consistently

separating

training
a

from

teaching,

principle of from structi ineducation

Brunetiere able
to

principle

"our

forefathers

would

which, as have not

M.

said,

been

stand."2 under-

Supervision
for preserving
more

and
the
are

exhortation good morals

are

powerful

means

of youths,

but
means,
are

much

powerful

the

divinely

appointed
they

fession Con-

and in

Communion.

Although

practised
the
most

all Catholic
and for

col-leges, the

Jesuits, following
founder,
frequent

example zealously communion. hatred

advice
the
By

of their of
so

worked
confession
the

spread doing

and

they

incurred rigorous
not

special they the

of the

Jansenists, whose
We

views refute

vigorously
Protestant

opposed.

need

here

views
that
not
an

of auricular

confession.
"torture

Every

olic Cath-

knows

it is not

chamber invasion

of conscience," of
the

"unwarrantable
not
an

privacy sacred
weakness

of the

individual," of

"intrusion
not
a

into the
of

domain
to

domestic
not
men
a

life,"

"source

the

will,"

"dangerous who
use

and
such the

alizing demor-

practice." and
the

To

language words
of

hold

such

opinions

may

be applied

Epistle of St. Jude

ignorant,
not."
Thomas

the

Apostle:
things

"Blasphemant which
they the

quod
know
1 2

they

blaspheme
from
the
Arnold,

Apart
and des

divine
p. 102.

institution,

Matthew

Revue

Deux-Mondes,

15 fevrier

1895.

THE

MORAL

SCOPE.

551
the
'

Catholic

knows

that

confession,

'ministry

of

reconciliation," of unspeakable
encouragement

the

"sacrament

of peace,"

is

source

blessings, in despair,
to
our

of consolation of advice

in distress, of in perplexities.

With

reference

the English Jesuit Father object,

an

Clarke

(Oxford),

in

article entitled

"The

Practice

of Confession

in the
advantages
young.
our

Catholic
of

Church,"1
for

points
the
so

out

the

special

training

of the

confession The passage

moral

is

beautiful
to

to and so much in its entirety.

purpose

that it is well

quote

it

"It

has
as
no

probably

occurred
often occurred

to

the
to

mind
own,

of

most

Catholics,
there
were

it has
other

my

that claims

if

proof
we

of the
should

paramount

of
one

the

Catholic

Church,

find

sufficient

in the elaborate care over the she watches with which from evil and corTo guard innocence ruption of the young. the lambs of her chief duties of the fold is one
and privileges. Divine

This

loving
Who
was

care

she

inherits
and

from of

her

Founder,
Now,

the

friend

lover

littlechildren.
for any

I do not

think

that it is possible

unprejudiced
the

and

well-informed of the

person,

who

compares

practical

working

Catholic
in the

system

with that of any other religious system her unrivalled to deny and unapproachable in this respect.
early

world,

superiority
ones

She
with

shields all the

her

little

in their

childhood
mother,

jealous care
time
to
comes

tender

and

when

the

of the most for the safe

for
a

seclusion of the freer intercourse

for their

parental
with

roof

be

exchanged

their fellows,
that
are

she

provides
or

guards safealmost

purity
her

unknown,
the

unknown,
1

outside
American

fold.
Review,

For

due

education

of

North

December

1899.

552

JESUIT

EDUCATION.

boys,

large schools,

and
are

for those
a

of the

upper

class,

large boarding
comes

schools

practical
how

necessity.
great

Then
dangers

the

dangerous
are

time,

of that had
an

time

is well

and known inner

boys

the
one

to every

who

has

experience schools.

of the

working
a

of English
most
a

public

To

keep

safe from

ous, peril-

if not which
has

fatal, contact

with mind
who
our

vice and

sin, is
troubled

problem
the
conscience

exercised
every
one

the

and
has

of
management

taken
schools

part

in

the

of any
among

and
the

those

subjectmost
to

and colleges; Protestant educators who have studied long exhad have deeply, and perienc who
of them,
the

large

guide

have task
to what

had
was
a

to

admit,

with
l

sorrow

and have

grief, that

hopeless
considered

one. an

They

had

to submit

they has

inevitable

evil, and
to
were

their best mitigate

hope

been

by

sonal per-

influence
they
evil knew
one

to some

extent

they

powerless
no

to prevent.
can

that which But is the

for which

remedy

be provided?
an

God effective
to

forbid!
remedy
human

The

Catholic
as

Church
every

provides
other from
a

for this
life. Here

for
I
can

evil

incident

speak

large experience,

and again

with

full knowledge

of the

subject.
who
the

Again

and

I have

been

assured
colleges,

by

boys
from

have
lowest

passed
to

through

Catholic
form,
that

the
there

highest they
1

during
one

the whole

of their time

never

heard
with
are

immodest
the

word,

or

came

into
Arnold
:

Compare schools

this
the
or

passage
seats not,
a

quoted
nurseries the

by

"Public
may

very

and but

of vice.

It

be

unavoidable,
None
can

it may
through

fact

is indisputable. being

pass

large

school

without

pretty

intimately

acquainted
too

with of

vice, that

and

few,

alas

! very

few,

without /.
c.y

tasting

largely

poisoned

bowl."

Fitch,

p. 77.

THE

MORAI,

SCOPK.

553
to

contact

with
whom

any

sort

of temptation I have
course

evil from
some

those who

with
at the

they

associated.

known
as

end

of their
as
on

school

were

innocent
were

of

moral

evil

the day

they

entered, they

and
were

utterly

shocked

and

disgusted

when

thrown
to

into

the vortex the kind

of the

world

outside,

and

had

listen to staple
a

of talk that too often

among
...

forms

the

common

of conversation education.
always

those
I do
not

who
say

have
that

had
the

tant Protes-

Church

is
possible

successful that,
even

in her

endeavors.

It is quite

in One

Catholic
sinner
may

school,

time
But

run

riot.

evil may destroy much

the What

for
good.
system

the

evil about

never
a

lasts long,
recovery.

and

Catholic

brings

speedy

I do assert

is
a

that the moral

perils, to which
are

boy
as

is exposed compared

in

Catholic

school,

infinitesimal
him

those which public

will surround and

the

in any

with of the Protestant

schools

colleges.

''In all this

chief

engine
are,

for the
course,

good
many

work

is

the

confessional.

There

of

others.
sense

There

is the personal of those intimate

the

influence
who
are

and

the

keen

responsibility
the close and
teacher

in authority;
existing

there

of is the

friendship

between

and from

taught,

which

is something

utterly

different official
more
or

the

comparatively make the

cold

relations
master

reserve
a

which
to

Protestant
But

and far

of

stranger

his boys.
that he

it is the

weekly

fortnightly

confession
that

is the

real safeguard.
friend, to

It is in the

confessor

has

his trusted
and

whom

he

freely

talks

of all his dangers

tions; tempta-

it is confession that keeps the moral atmosphere it is confession healthy that maintains the and pure ;

high

standard

of

life and

conversation

prevailing,

554

JESUIT

EDUCATION.

through colleges;

God's

mercy,

in

our

Catholic enables
good

schools
the

and

parent
secular

it is confession his boy to entrust

or

that
to the

Catholic

priests, whether
to the
or

regular,

who

devote
any

themselves those
qualms the

work

of education,
that

without

of

fears, fill

anxiety

and

foreboding
Protestant

about
parent

future, he

that

the heart

of the

when

bids
into

farewell

to his innocent vortex

child

on

his first plunge school.

one

the

of

Protestant

public
charge,

"But

there
some

is one

false and

cruel charge, confession.

which

Protestant

writers bring
the

against

They
a

say

that it introduces of
suggests

young
are

knowledge
even

which subjects
to

to and innocent digna silentio, sacro

and

them

evil of which
can

they
my
on

would
readers

otherwise

be ignorant.
to

only

assure

(in
of
more
an

answer

this

gratuitous that

calumny),
the
twenty

the
years

word and

honest
that

man,

during constantly

I have
women,

been

hearing

confessions class of
a

of

men

and

boys

in various countries, instance knowledge of any in the confessional.

and I have

girls, of every
never

and

known evil having

am

of
I

single been parted imI

may

sure

that

fellow priests all over the world, when speak for all my I say that I would, with God's help, far rather be torn in a thousand in the confespieces than say one word sional
that

could

endanger

the

purity
one

of the

young,

or

impart
of it.
' '

knowledge

of evil to

previously

ignorant

But

if there

should
my

be any
own

of my

readers
assurance,

who

are

not

willing

to accept

personal
which

there convince

is another
them. element

consideration
were

ought

to

If there
of

in
every

this good

accusation

the

smallest

truth,

mother

would,

in her

THE

MORAI,

SCOPE.

555
have the

tender
greatest

care

for

her

children's
her

innocence,

horror

of seeing
every

little ones

kneeling would risk

before
his

the boys

priest, and
and

careful

father
the

forbid

girls from
Is this

incurring
the

of such
we

contaminatio

case? the

Do

find of the

good

Catholic

parents

dreading

influence
the

confessional

for their children?

On

contrary,

there

is

nothing
to know

that

gives
their

them
sons

more

that
years,

and in

satisfaction than from their daughters are,

making

hearty

earliest month
as

regular
or

their

confession

by

month,

week

by

week. for

They

regard

it
and

the best possible

safeguard alarmed and

their

innocence if, when

virtue.

They

are

anxious
sons

hood boyin

emerges

into youth,
the

their

grow

irregular

frequenting
must

tribunal

of penance.

They
urge

fear there

be
not

something
to fall away

wrong. from
heart

They
the
when

and
her

entreat

them

practice
she
sees

of confession.
son
once

Joy
more

fillsthe mother's

returning, of mercy

it may and

be

after long where

fount

of grace,

absence, she knows

strength

to that

that he

for the past, and will obtain pardon for the struggles of the future.
' '

and

help

It

would
comment

be

presumption
on

on

our

part words. Father

to

make

further

these the

beautiful truth
of

Every
Clarke's
exercises

Catholic
description
over

will

testify to

of the
the
Now

salutary

influence
the most

confession dangerous this

young

during
us

of life.
a

let

contrast

with
a

period description
man, New-

picture

drawn

from

the

life of of Loss

Protestant.

in the
a

introduction of the send

'

and

Gain,
who

describes
has

clergyman
to

Church
son

of England,

just
large

decided

his

Charles
he

to

one

of the himself,

public

schools.

'Seclusion",

says

to

"is

556
no
a

JESUIT

EDUCATION.

security

boy's

for virtue. heart; he may

There
look and
as
on

is
as

no

telling what
and when

is in
as

open

happy
there

usual,
a

and

be

as

kind

attentive, within.

is
a

great

deal wrong

going
No

The
earth
can

heart hope

is

secret

with

its Maker.
to touch

one

on
a

to

get at it, or

it.

I have

cure

of souls ; what Nothing

; their

do

I really know
are

of my books
me;
as

parishioners?
to
me.

hearts
comes

sealed
to

And
his

this dear
arms as

boy,

he
me,

close

he

throws
out
not

around if he of for

but his soul is

at the

much I
am

of my

sight

were

antipodes.

accusing
reverence

him

reserve, me

dear

fellow ; his very in

a

love

and

keep
to

him

sort

of charmed
of him.

solitude.

I cannot

expect

get at the bottom

'Each

in his hidden

Our

hermit

of bliss spirits dwell.' sphere

or

woe,

It is

our

lot here
secret
so

below.

No

one

on

earth

can

know
here
at

Charles's
home that
a

thoughts.

Did

I guard

him

ever

be found well, yet, in due time, it might had cence. serpent crept into the Eden of his innoBoys

do

not

fully know things from

what

is good

is evil; they
Novelty
warn

do wrong vice
give

at first almost ;

and what innocently.

no one

hides
or

them

there
they

is

to

them

them
are

rules; and
what

become
' '

slaves

of sin while Is not shortcoming

they

learning

sin is.

this

most

pathetic

confession
which

of

great

of the
government

Protestant

system

renounces

all inward leaves And

to

and

direction

of the
of the

soul ?

It

all to

the
a

private
blessing
can

judgment
for young

individual.
to

yet, what

people

have

one

whom

they

securely
this friend

disclose

"their
can

secret
"warn

thoughts." them and

Then
give

of their souls

them

rules."

The

evil

will

be

dis-

THK

MORAI,

SCOPK.

557
young
are

covered of sin. the

a

and

counteracted

before the
youth has

slaves

The

Catholic

What an could confession. does do here? Indeed, McCosh

Protestant
system

in all this advantage Thring, Arnold, a

not

this
many

reserve

of

the

frustrate and

in

educators

talent,

zeal,

kindliness,

keen-eyed

affection,

of

their best fruits ? On

Holy the

educational
a

influence

of the reception is found

of the

Eucharist,
of the of
as
a

beautiful

passage

in the
Mc-

diary

first American
New

Cardinal,
written
u

Archbishop

Closkey
Rome

York,

when Feast

sojourning
of
with

in

young
21,

priest.

St.

Aloysius,

Rome,
the

June
at

1835.

This

is the peculiar

festivity of
the greatest

students

of Rome. the

It is observed

solemnity Ignazio
the
of

Church
the
care

of

the

Roman

College,
Nearly

S.
all

[under

of the

Jesuits].
to

the college, amounting vStudents of Communion Holy receive 1500, Being

a

the

number
on

together

this

day. edifying

anxious

to

witness
care

so

interesting

and

spectacle,
at
a

I took

to

be at the
When

Church

of S. Ignazio the students

seasonable

hour. and

I arrived,

had

just entered
forming
an

had

taken

their and

places

in

ranks
from

aisle in the
nave

middle,

extending
to the
was

the

very

door.

altar along the The Community

of the church
a

Mass,

low
was

one, composed

celebrated of
some

by

Cardinal,
the

and

the choir

of have

choice
owing
were

singers
to

among

the

pupils. youthful
scene

It may

been
that

the

numberless

associations
me,

before
edifying

but I must
most

connected it was confess

ceremony

with
to
me

the the
yet

most

and

affecting
It
was one

I have

in Rome. witnessed To behold forget.

which and

I shall

never

that

spacious

beautiful

edifice

558

JKSUIT
exclusively
of every beautiful
sense

EDUCATION.

almost students
in such
a

occupied rank and

by

such
every

number
arranged

of

almost

age,

order, their countenances

act

bespeaking
to

deep

of the

they

were

about

perform I/ord
the with

in and

receiving

into
and
to

their hear,

bosoms
at

their
same

Divine time,

Saviour,
strains harmony,

the

solemn
pious

of music
was

which

filled the

place

breast Communion
the holiness force. approached modesty it is to mind
most

to fill a far less sensitive certainly enough holy The moment of enthusiasm. with

arrived. and

It

was

moment

in which with
a

I felt

sublimity

of my

religion
young
men

peculiar

Fifteen
the

hundred
of their
most

and

boys
with
a

table
fervor

Divine and

Master

and be

marked
a

sincere,

and, of

supposed,

with

corresponding
heyday

purity

and

heart, age,
the
most
a

all of them and youth,

in the

of life, arid

of that lead
to

in those

exterior

circumstances, colleges,

which

particularly
vices. evidence

of Protestant

the
was

dangerous
triumphant of
the

This,

assuredly,
superior

I thought

of the

moral

influence

Catholic

religion.
what
a

Call

it

Jesuitism, call it priestcraft, call it

no

you

please,
can never

candid
that

mind
as

contemplating
a

such
never

spectacle and
one

deny

edifying

one

has
same

been,
nor

will be, presented of the number,

by

the

number,
youth

tenth of the

of Protestant

in any

part

world."1
Besides these
two

principal
training

means

employed there
are

for the
others

religious which
them
1

and

moral

of youth,

are

are

salutary results. with the most devotions recommended to, certain

used

Among
and
I:
en-

Historical McCloskey,"

Records
by

and

Studies,
Farley.

vol. II, part

dinal "Car-

Archbishop

THE

MORAI"

SCOPE.

559
do
not

couraged

among,

the

students.
very

Non-Catholics
favorably,
a

view

the

Catholic
springs,

devotions for the most

nature

but

their

antipathy

part, from

misunderstanding
estants Prot-

of the true think

as

of these

devotions. these
they

that of

Catholics
religion ; devotions
set

the

essence

consider further,
are

practices
have
the

opinion

that of

these

merely
In

mechanical this they the

are

recitations

certain
l

prayers.
the

seriously devotions
practical time,

mistaken.
are

To
essence

Catholic

religious
are

not

the

of religion, but they

and,
at

manifestations

of religion

the

same

valuable

helps

to obtain

and
the

strengthen

what

is

essential in religion, the intellect and merely

namely,

perfect

subjectionof
Nor
are

will to the will of God. recitations

of prayers;

they
are,

mechanical

they

if

performed
means

to the mind of the Church, ful poweraccording nation, the imagiof lifting up the understanding,

the

feelings

and

the

will to the contemplation potent all contain most of man. and betterment
which
:
"

and

active love

of God.

They

motives

for the moral

take

elevation

Let

us

that

devotion

Jesuit educators
the

to their pupils so much recommend St. Aloysius, the "L,ily of Gonzaga.

devotion

to

In this devotion

the
1

picture
worse

of

the

highest

Christian
of Catholic

perfection
devotions
are

Far

due
so

to gross

misrepresentations ignorance of Catholic work

as

teaching.

Thus der

we

find in

learned

Schmid's

Geschichte

Erziehung

(vol.Ill, part I, Jesus, according

Every
Catholic

Society that "the assertion of the end to the idea of its founder, sees and in the Mary." adoration of objectof all religious exercises page

91)

the

child

of

seven

years

could

have

told the

Leipdo
not
see

wrote who sic Professor Mary adore, but venerate

this calumny, and and

the

that
nor

Catholics do

Saints; Saints

Catholics

in the

veneration

of Mary

the

the

end

and

object

of all religious

exercises.

560

JESUIT

EDUCATION.

attainable
students. in the
of
a

in

youth
see

is placed in this

before
a

the

eyes

of the
who,

They

Saint
luxury

noble

youth

midst

of wealth

and

and

the allurements the

courtly

life, preserved
;
a

unsullied
who

white

robe

of

innocence

youth
as
non

from

early

childhood

measured dum
i.
e.

all things,

he

himself

expressed

it,

secun-

rationes aeternaSj according

to the
;
a

secundum
which who
a

rationes temporales,
they

value youth

possess

for his
the

final destination dictates

of

always
chivalrous

followed
energy

conscience

with

and sures pleayouth

steadfastness,

and
so

who

heroically

spurned
men

the
;
a

that prove
who

fatal to many

young

renounced
to follow to

the
the

inheritance

of

principality
and

in

order

evangelical of
a

counsels,

to devote

himself

the

glory

God

and

the which
a

service

of his

fellow-men.
the

Surely,
gaze

devotion
such

places

before

admiring

of students

type

of youthful
one

holiness
cannot

for imitation, fail to elevate

is
the

practical

devotion,

that

character

of the students
Here
we

and
also
the

make

their lives purer another

retreat most

and

holier.

may

mention annual

salutary

exercise, the
means

namely,

in
the the

which, of
man,

following
the

directions

of

St. Ignatius,
this end,

end

of attaining after

and
are

motives the

for striving

Christian
What he is

sanctity

set before

mind
these

of the

pupil.
only

untold

blessings

result from

exercises,

has made able to realize who Then there exist in every

them.

Jesuit college

ties the Sodaliassociations

of

the

Blessed
by the and
from

Mother

of God,
eulogized
XIII.
to

pious
L,eon,

originated recognized

Jesuit Scholastic
highly

and
many

solemnly
Popes,
to

by

beginning
XIII.

Gregory
while

(1584)
the

down

I^eo

It is worth

read

high

commenda-

THE

MORAI,

SCOP".

561

tion bestowed
XIV.
,

on

them
a

by

the

learned

Pope

Benedict member of

who,

as

former

Jesuit pupil
form
a

and

the upon
on

sodality,
their the

could

well

competent of these

judgment
sodalities

value.

The

influence

moral

life of the members

pupils
are

cannot

highly.

Their

usually

be valued too in the leaders

decline of sodalities

setting good
was

example

to others.

The
a

frequently

followed
In

by
1871

decline
the

in Catholic
thirty higher

colleges. schools

of morality sodalities in the

were

in

Rhenish

Prussia

pered hamthat

by
the

government

interference; do
to

it

was

said
should

good

they

might

individuals,

be

A year by the schools them. accomplished without in Falk, Dr. Minister of Instruction after, in 1872, Prussia, higher elapsed
on

ordered schools
when 2oth day

the dissolution

in the kingdom.
Dr.

of the sodalities in all had Not eight years

von

Falk's

successor,

Puttkamer, the

the

of May

1880,

had

to

warn

heads

of the

same

institutions with
the

against

associations purpose of

formed

by

the

students

avowed

practising

drink,

dishonesty

These
in true

and immorality.1 sodalities, instituted to advance

solid piety
as

the

students

and

well

as

learning,
were

estimab effected inexhorted

most
to

good. cherish above

The

members
which

all that virtue of youth,

is the

ful beautia

ornament

purity. and

They

created
a

lofty

moral

tone

in

the

colleges

sustained
pious

healthy,

manly exerted

public
a

opinion.

Thus

these

associations
on

most

powerful

formative

influence
was

the

character
1

of the students.2

Their

piety, too,

active

Centralblattfur die
See Coleman,

Unterrichtsverwaltung, Stonyhurst"
in

1880, p. 572. Messenger,

New

"Old

York,

1894, p. 797 foil.

562 in works united clothing prisoners,

went to

JESUIT of charity.
in

EDUCATION.

The

sodalists

of early of

colleges food
and

bands

to

purchase
among

articles

for distribution and the

consoled and hospitals and to

after the in

poor; instructed
the squalid What
was

the

they
them;

visited
they

quarters the

of

the
thus

city to

look
to

sick.1
college,

students
continued

began

practise

by

many

throughout
Nor

their lives.
sodalities in
our

have

the

ceased

to achieve

the

same

excellent
sodality
seven

results
we

days. of

As

modern

model
of

mention

that

Barcelona,

consisting

hundred
or

members,
of the

mostly

students

members

professions.

versity, of the UniIts Academia

encourages

excellent point

literary and
the

scientific work.2 moral

care

Another
deserves with

concerning
mention

training
of the

that

particular

is the

Society
ment instruhell
are

The press is a mighty regard to reading. for good and evil. it heaven With and for a priceless treasure the soul contesting
"

St. Ignatius
knew

this

and the framers They full well. and

warn

of the

Ratio

of man. Studiorum
to
encourage

tell the
reading,

teacher

good
to earnestly books, which

wholesome the

but

even

more

students

against

dangerous
stream
' '

St. Augustine
the

calls "the of
men are

hellish daily classic

pagan

into

which

Ignatius should
1

feared introduce

children lest the

into
be read

cast.

reading
minds

of

authors and

young
in
the
"

tastes

Details
Noonan

may

History
See
also

of
work

the

Sodalities,

Boston,

"

Co.,

1885.
the

Rochemonteix, of the

vol.

II, p.

121

foil., where

charitable

ties Sodali-

at I/a Fl"che
2

is related.

See

The and

Pilgrim

of

our

Lady

of

Martyrs,

New

York,

Sept.
3

1893

Jan. 1894.
c.

Confess.I,

16.

THK

MORAI,

SCOPK.

563
in view
of the study

morals.
disastrous
and

Nor

was

his

fear groundless followed

results that had

the one-sided

admiration

of the

classics during people

not

the only

lattef period imitated

but the

of the

Renaissance,

when

beautiful
shocking
who
wrote

style of the writers

of antiquity
the
year

also their Ignatius,

principles.1
thought
a

About
and

1550

had
to

long

deeply
that

upon

this
people

subject,
are

prelate:
to

"Seing
and
. . .

young

so

disposed
whether

receive
or

retain

first

impressions, that books,

to

good

bad
as

and

considering
are

especially

classics Virgil,

they

taught

boys,
many

as

Terence,
things
rather
to

and

others, and
other
not

contain
useless

amongst

be

learnt,
some

but

profitable
and the

for

life,

things
. . .

very

profane
so

injurious even
more,

if only
are

heard

and
them

much books in
me,

if these
they
"

placed

before

in them
to

in their
as

which

study

habitually,

having-

hands

this
seem,

considered,
that

it has

seemed

it
we

does
were

still
to
are

it would
these
or

be very

expedient all the them

if

remove

from

classic works and

parts by

that

unedifying
of
a

noxious,
or,

replace adding

others

better
what

sort,

without

anything
to
me

leave
up
to

only

is profitable.
years
most

And

this appears for

youth.
and ch. V

these

last

desirable
of
our

the
' '

good
2

Christian
1

life and
above

good

training
II,

See

chapter

g2
165

:
"

pp.

50"52
"

on

the

theatrical and
other

performances,

pp.

167.

Vittorino

da

Feltre

representatives
on

of the point

Christian
the
to

Renaissance Pagan Humanists.

only

fered dif-

radically Thus
many

this

from
authors

Vittorino excisions.
57.
2

read

certain Woodward,

his

pupils

Vittorino

da

Feltre,

with 47 pp.

and

In

Stewart
are

Rose,

St. Ignatius

Loyola,
cannot

p. 515.

"

Obscene

passages

meant.

But

substitutions

be recommended.

564

JESUIT

EDUCATION.

The
expression

principles in the

of

St.

Ignatius

found

practical
and

Constitutions
of the in

of the

Society,1

later in various it is laid down

hands of the
or

parts

Ratio

Studiorum.2
given

There
into
should the

that

the

authors

pupils

all dangerous
as

passages

be

omitted,

if certain authors,
they ought
or

Terence,
not
on

could
read

hardly
at all.
consider

be expurgated
Many

rather

to be

modern

educators of the
the

writers

education

this anxiety who have

Jesuits mere
question
more

prudery.

Others and

studied

thoroughly
can

conscientiously, for the practice

admit

that many

reasons

be given declare
'

of the
to

Jesuits. Others
speak
a

again
on

themselves

unable

decisively
writer

this

'perplexing"

question. Gazette, after having

of
the

Thus

in the
the

St. James's
tions ediat

mentioned used
says:
; the
on

"castrated

classics"

in

the

Jesuit
public

college schools
that

Stony hurst,
upon
shock
another

England,
principle

"Our
argument

go

being

the

of introduction

entering

the world,
only

to what

has

been

so

zealously

excluded

would

lead
I find

to

sudden

and
a

fatal downfall.
' '

For
3

my

part

the

question

perplexing
who
see

one.

To
nothing writers,
Plato,

those

in the
we

caution reply

of the
that
even

Society
pagan
as

but
and

prudery, those

may very

of the

highest

standing,

Aristotle,
the and

Cicero
reading
race.

and

Quintilian,denounced
authors of their

emphatically
own

of certain

language
reading, that

Quintilian well
care

said: above

"As
all

regards

great

is to which
E.
8.

be taken, will imbibe

things,
1

tender

minds,
5. Reg.

deeply

Constit.

P. IV,

c.
"

Decl.
com.

Reg.

Prov.

34.

Ivittell's Living

Age,

vol. ClyXX

(1886), p.

248.

THE

MORAL

SCOPE.

565
they
are

whatever

has

entered and,
as

them

when

ignorant

of everything
may
more,

it

were,

resemble is well

empty

vessels, but,

learn what

not

only

what good.

written,
reading the
merely

still

is morally
the

The

of tragedies

is beneficial,
that
you

lyric

poets

nourish
not

mind,

vided pro-

select from

them,

authors,

for the Greeks but portions of their works; tious licenare in many be loath of their writings, and I should 1 in certain passages." And to interpret Horace even

Ovid,
want

that
to

licentious free from

to
ne

writer, the

warns

his readers

if they

be
not

consequences
not to

of disorderly
touch frivolous in this of the

passion, poetry:

read,

nay,

Teneros

tange poetas, works.

and

he

includes
language
on

class some of his own Fathers of the Church

In

The

is unmistakable
of condemnation writings, immorality
are

this by

subject.
some

fact, the terms against

used actually

Fathers
against
It would

pagan

directed therein.

the

idolatry and

contained

be useless
are

to multiply

quotations. also Protestants,

There
on

modern
are

educators,
one

who
writes

this point
"It

at

with

the

Society.

Thus

Quick:
that,
very

is much
Plautus

to the

though

credit of the Jesuit Fathers Terence were and considered

a

valuable
and
were

for

giving

knowledge

of

colloquial in the
on

Latin

studied
the

and

learned

by

heart

Protestant
account

schools,
of their

Jesuits rejected them

Later
Horace,
on

impurity."2

expurgated
Per-

editions
sius
and

of Plautus,
others
were

Terence,
published

Juvenal,

by

Jesuits, especially
of
Professor

by
1

Father
8.

Jouvancy.

The

words

Inst. I,

c.

Educational
statements

Reformers,
above

p. 507.

"

See

also

von

Rau-

mer's

p. 166.

566

JESUIT

EDUCATION.

Paul well
truest

Earth worth sayings

of Leipsic,

written

year

ago,

are

also the
that

being

summarized

here.1
no one

"One
imagine
'

of

of Goethe

is: 'L,et
can

the first impressions

are

of youth

be effaced. in
history
the

There
verse perharm.

striking reading

examples in early

recorded
years

how

caused

greatest
even

Of
who

course

there

will

be wise
there
are

people,
some

educators, passages

say:

'It is true,

offensive

in this work, instruction.

make
so

but
Don't

their effect is counteracted

by other
let
us

let

us

be
such

pedantic. trifles.
'

Don't

much

noise about

These
there

men gentleare

must

be answered
nothing
every

that in education

no

trifles; that

is

so

little that
an

it may
on

be overlooked.
many,

For
very many
can

trifle has

influence in every
one

souls work

of children,

and
a

souls it
a

its effect for

advocates

long of
a

time,

of these for perhaps realism,'

a

whole they

life.

Others,

'sound

as

style themselves,

will say:
and

'Evil
so

is after all

component

part of this world,

young
'

it is beneficial
is
no

to

free the

of the

illusion that there

evil in order

To this we reply: the world. in this world is an energizing

young,

Belief in the moral factor in the

life of the

weakens

and the man its moral

act.

who
energy,

robs the child

consequently

of this belief, does an moral imsay:

Others
there insight

again,
some

granting danger

all this, will reading, history

'Although
it gives nations.'
1

is

in such
the

still

an

into the

life and
we

of the

Such

historians
1901,
der

answer:

The
pp.

history
"

of
See

Neue Schiller,

Jahrbucher,
Handbuch

vol.

VIII,

57"59.

also

praktischen

Pddagogik,

1894,

it is said that some p. 172, where satires of Horace and some in Homer be left out in the school passages should editions. The same the use Bibles author's opinion about of unabridged in schools

will be

quoted

in the

next

chapter.

THE

MORAI,

SCOPE.

567
ways
; at any

civilization it is too
children."

can

be learned bought

in other

rate,

dearly

if it ruins

the

character

of

That
on

no

prudishness the classics, said

on

is advocated

by

our

remarks
from

reading has

is sufficiently
Nor
as

proved
we

what
some

been

Homer.1

do
as

deny

that
may
as

editors of school-texts, have

gone
too

well

teachers,
Here,

not

far in

expurgating.

in

other

matters,

the golden remain

a

rule is: Medio

tutissimus

ibis.

It will always
to

delicate omitted

and
or

difficult question
what
may

decide

what

is to

be

be read

without

danger. such
But

The
passages

tact

of the teacher

and
the

skill in
proper general
can

handling solution. principle be

no

will

often

give

about down

the

correctness

of the

laid

in the Ratio

Studiorum

there

doubt.
same

The
classical moderns

principle
of

holds

good and

not

only

of the
of
2

authors
as

Greece
in
a

Rome,

but
degree.

the

well,

if not

higher

The

direct, outspoken are and ancients in their obscenity; the moderns even The latter method insinuating. and

straightforward,
are

more

indirect
the
more

is not

harmless far the

sets

as more

might

appear

to the

superficial,

but

is by

dangerous, thinking
an

since it stimulates and

leaves
the reader

curiosity,
to reflect

the mind

and

dwell

on

unsavory
are

and

prurient
not

subject. The
"not to read

Jesuit teachers

exhorted
author
to
or

only

in

class any obscene dangerous matter

most

any

book

which also

contains
to

good

morals, pupils

but
from

deter such

energetically
1

their

reading

See

above
Rules

pp.

399"400. Provincial
to the

The

of the

34,

"

2, say

'

'Still greater

caution

is needed

in regard

vernacular

authors."

568

JESUIT
"

EDUCATION.

books pupils
days
How

outside
from

of class.

This
is far
the

advice
more

about
necessary
was

deterring
now-a-

bad
at the

reading,
time when

than
many

Ratio

drawn openly,
are

up.
or

popular the

books
name

and

magazines,

secretly

under

of "modern

science,"
are

vocating ad-

principles

which
many
are

in reality
of the

agnostic

and
the

irreligious? literary
ness?
people
to

How

novels

that

flood

market,
How from
many

filled with
are

ill-disguised

nastiyoung

books

borrowed should
never

by the

libraries, which their

to

be permitted knows books.

a

fall into done

a

hands? and

God purity
the

alone

all the

harm
many

faith

by

these

For
happy the

talented
the

youth,

pride

and
novels

joy of
has

home,

indulging
of
a

in

filthy

been

beginning As
is bad
a

career

of sin and

crime.
to say

rule it is not
or

indecent;
or

advisable for some

will
an

this

or

that book through read

boys,
for that

either
very
reason

viciousness the
among
strongest Boys

curiosity, should
then

book.
the

But

evil publication
be denounced

circulate

boys,

it should

in the

terms.

the

be likewise overshould cautioned against indulgence in the reading of newspapers, especially of kind. is no There for worse sensational school

the
swarm

mind

than

such infamous

papers.

They

not

unfrequently scandalous
to

with happenings,
to

advertisements;

whose

very

possibility ought
are

be

unknown

young

people,
and

there omission

discussed
of not form and
a

in

frivolous

manner

with

the

single daily
all

disgusting
mental
sense

detail. of
a

If these boy,

newspapers

the

food

they

will

dull

blunt
his

of delicacy
1

and

modesty,

and

disable

mind

Reg.

com.

8.

THE

MORAL

SCOPE.

569
In

for serious of the

application

to

hard

study.

his

''Book

Spiritual Exercises,"
enemy

St. Ignatius
seated
on

pictures
a

the
on

inveterate

of mankind despatching
to

throne

the plains of Babylon, all

over

innumerable
every

demons

the world,
to
ensnare a

every

city and
men.

person
wily

in

order

and

deceive

This

fiend
He self him-

has
makes

undergone
use
new

marvellous

metamorphosis. adapting

of the

doctrine

of evolution,
He

to

circumstances.
monster

is

no

longer but

the horned
a

and

hoofed

of olden
who

legends,
manages
every

polished,
of

well-read

gentleman,

thousands

printing
countless and

And establishments. in the shape demons,

papers,
to

mail
novels,
town,

carries
magazines
every
or

of bad

every
no

village,
remote.

every

dwelling,
we

city, every how matter

these
of light,"
envoys
to

secluded

Shall

expect angels

of

Satan,
our

"transformed
schools and

into

overlook do they their

colleges?

Alas,
or

how

often

sneak

in, unnoticed
of darkness

by porter
among
on

to janitor,

work

deeds
the
most ut-

the

young.

Naught

but

vigilance

the part of school

authorities

will be

these evils. Certainly able to counteract Studiorum of St. Ignatius and the Ratio

the principle need

not

be

further
We
take
so

vindicated.1
must

make
a

some

remarks
our

about modern

sports, which
schools. We

important

part in

do this in connection with First, because reasons. helps

to

moral
a

education
use

for various of athletics

moderate

develop
some

certain
see

moral

qualities.
a

Secondly,
all

because
1

moderns
see

in it

remedy
On

for nearly

On

reading
a

also

Sacchini in
X,

Dangerous

Reading
der

(In Latin);
katholischcn S.

new

translation
vol.

Herder's

Bibliothek
"

Padagogik,

pp.

186"205.

Jungmaun,

J.: Gefahren

der belletristischen

Lecture.

57O

JESUIT

EDUCATION.

vicious

habits

of youth.
"a

They

that rejoice

'

'muscular worldly asceticism

Christianity,"
basis of life has

sound,

practical,
place

sensible,

taken

the

of the

morbid

transcendentalism superstitions and and unreal the flesh generations, considered which of former " 1 Thirdly, because burden, snare. a clog, a excess in athletics leads to serious damage, moral as well intellectual.
"

as

The
important
mens
sana

physical feature

culture

of the

pupils

forms

most

in

good

system

of education:
out-door

sit

in corpore
do

sano.

Athletics,
for the

sports

and

gymnastics

much
they

physical
and

health

of

the students.

Besides,

demand,

consequently steadiness readiness

to

help
and

to develop,

quickness
self-reliance,

of apprehension,
self-control,
to
a

coolness,

subordinate

individual

impulses

command.

This

is all valuable for education. Still, "in the reaction from the asceticism of our early college life there is little doubt our athletics have gone too far; so far as
to direct in
a

noticeable
2

degree

the student's

attention that

from
among

his studies." students sports form

Indeed,

it has

come

to pass

base-ball,
almost

foot-ball, the exclusive

boat-races topic

and

other

of conversation
sheet

The
of
the

favorite reading

is the sporting
periodicals
to

newspaper.
more

Some
to

college

give

almost
''Pray,"

space
an

athletics
Don
to

than

literature.

said

Oxford

President
the

McCosh,

after
"are

reading
you

several

numbers of
a

of

Princetonian, institution?"
3

the

president

gymnastic
address in

See

General

Walker's

Report
in

of

Commissioner

of Education,
2

1896"97,
of
vol.

I, p. 705 foil.

Prof.

West

Princeton
I, p. 222.

University,

Education

in

the

United
3

States,

Life ofJames

McCosh,

p. 208.

vSee also

p. 223

foil.

THE

MORAI,

SCOPE.

571
athletic exercises

The

dangers

arise not
as

so

much

from

themselves, admiration days

a

from

their they

publicity
are

in which

held.

and the There people

universal

is in
wish

our

morbid be interviewed,
the eyes
cannot

craving
to

for talked
Many

notoriety; about,
a

to

be

to be kept
man

before he

of the public. realize this

young

thinks

ambition

better

than

by
much

athletic

triumphs. and talent

Thus

by

competitive

games

time

is wasted, is stifled.

much

enthusiasm
some

for higher
colleges,
to it.

aspirations

Unfortunately,

instead
wonder

of checking that boys

this spirit have have

catered their
on

No

ideal longer hero

student. in the

Their
domain
they

changed ideals are

views

of the
no

the

campus,

of literature and
up

science.

The
the end

to whom

look
class,

with the

admiration
one

is not
at
one

leading
of the

boy
year

in the carries
world's the

not

who

the

off the
record"

honors,

but the

"who
contest.

breaks
Many

the

in

some

athletic

of shout of thousands approving of class spectators on the foot ball field to the earning brain is no longer the highest human honor. Indeed prefer
gift in the
muscles
a

eyes

of

great

number

of students,

but
in
are

and

muscular

achievements.
1901,

And

writer
"we

periodical

for September
a

boasted
' '

that

fast becoming
are

nation

of athletes.

The

best educators
excessive

unanimous

in

condemning

this

They foresee the serious dangers spirit of athleticism. that spring from it, to intellectual and moral culture.1
1

On

this keenly

discussed Introduction

of Rugby,
Bishop

with

an

question by the

see

Findlay,

Arnold

Right
"

Reverend

Lord

and

of Hereford. Arnold, Matthew

of physical has

(1897), pp.

exaltation

Thomas Fitch, 23 and 24. it is stated that There pp. 103"108. level as intellectual to the same powers
years

distinction

in

late

seriously

debased

the

ideal

and

572 The
health

JESUIT

EDUCATION.

Jesuits have
of their pupils.1 into pupils

never

neglected
ago

the

care

Long

they

had

of the introduced much

to
as

games various interest all the

a men

their

colleges

and

did

in them.

This

is mentioned
system
even

laudable
who

feature
wrote

of their educational
a

by

in

hostile spirit against

the

the

Society.'2
at
a

The

Jesuits recognized
when they of the
were

importance

of games by

period

little esteemed
and

others.
centuries

"The

schools
are

sixteenth
noted
of the
the

seventeenth
gloomy

in general
the usefulness
the
moment

for their
great

neglect
in

of

hindered

public

schools

land. Eng-

"For
most

type

of school-boy public
also

in favor

with
Mr.

the

British
states

hood of manand is Spartan rather the famous gives

school
are

than
romance

Athenian." of Thomas
one
"

Fitch

that

Hughes,
that
not

Tom
the

Brown's best
on

School-days, of Rugby in

only

side
Some

and

side

life.
made

excellent

remarks

athletics

college

by

Mr.

Canfield pp.
103
"

in

his

book
A

The
severe

College

Student

and

his

Problems,

105. sport

very

criticism

excessive

admiration

of

contained Nineteenth
1

in the

Contemporary
in Spanish,
a

among Review,

the

English
"

of the is public
See
also

Jan. 1902.

Century, document

Jan. 1903, p. 46.

drawn
most

the "The

Society,

contains of

of up in the first years interesting chapter entitled

Preservation
paragraphs about food,

Bodily
it lays

Health

and
about

Strength."

In

seventeen

down sleep,

rules

studies,

clothing,

proper
this

in moderation bodily exercises, document of the Order,

was

and

sufficient

primarily principles
the See

recreation. for the younger written

were

Although members
from

its
to

applied,

as

appears
course

other

passages,

of pupils of the colleges, Paedagogica, Monumenta Fuerzas For

by

with

necessary

p. 68 sq.

"Para

changes. Conservar la

Saludy
2

del

Cuerpo"
in
the

instance
an

Recollections
who

of

(written

colleges"),

p.

apostate 104 foil.

by

priest Bode:

had dem

Jesuit Pupil in Jesuit studied

a

Aus

Kloster,
370

vol.

II,

p. 174 foil, quoted

^L\\^^r,Jesuiten-Orden, p.

foil.

MORAI,

SCOPE).

573
of youth.

this cheerful
schools
on

element

in the

education

The

of the

Jesuitswere,

in this respect,
than
most

conducted
' '

more
a

reasonable well-known schools,

than

principles

of the sport

rest.

It is

fact that in Germany

in the

higher
more

is,

or

was,

until recently,
general

neglected

is expedient

for the
yet,

development German

of

the

pupils.
a

And
college,

wherever

Jesuits

opened

be

it in
,

Freiburg

Feldkirch
everywhere

(Vorarlberg)
they
games,
to
an

or

Sao
and

(Switzerland), L,eopoldo (Brazil),

plenty of

introduced
evident
the

encouraged

healthful
of the

sign

that

it is the

spirit

Society

give

pupils

Of

the
2,

French

Jesuits, the
"Games
in the
and schools

sufficient recreation. Figaro wrote years ago

amusements

(June
are

1879):
place

occupy

an

important
as

of the

Jesuits. They

much

interested hall.

about

about
to

the study
the

The
with
to

place of recreation as the pupils prefects induce

same

the

joinin

games

the

ardor their

they

display

in

stimulating

them de

prefects, written and

Fathers
the

work Nodaillac
. .

at

books.

Two
have

and
.

Rousseau,

history

of games.

Fencing

is honored

in the Jesuit schools. In the three encouraged de Vaugirard institutions at Paris {rue de Madrid, and des Posies) more than four hundred pupils take lessons in fencing
"

under
It is not

the

direction
to

of prove

the

best in
not

tors. instruc-

necessary

that do

English
neglect

speaking

countries

the

Jesuit colleges

this part of training.

1

Kiddle
"Games,"

and

Schem,

The

Cyclopaedia

of

Education,

article

p. 330.
de
Cugnac,

De

Badts

Les

Jesuites

et

^education,

pp. 25"31.

CHAPTER

XVIII.

Religious

Instruction.

The
the

preceding
as

chapter

has

shown

how

painstaking
of their necessity

Jesuits are
Other
training,
a

regards

the also

moral

training
on

pupils. of this

educators

insist

the

differ from essential

training consider defective

but the Jesuits,in fact all Catholics, in a most great number of other educators
namely
on

point, entirely
a

in
the

that

they

base

the

moral

religious without
Incomplete,

education. the

They
as

moral

training

religious

and
one

incomplete.
of the
most most

because
of

it disregards
man.

important
duty

obligations

Man's

first and
on

sacred

is to acknowledge

his
to give

dependence
expression
acts

God,

his Creator

and

L,ord, and

to

this recognition

by

interior and

exterior is
a

of

worship. of
man's

This

is religion.
nature.

Religion

postulate stood

rational the mind

This
founder

thought of the he

clearly

before

of

the

Society
wrote

of
down
to

Jesus,

when

in his
summary
to
reverence

Spiritual

Exercises
' '

this brief

of religion and
' '

Man

is

created and,

praise
so,

God,
to save

serve

Him,

by doing
can

his soul.
as

No

system

cation of eduleaves
fails to

be considered this first duty of man out

implant
man's

harmonious

which and

of consideration, hearts

religion
duty

into the

of the

pupils.
duty

If it is
to

to worship

God,
Him
i,

it is his
from

likewise
manifestation

know

God

; he

can

know

the

of His
His

works

(Romans
Religion

19),
not

and

the

revelation

of

word.

does

consist

in

mere

senti-

(574)

RKIvIGIOUS

INSTRUCTION.

575
recognition
of

ment

and

pious and

emotions, the

but in the

certain truths. knowledge what

truths
Hence

of subjection

the

will to
without

these the

no

religion

is possible

they

of these truths, or let us plainly call them is so hateful : dogmas, are this word although
ear

to the

of the
Dogmas

rationalist
must

and

agnostic

educator
as

of the

day.

be taught

and

believed

the foundation

of mankind
they
may

of all true religion, as the Great Teacher is life everlasting has said: "This that
thee, thou
"to

know

the

only
sent."1

true

God,

and

Jesus
the

Christ
highest
"in

whom

hast
know

It

is, indeed,
him

wisdom
are

Christ and
treasures

crucified/'
and
centre

whom

hid

all the

of wisdom

knowledge."2 of all true

Christ, therefore,
education. of religious
reason,

must

be

the

The
education
sure

knowledge

truths because

is necessary
it is the

in

for another of

only
true

foundation education of Christian

morality,

moral

is possible. thinkers. schools

they

and This
I know
cry
out

without is the

it
firm

no

tion convicof
an

the champions against such

we

the

"unsectarian"
and

assertion, teach

ask
dogmas,

indignantly: moral

"Can

not

ethics
'

without
Reason,

principles

without and
our
answer

religion?' innermost

history, give
'

daily experience,
a

conscience
:

stern
cannot

and
teach

emphatic

to this question

'You

it effectively

All motives satisfactory result." of of duty, welfare of the comself-respect, honor, munity, .sense deter from man a more etc., may certain
and with
any

crimes, revolting fierce temptation,

1

but

they

will not
neither

hold
disgrace

in times
nor

of

when

civil

John
1 Cor.

17, 3.

2, 2 ; and

Col.

2, 3.

576 punishment ''Father

is

JESUIT
to

EDUCATION

be

feared.

How

well this, when weighty

has

the
left
:

of this Country"
as
a

expressed

he

to his people

sacred

legacy indulge

these the

words that ever Whatrefined and

"Let

us

with
can

caution

supposition religion.
of
reason

morality
may

be maintained

without
to

be
on

conceded minds

the

influence
structure,

education experience

of peculiar forbid in
us

both
can

to

expect

that

national

morality
"

prevail

exclusion

of religious

Another
even

great
more

military
strongly
on

and
this which
"I

ciple. prinpolitical leader

has

spoken

subject. Lord
he
never

Mahon the

writes Duke

of

conversation

had

with
forget

great

of Wellington: and
energy

shall

the earnestness

[the
advise
care

Duke

education,
a

he of manner with which mere of Wellington] deprecated secular / doubt if the devil himself could adding,

worse

scheme
are

of

social destruction."
he

"Take
December

what
23,

you

about," speaking
you

exclaimed of the
new

on

1840,

when

Education
on

Act;

"for
you

unless
are

base

all this
up

education
so

religion,

only

bringing

many

clever

devils.
proves

"

The

educational
after

legislation
many

that

England,
at length

of the year 1902 decades of experimenting,

truth
of
the
warning

has of her Alas,

have

realized leader. important forgotten

the

distinguished
that the most

words

of Washington
country,

been

practically

in this

and

that the exclusion

of religious teaching
one

from

the schools

has
the the

been

made

of the

fundamental

principles
a

of
that that

national

system

of schools,

in such
has
the

degree
insisted
Duke

Catholic
1

Church,
Stanhope's

which

all along
with

I/ord

Conversations

lington, of Wel-

London,

1888, p. 180.

RELIGIOUS

INSTRUCTION.

577
of Catholic

it

was

its duty

to

educate

the

children
was

parents
as
an

in the truths
enemy

of their
country.

religion,

denounced
the
more

of the
Protestants

At

present

thoughtful idea and is the

begin

to acknowledge

that this

only true one. infidelity has opened

may

The
the
to

spread

of immorality
J

eyes

of many.
one or

We
utterance

be

allowed

quote
on

other

recent

of non-Catholics

this

subject.
Seminary,
1902:

Professor writes

Gates, of the Biblical the

problem
growing

Chicago

Theological
September

in

World,

"The
of the
educator

great
race

of life is education.
all the while,

The

mind

is

and

it is for the
are

to see

that these

mental
But
no

powers
man's

developed

in the

right

direction.
religious mysteries heavens
nature

education omitted.

is complete
may

if all
the

instruction

be and

One

know sweep
secrets

of science with

literature ; he
or

may

the telescope,

peer

into the

of

; but if in all this he see with the microscope he is but poorly God, Now not after all. educated do we find ourselves, as we where confront this phase

of the national education questions

as
1

to

problem? be proud
meet

We of.

have
Never

system

of public various stood underdoing

:

have
so

the well
system

that

the

teacher

been

to-day.
this

But

what

is this great

On

Father

Poland,

in Am.
pamphlet.

Cath,
"

subject see the following recent publications False S. J., ''True Pedagogics Ethics," and 1899; April Quart. Review, also as separate
Campbell, Messenger,

Father

S.

J., "The
November

Only

True

can Ameri-

School
same

System,"

1901,

author's

id., May

Teaching in French article : "Moral Further, 1902. Father Conway, S. J., The
"

the and Schools,"

Respective in
-

regard Father Moral

and to Education.
Cathrein,
ohne

Rights

Duties
New

of

Family,

State

York,

Pustet,

Church and 1890, pp. 34-60.

S.

J., Religion
Freiburg

Gott?

37

Gibt es eine oder und Moral, 1900. and St. I/ouis, Herder,

578
for
the

JESUIT

EDUCATION.

religious nothing."

instruction

of

our

children?

Practically

It has

been by

said time
the

and

again school
must
see

that

religion

should family. tion instruc-

be
Yet

taught
every cannot

Sunday
man

and that

in the such

thoughtful

be

but

insufficient.
1902,

The

Biblical
the

World,
religious

in

an

editorial, October and

moral the
:

asks

whether

education

is
and
so

through

Sunday
"It
more no

school been
clearly longer

achieved adequately the home, and it gives

this

answer

has

assumed,

but each
the

ing passcase.
.
.

year

shows

that

this is not

The
and

home the

feels

the

necessary

responsibility,
the

Sunday

school for

has

neither

time

nor

the

instrumentalities

adequate of

instruction. religious
from

And,

in

addition, education

the

divorcement
the

secular
the
two.

destroys it
seems

vital relation
that the

between

Therefore,
as

certain adequate

ideal of education,
of education,

well

as

the

only

method moral

is
the

to

establish

religious

and
we

instruction
then

in

common once

schools.
more

And
with

shall
the

find

ourselves

in accord
and

status

of instruction

in

England
A
few

Germany.
ago,
Mr.

' '

years

Amasa

Thornton
Review.
to solve

spoke he
are

similarly said: these: and and

in the

North
which

American
we

There
then

"The
How

questions
can

have

the

present

decline
and

in religious
can
a

teaching

influence

be checked; be increased cities of the and

how

such
as

teaching

influence
the great

to such

point

will preserve

next

century

from
can

depravity, be expected

degradation, of the
adults

destruction
Mr.

What

family?"
of the of the

Thornton
age
are

rightly
not
as

adds:

"If the
as

present
hour

religious require,

the

needs

and

of the

future

will the

RKLIGIOUS

INSTRUCTION.

579
training
if they
In

children
receive

receive
none

the

proper in the
do
not

religious home
even

except
of children

circle ?"

fact,

thousands
at home.

learn

short
one

prayer

The
blunders

writer

then

declares

that

of the

greatest

that have

been

made

in this country schools.

is the failure of teaching

He then

religion

in the public

pays

"The

Catholic
the
way

striking tribute to the Catholic Church. has insisted that it is its duty Church
children
as

to educate

of parents

of the Catholic truths

faith

in such
mind.

to fix religious

For

this

it has and
of the

been

in the youthful by the nonassailed have been charged and York

are

Catholic
with

population,
enemies

Catholics

being

liberties of the

people

the flag.
can

Any
that

careful observer

in the city of New

as
a

see

the

only

people,

class,

who

teaching future

the children

in the way

that

for the
a

although

best civilization, are the Protestant of the firmest kind,

to recognize

will secure Catholics;

I believe for
us

the and the

time lay

has

come

this fact, and

all to
meet

aside

religious
' '

prejudices and
of Northwestern

patriotically

this question.
Professor recently

Coe
a

University
in

quite
:

said in of Roman

lecture

delivered

Chicago

"The
and

position education,

Catholics
their
are

in regard

to religion

and

policy

in

the

establishment

of
cor-

parochial
roboration

schools, of this

absolutely

correct.
to

For
the

Philosophy
principal
says

of

I refer you opinion Education, Arnold by Dr.

work

Tompkins,
in which
end of

of the
2

Chicago
character

Normal

School,
proper

he all

religious
' '

is the

education.
1

North
the

American

Review, World,

January

1898, pp.

126-128."

See

also
2

Biblical York

November

New

Freeman's

Journal,

1902, p. 323. January 24, 1903.

580

JESUIT

EDUCATION.

The
because
true

Catholics
they

object to

purely

secular
of

education,

consider

it subversive of ''the
"

religion
of
so

and

morality,

subversive

pillars
It is not

human
much

happiness what
them

and

is taught

national security. in the non-sectarian Catholics,

as

schools

that renders is not taught omits

an

to objectionable
cannot
as

what

and

be

taught.

An

education

which is

Christ

its central

and

informing

principle

unchristia

education.

Such

an

directly

teach

wrong

principles, pupils,
yet

not may education directly undernor mine

the

faith

of the

it does

nothing consequence of

to

protect
of

and

strengthen
must

it. be

The
the

inevitable
weakening

this

neglect in
an

faith,

in which literature and the whole domestic and and social life are infected by agnosticism does As the non-sectarian a new school paganism.
especially
age
cannot and it is clear that

not

counteract

these

baneful

tendencies, is
a

the
a

education
one.

which

it imparts

defective,
Not

nay,

false

unfrequently,
what is taught

however, in

Catholics

must

also
and

objectto
colleges. oral and

non-sectarian
to

schools

It is impossible

avoid

in text-books

and

instruction, natural

in the

teaching

of history,
to

literature,
most

sciences,

all allusions

questions
does the

closely

connected

Church
examine the

How with religion. fare in such references?

olic Cathonly
to

One

need
schools,
must

text-books
that
a

used

in

many

become
against

convinced
the

Catholic
contained

parent

protest the

statements

therein
the

about

Church,
orders,
their

its history,
etc.

its worship,

Papacy,
grow

monastic
weak

But

if Catholic

children

in
practices,

love they

of the

Church,
gradually

her

institutions
their

and

will

neglect

religious

REUGIOUS

INSTRUCTION.

581

duties, moral latest

and ruin.

fall How

prey well

to religious

indifferentism expressed

and

has
for

this been the

in the
of

''School

Order

Higher

Schools"
has

Prussia:

"Catholic

religious

instruction
youth origin them

the

specific task

of grounding

Catholic
divine
to

in the conviction of Christianto

of the truth
*ity and
the

and

the

Church,
steadfastly

and

teach

preserve,

foster, and

profess

this conviction
on

by living
the solid
of deepcan

in and

with

foundation rooted religious

Christ and His Church. Only of a definite religious knowledge,

and

conviction

loyalty

to

the

Church,

instruction
last
or

try and

expect

to fulfil that

other,

by

no

means

least important, fully and

part

of its task,

viz., to accomplish and the

permanently pupil.

the religious

moral

elevation
the
as

of the

According
on

to

Catholic

teaching,

truly
the

moral
divinely

life rests attested

and

ence obedi-

to the

Church,

and
a

exponent

of God's

ordinances, against

guardian herein is found

special

protection
of the
' *

the
age,

false
which

and

perverse
the

aspirations

modern

endanger

moral

order.
this
the
reason,

For about
to
our

what

an

English
has also
R.

Catholic
an

said

schools

of England
Dr.

application
of

country.

Windle
of

(F.

S.), speaking
the fact that in
our

the

"Present

Needs
among
we

Catholic
things:

Secondary
"By

tion," Educawe

said
are

other
are

Catholics,
to those
one

circumscribed
own

choice

of

schools
to

of

our
on

faith.

...

I should
my
own

like

add

word
Born

this

subject from
up
a

experience

and great

brought
public

Protestant

was

educated

at

school, and
even

for which

I still

retain considerable
1

respect,

affection;
15
"

but

Lehrpldne

und

Lehraufgaben,

1901, pp.

16.

582
to say

JESUIT
a

EDUCATION.

wish

with

due

sense

of responsibility,

that the

Catholic public

parent school

who

sends

his and

son

to

non-Catholic
a

deliberately
him
grave

without almost

shadow

of

justification exposes
his faith, and
to the

to the

certain

loss of of

danger

of the corruption

his morals.

' '

The
religious

attitude

of Catholics

towards

the

question
very

of

instruction
Protestants
not
a

in school that
commit
now a

is, therefore, advocate serious

clear.

Of

those

religious

structio in-

few
sort

mistake. which

They
will

recommend suit all and

of religious
none, an

teaching

offend

"unsectarian, style it.

national undenomia

religion," does
not

as

they

Such
as

religion does
not

exist,
the
name

and

what

is taught

such been

deserve

of religion.

This

has

emphatically of

stated

by

many

distinguished opinions.

Protestants

widely educators
some

differing
we

religious

Of

American
who made

mention
noteworthy of most

President
statements

McCosh
on

very
men

this

subject.2
condemn

Even
the

teaching

of

an

liberal views advanced "undenominational"

religion.
who
years

Professor

Ziegler

of the University

of Strassburg,
wrote two

is

not

in the least "clerically

biased," "A

ago

in his

General

Pedagogy:
one

knowledge
part
to

of the
of

religion culture,

in which and

is born

forms have

general

the

state

would

look

after this
But

part here

as of education, the Church enters

after all the

as

rest

(sic!).
her

the instruction

in religion
an

competitor, be imparted

demanding
to

that

to her views; according in religion, which

1

undenominational

children tion instruc-

is advocated
September
"Boston

by

some,

is

non-

The

London
his

Tablet,
on

14, 1901. Theology," in the

See

remarks

sixth

chapter

of Christianity

and

Positivism.

RELIGIOUS

INSTRUCTION.

583
"

sense

for

every

religion volume passed

is
were

denominational.
we

It
unsparing

would

fill a

large

to collect

the

criticism
on

within

the

last thirty

years

"unsectarian"
men

religious

teaching
among

by the them
2

most

enlightene

in
and

England,
Lord

statesmen

like

Disraeli
a

Salisbury.

An

English
thus

agnostic, described
result

member
the

of the London by system adopted

teaching has
or

School
this

Board, Board:
a

"The
new

of unsectarian of religion

is to

form

which

nothing other

establish in common

Historical
teaching.
one

Christianity
By

any

form

with of Christian
any

taking

away

everything something

to which

objects,they
They
and

leave
say

which

is really

worthless.

Catechism,
own

Creed

and

will have no Creed and no is his teacher the result is that every The his own Catechism. result of
they

unsectarian should think

as
' '

teaching

is

colorless residuum,

which

Christian

be as to would objectionable the earnest it is contemptible to the unearnest believer Other

English

writers

were

even

more

severe

in their
"a

they

called "lifeless, boiled

' '

of this system, condemnations which "a beast," monster," moral misshapen

down,

religion.

Needless
a

unreal teaching mechanical, of Catholics to say, will always teaching

of

objectto

such

maimed

Protestant

advocates

of religion. religious instruction of the Bible

as

quently fre-

consider and
as

the reading

sufficient,
religion
there
are

the only

admissible
However,
errors.

means

of teaching

in the schools.
several
1

in this principle
We
must

serious
Allgemeine

first mention

recent

Padagogik
Review,
May

(Leipzig, 1901), p. 107.

1896, p. 808 foil.

2
3

Fortnightly Id., p. 814.

/"., p. 815,

584

JESUIT

EDUCATION.

utterances

calling
as

for the

restoration
a

of the

Bible

to

the schools

literature^ as

means

of literary culture.

The

National

Educational
in the
summer

Association of
1902,

that adopted

met

in following

Minneapolis

the

resolution:
the with is rapidly

"It

is
as

apparent
a

that

familiarity
of literature

Bnglish
decreasing

Bible

masterpiece
the

among
a

pupils

in

our

schools. regards

This
the

is the Bible

direct result of
as
a

conception

which
and
some

theological from

book
the

merely,

thereby
states

leads
as
a

to its exclusion

schools
We

of

subjectof
a

reading

and

study.
sentiment

hope

and

ask
as
now

for such

change

of public
encourage

in this regard Bible,

state

will

permit

and
name

the school studied

English
laws
as
a

honored

by

in many read and

and

constitution

to be

literary work side and with

in

of
the

the

highest and

and
prose
"

purest which

type,

side

by

poetry

it has
a

inspired
is, of
course,

large

part formed.
useless from

Such

study

practically
moreover,

the
a

religious

point

of

view;

and scheme

this

is

more

serious

objection
and

against

the

advocated

by

the in

National

Educational
mischievous degradation

sociatio Asin of

it is wrong
its consequences.

principle
a

It is
to

deplorable it
on a

the

sacred

volume

put

par
as

with
the

profane
dramas
scheme
to the

writings,

be they
or

of the the

highest

type,

of

Shakespeare
would Bible.
tend

poems

of Tennyson.
the
reverence

This

to destroy
no

entirely

due

Besides,
of the
to

literary study
contents
an

is possible
works

without

explanation
is absurd
1

of the

studied;

but

it of
the

attempt

explanation
August
in
the

of the
"

contents
See

The

Literary
B.

Digest,

2, 1902.
New

also

Rev.

Thomas

Gregory,

York

American

and

Journal^ January

11, 1903.

REIylGIOUS

INSTRUCTION.

585

the

Bible

Rightly
not

on trespassing ground. religious without has the Biblical World observed that culture is

the chief end

of

man,

nor

the

primary
are
a

function
masterpieces
more

of

the

Bible.

The

biblical

books have

indeed much

of literature, service
to

but they

portant imis

render

to the

world.

The

Bible
a

first of all for religious

to

and

moral

instruction,
We

guidebook
agree
to

religion

and

morality.1
so

perfectly
not
as

with
manner

the

Biblical
of reading
In
an

World
the

far, but which

the

Bible

this review
1902,
we

vocates. adread: from merly for-

editorial,
the

October
is generally

"The
the

fact that public it

was

Bible
of the

excluded
where

schools used
to
.

United

States,

as

book

of devotion

and

tion, instruc-

disregard be attributed to a growing of This situation has been created by the religion. for if friends of the Bible rather than by its enemies; have Bible the friends of the among agreed could is not
.
.

themselves the schools,

as

to

how

the

Bible would

should
have
But

be taught
secured
to

in
the
pass for

their

influence

continuance that

of such Bible
was

instruction. used
in the

it came
not

the

schools,

only

general the

ethical religious and inculcation of sectarian

teachers

instruction,
and

but

also for ideas. which of the Bible the for of

theological in
a

Protestant

taught

the

Bible
and

way

antagonized several
to the

the

Roman

Catholics;

teachers the

Protestant

denominations their
own

interpreted point by
of view.

children
money

from
which

But

public
the

is raised
common

general
comes

taxation

support

of the

schools
creeds

from

men

widely and
i

differing

ecclesiastical be used
October

and

connections, of

cannot The

therefore
Biblical

for the

dissemination
foil.

World,

1902, p. 243

586

JESUIT

EDUCATION.

sectarian
now

tenets."

The
and

writer

then

asks:

"Can

we

teach

religion
same

morals
time

by

means

of the
sectarian

Bible ideas?

at the without The Bible is not

teaching
Roman

sectarian;

Catholics
claim

and

all mal forworship

Protestant

denominations

equally

it.

The
and

creeds
which

and have

the
grown

systems

of government in the centuries

they
are
a

up

of Christian

history

are

post-biblical;
the fundamentals

superstructure,
as

built upon in the

of Christianity

recorded

Bible.

Can

we

get

beneath

regulations, religious

and moral and

mulation ecclesiastical forliturgies to a fundamental practice

upon

belief
can

and
agree,

which
can

all
to

Christians promote?
.

which
that

they

unite

We
an

believe
era

sectarianism

is fast disappearin is
near

that hand.
...

of unity

in essentials
the
way

at

In

order

to restore

Bible
"

to the

schools which Bible, ing, teach-

it must
accords

be
with

taught

in the

right

the

way

the best modern

science

knowledge and

of the ethical

the best modern and

true

of religion

the

best

Christian
wherever

Christianity
between
want

spirit which it exists, and

recognizes is able
' '

to
l

distinguish
We

essentials
to comment

and
on

non-essentials.

do not

all the latitudinarquotation, but

confine

ian

statements

contained
to

in this

ourselves

the of

following

remarks.
the

First, that
of
true

religion

consisting
without
It is
a

merely
formal
or

''fundamentals
is
no

Christianity
religion. which

creeds,"
a

distillation all
the the

dilution

ity of Christianinflicted
of undenominational that "the

deserves writers
on

castigation
monster

by

English

"moral

religion."

Secondly,
and that

it is said
Roman

Bible
1

is not

sectarian,

Catholics

and

Ibid., pp. 243 and

246"247.

RELIGIOUS

INSTRUCTION.

587
it.
"

all Protestant
they

denominations

claim

But
a

how

do

claim
and

it?

Surely

not

merely

as

source

of
as

"general document

ethical religious
is supposed
It is
as

instruction,"
to

but

the

which
tenets.

prove
now

their
as

particular
ago

religious what
the

true

centuries
expressed

Reformed

theologian
:

Werenfels

in

his famous
Hie

distich

liber est in quo quaerit Invenit et pariter dogmata

Within
one

sua

dogmata
sua.

quisque;

quisque
to read

book of his
to

each

seeks

The And,
The

tenets

private

creed.
so

strange

tell, each

selfsame

words

reads all doctrines

well
spell.

Hence
ever

it is unreasonable

to expect

that

the

Bible
or

will

be

taught

without

"sectarian"

bias,

that

in

future

it

will

be
the

taught
Roman

by

Protestants

without

"antagonizing

Catholics."
to

The
Bible in

objectionsof
by

Catholics

the

reading

of the

undenominational

schools
may

Catholic
First,

children,

quented freare which briefly be summed

must

up

as

follows:

the

Catholics

ask

which be
the the

translation

of the

Bible and

is to be used.
Douay

Is it to

Catholic
Protestants

Rheims
would

version?

To

this

undoubtedly Against
Bible of this of

object. Then
the

the
must

Protestant

Bible? For
errors

Catholics

protest.
numerous

the

King
"

James
this
was

contains candidly

translation of the

by admitted by no errors
great
extent,
On this

the
means

authors

Revised
errors

Version which, Bible

so

3
"

insignificant, in rendering
the

to
as

consist

the

to

subjectsee
by
the

beautiful
H.

little book

Chapters
York,

of Bible Study, 1895), especially

Reverend
XX.

J. Heuser

(New

chapter

588

JESUIT
Protestant

EDUCATION.

justifycertain
Catholic
away

tenets

and

to

doctrines.
some

The
of
these

Revised

Version

antagonize has done

with
not

but
the

with

all that used

the
are

objectionabletranslations, Hence justlyoffend Catholics.

in the public schools is "sectarian."
Catholic books as acknowledges in the Protestant Bibles
reason

very

version Besides,

canonical
as

which

rejected
this

apocryphal,
cannot

and

is another

why

the

Catholic
Bible. giving hands
that
"

the reading of the Protestant approve Secondly, the Catholic Church is opposed to complete and unabridged
reason

the

Bible

into

the
one

of children. testifies to
the
cannot

The
great

for this attitude wisdom

is

pedagogical the thought

a

of the

Church.
sacred
the

She
of books

bear

that the most

to

should
or
a

become
of

stumbling-block
the unholy

innocent,

means

gratifying
are

curiosity who

of vicious

youths.
matter

There
side with
one

earnest

tants Protes-

in this

the

Catholic
that

tice. pracof
a

It may Protestant

suffice to quote of the of in among

testimony,
namely

educator

first rank,
one

sor of Profes-

Schiller,
schools
causes

Director
teachers

of

the

best

training of
one

for
of

Europe.
students,

Speaking
he He
most

the in

impurity of the

finds

the
a

reading

unabridged
has

Bible.
that

affirms that deplorable

girls, sprang

large

experience habits the

among

proved pupils,

vicious

boys

and

up

in

first place Bible,

handed

from the

the

reading
and

of certain

sages pasof
the

of the which
were

selection
as
a

knowledge
among

down he

tradition
can

pupils.
avoided opposite

This
by

danger,

adds,
school

be Bibles
We

so

easily
the

preparing
seems

special

that

practice

unpardonable.

think

it

well to quote

the instructive

passage

in the

original in

RELIGIOUS

INSTRUCTION.

589

note,

adding
the

here

that the Catholic school

Church
l
"

taught

Bible

in such which Bible

editions.

all along There is a

to oppose

third consideration
the reading

prompts
as

Catholics
by
most

of the

advocated

tant ProtesIs the

educators. Bible
comment, to

It is the

following

question:

be

read

with

is this

comment? without Protestant Catholic? or

Protestant
comment

or

If with

Evidently
offended.
Now

either

Catholic
without is
very

or

would and

be

Therefore,
this
reading

explanation!
as

almost

useless,

the

young

will

understand Disraeli, this

little of the

meaning has

of the

passage.

the

English
"I

statesman,

justlyridiculed
he
says,

practice.
more

cannot

imagine,"
that
as
a

"anything

absurd
note

than
comment,'

teacher

should
a

read

'without

and

it is called, should
note

passage

from
to

the

Bible,
it.

and

that children

be expected
comment'

profit by

The

'without
to ward

and

people
to

in their anxiety forgotten

that,

have

seem off proselytism, if there is any in the book

demands world which it is the Bible. And

1

more so,

than another, explanation if nothing else is possible

Grund
einer

"Es

darf

doch

hier

auf

nicht

unerwahnt

bleiben,

dass

iiamentlich

Erfahrung reichen die Bibel iu ihrer

Gestalt fur die SittenreinGefahr eine grosse urspriinglichen ist. Ks ist mehrfach heit der Jugend konstatiert worden, in mannlichen dass die Onanie (self-abuse) und weiblichen

Schulen
stellen

durchaus angelehnt
unter

zunachst hat,

sich

an

die

I^esung

von

Bibelsich dieser

deren

Auswahl

und

Kenntnis
Man

traditionell Gefahr
von

der

Jugend
so

fortpflanzten.
als

kaiin

insofern

leicht
schon

entgegentreten,

die

Herstelluug ist, dass

Schulbibeln

erfolgreich

man

Bibel

begreift, nicht den Schulern

man noch wie in die Hande geben

geschehen immer die

kann."

ungekiirzte Schiller,
3.

Handbuch
pp.

der

praktischen Pddagogik

(Leipzig, 1894,

ed.),

171"172.

JKSUIT than would, read

at

EDUCATION.

such

feeble

and

useless of the

in the
all." in

interest

as this, I compromise it Bible itself, not have

And

then

he

adds:

"I

am

great I

believer
wonder read
most

the

old-fashioned
those
not.

Church-Catechism.
sneer

whether

that
It

at

it, have

always
a

it.

fancy

is, rightly
without
' '

interpreted,
interpretation,

practical
worth

document,
or

but

not

teaching

learning.

As
widest
the

is to and

be

expected,
sense

religious received
a

instruction
prominent of

in the
place in

fullest

educational

system

of the
calls it

Society
one

Jesus.
most

The

first rule of the obligations of learning

to

Ratio

of the teach
men

tant impor-

of the Society
a

"to

all branches

in such

manner

that love
of

should Creator

be

led
and the is

the

knowledge

and in and

their of
the
the

Redeemer;"2 Prefect

and

the

rules

Rector,
same

of Studies,

the teachers,
the

duty

inculcated. old

As

regards

reading
ever

of the
set her

Bible, the

prejudicethat

the Church

face against

it is unfortunately

non-Catholics.
the reader
of

vast still alive among numbers of For our it suffices to remind purpose
was

what in

said

in

former

chapter,
were

namely,

that in

Jesuit colleges
classes the

the

Gospels
and
the

read,
of the
But

the

higher
in the

Gospels

Acts

Apostles

original

Greek.3

"great Jesuits were all, the above always ' believers in the catechism. Catechetical instruction
'

was seem

This may a week. prescribed in all classes once it should be remembered rather little; however,
1

Reminiscences, 1896, p. 814.

quoted

in

the

Fortnightly

Review,

May
2

Reg. See

Prov.

1.

above

pp.

121"124.

RELIGIOUS

INSTRUCTION.

591 in the weekly

more

that

there

were

religious

instructions
and, which
was

meetings

of the

Sodalities,

is still

important,
a

that the whole

teaching it may

permeated
that added full hours week.
In

by
in
are

religious

spirit.

Besides,

be
two

many

modern
to

Jesuit

colleges

devoted

religious

instruction

every

the

lower
classes and
a

classes the
a

catechism
explanation

is explained, of the is given.

in the higher

fuller

Catholic

dogmas
an

course course

of apologetics
was

Such
by
as

apoloGerman

getical province

recommended of

the
as

of
our

the
age

Society
an

Jesus

early
treatment

I82I.1

That

in

apologetical

of
not

the be

Christian

religion

is absolutely words

necessary

need

demonstrated.
' '

The

of the

Apostle
one

St. Peter: asketh had,

than when
you

Be

ready

always
of that

to satisfy every

that

reason never

hope
a

which
more

is in you,"2
important

haps, perin
the

before

bearing
a

this age

of omnivorous

reading.

At

time

literature

of the

day
and

is largely
when

infected

by naturalism

and

agnosticism,

anity principles of Christiin so many it is cerare subtle forms, attacked tainly instructed lest one's to be well own necessary
the

faith be tainted ready

the
name

by

the prevalent

scepticism, the attacks

and

to be

to

defend

this faith

against

made

in

of progress,
can

modern

philosophy,
only

and
a

science.

This

readiness and

be

obtained

by

solid

catechetical

apologetical training. from instruction was, Catechetical

of the love to the
1

the

very
a

ning beginlabor of
of 1540
et

Society,

special ministry
the papal

and

Jesuits.

In

approbation
in

"Instructio
sit

catechistica,

praecipue
contra IV,

Humanitate
errores

Rhetorica,

ad

praeservandam

modernos p. 360.

juventutem
2

accommodata" I Peter 3, 15.

Pachtler,

5Q2

JESUIT

EDUCATION.

it is said that the

Society

was

instituted for the in

for "the

agation propof

of faith, and children and

ignorant

especially

instruction

people beautiful

Christian
on

doctrine." the
'

Father

Sacchini

has

chapter he

ing 'Teach-

of the should

Catechism,"1
languages

in which
and
grammar

says

the
great

Jesuit
gence, dili-

teach but

with
and

with

far greater
is the

devotion of

chism, alacrity cate-

"which

grammar

Jesus

Christ." this
a

An
"Among
view place

American

prelate wrote orders

recently

on

subject:
special the first
of

religious
the

established

with

toward
must
. .

religious

undoubtedly

education be assigned

of youth,
to

the

Society

Jesus.
himself

St. Ignatius
after the

himself papal

set the

example.

The

first forty days

to the
no one

instruction

told that

would
comes

come

he devoted approbation When of children in Rome. to his class, he answered:

my

'If only of
an

one

child

to

catechism,

it is enough
followed
the

for me.' audience example of its founder with

and
a

The
a

Society

hitherto

unheard

enthusiasm.
most

The

Jesuits,moreover,
in hundred

of zeal developed

meritorious
not

activity
one

works,

less than

catechetical writing been and fifty having

during the first century published of their existence. The catechisms by Bellarmine composed and Canisius
soon

displaced

catechisms
from the

2 Indeed, the writing of all others. has been one of the glories of the Society first decades Dr. Knecht, of its existence.
' '

Coadjutor
catechetics,
1 2

Bishop affirms

of

Freiburg,
"the

an

eminent

writer
has

on

that
13.

Jesuit Order

un-

ParaenesiS)

art.

Spirago's
Rev.

Method
Messmer,

of

Christian
Bishop

Doctrine.
Bay,

Edited
Wis.

by

the

Rt.

S. G.

of Green

(Ben-

ziger,

N.

Y.,

1901.)

RELIGIOUS

INSTRUCTION.

593
' '

doubtedly catechism
many

produced of the

the

greatest

countries

celebrated for centuries,

catechists. Bellarmine2 was

even

The
in

used
among

at

present

also the French, nations. Of great fame were Auger. L,atin and Greek of Father Edmund catechisms But all were by that of Peter Canisius, the surpassed

Romanic

first German all writer

over

Jesuit; this catechism

Europe.
of

was

used

extensively

The
many

and

founder
some

of this eminent deserve to be colleges

works

treated at

length. instruction
the

Catechetical
beginning of

had

been there

given

from

the

Church,

and

existed

works

the clergy in this sublime which guided office. The idea of placing a summary of Christian doctrine in the hands of the people and children, appears to have been

first expressed

in

letter of the

great
"

Gerson,

cellor chan-

of the University of Paris (1363 1429). The firstknown was the one summary of this kind lished pubat the order of the synod of Tortosa in Spain

(1429). The
was

first German

catechism,
a

so

far known,

that

Miinster
published
this, other
Protestant
1

of Dederich in Westphalia,

Coelde,
printed

Minorite about

Friar

of

in many

3 There editions. before the Reformation. catechisms

then 1470, existed, besides

Of the
and

works

of this

kind

L,uther's

"Great

Kirchenlexikon, Pope

vol. VII,
when

p. 310

(2nd ed.).
Archbishop
of edition
of Bellarwas

Leo

XIII.,
a

still Cardinal

Perugia,

published
Catechism. of Pius
IX.

revised
At

and
Vatican

mine's
the

the
a

enlarged Council which

(1869-70),it
should
as

wish
that

that

and
mer,

of Bellarmine, for the official catechism /.

3

catechism, be should
whole

be essentially uniform
Mess-

adopted Catholic

the

world.

c.,

p. 536.

Janssen, History
"

of

the

German

ed., p. 48 foil. 38

English

ed., vol. I,

People, vol. I. p. 45.)

(17th

594

JESUIT

EDUCATION.

Small
most

Catechisms'

'

were

undoubtedly
greatest
out

those

that spread

widely and had Catholic catechisms

in point

the
came

influence.

Several
they

shortly

after, but

were,

of language

and
were

arrangement, also either too

inferior lengthy

to that
or

of Luther.

They
The
need

too

difficult.
to

of

new

and

adapted

the

especially Canisius
first was students
one,

in

circumstances Then Germany.

to publish

of the it was,

better work, felt times, was

in
1554, that

began
the

his three
in this

catechisms.1 for the

a

The
use

large

catechism

Latin

of

in

colleges.

After

appeared

shorter

and

finally his small fame

as
a

catechism.

This
are

last established
three

his
hundred before
the

writer.

There
extant

about

different
death had Italian, other

editions

which

appeared

of the author

the work

been

in 1597. By that time into English, French, translated

Greek,
and
many

Bohemian, languages. and

Spanish,
Before

Polish,
1623

Swedish,
existed
In

there

Aethiopian,

Indian,

Japanese
and
name

translations. up

Southern
the

Germany,
century

Austria,
the
2

Switzerland, "Canisi"
was

to

nineteenth with

ymous synon-

catechism.
of this work
can

The
the from
1

merits

best be
which less from
p. 302.
"

judged
the

from

innumerable
Popes
See

recommendations bishops,

it received

and

and

not

violent

Kirchenlexikon,

vol. VII,

Braunsberger,

S.

J., Die
Mo.,

Catechismen
1893." des

des

Petrus

Canisius.

Herder,

St.

Louis,

Spirago's Method,
Volkes,
that there

pp. 532-534."

Janssen,

Geschichte
foil.
"

deutschen

vol. IV

(15th ed.),
no

It is to be regretted

exists

pp. 436 graphy bioEnglish

A sketch

of this great
of his labors
was

Catholic

reformer
recently

January
2

1903, pp.

published 137"158.

and educator. in the Dublin

Review,

Janssen,

vol. IV,

p. 445.

RELIGIOUS

INSTRUCTION.

595

attacks
historian

made

upon

it by

Protestants.

The
most

Italian famous
' '

Cesare
catechism

Cantu

styles

it, "the
the

Catholic

Kven

the

written since Protestant historian admiring it.

time

of L,uther.
cannot

Ranke
a

help
estant Prot-

praising

and

And

distinguished
Professor is without

controversialist
says:

in Germany, of Canisius
to

Kawerau,

"The
same

catechism importance

doubt

of
as

the

the

Catholic

Church

Luther's

was

to

the

Church

of the

Reformation.

It

is distinguished

by

its clear and

lucid treatment

of the

subject and
tone
1

particularly by the mild in which it is written." 1 This

Also

and conciliator}^ "mild conand

Reformers that
"the

Chemnitz,

one

of

the

leading

and

violent

antagonist

of Canisius,
are

acknowledges

catechisms

of this

Jesuit

moderation." Epistulae et Acta, and places

of his
numerous

See

the greatest written with in Braunsberger, his words

mildness

Canisii

vol. Ill,

(Herder 1901) p.
Canisius

writings

811. "In many lays down his principles

"The
me.

that
They
most

we

the Protestants. about controversies with heap frightful calumnies the most upon better, the more loved them the they deserve of them for them
to
err

estants "Prot-

Would
us.

persecute
us,

be

loved,

although

they
I would

hate

because shed
He my

from

ignorance.

gladly
souls."

blood

if I could

thereby

save

their

his brethren in

and

Catholics
; they

in general

to avoid

exhorts ness all bitter-

controversies and

should

modesty
of Christ.

with suffer all attacks (See Janssen, /. ";., vol. IV, is all the
more

argue with holy patience

gravity for the

and
love

pp. 408

"

411.) "This
with
the

moderation
shocking

remarkable

if contrasted

insults
was

Canisius
thon

"devil's

calls dirt,"
a

contumelious with which and appellations by his Protestant loaded Melanchadversaries. his catechism him Others "cynic." a styled the

"cursed

sacrilegious and
a

book

Canisius,"

"heathenish

work,

product

of the of hell."

dog
The

Jesuits are
brood of

styled by Chemnitz hell-frogs beasts, spit

and
up

others

"scoundrels,

perjurers,
a

by

the

infernal
,"

dragon,

vipers

born

of

the

Babylonian

epithets

596

JESUIT
was

EDUCATION.

ciliatory tone"

recommended

to all
as

Jesuitteachers.
a

Thus
teachers

Father
that

Nadal

laid in the

it down

rule

for

all

"both

subjectfor
moderation. should
their

written

exercises should

and

in the with

explanation
the greatest
etc.
,

of the

catechism

they

proceed

Especially
not
use

in

Germany,

France,
epithets

they

any

contumelious

against
style them
"

opponents;
"

nay

they

should
truth
those

not

even

heretics
,

although

in

they who

may

be

such

but

they

should

adhere

to the

Augsburg
etc.1

Confession,
How,

call tants, Protesis Mr.

system

others

Anabaptists

then,

Painter fostered

in justified religious

asserting
and

that

the

Jesuit
?
2

pride

intolerance

Father
to

Canisius
and

gave

also beautiful

instructions
catechism.

as

the

motives
who
to
are

methods

of teaching of

"We
"wish

of the
the

Society
little
ones

Jesus,"
of

he

writes,
the
that
our as

provide

Christ

with

salutary
we

milk and been

of his doctrine.
seek
to

It is their welfare

love

promote.
to
as

To

this end youth

grace
most

has

Society
well
we

instituted,
as

instruct
with of

in piety

as
can

in learning,

far

the

of Christ essential
and of

accomplish."3
a

One

the

qualities of
manners.

good

catechist quality
one was

is kindness
a

of heart feature
the

This
character,

marked

Canisius'

which
summary

attracted

children

to his instructions.

The
gave
translation

of the catechetical has been

/.
c.,

lectures
which do

which
not

he
bear

in

Augsburg
here.

prepp.

See

Janssen,

411"413,
1

441"445. Paed.,
p. 113. Pachtler
III, 470

Mon.

(no. 12), 474 (no. 6).

moderation and 1. p. 411, note
p. 252.

Several

other

documents

inculcate See

the

same

charity. spirit of Christian 2 Education, History of

3

Janssen, /. c.,
see

p. 172;
vol.

above

Canisii

Epistiilaeet Acta,

Ill, p. 777.

RELIGIOUS

INSTRUCTION.

597 words
me;

served.

Cariisius began
"Come
children

with

the
to

of the
I

mist: Psalteach

hearken

will

you

the

fear of the Lord" "Christ, affection embraced

our

(Psalm
Lord

33,

12). Then
the

he
and He

continued: showed blessed

the

loved

children
ways.

his

for them them and

in various defended and

and

them

against

Pharisees

disciples children

(Matth. 21, 15. 16) (Matth. 18, i-io). He

come

against

his

own

said:
to

'Suffer little
me,

to

unto
to

me';

yea

come

to be

structe in-

and

be
who
'You

taught
are

the
not

science

And
with
what
you

to all those

well

of salvation. instructed I speak be

taught

St.
are

Paul:
the

have

need of the need

n.

to

again

first elements
such
as

words

of God:
and

And
not

are

become
meat.'

have

of milk

of
the

strong

(Hebr.
Prophets,
you

5,

12.)
wise
and

Following

examples

of the

of Christ, and
as

tles, of the Aposlearned

then,
ones,

I shall teach

not

but

as

children
and

and

little ones.
heart
; be

Come,

willing
matter

cheerful

of the greatest
and
truly
to

convinced importance for you

sons

with that it is

a
a

to

be
your
a

justly
part,

called
you

be

of God.

On

must

imitate
you
an

the

Child

Jesus, who,
how
to

in

manner,

has

given

example

learn

the

doctrine
even

of salvation,
parents,
there,
see

when

he set

aside
the

all else, left temple. quietly,

His

his
him

and how
and

remained
he

in

Watch listens
to

sits there
them

the
are

teachers,
not

asks

questions.
matters, must
' '

questions

about

silly and

useless
You

things
now manner

of salvation.
ever

but about the great imitate him in this,

simple with and
hearty

and

in the future.
found

This
favor

of teaching
we are

great
to hear

the people,
a

and

not

surprised

that after

few
:

of his
"I
am

catechetical

instructions

Canisius

could

write

598

JESUIT
at seeing

EDUCATION.

delighted
men,

the

good

will of the

people.
set

Even
aside

among

them

persons
come

of distinction,

all
for

other

business

and

to listen to the

instruction

children."1

Throughout
in giving

his life Canisius

found

catechetical family,
the

instructions.

special delight tinguish The son of a disa

celebrated
works,

Doctor

of theology, of the Dilwhose

and

author

of many

learned

the founder Munich,

man

famous

colleges

of Prague, and by
the

Ingolstadt,

lingen, advice
the

Innsbruck,
was

Freiburg,

the

sought

Kmperors
Popes and
"

of Germany,

by
by voted de-

Dukes

of

Bavaria,

by

Cardinals,
this
man

Church

Councils
every

and

Imperial minute
to

Diets the
not

spare children,

humble only

work

of

instructing
where

and
on

that

in the

cities
one same

he resided, of Germany of Christian

In
was

but
to the

his many other, he

journeys,from
performed
the
worn

end work

the

charity
age,

among

simple
out

country

people. toils, this

his

old

when

by

incessant before
that

his favorite

occupation.
year,

A
he

year

his death, his

time
"

in

his

seventy-eighth

writes and

is spent
2

in

"instructing
testimony
at the to

children this work

old

people.
saintly

touching

of the
In
on a

Jesuit is still extant

near an

present

day.
seen,

little village
the gable

Innsbruck old house,

among
a

(Tyrol)
picture

is to be
which whom
was

of

represents he

Canisius
instructing house that,

sitting in
on

children
It

is this
to

their
his

catechism.

before
he

journeys to
which longer
the
on

Innsbruck, has

used

the work perform We have dwelt

1 2

picture
the
vol.

immortalized.
of this
great

labors
Ill,

Canisii

Epistulae
IV,

et Acta,

pp.

623"627.

Janssen, vol.

p. 437.

RELIGIOUS

INSTRUCTION.

599 thousands
over,

man,

because of other

they

represent

so

beautifully what
all the world knowledge

Jesuits have
to

done
the

in
love

their

endeavors

spread

and

of Christ.
Many But other

Jesuitswrote

catechisms
more

after Canisius.
recent
one,

it will suffice to mention a Jesuit Deharbe. of the German

harbe's introduced
was

that Dewas

The

merits

of it

catechism

were

soon

recognized,

and

into

nearly

all dioceses
languages.

of Germany,
It obtained

and
a

translated

into

many

large
In

circulation, order

especially
a

in this country.1

to give

solid

and

efficient religious
catechism
once

structi inor

it is not
twice
Beckx,
a

enough

to teach

week. in
a

The

General
to

of the the

Society,

Father
Minister

letter addressed

Austrian
the

of Instruction,

July
not

15, 1854,
only

maintains
the

following:
among

"Religion
the various according
treat

should

hold

first place and

the

branches,
to
our

but permeate

rule teacher

all, and,

Ratio

Studiorum,
manner

should
of the
some
a

all

subjects
are

in such

that the truths

Now

catechism wise

found
an

in all branches. inspiring

or a

it is
again

then adage, incident, gives

to

thought,

remarkabl

beautiful
occasion

which

the teacher
to

character, to instruct, to warn, such hints often

trait of

and given
make
were

elevate

Christian
and,
as

sentiments;

incidentally
an

it were,
more

accidentally,

impression

all the
manner

expected.

In this

vivid, the less they is not a dry religion vivifies all the sacred
530

and

disagreeable
gives

branch,
it
a

but

rest

of

instruction,

higher,

character,

and
the

See

Spirago's Method,
of this catechism

page
are

foil., where
out.

also

shortcomings

pointed

600

JESUIT

EDUCATION.

makes

the
more

pupil

not
' '

only
1

more

learned

but

also better

and

virtuous.

The

Fathers
of

Jouvancy
all

and

Sacchini
also

say

that

the

explanations
should

authors,
so

of

pagan
as

be conducted
of Christ.

that

they

become,

writers, it were,
times,
are

heralds when

This

is very

important and

in

our

pagan
as

ideas,

principles,

tendencies
human

praised
as

the

spirit of the

progressing

mind, civilization. the the

the

precious

fruit of modern study

may

research

and

From Greeks,
point

the

of the

ancients,
that
a

particularly is
errors, race on

the young

learn

mankind

of going

again

through

circle of
our

which through
long ago

in

retrogressive aberrations

movement

shall lead

all the
overcome.

which
the

Christianity
enticing sirens

has

Against
"freedom
a

of

"modern

progress," of morality,"
from the

of thought,"
salutary

and

"independence
may

most

lesson

be

learned

ancients,

who

in

spite

of their

ments accomplishnot

in art, literature, and

them the remedy for social

politics, could
evils,
nor

find in
of

contentment

mind
made
an

and

heart.

Such
with

suggestions,
great
tact

however, moderation,

must

be

discreetly, occasion nimis in

and

when

quid
often,

Here, too, the old ne offers. is of the greatest import ; if the teacher too

naturally

season

and
the
a

out

of
may

season,

indulges

in pious

exhortations,
at

them

and

pupils loathing

disgust easily conceive for all kinds of spiritual and the teacher should tions, admonihe

religious
not

instruction.
not

Therefore,
pupils observe

only

molest

the also

by too

frequent

but
thinks
1

should

prudence

in those

fit to give.2
Duhr,

Studiendrdnung,
Docendi,
chapt.

p. 104.
I, art.

Ratio

2.

RELIGIOUS

INSTRUCTION.

6oi

The
religious

principles
tone

laid down

by

the

Jesuits,as
recently

to

the been

of

all instruction,

have

emphasized written

by

Pope
on

Leo

XIII.,

in

the

Encyclical
of Peter from
the

in 1897,

occasion
we

of the "All

centenary

Canisius.
elementary Catholic, the the
and

There
to
one

read:

schools,

the

university, main

should duties

be
of the

thoroughly

of the

pastors

of and

Church

is to

safeguard

the

rights

of parents
very

Church

in this matter.
that

It is of the

greatest

importance their

Catholics
not

should

have

everywhere

for
own

children and

mixed provided
one

schools,

but

their

schools,
masters.

these

Let
training

no
can

with good and well trained himself delude that a sound separated the from dogmatic

moral

be

religious

training.
from

To

separate

training

in knowledge
citizens
to

all religious and

pest

influence,
of society

is to form
instead

be the bulwark

bane

of being

the

of their
to

country.

Moreover,

it is not

enough

for youths

but all religion at fixedhours, be permeated by religious principles ' ' their training must Protestant Some educators of the highest standing
.

be taught

have

advocated

system

which

is practically
Professor

that

defended
strongly
' '

by
insists

Catholics.
on

Thus

Schiller
in education. wishes
the
most
are

"concentration

and

unity he

As
given

regards

religious
"who

instruction in his

it

to be

by

one

has

hands
those

important

branches

of

instruction,

which

best suited to influence education," above all literature The is also taken in the history.1 same and view it Prussian Order" "School of 1892 and 1901, where
is said that instruction
1

it is of the utmost is not

rent

importance
the

that religious

from

other

branches,
pp.

but

Handbuch

der praktischen

Padagogik,

237-238.

602

JESUIT

EDUCATION.

intimately

connected

with

other,

particularly
we

the draw

ethical branches.1
another derived, especially knowledge
that argument

From
for the

this

principle

may
can

advantages

which of the
a

be

if education in
the

is in the

hands
where

clergy,2 thorough
to

higher

classes,

of theology training
that

is required needed
such
a

in

order

give

religious

in this stage
course
can

tion. of educa-

It is evident

be followed
reason

only

in denominational

schools. the

For

this

Professor

Schiller
religious
this most

deplores

fact that, in consequence

of

differences,
important and
the

it is almost
3

impossible

to apply

principle. educators
on are

English
who

American
same

not

wanting

advocate

principle

which

the

Jesuits
on

have

insisted for centuries. quite

explicit.
any

Arnold's

opinion

this
us

subjectwas
that

Sir Joshua
which
a

Fitch
would apart

tells

he
the
a

dreaded life of the

theory
as

tend from

to

view

scholar
He

thing

the

life of
any

Christian.
to

protested from

earnestly secular
an

against instruction,

attempt
or

divorce them
as

religious

to treat

distinct parts of sometimes

educational in later
common

scheme.

"The

device

advocated
our

times and
the

for solving

the religious schools

to

difficulty in
the

municipal school the aid

on

by

confining

functions and

of

teacher

secular
or

instruction,
other

calling
to

in

of

the

clergy
at

specialists

give
have fatal

lessons seemed
to

religion
him

separate

hours,
and,

would

to

wholly
conception

indefensible, of
the
"

indeed,
of

any

true

relation
In
one

religious
ser-

knowledge
1

to other

knowledge.
p. 11.

of his

Lehrpldne,
See L.
the
c.t

etc.,

2 3

words p. 238.

of Professor

Paulsen

above,

p. 100.

REUGIOUS

INSTRUCTION.

603 is the Bible

mons

he

said

"It

is clear

that

neither

alone
nor

sufficient to give a complete is it possible to teach history,

religious
and
to

education,

moral

and

political out with-

philosophy,
giving
an

with

no

reference that
rule

the Bible,

education
case,

shall

be anti-religious. without
the

For, in the
application, from
a

one

the

is given

and

in the
' '

other

the

application

derived

wrong
a

rule.
months
a

But

few

ago

the

same

view

was

forcibly

expressed

by

writer

in the

Chicago
is said
to

Biblical be

World

in
the

leading

article which
3

inspired

by

editor of this review,

of Chicago.
most

President
this

Harper
we
"

versity of the Unifind

In

article
:

the
a

following

appropriate present

statements

It is

serious
and their

phase
moral

of the

situation
young

that

the

religious from

instruction

of the

is isolated

instruction correlation

in other of
the

departments

of knowledge. of education

The
is

different

elements

incomplete,

because in

the religious

is received

entire public
the

separation
schools.

and moral from the

instruction
general

structi in-

of the

The
and
rests

facts the upon

of religion
morality.

are

foundation civilization

and truths imperative of

the

Present

religious of

and

ethical

ideas

of the
upon
a

past, and due

the

civilization

the future
and

depends
as

recognition in the and

of religion
growing

morality

essential

factors knowledge
must

fare welof

of humanity.
religious

The
truth

experience

and

moral

and all knowledge ideas of the past, as

1 2

experience.
of the
and

underlie and The events

must

penetrate and
the

present,

be viewed
pp.

in

Fitch, The

Thomas

Matthew
November

Arnold,
1902,

95-96.

Biblical

World,
Digest,

p. 324.

The

Literary

December

27, 1902.

604

JESUIT

EDUCATION.

the

light of
a

divine
power
a

hand

as

the

creator

of the

verse, uni-

divine it, and

sustaining
purpose
us, our

it,

divine

guiding

divine
about

accomplished fellow-men,

wisdom in it. and

our

The
own

physical
selves

world
must

all be morality

interpreted properly

by

religion

truly
It is,

conceived therefore,
of the

and

understood.

impossible
when
the

to accomplish

the ideal education

individual
from

the religious elements the

and

moral
worse

element when

is isolated it is not

other

; still

received

at all by

majorityof
must

the children. together

All the elements into an organic

of education
unity proposes how
the
to
to
an

be
a

woven

produce

perfect which

result."
"may

The
seek

writer
to

then

organization

show

correlate instruction in
the

religious
in

instruction and

with

and -moral history, science,

schools." Beckx the
"

literature

obtained
with page

public

A
on

comparison
a

the words

of Father will
show

quoted ilarity sim-

previous

(p. 599)
of the
the

great

of the views of of

President

of the University of the

Chicago

and
But
we

former
there the

General
is
one

Society
ence differof his

Jesus.
:

think

essential

the

Jesuit draws
namely, that

logical

consequences

principles,

education
; for

should

be imparted schools

in denominational
can

schools religious
other

only

in such be

the moral with

and
the

training
of

harmoniously

united

elements

instruction.
has
how,
not

The
drawn in

President

of the

University
Yet
we

of Chicago
fail to
see

this conclusion.

except

proposed correlation of instruction in the other branches and religious education for our However, is possible. it purpose present suffices to have scholar
shown that

denominational

schools,

the

this

distinguished with
the

can Ameri-

and

educator

agrees

fundamental

RELIGIOUS

INSTRUCTION.

605
tion instruc-

principle

of the

Jesuits,namely,
closely

that

religious
with the

should education. We heard

be

connected

general

elementary

from the said all schools, be under fluence to the university, the inshould that Pope

Leo

of religion, not in the

only the lower

the university

schools. needs

The

student

college

and

the saving

and

elevating
even

influence
more
man

perhaps
course.

of Christianity as well as, and in the elementary than, the boy receives and
assume
a

The
the

who

higher of his

education fellow-men.

is

to become

leader

adviser
to

This
unless

rdle he
he

will not
a

the

benefit

of society of religion. and

to be

possesses
he

thorough
"a

knowledge

Otherwise
both

will be shall fall into the

blind
' '

leader What

of the blind,

pit.

dangers
does

are

apprehended pace with

if the religious
the growth

instruction

not

keep

of secular has
have for

knowledge,

especially

in natural writer: it is not

sciences,

been

"Catholics
an

well stated by a Catholic a the faith and creed, but

men

easy

thing

to

bear

up

against

the

with which superciliousness treats the doctrine of truth

high-sounding
as

philosophy effete, and

or

puerile, school with he

solete. ob-

The
certain

young

man

leaves

college

religious

principles,

and

certain

with ideas of

the Being

and

attributes of God;
physiological

is intended

for

profession
His

to which

science

is preparatory.
;

theological

knowledge

is stationary motion
he

his
to

scientific is progressive.
trace
to

Life and
of

learns
he
a or

secondary
He

causes,

which

before

had gift
to
an

heard

nothing.

had

been
with that

taught

that life is
to

of God,
save

and

that
now

it rests
he

Him

destroy

but

finds

life expresses
to

but

aggregate

of properties,

attached

organization,

and

606

JESUIT for their and

EDUCATION.

dependent organism

exercise

on

the

perfection stimuli,
as

of the heat

the presence electricity.

of certain His religion found that

and
grows

light into
or

and

scientific knowledge is still that

other
causes

maturity;
youth

his
He

of his

boyhood facts he

has

of the
and
from
:

sees,

besides

those

he

knew

before,
hides

the conceit

of knowledge
these
a

and
causes

superiority
are

him

the fact that then

he

themselves

effects
l

and

ascribes

real power and

to his generalizations,

personifies

abstractions,
the

deifies nature.

' '

For
Rector

this of

reason

Irish

Jesuit Father
Dublin,

Delaney,
that

University have he
on a

College,

believes

laymen
"I

should like,"

scientific training in his evidence

in theology.

should

said

before

the

Royal "that

Commission
educated
a

University should

Education
be given
an

in Ireland,

laymen

opportunity

of getting
present

scientific knowledge leaving reviews and and school dealing

of their religion.

At
and

boys
and

find
with

newspapers

pamphlets

subjectsvitally
itself, with of
and
are

affecting
existence
where
are

Catholicity of
a

Christianity
the

the and

soul,
men

existence

God,

these
them

to get the training

knowledge suggested

to enable to them

to meet

difficulties which

in this way?"2 it would be not Indeed,

only place

incongruous,

but

even

education of higher knowledge imparted and neglected all sorts of secular important, is the most the knowledge that which of leavA Catholic youth, the Christian religion. when scandalous,
a

if

Christian

Dublin
we

Review, beg

Jan.
the

1847,

p.

383.
the

"

In

this

connection

would
same

of the

principle

to see reader in Cardinal

beautiful

Newman's

tion exposiIdea a

of

University
2

(pp. 372"380): Quoted in The Review,

"General

Religious

Knowledge."

June

19, 1902, p. 384.

REUGIOUS

INSTRUCTION.

607
to

ing college, against the

should

be well prepared

defend

his faith which

are

numberless
among

misrepresentations about
go
on

prevailing Half
from the

Protestants

things in the

Catholic.
world
arise men laya
"

controversies

which

ignorance
that
are

and
able
to

misinformation;
remove

and

educated

such

prejudicesby
and
occur

correct

statement
numerous
"

of facts of history of this kind

vindicate and

doctrines

and

questions
not

in social

course inter-

only

the calumniated

Church,
men

but

also further

peace

good

feeling

among

of

different

creeds.

CHAPTER

XIX.

School

Management.

Holy

Job
The
he

says:

"Man's
a

life upon is eminently where

earth

is

life of
enters

teacher

such.

warfare." The

moment

his
to

class-room face
thirty
or

thirty
Not

pupils
that

await

him,

he

has

enemies. unfriendly

the pupils
towards
every
one or

cherish their

hostile

even

feelings

master.
some

God
one

forbid ! but
more or or

there

is in

of them

less prominent

defect

fault, which, teacher's

in

whole

the

work

in the
faults,
must
as

in part, will frustrate it is class-room, and

with
so

with

these

defects
the
one

and

many

deadly pupil is

foes, that

teacher

do combat.
one

One
; and

lazy;
there

this is
a

is fickle; that
amount
cease are

stubborn
of ignorance.

considerable
struggle

in all Nor does

the teacher's of class work.

return matter

with
other

the

four

or

five hours him

on

There The
taught

trials awaiting preparation while

home.
to

daily is
a

careful

of the the
correction

be

real drudgery,

of themes

and
this

compositions is the

is very
monotony

fatiguing.
of repeating

Over

and
the

above
same
come

there
year

matter

after year.

At

times,

too,

there
not

may

regulations of the
; for

from

superiors which,
to

suit the

taste

teacher,

do which however, must unity

some

be complied harmony

with

in

order

ensure

and

in any

educational

establishment
over

kind
things

of executive

superintendence

persons

and

is indispensable.

(608)

SCHOOL-MANAGEMENT.

609

This

presupposes,
and

on

the

part

of the teachers, teachers

are

mission subtold

obedience.
to

The
the

Jesuit
Prefect

by their
things

rules

obey

of

pertaining known
as

to studies

and

school insisted

in all discipline. It

Studies

is well
much
the

that

St. Ignatius

on

nothing

so

on

Society
as

The obedience.1 obedience has frequently been censured

as

demanded

by
who

by

men

do not
means.
a

much
In
an

know
or

what

this

obedience

really

army,

in any

department
as

ment, of govern-

similar

obedience

is exacted of right
community

being

wholly
why
not
members

necessary

for the
so

maintenance
a

order;

much

more

in

religious
to their

whose

profess
see

obedience

superiors ?
M. De

in whom L,adeveze
none

they

the representatives
''Military

of God obedience in

said orous vigother

recently:

has

had

but

apologists, than
the

obedience
of

religious

Orders,
rare

Society

Jesus, has had

the

but

and

gent indul-

critics, whilst
ever

obedience
as

of the
numerous

Jesuits has
as
' '
"

been

the

butt
not

for attacks
me

my

readers
1

would
"The

allow
of

to say
says

impartial.

Does
"has rule

Society

Jesus,"
than

Cardinal

Newman,

been

more

distinguished
.
.

any
as

before
well
as

it for with

the

of

obedience.
Communities religious, the

With which

the
are

Jesuits,
their

the

religious and

juniors,usefulness,
the

secular

literature, of the

education,

confessional,
the
care

preaching,
sick,

oversight their

poor,

missions,

of the

have
the

been

chief of
Yet

object of
it may
when
a

ceremonial

devotion

attention; have been

bodily
made

austerities of but

and

secondary
whether

portance. imin
an

fairly

be

intellectual

age,

freedom
greater
the

questioned, both of thought

can

is

so

dearly

prized,
than

penance

be

and of action for the devised

soldier will

of Christ

absolute

surrender
In

of

judgment of

to the

command
ch.

of another."
VIII.

Development

and tian Chris-

Doctrine^
2

The

Open

Court,

Jan. 1902, p. 14.

10

JKSUIT St. Paul

say:

EDUCATION.

not

"L,et

every

one

be

subject to
God:
and he

higher those
re-

powers: that
are

for there
are

is

no

power by

but from

ordained

God.

Therefore,

that

It must not be sisteth, resisteth the power of God." forgotten that passion, especially pride, impetuosity,

and
to

stubbornness
take

frequently
conceits for

blind

and

deceive

man

his

own

absolute

infallible his
sons

dom. wis-

Therefore,
the words
of

St. Ignatius
' '

addresses
not

in
own

Scripture
Indeed,
who

I^ean

upon

thy

prudence."

many

mistakes

by

the

teacher

conscientiously
and the
or

will follows
of the

be

avoided

the regulations

of the

school hand,

the
teacher

orders
who

superiors.

On

the

other

is lacking
most

in submission

will sooner Further, how

later blunder
a

seriously.

can

teacher unless

honestly he

demand

ience obed?

from

his

pupils
is
man

practises in the old

it himself
monastic he
who

Surely,
maxim: has

there
"No

much

truth

securely
' '

commands

but
obedience him school
-

learned

teacher,
necessary

well to obey. therefore, is a means qualification

authority.

Personal
to
secure

of the
most

the

for

effective

ment, manage-

namely,

"
Authority
from
character, How
can

i.

Authority.
influence
over

is power

or

others
moral this

derived
ity. superior-

example, the and this

mental

and

teacher

obtain

influence?
two
we

Father

Jouvancy
on

Father

Kropf

have which

instructive draw
to

chapters
most

subject,from
observations.
especially
I, ch.

of

the

following
three

According
conduce
to

Jouvancy,2
1 2

things
Christ,
ch.

the

Following

of

20.

Ratio

Docendi,

3, art.

1.

SCHOOL-MANAGEMENT.

1 1

acquirement
esteem,
i.

of and

authority fear.
must

by

the

religious

teachers:

love,

The

teacher
must

possess him

the

esteem

of

his

pupils. his

They

respect
must
to

for his

learning
the

and

character. which
he

He

thoroughly

master
a

subject

has

teach. lesson

Besides,

of the before.

day's

should

paration careful preinvariably be made authority,

"

It is most

ruinous
any

for the teacher's

if the pupils
and
they

detect

deficiency

in his knowledge
soon

will

discover and

it very will not

if there
a

is any.
teacher

The
with

pupils
the

cannot

listen to such

are necessary which and willingness for a fruitful study, but also for school discipline. not only Remarks the teacher's about will be passed his inability to handle or the subject;permistakes, haps

respect

bolder
mistakes.
In

pupils
such and

call the
cases

teacher's
man

attention

to

his

the

who

is master
admit

of his
a

subjectcan,
has

mostly whereas
who

will, calmly
the

that

slip

been

made,

teacher

his
to
even

subject,and
keep
down

blunders

is not sure of who frequently, is inclined

frowns,

any

objectionsby
The
result

scoldings

or

punishment.
the

will
may

be

dissatisfaction
to

among

students,

which

lead

serious

breaches As
to

of discipline. his
character, anything

like

passionate haughtiness,
or

or

irritable levity,

behavior,

abusive

language, inconsiderate

whims,

fickleness, peculiarities

idle talk, expression and

once

mannerisms,

of

gesture
as

and

which
other

will defect

strike

the

pupils
or

ridiculous,

any

of
the

mind
keen

character

will

at

be
will
who
man

detected
more or

by

eyes

of the

students
In
a

and

less weaken

his authority.

teacher

is

religious,

the virtues

expected

of

religious

6l2

JESUIT
appear

EDUCATION.

should

in all words
a

and

actions,

and

his whole with

life should the

bespeak

mind

thoroughly

imbued

lofty principles remember

light
works
"

of Christianity.
the

Such
Christ:

teacher

should
your

words
men

of that

"So
see

let
your

shine and
J

before

they

may

good
Heaven.

glorify

your

Father

who

is

in

Indeed,
to gain to

it is absolutely
the

necessary

for him

to endeavor

sincere

esteem

of the students, for any other

a

not

in

order

selfish purpose, class of petulant

2.

gratify his vanity, nor but in order to manage

and mischief-loving
must

successfully

youths. gain
the
see

The

teacher

strive to

of affection

his pupils.'2
for
over

their

he will obtain if they if he possesses advancement,

temper, While

This

him

eager

the

mastery
or

his

own

if he
kind
earnest

never

appears obliging
grave

suspicious

distrustful.
must

and and

in private,
before his

he

show

himself being
and

class.

Besides,

always

firm,

he

must

moreover

be

friendly
favoritism

kind

towards

and

excessive

all, avoiding familiarity towards

uncommon

partiality,

als.3 individuness, weakgain

If the teacher

yield to the not

sort
a

and
special he

by

any

of favoritism
he

tries to

the
that

affection of

few,

should

thus all the rest will estrange his authority. In punishments inevitably undermine he must be considerate, that just, moderate, and show
"

be convinced from him and

he
not

acts

only

from
or

sense

of duty

and

genuine

love,

from

passion affection

antipathy.4 pupils

The

of his
shows

interest the teacher

1

be aroused by the for their health, their diffiwill

Matth.

5, 16.

Jouvancy,
See below

Ratio

Docendi,

ch.

3, art.

1,

no.

2.

3 4

"3.

See

below

" 2.

SCHOOL-MANAGEMENT.

613

culties,

their
to

joys
the

and

troubles,

and

by

his ceaseless

efforts

help
says

them

by

instruction

and

advice.

Jouvancy
for the
more

teacher

should

care

particularly
encourage

delicate,

visit the
that the
are

sick,

the

backward,

advise

those

in

any

ment, embarrassa

in short,
the

display
a

earnestness

of

father

and

devotion

of

mother,

especially

towards
He

pupils also
the

recently

enrolled, the

and

those

in need.

should
on

notify part

parents

of

their this

or remissness of progress in most However, children.

Jesuit
or

colleges Prefect

is done

by

the

Prefect

of Studies

the

of Discipline. teacher will further

The
pupils without should
morning

if he

performs

his

gain duties

the

affection

of his

conscientiously,

but

gloomy
greet the

severity.
students

A
when

cheerful
they loses
to make

countenance

arrive

for

the

session. if his of his

For
pupils

the
are

teacher

much
a

of his daily

authority

forced would

spectio in-

face,

as

they

of the

the weather and

forecast.
way

The
of

teacher's

bulletin of lively disposition

will
act

interesting
sunny

speaking
on

like
do
away

pleasant
with gloom
heavy

spring

morning dullness, will

all, and

sleepiness
on

and
part
a

his
on

sternness and whereas influence the class like a

fog

winter's
slow

day. and

It is possible

that

whole
may

class appears

spiritless, but the professor

be responsible alacrity,

for it, either

by

his

own
or

lack
also by

of spirit and

by his
on

tedious
the

talk,

his too reaching

excessive
after the

demands absolutely
yet

class.

To

be

ever

unattainable, professor

is not
may

particularly

exhilarating,
pupils in
a

the

put

his
too

such

plight

by

placing
and

before
never

them

high

standard

of excellence

admitting

6 14

JESUIT their

EDUCATION.

that Hence

best

efforts bring is
a

them

nearer

the

ideal.
in
the

judicious praise
of where
a

powerful

factor

management

class; sometimes
result
cannot.

the effort may

be
a

praised good
to

the
as

"The

office of
remarks,

teacher,"

Quintilianprudently
the

"is

in to be found ever good is wanting, to correct what children, and to supply ' needs it. whatever and change to Fear, is the third element contributes 3. which seek

and

encourage

'

authority.1

This

fear must

be

as
e.

it is styled,
the

timor

reverentialisj not
not

timor servilis, i.

fear of

child,
consistency,

of

slave. in
a

Gravity,
word,

firmness
on

and
the

prudent
part

manliness,

of the

teacher,

will and

instil this salutary

fear into

the

pupils;

only
these

few
must

but be made, should wise regulations If this be firmly and prudently enforced.
the
most

is done,

even

recalcitrant
means

will after

some

time

surrender.

Another

of preserving
to

this wholesome officials of of conduct.

fear consists
the

in reporting
the

higher

school,

or

to

parents,
not

breaches
for every

However, only

this should
case

be done
serious

trifle, but

in
us

of

more

misdemeanor.

This

leads

to the

question

of punishments.

"

2.

Punishments. of
a

The
necessity

saddest

part

schoolmaster's

task

is the treated
as

of
not

punishing.
lightly;
Ratio Reg.

Offences but,
at
ch.

must
same

be
time,
no.

seriously,
1 2

the

they

Jouvancy,
Ratio

Docendi,

3, art. 1,

3.
"

Stud.,

Praef. Stud. Inf. 38,

Docendi, ch.

42.
no.

Reg. 2.
"

com.

40.

"

Jouvancy,
et

Ratio
ch.

3, art. 1,

Kropf,
art.

Ratio

Via,
"

6,

art.

7.

"

Sacchini,

Paraenesis,

11

and

12.

Monumenta
"

Paedag., Letters,

p. 277 foil.

Woodstock

"Del chapter 1896, p. 244.

Castigare,"

SCHOOL-MANAGEMENT.

615

are

in most
must

cases

the

effects of levity and

with compassion and

weakness,

they
any

be

treated

harshness. if he

The

teacher

should
appear

never

without be hasty in is led by defies

punishing; passion. the

wait

is, it will
and

that
when
a

he

Often,
and

particularly obedience,

pupil

teacher

refuses assign

patiently

and

it will be best to For, later. the punishment

it will, in

if the punishment
all probability,

be inflicted immediately,

be bad

often

unduly

severe.1

Anger
in

and

impetuosity situations

are

counselors,
true

it is especially
merely

trying such " that "silence is golden.

and

If the teacher

lets it be and

seen

how
the

much

he

is

pained he

by

such

conduct his

defers

punishment,
eyes

will

gain

by

self-control

in

the

of the
got
over

whole

class; and

the offender

himself,

having
better

his excitement,
to accept

will probably punishment.

be in

disposition

the

The
be
too

Ratio
eager

Studiorum
to

says

the

teacher

should

not

discover
are

occasions
teachers

for punishing who

seem

his

pupils.2
on

There
watch
on

some

always
not

the

to

impose
surface,

tasks. they
make

If they
sure

do

find

misdeeds
out.

the
were

to ferret them

They

born

to

be

detectives. should

This

is not

the fatherly Ratio

spirit the
to

teacher

manifest.

The

but

is opposed have never

this

method.

the
your

appearance pupils, If
you

everything Know of prying."

always
your
act
on

"See

all that regards

your

but do not
can

knowledge. without
1

conceal
conceal

coveries disIn

doing
for

harm,

them.

An says:

old

regulation
convien alia

Jesuit schools,
die

well
non

"Non

castigar

dar

luogo

passioiie

written in Italian, dopo la colpa per subito fa passar' la misura del

castigo."
2

Monum.
com,

Paed.,
mag. cL

p. 279.

Reg.

inf.,40.

6l6

JESUIT the fewer

EDUCATION.

general:
the he

punishments
success,

the always

teacher
supposing Any
are

inflicts,
that

greater

will be his
without
or

keeps

order

punishing. the

justreasons
to be welcomed.

for pardoning,

lessening,

penance

There

seems

to

be

abroad

sentiment

about beyond

corporal

punishments bounds of
reason.
a

which

is evidently contend of the

no

the

Some
"relic

that corporal

ment punish-

is merely
ages,"

barbarism

of former but moral

sense

and the

that it should should

longer governed and

be employed,
solely
the

that

young

be
to

by

suasion, of right.
we

by

an

appeal

reason

pupil's

The
read:

inspired
"He

writers spareth

thought

differently. hateth betimes. but his

"

Thus
son;
"

that

the rod
him

but

he that loveth

him

correcteth heart

Folly

is bound

up

in the

of the

child,
' '

the
are

rod
some

of correction faults
:

shall

drive

it away.
of

There

flagrant
of

violations authority,

modesty

and insults

decency,

defiance

impudent

laziness, which continued offered to elderly persons, best punished by the rod, boy in a younger are have proved unsuccessful. especially after exhortations

This

was

the
the

principle

and

practice
are

of
at

Jesuit educators,
one

and

best educators

again

with

the

Jesuits.3
1

Proverbs

13, 24.

/"., 22, 15. See

of

Fitch,

Lectures and

on

Teaching,
dignity,
which

IV:

"The
revolts

proud
at

notion

independence

the

idea

of

personal

chastisement
After
"

is not

reasonable

not

Christian.

all it is sin which

is cerand tainly degrades, and Thring

by

not

punishment."
on

On

the
see

views

of and

Edward
Letters,

of

Uppingham

this

subject,

Life

Parkin,

London

1898.

SCHOOL-

MANAGEMENT.

617
the

The
punishment
the

Ratio

Studiorum
under

allowed rigid

infliction

of

only

regulations;
1

it forbids

teacher

punishment, is to
as was

Corporal absolutel)7" to strike a boy. if, after calm deliberation, thought necessary,

be administered either by a trusty servant, in former times, or by the Prefect the custom At
any
act
rate,

of
many

Discipline.2
an

this

system

prevents

indeliberate
danger of
excess

always

as there of the teachers, in the immediate punishment

is

Although offence. its use by was schools,

of
an

the rod
no

was

applied
as

in

Jesuit
as

means

frequent
was

in

nearly

all other
great
on

schools.

Compared
of

to what

done in the

in the
gymnasia

public
the

schools

England
the

and

European
was

continent,

practice

of

the
never or

Jesuit
those

colleges

exceedingly
the

mild.

There

was

anything

like

debasing Rod
40.

brutality practised in Eton,3 in The described punishments,

in

Terrors
1 2

of the
com.

(published

1815), or in Cooper's
in Northern
countries,

Reg.
On
are

this point different,

modern and
a

views,

at least

punishment disgraceful.

inflicted

by

servant

is

considered
task

especially

Therefore, of

the
"

unpleasant

devolves
colleges

on

the

Prefect
was

Discipline.

In

some

Jesuit

punishment
the

'hours,

apply
showing
sense

left to it was and In for castigation.

his manliness

lad

that

administered had offended had

an

at fixed to go to

this way taking

he

opportunity with in the

of
a

and

his

punishment
writer

of

having

deserved
calls

it.

An

English
of the

St.

James's
Order
Boston,
to

Gazette
have

it "evidence this method."

"

devised

skill and tact LittelVs Living

of the Age,

1886, vol. 170, p. 248.

at

Of

the

ferula, the
says:
same

instrument things
more are

used
more

Stonyhurst,

the

same

writer

"Few time

disagreeably
and
3

transitory

painful and at the in its effects than

harmless of

the

application

this

instrument."
See The

Spectator,

No.

168.

6l8

JESUIT

EDUCATION.

History
it
was

of the
the

Rod.1
even

In

the

higher

schools

of Saxony
century,

custom,

in the

eighteenth
to

for

all the before

members
the

of the
school.

faculty

punish

offenders
teachers

whole

When,

in 1703, the
were

this, they against remonstrated highest to continue authorities

Matters
was
were

told their

by

the

doing

duty.2 offender
were

different in

Jesuit colleges.
and
only

The

punished

in

private

few
a

strokes

administered.
Mentz,

Father
1567,
to

Nadal

made

regulation
more

in
six
were

in

the

effect that
with
other the

not

than

strokes
not

should struck

be given in any Order

rod.

The
The

boys
above

to be

way.3
not

cited boys
as

Italian should
1

School
be

adds

that the

only

the

poor

punished
curious
may

but

wealthy
the
case

and

noble

As

illustration

schoolmaster

be

down
career

in
the

the

course

kept a mentioned, who of his fifty-one years'

he

Suabian of the diary and jotted

schoolmaster's

number

of times pupils.

administered

punishment
records that "smites"

to

his recalcitrant

Schoolmaster
with
hits
a

John
stick;
a

he

distributed
with smacks
a

911,517

strokes

240,100

birchrod;
; 10,235

10,986
slaps
on

with

ruler;

136,715
on

hand
ears

the

face ; 7,905

boxes
from
two

the the

115,800
catechism,
to buy
a

blows
the

on

the

head;

12,763

tasks

Bible,
he by had
his

poets
to

and

grammar. the
one so

Every
roughly

years

Bible,
; 777

replace he
to

handled
on

scholars

times

made penance

his

pupils
with
not
a

kneel
ruler

peas,
over were

and
their
to

5,001 scholars hands.

be
As
to

had

do

held
of them

found
2 3

his abusive words, in any dictionary.

third

Neuejahrbucher,
Pachtler,
vol. that

1902, vol. X, p. 296. I, p. 160, 207, 279; IV, 164"170.

the

"

It is rules

not
was

improbable
not

moderation

always the
one

Hence

observed instance

through

required fault of some the

flogging
an

by

the

individuals. by
Com-

of excessive
was

quoted exception.

payre,

Hist,

of Fed.,

p. 14,

certainly

SCHOOL-MANAGKMENT.

619

well.

These
highly

should prized

be made
than

to understand

that

virtue

is

more

nobility.1 about
the famous

word If lines are

should
are

should assigned

be added
to
as are

"lines."
they

not

be such

be committed to memory not fully understood.

that give

There
read
or

so

many

useful
why

things
not
never

have
them?

been

should

be studied, history
make

Catechism
as

or

Bible
might

should
these

sacred

be assigned books an
to assign

penalty;

it

objectof
these catechism

aversion.

It is advisable,

however,

books

if the
or

pupil

Bible

to neglected history. If lines

has

study
are
"

his

his

to

be
at

copied least the

"

ment punishlines
sense non-

of questionable should
not to

worth
more

same

be copied
a

than copy

once;

it is sheer
same

make

student
an

the

line

twenty

times,

unless

it be

exercise

in penmanship
teacher

for continued

careless
that

writing.
tasks
are

The
neatly
to

should

insist
written.
to

all extra

and

carefully

It is most

detrimental

the
to

teacher's
see

authority
they
are

assign
or

punishments excessive demanding

and

not

that

done;
to

to assign

tasks them.

and

then

be

compelled
cases,

desist from
an

If, in particular

extraordinary

punishment
wisely
or

is thought
matter

necessary,
a

Jesuit educators
either Prefect
on cases

refer the

to

Superior,

Rector.

These
punishment

decide

where

also officials should has been refused,

especially

by

older

students.

" 3.
Another
management,

Impartiality. important necessity professor

for

point,

effective

school-

is the

of showing

ness strict fair-

and
1

justice. A

accused
p. 278.

of favoritism

is

Monumenta

Paedagogica,

620

JESUIT

EDUCATION.

sadly good class 47th

hindered advice
are

in
on

his
deaf with
the

work.
ears

His and

fall

words of his exertions for his and distrust.

not
rest.

kindly

viewed
exhorts
one

coldness

The
more

rule

Jesuit teacher
than

to

be

familiar

with

boy
of

with

the

Although
never

mischievous
to impute

tongues

jealouspupils
may

will

cease

faults which

have

no

reality, objective will be

a

still a strict observance safeguard which

to the

of this rule
of the
to

precious
a

reputation

teacher

in and

matter

is of vital importance discharge of his duty.

and

the

proper

successful

A be

uniform manifested gifted, dislike

the

ness spirit of kindlitowards

or

charity

should
or

all,

poor

or

rich, slow
or
no

highly
No

uncouth

polite, for is

uncomely
any

attractive.
matter

is to be shown natural
aversion

pupil,
one

how

great

which charity

may
our

feel towards L,ord should should

forget

him.
ever

'The

all-embracing
the
eyes

of

be before

of
to

the teacher,
' '

and
must

he
not
a

strive to be
that

"all things pupil

he

all.

He

in every
from
not

there
may

is

something
approached. in the
poor
as

good,

good

side

which

be
that

And

it happens
son,

unfrequently and

workingman's the

diffident, shy,
there of

ungainly

boy
more

may

be,

is
great

nobler
work
courteous

soul, in

greater

talent,

prospect much
more

the
and

future,

than

in the

refined,

winning
or

boy

of wealthy lad
would

parents.

To
only

neglect

the poor

ungainly
also

be

not
to

unjust

and

cruel,

but

directly

opposed
rule,
as

the

spirit of the
"to

Society,
despise

which,
no
one

in the
and
to

4oth
work
as

tells the teacher

strenuously
"

for the

ment advance-

of the poor

of the

rich.
connected

Another familiarity

danger with
some

frequently

with

undue

pupils

has

to

be

mentioned.

SCHOOL-MANAGEMENT.

621

The

teacher
to

is easily them

inclined
other

to

speak he

more

confidential

about will

pupils;

may

be

sure

that

his

remarks
form, the

be

reported, he has

most

likely

in

distorted will

to those

whom

criticized. his pupils,

This
cause

destroy

bitterness,
among

spirit among good ill-feeling, factions, and and

the

little conspiracies
perhaps
never

them,

teacher
the

will evil.

be

able to detect and

Undue
to the

remedy

familiarity
pupil

and

partiality
who

is also very singled

to
one,

ful harmfrom

himself

is thus

out

the rest.1
failings
are

If special tolerated

affection
more

is shown
those

if his if he

than

of the

rest,

is not
where

he reproved where he hardly deserves

deserves
it, then

it, if he
an

is praised is made

opening

for

jealousy;the Benjamin
of
names,

sorts

as

of the class will receive all little flattering to him to the as

among

teacher;

and
very

his position unpleasant. compromised him

his companions teacher's

may

become

The

partiality

has

him

and

unreasonable has placed A

still more

barrier between
serious

consequence
:

and his classmates. is usually connected education

of of
the

partiality
neglected.

the What

real

such with favorite is

can

training
are

character

be

expected

if his whims
not

indulged

in, if his failings

coddled, partiality

are

corrected,

if he is flattered and
Besides, self-conceit is
soon

in short, if invariably

he

is spoiled? vanity,

such and
aware

breeds
teacher's shown

stubbornness.
of
can

The

favorite
He

the
venture

preference
what

to him.

feels that
not

he

his

companions

dare and

to

do;
are

that less

class

regulations, for him than

class silence
1

the

like

severe

See

The
on

Little

Imperfections, by

Rev.

F. P. Garesche",

S.J.;

chapter

"Partialities."

(Herder,

St.

Ixmis,

1901.)

622

JESUIT
He

EDUCATION.

the others.

will
to

soon

think

himself will
assume

privileged the
air of

being,

superior
over

the

rest:

he pride

authority

others

and

is nourished
next

in
the

his

heart.
may

Yet

this
a

is not

all. who

The

year

pupil
not

pass

to

teacher

is different, who
more

does of

tolerate and who

his

caprices

any

than

those
were

others

tries to by

eradicate

the
But

evils that the

allowed

to root
resent

his predecessor. strict treatment,

spoiled

child

will
to be

any

will lead

peevishly
to

refuse

corrected.

All
and

this

may

serious

breaches

of

discipline

obedience,

and

to disagreeable

ments. punish-

From

this it should
to

not

be

inferred
active

that

teacher

is forbidden
than

take

greater

interest
he need
must

in do

some

in

others.

On
case

the

contrary

this for

especially instance,

in the of those
who

of those
are

who

it most, and

who
are

very

bashful,
to greater

larly particu-

of those
as
a

exposed
more

danger.
a

Just

mother
so

watches
a

anxiously

over

delicate

child,

must

good

teacher

look

more

particularly
more

after those "Not

"

whose healthy

spiritual
ones

condition

is

delicate.

the On
the

need
may

the

physician

but

the

sick.
more

this

subject it
words in be If he
he

beautiful
speak
to

be well to quote once ''The of Father Jouvancy:

more

teacher
those

should
who
seem

private exposed

frequently
worse

with
more a

to

and
by
only

dangerous
and
holy

faults. kindness,
gains
them

captivates
them
' '

them
not

wise himself,

attaches

to

but

for Christ.

Ratio

Docendiy

ch.

1, art. 2.

SCHOOL-MANAGEMENT.

623

" 4.
The
depend

Discipline

in the
a

Classroom.1
as
a

of effectiveness largely his on holds

are

teacher
as

teacher

will

success

disciplinarian.
where

This
pupils

especially livelier and

of the
act

lower
more

classes,

the

from

their

animal

A few propensities. order in class, as well leaving the class and

on.

good
as
room,

regulations
the
are manner

concerning

to

of entering firmly

to

be

insisted A
room class-

Determination yields, keeps

is here
silence,

the

great

factor.

remains

quiet,

is attentive
means
can

if it learns that the and studious, Of course, insist on these points. overdone.

professor firmness
on

to

be

Too

great

persistence
challenges

takes

the

ance appear-

of tyranny other

and

opposition. place
to

On

the

hand, teacher
as

mildness
has
to

easily gives
strike the
mean,

weakness.

The
here

in other

things. that
also

However,

which it is a good
to

is golden maxim be
more

of

Jesuit educators
reserved,

it will
as

be
to

and

stricter

discipline,

in

the
has the

beginning, it under reins

them general
easy-going
a

until the teacher

perfect

knows

control.

It is easy

his class and then to loosen impossible

to

little, whereas
after
a

it is nearly spirit of

draw and

tight

levity, through

noisiness the

disorder
manner.

has

started

teacher's

The
on

following

words
are

of

French

Jesuit educator
The
master

this question

most

instructive.

in

charge

of the boys,
greater
snare

in his first intercourse

has

no

in his way

than

with them, his power taking and knowledge first hour

Kropf,

for granted of the

1

and

trusting

in his strength who

ch.

world.

That
Ratio
"

master
Docendi,

in the very
3, art. 2.
"

Jouvancy,

Ratio

et Via, ch.

6, art. 3.

Sacchitri,

Paraenesis,

art.

19.

624

JESUIT himself shows

must

EDUCATION.

has his work

already pupils,
than
sense,

made who
he

liked,
no

show

with his more anxiety about for his character to keep

to
soon

almost

popular

good
most
one

that master
a

is indeed
He

be

pitied;
to

he

is

likely

lost

man.

will

have

choose put that

of two

things,

either
or

to shut to

his eyes with

a

and past

all irregularities forgotten, would wish with

break

up he

are with the boys who He wished himself to endear

in open engage and conflict inclined to set him at defiance.

by

acts

of kindness,
sure

he of

set about

crowning

the

foundation.

making edifice without Accordingly, the first steps

the

should
any

be characterized affectation

by

an or

extreme

reserve,

without

of severity

diplomacy.1
on

Some

good

principles

class discipline

have

been

laid down
cipiis obsta:
soon as

by

Father

Jouvancy.2
evil from
restless,
no

The
the

first is: Prinbeginning. As

light

Resist pupils
may
some

the
grow

the

matter

how

the

disturbance When they

be,
few

it must
are

be checked giddy be wearied by

calling

ately. immedior

especially

mischievous,

must

gradually

various up for
to

devices:

frequent
etc.
,

questions,
so
as

repeated
gently

recitations

to become

accustomed

bear

the

yoke.

Secondly:
not

The

place

of the
or

pupils

in class should
choice

be

chance

affair
are

left to
to

their
select

and

caprice.3 the

If they

allowed
petulant the
rear,

their

places, together

light-minded
some
corner, or

and

will be found
where

in

in

they

anticipate
many
at
a

full scope
1

for mischief.
La

By

prudent
1888.

tactics

Barbier,
by

discipline, Paris
Educational
ch.

Quoted
pp.
60
"

greater

length
2 3

Quick,

Reformers,
art.

62.

Ratio

Docendi,

3, art. 2. 19,
no.

Sacchini,

Paraenesis,

5.

SCHOOL-MANAGEMENT.

625

before-hand, by the battle as gained the talkers scattering the hostile forces, by separating A petulant boy may be assigned and mischief-makers.
teacher

has

his

seat
are

near

quiet

and

reserved
near

boy;

one

whose
"

morals taking

justly suspected
however, of doubtful
No

care, one

of reliable virtue lest the good boy be corrupted

one

by the

character.
or

Thirdly:
when

noise
enter

confusion

is to be tolerated

the students

the class-room.1
room as
a

They

should
"a

be trained
temple

to consider

this

sacred
to

place,
entered

of

science,"

which If any
the
outset

ought
come

be

in

silence and
teacher them. spirits.

modesty.
at

in boisterously the
or

should

reprimand
quiet their

punish

This

will

immediately

exuberant

Fourthly:
teachers and

The
for

respect
one

of

the

pupils prompt

for

their
to

another

will

them

listen to the instructions

Sometimes
scholars,
or

it
only
a

may

in absolute silence. 2 happen that either

all the

few,

and
cause

attention. of evil must

If the

offend former

against

good

should and

conduct happen, the

be investigated

the

instigators
very

must

be

punished.
the whole

The

teacher

should
a

rarely

threaten

class, still less should

be
the

to subjected

pupils

punishment. and, feeling confidence inclined

tasks,
on

Such

an

whole class action irritates

in their against

number,

they

will be

to

Extraordinary
should be

conspire like more

only and
a

the teacher.

imposed

weighty penalties, " few. Frequent ments, ailfunerals grace dis-

unusual

remedies,
3

continual

the physician,"
1
2 3

as

Jouvancy wisely
ch. 3, art. 2, No.

observes.
4.

Jouvancy, Ratio
Reg.
com.

Docendi,

43. Docendi,
ch. 3, art. 2, 5.

Jouvancy, Ratio
40

626

JESUIT

EDUCATION.

Fifthly: The
maintaining

44th
at the at
so

rule end

gives

wise

directions
Here

for

order
than
not

of class.

ger the dan-

is greater

the

beginning
to
come

of
to
a

the
class

session.
as

The

boys

are

eager

after

recitation hours to rush to the yard for for dinner. home hasten to or certainly like
a a

game But

ball, of baseit makes

bad
of

impression
hounds

if the boys
loose.

run

pack
should

turned hand
are

of class Therefore, the boys

at this

out

teacher

be

on

and
not

watch

the

critical time.
stray

These
or

the minutes

for correcting
another

themes,
or

for conversation

with

sor, profes-

with

one

of the
take

pupils.

The

teacher
or

should,
at the
corridor.

as

the rule says,

his station at
on

his desk,
room

door,

and have All are

is to be
teacher
no

his eye
to leave

the
room

class

and

the

the
no

in silence
about,

and
no

order.

There
If the

hurry, thus,

running

jostling.

acts

all disorder

will be prevented

far

more

effectively than

by punishments.
and Truthfulness.

" 5.
Another consists
manners.

Politeness

point

intimately

connected
to
more

with

discipline

in the
l

attention

given

politeness and
attractive
same

good
a

There
who the

is nothing
are

than

class of boys polite.

But

lively and,
of

at the
our a

time, truly

amusements

boys,
certain

baseball

and

football especially, easily lead is certainly the very which

to

roughness,

opposite

of refinement. and freedom into want

others

Further,
behavior
of respect.
must

however
may

attractive

frankness

of

be, they

frequently
elderly
man's
reverence.

degenerate and
are

Teachers,
the young

persons,
respect,

who

claim

sometimes
con-

approached
1

without

due

The
"

greeting
Ratio
et

Sacchini,

Paraenesis,

art.

14.

Kropf,

Via,

ch. 5, art. 1,

" 8.

SCHOOL-

MANAGEMENT.

627

sists in
the hand
to

gracious
in the

or

confidential
of the

nod, head,

or

motion

of

direction
the

without
starts

ing reachhis

its end hat

; then
on, on

"youngster"

conversation

hands
a

in

his
or

pockets,

if possible
a

sitting

or

leaning
hear
so

railing,

lolling against

wall.

Our

boys

much

of liberty that they

the obligations

take easily misto age

it for freedom position, insisted which

on, are

from

due

and

everywhere
are

recognized

and

rightly
the

and

which

justlyconsidered
and
refinement.
is, of
course,

tinctive disthing Anyto

marks servile,

of true
cringing,

culture
or

affected

be

avoided.

The
the rules

teacher

has

many

opportunities
But
a

of inculcating important the

eyes

of politeness.

most

factor

is the teacher's

pupils

four

or

example. five hours

traces not
as ever
a

Being
a

before

of his will

day,

his personality
He and
a

naturally

leave

on

their
as

manners.
a

should pious

impress

his pupils

only

scholar

religious, the

but

also

perfect

gentleman.

Nor

will
carefully

Jesuit teacher
observes the

fail in this respect,

on

if he
are

"Rules

Modesty,"
were

which

laid
the
true

down
greatest

in

the

Institute, by
quote

and

considered and

of

importance We
it may

St.
a

Ignatius few

all rules:

Jesuits.
general,
there

shall

of these

"In

be

said

that

in
and

all outward humility, appear

actions

should

appear

modesty

joinedwith
outwardly
a

religious
serenity,

gravity.

There
may

should
the token

which

be

of that should

which

is

interior.

The

whole
than

countenance

show

fulness cheer-

rather

sadness

or

any

other
clean,

less moderate and arranged and

to

affection. with motion

The

apparel decency.

is to
In
as

be

religious

fine, every
to

gesture

should

be

such

give

edification

all

628
When

JESUIT

EDUCATION.

men.

they and

have

to speak
as

they

must

be

ful mind-

of modesty
as

edification,
manner

well

in their words,
' '

in the

style and

of speaking. always

The

Jesuits
polish, but

have

been

most
not

sedulous
a

in
external

cultivating

in their
a

pupils

politeness,
which

mere

politeness

and

exterior
of

manifestation
heart,

of solid

is the choice fruit interior virtue, of

and
these

sincerity
Protestant

humility,
have paid
Ranke

obedience,
homage writes:
' '

charity.
ors endeav-

writers

to

of educated

the

Jesuits.
Cherbuliez,
he
* '

''The
another

Jesuits
tant, Protes-

well-bred

gentlemen.

And

Victor
praise
the

is almost
However

extravagant

in

his

when

says

much

one

may

detest

Jesuits, when
when

religion

is allied

to

intellectual

it is gentle-mannered, a smiling wears face, and does all gracefully, is always to one tempted believe that the Jesuitshave had a hand in the affair. ' x
charms,
'

Another
part of the
the

point
teacher No

which

deserves

special of for

care

on

the

is the
one

cultivation
even

in truthfulness
a

pupils.

teaches
the

short
the

time evil

without

recognizing

necessity

of fighting

habit

of mendacity.

boy

is reprimanded
throwing

for unmistakable
etc.,
:

talking,
how
wasn't

whistling, quick and

paper,
answer

and
"It

often
me,"

is the

bold

heard
to

bad
boy
made

English
fails to which

being

added
a

the
How
are

moral
many

defect.
excuses

A
are

hand
not

in

task.

unfrequently

more

or

less palpable
than

falsehoods. appear

Now

all this is
How

more

serious

it may
?

at first.

is this

evil to

be

combated

First by
if the teacher
1

prudence. acted
in the
more

Many

lies could If
a

be boy

prevented
has

discreetly.

been

Quoted

Chicago

Open Court, January

1902, p. 29.

SCHOOL-MANAGEMENT.

629

noisy,

and

the

teacher,

especially
severe

one

who

has

the

reputation charges deed

more;

of

inflicting
the

punishments,
the
one

angrily deny
the

him

with

offence, And and

boy

will

in sheer
the

excitement.
assures

lie leads in
order the

to many
not master, to

boy

protests,

expose
as a

his

first prevarication.
not

Therefore
arguing

rule, should
a

insist
when

on

the

case,

but

await who

better chance,

the boy

is calm.

teacher
reasonable

is patient, in

judiciousin
will
on

inquiries, seldom
a

justand
told
a

punishments,

be

lie.

If

noise ask
as
:

is going Who

in class, such
that

teacher

may

safely
cases,

made

noise?

And
teachers

in nearly
has

all

the

experience

of many

proved,

the

offender

will

candidly with
an

acknowledge
earnest

it.

Sometimes
word

this confession,

but calm

monition of ad-

Of

course,

will dispense if the pardon

will be
no

further punishment. with any invariably follows the confession,

effects whatever. There boys from long are a practice, have who, habit of lying. Such a cases most pernicious acquired hard to deal with, and it is difficult to lay down are
good
general rules.
of

there

few Very

suggestions, rarely, and

however, only
any
on

may

not

be

out

place.

extreme

occasions,

should
on
a

there
matter

be

shown of fact.

doubt

of know

pupil's that
and

word implicit

All should

confidence
as

is placed
a

in their assertions,
of
course

that it is considered
the
a

matter

that they If

speak
ever

truth

on

facts
out

within

their knowledge.
the

lie is found

and

proved,
says,

punishment
a case

should

be

severe.

Dr.

Arnold
the

in such

the
confidence.

punishment
But

should
even

be then

loss of the

teacher's
try to

the teacher

should
by

save

the

offender

from

discouragement

holding

out

to

630

JESUIT
the

EDUCATION.

him lying.
when

possibility
It has

of

correcting that

even

the given

habit
to

of

happened

boys

lying,

once

thoroughly

convinced such
a

of the disgracefulness horror

of their habit, conceived disgusted became with turned

out
men

everything for distinguished this

as

of it, that dishonest,

uprightness

they

and
and

truthfulness. good

In

in other

defects, it will be

if the teacher
of whom
not

follows

the example

of the

Divine reed
not

Master,

it
and

was

said:

"The
flax

bruised
he

he

shall

break,
' '

smoking

shall

extinguish

Here

again

the

teacher's
He

example
must

will exercise
open,

powerful

influence.

be

truthful,

straightforward, pupils,
a

strictly honest

in his dealings political.

answer,

not

question

and sly, crooked, he cannot which know

with the If he is asked

should
say:

he
sure

"I

do not

it,"

or

"I

am

not
' '

about
one
can

it, I will
reasonably

inquire

and

tell you
the

next

time.
to

No

expect such honest

teacher

know

acknowledgements If he has of his authority.

or

by everything, and he will not lose a tittle

a

made
or

mistake

in he

ment, state-

in

reprimanding it and

punishing,
No

should

frankly

admit

apologize. need

school
no

master

is
from

infallible.
such
1

The

teacher

fear

detriment
contrary,
in his

candid
Matth.

retractation.
12, 20.
"

On
Faber

the
remarks clearness

such

Father

Spiritual

Conferences: "There

is

'a

peculiar

have learned to be true after having which been The humiliating consciousness of having desire to be trusted of deceit, and the yearning
them
over

about characters deceitful." been

found again,

"

guilty forces guard

"

to

renounce

themselves,

like untruth, everything and to keep lest they fall again into the old habit.

See in

the

beautiful

Practical
Gallway,

being true (XII): "On and chapter Moral Training, Notes on preface with

trusty"

by

Father

S.

J., London,

Burns

"

Gates.

SCHOOL-MANAGEMENT.

631 of his pupils,

teacher

be

more

will gain disposed

in the esteem
to accept

who

will

his admonitions. Special

are

" 6.
The
A
be

Some

Helps.
many

trials of the
means

teacher
to endure
means

and

vexing.
may

few general

them

successfully

suggested.
to the

One
years

referring

is patience. Dr. Arnold, once of boyhood, said the teacher

out

should try to hasten age. and dangerous

good
to

the

growth

of this

immature

But

in this endeavor L,atin saying

:

remember

the

it will be Festina lente.

Impatience,
a

teacher should showed

are vehemence, and rashness signs that lacks knowledge heart. of the frail human

He

learn from
a

the supreme

model and

who

Divine

longanimity

of teachers, forbearance in

the training

Disciples were of his Apostles and who From not always very docile and quick of perception. learn the he should him to the necessary virtues
teacher of heart.
to say:
:
"

"L,earn
1

from

me,

for I

am

meek
our

and

humble

A
one

distinguished

Jesuit of

days

used

"No

And

wrathful,

likes to settle at the foot of a volcano. excitable teacher will do great harm. will destroy
all around

The

outbursts

of his anger of
a

like

the eruptions and

of

prudent
and

men,

a meek, patient, whereas volcano, is acceptable to God, wins the hearts man An old regulasuccessfully." tion will work

of

Jesuitschools2
teachers

recommends
should
our

especially
ever

patience: the
may

"The
one

of youths

remember
that they

perfect teacher, his benignity

ones,

Christ
and
may
to the

Lord,

imitate
simple

kind

forbearance

toward

the

that they

be

unwearied

in teaching

and
1

adapt
Matth.

themselves
11, 29.

capacity

of their auditors,

Pachtler,

vol. I, pp. 159"160.

632

JESUIT their

EDUCATION.

admonish zealously, of slower

pupils, gradually
as

practise advance
those
'

them
them,

diligently
as

and
those
as

and

well

perception
great

of ready
We

perception,

Paul

the

Apostle
as

says

became
should

little ones cherish her

in the midst children.' One

or
Ml

of you,

if

nurse

should,

therefore,

never

be

surprised

at

takes mis-

one moral faults ; least of all should fits of laziness. at fickleness, unsteadiness,

be vexed

These
signs

are

defects

of age,

or

weakness they

of character,
are

not

of

bad

will, consequently
are

to

be

treated

kindly. take
on

There

some

things
Many

which

the teacher

should

good-humoredly. that Why about

not

teachers have

feel irritated

discovering

the boys

given

them
and

nickname. laugh

take

it good-naturedly
a

heartily

it?
a

In general,
amount

cheerful

disposition will
make

combined
many

with

great

of patience life
more

of

the troubles

of school
most

Another

powerful

means

endurable. for overcoming

same

the

trials of teaching, successfully, little to say

and

at

the

time

for laboring
systems

is prayer. about

The
many

"modern"
educators

have

it, and
a

may

be

clined in-

to sneer

at such

is

sublime

truth

pedagogical in what Tennyson

help.
says

Still there
in his beautiful

lines:
"Pray
More

for my by

soul. prayer

things

are

wrought dreams

Than

this world

of."2

One

who

believes
cannot
can

in

the
our

fundamental

truths
out "With-

of

Christianity
me
1 2

ignore

Savior 'swords:
and
the other:

you

do
2, 7.

nothing,"3

"What-

1. Thess.
Words

John

of King 15, 6.

Arthur

in

Morte

" Arthur.

SCHOOL-MANAGEMENT.

633

soever

you
l

shall ask
the

the

Father

in my

name,

that will

I do,"
who

and

words

of St. Paul

to the

Corinthians,

of their teachers Apollo in the faith: "I have but planted, watered, further God the increase;"2 the words gave of St.
contended

about

the superiority

James:
of God,
seen,

"If any

one

of you

want

wisdom, him."3

let him

ask have

and

it shall

be

given

As
from
to

we a

the

Jesuits consider
of

education

natural superthe

point children
to the
to
me,

view.

They

endeavor

lead

knowledge,

love, and

service

of Christ,

according
come

unto

Christ's words : "Suffer little children to for of such is the Kingdom of God."
above
man's means.

This
only

is by

an

aim

nature,

and

can

be obtained
can

supernatural

God
to enter

alone

give

the

teacher's

words

the

power

into the will, that

impregnable
from
on

citadel

of

man's on

nature.

This
humbly

power
asks

high

is bestowed

him

who

for it in prayer. We lightly

must

expect
means.

that

St. Ignatius
In

did

not

think

of this

the

i6th

rule of the

mary Sum"to

of
apply
things
to

the
the

Constitutions, all Jesuits are

study of

exhorted of
moment

solid
these

virtues

and

spiritual than
:

; and

to account
or

of greater
or

either
they

learning
are

other

natural
from

human

gifts force
to

for

the
the

interior
exterior,

things
for the assistance

which
proposed
no

must
us."

flow

to

end

This
earnest

trust

in

God's

in

way

lessens

the

endeavors

of the order

religious.

As

the
was:

old

ciple prin-

of the

great

of St. Benedict

Ora

et

labora,
1 2

so

St. Ignatius

says:

"Let

this be the

first rule

John 14, 13.

1. Cor. 3, 6.
1, 5.

fames

634

JESUIT

EDUCATION.

of

all your
on

actions him,

trust

in
on

God,

as

if all
;

success as

depended if you had

nothing all and

yourself
' '

but
In

work,
the

to do

God
are
' '

nothing. admonished

Ratio

Studiorum
to pray

the

teachers

"frequently
has
a

for their pupils.

The

Jesuit Sacchini
of the
his

special

chapter

on

the him
to

importance
to recommend

teacher's

prayer,'2 and daily

to

exhorts and

disciples
the

Christ,

invoke

for them of the

cession inter-

of the

Blessed

Mother patrons
never

of God,
of

Guardian

Angels
3

and

of the

youth.
to

Father
to

Jou-

vancy

tells the

teacher

go

class without

having

said

fervent

prayer,

if possible
He

in the Church
a

before the
prayer

Blessed

Sacrament.
wholly
not

suggests from
to meet

beautiful

which

is almost
thou

drawn

Scripture:
the
most

"Lord
cruel
an
were

Jesus,
death

hast

hesitated
thou
thou

for these

children;

lovest wouldst
Yea,

them that

with
they

unspeakable
led
to
as
one

tenderness;

to

thee

(Mark
thy

10,

14).
25,
name

whatever
thou I beg

is

done

of these
to

least brethern,

wilt consider and

thou

done

thee
them
are ii.

(Matth.
in thy
thine',

40):

plore imhast

thee,

'keep
'they
6.

whom them

given

me;'

'sanctify

in truth' in
my may

(John
mouth'

17,

9.

17).
open
fear thee.

'Give

thy

words

(Jerem. 1,9),
to my

their hearts

that they
away

begin
from

love
sins

and

'Turn
and

thy thy the

face
mercy
to

'(Psalm
children,

50,

n),
faults.

let not
me

be hindered
educate
me,

through

my

Give
thou

grace

these

whom

hast

entrusted
to thy

to

piety and prudence, with Truly, is all I ask." which

1 2

firmness, this

glory, in the

is praying

Reg.

com.

mag.
art.

cl.

inf. 10.
I, art. 1.

Paraenesis, Ratio

15.
ch.

Docendi,

SCHOOL-

MANAGEMENT.

635
is
a man

name

of

Jesus.
virtue,

And
as

if the the

teacher

of solid

piety
after
a

and

Society
of
so

expects
years,

him
the

to

be

religious will
the
1

training

many

grace

of God

surely

lighten
prayer

the

burden
a

of' his

work.

"For
much."
1

continual

of

just man

availeth

James

5, 16.

CHAPTKR

XX.

The

Teacher's

Motives

and

Ideals.

The

teacher's

life is and

most

arduous

one.

Like
attractions. dramatic
career

that of the scholar

It has
none

scientist it presents
external and

few

of the
the

brilliant
stateman's

quality

that

makes
as

soldier's

attractive, and
scanty,

its material chance

remuneration
to

is relatively
a

and

the

of promotion
it
can

lucrative

position
on

is almost
an

excluded,

make
are

sion little impresexterior

success

age

whose

watchwords

and
one

material of the

progress.1
greatest
It is in

Still, the teacher's

while "priestly"
works

mission

is

importance
a

touched

with

sublimity. material
on

way

office, for the

mind, the

which

the

teacher

is the

immortal
namely make
to

soul

of man;

his
these

objectis truly
souls in also
to

"sacerdotal," Creator,
and
to

consecrate
more

their

them

God-like
teacher the day

wisdom entrusted and heads

men or

moral

goodness.

The

is

with
whom

the
he
the

destinies
now

of society;
one

children

youths

trains will
of
a

be the
the

of families, that

parents
influence
and
make

new

generation, opinion

powerfully

public
the
mar

for good
the

ill, in the press

whose
vote
a

from
or

platform, their

citizens

will

country.

Surely,

this is

sion profesand

that

deserves

the

enthusiasm
ablest

of noble minds.
303 and

hearts

the

absorbing
1

interest of the
Review,

See

Brownson's

I860, pp.

314.

(636)

THE

TEACHER'S

MOTIVES

AND

IDEALS.

637
be

In

the of

case a

of the material

Jesuit

teacher

there

can

no

question

compensation.

What

he

needs

for his sustenance this he

of the seeks
no are

is furnished
earthly reward.

by the
In

Order;

beyond

this all members the professor

grammar

Order

equally
the

situated: of
the

of

philosophy
class, the who
acts

and

teacher of the What,

lowest

President
as

college,

and
are

the lay brother the motives

that

porter.
to

then,
willingly

inspire

him

undergo his

and

labors

and

trials of

profession?

the cheerfully They in the are

first place the the consideration of the utility and dignity of his calling. He is convinced that teaching Nazianis a grand St. Gregory and noble profession.
'

zen

says:

'There

is nothing

more

God-like
can

than

to

benefit than

others;"1

and

what
as we

benefit
have
of
man,

be

greater

that

of education,

described

it in

previous

chapters:

the making

the harmonious

development
best performing him

of all his
the

faculties,

the

fitting him
the

for

duties

of this life and

Is
not

ing prepara

for the
as

life to come?
a

this

thought

reward
to exert

well

as

powerful

incentive

for the teacher

vocation?

himself

most

strenuously

in his sublime

The
some

Jesuits Sacchini
passages
seem

and
on

Jouvancy
this

have

written
comparisons

beautiful
may

subject. Their
or even

to

some

far-fetched
natural things

tastic, fanto

but they
every

will
who

appear views

and in
the

appropriate light
of

person

the

teaching that
the

of the school

Great
may

Master.

These

two
as
a

Jesuits say
garden, flowers
a are

be

considered
trees

nursery,2
J

in which
Patrologia

the

choicest
Graeca,

and

Migne,

vol. XXXV,
no.

892. 2.

Sacchini,

Paraenesis,

art. 5,

"

638

JESUIT

EDUCATION.

cultivated,
the
to

plants

whose from

saplings
heaven,

are

not

brought
they
are

from again
are,

tropics, be

but

whither fully
care

transplanted,
the

when and

grown.

They
teacher,

under yield

tender

prudent

of the

to

abundant

fruit of virtues,
are

of human the
are

and
ornaments

divine
of of

wisdom.

They
State
the

to

become

Church,
which

and

society.

They
"Hear
rose

the
me,

plants
ye

Son
and

of Sirach

said:
as
a

divine

offspring brooks

bud

forth give
as

the
sweet

planted
as

by

the

of waters,

ye

odor

frankincense.
forth leaves him plant

Send
in

forth flowers,
In

the

lily, and
the has
to
to

bring teacher,
sow

grace."1

this good

garden seed,"

like
to

"who

sowed

the

and

by

instruction,
to

to

dig and

and
to

water

by

practice

and

exercise,
to

weed

prune

by
wise

salutary

tion, admoniBesides,

fence

and

restrain example

by

regulations.

the

virtuous

of the teacher

combined will be

with
the

cheerfulness atmosphere the

in performing

all his duties,

grow

in which husbandman and

the

plants
can

wonderfully.

However,
not

plant
frost

and and

water,

but

prevent

storms

hail

and

drought,
for

and,

therefore,
so

implores
must
a

heaven's
see

protection
necessity

his

fields;
blessing humble

the

teacher

the

of divine
to

for his

class,

grace

which

will be given

and

fervent
may

prayer. consider of the

sense,

The
the

teacher

himself

the

shepherd

of

tender

lambs
a

flock
may

of Christ.2 be

The

dren, chilof
to

in

special

Christ's flock.
lead
them
to

The

teacher's

called the lambs duty is to feed them,

pasture and
to the

the wholesome

clear
must

springs
1

of divine
Ecclesiasticus

and

human

knowledge.

He

39, 17 sq.
art. 5,
no.

Sacchini,

Paraenesis,

3.

THE

TEACHER'S

MOTIVES

AND

IDEALS.

639

protect them
"are

clothed and

especially tho.se that against the wolves, in the garb of in sheepskins," that come
infidel science,
reading.
He
not
or

agnostic
of

in the
must

pernicious sparing

glittering his protect dangers

dress

flock

without exertions his

himself,

fly from

like the hireling, sheep,"

but must
means,

be ready
he must
to

and to "give

life for his

devote
"go

that

himself,
He

should
them "know him

all his time and before his sheep' by

kindness and

strength
'

sacrifice his class. example,

that

by his good
meekness,

attract

they

may

his
as

voice
a

and

follow

him, voice

and
they

fly not
know

from
not."1

from

stranger

whose

Again,
sculptor,
or

is not
a

the

teacher

to

be

compared
the

to

painter f2

We

admire

masterpieces

of Phidias,

Praxiteles, And

L,ysippus,
yet,

of Michael teacher's
art

Angelo
is far

and

Raphael.

the

nobler.
or

Those

artists produced that

are

likenesses
cold
at

of marble

bronze,
the

likenesses teacher

and living

lifeless,
statues.

whereas

is working only the

Nay,
out true

Those
men or

artists could

produce

exterior likenesses
teacher
more,
more

of

of superior
nature

beings;
man.

shapes
the

the

innermost
teacher

of
to

Christian
the

endeavors of God.

bring
the

beautifully

image

Christ,

teacher

of mankind

In prayer and on model. meditation the life of Christ, he studies line after line of him he applies the words to whom of the royal prophet: is "Thou art beautiful above the sons of men, grace

is his ideal and

poured beauty
1

abroad
set out,

in thy

lips.

With

thy

comeliness and

and

proceed

prosperously

reign."3

John
Psalm

10, 4. 5. 11.

Sacchini,

Protrepticon, Part

I, art. 8.

44, 3 sq.

640 Having
own

JESUIT

EDUCATION.

grasped
character,

this beauty

he

tries to express

in his of

and

then

to

embody

in

the

hearts

his

pupils

that and
action

heavenly

beauty
which

of purity, forth
he

humility,
from
every

meekness
word

charity of the

shines

and living

God-man.

Thus
which

is making

real shall

pictures

of Christ,

for all eternity

be

ornaments

in

heaven,

the
zealous

trophies teacher.
at
one

of

the

labors whereas
or

and
the

of the .struggles greatest artist can

same

And
statue
on

work

only

picture
many
as

at the

time,

the

teacher

is working

as

he

has

auditors.

The
merely
even
a a

teacher splendid cathedral living

you

is

an

architect;
nor or a

he

does

not

build
nor

city hall, of
stone

national he

capitol,

marble: St.

builds

up

those
4

temples,
not

of
you

which

Paul

speaks:

'Know

that

are

the temple
in you?"

of God,
l

and

that the

The
High.
preceptor
great

dwelleth Spirit of God is the tutor teacher

King
to

of

the

sons

of

the

Most
as

Philip his
son

of

Macedon
an

chose

Aristotle

Alexander,
discharged
wrote to

office which
years.

the

philosopher Philip

for

many

The

letter which

invite Aristotle, is said to following

that
as

have

been

couched that I have

so

in the
a

terms:
am

"Be

informed

son,

and

thankful
he
was

to the

gods

not
same

much
with

for his birth

you

that

born

in
the

the

age

; for if you

charge

of his
worthy

education,

assure

will undertake that he myself of

the

will

become
which he

of

his

father

and

kingdom
was

will inherit." disappointed. His son,

one

King

Philip's
the

hope

not

Alexander
in human
great

Great,

became

of the

greatest

figures
to his

history,

and

his

success

is partly
1. Cor.

due

teacher.

At all times

3, 16.

THE

TEACHER'S

MOTIVES

AND

IDEALS.

641

it

was

much

coveted

honor

to

be

the

tutor

to

the

sons

of

Emperors,
Is not

Kings,
every

Princes,

and

other
tutor
"

high
to the

personages.
sons

Christian

teacher

of the
manner

King

of Kings?1 the

St. John Father

and
has

says:

Behold, upon
sons

what
us,

of charity

bestowed

that

we

should

be called

should

be

the

of God."2

himself the consider of Christ in his love for his representative and successor feature in the life of the Teacher No of children. fascinating his love for chilis more than dren. mankind

Lastly,

the

teacher

should

The

Gospels
and
to

commemorate

scene

of unspeakable little children

tenderness
were

sweetness.

"Then
he might

brought
does
every not

him

that

touch

them.

' '

He
on arms.
an

bless them

together,

but

lays

his hands in his learn

after the other child, and takes one Christian teachers must From this scene lesson: love

important

and
are

reverence

for children.

Indeed,

princes
and

of heaven

appointed

their

guardians,

the teacher young.

should

be like them
is all the

in watchful
more

care

for the
as

This
in higher

care

necessary

the teacher

schools
most

has to do with chapter when

the
of

young

their
storms

when history
of

the

first and

attractive
at

is already

over,

the

time

the their

temptations

rage
love

most

furiously children

in
must

hearts.

With

Christ's
the

for

quently fre-

Samaritan's compassion good for the wayfarer fell who solicitude anxious and Frequently there is sad the robbers. enough among fatherly care, not only in the of the teacher's need be
united
1 *

Sacchini,

Protrepticon,

Part

I, art.

12.

John
41

3, 1.
10, 13.

Mark

642

JESUIT of the wealthy

EDUCATION.

case

children

of the

poor

but

also of the that

rich.
do

Some

parents

pride

themselves

they

all in their power

to procure

for their children

the best

possible

education,

from

the

best instructors
and and
to

in elocution, which training

that

music, above
"

gymnastics,
"

etc.,

yet

that

all is education

moral owing life.

religious

is sadly

neglected,
the

the

indifference
of

pervades
neglect

family
most

In

consequence

this

of the
that

important
a man

part of education,

it has

happened and
the youth who
a

many

ended
childhood
home. the the home

his life in
was

disgrace
among

wretchedness

whose
a

spent

luxuries who endeavor

or

of

splendid under

Fortunate
tutelage

is the
teachers

is placed

of

to counteract

baneful
training.
care

influences

of

neglected

ill-directed
the

These

consideratio

explain

anxious
to

and

strenuous

exertions
training the
sown,

of religious

teachers

promote realize

the that

moral
now

of their

charges.

They
the

is be
the

spring-time if
a

of life when
harvest
know

rich

is to
that
now

must seed good be hoped for in

autumn.

They
most

their
Now

work the

is most pupil's hard and

useful,
nature
as

promising
and

of

success.
as
wax.

is docile

pliable

And
yet

if it were

marble,
be be

still the into

of
are

material
a

is not

spoiled
and

may

shaped

beautiful
the

statue,

it should
the
most
care

not

forgotten,
statues

hardest though
most

marble
with
stubborn

endurable

made,
the

greater

and

labor.

Similarly
under

and

strong head-

of boys,

patient

and

prudent

guidance,

often

develop the

into the
these

finest character considerations which

of manhood. furnish him

powerful

To

Jesuit
St.

incentives,

the

motives

inspire his

in

all

his

work.

Ignatius,

in

calling

Order

the

THE

TEACHER'S

MOTIVES

AND

IDEALS.

643

Society of Jesus, wished

minds imitate
zeal
men.

to

impress
were

it forcibly
to

on

the
to

of
him

his

sons

that
name

they
they

endeavor

whose

bear,
and
may

especially
the take
or

in his of

for the

glory

of his

Father

welfare
as

Indeed,

other

educators
or

their
or

guides

and

ideals
or

Spencer,
"

Rousseau,

Kant,

Pestalozzi,

Herbart

the

Jesuits'guide

is Christ.1

Him

they

are

told

and ideal tion to imitate in his devo-

to his life-work,

patience

and

in his all-embracing zeal, in his In education a they behold meekness.

in end
the work
Master, of the Great object it is to make men

participation work wise,

true
a

that

whose

and

truly
to

good,

and

God-like,

and

thereby
a

to lead
a

them

happiness.

Can
on

there

be

nobler,

loftier work,

holier mission When the and the

earth ? thus

teacher
on

reflects

on

the

dignity

of

his work,

its necessity and utility for the family, the State and the Church,
tired and
not
one

dividual incan

he

ever

become

disgusted
most

with

it?

Are
and

all do

these they
He have
envy

considerations
not

encouraging,

constitute
truly say

of the rewards
the sacred

of the teacher?

may

with

writer:

"Wisdom
without

learned
and
not

without riches

guile
I

and

communicate
not,"2

her

hide

and

again:

"I

have

labored
' '

for myself
thoughts

alone,
may

but for all who well inspire

a

seek
man

discipline.
with love
the

Such

and

enthusiasm

for this profession.

To

the

Jesuit
read
1

educational in the
the

work

is

that
On

seventeenth
of Our

labor of love. We in the period century,

a

"Pedagogy Meschler, p. 265

Lord"
the

there

is

a aus

beautiful

article

by Father

S.

J., in

Stimmen

Maria-

Laach,
2

vol. 38, 1890, The Book

foil.

of

Wisdom 33, 18.

7, 13.

Ecclesiasticus

644

JESUIT
panic,
some

EDUCATION.

of witch

Protestant
secret

writers

charged
to

the
attach in
a

Jesuits with
the pupils
to

using

charms

in
to
as

order

themselves
the

and

advance educators

them have

learning.1

Indeed,

Jesuits

no secret make spell, and of it, but they will be if others wish to borrow it. This spell is nothing

glad but

ardent springs

devotion
from the

to

their

work,

devotion

which and

conviction

of

the

importance devotion
them

usefulness
strongest

of motive

their

work.
and

This

is their
to
use

to action

it urges

all

the

resources

within
the

their reach. does

not

Although
work,

teacher he
can

seek

himself

in his What
of that
are

nevertheless

labors also for himself.

there
a

better compensation
performing through formed,
so

be

than
the

the thought conviction

characters

important

work,

his
that

instrumentality
some

noble
are

youths

and
they had

others

led back

in their innocence preserved from evil paths on which

trodden
may
not

in their ignorance receive

"

and

levity? and
on

The

teacher

much

recognition
do not
"

for his efforts they

owe

youths

reflect

gratitude the debts he

to

zealous

teacher

nor

is it this that
some

is looking

for in

his

labors. by
one

However,
a

pupils

their thankfulness will show If their former master.

what
reverence,

lifelong

affection for
know

devotion,

and

to wishes frequently

with
what let him

with

attachment

read

the

Jesuit pupils regard their teachers, biographies The of Jesuit educators.

former

letters
to

by written impressions
If
one

pupils

sufficiently

testify

the

made wishes

by
to

their religious
see

teachers.

relation
1

of

Jesuit pupils
pp.

of the specimens to their teachers, he may read

beautiful

See

above

147"148.

THE

TEACHER'S

MOTIVES

AND

IDEALS.

645 left the

of

the

biography
Navy

of
to

Father
become
was

Alexis
a

Clerc,
and

who

French

Jesuit
by
the

professor

mathematics Paris
But
l

and

shot

Communards

in

1871.

it is rather
the teacher

the

success

of

his

pupils

over

which

than rejoices, is related

their tribute of gratitude. of the

An
Bonifacio,
a

incident

life of

Father Old
the

distinguished
for
more

Jesuit
than

teacher
years

of the
taught

Society,
classics. professor
many

who

forty

One
in
a

day

he

was

university, When the

visited by his brother, a he had for not seen whom

professor

years.

heard

that

the

Father

had

spent

all the

years

of his life in the

to

Society

in teaching
"You

L,atin and
have

Greek

young great
you

boys,
talents
at

he exclaimed: in such
a

wasted

your

inferior work
of done

I expected
or

to find

least have

fessor proyou

philosophy

theology.

What

that this post is assigned

to you?"

Father
showed had

facio Bonihim
taught,
or

the
many

opened list of hundreds

of whom
or

quietly

little book,
whom

and he

of pupils high

occupied world

positions

in Church

State,
names,
success

in the
the

of business.
a

Pointing
smile

at their
:

Father
my

which

said with pupils have

any

pleasant

"The
a

achieved
which
New

is to

me

far

sweeter
1

reward
Alexis See

than

honor
and

I might
York,

have
Sadlier,

Clerc,
especially

Sailor

Martyr,

1879. pupils." edition

Father

XII: Clerc his "Father chap. and It may be interesting to add that the American is dedicated to the of this biography memory of
Monroe,

Andrew

S.

J. (grand-nephew
Navy

of
convert

President
to

Monroe),
Catholic friend

officer in the

American

and

the

faith, who, Father Clerc,

after

spending chiefly in the

died

at St. Francis

Xavier

his religious life, like his humble duties of a professor, 1871. New College, York,

646

JESUIT in the

EDUCATION.

obtained
' '

most

celebrated

university

dom. of the. king-

Not

all teachers pupils in

a

may

have

the consolation
It happens
seem

of seeing
that

their

high

positions.
teacher

the
on

best
many

efforts of
pupils.

devoted

to

be

lost

Even
He
not

this

will

not

discourage
that

the

religious

teacher.

will remember

his might
a
a

model,
have Master.

Jesus Christ, did

been
Not

reap
the

the

fruit which of such

fruit, fell

expected all that

not

from

teaching
forth

he

sowed

brought

fold, hundredstony

even

thirtyfold.
some

Some
fell among

upon

ground,
yet
not

and
went
on

other

the thorns,

and
ought
correspond

he

patiently

sowing.
success

So

teacher
not

to be

disheartened his labors.

store

if the
He

should
that
one

with

knows

reward

is
will

certainly
not

in

for him, but

the

measure

of which the

be

his

success,

his zeal ; not has

to
one

fruit, but
that

his

efforts.

The
shall

Great
give
water,
to

Master

promised of these
lose has
water,
to them

soever "whoa

drink
he

little ones
reward."1 the

cup What,
ones

of

cold
then,

shall

not

his
given

may not

he
a

expect, cup has

who

little
great

of Christ and

of cold opened divine?

but
the

with

patience
knowledge,

labor
human

streams

of
that

and

Indeed, shine
as

"they
stars

instruct eternity.

many
' '

to

justiceshall

for

all

Maith.
2

10, 42. 12, 3.

Daniel

Conclusion.

We

have

examined

the

educational

system

of the

Jesuitsin
There
censured
seen
are

its various

aspects,

its history its aims which

and

its principles,
means.

its theory few

and

practice,

and

of its principles

have
But
we

not

been
also

by

some

of its opponents.

have

that there

is hardly

one

principle
by
as

in it which

has

not

been

heartily

recommended
as

most

distinguished
We
a

educators,
seen

Protestants
on

well

Catholics.

have

that

many

lines there

is, at present, and

decided
all

return

to what

the it then

Jesuits defended
be said in

practised
the

along.1
system

Can

that justice

Jesuit

it, and

is antiquated for be hoped that little can and from its principles, in the improvement of education
at

present
"the

Or

can

it be said with of the

modern
of

writer

that

regulations

Jesuit
the

system

studies, viewed
need
wisdom
not

in the
any

light of modern and

no

requirements, pedagogical

shun

comparison,

contained writer

therein,
a

is in

way

antiquated"?2
with reference
may

Another
to

declared

few years

ago,
now

modern that
which

school

systems:
new

"Those
of the
' '

living
may

desire

in the
has

much

old
3

be

served pre-

proved
very

of benefit.
much, of

May

it not

be

said should and

that

much,

the

Jesuit

system

be

preserved,

and

that many

of its principles

best advantage, be followed could, regulations with in the education leave We of the present day?
1 2

See See
Dr.

especially above
Noble

chapter

XVI.

p. 288.
of Berlin,

in the

Report

of

the Commissioner

of Education,

1897"1898,

vol. I, p. 82.

(647)

648

JESUIT

EDUCATION.

it to the impartial
that

reader

to pass

judgment.
is not it is too

It is true

in

our

times the
to

Jesuit education
To
some

viewed religious,

with
too

favor

by

many.

"clerical;"
this
reason

others

it appears popular;
old.

old-fashioned.
favor

For
never

it is not
on

popular
It is the

is

bestowed
attracts,

what

seems

novelty the

that
more

bolder the and for the large captivating

the

innovations,

majority of
2600

the people.
ago

This
old

is

as

true

now

as

it

was^

years

when

Homer

sang:
"For
But

novel

lays

attract

old, the

mind

with

ears ; ravished inattention hears."

our

And

yet

the

novel

songs know

are

not

always

the best. there

"

As
not

to

the

Jesuits, they
who

full well

that
to

are

many

will

take

the

trouble
system,
on

investigate
to

thoroughly
a

their

educational

in order

pass
that

fair and
are

independent
many

judgment
will
passed
on

its merit, themselves

but

there

who

content

with

repeating
who
were

the

verdict

this system
character,

by others
or were

either ignorant in their

not

of its true

misled

estimates
expect
that

by
the

prejudice.

Hence

the of

Jesuits do
their system
hundred

misrepresentations

sanguine

their experience cease; will ever of three has taught them not to entertain years such hopes. hand, On the other this same experience
has taught
to be

them

another

valuable
the

lesson, and
to

namely, opposition continue

not

disheartened
who

by
not

antipathy
them,

of those

do

know

but

efforts to realize, to the best of their that which of Catholic youth ability, in the education The greater glory as their motto: they have chosen of
their

God, and

the

of welfare their fellow-men.

APPENDIX
Additions
and

I.
Corrections.

CHAPTER
Observations
In the
course

I.

on

American

Histories book
the
we

of Education.1 have
frequently

of the present
to

had

occasion

point

out

that

histories
are

tion of educautterly

by

Painter,

Seeley

and

Compayre
of the

untrustwor

in their account of Catholic that education respects

Jesuit system,
It is natural

and

in general. they
may

to infer

in other

be equally

Professor
on

Cubberley,

in

his recent

unreliable. Lectures Syllabus

of

the History
says,
on

of

Education
i,

(New
the

York, works

Macmillan, of
"Painter,
are

1902),
Payne,

page
are

that

and
to

Seeley

very

unsatisfactory,

and

not

referred

in the Syllabus."
as

The

been

done

regards
as

Compayre

have should ; for his History of

same

Pedagogy before;
makes

is
it only

unsatisfactory
assumes
an

as

those

mentioned which

air of impartiality,

it all
pp.

the

more

insidious.

(See
quote
are are

the

present
the

book, Ratio

lo-n.)
in such when
a

Some
but
the

writers quotations
that

from often

Studiorum,

mistranslate

manner

they

hardly

recogniza

compared

with

the

original.

Setting

aside

the

disastrous
have
account

influence
had
on

which

prejudicemay
reasons

some

and antipathy writers, the following

errors.

may

for

many
a

The

Ratio

Studiorum
1

is in many
also Plea the

respects
article of
new

peculiar
:

document,
of Eduby the

See
A

interesting
the
D.,

"The

History Sources,"

cution.
Rev. W.

for
D.

Study
in the

Original

Turner,

and

promising

Review

of

Catholic

Pedagogy,

January,

1903.

(649)

650

JESUIT

EDUCATION.

which
the

is unintelligible L,atin terminology

and
on

unless

one

is acquainted

with and

of

scholastic

philosophy
few

theology,

there

are

exceedingly
who

writers Further,
only

education

possess of the

non-Catholic knowledge. this

Ratio
are

numerous

regulations

clear

by other documents explained when have either not been known, or which by found these writers.
the

of the Society,
not

been

examined

Another Ratio

difficulty
also

is to
the

be
ulations reg-

in the

fact that

contains

for the

studies

of the

members
rules with

of the for the

Society.
novices
for the

Some and

writers scholastics

have

confounded

of the

Order

regulations
what the

lay pupils

in the

colleges.

Thus
about

is said obedience

in the
to be

Constitutions
rendered Painter p.

of the

Society
by
to the
an

to Superiors

the

Jesuits themselves,
false

Mr.

has

applied

lay students.

(Hist,of Ed.,
impression
must

170.)
However,

Evidently
by in
have

entirely

be produced

such
most

confusion.
cases

it is almost
the

certain
to

that

these the

writers Ratio with

not

taken

trouble

examine selves them-

Studiorum,
copying
the

but

have

contented

assertions

secondary
seems

Raumer's authorities. by still to be considered

of untrustworthy History Education

of

some

reliable

source.

Kven

Professor

Cubberley
And
yet

styles

it ''still quite

able" valu-

(Z.c.).
so

this work
to

is altogether education
have in

Besides,

in regard

Catholic

quated. antiit is

biased

that

fair-minded

Protestants Barnard,

rejected
his translation
:

many

parts of it. of the

Thus
on

Henry

chapter
as

the
as

Jesuit schools,
towards
the

says

"We

omit

in this place

well

close

of the
on

passages of Raumer's chapter article, several he discusses, from the extreme Jesuits,in which

the Prot-

APPKNDIX

I.

651

estant

stand-point,

the of what

influence
he calls when

of the

confessional,

and

the principles

'Jesuitical'orality. m
handled
to
a

These

topics, and
are more

especially

in

san parti-

spirit,

appropriate
to
an

theological

and

controversial,

than
as

educational

journal. The

past

as

well

the present
course

of the of

Jesuits,the
and by
teachers

of the schools organization of instruction, the methods

are

teaching

discipline,
and

worthy
who

of

profound

study
the

educators,

would

profit by

(American of wise and learned men." experience Journal even of Education, vol. V, p. 215.) However,
in the
statements

Raurner,
to

there

are

from Barnard accepted which Owing not a few that are incorrect.

protests

of Raumer, the

Barnard, passages

in the VI.

volume

of

his

journal, added
previous
Raumer
not

in the
which need

translation. had
on

he had omitted which The misrepresentations

from Pascal and others,

borrowed
here.

be dwelt
is the

Nor

estimate

of the

Jesuit

system

correct

which

is found
H.

in

the

History

of

Modern
of the

Education,

by Samuel
Art

Williams,

Professor

Science

and

of Teaching,

in Cornell
at

University.
to

The

author but he

evidently
was
were

endeavored fortunate
not

times

be impartial,
sources.

not

in the
the

choice

of his

They
Otherwise

evidently would
not
as

original

documents.

he

have

been

betrayed
teachers smaller
as
were

into

such

absurd novices

statements

this:

"The
a

mostly

of the Order, professed

with

much
Now,

number
the

of the fully
on

brothers."
of the
in

chapter

the
are engaged

"Training
not

Jesuit Teacher"
teaching,
until the

proves,
the

employed

and
a

novices Jesuit is not

of five
or

in teaching
years

after

training

six

succeeding

completion

of the novitiate.

The

652

JESUIT

EDUCATION.

expression this author

Mr.

"fully professed knows

very

brothers,"

also, shows

that

little about

Jesuit teachers.

Shoup,
many

in his History
good
that features

admits

and Science of Education, in the Jesuit system ; he

many

expressly with him

states

it has

points

in

common

American
away

methods,

but then
tirades
of

his authorities "neglecting

lead

into the sciences,

old

matics, matheof

practical
etc.

knowledge;

suppressing

independent
We gladly
on

thought,"

acknowledge

that

the

latest American

book

Mr. subject, (Lippincott, 1902), is, in the

most

Kemp's

History

of Education
superior

point
the

of impartiality, whole,

to

other

works.
on

On
the
we

it is free from
the

offensive
education.
from modern

attacks

relation
must

of

Church

to

However,

say

that

it is not
the

free of

assertions

which

cannot

stand

in

light

historical
many

research. need

Particularly

in

chapter

XV,
v.

statements

considerable
the felt
' '

correction, "the

g.

the

assertion of

that
the

before people

Reformation
no

large

majority
and
took

need

of

cation edu-

little interest in it. authors

p. the Mr.

With
we

this should quoted

on

be
p.

compared
23

the

from
Mr.

whom

sqq.

On about

172,

Kemp

repeats

Green's by

assertions
Henry from

Grammar

schools

founded has
a

VIII.

But

Arthur

F. Leach
that this is

proved,
myth,
are
a

incontestable

documents,

pure

and and that the statements of Green historical distortion facts. of the

Mullinger
In

his

English

Schools

at

the

Reformation (Westminster,
Mr.

Archibald
records

Constable,

1896),

Leach

says:

"The
on 200

appended

to this book

show

that close in
were,

Grammar

[secondary]
reign

schools

existed
,

England
for the

before
most

the

of Edward

VI.

which

part,

APPENDIX

I.

653
It will
....

abolished however,
hundred the number
great

or

crippled
these

under
records

him.
are

...

appear,
three of

that

defective

Grammar
in the

schools
year

is

moderate

estimate

revolution
away
away,

were

the floods of the when let. loose. Most were of them

1535, Henry
or

swept swept

either they

under
were

his

son;

or

if not

plundered
of
not

and these
mere

damaged"

(pp.
author

"

6).
says

Of
that

the

character
were

schools
"monkish" the

the

they

schools,
type
as

but
the

secondary

schools schools

of of

exactly the

same

secondary
the

present
at
more

day.
time,

Considering
there
were

population
to

of England
Reformation

the

previous

the

higher

schools
v.

in Kngland

than schools had

at present;

in Herefordshire,

g.

17

higher
town

for
a

population school.

of 30,000!

Nearly
100.

every

higher
that

(/"., 99

"

Mr.

L,each
the

confesses

his
of

researches

revolution

traditional and
that

view
on

pre- Reformation his book

"

schools
was

in Kngland,
upon
to

this account

looked

call attention the current endeavor

by some unfavorably these facts, because

has

people.
they who show

We
how

tradition
to

influenced
Had

men

earnestly
writers

be

impartial.
by
the

all American

been

animated

spirit of fair-mindedness

and that

information zeal for correct which educator, excellent American and

of Education,
and Henry have

distinguished
first U.
the

sioner S. Commisof truth in this

Barnard, been

cause

justicewould

better

served

country.

CHAPTER
The

II. the
"

Brethren
on

of
31

Common
about

Life.
the

What
must

is said

pp.

34

Brethren, have

partly

be corrected.

Recent

investigations

654

JESUIT
that they
an

EDUCATION.

proved them, taught, but

they

were

not,

as

Raumer

had

represented

order

of
in
a

teachers few

like
as

the

Jesuits

They

indeed,

schools,

in that

of Liege; connected, after their

in most received
and
was
were

schools

with

boarders

they were which looked and chiefly

moral

tion religious training, while the secular instrucin the hands ever, howof other teachers, who,
mostly

imbued

with

the

spirit

of

the
,

Geschichte des g. U., 2nd ed. this author modifies, in the where vol. I, pp. 158-160, in the first edition same the statements expressed way,
Brethren.

See

Paulsen,

of his
on

work.

Further

see

the

recent

valuable

work

Jakob
7.

Wimpfeling, by
CHAPTERS

Dr.

Knepper

(Herder, 1902),

page

AND

VII.

Jesuit Scholars.
CHAPTER
Saccheri's
Professor V, work p. 156.
"

The

importance
more

of Father and
more.

is being of Padua

recognized

Ricci

article to the

ing interesta highly contributed Jahresbericht der mathematischen Ver-

bindung
"Origin
the

(Vol.
and

XI,

October

"

December

1902),

on

the of

Development

of the Modern
' '

Conception

Foundations
works
one

of Geometry. prove

There
man

it is said that of indisputable of his

is
a century.

"Saccheri's
merit,
.

him

and
. .

of the

first geometricians

The

Euclides

vindicatus

alone

work

which
work

life. could claim the labors of a whole he erects an edifice of classical beauty
the

In

this

which

testifies to
taste

extraordinary
"

ability
a

and

geometrical

of the architect. mathematicians

his
own

It is

perplexing
could

problem
endeavor
he

to

modern
to

how

Saccheri
with
system.

refute

arguments,

which

had

so

ably

attacked

the

Euclidian

Of

this attempt

APPENDIX

I.

655

Professor that
truth
a
man

Ricci of
so

says:

"To-day
an

it is hard
intellect grasp

to understand not
see

sublime almost

did
with

the

which
that he

he

could

his

hands,

and
what

he had

stubbornly built up and

tried to destroy with

so

with

sophisms

much he

correct

geometrical his it
a

skill.
.system,

Able
he

sagacious

as

is in constructing in tearing

is awkward If for
once

and
I may

unskilful

down.

"
"

be allowed
it not

to venture

conjecture,I
cheri
publish

would
the ?

ask:

Is

possible
did
not

that

Sacfit to

did

grasp

truth,
may
a

but
have
cry

think lest his

it boldly
would

He

feared

contemporari

raise

of indignation Besides,
as

against time
as

such such
mere

mathematical
hypotheses

heresy. would
may

at that

have
have
a

been

looked

upon

freaks,

there

been

apprehensions

that tation repu-

the

publication of the

of such college
attacks

work

would

injurethe
taught
account

in which
on

Saccheri

matics. mathe-

The
bold
theories

the

Jesuits on
Society

of the

of Hardouin the of

(seep. 160), and

was

similar

stances in-

in which
for the

whole

reprehended
have

attitude
cause were

individuals,
wariness
correct

would

been

sufficient
explanation
account

for the the

weakness

of the author.
one,

If this
certainly which he

it would

for the
to

of the

arguments
structure.

used

pull

down

his splendid would

These
merely
a

arguments,

accordingly,

have

been

thin

veil to hide
this
was

the purport

of his work.
Hagen

I communicated

conjecture to
surprised had given
to

Father
that
same

of Georgetown, distinguished

and
matician mathe-

to learn

this

the

explanation
Halsted

of the curious

phenomenon

Professor of
a

of the

University
's

of

Texas,
However,

the

translator

Father

Saccheri

works.

this is only

though conjecture,

not

void

of

656
But

JKSUIT

EDUCATION.

probability.
full truth

even

if the

author

did

not

see

the happened

of his deductions great

at the

time,

this

has

to many

discoverers.
reference
that
to

Professor
a

Whewell

says

of Kepler,
it
seems

with
strange

similar
not

instance,
succeed;
to have

that

he

did

fully
seems

"but been

this lot of missing obvious,

what

afterwards
one

is

common

in

the

pursuit

of
II,

truth."

(History of
Appleton's
VII.
"

the
,

Inductive

Sciences,

vol.

p. 56.

ed.

1859.)
the

CHAPTER
last decades
sinologist

Among should

Jesuit scholars
been
made

of the

mention

have

of the

Father

Angelo
near

Zottoli, who

died

in the
9,
on

lege Col1902.

of Zi-ka-wei, In

Shanghai,

November

1876,

Baron

von

Richthofen, that the

in his work

China,
of

expressed
recent

his

regret
not

Jesuit missionaries
in regaining
But
a

times prestige

had

succeeded

the scientific after,

of the

Old

Society.
of
a

few years
which

in 1879, the firstvolumes

a

work

appeared

augurat in-

new

period

in the
was

scientific activity

Jesuits

in

China. Sinicae.

This
When

Father
the

Zottoli's
had

of the Cursus
completed

Literaturae

work

been

in five volumes,
the

it put

the

humble

religious
styled

in
"a

front rank

of sinologists.
the

It has

been

landmark received

in

history

of Chinese

philology,"

and

the great

prize of the
Mr.

Academic

des Inscriptions
a

et des belles Lettres.

Legge,
one

formerly the

Protestant

missionary
of
our
'

in China,
age,

and

of
that

foremost

sinologists

declares

in

Father

Zottoli's

Cursus

'the scholarship revived."

the East,
some

of the
vol. p.

earlier
XXVII

Jesuit missionaries
of the
In

has

(In
Preface,

Sacred
Zottoli's

Books

of
now

XIII.)
in
a

Father
were

school

able

Jesuit sinologists

trained, review,

who

publish

their researches

special

APPENDIX

I.

657
scholarly

the
has

Vari"tes been

Sinologiques,
frequently

whose

character foremost for thirty

attested

to

by engaged

the

orientalists.
years

Father

Zottoli

was

in writing Chinese dictionary. a gigantic now this completing ablest of his pupils are Volkszeitung , Wochenausgabe, (See Kolmsche
i,

The
work.

uary JanJesuit

1903.)
readers
"

Some
writers

may

be surprised

at the
a

list of small

we

have

enumerated

only

fraction

of the number

of scholars is the
case
"

that well deserve

,

to be known

better than about

various

and

ask

why

so

them

in works

that

treat

of the

littleis said history of the

are

sciences. of great importance be found Kepler, in

a

It is not

because

their works

not

for science.

The

explanation

may

remarkable
prince hatred
!

utterance

of the

the

of
If
a

astronomers:

celebrated for "Alas

it
' '

and prejudice

Jesuitwrites anything,
adherents
controversy

ignored is completely by the is made Allusion to the famous

of Scaliger.
on

logy chrono-

between
Petavius
many

the

Protestant

Scaliger
same

and
may

the be

Jesuit

(see page
a

160). The
was

another

scientific discussion.
not

Kepler

said of himself,
a on

though of

Protestant,
nor

afraid of being
their opinion

friend
many

Jesuitscholars,

of asking

of the important

(See Johann

he was investigating. questions which Kepler, der Gesetzgeber der neueren nomic, Astro-

by Adolph
in the Gregorian
see

Miiller, S. J. Professor
,

of astronomy

University
12

in Rome
17, and
VIII.

especially

chapters

and

[Herder, 1903]; page 166. )

CHAPTER
The Recent page
42

Educational it is said
not

Troubles
the
on

in France.

On of
the

265

that

Jesuits is

based

non-Catholic view historical facts, but

658
largely

JESUIT
on

EDUCATION.

works

of fiction. the

case

in point is Zola's
was of which The 1903. subject

posthumous issued

novel,

English

edition

in this country
was

in February,
'

of this work

announced of

as

'illustrating the keenly

antagonistic parties in

influences

the

France,
' '

as

instanced

Jesuitical and in the recent

is styled
'

secular

tional educa-

troubles.

Though
a

the book

'Truth,

' '

it is in
charges,

reality
not

tissue against
as-such.

of falsehoods
the

and

enormous

only

religious

orders,

but

the

Catholic
19,

Church
1903,

The
very

Baltimore

Sun,

ruary Febthat

says

in and

judiciouscriticism,
but, behold!
however, whom will

the

author

"asserts

asserts,

of proof
make

there
no

is little or
to

nothing. those
them

This,
readers
the
same

difference

to

this
reckons

diatribe
those

appeals
who
any

[among
the

paper and

hate attack

Catholic

Church,
upon

who
In the

welcome

that may Zola has,

be made seemingly,
' '

it].
cared

present

instance

truth of his statements. proof

present

The
page

book
268,

little about the furnishes a strong

namely,
that

of what

we

said

on

the

persecution

of the
a

teaching attack
on

Congregations

in
and

France

is in reality
Zola

brutal

Christianity

all religion.

says

little about

Jesuit education,
is set forth in observances be banished
from

but

what

is meant light:

by

secular

education,

clearest
are

All

religious
sign

beliefs

derided,
the

every

of religion
are

and is to

from

school,

women

to

be

emancipated

the influence
to take

of the

Church,

experimental in school
and

science private

is

the

place

of religion

life.

It is the

old Voltairian of

Ecrasez

I'infdme! This
(On
in the
I^aws

is the

antagonist
see

"Jesuitical" education!
Brunetiere,

this subject

the article of M. December

Revue

des

Deux

Mondes,

15, 1902:

"The

of Pro-

APPENDIX

I.

659

scription
New

in France,"
1903,
no.

translated

in the

Catholic

Mind,

York,

2).
view of the educational
we

For

the

Catholic
during

movement

in France
which

the last decade

refer to the

Etudes,
on

contain side

many

excellent the question,

articles not

only
on

the

religious school

of

but

also

modern
umes vol-

reforms, 54

the
100

classics, etc.

See

especially

sqq.),57 (page 345 sqq.),69 (page 224 sqq.) 70 (page 496 sqq.), 78 (page 21 sqq.), 79 (page 41 sqq.), 84 (page 654 sqq.),86 (page 29 sqq. in the last and 501 sqq.). In the volume mentioned
y

(page

place,
magne,

the
son

article

L* Enseignement
contains and

classique

en

Allecomparisons

role pedagogique, the

interesting

between schools.

French

German

secondary

CHAPTERS "Impressions Under

the

X"

XII.

of American
title, the
an

Education.

"

above

Educational
address

Review by

(March,
Mr.

1903)

published

delivered

Sadler, at the Annual

Glasgow,

Congress

of the
December

Educational
30,
1902.

Institute, Mr.

Scotland,

Sadler

features in American many admires belief of Americans in the the hearty

the

tion: educavalue
But

of he

education,

sacrifices they
the
cases

make

for it, etc. and

discovers

also

following municipal

defects

weaknesses:

1)

In

some

corruption

has

baleful

results

in

the

sphere
grave

of educational
whether have
not

administration.
the

2) There
in
of
some

is

doubt

stricter forms unduly ficed sacrisin

they
stress

of intellectual
many

discipline American
methods

been

schools. of

The

besetting
is that

modern

education

stimulate

interest without

laying

corresponding

660 intellectual
on

JESUIT
discipline. sweeties
an

EDUCATION.

on

As

it

were,

they
in
a

feed

the

children revolt

and

plumcake, tradition
home

strenuous

against porridge.

austere

of too

much
restore

oatmeal

Nor

does

discipline find

the

balance.
focus

The

younger
on

Americans
uncongenial
on

it difficult to

their

attention

tasks.

An

insidious
to

evil is the tendency

make

the

part

of teachers harder,

lessons
and
more

interesting disciplinary

by

avoiding
of the

the

ler, dul-

parts

subjects.
among

other An-

evil is the excessive children, occasionally

severe

encouraging,

young
even

of

what
to the

is called point

"self-realization",

of impertinence.
to
a

3) Lack
"

of

discipline
"

leads

third

weakness,

superficiality,

with

its attendant

evils,

exaggeration

in
do

language
not
as

and

love

of excitement. allow for the

make
new

The
slow

Americans
percolation
short

yet

sufficiently inind.
fond gains

of

ideas

into the
are
a

They

too

many

cuts.

They
that

too

of the
true

last

thing.

They
of
taste

forget

pupil

independence
thoroughly

and

judgment
under
masterpieces
same

by

slowly

and

working

his way,
through

guidance
as a

and

with

encouragement,

whole, often element

and

through
the

masses

of the

kind
has

of work, in it
an

against

grain.

All
and
the

true

culture

of stubbornness
through

sistence, per-

which

must

be acquired

lessons

of life, and

the

lessons

prepare

for life.

4)

to ought of the school, which from danger A fourth proceeds

men

the tendency

of American

to

become
Many great

unduly

concentrated

in

business

pursuits. by
too

Americans
absorption in

sterilize part of their nature

the excitement
and
overzeal

struggles

of commercial forms
an

tion. competiatmosphere Intense

This
which
cannot

for business

but

affect educational

ideals.

APPENDIX

I.

66

absorption
worthy

in

commercial the
a

enterprise thoughts and

is

not

an

aim rising

to dominate

lives

of the
answer

generation of the chief

of

great people.
to the

The

noble "What

Short
end

Catechism

question:
not to

is the
in

of man?", pursuits. be well

to

deserves

be

forgotten

commercial
It may

compare

these
on

statements

with

what

has been

said in the chapters

the

"Intellectual

Scope,"
and

"Prescribed

Courses

or

Elective

Studies,"

"Classical

Studies".

APPENDIX

II.

Bibliography.

i.

Primary

Sources.

The

Constitutions editions published

Rivington,
"

of
in

the Society

of

Jesus.

Numerous

Latin.
a

The

English
in
1838

translation,

by

Protestant
very

(London,
und

etc.), is
The
of in
on

unscholarly

unreliable

fourth
the

part

of the Constitutions,

which and

treats

studies,

is given Father
"

in Latin Pachtler

German
further

the

work

of

quoted Decreta

(vol. I,

pp.

69).
of the

.9

Congregationum General
General

Generalium.
of
the

(Decrees

Congregations
Congregation Order;
the

Society.) The

is the legislative assembly

of the

decrees
are

tions of different Congregacontained 70

"

relating Pachtler's

to studies

in Father

work,

vol. I, pp.

125.

Ratio

atque

Institutio Studiorum
as

Societatis Jesu, usually

quoted

Ratio

Studiorum. in
in
Pachtler's

Latin

text

and
and

German
German ordnung.
Pachtler,

translation translation

vol. II,

Father

Duhr's

Studien-

G. M.

S.

J.

Ratio

Studiorum per

et Institutions

Scholasticae
vigentes.

Societatis Jesu
Hofmann,

Germaniam
"

olim

Berlin,
IX,

1887

1894.

umes Vol-

II, V,

and

XVI

of the great

collection

(662)

APPENDIX

II.

663

Monumenta
Dr.

Germaniae
Kehrbach.

Paedagogica,

edited

by

Karl
This

is the

of the historical

work standard it contains Jesuits ;

on

the

all the

tem syseducational important most

documents

in particularly has been acknowledged work and

writers
on

to Jesuit education, relating The Germany. great value of the

by

numerous

historians
:

pedagogy.

(We

quote

Pachtler,

I,

II, III,

IV.)
Societatis Jesu, Madrid,
of

Monumenta
A

Historica
huge of

1894
to

foil.
early

collection
the

material

relating

the

history
monthly

Society.
of
out

Published
160 pages

since
each;

1894
to

in ruary Febcollection

instalments

up

1903 is
the

there
a

were

110 instalments.
source

The

most

valuable

history

of

religion particular
are

and

for of information in the sixteenth education for the

century.

Of

importance

history

Jesuit education
194, entitled
:

instalments

93, 97, 99,

100,

of 101,

Monumenta
To

Paedagogica,
be carefully

Madrid,

1901
from

"

1902.
Father Pachtler's

distinguished
Monumenta
are

volumes

in the

Germaniae

Paedagogica.
on

The

following
the

works

important

commentaries

Ratio

Studiorum:
ad Magistros

Sacchini,

F., S. J., Paraenesis

Scholarum

Inferiorum Societatis Jesu, and Protrepticon ad Scholarum Magistros Inferiorum Societatis Jesu German translation by J. Stier, S. J., (1625).
"

in Herder's
1898,

Bibliothek der katholischen Padagogik, pp.

i
"

vol. X,

185.

Jouvancy,
Of pp.
the

J., S. J., Ratio

this important
434
"

Discendi

et Docendi

educational exist
a

work

(1703). (see above

in

435)

there

eighteen

editions

original

L,atin,

French
a

translation

by

J.

Lefortier, Paris 1803, and

recent

German

trans-

664

JESUIT

EDUCATION.

lation: Lern-

und

Lchrmethode,
Herder's

by

R.

Schwicke1898,

ratli, S. vol. X, F. X.,

J., in
pp.

Bibliothek, etc.,

207

"

322.
et

Kropf,

S.

J., Ratio

Via

Recte

atque

Ordine

Procedendi

in Literis Humanioribus

Aetati Tenerae

Tradendis

(1736).

German

translation:
,

Gym-

by F. Zorell, S. J. in Herder's nasial-Pddagogik, Bibliothek, vol. X, (We quote pp. 323 466. Kropf, Ratio et Via.)
"

2.

Works

Treating

Exclusively
and

of

Jesuit Education.
System
1892.
"

Hughes,

T., S. J., Loyola

the Educational

of
by
Duhr,

the Jesuits.
to

New

York,

Scribners,

Belongs

the

Great

Educators

Series,

edited

Nicholas

Murray

Butler.

B.,

S. J., Die
"

Studienordnung

der and

Gesellschaft
St. Louis,

Jesu.
Mo.,

Freiburg
1896.the

(Germany)
of
a

Contains

translation of

the

Ratio

Studioruin

(both of 1599 and

Father Duhr's

1832), and
is volume

valuable
IX

commentary.

work

of Herder's

thek Biblio-

der katholischen

Pddagogik.

Maynard,

Abbe,

The Jesus
from
1855.

Studies
at

and

Teaching

of

the

Society

of

the

Time

of

its Suppression.

Translated
Murphy,
De

the

French.

Baltimore,

John
aux

Rochemonteix,

C., S. J., Un College de Jesuites

XVIII.
4
"

XVII. de

et

sitcles.
volumes.

Le

College Henri

IV.

la Fleche.
1889.
work

Le

Mans,

Legui-

cheux,
This
flourishing

gives colleges

the

history the

of

one

of

the

most ; from

of

Society
on

in

France

detailed
one

descriptions
learn

based
the

documentary Studiorum
was

evidence,

can

how

Ratio

carried

into

practice.

APPENDIX

II.

665
" Avignon, 1896.
interesting

Chossat,

M.,

S. J., Les
1553
"

J6suites et leurs
Avignon,
preceding,
of the

oeuvres

1768.
like the
the

Seguin,
furnishes

This details

work, about

working

Jesuit

system.

De

Badts

de

Cugnac,

A.,
1879.

Les

Jesuites et V Education.

Lille, Desclee,
3.

Works

Having

Particular

Reference

to

Jesuit

Education.
Paulsen,

F., Geschichte des gelehrten Unterrichts Schulen deutscken Universitdten vom und
des Mittelalters bis
and
zur

auf

den

Aus-

gang Veit

Gegenwart.
edition

I/eipsic, in
two

Co.,
1896
"

1885;

second

volumes,
Dr.

1897.
one

Paulsen

is

of the Of
the

leading
present

Professors
work the

of the

University

of Berlin.

Report
I, p.

of the Commissioner 199) says: "It is

of

of
a

Education
thorough in the chapter

(1896"1897,
historical educational
on

most

review

higher
of any

education
country."

known

ture literaof

The

the

colleges

the

Society
1, pp.

and

(vol.
written

educational 379"432) is far more

more

the

labors

of the

Jesuits
more

thorough, than
most

dependen inbooks

and
on

impartial,
by

the
,

Jesuits

non-Catholics.

Schmid,
bis
a

K.

A.

Geschichte Zeit.

der Erziehung
5 volumes

vom 10

Anfang
parts,

auf

unsere

in

by

number

of scholars
1884
"

and

educators.
3 of volume

Stuttgart,
V, which

Cotta,

1901

(Part

will complete
not
On

this great

history

of education,

is

yet

out).
"

III, Abteilung 1, see Jesuit education volume 109 (by Prof. Dr. Miiller of Dresden); pp. 159 pp. 1 in France," by Dr. E. von 175 ("Jesuit Colleges Sall"

wiirk, 455-467 176"

Karlsruhe).
;

"

Volume
"

IV,
V,

Abteilung

1, pp. 2, pp.

538"543.

Volume

Abteiluug 1600;

221

("Jesuit Education

since

Suppression

666

JESUIT
Restoration and by Studiorum,"
on

EDUCATION.

of
Dr.

the
von are

Society

; the
"

Revised The
some

Ratio
articles serious

Sallwiirk).
not

the

Jesuit

schools

free

from

misinterpretations
Dr.

of the has

Ratio

Studiorum.

ally Especi-

Miiller

misunderstood
In of
other

and
cases,

rendered
he applies which
engaged

falsely
to the
are

several secular

passages. students
the
younger

Jesuit
members

Colleges of the

rules

only

for

Society

in studies

Ziegler,

T.
,

(scholastics). Geschichte der Pddagogik.

Is Part
i,

Munich, Handbuch

Beck,

1895.

of vol. I of the

der hohere

Erziehungs-

und
by

Unterrichtslehre
Dr.

fur
and

Schulen,
Dr.

edited

A.

Baumeister.
Pedagogy

Ziegler, University

Professor of

of Philosophy

in
on

the

Strasburg,
In

is

prominent
of

he

education is inferior

in
to

Germany. Professor

point

writer impartiality

Paulsen.
2

Willmann,

O.

Didaktik
,

als Bildungslehre.
second
Philosophy
and
one

volumes,
1894.
Catholic, in

Braunschweig,
The and
the
author,
now
a

Vieweg,
pupil

edition,
became
a

of Herbart,

is

Professor

of

and
of the

Pedagogy ablest

University writers

of

Prague,

in the
most

German
important

tongue.

His

educational Didaktik

is

one

of

the

pedagogical

works

published

within

the

last decades.

Quick,

H.,

Educational

Reformers. London,
Co.,
of the
1868.

mans, Longtion edi-

Green
forms Series, New

and part

The

revised

International
1890.

Education

York,

Appleton,

Jourdain, C., Histoire de V Universite de Paris

et 18e
A

aux

17e 1888.

slides.
of the

volumes.
work
;

Paris,
gives
an

Didot,
account

very

valuable

of

the

struggles

Jesuits with

the

University.

Duhr,

B., S.

J., JesuitenfabelnJesuit myths). (

St. Louis,
readers of
most

burg Frei1899.
wish
to

and
To
see

Herder,
must

3. edition,
be

this work
absurdity

referred about

who

the

legends

the

Jesuits,

APPENDIX

II.

667
a

The
"done

book

has,

in the with
a

words heap

of

non-Catholic

review,
the

away

of

calumnies

against

Order."

(Literarisches

Centralblatt,

Leipzig,

1899.)

Du

Lac, S. J., Jemites.

Paris,

Librairie Ploii, 1901.

Berlin, Habel, 1873. dcm

Huber,

J., Der Jesuiten-Orden.

des Ausgang Freiburg
the
1 1
1

Janssen, J., Geschichte

des
and

deutschen

Volkes

sett

Mittelalters.

8 volumes.

Herder, used
"

St.

touis.
VI

The

edition

is

8th of the first three volumes

( 1 897
i4th of

899) ;
V;

6th 2th

of
of

vols.

IV

and and

vol.

vols. VII have

VIII.

The

first three

volumes

been

translated
at the

into English:

History

of

the German by
M.

People

Close A.

of
M.

the Middle

Ages,

A.

Mitchell

and

Christie.
1900,

6 volumes. 1903,

London,
St. Louis,
to

Kegaii

Paul,

1896,

and

Mo.,
comment

Herder.
on

It is superfluous

this

famous

work.

No

historical
over

work

of the
as

19th

century

caused
of
the the

such

stir all

Europe
written and

the

history
from

tion Reformaof

period
the

by

Jansseu
of
Dr. value

testimony ately Unfortun-

Reformers
the

their part

contemporaries.

greater

Janssen's
of the

illustrative

notes,
are

in which the chief in the English missing mistranslations be consulted.

IV,
"

version.
; hence

consists, it is not Besides, German

original is chiefly

work

free from
ought
to

the

Jesuit education
and
VII.

treated

in volumes

4.

Miscellaneous Education
in

Works. the

Butler,

N.

M.
,

United

States.

Series

of Monograms

prepared
the

for the

United
1900.

States

Exhibit
by

at

Paris
Murray
1900.

Exposition,
Butler.

Edited

Nicholas

Albany,

J.
Newman,

B.

Lyon

Company,
Idea

Cardinal,

of a University,
and
New
York,

and

Historical

Sketches.

London

Longmans.

668

JESUIT

EDUCATION.

Russell,

J. E.
Gives

German
,

Higher

Schools.

New

York,

Longmans,
a

1899.
good
account

of the and

German

Gymnasium, working.

its history,

organization

practical

The

Life of James
York,
The

McCosh.

Record
M.

Chiefly Sloane.

biographica AutoNew

Edited
Scribners,
life of the
of
the

by W.

1897.
President
careful

of

Princeton
of all

College
American

is

deserving
teachers.

study

Fitch,

Sir
their

Joshua,

Thomas

on Influence

Matthew and English Education.

Arnold
New

and
York,

Scribners, Alzog,

1897.

(Great Educators
Church
by

Series.)
lated Transand Pabisch

J., Manual
from
Professor

of Universal
the
Byrne.

History.
Dr.

German
3

volumes.

Cincinnati,

Clarke,
Pastor,

1878.

L.

The
,

History

of

the Popes

from
F.
I.

the Close

of

the Middle
6 volumes.

Ages.

Edited

by

Antrobus.
and
Kegan

London,
Triibner
Mo.

John
and

Hodges

Paul, Herder,

Trench,

Co., 1891
original

foil., and

St. Louis,
in
3 Mo.

The
Herder,

German
and

edition

volumes,

Freiburg

St. Louis,
Guggenberger,

A., Era.

S.

J.

A
,

General

History

of

the

Christian
1900
"

3 volumes.

St. Louis,

Herder,

1901.

Rashdall,

H.,
2

Universities
volumes

of

Europe

in

the

Middle
1895.
or

Ages.
Drane,

in 3 parts.

Oxford, and

A.

T.
,

Christian

Schools

Scholars,
Era

Sketches the

of

Education

from
2

the Christian
volumes.

to

Council

of

Trent.

London,

Longmans,
Popularly

1867.
written
; in many

parts

antiquated.

APPENDIX

II.

669
the

Taylor,

H.

O.,
New

The

Classical Heritage
York,
1900.

of

Middle
Press

Ayes.

Columbia

University

(Macmillan),
Einstein, LYork,
,

The Italian Renaissance

Columbia
W.

in England.
Press,
1902.

New

University

Woodward,

H.,

Vittorino

da

Feltre

and

other

Humanist
Press,

Educators.

Cambridge,

University

1897.
O. S. B.,
New

Gasquet,

F. A.,

The

Eve

of the Reformation.
der

London
Baumgartner, Herder,
Of
four
were

and

York,

1900.

A.,
1897

S.
"

J., Geschichte
1900.
history
out
so

Weltliteratur.

this magnificent
volumes
are

of Universal
Volumes great

Literature
III

far. this

and
see

IV

used

chiefly.

(On

work

pp.

233"234.)

Nagelsbach, edition,

C.

F.,

Gymnasial
1879.

Pddagogik.

Third

Krlangen,

Dettweiler,

P.,

Didaktik und
Beck, 1895.

Methodikdes

Lateinischen.

Munich,

Didaktik
Beck,
These Handbuch

und

Methodik

des Griechischen.

Munich,

1898.
two

excellent

books

belong

to

Baumeister's
.

der

Erziehungs-

und

Unterrichtslehre

Schiller, H.,

Handbuch

der praktischen

Pddagogik

fiir
1894,

h "there Lehranstalten. 3d edition.

L,eipsic, Reisland,

Lehrplane

Lehraufgaben fiirdie hoheren Schulen in School Preussen, (The Prussian Order). 1901
und

Official edition.

Halle,

Waisenhaus,

1901.

670
Verhandlungen
Berlin,

JESUIT

EDUCATION.

iiber die Fragen

6.

des hoheren
1900.

Unterrichts.
Waisen-

bis

8.

Juni
of the

Halle,

haus,
The

1902.
transactions Berlin Conference
on

questions

of higher

education.

Report

of the

Commissioner

of Education.
Office.
volumes from the

Washington,

Government
Chiefly

Printing
used
were

1888"1901.

5. American:

Periodicals

Quoted Frequently.
Review,

Educational

Atlantic

Monthly,

North

American

Review,

Forum,

American

Catholic
senger, Mes-

Quarterly, American
The
at Woodstock

Ecclesiastical Woodstock

Review,

Review,

Letters

(published
Fortnightly

College,
Tablet,

for private

circulation).
view. Re-

English:

Month,

Dublin

Review,

Review,

Nineteenth

Century,

Contemporary

German:

Neue

Jahrbucher

fur

das

klassische Altertum, und

fur Pada(I^eipsic, Teubner), Monatschrift fur gogik Schulen hohere Stimmen (Berlin, Weidmann), Maria- Laach aus (Freiburg, Herder).
French:
Etudes

Oeschichte und

deutsche

Literatur

(Paris, Victor

Retaux).

INDEX.
Academies, 518 sqq.
Accessories,
luni,

in

Jesuit colleges,

Aquaviva,
ciety 113.

of the So103, 109 sqq., of Jesus, General

39, 99;

in Jesuit curricu118, 125, 192.

Acosta,

Jesuit

writer,

159.

St. Thomas, Aquinas, in Jesuit system, 193"194. Archaeology,

ties". Aristotle, Ages,
see

132,

136,

Adaptability,

of 197, sqq. , 280" 296. Adaptation, in the Old Society, 283; since the revision of the Ratio 191 sqq., Studiorum, 283.?^. Affection,
as of pupils, element of teacher's authority, 612, 644.

Jesuit system,

"Antiqui-

study of in Middle 45; Luther's attacks, 131, in Jesuit system, 63; 136, 193, 283; in Protestant 136, note 2; in modschools,
ern

Agricola,
Albertus Alcala,

humanist,
Magnus,

33, 60, 67. 39, 99.

"

times, 193"194. Arnold, Matthew, on ing, 354. Arnold,

of Rugby,
on

translat-

42 43, 79. university, d'Alembert, 149, 174, 176. Algue", 231.

Jesuit scientist,
"

230"

education, cises, 309; 351, 356;

teachers, boarding

general exerschool Latin and Greek, 306; of of

note

St., feast of students, Aloysius, 557; devotion to, 559 560.

"

scholarship dangers 406;

schools,

537

Alvarez, 286.

121

sqq.,

grammar,

2, 552 note; 549"550; on

note;

Jesuit methods,

America,

1 school reforms, 292 sqq.\ weaknesses sqq., of 293 sqq., 301 sqq., education, 307, ^6 sqq., 659-661; schol"

571 athletics, instruction, religious

411 414; to arship, aid 412 ; classical studschools, ies, 344 sqq.\ Jesuit colleges, 201 sqq. ; American Histories Education, 649 sqq. of Ancient "Classisee authors,
cal Studies."

truthcultivating 629. fulness in pupils, Thomas, son Arnold, of for2. 163 note mer, Astronomers, Jesuits, 179-180,
Astronomy,

602"603;

232. in Jesuit curriculum, 131, 194. 569 sqq. in college, Athletics, 593. Auger, Jesuit writer, 226"229,
Austen,

Antiquities,
schools,

as

199,

in taught 284, 382, 451"

T., 321"322.

Authority

454 ; method of teaching, 486 519"520; Jesuit sqq., 233. 157"158, on, writers Appointment,
to

Avignon, 128. Azarias,

610-614. of teacher, Jesuit College, 127

"

Brother, Roger,

11 mote.
"

acof teachers cording 439"442. Bacon, ability,

39

40, 46.

JKSUIT
Bacon,

EDUCATION.

Conferences higher on 136 note 2, 289-291, Jesuit schools, studies, Bain, Professor, sons, les333 sqq., 351, 356, 378, 509, 475-476; teaching 517. lish, Eng491"492. Beschi, Jesuit linguist, 152. Balde, Jesuit writer, 130, 161" Beirut, University, Jesuit 162. 206.
"

Francis,

39 40; 145. home on

on

Berlin

Ballestrem,

Count, 62 63; on Jesuit Bible, and Reformers, 535. teachers, in Jesuit colleges, 121"124, G., on Bancroft, 590; in Greek, 398-399; alone Jesuit colleges, 145; in Catholics for religious not sufficient
"

203. Maryland, Barbier, Jesuit educator, 624.

Barnard,
Henry,
on

instruction, 623"

583

sqq.\

tions objec-

of Catholics in public schools, Biblical World, on instruction, 577 603.

to reading

587 sqq.
"

Jesuit

650 sqq. schools, Barnes, Dr., 323"324.

Barth, Bartoli,

religious 578, 585,

Professor,

566.

Jesuit writer, 137. Baumgartner, Jesuit writer,

162, 233"234, 236, 238, 381, 383, 384, 386, 387, 391, 393, 396, 398, 401.
Bayer,

Bidermann, Jesuit writer, 130. France, Bishops on Jesuits, of 273 sqq. Boarding 250;
note.

377, 390,

schools,

of

Jesuits,

dangers 537

schools,

of boarding sqq., 552, and

Jesuit

educator,

121

note 4. Beaumont

Boccaccio,

humanist,
Manor,

50.

257. Beckx, General of the Society, 362 note 3; on national and political attitude of Jesuits, tion, instruc262"263; religious 599, 604. Beissel, Jesuit writer, 236.
College,

Maryland, 204. school, Bollandists, Jesuit historians, 161, 234"235. Bolsius, Jesuit scientist, 233. St. Francis Xavier, Bombay, Jesuit College, 206, 216. Bonaventure, St., 39, 99. Bellarmine, Robert (Cardinal), Bonifacio, Jesuit educator, 163, 109; his 453, 645. Jesuit theologian, 127. 592, 593 note 2. Bonvalot, Jesuit educator, catechism,
Benedict, Benedict
St., 86, 633.
XIV.,
on

(England),

Jesuit Bohemia Jesuit

pupil, 172; 561.

Benedictines, 25"26, 160.
Bennett,

Pope, Jesuit the Sodalities,

ors, labeducational 86"87; rians, histoas

Boscovich, Jesuit 179. Boston College and Eliot, 224 sqq. 442 Branch teacher,
Braun,

scientist,

President
sqq.

Jesuit scientist, 232. Braunsberger, Jesuit historian,

236.
Brethren of the

Professor

in Cornell

University, on ing experimentin American schools, 293

note note

Common
see

Life,

1;
on

on

Latin,
;
on

349

31"33, 653.
Briggs,

138;

correction

1 ;

Roman
note

ciation, pronun-

460

compositions,

505.

lege, ColDean of Harvard 320, 406, 538-639. in Cornell Bristol, Professor

INDEX.

673

University, 1, 398, 397 note 421; instruction in Jesuit 401 note 1, 505. 590 sqq. schools, Broderick, G. C., 409-410, 415. Catechisms written by Jesuits, Brosnahan, 592 sqq. Jesuit writer, controversy Catharine II., of Russia, President with and 2, 224"225, Eliot, 223 note the Jesuits, 177"178, 189, 327. 258. Browning, O., on Catholic Church, Jesuit education, and tion, educa16, 186, 244-245, 263. 21 sqq., 28, 30"31, 36" Brownson, O., 331, 529. 39, 50, 85"87. F., 550, 658. Catholics, Brunetiere, 587 Bible, the and laws against Jesuit Brunswick, sqq.\ and schools, sectarian 240"241. 579 sqq. schools, Bryce, 338. Cathrein, James, 305"306, Jesuit writer, 235 H. T., 263. Buckle, 2, 237. note 128, Changes Buffier, Jesuitgeographer, 91"97, of teachers, 448 note. 444"445. Bunyan, 265. Character 317 sqq., training, Busaeus, 44, 138. 522 sqq. Jesuit, Charlemagne, 23, 26. Butler, President of Columbia 66"67 293 University, 184"185. Chateaubriand, note, Chevalier, Jesuit scientist, 231. "294. China, of cartographic works Caesar, 381"382. 158; Jesuits, 129, logical philo153"154, 158, Cajori,Professor, 155-156, 157. works, Calcutta, College, 216. 232, 656 Jesuit mathematiciJesuit ans, Calmette, 156, 158 ; Jesuit schools, Sanskrit Jesuit 151"152. 206"208. scholar, Cambridge, 69"70. Chossat, Jesuit writer, 128, and Thomas, Campbell, Jesuit passim. 577 note. Christ, teacher's the model, writer, 420, 631, 638, 643, 646; centre 313"315, Canfield President, 572 note. history, 449 sqq. ; his of in relation Peter, Jesuit,43, 109, to pedCanisius, teaching agogy, for poor 138; 540 ; Christian care 526"527. pupils, interpretation 248"250; 512; on emulation, of authors, 365, 600. catechisms and catechetical instructions, Christian 88, 98. 593"599. Brothers, Carroll, Charles Chrysostom, St., 85. of Carrollton, 204, 260, 340. see Church and education, first Carroll, John, Jesuit and Church." "Catholic 88, 139, 376, 377 sqq., Archbishop Cicero, Baltimore, of 500. 204-205, founder 260; 395"396, 468"471, of Georgetown College, 205. Clarke, Jesuit writer and educator, 551 Casteleiu, Jesuit writer, 235. 212, 235, 423"424, in Jesuit Catalogues of authors "555. 118 in Jesuit schools, 374 375; of philological Classes colleges,
"

helps,

446"447,

453

"454. Catechetical

sqq., 370, 372 sqq. Classical studies, in Ages

Middle

training

of

uits, Jes-

and

at time

of Renais-

674
sance,

JESUIT
"

EDUCATION.

27 sqq., 33 sqq., 41 45, 47 sqq.\ in Jesuit system, 331 sqq., 360; edu286"287, cational ; value of, 330"369 50"55, 367, 563 dangers of,
sqq. ; the Gaume
controversy,

primaryschools, 40 24; medieval universities, 2; attacks on Jesuit note

note,

649;

on

10 11, 13 note, education, 104 note, 77 note, 125, 130, 135, 159, 163, 194"195, 233,
"

authors, sqq.\ classical 370-401; 351-352, explained in Christian spirit, 365, 600. 515 sqq.', see Class matches,

366

243, 245"247, 362"363, 366

249,
sqq.,
see

250, 437,

361, 489,

511, 618. Competition,

Composition, exercises." Compulsory 66. Confession,

493,

tion." "Emula"Written
23, 29,

"Emulation."
Class Clavius Clement Clerc, teachers,

442 sqq. 155, 438. 175.

see

(Klau), Jesuit, mathematician,

133"134,
XIV.,

education,

Pope,

645. A., Jesuit teacher, 100, as Clergymen educators, 408, 601"602. 80 note 3. Clerics, Regular, President Cleveland, of the States, on United patriotism 261 ; on of Jesuit schools, 294. reforms, modern school
"

fluence ineducational 550"557. of, in Jesuit educaConservatism tion, 288 sqq.\ Grover Cleveland in eduon conservatism cation, 294.

Constitutions of the Society, 101 sqq. 74"75, in Jesuit ColContests, Ohio, Cleveland, Jesuit exercises 511 sqq. lege and Meteorological servatory, Obschools, 227, 229. Conway, James, Jesuit writer, in ern 577 note. NorthwestCoe, Professor 33, 42. 579. Copernicus, University, 229. Sanskrit Cortie, Jesuit astronomer, Coeurdoux, Jesuit 44, 138. 151. Coster, Jesuit educator, scholar, in modern Colet, Dean, 30. Cramming systems, its equi299 sqq. College, American, valent 118, Cubberley, in Jesuit system, Professor, 649, 650. 33. 370; function Cusanus, Cardinal, of, 304, 306 sqq. 78, Society, Colleges the of in Dahlmann, 107; 144"146; Jesuit scholar, 233, number, in 236. States, 200"205; United 201, 205 sqq.', Dalbe-rg, Bishop, patron other countries, of 34. learning, success Jesuit colleges, of Dana, 89 sqq., 145" 150, 207, 208" C., 343. 108; Roman 222; College, Daniel, Jesuit writer, 128, 366. 138. 48"49, 387, 391. German Dante, College, Comenius, 292. Jesuit College, 216. Darjeeling, fluence, in- Dark 21 sqq. Communion, Ages, educational Thomas, 557"558. on Davidson, Jesuit Comparative 13"14, 76 note. conphilology, tributions system, by Jesuits, 149 404"407. Decline of teaching, 151. Decurions, 139, 286. his Compayre, Deharbe, J.,Jesuit, 599. character of History 10, 11 Delaney, Pedagogy, W., Jesuit, 606.
"

of

INDKX.

675
89 sqq., 145"150, 182 sqq., 208"223; causes of, 13"14, 17"18, 135, llbsqq., 89"98, 643-644.

Demosthenes, Denis, 181.

398.
writer,

Jesuit

131, 162,
580

Denominational
sqq. Devotions,
means,
as

schools,

Ehrle,
558
"

Jesuit historian,

234,

310-329. 643"644. Electrical World, 293"294, Admiral, on Jesuit 311, 339 note. 230. Observatory at Manila, before Dierckx, 233. Elementary Jesuit scientist, education, in school, 537 sqq., 23 sqq.\ Reformation, Discipline, and 608"635. 209, the Jesuits, 104"106, in Jesuit col247"248. Disputations, leges, 139, 422-425, 511, Eliot, President of Harvard 518. University, on the Jesuit 5, 9, 199, 223"225, Disraeli, 583, 589"590. system, Dollinger, 58, 61 ; on the Jesu243"244, 283, 311^?. its, ; school 103, 189, 277. 293"294; reform, elective 311 sqq.', on Dominicans, 39, 56, 86"87, 99. Roman system,
Dewey,

of teacher 440"441,

to

educational devotion 560; 14, 147, work,

236, 238.

Einstein, Iv., 28, 31, 37. 5"6, 9"10, Elective system,

Dowling,
Drama,

M.

P.,

Jesuit, 298.

in Jesuit colleges, 164 in vernacular, 165 note sqq.\ 3, 192. 301 Draper, 293, President, 327. note, Dressel, Jesuit scientist, 236" 237. Dreves, Jesuit writer, 236. 121, Dufrdne, Jesuit educator, 126.
Du

460 note ; on pronunciation, failure of education, 523. 196"197. Elsperger, Professor, Emery, Abbe", 184.

Emulation,
England,

as

factor

in education,

511"518.

before Reformation education 29"31, 652"653; humanism, 28, 30, 37, 53; decline learning, 69 71 ; of laws Jesuit penal against
"

Halde, Jesuit geographer, 159. Duhr, Jesuit historian, 12, 112,

schools,
on

239"240;

recent

attacks

Jesuits, 256 sqq.

Bishop, 330
note,
see

England,
340.

passim. Du Potis, Jesuit linguist, 151. Duruy, A., on Jesuit schools,

and 218, 260, 535 note
2.

English,

teaching of, ' ' "Mother-tongue. Hessus, 55, 61. Eobanus

Epping,

Jesuit

Education, of, 297 meaning 298 ; scope, 298"300; liberal 301, 305, 307, 341; education,
"

Erasmus,
schools

commercial, 303, 335; eduprofessional, cation Society, the and 87 sqq. , 104 sqq. ; see ''Ratio
Studiorum."

306,

337"338;

decline

scientist, 236. leader anists, of the hum34, 36, 54"55; on in Spain, 41, 43; on in conof learning sequence Reformathe tion, St. Ignatius 140.

of 61"62;
and

Erasmus,

Erudition,
29, 30, 652. of

Edward

VI,

Efficiency,

Jesuit

schools,

tion part of interpretain Jesuit the authors of the same as system, subject

676
447

JESUIT
sqq.,

EDUCATION.

explanation, 461,470,485.^.

452,

teaching

Esteem,

element of 611 sqq. authority, Ethics, 131, 284.

teachers

Euclid,

153;

non

geometry,

156"157,

Euclidean cf. "Sac-

cheri." 419, 531 Example of teacher, 627, 630. sqq., Exercises, means of intellectual

training,

308"309,

sqq.;

written

"506 Explanation, Expulsion

; correction,

exercises, 503 sqq.

456 499

of
of the

authors,

see

of "269, to Jesuits, 273" Bishops 276. Francis St., 43, 78, 79; Xavier, College in: Bombay, Jesuit 206, 216; Calcutta, 216; New 202. York, Franciscans, 39, 56 note 2, 99. Frederick the Great, of Prus90; and the Jesuits, 176 sia, 189, 258. "178, Freiburg, 163 Jesuit College, 2, 332 note 2, 573. note Friars, 39 sqq., 80 note 3. Frisbee, S. H., Jesuit, 479 sqq.
Gambetta,

congregations, 658; testimony

268

"Prelection."

Jesuits

from

220.

200, 225. various countries, Expurgated the of editions classics, 363 sqq., 562 sqq. 111. Eyre, Jesuit educator,

Gates, Gaubil, Gaume,

Professor,

577. 153.

Jesuit sinologist,
"

Faber, F. W., 630 note. Faber, Peter, Jesuit, 43, 60, 79. Fabri, Jesuit writer, 349, 392. Family, Jesuit of relation to, 250"251. schools Fear, element of authority, 614. Febres, Jesuit linguist, 155. Feldkirch, Austria, Jesuit College, 411, 573. Feltre, see "Vittorino." Ferry, 222, French Premier, 260. Fisher,
Fischer,

Abbe", 366 sqq. Geiler, of Kaisersberg, 34 35. Genelli, Jesuit writer, 15, 73, 280. General Society the of of Jesus, 101"102. 101 General Congregations, 102. Genung, 353. Professor, in Jesuit colleges, Geography, 127"129, 192, 447 2, note 448; Jesuit geographers, 128
"

John, Bishop, 30, 53. Joseph, Jesuit writer,

Sir
as

237. Fitch,
men

Joshua,

on

home

educators, 475; work,

verses,

clergy100 ; on writing
on

237. 158"159, "129, Georgetown, Jesuit College, 206, 227, 261, 411. Gerard, J., Jesuit writer, 298, 337. German higher before schools, Reformation, 31 sqq.; mod9, 289 sqq., 333 eru, sqq.;

Jesuits

as

educators

on

Latin

education, ligious instruction,

506 ; 549"550;

Jesuit
on

reon

602;

corporal punishment, 3. note Fox, Jesuit philologist,

France, schools,
success

616 236.

writers, 271. Gibbon, 450, 514. Gietmann, Jesuit writer, 236. Mrs., Gnauck-Kiihne, 96 sqq. Goethe, 161; on Jesuit drama, 171; on 324; specialization,
on classics, 566.

206,

235"238,

and 262,

92,

of 182"184,

Jesuit
218"
to

360;

on

reading, 544.

222;

cause

of opposition

Goodwin,

Professor,

INDEX.

677
Henry

Grammar, study of, 370 sqq.\ Greek, 392 sqq. Gratuitousness of instruction, 246, 249"250. Greek, study of, 339 sqq., 392
sqq.

VIII,

29"30,

69,

70,

652.
Herder,

161.
school,

High

Gretser,
note

Jesuit
3.

writer,

121

in equivalent 118, 370; function Jesuit system, 303, 306; of, modern high 332. school,
337, 349. Jesuit, 232.

Grimaldi, Jesuit scientist, 157. 46, Grisar, Jesuit historian, 234. 31. Groot, Gerard, an, Guggenberger, Jesuit histori54 sqq. 425. Guizot,

Hildebrand, Hillig, F.,

Giiuther,

Professor,

180"181.

Yale President Hadley, of 1, 339 2 note University, 1. note 479 sqq. Professor, Hadley, Hagen,

Historians, Jesuits, 160 among 233"234, 235. "161, in Jesuit colleges, 124 History 192, 199, 447"448; ancient, "126, 448 451 ; viewpoint 448 Christian teacher, of sqq., 600. Hohenlohe, 173. Prince, Holguin, Jesuit scholar, 154.
"

Jesuit mathematician,
Stanley, of 1,

227, 237, 655.

Hall,

President 307 note Clark University, 501. 321, 360, 476"477, 67"69,
Professor,

Hallam,
Hanus,

71, 251. 310"311.

scholar,

333. Director, Holzmiiller, Home tasks, 475 sqq. 480 Homer, 354, 399"401, Horace, 391. Sir Henry, on Howorth, 175, 256 note, Jesuits, 2. note 77"78, Professor, Huber, 104, 148, 252, 258. T., Jesuit writer, Hughes,

sqq.
the

532 103,
200

Hanxleden, 151. Hardouin, 160.

Jesuit
Jesuit

historian,

Professor Harnack, (Berlin), 1, 60 note 3, 52, 54 57; Luther's 22 note ance alli60; relation 103, 290, 351. 58 83"84, 75_76, with, T., Commissioner W. Harris, of the Jesuits to, 88, 138" 140. 330 note. of Education, in Jesuit 52 Hartmann, Humanities, Edward von, class 119, 370. 53. system, 1, 203, Humphrey, W., University, Harvard Jesuit writer, 223, 315, 326, 327. 81 note. for, Hutten, 55, 59, 60. humanist, Health, of pupils cared
" "
"

and passim. Humanism, ter, characrise and 47"49 33"37, 26"30, 28, sqq.\ attitude of Church, humanists, 30, 50, 60; radical

Hegius, 60. Hell,

124, 572 sqq. humanist,

33"34,

53,

Ignatius

Jesuit

astronomer,

Helmholtz,

Professor,

179. 333, 356. 149

Herodotus,
Hervas,

395.

15; character, of Loyola, 32, 73"75; studies, 43, 78 sqq., 137; and Luther, 140; and the 59"60, 77"78, 101 ; 75"77, Constitutions,
as

Jesuit linguist,

"

151, 181.

87 sqq., 106; on educator, 137"138; Paris and Louvain,

678
on

JKSUIT

EDUCATION.

454, 461, 467 sqq., 484"485, self-activity, 308, 499; on viduality,502, 548, 565, 600, 610, 622, indi420; on self-conquest, 634, 637; his edudangers 624"625, 426; on cational 51, 140, 563, 569; treatise: Ratio Disof reading, 15, 162, 163 cendi et Docendi, of his system, adaptation 1, 434"435. 280, 281; prayer for persecunote tion, 278; summary tian ChrisJullieu, Jesuit scientist, 232. of 527"528; Juniorate, 422, 431 sqq. philosophy,
on

good

example, of

532,

religion, 610 ; modesty, obedience, 627; 633 prayer, sqq.\ see "Spiritual Exercises." 500 sqq. Imitation exercises,

summary

569 ; 574 ;

Kant,

Kemp,

324, 513, 643. K. L., 10

note,

513, 32,

652"653. Thomas Kempis, 322, 527, 610.

Kepler,
Kern,
astronomer,

a,

31,
on

612, Impartiality of teacher, 619-622. India (East), Jesuit writers, 206, 216. 151"152; colleges, Individuality, 317 sqq.\ and 1, 367 note Jesuit training, 425"429.
Intellectual

Jesuit

writers, Professor, Bishop,

657.

Ketteler,

531. 241, 534.

ary mission"

Kino

(Kiihn), Jesuit

of tion, educascope 297 sqq., 316, 322^.; liberty, 136 note 2, 251"253,

270"271,489.

129. and geographer, 157 Kircher, Jesuit scholar, 158 ; Museo Kircheriano, 158, 226. 592"593. Knecht, Bishop, Kohlmann, Jesuit in New York,

Interpretation, Ireland,
modern monastic

see

tion." "Prelec26; 213

202.

Konig,
schools,
Korner,

Jesuit writer,
535"536.

127.
236.

Jesuit colleges,
see

Kreiten,

"216. Italy, education,

Kropf,
"Humanism." sqq., and

Jesuit Jesuit
126,

writer,

educator, 163, 448, 548,

121
610,

passim.

236. Jager, Dr., 351, 371. 164, 174. Jansenists, 128, Labbe, Jesuit historian, Janssen, 23 sqq., and. passim. 160, 448 note. Jesuits, see Society of Jesus, StudioRatio Constitutions, La Cerda, Jesuit philologist, Teachers, Colleges, Opposition. Writers, Pupils, York, Jogues, Jesuit in New 201"202. Hobart Jones, President of 307, 321, 339, 541 College,
rum,

Kiibler, Dr., 290, 510. Kugler, Jesuit scholar.

162, 163.

Ladev"ze,

M.

de,

on

Jesuits,

note.

270"271. Jourdain, 182"184, Jouvancy, (Juvencius), Jesuit educator, 353, 362, 387, 400, 162, 164, 248, 331, 377, 382, 383"385, 447, 453, 434"435,

267, 609. La Fleche, Jesuit College, 168, 484. Lainez, General of the Society, 79, 101. 179, 180, 186. Lalande, 265. Andrew, Lang, Lang, Jesuit writer, 165. La Rue ologist, (Ruaeus), Jesuit phil163"164.

INDEX.

679
58; alliance with humanists, 60 ; 58 radical 59"60, 77, 140; Loyola, and language violent against
57
"
"

Latimer, 70. during Latin, 29, 44 sqq.\

Ages, Middle in Protestant

6"9, 129, and Jesuit schools, in modern 345"346; man Ger290 sqq., 333 schools, sqq., 476 sgq., 509 sqq.\ in American 2, 345; as schools, means training, of logical
357"358; 6"9, and writing, 429"430, 498"511; 346-351, speaking 129, 422,
"Monkish"

Aristotle, universities and 63 65 ; appalled at decline 66; Hallam's 65 of schools, 67 69; on vows estimate of,
"
"
"

monasticisin, and 593"594. catechism,

81 ;

his

Latin, 430 note. Leach, A. F., 30, 430, 652"653. 73. Macaulay, Ledesma, 108, Madagascar, Jesuit educator, Jesuits in, 231. 138, 403"404, M., 445. Maher, Jesuit writer, 235. 237. Mallinckrodt, Lehmkuhl, 534. von, Jesuit writer, Leibnitz, 52, 156, 161. Manare, Oliver, Jesuit, 444. 368 sqq. Lemaitre, Manila, J., Jesuit College and XIII, Observatory, 229 sqq. Leo Jesuit pupil, 278; 157 note. Professor, on Manning, religious orders, 277; on Sodalities, 560; Bellarmine's Marquette, Jesuit, 128"129. struction, in- Martin, 593; religious Luiz, General catechism, of the 601, 605. Society, 297, 509. 286"287, Leon, Jesuit,founder ities, 320 sqq. Martineau, of Sodal560. Martini, Jesuit geographer, I., King Leopold 129, 159. Belgium, of on Maryland, Jesuit schools, 259. Jesuits in, 202"204. 301, 305, Masen, Liberal Jesuit writer, 164. education, 307, 341. 515 Matches, matches, class 139, 33, 107, LiSge, school, sqq. 240. 140"141, Mathematicians, Jesuits, 155 P., 276. 182, 227"228, Limerick, 232. "158, in Jesuit col497, 619. Mathematics, Lines, as punishment, leges, 182, 192, 194, Literature, 132"134, on, Jesuit writers 181, 233 130"131, 161"163, 284; educational comvalue pared linguistic 235. training, with "234, Littledale, Canon, 73, 103, 264. 333, 336, 355; training Livy, 382. matics, of Jesuit teachers of matheLonghaye, 438"439. Jesuit writer, 234. 4 Dr., lege, Louis-le~Grand, Jesuit Col- Matthias, of Berlin, 144. 290, 510. note, 33, 138. Louvain, on Maynard, Abbe, school, educational 323, 357. Lowell, the Jesuits labors of 178 before Loyola, see "Ignatius." the suppression, Lucas, 532. Lugo, 427. Herbert,

Mabillon, 87.

Benedictine

historian,

Jesuit writer,
109,
tion, tradi-

sqq. McCosh,
on

Jesuit
in

theologian,

President liberal elective 315"316;

of

ton, Prince-

Luther,

Protestant

302 ; on Harvard,

education, system at Ameron

68o
lean
moral

JESUIT
scholarship, training,
on

EDUCATION.

413; on 522, 537

"

Miiller, Max,
on

Professor

at

Oxford,

Jesuit writers,
splendor 168"170.
on

149"

538;

religious McCloskey, 558.

Melanchthon,

570; athletics, instruction, 582. Cardinal, York, of New

on

on

151, 233.
Munich, drama, of

Jesuit
at

Archbishop 557
"

Miinsterberg, Harvard,
reforms, 92
"

Professor

decline

61 ; attitude education, higher 64, studies, inspirations 67; drew from 72, medieval schools, Canisius, 595. on note; lessons, Memory 493"499.
Messina, 137.
Messmer,
Bay,

of towards

modern 5; American 94; premature 303;

school ers, teachspecialization,

319"320,

elective tem, sys325"327;

530

402, preparation of teachers, 403; American scholarship, 413.

Jesuit College,
Bishop 592, 593 note
of 2.

108,
Nadal, Green 108

Jerome,
on

Jesuit educator,
tion, educaof studies, 117 note 2; 128 reading,
of
to

elementary

106;
note

by cultivated Jesuits, 227, 229"232. in pracMethod tice, of teaching 456 sqq. Theodore, Meyer, Jesuit writer
Metereology,
on

plan 3, 116,

geographical 3; study note 130; relation

German, the
Ratio

Studiprum, 138

; instruction

249; training gratuitous, ethics, 237. of 404, 441 442; reteachers, Middle Ages, coneducational ditions, ligious 44; character 21 596. toleration, of 44 Nagelsbach, Professor, 385, see sqq., education, ' ' ' 387, 389"390, 398, 473. 'Scholasticism.
"
"

332 ; modern ib. high school, in to be inculcated Modesty, pupils, 626 sqq. 378, 380, Mommsen, Theodore,
Modern

languages,

see "Nadal." Nation, New York, on electivism, 326; on decline of teaching, 404"406.

Natalis,

381. 80"84. Monasticism, Monita Secreta, 102"103.

Monks,
note Monroe, note.

questions, attitude of the Jesuits, 262"263. Natural see ces." "Sciensciences,

National

of, 80 87. 84 3; as educators, 645 Jesuit educator,

Protestant

view

Neander,
Nepos,

on

monks

as

tors, educa-

"

85"86. 384.

Morality

in Jesuit schools,

251

sqq., 531"536. Moral training, 573. Thomas, More, Mother

317 sqq., 522" 63. in 191

studied -tongue, Jesuit colleges, 129"131, 448 284, note,

"192, sqq.; and 356 sqq. study
of

491

classics,

humanist 31"32, 43; influence schools, formation Stuon of Ratio 138 sqq. diorum, Father Simon, Newcomb, on 179; Hell, American on 413. scholarship, Newman, Cardinal, on val medie23 note; on education, 81 note; religious as monks, 87 ; on 86 educators, clasNetherlands,
"

INDEX.

68

43, 79, 99, 137 ; influence 378 ; on on sics, 355, 359"360, individuality 137 sqq.\ opJesuit system, Jesuits, among position 367 1, 425-^27; to Jesuits, 182 sqq., on note 269-271. 555 training, moral sqq.\ Patience, 609 note. 420, 630, Jesuit obedience, of teacher, New York, 631"632, 646. Jesuit College, 201"202. Patriotism, and Jesuit schools, Nightingale, Professor, 307 255"263. 357. 7, 22, 52, Paulsen, Professor, note, Nobili, first 59"60, 100, 81-82, 90"91, Robert, Jesuit, 136, 195"197, European Sanskrit 324, 407"409, scholar, 151. 425 ; on Jesuit schools, 17 Notes, in class, 463" 193"194, 18, 79"80, taken 254" 465. 512, 532"533. 255, 271"272, Non-sectarian in Columbia Peck, Professor school, 580 sqq. in the Society, Noviciate, 418 University, 223 note 2, 224, 327. -422. Number 78, Pedagogy, of Jesuit colleges, meaning of, 524 107, 144 sqq., 200"206; to philosophy, sqq.\ relation of 524"525; an, Jesuit pupils, 13, 144"146, pagan and Christi206. 526; Jesuit writers on, 162"163, 434"435. Obedience, Permanent 435 sqq. 609" teacher, teachers, of 610, 650; of pupil, 650. Perpinian, Jesuit writer, 162. Oberammergau, 228. Perry, Passion Jesuit astronomer, play, drama, 169. Henry, Pesch, Jesuit writer, and Jesuit Observatories, 237. of Jesuits, 180, 160, 227, 229 Petavius, Jesuit scholar, -232. F. L., Jesuit meteOdenbach, orologist, 427, 448 note. 227. 49"50. Petrarch, in Jesuit colleges, Officials, 385, 472"473. Phaedrus, 115"118. in the Society Philology, of 199, 446" 208. 149"155, Oliphant, L., Jesus, 453"454; to 447, Opposition, Jesuit educaJesuit contributions tion, 146"148, bsqq., 239" to comparative 264 149"150. 279; causes philology, of, 6"13, see Philosophy, Aristotelian, sqq. in Jesuit sysOratorians, 127, 448 note. "Aristotle"; tem, 131, 193"197; Ovid, 44, 385, 386, 565. philosophy 212, 411. in 69"71, Oxford, modern neglected 195"197 ; systems, sophical philoPachtler, Jesuit historian, 112, training of Jesuits, in rela283, 410, 494, and passim. 422 sqq.\ philosophy tion 525. to pedagogy, Painter, F. V. N., 10 note, 37, 524 131, 245, 252"254, 361, 511, Physics, in Jesuit curriculum, 596. 131, 134, 194. Pantel, Jesuit scientist, 233. Pitt, on classics, 358.
"
"

Papenbroeck, 161.

Jesuit historian,
of,

Plans

Paris,

University

32,

39,

the 109.

to previous of studies, 108" Studiorum, Ratio

682

JESUIT

EDUCATION.

396"398, 451. Plautus, 165"166, 391, 565. Polanco, 137. Jesuit,

Plato,
W., Jesuit writer, 11 577 note. note, Politeness, of pupils, 626 sqq. Politics, of Jesuits, attitude 262"263. 174. Pombal, 174. Pompadour,

Poland,

551 557; reading of Bible, 583 sqq. 101. Provincial, Prussia, Jesuit colleges after 176. suppression, Prussian School Order, 9, 289, 291, 392, 394 note 1; on class
"

Pontanus, Poor

Jesuit philologian,
2, 162. care of, in

110, 121 note

pupils, 247"250. schools,

Noah,

Jesuit
181.

Poree, Porter,

Jesuit educator,

443; on translations, 478 ; on written exercises, 500; religious tion, instruc581, 601"602. in Jesuit course, Psychology, 131, 194. 619; 614 Punishments, corporal, 616.
teachers,
"

on of Yale, 245, 246, 269. Jesuit schools, Port 127, 164. Royal,

Pupils,

number, of Jesuit schools, distinguished, 13, 144"146, 206; 172, 204"205, 258.

Portugal,

suppression 174. Professor,

ety, of Soci10, Jesuit system, 135"136, 243, 241, 246"249, 265, 431, 437, 466, 518, 530, 565, 489, 516"517, 624. cago, Quigley, Archbishop of Chi302. Quintilian, 419, 564, 614.

Quick,
13,

on

Postgate, Poulton,

Jesuit,
educational

498 note. founder of 203. help, 632

98,

school Prayer,

in Maryland,

sqq. Prefect

117. of Discipline, Prefect of Studies, 117, 609. i. e. interpretation Prelection,

of authors, preparation
etc.,

18, 89, 145, 246, 322, 457"493; Ranke, 595, 628. 464"466. of, Pre*mare, H., 21 sqq., 29"30, Jesuit sinologist, 153. Rashdall, 329. 41, 430. 310 39_40, Prescribed courses, Ratio Discendi Primary see mentary." "Eleet Docendi^ of education, 1, 162, 163 note Jouvancy, 434"435. Henry, Prince the Jesuits and 107"143, in China, Studiorum, 207"208. Ratio 548 199 ; modern 189 Private talks with criticism pupils, 16 ; drawn 5 on, up, 109 sqq. 111 ; seized by 514; Prizes, 111 ; name, see tion." "Emula112 Inquisition, Spanish 114 459 Pronunciation, correct, sqq.\ character, sqq.\ 460 118, 121 sqq.\ school 461 ; Roman, Latin, of classes, guages, lan124; branches: hours, note. 118, 331 sqq., 345" Protestant, Reformation and 129, 284, 57 72; 360; mother-tongue, schools education, 125 sqq., 17. centuries, 16. and in 491 sqq.\ history, 264 127 2; geography, 89"91 447 note ; view of Jesuits, in 267; "Antraining tiquities"; see sqq.\ archaeology, moral 131 Protestant Catholic and philosophy, 538 sqq., 541 note, sqq., 193"197; schools, mathematics,
"

"

"

"

"

"

"

INDKX. 132" 134 ; sciences, 194"195, 197"199;

sive
sources

683
see

134, 192,
succes-

Renaissance, ism." Repetition, 466"467,

Resistance,

"Human-

teaching,
of

132; class
136"143;

of branches, 442s??., teachers,

in 474.

Jesuit

system,

20, 19 191 sqq.\ revision, see "Efficiency", results, 280s??.; essenadaptability, 14, tials, 286 sqq.\ defects, 1, 444"445. 92 note 17, 166, Raumer, 251"252 ; Ratio,
"

character

education, to sense, Reading, according 498; 458"461, Peter, amount Jesuit of, Ribadeneira, 482 sqq.\ dangers 102, 138, 511. of reading, writer, 51, 166, 367, 562 sqq. M., Ribot, on secondary in Rector, in France, President 219. 218 Jesuit schools 115"116. 153, 156. Ricci, Jesuit scholar, colleges, Reformation, Cardinal, Richelieu, Jesuit and education, 57 sqq.\ decline 172; on Jesuit colof schools, pupil, 60"66 69"71 leges, 271. ; in England, ; Baron, Richthofen, on not child Jesuit elementary school 24; Jesuit Reformation, 129, 158"159. scholars, of borrowed from Rickaby, not Joseph, Jesuit writer, system 19"20, Protestant 235. schools, 140s??.; Rivals, see "Class matches." compulsory educaThorold, 30. Rogers, tion and restate-monopoly 108, 110, 144, Roman College, suit of, 66. 291" 292, 227. Reform-Gymnasium, history, 448"451. Roman 336. 1 5; in Roothaan, General Reforms, modern, of the Soin Am191, 197"198, 296, 329, 289"292 Germany, ; ciety, 292"296; 360"361. towards erica, 310 312. Roth, Jesuit, author of first elective system,
"
"
"

of his history 650 sqq.

of

value of, in edu319"322. cation, Rethwisch, C., 7 sqq. Revival Learning, see of "Humanism." Revision of the Ratio Studio191 sqq. rum, in Jesuit sysRhetoric, class 120, 370; meaning tern, of, 432.

Relations, Religious,

3; 84s??., 96 98, as educators, to, 89, 98-100; 209; opposition 221 sqq. 92"98, success of, instruction, 574 Religious
"

of Jesuits, 128. 80 note name,

European 151. mar,

Rousseau,

Sanskrit
175, 643.

gram-

Rowland, Hopkins
Ruaeus

in Johns Professor 413. University,

"

(La
on

Rue),
in

Jesuit Jesuit

607;

necessity, Catholic position,

"

574"578; scholar, 582 ; Ruhkopf, 578

"

163"164.
morality 537.

religion, undenominational 583; reading 582 of Bible, 590s??.; 583s??.; catechism, branches of all correlation 599"605; rewith religion, in higher ligious instruction
schools,

schools,

Ruiz, Jesuit linguist, 155. UniDr., Russell, Columbia 141, 19, 20, 8"9, versity,
244, 313. Russia,

605 sqq.

Society 189. 177,

preserved

in,

684

JKSUIT

EDUCATION.

Sabatier, P., 209. Saccheri, Jesuit mathematician, 654"655. 156"157, 162, Sacchini, Jesuit writer, 249, 436, 438, 497, 530, 548, 592, 600, 624, 634, 637. Sadler, 659. Mr., 162. Southwell, Saintsbury, on 156. Gregory, Saint-Vincent, 41, 43, Salamanca, University, 79. Salisbury, Lord, on undenominational religion, 583. Sallust, 382"383. 435, 448 Dr. Sallwiirk, von,
note.

Scope

tual, intelleceducation, 297 sqq.\ injured by 316 sqq.', moral, electivism, 317 sqq., 522 sqq. Scotus, 39, 193, 425.
of

Secchi,

Angelo,

Jesuit

omer, astron-

226"227.

Secondary

Sanskrit,

Jesuit scholars,

151

-152. 448 note. Sanson, geographer, Sarbiewski, Jesuit poet, 161. 51, 60. Savonarola, 160, 657. Scaliger, Schall, Jesuit mathematician, 156. Scheiner, Jesuit scientist, 157. 566 478, Director, Schiller, 601"602. 588"589, note, Scholars,

before Reformation %"sqq., 652"653. Sectarian 580 sqq. schools, Seeley, Levi, 10 note, 37, 246" 247, 511, 649. Selfishness, alleged of Jesuits, 251, 254"255. Seminary in Society, of teachers 433"434, 453. Seneca, 384-385. Seyffert, M., 309, 379, 507. Shea, 536"537. Gilmary, W. J., 652. Shoup, Sirmond, Jesuit historian, 448
schools
note.

Jesuits,

see

ers." "Writ-

Scholarship, Jesuits, among 226"238, 410"411; 198"199, in America, 411 sqq.\ scholarship and teaching ability, 402"414. 45 57; defects Scholasticism, on, of, 46 sqq.\ humanists 52; relation of Jesuit system to, 136. drama, 164 sqq. School
"

StuSixtus V., and the Ratio diorum, 112"113. M., Sloane, Rev. on Jesuits, 243. Smith, Clement L., 304"305. Sydney, Smith, Jesuit writer, 173 note 1. Carl, 413. Snyder,

75; Society of Jesus, name, foundation 75 77, and aim, 80 79 sqq.\ and education, 101 sqq.\ sqq.\ constitutions, 173 175, 189 suppression,
"

"

"

School

management, 325. Schopenhauer,

608"635.

253, 397. 560Sodalities, -562. Sommervogel, Jesuit 148. Socrates,

writer,

Sciences, in Jesuit curriculum, 197"198, 134, 192, 194"195, 199, 283; and classics, 359. Scientists, among Jesuits, 157, 178^181, 654"656. 226"233, Scoraille, Jesuit writer, 515 516. before Scotland, education
"

Sources, of Ratio 136"143.

Studiorum,

Robert, Jesuit poet, Southwell, 162. Deputy, Spahn, on Jesuit 235"237. scholars, 40 44; supSpain, schools, pression 174. Society, of
"

Reformation,

28"29.

Spanish Ratio

Inquisition, seized 112 sqq. Studiorum,

INDKX.
Spe, Frederick, Jesuit writer, 130 and note 4. Speaking I/atin, 506 sqq. 303, 317, 322" Specialization, 325; in Society, 198-199, 440. Spencer, 525, 643.

685
scholarship,
see

ship." "Scholar-

Spiritual
Ignatius, 532 note

JS.rercises, St. of 75, 420, 426, 527, 1, 560, 574.

Sport, see "Athletics." St. Boniface, Jesuit 216.

Stephens,

Teachers 91" of the Society, 98, 415 permanent sqq.; 435, teachers, 437 sqq.\ 92 note changes of teachers, 1, 444"445; training of, 415 455; direct training for 431"434; teaching, cf. 410; 446 continued self-training,
"

College,

sqq.\ training

Stiglmayr, 397.

Jesuit linguist, 152. Jesuit scholar, 237,

of teachers of in Old the mathematics 133, 438"439; Society, pointment ap"

Stonyhurst, Jesuit College, 228, 229, 257"258, 564, 617. Strassmaier, Jesuit assyriologist, 233, 236. Stryker, President ton of HamilCollege, liberal eduon cation, 341. Studio, inferiora, 118 sqq. Sturm, Reformer and man school19 20, at Strasburg, 72; his system not model of 140 sqq. Ratio Studiorum, Suarez, 81 Jesuit theologian, 88, 109, 426, 427. note, Success, of Jesuit colleges, see
"

to according 439 442; ability, qualities in general, 415 requisite: 416; in particular: mastery 410, 403"404, of the subject, 446 sqq., 453 sq ., 611; see
"

also

"Scholarship";

ties quali-

"Efficiency." Successive teaching,

to simultaneous,

preferred 118, 132.

Sunday

schools, and religions 578. training, 537 in Supervision college, sqq., 541 j^., 546" 547.

Society, Suppression of the 173"175; effects on tion, educa184"186. discipline in Sydney Smith, 539 English schools, public
note.

of character: authority, 608" 610"614; submission, 610; 419-420, self-control, 531"533,611"612, partialit 615; im420, 612, 619 s^r.; 627"628; truthfulness, politeness, 420, 630; patience, 630, 631"632, 646; kindness, 420, 612"613, 622 ; firmness, 612, 614, 619, 623 sqq.\ prudence, 418"419, 615, 624tion 625, 628"629; zeal and devo94, 98, 420, to work, 535"537, 528"531, 436-438, 540"543, 548-550, 545"547, 562 637"644; sqq., piety, 643 547.; persever419"421, ance, ""sqq., 435"438, 642; 636 ideals, motives and 648. Terence, 165"166, 391, 565. Tetlow, 327"328. Principal, Text-books, of Jesuits, 163
"
"

Syria,

Jesuit
209.

schools,

106, 206

"207,
Tacitus,
Taunton, Taylor,

164, 393. Theiner, 173, 178, 185. Thomas, "Aquinas" see

"Kempis." A., 578"579. Thornton, Thring, E., 337, 616.

and

383"384. E., 427"

H.

428.
to

O., 45, 49, 82"83.

Teaching,

in

relation

Thucydides,

395.

686
Tiraboschi,

JESUIT

EDUCATION.

Jesuit writer,

181.

Times, 222, 256"257. London, Tolerance, the religious and 595"596. Jesuits, 252"254, Tom Brown* Days, School s 537, 572. Tragedies, 401. Training teachers, see of "Teachers." Translation,
teacher,

da Feltre, Vittorino 563 note.

Vives,

26"28,

60,

Luiz,

humanist, 336. 174,

141

"

142.
Vogt,

Professor, 152, Voltaire,

Jesuit
181
,

colleges,

435; on 174"175,
in

on

morality

Jesuit

colleges,

533"534.
writer, 126. Rousseau, and Jesuit
at
on

auof classical thors, 353 Wagner, by the sqq.\ 462"463; in class, Waldeck-

Jesuit

474-^78. Trendelenburg, Trent, Council

Professor, of, and 71.

193.

reform

of education, Trichinopoli, Jesuit College, 206. Trivium and Quadrivium, 27, 44. Trotzendorf, 530. Truth, on "Jesuit and Gaol546"547. Bird System," Truthfulness, 628 sqq. Tursellini, 126 Jesuit writer, 2, 164. note

186, 219. schools, George, Washington, Georgetown 205; College, 576. religion,
Wasmann,

Jesuit
232"233,

Weisseufels, 3, 317. note Wellington, of

entomologist, 236, 238. 306 Professor,

Society,

without Reformed Werenfels, theologian, 587. in Princeton, West, Professor

effects of suppression 185; on schools religion, 576.

Duke

of,

on

Undenominational

school,

579

344

sqq. before ReformaUniversities, tion, 44; denounced 38 by 64; opposition 63 Luther, to Jesuits, 182 sqq., 269 of,
" "

251, 406. Professor, Whitton, Dr., 309, 356. Wiese,

Wilamowitz,
von,

(University

of Berlin), 369, 378, 505. 99. William of St. Amour, in Cornell Professor Williams, University,

sqq.

651.

Valla,

humanist,

51.
theologian,

Vasquez, Jesuit 109, 426, 427. library, Vatican Vest, Senator,on

among

4 note, Professor, Willmann, 468 sqq., 473, 485. 35 humanist, Wimpheling,

"

36, 54, 60. Windle, Winsor,

Dr.,

28.

581.
on

Jesuit schools
209
"

Justin,
154"155,

Jesuit writers,

the

Indians,

159.

211.

Witchcraft,

Jesuit philologist, 164. 290, 334. Professor, Virchow, 471. Virgil, 44, 49, 387"391, Visconti, General ety, the Sociof 434, 442. 431"432, General Vitelleschi, of the Society, 549.
Viger,

against charges 148. teachers, Jesuit dle Women, of in Mideducation 2. 41, and note Ages, Writers of the 164, 179"182,
often

148" Society, 225"238; why 154, 657. ignored,

INDEX.

687
Zahorowski,

Written
cises." Xavier, Xenophon, Ximenez,

'

exercises,

see

'Exer-

103.
three

Zallinger,

Jesuit scientists,
note,

180-181.
see

"Francis." 394"395. Cardinal, 42. 438.

Ziegler,

82 Professor, 140, 255, 270, 433, 582.

Zi-ka-wei,

Yenni,

Jesuit

educator,

and 232. observatory, 656. Zottoli, Jesuit sinologist,

Jesuit

College

207"208,

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