Education
We are living in an age of school reforms and pedagogical experiments. The question of higher education in particular is warmly debated in England, France, Germany, and the United States. The respective merits of rival educational systems are topics of lively discussion and co...
We are living in an age of school reforms and pedagogical experiments. The question of higher education in particular is warmly debated in England, France, Germany, and the Unit...
22. CHAPTER II.The following remarkable passage is taken from the work of one who cannot be charged with partiality to the Jesuits,--I mean Frederick Paulsen, a professor of the University of...
23. chapter II, and especially Einstein, _The Italian Renaissance in24. chapter II, _The Revival of Letters in England_, pp. 14-50.--Einstein,[108] A much kindlier view of Erasmus is taken in the highly interesting chapter on “Erasmus”, in Gasquet’s _The Eve of the Reformation_, pp. 155-207. There his attitude towards...
25. CHAPTER III.It is not our task to give a detailed history of Ignatius of Loyola, the Spanish nobleman who was wounded on the ramparts of Pampeluna, in 1521, nor of his subsequent conversion...
26. CHAPTER IV.The number of colleges of the Society grew very rapidly. Colleges were opened during the life-time of St. Ignatius, at Messina, Palermo, Naples, and other towns in Italy; at Gan...
27. CHAPTER V.Within fifty years from the solemn approbation of the Society of Jesus, the Order had spread all over the world, from Europe to the Indies, from China and Japan in the East, to...
28. CHAPTER VI.The Society had been suppressed by Clement XIV. The historian Dr. Brück says: “The Pope’s conduct was harsh and unjust”, as he had not a single crime to lay to their charge;[381...
29. CHAPTER VII.It cannot be denied that the Jesuits have not had the same brilliant success as educators in the nineteenth century, as during the centuries preceding the suppression of the Ord...
30. CHAPTER VIII.Nothing in the whole history of education after the Reformation is more striking than the difference of opinions about, and the attitude assumed towards, the educational system...
31. CHAPTER IX.In the “Introductory Chapter” we quoted this remark of a biographer of St. Ignatius: “The Ratio Studiorum is a plan of studies which admits of every legitimate progress and perf...
32. CHAPTER X.In the preceding chapter we mentioned a statement of the present General of the Society, “that the characteristics of the Ratio Studiorum are not to be sought in the subject mat...
33. CHAPTER XI.Intimately connected with the subject of the last chapter is a question now much discussed in pedagogical circles, namely, whether the “old-fashioned” prescribed courses are the...
34. CHAPTER XII.Much has been written within the last few decades for and against the value of the study of the classical languages and literature.[578] Some writers, especially fanatical advoc...
35. CHAPTER XIII.The Ratio Studiorum divides the literary curriculum into five classes. Father Jouvancy speaks of six,[639] adding that the sixth is sometimes combined with the fifth. Father Kro...
36. CHAPTER XIV.The aim proposed by the _Ratio Studiorum_ is a great and noble one, which tasks the undivided energy of able and experienced men. Does the Society fit the teachers for this work...
37. CHAPTER XV.It is generally admitted that even at present the Jesuits exercise considerable influence in the world. What is the secret of their hold on Catholics? What the source from which...
38. CHAPTER XVI.It was said before that the intellectual scope of the Jesuit system is the general training of the mind; the means for obtaining this end are the various exercises. In this chap...
39. CHAPTER XVII.The object of education is the harmonious development of the _whole_ man. So far we have spoken of the development of the intellect. Yet the _will_ needs training even more than...
40. CHAPTER XVIII.The preceding chapter has shown how painstaking the Jesuits are as regards the moral training of their pupils. Other educators also insist on the necessity of this training, but...
41. chapter XX.[990] “Es darf doch hier auf Grund einer reichen Erfahrung nicht unerwähnt bleiben, dass namentlich die Bibel in ihrer ursprünglichen Gestalt eine grosse Gefahr für die Sittenre...
42. CHAPTER XIX.Holy Job says: “Man’s life upon earth is a warfare.” The life of a teacher is eminently such. The moment he enters his class-room where thirty pupils await him, he has to face t...
43. CHAPTER XX.The teacher’s life is a most arduous one. Like that of the scholar and scientist it presents few attractions. It has none of the external brilliant dramatic quality that makes t...
44. CHAPTER I.In the course of the present book we have frequently had occasion to point out that the histories of education by Painter, Seeley and Compayré are utterly untrustworthy in their...
45. chapter XV, many statements need considerable correction, v. g., theassertion that before the Reformation “the large majority of the people felt no need of education and took little interest in it.” With this should be compared the authors from...
46. CHAPTER II.What is said on pp. 31-34 about the Brethren, must partly be corrected. Recent investigations have proved that they were not, as Raumer had represented them, an order of teacher...
47. CHAPTER V, p. 156.--The importance of Father Saccheri’s work isbeing recognized more and more. Professor Ricci of Padua contributed a highly interesting article to the _Jahresbericht der mathematischen Verbindung_ (Vol. XI, October-December...
48. CHAPTER VII.Among the Jesuit scholars of the last decades mention should have been made of the sinologist Father Angelo Zottoli, who died in the College of Zi-ka-wei, near Shanghai, Novembe...
49. CHAPTER VIII.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, t...