[Sidenote: The upper colleges furnish training in ‘philosophy’ and theology.] The full course of the upper colleges lasts seven or nine years,-the first three in ‘philosophy,’ followed by four or six in theology. The training in ‘philosophy’ now includes not only logic, metaphysics, psychology, ethics, and natural theology, but also work in algebra, geometry, trigonometry, analytics, calculus, and mechanics, and such natural sciences as physics, chemistry, geology, astronomy, and physiology. A successful completion of the course leads to the degree of Master of Arts. After the course in philosophy, most of the Jesuits teach in the lower colleges five or six years before going on with the work in theology. In the theological course four years are devoted to a study of the Scriptures, Hebrew, and other Oriental languages, together with Church history, canon law, and various branches of theology. After this one may elect a further training of two years, to review the work in philosophy and theology, and to prepare a thesis. After a public examination and defense of his thesis, the successful candidate is awarded the degree of Doctor of Divinity. Hence a complete Jesuit training will take from eighteen to twenty years, and a member of the order may be from thirty to thirty-five years of age before completing his formal education. [Sidenote: Trained teachers,] [Sidenote: the ‘prelection,’] [Sidenote: memorizing,] [Sidenote: reviews,] [Sidenote: and rivalry.] =The Jesuit Methods of Teaching.=--The methods of teaching and the splendid qualification of the instructors were from the first distinctive features in the Jesuit colleges, especially when one considers how little attention up to their time had been given to the preparation of teachers. No one could teach in the lower colleges who had not passed through the course in philosophy, while professors in the universities had first to complete the theological course. Instruction was generally imparted orally, and then memorized or taken down in lecture notes. The method was the ‘prelection,’ which meant a preliminary explanation of the passage or lectures upon the topic under consideration by the teacher. It consisted in giving, first, the general meaning of the whole passage or proposition; then, a more detailed explanation of the construction or phraseology; next similar thoughts in other authors; fourthly, ‘erudition’, or informational comment upon the passage; then, a study of the rhetorical figures; and finally, the moral lesson to be drawn. Obviously, with such a method, great stress would be placed upon memorizing, especially in the lower colleges. To fix subjects firmly in mind, short hours, few studies, and brief lessons were early found to be necessary. Likewise, reviews have always been frequent and systematic, and the Latin motto of the Jesuit method declares that “repetition is the mother of learning.” Each day begins with a review of the preceding day’s work, and closes with a