Jesuit Education

by Robert Schwickerath

 

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.
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

Author Year 1903 Publisher B. Herder Location St. Louis, Missouri Source djvu Progress To be proofread Transclusion Index not transcluded or unreviewed