Chapter XVI: The Method of Teaching in Practice

§ 1. _The Prelection or Explanation of the Authors._

Characteristic Feature of the Jesuit Method 457

Accurate Pronunciation 458

Translation and Explanation 461

Repetition 466

Specimens of Interpretation 468

Soundness of the Method of the Ratio 475

Amount of Reading 482

Subject and Antiquarian Explanation 485

Explanation of Authors in the Vernacular 491

§ 2. _Memory Lessons._

Importance of Memory Lessons 493

Manner of Committing to Memory 496

§ 3. _Written Exercises._

Importance and Value of Compositions 498

Subjects to be Taken from Authors Studied 499

Correction 503

Speaking Latin 506

A Lesson from Germany 509

§ 4. _Contests_ (_Emulation_).

Emulation in School Work 511

Various Kinds of Contests, Class Matches 515

Academies 518

CHAPTER XVII. The Moral Scope.

The Moral Training Neglected by Many Teachers of Our Age 522

Importance Attached to the Moral Training in Jesuit Schools 527

Means Employed 531

Supervision 537

Private Talks with Pupils 548

Educational Influence of Confession 550

Communion 557

Devotions 558

The Sodalities 560

Watchfulness in Regard to Reading 564

Good and Evil Results of Sports 569

CHAPTER XVIII. Religious Instruction.

Religious Instruction the Basis of Solid Moral Training 574

Correctness of the Catholic Position in Regard to Religion and Education 577

Undenominational Religion an Absurdity 582

The Reading of the Bible not Sufficient for Religious Instruction 583

Catholic Position 587

Religious Instruction in the Jesuit System 590

Catechisms Written by Jesuits 592

Peter Canisius, the Model Jesuit Catechist 594

Correlation of All Branches with Religious Instruction 599

Religious Instruction Necessary also in Higher Schools 605

CHAPTER XIX. School-Management.

Trials in Teaching 608

Particular Points of School-Management:

§ 1. _Authority_ 610

§ 2. _Punishments_ 614

§ 3. _Impartiality_ 619

§ 4. _Discipline in the Classroom_ 623

§ 5. _Politeness and Truthfulness_ 626

§ 6. _Some Special Helps_ 631

CHAPTER XX. The Teacher’s Motives and Ideals.

The Chief Motive: Utility and Dignity of the Work of Education 636

Illustrated by Analogies 638

The Ideal and Model of the Teacher: Christ, the Great Master 641

Conclusion 647

Appendix I: Additions and Corrections 649

Appendix II: Bibliography 662

Index 671