Part 6 (1/1)

”St Ignatius praised hireatthe systees”

As to the nuh teaching, it will be interesting to take thees attending classes in the Roe nu men chiefly of the nobility, at Rome 2000, at La Fleche 1700 In the seventeenth century at the College of Louis le Grand, in Paris, the number varied between 2000 and 3000 In 1627 the Province of Paris had in fourteen colleges 13,195 students

The papal seue, Gratz, Olmutz, Wilna, as well as in japan, were directed by the Fathers, as also that of Pius V and of St Charles Borroe, there wereeducated in these educational institutions

A comparison could be made on this basis of the work done by the Order and that which is accomplished by Oxford

If Oxford spends annually a revenue of 2,500,000 to supply facilities for higher education to two thousand of the nobility and gentry, how much would be required to educate a quarter of a million students,--not two thousand, but two hundred and fifty thousand?

The fundamental principles in the educational institute of St

Ignatius were these:--

First, solidity and thoroughness

The first condition of all higher studies as well as of lower studies was such that, as St Ignatius said, ”It was useless to begin at the top, as the edifice without a good foundation would never stand”

Let literature and philosophy be gone through with satisfactorily, and then theology may be approached

Literature natius provides for law and medicine, but by professors of law and medicine outside of the Order; but no professors of the Order were sent for work outside of Jesuit institutions If the younger eneration would be deprived of that type; and if ee, the ould not be that of the Order, but of scattered individuals, and would soon perish

In the cause of education St Ignatius had placed in his charter the ords ”Defence and Advance” As a leader of a athered about hie and university, from doctor's chair and prince's throne, and in fifteen years froes and houses in Portugal, Spain, Italy, Sicily, Germany, France, Brazil, and the East Indies Xavier traveled from India and Ceylon, in the west, to Malucca, japan, and the coast of China on the east Wherever the energy and activity of Apostolic zeal penetrated it ith the purpose, and usually the result, of permanent Apostolic work in the foundation of educational institutions Father de Backer says,--

”Wherever a Jesuit set his foot, wherever there was founded a house, a college, a mission, there too caht, rote”

This is true even to our day where in the Rocky Mountains, beside the e of Spokane

Sixty years later than the ties, and in 150 years the collegiate and university houses of education nu at these seven hundred institutions of secondary and superior education,” says Father Thoislative executive poe find they were not so le one

”If we look at the 92 colleges in France, although the University of Paris was in one quarter of the city, and in that sense es,--yet in the fores were vastly more of a unit as an identical educational power than any faculty existing No faculty at Paris, Rome, Salamanca, or Oxford ever preserved the control over its 50, 20, or 8 colleges that each Provincial exercised over his 10, 20, or 30 colleges, or the general of the Order over the 700 colleges, with 22,126 members in the Order”

At the present day we find the Jesuit colleges in almost every part of the knoorld In Rome and in China, in South Africa and North Aypt, in Australia and Cuba, as well as in Syria and the city of New York

We es scattered over the world, containing to-day 52,692 Jesuit pupils

This is a larger nuow and Harvard or Yale or Princeton or in Paris and Edinburgh

In the Jesuit College at Rome there are 2082 students