In this manner six or seven years of training have been spent in the Society in addition to about the same number of years devoted to higher studies previous to the admission into the Order; thus, before the Jesuit begins his work as teacher, twelve years, on the average, have been spent in studies after the completion of the elementary or public school course. The Jesuit teacher is then employed in the academical or high school department. His training compares favorably to that of the high school teachers in this country, at least as far as the length of time is concerned. In Massachusetts (1897) one per cent of high school teachers were graduates of scientific schools, thirteen per cent of normal schools, sixty-six per cent of colleges, twenty per cent unclassified. – In the State of New York (1898) there were thirty-two per cent college graduates, thirty-nine per cent normal school graduates, nineteen per cent high school graduates, ten per cent had other training.[1] Thus the average of higher studies is certainly not more than eight years, against the twelve years of the Jesuit teacher.
It may be asked how far the Jesuit's studies are preparatory to his work as teacher? The repetition of the classics in the two years "Juniorate" previous to the study of philosophy, is not only considered as part of the general culture, but is especially viewed as a preparation for the Jesuits' work as teachers. Quick has correctly said that the Juvenats or Juniorates were the training schools where the young Jesuit learned the method of teaching.[2] That this was the aim of this course is apparent from what the General Visconti
