s shows that they held higher
education as of the greater importance, and the same author further
adds: "Besides, the whole intellectual training of the Jesuits fitted
them better for the higher branches." They reached sons of princes,
noblemen, and others who constituted the influential classes,[66] but
"the Constitutions expressly laid down that poverty and mean extraction
were never to be any hindrance to a pupil's admission."[67] Instruction
was free.

Their schools became the most efficient and the most popular means of
education furnished throughout Europe,--and justly so, for their work
was thorough, their teachers were competent and well trained, and their
course of study comprehensive. It is worthy of especial note that all
teachers of the Jesuit schools were carefully trained before they were
allowed to give instruction. This is the first time in history that the
necessity of special preparation for the work of teaching was recognized
as an essential element in the work of education.

Every Jesuit school was divided into two departments, the lower,
_studia inferiora_, consisting of five classes, and the higher, _studia
superiora_, requiring two or three years. Boys were admitted to the
lower course at the age of fourteen, and the work consisted chiefly of
the study of the humanities, while that of the advanced course embraced
philosophy and theology.[68] With reference to these courses of study,
Quick says, "The Jesuit system stands out in the history of education as
a remarkable instance of a school system elaborately thought out and
worked as a whole." Again, he says of the _Ratio Studiorum_:[69] "It
points out a perfectly attainable goal, and carefully defines the road
by which that goal is to be approached. For each class was prescribed
not only the work to be done, but also the end to be kept in view."
Surely these are most commendable features of any course of study. The
work was remarkably thorough in every detail.

After the society had been in existence some forty years, Claudius
Aquaviva became its General Superior. He at once began the study of the
educational problem, using all the resources of his office in obtaining
information, and employing his executive ability in producing an
improved method of study. A committee of twelve most eminent churchmen
was appointed in 1581 to study the question, and three years later a
commission of six, representing different countries, began the labor of
prepa