Now it happens that this method of living admits of an enormous saving, and it explains how the 17,000 Jesuits who are at present in the Society are able not only to build splendid establishments for outside students, but to support a vast number of young men of the Order who are pursuing their studies of literature, science, philosophy, and theology, and who are consequently bringing in nothing whatever to the Society for a period of eleven years, during which time they are clothed, fed, cared for when sick, given the use of magnificent libraries, scientific apparatus, the help of distinguished professors, travel, and even the luxuries of villas in the mountains or by the sea during the heats of summer. It will, perhaps, be a cause of astonishment to many people to hear that this particular section of the Order, thanks to common life and economic arrangements, could be maintained year after year when conditions were normal at the amazingly small outlay of $300 or $400 a man. Of course, some of the Jesuit houses have been founded, and devoted friends have frequently come to their rescue by generous donations, but it is on record that in the famous royal foundation of La Flèche, established by Henry IV, where one would have expected to find plenty of money, the Fathers who were making a reputation in France by their ability as professors and preachers and scientific men were often compelled to borrow each other's coats to go out in public. Such is the source of Jesuit wealth. "They coin their blood for drachmas." Failing to explain the Jesuits' pedagogical success by their wealth, it has been suggested that their popularity in the seventeenth and eighteenth centuries arose from the fact that it was considered to be "good form" to send one's boys to schools which were frequented by princes and nobles; but that would not explain how they were, relatively, just as much favored in India and Peru as in Germany or France. Indeed there was an intense opposition to them in France, particularly on the part of the great educational centres of the country, the universities: first, because the Jesuits gave their services for nothing, and secondly because the teaching was better, but chiefly, according to Boissier, who cites the authority of three distinguished German pedagogues of the sixteenth century--Baduel, Sturm, and Cordier--"because to the disorder of the university they opposed the discipline of their colleges, and at the end of three or four years of higher studies, regularly graduated classes of upright, well-trained men." (Revue des Deux Mondes, Dec., 1882, pp. 596, 610).