Whatever, then, a man may think privately, and be free to think, in matters of mere opinion, the genius of education imposes limits on the manner and matter of his actual teaching; and the speculations of a thinker, a writer, or an investigator, are not to be confounded with the best results of an educator, who, doing his work in the best way, is to effect a definite and immediate object. That object is nothing less than the equipping of fresh young spirits with principles of thought and habits of life, to enter fully appointed on their respective paths of duty. In this view, therefore, definiteness of matter, no less than unity of method, were required from the first for an effective system of education.
During forty years, the individual enterprise of experienced and responsible men had been interpreting the values and measuring the results of existing methods. The Society itself had mounted into such a position, as practically to command the whole field of secular education. Its own system must have been excellent already. Nor could that system have been uniformly excellent, but for some uniformity which characterized it. Still the unity was defective. The Provinces were petitioning for an improvement. Evils obstructed the way to something better. For these reasons, the matter was taken in hand by one General after another. And the final outcome of their work was a "Form," or "Method of Studies," _Formula_, or _Ratio Studiorum_.
On the nineteenth day of February, 1581, Father Claudius Aquaviva was elected fifth General Superior of the Society. Taking up this educational project where his predecessors had left it, and, like them, availing himself of his almost boundless resources for obtaining information, he began by putting the work through every possible stage of consultation, to which the traditions of his office, and his own executive ability prompted him; and, when all prudent means had been exhausted in deliberating, he then used the executive power which was vested in him; and he required that what had been so laboriously designed, by the united efforts of many, should henceforth be reduced to practice, with the good will of all.
It will be interesting to review briefly the process of elaboration. In the general assembly which elected Aquaviva, a committee of twelve Fathers from different countries was appointed to draw up a method of studies. How far their work proceeded does not appear. Three years later, in 1584, the General named a Commission of six, John Azor from Spain, Gaspar Gonzalez from Portugal, Peter Buys from Austria, Anthony Guisani from Upper Germany, Stephen Tucci of Rome, and James Tyre to represent France. This last-named Jesuit, a Scotchman, was not unknown in the lists of controversy to his countryman, John Knox. They were all experienced in the administration of colleges, and versed in the subjects of all the faculties. Entering on their labors, they worked during six winter months in the Poenitentiaria of St. Peter's in Rome; and, during the next three summer months, they resided in the Quirinal. The eyes of the chief authorities in the Catholic world were turned in expectancy towards them. Indeed, some of the chief interests of Catholic Christendom seemed to depend upon them.