Loyola and the Educational System of the Jesuits. Hughes Thomas

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СКАЧАТЬ nobles and more were attending the Jesuit schools in Paris. It was studiously aimed at by the Order to eliminate, in matters of education, all distinguishing marks or privileges. Thus Father Buys endeavors, in 1610, to reduce the practice at Dilingen to the custom of the other colleges in the upper German Province.50

      Most of the Papal Seminaries founded by Gregory XIII, at Vienna, Dilingen, Fulda, Prague, Gratz, Olmütz, Wilna, as well as in Japan and other countries, were put under the direction of the Society; as Pius IV did with his Roman Seminary; and St. Charles Borromeo with that of Milan.

      Not knowing what the absolute average really was in these 700 institutions, we may still form some idea of what the sum total of students must have been at its lowest figure. For this purpose, we can take an average which seems about the lowest possible. I have not met with any distinct mention of a college having less than 300 scholars. There are indeed frequent complaints in the general assemblies, regarding what are denounced as "small" colleges. However, it seems clear from numerous indications, as, for instance, from the Encyclical letter of the General Paul Oliva,51 that these colleges were called small, not primarily on account of an insufficient number of students, but because of insufficient foundations, which did not support the Professors actually employed. A document for the Rectors notes that "thus far almost all the colleges, even such as have received endowments, suffer want regularly, and have frequently to borrow money."52

      Hence we may be allowed to take, as a tentative average, 300 students to a college. At once, we rise to a sum total of more than 200,000 students in these collegiate and university grades, all being formed at a given date under one system of studies and of government, intellectual and moral.

      If statistics, in that nicely tabulated form which delights modern bureaus, have failed us as we run over the whole world to decipher the indications, there is yet another view which we may catch of the same subject, and one that is equally valuable. It is the multitude of nations into which this educational growth ramified. At Goa, in Hindustan, the seminary, which was inferior to none in Europe, had for its students, Brahmins, Persians, Arabians, Ethiopians, Armenians, Chaldeans, Malabari, Cananorii, Guzarates, Dacanii, and others from the countries beyond the Ganges. Japan had its colleges at Funai, Arima, Anzuchzana, and Nangasaki. China had a college at Macao; and later on many more, reaching into the interior, where the Fathers became the highest mandarins in the service of the Emperor, and built his observatory. Towards the close of the eighteenth century a large number of colleges were flourishing in Central and South America. All of these disappeared, when the Order was suppressed. The youth, who could afford to obtain the education needed, went over to Europe, whence they returned, a generation quite different from what had been known of before. They returned with the principles of the Revolution. And the whole history of Central and South America has changed, from that date onwards, into a series of revolutions, which are the standing marvel of political scientists to our day.

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      1

      Christian Schools and Scholars, by A. T. Drane; 1881; last chapter.

      2

      On the Furthering of Humane Studies; Monumenta Germaniæ Pædagogica, vol. ix, p. 129.

      3

      History of the Papacy,

1

Christian Schools and Scholars, by A. T. Drane; 1881; last chapter.

2

On the Furthering of Humane Studies; Monumenta Germaniæ Pædagogica, vol. ix, p. 129.

3

History of the Papacy, vol. i, book v, § 3; Jesuit Schools in Germany.

4

Sur la destruction des Jésuites, par un auteur désintéressé, p. 19.

5

Imago Primi Sæculi, lib. vi, Societas Flandro-Belgica, cap. iii, § 1, p. 772.

6

Crétineau-Joly, Histoire de la Compagnie de Jésus, tom. iv, ch. 3, p. 210; 3me edit. 1851.

7

Histoire de l'Université de Paris, par Charles Jourdain, liv. i, ch. 1; quoted with other testimonies, in the learned work, Un Collège de Jésuites aux xvii and xviii siècles, Le Collège Henri iv de la Flèche, par le P. Camille de Rochemonteix, 1889; tom. i, ch. 1, p. 3.

8

Exercitia Spiritualia.

9

Ranke, History of the Papacy, vol. i, book ii, § 7.

10

Genelli, Life of St. Ignatius Loyola, p. 351.

11

Imago Primi Sæculi, lib. iv, cap. ix, pp. 521-2; De Calumniis.

12

Jouvancy, Epitome Hist. S. J., p. 168, ad annum 1551.

13

Advancement of Learning, book i; Philadelphia edit. 1841, vol. i, p. 167.

14

Month of July, tom. vii; auct. J. P., § xviii, pp. 443-4.

15

Genelli, Life of St. Ignatius Loyola, part i, ch. 8.

16

Bollandists, as above, nn. 313-4; ibid., Suarez, Nigronius, and others.

17

Genelli, Life of St. Ignatius Loyola, part ii, ch. 13.

18

Bulla canoniz. S. Ign. de Loyola, § 22.

19

Bollandists, nn. 313-4; 317.

20

Bollandists, July, tom. vii, auct. J. P., §§ xxvii, xxviii.

21

Nigronius; Bollandists, n. 317.

22

Apocalypse, ch. xviii, 13.

23

Advancement of Learning, book i, p. 176; Phila. edit.

24

Père Charles Daniel S. J., Des Études Classiques dans la Société Chrétienne, ch. 8, La Concile de Trente; 1853.

25

Bollandists, auct. J. P., nn. 293-7.

26

Bollandists, n. 292.

27

Gagliardi.

28

Hist. S. J., 2da pars, Lainius; ad annum 1564, n. 220, p. 340.

29

Chiefly from P. Enrico Vasco, S. J., Il Ratio Studiorum Addattato ecc, vol. i, cap. vii, n. 33, a private memoir, 1851.

30

Monumenta Germaniæ Pædagogica, ii, p. 71; Ratio Studiorum, etc., by G. M. Pachtler, S. J.; Berlin, 1887.

31

Ibid. СКАЧАТЬ