§ 20. The school-hours were remarkably short: two hours and a half in the morning, and the same in the afternoon; with a whole holiday a week in summer, and a half holiday in winter. The time was spent in the first form after the following manner:—During the first half-hour the master corrected the exercises of the previous day, while the Decurions heard the lesson which had been learnt by heart. Then the master heard the piece of Latin which he had explained on the previous day. With this construing, was connected a great deal of parsing, conjugating, declining, &c. The teacher then explained the piece for the following day, which, in this form, was never to exceed four lines. The last half-hour of the morning was spent in explaining grammar. This was done very slowly and carefully: in the words of the _Ratio Studd._: “Pluribus diebus fere singula præcepta inculcanda sunt”—“Generally take a single rule and drive it in, several days.” For the first hour of the afternoon the master corrected exercises, and the boys learnt grammar. If there was time, the master put questions about the grammar he had explained in the morning. The second hour was taken up with more explanations of grammar, and the school closed with half an hour’s concertation, or the master corrected the notes which the pupils had taken during the day. In the other forms, the work was very similar to this, except that Greek was added, and also in the higher classes a little mathematics. § 21. It will be observed from the above account, that almost all the strength of the Jesuit teaching was thrown into the study of the Latin language, which was to be used, not only for reading, but also in writing and speaking. But under the name of “erudition” some amount of instruction in other subjects, especially in history and geography, was given in explaining, or rather lecturing on, the classical authors. Jouvency says that this lecture must consist of the following parts:—1st, the general meaning of the whole passage; 2nd, the explanation of each clause, both as to the meaning and construction; 3rd, any information, such as accounts of historical events, or of ancient manners and customs, which could be connected with the text; 4th, in the higher forms, applications of the rules of rhetoric and poetry; 5th, an examination of the Latinity; 6th, the inculcation of some moral lesson. This treatment of a subject he illustrates by examples. Among these is an account of a lesson for the first (_i.e._, lowest) class in the Fable of the Fox and the Mask:—1st, comes the argument and the explanation of words; 2nd, the grammar and parsing, as _vulpes_, a substantive of the third declension, &c., like _proles_, _clades_, &c. (here the master is always to give among his examples some which the boys already know); 3rd, comes the _eruditio_—something about foxes, about tragedy, about the brain, and hence about other parts of the head; 4th, Latinity, the order of