Without theorizing on pedagogy, the Jesuit system itself, merely as observed and realized, results in the formation of Professors. There are several reasons, apparent on the surface, why it should do so. The studies, which the members of the Order pursue, are the same courses as the Order professes for the world at large. But, for the Jesuit members of the divers courses, a most elaborate system of examinations at every stage, with a specially searching manner of testing the students, is made to regard one objective point, which is the capacity of the Jesuit to teach what he has learnt, and this, as evinced, while under examination. The manner, in which this point is judicially determined, consists in referring the examiners to a standard, called "mediocrity." After a personal and oral disputation with the young Jesuit, lasting either half an hour, or one hour, or two consecutive hours, according to the stage at which he happens to be, a preponderating vote of the four or five examining Professors must aver that he has "surpassed mediocrity." The learning, prudence, and sincerity of the examiners are appealed to without further sanction, except at the very last stage in the young man's progress, when success under the ordeal will entitle him to Profession in the Society. Then each examiner's prudence is stimulated, and his sincerity bound down, by an oath. Only at one initial stage, that of the first examination in the course of his three years' Philosophy, is a certain margin allowed the beginner, in favor of bare mediocrity.
"Mediocrity" is defined to be that degree of intelligence, and comprehension of the matters studied, which can give an account of them to one asking an explanation. "To surpass mediocrity" designates the student's ability to defend his entire ground with such erudition and facility as show him qualified, in point of actual attainments, to profess the philosophy or theology studied. The final degree in the Order, which is that of Profession, requires this competency for all Philosophy and Theology together. Here then we see, that the capacity to teach is made the criterion of having learned sufficiently well. Passing through all the grades with this mark of excellence, the man who, after a general formation of seventeen years, and the requisite development of other qualifications, is then appointed to profess in a chair of the higher faculties, has been very much to the manner born of "surpassing mediocrity," and of doing so with the characteristics of a Professor.[156] How the same principles, if not in the same form, affect the conduct of the literary curriculum, we shall now see in the rest of this chapter.