The Educational Methods of the Jesuits by Chas. T. Everson

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Aug 1, 1907

The Educational Methods of the Jesuits

By Chas. T. Everson

CHAS. T. EVERSON

I took occasion a short time ago to look into the modus operandi of the largest Jesuit college here at Rome. It contains upward of a thousand students, and has a beautiful site near the railroad station. It is really the school of the rich, as its requirements in apparel, tuition, etc., are above the purse of the lower classes. The leading families of the aristocracy send their children to this school. On one occasion a minister of the king’s cabinet upbraided the senators of the Italian Parliament because they were endeavoring to make a strong fight upon the papacy, while at the same time they were sending their children to the Jesuit college for their education. They replied that if an institution which furnished the same advantages were provided them, they would immediately take their children out of the hands of the Jesuits and send them there; but as long as there was not an institution at Rome that could afford the needed education for their children, they would be compelled to continue sending them to the Jesuit college. Should we not stop right here and ask ourselves if this is not an opening that should be occupied by our people who have received special light on the educational problem?

One needs take but a hasty glance at the methods used by the Jesuits to understand the secret of their success. The student enters their school at the tender age of seven; and after once entering the school, he must not return to his home until his education is completed. During the vacation the students go into the country, accompanied by their teachers, to spend the hot summer months, and in the fall they return again in time for the opening of school. At the special request of the parents, the students may return home during the vacation, but only for a short stay. During the school year, however, they are not permitted to sleep out of the institution for a single night. Even relatives can not see the students except by special consent of the parents of the children; and if the students are accorded the permission to take a walk with their parents or relatives, they must be back in the school building before sunset.

On holy days there must be no visiting at all, in order not to interfere with the religious devotions of the students; for every student is required to attend religious service, and this duty is as obligatory upon him as to present himself for his lessons.

The students must have no money on their persons, but whatever money is for them is consigned to the superiors of the school. Thus the child is made fully dependent upon his teachers for everything he needs.

It can be readily seen at a glance that it is a system calculated to obtain the results at which the institution aims. The Jesuits take the children at a tender age, keep them under their influence constantly day and night for the entire year. After a few years of this continual contact with these Jesuitical teachers who constantly and persistently work away at the pliable minds of the youth under their care to inoculate them with their poisonous teachings, the students are bound to succumb to the toxic effect of the Jesuitical atmosphere. Is it to be wondered at that the students who come under Jesuitical teachers become bigoted Catholics?

Jesuitism studies and persistently endeavors to hold the young and tender mind of the student under the continual and direct control of the dominating influence of the teacher until the Jesuitical mold has been given to it. In the Jesuit institution the instruction that the student gains from books and in class is the smallest part of his education. What he absorbs from the Jesuitical atmosphere and in contact with his astute teachers is the part that has the greatest molding influence upon his life.