expression "fully professed brothers," also, shows that this author knows very little about Jesuit teachers.
Mr. Shoup, in his History and Science of Education, admits many good features in the Jesuit system; he expressly states that it has many points in common with American methods, but then his authorities lead him away into the old tirades of "neglecting mathematics, sciences, practical knowledge; suppressing of independent thought," etc.
We gladly acknowledge that the latest American book on the subject, Mr. Kemp's History of Education (Lippincott, 1902), is, in point of impartiality, superior to most other works. On the whole, it is free from offensive attacks on the relation of the Church to education. However, we must say that it is not free from assertions which cannot stand in the light of modern historical research. Particularly in chapter XV, many statements need considerable correction, v. g., the assertion that before the Reformation "the large majority of the people felt no need of education and took little interest in it." With this should be compared the authors from whom we quoted on p. 23 sqq. On p. 172, Mr. Kemp repeats Green's assertions about the Grammar schools founded by Henry VIII. But Mr. Arthur F. Leach has proved, from incontestable documents, that this is a pure myth, and that the statements of Green and Mullinger are a distortion of the historical facts. In his English Schools at the Reformation (Westminster, Archibald Constable, 1896), Mr. Leach says: "The records appended to this book show that close on 200 Grammar [secondary] schools existed in England before the reign of Edward VI., which were, for the most part,
