Colleges — Their Popularity — Revenues — Character of education: Classics; Science; Philosophy; Art — Distinguished Pupils — Poets: Southwell; Balde; Sarbievius; Strada; Von Spee; Gresset; Beschi. — Orators: Vieira; Segneri; Bourdaloue. — Writers: Isla; Ribadeneira; Skarga; Bouhours etc. — Historians — Publications — Scientists and Explorers — Philosophers — Theologians — Saints.
To obviate the suspicion of any desire of self-glorification in the account of what the Society has achieved in several fields of endeavor especially in that of science, literature and education it will be safer to quote from outside and especially from unfriendly sources. Fortunately plenty of material is at hand for that purpose. Böhmer-Monod, for instance, in "Les Jésuites" are surprisingly generous in enumerating the educational establishments possessed by the Society at one time all over Europe, though their explanation of the phenomenon leaves much to be desired. In 1540, they tell us, "the Order counted only ten regular members, and had no fixed residence. In 1556 it had already twelve provinces, 79 houses, and about 1,000 members. In 1574 the figures went up to seventeen provinces, 125 colleges, 11 novitiates, 35 other establishments of various kinds, and 4,000 members. In 1608 there were thirty-one provinces, 306 colleges, 40 novitiates, 21 professed houses, 65 residences and missions, and 10,640 members. Eight years afterwards, that is a year after the death of its illustrious General Aquaviva, the Society had thirty-two provinces, 372 colleges, 41 novitiates, 123 residences, 13,112 members. Ten years later, namely in 1626, there were thirty-six provinces, 2 vice-provinces, 446 colleges, 37 seminaries, 40 novitiates, 24 professed houses, about 230 missions, and 16,060 members. Finally in 1640 the statistics showed thirty-five provinces, 3 vice-provinces, 521 colleges, 49 seminaries, 54 novitiates, 24 professed houses, about 280 residences and missions and more than 16,000 members."
Before giving these "cold statistics," as they are described, the authors had conducted their readers through the various countries of Europe, where this educational influence was at work. "Italy," we are informed, "was the place in which the Society received its programme and its constitution, and from which it extended its influence abroad. Its success in that country was striking, and if the educated Italians returned to the practices and the Faith of the Church, if it was inspired with zeal for asceticism and the missions, if it set itself to compose devotional poetry and hymns of the Church, and to consecrate to the religious ideal, as if to repair the past, the brushes of its painters and the chisels of its sculptors, is it not the fruit of the education which the cultivated classes received from the Jesuits in the schools and the confessionals? Portugal was the second fatherland of the Society. There it was rapidly acclimated. Indeed, the country fell, at one stroke, into the hands of the Order; whereas Spain had to be won step by step. It met with the opposition of Spanish royalty, the higher clergy, the Dominicans. Charles V distrusted them; Philip II tried to make them a political machine, and some of the principal bishops were dangerous foes, but in the seventeenth century the Society had won over the upper classes and the court, and soon Spain had ninety-eight colleges and seminaries richly endowed, three professed houses, five novitiates, and four residences, although the population of the country at that time was scarcely 5,000,000.
"In France a few Jesuit scholars presented themselves at the university in the year 1540. They were frowned upon by the courts, the clergy, the parliament, and nearly all the learned societies. It was only in 1561, after the famous Colloque de Poissy, that the Society obtained legal recognition and was allowed to teach, and in 1564 it had already ten establishments, among them several colleges. One of the colleges, that of Clermont, became the rival of the University of Paris, and Maldonatus, who taught there, had a thousand pupils following his lectures. In 1610 there were five French provinces with a total of thirty-six colleges, five novitiates, one professed house, one mission, and 1400 members. La Flèche, founded by Henry IV, had 1,200 pupils. In 1640 the Society in France had sixty-five colleges, two academies, two seminaries, nine boarding-schools, seven novitiates, four professed houses, sixteen residences and 2050 members.
"In Germany Canisius founded a boarding school in Vienna, with free board for poor scholars, as early as 1554. In 1555 he opened a great college in Prague; in 1556, two others at Ingolstadt and Cologne respectively, and another at Munich in 1559. They were all founded by laymen, for, with the exception of Cardinal Truchsess of Augsburg, the whole episcopacy was at first antagonistic to the Order. In 1560 they found the Jesuits their best stand-by, and in 1567 the Fathers had thirteen richly endowed schools, seven of which were in university cities. The German College founded by Ignatius in Rome was meantime filling Germany with devoted and learned priests and bishops, and between 1580 and 1590 Protestantism disappeared from Treves, Mayence, Augsburg, Cologne, Paderborn, Münster and Hildesheim. Switzerland gave them Fribourg in 1580, while Louvain had its college twenty years earlier.
"In 1556 eight Fathers and twelve scholastics made their appearance at Ingolstadt in Bavaria. The poison of heresy was immediately ejected, and the old Church took on a new life. The transformation was so prodigious that it would seem rash to attribute it to these few strangers; but their strength was in inverse proportion to their number. They captured the heart and the head of the country, from the court and the local university down to the people; and for centuries they held that position. After Ingolstadt came Dillingen and Würzburg. Munich was founded in 1559, and in 1602 it had 900 pupils. The Jesuits succeeded in converting the court into a convent, and Munich into a German Rome. In 1597 they were entrusted with the superintendence of all the primary schools of the country, and they established new colleges at Altoetting and Mindelheim. In 1621 fifty of them went into the Upper Palatinate, which was entirely Protestant, and in ten years they had established four new colleges.
"In Styria, Carinthia, and Carniola there was scarcely a vestige of the old Church in 1571. In 1573 the Jesuits established a college at Grätz, and the number of communicants in that city rose immediately from 20 to 500. The college was transformed into a university twelve years later, and in 1602 and 1613 new colleges were opened at Klagenfurth and Leoben. In Bohemia and Moravia they had not all the secondary schools, but the twenty colleges and eleven seminaries which they controlled in 1679 proved that at least the higher education and the formation of ecclesiastics was altogether in their hands, and the seven establishments and colleges on the northern frontier overlooking Lutheran Saxony made it evident that they were determined to guard Bohemia against the poison of heresy." The writer complains that they even dared to dislodge "Saint John Huss" from his niche and put in his place St. John Nepomucene, "who was at most a poor victim, and by no means a saint." Böhmer's translator, Monod, adds a note here to inform his readers that the Jesuits invented the legend about St. John Nepomucene, and induced Benedict XIII to canonize him.
Finally, we reach Poland where, we are informed that "the Jesuits enjoyed an incredible popularity. In 1600 the college of Polotsk had 400 students, all of whom were nobles; Vilna had 800, mostly belonging to the Lithuanian nobility, and Kalisch had 500. Fifty years later, all the higher education was in the hands of the Order, and Ignatius became, literally, the preceptor Poloniæ, and Poland the classic land of the royal scholarship of the north, as Portugal was in the south.
"In India, there were nineteen colleges and two seminaries; in Mexico, fourteen colleges and two seminaries; in Brazil, thirteen colleges and two seminaries; in Paraguay, seven colleges," and the authors might have added, there was a college in Quebec, which antedated the famous Puritan establishment of Harvard in New England, and which was erected not "out of the profits of the fur trade," as Renaudot says in the Margry Collection, but out of the inheritance of a Jesuit scholastic.
After furnishing their readers with this splendid list of houses of education, the question is asked: "How can we explain this incredible success of the Order as a teaching body? If we are to believe the sworn enemies of the Jesuits, it is because they taught gratuitously, and thus starved out the legitimate successors of the Humanists. That might explain it somewhat, they say, especially in southern Italy, where the nobleman is always next door to the lazzarone, but it will by no means explain how so many princes and municipalities made such enormous outlays to support those schools; for there were other orders in Catholic countries as rigidly orthodox as the Jesuits. No; the great reason of their success must be attributed to the superiority of their methods. Read the pedagogical directions of Ignatius, the great scholastic ordinances of Aquaviva, and the testimony of contemporaries, and you will recognize the glory of Loyola as an educator. The expansion is truly amazing; from a modest association of students to a world-wide power which ended by becoming as universal as the Church for which it fought; but superior to it in cohesion and rapidity of action — a world power whose influence made itself felt not only throughout Europe, but in the New World, in India, China, Japan; a world power on whose service one sees at work, actuated by the same spirit, representatives of all races and all nations: Italians, Spaniards, Portuguese, French, Germans, English, Poles and Greeks, Arabians, Chinamen and Japanese and even red Indians; a world power which is something such as the world has never seen."