In the second chapter of the same part, the _Ars Discendi_, he comes to the acquisition of those sciences, which are proper to a Master of Literature. He says: "The erudition of a religious master is not confined to mere command of languages, whereof we have spoken heretofore; it must rise higher to the understanding of some sciences, which it is usual to impart to youth. Such are Rhetoric, Poetry, History, Chronology, Geography, and Philology or Polymathy, which last is not so much a single science as a series of erudite attainments, whereof an accomplished person should at least have tasted." History he divides into Sacred, Universal, and Particular. "As to the histories of particular nations, writers of the respective nationalities record them;" "and if you do not add Chronology to History, you take out one of History's eyes." For Geography, he designates the books and maps which were then to be had. And, for all the branches, he indicates standard authors. Now, in this little rhetorical sketch of Jouvancy's, we may take note of two features, one pedagogical, the other historical. The distinctively pedagogical cast is put upon these private studies, in as much as they are magisterial, being pursued with express reference to the Master's chair. The historical feature, to be noted here, is common to the Jesuit educational literature in general; which, in its many departments, marked several epochs and, as a whole, made an era in education. Thus, at the time of the _Ratio Studiorum_, there were indeed several guides of the very first rank, in the path of a literary formation. They were three in number, Cicero, Quintilian, and Aristotle. From these the Professor of Rhetoric had to derive his matter and make clear his method. The _Ratio_ names them as his text-books for the Precepts.[166] From these sources the literary activity and experience of many generations of Professors, in several hundred colleges of the Order, tended to mark out the best line to follow, for the attainment of literary perfection. The literary course, in which they themselves were proximately formed for the duties of teaching, served but to organize the matter, and to digest it. The numberless pedagogical text-books, issued before Jouvancy, and after him, exhibit the progress of the movement during the several centuries. And, at present, the system may be seen in its most developed form, if one consults the newest guides, like Father Kleutgen's _Ars Dicendi_, or Father Broeckaert's _Le Guide du Jeune Littérateur_. But, long before our day, the most ordinary systems of literary instruction have embodied the method; and the commonest text-books have it.