=The Port Royal Course and Method of Teaching.=--Since the Port Royalists held that character was of more importance than knowledge, and reason was to be developed rather than memory, these ‘little schools’ sought to impart an education that should be sound and lasting, rather than brilliant. Unlike the Jesuits, they did not start their pupils with Latin, but with the vernacular, since this was within their comprehension. As soon as they possessed a feeling for good literature, they began the study of Latin through a minimum grammar written in French, and soon took up the Latin authors, rendering them into the vernacular. Greek literature was treated in similar fashion. To train the reason, the older pupils were also taught logic and geometry. The course of study, however, was mostly literary, and had no regard for science or investigation. Port Royal presented the best elements of the education of the past, but did not see beyond it. The methods introduced some striking innovations. The leaders in the Port Royal education departed from the alphabetic plan in teaching their pupils to read, and developed a phonetic method. The Port Royalists also refused to permit the use of emulation and prizes in their schools, but their exclusion of rivalry resulted in indifference. They were never able to secure the energy, earnestness, and pleasing environment of the Jesuit colleges. They did, however, succeed in inculcating a general spirit of piety without the formal teaching of doctrine. [Sidenote: Jesuits lost sympathy.] [Sidenote: Port Royalists produced educational treatises.] =Closing of the Port Royalist Schools and Its Effects.=--In 1661 the Port Royalist schools were closed by the order of Louis XIV through the influence of the Jesuits. But this act cost the Jesuits dearly. Not only did it lose them sympathy, but it furnished the Port Royalists occasion to issue tracts against Jesuitism that have injured its repute ever since. This closing of their schools also gave the Port Royalists the opportunity of becoming educators in a larger sense by producing a great variety of writings upon their system. Later on, too, Rollin (1661-1741), who was twice elected rector of the University of Paris, summarized in his _Treatise on Studies_ the Port Royalist reforms wrought in that institution. [Sidenote: Little elementary education before La Salle.] [Sidenote: Development of the schools at Rheims:]