=Jesuit Education.=--Unlike the monastics, the Jesuits mingled with the world; they assumed no peculiarities of dress, and held themselves ready to act as missionaries to the most remote parts of the world, as agents of the Church to which they so fully consecrated themselves, and as teachers of youth. They established schools everywhere, and placed them in charge of teachers of remarkable skill and pedagogical training.[64] We have seen that their efforts were chiefly directed to higher education, their schools being designed for boys not less than fourteen years of age. In general, primary education did not enter into their scheme. Schwickerath thinks that the "Jesuits could not undertake elementary education" because "they had never men enough to supply the demands for higher education."[65] This shows that they held higher education as of the greater importance, and the same author further adds: "Besides, the whole intellectual training of the Jesuits fitted them better for the higher branches." They reached sons of princes, noblemen, and others who constituted the influential classes,[66] but "the Constitutions expressly laid down that poverty and mean extraction were never to be any hindrance to a pupil's admission."[67] Instruction was free. Their schools became the most efficient and the most popular means of education furnished throughout Europe,--and justly so, for their work was thorough, their teachers were competent and well trained, and their course of study comprehensive. It is worthy of especial note that all teachers of the Jesuit schools were carefully trained before they were allowed to give instruction. This is the first time in history that the necessity of special preparation for the work of teaching was recognized as an essential element in the work of education. Every Jesuit school was divided into two departments, the lower, _studia inferiora_, consisting of five classes, and the higher, _studia superiora_, requiring two or three years. Boys were admitted to the lower course at the age of fourteen, and the work consisted chiefly of the study of the humanities, while that of the advanced course embraced philosophy and theology.[68] With reference to these courses of study, Quick says, "The Jesuit system stands out in the history of education as a remarkable instance of a school system elaborately thought out and worked as a whole." Again, he says of the _Ratio Studiorum_:[69] "It points out a perfectly attainable goal, and carefully defines the road by which that goal is to be approached. For each class was prescribed not only the work to be done, but also the end to be kept in view." Surely these are most commendable features of any course of study. The work was remarkably thorough in every detail.