FOOTNOTES:
[203] The Colleges of Germany are enumerated by Paulsen, l. c., pp. 265–281 (2nd ed., vol. I, pp. 390–406); those of Germany (Austria), Poland, Belgium, the Netherlands, by Pachtler, vol. III, pp. IX-XVI.
[204] Monumenta Historica Societatis Jesu: Monumenta Paedagogica, 1901–1902. We quote this important collection as Monumenta Paedagogica, to be carefully distinguished from Father Pachtler’s Monumenta Germaniae Paedagogica.
[205] Monumenta Paedagogica, p. 8 and p. 89.
[206] Monumenta Historica Societatis Jesu: “Litterae Quadrimestres”, vol. I, pp. 349–358.
[207] Monumenta Paedagogica, pp. 10–12; and p. 141 foll.
[208] Ibid.—Father Pachtler had published one such plan, which he ascribed to Blessed Peter Canisius, probably written in 1560.
[209] Documents given by Pachtler, vol. II, p. 1 foll. A summary in the Études, Paris, January 1889.
[210] Extracts of this Memorandum in Janssen’s Geschichte des deutschen Volkes, vol. VII, pp. 100–103.
[211] Quick, Educational Reformers, p. 57.
[212] In the Catholic World, April 1896: Early Labors of the Printing Press.
[213] Huber, Jesuiten-Orden, p. 352.
[214] Mon. Germ. Paed., vol. II, pp. 19–21.
[215] Studienordnung, pp. 15–23.
[216] See Sacchini, Historiae Societatis Jesu, Pars V, tom. prior, p. 337.
[217] Woodstock Letters, 1896, pp. 506–507.
[218] Pachtler, vol. II, pp. 25–217.
[219] Was added in 1832. In the Ratio of 1599 natural sciences were treated as part of philosophy.
[220] See John Gilmary Shea, History of Georgetown College, 1891, pp. 83–84.
[221] Monumenta Paedagogica, p. 102.
[222] “Before selecting the authors”, says Father Nadal, “let the Prefect of Studies hear first the opinion of the teachers.” Mon. Paed., p. 130.
[223] The following translation of these rules is mostly that of Father Hughes, Loyola, p. 271 foll. These rules contain a few modifications of the Revised Ratio of 1832. The two Ratios may be seen separately in Pachtler, vol. II, 225 f. and Duhr, l. c., pp. 177–280.
[224] On prelection see chapter XVI, § 1.
[225] In Herder’s Bibliothek der katholischen Pädagogik, vol. X, pp. 340–348.
[226] James Pontanus S. J., Progymnasmatum Latinitas sive dialogorum selectorum libri quattuor. Several works of this Jesuit were used in most European schools for over a century.
[227] James Gretser, S. J., wrote several textbooks: a larger Greek Grammar, and a Compendium: Rudimenta Linguae Graecae, both in many editions; a Latin-Greek-German and a Latin-Greek Dictionary.
[228] James Bayer, S. J., wrote a Short Greek Grammar, a Latin-Greek Dictionary, and a Latin-German and German-Latin Dictionary. Of the last the eleventh edition was published by Professor Mayer, Würzburg, 1865.
[229] On this catechism see chapter XVIII.
[230] This history, comprising six volumes, was written by Max Dufrène, S. J., (Landshut, Bavaria). It appeared first 1727–1730; several editions followed.
[231] Pachtler, l. c., vol. III, p. 398.
[232] Compayré, History of Pedagogy, pp. 144–145.
[233] Daniel, Les Jésuites instituteurs de la jeunesse aux XVII. et XVIII. siècles.—Rochemonteix, Un collège de Jésuites aux XVII. et XVIII. siècles. Le collège Henri IV. de la Flèche, vol. IV., pp. 123–147.
[234] Duhr, Studienordnung, pp. 104–106.—Pachtler, Monumenta, vol. IV, p. 105 seq.—The first compendium used was that of Tursellini, reaching down to 1598. It went through many editions in Germany, and in 1682 Father Ott supplemented it by a history of the seventeenth century.
[235] Pachtler, vol. IV, p. 112 seq.
[236] Pachtler, l. c., p. 118 seq.
[237] Pachtler, l. c., p. 116; and German translation of Kropf’s work in Herder’s Bibliothek der katholischen Pädagogik, vol. X, p. 422.
[238] Pachtler, l. c., pp. 106–107.
[239] Chossat, Les Jésuites à Avignon, pp. 316–318.
[240] La géographie dans les collèges des Jésuites aux XVII. et XVIII. siècles. In the Études, June 1879.
[241] Edited by Reuben Gold Thwaites, published by Burrows Brothers, Cleveland, Ohio, 1896–1901. The letters of the missionaries were read by the students in the colleges. Father Nadal said they might be read to the boarders during dinner and supper. (Mon. Paed. p. 612.).
[242] See Notes upon the First Discoveries of California, Washington, 1879.
[243] Chossat, Les Jésuites, à Avignon, p. 320.
[244] Duhr, Studienordnung, p. 110.
[245] Ib., p. 109: “Exerceant diligenter linguam germanicam, et inveniant rationem qua id commodissime fieri possit; deligantur etiam qui eam sunt docendi et quis docturus.”
[246] Ib., pp. 110–116.
[247] History of Pedagogy, p. 144.
[248] Duhr, Frederick Spe, Herder, Freiburg and St. Louis, 1901. See the writer’s article “Attitude of the Jesuits in the Trials for Witchcraft,” American Catholic Quarterly Review, July 1902, p. 500.—This Father Spe is better known as the heroic opponent of witch persecution.
[249] History of Education, p. 170.
[250] See Hughes, Loyola, pp. 274–281.
[251] Reg. Prof. Philosophiae, 2.
[252] Ib., 12.
[253] Ib., 6.
[254] Neue Jahrbücher für das klassische Altertum etc., 1901, vol. VIII, p. 201.
[255] Professor Simon, in Baumeister’s Handbuch der Erziehungs- und Unterrichtslehre, vol. IV, “Mathematik”, p. 33.
[256] Monumenta Paedagogica, pp. 471–478.
[257] Crétineau-Joly, Histoire de la Compagnie, vol. IV, ch. 3.—Hughes, l. c., p. 275.—See also Janssen, vol. VII, pp. 86–87; vol. IV (16. ed.), p. 414.
[258] Pachtler, vol. III, p. 441, n. 7.
[259] History of Pedagogy, p. 144.
[260] Educational Reformers, p. 508.
[261] Ib., p. 49.
[262] This close adherence to Aristotle has been made a subject of reproach against the Jesuit system. And yet Protestant universities followed Aristotle as closely as the Ratio. Professor Schwalbe said in the Conference on questions of Higher Education, held at Berlin in 1900: “We have grown up in the belief in the infallibility of the dogma of Aristotle. When I was a student, Aristotle was still considered the greatest scientist on earth. I have investigated this question most thoroughly, and have found that the universities, even the freest, with the one exception of Wittenberg, fined any one who dared to contradict any of Aristotle’s propositions on scientific subjects. In Oxford the penalty was so high that Giordano Bruno was unable to pay it.” Verhandlungen über die Fragen des höheren Unterrichts (Halle, 1902), p. 109.—This is a good illustration of the fact that there existed a Protestant “Inquisition” as well as a Catholic, and it should warn certain writers to speak with less religious bitterness on the regrettable Galileo affair.—Professor Paulsen states in his latest work: Die deutschen Universitäten (1902, p. 43), that the dread of heresy, during the seventeenth century, was probably greater in the Lutheran universities than in the Catholic, because in the former the doctrine was less certain, and dangers were apprehended not only from Catholicism but also from Calvinism. Hence also in the philosophical faculties of Protestant universities theological orthodoxy was insisted on most rigorously. The same author says that in the frequent changes from Lutheranism to Calvinism, and vice versa, which took place in various Protestant states in Germany, careful inquiries were made as to whether all teachers and officials had accepted the change with due submission. Geschichte des gelehrten Unterrichts, vol. I, p. 324.
[263] Duhr, Studienordnung, p. 5.
[264] Joly, Life of St. Ignatius, p. 85.—Cartas de San Ignacio (Madrid 1874), vol. I, p. 76.
[265] Cartas, vol. III, p. 178.
[266] Ib., vol. II, p. 292.
[267] See page 32.
[268] See Ziegler, Geschichte der Pädagogik, p. 52.
[269] Joly, Saint Ignatius of Loyola, p. 70.
[270] Ch. Schmidt, Director of the Protestant Gymnasium at Strasburg.
[271] Jean Sturm, pp. 5 and 36.
[272] Geschichte der Pädagogik, p. 75.
[273] German Higher Schools, p. 47.
[274] After this chapter had been finished, I found that Professor Paulsen had expressed the same conclusion in his Geschichte des gelehrten Unterrichts (vol. I, p. 412), where he states that any dependence of the Jesuit system on Sturm’s plan is most improbable.
[275] Lange, in Encyclopädie des gesammten Erziehungs- und Unterrichtswesens, IX, 776. See Duhr, l. c., p. 13.
[276] See Duhr, Studienordnung, p. 15.
[277] Dr. Frederick Kayser, in Historisches Jahrbuch, Munich 1894, vol. XV, page 350, article: “Johannes Ludwig Vives.”
[278] “It may be said in general that the practical experience (of the early Jesuits) exerted a greater influence on the formation of the Order’s pedagogy than the study of pedagogical theorizers.” G. Müller, quoted by Paulsen, l. c., vol. I, page 412.