Educating in times of change: the Jesuits and the challenge of Italian Unification

After the restoration of 1814, the Society of Jesus faced a new major challenge: the Unification of Italy, which opened a delicate and complex phase. Even in that historical context, the Jesuits managed to renew themselves without losing the core of their educational mission.

A new Italy, an ancient mission
The year 1861 marked the birth of the Kingdom of Italy, but for the Society, it was not a time of celebration. In the name of secularization and control over ecclesiastical assets, the new State began a process of expropriation and nationalization of religious buildings. Some colleges – previously thriving cultural and spiritual centers – were closed or transformed into state schools or institutions. The Jesuits were forced to leave many cities and provinces, also facing hostility from part of public opinion.

Resilience and discernment
The Society’s response was far from resigned. The Jesuits chose the path of discernment: accepting the changing course of history without losing what was essential. In many cases, they reinvented themselves: opening new educational centers in peripheral areas, investing in Catholic publishing, and strengthening the educational dimension through parishes and retreat houses.

During this period, an educational approach emerged that was even more attentive to the formation of conscience and interiority, where Ignatian pedagogy took deeper root in personal freedom and social responsibility.

A journey that continues
Between the late 19th century and the early decades of the 20th century, the Society gradually returned as an active presence even in Italy’s major cities. Some colleges reopened; others were transformed into new educational centers. Attention to young people, care for families, and dialogue with civil society became the pillars of a mission that has never ceased to be oriented toward the common good.

That legacy remains alive today in the many institutes of the FGE network: schools that educate for cultural competence, spiritual depth, active citizenship, and social justice.