§ 31. In order that learning might be pleasant to the pupils, it was necessary that they should not be overtasked. To avoid this, the master had to study the character and capacity of each boy in his class, and to keep a book with all particulars about him, and marks from one to six indicating proficiency. Thus the master formed an estimate of what should be required, and the amount varied considerably with the pupil, though the quality of the work was always to be good.

§ 32. Not only was the work not to be excessive, it was never to be of great difficulty. Even the grammar was to be made as easy and attractive as possible. “I think it a mistake” says Sacchini, “to introduce at an early stage the more thorny difficulties of grammar: ... for when the pupils have become familiar with the earlier parts, use will, by degrees, make the more difficult clear to them. His mind expanding and his judgment ripening as he grows older the pupil will often see for himself that which he could hardly be made to see by others. Moreover, in reading an author, examples of grammatical difficulties will be more easily observed in connection with the context, and will make more impression on the mind, than if they are taught in an abstract form by themselves. Let them then, be carefully explained whenever they occur.”[34]

Essays on Educational Reformers — Part 43

§ 33. Perhaps no body of men in Europe (the Thugs may, in this respect, rival them in Asia) have been so hated as the Jesuits. I once heard Frederick Denison Maurice say he thought Kingsley could find good in every one except the Jesuits, and, he added, he thought _he_ could find good even in them. But why should a devoted Christian find a difficulty in seeing good in the Jesuits, a body of men whose devotion to their idea of Christian duty has never been surpassed?[35] The difficulty arose from differences in ideal. Both held that the ideal Christian would do everything “to the greater glory of God,” or as the Jesuits put it in their business-like fashion, “A.M.D.G.,” (_i.e._, _ad majorem Dei gloriam_). But Maurice and Kingsley thought of a divine idea for every man. The Jesuits’ idea lost sight of the individual. Like their enemy, Carlyle, the Jesuits in effect worshipped strength, but Carlyle thought of the strength of the individual, the Jesuits of the strength of “the Catholic Church.” “The Catholic Church” was to them the manifested kingdom of God. Everything therefore that gave power to the Church tended “A.M.D.G.” The Company of Jesus was the regular army of the Church, so, arguing logically from their premises, they made the glory of God and the success of the Society convertible terms.

Essays on Educational Reformers — Part 43