# Jesuit Education

Contents
JESUIT EDUCATION
ITS
HISTORY AND PRINCIPLES
VIEWED IN THE LIGHT OF
MODERN EDUCATIONAL PROBLEMS
BY
ROBERT SCHWICKERATH, S. J.,
WOODSTOCK COLLEGE, MD.
ST. LOUIS, MO.
B. HERDER
17 South Broadway. 1903.
Contents
CONTENTS. :
| Chapter I. ||
| Introduction. ||
| Modern Criticism of Jesuit Education | 5 |
| PART FIRST. ||
| History of the Educational System of the Society of Jesus. ||
| Chapter II. ||
| Education before the Foundation of the Society of Jesus. ||
| The Jesuit System and Early Protestant Schools | 17 |
| § 1. Schools at the Close of the Middle Ages. ||
| The Catholic Church and Medieval Education | 21 |
| Primary Schools | 23 |
| Secondary Schools | 25 |
| Schools in Italy | 26 |
| Schools in Scotland and England | 28 |
| Schools in Germany, France, and the Netherlands | 31 |
| The Older Humanists in Germany | 34 |
| Universities | 38 |
| § 2. Character of Medieval Education. ||
| Trivium and Quadrivium | 44 |
| Scholasticism | 45 |
| Renaissance | 47 |
| Two Schools of Humanists | 49 |
| Condition of Education on the Eve of Reformation | 55 |
§ 3. Education under the Influence of the Reformation. :
| Luther's Alliance with the Humanists | 57 |
| Decline of the Schools | 60 |
| Luther's Endeavor to Prevent the Total Ruin of the Schools | 65 |
| Effects of the English Reformation on the Schools | 69 |
| Catholic Counter-Reformation | 71 |
| Chapter III. ||
| The Society of Jesus.—Religious as Educators. ||
| Ignatius of Loyola, his Character and Aims | 73 |
| The Society of Jesus | 76 |
| Religious as Educators | 80 |
| The Society of Jesus the First Order that Made Education of Youth a Special Ministry | 87 |
| Opposition to the Educational Labors of Religious | 98 |
| Constitutions of the Society | 101 |
| The Fourth Part of the Constitutions Treating of Studies | 103 |
| The Society and Primary Education | 104 |
| Chapter IV. ||
| The Ratio Studiorum of 1599. ||
| Plans of Studies in Jesuit Colleges Previous to the Ratio Studiorum | 107 |
| Care in Drawing up the Plan of Studies | 109 |
| Peculiar Character of the Ratio Studiorum | 114 |
| Officers of Jesuit Colleges | 115 |
| The Literary Curriculum: Ancient Languages | 118 |
| The Study of History | 124 |
| Geography | 127 |
| Study of the Mother-Tongue | 129 |
| The Philosophical Course | 131 |
| Mathematics and Sciences | 133 |
| Sources of the Ratio Studiorum | 136 |
| Chapter V. ||
| Jesuit Colleges and Their Work before the Suppression of the Society (1540—1773). ||
| Rapid Spread of Jesuit Colleges | 144 |
| Superiority of the Jesuit Schools according to the Testimony of Protestants | 145 |
| Literary and Scientific Activity of Jesuit Colleges | 148 |
| Languages | 149 |
| Mathematics and Natural Sciences | 155 |
| Geography | 158 |
| History | 160 |
| Literature | 161 |
| School Drama of the Jesuits | 164 |
| Growing Opposition to the Society | 173 |
| Suppression of the Order | 175 |
| Protection of Frederick the Great of Prussia and Catharine II of Russia | 178 |
| Efficiency of Jesuit Colleges at the Time of the Suppression | 178 |
| Effects of the Suppression on Education in Catholic Countries | 184 |
| Chapter VI. ||
| The Revised Ratio of 1832 and Later Regulations. ||
| Restoration of the Society | 189 |
| Revision of the Ratio Studiorum | 191 |
| Philosophy Preserved as Completion of College Training | 195 |
| The Ratio of 1832 not Final | 197 |
| Later Educational Regulations | 198 |
Chapter VII. :
| The Educational Work of the Jesuits in the Nineteenth Century. ||
| New Growth of Jesuit Colleges | 200 |
| Jesuit Colleges in the United States | 201 |
| Colleges in Other Countries | 206 |
| Efficiency of Jesuit Schools | 209 |
| President Eliot's Charges | 223 |
| Literary and Scientific Work of the Jesuits during the Last Twenty-five Years | 225 |
| Chapter VIII. ||
| Opposition to Jesuit Education. ||
| Laws against Jesuit Schools | 241 |
| General Charges against the Jesuit Schools | 241 |
| Contradictory Statements of Opponents | 243 |
| Special Charges: "The Jesuits Educate only the Rich and Those Who Pay" | 247 |
| "Estrange Children from the Family" | 250 |
| "Cripple the Intellect and Teach Corrupt Morality" | 251 |
| "Seek Their Own Interest in Educational Labors" | 254 |
| "Their Education Antinational and Unpatriotic" | 255 |
| Causes of Opposition among Protestants | 264 |
| Causes of Antipathy of Some Catholics | 269 |
PART SECOND. :
| The Principles of the Ratio Studiorum. Its Theory and Practice Viewed in the Light of Modern Educational Problems. ||
| Chapter IX. ||
| Adaptability of the Ratio Studiorum.—Prudent Conservatism. ||
| Adaptability and Adaptation | 280 |
| Necessity of Wise Conservatism | 288 |
| Lesson from Germany | 289 |
| Lesson from American Schools | 292 |
| Chapter X. ||
| The Intellectual Scope. ||
| Scope of Education: Harmonious Training of the Mind | 297 |
| Cramming in Modern Systems | 300 |
| Premature Specialization | 302 |
| Function of the College | 306 |
| Chapter XI. ||
| Prescribed Courses or Elective Studies. ||
| Electivism in the United States | 310 |
| President Eliot Censures the Jesuit Colleges for Adhering to Prescribed Courses | 311 |
| Criticism of the Elective System | 313 |
| Dangers for the Moral Training | 316 |
| Dangers for the Intellectual Training | 322 |
| Wise Election almost Impossible | 325 |
Chapter XII. :
| Classical Studies. ||
| Modern Discussions about the Value of the Study of the Classics | 330 |
| Distinguished Men Defend Their Value | 333 |
| Advantages Derived from the Study of the Classics for the Logical, Historical, Literary, Aesthetic, and Ethical Training | 346 |
| Beneficial Results for the Mother-Tongue | 356 |
| Objections against the Jesuit Method of Teaching the Classics | 361 |
| The Gaume Controversy and the Jesuits | 366 |
| Chapter XIII. ||
| Syllabus of School Authors. ||
| § 1. General Remarks. |
| The Study of Grammar | 370 |
| Choice of Authors in Jesuit Colleges | 372 |
| § 2. Latin Prose Writers | 377 |
| § 3. Latin Poets | 385 |
| § 4. Greek Prose Writers | 392 |
| § 5. Greek Poets | 399 |
| Chapter XIV. ||
| Scholarship and Teaching. ||
| Scholarship in Relation to Practical Teaching | 402 |
| Decline of Teaching | 404 |
| American Scholarship | 411 |
| Chapter XV. ||
| Training of the Jesuit Teacher ||
| The Candidate for the Order | 415 |
| Noviceship and Religious Training | 417 |
| Study of Languages and Philosophy after the Noviceship | 422 |
| Influence of Uniform Training on Individuality | 425 |
| Immediate Preparation of the Jesuit for Teaching | 432 |
| Permanent Teachers | 435 |
| Work Assigned according to Ability | 439 |
| Class Teachers, not Branch Teachers | 443 |
| Continued Self-Training of the Teacher | 446 |
| Chapter XVI. ||
| The Method of Teaching in Practice ||
| § 1. The Prelection or Explanation of the Authors. ||
| Characteristic Feature of the Jesuit Method | 457 |
| Accurate Pronunciation | 458 |
| Translation and Explanation | 461 |
| Repetition | 466 |
| Specimens of Interpretation | 468 |
| Soundness of the Method of the Ratio | 475 |
| Amount of Reading | 482 |
| Subject and Antiquarian Explanation | 485 |
| Explanation of Authors in the Vernacular | 491 |
| § 2. Memory Lessons. ||
| Importance of Memory Lessons | 493 |
| Manner of Committing to Memory | 496 |
| § 3 Written Exercises. ||
| Importance and Value of Compositions | 498 |
| Subjects to be Taken from Authors Studied | 499 |
| Correction | 503 |
| Speaking Latin | 506 |
| A Lesson from Germany | 509 |
| § 4 Contests (Emulation) ||
| Emulation in School Work | 511 |
| Various Kinds of Contests, Class Matches | 515 |
| Academies | 518 |
Chapter XVII. :
| The Moral Scope. ||
| The Moral Training Neglected by Many Teachers of Our Age | 522 |
| Importance Attached to the Moral Training in Jesuit Schools | 527 |
| Means Employed | 531 |
| Supervision | 537 |
| Private Talks with Pupils | 548 |
| Educational Influence of Confession | 550 |
| Communion | 557 |
| Devotions | 558 |
| The Sodalities | 560 |
| Watchfulness in Regard to Reading | 564 |
| Good and Evil Results of Sports | 569 |
| Chapter XVIII. ||
| Religious Instruction. ||
| Religious Instruction the Basis of Solid Moral Training | 574 |
| Correctness of the Catholic Position in Regard to Religion and Education | 577 |
| Undenominational Religion an Absurdity | 582 |
| The Reading of the Bible not Sufficient for Religious Instruction | 583 |
| Catholic Position | 587 |
| Religious Instruction in the Jesuit System | 590 |
| Catechisms Written by Jesuits | 592 |
| Peter Canisius, the Model Jesuit Catechist | 594 |
| Correlation of All Branches with Religious Instruction | 599 |
| Religious Instruction Necessary also in Higher Schools | 605 |
Chapter XIX. :
| School-Management. ||
| Trials in Teaching | 608 |
| Particular Points of School-Management: |
| § 1. Authority | 610 |
| § 2. Punishments | 614 |
| § 3. Impartiality | 619 |
| § 4. Discipline in the Classroom | 623 |
| § 5. Politeness and Truthfulness | 626 |
| § 6. Some Special Helps | 631 |
| Chapter XX. ||
| The Teacher's Motives and Ideals. |
| The Chief Motive: Utility and Dignity of the Work of Education | 636 |
| Illustrated by Analogies | 638 |
| The Ideal and Model of the Teacher: Christ, the Great Master | 641 |
| Conclusion | 647 |
| Appendix I: Additions and Corrections | 649 |
| Appendix II: Bibliography | 662 |
| Index | 671 |
This work is in the public domain in the United States because it was published before January 1, 1930.
This work may be in the public domain in countries and areas with longer native copyright terms that apply the rule of the shorter term to foreign works.
Public domainPublic domainfalsefalse