FOOTNOTES:
[726] In the Centralorgan für die Interessen des Realschulwesens. Berlin.
[727] See Father Clarke’s article in the Nineteenth Century, Aug. 1896.
[728] Const. Soc. Jesu, Pars I, cap. 1, 4.
[729] Reg. Prov., 33.
[730] Reg. com., 6.
[731] Constitutions of the Society, P. I. c. 2.
[732] The entrance into religious life and the happiness enjoyed in the novitiate, is beautifully told by the German Jesuit Denis, translator of Ossian’s poems, and by the French Jesuit Ravignan, famous for his conferences at Notre Dame, Paris.
[733] De Inst. Orat., II, 2.
[734] Reg. com. mag. schol. inf., 50.
[735] I Tim. 4, 8.
[736] Father Clarke in the Nineteenth Century, August, 1896.
[737] Geschichte des gel. Unt., vol. I, p. 38.
[738] Newman, Historical Sketches, III, p. 71.
[739] Selectae S. Ignatii Sententiae, VIII.
[740] However, these two theologians did not teach together in the same university, as is often said. See the dates given by Fathers Frins, S. J., and Kneller, S. J., in the Kirchen-Lexikon, XI, 923, and XII, 634.
[741] Hist. Sketches, vol. II, p. 369. Does not this great writer, by so true a statement of facts, refute what, in another passage, he quoted about crushing out individuality?
[743] Father Taunton, A History of the Jesuits in England, 1901. See Month, May 1901, p. 505.
[744] Taunton, l. c.
[745] There was a time “when behind every Roman Catholic Court in Europe there stood a Jesuit confessor, and a Jesuit emissary ascended the back stairs of every Protestant palace.” English Review, vol. V, 1846, p. 65.
[746] “Monkish Latin” has become a byword from the days of the humanists on to our age. The technical terms introduced by the scholastics are, it is true, not found in the writings of the ancients. Still we cannot deny that the schoolmen had a right, for the sake of greater brevity and precision, to form new words, from old roots, in order to avoid the cumbrous circumlocutions of a Cicero. Many modern scholars view the scholastic Latin much more favorably than was customary a few decades ago. Thus Mr. Leach, who is anything but friendly to the scholastics, says: “The medieval schoolmen sinned no more against pure Latinity, than the modern scientific writer sins against English undefiled, if such there be.” And Mr. Rashdall writes: “Among the students of a University and among the clergy generally much villainous Latin was no doubt talked, just as much villainous French is or was encouraged by the rule of French-speaking in English Seminaries for Young Ladies. But the Latin which was written by the theologian, or historian ... was not as bad as is commonly supposed by those who have only heard it abused. J. S. Mill has rightly praised the schoolmen for their unrivalled capacity in the invention of technical terms. The Latin language originally rigid, inflexible, poor in vocabulary, and almost incapable of expressing a philosophical idea, became in the hands of medieval thinkers, flexible, subtle, rich.” Univers. of the M. A., vol. II, pp. 595–596. See also Paulsen, l. c., vol. I, pp. 45–48.
[747] Reg. Praef. Stud. 30.
[748] From Education in the United States, vol. I, p. 190.
[749] Educational Reformers, pp. 36–37.
[750] Pachtler, vol. III, pp. 130–131.—Hughes, p. 184.
[751] Pachtler, vol. II, p. 154.—See Hughes, p. 160.
[752] In the final Ratio Stud. of 1599, it was laid down as a duty of the Rector to see that this was done, but the time was limited to three hours a week. (Reg. Rect. 9.)
[753] Pachtler, vol. II, p. 154, no. 6.—Hughes, p. 160.—Duhr, p. 39.
[754] Geschichte der Pädagogik, p. 111.
[755] Reg. Prov. 22.
[756] Pachtler, I, pp. 101–2.—Duhr, p. 40.—Hughes, p. 162.
[757] A German translation of this work, with introduction and notes, by Robert Schwickerath, S. J., was published in 1898, in Herder’s Bibliothek der katholischen Pädagogik, vol. X, pp. 207–322.—An excellent sketch of the life and the works of this “model of a Jesuit Professor” is contained in the Études religieuses, Paris, November and December 1872.—The correct form of the name is Jouvancy, not Jouvency, which latter originated from the Latinized Juvencius.
[758] Pachtler, vol. III, p. 132; IV, pp. 401, 435.
[759] See above page 163, note 332.
[760] In Schmid’s Geschichte der Erziehung, vol. IV, Abteilung I, pp. 460 and 538–543.
[761] Reg. Prov. 24.—By a very curious mistake some writers (as Professor Müller in Schmid’s Geschichte der Erziehung, vol. III, Abteilung I, page 41) represent these “permanent teachers” as a separate and inferior grade in the Society, “who received only a special drill in pedagogical courses and were not much esteemed.” And yet the Ratio Studiorum, in the rule just quoted, states explicitly that the members of the Society should be appointed as magistri perpetui after the completion of their theological course. Therefore the priests are meant.
[762] English transl. from Constitutions of the Society of Jesus, London, 1838.
[763] Quick, Educational Reformers, p. 36, note a.
[764] History of Pedag., p. 143.
[765] Eccli. 11, 21, 22.
[766] Monumenta Paedagogica, p. 471.
[767] Ibid., p. 475.
[768] Pars IV, cap. V, Declar. C.
[769] Reg. Prov. 55 (No. 55 of the Rules in the Institute, not of the Rat. Stud.).
[770] Is our Educational System Top-heavy? By Elliott Flower, in the North American Review, February 1898.
[771] See Pachtler, vol. I, p. 123.
[772] Reg. Prov. 47. (Institute.)
[773] Rat. St., Reg. Prov. 4 and Const., Pars IV, cap. VI, 6.
[774] “Necessarium etiam videtur, ut praeceptor habeat inclinationem quandam et propensionem ad has scientias praelegendas.” In the treatise: Modus quo disciplinae mathematicae in scholis Societatis possent promoveri. See Monumenta Paedagogica, p. 471.
[775] De re mathematica instructio. (Mon. Paed., p. 476.)
[776] Ordo Studiorum, in Mon. Paed., p. 133. It appears from the whole context that by “talent” a “special” talent is meant. Be it added that by “oratory” and “poetics” we have to understand all the studies pursued in the two classes “Humanities” and “Rhetoric”.
[777] Pachtler, vol. III, p. 131.
[778] Lehrpläne und Lehraufgaben, 1901, p. 75. See Messenger, New York, Sept. 1901.
[779] On this subject there is a splendid article, written by Father Pachtler in the year 1880, in the Stimmen aus Maria-Laach, vol. XVIII, pp. 49–66.
[780] Pachtler I, 415.—Father Ledesma made the regulation that in the beginning of the scholastic year substitutes should be appointed, who had to be ready to step in if a teacher should, by sickness or some other cause, be compelled to discontinue teaching. Mon. Paed., p. 144, 156.
[781] Reg. Provinc. 4, 22, 24, 28, 30, etc.
[782] Pachtler, vol. IV, pp. 175–235.
[783] Pachtler, vol. IV, pp. 203–204.
[784] See Pachtler, vol. IV, pp. 12–19, where lists of such books, recommended in the Old Society, are given.
[785] Ratio Discendi, ch. II.—It has been proved in chapter IV, pp. 124–129, that history and geography were never neglected in the colleges of the Society. In the mean time I found that the Protestant writers of Schmid’s great Geschichte der Erziehung (1884–1901), in sharp contrast with the assertions of M. Compayré, candidly admit the services rendered to history and geography by Jesuit schools and scholars. Thus Dr. von Sallwürk says: “The study of history was considerably advanced by Jesuit writers, but the colleges of the University [of Paris] did not imitate the example of the Jesuits.” Geschichte der Erziehung, vol. IV, Abteilung I, p. 436. “The Fathers Sirmond, Petavius, and Labbe have well deserved of historical studies and of the teaching of history in the schools.... Geography was henceforth zealously cultivated by the Jesuits.... Of great practical importance were the labors of the remarkably diligent Father Buffier; especially on geography and grammar he has written good books, in which the traditional scholastic tone is happily avoided.... His Philosophy and Practical Grammar was for a long time considered the only useful grammar of the French language.... In the schools of the Oratory we find geography as a branch of study; but to the Jesuits must be allowed the merit of having taught this branch before the Oratorians. In their College at Amiens was trained Nicolas Sanson, the ‘Father of Geography’.” Ibid., p. 456 and 466.
[786] Ratio et Via, chapter V, art. 9. (German translation p. 423.) The new Prussian School Order of 1901 uses the same words in regard to Church history, p. 16.
[787] Alzog, Church History, vol. I, p. 6.
[788] Acts 4, 11.
[789] Luke 2, 32.
[790] Gibbon, Decline and Fall of the Roman Empire, ch. XV. See Newman’s criticisms on these chapters in Grammar of Assent.
[791] Alzog, Church History, vol. I, pp. 127–135.
[792] In 1830 the German Jesuits declared these three points to be antiquated. (Pachtler IV, 439.)
[793] Father Bonifacio’s pedagogical works lately appeared in a German translation, together with those of Father Perpinian and Father Possevin: in the Bibliothek der kathol. Pädagogik, vol. XI.—Herder, Freiburg, and St. Louis, 1901.
[794] Ratio Discendi, ch. III, art. 2.
[795] Pachtler, vol. IV, pp. 12–19.
[796] These works were in the 17th century of the same importance as at present the standard works on antiquities, such as Guhl and Koner, Life of the Greeks and Romans; Schömann, The Antiquities of Greece; Mahaffy, Social Life in Greece; Ramsay, Antiquities; and the works of Mommsen, Becker, Lang, Lanciani, Boissier, Friedländer, Marquardt etc. They took also the place of our modern Classical Dictionaries and of such great collections as Iwan von Müller’s valuable Handbuch der klassischen Altertumswissenschaft.