Contents
CONTENTS.
Chapter I.
Introduction.
Modern Criticism of Jesuit Education
5
PART FIRST.
History of the Educational System of the Society of Jesus.
Chapter II.
Education before the Foundation of the Society of Jesus.
The Jesuit System and Early Protestant Schools
17
§ 1. Schools at the Close of the Middle Ages.
The Catholic Church and Medieval Education
21
Primary Schools
23
Secondary Schools
25
Schools in Italy
26
Schools in Scotland and England
28
Schools in Germany, France, and the Netherlands
31
The Older Humanists in Germany
34
Universities
38
§ 2. Character of Medieval Education.
Trivium and Quadrivium
44
Scholasticism
45
Renaissance
47
Two Schools of Humanists
49
Condition of Education on the Eve of Reformation
55
§ 3. Education under the Influence of the Reformation.
Luther's Alliance with the Humanists
57
Decline of the Schools
60
Luther's Endeavor to Prevent the Total Ruin of the Schools
65
Effects of the English Reformation on the Schools
69
Catholic Counter- Reformation
71
Chapter III.
The Society of Jesus. — Religious as Educators.
Ignatius of Loyola, his Character and Aims
73
The Society of Jesus
76
Religious as Educators
80
The Society of Jesus the First Order that Made Education of Youth a Special Ministry
87
Opposition to the Educational Labors of Religious
98
Constitutions of the Society
101
The Fourth Part of the Constitutions Treating of Studies
103
The Society and Primary Education
104
Chapter IV.
The Ratio Studiorum of 1599.
Plans of Studies in Jesuit Colleges Previous to the Ratio Studiorum
107
Care in Drawing up the Plan of Studies
109
Peculiar Character of the Ratio Studiorum
114
Officers of Jesuit Colleges
115
The Literary Curriculum: Ancient Languages
118
The Study of History
124
Geography
127
Study of the Mother-Tongue
129
The Philosophical Course
131
Mathematics and Sciences
133
Sources of the Ratio Studiorum
136
Chapter V.
Jesuit Colleges and Their Work before the Suppression of the Society (1540—1773).
Rapid Spread of Jesuit Colleges
144
Superiority of the Jesuit Schools according to the Testimony of Protestants
145
Literary and Scientific Activity of Jesuit Colleges
148
Languages
149
Mathematics and Natural Sciences
155
Geography
158
History
160
Literature
161
School Drama of the Jesuits
164
Growing Opposition to the Society
173
Suppression of the Order
175
Protection of Frederick the Great of Prussia and Catharine II of Russia
178
Efficiency of Jesuit Colleges at the Time of the Suppression
178
Effects of the Suppression on Education in Catholic Countries
184
Chapter VI.
The Revised Ratio of 1832 and Later Regulations.
Restoration of the Society
189
Revision of the Ratio Studiorum
191
Philosophy Preserved as Completion of College Training
195
The Ratio of 1832 not Final
197
Later Educational Regulations
198
Chapter VII.
The Educational Work of the Jesuits in the Nineteenth Century.
New Growth of Jesuit Colleges
200
Jesuit Colleges in the United States
201
Colleges in Other Countries
206
Efficiency of Jesuit Schools
209
President Eliot's Charges
223
Literary and Scientific Work of the Jesuits during the Last Twenty-five Years
225
Chapter VIII.
Opposition to Jesuit Education.
Laws against Jesuit Schools
241
General Charges against the Jesuit Schools
241
Contradictory Statements of Opponents
243
Special Charges: "The Jesuits Educate only the Rich and Those Who Pay"
247
"Estrange Children from the Family"
250
"Cripple the Intellect and Teach Corrupt Morality"
251
"Seek Their Own Interest in Educational Labors"
254
"Their Education Antinational and Unpatriotic"
255
Causes of Opposition among Protestants
264
Causes of Antipathy of Some Catholics
269
PART SECOND.
The Principles of the Ratio Studiorum. Its Theory and Practice Viewed in the Light of Modern Educational Problems.
Chapter IX.
Adaptability of the Ratio Studiorum.— Prudent Conservatism.
Adaptability and Adaptation
280
Necessity of Wise Conservatism
288
Lesson from Germany
289
Lesson from American Schools
292
Chapter X.
The Intellectual Scope.
Scope of Education: Harmonious Training of the Mind
297
Cramming in Modern Systems
300
Premature Specialization
302
Function of the College
306
Chapter XI.
Prescribed Courses or Elective Studies.
Electivism in the United States
310
President Eliot Censures the Jesuit Colleges for Adhering to Prescribed Courses
311
Criticism of the Elective System
313
Dangers for the Moral Training
316
Dangers for the Intellectual Training
322
Wise Election almost Impossible
325
Chapter XII.
Classical Studies.
Modern Discussions about the Value of the Study of the Classics
330
Distinguished Men Defend Their Value
333
Advantages Derived from the Study of the Classics for the Logical, Historical, Literary, Aesthetic, and Ethical Training
346
Beneficial Results for the Mother-Tongue
356
Objections against the Jesuit Method of Teaching the Classics
361
The Gaume Controversy and the Jesuits
366
Chapter XIII.
Syllabus of School Authors.
§ 1. General Remarks.
The Study of Grammar
370
Choice of Authors in Jesuit Colleges
372
§ 2. Latin Prose Writers
377
§ 3. Latin Poets
385
§ 4. Greek Prose Writers
392
§ 5. Greek Poets
399
Chapter XIV.
Scholarship and Teaching.
Scholarship in Relation to Practical Teaching
402
Decline of Teaching
404
American Scholarship
411
Chapter XV.
Training of the Jesuit Teacher
The Candidate for the Order
415
Noviceship and Religious Training
417
Study of Languages and Philosophy after the Noviceship
422
Influence of Uniform Training on Individuality
425
Immediate Preparation of the Jesuit for Teaching
432
Permanent Teachers
435
Work Assigned according to Ability
439
Class Teachers, not Branch Teachers
443
Continued Self-Training of the Teacher
446
Chapter XVI.
The Method of Teaching in Practice
§ 1. The Prelection or Explanation of the Authors.
Characteristic Feature of the Jesuit Method
457
Accurate Pronunciation
458
Translation and Explanation
461
Repetition
466
Specimens of Interpretation
468
Soundness of the Method of the Ratio
475
Amount of Reading
482
Subject and Antiquarian Explanation
485
Explanation of Authors in the Vernacular
491
§ 2. Memory Lessons.
Importance of Memory Lessons
493
Manner of Committing to Memory
496
§ 3 Written Exercises.
Importance and Value of Compositions
498
Subjects to be Taken from Authors Studied
499
Correction
503
Speaking Latin
506
A Lesson from Germany
509
§ 4 Contests (Emulation)
Emulation in School Work
511
Various Kinds of Contests, Class Matches
515
Academies
518
Chapter XVII.
The Moral Scope.
The Moral Training Neglected by Many Teachers of Our Age
522
Importance Attached to the Moral Training in Jesuit Schools
527
Means Employed
531
Supervision
537
Private Talks with Pupils
548
Educational Influence of Confession
550
Communion
557
Devotions
558
The Sodalities
560
Watchfulness in Regard to Reading
564
Good and Evil Results of Sports
569
Chapter XVIII.
Religious Instruction.
Religious Instruction the Basis of Solid Moral Training
574
Correctness of the Catholic Position in Regard to Religion and Education
577
Undenominational Religion an Absurdity
582
The Reading of the Bible not Sufficient for Religious Instruction
583
Catholic Position
587
Religious Instruction in the Jesuit System
590
Catechisms Written by Jesuits
592
Peter Canisius, the Model Jesuit Catechist
594
Correlation of All Branches with Religious Instruction
599
Religious Instruction Necessary also in Higher Schools
605
Chapter XIX.
School-Management.
Trials in Teaching
608
Particular Points of School-Management:
§ 1. Authority
610
§ 2. Punishments
614
§ 3. Impartiality
619
§ 4. Discipline in the Classroom
623
§ 5. Politeness and Truthfulness
626
§ 6. Some Special Helps
631
Chapter XX.
The Teacher's Motives and Ideals.
The Chief Motive: Utility and Dignity of the Work of Education
636
Illustrated by Analogies
638
The Ideal and Model of the Teacher: Christ, the Great Master
641
Conclusion
647
Appendix I: Additions and Corrections
649
Appendix II: Bibliography
662
Index
671
Author
Year 1903
Publisher B. Herder
Location St. Louis, Missouri
Source djvu
Progress To be proofread
Transclusion Index not transcluded or unreviewed