FOOTNOTES:
[797] On this subject see the able article: The Teaching of Science, by Father De Laak, S. J., Professor of Physics in the St. Louis University, in the Report of the Commissioner of Education, 1901, vol. I, pp. 904–916.
[798] Rules for the Professor of Physics 33, 34.
[799] For many observations contained in this chapter I am indebted to the Woodstock Letters, especially the valuable papers in volumes XXIII-XXV, 1894–96.
[800] Its equivalent is used in German, Vorlesung, for the lectures in the universities.
[801] Hughes, Loyola, p. 232.
[802] See Pachtler, vol. IV, p. 439.
[803] Ratio Docendi, ch. II, art. 3, 2.—The same is inculcated in other documents, v. g. in Mon. Paed., page 297: “Germanam pronunciationem iam tum ab ipso literarii aedificii vestibulo a discipulis suis praeceptorum quisque exigat.”
[804] President Eliot says: “A second interesting result of effective leadership in a few American colleges and schools is to be seen in the adoption of the so-called Roman pronunciation of Latin, which being recommended by two or three Professors of Latin in leading institutions, spread rapidly over the whole United States, and is now the accepted pronunciation in most schools and colleges.” Educational Reform, p. 298.—But Professor Bennett of Cornell university calls it a “fundamental blunder and its retention a serious mistake.” The Teaching of Latin in the Secondary School, p. 66.—See Latin Pronunciation, a Brief Outline of the Roman, Continental and English Methods, by D. E. King (Boston, Ginn and Company, 1889).—The Roman Pronunciation of Latin, by Francis Lord (Boston, Ginn, 1895).
[805] “In our times, besides the Latin interpretation, there is to be added the interpretation in the vernacular, also in the class of Rhetoric.” Pachtler, vol. IV, p. 435.
[806] Ratio Discendi, ch. I, art. 3.
[807] Hughes, Loyola, p. 239.
[808] Pachtler, vol. II, p. 165.
[809] Quick, Educational Reformers, p. 506.
[810] Rat. Doc., c. II, art. III, § 1.
[811] Rat. Doc., c. II, art. IV.
[812] Didaktik, vol. II, p. 387.
[813] English speaking students have at first great difficulties in grasping the rule of the object, because neither the article nor the noun shows any case ending. However, it can be explained easily with pronouns. Thus say: “Who is there? Who is subject. Whom did you see? Whom is object.—He is there. I saw him. It would be bad English to say: Who did you see, or I saw he. So it is bad Latin to say: Vulpes viderat persona.” These examples of whom and him are especially fitted, as they show an ending similar to the Latin.
[814] American edition, pp. 147–149.
[815] On Teaching English, ch. 3, p. 27. (N. Y., Appleton, 1887.)
[816] In The Forum, September, 1901. Article: “The Ideal School as based on Child Study.”
[817] These remarks are based on the writer’s own experience. Of all his professors none ever called attention to a difficult passage, but the students had to do all by themselves at home. This was before the reform of 1890–1892. To judge from educational publications things have changed of late.
[818] Schiller, Handbuch der praktischen Pädagogik für höhere Lehranstalten, Leipzig, Reisland (3rd edition 1894), pp. 456 and 476.
[819] Ibid., pp. 42 and 152; see also Willmann, Didaktik vol. II, p. 391.
[820] Lehrpläne und Lehraufgaben, pp. 24, 25, 32, 34.
[821] Reg. Scholasticorum 4.
[822] On this question we take some suggestions from an article in the Woodstock Letters, 1898, p. 185 sq.
[823] Woodstock Letters, 1898, p. 186.
[824] Un collège de Jésuites aux XVII et XVIII siècles. Le collège Henri Quatre de la Flèche, par le Père Camille de Rochemonteix. See vol. IV, pp. 165 and 388–403.
[825] Woodstock Letters, l. c., p. 190.
[826] See Neue Jahrbücher, 1898, vol. II, p. 82.
[827] Professor Plüss, in Neue Jahrbücher, 1901, vol. VII, page 74.
[828] Lutheran preacher, died at Naumburg, Germany, 1626, author of Antiquitates Romanae.
[829] Jesuit, died at Pont-à-Mousson, 1655.
[830] Jesuit, died at Paris 1684, wrote De Republica Romana ad explicandos Scriptores antiquos.
[831] Chossat, l. c., pp. 337–339.
[832] Compayré, Hist. of Ped., p. 144.
[833] Educ. Ref., p. 50.
[834] See the second rule of all the classes.
[835] Reg. 5.
[836] Reg. 5.
[837] Ratio Studiorum: Reg. com. 28, § 2.
[838] On Teaching English, ch. V, p. 48 foll.
[839] Ibid., ch. VI, page 85 foll.
[840] See Fitch, Lectures on Teaching.
[841] “The Jesuits maintain the abuse of memory.” Compayré, l. c., p. 140.
[842] Fitch, Thomas and Matthew Arnold, p. 50.
[843] See Woodstock Letters, 1894, p. 325 sq.
[844] Alte und neue Schulen, p. 57, note.
[845] Stimmen aus Maria-Laach, vol. XVIII, p. 242.
[846] The excellent Greek Exercise Book by Professor Kaegi (English edition by James Kleist, S. J.—Herder, St. Louis, 1902) contains a great number of such gnomes.
[847] Paraenesis, art. 8, sect. 3.
[848] Paraenesis, Ib., sect. 2.
[849] In a recent article in the Fortnightly Review, November 1902 (“Are the Classics to Go?”), Professor Postgate, a distinguished English scholar, writes: “If the ‘dead’ languages and literatures are not to retire into the background, they must be taught as if they were alive” (p. 878).—“Translations from English into Latin or Greek is a most valuable training and necessary part of classical training; but it ought not to have superseded original composition.... From the first, speaking and writing Latin should go hand in hand with reading” (pp. 879–880). Professor Postgate calls these “improved methods”; improved, surely, if he speaks of nearly all systems in vogue during the last century, not however in regard to the system of the Society of Jesus, which always practised this system, as will appear from the next pages.
[850] Woodstock Letters, 1894, p. 329.
[851] Lehrpläne und Lehraufgaben, 1901, pp. 23, 25, 29, etc.
[852] Education in the United States, (1900), vol. I, p. 185.
[853] Reg. Prof. Rhet. 1.—Reg. Prof. Hum. 6.
[854] Reg. Prof. Rhet. 9.—Prof. Hum. 6.—Prof. Supr. Gram. 6.
[855] From The Forum, Sept. 1901; “The Ideal School.”
[856] Reg. com. 30.
[857] How this can be done may be seen from a little book recently published by a Jesuit: Imitation and Analysis; English Exercises based on Irving’s Sketch Book, by F. Donnelly, S. J. (Boston, 1902, Allyn and Bacon.)
[858] Ratio Discendi, ch. 1, art. 2, 4.—Cf. Quintilian, Inst. Or. X, 2.
[859] See Zielinski, Cicero im Wandel der Jahrhunderte.
[860] Compare the excellent observations on the value of the “Reproduction of the Thought of Others,” in Genung’s Practical Rhetoric, pp. 301–325.
[861] Bristol, The Teaching of Greek, p. 301. See on pp. 298–307 some excellent remarks on Greek compositions.
[862] Bennett, The Teaching of Latin, p. 172.
[863] Reden und Vorträge, Berlin, 1901.
[864] Neue Jahrbücher, 1901, vol. VII, p. 71.
[865] Thomas and Matthew Arnold, p. 39.
[866] Didaktik des Lat. Unt., page 110.—See also Rollin, Traité des études, livre II, ch. III, art. 3.
[867] Reg. mag. schol. inf. 18.—See Woodstock Letters, 1894, p. 322 foll.
[868] Jesuiten-Gymnasien in Oesterreich.
[869] See Verhandlungen, 1901, pp. 282 foll.
[870] Ibid., p. 286: “Vielfache Uebungen hin und her, die ein stetes Umdenken der Vorlagen erfordern, sollen sein (the pupil’s) Wissen geläufig, sein Können gewandt machen und ihn allmählich zu einem sicheren Sprachgefühl verhelfen.”
[871] Verhandlungen, 1901, p. 288.
[872] Verhandlungen, pp. 21, 129, 139.
[873] By Director Kübler and Prof. Harnack, ibid., pp. 140 and 294. The latter declares Latin compositions to be absolutely necessary for a satisfactory instruction in this language.
[874] Ib., p. 139.
[875] Ib., p. 129.
[876] Hughes, Loyola, p. 90.
[877] See v. g. Compayré, p. 146.—Seeley, p. 186.—Painter, p. 171–172, where the Jesuit system is stigmatized as “stimulating baser feelings,” “appealing to low motives,” etc.—In France the Jesuits were attacked on this point also by M. Michel Bréal, in his Quelques mots sur l’instruction publique.
[878] Geschichte des gelehrten Unterrichts, p. 286. (First edition; the passage has been somewhat changed in the second edition, I, p. 430.)
[879] Hughes, Loyola, p. 90.
[880] See Rickaby, S. J., Moral Philosophy, pp. 115–118.
[881] History of Education, p. 191.
[882] 1 Cor. 3, 1–2.
[883] See Thomas Aquinas, Summa Theologiae, 2, 2, qu. 131 and 132: “On Ambition and Vain Glory.”
[884] The rewarding of prizes is ably vindicated by Father R. de Scoraille, S. J., in the Études religieuses, Paris, August and September 1879. “Les distributions de prix dans les collèges.”
[885] Hughes, p. 89.—Duhr, p. 61.
[886] Studienordnung, p. 125.
[887] Educational Reformers (London edition of 1868), p. 297.
[888] On pp. 529–532. There he also states that the New England Journal of Education gives an account of some interclass matches at Milwaukee, and the New York School Journal of contests in the McDonough School No. 12, New Orleans.
[889] Neue Jahrbücher, 1901, vol. VIII, p. 98.
[890] Verhandlungen, p. 135.
[891] See especially Father Kropf, Ratio et Via, chapter V, art. II. (German edition p. 426 f.).
[892] Reg. com. 32.
[893] See above pp. 422–425.
[894] Quick, Educ. Ref., p. 42.
[895] Reg. Acad. Theolog. et Philos., 3.
[896] Aliquid de praeceptis magis reconditis rhetoricae vel poesis; as the 2d rule has it.
[897] Reg. Acad. Rhet. et Hum. 2.