206 HISTORY OF WESTERN EDUCATION of the members of the Society for their work as teachers and professors. After two years spent exclusively in spiritual exercises, the Jesuit in training, having already completed the literary course, went on to the study of philosophy. When he had devoted three years to philosophy, he might teach as a " scholastic " in the lowest classes of the gymnasium. Some years later he proceeded to the study of theology or other branch of higher learning, and so qualified himself to become a teacher of philosophy, and ultimately a professor of the subject in which he had specialized. All through this course, his capacity to teach others what he had learned was considered quite as important as his own knowledge, and was periodically tested along with it. Not only so, but provision was made for the supervision and direction of his teaching at every turn, especially at the beginning. " It would be most profitable for the schools/5 reported the committee of six appointed by Aquaviva, " if those who are to be Preceptors were privately taken in hand by some one of great skill, and for two months or more were trained by him in the method of reading, teaching, writing, correcting and managing a class. If teachers have not learned these things beforehand, they are forced to learn them afterwards at the expense of their scholars; and then they will acquire proficiency only when they have already lost in reputa- tion ; and perchance they will never unlearn a bad habit'** The most distinctive feature of the Jesuit system was the deliberate attempt to suppress individual caprice, whether of teacher or pupil, by subjecting every one to the authority of the order and of the Church. The teacher had his whole way mapped out for him with meticulous care, and had no choice of his own with regard either to the materials or the methods of instruction. " In questions which have already been treated by others," wrote Aquaviva, " let no one follow new opinions, or in matters which ,in any way pertain to religion or are of any consequence, let no one introduce new questions without consulting the Prefect of Stjroies or the Superior. If it is still doubtful whether the thing i^Jennissible, it will be well to ascertain the view of others of our number on the matter and then determine what appears best for the greater glory of God/'f The pupil, on the other hand, was also made to feel the yoke of discipline in his learning. He must constantly be under supervision and submissive to law. He must * Hughes, Loyola, p. 160. f J^» P« 150.