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. Nor do I lay claim to the far-sightedness which may discern any posthumous development, as the legacy of this system to the world of education. Politically, its place has often been assigned to it summarily by main force. But, pedagogically, too, the day may come, when gathered to the other remains which moulder in the past, it can look down from a grade and place of its own in evolution, and look out, like others, on a progeny more favored than itself, the fair mother of fairer children; even as the old university system of mediæval Europe, particularly that of the great University of Paris, can look down from its silent and solemn place in history, as the direct progenitor of the Ratio Studiorum. “We, too, have been taught by others,” said Possevino in 1592. Indeed, as is evident, the last thing which the system ever seems to dream of, which never, in fact, crosses the path of its intellectual vision, is that it is playing the rôle, perchance, of a pedagogic adventurer, or courting notice by some new and striking departure. No doubt, in its integrity, it is singularly the system of the Jesuits, and, in a multitude of practical elements, it embodies the elaborate experience of one practical organization of men. But, none the less, if we look down for its foundations, we pass through the Renaissance of Letters, and find the traditions of scholastic Europe; and further down still, in the stratification of history, we come to the principles of education as defined by Aristotle, Plato, and Socrates.
As to its ulterior evolution, I may designate two forms which the system has been invited to assume. Rather, I may point to an epoch in its history, at which general and universal education divided off into two lines; and, by one or other way, almost all the secondary and superior education, which prevails amongst us, reaches our present time. The principles adopted on one side, however extravagant they may have been at their first adoption and in all the glow and fervor of a new departure, will certainly recommend themselves to some. The other was practically, if it has not as yet been formally, adopted by the Order as a continuation of its old method, and as a revision in the nineteenth century of what itself had laid down in the fifteenth. I will quote, to explain one of the movements, a writer, M. Drevon, whom I cited once before,350 chiefly because he is quite recent, and also because he is entirely out of sympathy with the system of the Jesuits. For the other, I will quote one of the latest Generals of the Society of Jesus, Father John Roothaan.
When the Jesuit colleges, more than ninety in number, were abruptly closed in France, then, says the first writer, “the departure of the Jesuits was the occasion of a noisy demonstration against the instruction which had been imparted in the colleges. A multitude of books351 were at once seen pouring into the market, presenting plans for a new system of education, which should be more in keeping with the progress of Science and Philosophy. Men of the gravest authority, like the President Roland, did not disdain to occupy themselves with these matters, and to enter into details: ‘The moment was come,’ cried one of them, ‘to set up furnaces, to add bellows thereto, and initiate scholars into the doctrine of gases.’352 The reaction was so much the more violent, as spirits had been the longer suppressed. It went even beyond the just measure, as happens almost always in such circumstances; so that, says a contemporary writer,353 children, properly instructed, ought to have become, at the age of fifteen, agriculturists sufficiently well qualified, intelligent naturalists, prudent economists, shrewd business men, enlightened politicians, profound metaphysicians, prodigious geometricians, without prejudice to writing and drawing, to universal geography, and ancient as well as modern history; without prejudice to the French language, English also and German and a little Latin; and again without prejudice to music and heraldry, to dancing and fencing, to horsemanship, and, above all, to swimming. But people had not long to wait before deploring such excess. All this agitation proved unfortunately sterile; and as I have just said, on the eve of the French Revolution, secondary education had not taken a step forward during fifty years....
“It came to a new birth in 1808, and found itself very much where it had been, before this long sleep. Napoleon declared that the new method of the University was very like that of the ancient University of Paris; only that the courses ‘left something to desire with regard to drawing, modern languages, geography, history, and especially mathematical and physical sciences.’ This was progress, no doubt, and it is well to grant it. But Napoleon is mistaken, when he pretends that the new University is a child of the ancient one. It is preëminently a child of the Jesuits. For, as we have remarked, the Jesuits, at the beginning, took great care to make no innovations. They accepted, as they found them, the old methods, introduced little by little their own mode of procedure, an alteration most calculated to assure their influence and their success. The grand old University which went down to the second rank, so to say, in public education, submitted to the influence of its detested and triumphant rivals, and, in spite of itself, it allowed itself to be permeated by their methods. Hence, in 1808, at the moment when Napoleon dreams that he is reëstablishing the University, the ideal of public instruction was a mixture of the old university traditions and the empiric methods of the Jesuits.”354
It does not come within the scope of this writer to indicate how, from this historical point of divergence, the modern practical method of instruction came to be fully organized. Each system went its own way. I pass on to the other line, or rather back to the Jesuit Ratio; and I will merely point out what process of adjustment it then underwent.
In 1832, Father Roothaan, General of the Society, addressed an encyclical letter to the Order. To give an abstract of it, he says: “In the very first assembly after the restoration of the Society, a petition had been received from the Provinces, and daily experience since then has shown it to be more and more necessary, that the System of Studies should be accommodated to the exigencies of the times. After a consultation, involving much labor and accurate study, a form of revised Ratio has been drawn up, which is now offered for use and practice, in order that after being amended again if necessary, or else enlarged, it may receive the sanction of a universal law. The undertaking was approached with the greatest reverence for a System which had been approved by two centuries of successful operation, and which had been extolled, not unfrequently, by the very enemies of the Order.
“Of the novelties which had been introduced into the method of educating youth, during the last fifty years or more, was it forsooth possible that all could be approved and adopted in our schools? New methods and new forms invented day after day, a new arrangement of matter and of time, often self-contradictory and mutually repugnant—how could all this be taken as a rule for our studies?
“In the higher schools or in the treatment of the graver studies, it is a subject of lamentation with prudent men that there is no solidity but much show,—an ill-arranged mass of superfluous knowledge, very little exact reasoning—; that the sciences, if you except Physics and Mathematics, have not made any true progress, but are in general confusion, so that where the final results of truth are to be found scarcely appears. The study of Logic and severe Dialectics is almost in contempt, whence errors come to be deeply rooted in the minds of men who are not otherwise illiterate; and these errors, by some fatality or other, are made much of, as if they were ascertained truths, and they are lauded to the skies, because nothing is treated with strictness and accuracy, no account is made of definitions and distinctness of reasoning. Thus, tasting lightly of philosophical matters, young men go forth utterly defenceless against sophistry, since they cannot even see the difference between a sophism and an argument.
“In the lower schools, the object kept in view is to have boys learn as many things as possible, and learn them in the shortest time, and with the least exertion possible. Excellent! But that variety of so many things and so many courses, all lightly sipped of by youth, enables them to conceive a high opinion of how much they know, and sometimes swells the crowd of the half-instructed, the most pernicious of all classes to the Sciences and the State alike. As to knowing anything truly and solidly, there is none of it. Something of everything: nothing in the end.355 Running through the courses of letters in no time, tender in age, with minds as yet untrained, they take up the gravest studies of Philosophy and the Higher Sciences; and, possessing themselves therein of scarcely any real fruit, they are only captivated by the enjoyment of greater liberty; they run headlong into vice, and are soon to become teachers themselves of a type, which, to put it as gently as possible, I will call immature.
“As to the methods, ever easier and easier, which are being excogitated, whatever convenience may be found in them, there is this grave inconvenience; first, that what is acquired without labor adheres but lightly to the mind, and what is summarily gathered in is summarily forgotten; secondly, and this, though not adverted to by many, is a much more serious injury, almost the principal fruit of a boy’s training is sacrificed, which is, accustoming himself from an early age to serious application of mind, and to that deliberate exertion which is required for hard work.
“In some points, however, which do not concern the substance of education, the necessities of our times require us to modify the practice of our predecessors. And to consult the requirements of such necessities, far from being alien to our principles, is altogether in keeping with the Institute.
“In the superior courses, how many questions are there which formerly never entered into controversy, which now are vehemently assaulted, and must be established by solid arguments, lest the very foundations of truth be sapped! Therefore the questions which are alive call for special discussion, solution, refutation.
“In Physics and Mathematics we must not prove false to the traditions of the Society, by neglecting these courses which have now mounted to a rank of the highest honor. If many have abused these sciences to the detriment of religion, we should be so much the farther from relinquishing them on that account. Rather, on that account, should the members of the Order apply themselves with the more ardor to these pursuits and snatch the weapons from the hands of the foe, and with the same arms, which they abuse to attack the truth, come forward in its defence. For truth is always consistent with itself, and in all the sciences it stands erect, ever one and the same; nor is it possible that what is true in Physics and Mathematics should contradict truth of a higher order.
“Finally, in the method of conducting the lower studies, some accessory branches should have time provided for them, especially the vernacular tongues and literatures. But the study of Latin and Greek letters must always remain intact and be the chief object of attention. As they have always been the principal sources, exhibiting the most perfect models of literary beauty in precept and style, so are they still. And, if they were kept more before the eyes and mind, we should not see issuing from the press, day after day, so many productions of talented men, with a diction and style no less novel and singular, than are the thoughts and opinions to which they give expression. The commonalty regard them with admiring awe and stupor; but men of knowledge and correct taste look with commiseration and grief on these unmistakable signs of an eloquence, no less depraved than the morals of the times.
“The adaptation of the Ratio Studiorum, therefore, means that we consult the necessities of the age so far as not in the least to sacrifice the solid and correct education of youth.”356
This is the substance of a document not unworthy of the letters and ordinances in behalf of education, issued by a long line of experienced and learned judges in the art of training youth. The modifications made in the old Ratio have been few; and I have taken note of them in the preceding analysis.
So then the edifice of the past stands, with the latest modifications introduced into its façade by the spirit of the present. As the monumental structures which stud the soil of Europe, and are set amid royal parks or rich fields of waving grain, have been tributes of devotion from princes of the church or princes of the land, and are not only the memorials of kings or peoples, but are especially the architectural record of centuries; so a system recognized in history as great, elevated in the order of highest human achievement, that of educating humanity, and resting on the basis of oldest traditions and the wisdom of the remotest past, has not been the work of an ordinary individual, nor of a day. Masters in their art, and centuries in their duration, have combined to build it up, a monument of the practice and theory of generations. With devoted zeal and prudence, secular communities, and even pagans in times far gone by, had brought the stones, and contributed tithes to the erection of the fabric. But it is only too well known that Ecclesiastics and Religious men have been the architects of the monument as it stands. And they did not build better than they knew; for their structure is precisely one of knowledge, chiefly of divine knowledge, raised into a consistent theory, and honored by the most practical use. So the very first sentence in the Ratio Studiorum, speaking of the “abundant practical fruit to be gathered from this manifold labor of the schools,” mentions that fruit as being “the knowledge and love of the Creator.”
I may be permitted then to close this work by quoting their own poetry, which is inscribed on a statue of Christ. The statue overlooks a park in front of it, and the fields hard by, and the rich garden of studious youth, within the college walls alongside. Thus one inscription reads:—
TIBI · HAEC · ARVA · RIDENT · ATQUE · AGGERE
COMPLANATO · HAE · FLORIBUS · NITENT · AREOLAE · ET
PUBES · UNDIQUE · ACCITA · VIRTUTIBUS
SCIENTIIS · QUE · ADOLESCIT.357
And again the granite reads:—
QUAS · CIRCUM · CERNIS · CHRISTO
URNAE · FLORIBUS · HALANT · NE · CARPE
INCESTO · POLLICE · QUISQUE · FUAS.358
Footnotes
1 Christian Schools and Scholars, by A. T. Drane; 1881; last chapter.
2 On the Furthering of Humane Studies; Monumenta Germaniæ Pædagogica, vol. ix, p. 129.
3 History of the Papacy, vol. i, book v, § 3; Jesuit Schools in Germany.
4 Sur la destruction des Jésuites, par un auteur désintéressé, p. 19.
5 Imago Primi Sæculi, lib. vi, Societas Flandro-Belgica, cap. iii, § 1, p. 772.
6 Crétineau-Joly, Histoire de la Compagnie de Jésus, tom. iv, ch. 3, p. 210; 3me edit. 1851.
7 Histoire de l’Université de Paris, par Charles Jourdain, liv. i, ch. 1; quoted with other testimonies, in the learned work, Un Collège de Jésuites aux xvii and xviii siècles, Le Collège Henri iv de la Flèche, par le P. Camille de Rochemonteix, 1889; tom. i, ch. 1, p. 3.
8 Exercitia Spiritualia.
9 Ranke, History of the Papacy, vol. i, book ii, § 7.
10 Genelli, Life of St. Ignatius Loyola, p. 351.
11 Imago Primi Sæculi, lib. iv, cap. ix, pp. 521-2; De Calumniis.
12 Jouvancy, Epitome Hist. S. J., p. 168, ad annum 1551.
13 Advancement of Learning, book i; Philadelphia edit. 1841, vol. i, p. 167.
14 Month of July, tom. vii; auct. J. P., § xviii, pp. 443-4.
15 Genelli, Life of St. Ignatius Loyola, part i, ch. 8.
16 Bollandists, as above, nn. 313-4; ibid., Suarez, Nigronius, and others.
17 Genelli, Life of St. Ignatius Loyola, part ii, ch. 13.
18 Bulla canoniz. S. Ign. de Loyola, § 22.
19 Bollandists, nn. 313-4; 317.
20 Bollandists, July, tom. vii, auct. J. P., §§ xxvii, xxviii.
21 Nigronius; Bollandists, n. 317.
22 Apocalypse, ch. xviii, 13.
23 Advancement of Learning, book i, p. 176; Phila. edit.
24 Père Charles Daniel S. J., Des Études Classiques dans la Société Chrétienne, ch. 8, La Concile de Trente; 1853.
25 Bollandists, auct. J. P., nn. 293-7.
26 Bollandists, n. 292.
27 Gagliardi.
28 Hist. S. J., 2da pars, Lainius; ad annum 1564, n. 220, p. 340.
29 Chiefly from P. Enrico Vasco, S. J., Il Ratio Studiorum Addattato ecc, vol. i, cap. vii, n. 33, a private memoir, 1851.
30 Monumenta Germaniæ Pædagogica, ii, p. 71; Ratio Studiorum, etc., by G. M. Pachtler, S. J.; Berlin, 1887.
31 Ibid. Pachtler, p. 334 seq.
32 Ibid. Pachtler, p. 337 seq.
33 Genelli, part ii, ch. 8.
34 Jouvancy, Epitome Hist. S. J., Anno Christi, 1547.
35 Vasco, vol. i, cap. vii, n. 33 seq.
36 Orlandini, Bollandists, n. 843.
37 Bollandists, n. 839.
38 Monumenta Germaniæ Pædagogica, vol. ii, p. 72.
39 Constitutiones S. J., pars iv, declarationes in proœmium.
40 Sacchini, pars iii, lib. i, nn. 36-42.
41 Sacchini, pars iii, Borgia; lib. i, nn. 36 seq.
42 Sacchini, pars v, Claudius Aquaviva, tom. prior; lib. iv, n. 81.
43 Recherches sur la Compagnie de Jésus en France au temps du Père Coton, par le P. Prat, tom. ii, p. 296.
44 Constitutiones S. J., pars iv, cap. vii, n. 3.
45 Bibliothèque des Écrivains de la Compagnie de Jésus, Preface, 1869.
46 Crétineau-Joly; Histoire Religieuse, Politique et Littéraire de la Compagnie de Jésus, tom. ii, ch. iv, p. 176; troisième édit. 1851.
47 De Institutione Juventutis; Monumenta Germaniæ Pædagogica, vol. ix, p. 61.
48 Monumenta Germaniæ Pædagogica, vol. ii; Pachtler, p. xx.
49 They are catalogued by Rochemonteix, Collège Henri IV, tom. ii, ch. i, p. 57, note.
50 Monumenta Germaniæ Pædagogica, vol. ix; Pachtler, p. 192, n. 3.
51 Monumenta Germaniæ Pædagogica, vol. ix, pp. 110-2.
52 Arch. Rheni Sup., quoted by Pachtler; Monumenta Germaniæ Pædagogica, vol. ix, p. 110; see also the letter of the General John Paul Oliva, ibid. p. 106.
53 Monumenta Germaniæ Pædagogica, vol. ii; Pachtler, p. xx.
54 Vol. ix, pp. 322-389.
55 Maynard; The Studies and Teaching of the Society of Jesus, at the Time of its Suppression, 1750–1773; Baltimore edit. 1885, ch. 2; The Jesuits in Germany, pp. 112-3.
56 1777, 18 novembre, Œuvres de Voltaire, vol. xcv, p. 207; edit. 1832.
57 Lettre à Voltaire, 7 juillet, 1770; Œuvres de Voltaire, tom. xii, p. 495; edit. 1817.
58 Monumenta Germaniæ Pædagogica, vol. ii, pp. 358-9.
59 Le Collège Henri IV, tom. ii, ch. 1, p. 20.
60 Fernand Butel, Docteur en Droit, etc.; L’Éducation des Jésuites autrefois et aujourd’hui, Un Collège Breton, ch. 1, p. 51; p. 19; p. 28; Paris, Firmin-Didot, 1890.
61 Monumenta Germaniæ Pædagogica, vol. ix, p. 65.
62 Constitutiones, pars iv, c. 7, n. 1.
63 Formulæ acceptandorum Collegiorum, etc., summarium; Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 338.
64 Ibid.
65 Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 76, 5. Their curriculum was enlarged in 1829; ibid., p. 110, 6.
66 Ratio Studiorum 1599; Reg. Prov. 21, § 4. Pachtler, Monumenta Germaniæ Pædagogica, vol. ii, p. 258.
67 Constitutiones, ibid.
68 Constitutiones, pars iv, c. 12.
69 Constitutiones, pars iv, c. 5, n. 1.
70 Constitutiones, pars iv, c. 9, n. 3.
71 Ibid., c. 5, n. 1, C.
72 Ch. xi. below.
73 Constitutiones, pars iv, c. 6, n. 2.
74 Monumenta Germaniæ Pædagogica, vol. ii, p. 311.
75 Ibid., p. 310, note.
76 Ribadeneira, Bollandists, July, tom. vii, nn. 335 seq.
77 Le Collège Henri IV., tom. iii, pp. 5-7.
78 Compare the ordinance of Father Oliver Manare, 1583, n. 114; Monumenta Germaniæ Pædagogica, vol. ii. p. 269.
79 Constitutiones, pars iv, c. 13, n. 4.
80 Bollandists, ibid., 376-7.
81 Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 169.
82 L’Éducation des Jésuites autrefois, etc., par Dr. F. Butel, ch. 1, pp. 22-8. This author sketches agreeably the means touched upon in the text, and his references are useful.
83 Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 261. Addita quædam Exercitiis Litterariis Humanistarum, 1580; prior to the completed Ratio Studiorum.
84 Ibid., p. 262.
85 Lettre xc.
86 Compare Chateaubriand’s Genius of Christianity, part iv, book vi, Recapitulation; translation by Dr. Chas. I. White; Baltimore, 1884, p. 637 seq.
87 Paris, Victor Palmé, 1880.
88 Works; Philadelphia edit. 1859, vol. i, p. 244.
89 Bibliotheca Selecta in qua agitur de Ratione Studiorum, in Historia, in Disciplinis, in Salute Omnium procuranda. De Backer in his Bibliothèque des Écrivains de la Compagnie de Jésus gives the list of republications, either in whole or in part. Sommervogel’s new work, royal quarto, Bibliothèque de la Compagnie de Jésus, 1890, has reached thus far only to the letter B; hence Possevino is not yet entered.
90 Ibid., p. 187.
91 Ibid., p. 136.
92 Ch. 10, of book 1, Ratio Collegiorum et Scholarum, etc., end of chapter; Roman edit.
93 Histoire d’un Collège Municipal aux XVIe, XVIIe, et XVIIIe siècles... à Bayonne avant 1789. Thèse presentée à la Faculté des Lettres de Toulouse, par J. M. Drevon, censeur des Études au Lycée d’Agen, 1890. About 500 pages.
94 Pp. 160-234.
95 P. 429.
96 Dante, Parad. viii.
97 De La Haute Éducation Intellectuelle, liv. iv, ch 4. Compare Vasco, vol. i, n. 24.
98 Essais sur l’Instruction Publique, par Charles Lenormant, membre de l’Institut; quoted by Rochemonteix, Le Collège Henri IV, tom. ii, ch. 1, p. 49, in his very instructive discussion on the Jesuit internat, or pensionnat.
99 Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 78.
100 Const., part iv, ch. 3, decl. B.
101 Turpissimis signis.
102 Bibliotheca Selecta, lib. i, ch. 44; Quasnam tetenderit insidias humani generis hostis, etc.
103 Ribadeneira, Bollandists, nn. 373 seq.
104 Bibliotheca Selecta, lib. i, ch. 40.
105 Ratio Studiorum of 1599 and 1832, Reg. Prov. 37. The higher courses are allowed a midsummer vacation of between one and two months; in the lower or literary course, Rhetoric is allowed one month, the others classes less. Besides certain feast-days during the year, every week must have one day free, which, in the higher courses, is the whole day, but, in the lower, is only the latter part of it.
106 1602; Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 467.
107 Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 411.
108 Bollandists, n. 374.
109 Lettre 7 février, 1746; Œuvres, tom. viii, p. 1128; edit. 1817.
110 Crétineau-Joly, Histoire de la Compagnie de Jésus, tom. iv, ch. 3, p. 209; edit. 1851. This chapter and the following one, ch. 4, in Crétineau-Joly, pp. 158-297, contain the most varied information on our subject, regarding professors, writers, scholars, etc.
111 Epistola de Institutione Juventutis, et Studiis Litterarum Promovendis, 1639; Mon. Germ. Pæd., vol. ix, Pachtler, p. 62.
112 Paradise Lost, book iv.
113 Notice sur le Pensionnat, etc. à Fribourg en Suisse, 1839, pp. 56 seq.
114 1585; Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 411.
115 Monumenta Germaniæ Pædagogica, vol. ix, Pachtler, p. 59.
116 Manare, Commentarius.
117 Crétineau-Joly, tom. i, ch. 3, p. 150.
118 Compare Cretineau-Joly, tom. i, ch. 6; tom. iv, chs. 3, 4.
119 The more heavily the strain of war bore upon Germany, the more assiduously were the succors sent in; no part of the field was more under Loyola’s eye.
120 History of the Papacy, vol. i, book v, § 3; The First Jesuit Schools in Germany; Foster’s translation, p. 417.
121 Compare Monumenta Germaniæ Pædagogica, vol. ix, Pachtler, Nr. 72; Nr. 91; Nr. 92, etc.
122 This very instructive correspondence may be seen sketched in Genelli’s Life of St. Ignatius of Loyola, part ii, ch. 8, pp. 342 seq. 1889.
123 Ch. 6, above, p. 84.
124 Const., pars iv, c. 7, decl. E.
125 Compare Mon. Germ. Pæd., vol. ii, Pachtler, Nr. 38, the theological faculty of the University of Würzburg, p. 303, n. 7; Mon. Germ. Pæd., vol. ix, Pachtler, Nr. 67, p. 162, and Nr. 68, p. 178, the theological and philosophical faculties of the University of Trier, etc.
126 Compare Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, p. 38, note about Perugia.
127 Ibid., p. 51, note about Valencia.
128 Monumenta Germaniæ Pædagogica, vol. ii, p. 369, Letter to Father Kessel.
129 Compare Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, Papstliche Privilegien, pp. 1-8.
130 Bollandists, J. P., n. 612.
131 The pedagogic legislation, from this date onwards, is to be found in Monumenta Germaniæ Pædagogica, vol. ii, Pachtler, pp. 70-125.
132 Pachtler, ibid., p 75.
133 Pachtler, ibid., pp. 126-132.
134 European Civilization, ch. 46.
135 National Education, part ii, vol. ii, p. 659; p. 74; New York, 1872.
136 Monumenta Germaniæ Pædagogica, vol. ix, Pachtler, p. 57.
137 Blair’s Lectures on Rhetoric and Belles Lettres, Lecture 26.
138 Lecture 35.
139 Eulogy pronounced by the Cardinal Maury on his predecessor in the Institute of France, the Jesuit De Radonvilliers, 1807.—Orateurs Sacrés, Migne, tom. lxvii, column 1161.
140 A classification of eminent students may be found in Crétineau-Joly, tom. iv, ch. 3, p. 207.
141 Bibliothèque de la Compagnie de Jésus, nouvelle édition, par Carlos Sommervogel S. J., Strasbourgeois, tom. i, from Abad to Boujart; large quarto edition, 1890.
142 Doctrina Christiana, etc.; Traductions; Sommervogel, sub voce, Bellarmine, columns 1187–1204.
143 In the matter of general philology alone compare the monograph, Die Sprachkunde und die Missionen, von Joseph Dahlmann S. J., 15 January, 1891, fiftieth supplement to the Stimmen aus Maria-Laach, 121 pages.
144 Monumenta Germaniæ Pædagogica, vol. v, Pachtler, p. 29.
145 Ibid., vol. v, p. 9 seq.
146 Monumenta Germaniæ Pædagogica, vol. v, p. 12 seq.
147 Monumenta Germaniæ Pædagogica, vol. v, p. 26 seq.
148 Disputatio acris oriebatur.
149 Ibid., Nr. 8, p. 65.
150 Vol. v, pp. 67-217.
151 Monumenta Germaniæ Pædagogica, vol. v, p. 15 seq.
152 As an instance of the minute criticism brought to bear upon it in Germany, consult Monumenta Germaniæ Pædagogica, vol. v, p. 218 seq. Similar animadversions are to be understood as coming from other quarters.
153 Supercheries littéraires dévoilées iii, 446, f; Sommervogel, Dictionnaire des Ouvrages Anonymes et Pseudonymes, etc., S. J., sub voce, Ratio.
154 Quoted by Ch. Daniel, S. J., Les Jésuites Instituteurs de la Jeunesse, etc., last ch. p. 297.
155 Monumenta Germaniæ Pædagogica, vol. v, Nr. 11, p. 227.
156 Monumenta Germaniæ Pædagogica, vol. v, p. 252, Ratio Studiorum of 1599, Reg. Prov. 19, § 11.
157 Compare Lord Bacon, The Advancement of Learning, book ii, p. 186, 1st column; Philadelphia edit. 1846.
158 Chapter vi, above, p. 83.
159 Monumenta Germaniæ Pædagogica, vol. v, p. 129, Ratio Studiorum of 1586, c. Stud. Philos.
160 Monumenta Germaniæ Pædagogica, vol. v, p. 491, n. 32.
161 Monumenta Germaniæ Pædagogica, vol. v, p. 154, n. 6, Humanitatis Doctores quos et quales, etc.
162 Vitelleschi, 1639, Monumenta Germaniæ Pædagogica, vol. ix, p. 60, n. 4.
163 Ratio Stud., Reg. Prov. 19; Monumenta Germaniæ Pædagogica, vol. v, p. 242.
164 Monumenta Germaniæ Pædagogica, vol. ii, pp. 84, 93.
165 Ibid., vol. ii, p. 101.
166 Rt. St. 1599, Reg. Prof, Rhet. 6; Monumenta Germaniæ Pædagogica, vol. v, p. 404.
167 Sommervogel fills twenty-four columns with a partial enumeration of the editions of Alvarez; Bibliothèque de la Compagnie de Jésus, 1890, sub voce, Alvarez.
168 Compare Monumenta Germaniæ Pædagogica, vol. ii, p. 269, n. 114; Manare’s Ordinance for Germany.
169 Rationarium Temporum, Paris, 1632.
170 Daniel, Les Jésuites Instituteurs, etc., ch. 10, p. 216.
171 Geographiæ et Hydrographiæ Reformatæ Libri xii, Bologna, 1661, in folio.
172 See the pleasant sketch in Daniel’s Les Jésuites Instituteurs, etc., chs. 2-5; also Maynard’s The Jesuits, their Studies and Teaching, ch. 4, Scientific Condition of the Jesuits, etc.
173 Rome, 1583, 8vo, pp. 219.
174 Monumenta Germaniæ Pædagogica, vol. v, p. 141, De Mathematicis.
175 Reg. Prov. n. 20.
176 First edition in 1697.
177 De l’Église Gallicane, liv. i, ch. 8, p. 46; edit. 1821.
178 The medal is in the Coleman Museum of the Georgetown University, where De Vico, with Sestini, was astronomer for some time.
179 For an historical sketch of Bavarian Jesuits, under the aspect of scientific eminence, see Monumenta Germaniæ Pædagogica, vol. ix, pp. 445-6, where Father Pachtler gives the Prospectus of a new scientific and literary review, to be issued in Bavaria, 1772. The Suppression forestalled it.
180 Histoire des Mathematiques, t. iv, p. 347; quoted by Crétineau-Joly, t. iv, c. 4, p. 283, who contains a large amount of literature upon this subject. According to late researches, made by MM. C. André and G. Rayet, astronomers of the observatory of Paris, the number of observatories established in the whole world, towards the close of the last century, was 130. Of this number, 32 were founded by Jesuits, or were under their direction.—Victor Van Tricht, La Bibliothèque des Écrivains de la Compagnie de Jésus, etc., appendice 1er, p. 221; 1876.
181 Constitutiones, pars iv, c. 13, n. 4.
182 Bollandists, J. P., n. 871.
183 Monumenta Germaniæ Pædagogica, vol. v, p. 151 seq.
184 Ratio St., Reg. Prov. 28; Monumenta Germaniæ Pædagogica, vol. v, p. 260.
185 Ibid., vol. ix, p. 59.
186 Ibid., vol. v, Rt. St. 1586, Humanitatis Magistri, n. 5, p. 153.
187 Monumenta Germaniæ Pædagogica, vol. ii, p. 415.
188 Ibid., vol. v, n.. 3, p. 152.
189 Ibid., vol. v, n. 4, p. 152.
190 Ibid., vol. v, p. 260; Reg. Prov. 24, 25.
191 Ibid., vol. ix, p. 60; letter of the year 1639.
192 Ibid., vol. v, p. 154.
193 Ibid, vol. ix, p. 130, n. 2.
194 Ibid., n. 6.
195 Ibid., vol. v, p. 352.
196 Ibid., vol. v, p. 149.
197 Ibid., p. 153.
198 Rt. St., Reg. Rect. 3; Monumenta Germaniæ Pædagogica, vol. v, p. 268.
199 Ibid., n. 18, p. 272.
200 Reg. Prov. 33; Monumenta Germaniæ Pædagogica, p. 262.
201 Ibid., vol. ix, p. 131.
202 Jouvancy, Ratio Discendi; c. Ordo Studendi.
203 Monumenta Germaniæ Pædagogica, vol. v, p. 144.
204 Ibid.
205 Ibid., vol. ii, p. 126; Reg. Prov. n. 50.
206 Rt. St. 1586; Monumenta Germaniæ Pædagogica, vol. v, p. 150.
207 Formula Acceptandorum Collegiorum, b; Monumenta Germaniæ Pædagogica, vol. ii, p. 339.
208 Hist. S. J., Sacchini, pars ii, Lainius, lib. viii, n. 219, ad annum 1564.
209 Rt. St. 1586, ibid.
210 Rt. St. 1599, Reg. Prov. 27; Monumenta Germaniæ Pædagogica, vol. v, p. 260.
211 Chapter xi, above, p. 155.
212 Statuten der philos. Fak. Ingolstadt, 1649; De Auditoribus; Monumenta Germaniæ Pædagogica, vol. ix, p. 284.
213 Qui non in Academia, sed privatim in aliquo Auditorio aut Monasterio audierunt philosophiam.
214 Nisi probent se omnes materias publice audivisse in aliqua Academia probata: Würzburger Promotionsgebrauche, 1662; Monumenta Germaniæ Pædagogica, vol. ix, p. 387.
215 Rhetius S. J. für Reform der theol. Fak. zu Köln, November, 1570; Monumenta Germaniæ Pædagogica, vol. ii, p. 217.
216 Rt. St., Reg. Prov. 28; Monumenta Germaniæ Pædagogica, vol. v, p. 260.
217 Ibid., vol. v, p. 133, n. 10, Studium Philos.
218 Biblioth. Selecta; de Cultura Ingeniorum, cap. 27.
219 Prævidere.
220 Prælegere.
221 Monumenta Germaniæ Pædagogica, vol. v, p. 450, n. 4.
222 Ibid., p. 460, n. 9.
223 Rt. St. 1586, Studium Philos. n. 12; Monumenta Germaniæ Pædagogica, vol. v, p. 134. Compare also the German Province, where, in 1586, four hours are reduced to three, ibid., vol. ii, p. 283.
224 Monumenta Germaniæ Pædagogica, vol. ii, p. 154.
225 Ibid., vol. v, p. 108, De Privato Studio Scholasticorum; ibid. p. 133, n. 11, Studium Philos.
226 Ut concionabundi.
227 Rt. St., Reg. comm. Prof. sup. fac., n. 11; Monumenta Germaniæ Pædagogica, vol. v, p. 290.
228 Rt. St. 1599, Reg. Prof. Phil. n. 16; 1832, n. 9, Monumenta Germaniæ Pædagogica, vol. v, pp. 340, 332.
229 Rt. St. 1586, Repetitiones, n. 3; Monumenta Germaniæ Pædagogica, vol. v, p. 99.
230 Chapter vii, above, The Moral Scope, p. 101.
231 Monumenta Germaniæ Pædagogica, vol. v, p. 268; Reg. Rect. n. 6.
232 Monumenta Germaniæ Pædagogica, p. 456; Institutio pro biennio, n. 14.
233 Præclara aliqua materia.
234 Ibid., p. 454.
235 Reg. comm. Prof. sup. fac., n. 9; Monumenta Germaniæ Pædagogica, p. 288.
236 Constitutiones, pars iv, c. 6, H.
237 Rt. St. 1586, Repetitiones, Monumenta Germaniæ Pædagogica, vol. v, p. 99.
238 Constitutiones, pars iv, c. 14, B.
239 Monumenta Germaniæ Pædagogica, vol. ii, p. 245.
240 Ibid., vol. v, p. 68.
241 Consult the five volumes of Nomenclator Litterarius Recentioris Theologiæ Catholicæ, by H. Hurter, S. J., 1871–1886.
242 Rt. St., Reg. comm. Prof. sup. fac., n. 12; Monumenta Germaniæ Pædagogica, vol. v, p. 290; compare also Monumenta Germaniæ Pædagogica, vol. ix, Ordnung Einer Selbst. Univ. der Ges. J. 1658, pars ii, c. 4, p. 355; De Repetitonibus et Disputationibus Scholasticorum S. J.
243 Ibid., n. 14.
244 Ibid., n. 20.
245 Ibid., n. 13.
246 Monumenta Germaniæ Pædagogica, vol. ii, p. 95; Congr. gen. 11.
247 Reg. Prof. S. Script., n. 19, 20; also Statuten der philos. Fak. Ingolstadt, 1649, Monumenta Germaniæ Pædagogica, vol. ix, p. 291.
248 Monumenta Germaniæ Pædagogica, vol. ix, pp. 359-381.
249 Rt. St. 1586, Disputationes; Monumenta Germaniæ Pædagogica, vol. v, p. 103.
250 Ibid.
251 Ibid., vol. v, Commentariolus, p. 45 seq.
252 Nihil perfecte scitur, nisi dente disputationis feriatur; see the Life and Labors of St. Thomas of Aquin, by Bede Vaughan, 1871, vol. i, ch. 16, p. 388. The two chapters on Paris, in this learned work, are replete with information pertinent to our subject.
253 Monumenta Germaniæ Pædagogica, vol. v, p. 71, n. 5; De Scripturis.
254 Reg. Prov., n. 5; Monumenta Germaniæ Pædagogica, vol. v, p. 234.
255 Commentariolus, Monumenta Germaniæ Pædagogica, vol. v, p. 53.
256 Cum non raro, quæ splendescere videntur in cubiculo, sordeant in Scholasticis concertationibus.
257 Monumenta Germaniæ Pædagogica, vol. v, Disputationes, n. 8, p. 102.
258 Ibid.
259 Ibid., p. 147, Separandane sint Seminaria, etc.
260 Reg. comm. Prof. sup. fac., n. 16; Monumenta Germaniæ Pædagogica, vol. v, p. 292.
261 Monumenta Germaniæ Pædagogica, vol. v, p. 292; Rt. St. 1599, Reg. comm. Prof. sup. fac., n. 18; Rt. St. 1586, Disputationes, ibid., p. 106.
262 Ibid., p. 102, n. 7, p. 276, n. 6.
263 Rt. St., Reg. Prof. Stud., nn. 12, 21; Monumenta Germaniæ Pædagogica, vol. v, pp. 278, 282.
264 Ibid., Reg. Prov., n. 19, p. 244.
265 Chapter xi, above, p. 157.
266 De Ratione et Modo Prælegendi; Monumenta Germaniæ Pædagogica, vol. v, p. 82.
267 Ad literam legibilem.
268 Ad prælegendum egregie.
269 Rt. St. 1586, De Ratione ac Modo Prælegendi; Monumenta Germaniæ Pædagogica, vol. v, pp. 81-5.
270 Monumenta Germaniæ Pædagogica, vol. v, Reg. comm. Prof. sup. fac., nn. 9, 10, p. 288.
271 Why, if the paper drops, the wisdom too must be off!
272 Possevinus, Biblioth. Selecta, lib. i, de cultura ingeniorum, cc. 25-6, edit. Venet. 1603, pp. 21-2. He refers to the publication of the Conimbricenses, a consolidated work of the faculty of Coimbra, just as the “Wirceburgenses,” later on, and at present, under Father Cornely, the writers of the Cursus Scripturæ Sacræ are publishing their works as a corporate whole.
273 Rt. St. 1599, Reg. Prov., n. 4; Monumenta Germaniæ Pædagogica, vol. v, p. 234.
274 Constitutiones, pars iv, c. 13, n. 3; Monumenta Germaniæ Pædagogica, vol. ii, p. 55.
275 Reg. comm. Prof. sup. fac., n. 20; Monumenta Germaniæ Pædagogica, vol. v, p. 292.
276 Constitutiones, ibid., C.
277 Ibid.
278 Vitelleschi, 1639; Monumenta Germaniæ Pædagogica, vol. ix, p. 59.
279 Chapter xi, above, p. 162.
280 Monumenta Germaniæ Pædagogica, vol. v, Commentariolus, p. 43.
281 Ibid.
282 Ibid., p. 41.
283 Ordinatio pro Stud. Sup., 1651; Monumenta Germaniæ Pædagogica, vol. ix, p. 88.
284 Monumenta Germaniæ Pædagogica, vol. v, Utrum Quinquennium, etc., p. 76.
285 Ibid.
286 Modus Prælegendi, n. 10; Monumenta Germaniæ Pædagogica, vol. v, p. 84.
287 Rt. St. 1599, Reg. comm. Prof. sup. fac., nn. 7, 8; Monumenta Germaniæ Pædagogica, vol. v, p. 288.
288 Rt. St., Reg. Prof. Rhet., n. 8; Monumenta Germaniæ Pædagogica, vol. v, p. 406.
289 Ibid., n. 1.
290 Ibid., nn. 6, 7.
291 Reg. Prof. Hum., n. 5; ibid., p. 420.
292 Rt. St. 1856, Classis Hum.; Monumenta Germaniæ Pædagogica, vol. v, p. 195.
293 Ibid., Class. Rhet., n. 6, p. 198.
294 Ibid., Exercitationes lat. et græc., n. 2; Monumenta Germaniæ Pædagogica, vol. v, p. 166.
295 Maxime rudi Minerva.
296 Rt. St., Reg. Præf. stud. inf., n. 8, § 4; Monumenta Germaniæ Pædagogica, vol. v, p. 354.
297 Ibid., Reg. comm. Prof. cl. inf., n. 24; ibid., p. 388.
298 Exercitationes lat. et græc., Monumenta Germaniæ Pædagogica, vol. v, p. 167.
299 Rt. St., Special rules of the respective classes, Monumenta Germaniæ Pædagogica, vol. v, pp. 398-448. Rules of the Academies, ibid., pp. 460-480.
300 Monumenta Germaniæ Pædagogica, vol. ii, p. 166, Schulregeln um 1560-61.
301 Monumenta Germaniæ Pædagogica, vol. ix, p. 145.
302 Jouvancy, Ratio Docendi; c. De interpretatione vernacula, etc.
303 Modus explicandæ prælectionis.
304 Eruditio ex omni doctrina, Reg. Prof. Rhet., n. 1, ex omni eruditione, ibid., n. 8.
305 Lettre 7 février, 1746, Œuvres, t. viii, p. 1127; edit. 1817.
306 De Backer, Bibliothèque des Écrivains de la Compagnie, sub voce, Cerda.
307 Sommervogel, Bibliothèque de la Compagnie, sub voce, Abram.
308 Sommervogel, ibid.
309 De Backer, sub voce, Rapin.
310 Rt. St. 1586, c. 8, De Libris; Monumenta Germaniæ Pædagogica, vol. v, p. 178.
311 Reg. Præf. Stud., n. 29; Monumenta Germaniæ Pædagogica, p. 284.
312 Ibid., p. 179.
313 Ch. xi, above, p. 164 seq.
314 Monumenta Germaniæ Pædagogica, vol. v, p. 180.
315 Rt. St. 1586, Class. Rhet., pp. 197-8.
316 Blair’s Lectures on Rhetoric and Belles-Lettres; lecture XII, at the end.
317 Ibid., lecture XIX, On Forming Style, at the end.
318 Rt. St. 1586; Monumenta Germaniæ Pædagogica, vol. v, pp. 160-4.
319 Reg. Præf. stud. inf., n. 31; Monumenta Germaniæ Pædagogica, vol. v, p. 364.
320 Monumenta Germaniæ Pædagogica, vol. v, p. 491.
321 Ratio Docendi, c. ii, De discipulorum eruditione, art. 3.
322 Monumenta Germaniæ Pædagogica, vol. v, Exercit. lat. et græc., n. 8, p. 170.
323 Sicut porcelli inter se commixti.
324 Monumenta Germaniæ Pædagogica, vol. v, p. 493.
325 Reg. Externorum Auditorum Soc., Monumenta Germaniæ Pædagogica, vol. v, p. 458.
326 Rt. St., Reg. Præf. stud. inf., 11; Monumenta Germaniæ Pædagogica, vol. v, p. 358.
327 Rt. St. 1586, Ratio promovendi, etc., Monumenta Germaniæ Pædagogica, vol. v, p. 177.
328 Reg. Præf. stud. inf., n. 8, § 12.
329 Rt. St., Reg. Præf. stud. inf., n. 13; Monumenta Germaniæ Pædagogica, vol. v, p. 360.
330 Constitutiones, pars iv, c. 15, n. 2; Monumenta Germaniæ Pædagogica, vol. ii, p. 60.
331 Ibid., n. 3.
332 Rt. St. 1586, De Gradibus, etc., Monumenta Germaniæ Pædagogica, vol. v, p. 110.
333 Vol. ix, pp. 359-387.
334 Rt. St., Reg. Prov., 17, § 2.
335 Rt. St. 1832, Reg. Præf. stud. inf., n. 8, § 11.
336 Ibid., nn. 12, § 2; 28, § 2.
337 Ibid.
338 Alumni sive convictores.
339 Externi.
340 Reg. Rect., n. 12.
341 Reg. Prov., n. 21, § 4.
342 Excitetur ingenium; excolatur ingenium.
343 De Mathematicis; Monumenta Germaniæ Pædagogica, vol. v, p. 141.
344 Crétineau-Joly, Histoire de la Compagnie, tom. iv, ch. 3, p. 202.
345 Compare the ordinance for the upper German Province, 1763, n. 7; Monumenta Germaniæ Pædagogica, vol. ix, p. 441.
346 Rt. St. 1832, Pro Physica, nn. 34-5.
347 Monumenta Germaniæ Pædagogica, vol. ii, p. 245.
348 Rt. St., Reg. Prov., n. 39.
349 Reg. Præf. Stud., n. 27.
350 Chapter vi, above, p. 96.
351 By M. D’Alembert, M. L’Abbé de Condillac, and others.
352 L’Abbé Proyart, De L’Éducation Publique.
353 Id., ibid.
354 Histoire d’un Collège Municipal, etc., Bayonne; par J. M. Drevon, 1889; last chapter, Réforme et conclusion, pp. 443 seq.
355 Ex omnibus aliquid: in toto nihil.
356 Epistola P. Roothaan, 1832, Monumenta Germaniæ Pædagogica, vol. v, p. 228 seq.
357 For Thee these meadows smile, and, on the hill-top smoothed away, these beds bedeck themselves with flowers, and the youth from every clime unfolds, in virtue and in science, the hopes of Christian manhood.
358 The urns thou see’st around breathe the fragrance of their flowers to Christ. Pluck them not, with hand unhallowed, whosoe’er thou be.