Latin, when they advanced to the chair of purest Latinity. Hence the legislation ordains that Philosophy is to be studied before undertaking to teach Letters.[184] There are several reasons, however, which, as urged by these critics, are quite relevant to our present topic. They urge that Grammar studies require a certain fervor, or alacrity, which is rather to be found in persons who are younger, and so far are nearer to the thoughts and sentiments of boyhood. The fuller results of education, in this respect, are not to be had from them when older. If authority or experience is felt to be wanting, it can readily be supplemented by the Prefect of Studies, who is constantly in attendance on the classes of Grammar; and his direction finds a sufficient response in the teacher's aptitude and docility. Indeed, docility to counsel is so indispensable a requisite, on the part of young teachers, that the General Mutius Vitelleschi observes: "If they were to show themselves impatient of correction, and were to refuse the necessary aids for becoming efficient, they should on all accounts be removed from teaching, even if they had filled only half a year; since it is more just and expedient that one suffer shame, than that many be injured."[185] Unless singular talents, or the bare force of circumstance, recommend another course of action, it is not desirable that new teachers should at once become Masters of the higher class of Grammar or of Humanity, though otherwise not unfit for these grades. On all accounts, say the critics, the rule should be that they start with the lowest classes, and then, year after year, advance to the next higher grade, with the best part of their scholars. A certain crudeness and inexperience which, at the beginning, are unavoidable in their management, will cause, as long as it lasts, not so much evil with the younger as with the older students. Inexperience wears away with practice. Then again, if the Masters go up each year, and the scholars go with them, the same students are very much with the same teachers. The young people have not to pass so often from one kind of management to another. Frequent change entails a waste of time, until each party comes to know the other, and understand his own as well as the other's part.[186] In 1583, Father Oliver Manare, visiting the German Provinces by the General's authority, had noticed this point, in his ordinance for the management of _convictus_, or boarding colleges; that "frequent changes were burdensome to the students themselves, because they were forced to accommodate themselves often to new teachers or prefects."[187]