Loyola University Chicago - Loyolan Yearbook (Chicago, IL)

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rom ik W ckeuaf Mniuemifiefi 'lihe third tvpe of education was developed more pgirtieulnrlv in the lute Xliddle Ages and in the succeeding centuries. This, the medieval spirit, was ll major iiiiltieiiee along with that of Quintilinn and other Roman educators on the ff framers of the Rufio Sz'11a'i0r11111, the .lesuit eode of lihernl education. lt xvns during this time that the world snxv the rise of Seholnstieism. And the -lesuits preserved and developed this Scho- no . L Amgen wr.- 5' ?ESf i'1' ,. TT .i... Jr, 5,4

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U 5- --N - ,- B , 4 ,-1 f ' 313 ' - ' . .5 5 . in . ,,,,' -4-9, T 1:1 ry, - Q - T ? Lf1 l 'f 01418 . . W 1 A ig --f: r -H w Wy ' 1 1' ' if l , , 1 5? Y -1-JI' iz'-z-. fef5 5't - .1 . . :ul '!1.L' H 5' ' fi! .. U if-'in ' .1 JL 5 ' - . 5- J-4' I ' I w . f Fffgv' I gg hfjjjwup, ' 31' C .fifa W 0 1 it i ' fr i 7 ' Q iid' T l Fi' i W ii i 1 -.n l f H I E i Q- X l ll v All Er li ' , 1 l li The second tvpe of education was Roman, which xvas more nar- roxvlv practical than the Greek. lt aimed at equipping the individ- ual for a social task, or a small group of social tasks, to produce the orator, the administrator, the laxv-maker. lt can be called a voca- tional education. The principal influence of the Roman world of learning on .Iesuit education was the Roman rhetorician Quintilian. Quintilianls use of class exercises, memorv lessons, literarv composition, and declama- tion has been preserved bv the .Iesuits in their tvpe of school- education. The Jesuits' objective was the training of the fullv developed Christian man, and they took Quintilian's lllxriflzfio Ora- mria cTbt1 Trairllillg of the Ommrl as the treasure-house from which they drexv their pedagogical precepts. The reason for the importance of Quintilian in the .lesuit svstem of education is that he was the interpreter of antiquitv to the Renais- sance, as Aquinas in his dav had been the interpreter of Aristotle in the medieval schools. Not that one should picture the framers of the Ratio as gathered about a table examining Quintilian's treatise and appropriating large excerpts for their work. But Quintilian and his eloqlzelztia were in the airg L 10rIllL'lIl'iL'l was the crv of the intellectual world of that day, much as science is of ours. There was no school -I 1 ff, or university where Quintilian was not in vogue. This influence lasted T 75.3 long in lesuit circles. f7,qyfZ,f7:4fjf:', - - ,IU -,VU--lp'7',.', :ll1Vglf3,f'f5f,f , ,-Q f' H ,A A ' 'Wif- I 44.1 I '17 l'u42'1'y ,- S 'M ' ' iff' I ,Ua.:. ff if wil' V, -T L , fi' ' .i.fg,,1.?:5- -ff Q f., 13. q' v I 5 ,3',',,, 'iailq' fIff'.'.E'v - -as X -W. 1 van , it -,-J1' r ,f H 9'fi.'f.' ' x - T . . 'r--1-.1 gr- HH. ra is . - it vs . . A - , eff? Net --1. 4 0 ...,-5 ' ggeff i. jf f i.. . . I '. --- ' 'i ' 'f' -rf, ,iff - 5 X .X-sxwx L., , AIQ ,ll . , ,- - - V I 'T N, ' i fmaxx if-f3jaIif' l ,e,1E:,N'iQs1A' Il Y 'N ,. 'Q Q . 'svvs -- X .'-4 W' . - -gz:... X xc S- xx , 5. ,,f,',f',ll',' if N W. 1 .Ars 'K i 3'Api'X, -1.. I' 'ff-i'f -H T-1 . Q. Q ' '-A If . 4 .Ri il' f X ' Q -' - .111 , ,. ww R -- ei ':s:'q'lJi T ...fr A wgyi 1 ,,' ff fgss .M S -m,4lT.p,- 1 ! f . Sq ' X ,f , f,.f a -e a gg ul ' 'jf ' ' WJ- .gf .wzfzv -as 'f' -'asf .fx li U3 . aft! T si f Q . - iilaiwf' Al, . 1 iff' . X ill ' 'I 'FA' .-i,'fr,fwfZ, , f.f fp Nuff!! p 1 T Nw i 1' , i5igffi,,4.yi,.f,..iw,fI ,ft 'fffll I ..,, ,, .-qiwff' Mkef .Ji f 1. -We-Ji Lpfzcqf i W' I 1 ' -nw. 4'-'ff ' 9,1 1452! 4 ff V r T ii- ll mfg, ' 1 ' Axviffjz. f,v3. ',f',-4,'4,VYf, ff, 3-L ' l ' X , it--l ,m e-jfli'i'i1 , 'QYVX ' 1 if ,I J PQQWMT ' fix . L-'P-V 1!.' , rritffvd-4 'X 1 ,ZL..'T ' T T 4 ' 2 -1-'ff ag X15-iviliipfdt-. A-.gems ' y ,H - ' ,ij 1. f- Q . l l

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KJ ogna, aww, X or , an .S,6l,f6LI'l'l6UfLC6l . . . lnstieism. the greatest achievement of medic education. The results of this preservation ml und development are evident in the Ratio which provides for ll training in the classics, followed in the higher studies by courses in Sehulnstienl pliilnsopliy and theology. The Ratio Srlzdiorulll is essentially ll l'l11l'lNHI1- ization of the old learning and the new.