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Rh them merely theoretically and mathematically, so that no time is left for the experiments; nor should he, on the other hand, spend so much time on the experiments that the teaching seems to be purely experimental; but sufficient time should be devoted to the principles, systems, theories, and hypotheses. The object of all these exercises, be they scientific or literary, must be clear from what has been said in previous chapters, especially in the chapter on the Intellectual Scope. There we compared the different branches of study to the tools of the artisan or the dumb bells of one who takes a course of physical training; the exercises are the practical handling of these instruments, not by the teacher, but by the pupil. The teacher has to show how they are to be handled, but then the pupil has to lay hold of the intellectual tools and handle them himself. Thus, and thus only, not by merely listening to the lectures of a teacher, will the youthful mind be trained and acquire that readiness and nimbleness which is the object of true education. The literary exercises laid down in the Ratio Studiorum shall be treated under four headings: the "prelection", memory lessons, compositions, and contests.

The typical form of Jesuit instruction is called praelectio. This word is largely the equivalent of "lecturing" in the higher faculties; of "explanation"