I.II.GradesI.–IV.FourYearsV.–VI.TwoYears.VII.OneYear.I.–IV.FourYears.V.–VI.TwoYears.VII.OneYear.Age of Student13–16.17–18.19.13–16.17–18.19.SUBJECTS.Classics9.9...13½.13½...Mathematics4.4.4.5½.5½...English andAccessories12.9.6.8.5...Natural Sciences..3.....3.10.Philosophy....10.....12.III.GradesI.–IV.FourYears.V.–VII.ThreeYears.Philosophical curriculum.Age of Student11–15.16–18...SUBJECTS.Classics18.18...Mathematics8½.8½...English6.6...French5.....History and Geography3.....Natural Sciences..3–6...Philosophy....Two Year Course, as below (b).
Superior Instruction.—(A)Literary.
SEMINARY COURSE.
LiteratureTwo YearsFor Members of the Order.
Superior Instruction.—(B)Philosophical.
TRIENNIAL COURSE.
YearsI.II.III.Subjects of Courses.Philosophy:Logic,Ontology.}8 + 5 (Disputation).Cosmology,Psychology.}4 + 3 (Disputation).Psychology,Natural Theology.}4 + 3 (Disputation).Moral Philosophy4 + 3 (Disputation).Mathematics:Algebra, Geometry,Trigonometry.}6.Analytical Geometry,Calculus.}3.Mechanics9 (Three Months).Physics9 (Seven Months).Chemistry3 (Ten Months).Geology, Astronomy,Physiology.}2.SpecialtiesOutside of this Triennium.
BIENNIAL COURSE.
(a) Two Year Curriculum, included in the Triennium.(b) Similar Curriculum, conducted separately in English.
Superior Instruction.—(C)Theological.
SEXENNIAL COURSE.
YearsI.II.III.IV.V.VI.Subjects ofCourses.ScholasticTheology.}8 + 5(Disp.).8 + 5(Disp.).8 + 5(Disp.).8 + 5(Disp.).Biennium of General Repetition,Philosophical and Theological;and Special Seminary Work.Moral Theology,5½5½½½EcclesiasticalHistory.}22....Canon Law.....22SacredScripture.}....44Hebrew.2......Syriac, Arabic,Chald.}..111Specialties.Outside of this Sexennium.
Superior Instruction.—(D)Law.
Conducted by a Faculty not of the Order.
Superior Instruction.—(E)Medicine.
Conducted by a Faculty not of the Order.
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 downfrom its silent and solemn place in history, as the direct progenitor of theRatio 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 willquote, to explain one of the movements, a writer, M. Drevon, whom I cited oncebefore,350chiefly 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 ofbooks351were 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 ofgases.'352The 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 contemporarywriter,353children, 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 theirmethods. 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 theJesuits."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 JesuitRatio; 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 revisedRatiohas 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 somany 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 theend.355Running 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 theprincipal 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 theRatio 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 ofyouth."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 oldRatiohave 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 architecturalrecord 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 theRatio 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 inscriptionreads:—
TIBI · HAEC · ARVA · RIDENT · ATQUE · AGGERECOMPLANATO · HAE · FLORIBUS · NITENT · AREOLAE · ETPUBES · UNDIQUE · ACCITA · VIRTUTIBUSSCIENTIIS · QUE ·ADOLESCIT.357
And again the granitereads:—
QUAS · CIRCUM · CERNIS · CHRISTOURNAE · FLORIBUS · HALANT · NE · CARPEINCESTO · POLLICE · QUISQUE ·FUAS.358
INDICATING SOME OF THE SOURCES AND OTHER WORKS, MORE EASY OF ACCESS.
Pachtler, G. M., S. J.: Ratio atque Institutio Studiorum, 1586; Ratio Studiorum, 1599, 1832; and other pedagogical documents:—Comprised inMonumenta Germaniæ Pædagogica, vols. ii, v, ix (to be followed by others); Berlin, A. Hofmann & Co., 1887.Jouvancy, Jos., S. J.: Ratio Discendi et Docendi pro Magistris Scholarum Inferiorum, 1 vol. 12mo; Avignon, Fr. Seguin, 1825.Sacchini, Franc., S. J.: Parænesis ad Magistros Scholarum Inferiorum Soc. Jes.; Protrepticon ad Magistros Scholarum Inferiorum Soc. Jes.——Judde, Claude, S. J.: Instruction pour les Jeunes Professeurs qui enseignent les Humanités:—Comprised inManuel des Jeunes Professeurs, 1 vol. 18mo; Paris, Poussielgue-Rusand, 1842.*****Crétineau-Joly, Monsieur M. J.: Histoire Religieuse, Politique et Littéraire de la Compagnie de Jésus, 6 vols. 12mo; 3d edit.; Paris, V. Poussielgue-Rusand, 1851.Maynard, Monsieur L'Abbé: The Studies and Teaching of the Society of Jesus, 1 vol. 8vo; Baltimore, John Murphy & Co., 1855.The Jesuits: Their Foundation and History, by B. N., 2 vols. 8vo; Benziger Bros., New York, 1879.Genelli, Christopher, S. J.: Life of St. Ignatius of Loyola, 1 vol. 8vo; Benziger Bros., New York.De Rochemonteix, Camille, S. J.: Un Collège de Jésuitesaux XVIIe. et XVIIIe. siècles, Le Collège Henri IV. de la Flèche, 4 vols. in 8vo; Le Mans, Leguicheux, 1889.Daniel, Charles, S. J.: Les Jésuites Instituteurs de la Jeunesse Française, au XVIIe. et au XVIIIe. siècle, 1 vol. 12mo; Paris, Victor Palmé, 1880.*****De Backer, Augustin, S. J.: Bibliothèque des Écrivains de la Compagnie de Jésus, ou Notices Bibliographiques 1ode Tous les Ouvrages Publiés par les Membres &c., 2odes Apologies, des Controverses Religieuses, des Critiques Littéraires et Scientifiques Suscitées à leur sujet; 3 large folios (see above, page 134); Liége, chez l'Auteur, A. De Backer; Paris, chez l'Auteur, C. Sommervogel, 1869. Only 200 copies were struck off; it is embodied and amplified in the following, now in process ofpublication:—Sommervogel, Carlos, S. J.: Bibliothèque de la Compagnie de Jésus:—Première partie, Bibliographie; seconde partie, Histoire. Bibliographie, tom. i, Abad-Boujart, in 4to, à double colonne, 1928 col.; Bruxelles, Oscar Schepens, 16, rue Treurenberg; Paris, Alphonse Picard, 82, rue Bonaparte, 1890.Wetzer und Welte's Kirchenlexicon: 2d edit., by Cardinal Hergenroether and Dr. F. Kaulen; vol. vi, "Jesuiten," col. 1374–1424; Freiburg, Benjamin Herder, 1889.
Pachtler, G. M., S. J.: Ratio atque Institutio Studiorum, 1586; Ratio Studiorum, 1599, 1832; and other pedagogical documents:—Comprised inMonumenta Germaniæ Pædagogica, vols. ii, v, ix (to be followed by others); Berlin, A. Hofmann & Co., 1887.
Jouvancy, Jos., S. J.: Ratio Discendi et Docendi pro Magistris Scholarum Inferiorum, 1 vol. 12mo; Avignon, Fr. Seguin, 1825.
Sacchini, Franc., S. J.: Parænesis ad Magistros Scholarum Inferiorum Soc. Jes.; Protrepticon ad Magistros Scholarum Inferiorum Soc. Jes.——Judde, Claude, S. J.: Instruction pour les Jeunes Professeurs qui enseignent les Humanités:—Comprised inManuel des Jeunes Professeurs, 1 vol. 18mo; Paris, Poussielgue-Rusand, 1842.
*****
Crétineau-Joly, Monsieur M. J.: Histoire Religieuse, Politique et Littéraire de la Compagnie de Jésus, 6 vols. 12mo; 3d edit.; Paris, V. Poussielgue-Rusand, 1851.
Maynard, Monsieur L'Abbé: The Studies and Teaching of the Society of Jesus, 1 vol. 8vo; Baltimore, John Murphy & Co., 1855.
The Jesuits: Their Foundation and History, by B. N., 2 vols. 8vo; Benziger Bros., New York, 1879.
Genelli, Christopher, S. J.: Life of St. Ignatius of Loyola, 1 vol. 8vo; Benziger Bros., New York.
De Rochemonteix, Camille, S. J.: Un Collège de Jésuitesaux XVIIe. et XVIIIe. siècles, Le Collège Henri IV. de la Flèche, 4 vols. in 8vo; Le Mans, Leguicheux, 1889.
Daniel, Charles, S. J.: Les Jésuites Instituteurs de la Jeunesse Française, au XVIIe. et au XVIIIe. siècle, 1 vol. 12mo; Paris, Victor Palmé, 1880.
*****
De Backer, Augustin, S. J.: Bibliothèque des Écrivains de la Compagnie de Jésus, ou Notices Bibliographiques 1ode Tous les Ouvrages Publiés par les Membres &c., 2odes Apologies, des Controverses Religieuses, des Critiques Littéraires et Scientifiques Suscitées à leur sujet; 3 large folios (see above, page 134); Liége, chez l'Auteur, A. De Backer; Paris, chez l'Auteur, C. Sommervogel, 1869. Only 200 copies were struck off; it is embodied and amplified in the following, now in process ofpublication:—
Sommervogel, Carlos, S. J.: Bibliothèque de la Compagnie de Jésus:—Première partie, Bibliographie; seconde partie, Histoire. Bibliographie, tom. i, Abad-Boujart, in 4to, à double colonne, 1928 col.; Bruxelles, Oscar Schepens, 16, rue Treurenberg; Paris, Alphonse Picard, 82, rue Bonaparte, 1890.
Wetzer und Welte's Kirchenlexicon: 2d edit., by Cardinal Hergenroether and Dr. F. Kaulen; vol. vi, "Jesuiten," col. 1374–1424; Freiburg, Benjamin Herder, 1889.
Typography by J. S. Cushing & Co., Boston, U.S.A.
Presswork by Berwick & Smith, Boston, U.S.A.
INDEX.Abram, Father Nicholas,245Academies of the Jesuits,76Alber, Father Ferdinand,242Allen, Cardinal,57Alvarez, Grammar of,167Anderledy, Father Anthony,128Aquaviva, Father Claudius,52,59,70,82;the fifth General of the Order,126;creates a commission to draw up a method of studies,144;provisional rules of,148Aquinas, St. Thomas,11,45;the standard in theology,148Argento, Father John,71,76Aristotle, use of,166Astronomical observations of the Jesuits,172Augustine,9Azor, John,144Bacon, Lord,46,93;his debt to Possevino,94Bader, Father George,104,107Bayonne, the College of,96Beckx, Father,128Bellarmine, literary productiveness of,135Belles-lettres,82;the Jesuits preëminent in the study of,189Berchmans, John,113Blair's "Rhetoric,"132,252Boarding colleges,100Bobadilla, Nicholas,33,43Bonald, Viscount de,7Bonaventure, St.,11Borgia, Francis,24;succeeds Laynez,66,110;founds the Roman college,111;the third General of the Order,124Borromeo, St. Charles,73Bossuet,66Bourdaloue,106,165Broeckaert, Father,167Brouet, Pasquier,33Buffer, Father, "Practical History" of,168Buys, Father,73,144Calasanzio, Father Joseph, his "Pious School,"260Calcutta, Jesuit school at,268Campano, Father,66Campian, Edmund,57,212Canisius, Father Peter,90;the Catechism of,134,242Caraffa, General Vincent,81,128Catharine II.,129Centurione, Father Aloysius,128Cerda, De la, Father,245Chalotais, La,44Christian schools,3Cicero used as a text-book,166Class hours,196Classical literature in the scheme of Jesuit education,250Clavius, Father Christopher,170Clement of Alexandria,43Clement XIV. dissolves the Order,129Coduri, John,33,53Coimbra, university at,109Colleges, Jesuit, number of,70et seq.;rise of, in Spain,110Confessional, the, in educational institutions,102Coton, Father,66Cretineau-Joly, M.,39D'Alembert,4Daniel, Father Charles,46,93Daniel, G.,169De Backers,67,69;his dictionary of Jesuit authors,134Descartes,92Dictation, how practised in the Jesuit seminaries,217et seq.;objections to, by Possevino,223Disputation, the place of, in the Jesuit system,198,209et seq.;syllogistic or discursive,212;numerous attendance upon required,213;superintendence of,215Divinity, courses in,191et seq.Doctrine, uniformity of, among the Jesuits,142Domench, Father Jerome,110Drevon, M.,287Dupanloup,99Educational system of the Jesuits, the tributes of Ranke and D'Alembert to,4;the Revolution the sequel of the overthrow of,6;explanation of its rise,14;kinship between it and the Paris university,32;defined,43;development of,52;as formulated in the Constitution,56et seq.;Laynez's rule concerning the system of colleges,59;no tuition fees,66,117;system and method of,67;number of colleges,70;number of students,71et seq.;ramifications of,74et seq.;scope and method of,82et seq.;classification of,87;grades in,89;subordinate elements in,89et seq.;moral scope of,98et seq.;vacations,104;ascendency of the masters,107;law and medicine in,116;the study of mathematics in,127;the development of geography, history, and physics,127;theRatio Studiorum,143et seq.;the practice and order of studies,152;result of, the formation of professors,156;the literary curriculum,158;proficiency in belles-lettres,159;the study of history,168;of geography,169;of mathematics,170;manner of instruction,176;philosophy studied after the literary courses,178;masters advance with their scholars,180;the rectors,186;the study of divinity,191et seq.;courses in divinity,197;thoroughness of,205;the use of disputation,208et seq.;the place of dictation in,217et seq.;co-ordination of the courses in,227;the prelection,233;study of the classical literatures,250et seq.;school management,255et seq.;the lowest grade,260;system of examinations,262et seq.;academic degrees,265;literary curriculum,270;philosophical curriculum,274;theological curriculum,278;distribution of time,279;origin and evolution of the system,286Expurgating authors,103Fribourg, Jesuit university suppressed at,130Frederick the Great, letter of, to Voltaire,79,129Generals of the Order,124et seq.Geography, method of teaching,169Germany, Loyola, the founder of the Jesuit order in,114German college in Rome,117Goa, seminary at,74,109Gonzaga, Aloysius,113Gonzales, Gaspar,144Grammar,179;prelection in the grade of,237;method of teaching the classical languages in,238;the daily lesson in,241Gregory XIII., papal seminaries founded by,73Grotius,79Guisani, Anthony,144Huebner, Baron von,7Humanity, the course in,83et seq.,158,188;the prelection in the grade of,237Ingolstadt, university at,115Janssen,118Jesus, Society of, birthday of,33,34;receives its bull of confirmation,51;constitution of,54et seq.;not admitted to Germany at the present day,123Jouvancy,29,127;hisRatio Discendi et Docendi,162,242Kessel, Father,60Kleutgen, Father,Ars Docendiof,167Knox, John,144Kostka, Stanislaus,113Latin composition, elegant command of, by the Jesuits,188Laval, university of,269Law and medicine studied in the Jesuit universities,116Laynez, James,28,33,54;elected successor to Loyola,55,59,124Le Jay, Claude,33Lefèvre, Peter,33,110et seq.Lenormant, Charles,100Literary productiveness of the Jesuits,134Literary curriculum of the Jesuits at present,270et seq.Loyola, St. Ignatius of,8;begins his education,15;story of his life,19et seq.;becomes a master of arts,33;his self-discipline,36;at Rome,40,53;promulgates the constitution of his Order,55;death of,55,119;his educational system,56;his care for Germany,114;founds a German college in Rome,117;his educational policy successful,118Maistre, Count de,6Maldonado, a double-headed disputant,212Moriana,112,168Mathematics in the Jesuit system of education,170et seq.Mercurian, Father Everard, the fourth General of the Order,126Montague, college of, Loyola at,31Montmorency, Father,65Monumenta Germaniæ Pædagogica, the,75Moral education, the, prescribed by Loyola,102Nadal, Jerome,120Netherlands, Jesuit schools in,5Nickel, Father Goswin,128Olave, Martin,120Oliva, General Paul,73,128Pachtler, Father,63,76Papal Seminaries founded by Gregory XIII.,73Parma, Duke of,69Paris University, the,13;Loyola at,25Parsons, Robert,57Pascual, John Sacrista,21Pedagogics in theRatio Studiorum,147Peltier, Father John,111Perry,67Petau, Father Denis,167Philosophy, course of, what it includes,173Philosophical Curriculum, the, at the present time,275et seq.Piccolomini, Father Francis,128,231Polanco, John,115,120Porée, Père, Voltaire's preceptor,132,245Playfer, Dr.,94Plato,98Possevino, Father Anthony, Bacon's forerunner,94,103,107Prælectio, the typical form of Jesuit instruction,232et seq.Professors formed by the Jesuit system,156et seq.;literary productions expected from,188;in the Jesuit Seminaries, coördination between,230"Provincial Letters" of Pascal,105Quintilian, use of,166Ranke, Von Leopold,4,114,118Rapin, Père,132;works of,246Ratio Studiorum, the,8,32,52,56,86,89,143;formation of, by Aquaviva,144et seq.,151,152;final form of,154,183,230,235Rectors of colleges, duties of,186Repetition, in the scheme of Jesuit education,198;in the Grammar Grade,240Revolution, the French,6Rhetoric, instruction in,89,178et seq.;double prelection in,234Ribadeneira,29,54,87,89,102Riccioli, Father,169Robertson,79Rochemonteix, Father,80,88Rodriguez, Simon,33Roman College, the,103;founded by Lefèvre,111;other colleges following its course,112Roothaan, Father,289Rossignol,135Rue, Father de la, author of the Delphin Virgil,246Sacchini,54,177Saint-Yves, college of,80Salmeron, Alphonsus,33Secchi, Father,67Schall, Adam,169Scheiner, Father,169Scholastics, Jesuit, expected to teach,176Schools, the cathedral,9;of study, of the Jesuits,127School management,255et seq.Sirmond, James,167Sodalities, the,103,258Sommervogel,67,134Southwell, Father Nathaniel,133Sorbon, Robert of,208,211"Spiritual Exercises," the,27Stonyhurst,268Strada, Damian,168Strada, Father Francis,191Strassmeyer,67Studies, Practice and Order of, in Jesuit seminaries,152Suarez, Francis,112,203Text-books of the Jesuits,131Theological instruction, method of,202et seq.Theological curriculum at the present time,278et seq.Theology, scholastic, Jesuit authors in,203Tiraboschi,165Toffia, Vittoria,112Tucci, Stephen,144Tyre, James,144University system, rise of the,10Urban VIII.,42Vacations in the Jesuit system,104Verbiest, Ferdinand,169Vernacular, the study of,164,242Vienna and Ingolstadt, the Jesuits first centres in Germany,115Villanova, Francis,24,110Visconti, Ignatius,3,128Vitelleschi, Mutius,70,108;the sixth general of the order,126,131Voltaire, tribute of, to the morality of the Jesuits,105,132;and Père Porée,244Xavier, Francis,33,37,69,109Zaccaria, literary productiveness of,134Ziegler, Father,170