[11] R. Mulcaster’s Positions, 1581, p. 30. I have reprinted this book (Longmans, 1888, price 10s.).
[12] Sturm’s school “had an European reputation: there were Poles and Portuguese, Spaniards, Danes, Italians, French and English. But besides this, it was the model and mother school of a numerous progeny. Sturm himself organized schools for several towns which applied to him. His disciples became organizers, rectors, and professors. In short, if Melanchthon was the instructor, Sturm was the schoolmaster of Germany. Together with his method, his school-books were spread broadcast over the land. Both were adopted by Ascham in England, and by Buchanan in Scotland. Sturm himself was a great man at the imperial court. No diplomatist passed through Strasburg without stopping to converse with him. He drew a pension from the King of Denmark, another from the King of France, a third from the Queen of England, collected political information for Cardinal Granvella, and was ennobled by Charles V. He helped to negotiate peace between France and England, and was appointed to confer with a commission of Cardinals on reunion of the Church. In short, Sturm knew what he was about as well as most men of his time. Yet few will be disposed to accept his theory of education, even for the sixteenth century, as the best. Wherein then lay the mistake?... Sturm asserted that the proper end of school education is eloquence, or in modern phrase, a masterly command of language, and that the knowledge of things mainly belongs to a later stage ... Sturm assumed that Latin is the language in which eloquence is to be acquired.”
This is from Mr. Charles Stuart Parker’s excellent account of Sturm in Essays on a Liberal Education, edited by Farrar, Essay I., On History of Classical Education, p. 39.
I find from Herbart (Päd. Schriften, O. Wilmann’s edition, vol. ij, 229 ff; Beyer’s edition, ij, 321) that the historian, F. H. Ch. Schwarz, took a very favourable view of Sturm’s work; and both he and Karl Schmidt give Sturm credit for introducing the two ways of studying an author that may be carried on at the same time—1st, statarisch, i.e., reading a small quantity accurately, and 2nd, cursorisch, i.e., getting over the ground. These two kinds, of reading were made much of by J. M. Gesner (1691-1761). Ernst Laas has written Die Pädagogik J. Sturms which no doubt does him justice, but I have not seen the book.
[13] Why did Bacon, who spoke slightingly of Sturm (see Parker, in Essays on Lib. Ed.), rate the Jesuits so highly? “Consule scholas Jesuitarum: nihil enim quod in usum venit his melius,” De Aug., lib. iv, cap. iv. See, too, a longer passage in first book of De Aug. (about end of first 1/4), “Quæ nobilissima pars priscæ disciplinæ revocata est aliquatenus, quasi postliminio, in Jesuitarum collegiis; quorum cum intueor industriam solertiamque tam in doctrina excolenda quam in moribus informandis, illud occurrit Agesilai de Pharnabazo, ‘Talis cum sis, utinam noster esses.’”
[14] (1) Joseph Anton Schmid’s “Niedere Schulen der Jesuiten:” Regensburg, 1852. (2) Article by Wagenmann in K. A. Schmid’s “Encyclopädie des Erziehungs-und Unterrichtswesens.” (3) “Ratio atque Institutio Studiorum Soc. Jesu.” The first edition of this work, published at Rome in 1585, was suppressed as heretical, because it contemplated the possibility of differing from St. Thomas Aquinas. The book is now very scarce. There is a copy in the British Museum. On comparing it with the folio edition (“Constitutiones,” &c., published at Prag in 1632), I find many omissions in the latter, some of which are curious, e.g., under “De Matrimonio:”—“Matremne an uxorem occidere sit gravius, non est hujus loci.” (4) “Parænesis ad Magistros Scholarum Inferiorum Soc. Jesu, scripta a P. Francisco Sacchino, ex eâdem Societate.” (5) “Juvencius de Ratione Discendi et Docendi.” Crétineau-Joly’s “Histoire de la Compagnie de Jésus” (Paris, 1844), I have not made much use of. Sacchini and Jouvency were both historians of the Order. The former died in 1625, the latter in 1719. There is a good sketch of the Jesuit schools, by Andrewes, in Barnard’s American Journal of Education, vol. xiv, 1864, reprinted in the best book I know of in English on the History of Education, Barnard’s German Teachers.
[15] “L’exécution des décrets de 1880 a eu pour résultat la fermeture de leurs collèges. Mais malgré leur dispersion apparente ils sont encore plus puissants qu’on ne le croit, et ce serait une erreur de penser que le dernier mot est dit avec eux.”—Compayré, in Buisson, ij, p. 1420.
[16] According to the article in K. A. Schmid’s “Encyclopädie,” the usual course was this—the two years’ novitiate was over by the time the youth was between fifteen and seventeen. He then entered a Jesuit college as Scholasticus. Here he learnt literature and rhetoric for two years, and then philosophy (with mathematics) for three more. He then entered on his Regency, i.e., he went over the same ground as a teacher, for from four to six years. Then followed a period of theological study, ending with a year of trial, called the Tertiorat. The candidate was now admitted to Priest’s Orders, and took the vows either as professus quatuor votorum, professed father of four vows, or as a coadjutor. If he was then sent back to teach, he gave only the higher instruction. The fourth vow placed him at the disposal of the Pope.
[17] Karl Schmidt (Gesch. d. Päd., iij. 199, 200), says that however much teachers were wanted, a two years’ course of preparation was considered indispensable. When the Novitiate was over the candidate became a “Junior” (Gallicè “Juveniste”). He then continued his studies in literis humanioribus, preparatory to teaching. When in the “Juvenat” or “Juniorate” he had rubbed up his classics and mathematics, he entered the “Seminary,” and two or three times a week he expounded to a class the matter of the previous lecture, and answered questions, &c. For this information I am indebted to the courtesy of Father Eyre (S. J.), of Stonyhurst.
[18] So says Andrewes (American Journal of Education), but other authorities put the age of entrance as high as fourteen. The studia superiora were begun before twenty-four.