Part 33 (2/2)

To retain the interest of the pupils a various school devices were resorted to, chief a which were prizes, ranks, emulations, rivals, and public disputations The system of rivals, whereby each boy had an opponent constantly after hiure 102, was one of the peculiar features of their schools While the schools were said to have been made pleasant and attractive, the idea of the absolute authority of the Church which they represented pervaded them and repressed the development of that individuality which the court schools of the Italian Renaissance, the schools of the northern hues had tried particularly to foster This, however, is a criticism made from a modern point of view That the school represented well the spirit of the ti institutions

[Illustration: FIG 102 PLAN OF A JESUIT SCHOOLROOM The pupils were arranged in equal nunated by the numbers Each boy in each row had a ”rival” in the sinated by dots), who rose whenever he was called on to recite, and who tried to correct hiroup sat at _C_, and the regular teacher at _B A, D, E, i, o_, and _x_ represent various student officials]

TRAINING OF THE JESUIT TEACHER The newest and thefeature of the Jesuit educational scheme, as well as the most important, was the care hich they selected and the thoroughness hich they trained their teachers To begin with, every Jesuit was a picked man, and of those who entered the Order only the best were selected for teaching

Each entered the Order for life, was vowed to celibacy, poverty, chastity, uprightness of life, and absolute obedience to the commands of the Order

The six-year inferior course had to be cohteen years of age before he could take the preli the Order Then a two-year novitiate, away from the world, followed This was a trial of his real character, his weak points were noted, and his will and determination tested Many were dismissed before the end of the novitiate If retained and accepted, he took the preliminary vows and entered the philosophical course of study

On co this he was froned to teach boys in the inferior classes of soher work he taught in the inferior classes for two or three years, and then entered the theological course at some Jesuit university This required four years for those headed for thetrained for professorshi+ps in the colleges On coe of fro to- day is still longer To beco until twenty-one at least, and for college (secondary) classes training until at least twenty-nine The training was in scholarshi+p, religion, theology, and an apprenticeshi+p in teaching, and was superior to that required for a teaching license in any Protestant country of Europe, or in the Catholic Church itself outside of the Jesuit Order

With such carefully selected and well-educated teachers, thee when priests andthat they wielded an influence wholly out of proportion to their numbers, and supplied Europe with its best secondary schools during the seventeenth and early eighteenth centuries In the loyal Catholic countries they were virtually the first secondary schools outside of the monasteries and churches, and the real introduction of hual, and parts of France caes For their schools they wrote new school books --the Protestant books, the most celebrated of which were those of Erasmus, Melanchthon, Sturm, and Lily, were not possible of use--and for a time they put new life into the huhteenth century, however, their secondary schools had become as formal as had those in Protestant lands (R 146), and their universities far th and weakness in the Jesuit system of education has been well su words:

The order of the Jesuits was anti-deonize the right of private judgment

With masterly skill they ruled the Catholic world for about two centuries; and, in the beginning of their activity, perforh they aimed, in their system of education, to fit pupils merely for so-called practical avocations, and to avoid all subjects likely to stiht, it was nevertheless the best syste the old scholastic h with the intention of perverting theeranization, and their indefatigable industry as courtiers in royal palaces, as professors in the universities, as teachers in the schools, as preachers, as confessors, and as missionaries, they were utterly unable to crush the spirit of doubt and inquiry During the first half century of their existence they were intellectually in advance of their age; but after that they gradually dropped behind it, and, instead of diffusing knowledge, saw that the only hope of retaining their doht

THE CHURCH AND ELEMENTARY EDUCATION As was stated on a preceding page, the countries which remained loyal to the Church experienced none of the Protestant feeling as to the necessity for universal education for individual salvation In such lands the church systees remained undisturbed, and was expanded but sloith the passage of tieneral provision for education, was not prepared for such work Teachers were scarce, there was no theory of education except the religious theory, and fehat to do or how to do it Many church Nevertheless the Church, spurred on by the new de modern, and by the exhortations of the official representatives of the people, [13] now began to e cathedral cities, to remedy the deficiency of more than a thousand years In Paris, for exaanized a regular system of elementary schools, with teachers licensed by the Precentor of the cathedral of Notre Dame and nominally under his supervision, in which instruction was offered to children of the artisan and laboring classes, of both sexes, ”in reading, writing, reckoning, the rudi” By 1675 these ”Little Schools” in Paris caht by some 330 masters and mistresses” All such schools, of course, remained under the immediate control of the Church, and modern state systems of education in the Catholic States are late nineteenth-century productions In Spain, Portugal, Poland, and the Balkan States, general state systeeneral effect of the Reforreater activity in eleher education In the sixteenth and seventeenth centuries we find a large number of decrees by church councils and exhortations by bishops urging the extension of the existing church syste to all the children of the faithful As a result a nuanized, the ai eleious education for the children of the laboring and artisan classes in the cities

TEACHING ORDERS ESTABLISHED The teaching orders for elehteenth century, with the dates of their foundation, were:

1535-The Order of Ursulines (US, 1729) 1592--The Congregation of Christian Doctrine

1598--The Sisters of Notre Dame (US, 1847)1610--The Visitation Nuns (US, 1799) 1621--Patres piarum scholarum (Piarists) First school opened in 1597; authorized by the Pope, 1662

1627--The Daughters of the Presentation

1633--The Sisters of Charity of Saint Vincent de Paul (US, 1809) 1637--The Port Royalists (Jansenists) (Suppressed in 1661) 1643--The Sisters of Providence

1650--The Sisters of Saint Joseph Rule based on Jesuits (US, 19th C) 1652--The Sisters of Mary of Saint Charles Borromeo

1684--The Sisters of the Presentation of the Blessed Virgin

1684--The Brothers of the Christian Schools (US, 1845)

Have co that of the first one established See _Cyclopedia of Education_, vol v, p

528

All of these, except the Ursulines and the Piarists, were founded in France,been prominent in Italy, and is now found in all lands The second was founded by Father Cesar de Bus, at Cavaillon, Avignon, in southern France, and its purpose was to teach the Catechis The catechetical schools of this Order were prominent in southern France up to the time of the French Revolution The third was founded by the Blessed Peter Fourier (1565-1640), in 1598, and played an iirls in France, particularly in Lorraine, where Calvinism had made much headway This noted Order offered free instruction to tradesion but in ”that which concerns this present life and its , arith, and divers irls” of their station of life At a tiinnings of such ere here introduced for girls In 1640 Fourier gave the sisterhood a constitution and a rule, which were revised and perfected in 1694 In this he laid down rules for the organization andthe different branches, and provided for a rudi extract froanization which he devised:

[Illustration: FIG 103 AN URSULINE Order founded, 1535]

The inspectress, or mistress of the class, shall endeavor, as far as it possibly can be carried out, that all the pupils of the same mistress have each the same book, in order to learn and read therein the sa hers in an audible and intelligible voice before thethis lesson, in their books at the same time, may learn it sooner, more readily, and more perfectly [14] The Piarists were established in Italy, the first school being opened in Rome, in 1597, by a Spanish priest who had studied at Lerida, Valencia, and Alcala Being struck by the lack of educational opportunities for the poor, he opened a free school for their instruction By 1606 he had 900 pupils in his schools, and by 1613 he had 1200 In 1621 Pope Gregory XV gave his work definite recognition by establishi+ng it a teaching Order for eleion) education, modeled on that of the Jesuits The Order did some work in Italy and Spain, but its chief services were in border Catholic lands In 1631 it began work in Moravia, in 1640 in Boheary The members wore a habit much like that of the Jesuits, had a scheanized by provinces and were under discipline as were the members of the older Order

The Jansenists, founded by Saint Cyran, at Port Royal, conducted a very interesting and progressive educational experiment, and their schools have become known to history as the ”Little Schools of Port Royal” The congregation was a reaction against the work and methods of the Jesuits

It included both elementary and secondary education, but never extended itself, and probably never had more than sixty pupils and teachers After seventeen years of work it was suppressed through the opposition of the Jesuits, and its members fled to the Netherlands There they wrote those books which have explained to succeeding generations what they attempted, [15] and which have revealed what a ressive and e of suspicion and intolerance, conderessive nature of their instruction, the intense religious atmosphere which they threw about all their work (R 181) reveals the dominant characteristic of most education for church ends at the tiest andorders established for elementary education was the ”Institute of the Brothers of the Christian Schools,” founded by Father La Salle at Rouen, in 1684, and sanctioned by the King and Pope in 1724 As early as 1679 La Salle had begun a school at Rheianized his disciples, prescribed a costume to be worn, and outlined the work of the brotherhood (_R 182_) The object was to provide free eleious instruction in the vernacular for the children of the working classes, and to do for elementary education what the Jesuits had done for secondary education La Salle's _Conduct of Schools_, first published in 1720, was the _ratio studioru of free primary instruction in the vernacular in France In addition to elementary schools, a fee should call part-tied in co better than the Jesuits the need for well-trained rather than highly educated teachers for little children, and unable to supply anized at Rheims, in 1685, as probably the second nor teachers in the world [16] Another was organized later at Paris In addition to a good education of the type of the tiion, the student teachers learned to teach in practice schools, under the direction of experienced teachers

The pupils in La Salle's schools were graded into classes, and the class method of instruction was introduced [17] The curriculu methods and textbooks were but poorly developed, the needs for literary education small, and when children could not as yet be spared froe of nine or ten