Contents
| CONTENTS.
|
| Chapter I.
|
| Introduction.
|
| Modern Criticism of Jesuit Education
|
5
|
| PART FIRST.
|
History of the Educational System of the Society
of Jesus.
|
| Chapter II.
|
| Education before the Foundation of the Society of Jesus.
|
| The Jesuit System and Early Protestant Schools
|
17
|
| § 1. Schools at the Close of the Middle Ages.
|
| The Catholic Church and Medieval Education
|
21
|
| Primary Schools
|
23
|
| Secondary Schools
|
25
|
| Schools in Italy
|
26
|
| Schools in Scotland and England
|
28
|
| Schools in Germany, France, and the Netherlands
|
31
|
| The Older Humanists in Germany
|
34
|
| Universities
|
38
|
| § 2. Character of Medieval Education.
|
| Trivium and Quadrivium
|
44
|
| Scholasticism
|
45
|
| Renaissance
|
47
|
| Two Schools of Humanists
|
49
|
| Condition of Education on the Eve of Reformation
|
55
|
| § 3. Education under the Influence of the Reformation.
|
| Luther's Alliance with the Humanists
|
57
|
| Decline of the Schools
|
60
|
| Luther's Endeavor to Prevent the Total Ruin of the Schools
|
65
|
| Effects of the English Reformation on the Schools
|
69
|
| Catholic Counter- Reformation
|
71
|
| Chapter III.
|
| The Society of Jesus. — Religious as Educators.
|
| Ignatius of Loyola, his Character and Aims
|
73
|
| The Society of Jesus
|
76
|
| Religious as Educators
|
80
|
| The Society of Jesus the First Order that Made Education of Youth a Special Ministry
|
87
|
| Opposition to the Educational Labors of Religious
|
98
|
| Constitutions of the Society
|
101
|
| The Fourth Part of the Constitutions Treating of Studies
|
103
|
| The Society and Primary Education
|
104
|
| Chapter IV.
|
| The Ratio Studiorum of 1599.
|
| Plans of Studies in Jesuit Colleges Previous to the Ratio Studiorum
|
107
|
| Care in Drawing up the Plan of Studies
|
109
|
| Peculiar Character of the Ratio Studiorum
|
114
|
| Officers of Jesuit Colleges
|
115
|
| The Literary Curriculum: Ancient Languages
|
118
|
| The Study of History
|
124
|
| Geography
|
127
|
| Study of the Mother-Tongue
|
129
|
| The Philosophical Course
|
131
|
| Mathematics and Sciences
|
133
|
| Sources of the Ratio Studiorum
|
136
|
| Chapter V.
|
Jesuit Colleges and Their Work before the
Suppression of the Society (1540—1773).
|
| Rapid Spread of Jesuit Colleges
|
144
|
| Superiority of the Jesuit Schools according to the Testimony of Protestants
|
145
|
| Literary and Scientific Activity of Jesuit Colleges
|
148
|
| Languages
|
149
|
| Mathematics and Natural Sciences
|
155
|
| Geography
|
158
|
| History
|
160
|
| Literature
|
161
|
| School Drama of the Jesuits
|
164
|
| Growing Opposition to the Society
|
173
|
| Suppression of the Order
|
175
|
| Protection of Frederick the Great of Prussia and Catharine II of Russia
|
178
|
| Efficiency of Jesuit Colleges at the Time of the Suppression
|
178
|
| Effects of the Suppression on Education in Catholic Countries
|
184
|
| Chapter VI.
|
| The Revised Ratio of 1832 and Later Regulations.
|
| Restoration of the Society
|
189
|
| Revision of the Ratio Studiorum
|
191
|
| Philosophy Preserved as Completion of College Training
|
195
|
| The Ratio of 1832 not Final
|
197
|
| Later Educational Regulations
|
198
|
| Chapter VII.
|
The Educational Work of the Jesuits in the
Nineteenth Century.
|
| New Growth of Jesuit Colleges
|
200
|
| Jesuit Colleges in the United States
|
201
|
| Colleges in Other Countries
|
206
|
| Efficiency of Jesuit Schools
|
209
|
| President Eliot's Charges
|
223
|
| Literary and Scientific Work of the Jesuits during the Last Twenty-five Years
|
225
|
| Chapter VIII.
|
| Opposition to Jesuit Education.
|
| Laws against Jesuit Schools
|
241
|
| General Charges against the Jesuit Schools
|
241
|
| Contradictory Statements of Opponents
|
243
|
| Special Charges: "The Jesuits Educate only the Rich and Those Who Pay"
|
247
|
| "Estrange Children from the Family"
|
250
|
| "Cripple the Intellect and Teach Corrupt Morality"
|
251
|
| "Seek Their Own Interest in Educational Labors"
|
254
|
| "Their Education Antinational and Unpatriotic"
|
255
|
| Causes of Opposition among Protestants
|
264
|
| Causes of Antipathy of Some Catholics
|
269
|
| PART SECOND.
|
| The Principles of the Ratio Studiorum. Its Theory and Practice Viewed in the Light of Modern Educational Problems.
|
| Chapter IX.
|
| Adaptability of the Ratio Studiorum.— Prudent Conservatism.
|
| Adaptability and Adaptation
|
280
|
| Necessity of Wise Conservatism
|
288
|
| Lesson from Germany
|
289
|
| Lesson from American Schools
|
292
|
| Chapter X.
|
| The Intellectual Scope.
|
| Scope of Education: Harmonious Training of the Mind
|
297
|
| Cramming in Modern Systems
|
300
|
| Premature Specialization
|
302
|
| Function of the College
|
306
|
| Chapter XI.
|
| Prescribed Courses or Elective Studies.
|
| Electivism in the United States
|
310
|
| President Eliot Censures the Jesuit Colleges for Adhering to Prescribed Courses
|
311
|
| Criticism of the Elective System
|
313
|
| Dangers for the Moral Training
|
316
|
| Dangers for the Intellectual Training
|
322
|
| Wise Election almost Impossible
|
325
|
| Chapter XII.
|
| Classical Studies.
|
| Modern Discussions about the Value of the Study of the Classics
|
330
|
| Distinguished Men Defend Their Value
|
333
|
| Advantages Derived from the Study of the Classics for the Logical, Historical, Literary, Aesthetic, and Ethical Training
|
346
|
| Beneficial Results for the Mother-Tongue
|
356
|
| Objections against the Jesuit Method of Teaching the Classics
|
361
|
| The Gaume Controversy and the Jesuits
|
366
|
| Chapter XIII.
|
| Syllabus of School Authors.
|
| § 1. General Remarks.
|
| The Study of Grammar
|
370
|
| Choice of Authors in Jesuit Colleges
|
372
|
| § 2. Latin Prose Writers
|
377
|
| § 3. Latin Poets
|
385
|
| § 4. Greek Prose Writers
|
392
|
| § 5. Greek Poets
|
399
|
| Chapter XIV.
|
| Scholarship and Teaching.
|
| Scholarship in Relation to Practical Teaching
|
402
|
| Decline of Teaching
|
404
|
| American Scholarship
|
411
|
| Chapter XV.
|
| Training of the Jesuit Teacher
|
| The Candidate for the Order
|
415
|
| Noviceship and Religious Training
|
417
|
| Study of Languages and Philosophy after the Noviceship
|
422
|
| Influence of Uniform Training on Individuality
|
425
|
| Immediate Preparation of the Jesuit for Teaching
|
432
|
| Permanent Teachers
|
435
|
| Work Assigned according to Ability
|
439
|
| Class Teachers, not Branch Teachers
|
443
|
| Continued Self-Training of the Teacher
|
446
|
| Chapter XVI.
|
| The Method of Teaching in Practice
|
| § 1. The Prelection or Explanation of the Authors.
|
| Characteristic Feature of the Jesuit Method
|
457
|
| Accurate Pronunciation
|
458
|
| Translation and Explanation
|
461
|
| Repetition
|
466
|
| Specimens of Interpretation
|
468
|
| Soundness of the Method of the Ratio
|
475
|
| Amount of Reading
|
482
|
| Subject and Antiquarian Explanation
|
485
|
| Explanation of Authors in the Vernacular
|
491
|
| § 2. Memory Lessons.
|
| Importance of Memory Lessons
|
493
|
| Manner of Committing to Memory
|
496
|
| § 3 Written Exercises.
|
| Importance and Value of Compositions
|
498
|
| Subjects to be Taken from Authors Studied
|
499
|
| Correction
|
503
|
| Speaking Latin
|
506
|
| A Lesson from Germany
|
509
|
| § 4 Contests (Emulation)
|
| Emulation in School Work
|
511
|
| Various Kinds of Contests, Class Matches
|
515
|
| Academies
|
518
|
| Chapter XVII.
|
| The Moral Scope.
|
| The Moral Training Neglected by Many Teachers of Our Age
|
522
|
| Importance Attached to the Moral Training in Jesuit Schools
|
527
|
| Means Employed
|
531
|
| Supervision
|
537
|
| Private Talks with Pupils
|
548
|
| Educational Influence of Confession
|
550
|
| Communion
|
557
|
| Devotions
|
558
|
| The Sodalities
|
560
|
| Watchfulness in Regard to Reading
|
564
|
| Good and Evil Results of Sports
|
569
|
| Chapter XVIII.
|
| Religious Instruction.
|
| Religious Instruction the Basis of Solid Moral Training
|
574
|
| Correctness of the Catholic Position in Regard to Religion and Education
|
577
|
| Undenominational Religion an Absurdity
|
582
|
| The Reading of the Bible not Sufficient for Religious Instruction
|
583
|
| Catholic Position
|
587
|
| Religious Instruction in the Jesuit System
|
590
|
| Catechisms Written by Jesuits
|
592
|
| Peter Canisius, the Model Jesuit Catechist
|
594
|
| Correlation of All Branches with Religious Instruction
|
599
|
| Religious Instruction Necessary also in Higher Schools
|
605
|
| Chapter XIX.
|
| School-Management.
|
| Trials in Teaching
|
608
|
| Particular Points of School-Management:
|
| § 1. Authority
|
610
|
| § 2. Punishments
|
614
|
| § 3. Impartiality
|
619
|
| § 4. Discipline in the Classroom
|
623
|
| § 5. Politeness and Truthfulness
|
626
|
| § 6. Some Special Helps
|
631
|
| Chapter XX.
|
| The Teacher's Motives and Ideals.
|
| The Chief Motive: Utility and Dignity of the Work of Education
|
636
|
| Illustrated by Analogies
|
638
|
| The Ideal and Model of the Teacher: Christ, the Great Master
|
641
|
| Conclusion
|
647
|
|
|
| Appendix I: Additions and Corrections
|
649
|
| Appendix II: Bibliography
|
662
|
| Index
|
671
|
Author
Year 1903
Publisher B. Herder
Location St. Louis, Missouri
Source djvu
Progress To be proofread
Transclusion Index not transcluded or unreviewed
