Part 38

[4] On the nature of literature see Cardinal Newman’s “Lectures on the Nature of a University. University Subjects. II. Literature.”

[5] I see Carlyle has used a similar metaphor in the same connexion: “Consider the old schoolmen and their pilgrimage towards Truth! the faithfullest endeavour, incessant unwearied motion; often great natural vigour, only no progress; nothing but antic feats of one limb poised against the other; there they balanced, somerseted, and made postures; at best gyrated swiftly with some pleasure like spinning dervishes and ended where they began.”—_Characteristics_, Misc., vol. iii, 5.

[6] This illustration was suggested by a similar one in Prof. J. R. Seeley’s essay “On the teaching of English” in his _Lectures and Essays_, 1870.

[7] Miss J. D. Potter, in “Journal of Education.” London, June, 1879

[8] See Erasmus’s _Ciceronianus_, or account of it, in Henry Barnard’s _German Teachers_.

[9] “On Abuse of Human Learning,” by Samuel Butler.

[10] Multum ilium profecisse arbitror, qui ante sextum decimum ætatis annum facultatem duarum linguarum mediocrem assecutus est. (Quoted by Parker.)

[11] R. Mulcaster’s _Positions_, 1581, p. 30. I have reprinted this book (Longmans, 1888, price 10_s._).

[12] Sturm’s school “had an European reputation: there were Poles and Portuguese, Spaniards, Danes, Italians, French and English. But besides this, it was the model and mother school of a numerous progeny. Sturm himself organized schools for several towns which applied to him. His disciples became organizers, rectors, and professors. In short, if Melanchthon was the instructor, Sturm was the schoolmaster of Germany. Together with his method, his school-books were spread broadcast over the land. Both were adopted by Ascham in England, and by Buchanan in Scotland. Sturm himself was a great man at the imperial court. No diplomatist passed through Strasburg without stopping to converse with him. He drew a pension from the King of Denmark, another from the King of France, a third from the Queen of England, collected political information for Cardinal Granvella, and was ennobled by Charles V. He helped to negotiate peace between France and England, and was appointed to confer with a commission of Cardinals on reunion of the Church. In short, Sturm knew what he was about as well as most men of his time. Yet few will be disposed to accept his theory of education, even for the sixteenth century, as the best. Wherein then lay the mistake?... Sturm asserted that the proper end of school education is eloquence, or in modern phrase, a masterly command of language, and that the knowledge of things mainly belongs to a later stage ... Sturm assumed that Latin is the language in which eloquence is to be acquired.”

This is from Mr. Charles Stuart Parker’s excellent account of Sturm in _Essays on a Liberal Education_, edited by Farrar, Essay I., _On History of Classical Education_, p. 39.

I find from Herbart (_Päd. Schriften_, O. Wilmann’s edition, vol. ij, 229 ff; Beyer’s edition, ij, 321) that the historian, F. H. Ch. Schwarz, took a very favourable view of Sturm’s work; and both he and Karl Schmidt give Sturm credit for introducing the two ways of studying an author that may be carried on at the same time—1st, _statarisch_, _i.e._, reading a small quantity accurately, and 2nd, _cursorisch_, _i.e._, getting over the ground. These two kinds, of reading were made much of by J. M. Gesner (1691-1761). Ernst Laas has written _Die Pädagogik J. Sturms_ which no doubt does him justice, but I have not seen the book.

[13] Why did Bacon, who spoke slightingly of Sturm (see Parker, in _Essays on Lib. Ed._), rate the Jesuits so highly? “Consule scholas Jesuitarum: nihil enim quod in usum venit his melius,” _De Aug._, lib. iv, cap. iv. See, too, a longer passage in first book of _De Aug._ (about end of first 1/4), “Quæ nobilissima pars priscæ disciplinæ revocata est aliquatenus, quasi postliminio, in Jesuitarum collegiis; quorum cum intueor industriam solertiamque tam in doctrina excolenda quam in moribus informandis, illud occurrit Agesilai de Pharnabazo, ‘Talis cum sis, utinam noster esses.’”

[14] (1) Joseph Anton Schmid’s “Niedere Schulen der Jesuiten:” Regensburg, 1852. (2) Article by Wagenmann in K. A. Schmid’s “Encyclopädie des Erziehungs-und Unterrichtswesens.” (3) “Ratio atque Institutio Studiorum Soc. Jesu.” The first edition of this work, published at Rome in 1585, was suppressed as heretical, because it contemplated the possibility of differing from St. Thomas Aquinas. The book is now very scarce. There is a copy in the British Museum. On comparing it with the folio edition (“Constitutiones,” &c., published at Prag in 1632), I find many omissions in the latter, some of which are curious, _e.g._, under “De Matrimonio:”—“Matremne an uxorem occidere sit gravius, non est hujus loci.” (4) “Parænesis ad Magistros Scholarum Inferiorum Soc. Jesu, scripta a P. Francisco Sacchino, ex eâdem Societate.” (5) “Juvencius de Ratione Discendi et Docendi.” Crétineau-Joly’s “Histoire de la Compagnie de Jésus” (Paris, 1844), I have not made much use of. Sacchini and Jouvency were both historians of the Order. The former died in 1625, the latter in 1719. There is a good sketch of the Jesuit schools, by Andrewes, in Barnard’s _American Journal of Education_, vol. xiv, 1864, reprinted in the best book I know of in English on the History of Education, Barnard’s _German Teachers_.

[15] “L’exécution des décrets de 1880 a eu pour résultat la fermeture de leurs collèges. Mais malgré leur dispersion apparente ils sont encore plus puissants qu’on ne le croit, et ce serait une erreur de penser que le dernier mot est dit avec eux.”—_Compayré, in Buisson_, ij, p. 1420.

[16] According to the article in K. A. Schmid’s “Encyclopädie,” the usual course was this—the two years’ novitiate was over by the time the youth was between fifteen and seventeen. He then entered a Jesuit college as Scholasticus. Here he learnt literature and rhetoric for two years, and then philosophy (with mathematics) for three more. He then entered on his Regency, _i.e._, he went over the same ground as a _teacher_, for from four to six years. Then followed a period of theological study, ending with a year of trial, called the _Tertiorat_. The candidate was now admitted to Priest’s Orders, and took the vows either as _professus quatuor votorum_, professed father of four vows, or as a _coadjutor_. If he was then sent back to teach, he gave only the higher instruction. The _fourth_ vow placed him at the disposal of the Pope.

[17] Karl Schmidt (Gesch. d. Päd., iij. 199, 200), says that however much teachers were wanted, a two years’ course of preparation was considered indispensable. When the Novitiate was over the candidate became a “Junior” (_Gallicè_ “Juveniste”). He then continued his studies _in literis humanioribus_, preparatory to teaching. When in the “Juvenat” or “Juniorate” he had rubbed up his classics and mathematics, he entered the “Seminary,” and two or three times a week he expounded to a class the matter of the previous lecture, and answered questions, &c. For this information I am indebted to the courtesy of Father Eyre (S. J.), of Stonyhurst.

[18] So says Andrewes (_American Journal of Education_), but other authorities put the age of entrance as high as fourteen. The _studia superiora_ were begun before twenty-four.

[19] “Non gratia nobilium officiat culturæ vulgarium: cum sint natales omnium pares in Adam et hæreditates quoque pares in Christo.”

[20] Even junior masters were not to be much addicted to their own language. “Illud cavendum imprimis juniori magistro ne vernaculis nimium libris indulgeat, præsertim poetis, in quibus maximam temporis ac fortasse morum jacturam faceret.”—_Jouvency._

[21] “Multum proderit si magister non tumultuario ac subito dicat, sed quæ domi cogitate scripserit.—It will be a great gain if the master does not speak in a hurry and without forethought, but is ready with what he has thought out and written out in his own room.”—_Ratio Studd._, quoted by Schmid. And Sacchini says: “Ante omnia, quæ quisque docturus est, egregie calleat. Tum enim bene docet, et facile docet, et libenter docet; bene, quia sine errore; facile, quia sine labore; libenter, quia ex pleno.... Memoriæ minimum fidat: instauret eam refricetque iterata lectione antequam quicquam doceat, etiamsi idem sæpe docuerit. Occurret non raro quod addat vel commodius proponat.—Before all things let everyone be thoroughly skilled in what he is going to teach; for then he teaches well, he teaches easily, he teaches readily: well, because he makes no mistakes; easily, because he has no need to exert himself; readily, because, like wealthy men he cares not how he gives.... Let him be very distrustful of his memory; let him renew his remembrance and rub it up by repeated reading before he teaches anything, though he may have often taught it before. Something will now and then occur to him which he may add, or put more neatly.”

[22] In a school (not belonging to the Jesuits) where this plan was adopted, the boys, by an ingenious contrivance, managed to make it work very smoothly. The boy who was “hearing” the lessons held the book upside down in such a way that the others _read_ instead of repeating by heart. The masters finally interfered with this arrangement.

[23] Since the above was written, an account of these concertations has appeared in the Rev. G. R. Kingdon’s evidence before the Schools Commission, 1867 (vol. v, Answers 12, 228 ff.) Mr. Kingdon, the Prefect of Studies at Stonyhurst, mentions that the side which wins in most concertations gets an extra half-holiday.

[24] “The grinding over and over of a subject after pupils have attained a fair knowledge of it, is nothing less than stultifying—killing out curiosity and the desire of knowledge, and begetting mechanical habits.”—_Supt. J. Hancock_, Dayton, Ohio. Every teacher of experience knows how true this is.

[25] “Stude potius ut pauciora clare distincteque percipiant, quam obscure atque confuse pluribus imbuantur.—Care rather for their seeing a few things vividly and definitely, than that they should get filled with hazy and confusing notions of many things.” (There are few more valuable precepts for the teacher than this.)

[26] Sacchini writes in a very high tone on this subject. The following passage is striking: “Gravitatem sui muneris summasque opportunitates assidue animo verset (magister).... ‘Puerilis institutio mundi renovatio est;’ hæc gymnasia Dei castra sunt, hic bonorum omnium semina latent. Video solum fundamentumque republicæ quod multi non videant interpositu terræ.—Let the mind of the master dwell upon the responsibilities of his office and its immense opportunities.... The education of the young is the renovation of the world. These schools are the camp of God: in them lie the seeds of all that is good. There I see the foundation and ground-work of the commonwealth, which many fail to see from its being underground.” Perhaps he had read of Trotzendorf’s address to a school, “Hail reverend divines, learned doctors, worshipful magistrates, &c.”

[27] “Circa illorum valetudinem peculiari cura animadvertat (Rector) ut et in laboribus mentis modum servent, et in iis quæ ad corpus pertinent, religiosa commoditate tractentur, ut diutius in studiis perseverare tam in litteris addiscendis quam in eisdem exercendis ad Dei gloriam possint.”—_Ratio Studd._, quoted by Schmid. See also _infra_ p. 62.

[28] The following, from the _Ratio Studd._, sounds Jesuitical: “Nec publicé puniant flagitia quædam secretiora sed privatim; aut si publicé, _alias obtendant causas_, et satis est eos qui plectuntur conscios esse causarum.”

[29] As the Public Schools Commission pointed out, the Head Master often thinks of nothing but the attainment of University honours, _even when the great majority of his pupils are not going to the University_.

[30] The advantages of learning by heart are twofold, says Sacchini: “Primum memoriam ipsam perficiunt, quod est in totam ætatem ad universa negotia inæstimabile commodum. Deinde suppellectilem inde pulcherrimam congregant verborum ac rerum: quæ item, quamdiu vivant, usui futura sit: cum quæ ætate illa insederint indelebilia soleant permanere. Magnam itaque, ubi adoleverint, gratiam Praeceptori habebunt, cui memoriæ debebunt profectum, magnamque lætitiam capient invenientes quodammodo domi thesaurum quem, in ætate cæteroqui parum fructuosa, prope non sentientes parârint. Enim vero quam sæpe viros graves atque præstantes magnoque jam natu videre et audire est, dum in docta ac nobili corona jucundissime quædam promunt ex iis quæ pueri condiderunt?—First, they strengthen the memory itself and so gain an inestimable advantage in affairs of every kind throughout life. Then they get together by this means the fairest furniture for the mind, both of thoughts and words, a stock that will be of use to them as long as they live, since that which settles in the mind in youth mostly stays there. And when the lads have grown up they will feel gratitude to the master to whom they are indebted for their good memory; and they will take delight in finding within them a treasure which at a time of life otherwise unfruitful they have been preparing almost without knowing it. How often we see and hear eminent men far advanced in life, when in learned and noble company, take a special delight in quoting what they stored up as boys!” The master, he says, must point out to his pupils the advantages we derive from memory; that we only know and possess that which we retain, that this cannot be taken from us, but is with us always and is always ready for use, a living library, which may be studied even in the dark. Boys should therefore be encouraged to run over in their minds, or to say aloud, what they have learnt, as often as opportunity offers, as when they are walking or are by themselves: “Ita numquam in otio futuros otiosos; ita minus fore solos cum soli erunt, consuetudine fruentes sapientum.... Denique curandum erit ut selecta quædam ediscant quæ deinde in quovis studiorum genere ac vita fere omni usui sint futura.—So they will never be without employment when unemployed, never less alone than when alone, for then they profit by intercourse with the wise.... To sum up, take care that they thoroughly commit to memory choice selections which will for ever after be of use to them in every kind of study, and nearly every pursuit in life.”—(Cap. viij.) This is interesting and well put, but we see one or two points in which we have now made an advance. Learning by heart will give none of the advantages mentioned unless the boys understand the pieces and delight in them. Learning by heart strengthens, no doubt, a faculty, but nothing large enough to be called “the memory.” And the Renascence must indeed have blinded the eyes of the man to whom childhood and youth seemed an “ætas parum fructuosa”! Similarly, Sturm speaks of the small fry “qui in extremis latent classibus.” (Quoted by Parker.) But when Pestalozzi and Froebel came these lay hid no longer.

[31] Ranke, speaking of the success of the Jesuit schools, says: “It was found that young persons learned more under them in half a year than with others in two years. Even Protestants called back their children from distant schools, and put them under the care of the Jesuits.”—_Hist. of Popes_, book v, p. 138. Kelly’s Trans.

In France, the University in vain procured an _arrêt_ forbidding the Parisians to send away their sons to the Jesuit colleges: “Jesuit schools enjoyed the confidence of the public in a degree which placed them beyond competition.” (Pattison’s _Casaubon_, p. 182.)

Pattison remarks elsewhere that such was the common notion of the Jesuits’ course of instruction that their controversialists could treat anyone, even a Casaubon, who had not gone through it, as an uneducated person.

[32] “Sapientum hoc omnium seu veterum seu recentum constans judicium est, institutionem puerilem tum fore optimam cum jucundissima fuerit, inde enim et ludum vocari. Meretur ætatis teneritas ut ne oneretur: meretur innocentia ut ei parcatur ... Quæ libentibus auribus instillantur, ad ea velut occurrit animus, avide suscipit, studiose recondit, fideliter servat.”

[33] “Conciliabit facilè studiis quos primùm sibi conciliârit. Det itaque omnem operam illorum erga se observantionem ut sapienter colligat et continenter enutriat. Ostendat, sibi res eorum curæ esse non solum quæ ad animum sed etiam quæ ad alia pertinent. Gaudeat cum gaudentibus, nec dedignetur flere cum flentibus. Instar Apostoli inter parvulos parvulus fiat quo magnos in Christo et magnum in eis Christum efficiat ... Seriam comitatem et paternam gravitatem cum materna benignitate permisceat.” Unfortunately, the Jesuits’ kind manner loses its value from being due not so much to kind feeling as to some ulterior object, or to a rule of the Order. I think it is Jouvency who recommends that when a boy is absent from sickness or other sufficient reason, the master should send daily to inquire after him, _because the parents will be pleased by such attention_. When the motive of the inquiry is suspected, the parents will be pleased no longer.

[34] “Errorem existimo statim initio spinosiores quasdam grammaticæ difficultates inculcare ... cum enim planioribus insueverint difficiliora paulatim usus explanabit. Quin et capacior subinde mens ac firmius cum ætate judicium, quod alio monstrante perægre unquam percepisset per sese non raro intelliget. Exempla quoque talium rerum dum praelegitur autor facilius in orationis contextu agnoscentur et penetrabunt in animos quam si solitaria et abscissa proponantur. Quamobrem faciendum erit ut quoties occurrunt diligenter enucleentur.”

[35] See, _e.g._, marvellous instances of their self-devotion in that most interesting book, Francis Parkman’s _Jesuits in N. America_ (Boston, Little & Co., 10th edition, 1876).

[36] I have referred to Francis Parkman, who has chronicled the marvellous self-devotion and heroism of the Jesuit missionaries in Canada. Such a witness may be trusted when he says: “The Jesuit was as often a fanatic for his Order as for his faith; and oftener yet, the two fanaticisms mingled in him inextricably. Ardently as he burned for the saving of souls, he would have none saved on the Upper Lakes except by his brethren and himself. He claimed a monopoly of conversion with its attendant monopoly of toil, hardships, and martyrdom. Often disinterested for himself, he was inordinately ambitious for the great corporate power in which he had merged his own personality; and here lies one of the causes among many, of the seeming contradictions which abound in the annals of the Order.”—_The Discovery of the Great West_, by F. Parkman, London, 1869, p. 28.

[37] In a letter dated from Stonyhurst, 22nd April, 1880.

[38] The best account I have seen of life in a Jesuit school is in _Erinnerungen eines chemaligen Jesuitenzöglings_ (Leipzig, Brockhaus, 1862). The writer (Köhler?) says that he has become an evangelical clergyman, but there is no hostile feeling shown to his old instructors, and the narrative bears the strongest internal evidence of accuracy. Some of the Jesuit devices mentioned are very ingenious. All house masters who have adopted the cubicle arrangement of dormitories know how difficult it is to keep the boys in their own cubicles. The Jesuits have the cubicles barred across at the top, and the locks on the doors are so constructed that though they can be opened from the inside _they cannot be shut again_. The Fathers at Freiburg (in Breisgau) opened a “tuck-shop” for the boys, and gave “week’s-pay” in counters which passed at their own shop and nowhere else. The author speaks warmly of the kindness of the Fathers and of their care for health and recreation. But their ways were inscrutable and every boy felt himself in the hands of a _human_ providence. As the boys go out for a walk, one of them is detained by the porter, who says “the Rector wants to speak to you.” On their way back the boys meet a diligence in which sits their late comrade waving adieus. _He has been expelled._

Another book which throws much light on Jesuit pedagogy is by a Jesuit—_La Discipline_, par le R. P. Emmanuel Barbier (Paris, V. Palmé, 2nd edition, 1888). I will give a specimen in a loose translation, as it may interest the reader to see how carefully the Jesuits have studied the master’s difficulties. “The master in charge of the boys, especially in play-time, in his first intercourse with them, has no greater snare in his way than taking his power for granted, and trusting to the strength of his will and his knowledge of the world, especially as he is at first lulled into security by the deferential manner of his pupils.

“That master who goes off with such ease from the very first, to whom the carrying out of all the rules seems the simplest thing in the world, who in the very first hour he is with them has already made himself liked, almost popular, with his pupils, who shows no more anxiety about his work than he must show to keep his character for good sense, that master is indeed to be pitied; he is most likely a lost man. He will soon have to choose one of two things, either to shut his eyes and put up with all the irregularities he thought he had done away with, or to break with a past that he would wish forgotten, and engage in open conflict with the boys who are inclined to set him at defiance. These cases are we trust rare. But many believe with a kind of rash ignorance and in spite of the warnings of experience that the good feelings of their pupils will work together to maintain their authority. They have been told that this authority should be mild and endeared by acts of kindness. So they set about crowning the edifice without making sure of the foundations; and taking the title of authority for its possession they spend all their efforts in lightening a yoke of which no one really bears the weight.

“In point of fact the first steps often determine the whole course. For this reason you will attach extreme importance to what I am now going to advise:

“The chief characteristic in your conduct towards the boys during the first few weeks should be _an extreme reserve_. However far you go in this, you can hardly overdo it. So your first attitude is clearly defined.

“You have everything to observe, the individual character of each boy and the general tendencies and feelings of the whole body. But be sure of one thing, viz., that _you_ are observed also, and a careful study is made both of your strong points and of your weak. Your way of speaking and of giving orders, the tone of your voice, your gestures, disclose your character, your tastes, your failings, to a hundred boys on the alert to pounce upon them. One is summed up long before one has the least notion of it. Try then to remain impenetrable. You should never give up your reserve till you are master of the situation.

“For the rest, let there be no affectation about you. Don’t attempt to put on a severe manner; answer politely and simply your pupils’ questions, but let it be in few words, and _avoid conversation_. All depends on that. Let there be no chatting with them in these early days. You cannot be too cautious in this respect. Boys have such a polite, such a taking way with them in drawing out information about your impressions, your tastes, your antecedents; don’t attempt the diplomate; don’t match your skill against theirs. You cannot chat without coming out of your shell, so to speak. Instead of this, you must puzzle them by your reserve, and drive them to this admission: ‘We don’t know what to make of our new master.’