Loyola and the Educational System of the Jesuits Classic Reprint Reverend Thomas Hughes 9781330835586 Books
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This refers in a quiet way to what Leopold von Ranke states with more emphasis. Speaking of Grammar classes, the German historian says Here also the Jesuits succeeded to admiration. It was found that young people gained more with them in six months, than with other teachers in two years. Even Protestants removed their children from dis tant gymnasia to confide them to the care of the J esuits.2 Ranke narrates in the same place how it was toward the universities above all that the efforts of the Jesuits were directed. And he describes what the results were in Germany.
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Loyola and the Educational System of the Jesuits Classic Reprint Reverend Thomas Hughes 9781330835586 Books
Father Thomas Hughes, S.J. wrote LOYOLA AND THE EDUCATIONAL SYSTEM OF THE JESUITS in the late 19th. or early 20th. century. This book contained a brief biography of St. Ignatius Loyola (1491-1556), comments about Loyola's succesors, the curricula of the Jesuit colleges, a brief history this religious order,and the organization of The Society of Jesus or the Jesuits.Father Hughes began this book with a summary of Loyola's life. Loyola began his career as "an officer and a gentleman" until he was serious wounded. He had a fractured leg which required physicians to rebreak and reset his leg which obviously ended his military career. If such a concept exists as one who is divinely inspired, Loyola fit this description very well. During his recovery period, he made a decision to enter religious life and perhaps start a religious order. As an adult, he sat with elementary students to learn Latin and the Classics whereby his teachers showed leniency and let him graduate. Loyola then went to Paris, France only to discovery that his learning was inadequet, and again attended lower education classes. However, this time Loyola "learned his lessons" well and became a scholar. According to Father Hughes, Loyola attracted a following of other students who swore themselves to form a new Catholic Religious Order in 1534. After facing and successfully defending themselves against charges of heresy, Loyola and his followers were formally recognized by Pope Paul III (1534-1549)who recognized religous devotion and dedication.
According to Father Hughes, Loyola and his Jesuits did not originally plan to participate in the Catholic Counter Reformation. Loyola & co. wanted to convert the Moslems, especially the Turks, to the Catholic Faith. However, diplomacy and war prevented this endeavor. As a result, Loyola & co. decided to work in Europe, the Americas and Asia where they were unbelieveably successful in recovery of Protestant areas of Europe and establish missions and schools in European and non-European areas.
Loyola prescirbed a very rigorous formation for novices. This included demonstrations of virtue, dedication to learning, and a serious commitment to teaching and learning. The Jesuits did not cater to the European nobility and wealthy. Nor did they refuse admission to those who came from poor families. The Jesuits required dedication and a serious approach to teaching and learning and dismissed those novices who refused to demonstrate such characteristics. The Jesuits had two basic catagories of leaning achievement. One was called mediocrity whereby the student learned what was taught. The other catagory was Master which meant that the student not only learned what was taught but enchanced his studies and defended them effectively in debate and disputation.
The ranking of students and masters was carefully arranged. Students began their studies by studying the Belles Lettres or learning of the Great Books, good literature, clear/concise writing style, etc. Once these studies were completed, students then studied philosophy which included not only philosophy but mathematics and physics. Father Hughes wrote that the Jesuits stipulated that before one could teach, he had to master the academic discipline he was to teach. The Jesuits actually took bona fide teaching serious. Students had to have a thorough knowledge of what they they taught. Unlike modern "teaching," Jesuit teachers had to very learned in what they taught. The Jesuits had no place for "teaching" gimmicks, cheap literature, childish entertainment, etc.
After Loyola died in 1556, his Order and detailed academic curricula sucessfully continued. For example, Father Aquaviva, S.J. (1543-1615)continued the Jesuit tradidtion as envisioned by Loyola. By the end of the 17th. century (the 1600s), Jesuit houses and colleges could be found in almost every area in Europe, parts of the Americans, and Asia. Jesuit teachers were highly respected by both Catholics and Protestants. Father Hughes stated that Dutch Protestants would do all they could to get their sons into Jesuit colleges and pay exhorident legal fines for having their sons in Jesuit schools. These Dutch Protestants often fabricated thier sons' names to get them into Jesuit colleges.
Father Hughes also wrote briefly about the suppression of the Jesuits which lasted from about 1750 to 1773. Yet, Catherine II (1762-1796), also known as Catherine the Great of Russia and Frederick II (1740-1780)of German Prussia refused to comply with what is know among Jesuit circles as The Suppresion. Even though Catherine and Frederick were not Catholic, they knew very well just how good Jesuit teachers were. The Suppression started to abate in 1773 and was not completed until 1814. The Jesuits resumed their rightful place in European learning with as much success as prior to the Suppression.
Father Hughes gave a brief description of the results of the Suppression. Costs for colleges rose dramtically. The results of teaching and learning declined drastically, and Euopean intellectual life suffered because of the Suppression. Yet, the Jesuits continued to thrive where they were not suppressed and persecuted.
Had this book been written later, Father Hughes could have included the fact that 35 moon craters are named after Jesuit mathematicians. Father Hughes could have included Father Lemaitre, S.J. (1894-1966)who developed complex mathematics about an acceleating expanding universe. When Albert Einstein(1879-1955) first studied Father Lemaitre's work, Einstein stated that the work showed brilliant mathematics but bad science. However, when Hubble (1889-1953)proved the concept of an accelerating universe (The Big Bang Theory), Einstein had the grace to agree with Father Lemaitre's work.
St. Ignatius Loyola made the quote "Virtue unlearned is virtue unarmed." His emphasis on bona fide teaching and learning was inspired by the meaning of this quote. Gilbert Higet who was not a Jesuit nor a Catholic made the comment in his book titled THE ART OF TEACHING that whatever criticisms were made against the Jesuits, bad teaching was not one of them.
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Loyola and the Educational System of the Jesuits Classic Reprint Reverend Thomas Hughes 9781330835586 Books Reviews
Some surprising facts about how mass education got started. What a value system he had. Wish we had it today.
Father Thomas Hughes, S.J. wrote LOYOLA AND THE EDUCATIONAL SYSTEM OF THE JESUITS in the late 19th. or early 20th. century. This book contained a brief biography of St. Ignatius Loyola (1491-1556), comments about Loyola's succesors, the curricula of the Jesuit colleges, a brief history this religious order,and the organization of The Society of Jesus or the Jesuits.
Father Hughes began this book with a summary of Loyola's life. Loyola began his career as "an officer and a gentleman" until he was serious wounded. He had a fractured leg which required physicians to rebreak and reset his leg which obviously ended his military career. If such a concept exists as one who is divinely inspired, Loyola fit this description very well. During his recovery period, he made a decision to enter religious life and perhaps start a religious order. As an adult, he sat with elementary students to learn Latin and the Classics whereby his teachers showed leniency and let him graduate. Loyola then went to Paris, France only to discovery that his learning was inadequet, and again attended lower education classes. However, this time Loyola "learned his lessons" well and became a scholar. According to Father Hughes, Loyola attracted a following of other students who swore themselves to form a new Catholic Religious Order in 1534. After facing and successfully defending themselves against charges of heresy, Loyola and his followers were formally recognized by Pope Paul III (1534-1549)who recognized religous devotion and dedication.
According to Father Hughes, Loyola and his Jesuits did not originally plan to participate in the Catholic Counter Reformation. Loyola & co. wanted to convert the Moslems, especially the Turks, to the Catholic Faith. However, diplomacy and war prevented this endeavor. As a result, Loyola & co. decided to work in Europe, the Americas and Asia where they were unbelieveably successful in recovery of Protestant areas of Europe and establish missions and schools in European and non-European areas.
Loyola prescirbed a very rigorous formation for novices. This included demonstrations of virtue, dedication to learning, and a serious commitment to teaching and learning. The Jesuits did not cater to the European nobility and wealthy. Nor did they refuse admission to those who came from poor families. The Jesuits required dedication and a serious approach to teaching and learning and dismissed those novices who refused to demonstrate such characteristics. The Jesuits had two basic catagories of leaning achievement. One was called mediocrity whereby the student learned what was taught. The other catagory was Master which meant that the student not only learned what was taught but enchanced his studies and defended them effectively in debate and disputation.
The ranking of students and masters was carefully arranged. Students began their studies by studying the Belles Lettres or learning of the Great Books, good literature, clear/concise writing style, etc. Once these studies were completed, students then studied philosophy which included not only philosophy but mathematics and physics. Father Hughes wrote that the Jesuits stipulated that before one could teach, he had to master the academic discipline he was to teach. The Jesuits actually took bona fide teaching serious. Students had to have a thorough knowledge of what they they taught. Unlike modern "teaching," Jesuit teachers had to very learned in what they taught. The Jesuits had no place for "teaching" gimmicks, cheap literature, childish entertainment, etc.
After Loyola died in 1556, his Order and detailed academic curricula sucessfully continued. For example, Father Aquaviva, S.J. (1543-1615)continued the Jesuit tradidtion as envisioned by Loyola. By the end of the 17th. century (the 1600s), Jesuit houses and colleges could be found in almost every area in Europe, parts of the Americans, and Asia. Jesuit teachers were highly respected by both Catholics and Protestants. Father Hughes stated that Dutch Protestants would do all they could to get their sons into Jesuit colleges and pay exhorident legal fines for having their sons in Jesuit schools. These Dutch Protestants often fabricated thier sons' names to get them into Jesuit colleges.
Father Hughes also wrote briefly about the suppression of the Jesuits which lasted from about 1750 to 1773. Yet, Catherine II (1762-1796), also known as Catherine the Great of Russia and Frederick II (1740-1780)of German Prussia refused to comply with what is know among Jesuit circles as The Suppresion. Even though Catherine and Frederick were not Catholic, they knew very well just how good Jesuit teachers were. The Suppression started to abate in 1773 and was not completed until 1814. The Jesuits resumed their rightful place in European learning with as much success as prior to the Suppression.
Father Hughes gave a brief description of the results of the Suppression. Costs for colleges rose dramtically. The results of teaching and learning declined drastically, and Euopean intellectual life suffered because of the Suppression. Yet, the Jesuits continued to thrive where they were not suppressed and persecuted.
Had this book been written later, Father Hughes could have included the fact that 35 moon craters are named after Jesuit mathematicians. Father Hughes could have included Father Lemaitre, S.J. (1894-1966)who developed complex mathematics about an acceleating expanding universe. When Albert Einstein(1879-1955) first studied Father Lemaitre's work, Einstein stated that the work showed brilliant mathematics but bad science. However, when Hubble (1889-1953)proved the concept of an accelerating universe (The Big Bang Theory), Einstein had the grace to agree with Father Lemaitre's work.
St. Ignatius Loyola made the quote "Virtue unlearned is virtue unarmed." His emphasis on bona fide teaching and learning was inspired by the meaning of this quote. Gilbert Higet who was not a Jesuit nor a Catholic made the comment in his book titled THE ART OF TEACHING that whatever criticisms were made against the Jesuits, bad teaching was not one of them.
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