Compayré, who once figured extensively in the field of pedagogical literature, finds this moral control an objection. He says it was making education subsidiary to a "religious propaganda." If this implies that the Society considers that the supreme object of education is to make good Christian men out of their pupils, it accepts the reproach with pleasure; and, there is not a Jesuit in the world who would not walk out of his class to-morrow, if he were told that he had nothing to do with the spiritual formation of those committed to his charge. Assuredly, to ask a young man in all the ardor of his youth to sacrifice every worldly ambition and happiness to devote himself to teaching boys grammar and mathematics, to be with them in their sports, to watch over them in their sleep, to be annoyed by their thoughtlessness and unwillingness to learn; to be, in a word, their servant at every hour of the day and night, for years, is not calculated to inflame the heart with enthusiasm. The Society knows human nature better, and from the beginning, its only object has been to develop a strong Christian spirit in its pupils and to fit them for their various positions in life. It is precisely because of this motive that it has incurred so much hatred, and there can be no doubt that if it relinquished this object in its schools, it would immediately enjoy a perfect peace in every part of the world. Nor can their educational method be charged with being an insinuating despotism, as Compayré insists, which robs the student of the most precious thing in life, personal liberty; nor, as Herr describes it, "a sweet enthrallment and a deformation of character by an unfelt and continuous pressure" (Revue universitaire, I, 312). "The Jesuit," he says, "teaches his pupils only one thing, namely to obey," which we are told, "is, as M. Aulard profoundly remarks, the same thing as to please" (Enquête sur l'enseignement secondaire, I, 460). In the hands of the Jesuit, Gabriel Hanotaux tells us, the child soon becomes a mechanism, an automaton, apt for many things, well-informed, polite, self-restrained, brilliant, a doctor at fifteen, and a fool ever after. They become excellent children, delightful children, who think well, obey well, recite well, and dance well, but they remain children all their lives. Two centuries of scholars were taught by the Jesuits, and learned the lessons of Jesuits, the morality of the Jesuits, and that explains the decadence of character after the great sixteenth century. If there had not been something in our human nature, a singular resource and things that can not be killed, it was all up with France, where the Order was especially prosperous.