All the essential points remain; it is only important to know what is essential. The assailants of the Ratio usually suppose that it is the preponderance given to certain subjects, especially the classics, or the order and succession in which the different subjects are taught. Others again seem to find the essentials of the Ratio in minor details, concerning the manner in which the subjects are "taught. We admit that it would be altogether impracticable to carry out the prescriptions of the Ratio in their entirety. Thus the Latin idiom can no longer be insisted on as the language of conversational intercourse among the students, as was done in the lyth century, nor is it possible to use it as the medium of instruction in all the lectures. Neither is it possible to devote the same number of hours to the classics, as much time and labor is requisite for the study of modern literature, mathematics, and the sciences. We admit further that some details of the Ratio, for instance the system of decuriones (boy supervisors and assistants of the teacher), certain solemnities at the distribution of prizes, the use of the grammar of Alvarez, etc., are really antiquated. But they are exactly those points which have been abandoned long ago, and which have never been regarded as essential.
The present General of the Society, Father Martin, who, if any one, is unquestionably warranted to speak authoritatively on this subject, declared on January 1, 1893: "There are men who think that the Ratio Studiorum was good formerly, but that it is no longer so in our times. He who maintains this position does not understand the Ratio Studiorum; he looks only at the matter, not at the form [the spirit] of the system. . .
