Literature forms the principal part of the education of a people. Greece and Rome owe their civilisation and grandeur to their poets and orators more than to anything else. With the Eschyluses, the Demostheneses, the Horaces, and the Ciceros, disappeared the glory, the liberty, the civilisation, of the two nations. And if now and then some privileged intelligences, such as Tacitus and Plutarch, appeared on the scene, they could not give a tone to the age, both because they stood alone, and because they were the reflection, not of their own, but of bygone times, and that all the elements of the expiring civilisation were concentrated, we may say, in themselves alone. For it is not to the excellence of the form that literature is indebted for its power; it is rather to its being a vivid representation of the thoughts and feelings, the opinions and sentiments, the hopes and fears, which constitute the life of a nation, and which the writers powerfully exhibit because they themselves are powerfully moved by them. It was by their possessing this excellence in the highest degree that the classical writers of antiquity contributed to form the character of their countrymen; and it is this which forms the chief attraction of their works to the modern student, and which renders them so efficient an instrument for developing the powers of the youthful mind. Now, how can a Jesuit, who has no country, no family, no affection, no history, nothing in which to glory but his order—how can such a man impart to young minds those noble sentiments, those inspirations, which form the essential part of classical literature? “How,” exclaims our Gioberti,[209] “how shall the youth love and admire the heroes of Plutarch if they are made known to him by a Jesuit?[210] because,” most judiciously adds the Italian philosopher, “even if the pupils can repeat the half of Demosthenes or of Cicero, the lesson cannot produce any good effect on their tender minds, if it is not assisted by the voice, by the manners, by the examples, of the interpreter; so that the soul and the life of the master ought to be a mirror and image of that ideal world into which he introduces the pupil.” In fact, the Jesuits gave all their attention merely to the external form of their compositions. Purity of language, elegance of style, correctness of expression, are, generally speaking, the distinctive characteristics of the writings of the Jesuits and their pupils. But their writings are devoid of invention, of bold and luxuriant images, of earnest and passionate expressions, and the care they take to publish their style renders them affected and often ridiculous. No doubt there are honourable exceptions; and Bartoli, for example, Segneri, and Bourdaloue, may be classed among the first Italian and French writers. The Jesuits exercised rather the memory than the intelligence of the pupil, who not seldom was able to recite volumes of which he hardly understood a word.