Loyola and the Educational System of the Jesuits

ay of providing temporalities, necessary and sufficient? Strange enough! Loyola's own short official lifetime of fifteen years does not appear to have been too short, for the purpose of awakening the

and educational res

lve Provinces. The territorial divisions were named, after their chief centres, the Provinces of Portugal, Castile, Andalusia, Aragon, Italy, Naples, Sicily, Upper Germany, Lower Germany, France, Brazil, and the East Indies. Individuals under his orders had overrun Ireland, penetrated into Scotland, into Congo, Abyssinia, and Ethiopia. The East Indies, first traversed by Francis Xavier either on foot, or in unseaworthy vessels, signified the whole stretch of countries from Goa and Ceylon on the West, to Malacca, Japan, and the coast of China on the East. Some of this activity

war in the Netherlands to Philip II of Spain, said: "Your Majesty desired that I should build a citadel in Maestricht; I thought that a college

gnatius, the number of colleges was 372. Well might his immediate successor, Mutius Vitelleschi, writing to the whole Society a

erge of universal suppression, under the action of University men, Parliamentarians, Jansenists, Philosophers, and of that new movement which was preparing the Revolution, the Jesuit educ

niversity was in one quarter of a city, which offers a material unity; these, on the contrary, were spread over the whole of France, presenting the characteristics of "national" education; just as the 700 were over the whole world, a cosmopolitan system. But, regarded in their formal and essential bond, they were vastly more of a unit, as an identical educational power, than any faculty existing. No faculty, whether at Paris or Salamanca, Rome or Oxford, ever p

e formed of them, I will record such data as fall under the

s, the other 1400 finding accommodation in the village, but always remaining under the supervision of the faculty. Throughout the seventeenth century, the numbers at the College of Louis-le-Grand, in Paris, varied between 2000, 1827, and 3000; including, in the latter number, 550 boarders. In 1627, only a few years after the restoration of the Society by Henri IV, the one Province of Paris had, in its 14 colleges, 13,195 students; which would give an average of nearly 1000 to a college. Cologne almost began with 800 students,-its roll in 1558. Dilingen in 1607 had 760; i

400 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 distinguishin

z, Olmütz, Wilna, as well as in Japan and other countries, were put under the direction of the

ess 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

ise to a sum total of more than 200,000 students in these collegiate and university grades, all b

ians, 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

French Belgium, the Lower Rhine, the Upper Rhine, Upper Germany, Bohemia, Austria, Poland, Lithuania. The map at the end of Father Pachtler's volume represents all this country, with the towns marked differently, according as they contained either universities of the Order, or colleges, or convictus, that is, boarding-colleges, or seminaries, or residences. The chronological order of their rise is presented in a table at the beginning of the same volume, with a note to indicate more in particular the grade or amplitude of each, as being a Studiu

found in the same Monumenta.54 As Father Pachtler remarks, it shows at a glance the inner working of a Jesuit university, and the general system prevailing over the whole Society. He entitles the document: "Ordnung einer aus

and must have been vested in the Order by the Christian world. One might compare the work done with what Oxford accomplishes; and, seeing that the latter university supplies the facilities for higher education, and that far from gratuitously, to only a coup

or the liberal and martial careers, to ducal coronets, princedoms, and even royalty; men therefore, who were bestowing with themselves, and in themselves, the essential endowment of education upon the world, and who needed only to have that supplemented with the few temporal necessities still remaining. And the conclusion to be drawn see

duties called "religious," which, correlative with the former, are nevertheless distinct from them. They are duties which presuppose the moral virtues, the civil and

rest means (to perpetuate a series of Professors) is to preserve a seminary of men destined to teach. In studying the sciences, they fit themselves for the office of instructing. It would be no easy task to fill instantaneously a vacancy left by a skilful professor. If the education of ordinary citizens be necessary, the training up of instructors must be no less so." And then, coming to the point before us, the King continues: "Besides, there are reasons of economy for preferring such a body of men to mere secular individuals. The professor taken from the latter class will cost more, because he has a greater number o

ened circumstances and self-abnegation. We may see it illustrated in Dilingen.58 Or again, at the great royal college, founded by Henri IV at La Flèche, where three hundred boarders were supposed to be paying their own expenses, as pensionnaires, we find Louis XIII issuing a royal decree that his magistrates are to prosecute "les rétardataires et les réca

lty consisted of thirteen members, besides the four Fathers engaged in the adjoining house of retreats. All rendered various services, as is usual in a college of Jesuit instructors. To these we must add the requisite complement of the faculty, at least half as many more lay assistants, belonging to the Order, and to the same local community. Here then are twenty-two at the least, subsisting on 6000 livres a year; and meanwhile providing their house, their library, their physic

, which, two hundred and thirty years before, the Order had begun to do at its birth, spre

breath and in the same sentence, in which he is asking Priests to offer themselves for life to the work of teaching the lower branches, a work which he

he Order, and found seven hundred colleges. But it also shows how the Order endowed the world