In all the Jesuit colleges, as we have already observed, reigns the greatest decency, and a sort of military order and discipline, which is highly pleasing to the young. “Their colleges were open for all the graceful arts. Even dancing and fencing were not excluded. The annual distribution of prizes was preceded not only by tragedies full of political allusions, but also by _ballets_ composed by the reverend fathers, and executed by the most agile of their pupils.”[208] No pains were spared by the Jesuits to advance their pupils in their studies. But as the end which they taught them to have in view was not _the truth_—as it was not their purpose to inspire their young minds with those noble and generous sentiments which form great citizens, but only to instruct them in their peculiar doctrines, and render them subservient to their order, the whole course of instruction was directed to the attainment of these ends, and the progress of their pupils was more brilliant than solid—partook more of a theatrical character than of a serious method of learning that would have developed the power of reason and reflection. In the speculative sciences especially, their instruction was most defective. The student was by no means taught to penetrate the superficial crust of prejudices and appearances on which the mass of mankind build their opinions, and to descend into the deeper essence of philosophy; but his attention was chiefly directed to the art of disputing in pitiable syllogism upon some of their established principles. The most fantastical, and, at the same time, attractive questions, were proposed for public disputation; and to that incessant fencing of _nego_, _concedo_, _distinguo_, &c., the apprentice philosopher was taught to give all his attention, and, in the display of ability in this exercise, to place all his glory. The Jesuits, so celebrated as casuists, cannot boast of any great philosopher. If some of their pupils acquired a great name in science or in literature, they owed it to their own creative power, which broke out from that sort of magic circle which had been described around them. They became great, not because they had had good masters, but, on the contrary, because they had followed no other master than their own inventive genius. And this is always the case—the Dantes, the Bacons, the Shakspeares, had no masters. The Jesuits cultivated, with more success, archæology, numismatics, and the study of languages. They have especially rendered important services to the study of the classics, which they strongly recommended as the most effectual requisite of a good education. But even to their labours in this department of learning we cannot render unqualified praise.