Transcriber's note: Superscripts are indicated by the caret character, as in "XVII^e" and "1^o". Italic text is indicated by _underscores_; boldface text is indicated by =equals signs=. LOYOLA. The Great Educators EDITED BY NICHOLAS MURRAY BUTLER LOYOLA AND THE EDUCATIONAL SYSTEM OF THE JESUITS BY THE REVEREND THOMAS HUGHES OF THE SOCIETY OF JESUS NEW YORK CHARLES SCRIBNER'S SONS 1892 COPYRIGHT, 1892, BY CHARLES SCRIBNER'S SONS. PREFACE. In the following work on the Educational System of the Jesuits, I have endeavored to present a critical statement of the principles and method adopted in the Society of Jesus. The effort to explain the sources, process of development, and present influence of the system within and without the Order, has made of the first part a biographical and historical sketch, having for its chief subject the person of the Founder; while the details and the pedagogical significance of the various elements in the method appear, in the second part, as a critical analysis of the _Ratio Studiorum_. The educational literature which treats of this system is very extensive. Various estimates and conclusions have been arrived at, on the merits of documents frequently referred to, for an exposition of the meaning and philosophy of the system. Hence, with the view of facilitating a clear and comprehensive judgment on the subject, I have thought it not inadvisable to quote accurately from such documents, omitting none which bore upon the matter, if only they were within reach. It so happens that, at present, a large number of the sources, regulations, and commentaries, heretofore rare and altogether out of reach, have been rendered easy of access, being embodied in the great work, _Monumenta Germaniæ Pædagogica_, which is already beyond its tenth volume. Three of the volumes so far issued are upon the Jesuit System; they have been compiled by the late Rev. G. M. Pachtler, S. J. If the three or four volumes, which still remain to be issued by the Rev. Bernard Duhr, S. J., had been available, they too could have been laid under contribution for examples and illustrations. But perhaps the theme will appear sufficiently illustrated as it is. Besides the original documents, I have used no less authentic an exponent than that which the maxim of law approves: _Consuetudo, optima legis interpres_, "Custom, which is the best interpreter of law." While all that is oldest and most authentic has thus been made use of in explaining the _Ratio Studiorum_, the actual condition of pedagogics to-day is new, and so is the state of the question involved. Hence, to satisfy the requirements of the present, reference has been made not exclusively either to the customs or the learned documents of a former age.