History of Jesuit Education

J acobus Pontanus SJ Der letzte Vertreter in dieser Sammlung Deutscher Dichter der frühen Neuzeit verweist mit seiner Biographie und seinem Werk schon ins Barock und ist doch auch für die lateinische literarische Kultur des deutschen 16. Jahrhunderts -des Zeitalters der Reformation und Gegenreformation -repräsentativ. Das wird in dem Zusammentreffen der wichtigsten Handlungen deutlich, die er unternahm, bevor er an die Öffentlichkeit trat: Er latinisiert seinen Namen in gut humanistischer Tradition und wird dann Jesuit. Damit unterstreicht er als Person, daß der junge Jesuitenorden (gegr. 1540), die wichtigste Organisation der Gegenreformation, auf junge Humanisten große Anziehungskraft ausübte -auch Petrus Canisius (1521-1597), einer der ersten deutschen Jesuiten, war dem Format nach zuerst ein Gelehrter seiner Zeit, bevor er sein Können in den Dienst des Ordens stellte.

This 1996 essay (published 1998) on how to improve Latin pedagogy is reproduced here with minor changes. Early modernity's humanist approaches to the teaching of Latin have much to offer us, and they can help us to counter the deficiencies of the philological approaches that have long been dominant in the field. The clue to the improvement can by found in an appendix to a 1956 book where the author, George Ganss, discusses the history of Latin teaching.

Edukacja klas niższych w jezuickich kolegiach Rzeczypospolitej od XVI do XVIII wieku Słowa kluczowe Towarzystwo Jezusowe (jezuici), kolegium i konwikt, Ratio atque Institutio Studiorum SJ (ustawa szkolna Towarzystwa Jezusowego), status prefekta, nauczyciela, ucznia, edukacja humanistyczna, wychowanie religijne, moralne i obywatelskie. Streszczenie Edukacja klas niższych w jezuickich kolegiach Rzeczypospolitej od XVI do XVIII wieku W XVI-XVIII wieku szkoły jezuickie, będące szkołami humanistycznymi, były znane z wysokiego poziomu nauczania i wychowania. Były one wzorcem dla nowożytnego szkolnictwa, chociaż i one opierały się na doświadczeniu np. szkół protestanckich. Pierwsze kolegium jezuickie w Europie powstało w Messynie, natomiast pierwsze swoje kolegium w Polsce jezuici założyli w Braniewie. Szkoły jezuickie posiadały także swoją ustawę: Ratio atque Institutio Studiorum SJ. Szkoły te funkcjonowały aż do kasaty zakonu jezuickiego (1773 r.).

Blum, Paul Richard. “Psychology and Culture of the Intellect: Ignatius of Loyola and Antonio Possevino.” In Cognitive Psychology in Early Jesuit Scholasticism, edited by Daniel Heider, 12–37. Neunkirchen-Seelscheid: Editiones Scholasticae, 2016.

PROOOFS !
Ignatius of Loyola (1491–1556) with his Spiritual Exercises developed a tool of practical psychology that aimed at engaging all powers of the human psyche for the sake of contemplation. This implies the postulate that a person can purposefully and in a controlled fashion direct the mind. The Jesuit encyclopaedist Antonio Possevino (1533–1611) developed this further into a
pedagogy focused on the talents of the individual. This implies an understanding of human nature as individually open for perfection so that one is able to work for the greater glory of God in the real world.

Il primo contatto di Genova con la Compagnia di Gesù risale al 1552 ma solo nel 1623 l’ordine di Sant’Ignazio riuscì ad individuare in via Balbi la sede definitiva per il Collegio.
Questo lungo lasso di tempo trova spiegazione in un difficoltoso processo di insediamento che vide i Gesuiti scontrarsi non solo con gli altri ordini religiosi, ma anche con il clero e con il governo della Repubblica: oggetto di critiche furono non solo i metodi dell’ordine, ma anche la dottrina in materia di usura, la diretta dipendenza dal Papato e gli intensi legami con la nobiltà spagnola.

本研究根據《西儒耳目資》出版的歷史文化背景，重新思考編者金尼閣（Nicolas Trigault, 1577-1628）的教育背景如何形成這本字典的架構，並對傳教士之教育背景對語言分析的影響提出新的見解。本研究發現金尼閣和其他耶穌會傳教士在養成過程中所接觸的記憶術和字典編纂有相同的功能，可以提供金尼閣編纂《西儒耳目資》的基本架構。文藝復興時期所流行的結合術（the Combinatory Art）則提供金尼閣分析漢語音系的架構。接著金尼閣將歐洲既有的字母排列法（alphabetization）修改成獨特的漢語拼音排列法。除此之外，金尼閣和他同時期的歐洲人一樣，都把漢字是為表意圖像，並且將漢字聯想成東方的埃及象形文字。這樣的想法讓金尼閣把漢字放入由羅馬字母組合、標記而成的空間中，成為《西儒耳目資》成型過程中的關鍵要素之一。

Placing the Ulmoçu back to its cultural-historical context, this thesis investigates how Trigault’s educational background offers the framework to deal with the Chinese script. This study finds that the art of memory, which Trigault had studied in school like other Jesuits, provided a framework of the lexicography. Trigault is clearly influenced by the Combinatory Art, which became the phonetic wheels and the tabulations of Chinese syllables that Trigault devised for language analysis. Trigault is also influenced by alphabetization, the method to arrange words in its alphabetical order. For Trigault, these intellectual heritages were his toolkit in tackling the exotic Chinese script. Moreover, I also justify Trigault and his contemporary Jesuits’ belief about Chinese characters, namely, the ideographic and universal myth. Pre-occupied with this idea, Trigault and the early modern European travelers’ observed the international intelligibility of the Chinese script and develop the idea that “the Chinese hieroglyphs” are also ideographic. In Trigault’s lexicography, this idea permitted him to place Chinese characters in the places denoted by romanized syllables. Finally, the approach taken in this thesis explores a new horizon in the study on the Ulmoçu and underscores how a missionary’s intellectual background contributes to his analysis of foreign language.

The article analyses fates of the
graduates of the two Jesuit universities (University of Graz and University of Nagyszombat or Tyrnava) in a period from 1586 to 1645.
The university matriculation lists were the main source for the given study. In case of Graz we used a list of students who were
members of so called “Ferdinandeum”, a special pension for poor students. Relying on these lists we can reconstruct some aspects of
the students’ life after their graduation. The essential objective was to define the future careers of graduates and those territories where
they headed after graduation, taking into account their role in the recatholization of the Habsburg lands. We came to conclusion that the
Jesuit universities graduates occupied such positions that could be useful for the further recatholization (priests, teachers, monks, Jesuit
order members). Besides, they were sent to the regions dominated by protestants. All this proves an idea that the Jesuit educational
system played a crucial role in confessional struggles.

Аж ты дал с[и]нька своєго, дал до проклятои школи, а звлаща до начиня діаволского вызуитов. Аж они там твоєго сынка русинька, засмаковавши єму поганую діаволюю науку, ошукали… А потом и тебе, отца, и твоєго отца и увес народ твой, и язык твой с[вя]тый… и розум, и мудрость твою… А почнет ти цукровати свою земную д[у]шевною бісовскую, аж русинок, твой сынок як дурный пріймєть за правду и хопится погыбели их и своєї.

The book presents a meticulously organized compilation of 163 regulations governing musical practices within Jesuit colleges of the Polish-Lithuanian Commonwealth. These regulations encompass various aspects such as singing lessons in Jesuit (junior) high schools, musical engagements within both church and school settings, as well as activities in non-Jesuit environments. Each regulation is presented in its original language, predominantly Latin, alongside a Polish translation for accessibility. Preceding the regulations is an introductory section, and following them is a comprehensive subject index for ease of reference. This publication stands as an indispensable resource for comprehending the intricacies of Jesuit musical culture formation in historic Poland.

Jest to chronologicznie ułożony zbiór 163 regulacji dotyczących uprawiania muzyki w jezuickich kolegiach Rzeczypospolitej Obojga Narodów. Przepisy odnoszą się do nauki śpiewu w jezuickich gimnazjach, twórczości  muzycznej w kościele i w szkole oraz w środowiskach niejezuickich. Teksty dokumentów podano w języku oryginalnym, najczęściej łacińskim, oraz w autorskim tłumaczeniu na język polski. Przepisy poprzedzono wstępem oraz uzupełniono indeksem rzeczowym. Publikacja stanowi fundamentalne źródło do poznania i zrozumienia uwarunkowań tworzenia się jezuickiej kultury muzycznej w dawnej Polsce.

Many historians believe that the educational work of the Jesuits was one of the essential factors behind the failure of the Reformation movement in 16th century Poland. The article aims to depict and discuss Laurentius Bojer, a Swede who taught in Polish Jesuit schools and also garnered a  considerable reputation as a Latin poet. Bojer graduated from and subsequently taught at Pontifical Seminaries which trained young peo-ple to engage in counter-reformatory work. He was also a professor at the  Translators’  Seminary  (Seminarium  Interpretum) in Dorpat, a unique school that educated interpreters and translators who assisted Catholic missionaries and translated religious literature into Baltic languages. The portrayal of Bojer will include facts as yet unexamined in the Polish literature which the author has gleaned from archives and international studies (chiefly by the Norwegian historian Oskar Garstein). Bojer, a humanist and  a  writer  relevant  to  Polish  culture,  will  be  addressed  against  the  backdrop of the educational work of the schools he was involved with.

Marianische Kongregationen in der Zeit des Episkopats des Olmützer Bischofs Franz von Dietrichstein (1599-1636)

Der Autor stellt Überlegungen über die Entwicklung der mährischen marianischen Kongregationen an den Jesuitenkollegien im Zeitraum der knapp vier Jahrzehnten  des 17. Jahrhunderts, als die olmützer Diözese von Bischof Franz von Dietrichstein geleitet wurde, an.

The dictionary contains detailed information obtained from printed literature and handwritten sources on all 76 music seminaries operating at Jesuit educational centers in the Polish-Lithuanian Commonwealth. Music seminaries functioned at most colleges and constituted a permanent element of their educational offer. The entries include the year of the establishment of the Jesuit institution, the period of activity of their public schools, as well as - listed by annual catalogs - names of seminary prefects, their assistants and young Jesuits employed in the upbringing of their seminarians. In the case of the prefects and their assistants, the main activity of the person is also included. The dictionary can be treated as a basic study for further research and the creation of monographs of individual institutions.

Słownik zawiera szczegółowe informacje pozyskane z literatury drukowanej i źródeł rękopiśmiennych na temat wszystkich 76 burs muzycznych działających przy jezuickich ośrodkach kształcenia w Rzeczypospolitej Obojga Narodów. Bursy funkcjonowały przy większości kolegiów i stanowiły stały element ich oferty edukacyjnej. W hasłach podano rok powstania placówki zakonnej, okres działalności jezuickich szkół publicznych, jak również - wyszczególnione przez katalogi roczne - nazwiska prefektów burs, ich pomocników i kleryków, zatrudnionych przy wychowaniu bursarzy. W przypadku prefektów i ich pomocników uwzględniono też główne zajęcie danej osoby. Słownik może być traktowany jako podstawowe opracowanie do dalszych badań i tworzenia monografii poszczególnych placówek.

It was characteristic for old Polish secondary education that all elements of school life were being used to enhance the impact of educational influence. According to the fact, that the basic program of teaching doesn't occupy children too much, they were able to prepare some public performances. We can distinguish a few examples: individual speeches, dialogues or theatre spectacles. These occupations were a great opportunity to exercise important skills for future public activity of young noblemen. Such kind of education was not only widely accepted by Polish society, but also suggested by some parents. Especially according to poetic and rhetoric education. One of the most important aims of that system was to create a human able to understand and create a popular culture. Thus public activities could be considered as a chance to develop skills of future politicians and, in general, members of society. But not only oratorical skills. We should remember, that such education was connected with some kind of knowledge and, what's more, moral values. Children during preparation to public performances were taught, for example, about the history of ancient civilizations and their culture, and the same with regard to Poland (including basic information about Polish modern offices or institutions). The most important aspect of these practices however was related to morality and civic education. Historical sources show us many examples: importance of religion in everyday life, justice, peace, concord and many other. These values were often personified and played by pupils in school theatre. It must be emphasized that these shows had a strong influence not only on a children education, but also on spectators. Already in 16th century it has been noticed that theatre or dialogues should be used in Poznań by Jesuits as a mean to teach people. This article concentrates on public performances in Poznań from sixteenth to eighteenth century. There were analyzed two secondary schools: Lubrański Academy and Poznań Jesuits College. The author wanted to show the similarity of educational system in these schools, the same involvement with preparing young people to public performances and the pedagogical aspects of this.