hesitate to accept them. They would teach, let us say French and German, instead of Latin and Greek.[1] They would not have to change their system, they would apply it only to the new branches. And the much lauded new method of teaching modern languages by practice and exercise, is essentially what the Ratio Studiorum has insisted on all along. However, the Jesuits are not so short-sighted as to claim for the classical studies the educational monopoly which these studies held in former ages. It cannot be denied that the so-called modern high school, which has a curriculum of English, some other modern languages, mathematics, and natural sciences, answers to particular needs of our age. It is especially fitted for those who want to devote only a few years to study after the completion of the elementary course. For this reason the Jesuits have opened in various countries such "modern high schools," v. g. the Institut St. Ignace, Antwerp. In some of these schools they employ for many branches secular professional teachers, for instance in the successful "army class" attached to the College at Wimbledon, England. Still they think that the best preparation for the professions and for all who wish to exert a far-reaching influence on their fellow-men, is the complete classical course, together with mathematics, history, and a certain amount of natural sciences. They think, and with much reason, that the classical studies even at present should form the backbone of liberal educa-
- ↑ As early as 1843 in the College of Freiburg, Switzerland, besides Latin and Greek, French, German, English, Italian, and Spanish were taught, some as obligatory, others as optional branches. Pachtler, vol. IV, pp. 546 ff.
