EXAMINATIONS AND GRADUATION. SCHEDULE OF GRADES AND COURSES.
1. All examinations, as projected by the _Ratio Studiorum_, are
conducted by word of mouth. Writing enters the examinations, only when
the written word itself is the subject of investigation. Thus, in the
grades of the literary course, the composition of the student, from
its elementary qualities of spelling, punctuation, grammar, up to
the most varied forms and species of style, comes under examination
for advancing to the next grade. But even then, after each of the
three examiners has inspected carefully the written composition, and
consulted the Master's reports of the individual's progress during the
year, they call in the writer, submit his paper to him, and subject him
to an oral investigation upon it. After that, they proceed to the other
branches, all by word of mouth.
In the higher courses, where style is no longer a matter of study,
writing never appears in examinations. Written dissertations, special
lectures, literary pieces of all kinds, composed for certain occasions,
are merely a part thenceforth of the exercises incident to those
courses.
To speak here only of Grammar and the Humanities, each new-comer, on
presentation of the credentials required, is examined by the Director
or Prefect of Studies, who "places him in the class, and with the
Professor, adapted to the boy's qualifications; in such a manner,
however, that the young person be rather worthy of the class above,
than unworthy of the class in which he is placed."[326] It is the
remark of the earlier critics, that "severity must be practised in
examinations, since it is more injurious for boys to ascend a grade,
when not fit, than, if really fit, to be kept where they are; and, in
addition to that, if they are advanced when not qualified, they create
no slight disturbance in the upper class."[327]
Into the lowest grade, neither youths advanced in age, nor boys of very
tender years, are to be admitted. The plea that parents merely want
the children to be in good hands is not a sufficient reason for taking
them; the only exception is for young boys who are really far advanced
for their years.
These conditions of age, and sufficient preparation for entering the
classical course, illustrate very distinctly several features of the
policy which the Society pursued. Father Joseph Calasanzio, a priest
of great zeal, petitioned the Rector of the Roman College, which was
flourishing with more than two thousand students, to open some schools
for the unprovided children of Rome. There is a Latin word coined
from the first four letters of the alphabet, for designating this
elementary class of scholars, who are not yet qualified for literature.
The word is _abecedarii_. The term is employed both in the Constitution
of Loyola and in the _Ratio_. The Rector declined. Father Joseph
applied to the General Claudius Aquaviva. He too declined; he referred
to the Constitution of the Society, which had been distinctly and in
all its parts approved by the Popes. Unable to have his idea carried
out by the Jesuits, Father Joseph opened his first "Pious School" in
Rome, which was soon frequented by 1200 little boys, _abecedarii_.
After the founder's death in 1648, his work spread into the vast system
of _Scuole Pie_. In our times, the revised _Ratio_ of 1832 recognizes
the element of Preparatory Departments. It merely requires that they be
entirely under the same jurisdiction as the College proper.[328]
Another feature of the policy which these conditions illustrate and
which they also further, is that of their tending to discriminate
between the right kind of scholars and others, whose circumstances will
debar them from ever reaching the ultimate end of higher culture. Where
circumstances are not propitious, neither is the culture altogether
desirable. For what is more injurious to society at large than to have
young people hurt in two ways, positively and negatively; positively,
by placing them in a false environment of culture, which cannot be
theirs in future life; negatively, by taking up with such culture
all the time and labor which might usefully be spent in receiving a
plainer education, and reach its term in any commonest walk of life?
Besides, the liberal education itself suffers prejudice; for it is
misinterpreted; since it comes to be estimated then by results and by
circumstances which do not appertain to it. Every system should be set
on its own basis, and be built up subject to its own conditions. The
absoluteness of Loyola's Constitution throughout, and of the _Ratio
Studiorum_ in particular, throws this policy into relief at every turn.
After the boy's admission into a class, he advances thenceforward,
either with the whole class, at the general and solemn promotion every
year, or, if he excels, as the reports and the Master will determine,
he is not to be detained in that grade, but may ascend, at any time of
the year, after a fitting examination. A number of conditions, hard to
realize, make this special promotion barely possible from the grade of
First Grammar to Humanity, or from Humanity to Rhetoric.[329] On the
other hand, "if any one is found to be utterly incapable of entering
the next grade, no account is to be taken of any petitions."
2. In the philosophical and theological courses, both of which
terminate in the conferring of degrees, the system of examinations
for all students, who are not members of the Society, refers only to
those degrees, at the time when application is made for them. For the
philosophical degree, the first preliminary is an hour's disputation
with three examiners, on the matter of the whole course, and that
in presence of the other students. The result being satisfactory,
permission will then be granted to prepare for a public defence of
all Philosophy. This is the method for the solemn form of graduation,
which, in the old style, confers upon the successful student, after
three years of Natural Sciences, or Philosophy, the title of Master of
Arts.
At this point start the three professional lines of Medicine,
Jurisprudence, Theology. The last-named faculty ends in much the
same manner as that of Philosophy, but with a much greater amplitude
of public acts or defence, and then finally with a defence of all
Philosophy and Theology together. This entitles the defendant to the
degree of Doctor of Divinity, which is conferred in the most solemn
manner.
There is a pedagogical history connected with the present subject,
which it may be well to sketch in two stages, first, that of the
sixteenth century, and secondly, that of the nineteenth.
Ignatius of Loyola had legislated in his Constitution to this effect:
"In the study of Arts, courses shall be arranged in which the Natural
Sciences shall be taught; and, for these, less than three years will
not suffice; besides which, another half-year shall be assigned the
students, for repeating the matters they have heard, for holding public
acts of defence, and for receiving the degree of Master. The whole
course, therefore, shall be three years and a half, up to the reception
of the degree."[330] Again, Ignatius had legislated for Divinity: "The
course of Theology shall be six years in length; all the matters that
have to be read will be treated in the first four; in the other two,
besides making a repetition, those who are to be promoted to the degree
of Doctor will make the usual acts of defence."[331]
Having this legislation before them, with the experience of forty
years to illustrate its working, the critics of 1586 are confronted,
at the same time, with a set of historical facts, which seem not to be
in harmony with the legislation. While Loyola's system was obviously
the organization of education, the facts, which they notice, show
a concomitant process going on, in an inverse sense, towards the
dissolution of system. This, no doubt, was owing to the disturbed
condition of the sixteenth century. Making an effort to bring the
_Ratio_ and the facts more into harmony, the critics reason in this
manner:--
"It is hard to expect everywhere that external students will be
content to hold their acts of public defence, only after their course
of Philosophy or Theology; and that, during the half-year, or the two
years specified beyond. For, in Italy, scarcely any are promoted to the
degrees by our faculties, except our own alumni, or _convictores_, who
cannot wait so long as that in expectancy, and who will readily slip
away to Medicine or Jurisprudence; nay, they are alienated from us, and
are offended at this severity, seeing that, in the other universities
of Italy, they can most easily obtain the degree if they want it.
In Germany, too, such intervals of protracted waiting are scarcely
tolerated; and they rather think they have done something, if they have
gone through a four-year course in Theology. And it would seem proper
to grant them a relaxation there; otherwise, the men are deterred from
seeking the Doctorate; so that Germany will have but few Catholic
Doctors in the future; whereas, it abounds in non-catholic Doctors,
whose promotion is to be had any day. In France, too, the philosophers
do not wait beyond the close of the triennium to be made Masters of
Arts; they could not put up with delay, for they are hurrying on to
Law. The same is the condition of things with the German philosophers,
for other reasons. Therefore the Reverend Father General might consider
whether he will dispense with the observance of the Constitution in the
Italian and Transalpine Provinces; the more so, as the Constitution
itself says that it is to be observed, as far as may be."[332]
In accordance with this, the _Ratio Studiorum_ is not absolute in its
general legislation, and leaves room for the special conditions of
different countries. A most distinct conception of the meaning and
process of conferring degrees may be had, by consulting the typical
constitution of an exclusively Jesuit university, as exhibited in
the _Monumenta Germaniæ Pædagogica_.[333] The third part of this
document treats exclusively of the "Variety of Academic Degrees and
the Conditions for Each." And it begins by saying: "As it is expedient
to confer Academic degrees on those who are found worthy of the same,
so the utmost caution is to be practised, lest, at any time, they be
conferred on such as would only bring the name of the Academy into
discredit, and the degrees themselves into contempt. Wherefore no
degree is ever to be conferred upon any one, who has not undergone all
the tests which the customs of universities require."
Passing on from the sixteenth century to our time, an important gap
has to be crossed in the educational history of the Order. It is
that of the Suppression, during about forty years at the end of the
last century and the beginning of the present. These blank pages
signify the total loss of property and position, with a severance in
many places of the educational traditions for almost sixty years,
and the entire destruction of them in many other parts. Besides,
like "goods derelict," the whole system of education which, by means
of the Society, had passed out of a limited number of mediæval
universities, and had been accommodated with a home gratuitously in
over seven hundred cities and towns of a dozen nationalities, was
found by the Order, at its resurrection, to be largely in the hands
of State authorities, or, at least, not independent of State control.
Restored, but having had to struggle into existence, under altered and
unfavorable circumstances, this pedagogical system may be viewed with
interest, as it stands towards the close of the nineteenth century. For
this purpose I may be allowed to glance at it, in several parts of the
world, under the precise aspect which I have just been regarding, that
of endeavoring to complete its work of education with Academic degrees.
In the United States, it has the same freedom of action as any other
system of higher education, with none of the special support which is
given to organizations endowed by the State.
In many parts of the continent of Europe, the property of the Order is
in an habitual or chronic state of confiscation, and the members, as
educators, are legally outlawed. Education can scarcely thrive when on
the wing.
In Austria, where the Society is fully recognized, its teachers are, by
a cross-move, practically debarred from State recognition. To pass on
their students for State degrees, it is required that they themselves
be certified State teachers. To become such teachers, they must have
followed in actual attendance, and during four years, the special
course of Grammar, History, etc., in which their certificate afterwards
will be recognized. Meanwhile, as Jesuits, they have gone through the
courses which I have sketched in the pages of this essay; and they are
certainly, by this time, not to be confounded with young persons, who
are merely prospecting some limited field of pedagogic activity, as the
scope of their lives. Hence, at this most energetic and ripe period
of their lives, they must waste four years, as if they were young
normal scholars, in following out some one or two lines of pedagogical
formation; and that, merely to have their word admitted when they pass
their students on for the State degrees.
In Great Britain and the dependencies of the British Empire there are
no such harassing restrictions. The conditions for matriculation,
and for the subsequent series of examinations, in such universities
as those of London, Calcutta, or Laval, are quite in keeping with
the American ideas of social liberality; however high and exacting
otherwise may be the standard requisite for success, either in the
pass-examinations or in the Honors. Nor, if special matriculation is
again required in certain English universities, before entering their
courses of Medicine, does that impose any special hardship. Hence, St.
Francis Xavier's, Calcutta, ranks among the highest of what are called
the "Christian schools" of India. To make matters clearer, I shall
take two instances, one from Great Britain itself, the other from the
Dominion of Canada.
Stonyhurst will illustrate the working of the State system, as coming
in contact with the _Ratio Studiorum_. The matriculation examinations
at the London University create no special difficulty, although the
higher classes of the literary curriculum may be regarded as under a
strain, in the double effort to satisfy the _Ratio_, and to matriculate
at that university. After matriculation, the process is considerably
smoother. To take the classical or mathematical Honors, in the B.
A. or M. A. examinations, is altogether in harmony with the usual
course of the Jesuit system. At once, after the B. A. Honors, a good
place on the Indian Civil Service list is within easy reach. And, in
general, changes made by the Civil Service Commissioners have all been
in the direction of adapting their competitive examinations to the
ordinary school curriculum. In preparation for the military academies
of Woolwich and Sandhurst, students follow the regular school course
at Stonyhurst, to within two years or so of the time for entrance;
and then they merely take up their special course, designed for the
military cadetship. The same is now possible with regard to the navy,
since the age for entering that service has been somewhat raised.
And, to mention one of the courses which are altogether proper to
the Jesuit system, that of Philosophy, the usual lectures of the two
years' philosophical curriculum have only to be supplemented with a
few special lectures, and the students are ready for the philosophical
papers of the B. A. examination, in the London University.
Montreal exhibits the relations of Jesuit and State systems in a
Catholic country. The University of Laval is at the same time chartered
by the State and by the Pope. The Jesuit Professors in the College at
Montreal conduct their own studies, examine their students, and merely
send them with certificates to receive degrees at the University.
From this history it appears, that, though the curriculum of Divinity
in the Jesuit system need have undergone no great change during three
centuries, beyond the usual self-accommodation of the courses to
new and pressing questions, its curriculum of Philosophy has been
materially affected, with reference to the general world of students.
This, as foreseen in the _Ratio Studiorum_ of 1586, and as referred
to again in the revised _Ratio_ of 1832, causes a double arrangement
to be made. First, wherever members of the Order are pursuing their
studies, the philosophical triennium is, as a matter of course, in full
operation, and is prolonged with individuals into a fourth year, for
reviewing the subjects and prosecuting them further; and this seminary
course, if connected with a public college, remains open as ever to the
outside world. Secondly, to meet the requirements of external students,
who do not desire the full triennium, the Provincial "will see that
a course of Philosophy be established according to the customs and
necessities of the country."[334] Hence a biennium, or two-year course,
is commonly established; and, according to the needs or desires of the
locality, it is conducted either in Latin or in the vernacular.
3. Now we may review succinctly the different courses as conducted by
the year, and as distributed through the week.
THE LITERARY CURRICULUM.
The grading is based upon the principles of a classical education.
Other branches enter a classical course, as completing the staple
studies. But, on their own merits, they receive a special distribution
of their own. The Prefect of the lower studies is instructed to
"distribute History, Geography, the elements of Mathematics, and
whatever else is usually treated in these classes, in such a manner
that each Master can satisfactorily and conveniently finish the matter
assigned to him." This is to be done "after consulting the Provincial
authority," which assures stability in the manner of organizing these
branches.[335] As to the mother tongue, the study of which is bound up
intimately with the classic literatures, a general direction is given
once for all to the Professors of these grades: "In learning the mother
tongue, very much the same method will be followed as in the study of
Latin." And, in the form of prelection to be used, they are to adopt
the method specified as peculiar to the historian and the poet, which
is more summary than the prelection of the central prose author: "Much
the same method will be followed in giving the prelection on classic
authors in the vernacular."[336]
LOWER GRAMMAR. The grade of this class is the perfect knowledge of the
rudiments, and an incipient knowledge of syntax. In Greek: reading,
writing, and a certain portion of the grammar. The authors used for
prelection will be some easy selections from Cicero, besides fables of
Phædrus and lives of Nepos.
MIDDLE GRAMMAR. The grade is the knowledge, though not entire, of all
grammar; another portion of the Greek grammar; and, for the prelection,
only the select epistles, narrations, descriptions, and the like from
Cicero, with the Commentaries of Cæsar, and some of the easiest poems
of Ovid. In Greek: the fables of Æsop, select and expurgated dialogues
of Lucian, the Table of Cebes.
UPPER GRAMMAR. The grade is the complete knowledge of grammar,
including all the exceptions and idioms in syntax, figures of rhetoric,
and the art of versification. In Greek: the eight parts of speech,
or all the rudiments. For the lessons: in prose, the most difficult
epistles of Cicero, the books De Amicitia, De Senectute, and others of
the kind, or even some of the easier orations; in poetry, some select
elegies and epistles of Ovid, also selections from Catullus, Tibullus,
Propertius, and the eclogues of Virgil, or some of Virgil's easier
books. In Greek: St. Chrysostom, Xenophon, and the like.
HUMANITY. The grade is to prepare, as it were, the ground for
eloquence, which is done in three ways, by a knowledge of the language,
some erudition, and a sketch of the precepts pertaining to Rhetoric.
For a command of the language, which consists chiefly in acquiring
propriety of expression and fluency, the one prose author employed in
daily prelections is Cicero; as historical writers, Cæsar, Sallust,
Livy, Curtius, and others of the kind; the poets used are, first of
all, Virgil; also select odes of Horace, with the elegies, epigrams,
and other productions of illustrious poets, expurgated; in like manner,
orators, historians, and poets, in the vernacular. The erudition
conveyed should be slight, and only to stimulate and recreate the mind,
not to impede progress in learning the tongue. The precepts will be
the general rules of expression and style, and the special rules on
the minor kinds of composition, epistles, narrations, descriptions,
both in verse and prose. In Greek: the art of versification, and some
notions of the dialects; also a clear understanding of authors, and
some composition in Greek. The Greek prose authors will be Saints
Chrysostom and Basil, epistles of Plato and Synesius, some selections
from Plutarch; the poets, Homer, Phocylides, Theognis, St. Gregory
Nazianzen, Synesius, and others like them.
RHETORIC. The grade of this class cannot easily be defined. For it
trains to perfect eloquence, which comprises two great faculties,
the oratorical and poetical, the former chiefly being the object of
culture; nor does it regard only the practical, but the beautiful
also. For the precepts, Cicero may be supplemented with Quintilian and
Aristotle. The style, which may be assisted by drawing on the most
approved historians and poets, is to be formed on Cicero; all of his
works are most fitted for this purpose, but only his speeches should
be made the subject of prelection, that the precepts of the art may be
seen in practice. As to the vernacular, the style should be formed on
the best authors. The erudition will be derived from the history and
manners of nations, from the authority of writers and all learning;
but moderately, as befits the capacity of the students. In Greek, the
fuller knowledge of authors and of dialects is to be acquired. The
Greek authors, whether orators, historians, or poets, are to be ancient
and classic: Demosthenes, Plato, Thucydides, Homer, Hesiod, Pindar, and
others of the kind, including Saints Nazianzen, Basil, and Chrysostom.
The compilers of the preliminary _Ratio_ throw out some very useful
hints, relative to the work and scope of this class. They say, for
instance, that the students of Rhetoric "are to be assisted with almost
a daily exposition of some poet, to derive thence the variety and
richness of poetic imitation and diction." Again, "nothing dialectic is
to be made the subject of prelection in this class, since rhetoricians
are to be kept as far away as possible from the style, invention, and
spirit of dialectics." "Two or three years" are spoken of as spent in
this grade.[337] At any rate, "all our day-scholars or boarders[338]
should spend one year in Rhetoric before they enter on Philosophy; this
should be brought home to their parents. The others, who attend our
courses from outside,[339] should be persuaded to do the same."[340]
If they still insist upon entering the philosophical curriculum at too
early an age, special means are suggested to discountenance such a
practice.
All these five grades are evidently so connected as not to overlap one
another. Neither are they to be multiplied, except in the sense of
allowing more than a single division, when scholars are very numerous.
If all the grades cannot be maintained in any place, "the higher
ones, as far as possible, are to be kept, the lower being dispensed
with."[341]
THE PHILOSOPHICAL CURRICULUM.
With the side branches sufficiently learned, with the boy's native
talents "stimulated" or "cultivated," as the _Ratio_ frequently
expresses itself,[342] and his memory enriched with the fullest
materials for style in two languages, Latin and the vernacular, while
Greek has subsidized his culture, the student enters on the study of
Philosophy, using scholastic Latin as the vehicle of expression.
This instrument for the expression of philosophical thought possesses
the qualities of subtlety, keenness, and precision, which the dialectic
practice of all universities had tended to develop in it, from the
twelfth century onwards. With the addition of Cicero's fulness and
richness, which the colleges cultivated with so much ardor, the
scholastic Latin of men like Molina, Ripalda, Liberatore, Franzelin,
and so many others, has flourished to a degree of literary excellence.
Mathematics runs parallel with the course of Philosophy, and upon
that branch of science there is a rather eloquent passage in the
_Ratio_ of 1586.[343] Physics was always included in the Aristotelian
philosophy. The career of Modern Physics was then in the future. But,
as in Mathematics pure and applied, the courses were always advanced to
the foremost rank, and in Arithmetic and Geometry we notice that, as
early as 1667, a single public course, under the direction of Jesuits
at Caen, numbered four hundred students,[344] so, in the middle of the
next century, the eighteenth, we find physical cabinets in regular
use, and experimental lectures given to the classes by the Professors
of Physics.[345] The basis of the study is thus laid down in the rules
of the revised _Ratio_: "The Professor is to expose theories, systems,
and hypotheses, so as to make it clear what degree of certitude or
probability belongs to each. Since this faculty makes new progress
every day, the Professor must consider it part of his duty to know the
more recent discoveries, so that in his prelections he may advance
with the science itself."[346] The general assemblies had legislated
on this subject, as I indicated before; assigning its proper place in
Philosophy to what they called "the more pleasant" or the "lighter"
form of Physics. Indeed, Philosophy itself in the course of three
centuries came to feel many new needs and submitted to new lines of
treatment.
=First Year.= LOGIC AND GENERAL METAPHYSICS. _One Professor: eight
hours a week._ Introductory sketch of Philosophy. Dialectics or
Minor Logic: ideas, judgment, reasoning. Logic Proper: The criteria
of truth; species of knowledge, and general rules of criticism and
hermeneutics. General Metaphysics or Ontology: The notions of being and
the categories. MATHEMATICS. _One Professor: six hours a week._ All
that prepares for the Physics of the following year, viz., algebra,
geometry, plane and spherical trigonometry, and conic sections. This
rapid course, in so short a time, supposes that the matter is not
entirely new, but has been studied already in the literary course.
=Second Year and part of the Third.= SPECIAL METAPHYSICS. _One
Professor: four hours a week._ First, Cosmology: The origin of the
world, the elements of bodies, the perfection of the world, its
nature and laws, supernatural effects and their criteria, as examined
by philosophical principles. Secondly, Psychology: The essence of
the human soul, and its faculties: sensation, imagination, memory,
the nature of intelligence and reason, appetite, will, freedom;
the essential difference between soul and body; the simplicity,
spirituality, and immortality of the soul; the union of soul and body,
the nature and origin of ideas; the vital principle of brutes. Thirdly,
Natural Theology: God, His existence and attributes, etc., as viewed
by the light of human reason. PHYSICS. _One Professor: nine hours a
week._ Mechanics, dynamics; the properties of bodies, hydrostatics,
hydraulics, aerostatics, pneumatics; the elements of astronomy; light,
caloric, electricity, magnetism, meteorology. What is not completed
in this year is continued in the next, with the elements of natural
history. Much of this course may have been seen in the literary
curriculum. "The matters are not to be treated so exclusively from a
rational standpoint, as to leave barely any time for experiments; nor
are experiments so to occupy the time, that it looks like a merely
experimental science." CHEMISTRY. _One Professor: three hours a week._
Inorganic and organic.
=Third Year.= METAPHYSICS. _One Professor: four hours a week._ What
remains of the course just described, under the second year. MORAL
PHILOSOPHY. _One Professor: four hours a week._ The end of man, the
morality of human actions, natural law, natural rights and duties;
the principles of public right. PHYSICS. _One Professor: two hours a
week._ Geology, astronomy, physiology. Part of the course above can
be reserved for this year. MATHEMATICS. _One Professor: three hours a
week._ Analytical geometry and differential calculus.
In these courses of Natural Science, if the matter is not altogether
new, as having been studied in the lower faculties, the philosophical
attitude of theoretic criticism is quite specific throughout this
curriculum.
THE THEOLOGICAL CURRICULUM.
As the Jesuit theologians of Cologne announced in their programme
of 1578 that, while they followed St. Thomas, yet "neither all the
matters, nor those alone which he treated," were to be handled by them;
so, in every age, the standard adopted has been adhered to, with the
same practical eye to the needs of the times. The reason is the same as
those theologians assigned; because, they said, "Every age has definite
fields of conflict, which render it necessary that Theology be enlarged
with a variety of newly disputed questions, and, in fact, that it
assume a new form."[347] In the arrangement of Scholastic Theology the
_Ratio_ suggests the following form:--
=Scholastic Theology.= FOUR YEARS. _Two Professors: each four hours
a week._ _One course._ Religion and the Church; God in Unity and
Trinity; His attributes, predestination: God as Creator; the Angels;
the creation of Man and his fall; the Incarnation; Three of the Seven
Sacraments. _The other course._ Human acts, virtues, and vices; the
theological virtues; the cardinal virtues; right and justice; religion;
grace; the Sacraments in general; the rest of the Seven Sacraments.
=Moral Theology.= TWO YEARS. _One Professor: five and a half hours a
week._ The scope of this course is to form Ministers of the Sacraments.
_One year._ Human acts, conscience, laws, sins, the Commandments,
excepting the seventh. _The other year._ The seventh Commandment, which
includes contracts; the Sacraments, censures, the states and duties of
life.
=Ecclesiastical History.= TWO YEARS. _One Professor: two hours a week._
The questions, necessary and opportune, in the history of each century.
=Canon Law.= TWO YEARS. _One Professor: two hours a week._ _One year._
Persons, judgments, penalties. _The other year._ Things.
=Sacred Scripture.= TWO YEARS. _One Professor: four hours a week._
General prolegomena. A book from the Old and New Testament alternately.
=Hebrew.= ONE YEAR. _One Professor: two hours a week._ Supplemented
with one hour a week on Syriac, Arabic, Chaldaic, during four years.
GENERAL DISTRIBUTION OF TIME.
The compilers of the preliminary _Ratio_ made an effort to draw up a
uniform system for the distribution of time in the various countries.
But the final _Ratio_ preferred to leave the matter thus: "Since the
variety of countries, times, and persons is apt to introduce variety
in the order to be observed, and in the distribution of hours for
study, repetitions, disputations, and other exercises, as also in
vacations, the proper authority will report to the General whatever he
thinks more expedient in his Province, for the better advancement of
studies, that a definite arrangement may be come to, which will meet
all exigencies; keeping, however, as near as possible to the common
order of our studies."[348] Accordingly, a rule of the General Prefect
of Studies prescribes that "he lay down not only an order of studies,
repetitions, disputations to be observed by members of the Society, by
our scholars, and by external students at large, under the direction of
their Professors; but also that he distribute all their time, to the
effect that they spend the hours of private study well."[349]
I shall give three sketches of actual arrangements for the conduct of
the literary or secondary curriculum; and one normal arrangement for
the two departments of superior education in Philosophy and Theology.
The three schedules for the secondary course are taken from the English
speaking world. That numbered (I), if presented in full, would read
very much like the usual arrangement of an American college. It is the
method more or less adopted by the Jesuit colleges which centre around
the St. Louis University in the Western States. The schedule numbered
(II) represents the system of Georgetown College, and of others in
the Eastern States; it looks like a close adaptation of the system as
presented in these pages. Number (III) is the method of Stonyhurst
College, England; and to it may be referred the Canadian system, and
that of Hindustan. The hours indicated in this schedule include the
set time for studies, besides the hours of class. The set study time,
in a boarding college, may be taken to average four and a half hours a
day; other hours may be added thereto, from free study time, or hours
of superfluous recreation. The Stonyhurst arrangement is interesting,
as being that of a faculty two hundred and ninety-nine years old,
without any intermission in its career. Its original home was St.
Omer's, France, where Father Parsons founded the college in 1592. At
the suppression of the Order in France, 1762, the college moved to
Bruges in Belgium; thence, in 1773, to Liége; whence, under the stress
of the French Revolution, it took refuge in England, and opened its
courses at Stonyhurst, Lancashire, in 1794.
The schedule for the philosophical triennium (Superior Instruction,
B) is taken from Woodstock College and St. Louis University; that of
the theological course (Superior Instruction, C) from Woodstock. In
these schedules, as well as in that not exhibited here for the seminary
course of Literature (Superior Instruction, A), no material difference
would be found to exist between one house of studies and another in the
Society.
DISTRIBUTION OF HOURS PER WEEK.
SECONDARY INSTRUCTION.--_Literary._
I. | II.
Grades I.-IV. V.-VI. VII. | I.-IV. V.-VI. VII.
Four Two One | Four Two One
Years. Years. Year. | Years. Years. Year.
Age of Student 13-16. 17-18. 19. | 13-16. 17-18. 19.
|
SUBJECTS. |
Classics 9. 9. .. | 13-1/2. 13-1/2. ..
Mathematics 4. 4. 4. | 5-1/2. 5-1/2. ..
English and } 12. 9. 6. | 8. 5. ..
Accessories} |
Natural Sciences .. 3. .. | .. 3. 10.
Philosophy .. .. 10. | .. .. 12.
III.
Grades I.-IV. V.-VII. Philosophical curriculum.
Four Three
Years. Years.
Age of Student 11-15. 16-18. ..
SUBJECTS.
Classics 18. 18. ..
Mathematics 8-1/2. 8-1/2. ..
English 6. 6. ..
French 5. .. ..
History and Geography 3. .. ..
Natural Sciences .. 3-6. ..
Philosophy .. .. Two Year Course, as
below (_b_).
SUPERIOR INSTRUCTION.--(A) _Literary._
SEMINARY COURSE.
Literature Two Years For Members of the Order.
SUPERIOR INSTRUCTION.--(B) _Philosophical._
TRIENNIAL COURSE.
Years I. II. III.
SUBJECTS OF COURSES.
Philosophy:
Logic, } 8 + 5
Ontology.} (Disputation).
Cosmology, } 4 + 3
Psychology.} (Disputation).
Psychology, } 4 + 3
Natural Theology.} (Disputation).
Moral Philosophy 4 + 3
(Disputation).
Mathematics:
Algebra, Geometry,}
Trigonometry. } 6.
Analytical Geometry,}
Calculus. } 3.
Mechanics 9 (Three Months).
Physics 9 (Seven Months).
Chemistry 3 (Ten Months).
Geology, Astronomy,}
Physiology. } 2.
Specialties Outside of this Triennium.
BIENNIAL COURSE.
(_a_) Two Year Curriculum, included in the Triennium.
(_b_) Similar Curriculum, conducted separately in English.
SUPERIOR INSTRUCTION.--(C) _Theological._
SEXENNIAL COURSE.
Years I. II. III. IV. V. VI.
SUBJECTS OF
COURSES. /---------^--------\
Scholastic } 8 + 5 8 + 5 8 + 5 8 + 5 Biennium of General
Theology. } (Disp.). (Disp.). (Disp.). (Disp.) Repetition,
Philosophical and
Moral Theology, 5-1/2 5-1/2 1/2 1/2 Theological;
and Special
Ecclesiastical } 2 2 .. .. Seminary Work.
History. }
Canon Law. .. .. 2 2
Sacred } .. .. 4 4
Scripture. }
Hebrew. 2 .. .. ..
Syriac, Arabic,}
Chald. } .. 1 1 1
Specialties. Outside of this Sexennium.
SUPERIOR INSTRUCTION.--(D) _Law._
Conducted by a Faculty not of the Order.
SUPERIOR INSTRUCTION.--(E) _Medicine._
Conducted by a Faculty not of the Order.