the words, choice of the words, synonyms, &c. Then the sentences may be parodied; other suitable substantives may be found for the adjectives and _vice versâ_; and every method is to be adopted of showing the boys how to _use_ the words they have learnt. Lastly, comes the moral. § 22. The practical teacher will be tempted to ask, How is the attention of the class to be kept up whilst all this information is given? This the Jesuits did partly by punishing the inattentive. Every boy was subsequently required to reproduce what the teacher had said, and to show his written notes of it. But no doubt this matter of attention was found a difficulty. Jouvency tells the teachers to break off from time to time in their lectures, and to ask questions; and he adds: “Variæ sunt artes excitandæ attentionis quas docebit usus et sua cuique industria suggeret.—Very various are the devices for arousing attention. These will occur with practice and pains.” For private study, besides written exercises and learning by heart, the pupils were recommended subjects to get up in their own time; and in this, and also as to the length of some of the regular lessons, they were permitted to decide for themselves. Here, as everywhere, the Jesuits trusted to the sense of honour and emulation—those who did extra work were praised and rewarded. § 23. One of the maxims of this system was: “Repetitio mater studiorum.” Every lesson was connected with two repetitions—one before it began, of preceding work, and the other at the close, of the work just done. Besides this, one day a week was devoted entirely to repetition. In the three lowest classes the desire of laying a solid foundation even led to the second six months in the year being given to again going over the work of the first six months.[24] By this means boys of extraordinary ability could pass through these forms in eighteen months, instead of three years. § 23. _Thoroughness_ in work was the one thing insisted on. Sacchini says that much time should be spent in going over the more important things, which are “veluti multorum fontes et capita (as it were the sources and starting points of many others)”; and that the master should prefer to teach a few things perfectly, to giving indistinct impressions of many things.[25] We should remember, however, that the pupils of the Jesuits were not _children_. Subjects such as grammar cannot, by any expenditure of time and trouble, be perfectly taught to children, because children cannot perfectly understand them; so that the Jesuit thoroughness is not always attainable.