Chapter V

Jesuit Colleges and Their Work before the Suppression of the Society (1540-1773).

Rapid Spread of Jesuit Colleges 144

Superiority of the Jesuit Schools according to the Testimony of Protestants 145

Literary and Scientific Activity of Jesuit Colleges 148

Languages 149

Mathematics and Natural Sciences 155

Geography 158

History 160

Literature 161

School Drama of the Jesuits 164

Growing Opposition to the Society 173

Suppression of the Order 175

Protection of Frederick the Great of Prussia and Catharine II of Russia 176

Efficiency of Jesuit Colleges at the Time of the Suppression 178

Effects of the Suppression on Education in Catholic Countries 184

CHAPTER VI. The Revised Ratio of 1832 and Later Regulations.

Restoration of the Society 189

Revision of the Ratio Studiorum 191

Philosophy Preserved as Completion of College Training 195

The Ratio of 1832 not Final 197

Later Educational Regulations 198

CHAPTER VII. The Educational Work of the Jesuits in the Nineteenth Century.

New Growth of Jesuit Colleges 200

Jesuit Colleges in the United States 201

Colleges in Other Countries 206

Efficiency of Jesuit Schools 209

President Eliot’s Charges 223

Literary and Scientific Work of the Jesuits during the Last Twenty-five Years 225

CHAPTER VIII. Opposition to Jesuit Education.

Laws against Jesuit Schools 239

General Charges against the Jesuit Schools 241

Contradictory Statements of Opponents 243

Special Charges: “The Jesuits Educate only the Rich and Those Who Pay” 247

“Estrange Children from the Family” 250

“Cripple the Intellect and Teach Corrupt Morality” 251

“Seek Their Own Interest in Educational Labors” 254

“Their Education Antinational and Unpatriotic” 255

Causes of Opposition among Protestants 264

Causes of Antipathy of Some Catholics 269

_PART SECOND._ The Principles of the Ratio Studiorum. Its Theory and Practice Viewed in the Light of Modern Educational Problems.

CHAPTER IX. Adaptability of the Ratio Studiorum.--Prudent Conservatism.

Adaptability and Adaptation 280

Necessity of Wise Conservatism 288

Lesson from Germany 289

Lesson from American Schools 292

CHAPTER X. The Intellectual Scope.

Scope of Education: Harmonious Training of the Mind 297

Cramming in Modern Systems 300

Premature Specialization 302

Function of the College 306

CHAPTER XI. Prescribed Courses or Elective Studies.

Electivism in the United States 310

President Eliot Censures the Jesuit Colleges for Adhering to Prescribed Courses 311

Criticism of the Elective System 313

Dangers for the Moral Training 316

Dangers for the Intellectual Training 322

Wise Election almost Impossible 325

CHAPTER XII. Classical Studies.

Modern Discussions about the Value of the Study of the Classics 330

Distinguished Men Defend Their Value 333

Advantages Derived from the Study of the Classics for the Logical, Historical, Literary, Aesthetic, and Ethical Training 346

Beneficial Results for the Mother-Tongue 356

Objections against the Jesuit Method of Teaching the Classics 361

The Gaume Controversy and the Jesuits 366

CHAPTER XIII. Syllabus of School Authors.

§ 1. _General Remarks._

The Study of Grammar 370

Choice of Authors in Jesuit Colleges 372

§ 2. _Latin Prose Writers_ 377

§ 3. _Latin Poets_ 385

§ 4. _Greek Prose Writers_ 392

§ 5. _Greek Poets_ 399

CHAPTER XIV. Scholarship and Teaching.

Scholarship in Relation to Practical Teaching 402

Decline of Teaching 404

American Scholarship 411

CHAPTER XV. Training of the Jesuit Teacher.

The Candidate for the Order 415

Noviceship and Religious Training 417

Study of Languages and Philosophy after the Noviceship 422

Influence of Uniform Training on Individuality 425

Immediate Preparation of the Jesuit for Teaching 432

Permanent Teachers 435

Work Assigned according to Ability 439

Class Teachers, not Branch Teachers 443

Continued Self-Training of the Teacher 446