That their educational system, viewed from a modern liberal-education standpoint, equaled in effectiveness for liberal-education ends such institutions as the court schools of Vittorino da Feltre, Battista da Guarino, or other Italian humanistic educators of the Renaissance (p. 267); the French and Swiss colleges of Calvin (p. 331); Colet's school at Saint Paul's (p. 275), and the better English grammar schools; or the schools of the Brethren of the Common Life in the Netherlands (p. 271); would hardly be contended for to-day. Such, though, was not their purpose. To proselyte for the Church rather than to liberalize--from their point of view there had been too much liberalizing already--was their ultimate aim, and their educational work was organized to suppress rather than to awaken more Protestant heresy. The work of this Order was so successful, and for two centuries so dominated secondary and higher education in Europe, that it will pay us to examine a little more closely their educational organization to see more fully the reasons for their large success. In so doing we will examine three points--their school organization, their methods of instruction, and the training of their teachers. JESUIT SCHOOL ORGANIZATION. Each college was presided over by a _Rector_, who was in effect the president of the institution, and a _Prefect of Studies_, who was the superintendent of instruction. Below these were the _Professors_ or teachers, the _House Prefect_, the official disciplinarian of the institution, known as the _Corrector_, the monitors, and the students. There were two classes of students, interns and externs. Their schools were divided into two courses. The _studia inferiora_, or lower school, which covered the six years from ten to twelve years of age up to sixteen to eighteen; and the _studia superiora_, which followed, and included the higher college and university courses, with philosophy and theology as the important subjects. For the whole, there was a very carefully worked-out manual of instruction (R. 180) known as the _Ratio Studiorum_. [11] The boy entering a Jesuit college was supposed to have previously learned how to read Latin. The first three years were given to learning Latin grammar and a little Greek. In the fourth year Latin and Greek authors were begun, and in the fifth and sixth years a rhetorical study of the Latin authors was made. Latin was the language of the classroom and the playground as well, the mother tongue being used only by permission. Greek was studied through the medium of the Latin. The retention of Latin as the language of all scholarly and political intercourse, and the cultivation of the style and speech of Cicero as the standard of purity and elegance, were the ends aimed at. Careful attention was given to the health and sports of the pupils, and special regard was paid to moral and religious training.