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Conclusion.

We have examined the educational system of the Jesuits in its various aspects, its history and its principles, its theory and practice, its aims and means. There are few of its principles which have not been censured by some of its opponents. But we have also seen that there is hardly one principle in it which has not been heartily recommended by most distinguished educators, Protestants as well as Catholics. We have seen that on many lines there is, at present, a decided return to what the Jesuits defended and practised all along. Can it then be said in justice that the Jesuit system is antiquated and that little can be hoped for it, and from its principles, in the improvement of education at present? Or can it be said with a modern writer that "the regulations of the Jesuit system of studies, viewed in the light of modern requirements, need not shun any comparison, and the pedagogical wisdom contained therein, is in no way antiquated"? Another writer declared a few years ago, with reference to modern school systems: "Those now living may desire that in the new much of the old may be preserved which has proved of benefit." May it not be said that much, very much, of the Jesuit system should be preserved, and that many of its principles and regulations could, with best advantage, be followed in the education of the present day? We leave