In a word, the object aimed at has been to indicate the chief traits which are characteristic of the system, and which may be suggestive in the development of pedagogical science. Whether such an object has been attained, so as to meet many questions which may possibly arise, and to satisfy the desire which actually exists, it will be for others to decide. THOMAS HUGHES, S. J. ST. LOUIS UNIVERSITY. CONTENTS. PAGE PREFACE v PART I. EDUCATIONAL HISTORY OF THE ORDER. CHAPTER I. INTRODUCTION 3 CHAPTER II. KNIGHT, PILGRIM, AND SCHOLAR 19 CHAPTER III. THE UNIVERSITY OF PARIS. ROME 30 CHAPTER IV. COLLEGES AS PROPOSED IN THE JESUIT CONSTITUTION 52 CHAPTER V. COLLEGES FOUNDED AND ENDOWED 68 CHAPTER VI. THE INTELLECTUAL SCOPE AND METHOD PROPOSED 82 CHAPTER VII. THE MORAL SCOPE PROPOSED 98 CHAPTER VIII. IGNATIUS ADMINISTERING THE COLLEGIATE SYSTEM. HIS DEATH 109 CHAPTER IX. SUBSEQUENT ADMINISTRATIONS 124 PART II. ANALYSIS OF THE SYSTEM OF STUDIES. CHAPTER X. AQUAVIVA. THE RATIO STUDIORUM 141 CHAPTER XI. _Formation of the Master._ HIS COURSES OF LITERATURE AND PHILOSOPHY 156 CHAPTER XII. YOUTHFUL MASTERS 175 CHAPTER XIII. THE COURSES OF DIVINITY AND ALLIED SCIENCES. PRIVATE STUDY. REPETITION 191 CHAPTER XIV. DISPUTATION. DICTATION 208 CHAPTER XV. _Formation of the Scholar._ SYMMETRY OF THE COURSES. THE PRELECTION. BOOKS 225 CHAPTER XVI. THE CLASSICAL LITERATURES. SCHOOL MANAGEMENT AND CONTROL 248 CHAPTER XVII. EXAMINATIONS AND GRADUATION. SCHEDULE OF GRADES AND COURSES 259 CHAPTER XVIII. CONCLUSION 285 BIBLIOGRAPHICAL APPENDIX 297 PART I. EDUCATIONAL HISTORY OF THE ORDER LOYOLA AND THE EDUCATIONAL SYSTEM OF THE JESUITS CHAPTER I. INTRODUCTION.