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040			_aUtSlPG
041		7	_aen _2iso639-1
050		4	_aLC
100	1		_aSchwickerath, Robert, _d1869-1948
245	1	0	_aJesuit education
250			_aSecond edition
264		1	_aSalt Lake City, UT : _bProject Gutenberg, _c2025
300			_a1 online resource : _bmultiple file formats
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aRelease date is 2025-12-15
508			_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)
520			_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.)
534			_pOriginally published: _cSt. Louis: B. Herder, 1903
653			_aEducation
653			_aJesuits -- Education
856	4		_uhttps://archive.org/details/jesuiteducationi00schwiala
856	4	0	_uhttps://www.gutenberg.org/ebooks/77466
999			_c118186 _d118186