FOOTNOTES:
[1021] “The Society of Jesus,” says Cardinal Newman, “has been more distinguished than any before it for the rule of obedience.... With the Jesuits, as well as with the religious Communities which are their juniors, usefulness, secular and religious, literature, education, the confessional, preaching, the oversight of the poor, missions, the care of the sick, have been their chief object of attention; bodily austerities and the ceremonial of devotion have been made of but secondary importance. Yet it may fairly be questioned, whether in an intellectual age, when freedom both of thought and of action is so dearly prized, a greater penance can be devised for the soldier of Christ than the absolute surrender of judgment and will to the command of another.” In Development of Christian Doctrine, ch. VIII.
[1022] The Open Court, Jan. 1902, p. 14.
[1023] Following of Christ, I, ch. 20.
[1024] Ratio Docendi, ch. 3, art. 1.
[1025] Matth. 5, 16.
[1026] Jouvancy, Ratio Docendi, ch. 3, art. 1, no. 2.
[1029] Jouvancy, Ratio Docendi, ch. 3, art. 1, no. 3.
[1030] Ratio Stud., Reg. Praef. Stud. Inf. 38, 42.—Reg. com. 40.—Jouvancy, Ratio Docendi, ch. 3, art. 1, no. 2.—Kropf, Ratio et Via, ch. 6, art. 7.—Sacchini, Paraenesis, art. 11 and 12.—Monumenta Paedag., chapter “Del Castigare,” p. 277 foll.—Woodstock Letters, 1896, p. 244.
[1031] An old regulation for Jesuit schools, written in Italian, well says: “Non convien castigar subito dopo la colpa per non dar luogo alla passione che fa passar’ la misura del castigo.” Monum. Paed., p. 279.
[1032] Reg. com. mag. cl. inf., 40.
[1033] Proverbs 13, 24.
[1034] Ib., 22, 15.
[1035] See Fitch, Lectures on Teaching, IV: “The proud notion of independence and dignity, which revolts at the idea of personal chastisement is not reasonable and is certainly not Christian. After all it is sin which degrades, and not punishment.”—On the views of Edward Thring of Uppingham on this subject, see Life and Letters, by Parkin, London 1898.
[1036] Reg. com. 40.
[1037] On this point modern views, at least in Northern countries, are different, and a punishment inflicted by a servant is considered especially disgraceful. Therefore, the unpleasant task devolves on the Prefect of Discipline.—In some Jesuit colleges punishment was administered at fixed hours, and it was left to the lad that had offended to go to apply for castigation. In this way he had an opportunity of showing his manliness and taking his punishment with a sense of having deserved it. An English writer in the St. James’s Gazette calls it “evidence of the skill and tact of the Order to have devised this method.” Littell’s Living Age, Boston, 1886, vol. 170, p. 248.—Of the ferula, the instrument used at Stonyhurst, the same writer says: “Few things are more disagreeably painful and at the same time more harmless and transitory in its effects than the application of this instrument.”
[1038] See The Spectator, No. 168.
[1039] As a curious illustration the case of the Suabian schoolmaster may be mentioned, who kept a diary and jotted down in the course of his fifty-one years’ schoolmaster’s career the number of times he administered punishment to his recalcitrant pupils. Schoolmaster John records that he distributed 911,517 strokes with a stick; 240,100 “smites” with a birchrod; 10,986 hits with a ruler; 136,715 hand smacks; 10,235 slaps on the face; 7,905 boxes on the ears; 115,800 blows on the head; 12,763 tasks from the Bible, catechism, the poets and grammar. Every two years he had to buy a Bible, to replace the one so roughly handled by his scholars; 777 times he made his pupils kneel on peas, and 5,001 scholars had to do penance with a ruler held over their hands. As to his abusive words, not a third of them were to be found in any dictionary.
[1040] Neue Jahrbücher, 1902, vol. X, p. 296.
[1041] Pachtler, vol. I, p. 160, 207, 279; IV, 164–170.—It is not improbable that the moderation required by the rules was not always observed through the fault of some individuals. Hence the one instance of excessive flogging quoted by Compayré, Hist. of Ped., p. 14, was certainly an exception.
[1042] Monumenta Paedagogica, p. 278.
[1043] See: The Little Imperfections, by Rev. F. P. Garesché, S. J.; chapter on “Partialities.” (Herder, St. Louis, 1901.)
[1044] Ratio Docendi, ch. 1, art. 2.
[1045] Jouvancy, Ratio Docendi, ch. 3, art. 2.—Kropf, Ratio et Via, ch. 6, art. 3.—Sacchini, Paraenesis, art. 19.
[1046] Barbier, La discipline, Paris 1888. Quoted at greater length by Quick, Educational Reformers, pp. 60–62.
[1047] Ratio Docendi, ch. 3, art. 2.
[1048] Sacchini, Paraenesis, art. 19, no. 5.
[1049] Jouvancy, Ratio Docendi, ch. 3, art. 2, No. 4.
[1050] Reg. com. 43.
[1051] Jouvancy, Ratio Docendi, ch. 3, art. 2, 5.
[1052] Sacchini, Paraenesis, art. 14.—Kropf, Ratio et Via, ch. 5, art. 1, § 8.
[1053] Quoted in the Chicago Open Court, January 1902, p. 29.
[1054] Matth. 12, 20.—Father Faber remarks in his Spiritual Conferences: “There is a peculiar clearness about characters which have learned to be true after having been deceitful.”—The humiliating consciousness of having been found guilty of deceit, and the yearning desire to be trusted again, forces them to renounce everything like untruth, and to keep guard over themselves, lest they fall again into the old habit.—See the beautiful chapter (XII): “On being true and trusty” in Practical Notes on Moral Training, with preface by Father Gallway, S. J., London, Burns & Oates.
[1055] Matth. 11, 29.
[1056] Pachtler, vol. I, pp. 159–160.
[1057] 1. Thess. 2, 7.
[1058] Words of King Arthur in Morte d’Arthur.
[1059] John 15, 5.
[1060] John 14, 13.
[1061] 1. Cor. 3, 6.
[1062] James 1, 5.
[1063] Reg. com. mag. cl. inf. 10.
[1064] Paraenesis, art. 15.
[1065] Ratio Docendi, ch. I, art. 1.
[1066] James 5, 16.