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Rh to teach Latin thoroughly, and therefore urges the colloquial use of Latin as a most valuable means to that end, although at present not in the same degree as in former centuries when facility in speaking Latin had, moreover, a directly practical purpose.

The educational experiments of Germany during the last ten years afford an interesting illustration of what has been said in this chapter. It is known that, after the Berlin Conference of 1890, Latin lost fifteen hours a week in the nine classes of the gymnasium. The Latin compositions particularly were reduced considerably, almost completely abolished. What was the result? Very soon complaints were heard from all sides that in consequence of these changes the teaching of Latin had been greatly injured. It became evident that more extensive writing of Latin was necessary to obtain the linguistic and logical training of the mind, which is one of the foremost objects of Latin instruction. Only these exercises, the practical application of the rules of etymology and syntax, the careful examination of the peculiarities of style in the higher classes, and constant comparison with the mother-tongue, by means of translations and re-translations, give a thorough knowledge and insight into the language.

These are the principles on which the Ratio and Jouvancy had insisted centuries ago, and which were emphasized by the General of the Society in 1893, at the very time when the German schools saw fit to