CONCLUSION.
It will not have escaped the attentive reader, that almost all the
history, pedagogic or otherwise, which has been sketched in this essay,
falls within the lines of what has been called the Counter-Reformation;
and some portion of it belongs to what is styled, in the present
century, the Counter-Revolution. For this reason, if the facts recorded
seem at all new, he will discern the reason. They have lain outside of
one of the beaten paths in history.
Beyond the facts of evolution, as they may have appeared in these
pages, I do not pretend to have found a place for this system
in any plan of pedagogic development. Nor do I lay claim to the
far-sightedness which may discern any posthumous development, as the
legacy of this system to the world of education. Politically, its
place has often been assigned to it summarily by main force. But,
pedagogically, too, the day may come, when gathered to the other
remains which moulder in the past, it can look down from a grade and
place of its own in evolution, and look out, like others, on a progeny
more favored than itself, the fair mother of fairer children; even as
the old university system of mediæval Europe, particularly that of the
great University of Paris, can look down from its silent and solemn
place in history, as the direct progenitor of the _Ratio Studiorum_.
"We, too, have been taught by others," said Possevino in 1592. Indeed,
as is evident, the last thing which the system ever seems to dream of,
which never, in fact, crosses the path of its intellectual vision, is
that it is playing the rôle, perchance, of a pedagogic adventurer,
or courting notice by some new and striking departure. No doubt, in
its integrity, it is singularly the system of the Jesuits, and, in a
multitude of practical elements, it embodies the elaborate experience
of one practical organization of men. But, none the less, if we look
down for its foundations, we pass through the Renaissance of Letters,
and find the traditions of scholastic Europe; and further down still,
in the stratification of history, we come to the principles of
education as defined by Aristotle, Plato, and Socrates.
As to its ulterior evolution, I may designate two forms which the
system has been invited to assume. Rather, I may point to an epoch
in its history, at which general and universal education divided off
into two lines; and, by one or other way, almost all the secondary and
superior education, which prevails amongst us, reaches our present
time. The principles adopted on one side, however extravagant they may
have been at their first adoption and in all the glow and fervor of a
new departure, will certainly recommend themselves to some. The other
was practically, if it has not as yet been formally, adopted by the
Order as a continuation of its old method, and as a revision in the
nineteenth century of what itself had laid down in the fifteenth. I
will quote, to explain one of the movements, a writer, M. Drevon, whom
I cited once before,[350] chiefly because he is quite recent, and also
because he is entirely out of sympathy with the system of the Jesuits.
For the other, I will quote one of the latest Generals of the Society
of Jesus, Father John Roothaan.
When the Jesuit colleges, more than ninety in number, were abruptly
closed in France, then, says the first writer, "the departure of
the Jesuits was the occasion of a noisy demonstration against the
instruction which had been imparted in the colleges. A multitude of
books[351] were at once seen pouring into the market, presenting plans
for a new system of education, which should be more in keeping with
the progress of Science and Philosophy. Men of the gravest authority,
like the President Roland, did not disdain to occupy themselves with
these matters, and to enter into details: 'The moment was come,'
cried one of them, 'to set up furnaces, to add bellows thereto, and
initiate scholars into the doctrine of gases.'[352] The reaction was
so much the more violent, as spirits had been the longer suppressed.
It went even beyond the just measure, as happens almost always in such
circumstances; so that, says a contemporary writer,[353] children,
properly instructed, ought to have become, at the age of fifteen,
agriculturists sufficiently well qualified, intelligent naturalists,
prudent economists, shrewd business men, enlightened politicians,
profound metaphysicians, prodigious geometricians, without prejudice
to writing and drawing, to universal geography, and ancient as well as
modern history; without prejudice to the French language, English also
and German and a little Latin; and again without prejudice to music and
heraldry, to dancing and fencing, to horsemanship, and, above all, to
swimming. But people had not long to wait before deploring such excess.
All this agitation proved unfortunately sterile; and as I have just
said, on the eve of the French Revolution, secondary education had not
taken a step forward during fifty years....
"It came to a new birth in 1808, and found itself very much where
it had been, before this long sleep. Napoleon declared that the new
method of the University was very like that of the ancient University
of Paris; only that the courses 'left something to desire with regard
to drawing, modern languages, geography, history, and especially
mathematical and physical sciences.' This was progress, no doubt, and
it is well to grant it. But Napoleon is mistaken, when he pretends that
the new University is a child of the ancient one. It is preëminently
a child of the Jesuits. For, as we have remarked, the Jesuits, at the
beginning, took great care to make no innovations. They accepted, as
they found them, the old methods, introduced little by little their
own mode of procedure, an alteration most calculated to assure their
influence and their success. The grand old University which went down
to the second rank, so to say, in public education, submitted to the
influence of its detested and triumphant rivals, and, in spite of
itself, it allowed itself to be permeated by their methods. Hence, in
1808, at the moment when Napoleon dreams that he is reëstablishing the
University, the ideal of public instruction was a mixture of the old
university traditions and the empiric methods of the Jesuits."[354]
It does not come within the scope of this writer to indicate how, from
this historical point of divergence, the modern practical method of
instruction came to be fully organized. Each system went its own way. I
pass on to the other line, or rather back to the Jesuit _Ratio_; and I
will merely point out what process of adjustment it then underwent.
In 1832, Father Roothaan, General of the Society, addressed an
encyclical letter to the Order. To give an abstract of it, he says:
"In the very first assembly after the restoration of the Society, a
petition had been received from the Provinces, and daily experience
since then has shown it to be more and more necessary, that the System
of Studies should be accommodated to the exigencies of the times.
After a consultation, involving much labor and accurate study, a form
of revised _Ratio_ has been drawn up, which is now offered for use
and practice, in order that after being amended again if necessary,
or else enlarged, it may receive the sanction of a universal law. The
undertaking was approached with the greatest reverence for a System
which had been approved by two centuries of successful operation, and
which had been extolled, not unfrequently, by the very enemies of the
Order.
"Of the novelties which had been introduced into the method of
educating youth, during the last fifty years or more, was it forsooth
possible that all could be approved and adopted in our schools? New
methods and new forms invented day after day, a new arrangement
of matter and of time, often self-contradictory and mutually
repugnant--how could all this be taken as a rule for our studies?
"In the higher schools or in the treatment of the graver studies, it
is a subject of lamentation with prudent men that there is no solidity
but much show,--an ill-arranged mass of superfluous knowledge, very
little exact reasoning--; that the sciences, if you except Physics
and Mathematics, have not made any true progress, but are in general
confusion, so that where the final results of truth are to be found
scarcely appears. The study of Logic and severe Dialectics is almost in
contempt, whence errors come to be deeply rooted in the minds of men
who are not otherwise illiterate; and these errors, by some fatality or
other, are made much of, as if they were ascertained truths, and they
are lauded to the skies, because nothing is treated with strictness
and accuracy, no account is made of definitions and distinctness of
reasoning. Thus, tasting lightly of philosophical matters, young men go
forth utterly defenceless against sophistry, since they cannot even see
the difference between a sophism and an argument.
"In the lower schools, the object kept in view is to have boys learn as
many things as possible, and learn them in the shortest time, and with
the least exertion possible. Excellent! But that variety of so many
things and so many courses, all lightly sipped of by youth, enables
them to conceive a high opinion of how much they know, and sometimes
swells the crowd of the half-instructed, the most pernicious of all
classes to the Sciences and the State alike. As to knowing anything
truly and solidly, there is none of it. Something of everything:
nothing in the end.[355] Running through the courses of letters in no
time, tender in age, with minds as yet untrained, they take up the
gravest studies of Philosophy and the Higher Sciences; and, possessing
themselves therein of scarcely any real fruit, they are only captivated
by the enjoyment of greater liberty; they run headlong into vice, and
are soon to become teachers themselves of a type, which, to put it as
gently as possible, I will call immature.
"As to the methods, ever easier and easier, which are being
excogitated, whatever convenience may be found in them, there is this
grave inconvenience; first, that what is acquired without labor adheres
but lightly to the mind, and what is summarily gathered in is summarily
forgotten; secondly, and this, though not adverted to by many, is
a much more serious injury, almost the principal fruit of a boy's
training is sacrificed, which is, accustoming himself from an early age
to serious application of mind, and to that deliberate exertion which
is required for hard work.
"In some points, however, which do not concern the substance of
education, the necessities of our times require us to modify the
practice of our predecessors. And to consult the requirements of such
necessities, far from being alien to our principles, is altogether in
keeping with the Institute.
"In the superior courses, how many questions are there which formerly
never entered into controversy, which now are vehemently assaulted,
and must be established by solid arguments, lest the very foundations
of truth be sapped! Therefore the questions which are alive call for
special discussion, solution, refutation.
"In Physics and Mathematics we must not prove false to the traditions
of the Society, by neglecting these courses which have now mounted
to a rank of the highest honor. If many have abused these sciences
to the detriment of religion, we should be so much the farther from
relinquishing them on that account. Rather, on that account, should
the members of the Order apply themselves with the more ardor to these
pursuits and snatch the weapons from the hands of the foe, and with the
same arms, which they abuse to attack the truth, come forward in its
defence. For truth is always consistent with itself, and in all the
sciences it stands erect, ever one and the same; nor is it possible
that what is true in Physics and Mathematics should contradict truth of
a higher order.
"Finally, in the method of conducting the lower studies, some accessory
branches should have time provided for them, especially the vernacular
tongues and literatures. But the study of Latin and Greek letters must
always remain intact and be the chief object of attention. As they
have always been the principal sources, exhibiting the most perfect
models of literary beauty in precept and style, so are they still. And,
if they were kept more before the eyes and mind, we should not see
issuing from the press, day after day, so many productions of talented
men, with a diction and style no less novel and singular, than are the
thoughts and opinions to which they give expression. The commonalty
regard them with admiring awe and stupor; but men of knowledge and
correct taste look with commiseration and grief on these unmistakable
signs of an eloquence, no less depraved than the morals of the times.
"The adaptation of the _Ratio Studiorum_, therefore, means that we
consult the necessities of the age so far as not in the least to
sacrifice the solid and correct education of youth."[356]
This is the substance of a document not unworthy of the letters and
ordinances in behalf of education, issued by a long line of experienced
and learned judges in the art of training youth. The modifications made
in the old _Ratio_ have been few; and I have taken note of them in the
preceding analysis.
So then the edifice of the past stands, with the latest modifications
introduced into its façade by the spirit of the present. As the
monumental structures which stud the soil of Europe, and are set amid
royal parks or rich fields of waving grain, have been tributes of
devotion from princes of the church or princes of the land, and are
not only the memorials of kings or peoples, but are especially the
architectural record of centuries; so a system recognized in history
as great, elevated in the order of highest human achievement, that of
educating humanity, and resting on the basis of oldest traditions and
the wisdom of the remotest past, has not been the work of an ordinary
individual, nor of a day. Masters in their art, and centuries in their
duration, have combined to build it up, a monument of the practice
and theory of generations. With devoted zeal and prudence, secular
communities, and even pagans in times far gone by, had brought the
stones, and contributed tithes to the erection of the fabric. But it is
only too well known that Ecclesiastics and Religious men have been the
architects of the monument as it stands. And they did not build better
than they knew; for their structure is precisely one of knowledge,
chiefly of divine knowledge, raised into a consistent theory, and
honored by the most practical use. So the very first sentence in the
_Ratio Studiorum_, speaking of the "abundant practical fruit to be
gathered from this manifold labor of the schools," mentions that fruit
as being "the knowledge and love of the Creator."
I may be permitted then to close this work by quoting their own poetry,
which is inscribed on a statue of Christ. The statue overlooks a park
in front of it, and the fields hard by, and the rich garden of studious
youth, within the college walls alongside. Thus one inscription
reads:--
TIBI · HAEC · ARVA · RIDENT · ATQUE · AGGERE
COMPLANATO · HAE · FLORIBUS · NITENT · AREOLAE · ET
PUBES · UNDIQUE · ACCITA · VIRTUTIBUS
SCIENTIIS · QUE · ADOLESCIT.[357]
And again the granite reads:--
QUAS · CIRCUM · CERNIS · CHRISTO
URNAE · FLORIBUS · HALANT · NE · CARPE
INCESTO · POLLICE · QUISQUE · FUAS.[358]
BIBLIOGRAPHICAL APPENDIX,
INDICATING SOME OF THE SOURCES AND OTHER WORKS, MORE EASY OF ACCESS.
PACHTLER, G. M., S. J.: Ratio atque Institutio Studiorum, 1586; Ratio
Studiorum, 1599, 1832; and other pedagogical documents:--Comprised
in MONUMENTA GERMANIÆ PÆDAGOGICA, vols. ii, v, ix (to be followed
by others); Berlin, A. Hofmann & Co., 1887.
JOUVANCY, JOS., S. J.: Ratio Discendi et Docendi pro Magistris
Scholarum Inferiorum, 1 vol. 12mo; Avignon, Fr. Seguin, 1825.
SACCHINI, FRANC., S. J.: Parænesis ad Magistros Scholarum Inferiorum
Soc. Jes.; Protrepticon ad Magistros Scholarum Inferiorum Soc.
Jes.---- JUDDE, CLAUDE, S. J.: Instruction pour les Jeunes
Professeurs qui enseignent les Humanités:--Comprised in MANUEL DES
JEUNES PROFESSEURS, 1 vol. 18mo; Paris, Poussielgue-Rusand, 1842.
* * * * *
CRÉTINEAU-JOLY, MONSIEUR M. J.: Histoire Religieuse, Politique et
Littéraire de la Compagnie de Jésus, 6 vols. 12mo; 3d edit.; Paris,
V. Poussielgue-Rusand, 1851.
MAYNARD, MONSIEUR L'ABBÉ: The Studies and Teaching of the Society of
Jesus, 1 vol. 8vo; Baltimore, John Murphy & Co., 1855.
THE JESUITS: Their Foundation and History, by B. N., 2 vols. 8vo;
Benziger Bros., New York, 1879.
GENELLI, CHRISTOPHER, S. J.: Life of St. Ignatius of Loyola, 1 vol.
8vo; Benziger Bros., New York.
DE ROCHEMONTEIX, CAMILLE, S. J.: Un Collège de Jésuites aux XVII^e.
et XVIII^e. siècles, Le Collège Henri IV. de la Flèche, 4 vols. in
8vo; Le Mans, Leguicheux, 1889.
DANIEL, CHARLES, S. J.: Les Jésuites Instituteurs de la Jeunesse
Française, au XVII^e. et au XVIII^e. siècle, 1 vol. 12mo; Paris,
Victor Palmé, 1880.
* * * * *
DE BACKER, AUGUSTIN, S. J.: Bibliothèque des Écrivains de la
Compagnie de Jésus, ou Notices Bibliographiques 1^o de Tous
les Ouvrages Publiés par les Membres &c., 2^o des Apologies,
des Controverses Religieuses, des Critiques Littéraires et
Scientifiques Suscitées à leur sujet; 3 large folios (see above,
page 134); Liége, chez l'Auteur, A. De Backer; Paris, chez
l'Auteur, C. Sommervogel, 1869. Only 200 copies were struck off;
it is embodied and amplified in the following, now in process of
publication:--
SOMMERVOGEL, CARLOS, S. J.: Bibliothèque de la Compagnie de
Jésus:--Première partie, Bibliographie; seconde partie, Histoire.
Bibliographie, tom. i, Abad-Boujart, in 4to, à double colonne,
1928 col.; Bruxelles, Oscar Schepens, 16, rue Treurenberg; Paris,
Alphonse Picard, 82, rue Bonaparte, 1890.
WETZER UND WELTE'S KIRCHENLEXICON: 2d edit., by Cardinal
Hergenroether and Dr. F. Kaulen; vol. vi, "Jesuiten," col.
1374-1424; Freiburg, Benjamin Herder, 1889.
Typography by J. S. Cushing & Co., Boston, U.S.A.
Presswork by Berwick & Smith, Boston, U.S.A.
INDEX.
Abram, Father Nicholas, 245
Academies of the Jesuits, 76
Alber, Father Ferdinand, 242
Allen, Cardinal, 57
Alvarez, Grammar of, 167
Anderledy, Father Anthony, 128
Aquaviva, Father Claudius, 52, 59, 70, 82;
the fifth General of the Order, 126;
creates a commission to draw up a method of studies, 144;
provisional rules of, 148
Aquinas, St. Thomas, 11, 45;
the standard in theology, 148
Argento, Father John, 71, 76
Aristotle, use of, 166
Astronomical observations of the Jesuits, 172
Augustine, 9
Azor, John, 144
Bacon, Lord, 46, 93;
his debt to Possevino, 94
Bader, Father George, 104, 107
Bayonne, the College of, 96
Beckx, Father, 128
Bellarmine, literary productiveness of, 135
Belles-lettres, 82;
the Jesuits preëminent in the study of, 189
Berchmans, John, 113
Blair's "Rhetoric," 132, 252
Boarding colleges, 100
Bobadilla, Nicholas, 33, 43
Bonald, Viscount de, 7
Bonaventure, St., 11
Borgia, Francis, 24;
succeeds Laynez, 66, 110;
founds the Roman college, 111;
the third General of the Order, 124
Borromeo, St. Charles, 73
Bossuet, 66
Bourdaloue, 106, 165
Broeckaert, Father, 167
Brouet, Pasquier, 33
Buffer, Father, "Practical History" of, 168
Buys, Father, 73, 144
Calasanzio, Father Joseph, his "Pious School," 260
Calcutta, Jesuit school at, 268
Campano, Father, 66
Campian, Edmund, 57, 212
Canisius, Father Peter, 90;
the Catechism of, 134, 242
Caraffa, General Vincent, 81, 128
Catharine II., 129
Centurione, Father Aloysius, 128
Cerda, De la, Father, 245
Chalotais, La, 44
Christian schools, 3
Cicero used as a text-book, 166
Class hours, 196
Classical literature in the scheme of Jesuit education, 250
Clavius, Father Christopher, 170
Clement of Alexandria, 43
Clement XIV. dissolves the Order, 129
Coduri, John, 33, 53
Coimbra, university at, 109
Colleges, Jesuit, number of, 70 _et seq._;
rise of, in Spain, 110
Confessional, the, in educational institutions, 102
Coton, Father, 66
Cretineau-Joly, M., 39
D'Alembert, 4
Daniel, Father Charles, 46, 93
Daniel, G., 169
De Backers, 67, 69;
his dictionary of Jesuit authors, 134
Descartes, 92
Dictation, how practised in the Jesuit seminaries, 217 _et seq._;
objections to, by Possevino, 223
Disputation, the place of, in the Jesuit system, 198, 209 _et seq._;
syllogistic or discursive, 212;
numerous attendance upon required, 213;
superintendence of, 215
Divinity, courses in, 191 _et seq._
Doctrine, uniformity of, among the Jesuits, 142
Domench, Father Jerome, 110
Drevon, M., 287
Dupanloup, 99
Educational system of the Jesuits, the tributes of Ranke and
D'Alembert to, 4;
the Revolution the sequel of the overthrow of, 6;
explanation of its rise, 14;
kinship between it and the Paris university, 32;
defined, 43;
development of, 52;
as formulated in the Constitution, 56 _et seq._;
Laynez's rule concerning the system of colleges, 59;
no tuition fees, 66, 117;
system and method of, 67;
number of colleges, 70;
number of students, 71 _et seq._;
ramifications of, 74 _et seq._;
scope and method of, 82 _et seq._;
classification of, 87;
grades in, 89;
subordinate elements in, 89 _et seq._;
moral scope of, 98 _et seq._;
vacations, 104;
ascendency of the masters, 107;
law and medicine in, 116;
the study of mathematics in, 127;
the development of geography, history, and physics, 127;
the _Ratio Studiorum_, 143 _et seq._;
the practice and order of studies, 152;
result of, the formation of professors, 156;
the literary curriculum, 158;
proficiency in belles-lettres, 159;
the study of history, 168;
of geography, 169;
of mathematics, 170;
manner of instruction, 176;
philosophy studied after the literary courses, 178;
masters advance with their scholars, 180;
the rectors, 186;
the study of divinity, 191 _et seq._;
courses in divinity, 197;
thoroughness of, 205;
the use of disputation, 208 _et seq._;
the place of dictation in, 217 _et seq._;
co-ordination of the courses in, 227;
the prelection, 233;
study of the classical literatures, 250 _et seq._;
school management, 255 _et seq._;
the lowest grade, 260;
system of examinations, 262 _et seq._;
academic degrees, 265;
literary curriculum, 270;
philosophical curriculum, 274;
theological curriculum, 278;
distribution of time, 279;
origin and evolution of the system, 286
Expurgating authors, 103
Fribourg, Jesuit university suppressed at, 130
Frederick the Great, letter of, to Voltaire, 79, 129
Generals of the Order, 124 _et seq._
Geography, method of teaching, 169
Germany, Loyola, the founder of the Jesuit order in, 114
German college in Rome, 117
Goa, seminary at, 74, 109
Gonzaga, Aloysius, 113
Gonzales, Gaspar, 144
Grammar, 179;
prelection in the grade of, 237;
method of teaching the classical languages in, 238;
the daily lesson in, 241
Gregory XIII., papal seminaries founded by, 73
Grotius, 79
Guisani, Anthony, 144
Huebner, Baron von, 7
Humanity, the course in, 83 _et seq._, 158, 188;
the prelection in the grade of, 237
Ingolstadt, university at, 115
Janssen, 118
Jesus, Society of, birthday of, 33, 34;
receives its bull of confirmation, 51;
constitution of, 54 _et seq._;
not admitted to Germany at the present day, 123
Jouvancy, 29, 127;
his _Ratio Discendi et Docendi_, 162, 242
Kessel, Father, 60
Kleutgen, Father, _Ars Docendi_ of, 167
Knox, John, 144
Kostka, Stanislaus, 113
Latin composition, elegant command of, by the Jesuits, 188
Laval, university of, 269
Law and medicine studied in the Jesuit universities, 116
Laynez, James, 28, 33, 54;
elected successor to Loyola, 55, 59, 124
Le Jay, Claude, 33
Lefèvre, Peter, 33, 110 _et seq._
Lenormant, Charles, 100
Literary productiveness of the Jesuits, 134
Literary curriculum of the Jesuits at present, 270 _et seq._
Loyola, St. Ignatius of, 8;
begins his education, 15;
story of his life, 19 _et seq._;
becomes a master of arts, 33;
his self-discipline, 36;
at Rome, 40, 53;
promulgates the constitution of his Order, 55;
death of, 55, 119;
his educational system, 56;
his care for Germany, 114;
founds a German college in Rome, 117;
his educational policy successful, 118
Maistre, Count de, 6
Maldonado, a double-headed disputant, 212
Moriana, 112, 168
Mathematics in the Jesuit system of education, 170 _et seq._
Mercurian, Father Everard, the fourth General of the Order, 126
Montague, college of, Loyola at, 31
Montmorency, Father, 65
_Monumenta Germaniæ Pædagogica_, the, 75
Moral education, the, prescribed by Loyola, 102
Nadal, Jerome, 120
Netherlands, Jesuit schools in, 5
Nickel, Father Goswin, 128
Olave, Martin, 120
Oliva, General Paul, 73, 128
Pachtler, Father, 63, 76
Papal Seminaries founded by Gregory XIII., 73
Parma, Duke of, 69
Paris University, the, 13;
Loyola at, 25
Parsons, Robert, 57
Pascual, John Sacrista, 21
Pedagogics in the _Ratio Studiorum_, 147
Peltier, Father John, 111
Perry, 67
Petau, Father Denis, 167
Philosophy, course of, what it includes, 173
Philosophical Curriculum, the, at the present time, 275 _et seq._
Piccolomini, Father Francis, 128, 231
Polanco, John, 115, 120
Porée, Père, Voltaire's preceptor, 132, 245
Playfer, Dr., 94
Plato, 98
Possevino, Father Anthony, Bacon's forerunner, 94, 103, 107
_Prælectio_, the typical form of Jesuit instruction, 232 _et seq._
Professors formed by the Jesuit system, 156 _et seq._;
literary productions expected from, 188;
in the Jesuit Seminaries, coördination between, 230
"Provincial Letters" of Pascal, 105
Quintilian, use of, 166
Ranke, Von Leopold, 4, 114, 118
Rapin, Père, 132;
works of, 246
_Ratio Studiorum_, the, 8, 32, 52, 56, 86, 89, 143;
formation of, by Aquaviva, 144 _et seq._, 151, 152;
final form of, 154, 183, 230, 235
Rectors of colleges, duties of, 186
Repetition, in the scheme of Jesuit education, 198;
in the Grammar Grade, 240
Revolution, the French, 6
Rhetoric, instruction in, 89, 178 _et seq._;
double prelection in, 234
Ribadeneira, 29, 54, 87, 89, 102
Riccioli, Father, 169
Robertson, 79
Rochemonteix, Father, 80, 88
Rodriguez, Simon, 33
Roman College, the, 103;
founded by Lefèvre, 111;
other colleges following its course, 112
Roothaan, Father, 289
Rossignol, 135
Rue, Father de la, author of the Delphin Virgil, 246
Sacchini, 54, 177
Saint-Yves, college of, 80
Salmeron, Alphonsus, 33
Secchi, Father, 67
Schall, Adam, 169
Scheiner, Father, 169
Scholastics, Jesuit, expected to teach, 176
Schools, the cathedral, 9;
of study, of the Jesuits, 127
School management, 255 _et seq._
Sirmond, James, 167
Sodalities, the, 103, 258
Sommervogel, 67, 134
Southwell, Father Nathaniel, 133
Sorbon, Robert of, 208, 211
"Spiritual Exercises," the, 27
Stonyhurst, 268
Strada, Damian, 168
Strada, Father Francis, 191
Strassmeyer, 67
Studies, Practice and Order of, in Jesuit seminaries, 152
Suarez, Francis, 112, 203
Text-books of the Jesuits, 131
Theological instruction, method of, 202 _et seq._
Theological curriculum at the present time, 278 _et seq._
Theology, scholastic, Jesuit authors in, 203
Tiraboschi, 165
Toffia, Vittoria, 112
Tucci, Stephen, 144
Tyre, James, 144
University system, rise of the, 10
Urban VIII., 42
Vacations in the Jesuit system, 104
Verbiest, Ferdinand, 169
Vernacular, the study of, 164, 242
Vienna and Ingolstadt, the Jesuits first centres in Germany, 115
Villanova, Francis, 24, 110
Visconti, Ignatius, 3, 128
Vitelleschi, Mutius, 70, 108;
the sixth general of the order, 126, 131
Voltaire, tribute of, to the morality of the Jesuits, 105, 132;
and Père Porée, 244
Xavier, Francis, 33, 37, 69, 109
Zaccaria, literary productiveness of, 134
Ziegler, Father, 170
FOOTNOTES:
[1] Christian Schools and Scholars, by A. T. Drane; 1881; last chapter.
[2] On the Furthering of Humane Studies; Monumenta Germaniæ Pædagogica,
vol. ix, p. 129.
[3] History of the Papacy, vol. i, book v, § 3; Jesuit Schools in
Germany.
[4] Sur la destruction des Jésuites, par un auteur désintéressé, p. 19.
[5] Imago Primi Sæculi, lib. vi, Societas Flandro-Belgica, cap. iii, §
1, p. 772.
[6] Crétineau-Joly, Histoire de la Compagnie de Jésus, tom. iv, ch. 3,
p. 210; 3^{me} edit. 1851.
[7] Histoire de l'Université de Paris, par Charles Jourdain, liv. i,
ch. 1; quoted with other testimonies, in the learned work, Un Collège
de Jésuites aux xvii and xviii siècles, Le Collège Henri iv de la
Flèche, par le P. Camille de Rochemonteix, 1889; tom. i, ch. 1, p. 3.
[8] Exercitia Spiritualia.
[9] Ranke, History of the Papacy, vol. i, book ii, § 7.
[10] Genelli, Life of St. Ignatius Loyola, p. 351.
[11] Imago Primi Sæculi, lib. iv, cap. ix, pp. 521-2; De Calumniis.
[12] Jouvancy, Epitome Hist. S. J., p. 168, ad annum 1551.
[13] Advancement of Learning, book i; Philadelphia edit. 1841, vol. i,
p. 167.
[14] Month of July, tom. vii; auct. J. P., § xviii, pp. 443-4.
[15] Genelli, Life of St. Ignatius Loyola, part i, ch. 8.
[16] Bollandists, as above, nn. 313-4; ibid., Suarez, Nigronius, and
others.
[17] Genelli, Life of St. Ignatius Loyola, part ii, ch. 13.
[18] Bulla canoniz. S. Ign. de Loyola, § 22.
[19] Bollandists, nn. 313-4; 317.
[20] Bollandists, July, tom. vii, auct. J. P., §§ xxvii, xxviii.
[21] Nigronius; Bollandists, n. 317.
[22] Apocalypse, ch. xviii, 13.
[23] Advancement of Learning, book i, p. 176; Phila. edit.
[24] Père Charles Daniel S. J., Des Études Classiques dans la Société
Chrétienne, ch. 8, La Concile de Trente; 1853.
[25] Bollandists, auct. J. P., nn. 293-7.
[26] Bollandists, n. 292.
[27] Gagliardi.
[28] Hist. S. J., 2da pars, Lainius; ad annum 1564, n. 220, p. 340.
[29] Chiefly from P. Enrico Vasco, S. J., Il Ratio Studiorum Addattato
ecc, vol. i, cap. vii, n. 33, a private memoir, 1851.
[30] Monumenta Germaniæ Pædagogica, ii, p. 71; Ratio Studiorum, etc.,
by G. M. Pachtler, S. J.; Berlin, 1887.
[31] Ibid. Pachtler, p. 334 _seq._
[32] Ibid. Pachtler, p. 337 _seq._
[33] Genelli, part ii, ch. 8.
[34] Jouvancy, Epitome Hist. S. J., Anno Christi, 1547.
[35] Vasco, vol. i, cap. vii, n. 33 seq.
[36] Orlandini, Bollandists, n. 843.
[37] Bollandists, n. 839.
[38] Monumenta Germaniæ Pædagogica, vol. ii, p. 72.
[39] Constitutiones S. J., pars iv, declarationes in prooemium.
[40] Sacchini, pars iii, lib. i, nn. 36-42.
[41] Sacchini, pars iii, Borgia; lib. i, nn. 36 seq.
[42] Sacchini, pars v, Claudius Aquaviva, tom. prior; lib. iv, n. 81.
[43] Recherches sur la Compagnie de Jésus en France au temps du Père
Coton, par le P. Prat, tom. ii, p. 296.
[44] Constitutiones S. J., pars iv, cap. vii, n. 3.
[45] Bibliothèque des Écrivains de la Compagnie de Jésus, Preface, 1869.
[46] Crétineau-Joly; Histoire Religieuse, Politique et Littéraire de la
Compagnie de Jésus, tom. ii, ch. iv, p. 176; troisième édit. 1851.
[47] De Institutione Juventutis; Monumenta Germaniæ Pædagogica, vol.
ix, p. 61.
[48] Monumenta Germaniæ Pædagogica, vol. ii; Pachtler, p. xx.
[49] They are catalogued by Rochemonteix, Collège Henri IV, tom. ii,
ch. i, p. 57, note.
[50] Monumenta Germaniæ Pædagogica, vol. ix; Pachtler, p. 192, n. 3.
[51] Monumenta Germaniæ Pædagogica, vol. ix, pp. 110-2.
[52] Arch. Rheni Sup., quoted by Pachtler; Monumenta Germaniæ
Pædagogica, vol. ix, p. 110; see also the letter of the General John
Paul Oliva, ibid. p. 106.
[53] Monumenta Germaniæ Pædagogica, vol. ii; Pachtler, p. xx.
[54] Vol. ix, pp. 322-389.
[55] Maynard; The Studies and Teaching of the Society of Jesus, at the
Time of its Suppression, 1750-1773; Baltimore edit. 1885, ch. 2; The
Jesuits in Germany, pp. 112-3.
[56] 1777, 18 novembre, OEuvres de Voltaire, vol. xcv, p. 207; edit.
1832.
[57] Lettre à Voltaire, 7 juillet, 1770; OEuvres de Voltaire, tom. xii,
p. 495; edit. 1817.
[58] Monumenta Germaniæ Pædagogica, vol. ii, pp. 358-9.
[59] Le Collège Henri IV, tom. ii, ch. 1, p. 20.
[60] Fernand Butel, Docteur en Droit, etc.; L'Éducation des Jésuites
autrefois et aujourd'hui, Un Collège Breton, ch. 1, p. 51; p. 19; p.
28; Paris, Firmin-Didot, 1890.
[61] Monumenta Germaniæ Pædagogica, vol. ix, p. 65.
[62] Constitutiones, pars iv, c. 7, n. 1.
[63] Formulæ acceptandorum Collegiorum, etc., summarium; Monumenta
Germaniæ Pædagogica, vol. ii, Pachtler, p. 338.
[64] Ibid.
[65] Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 76, 5. Their
curriculum was enlarged in 1829; ibid., p. 110, 6.
[66] Ratio Studiorum 1599; Reg. Prov. 21, § 4. Pachtler, Monumenta
Germaniæ Pædagogica, vol. ii, p. 258.
[67] Constitutiones, ibid.
[68] Constitutiones, pars iv, c. 12.
[69] Constitutiones, pars iv, c. 5, n. 1.
[70] Constitutiones, pars iv, c. 9, n. 3.
[71] Ibid., c. 5, n. 1, C.
[72] Ch. xi. below.
[73] Constitutiones, pars iv, c. 6, n. 2.
[74] Monumenta Germaniæ Pædagogica, vol. ii, p. 311.
[75] Ibid., p. 310, note.
[76] Ribadeneira, Bollandists, July, tom. vii, nn. 335 _seq._
[77] Le Collège Henri IV., tom. iii, pp. 5-7.
[78] Compare the ordinance of Father Oliver Manare, 1583, n. 114;
Monumenta Germaniæ Pædagogica, vol. ii. p. 269.
[79] Constitutiones, pars iv, c. 13, n. 4.
[80] Bollandists, ibid., 376-7.
[81] Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 169.
[82] L'Éducation des Jésuites autrefois, etc., par Dr. F. Butel, ch. 1,
pp. 22-8. This author sketches agreeably the means touched upon in the
text, and his references are useful.
[83] Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 261. Addita
quædam Exercitiis Litterariis Humanistarum, 1580; prior to the
completed Ratio Studiorum.
[84] Ibid., p. 262.
[85] Lettre xc.
[86] Compare Chateaubriand's Genius of Christianity, part iv, book vi,
Recapitulation; translation by Dr. Chas. I. White; Baltimore, 1884, p.
637 _seq._
[87] Paris, Victor Palmé, 1880.
[88] Works; Philadelphia edit. 1859, vol. i, p. 244.
[89] Bibliotheca Selecta in qua agitur de Ratione Studiorum, in
Historia, in Disciplinis, in Salute Omnium procuranda. De Backer in
his Bibliothèque des Écrivains de la Compagnie de Jésus gives the list
of republications, either in whole or in part. Sommervogel's new work,
royal quarto, Bibliothèque de la Compagnie de Jésus, 1890, has reached
thus far only to the letter B; hence Possevino is not yet entered.
[90] Ibid., p. 187.
[91] Ibid., p. 136.
[92] Ch. 10, of book 1, Ratio Collegiorum et Scholarum, etc., end of
chapter; Roman edit.
[93] Histoire d'un Collège Municipal aux XVI^_e_, XVII^_e_, et
XVIII^_e_ siècles ... à Bayonne avant 1789. Thèse presentée à la
Faculté des Lettres de Toulouse, par J. M. Drevon, censeur des Études
au Lycée d'Agen, 1890. About 500 pages.
[94] Pp. 160-234.
[95] P. 429.
[96] Dante, Parad. viii.
[97] De La Haute Éducation Intellectuelle, liv. iv, ch 4. Compare
Vasco, vol. i, n. 24.
[98] Essais sur l'Instruction Publique, par Charles Lenormant, membre
de l'Institut; quoted by Rochemonteix, Le Collège Henri IV, tom.
ii, ch. 1, p. 49, in his very instructive discussion on the Jesuit
_internat_, or _pensionnat_.
[99] Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 78.
[100] Const., part iv, ch. 3, decl. B.
[101] Turpissimis signis.
[102] Bibliotheca Selecta, lib. i, ch. 44; Quasnam tetenderit insidias
humani generis hostis, etc.
[103] Ribadeneira, Bollandists, nn. 373 _seq._
[104] Bibliotheca Selecta, lib. i, ch. 40.
[105] Ratio Studiorum of 1599 and 1832, Reg. Prov. 37. The higher
courses are allowed a midsummer vacation of between one and two months;
in the lower or literary course, Rhetoric is allowed one month, the
others classes less. Besides certain feast-days during the year, every
week must have one day free, which, in the higher courses, is the whole
day, but, in the lower, is only the latter part of it.
[106] 1602; Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 467.
[107] Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 411.
[108] Bollandists, n. 374.
[109] Lettre 7 février, 1746; OEuvres, tom. viii, p. 1128; edit. 1817.
[110] Crétineau-Joly, Histoire de la Compagnie de Jésus, tom. iv, ch.
3, p. 209; edit. 1851. This chapter and the following one, ch. 4, in
Crétineau-Joly, pp. 158-297, contain the most varied information on our
subject, regarding professors, writers, scholars, etc.
[111] Epistola de Institutione Juventutis, et Studiis Litterarum
Promovendis, 1639; Mon. Germ. Pæd., vol. ix, Pachtler, p. 62.
[112] Paradise Lost, book iv.
[113] Notice sur le Pensionnat, etc. à Fribourg en Suisse, 1839, pp. 56
_seq._
[114] 1585; Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 411.
[115] Monumenta Germaniæ Pædagogica, vol. ix, Pachtler, p. 59.
[116] Manare, Commentarius.
[117] Crétineau-Joly, tom. i, ch. 3, p. 150.
[118] Compare Cretineau-Joly, tom. i, ch. 6; tom. iv, chs. 3, 4.
[119] The more heavily the strain of war bore upon Germany, the more
assiduously were the succors sent in; no part of the field was more
under Loyola's eye.
[120] History of the Papacy, vol. i, book v, § 3; The First Jesuit
Schools in Germany; Foster's translation, p. 417.
[121] Compare Monumenta Germaniæ Pædagogica, vol. ix, Pachtler, Nr. 72;
Nr. 91; Nr. 92, etc.
[122] This very instructive correspondence may be seen sketched in
Genelli's Life of St. Ignatius of Loyola, part ii, ch. 8, pp. 342
_seq._ 1889.
[123] Ch. 6, above, p. 84.
[124] Const., pars iv, c. 7, decl. E.
[125] Compare Mon. Germ. Pæd., vol. ii, Pachtler, Nr. 38, the
theological faculty of the University of Würzburg, p. 303, n. 7; Mon.
Germ. Pæd., vol. ix, Pachtler, Nr. 67, p. 162, and Nr. 68, p. 178, the
theological and philosophical faculties of the University of Trier, etc.
[126] Compare Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 38,
note about Perugia.
[127] Ibid., p. 51, note about Valencia.
[128] Monumenta Germaniæ Pædagogica, vol. ii, p. 369, Letter to Father
Kessel.
[129] Compare Monumenta Germaniæ Pædagogica, vol. ii, Pachtler,
Papstliche Privilegien, pp. 1-8.
[130] Bollandists, J. P., n. 612.
[131] The pedagogic legislation, from this date onwards, is to be found
in Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, pp. 70-125.
[132] Pachtler, ibid., p 75.
[133] Pachtler, ibid., pp. 126-132.
[134] European Civilization, ch. 46.
[135] National Education, part ii, vol. ii, p. 659; p. 74; New York,
1872.
[136] Monumenta Germaniæ Pædagogica, vol. ix, Pachtler, p. 57.
[137] Blair's Lectures on Rhetoric and Belles Lettres, Lecture 26.
[138] Lecture 35.
[139] Eulogy pronounced by the Cardinal Maury on his predecessor in
the Institute of France, the Jesuit De Radonvilliers, 1807.--Orateurs
Sacrés, Migne, tom. lxvii, column 1161.
[140] A classification of eminent students may be found in
Crétineau-Joly, tom. iv, ch. 3, p. 207.
[141] Bibliothèque de la Compagnie de Jésus, nouvelle édition, par
Carlos Sommervogel S. J., Strasbourgeois, tom. i, from Abad to Boujart;
large quarto edition, 1890.
[142] Doctrina Christiana, etc.; Traductions; Sommervogel, _sub voce_,
_Bellarmine_, columns 1187-1204.
[143] In the matter of general philology alone compare the monograph,
Die Sprachkunde und die Missionen, von Joseph Dahlmann S. J., 15
January, 1891, fiftieth supplement to the Stimmen aus Maria-Laach, 121
pages.
[144] Monumenta Germaniæ Pædagogica, vol. v, Pachtler, p. 29.
[145] Ibid., vol. v, p. 9 _seq._
[146] Monumenta Germaniæ Pædagogica, vol. v, p. 12 _seq._
[147] Monumenta Germaniæ Pædagogica, vol. v, p. 26 _seq._
[148] Disputatio acris oriebatur.
[149] Ibid., Nr. 8, p. 65.
[150] Vol. v, pp. 67-217.
[151] Monumenta Germaniæ Pædagogica, vol. v, p. 15 _seq._
[152] As an instance of the minute criticism brought to bear upon it
in Germany, consult Monumenta Germaniæ Pædagogica, vol. v, p. 218
_seq._ Similar animadversions are to be understood as coming from other
quarters.
[153] Supercheries littéraires dévoilées iii, 446, f; Sommervogel,
Dictionnaire des Ouvrages Anonymes et Pseudonymes, etc., S. J., _sub
voce_, _Ratio_.
[154] Quoted by Ch. Daniel, S. J., Les Jésuites Instituteurs de la
Jeunesse, etc., last ch. p. 297.
[155] Monumenta Germaniæ Pædagogica, vol. v, Nr. 11, p. 227.
[156] Monumenta Germaniæ Pædagogica, vol. v, p. 252, Ratio Studiorum of
1599, Reg. Prov. 19, § 11.
[157] Compare Lord Bacon, The Advancement of Learning, book ii, p. 186,
1st column; Philadelphia edit. 1846.
[158] Chapter vi, above, p. 83.
[159] Monumenta Germaniæ Pædagogica, vol. v, p. 129, Ratio Studiorum of
1586, c. Stud. Philos.
[160] Monumenta Germaniæ Pædagogica, vol. v, p. 491, n. 32.
[161] Monumenta Germaniæ Pædagogica, vol. v, p. 154, n. 6, Humanitatis
Doctores quos et quales, etc.
[162] Vitelleschi, 1639, Monumenta Germaniæ Pædagogica, vol. ix, p. 60,
n. 4.
[163] Ratio Stud., Reg. Prov. 19; Monumenta Germaniæ Pædagogica, vol.
v, p. 242.
[164] Monumenta Germaniæ Pædagogica, vol. ii, pp. 84, 93.
[165] Ibid., vol. ii, p. 101.
[166] Rt. St. 1599, Reg. Prof, Rhet. 6; Monumenta Germaniæ Pædagogica,
vol. v, p. 404.
[167] Sommervogel fills twenty-four columns with a partial enumeration
of the editions of Alvarez; Bibliothèque de la Compagnie de Jésus,
1890, _sub voce_, _Alvarez_.
[168] Compare Monumenta Germaniæ Pædagogica, vol. ii, p. 269, n. 114;
Manare's Ordinance for Germany.
[169] Rationarium Temporum, Paris, 1632.
[170] Daniel, Les Jésuites Instituteurs, etc., ch. 10, p. 216.
[171] Geographiæ et Hydrographiæ Reformatæ Libri xii, Bologna, 1661, in
folio.
[172] See the pleasant sketch in Daniel's Les Jésuites Instituteurs,
etc., chs. 2-5; also Maynard's The Jesuits, their Studies and Teaching,
ch. 4, Scientific Condition of the Jesuits, etc.
[173] Rome, 1583, 8vo, pp. 219.
[174] Monumenta Germaniæ Pædagogica, vol. v, p. 141, De Mathematicis.
[175] Reg. Prov. n. 20.
[176] First edition in 1697.
[177] De l'Église Gallicane, liv. i, ch. 8, p. 46; edit. 1821.
[178] The medal is in the Coleman Museum of the Georgetown University,
where De Vico, with Sestini, was astronomer for some time.
[179] For an historical sketch of Bavarian Jesuits, under the aspect of
scientific eminence, see Monumenta Germaniæ Pædagogica, vol. ix, pp.
445-6, where Father Pachtler gives the Prospectus of a new scientific
and literary review, to be issued in Bavaria, 1772. The Suppression
forestalled it.
[180] Histoire des Mathematiques, t. iv, p. 347; quoted by
Crétineau-Joly, t. iv, c. 4, p. 283, who contains a large amount of
literature upon this subject. According to late researches, made by MM.
C. André and G. Rayet, astronomers of the observatory of Paris, the
number of observatories established in the whole world, towards the
close of the last century, was 130. Of this number, 32 were founded
by Jesuits, or were under their direction.--Victor Van Tricht, La
Bibliothèque des Écrivains de la Compagnie de Jésus, etc., appendice
1^{er}, p. 221; 1876.
[181] Constitutiones, pars iv, c. 13, n. 4.
[182] Bollandists, J. P., n. 871.
[183] Monumenta Germaniæ Pædagogica, vol. v, p. 151 _seq._
[184] Ratio St., Reg. Prov. 28; Monumenta Germaniæ Pædagogica, vol. v,
p. 260.
[185] Ibid., vol. ix, p. 59.
[186] Ibid., vol. v, Rt. St. 1586, Humanitatis Magistri, n. 5, p. 153.
[187] Monumenta Germaniæ Pædagogica, vol. ii, p. 415.
[188] Ibid., vol. v, n.. 3, p. 152.
[189] Ibid., vol. v, n. 4, p. 152.
[190] Ibid., vol. v, p. 260; Reg. Prov. 24, 25.
[191] Ibid., vol. ix, p. 60; letter of the year 1639.
[192] Ibid., vol. v, p. 154.
[193] Ibid, vol. ix, p. 130, n. 2.
[194] Ibid., n. 6.
[195] Ibid., vol. v, p. 352.
[196] Ibid., vol. v, p. 149.
[197] Ibid., p. 153.
[198] Rt. St., Reg. Rect. 3; Monumenta Germaniæ Pædagogica, vol. v, p.
268.
[199] Ibid., n. 18, p. 272.
[200] Reg. Prov. 33; Monumenta Germaniæ Pædagogica, p. 262.
[201] Ibid., vol. ix, p. 131.
[202] Jouvancy, Ratio Discendi; c. Ordo Studendi.
[203] Monumenta Germaniæ Pædagogica, vol. v, p. 144.
[204] Ibid.
[205] Ibid., vol. ii, p. 126; Reg. Prov. n. 50.
[206] Rt. St. 1586; Monumenta Germaniæ Pædagogica, vol. v, p. 150.
[207] Formula Acceptandorum Collegiorum, b; Monumenta Germaniæ
Pædagogica, vol. ii, p. 339.
[208] Hist. S. J., Sacchini, pars ii, Lainius, lib. viii, n. 219, ad
annum 1564.
[209] Rt. St. 1586, ibid.
[210] Rt. St. 1599, Reg. Prov. 27; Monumenta Germaniæ Pædagogica, vol.
v, p. 260.
[211] Chapter xi, above, p. 155.
[212] Statuten der philos. Fak. Ingolstadt, 1649; De Auditoribus;
Monumenta Germaniæ Pædagogica, vol. ix, p. 284.
[213] Qui non in Academia, sed privatim in aliquo Auditorio aut
Monasterio audierunt philosophiam.
[214] Nisi probent se omnes materias publice audivisse in aliqua
Academia probata: Würzburger Promotionsgebrauche, 1662; Monumenta
Germaniæ Pædagogica, vol. ix, p. 387.
[215] Rhetius S. J. für Reform der theol. Fak. zu Köln, November, 1570;
Monumenta Germaniæ Pædagogica, vol. ii, p. 217.
[216] Rt. St., Reg. Prov. 28; Monumenta Germaniæ Pædagogica, vol. v, p.
260.
[217] Ibid., vol. v, p. 133, n. 10, Studium Philos.
[218] Biblioth. Selecta; de Cultura Ingeniorum, cap. 27.
[219] Prævidere.
[220] Prælegere.
[221] Monumenta Germaniæ Pædagogica, vol. v, p. 450, n. 4.
[222] Ibid., p. 460, n. 9.
[223] Rt. St. 1586, Studium Philos. n. 12; Monumenta Germaniæ
Pædagogica, vol. v, p. 134. Compare also the German Province, where, in
1586, four hours are reduced to three, ibid., vol. ii, p. 283.
[224] Monumenta Germaniæ Pædagogica, vol. ii, p. 154.
[225] Ibid., vol. v, p. 108, De Privato Studio Scholasticorum; ibid. p.
133, n. 11, Studium Philos.
[226] Ut concionabundi.
[227] Rt. St., Reg. comm. Prof. sup. fac., n. 11; Monumenta Germaniæ
Pædagogica, vol. v, p. 290.
[228] Rt. St. 1599, Reg. Prof. Phil. n. 16; 1832, n. 9, Monumenta
Germaniæ Pædagogica, vol. v, pp. 340, 332.
[229] Rt. St. 1586, Repetitiones, n. 3; Monumenta Germaniæ Pædagogica,
vol. v, p. 99.
[230] Chapter vii, above, The Moral Scope, p. 101.
[231] Monumenta Germaniæ Pædagogica, vol. v, p. 268; Reg. Rect. n. 6.
[232] Monumenta Germaniæ Pædagogica, p. 456; Institutio pro biennio, n.
14.
[233] Præclara aliqua materia.
[234] Ibid., p. 454.
[235] Reg. comm. Prof. sup. fac., n. 9; Monumenta Germaniæ Pædagogica,
p. 288.
[236] Constitutiones, pars iv, c. 6, H.
[237] Rt. St. 1586, Repetitiones, Monumenta Germaniæ Pædagogica, vol.
v, p. 99.
[238] Constitutiones, pars iv, c. 14, B.
[239] Monumenta Germaniæ Pædagogica, vol. ii, p. 245.
[240] Ibid., vol. v, p. 68.
[241] Consult the five volumes of Nomenclator Litterarius Recentioris
Theologiæ Catholicæ, by H. Hurter, S. J., 1871-1886.
[242] Rt. St., Reg. comm. Prof. sup. fac., n. 12; Monumenta Germaniæ
Pædagogica, vol. v, p. 290; compare also Monumenta Germaniæ Pædagogica,
vol. ix, Ordnung Einer Selbst. Univ. der Ges. J. 1658, pars ii, c. 4,
p. 355; De Repetitonibus et Disputationibus Scholasticorum S. J.
[243] Ibid., n. 14.
[244] Ibid., n. 20.
[245] Ibid., n. 13.
[246] Monumenta Germaniæ Pædagogica, vol. ii, p. 95; Congr. gen. 11.
[247] Reg. Prof. S. Script., n. 19, 20; also Statuten der philos. Fak.
Ingolstadt, 1649, Monumenta Germaniæ Pædagogica, vol. ix, p. 291.
[248] Monumenta Germaniæ Pædagogica, vol. ix, pp. 359-381.
[249] Rt. St. 1586, Disputationes; Monumenta Germaniæ Pædagogica, vol.
v, p. 103.
[250] Ibid.
[251] Ibid., vol. v, Commentariolus, p. 45 _seq._
[252] Nihil perfecte scitur, nisi dente disputationis feriatur; see the
Life and Labors of St. Thomas of Aquin, by Bede Vaughan, 1871, vol. i,
ch. 16, p. 388. The two chapters on Paris, in this learned work, are
replete with information pertinent to our subject.
[253] Monumenta Germaniæ Pædagogica, vol. v, p. 71, n. 5; De Scripturis.
[254] Reg. Prov., n. 5; Monumenta Germaniæ Pædagogica, vol. v, p. 234.
[255] Commentariolus, Monumenta Germaniæ Pædagogica, vol. v, p. 53.
[256] Cum non raro, quæ splendescere videntur in cubiculo, sordeant in
Scholasticis concertationibus.
[257] Monumenta Germaniæ Pædagogica, vol. v, Disputationes, n. 8, p.
102.
[258] Ibid.
[259] Ibid., p. 147, Separandane sint Seminaria, etc.
[260] Reg. comm. Prof. sup. fac., n. 16; Monumenta Germaniæ Pædagogica,
vol. v, p. 292.
[261] Monumenta Germaniæ Pædagogica, vol. v, p. 292; Rt. St. 1599, Reg.
comm. Prof. sup. fac., n. 18; Rt. St. 1586, Disputationes, ibid., p.
106.
[262] Ibid., p. 102, n. 7, p. 276, n. 6.
[263] Rt. St., Reg. Prof. Stud., nn. 12, 21; Monumenta Germaniæ
Pædagogica, vol. v, pp. 278, 282.
[264] Ibid., Reg. Prov., n. 19, p. 244.
[265] Chapter xi, above, p. 157.
[266] De Ratione et Modo Prælegendi; Monumenta Germaniæ Pædagogica,
vol. v, p. 82.
[267] Ad literam legibilem.
[268] Ad prælegendum egregie.
[269] Rt. St. 1586, De Ratione ac Modo Prælegendi; Monumenta Germaniæ
Pædagogica, vol. v, pp. 81-5.
[270] Monumenta Germaniæ Pædagogica, vol. v, Reg. comm. Prof. sup.
fac., nn. 9, 10, p. 288.
[271] Why, if the paper drops, the wisdom too must be off!
[272] Possevinus, Biblioth. Selecta, lib. i, de cultura ingeniorum, cc.
25-6, edit. Venet. 1603, pp. 21-2. He refers to the publication of the
Conimbricenses, a consolidated work of the faculty of Coimbra, just as
the "Wirceburgenses," later on, and at present, under Father Cornely,
the writers of the Cursus Scripturæ Sacræ are publishing their works as
a corporate whole.
[273] Rt. St. 1599, Reg. Prov., n. 4; Monumenta Germaniæ Pædagogica,
vol. v, p. 234.
[274] Constitutiones, pars iv, c. 13, n. 3; Monumenta Germaniæ
Pædagogica, vol. ii, p. 55.
[275] Reg. comm. Prof. sup. fac., n. 20; Monumenta Germaniæ Pædagogica,
vol. v, p. 292.
[276] Constitutiones, ibid., C.
[277] Ibid.
[278] Vitelleschi, 1639; Monumenta Germaniæ Pædagogica, vol. ix, p. 59.
[279] Chapter xi, above, p. 162.
[280] Monumenta Germaniæ Pædagogica, vol. v, Commentariolus, p. 43.
[281] Ibid.
[282] Ibid., p. 41.
[283] Ordinatio pro Stud. Sup., 1651; Monumenta Germaniæ Pædagogica,
vol. ix, p. 88.
[284] Monumenta Germaniæ Pædagogica, vol. v, Utrum Quinquennium, etc.,
p. 76.
[285] Ibid.
[286] Modus Prælegendi, n. 10; Monumenta Germaniæ Pædagogica, vol. v,
p. 84.
[287] Rt. St. 1599, Reg. comm. Prof. sup. fac., nn. 7, 8; Monumenta
Germaniæ Pædagogica, vol. v, p. 288.
[288] Rt. St., Reg. Prof. Rhet., n. 8; Monumenta Germaniæ Pædagogica,
vol. v, p. 406.
[289] Ibid., n. 1.
[290] Ibid., nn. 6, 7.
[291] Reg. Prof. Hum., n. 5; ibid., p. 420.
[292] Rt. St. 1856, Classis Hum.; Monumenta Germaniæ Pædagogica, vol.
v, p. 195.
[293] Ibid., Class. Rhet., n. 6, p. 198.
[294] Ibid., Exercitationes lat. et græc., n. 2; Monumenta Germaniæ
Pædagogica, vol. v, p. 166.
[295] Maxime rudi Minerva.
[296] Rt. St., Reg. Præf. stud. inf., n. 8, § 4; Monumenta Germaniæ
Pædagogica, vol. v, p. 354.
[297] Ibid., Reg. comm. Prof. cl. inf., n. 24; ibid., p. 388.
[298] Exercitationes lat. et græc., Monumenta Germaniæ Pædagogica, vol.
v, p. 167.
[299] Rt. St., Special rules of the respective classes, Monumenta
Germaniæ Pædagogica, vol. v, pp. 398-448. Rules of the Academies,
ibid., pp. 460-480.
[300] Monumenta Germaniæ Pædagogica, vol. ii, p. 166, Schulregeln um
1560-61.
[301] Monumenta Germaniæ Pædagogica, vol. ix, p. 145.
[302] Jouvancy, Ratio Docendi; c. De interpretatione vernacula, etc.
[303] Modus explicandæ prælectionis.
[304] Eruditio ex omni doctrina, Reg. Prof. Rhet., n. 1, ex omni
eruditione, ibid., n. 8.
[305] Lettre 7 février, 1746, OEuvres, t. viii, p. 1127; edit. 1817.
[306] De Backer, Bibliothèque des Écrivains de la Compagnie, _sub
voce_, _Cerda_.
[307] Sommervogel, Bibliothèque de la Compagnie, _sub voce_, _Abram_.
[308] Sommervogel, ibid.
[309] De Backer, _sub voce_, _Rapin_.
[310] Rt. St. 1586, c. 8, De Libris; Monumenta Germaniæ Pædagogica,
vol. v, p. 178.
[311] Reg. Præf. Stud., n. 29; Monumenta Germaniæ Pædagogica, p. 284.
[312] Ibid., p. 179.
[313] Ch. xi, above, p. 164 _seq._
[314] Monumenta Germaniæ Pædagogica, vol. v, p. 180.
[315] Rt. St. 1586, Class. Rhet., pp. 197-8.
[316] Blair's Lectures on Rhetoric and Belles-Lettres; lecture XII, at
the end.
[317] Ibid., lecture XIX, On Forming Style, at the end.
[318] Rt. St. 1586; Monumenta Germaniæ Pædagogica, vol. v, pp. 160-4.
[319] Reg. Præf. stud. inf., n. 31; Monumenta Germaniæ Pædagogica, vol.
v, p. 364.
[320] Monumenta Germaniæ Pædagogica, vol. v, p. 491.
[321] Ratio Docendi, c. ii, De discipulorum eruditione, art. 3.
[322] Monumenta Germaniæ Pædagogica, vol. v, Exercit. lat. et græc., n.
8, p. 170.
[323] Sicut porcelli inter se commixti.
[324] Monumenta Germaniæ Pædagogica, vol. v, p. 493.
[325] Reg. Externorum Auditorum Soc., Monumenta Germaniæ Pædagogica,
vol. v, p. 458.
[326] Rt. St., Reg. Præf. stud. inf., 11; Monumenta Germaniæ
Pædagogica, vol. v, p. 358.
[327] Rt. St. 1586, Ratio promovendi, etc., Monumenta Germaniæ
Pædagogica, vol. v, p. 177.
[328] Reg. Præf. stud. inf., n. 8, § 12.
[329] Rt. St., Reg. Præf. stud. inf., n. 13; Monumenta Germaniæ
Pædagogica, vol. v, p. 360.
[330] Constitutiones, pars iv, c. 15, n. 2; Monumenta Germaniæ
Pædagogica, vol. ii, p. 60.
[331] Ibid., n. 3.
[332] Rt. St. 1586, De Gradibus, etc., Monumenta Germaniæ Pædagogica,
vol. v, p. 110.
[333] Vol. ix, pp. 359-387.
[334] Rt. St., Reg. Prov., 17, § 2.
[335] Rt. St. 1832, Reg. Præf. stud. inf., n. 8, § 11.
[336] Ibid., nn. 12, § 2; 28, § 2.
[337] Ibid.
[338] Alumni sive convictores.
[339] Externi.
[340] Reg. Rect., n. 12.
[341] Reg. Prov., n. 21, § 4.
[342] Excitetur ingenium; excolatur ingenium.
[343] De Mathematicis; Monumenta Germaniæ Pædagogica, vol. v, p. 141.
[344] Crétineau-Joly, Histoire de la Compagnie, tom. iv, ch. 3, p. 202.
[345] Compare the ordinance for the upper German Province, 1763, n. 7;
Monumenta Germaniæ Pædagogica, vol. ix, p. 441.
[346] Rt. St. 1832, Pro Physica, nn. 34-5.
[347] Monumenta Germaniæ Pædagogica, vol. ii, p. 245.
[348] Rt. St., Reg. Prov., n. 39.
[349] Reg. Præf. Stud., n. 27.
[350] Chapter vi, above, p. 96.
[351] By M. D'Alembert, M. L'Abbé de Condillac, and others.
[352] L'Abbé Proyart, De L'Éducation Publique.
[353] Id., ibid.
[354] Histoire d'un Collège Municipal, etc., Bayonne; par J. M. Drevon,
1889; last chapter, Réforme et conclusion, pp. 443 _seq._
[355] Ex omnibus aliquid: in toto nihil.
[356] Epistola P. Roothaan, 1832, Monumenta Germaniæ Pædagogica, vol.
v, p. 228 _seq._
[357] For Thee these meadows smile, and, on the hill-top smoothed away,
these beds bedeck themselves with flowers, and the youth from every
clime unfolds, in virtue and in science, the hopes of Christian manhood.
[358] The urns thou see'st around breathe the fragrance of their
flowers to Christ. Pluck them not, with hand unhallowed, whosoe'er thou
be.
Transcribers' Notes:
Punctuation, hyphenation, and spelling were made consistent when a
predominant preference was found in this book; otherwise they were not
changed.
Simple typographical errors were corrected; occasional unbalanced
quotation marks retained.
Ambiguous hyphens at the ends of lines were retained.
Index not checked for proper alphabetization or correct page references.
The abbreviation "S. J." has been regularized here to always include a
space, as that seems to be how it mostly was printed.
Page 117: "et eximium facinus" was printed that way.
Page 171: "mathematicans" was printed that way.
Footnote 180 (referenced on page 172): "Mathematiques" was printed that
way.
Page 204: "Repetitonibus" was printed that way.
Page 205: Footnote anchor 248 (originally 3) was missing from several
editions of this book and has been added at a likely position by the
Transcriber.