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LOYOLA.
^Ixje (Stmt %&xxc^toxs
Edited by NICHOLAS MURRAY BUTLER
LOYOLA
THE EDUCATIO]^AL SYSTEM OF
THE JESUITS
BY /
'/
THE REVEREND THOMAS HUGHES
Of the Society of Jesus
NEW YORK
CHARLES SCRIBNER'S SONS
1892
t\
COPYRIGHT, 1892, BY
CHARLES SCRIBNER'S SONS.
\%
PREFACE.
In the following work on the Educational System
of the Jesuits, I have endeavored to present a critical
statement of the principles and method adopted in the
Society of Jesus. The effort to explain the sources,
process of development, and present influence of the
system within and without the Order, has made of
the first part a biographical and historical sketch, hav-
ing for its chief subject the person of the Founder;
while the details and the pedagogical significance of
the various elements in the method appear, in the
second part, as a critical analysis of the Batio Stu-
diorum.
The educational literature which treats of this sys-
tem is very extensive. Various estimates and con-
clusions have been arrived at, on the merits of docu-
ments frequently referred to, for an exposition of the
meaning and philosophy of the system. Hence, with
the view of facilitating a clear and comprehensive
judgment on the subject, I have thought it not in-
advisable to quote accurately from such documents,
omitting none which bore upon the matter, if only
they were within reach. It so happens that, at pres-
ent, a large number of the sources, regulations, and
commentaries, heretofore rare and altogether out
of reach, have been rendered easy of access, being
embodied in the great work, Monumenta Germanice
Fcedagogica, which is already beyond its tenth vol-
vi PREFACE.
ume. Three of the volumes so far issued are upon
the Jesuit System ; they have been compiled by the
late Rev. G. M. Pachtler, S.J. If the three or four
volumes, which still remain to be issued by the Rev.
Bernard Duhr, S. J., had been available, they too could
have been laid under contribution for examples and
illustrations. But perhaps the theme will appear
sufficiently illustrated as it is.
Besides the original documents, I have used no less
authentic an exponent than that which the maxim
of law approves : Consuetudo, optima legis interpres,
" Custom, which is the best interpreter of law."
While all that is oldest and most authentic has thus
been made use of in explaining the Ratio Studiorum,
the actual condition of pedagogics to-day is new, and
so is the state of the question involved. Hence, to
satisfy the requirements of the present, reference has
been made not exclusively either to the customs or
the learned documents of a former age.
In a word, the object aimed at has been to indicate
the chief traits which are characteristic of the sys-
tem, and which may be suggestive in the development
of pedagogical science. Whether such an object has
been attained, so as to meet many questions which
may possibly arise, and to satisfy the desire which
actually exists, it will be for others to decide.
THOMAS HUGHES, S.J.
St. Louis University.
CONTEB-TS.
PAGE
Preface v
PAKT I.
EDUCATIONAL HISTORY OF THE ORDER,
CHAPTER I.
Introduction 3
CHAPTER II.
Knight, Pilgrim, and Scholar 19
CHAPTER III.
The University of Paris. Rome 30
CHAPTER IV.
Colleges as Proposed in the Jesuit Constitution . 52
CHAPTER V.
Colleges Founded and Endowed 68
CHAPTER VI.
The Intellectual Scope and Method Proposed . 82
vii
viii CONTENTS.
CHAPTER VII. PAGE
The Moral Scope Proposed 98
CHAPTER VIII.
Ignatius Administering the Collegiate System. His
Death 109
CHAPTER IX.
Subsequent Administrations 124
PAKT II.
ANALYSIS OF THE SYSTEM OF STUDIES.
CHAPTER X.
Aquaviva. The Ratio Studiorum 141
CHAPTER XI.
Formation of the Master. His Courses of Literature
AND Philosophy 156
CHAPTER XIL
Youthful Masters 176
CHAPTER XIII.
The Courses of Divinity and Allied Sciences.
Private Study. Repetition 191
CHAPTER XIV.
Disputation. Dictation 208
CONTENTS. ix
CHAPTER XV. PAGE
Formation of the Scholar. Symmetry of the Courses.
The Prelection. Books 225
CHAPTER XVI.
The Classical Literatures. School Management
AND Control 248
CHAPTER XVII.
Examinations and Graduation. Schedule of Grades
and Courses 259
CHAPTER XVIII.
Conclusion 285
Bibliographical Appendix 297
Part I.
EDUCATIONAL HISTORY OF THE ORDER
LOYOLA
THE EDUCATIONAL SYSTEM OF THE JESUITS
CHAPTER I.
INTRODUCTION.
A LEARNED and elegant work, which narrates the
rise and progress of Christian Schools, from the sixti-
eth year of the Christian era onwards, ends its long
journey at the date of the Reformation, and takes
leave of its varied subject, and of its lines of Chris-
tian Scholars, in these words: "We leave them at
the moment when the episcopacy was recovering its
ancient jurisdiction over the ecclesiastical seminaries,
and when a vast majority of the secular schools of
Catholic Christendom were passing into the hands of
a great Religious Order, raised up, as it would seem,
with the special design of consolidating anew a sys-
tem of Christian education." ^
Two centuries and a half later, when the Society of
Jesus had run a long course, from the date of the
Reformation which had seen it rise, up to the eve of
the Revolution which beheld it extinct, a General of
the Order, Ignatius Visconti, addressing the Provincial
1 Christian Schools and Scholars, by A. T. Drane; 1881; last
chapter.
4 LOYOLA.
Superiors over the world, takes note of a new stage in
the process of educational development : " The taste
for letters now," he says, '^ is more keen and exquisite,
and the number of literary schools has increased so
much, that ours may no longer appear so necessary.
For I may mention the fact that, besides our schools
of polite letters, there were, for a long while, either
none or very few. So that parents were forced to
send their children to us, even if otherwise they did
not want it." ^
This refers in a quiet way to what Leopold von
Ranke states with more emphasis. Speaking of
Grammar classes, the German historian says :. " Here
also the Jesuits succeeded to admiration. It was
found that young people gained more with them in
six months, than with other teachers in two years.
Even Protestants removed their children from dis-
tant gymnasia to confide them to the care of the
Jesuits." ^ Ranke narrates in the same place how it
was "toward the universities above all that the efforts
of the Jesuits were directed." And he describes what
the results were in Germany.
D'Alembert writes of their progress in France :
"Hardly had the Company of Jesus begun to show
itself in France, than it met with difficulties without
number, in the endeavor to establish itself. The uni-
versities especially made the greatest efforts to keep
the new-comers out. It is difficult to decide whether
1 On the Furthering of Humane Studies ; Monumenta Germanise
Ppedagogica, vol. ix, p. 129.
2 History of the Papacy, vol. i, hook v, § 3; Jesuit Schools in
Germany.
INTRODUCTION. 5
tliis opposition is a praise or a condemnation of the
Jesuits who stood it. They announced gratuitous
teaching; they counted among their number cele-
brated and learned men, superior perhaps to those
whom the universities could boast of," etc.^
Speaking of the Protestants in the iSTetherlands,
a chronicle, which reviews the first century of the
Order's existence, records that "the Jesuit schools
were expressly interdicted, under severe penalties, to
all members of the Protestant communities. Even
in a twelve-year truce which the Order partially
enjoyed, a monthly fine of one hundred florins was
still imposed upon all delinquents, or on their par-
ents, who persisted in patronizing the Jesuit schools.
To escape the fine, parents sent their children under
an assumed name.-
In every country, the same drama of struggle and
contest evolved itself through two and a half cen-
turies, till a momentous scene was witnessed. It was
a scene of such a kind as seldom has occurred in his-
tory; and never certainly was any similar event
thrown into such relief by the sequel. The event
which I refer to was a universal and instantaneous
suppression of the Order; with consequences following
thereupon which were exceptional, both in the world
that witnessed it, and in the subject-body that suf-
fered it. ^
The sequel in the world at large was that, a few
1 Sur la destruction des Jesuites, par un auteur desinteresse,
p. 19.
2 Imago Primi Sseculi, lib. vi, Societas Flandro-Belgica, cap. iii,
§ 1, p. 772.
6 LOYOLA.
years later, at the close of the eighteenth century,
there broke out the great Kevolution under the lead-
ership of men, of whom scarcely one had been more
than seven years of age at the date of the Jesuits'
expulsion.^ They represented in France the first gen-
eration which had not been educated by the Society.
The remote causes which overwhelmed the Order were
the same that ushered in the devolution. But, among
the immediate causes, assigned by historians to ac-
count for the precise form which the great convulsion
assumed, and for the date at which it occurred, is
placed the dissolution of this Order. According to
the Count de Maistre, who speaks of the political
sentiment of his own times, all observers agreed that
the revolution of Europe, still called the French
Eevolution, was impossible without the preliminary
destruction of the Jesuits. And, in keeping with this,
it was equally a subject of observation, as being a
palpable historical fact, that during two centuries the
Jesuits had formed in their College at Paris, the elite
of the French nobility; and that, only a few years
after the expulsion of the Jesuit Masters, the same col-
lege turned out the Eobespierres, Camille Desmoulins,
Tallien, Noel, Freron, Chenier, and other such dema-
gogues. This College of Clermont, or Louis-le-Grand,
from which the Jesuits were expelled in 1762, had
been immediately occupied by the University of
Paris. The Ee volution broke out twenty-seven years
later.
Another sequel, not heard of before in history,
1 Cre'tineau-Joly, Histoire de la Compagnie de Je'sus, torn, iv,
ch. 3, p. 210 ; 3me edit. 1851.
INTRODUCTION. 7
affected the Society itself. Europe, having gene
through the violent commotions which changed the
old order of things into the new, reached the begin-
ning of this nineteenth century, and found the Soci-
ety alive again. This was in defiance of a political
maxim, which we may admit with Baron von Hiibner,
that in politics, in the affairs of states, in the life of
all great social institutions, when once death super-
venes, there is no resurrection.
And now, at the end of the nineteenth century, the
same forces of repulsion and attraction, of devoted
love on the part of friends, of intense hatred on the
part of enemies, have been seen operating as always
before. It has become a commonplace in the philoso-
phy of history, — this hatred which has been sworn
against the Order of Jesus, and the multitude of ene-
mies whom it has made. One explanation suggests
itself to the Viscount de Bonald, — the presence in
it, he thinks, of something good ; of that good which,
as it alone is the object of the most ardent love,
can alone become the object of the intensest hate ;
and therefore has always made persecutors and mar-
tyrs.
The purpose of this book is to give an historical
sketch, with a proportionate analysis, of the educa-
tional development effected through the Society of
Jesus. Others have taken different fields of Jesuit
history to survey, either general and comprehending
all the paths of external and internal activity, or par-
ticular and comprising only parts of the history. Some
of these particular views, especially in later years, are
in the line of studies, and are most valuable contribu-
8 LOYOLA.
tions to the history of pedagogic development. None
of them, however, happens to coincide with the scope,
purpose, and form which have been designated for
this ; as the Series to which it belongs, the Editor in
charge, and the country for which it is intended, suffi-
ciently indicate.
The subject then is the educational system of the
Jesuits, that system which technically is called the
Ratio Studiorum. It requires no literary nor histori-
cal ingenuity to centre all that has to be said about
it in the personality and character of St. Ignatius of
Loyola. I shall draw upon Jesuit sources of informa-
tion, except when it will be necessary to state results,
or give estimates, which imply commendation. Then
I shall quote freely from sources outside of the Order.
Otherwise, for the purpose of explaining and analyz-
ing domestic matters, these extraneous references
would be imperfect indeed.
The situation, which met the military view of the
cavalier, lately the knightly cai^tain of Loyola, was
a new one, on an old field of battle. The demand, which
it seemed to make upon tactical resources, was as
intense as the political and religious crisis which
created the situation. Erom the year 1522 till 1540,
while Ignatius was prospecting the scene in Europe,
and preparing to take an active part in it, he had time
and the opportunities for observing, what precisely,
at that epoch, were the accumulated results of all the
Christian ages gone before ; and why the results just
then were only what they were. The issue appeared
fatally determined by social conditions around, which
more than neutralized the Christianity visible. Edu-
INTRODUCTION. 9
cation, in particular, was laboring under the action of
causes, which had begun to operate several centuries
earlier, and which were then evidently working them-
selves out to one final effort. That was the under-
mining of Christian education.
In this respect, it was the same question which had
confronted the Augustines, the Basils, and Jeromes,
of one thousand years before. But it was a different
state of the question. ^ Augustine, the brilliant youth
of Hippo Kegius in Africa, will serve as an instance
of what the issue then had been. He had made him-
self master of the very best results, which the public
schools of the time were able to accomplish in the
most gifted of minds. But he had lost his virtue.
He lived to complain with bitterness, that it was
accounted a grievous error to pronounce homo "a
man," without the " h," but it was no error at all to
hate a man, signified by the word, homo. The con-
sequence with him was that, when he became a Bishop
of the Church, he met the need of providing a Chris-
tain education, by instituting in his own house a kind
of school, for the moral and spiritual education of his
clergy.
Thus arose the cathedral or canonical school. So
too, the cloistral schools came to flourish in the abbeys
and the monasteries. And, even if these two kinds
of educational centres had not also been, as they
really were, in the Middle Ages, the preordained means
for the salvation of learning in Europe, they would
still have had reason enough for their existence, in
the paramount necessity of continuing, for the tender
age of youth, the ministry of a virtuous education.
10 LOYOLA.
Events took a new turn with the rise and progress
of the university system. At first, the universities
were mostly annexed to cathedral churches. As they
developed, the cloistral influence waned. And again,
as they developed still more, they presented phe-
nomena which originated the subsequent system of
the Jesuits.
From the twelfth to the sixteenth centuries, as
many as sixty-six of these universities were in exist-
ence ; sixteen of them are credited to Germany ; about
as many to France ; and the rest to Italy, Spain,
and other nations. It is not within my province to
describe their formation, or the order of their foun-
dation. They received their charters from the Popes,
who used their power thus, and showed it under a
form, which no age will be apt to depreciate ; least of
all, our own. Addressing these habitations of "Gen-
eral Studies " with the appellative, Universitas Vestra,
the Sovereign Pontiffs sent them on their course, and
encouraged them in every line of Theology, Law, or
Medicine ; whether all these lines were followed in
each centre, or respectively some here, some there.
Orleans, Bourges, Bologna, Modena professed Law,
either as their specialty, or as their distinguishing
faculty ; Montpellier, Salerno, Medicine ; Padua, the
Liberal Arts ; Toledo, Mathematics ; Salamanca, and,
above all, Paris, general culture, Philosophy, and
Theology.
These universities became such well-springs of learn-
ing, that for Theology the Bishops' seminaries prac-
tically ceased to exist ; and, to acquire the general
culture of the times, the children of the faithful no
INTRODUCTION. 11
longer turned to the monastic schools. Nay, in quite
a contrary sense, the clergy and the monks them-
selves, in pursuit of the best learning that the age
could give, left their cloisters for a while, and betook
themselves to the universities. They followed up
that step by settling down there. Paris beheld the
great old orders of Augustinians, Benedictines, Car-
thusians, the Carmelites, the Bernardines, all estab-
lishing monasteries or colleges ; no otherwise than the
newest order of Trinitarians, which was chiefly made
up of university men. Two institutes arose, those of
the Dominicans and Franciscans ; who with men at
their head, like St. Thomas Aquinas and St. Bonaven-
ture, placed themselves right in the heart of these
intellectual centres; and they became bulwarks of
sound learning, as opposed to the inanities of a false
scholasticism. They kept the leaven of religion and
virtue in the midst of what was not quite a perverse
generation, but was most certainly, from whatever
side we view it, a very dubious multitude, belonging,
it is true, to a Christian generation. Consider the
10,000 at Bologna, which was the centre for Law
studies ; the 30,000 at Oxford ; or the 40,000, all at one
time studying, or reckoned to be studying, in Paris, the
acknowledged centre for Theology.
An indiscriminate mass of humanity like this,
pressed, thronged, and crowded together, stimulated
with all the ardor, and alive with all the passions of
youth, could not fail to be little better than a nursery
for indiscriminate license. Whatever might be the
vigilance of the Church, or however strenuous the
exercise of legitimate authority, nothing in the usual
12 LOYOLA.
course of human society could prevent its becoming
a prolific soil for the propagation of every species of
error. And, as during three hundred years the in-
tellectual and educational powers of Europe followed
this course, the law of evolution asserted itself in
many directions.
On the one side, those tens of thousands of Chris-
tian youths, who were aiming at all the posts of in-
fluence in Church and State, and who, entering their
native university, or journeying to foreign ones, began
life there at as early an age as twelve or fourteen
years, to remain in this environment some nine or
twelve years more, became, as was natural, the living,
swarming members of a state of society so dissolute,
that successive occupants of the Papal See depicted
the condition of things as one of moral contagion.
In the manner of thought and mind which prevailed,
no form of theoretic error was wanting. In philoso-
phy, there was scepticism ; in theology, heresy ; while,
in politics, Csesarism and absolutism became rife.
Then, at the end of the fifteenth century, the Renais-
sance came ; and one of the first things, which it ex-
pressly and formally did, was to renew in life, art, and
politics, the same old paganism, upon the ruins of
which, so many centuries before, Christianity had
begun its upward and laborious ascent. Newly
fashioning then much of what was old, Christianity
had augmented all this with so much which was new,
that in a thousand years it had made a Eenaissance
possible. And now the form of this Renaissance
threatened its own ascendancy in morals and in life.
On the other hand, the old spirit of conservatism in
INTRODUCTION. 13
religion, and of preservation in the matter of morals,
maintained itself for a time, through, those bodies of
religious men and clergymen, who had left the clois-
ter or the seminary, to take up their abode in the
secular seats of learning. It was this spirit which
originated the latest and best development of the
universities, that of the " college " system, established
in their midst. Salamanca had twenty colleges ;
Louvain, forty ; Paris, fifty. Still, in the final issue,
there was now scarcely any reserve force of cloistral
or episcopal learning behind the universities, and out-
side of them. And the religious and the clergy
themselves, who at best were not a little out of their
element from the moment they migrated into the
secular environment, conformed insensibly to the con-
ditions in which they found themselves, and so far
ceased to be the power they had been.
Witness, in the time of Ignatius, the Paris Univer-
sity, as described by contemporary records. " It was
fallen from its ancient splendor. The bonds of dis-
cipline had been gradually relaxed ; studies were aban-
doned ; and with masters, as with scholars, all love
of letters, and respect for the rule, had given place to
sombre passions, to political hate, to religious fanati-
cism and dissolute habits." ^
Here then we have two elements in the educational
condition of Europe, which explain the rise of the
iHistoire de I'llniversite de Paris, par Charles Jourdain, liv. i,
ch. 1; quoted with other testimonies, in the learned work, Un
College de Je'suites aux xvii and xviii siecles, Le College Henri iv
de la Fleche, par le P.Camille de Rochemonteix, 1889; torn, i, ch. 1,
p. 3.
U LOYOLA.
Jesuit system. One was the positive, concrete fact,
embodied in that great developed system of university
learning. The other was a negative element, the de-
cline therein of the essential moral life. These two
factors are not mere antecedents in the order of time,
as being only prior to the method of Loyola. One of
them, the university system, supplied the very mate-
rial out of which his method and matter were taken ;
yes, and the men themselves, the Jesuits who applied
the principles of reform to education. The other fac-
tor, which I have called negative, that decline of the
essential moral life, was the adequate occasion, which
prompted Ignatius to approach the question of educa-
tion at all. For we may say with confidence that, if
the universities of the sixteenth century were still
doing the work which originally they had been char-
tered to do, the founder of the Society of Jesus would
not only have omitted to draw out his system as a
substitute for them, and as an improvement upon
them, but he would have done, what he always did
with anything good in existence ; he would have used
what he found, and have turned his attention to other
things more urgent. He did use these university
centres for his own young men, until he had better
educational institutions, and a better method of his
own in progress.
Hence the educational problem, when it falls under
the notice of Ignatius, presents itself as the identical
one of old, that of moral regeneration. But it is a
different state of the same question. In circumstances
rendered acutely critical by the agitations of the epoch,
social, moral, and religious, it was a favorite contem-
INTRODUCTION. 15
plation of his to look with compassion on men living
like the blind, dying, and sinking into eternal depths ;
on men talking, blaspheming, reviling one another;
on their assaulting, wounding, slaying one another ;
and all together going to eternal perdition.^ It was
from this moral point of view that he descended into
the arena of education.
But before he can teach men, or mould teachers
of men, or even conceive the first idea of legislating
for the intellectual world, he must himself first learn.
There are two fundamental lessons which he does
learn, and they go to form him. One is that, among
all pursuits, the study of virtue is supreme ; the other,
that, supreme as virtue is, yet, without secular learn-
ing, the highest virtue goes unarmed, and at best is
profitable to oneself alone. He learns these two les-
sons, not only in theory, but in practice. To accom-
plish the purpose of the latter, he takes his seat upon
the scholars' bench, and begins to learn with little
children. Though he may not meet with brilliant
success in the art of learning, still in the art of under-
standing what learning is, and in the lessons of expe-
rience, he becomes a finished scholar. He remains
even then too much of a chevalier to give up a cher-
ished idea of his about a spiritual crusade in the East.
And it is only when thwarted in this project that,
like a true knight, he simply turns to another side of
the field. He stays in the West. He is still the
Captain of a Company. But he becomes also a legis-
lator among doctors ; and, amid his other works, he
effects an educational reform.
1 Exercitia Spiritualia.
16 LOYOLA.
In his whole campaign, we may discern two charac-
teristics in the spirit of his movements. One is that
of defence, the other that of advance. His method of
defence showed itself in the reassertion of old prin-
ciples, in the conservatism of morals, — a plan of cam-
paign, which determines the whole frame of mind,
and the social construction of the Company. It rests
on the principle of upholding what is, and not moving
the ancient landmarks. On the other hand, his ad-
vance is towards the solution of the highest questions
which can interest mankind. These formed part of
the very object and direction of the Order's march.
And so it came to pass, that his Company drew to
itself that class of minds which are most powerfully
arrested by the prospect of solving such questions,
especially when times are agitated. His times were
agitated, if any ever were, more so than our own,
when the same questions still must dominate. His
were times of wars with Turks in the East, and with
Christians at home ; of battles lost and won, with
their effects reaching into every household ; of royal
and imperial administrations confused and over-
thrown ; of new opinions without number ; of the
Church losing ground along the whole line of the
frontier, and withal new worlds looming over an hor-
izon, where from the beginning of time the unknown
had brooded in absolute darkness. At such a moment,
"Defence and Advance," or as the Papal authority
expressed it in the solemn instrument which chartered
his Institute, Defensio ac propagatio Jldei, were stir-
ring watchwords to men of parts, who felt restive
under the inactivity and inefficiency of older methods,
on older lines.
INTRODUCTION. 17
I will not pause to say, that the personal poverty
and exact obedience, required in the new service, pre-
sented no obstacles to the minds and characters which
were otherwise attracted to his standard. The antece-
dents of all antiquity seem to show that such condi-
tions, to such minds, are rather an inducement than a
check. And if one takes notice that to this was
added, in the Order of Jesus, an absolute equality,
whereby every formed member binds himself to accept
no dignity within or without, or, at least, to affect
no dignity at home or abroad, which will prejudice his
full franchise as a member, then, perhaps, the attrac-
tiveness of such a life, the conservatism and intense
concentration of the Order, as well as the alacrity and
endurance manifested in the service, will not appear
inexplicable to the minds of this age, in which, under
a very different form, the same equality is called lib-
erty, is made to construct republics, to bring down
monarchies, and develop some of the most potent agen-
cies for unfolding the energies of men. Yet the lib-
erty of this latter equality reflects but faintly, and as
from a broken surface, the freedom of him, who hav-
ing liberated himself from the shackles of the world,
and from all solicitude as to his movements, office, and
place, finds in turn, as the German historian expresses
it, "his own personal development imposed upon
him " ; ^ and, in the firm companionship of one aim,
formation, and life, enjoys the manifold support and
ready sympathy of individualities as developed as his
own.
I shall narrate, in the first part, the facts of Igna-
1 Rauke, History of the Papacy, vol. i, book ii, § 7.
18 LOYOLA.
tius' career, so far as to indicate the stages of that
magisterial art, by which he himself was formed, and
which then he reformed in the Jesuit Ratio Studiorum.
In the second part, I shall sketch briefly the history
of the Ratio itself, and analyze the System as a theory
and practice of education.
CHAPTER II.
KNIGHT, PILGRIM, AND SCHOLAR.
The story of the cavalier wounded on the ramparts
of Pampeluna has often been told. Loyola was not
at the moment governor of the city, nor in any re-
sponsible charge. But official responsibility was not
necessary for him to see the path of duty and follow
it. As one bound to the service of his sovereign by
the title of honor and nobility, he retired to the
citadel, when the town surrendered ; and then, when
the ramparts began to give way under the cannonad-
ing, he stood in the breach. A ball shattering the
rock laid him low, maimed in both his limbs. At
once the defence collapsed. Cared for chivalrously
by those whose arms had struck him down in battle,
he was transported with every delicate attention to
his castle of Loyola. It was found that one of his
limbs had been ill set. He had it broken again, to be
set aright. Meanwhile, instinct with all the ambition
of a knight, belonging to a chivalrous nation in an
age of chivalry, he was not insensible to the charms
of society and affection. And, out of a sensitive care
for his personal appearance, he must needs have a
protruding bone, which still threatened to mar his
figure, sawed off while he looked on. In the loneli-
ness and tedium of a sick-room, he whiled away the
19
20 LOYOLA.
hours by dreaming of his ambitions and his aspira-
tions, and he sought to feed them with suitable
nourishment. He wanted a romance to read. There
was none to be had. So, instead of the novel which
was not forthcoming, he took what they gave him,
the Life of Christ, and the Lives of some who had
served Christ faithfully. The soldier of the field
and of blood felt the objects of his ambition change ;
he became a soldier of the spirit and eternal life.
And, after the experiences of his bed of pain, and the
protracted communings with another world, he arose
another man ; he went forth a knight as ever, but not
on an expedition terminating as before. An evening
and night spent in the sanctuary of Montserrat, as
once before he had passed a vigil of arms, when
dubbed a chevalier by the King of Kavarre ; a morn-
ing begun with the Holy Sacrifice attended and Holy
Communion received, opened to him a new era ; and
he went forth, bound novf by a new oath of fealty to
the service of the King of Heaven.
At the side of the altar in this sanctuary of Mont-
serrat, the Abbot of the monastery, eighty-one years
later, committed to a marble tablet the record of this
event, for the perpetual memory of the future:
''Blessed Ignatius of Loyola here, with many
prayers and tears, devoted himself to God and the
Virgin. Here, as with spiritual arms, he fortified
himself in sack-cloth, and spent the vigil of the
night. Hence he went forth to found the Society of
Jesus, in the year MDXXII."
He first looked about him to find a retreat, and
immerse himself in the contemplation of time and
KNIGHT, PILGRIM, AND SCHOLAR. 21
eternity. It was a Saturday. John Sacrista Pascual
tells us that his mother, a devout lady of Manresa,
was in the church that morning; and, accompanied by
two young men and three women, she was at her
devotions in the chapel of the Apostles. A young
stranger came up and accosted them. His clothing
was of very common serge; for Ignatius had given
away his knightly robes to a poor man. The youth
looked like a pilgrim. He was not tall ; he was fair
in complexion and ruddy in cheek. His bare head
was somewhat bald. Altogether he was of a fine and
grave presence, and most reserved in look. He
scarcely raised his eyes from the ground. Coming
up, he asked if there were a hospital anywhere
which might serve him for shelter. Kegarding his
noble and fair features, the lady, as became a Chris-
tian woman, offered her services ; if he would follow
her company, she would provide for him, in the best
way possible. Courteously and thankfully he ac-
cepted her offer, and followed the party as they left
the sanctuary. They proceeded slowly ; for they
noticed that he was lame. However much they urged
him, they could not induce him to ride upon the ass.
Three leagues away from Montserrat, they arrived at
the little town of Manresa ; and he took up his resi-
dence in the common hospital for the poor and pil-
grims. Whatever alms or food was henceforth sent
him first went to others, whom, in these matters, up
to the end of his life, he always considered to be more
in need than himself.
He now entered on his probation of Christian vir-
tue. In the mind of the Catholic Church, the degree
22 LOYOLA.
of virtue which he practised is that accounted heroic.
As it is not for me to dwell on it here, I will pass it
over with one remark. That which is accounted
ordinary Christian virtue, resting as it does on faith
and hope, on principles not barely natural but super-
natural, is not very intelligible to the world at large.
Still less the heroic degree of the same. Both how-
ever claim to be estimated by their own proper
motives and principles. When they enter iuto the
very subject, which the biographer means to treat, it
appertains to his art not to ignore the objective
motives and reasons of things, as they operated in his
subject. In the shortest monograph, like the present,
we cannot separate from the work, which he did, the
man who did it. And the man is made by his
motives. It were bad literary art to describe feats,
which are confessedly great, and not to find motives
which are proportionate.
Ignatius, after a year more or less spent at Manresa,
took his pilgrim's staff and journeyed on foot to Italy,
and thence to the Holy Land. It was in the spirit of
the old Crusaders, whose chivalry had a charm for
him up to the day many years later, when, with his
first associates of the Company, he endeavored once
more to cross over from Italy to Palestine. Had he
succeeded on this later occasion, he would most prob-
ably never have known the others who attached them-
selves to him ; nor might history have busied itself
with him or with them.
At the date of his return from the Holy Land, we
find that he has advanced already to the second lesson
in the development of his future. It is, that mature
KNIGHT, PILGRIM, AND SCHOLAR. 23
in years as he is, and full of desires for doing good to
his neighbors, yet neither does mere piety place in his
hands the instruments for such work ; nor, if study
alone can give the means of apostolic zeal, can he con-
sider himself exempt from the law, that he must labor
to acquire what are only the results of labor. He
was thirty-one years of age, when he betook himself,
after his night's vigil, to the cave of Manresa. He is
two years older now. So, at the age' of thirty-three,
he sits down on the school-bench at Barcelona, and
begins his Latin declensions.
Begrudging his studies the time which they demand
exclusively, he mistakes the situation, and allows him-
self the exercises of an apostolic life. At his age, even
supposing his earlier pursuits to have been more in
harmony with his present life of letters, he is not an
apt pupil. However, he labors conscientiously. After
two years spent at Grammar, he is judged by his
teacher, who takes a lenient view of the case, to be
competent for approaching his higher studies.
He himself was dubious. His friends recommended
him to ascend. He still hesitated. But, receiving
the same favorable opinion from a theologian whom
he consulted, Ignatius acquiesced, in accordance with
his unvarying rule, to follow competent direction.
How unfortunate this step was for the happy progress
of his studies, but how advantageous for his experi-
ence as a future legislator, I shall joroceed to show.
Leaving Barcelona for Alcala, he meant to enjoy
the best advantages which a great university could
afford. He lived on alms as ever; and others lived
on the alms which he received. It was the year 1^26.
5
24 LOYOLA.
He entered upon the study of Logic, using the Summa
of Di Soto ; also the Physics of Aristotle ; and he
pursued besides the Master of Sentences.
He had stayed only a year and a half in this rich
variety of pursuits, scholastic as well as apostolic,
when the novelties apparent in his manner of life
ended by making him a suspected character to the
ecclesiastical authorities. To a few, among the popu-
lation of the city, his fruitful zeal made him dis-
tinctly odious. The result was a juridical process
against him, which issued in a complimentary ver-
dict, the Vicar of the diocese pronouncing him and
his companions quite blameless. But restrictions
were imposed regarding his future ministrations,
since Ignatius was not yet in holy orders. During a
term of four years he was not to preach. After that
time, his progress in studies would enable him to
honor that important ministry, without giving offence.
This was a deathblow to the aspirations of the stu-
dent. He m-ade up his mind to go elsewhere, to the
famous university of Salamanca; and he turned his
back on Alcala.
The time was soon to come for a pleasant revenge ;
and apparently he knew of it long before it came.
Just six years after the foundation of his Order, when
he sent Francis Villanova to open a house at Alcala,
not only did he find men of the university embracing
his Institute, but, two years after that, the whilom per-
secuted pilgrim received, in a single twelvemonth,
thirty-four Doctors into the Society, all from that one
seat of learning. The mere passing by of Francis
Borgia, Duke of Gandia, who had become an humble
KNIGHT, PILGRIM, AND SCHOLAR. 25
follower of Ignatius, made the choicest spirits flock to
his standard ; and, all over Spain, colleges sprang up as
if from the soil.
In Salamanca, where likewise he and his were to
figure in the future, the personal history of Ignatius
is briefly told. In ten or twelve days after his arri-
val, he was thrown into chains. He spent twenty-
two days in prison. When released, with the same
commendation for himself and his doctrine as he had
received at Alcala, but with a similar restriction on
his action, he thought it was not worth his while to
repeat the same experiences at the same cost. So, in
spite of all the eloquence of dissuasion brought to
bear on him by friends, he took a new departure,
which seemed plausible to him, and therefore feasible.
He would try his fortunes in another land, and con-
tinue his studies in the greatest philosophical and
theological centre of the world, the University of
Paris.
To any one who judged of things by an ordinary
standard, the project was not feasible. War was
raging between Spain and France ; the roads were
infested with hostile soldiery ; many murders and
robberies, committed on the persons of travellers,
were recently reported. But these and other consid-
erations of the kind had no weight with Loyola, to
stay him in a course once deliberately ado^^ted. Ac-
cepting some alms from friends at Barcelona, to
obtain on the way the necessaries of life, he accom-
plished on foot the whole journey from Barcelona to
the French capital ; where he arrived at the beginning
of February, a.d. 1528.
26 LOYOLA.
He has now had experience of prisons and chains,
on the charge of teaching error, or of being a dan-
gerous enthusiast. One of the calmest and coolest
of men, who never acted, but he first calculated, and
who never allowed himself to approach a conclusion,
without first freeing himself from all bias and impulse,
he had suffered repeated arrest for setting people
beside themselves, for moving them to give up all
they had in behalf of piety, or charity, and inducing
them to go and live on alms themselves ; nay, per-
haps throw in their lives, talents and acquirements,
to serve others gratis. The founder of the Jesuits,
himself the first of an Order which has the reputation
of being the staunchest upholder, as well of authority
in every rank of society, as of the truths taught by
the Catholic Church, was put in chains, or arraigned
by the ecclesiastical authorities almost wherever he
appeared, though always acquitted as blameless.
In a letter written at a subsequent period of his
life to King John III of Portugal, Ignatius sums up
his experiences, as including two imprisonments, at
Alcala and Salamanca; three judicial investigations,
at Alcala, Salamanca, and Paris ; later on, another
process at Paris ; then one at Venice ; finally another
at Kome ; — eight investigations about this one man
in Spain, France, and Italy.^ Wherever he came, in
after life, it passed as a proverb among the Fathers,
that his appearance was the sure harbinger of a storm,
soon to break out against them somewhere, in the
social or religious world. He braved all this fury in
his own manner, weighing as deliberately every word
1 Genelli, Life of St. Ignatius Loyola, p. 351.
KNIGHT, PILGRIM, AND SCHOLAR. 27
he spoke, and measuring every step he took, as when
he had stood in the breach of the ramparts at Pam-
peluna. But his personal experience made him com-
mit to the sacred keeping of the ^' Spiritual Exercises "
an important principle of liberal and humane pru-
dence. It is couched in the first words of his little
book, to guide teacher and learner alike. He says : —
" In the first place, it is to be supposed that every
pious Christian man should be more ready to inter-
pret any obscure proposition of another in a good
rather than a bad sense. If, however, he cannot
defend the proposition in any way, let him inquire of
the speaker himself ; and, if then the speaker is found
to be mistaken in sentiment or understanding, let
him correct the same kindly. If this is not enough, ;
let him employ all available means to render him
sound in principle and secure from error."
How far the personal experiences of its founder
attached by a law of heritage to his Order, I can
hardly undertake to describe. But, just for the sake
of completing the family picture, I will mention the
heads of a doleful list, which an historian of the Soci-
ety catalogues. He enumerates, as objects of attack
and misrepresentation, the founder himself, the name
of the Society of Jesus, the dress, rules, manners,
books, doctrine, schools, sermons ; the poverty, obedi-
ence, gratuitous service of the Jesuits ; that they
affected a kind of literary empire, under the spur of
an intolerable ambition ; that they were lightly tinc-
tured, and had just sipped of many things, of which
they had nothing solid to offer ; yes, that they wanted
to have it believed there was no sanctuary of the
28 LOYOLA.
Muses, no shrine of sacred or human wisdom in exist-
ence, outside of their own colleges; that, from these
offices of theirs, all arts and sciences came forth, done
up in the best style. " In fine, whatever they do or
don't do, granted that there are many false charges
which their enemies concoct against them, — things
too extreme to be believed, — granted that they are
acquitted of many vices laid to their account, never
certainly will they escape the suspicion, at least,
which these charges excite." ^ We believe it. There
is a good homely English proverb which expresses
the very same idea — about the happy adhesiveness
of a clayey compound when cleverly thrown.
This retrospect of history was taken, exactly one
hundred years after the foundation of the Order.
The story had begun some thirteen years before it
was founded. AVhen Ignatius became a responsible
leader w^ith associates, he had recourse more than once
to the process of justice, to clear his reputation in full
form. But, beyond the cases which rendered such
defence prudent and necessary, his practical policy
was expressed in a practical maxim, which after him
his successor, James Laynez, had often in his mouth :
Deus faxit ne unquam male loquantur et vera clicant !
" God grant they never talk ill of me and be saying
the truth ! " Indeed, as there is no use in trying
to change men, for they will never be born anew,
Ignatius looked rather in another direction for the
solution of difficulties ; expecting that troubles, which
defied other treatment, might still not survive their
authors. Speaking of "a powerful adversary, who was
1 Imago Primi Sseculi, lib. iv, cap. ix, pp. 521-2 ; De Calumniis.
KNIGHT, PILGRIM, AND SCHOLAR. 29
raising a great storm at Toledo and Alcala, and whom
it took the royal council and then a brief from the
Pope to quellj Ignatius said of him to Ribadeneira:
"He is old, the Society is young; naturally the
Society will live longer than he will." The same dig-
nitary, suppressed though he was, rose again in vio-
lent opposition. Whereupon Jouvancy makes the
apt remark : " So difficult is it for even the most emi-
nent men, and so rare a thing, when once they have
conceived a notion, to get it out of their heads again ! "^
Ko, men are not born anew.
It is time now to contemplate Ignatius of Loyola
at Paris, where some of the most precious elements
in his educational experience are to be acquired.
1 Jouvancy, Epitome Hist. S. J., p. 168, ad annum 1551.
CHAPTEK III.
THE UNIVERSITY OF PARIS. ROME.
Voluntary poverty, the austerest manner of life,
the ungrateful labor of studies, and the perpetual self-
discipline of a mind like his, ever bent on lofty-
thoughts and endeavoring to dominate the very first
movements of his soul, all these conditions, added to
the climate and the nature of the situation in which
Ignatius found himself at Paris, brought such a strain
to bear on his broken-down constitution, that, to keep
up his course at all, he had to interrupt it awhile, and
give some relief to his overtaxed body, or, as he held
it to be, his "beast of burden."
And what about the studies themselves ? If they
had been a brilliant success thus far, they could
scarcely have outlived such conditions of existence.
As it was, they were as good as if they had never
begun; or somewhat worse. He had gone about
them the wrong way. Whatever solidity of learning
he had kept objectively in view, something else,
equally important with solidity, had been unwittingly
omitted. That was a good method. Logic, Philos-
ophy, and Theology, all taken up together, and with
such compendious haste, now went together in his
mind like a machine out of joint; and his speed was
nil! The Latin language itself, the indispensable
30
THE UNIVEHSITY OF PARIS. ROME. 31
vehicle of all learning, was just so far possessed by
him as to show him that, to be of any real use, it had
better be commenced all over again.
Here his character asserted itself. And in no par-
ticular of his life is he more like himself, more
thorough, more of a brave cavalier, " governing him-
self, in great things and small, by reasons most high,"
than when, having little facility for such pursuits,
and less inclination, he makes up his mind, after a short
breathing spell, to sit down again at the age of thirty-
seven years, and resume his Latin declensions ! In
the college of Montague, he spends about two years
acquiring this tongue. Meanwhile, he tries various
plans to find wherewithal to live.
I need not dwell on the nature of this great centre
into which Ignatius had penetrated, an unknown
stranger, ]ust one of its tens of thousands of scholars.
It had more than two scores of colleges. To this,
the queen of universities, though she w^as going to be
no kind alma mater to him and his Order, still the
recollections of Loyola in his future legislation would
always turn back with reverence. His first Profes-
sors for the Roman College, the typical institution
of the Society, would be taken from those of his
men wdio were Doctors of this university. And,
whatever might be the moral condition and the relig-
ious lassitude of the university men, as compared
with this penniless stranger, in 1529, occasions were
to come in after times, when they showed themselves
not unworthy of the enemy whom they fought to the
death. When the plague of 1580 made a desert about
them, the university men and the Jesuits, otherwise
32 LOYOLA.
never seen together, save in the lists and face to face,
now were everywhere, and fell fast, side by side on
the field of Christian charity.
For the understanding of the Jesuit system, in its
origin and its form, attention must always be paid,
in the first place, to the kinship subsisting between
it and the Paris University. There are, besides, many
other degrees of relationship, which do not go unac-
knowledged, in the formation of the Ratio Studiorum.
The system of the English universities may be
recognized in the line of ancestry. Whatever was
best anywhere enters the pedigree ; as Lord Bacon
takes note, when delivering himself like a good phil-
osopher, but also like a good Protestant, he eulogizes
and stigmatizes in the same breath: "The ancient
wisdom of the best times," he says, " did always make
a just complaint, that states were too busy with their
laws, and too negligent in point of education ; which
excellent part of the ancient discipline hath been in
some sort revived, of late times, by the colleges of the
Jesuits ; of whom, although in regard of their super-
stition I may say, ^ quo meliores, eo deteriores' ; yet in
regard of this, and some other points concerning
human learning and moral matters, I may say, as
Agesilaus said to his enemy Pharnabaus, ' Talis quum
sis, utinam noster esses. ^ '^ ^
In the University of Paris, then, as his real alma
mater, Ignatius commenced his course of Philosophy
in the year 1529. He finished it by standing success-
fully the severe examination, called examen lapideurrij
1 Advancement of Learning, book i; Philadelphia edit. 1841, vol.
i, p. 167.
THE UNIVERSITY OF PARIS. ROME. 33
^''the rocky test," considered the most searching of all
in the Paris Academy. He thus became a Master of
Arts, after Easter, a.d. 1534; having become Licen-
tiate in the previous year. Particulars about his four
examiners in the " rocky test,'^ his graduation, the de-
grees of his companions, with the dates, as found in
the Paris records, are given by the Bollandists. ^
He now entered on his theological studies. It was
evident that the obstructions, which had thwarted so
many of his efforts heretofore, were disappearing one
by one. And more than that ; the means were being
placed in his hands for the great work before him.
These means were a company of men. He was in the
midst of a devoted little band, each one of whom he
had won individually. They were Peter Lef^vre and
Francis Xavier; James Lainez and Alphonsus Sal-
meron, both of them mere youths ; there were Claude
Le Jay, John Coduri, Nicholas Bobadilla, Simon Kod-
riguez; and lastly, the only one who at this time
was a Priest among their number, Pasquier Brouet.
Among these, never at their head though considered a
father by all, never leading the way, though on that
account showing himself the more effectively a leader,
Ignatius was all in al] to each one of them. He
had previously acquired some valuable experience in
selecting and forming companions. But such as had
gathered round him in Spain were no longer with him.
Each one of his present party was a picked man.
When six of them were sufficiently advanced, he
and they held a solemnity, which was the real birth-
day of the Society of Jesus. On the fifteenth day of
1 Month of July, torn, vii ; auct. J. P., § xviii, pp. 443-4.
34 LOYOLA.
August, 1534, tliey took a vow, in the church of the
Blessed Virgin, at Montmartre in Paris. They bound
themselves to renounce all their goods by a given date,
and betake themselves to the Holy Land ; failing in
that, they would throw themselves at the feet of the
Sovereign Pontiff, and offer him their absolute service.
Meanwhile they pursued their studies ; and, as each
of the two following years brought round the fifteenth
day of August, it found them in the same place, and
with the same solemnit}^, and with an enlarged num-
ber, renewing this vow. The legal birthday of the
Order came only with the Papal charter on Septem-
ber 27, 1540.
I shall pass over the movements of Loyola, when
bidden to go and recuperate in his native climate. He
returned to Spain, in 1535, leaving his companions
to study till 1537 ; and he settled the affairs of his
young Spanish associates at their homes. All, when
the time came, disposed of their goods in a summary
way. They gave to the poor, reserving nothing,
except what would pay their way to Venice, and
thence to the East. Their principle was, Dispersit,
cleclit pauperihus, " He hath distributed, he hath given
to the poor." Besides this, Xavier, at the date ap-
pointed, gave up the last stage of his theological
studies, and resigned the glory of receiving the Doc-
tor's cap in Paris ; the brilliant young Professor sac-
rificed the one thing which had appealed most power-
fully to his ambition and imagination. Laynez was
recuperating from a severe illness, and could do
scarcely more than inove. Nevertheless they are
all in Venice, when the early spring of 1537 arrives.
THE UNIVERSITY OF PARIS. ROME. 35
Ignatius himself^ meeting them there, has accom-
plished the work which faced him thirteen years
before, and which he had taken in hand with his
Latin grammar. He is now forty-six years of age.
There are three lines of activity, in which the abil-
ity and energy of Ignatius Loyola stand out before the
world. One is the capacity he showed as a governor
or leader of men ; another is a similar competency to
direct souls in the spiritual life ; the third is that,
which we are considering at present, his legislative
genius in the intellectual order. Admitting the
innate talent which must have been the basis and
foundation of his gift for governing, we may affirm
of all the rest, that the best part of his sagacity
and tact had been acquired by personal experience.
He learnt how to act by suffering. He perfected
his natural gift of guiding and commanding by
first submitting to all the contingencies of human
life.
We may develop the meaning of this in the present
matter, pedagogy ; and the meaning of it will help to
unfold the subject. In quest of the necessaries of
life, he spent intervals of his studious career in travel-
ling from Paris to a great distance. He found him-
self returning each year to Belgium, always on foot :
he visited Eouen, and even reached London, to address
the Spanish merchants there. It does not seem to
have been parsimony on their side that kept him in
such straitened circumstances. It was his principles
which were not all in keeping with his conditions
of life. He was endeavoring to combine the life of a
student with absolute poverty ; and he aggravated the
36 LOYOLA.
inconveniences of such, a state of dependence by plac-
ing no limits to the exercise of his charity. It was
his deliberate choice ; for he fed his mind continuously
upon the life and example of the King, to whom he
had sworn his service, Christ poor and in labor from
his youth. He spoke afterwards from the wisdom of
experience, when he said, that in absolute penury the
pursuit of science cannot easily subsist, and the cul-
ture of the mind is impeded by the duties of provid-
ing for the body. Hence he legislated that, though
poverty was to be the basis of his Institute, still the
members, as long as they were engaged in studies,
should be set free from all care of seeking the means
of subsistence.
He had endeavored to combine a life of apostolic
ministrations, though not yet a Priest, with that
requisite absorption of mind, which alone can warrant
scholastic success. And he saw what it had come to.
The very esteem and love, which he entertained for
the exercises of the higher spiritual life, interrupted
with intrusive thoughts that application to study,
which, was the duty in hand. In order that no such
intrusion of even the most sacred pursuits should
obstruct the onward progress of the members in learn-
ing, he defined by rule the measure of such occupa-
tions, as long as study was the main duty.
Diseases weakened him. Therefore he took the
greatest pains to protect the health of the members.
While he lived, he did this with a personal and pater-
nal solicitude. In his Institute, he provided the same
for the future.
On commencing his studies, he embraced many
THE UNIVERSITY OF PARIS. ROME. 37
branches at the same time ; and he had suffered all
the consequences of disorder. Grasping at too many
things, he lost all ; and he had then to retrieve all
with loss of time. To obviate any recurrence of such
costly experiences, he provided that the courses fol-
lowed in the Society should have nothing disordered
in them, nothing mutilated or curtailed; everything
was to be in method and system; until, system and
method having been carried out in every line, and the
special good of each department having been secured
sufficiently for the general plan, specialized perfection
should be consulted, after all that ; and this was to be
the appointed life of individuals, while a rounded and
complete education remained the culture of all.
Once in later years he let fall these words, relative
to his early experience : " He would very much ques-
tion whether another but himself, having to struggle
with so many difficulties and obstacles in the course
of his studies, would have given so long a time to the
acquisition of the sciences." ^ Thus then was he op-
pressed with poverty, without the satisfaction ot acting
under orders ; suffering so many diseases, and yet look-
ing neither to honor, dignity, nor other human reward,
such as is wont to draw men on, and animate them
under fatigue ; finding no pleasure nor satisfaction in
the life of studies, an inducement which is so great
an alleviation to mortals in the work before them.
And, in all these respects, he was quite unlike the
very men whom he singled out, and enlisted in the
new service of devotion ; unlike Francis Xavier, who
had seen with perfect indifference all his brothers take
1 Genelli, Life of St. Ignatius Loyola, part i, ch. 8.
38 LOYOLA.
to their ancestral profession of arms, or to a courtier's
life, while he himself, with the whole force of an
ambitious soul, ran on successfully and brilliantly in
his chosen career, as a Professor ; unlike Laynez and
Salmeron, whose extraordinary gifts had made them
Doctors of Philosophy and Divinity, while still, in
age, little more than mere youths ; very unlike by
nature to the gentle make of Lefevre, who began life
as a shepherd boy, and ever retained a pastoral sweet-
ness of character. Unlike all of them, Loyola, a
soldier born and bred, and still true to his profession,
discarded every consideration of taste, comfort, and
convenience, in view of one objective point to be
reached : through thirteen years he struggled towards
it ; and, when that time of probation was over, he was
a marked man. According to the law, that like
attracts like, and like begets like, he was surrounded
by a company of marked men, few if you count their
number, many if you consider the type. His name
was Avidely known, and favorably so. When he had
been paying five times over the price of his daily
bread, by travelling to Belgium, to Kouen, and Lon-
don, and collecting there some Spanish florins, the
event seemed to show that he had been but opening
the door, here and there and everywhere, for his col-
leges and universities in the future; albeit, if they
came, adversaries came too, in proportion. But
clouds and storms purify the air. When they come
again, they will still leave the air the clearer for their
coming. If the laws of human conduct are consistent
in one way, they are consistent in another. The dis-
turbance comes, but it does its work and goes.
THE UNIVERSITY OF PARIS. ROME. 39
M. Cretineau-Joly, the popular French historian in
our own times, speaking of events at a later juncture
in the life of Loyola, makes the following observa-
tion: ''Loyola," he says, "could apply to himself
admirably well that proverb which says, ^When a
Spaniard is driving a nail into the wall, and his ham-
mer breaks, the Spaniard will drive the nail in with
his head ! ^ " Loyola would have his idea go through
at any cost.
We shall now follow him to Italy and Rome". ^
In the year 1537, Rome was not quite the luxurious
capital which had fallen under the sword of the Con-
stable of Bourbon. The eternal city, whose Papal
Sovereigns have left it on record from time imme-
morial, that in no part of the world were they less
recognized as lords than in their own city, had under-
gone a purification, which differed, not substantially,
but only in its consequences, from what was called
for, over half the countries of Europe. The riches,
the luxury, the idleness, which elsewhere resulted in
a complete change of religious history for many of
the northern nations, had here brought about a catas-
trophe which sobered minds. And no longer an
exclusive absorption in elaborate sloth prevented a
large portion of the influential element here from
doing honor to the Queen of European civilization, by
doing good to the world.
All roads still led to Rome. Thence too all roads
diverged. It was still true, that Avhatever commanded
this centre could reach out, if only by the force of
prestige, to the uttermost limits of the civilized
domain. Whatever this venerable source of author-
40 LOYOLA.
ity chartered to go on its way, in strength and bene-
diction, had reason to behold, in the privilege so
bestowed, the auspicious opening of a useful career,
intellectual or moral. It is so to-day, though not in
a temporal sense. The charter, or confirmation, or
bull, which conveys the recognition of the Church's
Head to a project, a cause, or an institute, bestows
thereupon a moral power which naturally transcends
every franchise in the gift of the most powerful gov-
ernments. Compared with it, they are local. And,
standing no comparison with it, under a moral aspect,
they do not pretend to such a power as touches the
inner conscience of nations.
When therefore Ignatius turned to the great
Rome, he was like the skilful commander whom he
describes in a certain place ; he was possessing him-
self of the vantage-ground, taking the citadel. It
would be more correct to say, as all history avers,
that he meant to defend that citadel, the See of Rome.
He had waited nearly a year at Venice, to carry out
his project of voyaging to Jerusalem. War made that
impossible. Now, in accordance with the express pro-
viso in their vow, he and his companions repaired to
Rome, and offered their services to the spiritual head
of Christendom.
To win approbation for a new religious institute was
no easy matter ; then less than ever. The recent
occurrences in the North had been due to this, among
other moral causes, that the later history of certain
religious orders, which centuries before had begun one
way, latterly had taken a novel and fatal turn. Still,
in spite of criticism and hostility, chiefly in the high
THE UNIVERSITY OF PARIS. ROME. 41
places, Ignatius received at length the approving word
of the Pope ; and his Institute was chartered with a
bull of confirmation. Henceforth, the evolution of
events belongs to general history. What concerns us,
in this chartering of the plan and Institute of Igna-
tius Loyola, is the new character it gave to educa-
tion, and the epoch it made in the intellectual history
of the world. To explain this matter, we may follow
briefly the deliberations which the Fathers held, and
in the course of which, among other conclusions, they
came to decide upon reestablishing education.
It was the fourth of May, 1539, a year and a half
before their services were finally accepted by the
Pope. Such of the ten members as were then in
Kome occupied themselves, after the labors of the
day, in nightly deliberations, which were protracted
during three months. They decreed, among other
things, that they should teach boys and uncultured
persons the necessary points of Christian doctrine, at
least once a year, and for a definite time. This decree
obviously is not about that secondary and superior
education of youth, which is our subjeot ; neither does
it concern primary education, of which there is no-
where question in the Institute of the Jesuits. But,
as the Constitution subsequently drawn up says,
" this work of charity, in the Divine service, is more
likely to be consigned to oblivion, and to pass into
disuse, than other duties more specious in their char-
acter, as preaching," etc.-^
Teaching Christian doctrine pertains to the duty of
1 Bollandists, as above, nn. 313-4 ; ibid., Suarez, Nigronius, and
otbers.
42 LOYOLA.
those who have the ordinary care of souls. No
duty of this kind, as belonging to the ordinary sphere
of the Church's clergy, would Ignatius assume as
characteristic of his own Institute, except this one.
He was, indeed, more than ready to throw in his con-
tribution of personal zeal and charity, for the further-
ance of all kinds of benevolence and beneficence.
Personally, at the cost of untiring activity, he sowed,
as Genelli well observes, the first seeds of those ame-
liorations in social life, and of those humane institu-
tions, which are so marked a feature of later ages.^
He was an original benefactor of humanity at the
turning-point of modern history, which has since
become an era of social organized beneficence. Urban
VIII solemnly testifies, that Ignatius organized homes
for orphans, for catechumens, for unprovided women ;
that the poor and the sick, that children and the igno-
rant and prisoners, were all objects of his personal solic-
itude.^ These works of zeal and charity became, in
subsequent years, the specific reasons of existence for
various other communities, which rose in order and in
number. But he did not adopt them as specific in his
Institute ; nor did he assume as characteristic anything
within the province of the ordinary parochial clergy,
except the teaching of Christian doctrine to boys and
uncultured persons. The rest he attended to, while
not provided for ; ready to drop them, when provision
should be made for them.
But he did assume five works, which were outside
of the ordinary lines ; and, among them, is the subject
1 Genelli, Life of St. Ignatius Loyola, part ii, ch. 13.
2 Bulla canouiz. S. Ign. de Loyola, § 22.
THE UNIVERSITY OF PARIS. ROME. 43
of our study, the Education of Youth.^ As the selec-
tion of all these specialties for his Institute reveal
the commander's eye resting on a field, where many
issues were being fought out, so, in particular, his
selection of education as a specialty betrayed the
same masterly thought, in the institutions he pro-
jected, in the scope he proposed, and, above all, in the
formation of his teachers.
There had been, among the Fathers deliberating, a
difference of opinion, with respect to Christian doc-
trine. Bobadilla had dissented from making that
work the subject of a special vow; and the others
deferred to him. But there was unanimity with
regard to every other topic of deliberation, including
this one, " the education of youth, having colleges in
uuiversities." -
As defined by Jesuit authors, the education of youth
means the gratuitous teaching of Letters and Science,
from almost the first beginnings of Grammar up to
the culminating science of Sacred Theology, and that
for boys and students of every kind, in schools open
to all.^ Evidently these university men, who were
engaged in drawing up the Institute, considered that,
if the greatest Professor's talents are well spent in
the exposition of the gravest doctrines in Theology,
Philosophy, and Science, neither he, nor any one else,
is too great to be a schoolmaster, a tutor, and a father,
to the boy passing from childhood on to the state of
manhood, — that boyhood which, as Clement of Alex-
1 Bollandists, nn. 313-4; 317.
Bollandists, July, torn, vii,
N'gronius ; Bollandists, n. 317.
44 LOYOLA.
andria says, furnishes the very milk of age, and from
which the constitution of the man receives its temper
and complexion.
It is requisite here to observe, that there was no
such thing in existence, as State Education. Two rea-
sons may briefly be mentioned for this, one of them
intrinsic to the question, the other an historical fact.
The intrinsic and essential reason was the sacred char-
acter of education, as being an original function, be-
longing to the primary relations of parents and child.
States, or organized commonwealths, come only in the
third or fourth degree of human society. It was
much later, in that short interval between the extinc-
tion of the Society of Jesus and the outburst of the
French Revolution, that new theories came to be pro-
claimed, as La Chalotais did openly proclaim them,
of a bald and blank deism in social life, and therefore
of secularizing education. Between deism and secu-
larization the connection was reasonable. For, if the
rights of God went by the board, there was no rea-
son why the rights of parents and children should
remain. All alike, the persons and ''souls of men," ^
fell back into the condition in which Christianity had
found them ; they became chattels of the state, man-
nikins of a bureau in peace, "food for powder'" in war.
The other reason was an historical fact. For all the
purposes of charity, mercy, and philanthropy, there
were powers in existence, as part of the normal relig-
ious life of general Christian society. They were the
same powers that had made Christendom, and had
carried it on so far as the Christian world, the same
1 Apocalypse, ch. xviii, 13.
THE UNIVEKSITY OF PARIS. ROME. 45
to which, we owe the civilization of to-day. More
than that. As there is not a single work of charity
or mercy, say St. Thomas Aquinas, which may not be
made the object of an institution, religious men or
women devoting their lives as a service to G-od, in a
special service towards their neighbors ; so, in point
of fact, there were very few such objects which had
not originated some service of religious self-consecra-
tion in their behalf.
Now, as operating on education in particular, the
powers in the world were, as they had been, almost
entirely clerical or religious. In the universities,
there were clergymen and Eeligious. All the great
institutions had the religious cast about them. The
old ones have it still. Traces of it hang about Oxford
and Cambridge. The Church founded them and super-
vised them. Kings protected them. And the highest
outcome of their schools was Divinity in its widest
sense ; that is to say, the triple knowledge of God, and
of man as signed with the light of God's countenance,
and of nature as bearing the impress of God's foot-
step. As it was in the universities, so, outside too,
all pedagogic influence had rested with religious men.
But no one of all these religious powers was bound
by its constitution to this labor of education, which
Loyola now, formally and expressly, assumed as part
of his work. It is at this stage of history, that edu-
cation enters into the fundamental plan of a Eeligious
Order. This is a fact, and an epoch, of prime impor-
tance in Pedagogics.
Por, inasmuch as education entered thus into the
plan of a Eeligious Order, it became the vocation of a
46 LOYOLA.
moral body, wMcli, while incorporated like other bod-
ies, did not confine itself, like single universities, to
limited circumstances of place ; it was a body diffu-
sive. And so with regard to conditions of time ;
though all corporations give an assurance of perpe-
tuity, a diffusive body like this does more ; it multi-
plies the assurance, in proportion to its own diffusive-
ness.
And again, inasmuch as the body which undertook
the work of education was a religious one, bound to
poverty, it guaranteed that the members would endow
the work, at their own cost, with that which is the
first, the essential, and most expensive endowment,
among all others, — the labors, the attainments, and
the lives of competent men, all gratuitously given.
This endowment, which is so substantial, is besides
so far-reaching, that no other temporal foundation
would be needed, were it not that the necessaries of
life, and the apparatus for their work, are still neces-
sary to living men, even though they live in personal
poverty.
Thus then it was that Ignatius took in charge the
secondary and superior education of the Christian
world, as far as his services should be called for:
he threw into the work the endow^nent of a Eeligious
Order. This, as the sequel proved, meant the whole
revival of learning. Lord Bacon bears witness to it
in a few words, when he says, that the Jesuits "partly
in themselves, and partly by the emulation and provo-
cation of their example, have much quickened and
strengthened the state of learning." ^ Father Daniel
1 Advancement of Learning, book i, p. 176; Phila. edit.
THE UNIVERSITY OF PARIS. ROME. 47
gives some of the details in a summary way. He
says : " The exclusively University regime of the late
centuries replaced, for a notable portion of students,
by a scholastic discipline much more complete ; Scho-
lastic Philosophy and Theology renovated, through the
care applied to prevent young men from throwing
themselves too early into the disputes of the schools ;
in fine. Literature and Grammar resuming the place
they had lost in the twelfth century, and, over and
above that, enjoying the new resources created for
their use by the Kenaissance ; all this I call a capital
fact in the history of the human mind, and even in
the history of the Church." ^
After the time of Ignatius, other religious congre-
gations, fortified with their own special means for
respective departments of activity, entered upon the
same general field of work. They were the Orato-
rians, the Barnabites, the Fathers of the Pious Schools,
the Brothers of the Christian Schools, and others
whose names may occur in the course of this essay.
And, for the education of women, inferior and superior
alike, congregations of devoted religious women came
into being, and opened their convents to supply the
best and highest culture.
Por fear that, in the execution of this plan, and in
their other enterprises of devotion and zeal, any
secondary intentions or results, with regard to power
and office, might mar the purity of the work and
defeat the main object, the same men, whose future
under the generalship of such a leader was about to
1 Pere Charles Daniel S. J., Des l^tudes Classiques dans la Societe
Chretieune, cli. 8, La Concile de Trente; 1853.
48 LOYOLA.
open as one of transcendent influence in the civilized
world, bound themselves by vow never to accept
any dignity or office in the Church. Naturally they
should keep aloof from affairs of state. In fact, it
would be incompatible with their own purposes of
literary and scientific competence, to leave themselves
at the mercy of other men's views, and be drafted
into posts outside of the Institute, and be placed in
an impossible situation for working out the specific
end intended. It would be suicidal too. Just when
a man was capable of continuing his kind, he would
be lost to the body, and be rendered incapable thereby
of propagating his own type of eminence. Besides,
without touching upon the inner reasons of the spirit-
ual life, which made this resignation of all honors
desirable, it is a fact standing out in clear relief,
as history sketches the marvellous fecundity of an
Order requiring such a high level of attainments,
that many of the choicest souls have felt specially
attracted to a kind of life, which at one and the
same time satisfied their ideas of Christian perfec-
tion, and cut them off from all the paths of worldly
glory.
And now, to mention in the last place another
point, which is equally important for understanding
the educational history of the Order, and to the gen-
eral mind is equally obscure with some of those men-
tioned already, there was introduced the principle of
religious obedience. It was sanctioned by a unani-
mous vote.^ The Fathers had concluded the first
deliberation, whether they should form a society at
1 Bollandists, auct. J. P., na. 293-7.
THE UNIVERSITY OF PARIS. ROME. 49
all ; and they had decided in the affirmative sense.^
Then the question took this phase. If they were to
found a closely-knitted society, they could do so only
by assuming a strict bond. That was none other
than a strict obedience.
On this head, as on all others that came in order,
they began the deliberation by reasoning, one day,
in an adverse sense, all having prepared their minds
to emphasize every objection which they could find
against it. The day following, they argued in a posi-
tive sense. The motives in favor of strict obedience
won their unanimous assent. They were such as
these : —
If this congregation undertook the charge of affairs,
and the members were not under orders, no one could
be held responsible for an exact administration of the
charge. If the body were not bound together by
obedience, it could not long persevere; yet this was
their first intention, to remain associated in a per-
manent body. Whence they concluded that scattered
as they would be, and already had been, in assiduous
and diverse labors, they must be united by a strict
principle of subordination, if they were to remain
such a body. Another argued thus : Obedience begets
heroism of virtue ; since the truly obedient man is
most prompt to execute whatever duty is assigned
him by one, whom, as by a religious act, he regards
as being in the place of God, and signifying to him
God's will : wherefore obedience and heroism go to-
gether.
This reasoning seems to be enforced by the history
1 Bollandists, n. 292.
60 LOYOLA.
of all great nations, in the crises of their military and
other public affairs. But, as is clear, the principles
of religious obedience are of a different order ; they
are on a higher plane ; and they reach much farther in
time and eternity, than those of obedience elsewhere.
Here then we discern, sufficiently for present pur-
poses, the meaning and historical location of this
Institute. The members have cut themselves off
from the possession of all private property, by the
voluntary engagement to poverty, and thereby they
have prepared the endowment, on which education
will chiefly rest, — that is to say, the endowment con-
sisting of the men to teach, and their services tendered
gratis. Position and dignity are alike rendered inac-
cessible by an express vow of the members professed.
Obedience keeps the organization mobile as a company
of trained soldiers. And, if any observant mind, well
acquainted with the course of human affairs, detects
in these principles some reasons for success, normal,
habitual, and regular, in the face of unnumbered obsta-
cles, and of unremitting hostility, his view will be sin-
gularly corroborated when he rises to a plane higher,
and regards the same principles as " religious,'^ carry-
ing with them the sanction of divine worship ; which
I should be loath to call "enthusiasm," much less
" fanaticism." These sentiments are never very pru-
dent, nor enlightened, nor cool ; they are either very
natural or are short-lived. A mild fever of fanaticism
can scarcely produce high results ; and a high fever
of the same can scarcely last three hundred and
fifty years, with perpetuity still threatening. But I
would call this phenomenon, in its origin, religious
THE UNIVERSITY OF PARIS. ROME. 51
devotion; in its consequences, a supernatural effi-
ciency ; and, taking it all in all, that whicli is called
a grace of vocation.
On the 27th day of September, 1540, the Society of
Jesus received from the See of Eome its bull of con-
firmation, by which it became a chartered body of the
Church. While these pages were being penned, the
27th day of September came by, 1890. It Avas the an-
niversary of that foundation, three hundred and fifty
years ago.
CHAPTER IV.
COLLEGES AS PROPOSED IN THE JESUIT CONSTITUTION.
The written rule about the system of education is
found in a double stage of development. The first is
that in which Loyola left it : it gives us the outline.
The second is that in which Aquaviva completed it :
this presents us with the finished picture. Likewise
in the historical course of administration out in the
world, the development is twofold. It runs its first
course from Loyola to Aquaviva, while experience
was still tentative. Its second course was subsequent
to Aquaviva, when experience, having gathered in its
results, had only to apply the approved form. This
was subject thenceforth to none but incidental
changes, as times and places change. And, for these
contingencies, the application remained expressly and
always pliable.
Hence, whatever was embodied in the Ratio Studi-
orum, as completed, had been the result of the most
varied experience before legislating, an experience
in the life of the Order extending over fifty-nine
years. Whatever this universal experience had not
yielded as a positive result, or as applicable to all
places, was not embodied. Teachers are different;
national customs vary ; vernacular tongues are not
the same. With regard to these mutable elements,
52
JESUIT COLLEGES. 53
the maxim of the Order in studies, in teaching, in
conducting colleges, was the same as that which it
proposed to itself in the various other functions of
practical life. An exponent of the Institute states
the maxim thus : " One should have a most exact
knowledge of the country, nation, city, manner of
government, manners of the people, states of life,
inclinations, etc. ; and this from histories, from inter-
course, etc." ^ General indications alone are given
with regard to these variable factors. The same is
done with respect to new sciences, which from the
time of the Eenaissauce were felt to be approaching
and developing. Subsequent legislation arises to
meet them as they come.
While the Fathers were carrying on the same delib-
erations to which I referred in the preceding chapter,
a resolution was taken to leave the drafting of a Con-
stitution in the hands of those who should remain in
Italy. Circumscribing the task still more, they de-
cided to appoint a committee of two, who should
address themselves to this work, and report to the
rest. The general assembly when convened would
issue the final decree. Whatever that should be, such
of those present as might then be absent hereby
endorsed it beforehand.
Their small number of ten was already reduced to
six members present, the other four being scattered in
divers countries. They designated as a commission
Fathers Ignatius and John Coduri. Soon afterwards
Coduri died, and the rest were distributed through
the countries of Europe, Africa, and the far East.
1 Gagliardi.
64 LOYOLA.
During the following years, Laynez, who was for
some time Provincial of Italy, remained more regu-
larly than the rest within the reach of Ignatius.
For this reason, therefore, besides several others, we
may understand why Ignatius paid such a high tribute
to this eminent man, when he said, as Eibadeneira
tells us, that " to no one of the first Fathers did the
Society owe more than to Laynez.'^ Whereupon the
historian Sacchini observes : " This, I believe, he said
of Laynez, not only on account of the other eminent
merits of so great a man, and, in particular, for devis-
ing or arranging the system of Colleges ; but most
especially because the foundations, on which this
Order largely rests, were new, and therefore likely to
excite astonishment ; and Laynez, having at*command
the resources of a vast erudition, was the person to
confirm and commend them to public opinion. And
that this praise was deserved by Laynez will appear
less dubious to any one who considers that other
period also, during which he was himself General;
if one reckons how many points, as yet unshaped and
inceptive, in the management of the Society, were
reduced to form and perfected by Laynez ; how widely
it was propagated and defended by him." ^
But to return to Ignatius. After ten years of gov-
ernment, he gathered together in Rome such of the
first Fathers as could be had, besides representatives
from all the Provinces. Forty -seven members were
present. He submitted to them, in general assembly,
the Constitution as now drawn up, and as acted upon
in practical life, during those ten years. The Jesuits
1 Hist. S. J., 2da pars, Lainius ; ad aunum 1564, n. 220, p. 340.
JESUIT COLLEGES. 55
present did not exhaust the number of those whose
express opinions were desired. That not a single one
of the principal Fathers might be omitted in the de-
liberation, he sent copies of the proposed code of laws
to such as were absent. With the suggestions and
approbations received from all these representative
men he was not yet content. Two more years had
elapsed when, having embodied the practical results of
an ever-widening experience, Jie undertook to promul-
gate the Constitution, by virtue of the authority
vested in him for that purpose. But he only promul-
gated the rule ; he did not yet exercise his authority
to the full, and impose it as binding. He desired that
daily use might bring out still farther, how it felt
under the test of being tried, amid so many races and
nations. Thus 1553 came and went ; and he waited,
until the whole matter should be revised and approved
once more by the entire Society in conclave. His
death intervened in 1556.
Two years later, representatives from the twelve
provinces of the Order met together, and elected
James Laynez as successor to Father Ignatius. Ex-
amining once more this Constitution in all its parts,
receiving the whole of it just as it stood with absolute
unanimity, and with a degree of veneration, they
exercised the supreme authority of the Order, and
confirmed this as the written Constitution of the
Society of Jesus. By this act nothing was wanting
to it, even from the side of Papal authority. Yet, that
every plenitude of solemnity might be added to it, they
presented it to the Sovereign Pontiff, Paul IV, who
committed the code to four Cardinals for accurate
56 LOYOLA.
revision. The commission returned it, without having
altered a word. From that time, whatever general
legislation has been added, has entered into the corpus
juris, or " Institute '' at large, as supplementing or
explaining the "Constitution," which remains the
fundamental instrument of the Institute.
In the Constitution there are ten parts. The fourth
is on studies. In length, this fourth part alone fills
up some twenty-eight out of one hundred and eleven
quarto pages in all, as it stands printed in the latest
Homan edition. The legislation about studies is thus
seen to be one-fourth of the whole. It has seventeen
chapters. In one of them, on the Method and Order
to be observed in treating the Sciences, the founder
observes that a number of points " will be treated of
separately, in some document approved by the Gen-
eral Superior." This is the express warrant, con-
tained in the Constitution, for the future Ratio Studio-
rum, or System of Studies in the Society of Jesus.
In the meantime, he legislates in a more general way.
And he begins with a subject pre-eminently dear to
him, the duty of gratitude. Since corporations are
notoriously forgetful, and therefore ungrateful, he
lays down in the first place the permanent duty of the
Order towards benefactors : then he continues with
other topics. They stand thus : —
The Pounders of Colleges ; and Benefactors. The
Temporalities of Colleges. The Students or Scholas-
tics, belonging to the Society. The Care to be taken
of them, during the time of their Studies. The Learn-
ing they are to acquire. The Assistance to be ren-
dered them in various ways, to ensure their success in
JESUIT COLLEGES. 57
studies. The Schools attached to the Colleges of the
Society, i.e. for external Students not belonging to the
Order. The Advancement of Scholastics, belonging to
the Order, in the Various Arts which can make them
useful to their Neighbor. The Withdrawal of them
from Studies. The G-overnment of Colleges. On Ad-
mitting the Control of Universities into the Society.
The Sciences to be taught in Universities of the
Society. The Method and Order to be observed in
treating the foregoing Sciences. The Books to be
selected as Standards. Courses and Degrees. What
concerns Good Morals. The Officials and Assistants in
Universities.
Keserving the pedagogic explanation for the next
part of this essay, I shall here sketch some of the
more general ideas running through the whole legisla-
tion of Ignatius of Loyola; and, first, in the present
chapter, I shall begin with his idea of Colleges.
Choosing personal poverty as the basis on which to
rest this vast enterprise of education, he did not there-
fore mean to carry on expensive works of zeal, without
the means of meeting the expense. Obviously, it is
one thing not to have means, as a personal property,
and therefore not to consume them on self ; it is quite
another, to have them and to use them for the good of
others. The most self-denying men can use funds for
the benefit of others ; and can do so the better, the more
they deny themselves. It was in this sense that, later
on in the century. Cardinal Allen recognized the labors
and needs of the English Jesuit, Kobert Parsons, who
was the superior and companion of Edmund Campian,
the former a leading star of Oxford, the latter, also an
58 LOYOLA.
Oxford man, and, as Lord Burghley called him, "a
diamond " of England. Since Queen Elizabeth was not
benign enough to lend the Jesuits a little building-
room on English soil, but preferred to lend them a
halter at Tyburn, Parsons was engaged in founding
English houses of higher studies in France and Spain,
at Valladolid, Seville, Lisbon, Eu, and St. Omer.
Cardinal Allen sent a contribution to the constructive
Jesuit, writing, as he did so : " Apostolic men should
not only despise money ; they should also have it."
And just in this sense was Ignatius himself a philoso-
pher of no Utopian school. So we may examine, with
profit, the material and temporal conditions required
in his Institute, for the establishment of public
schools and universities. I shall endeavor to put
these principles together and in order.^
First, there should be a location provided with
buildings and revenues, not merely sufficient for the
present, but having reference to needful development.
Secondly, these material conditions include a refer-
ence to the maintenance of the faculty. The means
must be provided to meet the daily necessities of the
actual Professors, with adequate assistance of lay
brothers belonging to the Order ; also to support sev-
eral substitute Professors ; besides, to carry on the
formation of men, who will take the places of the
present Professors, and so maintain the faculty as
perpetual ; moreover, to " provide for some more
Scholastic Students of the Order, seeing that there are
so many occupied in the service and promotion of the
1 Chiefly from P. Eurico Vasco, S. J., II Ratio Studiorum Addat-
tato ecc, vol. i, cap. vii, u. 33 ; a private memoir, 1851.
JESUIT COLLEGES. 69
common weal," These conditions also include " a
church for conducting spiritual ministrations in the
service of others." ^
Carrying out this idea, Laynez, in 1564, promulgated
a rule or '' Form regarding the acceptance of Col-
leges." He laid down the conditions, on which alone
the Society would take in charge either a Latin
School, requiring a foundation for twenty Jesuits ; or
a Lyceum, with fifty persons ; or a University, with
seventy.^ Twenty-four years later, Father Aquaviva
drew up a more complete and a final " Form," distrib-
uting colleges into the three classes, the lowest, the
medium, and the highest. The lowest must have
provision made for professing in the departments of
Grammar, Humanities, Ehetoric, Languages, and a
course of Moral Theology ; — fifty Jesuits to be
supported. The medium class of colleges consists of
those whose founders desire, in addition to all the
foregoing departments, a triennial course of Philos-
ophy, which begins each year anew ; eighty persons
to be supported. The highest class is that of the
Studium Generale, or University, in which, besides the
above, there are professed Scholastic Theology, Sacred
Scripture, Hebrew ; one hundred and twenty persons
to be provided for. However, the countries of the
Indies, as well as the northern countries of Europe,
were not, for the present, brought under this ordi-
nance.^
1 Monuraenta Germanise Psedagogica, ii, p. 71 ; Ratio Studiorum,
etc., by G. M. Pachtler, S. J. ; Berlin, 1887.
2 Ibid. Pachtler, p. 334 seq.
3 Ibid. Pachtler, p. 337 seq.
60 • LOYOLA.
Thirdly, the locality is to be such that, in the ordinary
course of events, there should be no prospective like-
lihood of a deficiency in the concourse of students, and
those of the right kind. As, on the side of the Jesuit
Province, its educational forces are kept at least equal
to the posts which it has undertaken to fill, so, on the
side of the population, the prospect should correspond
to this undertaking, and give assurance of filling the
courses. Hence it was only in larger cities or towns
that Ignatius contemplated the foundation of colleges ;
as the distich has it, contrasting the different fields of
activity chosen by different orders in the Church : —
Bernardus valles, montes Benedictus amabat,
Oppida Franciscus, magnas Ignatius urbes.
That is to say, " The monks of Clairvaux loved their
valleys ; the Benedictines their mountain-tops ; the
Franciscans the rural towns ; Ignatius the great cities."
This was the more obviously his idea, as we find
him reluctantly granting permission for ministerial
excursions through a country, if thereby the Fathers'
influence in a great city be likely to suffer. He
writes to Father Kessel, the Eector at Cologne, where
as yet the Society had no college of its own, that
''under the circumstances he approves of Kessel's
making a short excursion through the province, pro-
vided he and his companions are not long absent
from the city, and do not sacrifice the main thing to
what is accessory; but he does not give them per-
mission to fix their abode out of the town, because
places of less importance afford fewer occasions of
gathering the desired fruit : and, besides, they must
JESUIT COLLEGES. 61
not leave so famous a university ; their exertions will
be more useful for the good of religion, in forming
scholars to become priests and officers of the State,
than all the pains they may bestow on the small
towns and villages." ^ Again, when in 1547 he had
accepted the donation of a church, buildings, and
gardens at Tivoli from Louis Mendosa, he found the
place not suited to the convenience of scholars ; it
was too near Eome, and yet too far; subsequently,
the institution had to be transferred within the city." ^
Fourthly, in addition to these material and local
conditions for the normal conduct of colleges, it is
supposed that the external relations of political soci-
ety are so far favorable, as at least to tolerate freedom
of action on the part of this educational Institute.
Such toleration was, as a general rule, not only the
least that could be asked for, but the most that was
enjoyed.
These are the chief conditions, material and tem-
poral, which Ignatius requires. They give him a
footing to commence his work, and allow the animat-
ing principles of his Institute to come into play. The
animating principles, to which I refer, may be reduced
to three brief heads : First, an intellectual and moral
scope, clearly defined, as I shall explain in the follow-
ing chapters. Secondly, the distinct intention to pro-
mote rather the interests of public and universal order
and enlightenment, than a mere local good of any city,
country, province. Thirdly, a tendency in the intel-
lectual institution itself to become rather a great one
1 Genelli, part ii, ch. 8.
2 Jovivaucy, Epitome Hist. S. J., Anno Christi, 15i7.
62 LOYOLA.
than a small one, witli more degrees of instruction,
more and more eminent Professors, a greater number
of the right kind of scholars.^
As to the forces available for all this, and the pro-
portion of colleges to be manned in perpetuity, the
mind of Ignatius was most express, and became more
fixed from day to day. " Cut your cloak according to
your cloth," he said to Oliver Manare, when the lat-
ter, on going to establish a college at Loretto, asked
how he should distribute his men. Ignatius preferred
to refuse Princes and Bishops their requests, excusing
himself on the score of limited resources, than com-
promise the reputation of the Society, by an ill-ad-
vised assent.^ And he said, as Polanco his secretary
tells us, that "if anything ought to make him wish
to live a longer time, it was that he might be severe
in admitting men into the Order." ^ He did not want
to have many members in the Society ; still less, too
many engagements.
Having stated thus briefly the material conditions
required by Ignatius, and the animating principles
or motives which determined him, we are in a posi-
tion to discern more distinctly the central object
of his attention, that for which the material conditions
were provided, that by which the ultimate objects
were to be attained. It was the teaching body, the
faculty, the " College," properly so called. The
" College " was the body of educators who were sent
to a place. Por them the material conditions did but
1 Vasco, vol. i, cap. vii, n. 33 seq.
2 Orlandini ; Bollandists, n. 843.
3 Bollandists, n. 839.
JESUIT COLLEGES. 63
supply a local habitation, subsistence, books, appa-
ratus. The very first decree quoted by Pachtler, from
the first general assembly, uses the term "College"
in this sense : " No college is to be sent to any place,"
etc.i
It is only by derivation from this meaning that the
term is applied to the buildings and appointments.
It is the body of men that makes the institution. It
is this also which makes the institution perpetual ;
and therefore must itself be so ; and must have the
material conditions provided for continuing itself, by
means of a constant stream of younger men under
formation, who will perpetuate the same work.
Now it would be an ideal conception of practical
life to be looking for virtuous and erudite men, viri
honi simul et eruditi, as Ignatius calls them, ever
pouring into the Order, straight from the chairs of
universities, from benefices, and XDOsts of leisured
ease ; and, armed already with the full equipment of
intellectual and moral endowments, presenting them-
selves and their services thenceforth, under the title
of absolute poverty, to cities, provinces, and countries,
which never had anything to do with their formation.
"These men," says Ignatius, "are found to be few in
number, and of these few the majority would prefer to
rest, after so many labors already undergone. We
apprehend that it will be difficult for this Society to
grow, on the mere strength of those who are already
both good and accomplished, boni simul ac literati; and
this for two reasons, the great labors which this maus
ner of life imposes, and the great self-abnegation
1 Monumenta Germanise Paedagogica, vol. ii, p. 72.
64 LOYOLA.
needed. Therefore, . . . another way has seemed
good to adopt, that of admitting young men, who, by
their good lives and their, talents afford us ground to
hope that they will grow up into virtuous and learned
men, in probos simul ac doctos vivos; of admitting also
colleges, on those conditions which are expressed in
the Apostolic briefs, whether these colleges be within
universities, or independent: and, if within univer-
sities, whether these institutions themselves are com-
mitted to the care of the Society, or not. . . . Where-
fore, we shall lirst speak of the colleges ; then of the
universities," etc.^
There were never wanting men of the former kind,
already accomplished and of tried virtue, who offered
themselves for this service of a lifetime. A note-
worthy testimony to their numbers may be found in a
dispute with Philip II of Spain, who objected to any
moneys leaving the Jesuit Provinces of his realm, for
the service and maintenance of the great central col-
lege in Eome ; and this, notwithstanding the fact that
Spanish members were being maintained and formed
there. The general assembly, gathered in Eome,
1565, discussed the difficulty ; and one of the circum-
stances mentioned was this : " The Provinces of Spain
did not need the assistance of the Roman College as
much as others; since many entered the Society,
already mature in age and accomplished in learning,
so that they could be employed at once in public posi-
tions ; nor had they to be taught, but they were able
to teach others. ... It was finally recommended
that, to lessen the burden of expense on the Roman
^ Constitutiones S, J., pars iv, declarationes in prooemiurn.
JESUIT COLLEGES. 65
College, and in order that fewer scholastics need be
called to Eonie, each Province, as soon as convenient,
should organize a general university; especially as
there was already a sufficiency of students (members
of the Order) and, besides, of Professors." ^ This was
only twenty-six years after the foundation of the
Society.
But, even with all the advantages accruing from
these large contingents of learned men already formed,
the idea of Ignatius, to train young men within the
Order, was more practical for the formation of facul-
ties ; and it carried the general efficiency much further.
Powerful and effective as the most pronounced person-
alties may be, when each striking character goes for-
ward into the open field of battle and leads the way,
they are not more powerful than when also qualified
to move in the steady and regular march of the
trained forces. Father Montmorency, referring to
the strength which comes of uniformity, sociability,
and harmony, said. Homo unus, homo nullus, "A man
alone is as good as no man at all."
Ignatius then, having perpetuity and development
in view, and therefore the steady and trained devel-
opment of talented and virtuous young men, would
not accept foundations, except on the basis of endow-
ment, just described. He had not learned in vain the
lessons of Barcelona, Alcala, Salamanca, and Paris.
How wisely he acted is shown by the troubles, which
later legislation reveals, upon this very point of in-
adequately endowed colleges. The questions of ill-
endowed colleges, small colleges, too many colleges
1 Sacchini, pars iii, lib. i, nn. 36-42.
66 LOYOLA.
for the forces of a Province, are all excellently dis-
cussed and settled in the general assembly, which, in
1565, elected Francis Borgia to succeed Laynez. And
''on the same day," says Sacchini, "the Fathers set
the example of observing the decree which they had
just made, with the same degree of severity with
which they had made it; for, the letters of several
Bishops and municipalities being read, in which foun-
dations for five colleges were offered, they decided
that no one of them should be admitted ; and, besides,
they gave the new General full authority to dissolve
certain colleges already existing." ^ In a similar vein,
this was the theme of an elegant apology delivered
before King Stephen by Father Campano, Provincial
of Poland, who requested the King to desist from
urging on the Society the multiplication of its insti-
tutions.^
A tuition-fee paid by the scholar to the Professor,
or to the institution, was nowhere contemplated. At
Dijon, where Bossuet was afterwards a pupil, the
magistrates when offering a college, in 1603, desired
to supplement an inadequate endowment, by requiring
a fee from the students. In the name of the Order,
Father Coton, the King's confessor, remonstrated; and
Henri IV himself wrote to the Parliament of Bour-
gogne, desiring another arrangement to be made ; which
was accordingly done.^ The foundation was always
to be received as a gratuitous donation, for which the
1 Sacchini, pars iii, Borgia; lib. i, nn. 36 seq.
2 Sacchiui, pars v, Claudius Aquaviva, torn, prior ; lib. iv, n. 81.
3 Recherches sur la Compagnie de Jesus en France au temps du
Pere Coton, par le P. Prat, torn, ii, p. 296.
JESUIT COLLEGES. 67
Order owed permanent gratitude. In turn, thence-
forward, it gave gratuitously, and allowed of no
recompense. ^'Xo obligations or conditions are to be
admitted that would impair the integrity of our prin-
ciple, which is : To give gratuitously, what we have
received gratis." ^
Thus then the faculty, a competent and a perma-
nent one, is installed. It is not one conspicuous for
leisured ease. Professors and Scholastics alike are
working for a purpose. They are a '^ college," in the
sense of the Society of Jesus. Yet, if there is not
leisured ease, but a life of work and self-denial, the
system has been found to result in all the conse-
quences which may be looked for in literary "ease
with dignity " ; and perhaps in more, since no one
does more, than he who, in his own line, has as much
as he can well do, and do well. System and method,
the great means for making time manifold, become so
absolutely necessary ; and the singleness of intention
in a religious life intensifies results. Then, after the
general formation has been bestowed, in the consecu-
tive higher studies of seven or nine years within the
Order, the plan of Ignatius leaves open to individual
talents the whole field of specialties, in Science and
Literature. Hence, to speak of our own day, Secchi
or Perry devotes himself to astronomy, Garucci to
archseology, Strassmeyer to Oriental inscriptions, the
De Backers and Sommervogel to bibliography, others
to philology, mathematics, and the natural sciences ;
while five hundred and more writers follow the lines
of their own inclinations, either for some directly use-
ful purpose, or because their pursuit is in itself liberal.
1 Constitutiones S. J., pars iv, cap. vii, n. 3.
CHAPTEE V.
COLLEGES FOUNDED AND ENDOWED.
What was the response of the Christian world,
when it had become alive to the nature of this new
power in its midst, and to the proposal which the new
power made ? What did the answer come to, in the
way of providing temporalities, necessary and suffi-
cient ? Strange enough ! Loyola's own short official
lifetime of fifteen years does not appear to have been
too short, for the purpose of awakening the world with
his idea ; which, like a two-edged sword of his own
make, not only aroused the keenest opposition at every
thrust, and at his every onward step, but opened num-
berless resources in the apostolic, the charitable, and
educational reserves of human nature.
This man, who had inserted in the authentic for-
mula and charter of his Institute that watchword of
his movements, " Defence and Advance " ; who had
taken the whole world for the field of his operations,
in defending and advancing ; this cavalier of a new
military type, who had only to show himself upon the
field to gather around him the flower of youth as well
as mature age, from college and university, from doc-
tor's chair and prince's throne, left behind him, as the
work of fifteen years from the foundation of the Order,
about one hundred colleges and houses, distributed
68
COLLEGES FOUNDED AND ENDOWED. 69
into twelve Provinces. The territorial divisions were
named, after tlieir chief centres, the Provinces of
Portugal, Castile, Andalusia, Aragon, Italy, Naples,
Sicily, Upper Germany, Lower Germany, France,
Brazil, and the East Indies. Individuals under his
orders had overrun Ireland, penetrated into Scotland,
into Congo, Abyssinia, and Ethiopia. The East In-
dies, first traversed by Francis Xavier either on foot,
or in unseaworthy vessels, signified the whole stretch
of countries from Goa and Ceylon on the West, to
Malacca, Japan, and the coast of China on the East.
Some of this activity might be credited to apostolic
zeal alone, were it not that, wherever the leaders ad-
vanced into the heart of a new country, it was always
with the purpose, and generally with the result, that
the country was to be occupied with educational in-
stitutions. De Backer notes this in another connection,
when, in the preface to his great work of bibliography,
" The Library of Writers of the Company of Jesus,"
he says : " Wherever a Jesuit set his foot, wherever
there was founded a house, a college, a mission, there
too arose apostles of another class, who labored, who
taught, who wrote." ^
What this means, with regard to its strategic value,
there is no need of our being told. The Duke of
Parma, writing, in 1580, from the seat of war in the
Netherlands to Philip II of Spain, said : " Your Maj-
esty desired that I should build a citadel in Maes-
tricht ; I thought that a college of the Jesuits would
be a fortress more likely to protect the inhabitants
1 Bibliotheque des l^crivains de la Compagnie de Je'sus, Preface,
1869.
70 LOYOLA.
against the enemies of the Altar and the Throne. I
have built it." ^
Sixty years later, after the long generalship of .
Aquaviva, who during 34 years governed the Order
with the ability of another Ignatius, the number of
colleges was 372. Well might his immediate succes-
sor, Mutius Yitelleschi, writing to the whole Society
about the Education of Youth, speak of the " beauti-
ful and precious mass of gold, which we have in our
hands to form and finish." ^
One hundred and fifty years after the death of
Ignatius, the collegiate and university houses of edu-
cation numbered 769. Two hundred years after the
same date, when the Order was on the verge of univer-
sal suppression, under the action of University men.
Parliamentarians, Jansenists, Philosophers, and of that
new movement which was preparing the Eevolution,
the Jesuit educational institutions stood at the figure,
728. The colleges covered almost the whole world,
distributed into 39 Provinces, besides 172 Missions
n the less organized regions of the globe.^
If we look at these 700 institutions of secondary
and superior education, under the aspect of their
constitution, that is to say, of their scope, their sys-
tem, the supreme legislative and executive power
which characterized them, we find that they were not
so much a plurality of institutions, as a single one.
1 Cretineau-Joly ; Histoire Religieuse, Politique et Litteraire de la
Compagnie de Je'sus, torn, ii, ch. iv, p. 176 ; troisieme edit. 1851.
2 De Institutione Juventutis ; Monumenta Germanise Paedagogica,
vol. ix, p. 61.
^ Monumenta Germanise Paedagogica, vol. ii ; Pachtler, p. xx.
COLLEGES FOUNDED AND ENDOWED. 71
Take the 92 colleges of France alone.^ In one
sense, these may be considered as less nnited than
the 50 colleges of the Paris University, for the
Paris University was in one quarter of a city, which
offers a material unity ; these, on the contrary, were
spread over the whole of France, presenting the char-
acteristics of ^^ national" education; just as the 700
were over the whole world, a cosmopolitan system.
But, regarded in their formal and essential bond,
they were vastly more of a unit, as an identical edu-
cational power, than any faculty existing. Ko faculty,
whether at Paris or Salamanca, Rome or Oxford, ever
possessed that control over its 50, 20, or even 8 col-
leges, which each Provincial Superior exercised over
his 10, 20, or 30, and the General over more than 700,
with 22,126 members in the Order. In the one Gpu-
eral lay the power of an active headship ; froiu him
the facultative power of conferring {Legrees ema-
nated; and he had one system of studies and disci-
pline in his charD-p t^ administer, with a latitude
of discretion according to times, places, and circum-
stances.
As to the numbers of students, and the general
estimate to be formed of them, I will record such
data as fall under the eye, while passing rapidly
over the literature of the subject.
In Rome, the 20 colleges attending the classes
of the Roman College numbered, in 1584, 2108 stu-
dents. Father Argento, in his apology to the States
at Klausenburg, in 1607, mentions that the schools in
iThey are catalogued by Rochemonteix, College Henri IV, torn.
ii, ch. i, p. 57, note.
72 LOYOLA.
Transylvania were frequented by the flower of the
nobility ; and, in his '^ History of the Affairs in
Poland," dedicated to Sigismund III, he attests that
from 8000 to 10,000 youths, chiefly of the nobility
and gentry, frequented the gymnasia of the Order in
Poland. At Rouen, in France, there were regularly
2000. At La Fleche there were 1700 during a cen-
tury ; 300 being boarders, the other 1400 finding ac-
commodation in the village, but always remaining
under the supervision of the faculty. Throughout
the seventeenth century, the numbers at the College
of Louis-le-Grand, in Paris, varied between 2000,
1827, and 3000 ; including, in the latter number, 550
boarders. In 1627, only a few years after the resto-
ration of the Society by Henri IV, the one Province
of Paris had, in its 14 colleges, 13,195 students ;
which would give an average of nearly 1000 to a col-
lege. Cologne almost began with 800 students, — its
roll in 1558. Diiingo^-* in 1607 had 760 ; in its con-
victus, 110 of the boarders wcj? T^f^ligious, besides
other Ecclesiastics ; the next year, out of 250 convic-
tores or boarders, 118 were Religious of various Orders,
the secular Priesthood being represented among the
students generally. At Utrecht, during the first cen-
tury of the Order's existence, there were 1000 scholars ;
at Antwerp and Brussels each, 600 ; in most of the Bel-
gian colleges, 300. As to Spain and Italy, which first
saw the Society rise in their midst, and expand with
immense vigor all over them, I consider it superfluous
to dwell particularly upon them.
In many of the capitals and important centres
throughout Europe, there were separate colleges for
COLLEGES FOUNDED AND ENDOWED. 73
nobles. Elsewhere the nobility were mixed with the
rest ; thus 400 nobles and more were attending the
Jesuit schools in Paris. It was studiously aimed at
by the Order to eliminate, in matters of education, all
distinguishing marks or privileges. Thus Father Buys
endeavors, in 1610, to reduce the practice at Dilingen
to the custom of the other colleges in the upper Ger-
man Province.-^
Most of the Papal Seminaries founded by Gregory
XIII, at Vienna, Dilingen, Pulda, Prague, Gratz,
Olmiitz, Wilna, as well as in Japan and other coun-
tries, were j^ut under the direction of the Society ; as
Pius IV did with his Eoman Seminary; and St.
Charles Borromeo with that of Milan.
Not knowing what the absolute average really was
in these 700 institutions, we may still form some idea
of w^hat the sum total of students must have been
at its lowest figure. Por this purpose, we can take
an average which seems about the lowest possible.
I have not met with any distinct mention of a college
having less than 300 scholars. There are indeed fre-
quent complaints in the general assemblies, regarding
what are denounced as " small " colleges. However,
it seems clear from numerous indications, as, for
instance, from the Encyclical letter of the General
Paul Oliva,^ that these colleges were called small,
not primarily on account of an insufficient number
of students, but because of insufficient foundations,
which did not support the Professors actually em-
ployed. A document for the Eectors notes that
1 Monumenta Germaniae Paedagogica, vol. ix; Pachtler, p. 192, n. 3.
2 Monumenta Germanise Peedagogica, vol. ix, pp. 110-2.
74 LOYOLA.
^'thus far almost all the colleges, even such as have
received endowments, suffer want regularly, and have
frequently to borrow money." ^
Hence we may be allowed to take, as a tentative
average, 300 students to a college. At once, we rise
to a sum total of more than 200,000 students in these
collegiate and university grades, all being formed at a
given date under one system of studies and of govern-
ment, intellectual and moral.
If statistics, in that nicely tabulated form which
delights modern bureaus, have failed us as we run
over the whole world to decipher the indications,
there is yet another view which we may catch of the
same subject, and one that is equally valuable. It is
the multitude of nations into which this educational
growth ramified. At Goa, in Hindustan, the semi-
nary, which was inferior to none in Europe, had for
its students. Brahmins, Persians, Arabians, Ethiopians,
Armenians, Chaldeans, Malabari, Cananorii, Guza-
rates, Dacanii, and others from the countries beyond
the Ganges. Japan had its colleges at Funai, Arima,
Anzuchzana, and Nangasaki. China had a college at
Macao ; and later on many more, reaching into the
interior, where the Fathers became the highest man-
darins in the service of the Emperor, and built his
observatory. Towards the close of the eighteenth
century a large number of colleges were flourishing
in Central and South America. All of these disap-
peared, when the Order was suppressed. The youth,
lArch. Eheni Sup., quoted by Paclitler; Monumenta Germaniae
Paedagogica, vol. ix, p. 110; see also the letter of the Geueral John
Paul Oliva, ibid. p. 106.
COLLEGES FOUNDED AND ENDOWED. 75
who could afford to obtain the education needed, went
over to Europe, whence they returned, a generation
quite different from what had been known of before.
They returned with the principles of the Revolution.
And the whole history of Central and South America
has changed, from that date onwards, into a series of
revolutions, which are the standing marvel of political
scientists to our day.
To consult a graphic representation of how this edu-
cational Order looked on the map of the world, one
may glance into the ninth volume of the Monumenta
Germanioe Pcedagogica. There Father Pachtler, as in
his other volumes of the series, sketches only the Ger-
man "Assistency " of the Society of Jesus. The five
Assistencies of the Order served the purposes of gov-
ernment, by grouping many Provinces together into
larger divisions. In 1725, the German Assistency
comprised nine out of thirty-two Provinces. The nine
in question are those of Flandro-Belgium, French
Belgium, the Lower Rhine, the Upper Rhine, Upper
German}^, Bohemia, Austria, Poland, Lithuania. The
map at the end of Father Pachtler's volume repre-
sents all this countr}^, with the towns marked differ-
ently, according as they contained either universities
of the Order, or colleges, or convictus, that is, boarding-
colleges, or seminaries, or residences. The chronologi-
cal order of their rise is presented in a table at the
beginning of the same volume, with a note to indicate
more in particular the grade or amplitude of each, as
being a Studimn Generale, otherwise called University
or Academy, a College or a Gymnasium, as well as
the annexes of each, in the shape of one or more cot?-
76 LOYOLA.
victus, one or more Episcopal or Papal Seminaries,
a college of nobles, a conv ictus for poor scholars. By
means of this map, a graphic presentation is afforded
of one Assistency, from which, by a proper extension,
the whole world may be portrayed to the imagination.
In 1750, within the limits of this map, there were 217
colleges, 55 seminaries, 73 residences, 24 novitiates,
160 missions, 6 professed houses.^
The universities here spoken of, otherwise called
Studia Generalla, or Academies, are quite typical, a
special Jesuit development of the mediaeval style.
An exact and official form, drawn up for the Univer-
sity of Gratz, may be found in the same Monumental
As Father Pachtler remarks, it shows at a glance the
inner working of a Jesuit university, and the general
system prevailing over the whole Society. He en-
titles the document : " Ordnung einer ausschlieschlich
von Jesuiten geleiteten Universitdt/' or " Einer selbstdn-
dige Universitdt, 1658." The Latin title is: "Forma et
Ratio Gubernandi Academias et Studia Oeneralia S. J. "
It was the compilation of Father John Argento.
Upon this basis of the amount of work done, as
well as its intrinsic character, shown by the results,
I was going to draw some inferences with regard to
the amount of the temporal endowments, which must
have been required to support such a vast organiza-
tion, and must have been vested in the Order by the
Christian world. One might compare the work done
with what Oxford accomplishes ; and, seeing that the
latter university supplies the facilities for higher edu-
1 Monumenta GermanifB Psedagogica, vol, ii ; Pachtler, p. xx.
2 Vol. ix, pp. 322-389.
COLLEGES FOUNDED AND ENDOWED. 77
cation, and that far from gratuitously, to only a couple
of thousands among the nobility and gentry, then,
since it spends upon this an annual revenue of $2,500,-
000, how much would be required to conduct the edu-
cation of a quarter of a million of students ? Our
arithmetic would feel oppressed by the calculation.
But the calculation is not necessary. It is quite
evident that religious poverty gave the key to the
situation, — poverty, self-abnegation, the resignation
of all temporal considerations in life, by men who had
no families to provide for, no station to acquire ; who
had themselves given up every station, from that of
the clerical benefice, or the liberal and martial careers,
to ducal coronets, princedoms, and even ro3^alty ; men
therefore, who were bestowing with themselves, and in
themselves, the essential endowment of education upon
the world, and who needed only to have that supple-
mented with the few temporal necessities still remain-
ing. And the conclusion to be draAvn seems to be this.
The Christian world, whether ruler or people, republic
or municipality, was making a safe and lucrative in-
vestment, whether at home or abroad, in the midst of
civilization or of barbarism, when it consigned the ab-
solute use of sufficient temporalities to a world-wide
faculty, inspired by the sentiment of religious devo-
tion.
Eor what is the object of any religious society whatso-
ever ? It is to complete in each of its members the
duties of the man, the citizen and the Christian, with
other duties called "religious," which, correlative
with the former, are nevertheless distinct from them.
They are duties which presuppose the moral virtues,
78 LOYOLA.
the civil and Christian virtues, and tend to complete
them with the highest qualities to which perfect Chris-
tianity aspires, those of self-devotion and religious
self-consecration.
Hence the experiences, making a drama and a
tragedy, when the Society abruptly disappeared.
Supposing even that enough of competent men, with
all personal requirements, could have been found to
fill the void, what of their salaries and support ?
Take an instance. The revenues, which at Bourges
had been enough for the support of thirty Jesuits,
were found, after the Suppression of the Order, not to
afford an adequate compensation for ten secular Pro-
fessors.^ Frederic II of Prussia, sending an agent to
negotiate with Pius VI about retaining the Order in
his States, expresses himself thus in a letter to Vol-
taire : " The surest means (to perpetuate a series of
Professors) is to preserve a seminary of men destined
to teach. In studying the sciences, they fit them-
selves for the office of instructing. It would be no
easy task to fill instantaneously a vacancy left by a
skilful professor. If the education of ordinary citi-
zens be necessary, the training up of instructors must
be no less so." And then, coming to the point before
us, the King continues : " Besides, there are reasons
of economy for preferring such a body of men to mere
secular individuals. The professor taken from the
latter class will cost more, because he has a greater
number of wants. It is needless to remark that the
1 Maynard; The Studies and Teaching of the Society of Jesus, at
the Time of its Suppression, 1750-1773; Baltimore edit. 1885, eh. 2;
The Jesuits in Germany, pp. 112-3.
COLLEGES FOUNDED AND ENDOWED. 79
property of the Jesuits would not be sufficient to re-
munerate their successors ; and that revenues, which
pass over to the administration of the government,
always suffer diminution." ^ Speaking of Ganganelli,
Pope Clement XIII, who was under pressure from
various quarters to make him suppress the Order,
Frederic writes to Voltaire in 1770 : " For my own
part, I have no reason to complain of him ; he leaves
me my dear Jesuits, whom they are persecuting every-
where. I will save the precious seed, to give some of
it, one day, to those who should wish to cultivate a
plant so rare." ^
The testimony of documents is uniform upon the
poverty of these men, whom Protestant historians like
Grotius, Eobertson, and others marvel at, for the au-
thority they possessed in the world, for the purity of
their lives, their success in teaching, and their art of
commanding with wisdom as they themselves obeyed
with fidelity. Their life was one of straitened circum-
stances and self-abnegation. We may see it illus-
trated in Dilingen.^ Or again, at the great royal college,
founded by Henri IV at La Fleche, where three hun-
dred boarders w^ere supposed to be paying their own
expenses, as pensionnaires, we find Louis XIII issu-
ing a royal decree that his magistrates are to prose-
cute " les retardataires et les recalcitrants par toutes
les voyes raisonnables," persons who did not pay the
expenses of their own children, but left that interest-
1 1777, 18 novembre ; CEuvres de Voltaire, vol. xcv, p. 207 ; edit.
1832.
2 Lettre a Voltaire, 7 juillet, 1770; CEuvres de Voltaire, torn, xii,
p. 495 ; edit. 1817.
3 Monumenta Germanise Psedagogica, vol. ii, pp. 358-9.
80 LOYOLA.
ing occupation to the college. With, all that, says
Eochemonteix, nothing came of it, neither of the royal
injunctions, nor of judicial suits ; things went on the
same way, " the parents paying badly, and the treas-
urers lamenting." ^
I will close this chapter with one case, because it
serves to emphasize a particular sequel of the Suppres-
sion; that is, the revival of a tuition-fee. A recent
author, writing in 1890, tells the history of the Col-
lege of Saint- Yves at Vannes, in Brittany. He sums
up its revenues at 6000 livres. Placed in the hands
of the Order, this college, in 1636, that is, seven years
after the Society had assumed charge, directed 400
students ; later on, 900 ; and then 1200. In 1762, the
faculty consisted of thirteen members, besides the
four Fathers engaged in the adjoining house of re-
treats. All rendered various services, as is usual in a
college of Jesuit instructors. To these we must add
the requisite complement of the faculty, at least half
as many more lay assistants, belonging to the Order,
and to the same local community. Here then are
twenty-two at the least, subsisting on 6000 livres a
year; and meanwhile providing their house, their
library, their physical cabinet, which was fully fitted
up with all necessary instruments, and their observa-
tory.^ u r^^Q moment after the Suppression," he goes
on to say, " it was quite another affair ! Ten secular
professors cost 11,000 livres for their salaries alone ! "
1 Le College Henri IV, torn, ii, ch. 1, p. 20.
2 Fernand Butel, Docteur en Droit, etc. ; L'l^ducation des Jesuites
autrefois et aujonrd'hui, Un College Breton, ch. 1, p. 51; p. 19;
p. 28; Paris, Firmin-Didot, 1890.
COLLEGES FOUNDED AND ENDOWED. 81
The author gives the list of their salaries. "To rees-
tablish equilibrium, one of the first acts of the parlia-
ment was to exact from each scholar a tuition-fee of
twelve livres; and yet they complained, they could
not make ends meet."
Observe, a tuition-fee ! On the day after the Sup-
pression, they begin to undo the very work, which,
two hundred and thirty years before, the Order had
begun to do at its birth, spreading education gratu-
itously, without drawing on pupils, or drawing on the
public treasury.
Well might the General Vincent Caraffa say, in
the time of the Thirty Years' War, '^We abound
rather in men than in revenues.'' And he says so, in
the same breath and in the same sentence, in which
he is asking Priests to offer themselves for life to the
work of teaching the lower branches, a work which
he calls laborious, in times which he specifies as
disastrous, and in circumstances which he describes
as having no provision made for the means of living.^
This brief sketch will go to show how the Christian
world did, indeed, meet the proposal of the Order,
and found seven hundred colleges. But it also shows
how the Order endowed the world, and had even to
make good, with its personal heroism, the defects in
many of the foundations.
1 Monumenta Germanise Paedagogica, vol. ix, p. 65.
CHAPTER VI.
THE INTELLECTUAL SCOPE AND METHOD PROPOSED.
As the second part of this book is intended to be a
pedagogic analysis of the mental culture imparted, I
need not sketch here, save in a general way, the in-
tellectual scope proposed by Ignatius of Loyola, and
the method which he originated. Both scope and
method vary somewhat, according as the students
contemplated are respectively external to the Order,
or members of it. The latter are to be qualified for
becoming future Professors, even though, in point of
fact, only a certain proportion of them become so.
Studious youth in general, including Ecclesiastics
and Eeligious of the various Orders, are considered
by Ignatius as distributed amid two kinds of educa-
tional institutions. One of these he calls the Public
School ; the other, a University. The first is that
which extends, in its courses, from the rudiments of
literature up to the lower level of university educa-
tion. He says : " Where it can conveniently be
done, let Public Schools be opened, at least in the
departments of Humane Letters." ^ In a note, he
explains that Moral Theology may be treated in a
gymnasium of this kind. Father Aquaviva, in 1588,
puts this kind of school down as the lowest of three
1 Coustitutiones, pars iv, c. 7, n. 1.
82
INTELLECTUAL SCOPE AND METHOD. 83
ranks of colleges ; and sums up the courses as being
those of Grammar, Humanities, Ehetoric, Languages,
and Moral Theology.^ He also explains why the
lowest Jesuit curriculum must fill these require-
ments, " in order that the Society be not defrauded of
the end it has in view, which is, to carry the students
on at least as far as mediocrity in learning, so that
they may go forth into their respective vocations,
Ecclesiastics to their ministry, lay students to their
own work in life, qualified in some degree with a
sufficiency of literary culture."^ This curriculum
served also the purpose of those, who, while members
of the Order, were for some reason dispensed from
the full course of studies.^ If any grades are want-
ing in a college, it must be the lower ones which are
omitted, the higher being retained.'* Ignatius goes
on to limit the courses in a gymnasium of this kind :
" Let not higher sciences be treated here ; but, to
pursue them, the students who have made due
progress in literature are to be sent from these col-
leges to the universities.^
Passing on to universities of the Order, he defines
for their scope, first, in behalf of those who are to be
Ecclesiastics, Scholastic Theology, Holy Scripture, and
Positive Theolog}" ; secondly, for all students. Humane
Letters, Latin, Greek, Hebrew, and other such
languages as Chaldaic, Arabic, and Indian, subject to
1 Formulae acceptandorum Collegiorum, etc., summarium ; Mon-
umenta Germanise Paedagogica, vol. ii ; Pachtler, p. 338. 2 ibid.
3 Monuraenta Germauiae Paedagogica, vol. ii, Pachtler, p. 76, 5.
Their curriculum was enlarged in 1829; ibid., p. 110, 6.
4 Ratio Studiorum 1599 ; Reg. Prov. 21, § 4. Pachtler, Monumenta
Germanise Paedagogica, vol. ii, p. 258. ^ Constitutiones, ibid.
84 LOYOLA.
the demands of necessity or utility ; moreover, Logic,
Physics, Metaphysics, Moral Philosophy, and Mathe-
matics. All these departments are to be provided
for by Professors of the Order. If the departments
of Civil Law and Medicine are added, they will be
conducted by Professors not of the Society.-^
As to the Scholastic members of the Society, their
mental culture in the Order begins, of course, where
their collegiate curriculum had closed, that is, at the
end of their classical course. Their studies hence-
forth are defined by two objects ; one, that of pro-
fessing, as formed Jesuits in the future, what they
are studying now ; the other, that of being differen-
tiated, according to talent and circumstance, into
preachers, writers, directors of consciences, or mana-
gers of affairs.
In view of this two-fold object, all the examina-
tions, arranged for members of the Order in the
advanced courses, are regulated by one standard, that
the Jesuit Scholastics must be found competent, at
each stage, to teach the course in which they are
being tested. Accordingly, they review their previous
literary acquirements, in all the lines which the Soci-
ety regularly professes ; then, during three years,
they apply exclusively to Philosophy and Natural
Sciences ; and, four years more, to Divinity and allied
Sciences.^
This protracted course, therefore, as given more in
detail by the subsequent Ratio, consists of Poetry,
Ehetoric, and Literature; Mathematics, Physics, and
1 Constitutiones, pars iv, c. 12,
2 Constitutiones, pars iv, c. 5, n. 1.
INTELLECTUAL SCOPE AND METHOD. 85
Chemistry; Logic, Ontology, Cosmology, Psychology,
and Natural Theology; Ethics, Natural, Social and
Public Eight, Moral Theology, Canon Law, Eccle-
siastical History, Scholastic Theology, Hebrew, Sacred
Scripture. The courses are to be pursued either in
the same classes which external students attend, or,
in their own university classes, when a general house
of studies is formed as a " Scholasticate." In both
cases, they have Seminary exercises of their own,
beyond what is required in the most condensed uni-
versity courses,
Those whom health and excellence have approved
at every step are ordinarily to be withdrawn from
studies, " when the course of Arts has been finished,
and when four years have been spent on Theology."^
Specialties are to be cultivated.^ Subsequent legis-
lation places these specialties in the interval between
the Arts and Theology ; and, again, after the latter.
This, in brief, is the practical idea of the Profes-
sorial Seminaries, philological, philosophical, scientific,
and theological, through which the stream of future
Professors is continually passing. Each one is sub-
ject, at every stage, to examination tests which in-
clude the most distinct reference to professorial capac-
ity. The technical standard in the examinations is
that of " surpassing mediocrity," which term is ac-
curately defined, as we shall see later, when analyzing
the Batio.^
While the depleted ranks of the professorial body
are thus regularly supplied, it is clear that more ser-
1 Constitutiones, pars iv, c. 9, n. 3. 2 ibid., c. 5, n. 1, C.
3 Ch. xi. below.
86 LOYOLA.
vices remain available in the Order at large, than the
single purpose of education would at any time re-
quire. But this only serves the wider scope which
the Society has in view, much wider than education
taken alone. And Ignatius makes mention of this
expressly when he says, that the Scholastic students
" may never come to profess the learning which they
have acquired " ; still " they are to consider that labor
of studies as a work of great merit in the sight of
God." 1
So much for the widest and highest intellectual ob-
jects aimed at in these studies. Looking down now
to its lowest limit, we perceive that education, as
imparted by the Society to the external world, is to
begin not below "the rudiments of grammar, in
which boys must already be versed ; they must know
how to read and write ; nor is any allowance to be
made in favor of any one, whatever be his condition
of life ; but those who press these petitions upon us
are to be answered, that we are not permitted " to
teach the elements. This is the ordinance of Aqua-
viva, in 1592, and he simply refers to the Constitu-
tion.^ He also notes, in the same document, that the
new Ratio Studiorum elevates every grade, as it stood
at that date, one year higher than it had been before.
The document is from the German archives. Pachtler
observes that most of the Latin schools, particularly
in Protestant Germany, took children up from the
alphabet.^ The effect of the Jesuit system was that
1 Constitutiones, pars iv, c. 6, n. 2.
2 Monumenta GermanisB Psedagogica, vol. ii, p. 311.
3 Ibid., p. 310, note.
INTELLECTUAL SCOPE AND METHOD. 87
of a constant upward trend to what was higher, more
systematic, and complete.
This brings us to the question of method. Here a
number of elements occur, some of them essential,
many of them subordinate. These latter, at least, were
the products of ingenuity and industry on the part of
the teaching body, and were productive of industry
and life on the part of scholars. To illustrate the
whole matter, I will refer to authors who were ad-
dressing the world, soon after the Society had taken
its stand as an educational power, and when its insti-
tutions were conspicuous to the eyes of all.
First comes classification, which was an essential
feature of the Jesuit system, ^ibadeneira, the inti-
mate friend of Ignatius, when writing the life of
Loyola, in the year 1584, and describing the work of
the Order, now forty -fours years old, observes : " Else-
where one Professor has many grades of scholars before
him ; he addresses himself at one and the same time
to scholars who are at the bottom, midway, and at the
top ; and he can scarcely meet the demands of each.
But, in the Society, we distinguish one rank of
scholars from another, dividing them into their own
classes and orders ; and separate Professors are placed
over each." ^
The division of classes, a thing so natural to us,
was in those times a novelty. There were practically
only two degrees of teaching; one superior, embrac-
ing Theology, Law, and Medicine ; the other prepara-
tory. The preparatory instruction had already been
tending towards the later system of grading; the
1 Ribadeneira, Bollaudists, July, torn, vii, nu. 335 seq.
88 LOYOLA.
term " class " was an expression of the Eenaissance.
Father Rochemonteix, speaking of the Paris Univer-
sity, notes that the first authentic act, in which the
term is used, dates from 1539.^ From 1535, the divis-
ion of studies, by means of classes, was already being
accomplished. Still there was no definite number of
grades. The study of literary models was defective.
Grammar was beclouded with the subtleties of dialec-
tics, to the great prejudice of written composition, as
well as of the reading and imitation of models.^
Now it will be observed that Ignatius was studying
in the University of Paris from 1528 to 1535 ; and his
companions remained till 1536. By the time he pub-
lished the Constitution as a rule of guidance, he had
become surrounded by men, who Avere not merely
graduates of universities, but had been Doctors, Pro-
fessors, and Eectors in Portugal, Spain, France, Italy,
Belgium, Germany. One consequence was that Igna-
tius, from the very beginning, formulated a complete
system of graded classes. He relegated dialectics to
its proper field. Philosophy and Theology. And, bring-
ing into prominence the reading of authors, and the
practice of style in imitation of the best models, he
defined a method. This, after being elaborated during
forty years, was then found to be not only new, but
complete, and good for centuries to come. It arranged
courses in a series, having reference to one another ;
it coordinated definite stages of the courses with defi-
nite matter to be seen; and, in the lower branches
1 Le College Henri IV., torn, iii, pp. 5-7.
2 Compare the ordinance of Father Oliver Manare, 1583, n. 114;
Monumenta Germanife Piiedagogica, vol. ii, p. 269.
INTELLECTUAL SCOPE AND METHOD. 89
it distributed the students, with their respective por-
tions of tiie matter, into five grades, classifying pre-
cepts, authors, and exercises, as proportioned to each
successive grade. Nothing more familiar to ourselves
now ; nothing newer to the world then ! This was the
Ratio Studiorum.
The grades of the gymnasium may include several
divisions, according to the number of students ; but
the grading itself remains fixed, and leaves no ele-
ment, either of actual culture, or of future develop-
ments, unprovided for, or without a location. Nor do
these grades mean five years. They mean a work to
be done in each grade, before the next is taken up.
On this, the mind of Ignatius was most explicit. As an
almost universal rule, they never mean less than five
years. And, for one of them, the grade of Ehetoric,
in which all literary perfection is to be acquired, the
system contemplates two and even three years. In
this point, too, we may note a characteristic view of
Ignatius. It is that the longer term, whenever pro-
vided, whenever prescribed, urged, and insisted upon,
is always for the talented student, the one who is to
become eminent. To use his own words, when laying
down the rules in this matter for the Eector of a
University, his full idea will be carried out, when
"those who are of the proper age, and have the
aptitude of genius, endeavor to succeed in every
branch and to be conspicuous therein." ^
To enumerate now some of the subordinate elements
in the Jesuit method, I will quote from the same
author, Eibadeneira. He says, speaking of young
1 Cons tit utienes, pars iv, c. 13, n. 4.
90 LOYOLA.
scholars : ^' Many means are devised, and exercises em-
ployed, to stimulate the minds of the young — assidu-
ous disputation, various trials of genius, prizes offered
for excellence in talent and industry. These preroga-
tives and testimonies of virtue vehemently arouse the
minds of students, awake them even when sleeping,
and, when they are aroused and are running on with a
good will, impel them and spur them on faster. For,
as penalty and disgrace bridle the will and check it
from pursuing evil, so honor and praise quicken the
sense wonderfully, to attain the dignity and glory of
virtue.'' He quotes Cicero and Quintilian to the
same effect.-^
This was not to develop a false self-love in young
hearts ; which would have been little to the purpose
with religious teachers. ^'Let them root out from
themselves, in every possible way, self-love and the
craving for vain glory," says the oldest code of school
rules in the Society, probably from the pen of
Father Peter Canisius himself.- What is appealed to,
is the spirit of emulation, and that by a world of
industries ; which, disguising the aridity of the work
to be gone through, spurs young students on to
excellence in whatever they undertake, and rewards
the development of natural energies with the natural
luxury of confessedly doing well. In the dry course
of virtue and learning, satisfaction of this kind is not
excited in the young, without a sign, a token, a badge,
a prize. Then they feel happy in having done well,
however little they enjoyed the labor before. Honor-
1 Bollandists, ibid., 376-7.
2 Monuinenta Germanise Psedagogica, vol. ii, Pachtler, p. 169.
INTELLECTUAL SCOPE AND METHOD. 91
able distinctions well managed, sometimes a share in
the unimportant direction of the class, brillianc}^ of
success in single combat on the field of knowledge, of
memory, or of intellectual self-reliance, the ordered
discrimination of habitual merit, all these means and
many others keep the little army in a condition of
mental activity, and sometimes of suspense; '^and if
not all are victorious, all at least have traversed the
strengthening probation of struggle." ^
In all the courses of Belles-lettres, Ehetoric, Phi-
losophy, and Theology, the institutions called " Acade-
mies" gather into select bodies the most talented and
exemplary of the students. The young literatears, or
philosophers, having their own officials, special reun-
ions, and archives, hold their public sessions in pres-
ence of the other students, the Masters, and illustrious
personages invited for the occasion. In their poems,
speeches, dialogues, they discuss, declaim, and rise to
great thoughts, and to the conception of great deeds.
Civil discords are not the subject of their debates,
but the glories of their native country, its success in
arms, all that is congenial to the young mind and fos-
ters the sentiment of love of country. Among the
students of Rhetoric, forensic debates and judicial
trials are organized ; " and when the advocates of both
sides have pleaded their cause in one or two sessions
of the court, then," says a document I am quoting
from, dated 1580, ^'the judge, who has been elected
for the purpose, will pronounce his judgment in an
1 L'Education des Jesuites 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.
92 LOYOLA.
oration of his own ; this will be the brilliant perform-
ance ; and, to hear it, friends will be invited, and the
Doctors of the University and all the students will be
in attendance." ^ In the programme for the distribution
of rewards, there is described an interesting element,
puer lepidus, "sl bright young lad," and what he is to
do and how he is to bring out the name of the victor,
"whereupon the music will strike up a sweet sym-
phony."^ At another time, a set of published theses
are defended against all comers by some philosopher
or theologian. And, while games and manly exercises
outside develop physical strength, gentility of demea-
nor and elegance of deportment have the stage at their
service inside, for the exhibition of refined manners.
In all this, princes and nobles, future men of letters
and of action, are mingling in daily life, in contest and
emulation, with sons of the simplest burghers. Des-
cartes^ notes these points sagaciously, when he recom-
mends to a friend the College of La Fleche : " Young
people are there," he says, " from all parts of France ;
there is a mingling of characters ; their mutual inter-
course effects almost the same good results as if they
were actually travelling; and, in fine, the equality
which the Jesuits establish among all, by treating just
in the same Avay those who are most illustrious and
those who are not so, is an extremely good invention." ^
1 Monumenta Germanise Paedagogica, vol. ii, Pachtler, p. 261. Ad-
dita quffidam Exercitiis Litterariis Humanistarum, 1580 ; prior to
tlie completed Ratio Studiorum. 2 ibid., p. 262.
3 Lettre xc.
4 Compare Chateaubriand's Genius of Christianity, part iv, book
vi, Recapitulation; translation by Dr. Chas. L White; Baltimore,
1884, p. 037 seq.
INTELLECTUAL SCOPE AND METHOD. 93
As the new sciences came into vogue, they received
at once the freedom of this city of intellect ; and here
they received it first. It has been said, indeed, that
the Society of Jesus, "obstinately bound to its for-
malism, refused to admit anything modern, real, and
actual, and that the national languages and literatures,
as well as the new developing sciences, fared ill at its
hands.'' This statement, as far as it concerns France,
is examined by Father Charles Daniel, who to other
valuable works of his own has added the neat little
essay called, Les Jesuites InstUuteurs de la Jeunesse
Frangaise, au XVII^ et au XVIII^ si^de} As to Ger-
many, we shall see indications enough on all these
subjects in the Monumenta Germanice Pcedagogica.
For all countries there is a sufficiency of information,
in the mere text of the Eatio Studiorum, in Jouvancy's
classic commentary thereupon, De Batione Discendi et
Docendi, and other authentic documents, besides the
actual practice visible in the colleges. But the whole
question about the vernacular tongues, as if they were
kept out of the colleges by Latin and Greek, is so far
an anachronism for the dates and epochs, regarding
which some moderns have agitated the question, that
I shall tell a little anecdote, which will not be so much
of a digression, but that it will place us back just
where we are at present.
In 1605, Lord Bacon published his two books on
the Advancement of Learning. The work is consid-
ered the first part of his "Novum Organum." He un-
dertakes to "make a small Globe," as he says, "of
the Intellectual World, as truly and faithfully as he
1 Paris, Victor Palme, 1880.
94 LOYOLA.
can discover.^ His subject is identical, as far as it
goes, with the much more extensive and exhaustive
work of Father Anthony Possevino, a famous Jesuit,
who had published, twelve years before, the results
of twenty years' travel and observation, while ful-
filling, in many countries, the important duties of
Apostolic Legate, Preacher, Professor. I have two
editions of his great tomes before me. The first is
that of Kome, 1593 ; the other that of Venice, 1603 ;
this latter is called " the most recent edition." ^ The
only indication which I discern of Bacon's not having
profited by Possevino is this, that he says : '^ No man
hath propounded to himself the general state of learn-
ing to be described and represented from age to age." ^
Now, as this is saying too much, for it just indicates
what Possevino's labors had been showing to the
world during twelve years, I must conclude that there
is no assurance whatever, but that Bacon profited by
Possevino : he seems merely to have gone over the
same ground in English, and done justice to the subject,
in his own peculiar way. Accordingly, he did it what
justice he could, in English. Three years later he
writes to Dr. Playfer, Margaret Professor of Divinity
in the University of Cambridge, requesting that the
Doctor would be pleased to translate the work into
1 Works ; Philadelphia edit. 1859, vol. i, p. 244.
2 Bibliotheca Selecta in qua agitur de Ratione Studiorum, in
Historia, in Disciplinis, in Salute Omnium procuranda. De Backer
in his Bibliotheque des Ecrivains de la Campagnie de Jesus gives
the list of republications, either in whole or in part. Sommer-
vogel's new work, royal quarto, Bibliotheque de la Compagnie de
Jesus, 1890, has reached thus far only to the letter B ; hence Posse-
vino is not yet entered. 3 ibid., p. 187.
INTELLECTUAL SCOPE AND METHOD. 9o
Latin; and his lordship promises eternal gratitude.
What reasons does the noble author urge for this re-
quest ? Two reasons, of which the first is very note-
worthy for our purpose : — " the privateness of the
language, wherein it is written, excluding so many
readers ! " And the second is almost as worthy of
note : — " the obscurity of the argument, in many
parts of it, excluding many others ! " ^ Here we have
our domestic classic author, in the year 1608, endeav-
oring to get out of his narrow cell, the " privateness
of the English language," into the broad world of the
literary public, where the Jesuit with his tomes was
enjoying to the full his literary franchise. This does
not look as if the colleges, at that time, kept the lan-
guages down, but rather that they had in their gift the
full freedom of the literary world, and sent students
forth to walk abroad at their ease there, where Bacon
humbly sued for admission !
■ I was going to quote from Posse vino, describing in
a graphic way the daily intellectual life of the great
Roman College, with its two thousand and more stu-
dents, besides the great body of Professors. But my
limits forbid me to do more than refer to it.^
There are two views which may be taken of a coin
and its stamp. One is taken direct, looking at it in
itself: the other is indirect, observing the impression
it leaves in the mould. It leaves a defined vacancy
there. What kind of vacancy was left in the intellec-
tual culture of Europe, when this intellectual system
1 Ibid., p. 136.
2 Ch. 10, of book 1, Ratio Collegiorum et Scholarum, etc., end of
chapter ; Roman edit.
96 LOYOLA.
was suddenly swept away ? Before the Suppression
of the Society, some of the institutions, which had
thriven at all, had been inspired by a healthful rivalry.
They found, when the Society was gone, that part of
their life decayed. And, while they themselves be-
gan to languish, the place of the Jesuits they could
not fill. Of some others, who lived a life barely dis-
cernible, we are given to understand, that their vital-
ity consisted in the effort to keep the Jesuits out. I
will take an instance from Bayonne.
A work has just been published on the municipal
college of Bayonne, by the Censor of Studies, in the
Lyceum of Agen.^ In seventy pages, which concern
transactions with the Jesuits,^ the author, in no friendly
tone, narrates the entire history from the documents
of the Jansenist party. I will imitate this example
of his so far as to narrate the following entirely in
his own words.
Beginning his last chapter, entitled "Eeform and
Conclusion," he says in a tone somewhat subdued, but
not more so than his subject:^ '^This then was the
College of Bayonne, which, for a few years more, pro-
longed an existence ever more and more precarious ;
and it was finally closed in 1792, in spite of several
generous efforts at restoring it.
^^But already," he continues, "for thirty years, a
great literary event had been accomplished in secondary
education. A decree of the Parliament of Paris, dated
iHistoire d'un College Municipal aux XVI«, XVII «, et XVIII «
siecles ... a Bayonne avant 1789. These presentee a la Faculte
des Lettres de Toulouse, par J. M. Drevon, censeur des Iiltudes au
Lycee d'Ageu, 1890. About 500 pages. 2 Pp, 160-234. 3 p. 429.
INTELLECTUAL SCOPE AND METHOD. 97
the 16th of August, 1762, had pronounced the expul-
sion of the ^ ci-devant soi-disants Jesuites ' ; which
decree was this time definitively executed. ISTow the
Jesuits, in their five Provinces of France, possessed
then nearly a hundred colleges. Judge of the immense
void Vvdiich was suddenly created in the secondary'
instruction of the Province, ill j)repared for so abrupt
a departure ! There was a general confusion, and a
concert, as it were, of complaints and recriminations.
Where get the new masters ? . . . The disciplinary
and financial administration of the colleges, left
vacant by the Jesuits, was confided to the bureaus,
that is to say, assemblies composed of the Archbishop
or Bishop, the Lieutenant General, the King's Proctor,
and the senior Alderman. . . . Every one soon felt
the inconveniences of this system. The municipal
officers of the cities, the bureaus themselves hastened
to petition the King, that their colleges might be con-
fided to religious communities. Thus it was that the
greater part of the old Jesuit colleges fell into the
hands of the Benedictines and Bernardines, of the
Carmelites and Minims, of Jacobins and Cordeliers,
of Capuchins and Recollects, of Doctrinaires and Bar-
nabites, and above all, of the Oratorians. But all
these Religious, except the Oratorians, fell far short
of the Jesuits. The greater part had not even any
idea of teaching, etc." Then the author devotes a
heavy page to the novel systems which were intro-
duced. He closes the paragraph sadly : " All this
agitation," he says, '^ was unfortunately sterile ; and,
as I have just said, secondary instruction, on the eve
of the French Revolution, had not taken a step for-
ward during fifty years."
CHAPTER VII.
THE MORAL SCOPE PROPOSED.
Sweet is the holiness of youth, says Chaucer. Nor
less grateful to the eye are those gentle manners of
youth, which another bard portrays as impersonated
in his " celestial lights," who say : —
We all
Are ready at thy pleasure, well disposed
To do thee gentle service, i
Christian morals and Christian manners make the per-
fect gentleman.
Plato had put it down that "he who hath a good
soul is good" ; and he insisted that no youth, Avho has
had a personal acquaintance with evil, can have a
good soul. He did not mean that a youth must be ig-
norant of what temptation is. There is no hot-house
raising in this world which will keep off that blast.
Every child, while keeping on the royal road of in-
nocence, has enough in himself, and in the choicest
of surroundings, to know the realities of life and its
warfare. But Plato refers to a personal experience of
the by-ways, which are not virtue, and which it is not
necessary to travel by, in order to know enough about
them. The educational means, the industry, the vigi-
1 Dante, Parad. viii.
98
THE MORAL SCOPE PKOPOSED. 99
lance, which have for a result the preservation of youth
in the freshness of innocence, signify a medium of res-
piration which is kept pure, and a moral nutriment
Avhich is good and is kept constantly supplied, until
tender virtue has risen steadily into a well-knit recti-
tude, and is able thenceforth to brave manfully the
incidental storms of life.
For this moral strengthening of character, no less
than for the invigorating of mental energies, the sys-
tem of Ignatius Loyola prescribes an education which
is public, — public, as being that of many students to-
gether, public as opposed to private tutorism, public,
in fine, as requiring a sufhciency of the open, fearless
exercise both of practical morality and of religion.
Since the time of Ignatius, Dupanloup has observed
on this subject : —
" I have heard a man of great sense utter this re-
markable word, ' If a usurping and able government
wanted to get rid of great races in the country, and
root them out, it need only come down to this, that it
require of them, out of respect for themselves, to bring
up their children at home, alone, far from their equals,
shut up in the narrow horizon of a private education
and a private tutor.' -' ^
The youthful material, on which the Jesuit system
had to work, may be described from two points of view.
There were home conditions ; and there were condi-
tions too of the educational system, which was com-
monly prevalent in those centuries.
As to the circumstances of polite society at the boys'
1 De La Haute Education Intellectuelle, liv. iv, cli. 4. Compare
Vasco, vol. i, n. 24.
100 LOYOLA.
homes, Charles Lenormant, speaking of those times,
tells us that " it was the privilege of a gentleman to
have from his infancy the responsibility of his own
actions. The fathers of families were the first to
launch their sons into the midst of the perils of the
world, even before the age of discernment had begun." ^
Even when boys' homes effect no positive harm, still,
oidy too often, they answer this description, that they
undo the best of what the school training is endeavor-
ing to effect, by the discipline of subordination and
the practice of obedience.
It was this state of things which made the German
Jesuits, in spite of themselves, petition for the requi-
site authorization to open boarding colleges in the
north, as had already been done in Portugal and else-
Avhere. Eeluctantly the authorization was given by
the general assembly.^ These convictus, or loensionyiats,
were known to make great inroads on the time of the
Fathers, on their study, their religious retirement,
and especially on that immunity of theirs from finan-
cial transactions, which they enjoyed as Eeligious.
The Constitution of Ignatius offers no more than a
bare foothold for the introduction of these colleges.^
Yet they have proved to be the most prolific nurseries
of the eminent men, whom the Society has sent forth
into all the walks of life.
Not at home alone were effeminacy and dissolute-
1 Essais sur I'lnstructioii Piiblique, par Charles Lenormant,
membre de I'lnstitut; quoted by Rochemonteix, Le College Henri
IV, torn, il, ch. 1, p. 49, iu his very instructive discussion on the
Jesuit inter nat, ox pensionnat.
2 Monumenta Germaniaa Paedai^ogica, vol. ii, Pachtler, p. 78.
3 Const., part iv, ch. 3, decl. B.
THE MORAL SCOPE PROPOSED. 101
ness to be feared. There were couditions of life in
the university system of the sixteenth century, which
seemed considerably worse than those already de-
scribed in the first chapter of this book. Possevino,
who had spent ten years in the midst of the religious
turmoils of France, and ten more in Papal legations
to Germany, Poland, Hungary, Transylvania, Kussia,
Muscovy, Sweden, and Gothia, and, after that, four
more years in visiting the universities throughout
Europe, notices that there were five ways, whereby a
general corruption of society had come about. Pirst,
he mentions the dissemination of bad books. Secondly,
" the omission of lectures ; or, when lectures were
held, such disturbances during them, with noise and
yells, that there scarce remained an appearance of
human, let alone of Christian, society. Thirdly, fac-
tions. Fourthly, sensuality, to which cause must be
referred that atrocious kind of iniquity, whereby the
very walls of the schools were defiled with writing and
the vilest pictures ; ^ so that the tender age, which had
come innocent, must go away more polluted with
crime, than imbued with learning, becoming hateful
to God himself. Fifthly, an aversion for Divine wor-
ship, inasmuch as disputations and graduating festiv-
ities and lectures have constantly been transferred to
those days and those hours, when by Divine precept
public worship is due." ^
The means organized by Ignatius into a method of
moral education I will sketch in the words of his
1 Turpissimis signis.
2 Bibliotbeca Selecta, lib. i, cb. 44 ; Quasnam tetenderit insidias
bumani generis bostis, etc.
102 LOYOLA.
contemporaries. Ribadeneira, his biographer, says :
'' Those means are employed by our Masters, whereby
virtue is conceived in the hearts of the pupils, is pre-
served and augmented. They are morning prayer,
for obtaining grace from God not to fall into sin ;
night prayer and a diligent reflection on all the
thoughts, words, and actions of the day, to do away by
contrition of heart with all the faults committed ; the
attentive and devout hearing of Mass every day ;
frequent and humble confession of sins to a Priest ;
and if they are old enough, and great devotion
recommends it, and their confessor approves of it,
the reverent and pious reception of the Body of
our Lord Jesus Clrrist ; teaching and explaining the
rudiments of the Christian faith, whereby the boys
are animated to live well and happily. Besides, great
pains are taken to know and root out the vices of boy-
hood, especially such as are somehow inborn and
native to that age." ^
Here, by the way, the reader may advert to the
fact that the confessional, of which mention is made,
never comes in as part of the external means of moral
development ; nor is a superior ever the confessor
of those under his charge, except when desired to
be so by the free choice of the subordinate himself.
A general law of the Catholic Church ordains it
thus.
Loyola's biographer goes on to the various means,
whereby, in such a multitude of young persons, the bad
element, which unfortunately will never die, is either
suppressed and kept at its lowest stage of a struggling
J Ribadeneira, BoUaudists, nn. 373 seq.
THE MORAL SCOPE PROPOSED. 103
vitality, or else, if it happens to shoot up, is \Yeeded
out. The garden will be none the poorer for that.
Nil dabit inde minus !
There are, moreover, the division of students into
categories and ranks, with their own officers from
among the boys themselves ; the degrees of honor and
preeminence assigned to good conduct and virtue ;
especially the pious societies or Sodalities, into which
none are admitted save the most studious and virtu-
ous among the youths ; and that with a discrimina-
tion in favor of superior merit^ even among such as
answer the general description. The Sodalities of the
Society of Jesus, as the subject of a study upon the
management of youth, and indeed upon the cultivation
of all ranks in Christian society, from Peer and Field
Marshal and Yicero}^, down to the little boy beginning
his career at school, would deserve a special discourse
for themselves.
I will continue now from Possevino, describing the
Koman College, which was an object of daily obser-
vation to the capital of the Christian world.^ " Here,"
he says, "you have two thousand youths, among
whom reigns a deep silence ; there is no commotion.
In the classes there is no reading of profane author or
poetj who might inoculate the mind with defilement."
I may remark that Ignatius had, from the very first,
begun the method of expurgating authors, a task
which was then carried on with diligence by the lit-
erary men of the Society. Our author resumes : " A
hundred daily occasions of sin and idleness are pre-
1 Bibliotheca Selecta, lib. 1, ch. 40.
104 LOYOLA.
eluded; a continuous series is going on of lectures,
repetitions, disputations, conferences." Then he por-
trays, as visible there in every-day life, many of the
features which Ribadeneira has mentioned.
While idleness was under a ban, vacation was not de-
barred. Its principles, however, were defined on new
lines. There was a sufficiency of rest to be provided ;
but then no new intermissions were to be granted. The
" sufficiency " would appear spare luxury to our looser
times.^ " One week of doing nothing," say the Fath-
ers of Upper Germany to the General Aquaviva, "is
more hurtful to students, than four weeks in which
some literary exercise is kept up " ; and " parents
take very much amiss this state of idleness, if the boys
remain on our hands." ^
In all this, there was no question of making relig-
ious men of the students. It was a question only of
Eeligious making men of them. Father George Bader,
Provincial of Upper Germany in 1585, left it in his
instructions for the management of the convictus, at
Dilingen, that "the Prefects were not to despair or
despond, if they did not see at once, or in all, the im-
provement desired ; nor were they to require the per-
fection of Eeligious from them, nor introduce among
them such practices of life, as elsewhere the students
could not keep up in their calling ; but the directors
1 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, hut, in the lower, is only the latter part of it.
2 1G02 ; Monumenta Germauife P?edagogica, vol. ii, Pachtler, p. 467.
THE MORAL SCOPE PROPOSED. 105
should be content with having a manner of life fol-
lowed, which was ordinary, virtuous, and pious/" ^
According to this idea, the religious teacher being a
man, a citizen, and an ecclesiastic, his educational in-
dustry has produced its effect, when it has made accom-
plished men, worthy citizens, competent Ecclesiastics,
or Eeligious ; " when in the school," says Eibaden-
eira, " as in an arena, the students, foreshadowing the
future, practise already, in their own way, those same
virtues and duties, which in maturer years they will
exhibit, in the management of the republic."^ The rich
material of the youthful mind and soul receives the
manifold influence which the teacher's mind and heart
possess ; and receives it after the manner of the recipi-
ent, according to his future vocation.
What the Jesuit professors, in fact, were like, those
who in after years showed themselves but little
friendly to the Order did not omit to testify. " Dur-
ing the seven years," says Voltaire, " that I lived in
the house of the Jesuits, what did I see among them ?
The most laborious, frugal, and regular life, all their
hours divided between the care they spent on us and
the exercises of their austere profession. I attest the
same as thousands of others brought up by them, like
myself ; not one will be found to contradict me. Hence
I never cease wondering how any one can accuse
them of teaching corrupt morality. . . . Let any one
place side by side the 'Provincial Letters' and the
Sermons of Father Bourdaloue ; he will learn in the
former the art of raillery, the art of presenting things,
iMonumenta Germaniae Paedagogica, vol. ii, Paclitler, p. 411.
- Bollandists, n. 374.
106 LOYOLA.
indifferent in themselves, under aspects which make
them appear criminal, the art of insulting with elo-
quence ; he will learn from Father Bourdaloue, that of
being severe to oneself, and indulgent toward others."^
History is uniform in bearing witness that the gen-
eral effects of their teaching corresponded to the ex-
ample of these Professors, in spite of the fact, as
Cretineau-Joly puts it, that even from the hands of
religious men the impious can still come forth, as, in
the school of the wise, dunces and dolts may still be
found.^ Man is still and always free. However, if it
follows thence, that not only a positive, but a negative
result may always be expected ; such a double result
may be set off by two consoling reflections, which I
will mention, in order to complete the picture of this
education in practice.
The first is, that since, from the school of virtue
and religiousness, vice can still issue forth, and, as the
General Vitelleschi says, a good education, though
almost omnipotent, may, like the morning dew, evapo-
rate and be lost in the first heat of manhood's passions,^
what would be the results of the system, if it had less
piety to enlighten, or less of an organized practice of
virtue to confirm, the minds and hearts of the young ?
Another reflection is this : that human nature, how-
ever erratic by defect of will, still remains beautiful,
1 Lettre 7 fevrier, 1740 ; CEuvres, torn, viii, p. 1128 ; edit. 1817.
2 Cretineau-Joly, Histoire de la Compagnie de Jesus, torn, iv, ch.
3, p. 209; edit. 1851. This chapter and the following one, ch. 4, in
Cretineau-Joly, pp. 158-207, contain the most varied information on
our subject, regarding professors, writers, scholars, etc.
3 Epistola de Institutione Jiiventutis, et Studiis Litterarum Pro-
movendis, 1639; Mon. Germ. Paed., vol. ix, Pachtler, p. 62.
THE MORAL SCOPE PROPOSED. 107
thanks to the original gift of God. Whence it comes,
that impiety is found beautifully inconsistent ; and,
in its lucid intervals, it makes the due acknowledg-
ment, as he did, who once said : —
0 thou, that with surpassing gloiy crowned,
Look'st from thy sole dominion ...
To thee I call. . . .
To tell thee how I hate thy beams,
That bring to my remembrance from what state
1 fell.i
The Society of Jesus has many a time been elegantly
blessed and cursed by the same eloquent lips and pens.
The secret of this magisterial ascendency, as Ig-
natius of Loyola projected it, was to be found in
the Masters' intellectual attainments, which naturally
impressed youthful minds; and also in a paternal
affection which, of course, won youthful hearts. Does
anything more seem necessary for the full idea of
authority ? The committee appointed by the canton
of Eribourg, for restoring the Fathers to their old col-
lege in 1818, mention as one reason for having done
so, that " the will cannot be chained ; it will not sub-
mit to restraint. You can win it, but not subjugate
it." And they speak of that "most lively attach-
ment" ever abiding in the hearts of students towards
members of the Order, which they have known as the
cradle of their youth.- The same Father Bader,
whom I have quoted before, defines where authority
lies, w^hen he says : " Let not the Prefects consider
their authority to consist in this, that the students are
1 Paradise Lost, book iv.
2 Notice sur le Pensionnat . etc. a Frihourg en Suisse, 1839, pp. 56 seq.
108 LOYOLA.
on hand in obedience to their nod, their every word,
or their very look; but in this, that the boys love
them, approach with confidence, and make their diffi-
culties known." Speaking of penalties, he goes on :
" The pupils should be led to understand that such rep-
rehensions are necessary and are prompted by affection;
and let it be the most grievous rebuke or penalty for
them to know that they have offended their Prefect." ^
Thus, in the education of the sixteenth century,
there came into play a gradual reaction against the
harshness and brusquer manners of earlier times.
Speaking of conversation with the students, the Gen-
eral Vitelleschi, in 1639, gives characteristic direc-
tions : " It will be very useful if from time to time
the Professors treat with their auditors, and con-
verse with them, not about vain rumors and other
affairs that are not to the purpose, but about those
which appertain most to their well-being and educa-
tion ; going down to particulars that seem most to
meet their wants; and showing them, in a familiar
way, how they ought to conduct themselves in studies
and piety. Let the Professors be persuaded that a
single talk in private, animated with true zeal and
prudence on their part, will penetrate the heart more
and work more powerfully, than many lectures and
sermons given in common." -
Here then I have touched on the secrets of success,
those principles which commanded esteem, and shed
about the Order an unmistakable halo of educational
prestige.
1 1585 ; Monumenta Germanise Psedagogica, vol. ii, Paclitler, p. 411.
2 Monumenta Germanise Psedagogica, vol. ix, Pachtler, p. 59.
CHAPTER VIII.
IGNATIUS ADMINISTERING THE COLLEGIATE SYSTEM.
HIS DEATH.
The first two colleges were established in the same
year, 1542, — one of them in the royal university at
Coimbra in Portugal, the other at Groa in Hindustan.
Though they were organized at an early date, only
two years after the foundation of the Order, when as
yet no system had been formally adopted, neverthe-
less these two first colleges, a good many thousands of
miles apart, were found to have been established in
precisely the same way. Francis Xavier, having been
assigned to the apostolic ministry in the East, began
a university there, in which all the sciences and
branches were professed, just as in the European col-
leges. This became the base of operations for Japan^
China, Persia, Ethiopia, and the other nations of the
East. Forty years later, there were as many as one
hundred and twenty Jesuits in the college.
In 1542, Ignatius had a select body of fifteen or six-
teen young men studying in Paris ; others he had
placed in Padua or elsewhere. He availed himself of
the actual universities until such time as he should
have his own. War breaking out between the Em-
peror Charles V and the French King Francis, all
Spaniards and Belgians were ordered out of France.
109
110 LOYOLA.
Such as were Italians remaining in Paris, the other
young Jesuits crossed the frontier to Louvain, under
the charge of Father Jerome Domenech. There the
Latin oratory of the youth, Francis Strada, whom Le-
fevre, on his way through Belgium, supplied with
matter for his orations,^ helped to build up the Order
rapidly with two kinds of men, talented youths, who
were captivated by the things they saw and heard,
and men already eminent, who were equally at-
tracted by the scope of the new Institute. In the
young Strada preaching and the eminent Lefevre
going out of his way to subsidize him with matter, we
catch a family glimpse of that intensified force which
can be developed in a closely bound organization.
Conspicuously wanting in gifts of presence and of
learning, Francis Villanova, sent by Ignatius to the
university seat of Alcala, won such an ascendency
there by his other qualities as a Priest, that a com-
modious and flourishing college was soon founded.
Father Jerome Domenech endowed one in his native
city of Valentia, 1543. Lefevre and Araoz, following
awhile by royal request in the suite of the Princess
Mary, daughter of the Portuguese King, and queen of
the Spanish King, founded a college at Yalladolid.
In Gandia, his own duchy, Francis Borgia erected
and richly equipped a university, which was the first
placed in the hands of the Society.
Colleges at Barcelona, Bologna, Saragossa, arose
within the next two or three years ; also at Messina,
Palermo, Venice, and Tivoli. It is evident that Igna-
tius had a world of administration already on his
Manare, Comnientarius.
THE COLLEGIATE SYSTEM. Ill
hands. As early as March 16, 1540, he had excused
himself from granting an application, because of
" much pains he was taking in sending some to the In-
dies, others to Ireland and to parts of Italy." Now,
though his forces were increasing, yet he was husband-
ing them ; and even so, while refusing many applica-
tions, he seemed to be everywhere. But this need not
be so much a matter of wonder, if we consider that it
is the right place, and the right move at the proper
time, that commands other places, movements, and
times.
At the death of Lefevre, in 1546, the onward move-
ment of these select men, coming in contact, either
friendly or adverse, with every actual power in Eu-
rope, was so impressive for its strategic completeness,
and so far-reaching in its results, that, as an historian
remarks, " These ten men, so ably chosen, had accom-
plished to their entire satisfaction, in less than six
years, what the most absolute monarch would not have
ventured to exact of the most blind devotedness." ^
Hardly had Lefevre departed this life, when his
place was taken by the last man whom he had dealt
with, Francis Borgia, Duke of Gandia, the friend and
cousin of the Emperor Charles V. Still wearing his
ducal robes, until his temporal affairs could be settled,
he came to Rome in 1550. He founds the Eoman Col-
lege, which is the centre and type of all Jesuit col-
leges.
It was begun on February 18th, 1551, at the foot of
the Capitol, with fourteen members of the Order, and
Father John Peltier, a Frenchman, at their head.
1 Cretineau-Joly, torn, i, ch. 3, p. 150.
112 LOYOLA.
Doubling this number in the following September, the
College moved to a larger building. The Professors
taught Ehetoric, and three languages, Hebrew, Greek,
and Latin. In 1553, the entire course of Philosophy
and Theology was added. The number of Jesuit
students among the auditory amounted, in this year,
to sixty, and, in the following year, to one hundred.
A few years later, Vittoria Toffia, niece of Paul IV,
and wife of Camillo Orsini, provided the institution
with a splendid property. Thenceforth, the number
of Jesuit students alone was as high as 220, brought
together from sixteen or more different nations, most
of them familiar with many languages, all speaking
by rule the tongue of the country in which they were
residing, and all competent to speak and teach in the
one universal and learned language of the time, the
Latin tongue.
Of students not belonging to the Order, nearly
twenty colleges are enumerated, at some periods, as
following the courses of this central Koman College.
They included the colleges of the English, the Greeks,
the Scotch, the Maronites, the Irish, and the Ne-
ophytes; the Colleges named Capranica, Fuccioli,
Mattel, Pamfili, Salviati, Ghislierij the German Col-
lege and the College Gymnasio; also the Koman
Seminary. Of the 2107 students counted, as follow-
ing the courses at a given time, 300 were in theology.
The most eminent professors filled the chairs, in suc-
cessive generations ; theologians like Suarez and
Vasquez, commentators like Cornelius a Lapide and
Maldonado, founders or leaders in the schools of na-
tional history like Mariana and Pallavicini ; Clavius,
THE COLLEGIATE SYSTEM. 113
reformer of the Gregorian calendar ; Kircher, univer-
sal in all exact sciences ; and so of the rest ; while
the cycle of colleges over the world remained pro-
vided with their requisite forces, and maintained their
own prestige.^
The emblem of this institution was Theology, en-
throned, as it were, in a temple of imposing propor-
tions. At her right and left two Maids of Honor stand;
they are the Natural Sciences. One of them, repre-
senting Mathematics, is placing the celestial sphere
under the feet of the august goddess seated ; the other,
representing Physics, is subjecting, in like manner,
the orb of the earth. The legend attached reads :
Leges impone subactis.
In forty or fifty years such an investment of talent,
character, and virtue, had been made, by management
within the Order, and by that power to which Igna-
tius always appealed. Divine Providence, that Kome
had seen pass through this house the most distin-
guished men of the age, in every line of intellectual
life, of moral eminence, and of all that could elevate
the thoughts of noble and generous minds. For the
young, in particular, three characters came, figures
that were to fill the niches and terminate the aisles
of contemplation, as the ideal choice of the bloom of
youth — Stanislaus Kostka, a young Polish noble of
seventeen, Aloysius G-onzaga, an Italian prince of
twenty -three, and John Berchmans, a Flemish burgher
of twenty-two. Being what they were, and leaving
this life at such an age, they have appropriated in the
Catholic Church the honors of the young.
1 Compare Cretineau-Joly, torn, i, ch. 6; torn, iv, chs. 3, 4.
114 LOYOLA.
Witli regard to Germany, it is with a classic touch,
as of Caesar's style, that an historian introduces the sub-
ject thus : Germayiia, quo gravius laboravit, hoc studiosius
adjuta est; Ignatio nulla regio commendatior} Nor
will the association be considered far-fetched, if, sub-
stituting for Caesar's pen and Caesar's sword, Loyola's
legislation for letters and his strategic tactics, one
catches a suggestive idea, on the present topic, from
that statue of the same Koman General, which repre-
sents him as holding in one hand a sword, and in the
other a pen, with the words inscribed underneath. Ex
utroqne Coesar.
Of the services of those nine men, with whom he
founded the Order, he spent a large part upon Ger-
many. Lefevre was there, Le Jay, Bobadilla, Sal-
meron, Laynez ; not to mention the great Canisius (de
Hondt), a young man already in the field, who was to
stay there for half a century. It is of these men and
their work that Eanke writes : ^' Of what country
were these, the first of their Order amongst us ?
They were natives of Spain, Italy, the Netherlands.
For a long time, even the name of their Society was
unknown, and they were styled the Spanish Priests.
They filled the chairs of the universities, and there
met with disciples willing to embrace their faith.
Germany has no part in them ; their doctrine, their
constitution, had been completed and reduced to form,
before they appeared in our midst. We may then
regard the progress of their Institute here, as a new
1 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.
THE COLLEGIATE SYSTEM. 115
participation of Latin Europe in German Europe.
They have defeated us upon our own soil, and wrested
from us a share of our fatherland." ^
In concert with the Duke of Bavaria and the Em-
peror Ferdinand, Ingolstadt and Vienna became the
two first centres of operations. Ingolstadt was in-
deed destined to become soon one -of the most repre-
sentative universities of the Company, and the Ger-
man centre of what has been called the "Counter-
Reformation." 2 But Ignatius would not accept it,
without the clearest enunciation of some fundamental
principles in the educational work of his Institute.
I will mention them.
First, the condition of all higher studies, and of lower
studies as well, was such, that, as Ignatius said, it was
useless to begin with the top, which without a good
foundation will never stand. The disappointment of
individual hopes and of general expectation would be
the only result, with demoralization for the future.
Let Literature, he said, and Philosophy be gone
through satisfactorily; then Theology may be ap-
proached. Literature must come first of all. Hence
Polanco, the secretary of Ignatius, writes to the Duke
of Bavaria, in 1551, that the " Jesuits must begin by
undertaking preparatory teaching, with Professors
capable of inspiring their young students, little by
little, with a taste for Theology." ^
1 History of the Papacy, vol. i, book v, § .3; The First Jesuit
Schools in Germany; Foster's translation, p. 417.
2 Compare Monumenta Germanise Paedagogica, vol. ix, Pachtler,
Nr. 72 ; Nr. 91 ; Nr. 92, etc.
3 This very instructive correspondence may be seen sketched in
Genelli's Life of St. Ignatius of Loyola, part ii, ch. 8, pp. 342 seg. 1889.
116 LOYOLA.
Secondly, we may recall to mind what was mentioned
before/ that Ignatius provides for Law and Medicine
in his universities, but the professors of these depart-
ments are to be taken from without the Order. Now,
quite as a counterpart to this, we find him declaring
to the Duke of Bavaria, that it is at variance with his
plan to lend any Professors or Lecturers of the Order
for work outside of Jesuit institutions. Therefore
a college must be founded for them, or the Duke
cannot have them.
The reason for this reserve is not hard to discern.
In an organization like his, there are no men at large
to lend. And, were the most eminent men assigned
for work outside of the Jesuit colleges and universi-
ties, the younger generation of the Order would prac-
tically be debarred from the influence of their type of
eminence. And again, if there were eminent men
laboring in a country, without the stable abode of a
Jesuit college in the same place, there would be no
propagating the distinctive work of the Order itself,
by means of the men of that country. Yet, as he pro-
jected a native clergy for Germany, so he intended
native Jesuits for the Germans. Besides, it does not
seem possible to accept of a chair outside, except on
the basis of some pecuniary consideration for the in-
dividual Professor. Now this is a situation which he
does not accept. A Professed Father is not to sacri-
fice his religious life and independence, bound to a
work outside of the Order's own houses, and that for a
valuable consideration. Ignatius accepts of no obli-
gations to fill chairs, save as accepting universities,
1 Ch. 6, above, p. 84.
THE COLLEGIATE SYSTEM. 117
which coutain those chairs.^ And, as to pecuniary
considerations, his principle is, Gratis accepistis, gra-
tis date; "Give freely what you have freely re-
ceived." To this cardinal principle the statutes of
so many universities, if not of all, in which a Jesuit
College conducted any of the faculties, distinctly
refer, as the ground for exempting Keligious of the
Society from all pecuniary charges, incidental to
university affairs.^ No ingenious compromise was
admitted which tended to relax this principle, regard-
ing a pecuniary consideration.^ On the contraiy, the
most legitimate and ample revenues offered were not
accepted as a recommendation for a university, it
there were any conditions whatever not in keeping
with the Institute.^
The German College in Rome was founded by Ig-
natius, to form German ecclesiastics for the Germans.
At that time benefices and parochial cures, in the
German Emperor's dominions, Avere generally vacant
for want of Priests. It soon came to pass that Priests
were found to be in waiting, for want of benefices. It
was not merely for the ordinary cure of souls that
this college received so much attention from Loyola.
True to himself, ever contemplating something emi-
nent,— rarum et eximium facinus, as he said once to
1 Const., pars iv, c. 7, decl. E.
2 Compare Mon. Germ. Paed., vol. ii, Pachtler, Nr. 38, the theo-
logical faculty of the University of Wiirzburg, p. 303, n. 7 ; Mon.
Germ. Psed., vol. ix, Pachtler, Nr. 67, p. 102, and Nr. 68, p. 178, the
theological and philosophical faculties of the University of Trier, etc.
3 Compare Monumeuta Germanise Paedagogica, vol. ii, Pachtler,
p. 38, note about Perugia.
•* Ibid., p. 51, note about Valencia.
118 LOYOLA.
the Scholastics of Coimbra, "that rare and excellent
achievement, which is worth more than six hundred
common ones," — he was founding a seminary for
preachers, professors, prelates. If the students sent
from Germany, to be admitted and supported on this
foundation, are not noblemen, "at all events," writes
Ignatius in 1552, "let nobility of soul not be wanting
to them." ^ This is the institution which caused so
much vexation to non-Catholic Germany. It renovated
the priesthood.
Thus, then, in a short official career of sixteen years,
Ignatius had the gratification of seeing a new and
vast educational policy crowned with success. In
spite of the active opposition which powerful interests
in Eome led against him — and a vigorous siege from
the side of the schoolmasters was not to be despised,
nor should it fail to be recorded, — in spite of the des-
perate hostility of the Sorbonne, which was but be-
ginning its war upon the Society in France, with
storms at Toledo and Saragossa flanking his movements
in Spain ; in spite of the open war with heresy in
Protestant Germany, where acrimony, distilled to its
last degree of concentration, was to embitter history,
till the days of Eanke and Janssen should come, and
begin to vindicate the truth of history ; thanks to the
labors of Ignatius, the monopoly of education was be-
ing broken down ; the old universities were no longer
either the sole depositories of superior instruction,
or the arbiters of the intellectual life of Europe ; and
all the best learning, which the most accomplished
1 Monumenta GerniauifE Paidagogica, vol. ii, p. 369, Letter to
Father Kessel.
THE COLLEGIATE SYSTEM. 119
men could impart, was now being given gratuitously,
and in as many centres of educational activity as the
Society was allowed to create. And, whereas it is
put down to the credit of Gern^ny, that sixteen of
the old universities had arisen on its soil, now, in the
German Assistency of the Society, there arose more
than sixteen Jesuit universities, besides two hundred
colleges. And, in virtue of Papal charters, it was
already an accomplished fact, that all the powers of
universities, with regard to the degrees of Bachelor,
Master, Licentiate, and Doctor, were vested in the
head of the Order, w^ho could delegate the same to
subordinate Superiors.^
No wonder all the faculties of Christendom con-
sidered the Order an intruder and an aggressor. It
might be considered so to-day. Free and universal
education w^as at the doors of all. We, men of the
nineteenth century, may flatter ourselves that it was
the spirit of our age which breathed upon the Order
of Jesus, three centuries before the time. Perhaps
so. But we shall have to w^ait a few centuries more,
even beyond the nineteenth century, before we come to
such education given universally and given gratui-
tously. For it is one of the most palpable character-
istics of all educational and other philanthropy which
w^e know of, that it is an extremely expensive thing.
Let us now close our sketch of the great educator.
Saint Ignatius of Loyola. All the particulars of his
death have been preserved for us by those who were
with him at the last. They were not his first compan-
1 Compare Monumenta Germaniae PaBdagogica, vol. ii, Pachtler,
Papstliclie Privilegieu, pp. 1-8,
120 LOYOLA.
ions. Of these, the few who survived at the present
date, sixteen years after the foundation of the Society,
were scattered in various climes. The members with
him were John Polanco, his polished secretary, Andre
Frusis, a Frenchman, one of the most gifted of lin-
guists and of litterateurs, Christopher Madrizi, a uni-
versity Doctor of Alcala, and. Jerome Nadal, whom in
Paris, long before, Ignatius had endeavored to enlist
in the service of his Institute ; but Nadal had rejected
all overtures, pointing to the Bible under his arm, and
saying he wanted no other institute save that. He
was a man of the first quality in judgment and the
governing cast of mind. Later on, when the exploits
of Saint Francis Xavier in India and Japan had be-
come the talk and admiration of Europe, Nadal en-
tered the Order, so cautiously that one might say he
did it reluctantly ; yet he did it. His subsequent ca-
reer showed that he had made a mistake, when he
missed a place in the very first ranks.
Others were close by. Laynez lay in a sick-room ;
as was thought, on his death-bed; Mendoza too, and
Martin Olave. The latter, some thirty years before,
was a boy whom Ignatius met, when as a poor pilgrim
he reached Alcala from Barcelona, to take up his uni-
versity studies. The boy gave him an alms, the first
received by Ignatius in that city. Time had passed
since then. The boy had become a Master of Arts,
and, in 1543, a Doctor of the Paris University, remark-
able in many ways for virtue and learning. Now, a
man of mature age and great authority, he had em-
braced the Institute of Ignatius. He alone of the in-
valids died immediately after his master in religion.
THE COLLEGIATE SYSTEM. 121
The latter, on July the 30th, told thein he was
about to die. But, diseases having preyed upon him
for years, the physicians did not confirm what he said;
and Father Ignatius made no more statements on the
subject. He spent the evening in his usual manner,
transacted some business with perfect serenity of
mind, and then was left alone till the morrow.
The morrow is just dawning, when they find him
breathing his last. He declines to accept any po-
tion. Joining his hands together, with his eyes fixed
heavenward, and pronouncing the name of "Jesus,"
the founder of the Society of Jesus passes away from
this life, in the Professed House at Kome.
It was the thirty-first day of July, 1556. He was
sixty-five years of age. Thirty-five years had passed,
since the Knight of the King of Navarre had, with
such solemnity, changed his garb, hung up his sword
and poniard in the sanctuary of Montserrat, and vowed
himself to be a Knight in the Kingdom of Christ.
All the time since then he had spent in extreme
poverty, in the practice of austerity, in the laborious
travels of a pilgrim, in the more laborious pursuit of
letters, under the stress of persecution, prisons, and
chains, and under the relentless fatigue of a universal
foresight, vigilance, and administration. He had
proved himself a leader and commander of men, as
nature had made him to be, and as history shows that
he was.
In an especial manner, he is famous for his prudence.
Approaching every enterprise with the most varied
and exhaustive deliberation, spending forty days of
meditat'ion on determining a single point of the Con-
122 LOYOLA.
stitution, throwing upon his premises every kind of
light from consultation and advice, and having habit-
ually in his room, for reference, only two books, the
New Testament, and the Imitation of Christ, he
thought out every plan to the last degree of definite-
ness and consistency. Having once reached such a
definite conclusion, he was not easy to move thence-
forth out of the direction taken. Quite otherwise.
With the utmost vigilance, he aj^plied himself and he
applied all the means, whether they were persons avail-
able or measures necessary, to the execution of his pur-
pose. Even when, as often seemed to be the case, he
was starting from principles other than those of or-
dinary human foresight, apparently from a pure trust
in Divine Providence, he did not exempt himself from
applying, with the same circumspection and diligence
as ever, the means adequate to execute what he had
begun. Waiting fourteen hours, and fasting withal,
in the ante-chamber of a prince, lest the propitious
occasion should slip, writing out the same letter twice,
thrice, and oftener, lest the right thing should not be
said in the right way, and sending out thirty letters
in one night, he exhibited, in the administration of
great things and small, what had marked all his pre-
vious deliberation, the highest degree of consummate
prudence and of practical perfection.
If, in all this, there are many eminent qualities to
admire, there is a resultant fact more marvellous still.
He did his work so that it went on without him.
And hence, if, whenever he happened to be anywhere
on the field of action, account had to be taken of such
a man, it will not perhaps appear singular that his Order
THE COLLEGIATE SYSTEM. 123
too, even when ostracized and expatriated, is taken into
account, if it is anywhere visible on the social horizon.
While I am writing this, three hundred and fifty years
after his time, the Bundesrath, on closing the Kultur-
kampf, and admitting all the exiled Orders of the
Catholic Church back into the Empire of Germany,
makes an exception of the Jesuits. It bans the Order
of Jesus, and gives no reason, beyond the palpable
fact that the Order is what it is. Evidently, Ignatius
of Loyola did his work so as to make it go on without
him ; and go on just as he made it.
CHAPTEE IX.
SUBSEQUENT ADMINISTRATIONS.
According to a contemporary chroniele for the year
1556, the first announcement of the death of Ignatius
caused such a profound sentiment of grief in all mem-
bers of the Order, that a degree of stupor seemed for
the moment to possess them. But this was only tem-
porary. It was followed by a marked alacrity of
spirit appearing everywhere. The Society was begin-
ning its course.^
In the first general assembly, Eather James Laynez
was elected to succeed the founder, in the ofiice of
General Superior. The matters which concerned the
assembly in its legislation, and the new General in his
administration, were the proper temporal foundation
of colleges, the admission of convictus or boarding-
colleges, and other questions, which may be noted in
the Monumenta Germanioe Pcedagogica.^ Laynez gov-
erned the Order during nine years, till 1565.
Father Francis Borgia, who had resigned his duke-
dom, and by this example led Charles V to seek repose
in the monastery of St. Yuste, was elected third Gen-
eral His virtues and his presence, wherever he ap-
1 Bollandists, J. P., n. 612.
2 The pedagogic legislation, from this date onwards, is to be found
in Monumenta Germanise Psedagogica, vol. ii, Pachtler, pp. 70-125.
124
SUBSEQUENT ADMINISTKATIUNS. 125
peared, exercised such a magic influence that, when
he had merely passed through Spain, colleges had
sprung up as from the soil. Three Provinces had
been formed in that country alone, within thirteen
years from the foundation of the Society. But this
multiplication of colleges, often not sufiiciently en-
dowed for their future development, was already seen
to be one of the threatened weaknesses of the Company.
The special legislation passed at the time of his elec-
tion regarded the proper establishment, in every Prov-
ince, of philological, philosophical, and theological
seminaries, for the formation of Professors.-' Instead
of the proportionate number of Jesuit students being
supported on each collegiate foundation, this legisla-
tion, and much more that followed later, ordained a
system of concentration in seminaries of humane letters,
philosophy, science, and divinity, which were conducted
respectively by corps of eminent Professors selected
for the purpose, and were maintained either on some
munificent foundation specially made for this object,
or by a due proportion of the other collegiate founda-
tions. At this date it was that colleges for the for-
mation of diocesan clergy, or '' Bishops' Seminaries,"
as they are commonly called, were coming into exis-
tence, in accordance with the decrees of the Council
of Trent. The manner of admitting them, as annexed
to colleges of the Society, and thereby availing them-
selves of the Jesuit courses, was regulated by this
assembly. In no case were they to be provided with
a corps of Professors distinct from the faculty of the
college.
1 Pachtler, ibid., p. 75.
126 LOYOLA.
In 1573 Father Everard Mercurian, a Belgiaiij was
elected . to succeed Saint Francis Borgia. He was
sixty-eight years old at the time of his election, and
lived eight years after. He drew out of the Constitu-
tion various summaries of rules for the guidance of
the chief officers in the Society. Those which concern
studies are given in a few pages of the Monumenta}
At his death, a young man thirty-seven years old,
who had entered the Order only about twelve years
before, was elected to succeed him. This was Clau-
dius Aquaviva, son of Prince John Aquaviva, Duke of
Atri. He was a man who, for his superior executive
abilities and his services rendered to the Order in
times most critical, has been regarded as a second
founder. As to what his administration saw effected
in the matter of education, the Ratio Studiorum bears
witness. He governed the Society during thirty-four
years.
Mutius Yitelleschi, one of the mildest and gentlest
of men, but not on that account ineffective in his gov-
ernment, succeeded Aquaviva, filling a term of thirty-
one years, from 1615 to 1646. Various pedagogic inter-
ests occupied the attention of the general assembly,
by which he was elected ; in particular, the promotion
of Humane Letters, the means of supplying Profes-
sors, and the searching character of the examinations
ordained, at every step in their studies, for the mem-
bers of the Society.
The farther the Society advanced in history, the
less there was of new legislation. The tension grew
on the side of administration ; and the urgency shown
1 Pachtler, ibid., pp. 126-132.
SUBSEQUENT ADMINISTRATIONS. 127
by general assemblies evinces this. The philological
seminary was developed for the junior scholastics ;
and a classic form drawn up for it by Jouvancy. As
distinguished talents for preaching and governing
were treated with the special favor of being allowed
to compensate for some deficiencies, in the qualifica-
tions requisite for the degree of Profession in the
Order, so special legislation provided for similar emi-
nence in literature, in Oriental languages, in Greek
and Hebrew.
Mathematics had, from the first, been a department
of activity native to the energies of the Company.
The schools of Geography and History developed in
the seventeenth and at the beginning of the eigh-
teenth centuries. The school of modern Physics then
asserting itself, and running so close upon the field of
Metaphysics, was subjected to regulations in the as-,
semblies of 1730 and 1751.
After the restoration of the Order, social and edu-
cational circumstances being so immensely altered, the
whole ground had to be surveyed again, with a view
to adaptation ; the curriculum had to be expanded, and,
where necessary, prolonged to meet the growing de-
mands of the exact sciences ; and an indefinite number
of specialties to be provided for, by the selection and
fostering of special talents. These special line^ are,
in the terms of the latest general assembly, " Ancient
Languages, Philology, Ethnology, Archaeology, His-
tory, Higher Mathematics, and all the Natural Sci-
ences." We are thus brought down, in the history of
general legislation, to the very recent date, 1883, less
than ten years ago.
128 LOYOLA.
Meanwhile the Generals, on whom rested the burden
of supervising all this, discharged the functions of ad-
ministration. Father Vincent Caraffa promoted and
urged on the pursuit of Belles Lettres, and defined posi-
tions in Mathematics. Father Francis Piccolomini, in
a general ordinance for all the higher studies, defined
the stand to be taken by Professors, as representing
the Society itself in their chairs ; so, too, Father Gos-
wiu Nickel, with reference to certain new issues.
Both he and his successor, Paul Oliva, had to face
the new contingencies which arose from the charges
of the Jansenists against what they called the loose
moral teachings of the Jesuits. Father Oliva stimu-
lated the pursuit of excellence in Humane Letters, in
the Greek, Hebrew, Arabic, and Chaldaic languages.
Positions of Descartes, Leibnitz, as well as of certain
others in Philosophy and Theology, were animad-
verted upon by the Generals Tamburini and Retz.
Father Ignatius Visconti urged again the pursuit of
perfection in literary matters, and in the manner of
conducting the schools of literature. And the Gen-
eral Aloysius Centurione, shortly before the Suppres-
sion, laid down the clearest principles with respect to
the study of Moral Theology, and the examinations
therein. Since the restoration of the Order, Fathers
Eoothaan, Beckx, and the actual General, Anthony M.
Anderledy, have devoted their own attention and
directed that of the Society to the ways of accepting,
with undiminished energy, the altered and unfavor-
able situation, in which the present century has
placed the Order, and hampers the revived Institute.
SUBSEQUENT ADMINISTRATIONS. 129
For this immense organization had been almost en-
tirely destroyed by the stroke of a pen — the signature
of Clement XIV given in pencil. They dispute
whether he gave it at all; or, at least, whether he
meant it. Howsoever that be, the Order, which had
been erected on the principle of obedience, received
the word and disappeared. The rock on which it
had set its foot became the altar of a sacrifice ; and
that a sacrifice offered without a struggle or a remon-
strance, to betray any change in the spirit, with which
Ignatius, two hundred and thirty-three years before,
had vowed obedience to the Vicar of Christ. An epi-
gram had been written, on the occasion of the first
centenary, under a picture of Archimedes and his
lever ; Archimedes is getting a foothold for his lever
to move the world ; and beneath is the epigram : —
Fac pedem figat, et terrain movebit.
Its footing was now taken away, and it vanished from
the world.
While the Catholic Bourbon courts were thus suc-
cessful in accomplishing a manoeuvre, which at fitful
intervals they had essayed heretofore, the schismati-
cal Empress, Catherine II of Eussia, denounced it and
endeavored to counteract it. She wrote to the Pope
in 1783, "that she was resolved to maintain these
Priests against any power, whatsoever it was " ; and
she was good to her word ; the Society remained un-
suppressed in White Eussia. The Protestant King
of Prussia, Frederick the Great, without exhibiting all
the temper of the irascible lady, manipulated things
as best he could to preserve the Society.
130 LOYOLA.
To sum up the Order's experiences, it may well be
said that in public life there is no resurrection ; and
the State which dies is dead forever. From infancy
on through maturity it goes its way decrepit to the
grave. Yet Balmez observes, "the Society of Jesus
did not follow the common course of others, either in
its foundation, its development, or its fall ; that Order,
of which it is truly and correctly said, that it had
neither infancy nor old age." ^ It rose again; and
the flag of the Knight of Loyola, though worn and
torn, was none the less fair for that : —
Jam se ipso formosius est.
For neither the violence of endurance, nor the vehe-
mence of energy, although begetting intensest fatigue,
is to be confounded with decay.
It was not decay, a century ago, when expropria-
tion and exile were the confessed policy of the courts
in Europe ; when, as an American writer states it, in
Portugal "Pombal cut the Gordian knot. ... He
commenced by the expulsion of the Jesuits and the
expropriation of their property. " Nor is it decay in
the Order, when a liberal confederation in Switzer-
land, on obtaining the political ascendency in 1848,
suppresses the Jesuit University at Fribourg, and pro-
vides in this wise, as an American writer records :
" No religious society shall be allowed to teach ; and
persons hereafter educated by the Jesuits, or by any
of the Orders affiliated to the Jesuits, shall be incapa-
ble of holding office in Church or State." ^ Policy
1 European Civilization, ch. 46.
2 National Education, part ii, vol. ii, p. 659 ; p. 74 ; New York, 1872.
SUBSEQUENT ADMINISTRATIONS. 131
like this, whether in the countries "expurgated," or
iu countries thereunto "affiliated," proves no decay
in the Order.
But where decay may come in has been clearly
pointed out by one of its Generals. Speaking of the
Education of Youth and the Promotion of Humane
Letters, Mutius Vitelleschi wrote, in J 639, "If ever
the Society were to decline from that lofty position
which it holds with so many provinces and peoples,
such an event could come about in no other way than
by failing to walk in the same steps, by which, with
the Divine Grace, it has acquired that high esteem." ^
Those steps had been taken in various paths, of
which only two have concerned us here. For its men
of action were largely identified with the general his-
tory of Europe ; and its men of the word, who tailed
in apostolic work, at home or abroad, have entwined
their memories in the history of souls, often ungrate-
ful, yet always worthy of the toil. But its men of
the school did a w^ork which we have sketched in a
general way, and which we shall analyze in the second
part of ttiis essay; while its men of the pen deserve a
passing word of notice here.
They concern us from a pedagogic point of view, in
many ways. They wrote text-books, many of which
are the basis of manuals in almost every line of edu-
cation to-day, sometimes without the change of a
Avord, and generally without acknowledgment. Be-
sides that, their literary productions were, as a rule,
the offspring of their labors in the schools. It might
not be safe to estimate their standing as litterateurs,
1 Monumenta Germanise Paedagogica, vol. ix, Pachtler, p. 57.
132 LOYOLA.
by the process which a Scotch Professor uses, who,
in the course of forty-seven elegant lectures on Ehet-
oric and Belles Lettres, sees little occasion to recog-
nize the existence of this Jesuit school of literature,
except when he goes out of his way to salute P^re
Eapin in a somewhat questionable manner.^ Many
of those whom the Scottish Professor himself does
honor to, in his pages, were Jesuit scholars, — Bossuet,
Corneille, Moliere, Tasso, Fontenelle, Diderot, Vol-
taire, Bourdaloue, himself a Jesuit. It would be safer
then to determine the standing of these Professors,
who were in control of a great literary age, by look-
ing at the golden age itself, that of Louis XIV. The
majority of the brilliant figures, whom Dr. Blair
names as illustrating the epoch,^ were all Jesuit
scholars. Naturally, then, the fifty Professors of
the Jesuit College at Paris were, as Cardinal Maury
affirmed, a permanent tribunal of literature for all
men of letters, a high court of judicature, a focus of
public attention from which radiated the public opin-
ion of the capital ; in short, as Piron had emphatically
said, " the Star-chamber of literary reputations." ^
Devoted as they were to an austere profession, we
may say of many among them, that they were not
themselves romancers of a lively fancy or great poets ;
and so far agree with Voltaire, who made this very
remark about his old Professor, P^re Poree. Yet also,
1 Blair's Lectures on Rhetoric and Belles Lettres, Lecture 26.
2 Lecture 35.
3 Eulogy pronounced by the Cardinal Maury on his predecessor in
the Institute of France, the Jesuit De Radonvilliers, 1807. — Ora-
teurs Sacres, Migne, torn. Ixvii, column 1161.
SUBSEQUENT ADMINISTRATIONS. 183
without inconsistency I believe, we may agree with
the spirit of P^re Poree's rejoiner, when the remark
was reported to him, that "he was not one of the
great poets." The Jesuit replied, "At least you may
grant that I have been able to make some of them."
And, should results be gauged on a wider basis than
mere poetry, not a few of the most prominent men in
European history would seem to have been the out-
come of this system, men, too, who represented every
possible school and tendency, in their subsequent lit-
erary and public life. A few names show this. There
are those of Descartes, Buff on, Justus Lipsius, Mura-
tori, Calderon, Vico, the jurisconsult, founder of the
philosophical school of history. There are Richelieu,
Tilly, Malesherbes, Don John of Austria, Luxem-
bourg, Esterhazy, Choiseul, with those of Saint Francis
de Sales, founder of a religious Order, Lambertini,
afterwards the most learned of Popes, under the name
of Benedict XIV, and the present Pontiff, Leo XIII,
also most erudite. These certainly represent many
schools and tendencies, and they come, with many
others, from the same schools.^
As authors of every kind, and in departments even
far remote from the regular courses of the schools,
Jesuit writers were, at the very least, so far related to
Jesuit teachers, that, as we see in the bibliographical
dictionary of the Society, all had been Professors,
with scarcely an exception ; and almost all had pro-
fessed Humanities, Belles Lettres, Rhetoric.
When Father Nathaniel Southwell of Norfolk en-
1 A classification of eminent students may be found in Cretineau-
Joly, torn, iv, ch. 3, p. 207.
134 LOYOLA.
deavored, in 1676, to compile a dictionary of these
authors, lie recorded those whose works had the qual-
ification of a respectable bulk to recommend them.
He entered the names and works of 2240 authors
who answered this description. This was 136 years
after the foundation of the Order. The enterprise
was repeatedly taken in hand afterwards. The
possibility of ever accomplishing it was much jeop-
ardized by the Suppression. But at length the
two Fathers De Backer published a series of seven
quarto volumes, in the years 1853-1861 ; and this
first step they followed up, in the years 1869-
1876, with a new edition, in three immense folios, con-
taining the names of 11,100 authors. This number
does not include the supplements, with the names of
writers in the present century, and of the anonymous
and pseudonymous authors. Of this last category.
Father Sommervogel's researches, up to 1884, enabled
him to publish a catalogue, which fills a full octavo
volume of 600 pages, with double columns. The wri-
ters of this century, whom the De Backers catalogued
in their supplement, fill 647 columns, folio, very small
print. Altogether, the three folios contain 7086 col-
umns, compressed with every art of typographical con-
densation.
Suarez of course is to be seen there, and Cornelius
a Lapide, Petau, and the Bollandists. A single name,
like that of Zaccaria, has 117 works recorded under
it, whereof the 116th is in 13 volumes quarto, and
the 117th in 22 volumes octavo. The Catechism of
Canisius fills nearly 11 columns with the notices of
its principal editions, translations, abridgments; the
SUBSEQUENT ADMINISTRATIONS. 135
commentaries upon it, and critiques. Rossignol has
66 works to his name. The list of productions about
Edmund Campian, for or against him, chiefly in
English, fills, in De Backers' folio, two and a half
columns of minutest print. Bellarmine, in Father
Sommervogel's new edition, fills 50 pages, double
column.^
Under each work are recorded the editions, transla-
tions, sometimes made into every language, including
Arabic, Chinese, Indian; also the critiques, and the
works published in refutation — a controversial enter-
prise which largely built up the Protestant theologi-
cal literature of the times, and, in Bellarmiue's case
alone, meant the theological Protestant literature for
40 or 50 years afterwards. Oxford founded an anti-
Bellarmine chair. The editions of one of this great
man's works are catalogued by Sommervogel under
the distinct heads of 54 languages.^
In the methodical or synoptic table, at the end of
the De Backers' work, not only are the subjects well-
nigh innumerable, which have their catalogues of
authors' names attached to them, but such subjects too
are here as might not be expected. Thus " Military
Art " has 32 authors' names under it ; " Agriculture "
11 ; " :Nravy " 12 ; " Music " 45 ; '' Medicine " 28.
To conclude then our History of this Educational
Order, we have one synoptical view of it in these twelve
1 Bibliotheque de la Compagnie de Jesus, nouvelle edition, par
Carlos Somraervogel S. J., Strasbourgeois, torn, i, from Abad to
Boujart; large quarto edition, 1890.
2 Doctrina Christiana, etc. ; Traductions ; Sommervogel, sub voce,
Bellarmine, columns 1187-1204.
136 LOYOLA.
or thirteen thousand authors, all of one family. We
have much more. This one work "attesting," as
De Backer says in his preface, " at one and the same
time a prodigious activity and often an indisputable
merit," whereof three and a half centuries have been
the course in time, and the whole world the place
and theatre, is a general record of religion, letters,
science, and education, in every country, civilized or
barbarous, where the Society of Jesus labored and
travelled. And where has it not done so ? In many
parts of the world it was the first to occupy the
field with literary men, who then sent communications
to their superiors, or to learned societies, about the
manners of different countries, the state of religion
there,' of letters, science, and education, including re-
ports of their own observations in geography, meteo-
rology, botany, astronomy, mineralogy, etc. Original
sources, from which later history in North, South, and
Central America is drawing materials, are seen
described here as they appeared ; so too with regard
to Japan, China, Thibet, the Philippine Islands, Hin-
dustan, Syria, as also to-day with respect to the na-
tive tongues of the North American Indians. Here
the record of published literature, described and
catalogued according to date, marks the stages of
mathematical and physical science, from the end
of the sixteenth century onwards, and of magnetic
and electrical researches all through last century ;
as well as the relationship between the books of
Jesuit authors and similar or kindred ones, by per-
sons outside the Society, in different countries and of
divers religions.
SUBSEQUENT ADMINISTRATIONS. 137
In short, works composed in most of the tongues of
the world exhibit the chief periods in universal cul-
ture, and the developments elaborated in the civiliza-
tion of mankind.^
1 In the matter of general philology alone compare the mono-
graph, Die Sprachkunde und die Missionen, von Joseph Dahlmann
S. J., 15 January, 1891, fiftieth supplement to the Stimmen aus
Maria-Laa«h, 121 pages.
Part II.
ANALYSIS OF THE SYSTEM OF STUDIES
CHAPTEE X.
AQUAVIVA. THE RATIO STUDIORUM.
So centralized an Order as the Society of Jesus,
which formed its Professors for every country, and
sent them from one place to another, undertook, in
doing so, to exhibit a definite system of education, of
courses, of method. Besides such a unity of method,
it professed also a consistent uniformity of doctrine.
Before its time there was no one method which
could be considered universal ; because there was no
teaching body itself universal. The Order, as it
branched out into the world, found a variety of sys-
tems in vogue ; and the Jesuit Professors conformed, as
best they could, to the local traditions of populations
very diverse, in universities which were distinct and
mutually independent. But, while they endeavored
to better such systems, in accordance with the plan of
their own Constitution, it was clear that they fell
short of realizing the idea of their founder. Hence
variations and dispensations were part of the usual
order of the day.
Yet there is a best way of doing everything ; and,
not least, in education. In such a best way, some
elements are essential at all times, while others are
accidental, and vary with time, place, and circum-
stance. The ideal system will preserve in its integ-
141
142 LOYOLA.
rity all that is essential, and then will adapt the gen-
eral principles with the closest adjustment to the par-
ticular environment.
Besides the unity of method desired, which I may de-
fine to be the best ivay best adjusted to circumstance, there
was need, as I have just said, of a consistent uniform-
ity of doctrine; lest, in the same chair of philosophy, of
divinity, or of science, or in chairs placed side by side,
one Professor should say Yea to a question, and another
Nay to the same question, with no more material a rea-
son evident for the difference, save that one taught here
and the other there, one spoke yesterday, the other
speaks to-day. The educational effects, however, are
far from being immaterial ; for, contradictory state-
ments eliding one another, it is quite possible that
the students understand less the next day than the
day before. And, as to the Professors themselves,
nothing can imperil more the harmony and efficiency
of an educational organization, than disagreement of
opinion in the function and act of teaching. In philos-
ophy, the occasions for dispute spring off at every
turn. Theology, as every one knows, is made to
bristle with them. And, among men who are them-
selves educated to the highest degree of mental cul-
ture, interests and questions like these are far more
absorbing than money, place, or power elsewhere. If
anywhere ideas rule, it is among men of profound
thought ; as the intense intellectuality of the mediaeval
universities had shown, with all the consequences of
unlimited vagaries in an unbridled scholasticism ; or,
again, as the whole history of the intellectual Greek
world had evidenced, whether in the early ages of the
AQUAVIVA. THE RATIO STUDIORUM. 143
Cliristian Church, or in the heathen generations be-
fore.
Whatever, then, a man may think privately, and be
free to think, in matters of mere opinion, the genius
of education imposes limits on the manner and matter
of his actual teaching; and the speculations of a
thinker, a writer, or an investigator, are not to be
confounded with the best results of an educator,
who, doing his work in the best way, is to effect a
definite and immediate object. That object is noth-
ing less than the equipping of fresh young spirits with
principles of thought and habits of life, to enter
fully ajDpointed on their respective paths of duty. In
this view, therefore, definiteness of matter,. no less
than unity of method, were required from the first for
an effective system of education.
During forty years, the individual enterprise of
experienced and responsible men had been interpret-
ing the values and measuring the results of existing
methods. The Society itself had mounted into such
a position, as practically to command the whole field
of secular education. Its own system must have been
excellent already. Nor could that system have been
uniformly excellent, but for some uniformity which
characterized it. Still the unity was defective. The
Provinces were petitioning for an improvement. Evils
obstructed the way to something better. For these
reasons, the matter was taken in hand by one Gen-
eral after another. And the final outcome of their
work was a "Form,^' or "Method of Studies," Formula,
or Ratio Studiorwn.
On the nineteenth day of February, 1581, Father
144 LOYOLA.
Claudius Aquaviva was elected fifth General Superior
of the Society. Taking up this educational project
where his predecessors had left it, and, like them,
availing himself of his almost boundless resources for
obtaining information, he began by putting the work
through every possible stage of consultation, to which
the traditions of his office, and his own executive abil-
ity prompted him ; and, when all prudent means had
been exhausted in deliberating, he then used the exec-
utive power which was vested in him ; and he required
that what had been so laboriously designed, by the
united efforts of many, should henceforth be reduced
to practice, with the good will of all.
It will be interesting to review briefly the process
of elaboration. In the general assembly which
elected Aquaviva, a committee of twelve Fathers from
different countries was appointed to draw up a method
of studies. How far their work proceeded does not
appear. Three years later, in 1584, the General
named a Commission of six, John Azor from Spain,
Gaspar Gonzalez from Portugal, Peter Buys from
Austria, Anthony Guisani from Upper Germany,
Stephen Tucci of Rome, and James Tyre to represent
France. This last-named Jesuit, a Scotchman, was
not unknown in the lists of controversy to his coun-
tryman, John Knox. They were all experienced in
the administration of colleges, and versed in the sub-
jects of all the faculties. Entering on their labors,
they worked during six winter months in the Poeni-
tentiaria of St. Peter's in Rome ; and, during the next
three summer months, they resided in the Quirinal.
The eyes of the chief authorities in the Catholic world
AQUA VIVA. THE KATIO STUDIORUM. 146
were turned in expectancy towards them. Indeed,
some of the chief interests of Catholic Christendom
seemed to depend upon them.
They spent three hours a day in consultation. The
rest of their time they devoted to consulting authors
and conning over methods, in the three fields of
letters, philosophy, and divinity. The documents
which they studied are enumerated by themselves as
being the minutes of previous deliberations held at
Eome, or in the more prominent colleges of the Order ;
the letters, consultations and laws of the universities,
and other such documents, sent at different times up
to that date from Italy, Spain, France, Germany,
Poland ; the fourth part of the Constitution, as the
standard of guidance ; the canons of the general assem-
blies ; the rules and statutes of the schools ; moreover,
the customs and regulations of the Koman College.^
After nine months of consecutive labor, they pre-
sented the results to the General, in August, 1585.
Father Aquaviva submitted the document for examina-
tion to the Professors of the Roman College. Then
he took the whole matter under his own personal con-
sideration, with his four General Assistants, who rep-
resented each a certain number of Provinces. At this
stage, the report was printed, not as a rule determined
on, but as the preliminary outline of a rule. The
copies struck off were few, just enough for the use of
the Provinces. The General's letter, which accom-
panied the report, defined the precise stage at which
the process was now understood to be.^
1 Monumenta Germaniae Paedagogica, vol. v, Pachtler, p. 29.
2 Ibid., vol. V, p. 9 seq.
146 LOYOLA.
He says that, in a matter of such grave and univer-
sal consequence, it was not his intention to prescribe
anything, without first learning the opinions of the
chief Doctors of the Society. Accordingly, he had
been content with reading the results of the Commis-
sion's labors, decreeing nothing, changing nothing, ex-
cept so far as was necessary to put it in shape for
distribution. He now required the Provincial Supe-
riors, immediately upon receipt of the present letter,
to select at least five men, who were the best qualified
in point of learning and judgment, along with other
members^ who were eminent in literature, and whom the
Provincial might think fit to convoke. To these the
report was to be submitted, for each to examine priv-
ately, and with great care. On certain days, several
times in the week, they were to meet and hold con-
sultations ; to i)ut their conclusions in writing, as
well with regard to the practical method of studies,
as with regard to the speculative opinions which they
favored ; they were to note whatever they thought
should be added, or be made clearer, or otherwise reg-
ulated, for the greater perfection of the work. If
any of the Fathers, designated for this Provincial
committee, could not possibly attend the meetings,
still they were to send their opinions in writing to the
Fathers actually in session ; so that full account might
be taken of the public opinion in that Province. The
criterion they were to follow, in making up their minds,
was not so much their own private sentiment or their
own leaning this way or that, as the general good of
the whole Society, the practice of the universities
and schools, and, in fine, the judgment of Doctors
AQUA VIVA. THE RATIO STUDIORUM. 147
most approved for their authority and solidity of
doctrine.
Aquaviva refers to the idea and intention of Igna-
tius with respect to the present undertaking ; and he
adds: "I would have all steadfastly keep this object
in view, that they endeavor to find out reasons, not
how a final decree may be prevented, as if the enter-
prise were hard, and could not possibly be carried out
(for we have made up our mind to carry it out, since
it is necessary^ and is recommended by the Constitu-
tion) ; but how the difficulties, if any such there be,
may disappear, and the whole Order may combine in
one and the same arrangement ; for otherwise the
final result would only be the greater detriment of
the Society."
He calls their attention to an important point, in
what is now styled Pedagogics, or the Science of Edu-
cation. It is, that, in the form now sent out, the
Fathers had taken pains to explain their reasons for
arriving at conclusions. That would not be done in
the System to be drawn up later, which would con-
tain only the statement of directions for all to follow.
In these words, we have a most important distinction
laid down between the science which underlies the
system of education, and the practical method itself
which rests upon the science. The Ratio Studiorum,
as subsequently promulgated, is a practical method.
The science is sketched, as need arises, in the prelim-
inary Ratio of 1586.
At the same time, Father Aquaviva despatched
another letter, about which he says, in a postscript to
the foregoing, that the six points provisionally laid
148 LOYOLA.
down in it are to be subjected to tbe same examina-
tion as the preliminary Ratio itself.
In this supplementary epistle, he premises that it
will require much time and consideration to issue the
final code of rules ; and therefore, as a direction for
the time being, he issues the following : —
First, Professors shall adhere to St. Thomas Aqui-
nas as their standard in theology.
Secondly, they shall take care, in their manner of
teaching, always to consolidate faith and piety.
Thirdly, he lays down a principle of still wider
application, and one which seems vital in the whole
theory and practice of teaching : " Let no one defend
any opinion which is judged by the generality of
learned men to go against the received tenets of
philosophers and theologians, or the common consent
of theological schools." This touches a vital element
in education. If we suppose that the teacher's art
lies, not in giving forth the lucubrations of his own
private thoughts and theories, but in imparting solid
results, approved and ascertained, to those who come
for such results, and wish to receive them in the most
approved way, then the Professor in his chair ought
not to mistake himself for the author in his study,
nor should he practise on living men, whose life is all
before them, what he might, with more propriety,
first practise on the leisured world, and test elsewhere,
either in the printed page, or in conference with his
equals. The Professor, as such, is not the original
investigator. In mathematics, he is notoriously not
so. In that branch, the best teacher is the man who
walks along a definite line, turns neither to the right
AQUAVIVA. THE RATIO STUDIORUM. 149
nor left, and finishes in a definite time; or else his
scholars will never finish. To a certain degree, the
same holds in all courses. If a man is theorizing,
when he ought to be instructing, he goes off the line
of perfect system, however much pains he takes with
his matter ; just as much as if, taking no pains what-
ever, he neglected his matter altogether, went behind
it, or around it, gave histories of his branch, methods
of teaching it, and descanted on pedagogics, to young
people who were never sent to him for that purpose.
They are sent to learn definite matter, and to be
formed therein on a good plan, by the man who under-
stands it. Then, as Loyola said in another connec-
tion, " when they have experienced in themselves the
effects thereof," they will be qualified for all the rest,
for understanding the plan itself on which they have
been formed, and enjoying all the practical results of
it ; and, if their line of life invites, for understand-
ing other plans too. This is practical wisdom in edu-
cation ; neither dilettantism nor speculation.
Fourthly, Aquaviva lays down a principle regard-
ing the public advocacy of opinions. He is not
referring to authorities denouncing, or Professors
repudiating, them ; but merely to certain conditions
for putting them forward: ^'If opinions, no matter
whose they be, are found in a certain province or city
to give offence to many Catholics, whether members
of the Society or not, that is, persons not unqualified
to judge, let no one teach them or defend them there,
albeit the same doctrines may be taught elsewhere
without offence." The Avord " defence," in a context
like this, means publishing and sustaining theses
150 LOYOLA.
against all comers in public disputations ; wherein the
Professor represents the school, and the school is put
to the account of the Order. The principle seems
discreet. If a corporate body does not want to be
compromised, it is not for the member to compromise
it. If he wants to use the perfect freedom of his
opinions, and deliver himself of his own pronounce-
ments, he ought first to assure himself that his circum-
stances are such as to set him free from representing
others. This is an elementary principle of social and
urbane existence.
The fifth point concerns the march of improvement
in the advancement of opinions. It describes the
method of discreet development : " In questions which
have already been treated by others, let no one follow
new opinions, or, in matters which in any way pertain
to religion, or are of some consequence, let no one in-
troduce new questions, without consulting the Prefect
of Studies, or the Superior. If, then, it still remains
dubious, whether the new opinion, or the new ques-
tion, is permissible, it will be proper for the said
authority, in order that things may proceed more
smoothly, to learn the judgment of others in the
Society upon the subject ; and then he will determine
what appears best for the greater glory of God." In
the sixth and last point, Aquaviva calls attention to a
former decree, upon the manner of treating the Aris-
totelian philosox^hy.^
So much for this letter of Aquaviva. On the sense
and purport thereof he invited the communication of
views from the Order at large, as well as on the docu-
1 Monumenta Germanise Paedagogica, vol. v, p. 12 seq.
AQUA VIVA. THE RATIO STUDIORUM. 161
ment which he encloses, the preliminary Ratio Stu-
diorum. To this we may now turn our attention.
The six Fathers, who drew it up, state, in their in-
troduction, that there are two mainstays and supports
of the Society of Jesus, " an ardent pursuit of piety
and an eminent degree of learning," ardens pietatis
studium et proestans rerum scientia. If piety is not
illumined with the light of learning, it can be, no
doubt, of great use to the person who possesses it, but
of scarcely any use in the service of the Church and
of one's neighbor, in the administration of the Word
and of the Sacraments, in the education of youth, in
controversies with those who are hostile to the faith,
in giving counsel, answering doubts, and in all other
offices and functions, which are proper to men of the
Order. All these call for an endowment of learning
not common, but excelling in its degree.
To acquire such learning, it is of supreme conse-
quence that we set before ourselves what path we
enter on, what arts we employ, and what means we
use ; because, unless a ready and tried method be
adopted, ratio facilis ac solers, much labor is spent in
gathering but little fruit; whereas, if the labor of
studies be guided by some sage rule, great results are
compendiously obtained, at the cost of little research.
Then the Commission goes on to say : " We have un-
dertaken to teach, not only members of the Order, but
youth from the world outside. The number of this
latter class is vast ; it includes brilliant talent, and
represents the nobility. We cannot imagine that we
do justice to our functions, or come up to the expecta-
tions formed of us, if we do not feed this multitude
152 LOYOLA.
of youths, in the same way as nurses do, with food
dressed in the best way, for fear they grow up in our
schools, without growing much in learning. An addi-
tional spur is felt in the circumstance, that whatever
concerns us is public and, day after day, is before the
eyes of all, even of those who are not well disposed
towards us." The Fathers consider it unnecessary to
enlarge upon that harmony of views, so much com-
mended in the Constitution, as to matters of public
policy or teaching ; they say, " sufficient regard could
not, up to this, be paid to such harmony ; for, when
no common order or form was as yet prescribed, every
one thought that he could hold what sentiments he
liked, and teach them to others in the manner he him-
self preferred ; so that sometimes the members of the
Order disagreed as much among themselves, as with
others outside." ^
After describing, in vivid terms, the manner in
which they had conducted their deliberations, and
arrived at conclusions, and how, when any keen dis-
pute had arisen among them,^ they had divided and
distinguished the disputed matter, and had examined
it during two and even three days, till they came to
settle at last on what all of them accepted, the critics
come to the Practice and Order of Studies ; ^ and
upon this they enlarge, in successive chapters, under
the following heads : —
The Sacred Scriptures. The Length of the Course
in Divinity. The Means of finishing that Course in
Four Years. The Method of Lecturing. The Ques-
1 Monumenta Germanise Paedagogica, vol. v, p. 26 seq.
2 Disputatio acris oriebatur. 3 ibid., Nr. 8, p. 65.
AQUA VIVA. THE EATIO STUDIORUM. 163
tions which are either not to be treated by the Theo-
logical Professors, or are to be treated only at a Certain
Part of the Course. Repetitions. Disputations. The
Choice, Censorship, and Correcting of Opinions. The
Private Studies of Students. Vacations. The Degrees
of Bachelor, Master, Doctor. Controversial Theology.
Moral Theology. Hebrew. The Study of Philoso-
phy, which includes Physics. Mathematics. Litera-
ture, that is. Grammar, History, Poetry, Rhetoric.
Seminaries for Literature and the Higher Faculties.
The Professors of Literature. The Grammar to be
used. Greek. Different Exercises in the Classics.
Incitements to Study. The Method of Promotion.
Books. Vacations in the Lower Classes. Order and
Piety. The Respective Objects and Exercises of the
Classes of Grammar and Humanity. The Class of
Humanity. The Class of Rhetoric. General Distri-
bution of Time during the Year.
These are the matters handled in the publication of
1586. In the course of treatment, this document con-
tains, by way of a running commentary, the complete
theory of Education, or Science of Pedagogics, as un-
derstood by these critics. It will not be possible,
within the brief limits of this work, to give more
than a bare sketch of the pedagogical elements con-
tained in the one hundred and fifty pages of the
Monumenta Germanioe. Pcedagogica}
A second, partial edition of this preliminary Ratio
was sent out by Father Aquaviva, in 1591, to which an
entertaining bibliographical history is attached.^ In
1 Vol. V, pp. 67-217.
2 Monumeuta Germauiae Paedagogica, vol. v, p. 15 seq.
154 LOYOLA.
1593, the fifth, general assembly of the Order met,
Claudius Aquaviva presiding. By this time, during
the interval of seven years which had elapsed since
the first edition, the book had been subjected to exam-
ination in all the Provinces ; observations and criti-
cisms had been returned ; it had been re-committed to
the Fathers at Eome, and revised by the General with
his Assistants ; and had again been sent out for trial.
The Provincials and Deputies, meeting in 1593, brought
with them the reports of how the system worked. Its
slightest defects were noted. ^ Most asked for an
abridged form.
Amid the very grave questions then pending, the
assembly took some action on the Ratio. It was re-
committed once more to the competent authorities for
revision. And it assumed its last and definite form,
in what was probably its ninth edition. This last
issue, in the year 1599, after fifteen years spent on the
elaboration of it, is the EATIO STUDIORUM.
One hundred and twenty-seven years later, the
great old University of Paris seems to have become
a disciple of its educational rival, the Society of
Jesus. Querard observes that the Eector, Rollin,
'' without saying anything about it, translated the
Ratio for his Traite des Etudes." ^ Indeed, as M. Breal,
historian of that University, observes, referring to the
1 As an instance of the minute criticism brought to bear upon it
in Germany, consult Monumenta Germanise Paedagogica. vol. v, p.
218 seq. Similar animadversions are to be understood as coming
from other quarters.
^ Supercheries litteraires devoilees iii, 446, f ; Sommervogel, Dic-
tionnaire des Ouvrages Anonymes et Pseudonymes, etc., S. J., sub
voce. Ratio.
AQUAVIVA. THE RATIO STUDIORUM. 155
suppression of the Order : " Once delivered from the
Jesuits, the University installed itself in their houses,
and continued their manner of teaching." ^
In all general works on education, there is ques-
tion of this System. Its form is that of a practical
method, without reasons being assigned, or arguments
urged. It is a legislative document, which superseded
all previous forms. The General's letter, which ac-
companied it, ordered the suppression of them all,
promulgating this one to the exclusion of the rest.
The sentiment, to which the last words of this
letter gives expression as a fond hope, was fully re-
sponded to by the course of events, in the one hun-
dred and seventy-four years which were to elapse
before the general suppression of the Order : " It is
believed," he said, " that it will bring forth abundant
fruit, for the benefit of our scholars," Quae nostris
auditoribus uberes fructus allatura creditur. Aquaviva's
letter is dated the eighth day of January, 1599.^
1 Quoted by Ch. Daniel, S. J., Les Jesuites Instituteurs de la Jeu-
nesse, etc., last ch. p. 297.
2 Monumenta Gerinaniaj Paedagogica, vol. v, Nr. 11, p. 227.
CHAPTER XI.
FORMATION OF THE MASTER. HIS COURSES OF LIT-
ERATURE AND PHILOSOPHY.
It seems an apt distribution of our subject, to
consider, first, the formation of the Master, and
secondly, the formation of the Scholar. The Master's
development will conduct us chiefly through the
higher studies ; the Scholar's, rather through the
lower. Thus the two persons, about whom the science
of education revolves, will be directly under inspec-
tion ; while the elements which go to form them will,
at the same time, pass under review.
Without theorizing on pedagogy, the Jesuit system
itself, merely as observed and realized, results in the
formation of Professors. There are several reasons,
apparent on the surface, why it should do so. The
studies, which the members of the Order pursue, are
the same courses as the Order professes for the world
at large. But, for the Jesuit members of the divers
courses, a most elaborate system of examinations at
every stage, with a specially searching manner of
testing the students, is made to regard one objective
point, which is the capacity of the Jesuit to teach
what he has learnt, and this, as evinced, while under
examination. The manner, in which this point is
judicially determined, consists in referring the ex-
166
FOEMATION OF THE MASTER. 157
aminers to a standard, called "mediocrity.'' After a
personal and oral disputation with the young Jesuit,
lasting either half an hour, or one hour, or two consec-
utive hours, according to the stage at which he
happens to be, a preponderating vote of the four or
five examining Professors must aver that he has
" surpassed mediocrity." The learning, prudence, and
sincerity of the examiners are appealed to without
further sanction, except at the very last stage in the
young man's progress, when success under the ordeal
will entitle him to Profession in the Society. Then
each examiner's prudence is stimulated, and his sin-
cerity bound down, by an oath. Only at one initial
stage, that of the first examination in the course of
his three years' Philosophy, is a certain margin allowed
the beginner, in favor of bare mediocrity.
" Mediocrity " is defined to be that degree of intel-
ligence, and comprehension of the matters studied,
which can give an account of them to one asking an
explanation. " To surpass mediocrity " designates
the student's ability to defend his entire ground
with such erudition and facility as show him quali-
fied, in point of actual attainments, to profess the
philosophy or theology studied. The final degree in
the Order, which is that of Profession, requires this
competency for all Philosophy and Theology together.
Here then we see, that the capacity to teach is made
the criterion of having learned sufficiently well.
Passing through all the grades with this mark of ex-
cellence, the man who, after a general formation of
seventeen years, and the requisite development of
other qualifications, is then appointed to profess in a
158 LOYOLA.
chair of the higher faculties, has been very much to
the manner born of " surpassing mediocrity/' and of
doing, so with the characteristics of a Professor.^ How
the same principles, if not in the same form, affect the
conduct of the literary curriculum, we shall now see
in the rest of this chapter.
The literary curriculum has been already finished
by the Jesuit, before entering the Order. But, after
his admission, special means are taken to have him
revise those studies, extend them, and grasp them from
the standpoint of the teacher. It happens in Jesuit
history, and the nature of secondary education will
always have it so, that the largest amount of teaching
has been done in the arena of these literary courses.
And it was no small part of the general revival of
studies, effected by Ignatius of Loyola, that justice
was done to literature, as well by students who were
to enter on philosophical or scientific courses,^ as by
those who contemplated embarking on life in the world.
We noticed, on a former occasion, the reasoning of Aqua-
viva with respect to this policy.^ The literary courses in
question are those of Grammar, Humanities, and Eheto-
ric, which fill from five to seven years. The Fathers of
1586 urge the importance of these studies for the
English and German students in Rome, as if special
difficulties were experienced with them.*
1 Monumenta Germanise Paedagogica, vol. v, p. 252, Ratio Stu-
dioruin of 1599, Reg. Pro v. 19, § 11.
2 Compare Lord Bacon, The Advancement of Learning, book ii,
p. 186, 1st column ; Philadelphia edit. 1846.
s Chapter vi, above, p. 83.
4 Monumenta Germanise Psedagogica, vol. v, p. 129, Ratio Studi-
orum of 1586, c. Stud. Philos.
FORMATION OF THE MASTER. 159
If we inquire what were the results of the stringent
regulations adopted to enforce this policy, and what
degree of proficiency was attained in the Jesuit
courses of Belles-Lettres and eloquence, we have only
to consult the concordant testimony of history upon the
" handsome style " and literary finish of the scholars.
An interesting answer, from a domestic point of view,
is casually afforded us by a remark, which the Fathers
of Upper Germany make, when in 1602 they send to
Aquaviva some animadversions of theirs upon the
Ratio. They say that students in the class of
Rhetoric might deliver their own orations, " since there
are generally found in that class, particularly among
those of the second year, young men who often sur-
pass even their own Professors in genius, and in the
variety and fluency of their language." ^
The bearing of all this is obvious, in determining
the grade of those students who ask for admission
into the Order. It is after a full gymnasium course
of this kind, that the life of the Jesuit is to begin.
And these are the studies which he will have to pos-
sess after the manner of a teacher. He will review
them as soon as his two years of novitiate are over.
Those years of novitiate are blank, under the aspect
of secular pursuits. But, in other respects, being a
time for reflection and for internal application to the
affairs of his mind and heart, they are worth a long
season in the process of developing character, by
habits of assiduous labor, of acquiring a taste for re-
tirement and virtue, and practising the spirit of docility
to counsel. Indeed, on issuing from this period of
1 Monumenta Germanise Psedagogica, vol. v, p. 491, n. 32.
160 LOYOLA.
intense application to the knowledge of self, the
young religious student is already started on his
career of knowing men, and dealing successfully with
human characters. Henceforth, ecclesiastical knowl-
edge and other acquirements will be proper to his
state, as a Eeligious ; but, for the special vocation of
the Society of Jesus, he returns to secular studies.
In view of his approaching " regency," or Professor-
ship in the curriculum of letters, the critics of 1586
give this advice : " It would be most profitable for the
schools, if those who are about to be Preceptors were
privately taken in hand by some one of great expe-
rience ; and, for two months or more, were practised
by him in the method of reading, teaching, correcting,
writing, and managing a class. If teachers have not
learnt these things beforehand, they are forced to
learn them afterwards at the expense of their scholars ;
and then they will acquire proficiency only when
they have already lost in reputation ; and perchance
they will never unlearn a bad habit. Sometimes, such
a habit is neither very serious nor incorrigible, if
taken at the beginning; but, if the habit is not cor-
rected then, it comes to pass that a man, who other-
wise would have been most useful, becomes well-nigh
useless. There is no describing how much amiss Pre-
ceptors take it, if they are corrected, when they have
already adopted a fixed method of teaching; and what
continual disagreement ensues on that score with the
Prefects of Studies. To obviate this evil, in the case
of our Professors, let the Prefect in the chief College,
whence our Professors of Humanities and Grammar
are usually taken, remind the Rector and Provincial,
FORMATION OF THE MASTER. 161
about three months before the next scholastic year
begins, that, if the Province needs new Professors for
the following term, they should select some one emi-
nently versed in the art of managing classes, whether
he be, at the time, actually a Professor, or a student of
Theology or Philosophy ; and to him the future Mas-
ters are to go daily for an hour, to be prepared by him
for their new ministry, giving prelections in turn,
writing, dictating, correcting, and discharging the other
duties of a good teacher." ^
This advice was in keeping with an ordinance of
the second general assembly, held in 1565, nine years
after the death of Ignatius. It had been resolved,
that at least one perfect Seminary of the Society
should be established in each Province for the forma-
tion of Professors and others, who would be com-
petent workmen in the vineyard of Christ, in the
department of Humane Letters, Philosophy, and Theol-
ogy, so as to suffice for the needs of the whole Prov-
ince. This was to be done as soon as convenient in
each Province.
Henceforward, it became a matter of general observ-
ance that all should have spent "at least two years
in the school of eloquence," besides repeating gram-
mar, if that were necessary.^ "And if any are so
gifted as to promise great success in these pursuits,
it will be worth while seeing whether they should not
spend three years in them, to lay a more solid founda-
1 Monumenta Germaniae Pfedagogica, vol. v, p. 154, n. 6 ; Humani-
tatis Doctores quos et quales, etc.
2 Vitelleschi, 1639, Monumenta Germaniae Paedagogica, vol. ix, p.
60, n. 4.
162 LOYOLA.
tion." ^ To such a solid foundation in Humane Let-
ters corresponds a special privilege in the crowning of
a member's formation, inasmuch as the Society admits
to Profession one who is altogether eminent in litera-
ture, even though in Theology he may not have sur-
passed mediocrity ; a privilege which was extended to
great proficiency in the Indian and Oriental languages,
as also to a marked excellence in Greek and Hebrew.^
Examining more in detail this literary formation,
we may take up the programme for the seminary of
the junior members, as drafted by Jouvancy. He drew
it up in pursuance of a decree to that effect, passed
a hundred years later, by the general assembly of
1696. This decree required that, " besides the rules,
whereby the Masters of Literature are directed in the
manner of teaching, they should be provided with an
Instruction and Method of learning properly, and so
be guided in their private studies even while they are
actually teaching." ^ The method in question is out-
lined in the first part of Jouvancy's little book, enti-
tled Ratio Discendi et DocencU, " The art of Learning
and of Teaching." A cursory glance at this part shows
that, while addressing Masters on the subject of their
own private studies, his directions bear chiefly upon
their efficiency as teachers.
Jouvancy divides his subject into three chapters :
first, the knowledge and use of languages ; secondly,
the possession of sciences ; thirdly, some aids to study.
1 Ratio Stud., Reg. Prov. 19; Monumenta Germaniae Paedagogica,
vol. V, p. 242.
'■^ Monumenta Germanise Paedagogica, vol. ii, pp. 84, 93.
3 Ibid., vol. ii, p. 101.
FORMATION OF THE MASTER. 163
As to languages, they are three in number : Greek,
Latin, and the native tongue. Laying down some
principles on style in general, he says : " If a correct
understanding, according to Horace, be the first prin-
ciple and source of writing well, it follows that style,
which is nothing else than a certain manner of writ-
ing, has two parts; first, the intelligent thought or
sentiment, properly conceived; secondl}^, the expres-
sion of the same ; so that, as man himself is made up
of soul and body, all style likewise consists of the
underlying thought and the manner of its expression."
Thought must be true, perspicuous, and adapted to the
subject. To think truly or justly of things, there is
required mental power and insight, which distin-
guishes what is really the gist of a subject-matter
from what is only a deceptive appearance, or is super-
ficial. Assistance is to be had for all this from the
reading of good books, from accurate reflection and
protracted thought, w^hich does not merely skim over
the subject, or touch it in a desultory way ; again,
from the analysis of parts, causes, adjuncts ; finally,
from the prudent judgment of others, or what is called
criticism. As to the ways of acquiring proper dic-
tion, Jouvancy says : " I would have you avail your-
self of books which treat of this matter, not so as
to imagine all is done by thumbing them ; you will
gain much more by the plentiful reading of the best
writers"; and again, "'abundance of diction,' copia
verhorum, will be easily acquired by reading much."
It is by reading, writing, and imitating the best
authors that a good style is formed; and only the
best authors are to be read, " lest the odor of a for-
164 LOYOLA.
eigu and vicious stj'le cling to the mind, as to new
vases."
Coming to treat of one's native tongue, Jouvancy
lays down these points : " The study of the vernacular
consists chiefly in three things. First, since the
Latin authors are explained to the boys, and are ren-
dered into the mother-tongue, the version so made
should be as elegant as possible. Wherefore, let the
master elaborate his version for himself, or, if he
draws on any writer in the vernacular, let him com-
pare first the Latin text with the version before him ;
thus he will find it easy to perceive what is pecul-
iar to either tongue, and what is the respective force
and beauty of each. The same method is to be ob-
served in explaining and translating histories in the
lower classes. Secondly, all the drafts of compositions,
which are dictated in the vernacular, must be in ac-
cord with the most exact rules of the mother-tongue,
free from every defect of style. [Thirdly,] it will be
of use to bring up and discuss, from time to time,
whatever has been noticed in the course of one's read-
ing, and whatever others have observed regarding the
vicious and excellent qualities of speech. The younger
Master should be on his guard against indulging too
much in the reading of vernacular authors, especially
the poets, to the loss of time, and perhaps to the
prejudice of virtue."
The interest here manifested in the vicious and
excellent qualities of the mother-tongue was a contri-
bution of the schools to the development of modern
languages. Nor was the severity, which is here pre-
scribed, with reference to the use of poetry, a barrier
FORMATION OF THE MASTER. 165
to the formation of some good poets among the Jes-
uits themselves. Friedrich von Spee is considered a
distinguished lyric poet of the seventeenth century.
Denis, as the translator of Ossian into German, helped
to inaugurate the later period of German literature.
In Italian prose, Bartoli, Segneri, Pallavicini, have
ranked as classics ; Tiraboschi, as the historian of
literature ; Bresciani, in our days, as the popular nove-
list. As writers of French prose, Bourdaloue and
Bouhours appertain to the choicest circle of Louis
XIV's golden age ; Du Cygne, Brumoy, Tournemine,
besides others already mentioned in these pages, took
their place as literary critics. And, in their several
national literatures, Cahours, ^lartin, Garucci, have
attained their literary eminence as art-critics.
Reverting to solidity of thought as the basis of
style, Jouvancy eliminates the false ornaments of a
subtle and abrupt style, by reducing the conceptions
to a dialectical analysis : " What does the thing
mean ? " And he gives examples.
In the second chapter of the same part, the Ars
Discendi, he comes to the acquisition of those sciences,
which are proper to a Master of Literature. He says :
" The erudition of a religious master is not confined to
mere command of languages, whereof we have spoken
heretofore ; it must rise higher to the understanding
of some sciences, which it is usual to impart to youth.
Such are Ehetoric, Poetry, History, Chronology, Geog-
raphy, and Philology or Polymathy, which last is not
so much a single science as a series of erudite attain-
ments, whereof an accomplished person should at
least have tasted." History he divides into Sacred,
166 LOYOLA.
Universal, and Parcicular. " As to the histories of
particular nations, writers of the respective nationali-
ties record them ; " " and if you do not add Chronology
to History, you take out one of History's eyes." For
Geography, he designates the books and maps which
were then to be had. And, for all the branches, he
indicates standard authors.
Now, in this little rhetorical sketch of Jouvancy's,
we may take note of two features, one pedagogical,
the other historical. The distinctively pedagogical cast
is put upon these private studies, in as much as they
are magisterial, being pursued with express reference
to the Master's chair. The historical feature, to be
noted here, is common to the Jesuit educational lit-
erature in general ; which, in its many departments,
marked several epochs and, as a whole, made an era
in education.
Thus, at the time of the Ratio Studiorum, there
were indeed several guides of the very first rank, in
the path of a literary formation. They were three in
number, Cicero, Quintilian, and Aristotle. From these
the Professor of Ehetoric had to derive his matter and
make clear his method. The Ratio names them as
his text-books for the Precepts.^ From these sources
the literary activity and experience of many genera-
tions of Professors, in several hundred colleges of the
Order, tended to mark out the best line to follow,
for the attainment of literary perfection. The liter-
ary course, in which they themselves were proximately
formed for the duties of teaching, served but to organ-
1 Rt. St. 1599, Reg. Prof, Rhet. 6; Monumenta Germauiaj Paeda-
gogica, vol. V, p. 404.
FORMATION OF THE MASTER. 167
ize the matter, and to digest it. The numberless
pedagogical text-books, issued before Jouvancy, and
after him, exhibit the progress of the movement dur-
ing the several centuries. And, at present, the sys-
tem may be seen in its most developed form, if one
consults the newest guides, like Father Kleutgen's
Ars Dicendi, or Father Broeckaert's Le Guide du
Jeune Litterateur. But, long before our day, the
most ordinary systems of literary instruction have
embodied the method ; and the commonest text-books
have it.
A similar epoch was made, as early as 1572, by the
Grammar of Father Emmanuel Alvarez, De Institutione
Grammatica Libri Tres, a work adopted by the Ratio,
then republished in editions so numerous as to baffle
all calculation, translated either entire, or in part, into
thirteen languages ; while one portion, well-known in
our times as a " Latin Prosody," is credited to divers
authors or publishers.^ The latest editions of this
Grammar, issued in different languages, are of the
last twenty -five years. This era of development in
grammar superseded the subtleties and metaphysical
abstractions of mediaeval methods.^
In history, not to mention the voluminous James
Sirmond, whose researches among original sources
were made before the sixteenth century had closed.
Father Denis Petau (Petavius), early in the following
century, composed his great work on Chronology, lay-
1 Sommervogel fills twenty-four columns with a partial enumera-
tion of the editions of Alvarez; Bibliotheque de la Compagnie de
Jesus, 1890, sub coce, Alvarez.
2 Compare Monumenta Germauiae Psedagogica, vol. ii, p. 269, n.
114 ; Manare's Ordinance for Germany.
168 LOYOLA.
ing down the exact basis in this respect for Universal
History, both sacred and profane.^ Geneva and Hol-
land alike reproduced the work. Labbe's publications
on ancient and modern History and Chronology, the
greater part of his eighty works being upon these
subjects, with several abridgments and geographical
adjuncts ; Father Bufher's " Practical History," which
was published for the schools in 1701, and then rapidly
went through divers editions, to be supplemented in
1715 by his " Universal Geography," his treatise on the
Globe and his Maps, all of which went through some
scores of French, Italian and Dutch editions ; these
and other works of the kind indicate the line of
pedagogical development going on at the same time
in the various colleges. Hence, the ^' New Elements
of History and Geography for the use of the Scholars
of the College Louis-le-Grand," which was an abridg-
ment of Buffier's book, could say, with some propriety,
on its first page : " How great has been the careless-
ness of an age, otherwise so judicious and cultivated
as ours, in not having as yet made the science of
History and Geography an essential part of the educa-
tion of youth ? The public and posterity will per-
haps be grateful to the College of Louis-le-Grand, for
having shown in this regard an example, which ought
to do honor to our time." ^ Thus the same resources
were at the service of Jesuit education as, in the gen-
eral literary world, helped to form the Jesuit historians :
Mariana, historian of Spain; Damian Strada, of the
War in the Netherlands ; Balbin, of Bohemia ; Narus-
1 Rationarium Temporum, Paris, 1632.
2 Daniel, Les Jesuites Instituteurs, etc., ch. 10, p. 216.
FORMATION OF THE MASTER. 169
zewicz, of Poland ; Katona, of the Kings of Hun-
gary ; Damberger, of the Middle Ages ; Francis
Wagner, of Leopold I ; G. Daniel, historiographer
royal of France.
Geography is not to be separated from History.
Up to the end of the sixteenth century, Ptolemy's
Geography, corrected, modified, altered, according to
the reports of navigators, had been the scientific
standard, but uncertain, vacillating, and self-contra-
dictory. From the earlier part of the seventeenth
century, the astronomical observations, sent from the
far East by the Jesuit missionaries, emphasized the
need of a general reform, already sufficiently evident.
Father Eiccioli, assisted by Father Grimaldi, who is
known in science as one of the precursors of Newton,
undertook, in his GeograpJiia lieformata, the reform
of Geography by means of Astronomy.^ For this
purpose, he created first his own metrology, identify-
ing, and reducing to a common denomination, all the
measures received in reports from different parts of
the earth. The first eclipse of the moon which he
makes mention of, among his astronomical reports,
had been observed on the night of November 8, 1612,
by Father Scheiner at Ingolstadt and by Father
Charles Spinola at Nangasaki in Japan. At the
time that Eiccioli was writing, the Jesuit mission-
aries had multiplied in China. Adam Schall died
in 1666, holding the post of President of the Mathe-
matical Tribunal at Pekin ; he was followed by Fer-
dinand Verbiest ; and then a long line of imperial
1 Geographiae et Hydrographiae Reformatae Libri xii, Bologna,
1661, in folio.
170 LOYOLA.
astronomers of the Celestial Empire, Koegler, Haller-
stein, Seixas, Francesco, De Eocha, Espinha, con-
tinued to send their reports, either to the colleges of
their respective Provinces, or to other mathematical
centres, or to the learned societies in Europe, Avhereof
not a few Jesuits were members. Meanwhile, scien-
tific returns from Hindustan, Siam, Thibet, on one
side of the globe, and from San Domingo on the other
side, poured into the College Louis-le-Grand, and
made of this educational centre an indispensable
auxiliary to the Bureau of Longitudes. All this, re-
acting on education, was received with satisfaction by
the general world, and drew the pedagogic bodies
steadily, though with some difficulty, on the line of
progress. The University of Paris was quite tardy
in following up the steps of the Jesuits.^
As to Mathematics in education, it is evident that
a similar process of development must have been the
history of this branch, with the limitation however,
that mathematical science has not been so nearly
created anew within these last centuries, as some
other departments. Father Christopher Clavius, " the
Euclid of his time," was engaged by Gregory XIII in
reforming the Calendar, the same which we use to-day ;
he died in 1612. His death intervening, while his
complete works were being republished, Father Zieg-
ler superintended the neiv edition, till it was finished
in five tomes. Francis Coster, at Cologne, Hurtado
Perez, at Ingolstadt, Henry Garnet, an Englishman,
1 See the pleasant sketch in Daniel's Les Je'suites Instituteurs, etc.,
chs. 2-5 ; also Maynard's The Jesuits, their Studies and Teaching,
ch. i, Scientific Condition of the Jesuits, etc.
FORMATION OF THE MASTER. 171
and G-rienberger, successor of Clavius, both at Eome,
belonged, with other mathematicans of the Order, to
the sixteenth century. The writers of the prelimi-
nary Ratio, 1586, require that, in a brief course of
Mathematics, " Euclid's Elements " " be seasoned al-
w^ays with some application to Geography or the
Sphere '' ; then, in the following year, the rest of
Father Clavius' " Epitome of Practical Arithmetic " ^ is
to be finished ; - and special courses are provided for
members of the Order, who give promise of eminence.-'^
Indeed, whether as Professors of officers for the
army and navy, or as constructing and directing ob-
servatories, the members pursued everj^ branch of
Mathematics, pure and applied. Father L'Hoste's
'' Treatise on Xaval Evolutions" was used in the French
navy, as " the Book of the Jesuit." * Of this book
the Count de Maistre writes quaintly in 1820 : " An
English Admiral assured me less than ten years ago,
that he had received his first instructions in the 'Book
of the Jesuit.' If events are taken for results, there
is not a better book in the world ! " ^ Eximeno, at the
school of Segovia, instructed young nobles in Mathe-
matics and the science of Artillery. And so, in gen-
eral, courses were provided, according as the needs of
respective localities required. The Kepublic of Venice
struck a gold medal in honor of Vincent Eiccolati, the
Jesuit engineer, just as the King of Denmark honors
De Vico, the astronomer, with a gold medal struck in
1 Rome, 1583, 8vo, pp. 219.
2 Monumenta Germaniae Psedagogica, vol. v, p. 141, De Mathe-
maticis. 3 Reg. Prov. n. 20. ^ Y\vs,i edition in 1697.
5 De r:6glise Gallicane, lir. 1, ch. 8, p. 46 ; edit. 1821.
172 LOYOLA.
his honor, and having the words inscribed, " Comet
Seen, Jan. 24, 1846." ^
Kircher, Boscovich, Pianciani, Secchi, Perry, hon-
ored with the fellowship of so many learned and
scientific Academies, and exercising a distinct influ-
ence to-day, either by the far-reaching effects of their
researches, or by their actual contact with science, may
be looked upon as belonging to our most recent times.^
It is remarked that to the Order was due the mul-
tiplication of observatories, in the middle of last cen-
tury. Pather Huberti superintended the building of
an observatory at Wiirzburg ; Father Maximilian Hell,
the court astronomer, built one at Vienna. At Man-
heim, a third was erected by Mayer and Metzger;
at Tyrnau, one by Keri ; at Prague, another by Step-
pling ; one at the Jesuit College of Gratz ; similarly
at Wilna, Milan, Florence, Parma, Venice, Brescia,
Eome, Lisbon, Marseilles, Bonfa. In short, Montucla
remarks: "In Germany and the neighboring coun-
tries, there were few Jesuit colleges without an observ-
atory. They were to be found at Ingolstadt, Gratz,
Breslau, Olmiitz, Prague, Posen, etc. Most of them
seem to have shared the fate of the Society ; though
there are a few which survive the general destruc-
tion." 3
1 The medal is in the Coleman Museum of the Georgetown Uni-
versity, where De Vico, with Sestiui, was astronomer for some time.
2 For an historical sketch of Bavarian Jesuits, under the aspect
of scientific eminence, see Monumenta Germanise Paedagogica, 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.
3 Histoire des Mathematiques, t. iv, p. 347; quoted by Cretineau-
Joly, t. iv, c. 4, p. 283, who contains a large amount of literature
FORMATION OF THE MASTER. 173
These few indications go to illustrate the pedagogi-
cal epochs made by the system of the Order. And
the young member, who is being formed to contribute
his own share towards carrying on the education of
the world, passes all these branches under review.
One of them, Mathematics, is conducted outside of
the ]3hilological seminary, which we have so far been
considering; it is left for his course of Philosophy,
which he will pursue during three years, before actu-
ally embarking on the life of the class-room, or his
^'regency." We may now suppose that the time has
arrived for his entering the class-room, as a Master
of Grammar and Elementary Literature.
When he does so, he has possessed himself, in that
philosophical triennium, of positive intellectual attain-
ments, neither meagre nor common. He has surveyed
the whole field of natural thought and investigation,
in the various branches, mental, physical, and ethical.
To enumerate them, there is Logic, including dialec-
tics, and the criteria, objective and subjective, of truth ;
Ontology, or general metaphysics ; Special Metaphys-
ics, in its three divisions : — Cosmology, which imme-
diately underlies physics, chemistry, and biology ;
Psychology, which underlies all the anthropological
sciences about the human compound, its principles,
and the formation of its ideas ; Natural Theology.
upon this subject. According to late researches, made by MM. C.
Andre 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 Bibliotheque des Ecrivains de la Compagnie de Jesus,
etc., appendice l^r, p. 221; 1876.
174 LOYOLA.
All this is tlieoretic or speculative philosophy. There
is besides the science of moral life, which comprises
Ethics, Natural Kight, and Social Eight. Concurrent
with Philosophy, there has been a double course of
Physics and Chemistry, during one year, with a course
of higher Mathematics, varying from one year to
three ; as well as a half-year's course of Geology, As-
tronomy, and some other subsidiary matters. This is
the general formation. The principle which guides
individual cases was laid down by Ignatius in these
terms : '' In the superior faculties, on account of the
great inequality of talents and age and other consid-
erations, the Eector of the University will consider
how much in each line individuals shall learn, and
how long they shall stay in the courses ; although it
is better for those who are of the proper age, and who
have the requisite facility in point of talent, that
they should endeavor to advance and become conspicu-
ous in all." ^ During all this course of higher natural
sciences, some attention has still been paid to acces-
sories ; literature has not been entirely neglected ;
oratory has been practised, and poems presented on
stated occasions. And then the new Master is intro-
duced into his course of " regency."
1 Constitutiones, pars iv, c. 13, u. 4.
CHAPTER XII.
YOUTHFUL MASTERS.
Whex Ignatius of Lo3'ola was governing the Society,
the multiplicity of affairs which he had to administer,
and the absorption of mind which they demanded, did
not prevent him from devoting to every minute ele-
ment the attention which it specially invited. Hence
he required the young Scholastics, who were review-
ing their literary studies at Valencia, to send him
their orations and a poem. So, too, with the Masters
of the lower classes at Messina, in Sicily. This college
had opened with the higher courses of letters ; but the
very next year such numerous throngs of younger
boys came asking for admission, that the system,
begun with Rhetoric and Humanities, was carried
down to meet their needs ; and the entire course was
distributed into five grades. Ignatius required the
teachers of these lower grades, no less than those of
the higher, to write each week, and send him an ac-
count of the affairs of his class. ^
It is indeed an eventful moment, when a man be-
comes a teacher of others. They may be boys. But,
whether they are boys merely blossoming into life, or
youths on the verge of manhood, the teacher of them
has to be a teacher of men; and perhaps more so
1 Bollandists, J. P., n. 871.
175
170 LOYOLA.
with the boy than with the man, inasmuch as his con-
trol of the younger student has to be so much the
more complete. It is not merely such a control as
will address the intellects of men mature, whose char-
acters are already far advanced in the way of forma-
tion, or are perhaps fixed for life ; but it must be such
as will form a whole human nature, which is still
pliable and docile.
As an almost universal rule, the Jesuit Scholastic,
after his course of Philosophy, takes his place in a
college to teach Grammar or Literature. If it be
asked, why should this be an almost universal rule,
several reasons are at hand. In the first place, the
candidate for admission into the Order has been ac-
cepted with special reference to this work. If this
reference was expressly overlooked, the candidate so
admitted is in an exceptional category. In the sec-
ond place, the whole tenor of what has to be said in
the present chapter will show the pedagogical policy
in the arrangement. But, in the third place, not to
pass over too summarily one special fitness, I will say
a few words upon it at once.
The manner of teaching the young is oral and tuto-
rial. All through the Jesuit System the manner fol-
lowed is oral : in the examinations of the lower classes,
where writing is admitted, it is only as a specimen
of style and composition that writing enters the
examination exercises. With the younger students,
the manner of teaching is oral in its most specific
sense. It is not that generic quality which will suit
as well the lecturer or the public speaker. But it is
the tutorial manner, which includes a fund of sym-
YOUTHFUL MASTERS. 177
patliy, of that tact which supposes sympathy, of such
a superiority, both moral and intellectual, as knows
how to stoop, and elevate the boy by stooping, and
does it all naturally, instinctively, gracefully. In the
ordinary course of human affairs, this magnetic power
of the teacher is more intense, according as in years
he is nearer to the subject on whom liis ascendancy
plays, and by whom it is spontaneously admitted. I
mean that inestimable and precious subject, the mind
and heart of the impressionable boy, who is about to
develop into manhood, first young, and then mature.
The youthful subject is rich, though not in posi-
tive acquisitions already made its own ; for, in this
respect, it may rather be considered param fructiiosa,
as Sacchini says ; that is, bearing little fruit as yet,
either of judgment or positive acquirements. But it
is rich in its promise, as it struggles upward into the
sunshine of varied and beautiful truth. This is the
fact which imposes upon liberal education the duty of
omitting nothing that is either beautiful or polished,
in imagination, thought, or style. It justifies Belles
Lettres and the most finished course of Literature, as
being the chosen garden of flowers and fruit, to enter^
tain withal, richly and exquisitely, the youthful prom-
ise of mind, sentiment, and heart.
Or, inverting the figure, if we liken the mind itself
in youth to the choice and prolific soil of a garden,
we may note that, to till such soil, there is need of a
gardener who has a delicate hand and a light touch.
He must not be a lecturer who stands off, nor a speaker
who declaims, nor a text-book monger who reads, and
hears recitations of what a book says ; nor is he to
178 LOYOLA.
dole out methods and analyses to an inquisitive sense
and emotional fancy, which, in the youthful soul,
are the temporary vesture of an unfolding intellect ;
even, as in nature around, things tangible and pal-
pable are bursting, to the boy's inquisitive eyes, with
the great intellectual truths which fhej contain.
Analyses, text-books, lectures are not the powers with
the young mind. But, often enough, we see where
the real power lies ; when young men, scarcely as yet
approaching the prime of life, exercise over impres-
sionable and brilliant youths, not much beneath them-
selves in age, such a personal influence as bids fair
to rank them among the greater forces of human
nature — forces which are great in leading, because
they know so well how to follow. That other form of
ascendancy, more purely intellectual, and originating
in wide learning and maturity of scholarship, belongs
to the University Professor of a later stage of life.
Hence it appears that youthfulness in the Master is
an advantage for the tutorial teaching of the young.
The critics who drew up the preliminary Batio in
1586 were of opinion that the Masters in the liter-
ary courses should be assigned to their work, not
after their course of Philosophy, but before.^ They
would except from this arrangement only the Profes-
sor of Ehetoric ; perhaps, also, in the chief colleges,
the Professor of Humanity or Poetry; besides, of
course, those " whose age or deportment shows that
they are too young to become Masters as yet, or too
far advanced in years to be kept back from their Phi-
losophy." In support of this view, they urge several
1 Monumenta Germanise Paedagogica, vol. v, p. 151 seq.
YOUTHFUL MASTERS. 179
reasons, which, do not much concern us here ; as, for
instance, that, if young men have once tasted of the
subtleties of the philosophers, they can hardly bring
themselves to take pleasure any more in the insipid
subject-matter of Grammar 5 they will pore over phil-
osophical lore ; they will branch off, during class, into
philosophical digressions, which may serve for show,
but not for utility. The critics also express a fear
that these philosophers will bring into the school-
room a style of language infected with philosophical
terms ; and they quote the eminent Jesuit, Annibal
Codret, to the effect that, if Philosophy has been
tasted beforehand, nothing brilliant in literary style
can subsequently be guaranteed. But, these argu-
ments notwithstanding, the Society, when it came to
sanction a final arrangement, in the legislative docu-
ment of 1599, seems to have entertained a higher
idea of the younger members, and of their ability
and resolution to shake off any deleterious effects of
scholastic Latin, when they advanced to the chair of
purest Latinity. Hence the legislation ordains that
Philosophy is to be studied before undertaking to
teach Letters.^
There are several reasons, however, which, as urged
by these critics, are quite relevant to our present
topic. They urge that Grammar studies require a
certain fervor, or alacrity, which is rather to be found
in persons who are younger, and so far are nearer to
the thoughts and sentiments of boyhood. The fuller
results of education, in this respect, are not to be had
1 Ratio St., Reg. Prov. 28 ; Monumenta Germanise Paedagogica,
vol. V, p. 260.
180 LOYOLA.
from them when older. If authority or experience
is felt to be wanting, it can readily be supplemented
by the Prefect of Studies, who is constantly in at-
tendance on the classes of Grrammar ; and his direction
finds a sufficient response in the teacher's aptitude and
docility. Indeed, docility to counsel is so indispensa-
ble a requisite, on the part of young teachers, that
the General Mutius Vitelleschi observes : " If they
were to show themselves impatient of correction, and
were to refuse the necessary aids for becoming effi-
cient, they should on all accounts be removed from
teaching, even if they had filled only half a year ;
since it is more just and expedient that one suffer
shame, than that many be injured." ^
Unless singular talents, or the bare force of cir-
cumstance, recommend another course of action, it
is not desirable that new teachers should at once
become Masters of the higher class of Grammar or
of Humanity, though otherwise not unfit for these
grades. On all accounts, say the critics, the rule
should be that they start with the lowest classes, and
then, year after year, advance to the next higher
grade, with the best part of their scholars. A certain
crudeness and inexperience which, at the beginning,
are unavoidable in their management, will cause, as
long as it lasts, not so much evil with the younger as
with the older students. Inexperience wears away
with practice. Then again, if the Masters go up
each year, and the scholars go with them, the same
students are very much with the same teachers.
The young people have not to pass so often from one
1 Ibid., vol. ix, p. 59.
YOUTHFUL MASTERS. 181
kind of management to another. Frequent change
entails a waste of time, until each party comes to
know the other, and understand his own as well as
the other's part.^ In 1583, Father Oliver Manare,
visiting the German Provinces by the General's au-
thority, had noticed this point, in his ordinance for
the management of convictus, or boarding colleges ;
that " frequent changes were burdensome to the stu-
dents themselves, because they were forced to accom-
modate themselves often to new teachers or prefects." -
In the same sense, these critics, whom we are fol-
lowing, consider it undesirable that a Master should
resign his post in less than three years. Frequent
and manifold changes provoke complaints on the part
of the outside world. Besides, the Master's own
efforts at acquiring perfection in the magisterial art
will be cut short. When there is no prospective per-
manency in a position, the mind is not so seriously
applied to the work in hand.^
In all this, a most important question regarding
boys is being faced by these critics ; and a definite
practical solution is adopted. The question is, which
of the two alternatives to adopt, whether to sub-
mit boys to one person's dominant influence, or to
pass them on through the hands of divers experienced
and permanent Professors, stationed respectively in
the different grades. This latter alternative, if it is
understood to mean that one Professor remains per-
petually in one grade, and another in another, scarcely
1 Ibid., vol. V, Rt. St. 1586 ; Humanitatis Magistri, n. 5, p. 153.
2 Monumenta Germaniae Psedagogica, vol. ii, p. 415.
3 Ibid., vol. V, n. 3, p. 152.
182 LOYOLA.
seems to merit consideration with tliem, except as re-
gards tlie two highest literary classes, — of Poetry and
Rhetoric, — where the requirements of erudition are
so considerable as to need a lengthened term of years
for filling the chairs worthily. But, if the alternative
regarding permanent Professors means that the same
teachers remain constantly within the limits of the
same curriculum, then the question seems to be the
one which the critics of the preliminary Ratio argue
about in both senses, for and against ; and they finally
arrive at a solution, or rather a compromise.^
The severest thing they say against the plan is in
this wise, when sj)eaking directly of the two highest
grades : " Perpetuity of that kind may give occasion to
mere idleness and indifference ; for after acquiring, in
the first years, some esteem and name for their learning
(in Poetry or Ehetoric), Masters prefer to enjoy the
fruit and name of the labor already undergone, how-
ever moderate that was, rather than wear themselves
out with new labors. Hence they make no new ac-
quisitions in the learning and accomplishments proper
to their branch; they get rooted in very much the
same spot, and teach what they have taught before
over and over again, though with some variations.
What is worse, as if they were quite worn out with
their prolonged exertions, they say that they cannot
any longer stand all the labor of exercising their stu-
dents; whence everything freezes, and they ask for
an assistant, who, if he is unlearned, does more harm
than good; if learned, then why are two doing the
work of one?"
1 Ibid., vol. V. n. 4, p. 152.
YOUTHFUL MASTERS. 183
The solution which they arrive at is a compromise,
which recognizes peculiar advantages in both arrange-
ments. It is embodied in several rules of the Ratio
Studiorum} As many perpetual Professors as possi-
ble, for Grammar and Ehetoric, are to be provided;
and some candidates for admission to the Order, who
seem qualified for this field of work, though apparently
not likely to succeed in the higher studies of the So-
ciety, may be admitted on this condition, that they
devote themselves in perpetuity to this work of zeal.
Thus such exigencies are provided for as postulate a
perpetuity of professorship within the same limited
curriculum.
On the other hand, the normal process is that which
arranges a constant succession of teachers in the col-
lege, but not a constant change with the same boys.
The same boys go hand in hand with the one Master,
with whom they have most to do. And no one is to
take charge of them, however transiently, says the
General Vitelleschi, "whether on account of fewness
of numbers, or merely to suppl}^ for another in his
absence, of whom it is not certain that he is qualified
for the post."^ The very frequent mention, in all
these discussions, of something like domestic trage-
dies resulting from the change of masters, seems to
show two things; first, it justifies the practice of
keeping the same Professor over the same boys for a
certain term of years, if not until the class itself dis-
solves into higher courses ; secondly, it shows what a
usual condition it was for masters to have won the
1 Ibid., vol. V, p. 260; Reg. Prov. 24, 25.
2 Ibid., vol. ix, p. 60; letter of the year 1639,
184 LOYOLA.
most absolute attachment to themselves, in the exer-
cise of their magisterial duties, both on the side of
parents and on the part of the scholars. Thus, speak-
ing of the Professors mounting with their classes, the
critics say : " They will have observed what their dis-
ciples need; they will take them up to the next class.
And hence, that changing of Masters, which has caused
so many tragic scenes, will not be felt so much." ^
Add to these elements of permanency and identity,
another which is most fundamental of all, the identity
of their formation as Masters; so that the young
Jesuits, as the General Yisconti sums up the matter
in 1752, " must have the most accomplished Profes-
sors of Rhetoric, immediately after their novitiate,
men who not only are altogether eminent in this fac-
ulty, but who know how to teach, and make every-
thing smooth for them; men of eminent talent and the
widest experience in the art; who are not merely to
form good scholars, but to train good Masters " ; and
that " two years entire must be given to Rhetoric, ac-
cording to the custom of the Society, which term is
not to be abridged, unless necessity is urgent." ^ Add,
moreover, the uniformity of plan, " so that the form of
our schools may be everywhere as much as possible
the same, and, when Masters are changed, itself need
undergo no change."'^ It follows that, though the
flow of new blood is constantly entering the pedagogic
body, and a constant renewal is taking place, neither
the permanency nor the identity of the teaching body
and its system is found to depend upon the same in-
dividuals remaining at the same posts. Naturally,
1 Ibid., vol. V, p. 154. 2 ibid., vol. ix, p. 130, n. 2. 3 ibid., n. 6.
YOUTHFUL MASTEES. 185
such conditions are not to be looked for, except in tlie
special circumstances of a religious community, with
perfect organization in the body, with the conscien-
tiousness of a self-denying formation actuating the
members, with the landmarks of traditions, and a
statutory method to show the way; and, finally, with
executive officials adequate to control.
As to this last-named condition of executive super-
intendence over persons and things in the system,
several rules for the Prefect of Studies of these liter-
ary courses will explain themselves. The Ratio of
1599 says: "Let him have the rules of the Masters
and scholars, and see that they are observed, as if
they were his own. Let him help the Masters them-
selves and direct them, and be especially cautious
that the esteem and authority due to them be not in
the least impaired. Let him be very solicitous that
the new Preceptors follow with accuracy the manner
of teaching, and other customs of their predecessors,
provided that these were not foreign to our method;
so that persons outside may not have reason to find
fault with the frequent change of Masters. Once a
fortnight, at least, let him listen to each one teach-
ing."^
This moral identity being secured, in the ways,
means, and views of the teaching body, the individual
and personal elements, which each Master brings to
bear upon the work before him, are no more interfered
Avith, or hampered by community of method, than
are all the varieties of race, nation, politics, and en-
vironment, slighted or interfered with by a single
1 Ibid., vol. V, p. 352.
186 LOYOLA.
system of collegiate institution being placed in their
midst. It was in view of being everywhere, that the
system was cast in its precise and adjustable form, so
that, in spite of being everywhere, it should be found
equally manageable and effective. And similarly, in
spite of the system itself being one, the play of indi-
vidual talents can be various, as are the movable fac-
tors in any great organization.
We may close this chapter by observing several
far-reaching consequences of the foregoing principles.
In the first place, those who, after personal experience
in the classes, come to take charge of colleges in the
capacity of Electors, are found, say the critics of 1586,
to take full and accurate account of studies and Profes-
sors alike ; for they themselves " have borne the bur-
den of the schools, and know how to sympathize with
others from their own experience " ; a fact which is
the more conducive to the end in view, as "colleges
have been instituted for the study of letters. Be-
sides, not unfrequently there arise in the classes, espe-
cially of the smaller colleges, difficulties which can
scarcely be overcome, except by a Kector who has
personal experience to guide him; otherwise, whether
he chances to solve the difficulty aright, or solves it
awry, he will not do much good either way, since they
do not give him the credit of knowing how." ^ The
" smaller colleges " spoken of here, as more liable to
encounter internal difficulties, are contrasted else-
where by these critics with " the greater and principal
ones, in which there are many counsellors or referees
at hand, to whom the Masters can have recourse for
1 Ibid., vol. V, p. 149.
YOUTHFUL MASTERS. 187
assistance ; and the schools themselves have sufficient
authority. ' ' But, in what they call the minor colleges,
" the authority of the schools depends for the most part
on the reputation and authority of the individual Mas-
ters," who happen at a given time to be filling the posts.^
In the spirit of this personal and experienced con-
currence with all the affairs of the college, the Eector
is required so to moderate the other concerns of his
office, as to be prompt in fostering and advancing all
literary exercises. He is to go often to the classes,
those of the lower faculties as well as of the higher.^
Every month, or at least every other month, he is to
hold general consultations with all the Masters be-
low the course of Logic, the several Prefects being
present ; and, after the reading of some selection from
the Ratio, concerning the Masters or the piety and
good conduct of the students, he is to inquire what
difficulties occur, or what omissions are noticed in the
observance of rules. ^ Books are never to be wanting,
in the sufficiency desired by the members generally,
whether they are engaged in teaching, or are pursuing
their studies. '^ To this regulation, which concerns the
chief authority in a Province, the revised Batio of
1832 adds: "The same is to be said of literary pe-
riodicals for the use of the Professors ; of museums,
physical apparatus, and other equipments, which are
needed by a college according to its degree.'' The
General Visconti observes somewhat emphatically,
1 Ibid., p. 153.
2 Rt. St., Reg. Rect. 3 ; Monumenta Germanise Paedagogica, vol. v,
p. 268.
3 Ibid., n. 18, p. 272.
4 Reg. Prov. 33 ; Monumenta Germannise Pajdagogica, p. 262.
188 LOYOLA.
that "in buying books the Eectors will never con-
sider the money of their colleges ill spent." ^
Jouvancy applies the same principle to publishing
the literary productions of the Masters. He first
sketches the series of literary productions expected
from them, — the annual addresses of inauguration to
be given by each Professor in his own class, the public
and solemn one to be delivered, on the same inaugural
occasion, by the Professor of Ehetoric, the poem to be
composed and read by the Master of Poetry; then,
during the year, a certain number of addresses to be
delivered ; and, at the end, a tragedy composed by the
Professor of Ehetoric, a minor drama by the Professor
of Poetry, both to be acted on the stage. Jouvancy
goes on to recommend that no public occasion be
allowed to go by, without receiving the tribute of
some such literary work. Then he adds : " jSTor is that
expense to be considered useless which is incurred for
printing and publishing good poems. In all these
matter, splendors should be added to literary exercises,
and to the exhibition thereof, in such wise that every-
thing meanwhile tends to solidity of erudition. " ^
A second consequence of the literary cast, marking
the whole Order, is the vantage-ground on which it
placed the Jesuits, with regard to all the learning and
the learned men of Europe. The fluent and elegant
command of the Latin language gave at once a mastery
over the vehicle of intercourse, in which all learning
was conveyed. Our critics of 1586 sum up the
bearings of this particular advantage under several
1 Ibid., vol. ix, p. 131.
■^ Jouvancy, Ratio Discendi ; c. Ordo Studendi.
YOUTHFUL MASTERS. 189
heads: The members of the Order deal with so
many nations; scholastic disputations, whether in
Philosophy or Theology, are always conducted in
Latin ; the members write so many books ; they can
do justice to the ancient Fathers of the Church;
they have to deal constantly with learned men.^
A last consequence, which I shall present, is sug-
gested by an observation of the same writers, in
the same place. It throws no little light upon the
history of the Society, and it shows the practical ad-
justment of the educational system to the times. They
say then, it is by the studies of Belles-Lettres, more
than by the higher faculties, that the Society has, in
a short time, been propagated through all the principal
parts of Christendom. Nor can it be preserved better
or more solidly, than by the same means through
which it was first introduced. Unless they endeavor
to maintain this honorable distinction, with which
God has been pleased to grace the Society, there is
reason to fear that they themselves may yet lapse into
the barbarism, which they are far from admiring in
others. "As to the other faculties, which are bril-
liant enough of themselves, there is no trouble in cul-
tivating them. But, natural inclinations feeling a
repugnance for less conspicuous pursuits, people
have, as it were, to drag themselves to these lower
faculties. They should take lesson, therefore, by good
husbandmen, who bestow more care on transplanted
and exotic growths than on native shoots."^ And
they proceed to quote the rule, formulated in the
words of Ignatius, by the General Everard Mercurian,
1 Monumenta Germanife Predagogica, vol. v, p. 144. 2 ibid.
190 LOYOLA.
who required the institution and ^^reservation of the
literary seminary.^ So that we end here this discus-
sion on the lower faculties, at the point where we
began.
In all well-assorted plans each element has a refer-
ence to every other. Men must match the work, and
the work be suited to the men. Were the men not
formed, the best system would settle into an inert
state; and, the more consistency and vitality of its
own it offered to contribute, the more inept and inert
would it look, a memorial of what it might do, dead
to what it can. In itself, and in its effects, it might
appear to be out of date, as not being understood.
Only the practical working of a thing, by the man
who understands it, shows it off for what it is worth.
This is a rule quite universal, wherever practical in-
sight is needed for the working of a mechanism. It
must be worked intelligently to be understood. Once
it is understood, the practical intelligence grows.
1 Ibid., vol. ii, p. 126; Reg. Prov. n. 50.
CHAPTEE XIII.
THE COURSES OF DIVINITY AND ALLIED SCIENCES.
PRIVATE STUDY. KEPETITIOX.
1. Having finished his course of teaching literature,
the Jesuit returns to his higher studies. Divinity
and its allied sciences stand out in prominence for
their intrinsic dignity; but they have, besides, a
studied preeminence assigned them in the system
before us. The almost universal rule, of intermit-
ting the higher studies with a course of literary teach-
ing, undergoes "a special exception in the case of those
"theologians, whose number is few, and use so
manifold " ; ^ of whom Aquaviva says that, " accord-
ing as the higher courses are developed, the fewer
proportionately, out of many students, become quali-
fied to profess those exalted sciences."^ The same
policy holds with respect to those who have an
eminent talent for oratory. Laynez, himself a great
preacher, and a competent judge in the matter,
relieved Father Francis Strada of the office of Pro-
vincial, to set him free for the ministry of the pulpit ;
and he wrote, as he did so : " If only he had a suf-
ficiency of those whom he could put in the offi.ce of
Provincial, he would relieve all preachers of that
1 Rt. St. 1586 ; Monumenta Germaniaj Paedagogica, vol. v, p. 150.
2 Formula Acceptandorum Collegiorum, b ; Monumenta Germa-
niae Paedagogica, vol. ii, p. 339. 191
192 LOYOLA.
office, that they might devote themselves entirely to
spreading the seed of the Divine Word. " ^ Of these
and others, " who give eminent promise of being equal
to the graver occupations, or for whom an immediate
need exists in that direction, " ^ an immediate applica-
tion is to be made to the study of Theology.^
All who graduate in these higher courses do so, as
'' qualified to profess " ; just as they had graduated
in Philosophy and its cognate branches.^ But, though
a master in the matter of his philosophical triennium,
no student is called upon to profess any of those
branches, until he has graduated also in Theology.
Here we may advert to several lines of strict paral-
lelism in the system, both with regard to admitting
any students, whether Jesuits or not, to the respective
courses of study, and with regard to admitting Jesuits
themselves to profess in the chairs.
As a condition for admitting any students at all
into the higher courses, the Society introduced a much-
needed reform, in requiring that literary qualifica-
tions of a sufficiently high grade should precede ma-
triculation. Thus the University of Ingolstadt ordains
that no one shall be admitted to Academic, that is,
University lectures, except after one year of Ehetoric ;
and it adds very strict regulations about the election
of courses, repetitions, disputations, etc., in the three
years' curriculum of Philosophy.^
1 Hist. S. J., Sacchini, pars ii, Lainius, lib. viii, n. 219, ad annum
1564. 2 Rt. St. 1586, ibid.
3 Rt. St. 1599, Reg. Prov. 27 ; Monumenta Germanise Psedagogica,
vol. V, p. 260. 4 Chapter xi, above, p. 155.
5 Statuten der philos. Fak. Ingolstadt, 1649; De Auditoribus;
Monumenta Germanise Psedagogica, vol. ix, p. 284.
COURSES OF DIVINITY. 193
In like manner, to be admitted as a student of Di-
vinity and its correlative sciences, it is necessar}^ to
have graduated in the course of Arts, that is to say,
Philosophy and its branches. Thus the University
of Wiirzburg ordains that no one shall be admitted
as an auditor of Scholastic Theology, unless he be
Magisterio insignis, "a Master of Arts"; it excepts
only the members of religious Orders in attendance,
and also Pmicipis Aliumios, "the Prince's scholars."
Others, who have not so graduated, it will admit to
Moral Theology and its supplementary branches. It
will not even examine, for the Mastership in Arts,
any one, whether a Eeligious or not, who has studied
Philosophy in a private institution or a monastery.^
To apply for Academic Degrees, "they must prove
that they have followed all the courses in some ap-
proved public University." -
The curriculum, now before the student, is a quad-
riennium, or four-year course. It is prolonged into
a fifth and sixth year, for reviewing the whole ground
of one's studies; for preparing a public defence against
all comers; and, in the case of Jesuit students, for
an immediate preparation to fill the Professor's chair,
the pulpit, or to discharge other functions. Hence
the University of Cologne specifies, in general, a sex-
ennium, or six-year course for Theology.^
1 Qui non in Academia, sed privatim in aliquo Auditorio aut
Monasterio audierunt philosophiam.
2 Nisi probent se omnes materias publice audivisse in aliqua
Academia probata : Wiirzburger Promotionsgebrauche, 1662 : Monu-
menta Germanise Psedagogica, vol. ix, p. 387.
3 Rhetius S. J. fiir Reform der theol. Fak. zu Koln, November,
1570; Monumeuta Germanise Pjedagogica, vol. ii, p. 217.
194 LOYOLA.
Not unlike to this is the parallelism which we may
noticcj in appointing the members of the Society to
Professors' chairs. Though qualified to teach litera-
ture after his own complete course of letters in the
seminary, yet, as we have seen, no one is to be put
over the classes of Grammar or Humanity who has
not first studied his Philosophy. And so again, at
this stage, though apparently competent to teach
Philosophy, and approved as being qualified to pro-
fess it, yet no one is to be put in a chair of that
course who has not also studied his Theology.^
The reasons for this are assigned by the critics of
1586. The philosopher, they say, who has not yet
become a theologian, will not be so safe in his con-
clusions, in his proofs, in his manner of expression.
He will be of an age less mature. His learning will
be less superabundant. He will scarcely be able to
answer the arguments of unbelievers. ISTor will he
treat Philosophy in a way to render it useful to
Theology. In fine, the proprieties of things cannot
be well observed, if he who has just filled a chair of
Philosophy has to sit down as a mere student in The-
ology.-
The branches of this theological course are Scholas-
tic Theology, Moral Theology, Sacred Scripture, He-
brew and Oriental Languages, Ecclesiastical History,
and Canon Law. The general category of students
is naturally more limited than in the philosophical
curriculum. There the auditors were young men,
1 Rt. St., Reg. Prov. 28; Monumenta Germaniae Psedagogica, vol.
V, p. 260.
2 Ibid., vol. V, p. 133, n. 10, Studium Philos.
COURSES OF DIV^INITY. 195
who would betake tlieiiiselves, at its close, to Medi-
cine, or other walks of life. They may have taken to
Law; though Possevino, himself eminent in jurispru-
dence, would seem to imply that Canon Law must
have been pursued first. ^ The students now are chiefly
Ecclesiastics, with various careers before them ; or they
are Religious of different Orders; or, finally, the
members of the Society itself. The principal object
of our consideration is the formation of these latter,
as qualified to profess. The pedagogical elements
before us may be ranged under three heads : Private
Study; Eepetition, which includes Disputation; Lec-
turing, which is supplemented by Dictation.
2. As to the method of private study, all the
auditors of the course are directed to look over, prior
to the lecture,- the text in Aristotle, St. Thomas,
etc., which the Professor is about to explain.^ Then,
while the lecture is being delivered, they take down
notes; the copying of mere dictation is not favored.
After the lecture, they are to read over the notes which
they have taken down. L^t them endeavor to under-
stand their annotations. Understanding what they
have written, they are to make objections to them-
selves against the thesis established, and endeavor to
solve their own objections. If they cannot find a solu-
tion, let them note the difficulties, and take occasion to
ask the Professor, or reserve them for disputation.
Such is the method of private study prescribed for the
members of the Order, ^ and laid down in more general
1 Biblioth. Selecta; de Cultura Ingeniorum, cap. 27.
2 Prsevidere. 3 Prselegere.
^ Monumenta Germauiae Psedagogica, vol. v, p. 450, n. 4.
196 LOYOLA.
terms for the other students.^ To develop habits of
such study, and to afford the requisite leisure, a cer-
tain custom, then prevailing in Portugal, of keeping
the Professors of Philosophy and their students dur-
ing two hours and a half consecutively in the lecture
room is discountenanced by the critics of 1586 : " That
the philosophers should remain two whole hours and
a half in class, as is now done, is burdensome to the
Professor and troublesome to the students ; for these
latter should get accustomed to private study, lest,
like parrots, they seem to be always talking by rote." ^
This curtailing of class hours was characteristic of
the Society's system. In 1567 the G-eneral Father
Francis Borgia wrote, through his secretary Polanco,
correcting, in this respect, a school-regulation which
had been followed in the lower classes of the German
Province. The secretary writes: ''It is found by ex-
perience, in the schools of the Company, that to teach
three consecutive hours in the forenoon, and three
more in the afternoon, is injurious to the health of
our Masters, and does no good to the health of the
scholars ; for which reason it is now ordained that in
our schools the morning classes shall not last longer
than two and a half hours, and the same in the after-
noon."^
Nothing intensifies more the results of studies than
concentration, nor dissipates them more than division
of attention, while a given pursuit is in progress.
1 Ibid., p. 460, n. 9.
2Rt. St. 1586, Studium Philos. n. 12; Monumenta Germanise
Pjedagogica, vol. v, p. 134. Compare also tlie German Province,
where, in 1586, four hours are reduced to three, ibid., vol. ii, p. 283.
3 Monumenta Germanife Pfedagogica, vol. ii, p. 154.
COURSES OF DIVINITY. 197
This principle applies to the number of courses taken
up at one time, the conduct of private studies in any
single course, and the degree to which the appointed
teachers and the standard authors have full justice
done them. On this head, the critics of 1586 give
recommendations, derived from the Constitution, for
the direction of all the students in general, and for
the members of the Order in particular. The recom-
mendations are embodied briefly in the Ratio JStu-
diorum} With Aristotle in Philosophy, or with St.
Thomas in Theology, one commentary is to be desig-
nated, and that a specially chosen author, suited to
the individual's capacity. In the second year of
Theology, one of the Fathers of the Church can be
added, " to be read at odds and ends of time, or after
the fatigue of a long stretch of study. Another can
be substituted, if after a while they ask for another.
But care should be taken that they do not spend too
much time on this reading, as if they were getting up
a sermon." -
All this, no doubt, tends to make the student ''a
man of one book," who, as the adage saj^s, is much to
be feared. However, when he goes through every
course, and is everywhere a man of concentrated at-
tention, while, for the purpose of public disputation
and the attempted refutation of his own and the
Professor's conclusions, the side avenues of various
authors and systems are studiously and necessarily
kept open, it is probable that, after being "a man of
1 Ibid., vol. V, p. 108, De Private Studio Scholasticorum ; ibid,
p. 133, n. 11, Studium Philos.
2 Ut concionabundi.
198 LOYOLA.
one book," in many courses successively, lie will also
be well-rounded by the time his formation is com-
plete. With students in general, this can be accom-
plished by the age of twenty-five ; with the Jesuits
themselves, about the age of thirty-three.
3. I come now to the subject of Eepetition, of
which two chief forms offer themselves. One is just
what the word of itself indicates ; it belongs to all the
faculties, but chiefly to the lower courses. I shall
call it by the generic name of Eepetition. The other
has place principally in the higher; it is Disputation j
of which a preparatory exercise, called Coricertatio,
prevails also from the lowest class of Grammar up-
wards.
Eepetition then rehearses in full class, under various
forms or modifications of that exercise, what the Pro-
fessor has explained in class. Just before the close
of the hour spent on his lecture, the Professor of
Philosophy or Theology signifies that he is ready for
questions on the matter treated; he asks sometimes
an account of the lecture, and he sees that it is re-
peated. The revised Batio of 1832 puts it, in more
general terms, thus: "He is often to require an ac-
count of the lectures, and to see that they are re-
peated " ; and then it desires that, after the lecture,
either in the class-room, or somewhere near, he re-
main accessible to the students for at least a quarter
of an hour, to answer their questions.^ This is all
from the Constitution of Ignatius.
The Eepetition, which he is to see to personally,
^ Rt. St., Reg. comm. Prof. sup. fac. n, 11; Monumenta Germanise
Paedagogica, vol. v, p. 290.
COURSES OF DIVINITY. 199
is that which, takes place in small circles of about
ten students each. " At the close of the lectures let
them, in parties of about ten apiece, repeat for half
an hour what they have just heard ; one of the stu-
dents, and, if possible, a member of the Society,
presiding over each party, decuria."^ Neither the
preliminary, nor the final, Batio demands that the Pro-
fessor himself preside over any of these parties. But
" those who do preside will become more learned, and
will be practising to become Masters themselves."^
It must be admitted that the tenor of many re-
marks in the earlier document of 1586, shows the
presence of Jesuits among the auditors to have acted
on the course as a leaven and a relief; although the
concurrent testimony of historians, about the Jesuit
schools, indicates little or nothing there of that license
of manners, such as Possevino described for us in a
former chapter.^ In a special manner, those Jesuit
students, already young priests, who, having gone
through their four-year course, were now reviewing
in a biennium, of a fifth and sixth year, all their long
studies of the higher sciences, stood ready at hand for
many functions in the arena of direction and presi-
dency, either over the repetitions or the disputations,
or in the chair; to which as many of them as were
needed would be officially assigned, when their private
studies left them at last free.*
1 Rt. St. 1599, Reg. Prof. Phil. n. 16; 1832, n. 9; Monumenta Ger-
manije Paedagogica, vol. v, pp 340, 332.
2 Rt. St. 1586, Repetitiones, n. 3; Monumenta Germanias Paeda-
gogica, vol. V, p. 99.
3 Chapter vii, above, The Moral Scope, p. 101.
4 Monumenta Germanise Paedagogica, vol. v, p. 268; Reg. Rect. n. 6.
200 LOYOLA.
To say a word upon this class of Jesuit students,
they show us the Professor's formation at its last
stage. They are reviewing all Theology, Philosophy,
Sacred Scripture, Canon Law, Polemical or Contro-
versial Theology, and ecclesiastical erudition gen-
erally. The last of their rules for self -guidance says :
"In particular, they are to devote themselves most
of all to that pursuit, to which they feel chiefly
drawn, without, however, omitting any of the rest."^
Meanwhile, they present, in various ways, specimens
of their talent and erudition ; they throw into the form
of a digest, "from their own genius," all Theology,
under certain heads and principles ; they can choose
some "splendid subject," ^ and deliver ten public lec-
tures thereupon to the auditors who choose to attend,
Avhich, we may observe, was precisely the status of
all Professors in the mediaeval universities. In their
acts of public defence, five of which are prescribed
during the two years, they are free to follow or to
leave the opinions of their late Professors.^
These students then are assistant and extraordinary
Professors. They have begun the work, which some
of them will continue when called upon to become
Professors in ordinary. They are already in train-
ing for that independent work, which the revised
Ratio of 1832 shows some anxiety about preserving;
for it says to all who occupy any chair in these fac-
ulties, that, in case they adopt a standard author to
follow in their lectures, which is a custom rather
1 Monumenta Germanise Paedagogica, p. 456 ; Institutio pro bien-
nio, n. 14. ^ Prseclara aliqua materia.
3 Ibid., p. 454.
COURSES OF DIVINITY. 201
prevalent in more recent times, they must neverthe-
less deliver each year some special question elaborated
independently by themselves.^ This independence of
style, perfect command of the matter, with express
leave for the incipient Professor, in the course of his
final biennium, to relinquish the opinions of his late
Professors, are made the subject of many a remark by
the critics of 1586. Withal, it is clear enough that
for a younger man to leave an approved opinion
safely, it is very necessary for him to know well what
he is about; and doubly necessary when he comes
forward in a public defence; for his own late Pro-
fessors are among the Doctors present, and are there
to assail him in all his tenets.
These, then, or others presiding over the circles,
"one person repeats, the others listening; they pro-
pose difficulties mutually, and, if they cannot solve
their own objections, they consult the Professor."^
The one who repeats is to do so, not from his notes,
but from memory. Thus " the memory is exercised ;
practice is afforded those who are to be Masters, so
that they accustom themselves to develop their
thoughts before others ; it makes them all keep alive
and attentive during the lecture, to take down the
necessary notes, as they might not do, if they were
free from such repetition."^ There are several other
possible forms of conducting this exercise.
1 Reg. coram. Prof. sup. fac, n. 9 ; Monumenta Germanise Paeda-
gogica, p. 288.
2 Constitutiones, pars iv, c. 6, H.
3 Rt. St. 1586, Repetitiones ; Monumenta GermanifB Psedagogica,
vol. V, p. 99.
202 LOYOLA.
When once the first crude repetition is over, the
series of disputations begins, daily, weekly, monthly,
yearly. Without counting in the " Grand Acts " of pub-
lic defence against all objectors, at stated times and by
specially designated persons, we may enumerate as
many as seven ordinary rehearsals of the same matter.
First, before going to the lecture hall, the student
looks over the text. This is done easily enough in
St. Thomas or Aristotle, if one of these is the stan-
dard. ' As Ignatius expected would be done, many
standard works have been published by writers of the
Society.^ Their recommendation is, as he intimated,
that they are " more adapted to our times " ; and they
have incorporated recent researches in progressive
branches. In the sense of this adaptation to times
and circumstances, the theologians in Cologne, making
their announcement for the year 1578, say that they
follow St. Thomas as a general rule, but not so " as to
treat all that he treats, nor only what he treats. . . .
Every age," they say, "has its own debated ground
in matters of doctrine, and this brings it to pass that
Theology is not only constantly enlarged with a
variety of new disputations, but assumes, as it were, a
new cast." ^ And the critics of the preliminary Ratio,
treating of the Scripture course, lecture at some length
-all whom it may concern, — theologians, professors,
preachers, — precisely on 'this ground, the need of
amplifying and adapting the course of Scripture to
the conditions of the times. ^ Accordingly, works
1 Constitutiones, pars iv, c. 14, B.
2 Monumenta Germanise Psedagogica, vol. ii, p. 245.
3 Ibid., vol. V, p. 68.
COURSES OF DIVINITY 203
always new and adapted to latest needs, have poured
forth from the writers of the Order. And such as
furnish the conditions of a text, which may readily
be followed, also supply the conditions for conning
over, before going to the lecture hall, what the Pro-
fessor means to treat. If no such standard is being
followed, still, as I find noted in a documentary
report of 1886, " the Professors should always, as far
as possible, throw out directions enough for the stu-
dents to look up the subject before coming to the lec-
ture."
In this connection many familiar names of authors
occur. For Scholastic Theology and Philosophy,
there is, in the first place, the prince of modern the-
ologians, Francis Suarez, with his library of tomes;
there are the three Cardinals Toletus, Bellarmine, De
Lugo; Valentia, Vasquez, Lessius, Franzelin; and,
in the modern school of Scholastic Philosophy, the
elegant Liberatore, Kleutgen, Tongiorgi, Pesch, along
with the writers of Louvain, Stonyhurst, Innsbruck,
and elsewhere ; in Positive Theology and Controversy,
Canisius, Becanus, Petau, Sardagna; in Exegesis,
Maldonado, Salmeron, A Lapide, Menochius, Patrizi,
Cornely, with the school of Maria Laach; in Moral
Theology, an endless number, Sanchez, Laymann,
Busembaum, with his two hundred editions, Gury,
Ballerini.^
Secondly, the student hears the Professor's lecture.
Thirdly, one of the forms of regular repetition is
gone through. Fourthly, the daily disputation takes
1 Consult the five volumes of Nomenclator Litterarius Recentioris
Theologian Catholicae, by H. Hurter, S. J., 1871-1886.
204 LOYOLA.
place, at least among the Jesuit Scholastics: "At
home, every day except on Saturdays, free and feast
days, one hour is to be appointed," during which,
after, a preliminary summarizing of the matter for
defence, the disputation follows ; and, if time remains
over, difficulties may be proposed. " In order to have
some time remain over, the president must have the
syllogistic form of discussion rigidly observed; and,
if nothing new is being urged, he will cut off the
debate."!
Fifthly, there is the weekly disputation: "On
Saturday, or some other day, as the custom of the
University has it, let them hold disputations in the
schools during two hours, or longer still, whenever
there is a large concourse of persons who come to
hear."^ Sixthly, the more solemn disputation fol-
lows, every month, or nearly so : " Each month, or,
if the students are few, every other month, let dispu-
tations be held on a certain day, both morning and
afternoon. The number of defendants will correspond
to the number of Professors whose theses they de-
fend. " ^ Seventhly, towards the close of the scholastic
year, though no time is to be set aside for the purpose,
so as to prejudice the continuous course of the Pro-
fessor's lectures, yet "all the matter of the year is to
have been gone through, by way of repetition, when
the time of vacation arrives."* The whole of this
1 Rt. St., Reg. comm. Prof. sup. fac, n. 12 ; Monumenta Germanise
Psedagogica, vol. v, p. 290; compare also Monumenta Germanise
Paidagogica, vol. ix, Ordnung Einer Selbst. Univ. der Ges. J. 1658,
pars ii, c. 4, p. 355 ; De Repetitonibus et Disputationibus Scholasti-
corum S. J.
2 Ibid., n. 14. 3 Ibid., n. 20. ^ Ibid., n. 13.
COURSES OF DIVINITY. 205
matter forms the subject of tlie year's examination for
the Jesuit members of the course.^ To all these argu-
mentative repetitions may be added the discursive
form, in the shape of lectures given by the students
themselves, or dissertations read on stated occasions."
It is evident that the members of the Society are
the chief subjects of this completeness of formation;
and that for two reasons. In the first place, no other
students, even if convictores, that is, boarders in the
Jesuit colleges, can be brought under such a thorough-
ness of system. Secondly, other students are not in
the same way subject to the regular gradation of exam-
inations from year to year. When they are com-
petent, they may apply for admission to the requisite
public tests, or Acts of Defence ; and, in the philosoph-
ical courses, they become Bachelors, Licentiates, and
Masters of Arts ; in Theology, Bachelors in the first
and then in the second grade. Licentiates, Doctors.
"Ko degree is to be conferred on any one who has
not stood all the tests, which, according to the custom
of Universities, must precede the conferring of these
degrees." The character of each degree, its condi-
tions, tests, formalities, are treated of fully in the
" Form and Method of conducting Academies and Stu-
cUa Generalia S. J.," 1658.
Here, then, the spirit of the Constitution is fully
observed, with regard to repetition and also disputa-
tion. The Fathers remark that Ignatius "recom-
1 Monumenta Germaniae Psedagogica, vol. ii, p. 95; Congr. gen. 11.
2 Reg. Prof. S. Script., n. 19, 20; also Statuten der philos. Fak.
Ingolstadt, 1649, Monumenta Germaniae Paedagogica, vol. ix, p. 291.
3 Monumenta Germaniae Psedagogica, vol. ix, pp. 359-381.
206 LOYOLA.
mends nothing with more urgency than disputation,
and constancy in its exercise; so much stress does he
lay upon it, as not to let the students of Letters and
Grammar go without it."^ In the lower classes it
takes the form of concertatio and mutual challenges, in
the matter of Grammar and literary doctrine. Here
it is in its full form; and we may pass on to consider
it in the next chapter, not as a manner of repetition,
but on its own merits.
I will make the transition, by quoting an important
passage or two from the preliminary Ratio. They
bear not only on disputation, but on that very essen-
tial point, where it is that the vital power for actuat-
ing the whole system lies ; and what is the intrinsic
value of any system, as a mere code of legislation.
The critics say that, to counteract the apparent
decline of disputation, and to restore this exercise
to its ancient form and splendor, everything depends
on the vigilance and diligence of those in authority.
" Without this, nothing will be effected, even though,
for the proper administration of this department of
studies, many laws and precepts are put down in
writing."^ Elsewhere, acknowledging in another
connection that there is indeed a multitude of points
defined for observance, the same writers go on to make
these pertinent reflections: "The perfection of doc-
trine, like the perfection of moral life, stands in need
of many aids; whence it is that there is no people
under the direction of more laws than the Christian
people, nor any Eeligious Order more under the obli-
1 Rt, St. 1586, Disputationes ; Monumenta Germanise Paedagogica,
vol. V, p. 103. 2 Ibid.
COURSES OF DIVINITY. 207
gation of Constitution and Decrees than our own."
They undertake to prove the advantage of this, both
from the side of those in authority, and of those
under authority. "Aristotle and St. Thomas," they
say, "are both of opinion that as few points as
possible should be left to the private opinions of a
judge, and as many as possible should be determined
by the clear definition of law. They prove it; for
it is easier to find the few wise men, whose wisdom
is equal to the task of determining fixed rules of
guidance, than to find the multitude, which other-
wise is required to pass judgment in all contin-
gencies of time and place; there is the sanction of
greater maturity in laws which have stood the test
of time and experience, than in the off-hand decision
of the present hour; there is less of a corrupting in-
fluence on law-givers, when they are defining things
in general and for the future. "Wherefore, whatever
can be despatched by general law is so to be despatched;
what cannot be provided for by such law is to be left
to the judge, as the living rule. Under this head
come the particular decisions to be passed in given
junctures, whereof the general law cannot take cog-
nizance." So far Aristotle and St. Thomas; and the
Fathers of 1586 agree with them.^
1 Ibid., vol. V, Commentariolus, p. 45 seq.
CHAPTEE XIV.
DISPUTATION. DICTATION.
1. Many wise things had been said by the experi-
enced masters of old on the subject of disputation.
Thus Eobert of Sorbon, the founder of the College of
tho Sorbonne, had put it down in one of his six es-
sential rules for the scholar, that " nothing is perfectly
known unless masticated by the tooth of disputa-
tion." ^
Our Jesuit critics mention incidentallyj in one
place, that "their age is eminently versed in disputa-
tion." ^ They are cautioning the Professor of Scrip-
ture against using disputation at all, lest he come
thereby to relinquish his own eloquent style of com-
mentary. Por every chair has its own character; and
that which the Ratio Studiorum of 1599 attributes to
the chair of Scripture includes, among a number of
qualifications, this one, which is mentioned in the
last place, that, " as far as possible, the Professors be
well versed in eloquence."^
1 Nihil perfecte scitur, nisi dente disputationis feriatur ; see the
Life and Labors of St. Tliomas 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.
2 Mouumenta Germanise Pajdagogica, vol. v, p. 71, n. 5 ; De Scrip-
turis.
3 Reg. Prov., n. 5; Monumenta Germanise Pfedagogica, vol. v, p.
234. 208
DISPUTATION. DICTATION. 209
On tlie other hand, in the proper arena of disputa-
tion, they caution Professors against its abuse. Tak-
ing note, in one place, of the discord which can arise
among learned men, they illustrate their point Avith
some instances, taken precisely from a disputatious
tendency, from that exaggerated scholasticism which
had run into dialectic excesses. They say: "For the
disturbance of harmony, it makes very little difference
whether discord arises in great things or in little.
It is not only the importance of a question, it is also
the spirit of emulation, that fosters contention ; so that
sometimes a Avar of words and the bitterest altercation
is kept up on a single term and phrase. Forsooth,
what is more trivial than to ask Avhether God is in
imaginary space? Yet Avhat tragic scenes does not
this very question give rise to ! " ^
Excesses of this kind being guarded against, the
Fathers lay doAvn the thesis that, when employed in
its proper place, no exercise is more useful than dis-
putation. You will see not a few Avholly taken up
with reading, writing, arranging, and paging Avhat
they have Avritten ; but they escheAv most carefully all
disputation, neglecting it, looking upon it as an idle
occupation, having all their Theology locked up, not
so much in their memory and intelligence, as in their
paper books. Men of authority, they go on to say,
have always been persuaded that Philosophy and
Theology are learnt, not so much by hearing, as by
discussing. For, in this exercise, you have a most
certain test how much a man understands of what he
1 Commentariolus, Monumenta Germaniae Paedagogica, vol. v,
p. 53.
210 LOYOLA.
is writing about or teaching; also how much solidity
there is in one's own private cogitations, since it
happens not unfrequently that what appears brilliant
in one's private room is seen to drag in the mud,
when it comes to disputation.^ Then, too, while we
are hard pressed by our adversary, we are forced to
strain every nerve of our wits, and, when others are
bearing down heavily upon us, we knock out of our
brains many things which would never have come
into our heads, while we stayed in the quiet of leisure
and rested in the shade. We hear things which others
have found out, and which either throw light on
doubtful points, or indicate the path to some other
point. Or, if what is said does not commend itself
to our judgment, we see through the opponent's arti-
fice ; we meet him with more facility, and establish
our own thesis with more stability. The auditors,
meanwhile, can take note of the good points one Pro-
fessor makes, the strong points of another, and, after
the example of their Doctors, they quicken their wits
for the fray, observing where the arguments limp,
which are the distinctions that tell, how the whole
doctrine of a Professor hangs together. In short, it
is well established by the authority of the gravest
men, and by the test of experience, that one disputa-
tion does more good than many lectures ; not to men-
tion the other consideration, that there is nothing
more calculated to render our schools illustrious, than
making our students competent to win great approba-
1 Cum non raro, quse splendescere videntur in cubiculo, sordeant
in Scholasticis concertationibus.
DISPUTATION. DICTATION. 211
tion and applause, in public sessions and disputa-
tions.^
These critics express tlieir mind upon tlie need
which exists, of reviving considerably the fervor and
dignity of this exercise, and so restoring it to its
former educational influence. But we can observe for
ourselves, how congenial an element the whole exercise
must be in a system like this, which is preeminently
oral — oral examinations, oral and self-reliant defence
and attack, free and open lecturing, with the influence
of eye, voice, and person, to bring everything home,
even though all the Avhile there is no question of
oratory, but of mere teaching. In the earlier stages,
too, of the scholar's life, however much has been made
of the acquirement of style, " forging the word with
Grammar, " as Eobert of Sorbon had said, " and polish-
ing it with Ehetoric," to make it glow on the written
page, yet from the very first, also, no less account has
been taken of the ability to express one's thought,
with perfect presence of mind, without depending upon
note or book. In the higher faculties, this holds good
more than ever. Xow the time has come for matter
of the most approved kind. And the independent,
self-possessed delivery of one's thoughts, with the
power to force them home unto conviction, or to
maintain them against all odds, appears not only as
the scope proposed in the system, but also as the his-
torical result, effected in the public career of the
Order.
1 Monumenta Germanise Paedagogica, vol. v, Disputationes, n. 8j
p. 102.
212 LOYOLA.
Father Laynez, at the Conference of Poissy, con-
tended thus with Peter Martyr and others ; Possevino
at Lyons with Viret, using, not so much the severe
syllogistic form, as copious and learned discussion.
Maldonado was double-handed, either syllogistic or
discursive. In the Conference at Sedan, in J 572, he
argued first in dialectic form; then, on the demand
of his opponents for a different kind of weapon, he
took with the same facility to discursive exposition.
Edmund Campian, in England, on being removed
from the rack more dead than alive, was immediately
brought face to face with Newell and Day, able cham-
pions as well of the Queen's spiritual supremacy, as
of the doctrine of Justification by Faith alone. He
proceeded to argue : " If faith alone justifies, it justi-
fies without charity; but without charity it does not
justify; therefore faith alone does not justify." Now
for the answer, clear and incisive as the propositions.
Deny or distinguish major or minor proposition, if
you want to deny the conclusion; for, those premises
standing, the inference remains intact, since the syl-
logism is perfect in form. And so argumentations
proceed.
To revive disputation in its best style, the critics
devote several pages to a most valuable analysis of
the conditions and method of the exercise.^ Their
suggestions are embodied in the final Ratio. The
Rectors are to show their lively and active interest in
the disputations, by attending on public and private
occasions alike, and by the various arts which such
interest will inspire. As argument " freezes except in
1 Ibid.
DISPUTATION. DICTATION. 213
a crowd," the critics require that the attendance of all
be insisted on, when the days and hours of disputa-
tion arrive. This susceptibility of human nature,
which the Fathers touch upon, when they speak of
disputation freezing except in a concourse, is not
without an exact counterpart, when, in another con-
nection, they are speaking of the humanists, or Pro-
fessors of the literary classes. There they adopt the
view that the literary seminary of the Province
should be in the same great college, along with the
faculties of Philosophy and Theology; for, say they,
among other reasons, " the humanists would languish
in obscurity, if they had not the philosophers and
theologians to be witnesses, spectators, and applaud-
ing auditors of their literary achievements." And
again they plead sympathetically, "the philosophers
and theologians, when composing the prefatory essays
for their disputations, call for the taste of the hu-
manists, by whose verses and orations, moreover, they
are refreshed from time to time."^
Continuing their remarks, the Pathers define the
limits of the weekly disputations to be two hours, not
more, assigning four regular objectors for that time.
The Professors, belonging to different faculties, should
invite one another reciprocally to the private disputa-
tions in their classes, at least for an hour or so, that
the intellectual contest may wax warm by the meeting
of these Doctors. Other Doctors, too, not of the
faculty, can be invited for the same purpose. But,
continues the Ratio of 1599, in undertaking to push
the arguments which are being urged, "they should
1 Ibid., p. 147, Separandane sint Semiuaria, etc.
214 LOYOLA.
not take tlie thread out of the hands of an objector,
who is still ably and strenuously following it up."^
Meanwhile, the students who receive the commission
to act as objectors, on occasions of some publicity,
must be the more qualified members of the course;
the others have the practice of their private arena,
until they can take part with dignity in a public
tournament.
If argument freezes except in a crowd, so, too, it
palls, if it never comes to a conclusion; and no useful
point of doctrine is carried away by the listeners.
Truth is lost in clouds, and there is no gain to good
humor. Acrimony or melancholy may well be the
only outcome of an unfinished or revolving argu-
mentation. It will not revolve, if the disputants
keep to strict syllogistic form. But when both or all
parties become heated, and wit becomes lively, the
syllogism may suffer, and then, when will they
finish? To obviate this inconvenience, two persons
are charged with the responsibility of the perform-
ance, one the Professor himself, who is presiding over
his own disputation, the other, the G-eneral Prefect
of Studies, who controls the whole series of disputa-
tions, as they follow one another in turn.
Of the Professor it is said, that he is to consider
the day of disputation as no less laborious and useful
than that of his own lecture; and that all the fruit
and life of the exercise depends upon him. The
earlier Ratio lays even more stress upon the private
disputations, "which are wont to grow more frigid
1 Reg. coram. Prof. sup. lac, n. 16; Monumenta Germanise Psed-
agogica, vol. v, p. 292.
DISPUTATION. DICTATION. 215
than the public ones." He is to assist the two dis-
putants, " so as to be himself apparently the person
contesting in each; let him signify his approval, if
anything specially good is urged, excite the attention
of all when any first-class difficulty is proposed, throw
out a hint now and then to support the respondent or
direct the opponent; call them back to strict syllogis-
tic form, if they wander from it; not always be silent,
nor yet be always talking, so as to let the students
bring out what they know. TMiat is brought forward,
he can amend or improve; let him bid the objector
proceed, so long as his argument carries weight with
it; carry on the objector's difficulty for him farther;
nor connive at it, if he slips off to another track. He
is not to allow an argument which has been well an-
swered to be kept up, nor an answer that is not solid
to be long sustained ; but, w^hen the dispute has been
sufficiently exhaustive, let him briefly define the mat-
ter, and explain it." ^
The General Prefect of Studies is required to keep
the series of disputations in due form; arguing him-
self but sparingly, and thereby discharging the duty
of general direction with more dignity. He is not to
suffer any difficulty which comes under debate, to be
agitated this way and that, "so that it remains as
much of a difficulty after as before " ; but when such
an agitated question has been sufficiently mooted, he
will see that an accurate explanation of it is given by
the Professor who is presiding.^
1 Monumenta Germanise Psedagogica, vol. v, p. 292; Rt. St. 1599,
Reg. comm. Prof. sup. fac, n. 18; Rt. St. 1586, Disputatioues, ibid.,
p. lOG. 2 Ibid., p. 102, n. 7; p. 276. n. 6.
216 LOYOLA.
With the last public act, or general defence of
Philosophy and Theology, the formation of the fu-
ture Professor closes. This public defence occupies
four or five hours, in two sessions. If the defendant
is not a member of the Order, special care is taken
to honor it with all solemnity, and with the at-
tendance of all the faculties, of guests invited. Doc-
tors from without, and princes or the nobility.^ This
act will be followed by the solemnity of conferring
the final degree upon the Licentiate. When the stu-
dent is a Jesuit, much more is made of thoroughness
in a searching examination then, as at all times pre-
viously. He has now passed through a long series of
yearly examinations, which were almost always dis-
putations, and that, not with equals, but with four or
five Professors.^ So that, on viewing him at the
close of his formation, we are enabled to conceive,
with more distinctness, the meaning of that standard,
"surpassing mediocrity," which, in a former chapter,
I endeavored to define.^
2. On turning our attention now to the Professor's
chair, and examining his manner of lecturing, of ex-
plaining, of teaching, whether in the field of Letters,
Science, Philosophy, or Theology, we have, on the one
side, to suppose him complete in his formation, and,
on the other, to regard the scholar as undergoing
formation. Here, then, we begin the second part of
this analysis. The style of teaching and of manage-
1 Rt. St., Reg. Prof. Stud., nn. 12, 21; Monumenta Germanise Pseda-
gogica, vol. V, pp. 278, 282.
2 Ibid., Reg. Prov., n. 19, p. 244.
8 Chapter xi, above, p. 157.
DISPUTATION. DICTATION. 217
ment, which is distinctively the Jesuit type, is pre-
sented in the Ratio Studiorum under its practical
and ideal aspect. There is also a manner of instruc-
tion which is not considered an ideal method, however
much it may sometimes recommend itself as practi-
cally expedient. I will touch upon this latter, the
negative side of the question, first, to be free, in the
next chapter, for approaching the matter on its posi-
tive and constructive side.
In putting dictation down as not being the ideal
form of teaching in the Society, I do not speak of the
proper use of dictation. The Ratio itself leaves room
for it. It is the abuse of dictation that merits and
receives a protracted examination of its value, at the
hands of the critics. The discussion is of the highest
importance. In analyzing a style of instruction, with
which they are not in harmony, they bring out the
essential elements of all true teaching. And, if we
approve at all of their principles, the implied disap-
proval for the rejected form becomes only aggravated,
on contemplating an exaggerated development of the
same ; that is to say, when, instead of dictating what
has the merit of being one's own laborious produc-
tion, the teacher is seen to become the servile de-
pendant on a text-book printed by somebody else;
and neither does the teacher show any of the qualifi-
cations necessary to have composed the book, nor does
the scholar expend the industry which would have
been necessary to copy it. But it is left to speak as
best it may, is read by the teacher, instead of his
teaching, is read by the scholar as the talk of some
third person, and is found, in the last issue, to have
218 LOYOLA.
spoken just articulately enough for tlie pupil to have
learnt a memory lesson, and perhaps to have gathered
information wliich may or may not adhere to his
mental structure. But, as to anything like mental
training, or what is properly education, the final re-
sult of a long series of years seems to show that, if
there has been any of it, possibly the man who y^^rote
the book had it; and with him it has remained. So
must it always be under such conditions. For when
the living Master has contributed so little in the way
of live education, the scholar must, of necessity, go
away with somewhat less.
These critics say trenchantly: "Let no dictation
be given, unless the explanation of very much all
that is dictated has gone before, or accompanies, or
follows the dictation; where the custom does not
exist, let no dictation be introduced; where it does,
an effort should be made to do away with it, as far as
possible." Then they support their position by many
quotations from the Constitution of Ignatius.^
They go on to state that this habit of dictating was
a thing unheard of till within the last forty years ;
"yet the auditors were not less learned then than
now." In fact, but a slight acquaintance with the
old university system of Europe will show how jeal-
ously the empire of the spoken word was maintained
— the spoken word, as distinct, not only from reading
what the Doctor had himself composed, but also from
consulting even notes, while actually lecturing. He
might have the text of Aristotle, or Peter the Lom-
1 De Ratione et Modo Prselegendi ; Monumenta Germanise Pfeda-
gogica, vol. V, p. S2.
DISPUTATION. DICTATION. 219
bard, before him; lie might himself have written and
published works; the student might, with permis-
sion, take down notes in shorthand, from which
in part, but chiefly from memory, he would com-
mit the whole lecture to writing,^ on his return from
school. It was not mere want of facilities that de-
termined the system so. But the objective point was,
not to have learning in one's papers and bound up ;
still less to have it in books, bought for the learning
that is in them, and left afterwards with the learning
still remaining there. The object was to make learn-
ing one's personal possession, and to profess the live
mastery of it, with voice, eye, and person showing
how live it was.
These Doctors continue: ^'The common impression
in men's minds is, that dictating is not lecturing;
also that it is one thing to write after the manner of
polishing off a treatise, a different thing to have at
hand merely some brief heads and references. And,
should the matter which is dictated be from some
author, the labor of taking it down is superfluous."
The living voice actuates the mind more ; it ex-
presses, it impresses; it arouses, suspends the atten-
tion; it explains. All these effects are nowhere in a
dead-and-alive dictation. 'Nov do they give satisfac-
tion, who append the explanation afterwards; for
then both times seem to be lost, that taken up with
dictation and that with the explanation. First,
while the dictation was going on, the auditors were
intent upon writing rather than understanding ; partic-
ularly as, before the end of a sentence is come to, the
1 Ad literam legibilem.
220 LOYOLA.
beginning of it has already slipped from the mind;
and the writing has to go on, without allowing any
of that time to breathe, which is frequent enough if
the Professor lectures and explains. Secondly, when
the time for explanation comes after the dictation, the
students are tired; they think they have all their
learning now, doAvn in their papers ; so they go off,
or they yawn, or they read over their copy, to see if
anything is wanting.
After dictating, the Professor thinks that he has
now done his part. What follows, that is, the work
of explaining, he gulps down, as best he can, — a
laborious work, requiring memory, promptitude,
facility of development, fluency of speech; whence
he will gradually vanish away into a nonentity, as
we see actually taking place in some universities.
More time is lost. For, Avhile he goes over his
dictation to explain it, he has to take up again things
which were clear enough, in order to follow out the
whole thread of his matter. If he had lectured, he
would have said those things once for all. Then,
since it must be something polished and finished in
style that a man dictates, the poor scribes have to
take down much that is not necessary.
As if they had wearied themselves with this general
assault on dictation, the Fathers go on to relieve their
feelings by exclaiming: "What an amount of tedium
meanwhile to those who are not writing, especially to
Prelates and other illustrious persons present! Must
they be told not to come wdiile the dictation is going
on, and to appear only afterwards when the matter is
being explained? If so, they will be in attendance
DISPUTATION. DICTATION. 221
barely half an hour, and what they will hear will be
meagre enough; and the person they listen to will be
one accustomed to languid dictation, one who relies
on his papers, and is but little practised in the oral
development of his thoughts. Besides, the students
themselves ought to get accustomed to make things
their own when they hear them, and to exercise their
own judgment in selecting what to write. Thus they
will understand things better, and be kept more on
the alert."
Not to disguise inconveniences, from whatever side
they come, these critics take note of the difficulties
which are thought to exist; that, unless the matter is
dictated, the students cannot do justice to it, that the
lecturer is too quick, or, out of the many things he
says, they do not know how to select the necessary
elements for annotation; and, while phrase is piled
upon phrase, they are at a loss, their notes are disor-
dered, inept, and sometimes simply wrong.
To this the critics promptly make answer : Those
who are to lecture in future are either such as are
now beginning their career of Professorship, or such
as are long accustomed to dictation. For those who
are uoav beginning, previous exercise is to be recom-
mended in the most approved form of lecture, or
prcelectio. And they sketch the form. As to the
others who are long habituated to dictating, the
critics ask such Professors to give this form of lec-
turing the benefit of a trial. If they despair of being
able to adopt it, let them go their own way, until
another generation of Professors is ready to take their
places. Dictation can also be permitted, where our
222 LOYOLA.
Professors liave often tried to give it up, but with the
consequence that the students took fright, and aban-
doned the classes. ''Yet," continue the Fathers,
" they would not be apt to abandon the courses, nor
complain so much, if all the Professors would devote
themselves to brilliant lecturing, ^ and would put away
dictation. For, if one dictates and nurses the lazy
folks, and another does not, who doubts but that
sloth will still be dearer to the slothful than the
labors and thorns of study? Yea, by dictation they
are made daily more and more lazy, so as to be always
asking for more and more time ) whereas, without dic-
tation, they become daily more prompt, and need less
time for everything. " ^
The final Ratio of 1599 embodies these sugges-
tions, without being absolute in excluding all dicta-
tion, for which it suggests the form most useful and
in accord with the spirit of true lecturing. It depre-
cates the dictation of what may be found in authors
within reach of the students. "Let the Professor
refer his hearers to those authors who have been copi-
ous and accurate in their treatment of any matter."
As to what the critics of 1586 recommend, that, if
dictation be given, the lecture should extend to five
quarters of an hour, the Ratio says nothing about it.^
Possevino, in his Bibliotheca Selecta, has a chapter
on this question, " Whether mental culture suffers by
1 Ad praelegendura egregie.
2 Rt. St. 1586, De Ratione ac Modo Praelegendi ; Monumenta Ger-
maniae Psedagogica, vol. v, pp. 81-5.
8 Monumenta Germanise Paedagogica, vol. v> Reg. comm. Prof,
sup. fac, nn. 9, 10, p. 288.
DISPUTATION. DICTATION 223
the dictation of lectures ? " He answers in the af-
tirmative, and he speaks on the subject with his usual
erudition. He refers to the Pythagorean ^' acoustic "
disciples, who were never copyists, and not even talk-
ers, until, by a prolonged silence for years, they had
thought enough to be able to talk well, to put ques-
tions, and make comments. He quotes the cynicism
of Diogenes, about writing at the expense of true
exercise. He notes the plan of Xeniades the Corin-
thian , who gave a written compendium to the young
people, but one so short that they had to have the
best part of their learning in their heads. The So-
cratic method was eminently one of living speech.
And, as to Aristotle's "peripatetic" school, which
was conducted while ivalking about the Lyceum, that
was certainly neither in practice nor in principle
favorable to writing. Coming to speak expressly of
dictation and citing a pleasant old rhjane : —
Quod si charta cadat, secum sapientia vadat,i
Possevino goes on to plead for the chests of the stu-
dents, and says that the ink is the price of their blood,
and the end of their studies becomes the end of their
lives. Hence one singular result of it all is, that
scholars even employ amanuenses to go to school
instead of themselves, and bring back in writing
what was said. But all that money, says Possevino,
could have been reserved for the buying of books, to
supplement real study.
Then he enforces what he has said with a piece of
university history, wherein perhaps no one of his time
1 Why, if the paper drops, the wisdom too must be off I
224 LOYOLA.
was better versed. The University of Paris, two and
a half centuries before, had legislated against dictat-
ing, and against the Doctors who used it, and who
were dubbed Nominatores ad pennayn. One century
before, the Cardinal Legate had again formulated a
law on the subject. And finally the Jesuits, "of
whom a great number are chiefly engaged in this pro-
fession, taught by experience the evils of that system,
have long understood the necessity, not merely of mod-
erating it, but simply doing away with it. Wherefore
the Fathers in the universities of Portugal have
already published a part of Natural Philosophy,
whereby writing is dispensed with, room is left for
quickening genius, and much material stored up to
bring into the arena of discussion." ^
1 Possevinus, Biblioth. Selecta, lib. i, de cultura ingeniorum, cc.
25-G ; edit. Venet. 1603, pp. 21-2. He refers to tlie 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 Scripturae Sacrse are publishing
their works as a corporate whole.
CHAPTER Xy.
FORMATION OF THE SCHOLAR. SYMMETRY OF THE
COURSES. THE PRELECTION. BOOKS.
What is developed to perfection can make other
things like unto itself; it is prolific. So the Aristo-
telian principle has it: Perfectum est, quod general
simile sihi. This is the outcome and test of perfection.
Having followed the Master, therefore, till he was
complete in his own formation, we have now turned
to look in another direction, and see him reacting upon
those whom he is to form. Though much has been
said already^ implicitly or otherwise, on the method
and principles of this reactive process, 3^et some-
thing remains, especially with regard to the lower
faculties, the literary courses. In this chapter,
we may consider the attitude which the Professors
take, singly and as a body, towards the students and
towards their own courses ; and then their chief man-
ner of imparting knowledge, or what is called in the
Ratio the prcelectio. In the next chapter we can
survey the principal class exercises, and the method
of school management, throughout the lower grades.
And, in the chapter after that, I shall sketch the
system of grades from the lowest to the highest.
1. One of the first most general rules lays it down
that the authority, in whose hands is the appointment
225
226 LOYOLA.
of Professors, " should foresee far ahead what Profes-
sors he can have for every faculty, noting especially
those who seem to be more adapted for the work, who
are learned, diligent, and assiduous, and who are zeal-
ous for the advancement of their students, as Avell in
their lectures (or lessons) as in other literary exer-
cises."^ "They are to procure the advancement of
each of their scholars in particular," says Ignatius.-
The Professor " is not to show himself more familiar
with one student than with another; he is to disre-
gard no one, to foster the studies of the poor equally
with the rich."^
These are the regular and "ordinary Professors,
who take account of their students in particular." **
There can also be in a university one or more of
another kind, "who, with more solemnity than the
ordinary lecturers, treat Philosophy, Mathematical
Sciences, or any other branch, after the manner of
public Professors."^
In the lower, or literary courses the Masters must
" be good and skilled, ' ' who ' ^ seriously, and with all the
attention of their mind, v\'^ork for the advancement of
their scholars, as well in what concerns learning, as in
the matter of morals. They will have to take care that
besides the Christian doctrine, which is so integral a
part of our Institute, they also give frequent exhorta-
tions, suited to the capacity of the boys, and not
1 Et. St. 1599, Reg. Pro v., n. 4; Monumenta Germanise Pseda-
gogica, vol. V, p. 234.
2 Constitutiones, pars iv, c. 13, n. 3 ; Monumeuta Germaniae Pseda-
gogica, vol. ii, p. 55.
2 Reg. comm. Prof. sup. fac, n. 20; Monumeuta Germaniae Pseda-
gogica, vol. V, p. 292. •* Constitutiones, ibid., C. ^ Ibid.
FORMATION OF THP: SCHOLAR. 227
devised for empty ostentation; let them endeavor to
instil solid affections of piety and love for the things
of God, and a hatred for sin. " ^
AVhat is meant by " good and skilled Masters " in
these courses, we have already seen from Jouvancy's
sketch of the accomplishments proper to a teacher of
Literature.^ If anything remained to be said on this
topic, it would only be to note and reject false
standards, by which the position or efficiency of Pro-
fessors might possibly, but incorrectly, be measured.
Thus, some five years ago, that is to say, three hun-
dred years later than the drawing up of the Ratio, I
find two such false standards distinctly repudiated;
one is the idea of gathering in just enough of doctrine
beforehand to be able, when occasion calls for it, to
develop the attainments of a Professor; another is
that which would look only to the environment
around, and would measure the intellectual formation
of men, and the supply of learning, by the estimate
commonly formed of the article, and the actual de-
mand for it.
2. If we regard not individual Professors, but the
whole moral body or faculty of them, there are two
characteristics which it may be difficult to find, or at
least to ensure, outside of an organization such as the
Society of Jesus. One is the very strict unity of
educational matter presented to the studious world.
The other is the degree of coordination and subordi-
nation of courses professed. A word upon each.
The unity of matter in question, as designed for
1 Yitelleschi, 1639; Monumeuta Germanise Pfedagogica, vol. ix,
p. 59. 2 Chapter xi, above, p. 162.
228 LOYOLA.
the purposes of education, is prescribed on the strength
of a double maxim; first, that the sifting of many
opinions, by the varied and multiplied activity of
many minds, leaves a residue of matter, quite solid
enough to support a compact and reliable system of
teaching ; secondly, that, in point of fact, such matter,
which I have called "a residue," is nothing else than
the basis of truth, divine and eternal ; since, in clear-
ing away the ground, all the criteria of each order,
the natural and supernatural, have been faithfully
and assiduously regarded.
Hereupon, intellectual concord is felt to be the
result in the entire teaching body. Of this concord
the critics say, that it is the condition and cause of
a wider and profounder learning in the faculties at
large. Each Professor is engaged, "not in tilling
some patch of his own, but in contributing his in-
dustry to the general field of all." Where is the
gain, they ask, " if what one establishes, another up-
sets, not as if he had always excogitated something
better, but for fear he should be thought to profit by
the fruits of another's genius? Sometimes it really
makes no difference whether one or other tenet is
held; but, if we are bent on receiving no support from
another, then, for all our labor, we get no other fruit
but dissension."^ I presume there is not a univer-
sity anywhere but will bear witness, by its internal
history, to the justice of this remark.
Nor do these Fathers apprehend that reputation
for real science will suffer by such concord, since
1 Monumenta Germanise Paedagogica, vol. v, Commentariolus, p.
43.
FORMATION OF THE SCHOLAR. 229
" reputation for science does not come from opinions
contradicting one another, but from their having
agreed." They express no lofty esteem for the no-
toriety which may be had, by fighting no less with
friends than with foes, and reserving admiration for
only what is at a respectable distance, and "turning
up one's nose at what is near." ^ This pungent remark
seems to be a new and pedagogical application of the
old proverb, Nihil vicinia molestius, "Nothing more
annoying than one's neighbors!" They hold that,
upon a basis of concord, there is always room and
liberty for the exercise of talent; first, in those ques-
tions which are manifestly indifferent; secondly, in
thinking out new distinctions and reasons, whereb}'
truths already certain may be made more secure still;
thirdly, in attacking the same, either when publicly
disputing, or also when actually teaching, if what
they acutely urge against a position, they more acutely
refute; fourthly, in proposing new opinions and ques-
tions, but after they have sought the approval of the
responsible authorities, lest the labor be spent amiss.
The most learned men have always been persuaded
that there is more subtlety shown, more applause
merited and comfort enjoyed, in pursuing the lines
of approved and received thought, than in a gen-
eral license and novelt^^ of opinion.- But these
critics throw out an idea of theirs, which quite pos-
sibly will not meet with universal acceptance. The}^
say, "It is not every one vvdio can build up a The-
ology for himself." The remark they add is grace-
ful, that a modest genius does not court every
1 Ibid. 2 Ibid., p. 41.
230 LOYOLA.
kind of liberty, but that which is not divorced from
virtue.
These principles explain for us the unity of educa-
tional matter, as presented to the studious world.
The same marshalling and husbanding of force, which
effectuates this result, operates another, akin to the
former. It is the most definite coordination and
subordination of courses, with a mutual understand-
ing between Professors and facuUies. Where grades
exist, either in their perfect form, as in the five
stages of the classical or literary coTirse, or in a shape
approximating to that, as in the three stages of the
philosophical triennium, such subordination is easily
secured. But, also, elsewhere the conditions of per-
fectly definite outlines are laid down for courses,
which have any points of mutual contact.
This may be illustrated by some rules of the Ratio.
The two Professors of Dogmatic Theology are to
consider themselves dispensed from commenting on
(.questions proper to Sacred Scripture, from treating
philosophical matters, from evolving cases of Moral
Theology. The Professor of Moral Theology is to
despatch with the briefest definitions the matter
which belongs to dogma. The Professor of Holy
Scripture is desired not to go at length into points of
controverted Theology. The Professor of Ecclesias-
tical History need not treat canons or dogma. The
Professor of Canon Law will not touch Theology or
Public Eight, any more than his time permits, and
the necessary understanding of Canon Law requires.
The same reserve is practised between Theology in
general, and Philosophy. Thus a Professor of Moral
FORMATION OF THE SCHOLAR. 231
Theology despatches perhaps in ten minutes the defini-
tion of I^^Tatural Law, upon which he knows two days
are sjDent by the Professor of Moral Philosophy.
Half a century later, this question of coordination
received a still fuller treatment at the hands of the
General Francis Piccolomini. After requiring that
philosophers and theologians alike finish conscien-
tiously all the matter assigned for each year, he will
not allow that "the example of authors who have
mixed up subjects, or have followed out their ques-
tions into mere minutiae, can be cited as of any weight
with our Professors. Por, whatever is to be thought
of them, this method is not opportune for practical
teaching in the schools." The General scouts the
idea of "exploring the treasure-house of possibili-
ties," to find out new questions; for there is reason
to fear that " while folks search about for truths not
ascertained, they will catch at chimeras and shad-
ows."^ Hence, as the Ratio prescribes, "opinions
which are useless, obsolete, absurd, manifestly false,
are not to receive treatment." The Professors are to
run rapidly through questions which are easy. In
Holy Scripture, difficult passages are not to be dwelt
on indefinitely, nor too much time to be given to
chronological computations, or topological surveys of
the Holy Land.
In facing the objection, that all this entails a great
expenditure of thought and matter, when Professors
must despatch in such short courses Avhat might well
be treated in longer terms, the preliminary Ratio
1 Ordinatio pro Stud. Sup., 1651 ; Monnmenta Germaniae Pseda-
gogica, vol. ix, p. 88.
232 LOYOLA.
draws a sharp line of demarcation between other uni-
versities and those conducted by Jesuits. "Whatever
is the custom in other universities, our method is
very different from theirs, so that no less progress
can be made in our schools during four years, than in
others during five \ because our Professors are for the
most part more laborious; we have more numerous
exercises ; our Society, as standing in need of many
workmen, requires that perfection of science which is
necessary for its men, not that otiose method of others,
who, having no motive of this kind to make them ex-
peditious, divide up into many lectures what could
well be treated in fewer; their vacations too are for
the most part longer and more frequent." ^
Ex ungue leonem, "You can tell a lion by his paw."
Let it appear that the brevity which you study is
necessitated by your limits of time; let discernment
be conspicuous in your selection of matter, whether
to treat summarily or to treat coxDiously ; let the al-
ternate courses supplement one another, so that
what had to be skimmed over in one quadriennium is
dilated upon more at large in your next; then, say
the Fathers, the authority which the Professors enjoy
with ecclesiastical dignitaries will not suffer the
detriment anticipated by some, when we give con-
densed and accurate treatment in a shorter time of
what is usually spread out through a longer.^ The
paw shows the lion.
3. We may proceed now to the typical form of
Jesuit instruction. It is called prcelectio. This word
1 Monumenta Germanise Paedagogica, vol. v, Utrum Quinquen-
nium, etc., p. 76. . 2 Ibid.
FORMATION OF THE SCHOLAR. 233
is largely the equivalent of "lecturing," in the higher
faculties; of "explanation," in the lower. In either
case, however, it is something specific. For this
reason, and because I shall have to use the word
often, I may be allowed to j)nt it in an English dress,
and speak of "prelection."
Its form, as a lecture in the higher faculties, is
conceived thus: The whole proposition, Avhich is
advanced, is to be delivered consecutively, without
interposing any stoppages. Then it should be re-
peated in the same words ; and this will be taken by
the students as a sign that it is to be written down;
and the delivery of it should be marked by such in-
flections, and proceed at such a pace, especially in its
obscure and finer points, that the students may readily
distinguish between what is to be written and what
is not. Now, while the proposition is thus being
taken down, the lecturer ought not to advance new
ideas, but should dally with the same, either explain-
ing it in more phrases or clearer ones, or adducing an
example or similitude, or amplifying the topic, or
drawing out the same logical sequence in another
order, so as to make it stand out more distinctly, or
throwing out a reason or two, which, however, it is
not necessary for them to note. Indeed, if the Pro-
fessor brings his own papers into the school, he
might have in them some select phrases, brief but not
obscure, in which he sums up in few words the gist
of the propositions. Longer development they will
receive only in the explanation, which is then to be
given. ^ In that, the Professor will endeavor to prove
1 Modus Prselegendi, n. 10; Monumenta Germanifie P?edagogica,
vol; V, p. 84.
234 LOYOLA.
liis thesis, not so mucli by tlie number of arguments,
as by their weight. He should not be excessive in
adducing authorities. And it belongs to his dignity,
as a Master, scarcely ever to quote an author whom
he has not himself read.^
In the grade of Rhetoric, which is the highest of
the literary or classical course, the prelection is
double; one is upon the art of eloquence, wherein
precepts are explained; the other is upon an author,
and has for its object the development of style. Tak-
ing up an author such as Cicero, the Professor will,
in the first place, make clear the sense of the passage.
Secondly, the artistic structure is to be analyzed and
demonstrated : the Ratio here details the elements of
this analysis. Thirdly, other passages which are
similar in thought or expression are to be adduced;
other orators and poets, whether in the classics or
in the vernacular, are to be cited as employing the
same principles of art, in persuading or narrating.
Fourthly, if the matter allows of it, the thoughts
expressed by the author are to be confirmed by what
wise men have said on the same subject. Fifthly,
whatever else will conduce to ornamenting the pas-
sage is here in place, from history, mythology, eru-
dition of every kind. Finally, the words are to be
weighed singly; their propriety of use, their beauty,
variety, rhythm to be commented upon. The whole
of this treatment, however, does not come within the
limits of each and every lesson.^ The '' erudition '' for
1 Rt. St. 1599, Reg. comm. Prof. sup. fac, nn. 7, 8 ; Mouumenta
GermanifB Paedagogica, vol. v, p. 288.
2 Rt. St., Reg. Prof. Rliet., u. 8; Mouumeuta Germaniae Paeda-
gogica, vol. V, p. 406.
FORMATION OF THE SCHOLAK. 235
this grade is defined to comprise "tlie history and
manners of nations, the authority of various writers,
and all learning, but sparingly, to suit the capacity
of the scholars." ^
The prelection on the precepts or rules, " the power
of which, " says the Ratio, " is very great for the pur-
poses of oratory," comprises six points. Cicero is
the rhetorician who supplies the precepts ; but Quin-
tilian and Aristotle may also be used. First, the
meaning of the rule is to be explained. Secondly,
upon the same rule, the rhetoricians are to be collated.
Thirdly, some reason for the rule is to be expounded.
Fourthly, some striking passages from prose writers,
and also from poets, are to be adduced in exemplifica-
tion of the rule. Fifthly, if anything in the way of
varied erudition makes to the purpose, it is to be
added. Lastly, an indication should be given how
this principle of art can be turned to use by our-
selves ; the style in which this is done must be marked
by the most absolute choice and finish of diction pos-
sible.-
In the grade of Humanity, which is immediately
below Khetoric, the prelection is to be lightly adorned
from time to time with the ornaments of erudition,
as far as the passage requires. The Master should
rather expatiate to the fullest extent upon the genius of
the Latin tongue, on the force and etymology of words
as shown by approved authors, on the use and variety
of phrases, with a view to imitation. Here, as in
other rules of this kind, we may notice the degree of
progress made in the native tongues during two cen-
1 Ibid., n. 1. 2 Ibid., nn. 6, 7.
236 LOYOLA.
tnries and a half. While the Ratio of 1599 adds
these words : " Kor let him think it out of his way to
bring forward something from the vernacular, if it
presents anything specially idiomatic for rendering
the idea, or offers some remarkable construction ; "
the revised Ratio of 1832 substitutes these words:
"Let him expatiate on a comparison between the
genius of both tongues, with a view to imitation. '-
When he is explaining a prose author, he should in-
vestigate the precepts of art, as exemplified therein.
Lastly, if he thinks ht, he can give a version, but
a most elegant one, of the whole passage into the
mother tongue.^ Greek has its own form of prelec-
tion.
As to the " prose writer " just mentioned, the man-
ner of treating an historical writer in Humanity,
which is otherwise called the class of Poetry, will
serve by the way to illustrate the difference between
what is recognized as the staple of studies in a class,
and what comes in as subsidiary — a most essential
distinction, characterizing this system of literary
teaching. The critics of 1586 advert to it clearly.
After shoAving the importance of including the study
of historians in the course of Poetry, they say:
" This will not be too onerous to the Preceptor ; for
the style of history is plainer and more lucid, so as
not to need great study ; and it would be enough to
explain the course of events, as they are narrated by
the author, so that he need not consult other authors
who have written on the same matter. The prelec-
tion of the historian ought to be easy; after render-
1 Reg. Prof. Hum., n. 5 ; ibid., p. 420.
FOKMATION OF THE SCHOLAR. 237
ing a sentence of the author, the words may be lightly
commented upon, and only such as have some obscu-
rity hanging about them." The historians of whom
there is question here, are Caesar, Sallust, Q. Curtius,
Justin, Tacitus, Livy.^
" In both classes of Ehetoric and Humanities, not
everything indiscriminately is to be dictated and
taken down, but only certain interpretations of dif-
ficult passages, which are not readily obvious to
every one, or which the Master has elaborated as the
outcome of his personal study; besides, some rather
striking remarks on various passages of the author
under examination, such annotations as the commen-
tators give, who edit books of various readings. This
will befit the Master's dignity, and will be useful for
the young men to know." -
The grades of Grammar have respectively their
own forms of prelection, given in detail by the final
Ratio. It will be enough for us to sketch the general
form of the earlier critics.^
According as it is a grammar or an author that is
being explained, a very different method of prelec-
tion is to be followed. In the grammar, we acquire a
fund of precepts ; in an author, a store of words and
phrases. Wherefore, in the books of grammar, the
boys must understand perfectly the things explained;
they need not attend scrupulously to the words there,
with a view to forming style. But, in the letters of
1 Rt. St. 1856, Classis Hum.; Monumenta Germanise Psedagogica,
vol. V, p. 195. 2 Ibid., Class. Rhet., n. 6, p. 198.
8 Ibid., Exercitationes lat. et graec, n. 2 ; Monumenta Germanise
Psedagogica, vol. v, p. 166.
238 LOYOLA.
Cicero, and other texts of the kind, it is not so much
the substance of the sentences, as the words and
phrases that are of chief consequence; the significance
and force of his thoughts are to be reserved for the
higher classes, when the students are no longer mere
boys.
In the classes of Grammar then, let the Master
follow this method of explaining Cicero, or any other
author. First, he will sketch, in the briefest way,
the meaning of the author, and the connection between
what has gone before and what is now to be explained.
Then he will give a version of the period literally,
j)reserving to the utmost the collocation of words, as
they stand in the author; and also the figures em-
ployed. As to the collocation or arrangement of the
words, this is of such consequence that sometimes,
if a single word is put out of its place, the whole
thought seems to lose its force and fall flat. Herein,
too, is perceived that rhythmic flow of the style, which
of itself, even if other ornaments are wanting, pleases
the ear wonderfully and gratifies the mind. Thirdly,
the whole period is to be resolved analytically into
its structural elements, so that the boys understand
distinctly what every word governs; and their atten-
tion should be directed to some useful points of good
Latinity. As to this structural analysis, I may be
allowed the passing remark, which is familiar to every
judge of a classical education, that the disciplinary
value of literary studies reaches here its highest
degree of mental exercise ; and that the two classical
tongues, Latin and Greek, are altogether eminent as
supplying materials for this exercise, in their OAvn
FORMATION OF THE SCHOLAR. 239
native structure ; which, in the Latin, is an architec-
tural build, characteristic of the reasoning Eoman
mind; and, in the Greek, is a subtle delicacy of con-
ception and tracery, reflecting the art, the grace and
versatility of Athens and the Ionian Isles.
After this, each word is to be examined, as to
what it signifies, and to what uses it may be applied;
the boy is to understand, as far as may be, the original
and proper idea and force of every word, not merely
its general significance, as in a shadowy outline ; he
should know, too, the phrases in his native tongue,
which correspond with precision and propriety to the
Latin. The metaphors and the figurative use of
words, especially as found in Cicero, are to be ex-
plained to the boys in an extremely plain manner,^
and by examples drawn from the plainest objects.
Unless this use of words is understood, the true and
genuine knowledge of the tongue is seriously ob-
structed. Then, picking out the more elegant turns
of style, the Master will dictate them to the scholars,
and afterwards require the use and imitation of these
phrases in their themes. Lastly, he will go back
and translate the words of the author over again, as
he did at the beginning ; and, if need be, do so a third
and a fourth time.
As to writing, during aM this, let him forbid them
absolutely to take down a single letter, except Avhen
told. What he does dictate to them, he is to finish
within the time of the prelection, and not prolong
this time for the sake of the writing. It happens
now and then that, with much labor, waste of time,
1 Maxime rudi Minerva.
240 LOYOLA.
and to no good purpose whatever, the boys take down,
and preserve with diligence, a set of notes which have
not been thought out very judiciously nor been ar-
ranged very carefully, — notes simply trivial, com-
mon, badly patched together, sometimes worse than
worthless ; and these notes they commit to paper, in
wretched handwriting, full of mistakes and errors.
Therefore, let the dictation be only of a few points,
and those extremely select.
The Masters are to be on their guard, lest private
tutors at the boys' homes explain new lessons to them.
These tutors have merely to repeat with the boys
what has been heard in class. Otherwise, the fruit
of the good explanation which is received at school is
lost at home.
Eepetition is now in order. Two principles govern
this exercise. First, " what has often been repeated
sinks deeper into the mind. " ^ Secondly, " the industry
of youths flags under nothing so much as satiety."^
As soon, therefore, as the prelection is over, the Pro-
fessor is to require at once an account of all that he
has said, and he is to see that the whole line of his
explanation is followed in the repetition. As if this
seemed to imply that only the best scholars were to
be called upon, the critics go on to note that not all
of what has been explained should be repeated by one
only, but that as many as possible should be practised
every day. The Master should not follow the order
in which the boys are seated, but take them here and
1 Rt. St., Reg. Prsef. stud, inf., n. 8, §4; Monumenta Germanise
Paedagogica, vol. v, p. 354.
2 Ibid., Reg. comm. Prof. cl. inf., n. 24; ibid., p. 388.
FORMATION OF THE SCHOLAR. 241
there. However, the first to be called on are those
more advanced; then the duller, or perhaps lazier
ones , and these should rather be asked oftener, to be
kept up to the mark. ^
The final Ratio notes that the daily lesson should
not exceed four lines in the lowest class of Grammar;
seven in Middle Grammar. There is, as I have
already observed, a prelection proper to grammatical
rules ; also to Greek, whether it be in the grammar or
in an author. Proportion in width and depth of
matter is adjusted to each grade. A careful dicta-
tion in the vernacular is to be given, which, when
rendered into Latin or Greek, will exemplify the pre-
cepts explained, or the use of the phrases already dic-
tated. And one part of the school exercises, from the
lowest class up to Khetoric, is a concertatio between
rivals, which is a lively discussion either upon mat-
ters explained in the prelections, or upon one another's
compositions. In this field of debate, as is natural,
the activity of the students grows, both in the extent
of the field to be covered, and in the depth of erudi-
tion required, according as the grades are mounted.
And it is carried out of the class-room into select
societies, called ^'academies," the members whereof,
whether grammarians or litterateurs, conduct their
debates, give their own prelections or repeat a choice
one of their Professor's, award a place in the archives
to some specially meritorious production; and they
conduct all these exercises in exact keeping with
their actual prelections and studies. Xor do they
1 Exercitationes lat. et graec, Monumenta Germanise Paedagogica,
vol. V, p. 167.
242 LOYOLA.
yield an inch in gravity or dignity to the great
academy of theologians and philosophers.^
As to the native tongue, one of the earliest systems
of studies in the Society, prior to the general Ratio
by about forty years, lays down for the middle class
of Grammar, that " on Mondays and Wednesdays the
boys will receive the themes in Bohemian and Ger-
man for their epistolary exercises."''' This document
is probably from the pen of Peter Canisius, soon
after the colleges were founded at Prague, Ingolstadt
and Cologne. In a directive memorial of 1602, drawn
up for Mayence by Father Ferdinand Alber, a post-
script is added to the effect, "Let exercise in the
German tongue be furthered. " ^ Jouvancy lays down
the practice in this manner: "After the correction
and dictation of the written exercises, the Latin
author is rendered into the mother tongue, or a con-
certatio is held. These two exercises can be held on
alternate days, if there is not enough of time every
day for both. In rendering the author into the ver-
nacular, you will observe three things : first, the idiom
of the vernacular, and its agreement in construction
with the Latin, or else its disagreement, so that the
scholars learn each tongue by the other; secondly,
the proper turns and elegance of the Latin style;
finally, the thoughts of the author, as having a moral
bearing, and as calculated to form and mould the
1 Rt. St., Special rules of the respective classes ; Monumenta Ger-
mauia Psedagogica, vol. v, pp. 398-448: Rules of the Academies;
ibid., pp. 460-480.
2 Monumenta Germanise Psedagogica, vol. ii, p. 106 ; Schulregeln
urn 1560-61.
3 Monumenta Germanise Psedagogica, vol. ix, p. 145.
FORMATION OF THE SCHOLAR. 243
judgment of the boys; also the ways of men, the
punishments of the wicked, the maxims of sages.
Some part of an historical author should be given
sometimes for their Avritten exercise, to translate into
the mother tongue ; or it may be added, as an appen-
dix, to a shorter theme. Let the boys hold a dis-
cussion among themselves upon the merits of the
translation; they can write in that narrative style, to
win the best places in class ; as also, at the close of
the year, for the premiums. However, the whole
time of class is not to be taken up by such transla-
tions, as happens sometimes with negligent Masters,
who shirk the labor of the prelection, and of the cor-
rection of themes. While the boys dispute among
themselves on the precepts of grammar, poetry, or
eloquence, one stands against many, or several against
several. The subject, time, and manner of the concer-
tatio is to be defined beforehand; umpires and judges
are to be appointed, prizes for the victors, penalties
for the vanquished. The others, who are merely lis-
tening during the contest, will show in writing what
fruit they have derived from it, or will be asked
questions thereupon. " ^
In the following article,^ the same writer gives
several specimens of a prelection in Cicero, Yirgil,
Phsedrus, as adapted to the different classes. They
are only passages. The whole of this system goes by
passages, taken consecutively, until a whole piece
has been mastered by the students. For it is in the
prior perfection of detail that xoerfection in a larger
1 Jouvancy, Ratio Docendi ; c. De interpretatione vernacula, etc.
2 Modus explicandse prselectiouis.
244 LOYOLA.
compass is attained. And we may also note that it
is only in the original productions of perfect Masters
in style, that detail can ever be adequately studied.
The understanding and enjoyment of an entire master-
piece, taken as a whole, is by every law of nature and
of art an easy resultant of understanding the parts.
If any writers on pedagogy have thought that no stu-
dent could "understand and take pleasure" in an
original classic, and therefore have advocated the
reading of translations as a means of receiving the
"literary impressions," I fear that we need only point
to the style of literary writing which seems to have
resulted from doing things in this second-hand fashion
— if indeed it is even second-hand. For, after all,
style itself never appears in a translation; only the
thoughts are translated. Thoughts are the soul of
style; its expression was the body; each fitted the
other in the classic original; and, in an eminent mu-
tual fitness, an eminent style was being studied. The
best translation of a classic piece has never done more
than produce a bare equivalent. Wherefore, if with
the striking original no thorough work has been done,
it is more than probable that, in the results, nothing
original and striking will ever be done.
This system of prelection, which in addition to the
perfection of its teclinique, required erudition from
every branch of learning,^ made of the Professor any-
thing but a technical pedagogue. Voltaire noticed it,
speaking of his own Professor. " Nothing will efface
from my heart," he wrote to Pere de la Tour, Kec-
1 Eruditio ex omni doctrina, Reg. Prof. Rhet., n. 1 ; ex omni eru-
(Htione, ibid., n. 8.
FORMATION OF THE SCHOLAR. 246
tor of the College Louis-le-Grand, "the memory of
Father Poree, who is equally dear to all that studied
under him. Never did man make study and virtue
more amiable. The hours of his lessons were deli-
cious hours to us. And I should have wished that it
was the custom at Paris, as it used to be at Athens,
that one, at any age, could listen to such lectures. I
should often go to hear them. I have had the good
fortune to be formed by more than one Jesuit of the
character of Pere Poree, and I know that he has suc-
cessors worthy of him."^
The productions of such Professors replenished
the literature of the classics, as we may see in the
great editions, or bibliothecce dassicoe, published during
the present century. Father De la Cerda of Toledo,
in his three folio volumes on Virgil, in 1617, gave
to literature an encyclopaedia of political and moral
observations, including geography, history, and the
natural sciences.- His technical work was not in-
ferior; for his "Grammatical Institutions " became in
1613, by an exclusive privilege, the standard of all
the public schools in Spain. Father Nicholas Abram,
whose " Epitome of Greek Precepts in Latin Verse ' '
went through fifty editions in twenty -two years, pub-
lished in 1632, while Professor at the College of Pont-
a-Mousson, two volumes octavo on Virgil, which were
then republished constantly at Kouen, Paris, Tou-
louse, Poitiers, Lyons, etc.^ Undertaking the same
1 Lettre 7 fevrier, 1746; (Euvres, t. viii, p. 1127; edit. 1817.
2 De Backer, Bibliotheque des Ecrivains de la Compagnie, sub
voce, Cerda.
3 Sommervogel, Bibliotheque de la Compagnie, sub voce, Abram.
246 LOYOLA.
labor, in behalf of Cicero, lie issued two volumes folio,
" by which John George Grsevius profited in his edition
of Cicero, Amsterdam, 1699; as well as the editor of
Cambridge, whose work appeared in 1699, 1710, and
1717." 1 Father De la Kue's (Carolus Euseus) Del-
phin Virgil is a familiar work in France, Holland,
England; so, too, De Meronville's Delphin edition of
Cicero, which was often reproduced at Cambridge,
London, Dublin, etc. The same we see with regard
to Sanadon on Horace, Brumoy's great work on the
Greek Drama, Eene Rapin's various critical and
poetical works ; and so of the rest. Of Pere Eapin's
thirty -live works, there are few which were not trans-
lated into various European languages; and Oxford,
London, Cambridge, have been among the most active
centres of republication, or translation into English. ^
4. This chapter, Avhich has extended beyond the
usual limits, cannot close better than with a word on
books, a matter intimately connected with its subject.
The Fathers of 1586 set down some principles with
regard to the proper supply and use of books, as well
as the expurgation of the classical standard works ; ^
and accordingly the Ratio of 1599 ordains that 'Hhe
students are neither to be without useful books, nor
to abound in useless ones."^ A multitude is consid-
ered useless, because " it oppresses the mind, and in-
terferes with the convenient preparation of the lesson.
Of books by more recent authors few are to be allowed,
1 Sommervogel, ibid. 2 De Backer, suh voce, Rapin.
3 Rt. St. 1586, c. 8, De Libris ; Monumenta Germaniae Psedagogica,
vol. V, p. 178.
4 Reg. Prsef. Stud., n. 29; Monumenta Germanise Paedagogica, p.
284.
FORMATION OF THE SCHOLAR. 247
and those very carefully selected." Yet, "a variety
of authors gives a richer vein to the boys, and makes
imitation easier." ^ Here the Fathers proceed to give
directions for the composition of an entirely new kind
of work, which would be of great use in the colleges.
It is exactly the species so well known in our days
under the various titles of ^'Precepts of Ehetoric/'
"Art of Composition/' etc. As the development of
pedagogical literature, which we took note of in a for-
mer chapter/ had already made some progress, the
critics say : " Some one most versed in all these mat-
ters should be deputed to gather whatever is best in
this line, and to compile in one treatise, written in
an elegant style, all that he has selected, about the
art of writing epigrams, elegies, odes, eclogues, sylvm
(that is, materials, "objects"), comedies, tragedies,
epopoeise, a brief method of chronology; explaining
also what is the historical (or narrative) style, the
poetic, the epistolary, the different kinds of speaking,
and other such matters, all to be illustrated by ex-
amples." ^ Elsewhere they call for a similar work of
a higher order, on the Art of Oratory. The sources
which they designate for such a compilation are " the
numerous publications of our Professors of Ehetoric,
as well on the art itself, as on classical orations."^
These compendia, or text-books, were a new idea in
education.
1 Ibid., p. 179. 2 Ch. xi, above, p. 164 seq.
3 Monuraenta Germanise Paedagogica, vol. v, p. 180.
4 Rt. St. 1586, Class. Rliet., pp. 197-8,
CHAPTER XVI.
THE CLASSICAL LITERATURES. SCHOOL MANAGEMENT
AND CONTROL.
The subject of Literary Exercises and School Man-
agement is treated in sncli a manner by the critics of
1586, that justice could be done to it, only by tran-
scribing, word for word, the several chapters of the
preliminary Ratio. As that is impossible, within the
limits of space remaining, I shall endeavor to trace
the outline.
1. There is one fundamental point, however, which
should be touched on, to meet a latent query in the
mind. It refers to the kind of education projected
throughout. It is evidently not a special training
which is contemplated; not the training of specialists,
or technical students. All through the system, the
field of pedagogical activity is that of a general
culture; and, therefore, properly an education. The
result aimed at is a general one, that of develop-
ing in the young mind all fundamental qualities; of
adjusting it, by the early development of all natural
fitnesses, to any special work of thought and labor in
the mature life of the future. It would lay a solid
substructure, in the whole mind and character, for
any superstructure of science, professional and special ;
also for tlie entire building up of moral life, civil and
248
THE CLASSICAL LITERATURES. 249
religious. That such a general culture should go
before the special seems to be obvious. To supplant
it by the special, or even to abridge the process, is
not only to sacrifice the general culture ; it has a more
serious effect than that. By a false economy, it
cramps, curtails, and reduces to the smallest propor-
tions whatever possibilities existed of general and
special qualifications in the youthful mind. AVithout
a broad, radical formation below, the amplitude of
organic growth above must necessarily fall short; the
roots underneath not having shot out, the develop-
ment above is wanting in vigor, to ramify according
to its environment, and use its opportunities. In a
boy's mind, there is needed a suppleness of general
powers, as only the young mind can be made supple,
while at the same time it is preeminently apt to be
general. It is what Seneca calls curiosum ingenium,
*' an inquisitive genius, ' ' open to everything, and pry-
ing to open everything. Memory is then at its flour-
ishing stage, ready to be cultivated throughout the
extent of a potential vastness, which will never again
be experienced in life. If cultivated richly in its
season, it will be capable afterwards of every kind of
ready yield, according to its acquired tenacity, and
according to the richness of the seed deposited in it.
The imagination, too, is at the stage of impression-
able and vital expansion, and is keenly sensitive to
the lights and shades of objective life. These are
either brought under its observation, or, better still,
are pictured for it in beautiful literature; since the
fine fancy of great minds paints nature, as nature
herself is not found dressed at every one's door. The
250 LOYOLA.
opening judgment also is receptive of the thouglits
and wisdom, which other minds have thought out and
handed down, encasing it, as they did so, in a style
worthy of their own vigor, and presenting it as the
heritage of the past to the present, of the wise old
age of the world to its youth, which may be wiser
still. And thus in each individual youth, the judg-
ment being tenderly nursed, and learning ripening
with age, what was before in the memory passes
gradually into the whole character and competency of
the man.
In the system which we are considering, the in-
strument employed for working these effects is a lit-
erature in the hands of a competent teacher; it is
a great literature, and a double one. The great lit-
eratures of Eome and Greece have always been con-
sidered adequate instruments of universal culture.
Under a literary aspect, the eloquence and poetry of
Greece had been the mistress of Roman excellence.
Under a philological aspect, the Latin tongue has
been the principal basis of our modern languages, as
formed in the history of Christendom. In both of
them, the varied elements of richest thought are
brought into contact with the undeveloped, but devel-
oping nature of the youth ; glimpses of human life, in-
dividual, social, and political, favor his inquiring eyes,
and lead him to teel the finest springs of human senti-
ment. Better still, he feels these springs as touched
by the greatest masters of expression; and he con-
ceives thought as rendered in a style worthy of the
greatest thinkers; and that, in languages, one of
them the most delicately organized, the other perhaps
THE CLASSICAL LITERATURES. 251
the most systematically elaborated, of all tongues
living or extinct. And, besides, these two literatures
come down to us, bearing in their own right what no
other tongues can convey. Xot as translations, which,
in their best form, exhibit only a respectable degree
of mendicancy, and represent other men's living
thoughts in a decent misfit, these two literatures
come down to us bearing in their own right all the
historic memories of antiquity, as w^ell sacred as pro-
fane; all the masterpieces of eloquence and poetry,
belonging to no less than two out of the very few
great epochs, those of Pericles and Augustus; all
human philosophy, from Socrates, Plato, and Aris-
totle, down to St. Thomas Aquinas, and, further
dowm, to Leibnitz and Newton, both of them men of
classical letters ; in fine, all the traditions, the Faith,
and Divinity of Christendom.
To these considerations we may add one more
characteristic of the classical literatures, as instru-
ments in the class-room, and we shall have seen
enough on our present topic, to understand the theory
which underlies the Ratio Studiorum. These tongues
are dead. They are not the language of common life.
They are not picked up by instinct, and without
reflection. Everything has to be learned by system,
rule, and formula. The relations of grammar and
logic must be attended to with deliberation. Thought
and judgment are constantly exercised in assigning
the exact equivalents of the mother tongue for every
phrase of the original. The coincidence of construc-
tion is too little, the community of idiomatic thought
too remote, for the boy's mind to catch at the idea,
252 LOYOLA.
by force of that preestablislied harmony which exists
among most modern tongues. Only the law of thought
and logic guides him, with the assistance of a teacher
to lead the way, and reassure his struggling concep-
tion.
And when, in the last instance, the boy comes to
write and to speak the language so learned, and quick-
ens it, though dead, with the very life of actual
speech which makes modern languages live, we have
the supreme test and proof of successful toil, that
which consists in the power to reproduce. We have
also the very specific advantage, in this case, that the
toil has been of the most valuable kind; it has been
personal labor, spent in the freshness of life on com-
plete self-culture. For that great law of all success
in life, personal labor, has been honored in the most
remunerative way, by cultivating memory, exercising
judgment, and acquiring in the same thoughtful, re-
flective manner two languages together, Latin and
the mother tongue, Greek and the mother tongue,
each systematically helping the others by analogy
and contrast. And, withal, what is more congenial to
the young than letters, language, talk?
As to the working of this Jesuit system, it is very
much of a commonplace, in pedagogic history, that
" a handsome style " was aimed at, and a handsome
style was the outcome. The Scottish Professor,
whom I quoted on a former occasion, states very ex-
actly the value of this result. Speaking of the Struc-
ture of Sentences, he says: "Logic and Rhetoric
have here, as in many cases, a strict connection; and
he that is learning to arrange his sentences with order,
THE CLASSICAL LITERATURES. 253
is learning to think witli accuracy and order; an ob-
servation wliicli alone would justify all the care and
attention we have bestowed on this subject."^ And,
in another connection, he quotes, with the approval
which it merits, the Eoman rhetorician's saying:
Curam verborum, rerum volo esse sollicitiidinem, "I
would have a sufficient care be given to the diction,
but the thoughts must be the object of scrupulous at-
tention. " 2 This latter principle, of diction first and
matter afterwards, as translated into a process of
educational development, assigns, in the Ratio, five
grades, or seven years, more or less, to be spent on the
acquirement of style, chiefly as to its body, or, if you
like, its form; then two great courses of Science,
natural and revealed, or Philosophy and Theology,
for the acquirement of the same style, chiefly as to
its soul, or, if you wish so to call it, the substratum
of matter. Prom both together issues the thoroughly
cultured man; as the well-known phrase has it: Le
style c^est Vliomme, "A style is the man himself."
And, if we have just had occasion to take notice that
two of the great literary epochs of the world's history,
those of Pericles and Augustus, are made present to
us by the classical literatures, it is a subject of his-
torical verification that a third great literary epoch,
the age of Louis XIV, was created under the in-
fluence of this system.
The manner in which the critics of 1586 discuss the
question of Greek shows the practical eye they kept
1 Blair's Lectures on Rhetoric and Belles-Lettres ; lecture XII, at
the end.
- Ibid., lecture XIX, On Forming Style, at the end.
254 LOYOLA.
on the requirements of actual life, and the conditions
of concrete surroundings.^ Their conclusions are em-
bodied in a rule of the Director or Prefect of Studies :
" He should not grant an immunity, particularly for
any length of time, from either versification or Greek,
except for a grave reason." ^
Upon this theme there is a facetious touch in the re-
port of the Upper German Province, which was sent
to Father Aquaviva some three years after the final
Ratio was published. The de]3uties say : " Some ask
for an exemption from Greek and versification, in
behalf of the older monks and nobles. But as the
rule itself insinuates that an exception can be made,
for a sufficiently grave cause, there is no need of a
change. If we are facile in the matter, whether with
monks or nobles, we shall end by eliminating Greek
altogether. But, if one is seen to be altogether inept
and incapable, the impossibility of the thing exempts
him; for, if God himself does not enjoin impos-
sibilities, why, neither should Ave impose Greek on
such disciples." Father Aquaviva rex)lies, "That is
correct."^
2. Under the head of Exercises, the preliminary
Batio treats elaborately and minutely the literary di-
rection of a class. The subjects are orthography, and
all that pertains to it; the prelection, as explained
before; the repetitions, daily themes, and the method
of daily correction ; the recitation of lessons by heart ;
1 Rt. St. 1586 ; Monumenta Germaniae Paedagogica, vol. v, pp. 160-4.
2 Reg. Praef . stud, inf., n. 31 ; Monumenta Germanise Paedagogica,
vol. V, p. 364.
3 Monumenta Germaniae Paedagogica, vol. v, p. 491.
I THE CLASSICAL LITERATURES. 255
parsing; and the speaking of Latin. Jouvancy gives
the order of the daily class exercises. And he makes
this reflection : Few things are to be taught in each
class, but accurately, so that they remain in the
minds of the boys; the teacher is to remember that
these young intellects are like vases with a narrow
oriiice, which waste the liquid, if it is poured in co-
piously, but take it all, if it conies in by drops. ^
There are, besides, a number of aids to School
Management. These are the division of the class
into parties of ten apiece, or decurice; the exposition,
once or twice a month, of some passage by a student,
in the presence of invited friends; contests betvvxen
rivals or parties; the delivery of an original piece or
else an oratorical contest, every week; the exhibition
or delivery of original poems ; the annual distribution
of premiums; the use of the stage, when 'Hhe boys
can produce some specimen of their studies, their
delivery and powers of memory." The composition
of the tragedy and minor drama devolves, as we saw
before, upon the Professors of Ehetoric and Poetry.
A general condition in the management of a class
is absolute silence and attention. Besides, it belongs
to the college programme to insure application, not
only in school to class exercises, but out of school
to private study, especially when holidays intervene.
The usual weekly relaxations scarcely rise to the rank
of "holidays." For the amount of time to be assigned
in private study to composition and other work is
part of the daily order, whether the students be
alumni, day-scholars, or convictores, boarders. All
1 Ratio Doceudi, c. ii, De discipulorum eruditione, art. 3.
256 LOYOLA.
must have enough to occupy them, " that the boys be
deterred from roaming about to their hurt." The
same applies to the ordinary intervals between school
hours, " particularly, " say the Fathers, " on the days
in summer, when there is much time in the early
afternoon, before classes are resumed; and we hear
the court-yard resounding Avith cries and noisy pas-
times, hour after hour. " ^
Boys were the same genus then as now. It took
all the efficacy of a benign firmness to control that
element which tries the experience of every age.
The German Fathers draw a graphic picture of these
sixteenth century boys. They are commenting on
the rule which requires the Prefect of Studies at the
end of school to be on the ground and supervise.
They write thus to Father Aquaviva : " Many object
to this; but it seems reasonable. For, if somebody
is not on hand, some one whom the scholars revere,
then like a herd,^ all in a heap, they will fill the
whole place with their yells and uproar, their tus-
sling, laughter, and jostling. Now, it is necessary to
require the observance of decorum on the part of
our scholars; since, if we leave room anywhere for
unmannerliness, it will get at once into the school-
rooms and ruin everything. " ^ In this sense, a certain
small number of rules in the Ratio, only fifteen in
number, and very short, are directly presented to
the students for their observance. "None of our
students shall come to college with arms, poniards,
1 Monumenta Germanise Paedagogica, vol. v, Exercit. lat. et grsec,
n. 8, p. 170. 2 Sicut porcelli inter se commixti.
3 Monumenta Germanise Psedagogica, vol. v, p. 493.
THE CLASSICAL LITERATURES. 257
knives, or anything else that is prohibited, according
to the circumstances of time or place." Swords and
daggers were part of a gentleman's personal equip-
ment in those times. "They must abstain entirely
from swearing, injurious language or actions, detrac-
tion, lies, forbidden games, from places, too, that are
dangerous, or are forbidden by the Prefect of Schools ;
in line, from everything which is adverse to purity of
morals." Other rules follow, equally radical for
those times, and reconstructive of education for the
future.^
For, in these days of ours, we are not accustomed
to see students walk in and out of a lecture room as
they choose. And many other inconveniences of the
sixteenth century are not usual with us. But the
reason is, that we come three hundred years later
than those times, and are enjoying the fruits of other
people's labors.
An ascendency of personal tact and address, con-
spicuous in the Jesuit teachers, is usually commented
upon and referred to some cause or other, in them-
selves or in the general organization of the Society.
Omitting that, I prefer to designate one secret of con-
trol, which is full of significance, though not so
likely to arrest attention. It is an insensible method
of organization, making its way among the youths
themselves, and subserving the purpose of general
collegiate control. There were, in all, four classes of
auditors, mingled together, and intermingling their
influences. That of the strongest of course prepon-
1 Reg. Externorum Auditorum Soc. ; Monumenta Germanise Paeda-
gogica, vol. V, p. 458.
258 LOYOLA.
derated. Tliere were Jesuits themselves in the higher
courses. There were boarders, convictores, who re-
mained for ten, or rather eleven months of the year,
entirely under the control and direction of the Fathers.
Among these were whole houses of Eeligious or Eccle-
siastics. Besides, there were alumni, day scholars,
that great body of students originally contemplated
in the Constitution of Ignatius. These, however,
owing to their divided life, partly at school, partly
at home, were not found to represent, as a rule, the
fullest effects of the education. Finally, there were
externi, external students, such as not being entered
on the books, still attended lectures; and to this
category we must refer such general gatherings as
those several thousand hearers, who were in attend-
ance for hours, before the time, at Father Maldonado's
lectures in Paris, and made him go out into the open
air to satisfy all. Now, besides the bond of affection
which attached scholars to the Professors, there was
another bond, that of their character as Sodalists.
This character denoted membership in the Sodality
of the Blessed Virgin Mary, a religious association
which is most highly c@mmended in the Batio Stu-
diorum, and which gathered into itself all that was
excellent in the body of students. The literary and
scientific ^^ academies" were recruited only from the
Sodality. Thus, by a double process, an aristocracy
of virtue and talent was created among the students
themselves, tending not only to the maintenance of
order, but to the active development of all those quali-
ties which an educational system most desires.
CHAPTEK XVII.
EXAMINATIONS AND GRADUATION. SCHEDULE
OF GRADES AND COURSES.
1. All examinations, as projected by the Ratio
Studiorum, are conducted by word of moutli. "Writ-
ing 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 examina-
tions. 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 Humani-
259
260 LOYOLA.
ties, eacli new-comer, on presentation of the creden-
tials 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. " ^ 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 ht, than, if really lit, 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." ^
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 dis-
tinctly several features of the policy which the
Society pursued. Father Joseph Calasanzio, a priest
of great zeal, petitioned the Kector of the Eoman
College, which was flourishing with more than two
thousand students, to open some schools for the un-
provided children of Eome. There is a Latin word
coined from the first four letters of the alphabet,
1 Rt. St., Reg. Praef. stud, inf., 11 ; Monumenta Germanise Paeda-
gogica, vol. V, p. 358.
2 Rt. St. 1586, Ratio promovendi, etc.; Monumenta Germanifie
Psedagogica, vol. v, p. 177.
EXAMINATIONS AND GRADUATION. 261
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 Con-
stitution of Loyola and in the Ratio. The Eector
declined. Father Joseph applied to the General
Claudius Aquaviva. He too declined; he referred to
the Constitution of the Society, which had been dis-
tinctly 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
Kome, 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 Fie. In
our times, the revised Eatio of 1832 recognizes the
element of Preparatory Departments. It merely
requires that they be entirely under the same juris-
diction as the College proper.^
Another feature of the policy which these condi-
tions illustrate and which they also further, is that of
their tending to discriminate between the right kind
of scholars and others, whose circumstances will de-
bar them from ever reaching the ultimate end of
higher culture. ^Miere circumstances are not propi-
tious, 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 nega-
tively; positively, by placing them in a false environ-
ment 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 re-
ceiving a plainer education, and reach its term in any
1 Reg. Prsef. stud, inf., n. 8, § 12.
262 LOYOLA.
commonest walk of life? Besides, the liberal educa-
tion -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
Ehetoric.^ 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 prelim-
inary is an hour's disputation with three examiners,
on the matter of the whole course, and that in pres-
ence of the other students. The result being satis-
1 Rt. St., Reg. Praef . stud, inf., n. 13 ; Monumenta Germanise Pseda-
gogica, vol. V, p. 360.
EXAMINATIONS AND GRADUATION. 263
factory, 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 en-
titles the defendant to the degree of Doctor of Divin-
ity, which is conferred in the most solemn manner.
There is a pedagogical history connected Avith 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 Constitu-
tion to this effect: "In the study of Arts, courses
shall be arranged in which the ISTatural 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." ^ Again, Ignatius had
legislated for Divinity: ''The course of Theology
shall be six years in length; all the matters that have
1 Constitutiones, pars iv, c, 15, n. 2; Monumenta Germaniae Paed-
agogica, vol. ii, p. 60.
264 LOYOLA.
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." ^
Having this legislation before them, with the ex-
perience 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 har-
mony Avith the legislation. While Loyola's system
Avas obviously the organization of education, the
facts, which they notice, show a concomitant process
going on, in an inverse sense, towards the dissolu-
tion of system. This, no doubt, was owing to the
disturbed condition of the sixteenth century. Mak-
ing 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 stu-
dents 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
1 Ibid., n. 3.
EXAMINATIONS AND GRADUATION. 265
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 Doc-
tors, whose promotion is to be had any day. In
France, too, the philosophers do not wait bej'Ond
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 Eeverend 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 Consti-
tution itself says that it is to be observed, as far as
may be." ^
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 con-
ferring degrees may be had, by consulting the typical
constitution of an exclusively Jesuit university, as
exhibited in the Monumenta Germcmice Fcedagogica.^
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 ex-
pedient 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
1 Rt. St. 1586, De Gradibus, etc. ; Mouumenta Germania? Paeda-
gogica, vol. V, p. 110. 2 Vol. ix, pp. 359-387.
266 LOYOLA.
such as would only bring the name of the Academy
into discredit, and the degrees themselves into con-
tempt. 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 tradi-
tions for almost sixty years, and the entire destruc-
tion 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 mediaeval universities, and had been accom-
modated 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. Eestored, but hav-
ing 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
EXAMINATIONS AND GRADUATION. 267
none of the special support wliicli is given to organi-
zations endow^ed 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 stu-
dents 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 subse-
quent series of examinations, in such universities as
those of London, Calcutta, or Laval, are quite in keep-
268 LOYOLA.
ing 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 Studio-
rum. The matriculation examinations at the London
University create no special difficult}^, although the
higher classes of the literary curriculum may be re-
garded as under a strain, in the double effort to
satisfy the Ratio, and to matriculate at that uni-
versity. After matriculation, the process is consider-
ably 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 di-
rection 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 Stony-
hurst, to within two years or so of the time for
EXAMINATIONS AND GRADUATION. 269
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 some-
what 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 supple-
mented with a few special lectures, and the students
are ready for the philosophical pa]3ers 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.
Prom this history it appears, that, though the cur-
riculum 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 refer-
ence to the general world of students. This, as fore-
seen in the Ratio Studiormn of 1586, and as referred
to again in the revised Ratio of 1832, causes a double
arrangement to be made. First, Avherever members
of the Order are pursuing their studies, the philo-
sophical triennium is, as a matter of course, in full
operation, and is prolonged with individuals into a
fourth year, for reviewing the subjects and prosecut-
270 LOYOLA.
ing them further; and this seminary course, if con-
nected with a public college, remains open as ever to
the outside world. Secondly, to meet the require-
ments 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." ^ Hence a biennium,
or two-year course, is commonly established; and, ac-
cording 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 clas-
sical 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 ele-
ments 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.^
As to the mother tongue, the study of which is bound
up intimately with the classic literatures, a general
1 Rt. St., Reg. Prov., 17, § 2.
2 Rt. St. 1832, Reg. Prref. stud, inf., n. 8, § 11.
EXAMINATIONS AND GRADUATION. 271
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 pecul-
iar to the historian and the poet, which is more sum-
mary 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."^
Lower Grammar. The grade of this class is the
perfect knowledger 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 Phsedrus 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 Cominentaries of Csesar, and
some of the easiest poems of Ovid. In Greek : the
fables of JEsop, 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
1 Ibid., nn. 12, §2; 28, § 2.
272 LOYOLA.
the easier orations; in poetry, some select elegies and
e]3istles of Ovid, also selections from Catullus, Tibul-
lus, 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 erudi-
tion, and a sketch of the precepts pertaining to Eheto-
ric. For a command of the language, which consists
chiefly in acquiring propriety of expression and
fluency, the one prose author employed in daily pre-
lections is Cicero; as historical writers, Csesar, Sal-
lust, Livy, Curtius, and others of the kind; the poets
used are, first of all, A^irgil ; 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 erudi-
tion 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 G-reek : the
art of versification, and some notions of the dialects;
also a clear understanding of authors, and some com-
position in Greek. The Greek j)rose 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.
EXAMINATIONS AND GRADUATION. 273
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 cul-
ture; nor does it regard only the practical, but the
beautiful also. For the precepts, Cicero may be sup-
plemented with Quintilian and Aristotle. The style,
which may be assisted by drawing on the most ap-
proved 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 prelec-
tion, that the precepts of the art may be seen in prac-
tice. 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, his-
torians, 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 stu-
dents 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,
274 LOYOLA.
and spirit of dialectics." "Two or three years" are
spoken of as spent in this grade. ^ At any rate, "all
our day-scholars or boarders ^ should spend one year
in Ehetoric before they enter on Philosophy; this
should be brought home to their parents. The others,
who attend our courses from outside,^ should be per-
suaded to do the same."'* 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."^
THE PHILOSOPHICAL CURRICULUM.
With the side branches sufficiently learned, with the
boy's native talents "stimulated" or "cultivated," as
the Ratio frequently expresses itself,^ 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.
1 Ibid. 2 Alumni sive convictores.
3 Externi. * Reg. Rect., n. 12.
5 Reg. Pro v., n. 21, § 4.
6 Excitetur ingenium ; excolatur ingenium.
EXAMINATIONS AND GRADUATION. 275
This instrument for the expression of philosophical
thought possesses the qualities of subtlety, keenness,
and precision, which the dialectic practice of all uni-
versities had tended to develop in it, from the twelfth
century onwards. With the addition of Cicero's ful-
ness and richness, which the colleges cultivated with
so much ardor, the scholastic Latin of men like Molina,
Eipalda, Liberatore, Franzelin, and so many others,
has flourished to a degree of literary excellence.
Mathematics runs parallel with the course of Phi-
losophy, and upon that branch of science there is a
rather eloquent passage in the Ratio of 1586.^ Phys-
ics was always included in the Aristotelian philoso-
phy. 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,^ 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.^ 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 cer-
titude or probability belongs to each. Since this
1 De Mathematicis ; Monumenta Germaniae Paedagogica, vol. v,
p. 141.
2 Cretineaii-Joly, Histoire de la Compagnie, torn, iv, ch. 3, p. 202.
3 Compare the ordinance for the upper German Province, 1763,
n. 7 ; Monumenta Germanise Paedagogica, vol. ix, p. 441.
276 LOYOLA.
faculty makes new progress every day, the Professor
must consider it part of liis duty to know tlie more
recent discoveries, so that in his prelections he may
advance with the science itself. " ^ The general as-
semblies 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 tueek. Introductory
sketch of Philosophy. Dialectics or Minor Logic:
ideas, judgment, reasoning. Logic Proper: The cri-
teria of truth; species of knowledge, and general
rules of criticism and hermeneutics. General Meta-
physics or Ontology: The notions of being and the
categories. Mathematics. One Professor: six hours
a tveek. All that prepares for the Physics of the fol-
lowing year, viz., algebra, geometry, plane and spher-
ical 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 Meta-
physics. One Professor: four hours a iveek. 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
1 Rt. St. 1832, Pro Physica, nn. 34-5.
EXAMINATIONS AND GRADUATION. 277
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, ISTat-
ural Theology: God, His existence and attributes,
etc., as viewed by the light of human reason. Phys-
ics. 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 Pro-
fessor : three hours a loeek. Inorganic and organic.
Third Year. Metaphysics. One Professor: four
hours a week. What remains of the course just de-
scribed, 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 iveek. Geol-
ogy, 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.
278 LOYOLA.
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 ad-
hered to, with the same practical eye to the needs of
the times. The reason is tlie same as those theolo-
gians 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."^ In the arrangement of Scholastic Theology
the Ratio suggests the following form : —
Scholastic Theology. Four Years. Two Profes-
sors: each four hours a iveek. One course. Religion
and the Church; God in Unity and Trinity; His
attributes, predestination: God as Creator; the An-
gels; the creation of Man and his fall; the Incarna-
tion; Three of the Seven Sacraments. The other
course. Human acts, virtues, and vices; the theolog-
ical virtues; the cardinal virtues; right and justice;
religion; grace; the Sacraments in general; the rest
of the Seven Sacraments.
1 Monumenta Germanise Psedagogica, vol. ii, p. 245.
EXAMINATIONS AND GRADUATION. 270
Moral Theology. Two Years. One Professor:
Jive 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 Command-
ments, 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 :
iico hours a iceek. The questions, necessary and op-
portune, in the history of each centur}^
Canon Law. Two Years. One Professor: tivo
hours a tceeJc. One year. Persons, judgments, pen-
alties. The other year. Things.
Sacred Scripture. Two Years. One Professor:
four hours a iceek. General prolegomena. A book
from the Old and Xew Testament alternately.
Hebrew. One Year. One Professor : tivo 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 Patio made an
effort to draw up a uniform system for the distribu-
tion of time in the various countries. But the final
Patio preferred to leave the matter thus : " Since the
variety of countries, times, and persons is apt to in-
troduce variety in the order to be observed, and in the
distribution of hours for study, repetitions, disputa-
tions, and other exercises, as also in vacations, the
proper authority will report to the General whatever
280 LOYOLA.
lie thinks more expedient in his Province, for the
better advancement of studies, that a definite arrange-
ment may be come to, which will meet all exigencies ;
keeping, however, as near as possible to the common
order of our studies."^ Accordingly, a rule of the
General Prefect of Studies prescribes that "he lay
down not only an order of studies, repetitions, disputa-
tions 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."^
I shall give three sketches of actual arrangements
for the conduct of the literary or secondary curricu-
lum; and one normal arrangement for the two de-
partments 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 Ameri-
can 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 sched-
ule numbered (II) represents the system of George-
town College, and of others in the Eastern States ; it
looks like a close adaptation of the system as pre-
sented 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
iRt. St., Reg. Prov., n. 39.
2 Reg. Prffif. Stud., n. 27.
EXAMINATIONS AND GRADUATION. 281
time for studies, besides the hours of class. The set
study time, iu 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 Avas 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 Liege; 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 (Su-
perior Instruction, B) is taken from Woodstock
College and St. Louis University; that of the theo-
logical course (Superior Instruction, C) from Wood-
stock. 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.
282
LOYOLA.
DISTRIBUTION OF HOURS PER WEEK.
Secondary Instruction. — Literary.
I.
Grades I.-IV. V.-VL VII.
Four Two One
Years. Years. Year.
Age of Student . . . 13-16. 17-18. 19.
SUBJECTS.
Classics
9.
9.
12,X.
13X.
Mathematics
4.
4.
4.
5M.
5X.
English and |
Accessories)
12.
9.
0.
8.
5.
Natural Sciences. .
3.
3.
10.
Philosophy
10.
12.
II.
I.-IV. V.-VI. VII.
Four Two One
Years. Years. Year.
13-16. 17-18. 19.
Grades
Age of Student
SUBJECTS.
Classics
Mathematics
English
French
History and Geography,
Natural Sciences
Philosophy
III.
I.-IV. V.-VII. Philosophical curriculum.
Four Three
Years. Years.
11-15. 16-18.
18.
8>^.
6.
5.
18.
8X.
6.
3-6.
Two Year Course,
below (6).
SCHEDULE OF INSTRUCTION. 283
Superior Instruction. — (A) Literary.
SEMINARY COURSE.
Literature Two Years For Members of the Order.
Superior Instruction. — (B) Philosophical.
TRIENNIAL COURSE.
Years L IL IIL
Subjects of Courses.
Philosophy :
Logic, 1 ^ f. /Di8pu-\
Ontology.; ^^i)^ tation )•
Cosmology, ) . o /Dispu-\
Psychology.} t + o^^ Nation J-
Psychology, | . o /Dispu-\
Natural Theology. J * v tation ;
Moral Philosophy 4 + 3 "
Mathematics :
Algebra, Geometry, | ^^
Trigonometry. | • -o.
Analytical Geora- ) o
etry. Calculus. J
Mechanics 9 (Three Months) .
Physics 9 (seven Months) .
Chemistry 3 (Ten Months) .
Geology, Astronomy, | o
Physiology. j
Specialties Outside of this Triennium.
biennial course.
(a) Two Year Curriculum, included in the Triennium.
(6) Similar Curriculum, conducted separately in English.
284
LOYOLA.
Superior Instruction. — (C) Theological.
SEXENNIAL COURSE.
III.
IV.
+5 8+5 i
(Disp.). (Disp.).
5X bX
2 2
Years I.
Subjects of
Courses.
Scholastic \ 8
Theology. J
Moral Theology,
Ecclesiastical |
History. J
Canon Law . . 2 2
Sacred ) 4 4
Scripture, j
Hebrew 2
Syriac, Ara- 1 i i i
bic, Chald. { ' ' ^ ^ ^
Specialties Outside of this Sexennium.
V.
VI.
f 5 8 + 5 Biennium of General
(Disp.). (Disp.) Repetition, Philo-
^ ^ sophical and Theo-
logical ; and Special
Seminary Work.
Superior Instruction. — (D) Law.
Conducted by a Faculty not of the Order.
Superior Instruction. — (E) Medicine.
Conducted by a Faculty not of the Order.
CHAPTER XVIII.
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, i^or do I lay claim to the far-sighted-
ness 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 re-
mains 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 mediaeval Europe, particularly
that of the great University of Paris, can look down
285
286 LOYOLA.
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 play-
ing the role, 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 ele-
ments, 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 Kenaissance 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 as-
sume. Kather, 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 extrava-
gant 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
CONCLUSION. 287
quote, to explain one of the movements, a writer,
M. Drevon, whom I cited once before,^ chiefly because
he is quite recent, and also because he is entirely out
of sjanpathy with the system of the Jesuits. For
the other, I Avill quote one of the latest Generals of
the Society of Jesus, Father John Eoothaan.
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 ^ 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 Eoland, 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.' ^ The reaction was so much the more violent,
as spirits had been the longer suppressed. It went
even beyond the just measure, as hax)pens almost
always in such circumstances ; so that, says a contem-
porary writer,* children, properly instructed, ought to
have become, at the age of fifteen, agriculturists suf-
ficiently well qualified, intelligent naturalists, pru-
dent economists, shrewd business men, enlightened
politicians, profound metaphysicians, prodigious geom-
1 Chapter vi, above, p. 96.
2 By M. D'Alembert, M. L'Abbe' de Condillac, and others.
3 L'Abbe' Proyart, De L'Education Publique. * Id., ibid.
288 LOYOLA.
etricians, 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 swim-
ming. But peox)le had not long to wait before deplor-
ing such excess. All this agitation proved unfortu-
nately sterile; and as I have just said, on the eve of
the French Kevolution, 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 Uni-
versity 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 preeminently a child of
the Jesuits. For, as we have remarked, the Jesuits,
at the beginning, took great care to make no innova-
tions. 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
CONCLUSION. 289
methods. Hence, in 1808, at the moment when
Nai)oleon dreams that he is reestablishing the Uni-
versity, the ideal of public instruction was a mixture
of the old university traditions and the empiric
methods of the Jesuits." ^
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 ex-
perience since then has shown it to be more and more
necessary, that the System of Studies should be accom-
modated to the exigencies of the times. After a con-
sultation, 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 under-
taking was approached with the greatest reverence
for a System which had been approved by two cen-
turies of successful operation, and which had been
extolled, not unfrequently, by the very enemies of
the Order.
1 Histoire d'un College Municipal, etc., Bayonne; par J. M. Dre-
von, 1889; last chapter, Reforme et conclusion, pp. 443 seq.
290 LOYOLA.
^' Of the novelties which had been introduced into
the method of educating youth, during the last lifty
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 pru-
dent 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 ex-
cept 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 ap-
pears. 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 exer-
tion possible. Excellent! But that variety of so
CONCLUSION. 291
many things and so many courses, all liglitly 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.^
Kunning 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, j)ossessing 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 in-
jury, 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.
1 Ex omnibus aliquid: in toto nihil.
292 LOYOLA.
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 founda-
tions of truth be sapped! Therefore the questions
which are alive call for special discussion, solution,
refutation.
' ' In Physics and Mathematics we must not i^rove
false to the traditions of the Society, by neglecting
these courses which have now mounted to a rank of
the highest honor. If many liave abused these
sciences to the detriment of religion, we should be
so much the farther from relinquishing them on that
account. Eather. on that account, should the mem-
bers of the Order apply themselves with the more
ardor to these pursuits and snatch the weapons from
the hands of the foe, and Avith the same arms, which
they abuse to attack the truth, come forward in its
defence. For truth is ahvays 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 Phys-
ics and Mathematics should contradict truth of a
higher order.
^^Finall}^, 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
CONCLUSION. 293
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 de-
praved 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 cor-
rect education of youth." ^
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 modifica-
tions 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 facade 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 architec-
1 Epistola P. Roothaan, 1832; Monumenta Germanife Psedagogica,
vol. V, p. 228 seq.
294 LOYOLA.
tiiral record of centuries; so a system recognized in
history as great, elevated in tlie 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, secu-
lar 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 OAvn 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 : —
CONCLUSION. 295
TIBI • HAEC • ARVA • RIDENT • ATQUE • AGGERE
COMPLAXATO • HAE • FLORIBUS • NITEXT • AREOLAE • ET
PUBES • UXDIQUE • ACCITA • VIRTUTIBUS
SCIEXTIIS • QUE • ADOLESCIT.-^
And again the granite reads :
QUAS • CIRCUM • CERXIS • CHRISTO
URXAE • FLORIBUS • HALAXT • XE • CARPE
1 For Thee these meadows smile, and, on the hill-top smoothed
away, these heds bedeck themselves with flowers ; and the youth
from every clime unfolds, in virtue and in science, the hopes of
Christian manhood.
2 The urns thou see'st around breathe the fragrance of their
flowers to Christ. Pluck them not, with hand unhallowed, who-
soe'er thou be.
BIBLIOGRAPHICAL APPENDIX,
INDICATIXG SOME OF THE SOURCES AND OTHER
WORKS, MORE EASY OF ACCESS.
Pachtler, G. M., S. J. : Ratio atque Institutio Studionim,
1586 ; Ratio Studiorum, 1599, 1832 ; and other pedagogical
documents : — Comprised in Moxumexta Germanise P.eda-
GOGicA, vols, ii, V, ix (to be followed by others) ; Berlin,
A. Hofmann & Co., 1887.
JouvANCT, Jos., S. J. : Ratio Discendi et Docendi pro Magistris
Scholarum Inferionim, 1 vol. 12mo ; Avignon, Fr. Seguin,
1825.
Sacchixi, Franc, S. J. : Parsenesis 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 Humanites : —
Comprised in Manuel des Jeunes Professkurs, 1 vol. 18mo ;
Paris, Poussielgue-Rusand, 1842.
Cr£tineau-Joly, Monsieur M. J. : Histoire Religieuse, Poli-
tique et Litteraire de la Compagnie de Jesus, 6 vols. 12mo ;
3d edit. ; Paris, V. Poussielgue-Rusand, 1851.
Maynard, Monsieur L'Abbe : 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. K, 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.
297
298 BIBLIOGRAPHICAL APPENDIX.
De Eochemonteix, Camille, S. J. : Un College de Jesuites
aux XVIIe. et XVIIP. siecles, Le College Henri IV. de la
Fleche, 4 vols, in 8vo ; Le Mans, Leguicheux, 1889.
Daniel, Charles, S. J. : Les Jesuites Instituteurs de la Jeu-
nesse Fran^aise, au XVIF. et au XVIIIe. siecle, 1 vol.
12mo; Paris, Victor Palme, 1880.
De Backer, Augustin, S. J. : Bibliotheque des Ecrivains de
la Compagnie de Jesus, on Notices Bibliographiques 1° de
Tous les Ouvrages Publics par les Membres &c., 2^ des Apo-
logies, des Controverses Religieuses, des Critiques Litteraires
et Scientifiques Suscitees a leur sujet ; 3 large folios (see
above, page 134) ; Liege, chez I'Auteur, A. De Backer; Paris,
cliez I'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. : Bibliotheque de la Compagnie
de Jesus : — Premiere partie, Bibliographie ; seconde partie,
Histoire. Bibliographie, tom. i, Abad-Boujart, in 4to, a
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.
THE GREAT EDUCATORS.
Edited by Nicholas Murray Butler, Ph.D. Sold
separately. Each vol., i2mo, net, $i.oo.
A series of volumes giving concise, comprehensive accounts
of the leading movements in educational thought, grouped' about
the personalities that have influenced them. The treatment of
each theme is to be individual and biographic as well as
institutional. The writers are well-known students of education,
and it is expected that the series, when completed, will furnish a
genetic account of ancient education, the rise of the Christian
schools, the foundation and growth of universities, and that the
great modern movements suggested by the names of the Jesuit
Order, Rousseau, Pestalozzi, Froebel, Herbart, Dr. Arnold and
Horace Mann, will be adequately described and criticised.
ARISTOTLE, and the Ancient Educational Ideals. By
Thomas Davidson, M.A , LL.D. Ready.
AL.CUIN, and the Rise of the Christian Schools. By Andrew
F. West, Ph.D., Professor of Latin and Pedagogics in
Princeton University. iVearly Ready.
ABELARD, and the Origin and Early History of Univer-
sities. By Jules Gabriel Compayre, Rector of the
Academy of Poitiers, France. A' early Ready.
LOYOLA, and the Educational System of the Jesuits. By
Rev. Thomas Hughes, S. J., of Detroit College. Ready.
PESTALOZZI; or, the Friend and Student of Children,
By J. G. Fitch, LL.D., Her Majesty's Inspector of Schools.
In Preparation.
FROEBEL. By H. Courthope Bowen, M.A., Lecturer on
Education in the University of Cambridge. Iti Preparation.
HORACE MANN; or. Public Education in the United
States. By the Editor. In Preparation.
Other volumes on ** Rousseau ; or, Education According to
Nature," " Herbart ; or, Modern German Education, ' and
on " Thomas Arnold ; or, the English Education of To-day,"
are in preparation.
CHARLES SCRIBNER'S SONS, Publishers,
743 & 745 Broadway, New York.
UNIVERSITY
EXTENSION MANUALS
A NEW SERIES OF
USEFUL AND IMPORTANT BOOKS
EDITED BY PROFESSOR WM. KNIGHT
CHARLES SCRIBNER'S SONS, Publishers
T^HIS Series, to be published by John Murray in
* England and Charles Scribner's Sons in America,
is the outgrowth of the University Extension move-
ment, and is designed to supply the need so widely
felt of authorized books for study and reference both
by students and by the general public.
The aim of these Manuals is to educate rather
than to inform. In their preparation, details will be
avoided except when they illustrate the working of
general laws and the development of principles ; while
the historical evolution of both the literary and
scientific subjects, as well as their philosophical sig-
nificance, will be kept in view.
The remarkable success which has attended Uni-
versity Extension in England has been largely due to
the union of scientific with popular treatment, and of
simplicity with thoroughness.
This movement, however, can only reach those
resident in the larger centres of population, while all
over the country there are thoughtful persons who
UNIVERSITY EXTENSION MANUALS
desire the same kind of teaching. It is for them also
that this Series is designed. Its aim is to supply the
general reader with the same kind of teaching as is
given in lectures, and to reflect the spirit which has
characterized the movement, viz., the combination of
principles with facts and of methods with results.
The Manuals are also intended to be contributions
to the literature of the subjects with which they re-
spectively deal quite apart from University Extension;
and some of them will be found to meet a general
rather than a special want.
They will be issued simultaneously in England and
America. Volumes dealing with separate sections of
Literature, Science, Philosophy, History, and Art, have
been assigned to representative literary men, to Uni-
versity Professors, or to Extension Lecturers connected
with Oxford, Cambridge, London, and the Universities
of Scotland and Ireland.
JVOJr READY
THE USE AND ABUSE OF MONEY
By Dr. W. Cunningham, Trinity College, Cambridge.
i2mo, ^r.oo, net.
CONTENTS — poutical economy with assumptions and
WITHOUT — INDUSTRY WITHOUT CAPITAL — CAPITALIST ERA —
MATERIAL PROGRESS AND MORAL, INDIFFERENCE — THE CONTROL
OF CAPITAL — THE FORMATION OF CAPITAL— THE INVESTMENT
OF CAPITAL — CAPITAL IN ACTION — THE REPLACEMENT OF
CAPITAL — THE DIRECTION OF CAPITAL — PERSONAL RESPONSI-
EILITY — DUTY IN REGARD TO EMPLOYING CAPITAL — DUTY IN
REGARD TO THE RETURNS ON CAPITAL — THE ENJOYMENT OF
WEALTH.
Dr. Cunningham's book is intended for those who are already
familiar with the outlines of the subject, and is meant to help
them to think on topics about which everybody talks. It is
UNIVERSITY EXTENSION MANUALS
essentially a popular treatise, and the headings of the three parts,
Social Problems, Practical Questions, and Personal Duty, give a
broad view of the large scope of the book. The subject is
Capital in its relation to Social Progress, and the title emphasizes
the element of personal responsibility that enters into the questions
raised. The discussion is as thorough as it is practical, the
author's main purpose being to enlighten the lay reader. The
novelty of his point of view and the clearness of his style unite to
make the book botli interesting and valuable. The volume con-
tains a syllabus of subjects and a list of books for reference for
the use of those who may wish to pursue the study further.
THE FINE ARTS
By G. Baldwin Brown, Professor of Fine Arts in
the University of Edinburgh. i2mo, with Illus-
trations, $T.oo, net.
CONTENTS — Part I. — art as the kxpression of popu-
lar FEEUNGS AND IDEALS: — THE BEGINNINGS OF AKT — THE
FESTrVAL IN I're RELATION TO THE FORM AND SPIRIT OF CLASSI-
CAL ART MEDIEVAL FLORENCE AND HER PAINTERS. Part IT. —
THE FORMAL CONDITIONS OF ARTISTIC EXPRESSION : — SOME
ELEMENTS OF EFFECT IN THE ARTS OF FORM — THE WORK OF
ART AS SIGNIFICANT THE WORK OF ART AS BEAUTIFUL.
Part III. — THE ARTS OF FORM : — ARCHITECTURAL BEAUTY IN
RELATION TO CONSTRUCTION — THE CONVENTIONS OF SCULPTURE
PAINTING OLD AND NEW.
The whole field of the fine-arts of painting, sculpture and
architecture, their philosophy, function and historic accomplish-
ment, is covered in Professor Baldwin Brown's compact but ex-
haustive manual. The work is divided into three parts, the first
considering art as the expression of popular feelings and ideas —
a most original investigation of the origin and development of
the aesthetic impulse ; the second discussing the formal conditions
of artistic expression ; and the third treating the " arts of form "
in their theory and practice and giving a luminous exposition of
the significance of the great historic movements in architecture,
sculpture and painting ^om the earliest times to the present.
THE PHILOSOPHY OF THE BEAUTIFUL
Being the Outlines of the History of Aesthetics. By
William Knight, Professor of Philosophy in the
University of St. Andrews. i2mo, $t.oo, net.
CONTENTS — INTRODUCTORY — PREHISTORIC ORIGINS —
ORIENTAL ART AND SPECULATION — THE PHILOSOPHY OF GREECE
UNIVERSITY EXTENSION MANUALS
— THE NEOPLATONISTS — THE GRAECO-ROMAN PERIOD — MEDIAE-
VALISM — THE PHILOSOPHY OF GERMANY — OF FRANCE — OF
ITALY — OF HOLLAND — OF BRITAIN — OF AMERICA.
Not content with presenting an historical sketch of past opin-
ion and tendency on the subject of the Beautiful, Prof. Knight
sho\vs how these philosophical theories have been evolved, how
they have been the outcome of social as well as of intellectual
causes, and have often been the product of obscure phenomena
in the life of a nation. Thus a deep human interest is given to
his synopsis of speculative thought on the subject of Beauty and
to his analysis of the art school corresponding to each period
from the time of the Egyptians down to the present day. He
traces the sequence of opinion in each country as expressed in its
literature and its art works, and shows how doctrines of art are
based upon theories of Beauty, and how these theories often have
their roots in the customs of society itself.
ENGLISH COLONIZATION AND EMPIRE
By Alfred Caldecott, St. John's College, Cam-
bridge. i2mo, with Maps and Diagrams, $i.oo,
net.
CONTENTS — PIONEER period — international struggle
— DEVELOPMENT AND SEPARATION OF AMERICA — THE ENGLISH
IN INDIA — RECONSTRUCTION AND FRESH DEVELOPMENT — GOV-
ERNMENT OF THE EMPIRE — TRADE AND TRADE POLICY — SUPPLY
OF LABOR— NATIVE RACES — EDUCATION AND RELIGION — GEN-
ERAL REFLECTIONS — BOOKS OF REFERENCE.
The diffusion of European, and, more particularly, of English,
civilization over the face of the inhabited and habitable world is
the subject of this book. The treatment of this great theme covers
the origin and the historical, political, economical and ethnological
development of the English colonies, the moral, intellectual, in-
dustrial and social aspects of the question being also considered.
There is thus spread before the reader a bird's-eye view of the
British colonies, great and small, from their origin until the present
time, with a summary of the wars and other great events which
have occurred in the progress of this colonizing work, and with
a careful examination of some of the most important questions,
economical, commercial and political, which now affect the rela-
tion of the colonies and the parent nation. The maps and dia-
grams are an instructive and valuable addition to the book.
THE LITERATURE OF FRANCE.
By H. G. Keene, Hon. M.A. Oxon. i2mo. $i.oo, net.
Contents: Introduction. — The Age of Infancy {a. Birth)— The Age of
Infancy {b. Growth) — The Age of Adolescence (Sixteenth Century) —The Age
of Glory, Part I. Poetry, etc. — The Age of Glory, Part II. Prose — The Age of
Reason, Part I. — The Age of Reason, Part II. — The Age of 'Nature' —
Sources of Modern French Literary Art: Poetry — Sources of Prose Fiction —
Appendix — Index.
French literature from the beginnings of the nation down to our own times,
exclusive of living authors, is the broad field covered by Mr. Keene's survey.
With so large a subject, his aim has necessarily been to preserve a proper per-
spective and give a correct general view, and his success in this is eminent. The
reader obtains a conception of the literature of France as a whole, and of the
evolution and mutual relations of its various schools and stages which is not else-
where to be obtained, though, of course, a detailed account of all French authors
and their works has not been attempted. As the table of contents shows, the
subject has been considered logically rather than treated as a topic for mere
chronicle, and the chapters on the sources of the French prose fiction and poetry
of the present time are thoroughly original in a work of the kind without being
in the least arbitrary. Mr. Keene has, indeed, been very happy in avoiding
dogmatism, and in refraining from obtruding " his own opinions, even of past
writers," to quote from his preface, has given his book the air of authority and
impersonality which is so valuable in a work whose main purpose is educational.
THE REALM OF NATURE.
An Outline of Physiography. By Hugh Robert Mill,
D.Sc. Edin. ; Fellow of the Royal Society of Edinburgh;
Oxford University Extension Lecturer. With 19 coloured
maps and 68 illustrations. i2mo. $1.^0, neL
Contents : The Story of Nature — The Substance of Nature — Energy, the
Power of Nature — The Earth a Spinning Ball — The Earth a Planet — The Solar
System and Universe — The Atmosphere — Atmospheric Phenomena — Climates
of the World — The Hydrosphere — The Bed of the Oceans — The Crust of the
Earth — Action of Water on the Land — The Record of the Rocks— The Conti-
nental Area — Life and Living Creatures — Man in Nature — Appendices —
Index.
This happily entitled volume treats of the place of physical science in the
sphere of human knowledge, and shows the relations to each other of the various
special sciences. Much the larger part of the book is devoted to a description —
in outline of necessity, but admirably luminous — of the facts regarding "the
structure of the Universe, the form, material, and processes of the Earth, and
the relations which they bear to Life in its varied phases." Professor Mill has a
great gift of lucid exposition, and his book is as clear as it is comprehensive.
Considering its range, it is a masterpiece of compression. The nineteen maps
are specially compiled by J. G. Bartholomew, the eminent cartographer. The
work has been reviewed with reference to the use of American students by Pro-
fessor N. S. Shaler of Harvard University, who has supplied occasional illustra-
tions from the point of view of the American physiographer.
UNIVERSITY EXTENSION MANUALS
IN PREPARATION
THE STUDY OF ANIMAL LIFE. By T. Arthur Thomson,
University of Edinburgh.
THE DAILY LIFE OF THE GREEKS AND THE
ROMANS. By W. Anderson, Oriel College, Oxford.
THE ELEMENTS OF ETHICS. By John H. Muirhead,
Balliol College, Oxford.
OUTLINES OF ENGLISH LITERATURE. By William
Renton, University ot St. Andrews.
SHAKESPEARE AND HIS PREDECESSORS IN THE
ENGLISH DRAMA. ByF. S. Boas, Balliol College, Oxford.
THE FRENCH REVOLUTION. By C. E. M.^llev, Balliol
College, Oxford.
LOGIC, INDUCTIVE AND DEDUCTIVE. By William
MiNTO, University of Aberdeen.
THE HISTORY OF ASTRONOMY. By Arthur Berry,
King's College, Cambridge.
THE ENGLISH POETS, FROM BLAKE TO TENNY-
SON. By the Rev. Stopford A. Brooke, Trinity College, Dublin.
ENERGY IN NATURE. An Introduction to Physical Science. By
John Cox, Trinity College, Cambridge.
OUTLINES OF MODERN BOTANY. By Prof. Patrick
Geddes, University College, Dundee.
THE JACOBEAN POETS. By Edmund Gosse, Trinity College,
Cambridge.
TEXT BOOK OF THE HISTORY OF EDUCATION.
By Prof. Simon S. Laurie, University of Edinburgh.
BRITISH DOMINION IN INDIA. By Sir Alfred Lyall,
K. C. B., K. C. S. I.
THE PHYSIOLOGY OF THE SENSES. By Prof. Mc-
Kendrick, University of Glasgow, and Dr. Snodgrass, Physiological
Laboratory, Glasgow.
COMPARATIVE RELIGION. By Prof. Menzies, University of
St. Andrews.
THE ENGLISH NOVEL FROM ITS ORIGIN TO SIR
WALTER SCOTT. By Prof. Raleigh, University College,
Liverpool.
STUDIES IN MODERN GEOLOGY. By Dr. R. D. Roberts,
Clare College, Cambridge.
PROBLEMS OF POLITICAL ECONOMY. By M. E.
Sadler, Senior Student of Christ Church, Oxford.
PSYCHOLOGY: A HISTORICAL SKETCH. By Prof.
Seth, University of St. Andrews.
MECHANICS. By Prof. James Stuart, M. P., Trinity College, Cam-
bridge,
CRITICAL NOTICES OF THE SERIES.
" The series of manuals, of which these are the initial volumes, can
but prove a most valuable one." — Boston Traveller.
" We are impressed with the merits and general thoroughness of the
' University Extension Manuals.' " — The Independent.
"They are admirable condensations of the best thought upon the
several subjects, and will be eagerly sought, not only by scholars, but
by the general reader as works of reference." — Boston Transcript.
"The Manuals are intended rather as aids to education than for
purposes of general information. The two which have so far appeared
are admirably adapted for that end." — Charleston News and Courier.
" It [' The Fine Arts '] may be recommended as an eminently clear
and sound brief statement of the aims and conditions of art, especially
in the three forms of architecture, sculpture, and painting." — N.Y.
Evenmg Post.
" This series promises to be one of the most valuable sets of educa-
tional books yet projected. The selections for it are made with singu-
larly good judgment, and the volumes make not only a set of important
' texts.' but solid additions to literature." — Philadelphia Telegraph.
" The series promises to be a very useful and attractive set of books.
The name explains itself, and the idea of a further widening of the
extension movement by supplying students with authorized books for
reference and detailed study is one heartily to be commended." —
Hartford Courant.
" The scope of these Manuals is very broad, — and the old college
man, who has forgotten much that he studied, will be interested and
profited if he takes up this series of booklets ; while to the young men,
especially those whom circumstances will not allow to take a collegiate
course, but who are anxious for a collegiate education, the series is
invaluable." — Cincinnati Cotnmercial Gazette.
" It is evident from the volumes already published, and from the
announcements of others to come, that the series of ' University Exten-
sion Manuals' is to be one of the most significant educational enter-
prises ever undertaken in this country. The subjects treated, the names
of the writers who have been induced to co-operate in the work, and
the well-known qualifications of Prof. William Knight, who is the respon-
sible editor of the series, — all unite to inspire confidence in the high
character of this scheme for providing a sound and trustworthy system
of popular instruction which shall at once appeal to the unlearned by
the simplicity and directness of its aim, and to the cultivated by fresh-
ness and originahty of method." — Boston Beacon.
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