Loyola and the Educational System of the Jesuits

If statistics, in that nicely tabulated form which delights modern bureaus, have failed us as we run over the whole world to decipher the indications, there is yet another view which we may catch of the same subject, and one that is equally valuable. It is the multitude of nations into which this educational growth ramified. At Goa, in Hindustan, the seminary, which was inferior to none in Europe, had for its students, Brahmins, Persians, Arabians, Ethiopians, Armenians, Chaldeans, Malabari, Cananorii, Guzarates, Dacanii, and others from the countries beyond the Ganges. Japan had its colleges at Funai, Arima, Anzuchzana, and Nangasaki. China had a college at Macao; and later on many more, reaching into the interior, where the Fathers became the highest mandarins in the service of the Emperor, and built his observatory. Towards the close of the eighteenth century a large number of colleges were flourishing in Central and South America. All of these disappeared, when the Order was suppressed. The youth, who could afford to obtain the education needed, went over to Europe, whence they returned, a generation quite different from what had been known of before. They returned with the principles of the Revolution. And the whole history of Central and South America has changed, from that date onwards, into a series of revolutions, which are the standing marvel of political scientists to our day.