02812cam a22003253u 450000100060000000300070000600500170001300600020003000700050003200800410003704000110007804100170008905000070010610000370011324500210015025000190017126400510019030000470024133600260028833700260031433800360034050000310037650801900040752016940059753400540229165300140234565300250235985600590238485600430244377466UtSlPG20260610134808.0mcr n260607r20251903utu|||||o|||||||||||||| d  aUtSlPG 7aen2iso639-1 4aLC1 aSchwickerath, Robert,d1869-194810aJesuit education  aSecond edition 1aSalt Lake City, UT :bProject Gutenberg,c2025  a1 online resource :bmultiple file formats  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  aRelease date is 2025-12-15  aPeter Becker, Terry Jeffress, and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)  a"Jesuit education" by Robert Schwickerath is a historical and pedagogical treatise written in the early 20th century. It examines the history and guiding principles of Jesuit schooling—especially the Ratio Studiorum—against contemporary debates about electives, the value of the classics, and moral-religious formation. Drawing heavily on primary sources, it aims to correct common misconceptions and show how Jesuit methods can address modern educational problems.

The opening of the book explains the author’s purpose: to present Jesuit education from original documents and reliable witnesses, to answer persistent misrepresentations, and to relate the system to current issues like the elective craze, the place of Greek and Latin, and moral training. He acknowledges a polemical tone, justifies copious citations, and outlines a two-part plan (history, then principles and practice). The introduction portrays contemporary schooling as unsettled, critiques sweeping reforms led by prominent American universities, and challenges claims that Jesuit curricula are rigid or obsolete—arguing critics often lack sympathy and first-hand knowledge. The historical survey then begins by showing that robust Church-led education predated the Jesuits (from parish schools to monasteries and universities), highlights Renaissance influences (e.g., Vittorino da Feltre, the Brethren of the Common Life, Louvain, Salamanca, Alcala, Paris), contrasts humane classical learning with excesses of paganizing humanism, and notes how the Reformation’s alliance with radical humanists often damaged schools and universities, especially in Germany. (This is an automatically generated summary.)  pOriginally published:cSt. Louis: B. Herder, 1903  aEducation  aJesuits -- Education4 uhttps://archive.org/details/jesuiteducationi00schwiala40uhttps://www.gutenberg.org/ebooks/77466