BERTINI, GIOVANNI MARIA. – Dominican theologian, born in Palermo around 1610, died there in the odor of sanctity on 15 February 1669. He entered the Dominicans in Palermo while still young and pursued his studies there until he held the regency at the general house of S. Domenico from 1654 to 1656. He also governed the convent as prior (1651–53 and 1659–61). Later he became qualificator and consultor of the Inquisition in Sicily. Full of zeal for souls, he promoted various pious associations, such as that of the Rosary, for secular priests.
His writings concern either the doctrine of St Thomas or piety, especially the Holy Rosary. The commentaries on the Summa Theologiae of Aquinas are found in the Biblioteca Comunale of Palermo (ms. 369, cc. 35, 362 q. A. 127). Echard also mentions La Teologia mistica secondo la dottrina di s. Tommaso (Palermo 1668). In Sacri Rosarii Hortus (4 vols., ibid. 1658–67) B. explains the Rosary as an aid to contemplation, preaching and action. In Sacratissimae inquisitionis rosa virginea in qua catholicae fidei puritas efflorescit virginalis (ibid. 1662), a work of science, piety and baroque fancy, he attempts an explanation of the Summa according to the mysteries of the Rosary. Only the volume on the joyful mysteries saw the light of day. Worth noting is his theory of corporal visions and the manner of recognizing them, and especially the “perorations,” i.e. brief, ardent prayers that conclude the individual articles.
BERTINI, GIOVANNI MARIA. – Philosopher, educator, born at Carmagnola in 1818, died at Turin on 14 Oct. 1876. A master of Greek and Platonic philosophy, he produced several essays, among which is to be recalled Idea di una filosofia della vita (2 vols., Turin 1850).
Called to serve on the Superior Council of Public Instruction, he exercised a beneficial influence there; the fruit of this service is seen in Relazione e proposte sulla scuola secondaria (1865), Questione urgente sull'istruzione classica and the letters to Fassini Sulla riforma dell'istruzione secondaria classica. For B., secondary education has above all a formative end in the sense that it does not merely impart knowledge but educates, aiming at the full formation of the personality of man, citizen and soldier. B. wished the State not to remain indifferent to the religious instruction and education of the young, which