Part 2 — Chapter XVI. The Method of Teaching in Practice. (continued 2)
Reading edition
Other exercises intended to rouse the activity of the pupils are oratorical contests and other public exhibitions.[891] The rules for the teachers prescribe that the original productions of the pupils must be carefully corrected and polished by the teacher, but the latter should not write them in their entirety.[892] A skilful teacher can do much in stimulating interest in such entertainments, if he proposes an interesting subject and knows how to use the literary and historical material treated in the class. The best entertainments will be those that treat one subject under various aspects.
In the philosophical course the contests consist in the disputations. The disputations of the students of philosophy in most Jesuit colleges are conducted in the same fashion as those described in a previous chapter.[893]
In the last place we must mention an exercise which has been styled a “better kind of rivalry,”[894] namely the so-called academies. These are voluntary associations of the students, literary societies in the middle classes, and scientific societies in Philosophy. In Philosophy, according to the rules for the academy, essays are read by the students on some scientific topic, preferably on subjects which are in some way connected with the matter studied in class, but which could not be treated there at length. At times these subjects may be given in the form of free lectures. After the essay has been read all the members of the academy are free to enter on a discussion and attack the assertion of the essayist.[895] It is clear that academies conducted in this manner afford the greatest advantages. In the essayist, the spirit of research is stimulated, and in all those who take part in the discussion, in fact, in all those present, scientific criticism is developed.
The subjects treated in the academy of the pupils of Rhetoric and Humanities are, naturally, of a literary character: criticism of rhetorical and poetical topics not treated fully in class,[896] which may be illustrated from various authors; a literary and critical appreciation of a striking passage from an author; the reading of an essay or poem composed by the pupil himself; a discussion of a disputed question of literature, and other interesting and useful subjects, which are recommended by the rules of this academy.[897] An academy is to be held every week in Philosophy, and every week or every fortnight in Rhetoric and Humanities. Even the Grammar classes are to have their academies, in which similar discussions are carried on, of course less scientific than in the higher classes. At any rate, these academies are excellently fitted to stimulate the activity of the pupils.
In one Jesuit college in the United States the essays prepared in the middle classes, sometimes treated of archaeological subjects which had been alluded to in the course of the reading of the classics. This seems quite in accord with the spirit of the rules for the academy. The pupils took a great interest in such subjects and undoubtedly derived great profit from them.
When the pupil read his essay, not unfrequently drawings on the blackboard, maps and pictures served to illustrate the lecture. Then followed a short discussion of the subject and further queries of the boys, which were answered by the teacher. The following subjects were treated in this manner: The Roman Coliseum, Roman military roads, Roman aqueducts, a Roman triumph, the Romans’ daily life, the Roman family, Roman agriculture, the number and rank of early Christians, character of Greeks and Romans compared, Greek sculpture, pagan and Christian art,—this last essay was read in connection with the study of Cicero’s fourth oration against Verres, “On the Statues,” in which many Greek masterpieces of art are described or mentioned.—Similar subjects are: The Roman (or Greek) house, Roman (or Greek) temples, feasts, costumes, weapons, magistrates, games, theatres, slavery, education, navy, travels etc. It may be easily understood that much is requisite to conduct such “Academies” successfully, above all on the part of the teacher. For he must discuss the subject with the young writer, suggest reliable sources from which to draw material, direct the writer in his work, and lastly revise and correct the essay. But the work will be amply compensated by the result, especially by the increased interest with which the pupils study the classics.
Such, then, are the exercises of the Ratio. They are distinguished for variety: a short recitation of the memory lesson is followed by the thorough repetition of the prelection of the previous day, or of the precepts of rhetoric, poetry, and grammar. Then comes the principal work of the day, the prelection of the new passage of the author, followed by a brief repetition. Some time is devoted every day to the writing of a little theme; and lastly the contests rouse the pupils to new attention, in case the other exercises should have caused some drowsiness. Certainly this change and variety of the exercises is calculated to break the monotony which, especially with younger pupils, is apt to give rise to weariness and disgust. At the same time, the exercises are of such a character that they call into play all the faculties of the mind: memory, imagination, reasoning. Thus they are excellent means for attaining the end of education, namely the thorough and harmonious training of the mind.