Loyola and the Educational System of the Jesuits

them from one place to another, undertook, in doing so, to exhibit a definite system of education, of c

and the Jesuit Professors conformed, as best they could, to the local traditions of populations very diverse, in universities which were distinct and mutually independent. But, while they endeavored to better such

ll times, while others are accidental, and vary with time, place, and circumstance. The ideal system will preserve in its integ

l effects, however, are far from being immaterial; for, contradictory statements eliding one another, it is quite possible that the students understand less the next day than the day before. And, as to the Professors themselves, nothing can imperil more the harmony and efficiency of an educational organization, than disagreement of opinion in the function and act of teaching. In philosophy, the occasions for dispute spring off at every turn. Theology, as every one knows, is made to bristle with them. And, among men who are the

igator, are not to be confounded with the best results of an educator, who, doing his work in the best way, is to effect a definite and immediate object. That object is nothing less than the equipping of fresh young spirits with principle

hole field of secular education. Its own system must have been excellent already. Nor could that system have been uniformly excellent, but for some uniformity which characterized it. Still the unity was defective. The Provinces were petitioning

less resources for obtaining information, he began by putting the work through every possible stage of consultation, to which the traditions of his office, and his own executive ability prompted him; and, when all prudent means had been exh

nzalez from Portugal, Peter Buys from Austria, Anthony Guisani from Upper Germany, Stephen Tucci of Rome, and James Tyre to represent France. This last-named Jesuit, a Scotchman, was not unknown in the lists of controversy to his countryman, John Knox. They were all experienced in the administration of colleges, and versed in the subjects of all the faculties.

selves as being the minutes of previous deliberations held at Rome, or in the more prominent colleges of the Order; the letters, consultations and laws of the universities, and other such documents, sent at different times up to that date from

tter under his own personal consideration, with his four General Assistants, who represented each a certain number of Provinces. At this stage, the report was printed, not as a rule determined on, but as the preliminary

bers, who were eminent in literature, and whom the Provincial might think fit to convoke. To these the report was to be submitted, for each to examine privately, and with great care. On certain days, several times in the week, they were to meet and hold consultations; to put their conclusions in writing, as well with regard to the practical method of studies, as with regard to the speculative opinions which they favored; they were to note whatever they thought should be added, or be made clearer, or otherwise regulated, for the greater perfection of the work. If any of the F

a final decree may be prevented, as if the enterprise were hard, and could not possibly be carried out (for we have made up our mind to carry it out, since it is necessary, and is recommended by the Constitution)

That would not be done in the System to be drawn up later, which would contain only the statement of directions for all to follow. In these words, we have a most important distinction laid down between the science which underlies th

, in a postscript to the foregoing, that the six points provisionally laid down

h time and consideration to issue the final code of rules; and ther

ere to St. Thomas Aquinas a

n their manner of teaching, alway

ld he practise on living men, whose life is all before them, what he might, with more propriety, first practise on the leisured world, and test elsewhere, either in the printed page, or in conference with his equals. The Professor, as such, is not the original investigator. In mathematics, he is notoriously not so. In that branch, the best teacher is the man who walks along a definite line, turns neither to the right nor left, and finishes in a definite time; or else his scholars will never finish. To a certain degree, the same holds in all courses. If a man is theorizing, when he ought to be instructing, he goes off the line of perfect system, however much pains he takes with his matter; just as much as if, taking no pains wh

persons not unqualified to judge, let no one teach them or defend them there, albeit the same doctrines may be taught elsewhere without offence." The word "defence," in a context like this, means publishing and sustaining theses against all comers in public disputations; wherein the Professor represents the school, and the school is put to the account of the Order. The principle see

e consequence, let no one introduce new questions, without consulting the Prefect of Studies, or the Superior. If, then, it still remains dubious, whether the new opinion, or the new question, is permissible, it will be proper for the said authority, in order that things may proceed mo

e communication of views from the Order at large, as well as on the document which

illumined with the light of learning, it can be, no doubt, of great use to the person who possesses it, but of scarcely any use in the service of the Church and of one's neighbor, in the administration of the Word and of the Sacraments, in the education of you

eans we use; because, unless a ready and tried method be adopted, ratio facilis ac solers, much labor is spent in gathering but little fru

ith food dressed in the best way, for fear they grow up in our schools, without growing much in learning. An additional spur is felt in the circumstance, that whatever concerns us is public and, day after day, is before the eyes of all, even of those who are not well disposed towards us." The Fathers consider it unnecessary to enlarge upon that harmony of views, so much commended in the Constitution, as

n among them,148 they had divided and distinguished the disputed matter, and had examined it during two and even three days, till they came to settle at last on w

f Opinions. The Private Studies of Students. Vacations. The Degrees of Bachelor, Master, Doctor. Controversial Theology. Moral Theology. Hebrew. The Study of Philosophy, which includes Physics. Mathematics. Literature, that is, Grammar, History, Poetry, Rhetoric. Seminaries for Literature and the Higher Faculties. The Professors of Literatu

omplete theory of Education, or Science of Pedagogics, as understood by these critics. It will not be possible, within the brief limits of this wor

ime, during the interval of seven years which had elapsed since the first edition, the book had been subjected to examination in all the Provinces; observations and criticisms had been returned; it had been re-committed to the Fathers at Rome, and rev

to the competent authorities for revision. And it assumed its last and definite form, in what was probably its ninth e

s that the Rector, Rollin, "without saying anything about it, translated the Ratio for his Traité des études."153 Indeed, as M. Bréal, historian of that University, observ

sons being assigned, or arguments urged. It is a legislative document, which superseded all previous forms. The General'

nd seventy-four years which were to elapse before the general suppression of the Order: "It is believed," he said, "that it will bring forth abundant fruit