Last updated 27/06/24: Online ordering is currently unavailable due to technical issues. We apologise for any delays responding to customers while we resolve this. For further updates please visit our website: https://www.cambridge.org/news-and-insights/technical-incident
We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
Published online by Cambridge University Press: 24 February 2017
Among the several new religious orders founded during the sixteenth century, the Society of Jesus, from the viewpoint of education, was the most important. Ignatius of Loyola (1491–1556) arrived at the College of Montaigu of the University of Paris in 1528. He was thirty-six years old. His heroic resolve to further his education was the result of his spiritual conversion at Manresa in Spain in 1522. He desired an education, not to teach nor found schools, but to prepare for the priesthood. He continued at St. Barbara's in Paris his philosophy and arts course, with theology later at the Dominican Convent of St. James.
1. Ganss, George E., Saint Ignatius' Idea of a Jesuit University (Milwaukee: The Marquette University Press, 1954), p. 194.Google Scholar
2. Constitutions X, 2, pp. 622–623.Google Scholar
3. “Letter of Transmission” for the 1599 Ratio, trans. Edward A. Fitzpatrick, St. Ignatius and the Ratio Studiorum (New York: McGraw Hill Book Company, 1932), p. 97.Google Scholar
4. Farrell, Allan P., The Jesuit Code of Liberal Education (Milwaukee: The Bruce Publishing Company, 1938), p. 44.Google Scholar
5. Ibid., p. 404.Google Scholar
6. Ratio Studiorum, “Rules Common to the Professors of the Lower Classes,” Fitzpatrick, op. cit., p. 195.Google Scholar
7. Ibid., “Rules for Externs of the Society,” Fitzpatrick, op. cit., p. 243.Google Scholar
8. “… let him exclude no one on account of his lowly station in life, or his poverty,” “Rules for the Prefect of Lower Studies,” Fitzpatrick, op. cit., p. 181.Google Scholar
9. Compayré, Gabriel, Histoire critique des doctrines de l'education en France depuis le seizième siecle (Paris: Libraire Hachette et Cie, 1879), I, 199.Google Scholar
10. “These masters are to see especially to the progress of each one of his own students,” Constitutions IV, 13, 456: the teacher is to strive for the advancement of “each of the pupils,” “Common Rules” 50, Fitzpatrick, op. cit., pp. 102–103, and 208.Google Scholar
