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Rh from cases in which a boy has to go to a boarding school for want of a higher school near his home, especially in the country, it cannot be denied that other cases are rather numerous in which it is better for young people to receive their education away from home. In not a few families the father has no time to look after the education of his sons; mothers are frequently too indulgent to control self-willed lads. In such cases it is a blessing for a boy to be entrusted to a good boarding school in which not only the intellectual, but, above all, the moral and religious training receive due attention. Besides, much may be said of the advantages derived from the discipline and subordination insisted on in good boarding schools.

Of all the charges and imputations heaped upon the Jesuit schools, the most formidable is that they seek only the interest of the Order, cripple the intellect of their pupils, and teach them a corrupt morality. I am almost ashamed to refute such charges; for any such attempt seems to be an insult not only to the Society, but to the Catholic Church herself, who has so often praised and recommended the educational labors of the Society. However, as such charges are made in historical and educational works used extensively in this country, I think it necessary to say a few words about them. Hallam says: "The Jesuits have the credit of first rendering public a scheme of false morals, which has been denominated from them and enhanced the obloquy that overwhelmed their order." And von Raumer, in his History of Peda-