The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-08-29

Worh-Tnen IL matters little if the Latin
dictionary, the algebra and geometry
books are put In the attic with the dis
carded ymnastic outfit. They have
served their purpose and may not he
needed for future use.
Jesuit system of Education.
The Jesuit system OF education intends
70 develop intellectual power and moral
force. II aims at making the intellect
reason well ana rapidly. the Judgment
decide correctly. the taste criticise with
discrimination. and the tongue speak with
power. IL does not intend to make its
pupils encyclopedias which have to be
reedited every few years because their
accumulated Information has grown anti
quated. n does not try 20 make them at
once profitable producers. as II they had
learned trade. They are not TO be mere
outlets for force. but rather dynamos.
throbbing with power which can be trans
muted when required into any form OF
energy.
1t Is fundamental in the Jesuit system
OF education that different studies have
distinct and peculiar educational values.
Language. mathematics. science and his
tory are Complementary instruments OF
education TO which the doctrine OF equiva-
lence cannot be applied The specific
training given by one cannot he supplied
by another.
Furthermore. language and history have
always been held In esteem as leading
factors In education. Mathematics ana
science bring the student into contact
with the material aspects OF nature. Ian
guage and history efrect higher pur-
pose: they are Manifestations OF spirit
to spirit and by their study the mind Is
brought into widest and subtlest play The
acquisition OF language especially calls for
keenness of judgment and nneness Of per
ception and for constant and quick use
or the reasoning powers Language II an
instrument OF culture. perfected by use
and approved by experience. II insures
exercise and discipline Of the mind. and
II In a certain test OF the students ability.
special Importance II attached TO the
classic tongues OF Greece and Rome As
these are languages with a structure and
idiom remote from the language OF the
student. the study Of them requires at
tent!on. reflection and logical ANALYSIS Of
the relations between thought and ex-
preston. They exercise the student In
exactness or conception, In grasping the
foreign thought and in correctness OF ex-
preston in clothing that thought In the
dissimllar garb OF his mother tongue
The great writer's OF Greece ana Roma
are recognized as the supreme artists OF
language. To study form and expression
under their guidance Ia like going to
Phldas and Michael Angelo for sculpture.
or TO Raphael and Murlllo for painting
Every mental process which the orator or
poet went through in composition the
student ought 10 20 through in his course
OF education. You cannot study Homer or
Demos themes, Cicero or Horace in trans
lat'on. II supremacy great artist
wrought a statue in bronze you could
not master It's art by melting II down and
contemplating mass OF shapeless metal.
TranSluf lon RlNpS tho Ctibafa b,tt
stroys the form. Il gives YOU the bronze
or the shreds OF canvas, but not the statue
or the painting Therefore while rrcoE-
Milling in education the necessity and i'm
portance OF mathematics. science. history
and philosophy. the Jesuits have kept
language In the position OF honor as an
instrument OF culture
Tho work OF education begun IN the
Jesuit high school Is continued In the
college on n higher and broader plane.
The object OF college work IL the same as
that of the high school-,hs thorough edu-
cation Of the student.
Taking my own college at Fordham
University as n sample. the language
courses OF the freshman class aim at per-
fecting the students literary taste and
power OF expression, giving him an ex-
tensive knowledge OF the literature of each
language he studies.
Through these courses he acquires the
ability not only to write we'll both prose
and verse In his mother tongue, but also
latin prose and verse. and 50 he stores up
an extensive vocabulary and ready
power OF varied and correct expression.
History, mathematics. science and the evil
dences OF religion have their proper place
with language so presented In the studies
In the freshman yeai
In the sophomore class the greatest
orators are studied with view OF imita-
ton. The oratiOns Of Demosthenes and
Cicero. OF Edmund Burke and Daniel
Webster. of Bossuet and Cardinal New
man form the basis OF the course. His
tory. science and the evidences of religion
are continued in this class
In the Junior year language becomes IN
elective. while science. history, political
economy and the evidences OF religion are
prescribed. The main study of Junior
year. however, is philosophy. Logic Is
studied in order to have the student form
the habit of correct reasoning In the pur-
suit OF truth and certainty. Ontology in
PRODUCES the student TO the science Of be-
Ing. considering the attributes OF being
and studying the categories of being In
cosmology the student learns the origin
of the universe and of man. the essential
constituents OF bodies and discusses the
theories OF Pantheism, materlalism ana
Darwinism.
In senior year psychology, natural the
ology and ethics, geology astronomy.
economies and the evidences Of religion
are the prescribed studies The history
of philosophy Is studied, but the mental
confusion arising from the consideration
OF various and often contradictory theories
is avoided by the coordinated and definite
system OF Catholic philosophy, which gives
the student a solid training and "A thor
Ough grasp of the great Questions Of
human thought According to the advic"
of 81. Paul 10 the Thessalonlans they
prove all things and hold fast to that
which Is good" Il. Thess,, v, 81, refuting
that which IL false in philosophic theories
by showing the error In their principles or
in the arguments by which they have
been defended
At the conclusion of his address Presl-
dent Wilson summed up as the result of
all his arguments and illustrations three
indictments against the schools and col
legcs. saying: I'VE have missed the
meaning Of education we have forgotten
to assemble the elements of education I:
we have forgotten to concentrate ana
simplify its mC thods," From what has
been said In this article about Jesuit
schools and colleges 1t IL clear that these
indictments do not apply 10 them, They
have not missed the meaning of educa-
ton" because their constant aim and
purpose Is to develop their students mem
tally and morally. Neither have the