Harvard. We hear at an early date of public disputations by the pupils, after the pattern of those tournaments of barren logic which preceded the reign of inductive reason in Europe, and of which the archetype is to be found in the scholastic duels of the Sorbonne. The boys were sometimes permitted to act certain approved dramatic pieces of a religious character, like the _Sage Visionnaire_. On one occasion they were allowed to play the Cid of Corneille, which, though remarkable as a literary work, contained nothing threatening to orthodoxy. They were taught a little Latin, a little rhetoric, and a little logic; but against all that might rouse the faculties to independent action, the Canadian schools prudently closed their doors. There was then no rival population, of a different origin and a different faith, to compel competition in the race of intelligence and knowledge. The church stood sole mistress of the field. Under the old régime the real object of education in Canada was a religious and, in far less degree, a political one. The true purpose of the schools was: first, to make priests; and, secondly, to make obedient servants of the church and the king. All the rest was extraneous and of slight account. In regard to this matter, the king and the bishop were of one mind. “As I have been informed,” Louis XIV writes to Laval, “of your continued care to hold the people in their duty towards God and towards me by the good education you give or cause to be given to the young, I write this letter to express my satisfaction with conduct so salutary, and to exhort you to persevere in it.” * The bishop did not fail to persevere. The school for boys attached to his seminary became the most important educational institution in Canada. It was regulated by thirty-four rules, “in honor of the thirty-four years which Jesus lived on earth.” The qualities commended to the boys as those which they should labor diligently to acquire were, “humility, obedience, purity, meekness, modesty, simplicity, chastity, charity, and an ardent love of Jesus and his Holy Mother.” ** Here is a goodly roll of Christian virtues. What is chiefly noticeable in it is, that truth is allowed no place. That manly but unaccommodating virtue was not, it seems, thought important in forming the mind of youth. Humility and obedience lead the list, for in unquestioning submission to the spiritual director lay the guaranty of all other merits. We have seen already that, besides this seminary for boys, Laval established another for educating the humbler colonists. It was a sort of farm-school, though besides farming various mechanical trades were also taught in it. It was well adapted to the wants of a great majority of Canadians, whose tendencies were any thing but bookish; but here, as elsewhere, the real object was religious. It enabled the church to extend her influence over classes which the ordinary schools could not reach. Besides manual training, the pupils were taught to