purposes, when he was well versed in the theological and philosophical opinions of his preceptors, when he was skillful in dispute, and could make a brilliant display from the resources of a well-stored memory, he had reached the highest point to which the Jesuits sought to lead him. Originality and independence of mind, love of truth for its own sake, the power of reflecting, and of forming correct judgments, were not merely neglected-they were suppressed in the Jesuit's system. But in what they attempted they were eminently successful, and their success went a long way toward securing their popularity.*

Cause of Popularity. Their popularity was due, moreover, to the means employed, as well as to the result attained. The Jesuit teachers were to lead, not drive their pupils, to make "disciplinam non modo tolerabilem, sed etiam amabilem." (Not only bearable but also pleasant.) Sacchini expresses himself very forcibly on this subject. "It is," says he, "the unvarying decision of wise men, whether in ancient or modern times, that the instruction of youth will always be best when it is pleasantest: whence this application of the word ludus. The tenderness of youth requires of us that we should not overstrain it, its innocence that we should abstain from harshness. That which enters into willing ears the mind as it were runs to welcome, seizes with

*Ranke, speaking of the success of the Jesuit schools, says: "It was found that young persons learned more under them in half a year than with others in two years. Even Protestants called back their children from distant schools, and put them under the care of the Jesuits."-Hist. of Popes, book v.; p. 138. Kelley's Trans

avidity, carefully stows away, and faithfully preserves." The pupils were therefore to be encouraged in every way to take kindly to their learning. With this end in view (and no doubt other objects also), the masters were carefully to seek the boys' affections. "When pupils love the master," says Sacchini, "they will soon love his teaching. Let him, therefore, show an interest in everything that concerns them and not merely in their studies. Let him rejoice with those that rejoice, and not disdain to weep with those that weep. After the example of the Apostle let him become a little one amongst little ones, that he may make them adult in Christ, and Christ adult in them. Let him unite the grave kindness and authority of a father with a mother's tenderness.

Learning to be made Pleasant. In order that learning might be pleasant to the pupils, it was necessary that they should not be overtasked. To avoid this the master had to study the character and capacity of each boy in his class, and to keep a book with all particulars about him, and marks from one to six indicating proficiency. Thus the master formed an estimate of what should be required, and the amount varied considerably with the pupil, though the quality of the work was always to be good. Not only was the work not be excessive, it was never to be of great difficulty. Even the grammar was to be made as easy and attractive as possible. "I think it a mistake," says Sacchini, "to introduce at an early stage the more thorny difficulties of grammar: ... for when the pupils have become familiar with the easier parts, use will, by degrees, make the more difficult clear to them. His mind expanding and his judgment ripening as he

grows older, the pupil will often see for himself that which he could hardly be made to see by others. Moreover, in reading an author, examples of grammatical difficulties will be more easily observed in connection with the context, and will make more impression on the mind, than if they are taught in an abstract form by themselves. Let them, then, be carefully explained whenever they occur."

In collecting these particulars about the Jesuit schools, I have considered not how this or that might be used in attacking or defending the Order, but, simply, what would be of most interest to those who are engaged in education.

Importance of Jesuit System. No other school system has been built up by the united efforts of so many astute intellects; no other system has met with so great success, or attained such wide-spread influence. It deserves, therefore, our careful consideration; and, however little we may approve that system, and wish to imitate it as a whole, it may suggest to us not a few useful reflections on our own practice; may lead us to be clearer in our aims; and to value more highly a well-organized plan of instruction-without which even humble aims will mostly prove unattainable.

II.

ASCHAM, MONTAIGNE, RATICH, MILTON.

Our Grammatical Reformers. Masters and scholars who sigh over what seem to them the intricacies and obscurities of the "Headmasters' Primer" may find some consolation in thinking that, after all, matters might have been worse, and that their fate is enviable indeed compared with that of the students of Latin 400 years ago.

Did the reader ever open the "Doctrinale" of Alexander de Villa Dei, which was the grammar in general use from the middle of the thirteenth to the end of the fifteenth century? If so, he is aware how great a step toward simplicity was made by our grammatical reformers, Lily, Colet, and Erasmus. Indeed, those whom we now regard as the forgers of our chains were, in their own opinion and that of their contemporaries, the champions of freedom.

Rules to be studied in the Authors themselves. I have given elsewhere a remarkable passage from Colet, in which he recommends the learning of rules and the study of examples in good Latin authors. Wolsey also, in his directions to the masters of Ipswich School (dated 1528), proposes that the boys should be exercised in the eight parts of speech in the first form, and should begin to speak Latin and translate from English into Latin in the second. If the masters think fit, they may also let

the pupils read Lily's “Carmen Monitorium," or Cato's "Distichs." From the third upward a regular course of classical authors was to be read, and Lily's rules were to be introduced by degrees. "Although I confess such things are necessary," writes Wolsey, "yet, as far as possible, we could wish them so appointed as not to occupy the more valuable part of the day." Only in the sixth form, the highest but two, Lily's syntax was to be begun. In these schools the boys' time was wholly taken up with Latin, and the speaking of Latin was enforced even in play hours, so we see that anomalies in the Accidence as taught in the As in præsenti were not given till the boys had been some time using the language; and the syntax was kept until they had a good practical knowledge of the usages to which the rules referred.

Roger Ascham's "Scholemaster." These great men, however, though they showed the interest they took in the instruction of the young, and the insight they had into the art of teaching, never attempted a perfect treatise on the subject. This was done some fifty years afterward by the celebrated Roger Ascham in his "Scholemaster." If laudari a laudatis (to be praised by the famous) is any test of merit, we may assume that this book is still deserving of attention. "It contains, perhaps," says Dr. Johnson, "the best advice that was ever given for the study of languages." And Mr. J. E. B. Mayor (no mean authority) ventures on a still stronger assertion. "This book sets forth," says he, "the only sound method of acquiring a dead language." Mr. George Long has also borne witness on the same side.

*Life of Ascham.