from
Jesuit Education: Its History and Principles
Viewed in the Light of Modern Educational Problems
by Robert Schwickerath, S.J.
It was said before that the intellectual scope of the Jesuit system is the general training of the mind; the means for obtaining this end are the various exercises. In this chapter we shall treat the exercises of the literary course, and this for several reasons. First, because the study of languages and literature should form the backbone of, at least, the secondary schools and of part of the college course. Secondly, because the Ratio Studiorum treats the exercises in languages and literature very minutely, whereas it makes only a few suggestions concerning the exercises in mathematics and natural sciences. Thirdly, because it is especially in the literary studies that there exists a danger to neglect the exercises, as is, in fact, the case in some modern systems. No one will doubt for a moment that for the successful teaching of mathematics continual exercises are absolutely necessary. In natural sciences, particularly in physics and chemistry, the equivalent of the exercises are the experiments and especially the laboratory work. 
[ 1 ] On teaching physics and chemistry the Ratio has one very important remark, viz., the professor should not treat them merely, theoretically and mathematically, so that no time is left for the experiments; nor should he, on the other hand, spend so much time on the experiments that the teaching seems to be purely experimental; but sufficient time should be devoted to the principles, systems, theories, and hypotheses. [ 2 ] The object of all these exercises, be they scientific or literary, must be clear from what has been said in previous chapters, especially in the chapter on the Intellectual Scope. There we compared the different branches of study to the tools of the artisan or the dumb bells of one who takes a course of physical training; the exercises are the practical handling of these instruments, not by the teacher, but by the pupil. The teacher has to show how they are to be handled, but then the pupil has to lay hold of the intellectual tools and handle them himself. Thus, and thus only, not by merely listening to the lectures of a teacher, will the youthful mind be trained and acquire that readiness and nimbleness which is the object of true education. The literary exercises laid down in the Ratio Studiorum shall be treated under four headings: the "prelection", memory lessons, compositions, and contests. [ 3 ]
Notes (Sequentially renumbered for this edition.)
[ 1 ] On this subject see the able article: The Teaching of Science, by Father De Laak, S. J., Professor of Physics in the St. Louis University, in the Report of the Commissioner of Education, 1901, vol. I, pp. 904-916.
[ 2 ] Rules for the Professor of Physics 33, 34.
[ 3 ] For many observations contained in this chapter I am indebted to the Woodstock Letters, especially the valuable papers in volumes XXIII-XXV, 1894-96.
"The Method of Teaching in Practice" is Chapter XVI, pages 456-521 of Jesuit Education: Its History and Principles Viewed in the Light of Modern Educational Problems (Saint Louis, Missouri: B. Herder, 17 South Broadway, 1903) by Robert Schwickerath, S.J.. The annotated bibliography is Appendix II of the same work, pages 662-670. This html-edition is freely provided here for non-commercial academic use only. © 2001 Claude Pavur, S.J., Department of Modern and Classical Languages, Saint Louis University, Saint Louis, Missouri, USA. The notes have been renumbered in continuous sequence for this web-edition, but the punctuation and italicization have generally been preserved as in the original.
