CHAPTER VIII.

The Recent Educational Troubles in France.

On page 265 it is said that the non-Catholic view of the Jesuits is not based on historical facts, but largely on works of fiction. A case in point is Zola’s posthumous novel, the English edition of which was issued in this country in February, 1903. The subject of this work was announced as “illustrating the keenly antagonistic influences of the _Jesuitical_ and secular parties in France, as instanced in the recent educational troubles.” Though the book is styled “Truth,” it is in reality a tissue of falsehoods and enormous charges, not only against the religious orders, but the Catholic Church as such. The Baltimore _Sun_, February 19, 1903, says in a very judicious criticism, that the author “asserts and asserts, but, behold! of proof there is little or nothing. This, however, will make no difference to those readers to whom this diatribe appeals [among them the same paper reckons those who hate the Catholic Church, and who welcome any attack that may be made upon it]. In the present instance Zola has, seemingly, cared little about the truth of his statements.” The book furnishes a strong proof of what we said on page 268, namely, that the present persecution of the teaching Congregations in France is in reality a brutal attack on Christianity and all religion. Zola says little about Jesuit education, but what is meant by secular education, is set forth in clearest light: All religious beliefs and observances are derided, every sign of religion is to be banished from the school, women are to be emancipated from the influence of the Church, experimental science is to take the place of religion in school and private life. It is the old Voltairian _Écrasez l’infâme_! This is the antagonist of “Jesuitical” education! (On this subject see the article of M. Brunetière, in the _Revue des Deux Mondes_, December 15, 1902: “The Laws of Proscription in France,” translated in the _Catholic Mind_, New York, 1903, no. 2).

For the Catholic view of the educational movement in France during the last decade we refer to the _Études_, which contain many excellent articles not only on the religious side of the question, but also on modern school reforms, the classics, etc. See especially volumes 54 (page 100 _sqq._), 57 (page 345 _sqq._), 69 (page 224. _sqq._), 70 (page 496 _sqq._), 78 (page 21 _sqq._), 79 (page 41 _sqq._), 84 (page 654 _sqq._), 86 (page 29 _sqq._ and 501 _sqq._). In the volume mentioned in the last place, the article: _L’Enseignement classique en Allemagne, son rôle pédagogique_, contains interesting comparisons between the French and German secondary schools.

CHAPTERS X-XII.

“Impressions of American Education.”

Under the above title, the _Educational Review_ (March, 1903) published an address delivered by Mr. Sadler, at the Annual Congress of the Educational Institute, Glasgow, Scotland, December 30, 1902. Mr. Sadler admires many features in American education: the hearty belief of Americans in the value of education, the sacrifices they make for it, etc. But he discovers also the following defects and weaknesses: 1) In some cases municipal corruption has baleful results in the sphere of educational administration. 2) There is a grave doubt whether the stricter forms of intellectual discipline have not been unduly sacrificed in many American schools. The besetting sin of some modern methods of education is that they stimulate interest without laying corresponding stress on intellectual discipline. As it were, they feed the children on sweeties and plumcake, in a strenuous revolt against an austere tradition of too much oatmeal porridge. Nor does home discipline restore the balance. The younger Americans find it difficult to focus their attention on uncongenial tasks. An insidious evil is the tendency on the part of teachers to make lessons interesting by avoiding the harder, duller, and more disciplinary parts of the subjects. Another evil is the excessive encouraging, among young children, of what is called “self-realization”, even occasionally to the point of impertinence. 3) Lack of severe discipline leads to a third weakness,--superficiality,--with its attendant evils, exaggeration in language and love of excitement. The Americans do not as yet sufficiently allow for the slow percolation of ideas into the mind. They make too many short cuts. They are too fond of the last new thing. They forget that a pupil gains true independence of taste and judgment by slowly and thoroughly working his way, under guidance and with encouragement, through masterpieces as a whole, and through masses of the same kind of work, often against the grain. All true culture has in it an element of stubbornness and persistence, which must be acquired through the lessons of life, and the lessons of the school, which ought to prepare for life. 4) A fourth danger proceeds from the tendency of American men to become unduly concentrated in business pursuits. Many Americans sterilize part of their nature by too great absorption in the excitement and struggles of commercial competition. This overzeal for business forms an atmosphere which cannot but affect educational ideals. Intense absorption in commercial enterprise is not an aim worthy to dominate the thoughts and lives of the rising generation of a great people. The noble answer of the Short Catechism to the question: “What is the chief end of man?”, deserves not to be forgotten in commercial pursuits.

It may be well to compare these statements with what has been said in the chapters on the “Intellectual Scope,” “Prescribed Courses or Elective Studies,” and “Classical Studies”.

FOOTNOTES:

[1089] See also the interesting article: “The History of Education. A Plea for the Study of Original Sources,” by the Rev. W. Turner, D. D., in the new and promising _Review of Catholic Pedagogy_, January, 1903.

APPENDIX II.

Bibliography.

I. Primary Sources.

_The Constitutions of the Society of Jesus._ Numerous editions in Latin. The English translation, published by a Protestant in 1838 (London, Rivington, etc.), is very unscholarly and unreliable.--The fourth part of the Constitutions, which treats of the studies, is given in Latin and German in the work of Father Pachtler quoted further on (vol. I, pp. 9-69).

_Decreta Congregationum Generalium._ (Decrees of the General Congregations of the Society.) The General Congregation is the legislative assembly of the Order; the decrees of different Congregations relating to studies are contained in Father Pachtler’s work, vol. I, pp. 70-125.

_Ratio atque Institutio Studiorum Societatis Jesu_, usually quoted as _Ratio Studiorum_. Latin text and German translation in Pachtler’s vol. II, and German translation in Father Duhr’s _Studienordnung_.

Pachtler, G. M., S. J. _Ratio Studiorum et Institutiones Scholasticae Societatis Jesu per Germaniam olim vigentes._ Berlin, Hofmann, 1887-1894. Volumes II, V, IX, and XVI of the great collection _Monumenta Germaniae Paedagogica_, edited by Dr. Karl Kehrbach.

This is the standard work on the educational system of the Jesuits; it contains all the most important historical documents relating to Jesuit education, particularly in Germany. The great value of the work has been acknowledged by numerous historians and writers on pedagogy. (We quote: Pachtler, I, II, III, IV.)

_Monumenta Historica Societatis Jesu_, Madrid, 1894 foll.

A huge collection of material relating to the early history of the Society. Published since 1894 in monthly instalments of 160 pages each; up to February 1903 there were out 110 instalments. The collection is a most valuable source of information for the history of religion and education in the sixteenth century. Of particular importance for the history of Jesuit education are instalments 93, 97, 99, 100, 101, 194, entitled:

_Monumenta Paedagogica_, Madrid, 1901-1902.

To be carefully distinguished from Father Pachtler’s volumes in the _Monumenta Germaniae Paedagogica_.

The following works are important commentaries on the Ratio Studiorum:

Sacchini, F., S. J., _Paraenesis ad Magistros Scholarum Inferiorum Societatis Jesu_, and _Protrepticon ad Magistros Scholarum Inferiorum Societatis Jesu_ (1625).--German translation by J. Stier, S. J., in Herder’s _Bibliothek der katholischen Pädagogik_, 1898, vol. X, pp. 1-185.

Jouvancy, J., S. J., _Ratio Discendi et Docendi_ (1703). Of this important educational work (see above pp. 434-435) there exist eighteen editions in the original Latin, a French translation by J. Lefortier, Paris 1803, and a recent German translation: _Lern- und Lehrmethode_, by R. Schwickerath, S. J., in Herder’s _Bibliothek_, etc., 1898, vol. X, pp. 207-322.

Kropf, F. X., S. J., _Ratio et Via Recte atque Ordine Procedendi in Literis Humanioribus Aetati Tenerae Tradendis_ (1736). German translation: _Gymnasial-Pädagogik_, by F. Zorell, S. J., in Herder’s _Bibliothek_, vol. X, pp. 323-466. (We quote Kropf, _Ratio et Via_.)

2. Works Treating Exclusively of Jesuit Education.

Hughes, T., S. J., _Loyola and the Educational System of the Jesuits_. New York, Scribners, 1892.--Belongs to the _Great Educators Series_, edited by Nicholas Murray Butler.

Duhr, B., S. J., _Die Studienordnung der Gesellschaft Jesu_.--Freiburg (Germany) and St. Louis, Mo., 1896.--

Contains the translation of the Ratio Studiorum (both of 1599 and of 1832), and a valuable commentary. Father Duhr’s work is volume IX of Herder’s _Bibliothek der katholischen Pädagogik_.

Maynard, Abbé, _The Studies and Teaching of the Society of Jesus at the Time of its Suppression_. Translated from the French. Baltimore, John Murphy, 1855.

De Rochemonteix, C., S. J., _Un Collège de Jésuites aux XVII. et XVIII. siècles. Le Collège Henri IV. de la Flèche._ 4 volumes. Le Mans, Leguicheux, 1889.--

This work gives the history of one of the most flourishing colleges of the Society in France; from detailed descriptions based on documentary evidence, one can learn how the Ratio Studiorum was carried into practice.

Chossat, M., S. J., _Les Jésuites et leurs oeuvres à Avignon_, 1553-1768. Avignon, Seguin, 1896.

This work, like the preceding, furnishes interesting details about the working of the Jesuit system.

De Badts de Cugnac, A., _Les Jésuites et l’éducation_. Lille, Desclée, 1879.

3. Works Having Particular Reference to Jesuit Education.

Paulsen, F., _Geschichte des gelehrten Unterrichts auf den deutschen Schulen und Universitäten vom Ausgang des Mittelalters bis zur Gegenwart_. Leipsic, Veit and Co., 1885; second edition in two volumes, 1896-1897.

Dr. Paulsen is one of the leading Professors of the University of Berlin. Of the present work the _Report of the Commissioner of Education_ (1896-1897, I, p. 199) says: “It is a most thorough historical review of higher education known in the educational literature of any country.” The chapter on the colleges of the Society and the educational labors of the Jesuits (vol. I, pp. 379-432) is far more thorough, more independent, and more impartial, than most books written on the Jesuits by non-Catholics.

Schmid, K. A., _Geschichte der Erziehung vom Anfang bis auf unsere Zeit_. 5 volumes in 10 parts, by a number of scholars and educators. Stuttgart, Cotta, 1884-1901 (Part 3 of volume V, which will complete this great history of education, is not yet out).

On Jesuit education see volume III, Abteilung 1, pp. 1-109 (by Prof. Dr. Müller of Dresden); pp. 159-175 (“Jesuit Colleges in France,” by Dr. E. von Sallwürk, Karlsruhe).--Volume IV, Abteilung 1, pp. 455-467; 538-543.--Volume V, Abteilung 2, pp. 176-221 (“Jesuit Education since 1600; Suppression and Restoration of the Society; the Revised Ratio Studiorum,” by Dr. von Sallwürk).--The articles on the Jesuit schools are not free from some serious misinterpretations of the Ratio Studiorum. Especially Dr. Müller has misunderstood and rendered falsely several passages. In other cases, he applies to the secular students of Jesuit Colleges rules which are only for the younger members of the Society engaged in studies (_scholastics_).

Ziegler, T., _Geschichte der Pädagogik_. Munich, Beck, 1895. Is part 1, of vol. I of the _Handbuch der Erziehungs- und Unterrichtslehre für höhere Schulen_, edited by Dr. A. Baumeister.

Dr. Ziegler, Professor of Philosophy and Pedagogy in the University of Strasburg, is a prominent writer on education in Germany. In point of impartiality he is inferior to Professor Paulsen.

Willmann, O., _Didaktik als Bildlungslehre_. 2 volumes, Braunschweig, Vieweg, second edition, 1894.

The author, a pupil of Herbart, became a Catholic, and is now Professor of Philosophy and Pedagogy in the University of Prague, and one of the ablest educational writers in the German tongue. His _Didaktik_ is one of the most important pedagogical works published within the last decades.

Quick, H., _Educational Reformers_. London, Longmans, Green and Co., 1868. The revised edition forms part of the _International Education Series_, New York, Appleton, 1890.

Jourdain, C., _Histoire de l’Université de Paris aux 17e et 18e siècles_. 2 volumes. Paris, Didot, 1888.

A very valuable work; gives an account of the struggles of the Jesuits with the University.

Duhr, B., S. J., _Jesuitenfabeln_ (Jesuit myths). Freiburg and St. Louis, Herder, 3. edition, 1899.

To this work readers must be referred who wish to see the absurdity of most legends about the Jesuits. The book has, in the words of a non-Catholic review, “done away With a heap of calumnies against the Order.” (_Literarisches Centralblatt_, Leipzig, 1899.)

Du Lac, S. J., _Jésuites_. Paris, Librairie Plon, 1901.

Huber, J., _Der Jesuiten-Orden_. Berlin, Habel, 1873.

Janssen, J., _Geschichte des deutschen Volkes seit dem Ausgang des Mittelalters_. 8 volumes. Herder, Freiburg and St. Louis. The edition used is the 18th of the first three volumes (1897-1899); 16th of vols. IV and VI; 14th of vol. V; 12th of vols. VII and VIII. The first three volumes have been translated into English:

_History of the German People at the Close of the Middle Ages_, by M. A. Mitchell and A. M. Christie. 6 volumes. London, Kegan Paul, 1896, 1900, 1903, and St. Louis, Mo., Herder.

It is superfluous to comment on this famous work. No historical work of the 19th century caused such a stir all over Europe as the history of the Reformation period written by Janssen from the testimony of the Reformers and their contemporaries. Unfortunately the greater part of Dr. Janssen’s illustrative notes, in which the chief value of the work consists, are missing in the English version. Besides, it is not free from mistranslations; hence the German original ought to be consulted.--Jesuit education is chiefly treated in volumes IV, V and VII.

4. Miscellaneous Works.

Butler, N. M., _Education in the United States_. A Series of Monograms prepared for the United States Exhibit at the Paris Exposition, 1900. Edited by Nicholas Murray Butler. Albany, J. B. Lyon Company, 1900.

Newman, Cardinal, _Idea of a University_, and _Historical Sketches_. London and New York, Longmans.

Russell, J. E., _German Higher Schools_. New York, Longmans, 1899.

Gives a good account of the German Gymnasium, its history, organization and practical working.

_The Life of James McCosh._ A Record Chiefly Autobiographical. Edited by W. M. Sloane. New York, Scribners, 1897.

The life of the President of Princeton College is deserving of the careful study of all American teachers.

Fitch, Sir Joshua, _Thomas and Matthew Arnold and their Influence on English Education_. New York, Scribners, 1897. (_Great Educators Series._)

Alzog, J., _Manual of Universal Church History_. Translated from the German by Dr. Pabisch and Professor Byrne. 3 volumes. Cincinnati, Clarke, 1878.

Pastor, L., _The History of the Popes from the Close of the Middle Ages_. Edited by F. I. Antrobus. 6 volumes. London, John Hodges and Kegan Paul, Trench, Trübner and Co., 1891 foll., and Herder, St. Louis, Mo. The original German edition in 3 volumes, Herder, Freiburg and St. Louis, Mo.

Guggenberger, A., S. J., _A General History of the Christian Era_. 3 volumes. St. Louis, Herder, 1900-1901.

Rashdall, H., _Universities of Europe in the Middle Ages_. 2 volumes in 3 parts. Oxford, 1895.

Drane, A. T., _Christian Schools and Scholars, or Sketches of Education from the Christian Era to the Council of Trent_. 2 volumes. London, Longmans, 1867.

Popularly written; in many parts antiquated.

Taylor, H. O., _The Classical Heritage of the Middle Ages_. New York, Columbia University Press (Macmillan), 1900.

Einstein, L., _The Italian Renaissance in England_. New York, Columbia University Press, 1902.

Woodward, W. H., _Vittorino da Feltre and other Humanist Educators_. Cambridge, University Press, 1897.

Gasquet, F. A., O. S. B., _The Eve of the Reformation_. London and New York, 1900.

Baumgartner, A., S. J., _Geschichte der Weltliteratur_. Herder, 1897-1900.

Of this magnificent history of Universal Literature four volumes are out so far. Volumes III and IV were used chiefly. (On this great work see pp. 233-234.)

Nägelsbach, C. F., _Gymnasial-Pädagogik_. Third edition, Erlangen, 1879.

Dettweiler, P., _Didaktik und Methodik des Lateinischen_. Munich, Beck, 1895.

---- _Didaktik und Methodik des Griechischen_. Munich, Beck, 1898.

These two excellent books belong to Baumeister’s _Handbuch der Erziehungs- und Unterrichtslehre_.

Schiller, H., _Handbuch der praktischen Pädagogik für höhere Lehranstalten_. Leipsic, Reisland, 1894, 3d edition.

_Lehrpläne und Lehraufgaben für die höheren Schulen in Preussen_, 1901 (The Prussian School Order). Official edition. Halle, Waisenhaus, 1901.

_Verhandlungen über die Fragen des höheren Unterrichts._ Berlin, 6. bis 8. Juni 1900. Halle, Waisenhaus, 1902.

The transactions of the Berlin Conference on questions of higher education.

_Report of the Commissioner of Education._ Washington, Government Printing Office.

Chiefly used were the volumes from 1888-1901.

5. Periodicals Quoted Frequently.

American: _Educational Review_, _Atlantic Monthly_, _North American Review_, _Forum_, _American Catholic Quarterly_, _American Ecclesiastical Review_, _Messenger_, _The Review_, _Woodstock Letters_ (published at Woodstock College, for private circulation).

English: _Month_, _Tablet_, _Dublin Review_, _Fortnightly Review_, _Nineteenth Century_, _Contemporary Review_.

German: _Neue Jahrbücher für das klassische Altertum_, _Geschichte und deutsche Literatur und für Pädagogik_ (Leipsic, Teubner), _Monatschrift für höhere Schulen_ (Berlin, Weidmann), _Stimmen aus Maria-Laach_ (Freiburg, Herder).

French: _Études_ (Paris, Victor Retaux).

INDEX.

Academies, in Jesuit colleges, 518 _sqq._

Accessories, in Jesuit curriculum, 118, 125, 192.

Acosta, Jesuit writer, 159.

Adaptability, of Jesuit system, 197 _sqq._, 280-296.

Adaptation, in the Old Society, 283; since the revision of the Ratio Studiorum, 191 _sqq._, 283 _sqq._

Affection, of pupils, as element of teacher’s authority, 612, 644.

Agricola, humanist, 33, 60, 67.

Albertus Magnus, 39, 99.

Alcala, university, 42-43, 79.

d’Alembert, 149, 174, 176.

Algué, Jesuit scientist, 230-231.

Aloysius, St., feast of students, 557; devotion to, 559-560.

Alvarez, 121 _sqq._; grammar, 286.

America, school reforms, 1 _sqq._, 292 _sqq._; weaknesses of education, 293 _sqq._, 301 _sqq._, 307, 326 _sqq._, 659-661; scholarship, 411-414; aid to schools, 412; classical studies, 344 _sqq._; Jesuit colleges, 201 _sqq._; American Histories of Education, 649 _sqq._

Ancient authors, see “Classical Studies.”

Antiquities, as taught in schools, 199, 284, 382, 451-454; method of teaching, 486 _sqq._, 519-520; Jesuit writers on, 157-158, 233.

Appointment, of teachers according to ability, 439-442.

Aquaviva, General of the Society of Jesus, 103, 109 _sqq._, 113.

Aquinas, St. Thomas, 39, 99; in Jesuit system, 132, 136, 193-194.

Archæology, see “Antiquities”.

Aristotle, study of in Middle Ages, 45; Luther’s attacks, 63; in Jesuit system, 131, 136, 193, 283; in Protestant schools, 136 note 262; in modern times, 193-194.

Arnold, Matthew, on translating, 354.

Arnold, of Rugby, on general education, 306; school exercises, 309; Latin and Greek, 351, 356; scholarship of teachers, 406; dangers of boarding schools, 537 note 927, 552 note 945; Jesuit methods, 549-550; on athletics, 571 note 968; religious instruction, 602-603; cultivating truthfulness in pupils, 629.

Arnold, Thomas, son of former, 163 note 332.

Astronomers, Jesuits, 179-180, 226-229, 232.

Astronomy, in Jesuit curriculum, 131, 194.

Athletics, in college, 569 _sqq._

Auger, Jesuit writer, 593.

Austen, T., 321-322.

Authority of teacher, 610-614.

Avignon, Jesuit College, 127-128.

Azarias, Brother, 11 note 16.

Bacon, Roger, 39-40, 46.

Bacon, Francis, 39-40; on Jesuit schools, 145.

Bain, Professor, on home lessons, 475-476; teaching English, 491-492.

Balde, Jesuit writer, 130, 161-162.

Ballestrem, Count, on Jesuit teachers, 535.

Bancroft, G., on Jesuit colleges, 145; Catholics in Maryland, 203.

Barbier, Jesuit educator, 623-624.

Barnard, Henry, on Jesuit schools, 650 _sqq._

Barnes, Dr., 323-324.

Barth, Professor, 566.

Bartoli, Jesuit writer, 137.

Baumgartner, Jesuit writer, 162, 233-234, 236, 238, 377, 381, 383, 384, 386, 387, 390, 391, 393, 396, 398, 401.

Bayer, Jesuit educator, 121 note 228.

Beaumont (England), Jesuit College, 257.

Beckx, General of the Society, 362 note 626; on national and political attitude of Jesuits, 262-263; religious instruction, 599, 604.

Beissel, Jesuit writer, 236.

Bellarmine, Robert (Cardinal), Jesuit theologian, 109; his catechism, 592, 593 note 999.

Benedict, St., 86, 633.

Benedict XIV., Pope, Jesuit pupil, 172; on the Sodalities, 561.

Benedictines, educational labors, 25-26, 86-87; as historians, 160.

Bennett, Professor in Cornell University, on experimenting in American schools, 293 note 538; on Latin, 349 note 593; on Roman pronunciation, 460 note 804; on compositions, 505.

Berlin Conferences on higher studies, 136 note 262, 289-291, 333 _sqq._, 351, 356, 378, 509, 517.

Beschi, Jesuit linguist, 152.

Beirut, Jesuit University, 206.

Bible, and Reformers, 62-63; in Jesuit colleges, 121-124, 590; in Greek, 398-399; alone not sufficient for religious instruction, 583 _sqq._; objections of Catholics to reading in public schools, 587 _sqq._

_Biblical World_, on religious instruction, 577-578, 585, 603.

Bidermann, Jesuit writer, 130.

Bishops of France, on Jesuits, 273 _sqq._

Boarding schools, of Jesuits, 250; dangers of boarding schools, 537 _sqq._, 552, and note 945.

Boccaccio, humanist, 50.

Bohemia Manor, Maryland, Jesuit school, 204.

Bollandists, Jesuit historians, 161, 234-235.

Bolsius, Jesuit scientist, 233.

Bombay, St. Francis Xavier, Jesuit College, 206, 216.

Bonaventure, St., 39, 99.

Bonifacio, Jesuit educator, 163, 453, 645.

Bonvalot, Jesuit educator, 127.

Boscovich, Jesuit scientist, 179.

Boston College and President Eliot, 224 _sqq._

Branch teacher, 442 _sqq._

Braun, Jesuit scientist, 232.

Braunsberger, Jesuit historian, 236.

Brethren of the Common Life, 31-33, 138; see correction 653.

Briggs, Dean of Harvard College, 320, 406, 538-539.

Bristol, Professor in Cornell University, 397 note 695, 398, 401 note 700, 505.

Broderick, G. C., 409-410, 415.

Brosnahan, Jesuit writer, controversy with President Eliot, 223 note 434, 224-225, 327.

Browning, O., on Jesuit education, 16, 186, 244-245, 263.

Brownson, O., 331, 529.

Brunetière, F., 550, 658.

Brunswick, laws against Jesuit schools, 240-241.

Bryce, James, 305-306, 338.

Buckle, H. T., 263.

Buffier, Jesuit geographer, 128, 448 note 785.

Bunyan, 265.

Busaeus, Jesuit, 44, 138.

Butler, President of Columbia University, 66-67 note 135, 293-294.

Caesar, 381-382.

Cajori, Professor, 155-156, 157.

Calcutta, Jesuit College, 216.

Calmette, Jesuit Sanskrit scholar, 151-152.

Cambridge, 69-70.

Campbell, Thomas, Jesuit writer, 577 note 976.

Canfield, President, 313-315, 572 note 968.

Canisius, Peter, Jesuit, 43, 109, 138; care for poor pupils, 248-250; on emulation, 512; catechisms and catechetical instructions, 593-599.

Carroll, Charles of Carrollton, 204, 260, 340.

Carroll, John, Jesuit and first Archbishop of Baltimore, 204-205, 260; founder of Georgetown College, 205.

Castelein, Jesuit writer, 235.

Catalogues of authors in Jesuit colleges, 374-375; of philological helps, 446-447, 453-454.

Catechetical training of Jesuits, 421; instruction in Jesuit schools, 590 _sqq._

Catechisms written by Jesuits, 592 _sqq._

Catharine II., of Russia, and the Jesuits, 177-178, 189, 258.

Catholic Church, and education, 21 _sqq._, 28, 30-31, 36-39, 50, 85-87.

Catholics, and the Bible, 587 _sqq._; and sectarian schools, 579 _sqq._

Cathrein, Jesuit writer, 235 note 453, 237.

Changes of teachers, 91-97, 444-445.

Character training, 317 _sqq._, 522 _sqq._

Charlemagne, 23, 26.

Chateaubriand, 184-185.

Chevalier, Jesuit scientist, 231.

China, cartographic works of Jesuits, 129, 158; philological works, 153-154, 158, 232, 656; Jesuit mathematicians, 156, 158; Jesuit schools, 206-208.

Chossat Jesuit writer, 128, and _passim_.

Christ, the teacher’s model, 420, 631, 638, 643, 646; centre of history, 449 _sqq._; his teaching in relation to pedagogy, 526-527, 540; Christian interpretation of authors, 365, 600.

Christian Brothers, 88, 98.

Chrysostom, St., 85.

Church and education, see “Catholic Church.”

Cicero, 88, 139, 376, 377 _sqq._, 395-396, 468-471, 500.

Clarke, Jesuit writer and educator, 212, 235, 423-424, 551-555.

Classes in Jesuit schools, 118 _sqq._, 370, 372 _sqq._

Classical studies, in Middle Ages and at time of Renaissance, 27 _sqq._, 33 _sqq._, 41-45, 47 _sqq._; in Jesuit system, 286-287, 331 _sqq._, 360; educational value of, 330-369; dangers of, 50-55, 367, 563 _sqq._; the Gaume controversy, 366 _sqq._; classical authors, 351-352, 370-401; explained in Christian spirit, 365, 600.

Class matches, 515 _sqq._; see “Emulation.”

Class teachers, 442 _sqq._

Clavius (Klau), Jesuit, mathematician, 133-134, 155, 438.

Clement XIV., Pope, 175.

Clerc, A., Jesuit teacher, 645.

Clergymen as educators, 100, 408, 601-602.

Clerics, Regular, 80 note 162.

Cleveland, President of the United States, on patriotism of Jesuit schools, 261; on modern school reforms, 294.

Cleveland, Ohio, Jesuit College and Meteorological Observatory, 227, 229.

Coe, Professor in Northwestern University, 579.

Coeurdoux, Jesuit Sanskrit scholar, 151.

Colet, Dean, 30.

College, American, its equivalent in Jesuit system, 118, 370; function of, 304, 306 _sqq._

Colleges of the Society, 78, 107; number, 144-146; in United States, 200-205; in other countries, 201, 205 _sqq._; success of Jesuit colleges, 89 _sqq._, 145-150, 207, 208-222; Roman College, 108; German College, 138.

Comenius, 292.

Communion, educational influence, 557-558.

Comparative philology, contributions by Jesuits, 149-151.

Compayré, character of his _History of Pedagogy_, 10, 11 note 16, 649; on primary schools, 24; medieval universities, 40 note 75; attacks on Jesuit education, 10-11, 13 note 18, 77 note 154, 104 note 197, 125, 130, 135, 159, 163, 194-195, 233, 243, 245-247, 249, 250, 361, 362-363, 366 _sqq._, 437, 489, 493, 511, 618.

Competition, see “Emulation.”

Composition, see “Written exercises.”

Compulsory education, 23, 29, 66.

Confession, educational influence of, 550-557.

Conservatism in Jesuit education, 288 _sqq._; Grover Cleveland on conservatism in education, 294.

Constitutions of the Society, 74-75, 101 _sqq._

Contests, exercises in Jesuit schools, 511 _sqq._

Conway, James, Jesuit writer, 577 note 976.

Copernicus, 33, 42.

Cortie, Jesuit astronomer, 229.

Coster, Jesuit educator, 44, 138.

Cramming in modern systems, 299 _sqq._

Cubberley, Professor, 649, 650.

Cusanus, Cardinal, 33.

Dahlmann, Jesuit scholar, 233, 236.

Dalberg, Bishop, patron of learning, 34.

Dana, C., 343.

Daniel, Jesuit writer, 128, 366.

Dante, 48-49, 387, 391.

Darjeeling, Jesuit College, 216.

Dark Ages, 21 _sqq._

Davidson, Thomas, on Jesuit system, 13-14, 76 note 153.

Decline of teaching, 404-407.

Decurions, 139, 286.

Deharbe, J., Jesuit, 599.

Delaney, W., Jesuit, 606.

Demosthenes, 398.

Denis, Jesuit writer, 131, 162, 181.

Denominational schools, 580 _sqq._

Devotions, as educational means, 558-560; devotion of teacher to work, 14, 147, 440-441, 643-644.

Dewey, Admiral, on Jesuit Observatory at Manila, 230.

Dierckx, Jesuit scientist, 233.

Discipline, in school, 537 _sqq._, 608-635.

Disputations, in Jesuit colleges, 139, 422-425, 511, 518.

Disraeli, 583, 589-590.

Döllinger, 58, 61; on the Jesuits, 103, 189, 277.

Dominicans, 39, 56, 86-87, 99.

Dowling, M. P., Jesuit, 298.

Drama, in Jesuit colleges, 164 _sqq._; in vernacular, 165 note 338, 192.

Draper, President, 293, 301 note 546, 327.

Dressel, Jesuit scientist, 236-237.

Dreves, Jesuit writer, 236.

Dufrène, Jesuit educator, 121, 126.

Du Halde, Jesuit geographer, 159.

Duhr, Jesuit historian, 12, 112, and _passim_.

Du Pons, Jesuit linguist, 151.

Duruy, A., on Jesuit schools, 218, 260, 535 note 924.

Education, meaning of, 297-298; scope, 298-300; liberal education, 301, 305, 307, 341; commercial, 306, 337-338; professional, 303, 335; education and the Society, 87 _sqq._, 104 _sqq._; see “Ratio Studiorum.”

Edward VI, 29, 30, 652.

Efficiency, of Jesuit schools, 89 _sqq._, 145-150, 182 _sqq._, 208-223; causes of, 13-14, 17-18, 89-98, 135, 415 _sqq._, 643-644.

Ehrle, Jesuit historian, 234, 236, 238.

Einstein, L., 28, 31, 37.

Elective system, 5-6, 9-10, 310-329.

_Electrical World_, 293-294, 311, 339 note 590.

Elementary education, before Reformation, 23 _sqq._; and the Jesuits, 104-106, 209, 247-248.

Eliot, President of Harvard University, on the Jesuit system, 5, 9, 199, 223-225, 243-244, 283, 311 _sqq._; school reform, 293-294; elective system, 311 _sqq._; on Roman pronunciation, 460 note 804; on failure of education, 523.

Elsperger, Professor, 196-197.

Emery, Abbé, 184.

Emulation, as a factor in education, 511-518.

England, education before Reformation, 29-31, 652-653; humanism, 28, 30, 37, 53; decline of learning, 69-71; penal laws against Jesuit schools, 239-240; recent attacks on Jesuits, 256 _sqq._

England, Bishop, 330 note 578, 340.

English, teaching of, see “Mother-tongue.”

Eobanus Hessus, 55, 61.

Epping, Jesuit scientist, 236.

Erasmus, leader of the humanists, 34, 36, 54-55; on schools in Spain, 41, 43; on decline of learning in consequence of the Reformation, 61-62; St. Ignatius and Erasmus, 140.

Erudition, part of interpretation of the authors in Jesuit system, the same as subject explanation, 447 _sqq._, 452, 461, 470, 485 _sqq._

Esteem, element of teachers authority, 611 _sqq._

Ethics, 131, 284.

Euclid, 153; non-Euclidean geometry, 156-157, cf. “Saccheri.”

Example of teacher, 419, 531 _sqq._, 627, 630.

Exercises, means of intellectual training, 308-309, 456 _sqq._; written exercises, 499-506; correction, 503 _sqq._

Explanation, of authors, see “Prelection.”

Expulsion of the Jesuits from various countries, 200, 225.

Expurgated editions of the classics, 363 _sqq._, 562 _sqq._

Eyre, Jesuit educator, 111.

Faber, F. W., 630 note 1054.

Faber, Peter, Jesuit, 43, 60, 79.

Fabri, Jesuit writer, 349, 392.

Family, relation of Jesuit schools to, 250-251.

Fear, element of authority, 614.

Febres, Jesuit linguist, 155.

Feldkirch, Austria, Jesuit College, 411, 573.

Feltre, see “Vittorino.”

Ferry, French Premier, 222, 260.

Fisher, John, Bishop, 30, 53.

Fischer, Joseph, Jesuit writer, 237.

Fitch, Sir Joshua, on clergymen as educators, 100; on home work, 475; on writing Latin verses, 506; on Jesuit education, 549-550; on religious instruction, 602; on corporal punishment, 616 note 1035.

Fox, Jesuit philologist, 236.

France, success of Jesuit schools, 92, 182-184, 218-222; cause of opposition to teaching congregations, 268-269, 658; testimony of Bishops to Jesuits, 273-276.

Francis Xavier, St., 43, 78, 79; Jesuit College in: Bombay, 206, 216; Calcutta, 216; New York, 202.

Franciscans, 39, 56 note 110, 99.

Frederick the Great, of Prussia, 90; and the Jesuits, 176-178, 189, 258.

Freiburg, Jesuit College, 163 note 332, 332 note 579, 573.

Friars, 39 _sqq._, 80 note 162.

Frisbee, S. H., Jesuit, 479 _sqq._

Gambetta, 220.

Gates, Professor, 577.

Gaubil, Jesuit sinologist, 153.

Gaume, Abbé, 366 _sqq._

Geiler, of Kaisersberg, 34-35.

Genelli, Jesuit writer, 15, 73, 280.

General of the Society of Jesus, 101-102.

General Congregations, 101-102.

Genung, Professor, 353.

Geography, in Jesuit colleges, 127-129, 192, 447 note 785, 448; Jesuit geographers, 128-129, 158-159, 237.

Georgetown, Jesuit College, 205, 227, 261, 411.

Gerard, J., Jesuit writer, 298, 337.

German higher schools, before Reformation, 31 _sqq._; modern, 9, 289 _sqq._, 333 _sqq._; Jesuits as educators and writers, 206, 235-238, 262, 271.

Gibbon, 450, 514.

Gietmann, Jesuit writer, 236.

Gnauck-Kühne, Mrs., 96 _sqq._

Goethe, 161; on Jesuit drama, 171; on specialization, 324; on classics, 360; on reading, 566.

Goodwin, Professor, 544.

Grammar, study of, 370 _sqq._; Greek, 392 _sqq._

Gratuitousness of instruction, 246, 249-250.

Greek, study of, 339 _sqq._, 392 _sqq._

Gretser, Jesuit writer, 121 note 227.

Grimaldi, Jesuit scientist, 157.

Grisar, Jesuit historian, 46, 234.

Groot, Gerard, 31.

Guggenberger, Jesuit historian, 54 _sqq._

Guizot, 425.

Günther, Professor, 180-181.

Hadley, President of Yale University, 2 note 1, 339 note 590.

Hadley, Professor, 479 _sqq._

Hagen, Jesuit mathematician, 227, 237, 655.

Hall, Stanley, President of Clark University, 307 note 554, 321, 360, 476-477, 501.

Hallam, 67-69, 71, 251.

Hanus, Professor, 310-311.

Hanxleden, Jesuit scholar, 151.

Hardouin, Jesuit historian, 160.

Harnack, Professor (Berlin), 22 note 32, 52, 60 note 119, 75-76, 83-84, 103, 290, 351.

Harris, W. T., Commissioner of Education, 330 note 578.

Hartmann, Edward von, 52-53.

Harvard University, 1, 203, 223, 315, 326, 327.

Health, of pupils cared for, 124, 572 _sqq._

Hegius, humanist, 33-34, 53, 60.

Hell, Jesuit astronomer, 179.

Helmholtz, Professor, 333, 356.

Herodotus, 395.

Hervas, Jesuit linguist, 149-151, 181.

Henry VIII, 29-30, 69, 70, 652.

Herder, 161.

High school, equivalent in Jesuit system, 118, 370; function of, 303, 306; modern high school, 332.

Hildebrand, 337, 349.

Hillig, F., Jesuit, 232.

Historians, among Jesuits, 160-161, 233-234, 235.

History in Jesuit colleges, 124-126, 192, 199, 447-448; ancient, 448-451; viewpoint of Christian teacher, 448 _sqq._, 600.

Hohenlohe, Prince, 173.

Holguin, Jesuit scholar, 154.

Holzmüller, Director, 333.

Home tasks, 475 _sqq._

Homer, 354, 399-401, 480 _sqq._

Horace, 391.

Howorth, Sir Henry, on the Jesuits, 175, 256 note 481, 532 note 918.

Huber, Professor, 77-78, 103, 104, 148, 252, 258.

Hughes, T., Jesuit writer, 200 and _passim_.

Humanism, rise and character, 26-30, 33-37, 47-49 _sqq._; attitude of Church, 28, 30, 50, 60; radical humanists, 54-57; Luther’s alliance with, 58-60; relation of the Jesuits to, 88, 138-140.

Humanities, class in Jesuit system, 119, 370.

Humphrey, W., Jesuit writer, 81 note 163.

Hutten, humanist, 55, 59, 60.

Ignatius of Loyola, 15; character, 73-75; studies, 32, 43, 78 _sqq._, 137; and Luther, 59-60, 77-78, 140; and the Constitutions, 75-77, 101; as educator, 87 _sqq._, 106; on Paris and Louvain, 137-138; on self-activity, 308, 499; on self-conquest, 420; on individuality, 426; on dangers of reading, 51, 140, 563, 569; adaptation of his system, 15, 280, 281; prayer for persecution, 278; summary of Christian philosophy, 527-528; on good example, 532, 569; summary of religion, 574; obedience, 610; modesty, 627; prayer, 633 _sqq._; see “Spiritual Exercises.”

Imitation exercises, 500 _sqq._

Impartiality of teacher, 612, 619-622.

India (East), Jesuit writers, 151-152; colleges, 206, 216.

Individuality, 317 _sqq._; and Jesuit training, 367 note 633, 425-429.

Intellectual scope of education, 297 _sqq._, 316, 322 _sqq._; liberty, 136 note 262, 251-253, 270-271, 489.

Interpretation, see “Prelection.”

Ireland, monastic schools, 26; modern Jesuit colleges, 213-216.

Italy, education, see “Humanism.”

Jäger, Dr., 351, 371.

Jansenists, 164, 174.

Janssen, 23 _sqq._, and _passim_.

Jesuits, see Society of Jesus, Constitutions, Ratio Studiorum, Colleges, Teachers, Writers, Pupils, Opposition.

Jogues, Jesuit in New York, 201-202.

Jones, President of Hobart College, 307, 321, 339, 541 note 930.

Jourdain, 182-184, 270-271.

Jouvancy, (Juvencius), Jesuit educator, 162, 164, 248, 331, 353, 362, 377, 382, 383-385, 387, 400, 434-435, 447, 453, 454, 461, 467 _sqq._, 484-485, 502, 548, 565, 600, 610, 622, 624-625, 634, 637; his educational treatise: _Ratio Discendi et Docendi_, 162, 163 note 331, 434-435.

Jullien, Jesuit scientist, 232.

Juniorate, 422, 431 _sqq._

Kant, 324, 513, 643.

Kemp, E. L., 10 note 15, 513, 652-653.

Kempis, Thomas a, 31, 32, 322, 527, 610.

Kepler, astronomer, on Jesuit writers, 657.

Kern, Professor, 531.

Ketteler, Bishop, 241, 534.

Kino (Kühn), Jesuit missionary and geographer, 129.

Kircher, Jesuit scholar, 157-158; _Museo Kircheriano_, 158, 226.

Knecht, Bishop, 592-593.

Kohlmann, Jesuit in New York, 202.

König, Jesuit writer, 127.

Körner, 535-536.

Kreiten, Jesuit writer, 236.

Kropf, Jesuit educator, 121 _sqq._, 126, 163, 448, 548, 610, and _passim_.

Kübler, Dr., 290, 510.

Kugler, Jesuit scholar, 236.

Labbe, Jesuit historian, 128, 160, 448 note 785.

La Cerda, Jesuit philologist, 162, 163.

Ladevèze, M. de, on Jesuits, 267, 609.

La Flèche, Jesuit College, 168, 484.

Lainez, General of the Society, 79, 101.

Lalande, 179, 180, 186.

Lang, Andrew, 265.

Lang, Jesuit writer, 165.

La Rue (Ruaeus), Jesuit philologist, 163-164.

Latimer, 70.

Latin, during Middle Ages, 29, 44 _sqq._; in Protestant and Jesuit schools, 6-9, 129, 345-346; in modern German schools, 290 _sqq._, 333 _sqq._, 476 _sqq._, 509 _sqq._; in American schools, 2, 345; as means of logical training, 346-351, 357-358; speaking and writing, 6-9, 129, 422, 429-430, 498-511; “Monkish” Latin, 430 note 746.

Leach, A. F., 30, 430, 652-653.

Ledesma, Jesuit educator, 108, 138, 403-404, 445.

Lehmkuhl, Jesuit writer, 237.

Leibnitz, 52, 156, 161.

Lemaître, J., 368 _sqq._

Leo XIII, Jesuit pupil, 278; on religious orders, 277; on Sodalities, 560; Bellarmine’s catechism, 593; religious instruction, 601, 605.

Leon, Jesuit, founder of Sodalities, 560.

Leopold I., King of Belgium, on Jesuit schools, 259.

Liberal education, 301, 305, 307, 341.

Liège, school, 33, 107, 139, 140-141, 240.

Limerick, P., 276.

Lines, as punishment, 497, 619.

Literature, Jesuit writers on, 130-131, 161-163, 181, 233-234, 235.

Littledale, Canon, 73, 103, 264.

Livy, 382.

Longhaye, Jesuit writer, 234.

Louis-le-Grand, Jesuit College, 144.

Louvain, school, 33, 138.

Lowell, 323, 357.

Loyola, see “Ignatius.”

Lucas, Herbert, Jesuit writer, 532.

Lugo, Jesuit theologian, 109, 427.

Luther, in Protestant tradition, 57-58; alliance with radical humanists, 58-60; and Loyola, 59-60, 77, 140; violent language against universities and Aristotle, 63-65; appalled at decline of schools, 65-66; Hallam’s estimate of, 67-69; on vows and monasticism, 81; his catechism, 593-594.

Mabillon, Benedictine historian, 87.

Macaulay, 73.

Madagascar, Jesuits in, 231.

Maher, M., Jesuit writer, 235.

Mallinckrodt, von, 534.

Manare, Oliver, Jesuit, 444.

Manila, Jesuit College and Observatory, 229 _sqq._

Manning, Professor, 157 note 314.

Marquette, Jesuit, 128-129.

Martin, Luiz, General of the Society, 286-287, 297, 509.

Martineau, 320 _sqq._

Martini, Jesuit geographer, 129, 159.

Maryland, Jesuits in, 202-204.

Masen, Jesuit writer, 164.

Matches, class matches, 515 _sqq._

Mathematicians, Jesuits, 155-158, 182, 227-228, 232.

Mathematics, in Jesuit colleges, 132-134, 182, 192, 194, 284; educational value compared with linguistic training, 333, 336, 355; training of Jesuit teachers of mathematics, 438-439.

Matthias, Dr., of Berlin, 4 note 5, 290, 510.

Maynard, Abbé, on educational labors of the Jesuits before the suppression, 178 _sqq._

McCosh, President of Princeton, on liberal education, 302; on elective system at Harvard, 315-316; on American scholarship, 413; on moral training, 522, 537-538; on athletics, 570; on religious instruction, 582.

McCloskey, Cardinal, Archbishop of New York, 557-558.

Melanchthon, on decline of education, 61; attitude towards higher studies, 64, 67; drew inspirations from medieval schools, 72, 530 note 912; on Canisius, 595.

Memory lessons, 493-499.

Messina, Jesuit College, 108, 137.

Messmer, Bishop of Green Bay, 592, 593 note 999.

Meteorology, cultivated by Jesuits, 227, 229-232.

Method of teaching in practice, 456 _sqq._

Meyer, Theodore, Jesuit writer on ethics, 237.

Middle Ages, educational conditions, 21-44; character of education, 44 _sqq._, see “Scholasticism.”

Modern languages, 332; modern high school, _ib._

Modesty, to be inculcated in pupils, 626 _sqq._

Mommsen, Theodore, 378, 380, 381.

Monasticism, 80-84.

_Monita Secreta_, 102-103.

Monks, Protestant view of, 80 note 162; as educators, 84-87.

Monroe, Jesuit educator, 645 note 1083.

Morality in Jesuit schools, 251 _sqq._, 531-536.

Moral training, 317 _sqq._, 522-573.

More, Thomas, 53.

Mother-tongue, studied in Jesuit colleges, 129-131, 191-192, 284, 448 note 785, 491 _sqq._; and study of classics, 356 _sqq._

Müller, Max, Professor at Oxford, on Jesuit writers, 149-151, 233.

Munich, splendor of Jesuit drama, 168-170.

Münsterberg, Professor at Harvard, on modern school reforms, 5; American teachers, 92-94; premature specialization, 303; elective system, 319-320, 325-327; preparation of teachers, 402, 403; American scholarship, 413.

Nadal, Jerome, Jesuit educator, on elementary education, 106; plan of studies, 108 note 204, 116, 117 note 222; geographical reading, 128 note 241; study of German, 130; relation to the Ratio Studiorum, 138; instruction gratuitous, 249; training of teachers, 404, 441-442; religious toleration, 596.

Nägelsbach, Professor, 385, 387, 389-390, 398, 473.

Natalis, see “Nadal.”

_Nation_, New York, on electivism, 326; on decline of teaching, 404-406.

National questions, attitude of the Jesuits, 262-263.

Natural sciences, see “Sciences.”

Neander, on monks as educators, 85-86.

Nepos, 384.

Netherlands, humanist schools, 31-32, 43; influence on formation of Ratio Studiorum, 138 _sqq._

Newcomb, Simon, on Father Hell, 179; on American scholarship, 413.

Newman, Cardinal, on medieval education, 23 note 32; on monks, 81 note 162; religious as educators, 86-87; on classics, 355, 359-360, 378; on individuality among Jesuits, 367 note 633, 425-427; on moral training, 555 _sqq._; Jesuit obedience, 609 note 1021.

New York, Jesuit College, 201-202.

Nightingale, Professor, 307 note 554, 357.

Nobili, Robert, Jesuit, first European Sanskrit scholar, 151.

Notes, taken in class, 463-465.

Non-sectarian school, 580 _sqq._

Noviciate, in the Society, 418-422.

Number of Jesuit colleges, 78, 107, 144 _sqq._, 200-206; of Jesuit pupils, 13, 144-146, 206.

Obedience, of teacher, 609-610, 650; of pupil, 650.

Oberammergau, Passion play, and Jesuit drama, 169.

Observatories, of Jesuits, 180, 227, 229-232.

Odenbach, F. L., Jesuit meteorologist, 227.

Officials, in Jesuit colleges, 115-118.

Oliphant, L., 208.

Opposition, to Jesuit education, 5 _sqq._, 146-148, 239-279; causes of, 6-13, 264 _sqq._

Oratorians, 127, 448 note 785.

Ovid, 44, 385, 386, 565.

Oxford, 69-71, 212, 411.

Pachtler, Jesuit historian, 112, 283, 410, 494, and _passim_.

Painter, F. V. N., 10 note 14, 37, 131, 245, 252-254, 361, 511, 596.

Pantel, Jesuit scientist, 233.

Papenbroeck, Jesuit historian, 161.

Paris, University of, 32, 39, 43, 79, 99, 137; influence on Jesuit system, 137 _sqq._; opposition to Jesuits, 182 _sqq._, 269-271.

Patience, of teacher, 420, 630, 631-632, 646.

Patriotism, and Jesuit schools, 255-263.

Paulsen, Professor, 7, 22, 52, 59-60, 81-82, 90-91, 100, 136, 195-197, 324, 407-409, 425; on Jesuit schools, 17-18, 79-80, 193-194, 254-255, 271-272, 512, 532-533.

Peck, Professor in Columbia University, 223 note 434, 224, 327.

Pedagogy, meaning of, 524 _sqq._; relation to philosophy, 524-525; pagan and Christian, 526; Jesuit writers on, 162-163, 434-435.

Permanent teachers, 435 _sqq._

Perpinian, Jesuit writer, 162.

Perry, Jesuit astronomer, 228.

Pesch, Henry, Jesuit writer, 237.

Petavius, Jesuit scholar, 160, 427, 448 note 785.

Petrarch, 49-50.

Phaedrus, 385, 472-473.

Philology, in the Society of Jesus, 149-155, 199, 446-447, 453-454; Jesuit contributions to comparative philology, 149-150.

Philosophy, Aristotelian, see “Aristotle”; in Jesuit system, 131, 193-197; philosophy neglected in modern systems, 195-197; philosophical training of Jesuits, 422 _sqq._; philosophy in relation to pedagogy, 524-525.

Physics, in Jesuit curriculum, 131, 134, 194.

Pitt, on classics, 358.

Plans of studies, previous to the Ratio Studiorum, 108-109.

Plato, 396-398, 451.

Plautus, 165-166, 391, 565.

Polanco, Jesuit, 137.

Poland, W., Jesuit writer, 11 note 16, 577 note 976.

Politeness, of pupils, 626 _sqq._

Politics, attitude of Jesuits, 262-263.

Pombal, 174.

Pompadour, 174.

Pontanus, Jesuit philologian, 110, 121 note 226, 162.

Poor pupils, care of, in Jesuit schools, 247-250.

Porée, Jesuit educator, 181.

Porter, Noah, of Yale, on Jesuit schools, 245, 246, 269.

Port Royal, 127, 164.

Portugal, suppression of Society, 174.

Postgate, Professor, 498 note 849.

Poulton, Jesuit, founder of school in Maryland, 203.

Prayer, educational help, 632 _sqq._

Prefect of Discipline, 117.

Prefect of Studies, 117, 609.

Prelection, i. e. interpretation of authors, etc., 457-493; preparation of, 464-466.

Prémare, Jesuit sinologist, 153.

Prescribed courses, 310-329.

Primary education, see “Elementary.”

Prince Henry, and the Jesuits in China, 207-208.

Private talks with pupils, 548 _sqq._

Prizes, 514; see “Emulation.”

Pronunciation, correct, 459-461; Roman, of Latin, 460 note 804.

Protestant, Reformation and education, 57-72; schools in 16. and 17. centuries, 89-91; view of Jesuits, 264-267; moral training in Protestant and Catholic schools, 538 _sqq._, 541 note 930, 551-557; reading of Bible, 583 _sqq._

Provincial, 101.

Prussia, Jesuit colleges after suppression, 176.

Prussian School Order, 9, 289, 291, 392, 394 note 690; on class teachers, 443; on translations, 478; on written exercises, 500; religious instruction, 581, 601-602.

Psychology, in Jesuit course, 131, 194.

Punishments, 614-619; corporal, 616.

Pupils, of Jesuit schools, number, 13, 144-146, 206; distinguished, 172, 204-205, 258.

Quick, on Jesuit system, 10, 13, 98, 135-136, 241, 243, 246-249, 265, 431, 437, 466, 489, 516-517, 518, 530, 565, 624.

Quigley, Archbishop of Chicago, 302.

Quintilian, 419, 564, 614.

Ranke, 18, 89, 145, 246, 322, 595, 628.

Rashdall, H., 21 _sqq._, 29-30, 39-40, 41, 430.

_Ratio Discendi et Docendi_, of Jouvancy, 162, 163 note 331, 434-435.

Ratio Studiorum, 107-143, 189-199; modern criticism on, 5-16; drawn up, 109-111; name, 111; seized by Spanish Inquisition, 112 _sqq._; character, 114 _sqq._; classes, 118, 121 _sqq._; school hours, 124; branches: languages, 118, 331 _sqq._, 345-360; mother-tongue, 129, 284, 491 _sqq._; history, 125 _sqq._, 447 note 785; geography, 127 _sqq._; archaeology, see “Antiquities”; philosophy, 131 _sqq._, 193-197; mathematics, 132-134; sciences, 134, 192, 194-195, 197-199; successive teaching, of branches, 132; class teachers, 442 _sqq._, sources of Ratio, 19-20, 136-143; revision, 191 _sqq._; results, see “Efficiency”, adaptability, 280 _sqq._; essentials, 286 _sqq._; defects, 14, 92 note 177, 444-445.

Raumer, 17, 166, 251-252; character of his history of education, 650 _sqq._

Reading, according to sense, 458-461, 498; amount of, 482 _sqq._; dangers of reading, 51, 166, 367, 562 _sqq._

Rector, President in Jesuit colleges, 115-116.

Reformation, and education, 57 _sqq._; decline of schools, 60-66; in England, 69-71; elementary school not child of Reformation, 24; Jesuit system not borrowed from Protestant schools, 19-20, 140 _sqq._; compulsory education and state-monopoly result of, 66.

Reform-Gymnasium, 291-292, 336.

Reforms, modern, 1-5; in Germany, 289-292; in America, 292-296; towards elective system, 310-312.

_Relations_, of Jesuits, 128.

Religious, name, 80 note 162; as educators, 84 _sqq._, 96-98, 209; opposition to, 89, 98-100; success of, 92-98, 221 _sqq._

Religions instruction, 574-607; necessity, 574-578; Catholic position, 578-582; undenominational religion, 582-583; reading of Bible, 583 _sqq._; catechism, 590 _sqq._; correlation of all branches with religion, 599-605; religious instruction in higher schools, 605 _sqq._

Renaissance, see “Humanism.”

Repetition, in Jesuit system, 466-467, 474.

Resistance, value of, in education, 319-322.

Rethwisch, C., 7 _sqq._

Revival of Learning, see “Humanism.”

Revision of the Ratio Studiorum, 191 _sqq._

Rhetoric, class in Jesuit system, 120, 370; meaning of, 432.

Ribadeneira, Peter, Jesuit writer, 102, 138, 511.

Ribot, M., on secondary schools in France, 218-219.

Ricci, Jesuit scholar, 153, 156.

Richelieu, Cardinal, Jesuit pupil, 172; on Jesuit colleges, 271.

Richthofen, Baron, on Jesuit scholars, 129, 158-159.

Rickaby, Joseph, Jesuit writer, 235.

Rivals, see “Class matches.”

Rogers, Thorold, 30.

Roman College, 108, 110, 144, 227.

Roman history, 448-451.

Roothaan, General of the Society, 191, 197-198, 296, 329, 360-361.

Roth, Jesuit, author of first European Sanskrit grammar, 151.

Rousseau, 175, 643.

Rowland, Professor in Johns Hopkins University, 413.

Ruaeus (La Rue), Jesuit scholar, 163-164.

Ruhkopf, on morality in Jesuit schools, 537.

Ruiz, Jesuit linguist, 155.

Russell, Dr., Columbia University, 8-9, 19, 20, 141, 244, 313.

Russia, Society preserved in, 177, 189.

Sabatier, P., 209.

Saccheri, Jesuit mathematician, 156-157, 654-655.

Sacchini, Jesuit writer, 162, 249, 436, 438, 497, 530, 548, 592, 600, 624, 634, 637.

Sadler, Mr., 659.

Saintsbury, on Southwell, 162.

Saint-Vincent, Gregory, 156.

Salamanca, University, 41, 43, 79.

Salisbury, Lord, on undenominational religion, 583.

Sallust, 382-383.

Sallwürk, Dr. von, 435, 448 note 785.

Sanskrit, Jesuit scholars, 151-152.

Sanson, geographer, 448 note 785.

Sarbiewski, Jesuit poet, 161.

Savonarola, 51, 60.

Scaliger, 160, 657.

Schall, Jesuit mathematician, 156.

Scheiner, Jesuit scientist, 157.

Schiller, Director, 478, 566 note 960, 588-589, 601-602.

Scholars, Jesuits, see “Writers.”

Scholarship, among Jesuits, 198-199, 226-238, 410-411; in America, 411 _sqq._; scholarship and teaching ability, 402-414.

Scholasticism, 45-57; defects of, 46 _sqq._; humanists on, 52; relation of Jesuit system to, 136.

School drama, 164 _sqq._

School management, 608-635.

Schopenhauer, 325.

Sciences, in Jesuit curriculum, 134, 192, 194-195, 197-198, 199, 283; and classics, 359.

Scientists, among Jesuits, 157, 178-181, 226-233, 654-656.

Scoraille, Jesuit writer, 515-516.

Scotland, education before Reformation, 28-29.

Scope of education, intellectual, 297 _sqq._; injured by electivism, 316 _sqq._; moral, 317 _sqq._, 522 _sqq._

Scotus, 39, 193, 425.

Secchi, Angelo, Jesuit astronomer, 226-227.

Secondary schools before Reformation, 26 _sqq._, 652-653.

Sectarian schools, 580 _sqq._

Seeley, Levi, 10 note 15, 37, 246-247, 511, 649.

Selfishness, alleged of Jesuits, 251, 254-255.

Seminary of teachers in Society, 433-434, 453.

Seneca, 384-385.

Seyffert, M., 309, 379, 507.

Shea, Gilmary, 536-537.

Shoup, W. J., 652.

Sirmond, Jesuit historian, 448 note 785.

Sixtus V., and the Ratio Studiorum, 112-113.

Sloane, Rev. M., on Jesuits, 243.

Smith, Clement L., 304-305.

Smith, Sydney, Jesuit writer, 173 note 354.

Snyder, Carl, 413.

Society of Jesus, name, 75; foundation and aim, 75-77, 79 _sqq._; and education, 80 _sqq._; constitutions, 101 _sqq._; suppression, 173-175, 189-190.

Socrates, 253, 397.

Sodalities, 560-562.

Sommervogel, Jesuit writer, 148.

Sources, of Ratio Studiorum, 136-143.

Southwell, Robert, Jesuit poet, 162.

Spahn, Deputy, on Jesuit scholars, 235-237.

Spain, schools, 40-44; suppression of Society, 174.

Spanish Inquisition, seized Ratio Studiorum, 112 _sqq._

Spe, Frederick, Jesuit writer, 130 and note 248.

Speaking Latin, 506 _sqq._

Specialization, 303, 317, 322-325; in Society, 198-199, 440.

Spencer, 525, 643.

_Spiritual Exercises_, of St. Ignatius, 75, 420, 426, 527, 532 note 917, 560, 574.

Sport, see “Athletics.”

St. Boniface, Jesuit College, 216.

Stephens, Jesuit linguist, 152.

Stiglmayr, Jesuit scholar, 237, 397.

Stonyhurst, Jesuit College, 228, 229, 257-258, 564, 617.

Strassmaier, Jesuit assyriologist, 233, 236.

Stryker, President of Hamilton College, on liberal education, 341.

_Studia inferiora_, 118 _sqq._

Sturm, Reformer and schoolman at Strasburg, 19-20, 72; his system not model of Ratio Studiorum, 140 _sqq._

Suarez, Jesuit theologian, 81 note 162, 88, 109, 426, 427.

Success, of Jesuit colleges, see “Efficiency.”

Successive teaching, preferred to simultaneous, 118, 132.

Sunday schools, and religious training, 578.

Supervision in college, 537 _sqq._, 541 _sqq._, 546-547.

Suppression of the Society, 173-175; effects on education, 184-186.

Sydney Smith, discipline in English public schools, 539 note 929.

Syria, Jesuit schools, 106, 206-207, 209.

Tacitus, 383-384.

Taunton, E., 427-428.

Taylor, H. O., 45, 49, 82-83.

Teaching, in relation to scholarship, see “Scholarship.”

Teachers of the Society, 91-98, 415 _sqq._; permanent teachers, 435, 437 _sqq._; changes of teachers, 92 note 177, 444-445; training of, 415-455; direct training for teaching, 431-434, cf. 410; continued self-training, 446 _sqq._; training of teachers of mathematics in the Old Society, 133, 438-439; appointment according to ability, 439-442; qualities requisite: in general, 415-416; in particular: mastery of the subject, 403-404, 410, 446 _sqq._, 453 sq., 611; see also “Scholarship”; qualities of character: authority, 610-614; submission, 608-610; self-control, 419-420, 531-533, 611-612, 615; impartiality, 420, 612, 619 _sqq._; politeness, 627-628; truthfulness, 630; patience, 420, 630, 631-632, 646; kindness, 420, 612-613, 622; firmness, 612, 614, 619, 623 _sqq._; prudence, 418-419, 615, 624-625, 628-629; zeal and devotion to work, 94, 98, 420, 436-438, 528-531, 535-537, 540-543, 545-547, 548-550, 562 _sqq._, 637-644; piety, 419-421, 643 _sqq._; perseverance, 95 _sqq._, 435-438, 642; motives and ideals, 636-648.

Terence, 165-166, 391, 565.

Tetlow, Principal, 327-328.

Text-books, of Jesuits, 163-164, 393.

Theiner, 173, 178, 185.

Thomas, see “Aquinas” and “Kempis.”

Thornton, A., 578-579.

Thring, E., 337, 616.

Thucydides, 395.

Tiraboschi, Jesuit writer, 181.

_Times_, London, 222, 256-257.

Tolerance, religious and the Jesuits, 252-254, 595-596.

_Tom Brown’s School Days_, 537, 572.

Tragedies, 401.

Training of teachers, see “Teachers.”

Translation, of classical authors, 353 _sqq._; by the teacher, 462-463; in class, 474-478.

Trendelenburg, Professor, 193.

Trent, Council of, and reform of education, 71.

Trichinopoli, Jesuit College, 206.

_Trivium_ and _Quadrivium_, 27, 44.

Trotzendorf, 530.

_Truth_, on “Jesuit and Gaol-Bird System,” 546-547.

Truthfulness, 628 _sqq._

Tursellini, Jesuit writer, 126 note 234, 164.

Undenominational school, 579 _sqq._

Universities, before Reformation, 38-44; denounced by Luther, 63-64; opposition of, to Jesuits, 182 _sqq._, 269 _sqq._

Valla, humanist, 51.

Vasquez, Jesuit theologian, 109, 426, 427.

Vatican library, 28.

Vest, Senator, on Jesuit schools among the Indians, 209-211.

Viger, Jesuit philologist, 164.

Virchow, Professor, 290, 334.

Virgil, 44, 49, 387-391, 471.

Visconti, General of the Society 431-432, 434, 442.

Vitelleschi, General of the Society, 549.

Vittorino da Feltre, 26-28, 60, 563 note 953.

Vives, Luiz, humanist, 141-142.

Vogt, Professor, 336.

Voltaire, 152, 174, 435; on Jesuit colleges, 174-175, 181; on morality in Jesuit colleges, 533-534.

Wagner, Jesuit writer, 126.

Waldeck-Rousseau, and Jesuit schools, 186, 219.

Washington, George, at Georgetown College, 205; on religion, 576.

Wasmann, Jesuit entomologist, 232-233, 236, 238.

Weissenfels, Professor, 306 note 553, 317.

Wellington, Duke of, on effects of suppression of Society, 185; on schools without religion, 576.

Werenfels, Reformed theologian, 587.

West, Professor in Princeton, 344.

Whitton, Professor, 251, 406.

Wiese, Dr., 309, 356.

Wilamowitz, von, (University of Berlin), 369, 378, 505.

William of St. Amour, 99.

Williams, Professor in Cornell University, 651.

Willmann, Professor, 4 note 5, 468 _sqq._, 473, 485.

Wimpheling, humanist, 35-36, 54, 60.

Windle, Dr., 581.

Winsor, Justin, on Jesuit writers, 154-155, 159.

Witchcraft, charges against Jesuit teachers, 148.

Women, education of in Middle Ages, 41, and note 81.

Writers of the Society, 148-164, 179-182, 225-238; why often ignored, 154, 657.

Written exercises, see “Exercises.”

Xavier, see “Francis.”

Xenophon, 394-395.

Ximenez, Cardinal, 42.

Yenni, Jesuit educator, 438.

Zahorowski, 103.

Zallinger, three Jesuit scientists, 180-181.

Ziegler, Professor, 82 note 163, 140, 255, 270, 433, 582.

Zi-ka-wei, Jesuit College and observatory, 207-208, 232.

Zottoli, Jesuit sinologist, 656.

Transcriber’s Notes

• Italic text represented with surrounding _underscores_.

• Bold text represented with surrounding =equal signs=.

• Small caps converted to ALL CAPS.

• Obvious typographic errors silently corrected.

• Variations in hyphenation and spelling kept as in the original.

• Footnotes renumbered consecutively and moved to the end of their respective chapters. Corresponding references to notes also updated.