{"1": {"fulltext": "", "height": "3237", "width": "2115", "jp2-path": "portroyaleducati00cade_0001.jp2"}, "2": {"fulltext": "Glass- L P\\nBook .*Lf? J^_", "height": "3171", "width": "2106", "jp2-path": "portroyaleducati00cade_0002.jp2"}, "3": {"fulltext": "", "height": "3171", "width": "2106", "jp2-path": "portroyaleducati00cade_0003.jp2"}, "4": {"fulltext": "", "height": "3171", "width": "2106", "jp2-path": "portroyaleducati00cade_0004.jp2"}, "5": {"fulltext": "", "height": "3171", "width": "2106", "jp2-path": "portroyaleducati00cade_0005.jp2"}, "6": {"fulltext": "", "height": "3171", "width": "2050", "jp2-path": "portroyaleducati00cade_0006.jp2"}, "7": {"fulltext": "", "height": "3171", "width": "2050", "jp2-path": "portroyaleducati00cade_0007.jp2"}, "8": {"fulltext": "", "height": "3171", "width": "2050", "jp2-path": "portroyaleducati00cade_0008.jp2"}, "9": {"fulltext": "Port -Royal Education\\nA SKETCH OF ITS HISTORY\\nWITH\\nEXTRACTS FROM ITS LEADING AUTHORS\\nEDITED BY\\nFELIX CADET\\nFrench Inspector General of Public Instruction\\nSYRACUSE, N. Y.\\nC. W. BARDEEX, PUBLISHER\\n1S99\\nCopyright. 1899. by C. W. Daudeen", "height": "3171", "width": "2050", "jp2-path": "portroyaleducati00cade_0009.jp2"}, "10": {"fulltext": "C aiw.\\n*WOOOPies\\n^sceivfc", "height": "3171", "width": "2050", "jp2-path": "portroyaleducati00cade_0010.jp2"}, "11": {"fulltext": "CONTENTS\\nHistory of the Port- Royal Schools\\nPage\\nOrigin of the Petites Ecoles of Port-Royal 9\\nIdeas of Saint-Cyran on Education 10\\nHis collaborators, Lemaitre 20\\ndeSaci 21\\nThe real masters\\nLancelot 28\\nNicole 42\\nCoustel 76\\nGuyot..... 77\\nWallon de Beaupuis 78\\nArnauld 79\\nBoisguilbert. 83\\nOf the education of girls at Port-Royal according to\\nconstitution of the monastery and the rule of\\nJacqueline Pascal 85\\nReasons which led to the closing of the schools and\\nthe destruction of Port-Royal 107\\nGeneral criticism 119\\nExtracts from Port- Royal Writers\\nSaint-Cyran. Origin of the Petites Ecoles 123\\nLancelot. Charity of M. de Saint-Cyran towards\\nchildren 128\\nLancelot. Saint-Cyran s literary theory 146\\n(5)", "height": "3171", "width": "2050", "jp2-path": "portroyaleducati00cade_0011.jp2"}, "12": {"fulltext": "6 cadet s port-royal\\nPage\\nDe Beaupuis. Regulations for the school of Le\\nChesnal 154\\nDe Saci. Letter on Education 165\\nFontaine. Conversation between Pascal and M. de\\nSaci on Epictetus and Montaigne 170\\nLancelot. A new method of learning to read 183\\nOf the Verb 186\\nArnauld Questions of grammar....- 196\\nRegulation of studies in the humanities 205\\nNicole. Design of the New Logic 214\\nReply to the principal objections 221\\nOf bad reasoning in civil life 233\\nRules of the method in the sciences 256\\nGuyot. On teaching reading and writing. Exer-\\ncises in translation, elocution, and composition. 259\\nNicole.- General views on the education of a\\nPrince 282\\nSpecial advice concerning studies 289\\nArnauld. Eulogy on Descartes philosophy 308\\nCoustel. Rules for education 315\\nOf civility and politeness in children 331\\nMere Agnes. Constitutions of the monastery of\\nPort-Royal 345\\nJacqueline Pascal. Regulations for the children\\nof Port-Royal 354\\nBesogne. Sister Anne Eugenie, mistress of the\\nboarders 387\\nNicole. A recreation at Port-Royal 391\\nIndex 394", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0012.jp2"}, "13": {"fulltext": "PORT-ROYAL EDUCATION", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0013.jp2"}, "14": {"fulltext": "", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0014.jp2"}, "15": {"fulltext": "PORT-ROYAL EDUCATION\\nINTRODUCTION\\nThe Petites Ecoles of Port-Royal had but a short and\\ntroubled existence. Their foundation goes back to the\\nyear 1637, but their real organization only dates from\\n1646. Several times broken up in consequence of\\ntheological disputes excited by Arnauld, or because of\\nthe war of the Fronde, they were finally closed by the\\nking s command in March, 1661. 2\\nThey hold, nevertheless, an honorable place in the\\nhistory of pedagogy. If they lasted but a short time\\nthey shed a brilliant light, and exercised, as much by\\nthe character and talents of the masters as by the re-\\nform in methods of teaching and the books which they\\n1 In 1637 we see the beginning of this celebrated\\ncommunity of recluses, which was formed outside the\\nmonastery of Port-Eoyal, and which brought up in the\\nknowledge of letters and the practice of Christian piety\\na few children of good birth, whose parents wished to\\nspare them the irregularities which were too general\\namong young men attending college. (Preface to the\\nN ecrologe de Port-Royal\\n2 The nuns were allowed to receive boarders again\\nfrom 1669 to 1679.\\n(9)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0015.jp2"}, "16": {"fulltext": "10 PORT-ROYAL EDUCATION\\nproduced, a considerable influence, which on certain\\npoints is still active.\\nThe first idea of their foundation belongs to the\\nillustrious Duvergier de Hauranne, abbe of Saint-\\nCyran. x He was so profoundly moved by the import-\\nance of the education of the young, that he did not\\nscruple to apply to this work the saying in the gospel\\nreferring to salvation: But one thing is needful. In\\nhis eyes the well-being of families, of the State, and of\\nthe Church had its source and origin in this all irregu-\\nlarities had no other origin or cause than bad educa-\\ntion. Thus he thought no expressions sufficiently\\nstrong to condemn the negligence of parents in respect\\nto this, nor any commendations sufficiently high to\\npraise the devotion of persons who dedicated themselves\\nto the education of young children. There is no\\noccupation, he said, more worthy of a Christian in\\nthe Church, there is no greater charity after the sacri-\\nfice of one s life The guidance of the most tender\\nsoul is a greater thing than the government of a\\nworld. He was indignant, as if it were an absurdity\\nand a folly, at men seeking after the positions of sene-\\nschal and master of the stables, and looking upon the\\n1 Born at Bayonne in 1581, he was appointed to the\\nAbbey of Saint-Cyran, in La Brenne, a desert country\\nwhere everything was lacking, said Lancelot (Mem.\\nsur M. de Saint- Cyran, t. i. p. 288), on the frontiers of\\nTouraine, Berry, and Poitou.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0016.jp2"}, "17": {"fulltext": "SAINT-CYKAN 11\\neducation of reasonable creatures as the lowest employ-\\nment. 1\\nI confess, he said to Fontaine, that I should\\nconsider it a religious duty if I could be of use to chil-\\ndren. I should have been delighted to pass my\\nwhole life in it, he wrote to Lancelot. At the period\\nwhen Vincent de Paul began to devote himself to the\\nwork of the Foundling Hospital, Saint-Cyran had for\\na moment the desire of sending far and wide to col-\\nlect young orphans in order to rear them in his abbey.\\nIn fine, when his ideas were more settled, his scheme\\nwas simpler, and it would require all the decision of\\n1 It has required much time to change men s ideas\\non this point. Two hundred years after Saint-Cyran,\\nChanning notes with pleasure the progress made:\\nMen are beginning to understand the dignity of the\\nschoolmaster. The idea is dawning on us -that no em-\\nployment is comparable to that of the education of the\\nyoung in importance and value. That the talent of\\ntraining the young in energy, truth, and virtue is the\\nfirst of all the arts and sciences, and that consequently\\nthe encouragement of good masters is the most sacred\\nduty that society has to fulfil towards itself. (Euvres\\nSocieties, trans. Laboulaye, p. 177.) Our schoolmas-\\nters have no longer to strive against the indifference\\nand contempt of society; they have to guard them-\\nselves against the feeling of pride that their new posi-\\ntion in public opinion might cause in them. It is only\\nin this way that they will preserve the sympathy of\\neveryone.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0017.jp2"}, "18": {"fulltext": "12 PORT-KOYAL EDUCATION\\nFather Rapin to arouse in him the least ambition of\\ntaking the education of the young out of the hands of\\nthe Jesuits. The letter that he wrote from the prison\\nof Vincennes speaks of a sort of nursery for the\\nChurch in which he would have brought up six\\nchildren chosen throughout the city of Paris In a\\nconversation, related by Lancelot/ referring to another\\nschool which he was to entrust to M. Singlin, Saint-\\nCyran said that he was far from making grand plans,\\nthat he did not wish to do anything brilliant, and that\\nhe should be contented to bring up there a dozen chil-\\ndren at most in Christian virtue. (Lancelot, M\\nmoires, t. i. p. 291.)\\nHis arrest and detention at Vincennes from 1638 to\\nthe death of Richelieu, whom he survived but a few\\nmonths, did not permit him to carry out this modest\\nplan. He had to restrict himself to personal efforts\\non several occasions, 1 but especially to excite, by his\\nexample and exhortations, devotion as disinterested as\\nhis own, but better guided, and therefore more effica-\\ncious. He sometimes said that he would have gone to\\nthe world s end to find a competent master. (Lancelot,\\nt. i. p. 129.)\\n1 We see him in prison educating the young child of\\na poor widow. Lancelot (t. i. p. 133) shows him to us\\nengaged in educating the two sons of the lieutenant of\\nwhom he had much to complain on account of his ill-\\ntreatment.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0018.jp2"}, "19": {"fulltext": "SAIXT-CYRAX 13\\nSaint-Cyran, then, was really the inspirer and mover\\nof the pedagogic work of Port-Royal, x and there is a\\nreal interest in carefully seeking out his principal ideas\\non education.\\nI purposely set aside all his theological principles on\\nthe original fall of man, on the natural corruption of\\nhuman nature, on the eternal damnation of infants\\ndying unbaptizecl, and all the consequences which he\\nlogically deduces from them as to the end of educa-\\ntion, and the direction to be given to it. Modern\\npedagogy is a secular science which must not wear the\\ngarb of any religious system. It cannot accept discus-\\nsion on this ground, which has only a purely historical\\ninterest. Its starting-point is different, as is also its\\nend. The child is, in its view, a personality necessarily\\n1 We read, nevertheless, in the supplement to the\\nXecrologe de Port-Royal, p. 398: The establishment\\nof the Petite* Ecoles de Port- Royal was due to the solicita-\\ntion of this illustrious magistrate (Jerome Bignon).\\nM. de Saint-Cyran had often conversed with him about\\nhis views on the Christian education of children, and\\nM. Bignon, after having long pressed him to put them\\nin execution, demanded, as a tribute due to their mutual\\nfriendship, that the pious abbe should undertake to\\nbring up his sons, Jerome and Thierri Bignon, in a\\nChristian manner. It was on their behalf that the\\nPetites Ecoles were started outside Port-Royal de Paris\\nby MM. Lancelot and De Saci, while their sister, Marie\\nBignon, was educated within the convent/", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0019.jp2"}, "20": {"fulltext": "14 PORT-ROYAL EDUCATION\\nimperfect, in which good and evil are mingled, and\\nnot a child of perdition, as Guyot said, who must be\\nsnatched from the devil. It takes seriously, but not\\ntragically, this severe and delicate work of education\\nthat Saint-Cyran calls a tempest of the mind\\n(Letter to M. de Eebours.) It does not consider that\\nthe chief object of education is to preserve baptismal\\ninnocence in children by withdrawing them from the\\nworld and even from their families, to work solely for\\ntheir salvation, and, by preference, within the walls of\\na cloister. It proposes to develop in them the knowl-\\nedge of truth and the practice of virtue, to prepare\\nthem to fulfil the various duties that await them in\\nlife, profoundly convinced that the surest way of ful-\\nfilling our destiny, whatever it may be, is first to act\\nour part as men.\\nSaint-Cyran demands in the first place that the family\\nshould completely cede its rights to him. If he under-\\ntakes the charge of a child, he wishes to be entirely\\nits master whether it be the son of the Duchesse de\\nGuise, or the child of a poor cabinet-maker, this con-\\ndition is a sine qua non. 1\\n1 Mine, de Maintenon dreads the influence of the\\nfamily no less. She writes to Mme. de la Mairie,\\nMarch 5, 1714: The first impressions given to chil-\\ndren in most houses are almost always vicious we see\\nthem come to us untruthful, thieves, and deceitful.\\nThey must be shown that we know very well that", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0020.jp2"}, "21": {"fulltext": "SALST-CYRA^ 15\\nThen he attaches a very great importance to the\\nchoice of his scholars, to discerning whether they are\\napt for study, or fit only for manual labor. It is\\nvery remarkable, observes Lancelot with some reason\\n(t. ii. p. 194), that he is no wise guided by their\\nnatural abilities in making this distinction, but by the\\nseeds of virtue which he sees that God has sown in\\ntheir hearts. A young child, eight or nine years old\\nwho appeared a prodigy of intellect, had been put into\\nLancelot s hands. Saint-Cyran in prison wished to see\\nhim, and on the statement of his master that nothing\\nhad been observed in him that proceeded from corrup-\\ntion, but only a strange eagerness for knowledge,\\njoined to great inquisitiveness and an ardent desire to\\nobtain advantages, he decided off-hand that it was\\nnot at all necessary to put him to study, and this was\\nabsolutely carried out. He added that sometimes\\nout of a hundred children not one ought to be put to\\nstudy. His fear was lest he should burden the\\nChurch with a number of people whom she had not\\ncalled, and the State with a multitude of idle persons\\nwho thought that they were above everybody because\\nthey knew a little Latin, and who considered them-\\nselves dishonored by following the profession in which\\nthey have seen these things done in their families, but\\nthat they must not do them any more. The girls of\\nSaint-Cyran could only see their relatives once every\\nthree months for half an hour at most.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0021.jp2"}, "22": {"fulltext": "16 POKT-KOYAL EDUCATION\\ntheir birth would have placed them. Those only in\\nwhom great docility and submission, with some mark\\nof piety and an assured virtue, had been perceived\\nought to receive intellectual culture. 1\\nWe shall not be surprised that he paid little atten-\\ntion to physical education. Christian spirituality has\\nbeen too much in fault in regarding the body as the\\norigin of the passions, and of irregularities of conduct,\\nand as an enemy to be fought and mastered it was\\nthe Renaissance, that is to say, the return to classical\\nantiquity, which enlarged the domain of pedagogy and\\nrestored their due share to hygiene, games, and physi-\\ncal exercises. Rabelais and Montaigne in the sixteenth\\ncentury, Locke in the seventeenth, Rousseau in the\\neighteenth, Hufeland in the nineteenth, brought about\\nthe success of this salutary reaction, and convinced\\neducators that it was necessary to attend to the child s\\nhealth before thinking of his intellectual and moral\\nculture. These pre-occupations of modern pedagogy\\n1 Our ideas are broader and more generous, and we\\nopen the book of knowledge to all. There is nothing\\nbetter or more necessary for the proper working of our\\npolitical institutions but it would be wise also not to\\ncast all minds in the same mould, and, in order to\\nmake enlightened citizens, not to inspire them with a\\ndistaste for manual labor. Our curricula, well filled,\\ntoo uniform, and not sufficiently adapted to the needs\\nof the various localities, are, perhaps, not irreproacha-\\nble in this respect.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0022.jp2"}, "23": {"fulltext": "SAINT-CYRAX 17\\nseem scarcely to have attracted the attention of Saint-\\nCyran, who was too much engrossed by his religious\\nideas. Only one passage, and that of small import-\\nance, has a bearing on the method of feeding. l\\nBut he seems to me to have very well understood the\\nnecessity of not overpressing the child by too early in-\\ntellectual labor. I should think I had done a great\\ndeal, he says very sensibly, although I had not ad-\\nvanced them much in Latin up to the age of twelve\\nyears, by causing them to spend their early years in\\nthe close of a house or monastry in the country, and\\nby giving them all the pastimes suitable to their age.\\nThe monastry excepted, this reminds us of the negative\\neducation extolled by Rousseau.\\nSaint-Cyran sacrificed intellectual to moral educa-\\ntion too much. He remarked, said Lancelot (t. ii.\\np. 195), that, generally speaking, knowledge did more\\nharm than good to the young. And once he made me\\nattentively consider this saying of St. Gregory Xazian-\\nzen, who said that the sciences had entered the Church,\\nlike the flies in Egypt, to cause a plague. His sombre\\nand exclusive theory ill qualified him to appreciate\\n1 He recommends, in a conversation with Lemaitre,\\nthe watching over the inclinations of children which\\ntend towards idleness, untruthfulness, and eating, on\\naccount of their constitution which demands it, and the\\naccustoming them to eat all kinds of vegetables,\\ncod-fish, and herring.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0023.jp2"}, "24": {"fulltext": "18 PORT-ROYAL EDUCATION\\nliterary beauties. Is it not strange to hear him say\\nseriously during a visit to Port-Royal to the children\\nwho were studying Virgil: You see that author?\\nHe has procured his own damnation, yes, he has pro-\\ncured his own damnation, in making these beautiful\\nverses, because he made them through vanity and for\\nglory but you must sanctify yourselves in learning\\nthem, because you must learn them to please God, and\\nrender yourselves fit to serve the Church. What a\\nstrange idea! To study like a college scapegrace\\nRousseau would say, the fourth book of the ^Eneid,\\neven the Eclogues of Alexis and Gallus (Saci and Guyot\\ntranslated these works for their pupils), with the aim of\\npleasing God and serving the Church. What a narrow\\nand strained conception of the utility of poetry. Is it\\nnot sufficient to justify such a study that it purifies the\\ntaste, ennobles the feelings, and excites admiration by\\nthe contemplation of the beautiful What fanaticism\\nto condemn with so much assurance those who have\\nrendered us this eminent service by their masterpieces.\\nLet us first recommend to our masters for the teach-\\ning of morality the precept that the Mother Agnes re-\\ncalls to the memory of a sister on the subject of relig-\\nious instruction, There are some truths that should\\nrather be felt than learnt. (Lettres, t. ii. p. 444.)\\nWhat practical results can we expect to obtain if we\\nteach duty like a theorem in geometry It is not a\\nquestion of setting out learned abstractions, logical", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0024.jp2"}, "25": {"fulltext": "SAINT-CYRAX 19\\ndeductions, or methodical classifications. The heart\\nand conscience must be educated, moral feeling must\\nbe awakened and strengthened, the love of what is\\ngood must be inculcated, good habits must be formed.\\nSaint-Cyran will be of use to us especially in what\\nconcerns moral education.\\nA real knowledge and a sincere love of children in-\\nspire these pedagogic directions which I sum up from\\nLancelot Before all things, to gain their confidence\\nby a calculated gentleness, by a really paternal love,\\nand a seemly familiarity to bear their faults and\\nweaknesses patiently; to show still more charity and\\ncompassion towards those who are seen to be more un-\\nformed and backward; not to dishearten them by a too\\nsevere look and a too imperious manner; to know how\\nto condescend discreetly to their humor for a time, in\\norder to strengthen these young plants, sometimes\\neven to ask instead of commanding; to descend to\\ntheir level in order to raise them to our own; to watch\\ncontinually in order to preserve these tender souls\\nfrom evil, sometimes to punish ourselves for their\\nfaults, for which we should always fear we may be\\npartly responsible, either through hastiness or negli-\\ngence to pray to God before correcting them, in order\\nnot to give way to a movement of ill-temper; to warn\\nthem at first only by signs, then by words, reprimands,\\nand threats; to deprive them of some pleasures, and\\nto resort to corporal punishment only in the last ex-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0025.jp2"}, "26": {"fulltext": "20 PORT-ROYAL EDUCATION\\ntremity plus prier que crier, to ask rather than scold,\\nhe said, by a happy play of words or, to sum up all\\nin the formula that pleased him, to speak little, bear\\nwith much, and pray more. But for him the princi-\\npal points in the good education of children were the\\ngood example to be set them, together with perfect\\norder in the school.\\nLemaitre, the great orator, the first of the solitaries\\nof Port-Royal, was also one of the earliest to second\\nSaint-Cyran in the execution of his projects. The\\nyoung Andilly and Saint- Ange were entrusted to his\\ncare. A touching passage in the Memoires of Dufosse\\nshows him at work\\nI remember that, scholar though I was, he often\\nmade me go to his room, where he gave me solid in-\\nstruction in studies as well as in piety. He read to\\nme, and made me read various passages from the poets\\nand orators, and pointed out all their beauties, both\\ntheir strong sense and their diction. He taught me\\nalso to read verse and prose as they should be read,\\nwhich he did admirably himself, having a pleasing\\nvoice, and all the other qualities of a great orator.\\nHe also gave me several rules for good translation, in\\norder to enable me to advance in it. 1 It is well-\\nknown that he took charge of the education of Racine.\\n1 Memoires pour servir a V hist, de Port- Royal. 1739, p.\\n156.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0026.jp2"}, "27": {"fulltext": "LEMAITKE, DE SACI 21\\nHis younger brother, M. de Saci, who, after Saint\\nCyran and M. Singlin, was the director of Port-Royal,\\ntook part incidentally in the teaching. With Lance-\\nlot, Saint- Cyran had especially entrusted him with the\\neducation of the two sons of M. Bignon. His letter,\\nwhich we publish under the title of Patience and Silence,\\nis an admirable page of pedagogy. His influence on\\nclassical studies was more considerable; to him we owe\\na translation of the Fables of Phsedrus, 1 and of three\\ncomedies of Terence. 2 It is to be noticed with what\\n4 ingenious charity the man of letters, enamored\\nwith noble antiquity, endeavors to conciliate the cul-\\ntivation of good taste with respect for morality and the\\nquite new importance that he attaches to the study of\\nthe French language. Many persons of quality\\ncomplain nowadays with great reason, says he in the\\npreface, that when their children are taught Latin\\nit seems that they unlearn French, and that in aspir-\\ning to make them citizens of ancient Rome they are\\n1 The Fables of Phaedrus, the freedman of Augustus,\\ntranslated into French with the Latin opposite, to\\nserve for a good understanding of the Latin tongue,\\nand for translating well into French. (164T.)\\n2 The Comedies of Terence (Andria, Adelphi,\\nPhormio), translated into French and rendered with\\npropriety, by changing very little, to serve for a good\\nunderstanding of the Latin tongue, and for translat-\\ning well into French, by the Sr. de Saint- Aubin.\\n(Paris, 1647.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0027.jp2"}, "28": {"fulltext": "22 POET-ROYAL EDUCATION\\nmade strangers in their own country After having\\nlearnt Latin and Greek for ten or twelve years we are\\noften obliged to learn French at thirty.\\nHis intellect, full of fire and light, with a certain\\ncharm and sprightliness, and his especial talent for\\npoetry, were celebrated at Port-Eoyal. Fontaine has\\npreserved his first piece. It is a letter of thanks, half\\nprose, half verse, to his mother for a present of four\\npurses that she made to him and his three brothers.\\nForced wit and an affected style give themselves free\\nscope. We see in it, he says, in a small space,\\nthe most illustrious prisoner in the world (gold) and\\nour hands have enchained him who disposes of the\\nliberty of all men\\nThat superb metal, to which so many mortals\\nDedicate so many vows, raise so many altars;\\nSon of the Sun of the Heavens and Sun of the\\nearth, etc.\\nThe four purses, of different colors, are compared at\\nfirst to a beautiful flower-bed, then to the whiteness\\nwhich when the sun is hidden adorns\\nThat great blue veil that covers all the sky\\nthen to the lily and the rose, which\\nBoth redouble their natural beauties\\nthen to the sun s rays on the soft ivory of the\\nsnow; at last to the thousand deep red roses of\\nthe dawn.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0028.jp2"}, "29": {"fulltext": "DE SACI 23\\nI shall always admire these purses as marvels, and\\nI shall love them as my little sisters, since they are in\\nsome sort your daughters, and I am truly your very\\nhumble and very obedient son, De Saci.\\nThis poetical talent, such as it was, was utilized in\\n1654 to reply to the facetious jests of the Jesuits in\\ntheir almanac entitled, The Rout and Confusion of the\\nJansenists. De Saci, with the applause of Arnauld x\\n(Saint-Cyran would have energetically condemned such\\na freak), composed, in trifling verses of eight feet, the\\nEnluminures de V almanack des Jesuites. I will only quote\\none specimen, which has at least the historical value\\nof verifying how superior the Jansenists were to the\\nJesuits pen in hand\\nThere are none, even your booksellers,\\nWho do not value your adversaries,\\nWhose fine books have always,\\nNotwithstanding your noise, so great a vogue.\\nBut yours, so magnificent,\\nAre the seniors in the shops,\\nAnd always stay at home\\nAs if they were in prison.\\nEvery other book is asked for,\\nSeen, prized, and bargained for;\\nBut they are recluses,\\nWhom no man has ever seen.\\n1 Arnauld undertook, at a great expense of erudition\\nand logic, to justify this pamphlet, in his Application\\ndes regies des Peres a V almanack.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0029.jp2"}, "30": {"fulltext": "24 PORT-ROYAL EDUCATION\\nAll the leaves collected\\nAre ream on ream piled up\\nAnd, the attics being full of them,\\nThey are the guardians of the shops.\\nThere the mice run over the pages\\nOf your admirable works,\\nAnd the troop of noble rats\\nMake them their food and their good dishes.\\n(6th illustration, p. 24.)\\nNaturally, Lancelot applied to De Saci to versify the\\nGarden of Greek roots (1657). The prologue well pre-\\nserves the imprint of its author:\\nThou, who cherishest the learned Greece,\\nWhere of old wisdom nourished;\\nWhence theological authors\\nHave borrowed their sacred terms\\nTo be of our great mysteries\\nThe august depositaries,\\nEnter this garden, not of flowers\\nWhich have only useless colors.\\nBut of nourishing roots\\nWhich make learned minds.\\nIn truth, De Saci, wholly given up to piety, looked\\nwith some contempt on all secular studies, and thought\\nthat reading the classical authors was dangerous for\\nthose who could not pick up some pearls from the\\ndung-hill, whence arose even a black smoke which\\nmight obscure the wavering faith. Religion is his\\nsole thought: The chief end of education ought to\\nbe to save the children and ourselves with them.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0030.jp2"}, "31": {"fulltext": "DE SACI 25\\nWe see him in his admirable conversation with Pascal,\\nfirm and intrenched in his faith, despise the fine-drawn\\nreasoning of Epictetns and Montaigne, and enthusiasm\\nfor science, those dangerous viands served up on\\nhandsome dishes to people who are sleeping, and\\nwho think they eat while sleeping.\\nFontaine describes him admirably in this passage:\\nXo one ever saw M. De Saci take an interest in\\nthose inquisitive sciences (the system of the world by\\nDescartes, animal-machines). Smiling good-naturedly\\nwhen anyone spoke to him of these things, he showed\\nmore pity for those who paid attention to them than\\ndesire to attend to them himself. He said to me one\\nday, speaking to me privately on the subject, that he\\nwondered at the action of God with regard to these\\nnew opinions; that M. Descartes was with respect to\\nAristotle like a robber who came to kill another robber\\nand carry off his booty; that Aristotle, little by little,\\nhad at last become the master of the ministers of the\\nChurch. I saw at the Sorbonne, he said to me, and\\nI could not see it without a shudder, a doctor who\\nquoted a passage from the Scriptures, and another who\\nboldly refuted him by a passage from Aristotle\\nAristotle having usurped such authority in the Church,\\nwas it not just that he should be dispossessed and over-\\nthrown by another tyrant, to whom, perhaps, the same\\nthing would happen one day? (Mhnoires, t. iii. p.\\n75.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0031.jp2"}, "32": {"fulltext": "26 PORT-ROYAL EDUCATION\\nWhat a narrow-minded opinion, and what a preju-\\ndice Sainte-Beuve answers him roundly Jansenius\\nmade a disturbance in the bosom of the Church Des-\\ncartes made a revolution everywhere. (t. iii. p. 120.)\\nWe recall this smart paradox on the inutility of\\ntravelling Travelling was seeing the devil dressed\\nin every fashion German, Italian, Spanish, and\\nEnglish.\\nDe Saci s chief work was his translation of the Bible,\\nof which the publication, begun in 1672, was not fin-\\nished till 1707, twenty-three years after his death.\\nReading and meditating on the sacred books, and mak-\\ning their reading and meditation easier for the faith-\\nful, was the chief business of his life. With my\\nBible, said he, I could go to the end of the world.\\nIt is curious and interesting to mark the hesitation and\\nthe scruples of the translator. He had translated at first\\nin a style that his friends thought too elevated, and\\nthen too bald. He set to work a third time, trying to\\nkeep a middle course. Sainte-Beuve amends the cut-\\nting sentence of Joubert, De Saci has shaved, pow-\\ndered, and curled the Bible, but at least he has not\\nrouged it, by this sprightly remark, It would suffice\\nto say that he has combed it. (t. ii. p. 362.) The\\ncelebrated translator passed judgment on himself a\\nfew months before his death\\nI have endeavored to remove from the Holy Scrip-\\nture obscurity and inelegance; and God has willed", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0032.jp2"}, "33": {"fulltext": "DE SAiCI 27\\nuntil now that His Word should be enveloped in\\nobscurities. Have I not, then, reason to fear that giv-\\ning, as I have tried to do, a clear version, and one per-\\nhaps sufficienty correct with regard to purity of\\nlanguage, is resisting the designs of the Holy Spirit f I\\nknow very well that I have not aimed at the graces and\\nniceties that are admired in society, and that might be\\nsought at the French Academy. God is my witness\\nhow much horror I have always had of these orna-\\nments But I cannot hide from myself that I have\\nendeavored to render the language of Scripture clear,\\npure, and conformable to the rules of grammar Shall\\nI not, then, have reason to tremble if the Holy Ghost,\\nhaving until now set aside the rules of grammar, and\\nhaving visibly despised them, I now take the liberty of\\nreducing it to these rules (Fontaine, Mem ires,\\nt. iv. p. 322.)\\nEvidently De Saci had not such soundness of taste\\nas he had tenderness of conscience and ardor in devo-\\ntion; but with these few reservations, how much ad-\\nmiration this pure and regular life, so enamored of\\nperfection, so full of self-sacrifice and charity, deserves!\\nOne touching trait will suffice to depict this noble soul.\\nWhen he came out of prison in 1668 what will it be\\nthought that he demanded of the friendship of Le\\nTellier, who was afterwards chancellor He begged\\nhim to use his influence with the king to obtain per-\\nmission from his majesty that from time to time per-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0033.jp2"}, "34": {"fulltext": "28 PORT-ROYAL EDUCATION\\nsons of whose fidelity there could be no doubt should\\ngo to the Bastille to see what was going on there, in\\norder that poor prisoners who spend years there with-\\nout anyone even remembering why they have been im-\\nprisoned, should not be left in perpetual oblivion.\\n(Leclerc, Vies interessantes, t. iv. p. 56.)\\nBut the real masters of Port-Royal were those who\\nwere entrusted with the teaching at the time of the\\norganization of the Petites Ecoles in 1646, Lancelot\\nand Xicole, Guyot and Coustel, under the manage-\\nment of M. AVallon de Beaupuis, but in reality under\\nthe powerful influence of Arnauld, the heir to the\\nauthority of Saint-Cyran and the author or inspirer of\\nmost of the classical books of Port-Eoyal.\\nThe most distinguished master was Claude Lancelot.\\nOf all the recluses of Port-Royal he devoted himself\\nthe most entirely to education, and composed the\\ngreatest number of classical works. He was born in\\nParis about 1615. Having early resolved to devote\\nhimself to God s service, he entered in 1627 the com-\\nmunity of Saint Xicolas du Chardonnet, where he re-\\nmained ten years studying the fathers of the Church,\\nand regretting that he did not find men like St.\\nChrysostom, St. Ambrose, and St. Augustine. If\\nthere were only one, said he, I would start at once\\nand go and seek him, even to the world s end, to throw\\nmyself at his feet and receive from him so pure and\\nbeneficial a guidance. (Memories, t. i. p. 5.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0034.jp2"}, "35": {"fulltext": "CLAUDE LANCELOT 29\\nIt was then that he heard the abbe of Saint- Cyran\\nspoken of as a man of the early centuries, and he put\\nhimself under his spiritual direction with unbounded\\nsubmission and admiration. I confess, he said,\\nthat it was one of my devotions to pause sometimes\\nand contemplate M. de Saint-Cyran as one of the most\\nliving images of Christ that I had ever seen. (Me-\\nmoires, t. ii. p. 204.)\\nHe entered Port-Royal January 20, 1638, a few\\nmonths before the arrest of Saint-Cyran, to share the\\nlife of penitence of the early solitaries, then not very\\nnumerous. They were soon obliged to disperse, but\\nin order not to abandon the task that had been en-\\ntrusted to him, Lancelot was sent to La Ferte-Milon\\nwith M. Vitard, then twelve or thirteen years old, in\\norder to take charge of his education. On his return\\nto Paris in October, 1639, he started for the abbey of\\nSaint-Cyran, whence he returned in October, 1640, to\\ntake charge of the two children of M. Bignon, the Ad-\\nvocate-General, and afterwards of a little boy whom\\nSaint-Cyran sent to him, the care of whom he shared\\nwith De Saci because he was occupied in the mornings\\nin the sacristy of Port-Royal.\\nHe published in 1644 the New Method of Learning the\\nLatin Tongue ivith Ease. The preface and the address\\nto the reader state precisely the reform introduced\\ninto the teaching. The rules are given in French.\\nThe minutiae of grammar are rejected. tk T have", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0035.jp2"}, "36": {"fulltext": "30 PORT-ROYAL EDUCATION\\nbeen careful to avoid some observations that seemed to\\nme not very useful, remembering the excellent saying\\nof Quintilian, that it is part of the science of a really\\nskilful grammarian to know that there are some things\\nthat are not worth knowing. But I hope, he adds,\\nthat the substantial and judicious remarks of these\\nauthors, 1 in order thoroughly to understand the\\nground of the Latin language, will show with how\\nmuch reason the same Quintilian said that those are\\nvery much deceived who laugh at grammar as a low\\nand despicable art, since, being to eloquence what the\\nfoundation is to the edifice, if it is not firmly estab-\\nlished in the mind all that is added to it afterwards\\nwill fall to the ground. He praises this maxim of\\nRamus: Few rules and much practice, an excellent\\nrecommendation that Fenelon supports with his\\nauthority. 2\\n1 He says that he had read the works of Sanctius, a\\ncelebrated professor of Salamanca, of Scioppius and\\nVossius, learned Dutchmen (1577-1649) he does not\\nappeal at all to the authority of the Portugese Jesuit\\nAlvares, whose grammar Father Rapin accuses him of\\ncopying, but without showing any proof of it. (Mem.\\nIntroduc, p. 125.)\\n2 The great point is to bring a person as soon as\\npossible to the practical application of the rules by fre-\\nquent use then he will take pleasure in noticing the\\ndetails of the rules that he followed at first without\\nremarking them. (Lettre a V Academic Francaise, 2.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0036.jp2"}, "37": {"fulltext": "CLAUDE LANCELOT 31\\nThus Lancelot claims to do in six months what Des-\\npautere would take three years to do. In a letter to\\nBussy, CorbinelJi advises him to teach his daughter\\nLatin by the method of Port-Royal: There is only\\nenough for a fortnight. (30 July, 1677.) Xothing\\nshows that this was a joke on the pretension to im-\\nprovise knowledge. It is only a rather strong illusion\\nof an admirer. Lancelot had charge of the teaching\\nof Greek and mathematics at the school in the Rue\\nSaint-Dominique de l Enfer in 1646. He gave, in\\n1655, the New Method of Learning the Greek Language\\nwith Ease. M. Egger, a very competent judge, notes\\nthe marked advance of this work on the books of\\nClenard. Vergara, and Vossius: The barbarous quat-\\nrains that Lancelot mixes with the rules in prose in\\nhis methods have quite gone out of fashion now. But\\nthen, it was something to employ the French language\\ninstead of Latin it was something to have set out the\\ndeclensions and conjugations at greater length; to\\nhave facilitated the effort of memory necessary for\\npupils in learning the vocabulary of a dead language\\nby the choice of the most useful words. (De Vhel-\\nlenisme en France, vol. ii.p. 60.) It was not the fault\\nof Port-Royal that the study of Greek was not again\\nheld in honor among us. We know with what success\\nLancelot imparted the knowledge of this language and\\nthe taste for its literature to Racine.\\nIn 1657 appeared the Jardin de* racines grecques. It", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0037.jp2"}, "38": {"fulltext": "32 PORT-ROYAL EDUCATION\\nwould not be very useful to pause on this work, which\\nwould not interest our readers. The learned Dtibner,\\notherwise a great partisan of the pedagogic reforms of\\nPort-Royal, does not hesitate to call it Ostrogothic\\nM. Egger declares that this book, by its errors and\\nwant of criticism, has been one of the greatest ob-\\nstacles to progress in grammatical methods among us.\\n(De V hellenisme en France, vol. i. p. 112.) After being\\nlong used in class, it was suppressed by a ministerial\\ndecree of December 4, 1863. Two passages in the\\npreface deserve to be noticed. One relates to Come-\\nnius and his method, Janua linguarum reserata (the\\ngate of languages opened), 1631. A work estimable\\nin itself, said Lancelot, but not sufficiently propor-\\ntioned to the title it bears, and the intention of its\\nauthor. After having tried it, he thinks it long and\\ndifficult, without interest for the children, and, in fine,\\nof very little use, because of its want of method.\\nThere is a good page of pedagogy to be gathered here.\\nBesides requiring an extraordinary memory to\\nlearn it, and that few children are capable of it, I can\\nassert, after several experiments that 1 have made,\\nthat scarcely any are able to retain it, because it is\\nlong and difficult, and, the words being never repeated,\\nthey have forgotten the beginning before reaching the\\nend. Thus they feel a constant dislike for it, because\\nthey always find themselves, as it were, in a new\\ncountry, where they recognize nothing the book is", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0038.jp2"}, "39": {"fulltext": "CLAUDE LANCELOT 33\\nfilled with all sorts of unusual and difficult words, and\\nthe first chapters are of no assistance for those that\\nfollow nor these for the last, because there is no word\\nin one which is found in the others. And he adds,\\nwith his consummate experience in teaching What\\nmight be called the Entrance to languages ought to be a\\nshort and easy method to lead us as quickly as possible\\nto the reading the best written books, in order to learn\\nnot only the words that we lack, but also what is most\\nremarkable in the turn and most pure in the phrase,\\nwhich is, without doubt, the most difficult and most\\nimportant part in every language.\\nThe other judgment is not so well founded in reason.\\nFor the etymologies, he quotes especially the Origines\\nfrancaises of M. Menage, who alone is worth a multi-\\ntude of authors, because, besides drawing from the\\nancients, he has carefully collected what the most able\\nmen of our own times have that is curious upon this\\nmatter. If there is a book that deserves the dis-\\ncredit and oblivion into which it has fallen, it is\\nassuredly this one. The philological caprices of Menage\\nhave passed into legends. It was easy for Father\\nBouhours to amuse himself at his expense, to the great\\ndelight of Mme. de Sevigne. 1\\n1 I read the angry books of Father Bouhours, the\\nJesuit, and of Menage, who tear each other s eyes out\\nand amuse us. They say what they think of each\\nother, and often insult one another. There are, bo-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0039.jp2"}, "40": {"fulltext": "34 PORT-ROYAL EDUCATION\\nM. Menage especially excels in etymologies, he says\\nwith lively raillery. His mind seems to be made ex-\\npressly for this science sometimes he even seems to be\\ninspired, so lucky is he in discovering where words\\ncome from. For example, did he not need a sort of\\ninspiration to discover the real origin of jargon and\\nbaragouin? Jargon, according to him, comes from\\nbarbaricus. Here is its genealogy in direct line bar-\\nbarus, barbaricus, baricus, various, uaricus, guaricus,\\nguargus, gargo, gargonis, jargon. Baragouin is a\\nnear relation of jargon: barbarus, barbaracus, bar-\\nbaracuinus, baracuinus, baraguinus, baragouin.\\nNothing is clearer nor more precise. And I have no\\ndoubt that M. Menage is very pleased with himself at\\nthis new discovery for formerly he did not think that\\njargon and baragouin were of the same country, nor\\ncame from the same stem. He insists, in his Origines\\nde la langue francaise, that jargon is Spanish and bara-\\ngouin Bas-breton, so true is it that words like men\\ncome from where one wills. However this may be,\\nwe are indebted to M. Menage for a great deal of similar\\nknowledge it is he who, with that faculty of divina-\\ntion that M. de Balzac attributes to him, has discovered\\nthat laquais came from verna, vernula, vernulacus,\\nvernulacaius, lacaius, laquay, laquais that boire atire-\\nsides, some very good remarks on the French language.\\nYou cannot think how amusing this quarrel is. (16\\nSeptember, 1676.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0040.jp2"}, "41": {"fulltext": "CLAUDE LANCELOT 35\\nlarigot came from fistula: fistula, fistularis, fistularius,\\nfistularicus, laricus, laricotus, lakigot All that is\\nvery fine and curious.\\nIn 1660 Lancelot, under the supervision of xlrnauld 1\\nedited one of the most important works of Port-Royal,\\nthe Grammaire generate et raisonnee, containing the\\ngrounds of the art of speaking, explained in a clear\\nand natural manner, the reason for what is common to\\nall languages, and the principal differences that are\\nmet with in them, with several new remarks on the\\nFrench language.\\nThis compendious but incomplete work was a bold\\nconception for the time, the influence of Descartes and\\nhis unflinching confidence in the power of the reason\\nare felt in it. It incited the researches of the philo-\\nsophical grammarians of the eighteenth century, du\\nMarsais, Duclos, Condillac, and de Tracy. This was\\nthe best that could be done until the discovery of San-\\n1 The General Grammar is the result of conversa-\\ntions that M. Lancelot, who was entrusted with the\\nteaching of languages in the schools of Port-Royal, had\\nwith this great man, in the moments that the doctor\\nwas able to give up to the desire that he had to learn\\nwith him. M. Lancelot wrote out the answers that M.\\nArnauld gave to his questions and thus was composed\\nthe first work that went deeply into the art of speak-\\ning, and developed the first foundations of the Logic.\\n(Vie de messire Ant. Arnauld, Paris et Lausanne, VTS:\\nt. i. p. 218.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0041.jp2"}, "42": {"fulltext": "36 PORT-ROYAL EDUCATION\\nscrit, with a wider knowledge of languages and their\\nfiliation and history permitted Grimm, Humboldt,\\nBopp, Burnouf, Diez, Michel Breal, and Littre to sub-\\nstitute the sure method of history, phonetics, and com-\\nparison for the brilliant but barren speculations of\\nphilosophical abstraction.\\nIf we no longer share the enthusiastic admiration of\\nthe worthy Rollin for this work, and no longer see the\\nsublime genius of the great man, we still remain struck\\nwith this vigorous spirit of analysis and this luminous\\nmethod.\\nAt the same date the indefatigable master, under\\nthe name of M. de Trigny, completed his grammatical\\nteaching by giving the Xouvelle Methode pour apprendre\\nfacilement et en pen de temps la langue italienne, and the\\nXouvelle Methode pour apprendre facilement et en pen de\\ntemps la langue espagnole. He had recourse to the learn-\\ning of Chapelain for these two works. The second was\\ndedicated to the Most Serene Infanta of Spain, Donna\\nMaria Teresa, whom all France already looks upon\\nas her queen. A passage in the Preface to the Italian,\\nMethod should be pointed out to those engaged in\\nteaching, for the proper management of the grammati-\\ncal studies of all teachers as well as of students:\\nWhosoever wishes to learn a language with facility\\nshould as soon as possible join use and practice with\\nprecept. For the Italian, for instance, the declen-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0042.jp2"}, "43": {"fulltext": "CLAUDE LANCELOT 37\\nsion of the article, and the auxiliary and regular verbs\\nsome three or four pages are all that it is necessary\\nto know in order to begin construing an author.\\ni After that the rules for the irregular verbs may be\\nlearnt, or at least read attentively the rest of the\\ngrammar may almost be left to the teacher to be ap-\\nplied in practice.\\nWith respect to the grammar of the French language,\\nwhich is obviously lacking in the collection, and which\\nwas demanded abroad, 1 particularly by Daniel Elzevier,\\nthe famous bookseller of Amsterdam, Lancelot replied\\nto Dr. Saint-Amour, who had to make the proposal,\\nthat he had several times resolved upon undertaking\\nthis work, but that he had always found so many diffi-\\nculties, and so little likelihood of being able to sur-\\nmount them, that he had been obliged to give it up.\\nSaint-Amour returned to the charge two or three times,\\nbut always without success, Lancelot never ceasing to\\nobject how much he had been repelled every time he\\nhad wished to undertake it.\\n1 Among ancient works that the study of our lan-\\nguage produced we may cite\\nPalsgrave, 1 Esclaircmement de la langue frangoyse\\n(1530); Louis Megret, le Trette de la grammar jran-\\nc.oeze (1550) Ramus, Gramere fransoeze (1562).\\nVaugelas in 164? published only detached remarks\\non the French language, and not a methodical treatise.\\nIn 1714 Fexelox expressed a wish that the French\\nAcademy would add a grammar to its dictionary.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0043.jp2"}, "44": {"fulltext": "38 PORT-KOYAL EDUCATION\\nAfter all, the Port-Royalists rendered a greater ser-\\nvice to the French language than drawing up its gram-\\nmar: they gave it an important place in classical\\nstudies by their methods drawn up in French, and no\\nlonger in Latin and by their translations they invig-\\norated it from the sources of antiquity, and cleared it\\nof pedantry and scholasticism. They won theology\\nfor it as Descartes did philosophy and Corneille the\\nhigh style of poetry. The grave and learned works\\nthat issued from Port-Royal, more attentive to matter\\nthan form, to truth and virtue than to beauties of\\nstyle, drew admiration even from its enemies. Father\\nAnnat had not more brilliantly combated Pascal than\\nthe learned Father Petau had attacked Arnauld, and\\nFather Rapin does not stint his praises of the book on\\nFrequent Communion (1643), Nothing had been\\nseen better written in our language. (Memoircs, t. i.\\np. 22.) He does not do less justice to Pascal. Men\\nhad, he says, so little experience of a manner of\\nwriting resembling that of the Letters to a Provincial,\\nthat they could form no conjectures sufficiently clear\\nto point to anybody with certainty, because they had\\nnever seen anything of this character in our language.\\n(Memoires, t. ii. p. 380.) 1 Mme. de Maintenon, whose\\n1 There is no one, even to the venomous Father\\nBrisacier, who does not admit the literary merit of the\\nHeures de Port-Royal; he calls them a sink of errors,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0044.jp2"}, "45": {"fulltext": "CLAUDE LANCELOT 39\\nprofound antipathy for those gentlemen of Port-\\nRoyal is well known, asserts that the works con-\\ntain a venom so much the more dangerous as their style\\nis more pleasing to the natural taste, and elevates the\\nmind. For myself, I have never liked any of their\\nbooks, although they are very fine. (Instruction\\na la classe bleue, 1705.)\\nThe influence of these models for the perfecting of\\nthe language was deep and lasting. By employing\\nthemselves for twenty years after the Provincials in\\ndexterously finding fault with the style of Pascal the\\nJesuits learnt to write well. By ironically pointing\\nout the rather uniform gravity, 2 the long periods, and\\nat times unusual expressions of the other writers of\\nPort-Royal, they tried their hand at a style which was\\nmore easy and flowing without being less correct. 3\\n(Villemain, Preface du Dictionnaire cle V Academic.)\\na grenade of impiety, a common sewer of all the works\\nof Calvin collected in good French under the specious\\ntitle of Office cle la Vierge. Quoted by Arxauld, la\\nMorale pratique des je suites, t. viii. p. 162.\\n2 A curious note of Bossuet on his reading, dated\\n1669, contains this information: Some books of MM.\\nde Port-Royal, good to read because gravity and gran-\\ndeur are found in them, their prefaces by choice but\\ntheir style has little variety. Without variety there is\\nno pleasure. (Floquet, Etudes sur la vie de Bossuet, t.\\ni. p. 378.)\\n3 Father Bouhours, the author of the Entretiens d", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0045.jp2"}, "46": {"fulltext": "40 PORT-ROYAL EDUCATION\\nThis service was more valuable than the composition\\nof a French Grammar.\\nTo return to Lancelot. When in 1661 the Petites\\nEcoks were finally closed by the king s command, he\\nhad been for some time in charge of the education of\\nthe Due de Chevreuse, as we see by the address of a\\nletter of Chapelain: A M. Lancelot, precepteur du Mar-\\nquis de LaynsSj a Port- Royal.\\nIn 1663 he published fojir trsatises on poetry Latin,\\nFrench, Italian, and Spanish. He was probably work-\\ning on that Recueil de po ede* chretiennes et diverses, dedi-\\ncated to Mgr. le prince de Conti, which appeared in\\nL671 in three volumes under the name of (the\\nreader may guess a hundred times), under the name\\nof La Fontaine his friendship for Racine and Boileau\\nbrought him into contact for a short time with Port-\\nRoyal. In offering this collection to the prince, he\\nacknowledges that he has done little more than lend\\nhis name.\\nThose who by their labor have brought it to this state\\nMight offer it to thee in more brilliant terms\\nBut, fearing to emerge from that profound peace\\nWhich they enjoy in secret, far from noise and the\\nworld,\\nThey engage me to bring it to the light for them.\\nAriste et d Eugene (1671), must especially be named.\\nThe second dialogue is entirely devoted to a serious\\nstudy of the language of Port-Royal.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0046.jp2"}, "47": {"fulltext": "CLAUDE LANCELOT 41\\nLancelot had for two years been entrusted with the\\neducation of the princes de Conti. Fontaine has pre-\\nserved the interesting report that he sent to M. de Saci\\non the employment of the day by his pupils, and the\\ndistribution of their studies. He preferred to resign\\nhis position in 1672, rather than consent to take his\\npupils to the theatre. His inflexible strictness cannot\\nescape the reproach of inconsistency justly thrown on\\nhim by Sainte-Beuve Of what use is it, Lancelot,\\nto teach children so well Greek, Spanish, Italian,\\nand the niceties of Latin and to forbid them after-\\nwards to go to the theatre and hear Chimene, to permit\\nneither the Jerusalem, the Aminta, Theagene, the An-\\nthology, nor all Catullus This prohibition and\\ninterdiction extended, in fact, beyond childhood, and\\nin part existed for grown-up men. Was it possible\\nWas it reasonable Of what use was it to teach so\\nmuch and so well, if it were not to put men in a posi-\\ntion to use this knowledge later Why should I not\\nenjoy the honey and the flowers of this Greek whose\\nRoots I have devoured The child who will write\\nBerenice said this to himself one day, and he leaped\\nover the obstacle. He flew over the hedge like the\\nbee. (Port-Royal, t. iii. p. 531.)\\nThis was the end of the pedagogic career of Lance-\\nlot, who henceforth devoted himself to the religious\\nlife in the abbey of Saint-Cyran under the direction of", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0047.jp2"}, "48": {"fulltext": "42 PORT-ROYAL EDUCATION\\nM. de Barcos. On the death of this abbe, in 1678,\\ngreat troubles arose in the abbey, and Lancelot was\\nexiled, on the pretext of Jansenism, to Quimperle in\\nthe remotest part of Britanny, x where he died on April\\n15, 1695, leaving behind him a venerated memory.\\nThe history of French pedagogy cannot leave in oblivion\\nthe name of this educator, who devoted himself unre-\\nservedly to children, and who so well understood that\\npedagogy should be in the heart still more than in the\\nhead, and that the master should feel the love of a\\nfather for his pupils. A preceptor who was not in\\nthat frame of mind would never do anything If,\\non the contrary, he were so, this love would make him\\nfind more ways of being useful to his scholars than all\\nthe advice that might be given him. (Letter to M.\\nde Saci on the education of the princes de Conti.)\\nNicole shed more lustre than Lancelot by his talents\\nas a writer and moralist, so much praised by Mme. de\\nSevigne and Voltaire. In reality he was much less\\n1 Nothing more is heard of him except one curious\\ncircumstance related by Arnauld to M. du Yaucel and\\nMme. de Fontepertuis, March 16 and 17, 1689. James\\nII., King of England, who had been dethroned, ar-\\nrived at Kimperlay (sic). A great supper was await-\\ning him in the abbey where brother Claude Lancelot\\nis M. d Avaux seated him at table by his side\\nWho would have thought that a monk exiled to Brit-\\nanny would have had the honor of supping with a king", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0048.jp2"}, "49": {"fulltext": "NICOLE 43\\nthe man of Port-Eoyal. He scarcely knew Saint-Cyran,\\nand did not altogether admire him when he compared\\nhim to a field, capable of producing much, but pro-\\nlific in briars and thorns, and he even went so far as\\nto speak of his gibberish. He acknowledges that he\\nkept himself a little aloof. I was for five or six\\nyears in a place where they usually opposed to De\\nSaci, M. Singlin, M. X. and M. N. on one side and\\nmyself on the other. (Essais, t. vii. p. 180.) On the\\ndeath of De Saci he did not approve of the marks of\\nveneration and tenderness lavished by the nuns on\\ntheir beloved confessor; and he wrote to Mile. Aubry,\\nbegging her not to mention it, that for thirty years he\\nhad suffered from this unreasonable assiduity of the\\ndevotees.\\nM. de Beaubrun, in the interesting portrait that he\\nhas drawn of Nicole, goes so far as to say: He was\\na jansenist, perhaps, only through fear of displeasing\\nM. Arnauld, since after 1689 he wrote to Father\\nQuesnel that for more than thirty years he had had the\\nthoughts that he had expressed in his treatise on la\\nGrace generale, that is to say that he was writing in\\nfavor of Jansenism, while he had in his mind a system\\ndiamatically opposed to it. (Vie manuscrite, a passage\\nquoted by Sainte-Beuve, t. iv. p. 516.)\\nNicole, besides, was less exclusively attached to the\\nPetites Ecoles. He divided his time between the care", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0049.jp2"}, "50": {"fulltext": "44 POET-ROYAL EDUCATION\\nof his pupils, his theological studies, and his prepara-\\ntion for the licentiate s degree, which he did not\\nrenounce until 1649. A manuscript biographical\\nnotice from Holland thus describes the more restricted\\npart that he took M. Nicole only directed the\\nstudies of the young people at Port-Eoyal. The young\\ngentlemen were themselves much inclined to study;\\nthey only needed to have the best passages of the Greek\\nor Latin authors pointed out to them. M. Nicole was\\nthere to inspire them with the taste for them. M.\\nNicole was to them rather an adviser than a master, as\\nthis name is understood now. (Quoted by Sainte-\\nBeuve, t. iv. p. 599.)\\nHis talent as a teacher was very remarkable. Father\\nRapin (Mem. t. ii. p. 254) relates that Singlin heard\\nhim discourse on an eclipse of the sun, got him to talk\\non various subjects, and brought him under the notice\\nof Arnauld, who hastened to associate him with him-\\nself, and being unable to do without him, soon carried\\nhim oif to the schools. He was well qualified for\\nteaching belles-lettres and philosophy.\\nM. Mcole, says Besogne (t. v. p. 225), studied\\nunder his father all the authors of profane antiquity,\\nboth Greek and Latin. x At the age of fourteen he had\\nfinished the usual course of the humanities, he had so\\n1 Nicole, Essais de morale, t. viii. p. 193, admits that\\nhe had not read Demosthenes.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0050.jp2"}, "51": {"fulltext": "NICOLE 45\\nmuch aptitude and penetration of mind joined to a\\nmost excellent memory. It was sufficient for him to\\nread a book once in order to retain its substance, and\\nat an advanced age he told his friends that he had for-\\ngotten nothing that he had read in his youth. He\\nknew his Virgil and Horace perfectly. A short time\\nbefore his death he gravely recited a number of verses\\nof the iEneid. The author who pleased him most, and\\nwhom he willingly re-read for his good latinity, was\\nTerence. He was accustomed to say that the best\\npassages of these authors were like fine models that it\\nwas necessary to have in the mind in order to write fine\\nworks; that a man who was not provided with these\\nfine models, and who undertook to compose, might in-\\ndeed write fine things, but it was as if he printed in\\nGothic characters while he who had made these fine\\npassages his own was in a position to print in fine\\nRoman characters, which it was a pleasure to read.\\nThis extensive and varied knowledge, this wide and\\ncurious reading, which give a peculiar character to\\nXicole among the solitaries of Port-Royal, lacks, how-\\never, the keen feeling for beauty. A passage in one of\\nhis letters is truly singular for a professor of the\\nhumanities; he does not conceal his contempt for the\\nimpassioned admirers of the ancients: For myself,\\nhe adds, I take pleasure in discovering the falsehoods and\\ngreat delusions in these same booh. I find a quantity of", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0051.jp2"}, "52": {"fulltext": "46 PORT-ROYAL EDUCATION\\nthem. 1 This is a very unfortunate turn of mind, and\\nwould be calculated to vitiate and sterilize all literary\\nteaching. The pleasure of criticism, says La\\nBruyere, takes from us the faculty of being deeply\\ntouched by very fine things.\\nNicole has an unfortunate kind of prejudice against\\nthe whole of ancient literature.\\nEecalling to mind that Saint- Cy ran never read the\\nbooks of heretics without having performed the ex-\\norcisms of the church, because he said that they were\\nwritten by the spirit of the devil, and that there was\\nin these books an impression of error, he adds, But\\ndo not all the books of the pagans come from the same\\nsource (t. xii. p. 176) l Happily he corrected this\\nsally himself, and felt the moral value of ancient litera-\\nture.\\n1 It is unpleasant to see Port-Royal, which stigma-\\ntized the ineptitude of Father Garasse, in agreement\\nwith him on this point, in better terms, however: It\\nis true that the greatest captains in the world, who in\\nold times filled the earth with the signs of their\\ntriumphs, are now like hodmen and stable-boys in hell\\nit is true that the devil has taken the greatest philoso-\\nphers of Greece, the wisest councillors of the Areopa-\\ngus, the most famous orators of Eome, the haughtiest\\nprinces of heathendom, the most learned physicians of\\nthe universe it is true that they are all in the pay of\\nLucifer. (P. Garasse, Doctrine curieuse, p. 867.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0052.jp2"}, "53": {"fulltext": "NICOLE 47\\nWhat shall we say of several of his criticisms on\\nFrench literature Did he not arouse the anger and\\ningratitude of Eacine by calling the dramatic poets\\npublic poisoners The great Corneille, whose theatre\\nbreathes in the highest degree heroism and the senti-\\nment of duty, finds no favor in his prejudiced eyes,\\nand he pronounces, even in the case of the Cid and\\nHorace, the words corruption, barbarism, criminal aims.\\nOne cannot better prove the danger there is in all\\ncomedies than by showing that those even of this\\nauthor are contrary to the spirit of the Gospel, and\\nthat they corrupt the mind and heart by the pagan\\nand profane sentiments that they inspire. (Les Vis-\\nionnaires, Avertissement, p. 22.) Bossuet, unfor-\\ntunately, has not been more just towards Corneille.\\nThe genius of Pascal also has partly escaped Nicole.\\nHe proclaims him, indeed, one of the great minds of\\nthis age (Essais, t. iii. p. 3); he quotes the Pensees\\nas one of the most useful works to put into the hands\\nof princes; but he goes so far as to call him a gath-\\nerer of shells and nearly made the abbe de Saint-\\nPierre, to whom he said this enormity, doubt the\\ndiscernment of the moralist. (Ouvrages de morale et\\nde politique, t. xii. p. 86.)\\nWith what strange freedom, in a letter to the Marquis\\nde Se igne, he reproaches Mme. de la Fayette with\\nwishing to impose admiration of these Pensees without\\ntelling us more particularly what we ought to admire", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0053.jp2"}, "54": {"fulltext": "48 PORT-ROYAL EDUCATION\\nin them, and to reduce us to pretend to think ad-\\nmirable what we do not understand!\\nWe cannot but praise the wisdom and prudence of\\nthe editors, while regretting it, that in publishing\\nthe Pensees they thought of excising some passages in\\nwhich the royal majesty was treated with small respect,\\nsome assertions which furnished matter for new dis-\\ncussions, and some attacks on the worthy Fathers\\nWe can understand, strictly, that Arnauld should\\nwrite to M. Perrier, who defended the work of Pascal\\nA man cannot be too precise when he has to do with\\nsuch ill-natured enemies as yours. It is much more\\nto the point to avoid carping criticisms by some slight\\nchange, which only softens an expression, than to be\\nreduced to the necessity of making apologies (20\\nNov., 1660.)\\nBut that anyone should have the idea of correcting\\nPascal s style, of remodelling his phrases, of changing\\nsuch and such a familiar and original expression, such\\nand such a lively and dramatic turn, shows an aberra-\\ntion of mind, an absence of criticism, and a want of\\ntaste that we cannot describe; and we have some\\ntrouble to understand that this was, in great part, the\\nwork of him whom Bayle calls the finest pen of Port-\\nRoyal, and whom the papal nuncio named the golden\\npen. 1\\n1 See in Havet s edition, especially pp. 13 and 267,\\ntwo specimens of this literary profanation.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0054.jp2"}, "55": {"fulltext": "NICOLE 49\\nThis imperfection of his literary sense, taste, and\\nimagination is equally betrayed in the only book relat-\\ning to the teaching of belles-lettres on which Nicole\\nworked, Epigrammatum delectus (A Selection of Epi-\\ngrams, 1659). A preface and a dissertation, both in\\nLatin, indicate the aim and plan of the work to cul-\\ntivate the mind, and to protect the morals. The\\nworthy Nicole shuddered with horror at the sight of\\nthe obscenities of Martial and Catullus, whose works\\neternal oblivion or the flames ought to have destroyed.\\nBut as remedies are drawn from the viper and flowers\\nare found among poisons, he sets to work to make a\\nselection of the most elegant pieces. He would per-\\nhaps have acted as wisely in not including the constru-\\ning of these authors in a programme of classical studies.\\nThis kind of work is of a very limited and secondary\\ncharacter.\\nThe dissertation on true and false beauty, on the\\nnature and the different kinds of epigrams, notwith-\\nstanding the praises of Chapelain 1 ill-satisfies the\\nreader. Father Vavasseur, the best humanist of his\\ntime, in the opinion of the abbe d Olivet, the his-\\ntorian of the French Academy, has roughly handled\\n1 9 September, 1659, letter to d Andilly: I have\\nseen nothing better written in the didactic style,\\nnothing more judicious, more chaste, more clearly set\\nforth in the nature of the epigram, in fine, more\\ninstructive.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0055.jp2"}, "56": {"fulltext": "50 PORT-ROYAL EDUCATION\\nhim, and not without reason. AVas it not sufficient for\\nthe theory of this kind of poetry which only admits of\\na few verses to demand naturalness and simplicity, a\\nwitty and pointed turn, grace and delicacy Instead\\nof that, Nicole discourses gravely on the nature and\\nsource of the beautiful; he lays down this principle,\\nsufficiently vague, however, that it is especially in con-\\nformity with the nature of things and with our nature\\nhe reduces its conditions to three the agreeableness\\nof the tone, the propriety of the words, and the truth\\nand naturalness of the thoughts he thinks that he has\\nthoroughly examined his subject, although he admits\\nhimself that all this has little to do with the epigram,\\nin proclaiming the weakness of human nature as the\\nreason of metaphors. It is this that appears so chaste\\nto Chapelain. Nicole then explains how, in conse-\\nquence of these premisses, he has been obliged to reject\\nfrom his collection false, mythological, equivocal,\\nhyperbolical, doubtful, vulgar, spiteful, verbose, or\\ncommon epigrams. After which, but a little late, he\\ntakes in hand the definition and form of the epigram,\\nand admits two kinds\u00e2\u0080\u0094 the sublime, grand, and mag-\\nnificent kind, and another a little lower in style but\\nmore useful in application.\\nThe best thing in this ill-balanced dissertation is the\\nideas rather carelessly thrown out at the end, where\\nNicole, without circumlocution, praises, especially in\\nthe epigram, the ingenious point that penetrates the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0056.jp2"}, "57": {"fulltext": "NICOLE 51\\nraind deeply, or its simplicity and playfulness, and the\\nart of treating the subject without excess or defect,\\nwithout obscurity or complication, by cleverly leading\\nup to the effect and he quotes Martial, who is a mas-\\nter of this art. Martial and Port-Eoyal! Does not\\nthe approximation of these two names excite the most\\nlegitimate astonishment All Nicole s dissertation,\\nhowever, falls to pieces at this simple remark of\\nVoltaire: The epigram should not be placed in a\\nhigher rank than the song I should advise no one\\nto apply himself to a style that may bring much disap-\\npointment and little glory. (CEuvres, t. xxxix. p. 212.)\\nNicole took a large share in the composition of the\\nLogic, or the Art of Thinking, but the firmer hand and\\nmore liberal mind of Arnauld are preceived in this\\nwork. Arnauld, alone at Port-Eoyal, is sincerely\\nCartesian; he declared himself a partisan of the new\\nphilosophy on the appearance of the Discours de la\\nMethode in 1637. In his lectures at the college of Le\\nMans 1 he dictated the new principles to his pupils.\\nWhen he sent to Father Mersenne his objections to the\\nMeditations of Descartes, which appeared in 1641, he\\nwrote these explicit words You have known for a\\nlong time in what esteem I hold the person of M.\\n1 At Paris, in the rue de Rheims, then in 1682 rue\\nd Enfer; in 1761 it was united with the College Louis\\nle Grand.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0057.jp2"}, "58": {"fulltext": "52 POKT-ROYAL EDUCATION\\nDescartes and the value I set upon his mind and\\nteaching.\\nIn June 1648, he writes to Descartes himself that he\\nhas read with admiration and approved almost en-\\ntirely of all that he has written touching the first phil-\\nosophy (i. e. Metaphysics). He held these opinions\\nall his life.\\nIt was in vain that Leibnitz, in that interesting cor-\\nrespondence from 1686 to 1690, which has been pub-\\nlished in our time, showed him how much was lacking\\nin the philosophy of Descartes, that he was not satisfied\\nwith the definition of the body by extension nor with\\nthat of the soul by thinking, nor of the conditions\\nof the perfection of God and of the immortality of the\\nsoul, nor of the automatism of animals. Arnauld\\nremains convinced of the soundness of the doctrine of\\nDescartes, and does not cease taking up its defence.\\nIn 1692 he repels the attacks of Huet, Bishop of\\nAvranches, as in 1680 he had done those of Lemoine,\\nDean of the Chapter at Vitre. He appeals to the\\nprinciples of Descartes against the Calvinists in the\\nPevpkuite de lafoi, so far as to make Jurieu say that\\nthe theologians of Port-Royal were more attached to\\n1 Bossuet supports him: Every time that M. de\\nLeibnitz, he replies to him, undertakes to prove\\nthat the essence of the body is not in its actual extent\\nany more than that of the soul in actual thought, I\\ndeclare myself on his side. ((Euvres, t. x. p. 97.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0058.jp2"}, "59": {"fulltext": "NICOLE 53\\nCartesianism than to Christianity (Politique du clerge de\\nFrance, p. 107.) Elsewhere he sadly wonders that the\\nInquisition has not put the works of Gassendi, who\\nhad employed his whole mind to ruin spiritual philoso-\\nphy in favor of the doctrines of Epicurus, in the Index,\\nand that it had, in fact, placed the Meditations of Des-\\ncartes in it.\\nNicole is much less firm in his attachment to Car-\\ntesianism. With his turn of mind, readily sceptical in\\neverything that does not relate to faith, he takes\\npleasure in disparaging philosophy. If I had to live\\nover again I think that I would so act as not to be put\\nin the number of the Cartesians any more than in that\\nof others In truth, the Cartesians are worth little\\nmore than the res*t, and are often prouder and more\\nself-sufficient; and Descartes himself was not a man\\nwho might be called a pious person. (t. viii. p. 153-\\n156.)\\nWe shall be less astonished at seeing a professor of\\nphilosophy treat with so little respect him whom his-\\ntory calls the father of modern philosophy when we\\nread the judgment that he pronounced on the real\\nfounder of ancient philosophy.\\nSocrates is a man full of small ideas and petty\\nreasoning, who looks only on the present life, a man\\nwho finds pleasure in discoursing on truths for the most\\npart useless, and which only tend to enlighten the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0059.jp2"}, "60": {"fulltext": "54 PORT-ROYAL EDUCATION\\nmind with respect to a few human objects. 1 (t. xi. p.\\n119.)\\nIt wuuid^be difficult to have a more narrow and un-\\njust prejudice and to decry\\nthus gratuitously one of the\\nmost real glories of hu-\\nmanity the immortal think-\\ner who recalled men to the\\nstudy of themselves, who\\npreached to them temper-\\nance and justice and the\\nsocrates, 470-399, b. c. dignity of labor, avIio cour-\\nageously opposed the sophists, the ethics of pleasure\\nand passion, the politics of force, and who crowned\\nthis disinterested and useful life by a heroic death.\\nAlthough, then, Nicole passes for the author of the\\ntwo discourses prefixed to the Logic 1 the merit of the\\n1 Arnauld only speaks of the first of these discourses\\nin this note to Mme. de Sable: All that I can do to\\nreconcile myself with you is to send you something\\nthat will amuse you for half an hour, and in which I\\nthink you will see expressed a part of your ideas re-\\nspecting the folly of mankind. It is a discourse that\\nwe have been thinking of prefixing to our Logic. You\\nwill oblige us by sending us your opinion of it when\\nyou have seen it, for it is only persons like yourself\\nthat we would have for judges of it. (19 April, 1660.)\\nIt is in the second, which answers the objections, that\\nthe hand of Arnauld is visible.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0060.jp2"}, "61": {"fulltext": "XICOLE 0$\\nfirm arid courageous attitude of the authors towards\\nAristotle and scholasticism must especially be attributed\\nto the influence of Arnauld.\\nIn the struggle of the Cartesian philosophy to free\\nmodern thought from the heavy yoke of Aristotle and\\nscholasticism, we know with what prudence Descartes\\nhad in 1637 undertaken the destruction of the ancient\\nphilosophy by proclaiming the right of free examina-\\ntion, provisional doubt, and the criterion of evidence.\\nMy intention is not to teach here the method that-\\neach man must follow to properly guide his reason,\\nbut only to show how I have tried to guide my own.\\n(Biscours de la Methode, i.) Setting forth this\\nwriting only as a history, or if you like it better, as a\\nfable My design has never extended further than\\ntrying to form anew my own proper thoughts, and to\\nbuild on a foundation which is entirely my own. (ii.)\\nHe writes to Father Mersenne in 1641: I will tell\\nyou, between ourselves, that these six meditations con-\\ntain all the foundations of my physics but do not say\\nso, if you please, for those who favor Aristotle will\\nperhaps make more difficulty in approving of them;\\nand I hope that those who read them will insensibly\\n1 Bossuet thinks it excessive: w M. Descartes has\\nalways feared to be remarked by the Church, and we\\nsee him take precautions against that, some of which\\nrun to excess. (Lettre a M. Postel, docteur de Sor-\\nbonne, 24 mai, 1701.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0061.jp2"}, "62": {"fulltext": "56 PORT-ROYAL EDUCATION\\nget accustomed to my principles, and will recognize\\ntheir truth before perceiving that they destroy Aris-\\ntotle s.\\nWe shall understand this prudence if we remember\\nthat Giordano Bruno, who, among other misdeeds, had\\nopposed the philosophy of Aristotle at Paris, was burnt\\nat Rome in 1600; that Vanini, in 1619, at Toulouse\\nwas condemned for his philosophical opinions to have\\nhis tongue cut out and afterwards to be hanged and\\nburnt that Galileo, who had been severely admonished\\nin 1616 by the congregation of the Index, had to go to\\nRome in 1633 solemnly to abjure his theory of the\\nmovement of the earth.\\nThe Logic of Port-Royal, published in 1662, lays\\ndown clearly and boldly the right of human reason be-\\nfore the jurisdiction of authority: It is a very great\\nrestraint for a man to think himself obliged to approve\\nof Aristotle in everything, and to take him as the guide\\nto the truth of philosophical opinions The world\\ncannot remain long under this constraint, and insensibly\\nregains possession of natural and reasonable liberty,\\nwhich consists in approving what it judges to be true\\nand rejecting what it judges to be false. 1\\nTo appreciate at its real worth the boldness of these\\nresolute declarations, we must remember that in 1670,\\nthe general of the Jesuits wrote to all the houses of the\\nsociety to oppose Descarte s philosophy, and that", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0062.jp2"}, "63": {"fulltext": "NICOLE 57\\nshortly afterwards trie University presented a petition\\nto the Parliament to forbid its teaching. The Arret\\nBurlesque, composed by Boileau in 1675, did ample jus-\\ntice to it.\\nThe Court having examined the petition set-\\nting forth that for several years an unknown person,\\nnamed Reason, had attempted to enter by force the\\nschools of the said University where Aristotle had\\nalways been recognized as judge, without appeal, and\\nnot accountable for his opinions having examined\\nthe treaties, entitled Physics of Rohault, Logic of Port-\\nRoyal\\nThe Court has maintained and kept, maintains\\nand keeps, the said Aristotle in full and peaceable pos-\\nsession of the said schools And, in order that in the\\nfuture he be not molested, has banished in perpetuity\\nReason from the schools of the said University; forbids\\nhim to enter them and disturb or molest the said Aris-\\ntotle in the possession and use of the same, on pain of\\nbeing declared a jansenist and friend of innovations.\\nThe greatest merit of the Port-Royal Logic is to have\\nintroduced Cartesianism into teaching. It proclaims\\naloud that it has borrowed some reflections from the\\nbooks of a celebrated philosopher of this age, who has\\nas much clearness of mind as there is confusion in the\\nothers. It sets forth, like Descartes, in the name of\\nthe famous axiom, I think, therefore I exist, the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0063.jp2"}, "64": {"fulltext": "58 PORT-ROYAL EDUCATION\\nevidence of conscience as the criterion of truth, and\\nthe four rules of his Method as the best guarantee\\nagainst error, and for discovering the truth in human\\nsciences.\\nIt was indeed the spirit of Descartes that suggested\\nto the authors their small confidence in the rules of\\nlogic, and the infallibility of the syllogism, their title\\nof Art of thinking instead of Art of reasoning,\\ntheir carefulness in forming the judgment by replacing\\nthe abstract and conventional examples by instructive\\nexamples taken from the different branches of knowl-\\nedge, to give to logic at once more interest and\\nespecially more practical utility, and to bring it out of\\nthe school and make it useful for the study of the sci-\\nences as well as for the conduct of life.\\nThese solid merits have made this work a classic.\\nExcepting certain defects of plan and proportion,\\neasily explicable by the haste\\nin which the work was com-\\nposed, by the collaboration\\nof two authors, and by the\\nsuccessive additions that they\\nmade to it, there is really but\\none fault, but it is a grave\\none, to be found with the\\nfeancis bacon, 1526-1626 Logic, namely, that it is so\\nfull of the spirit of, Descartes that it escapes the influ-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0064.jp2"}, "65": {"fulltext": "NICOLE 59\\nence, not yet very marked it is true, of Bacon. 1 A-\\ntheologian and geometrician, Arnauld has explained\\nthe method of deduction, and completely neglected\\nthe method of induction, observation, and experiment\\nwhich are suitable to the physical and natural sciences.\\nIt was in vain that the illustrious Chancellor of Eng-\\nland, in the Novum Organum, in 1620, with the enthu-\\nsiasm of an apostle, had invited men to lay aside the\\nsterile dogmatism and the compilations of pretended\\nscholars, and to interpret the great book of nature by\\na patient observation of facts; 2 not to cling, so to\\nsay, to empty abstractions and pursue unrealities like\\nthe common logic, but to anatomise nature, to dis-\\ncover the real properties of bodies, and their well-\\ndetermined actions and laws in matter (Nov. Org. ii.\\n52.); to give up the syllogism as an instrument\\n1 Nevertheless we find the Advocate-General Bignon,\\none of the great friends of Port-Eoyal, speaking at\\nlength of Bacon to a traveller who came from England.\\n(Vie par l abbe Perau, vol. ii. p. 92.) Descartes, in his\\nLetters (t. ii. p. 324, 330, 494), approves of Bacon s\\nmethod, and thinks it proper for those who wish to\\nwork at the advancement of the sciences. He always\\ncalls him Verulamius, from the barony of Verulam\\nthat he possessed.\\n2 What it is necessary, so to say, to attach to the\\nunderstanding is not wings, but on the contrary lead,\\na weight which may restrain its flight, he says in his\\nfigurative language. (Nov. Org. i. 104.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0065.jp2"}, "66": {"fulltext": "60 PORT-ROYAL EDUCATION\\ntoo weak and coarse to penetrate into the depths of\\nnature. (Nov. Org. i. 13.)\\nA very remarkable chapter, in which we recognize\\nthe delicate hand of Nicole, his talent for analysis, and\\nhis gentle raillery, namely, that on fallacies in life, per-\\nmits us to study the moralist under his true aspect.\\nWe know what an impassioned cult Mme. de Sevigne\\ndid not cease to profess for the moral philosophy of\\nXicole, notwithstanding the bitter criticisms of her\\nson, 2 who openly declared the Traite de la connamance\\nde sol meme distilled, sophisticated gibberish in several\\npassages, and, above all, wearisome almost from one\\nend to the other. She proclaimed it admirable,\\ndelightful she is charmed with it; it is a pleasure\\nwhich carries her away She felt a lively pleasure\\nin seeing the human heart so well anatomized, and\\n1 Ch. de Sevigne thus terminates a letter to his\\nmother: And I tell you that the first volume of the\\nEssais de morale would appear to you just as it does to\\nme, if La Marans and the abbe Tetu had not accus-\\ntomed you to fine and elaborate things. This is not\\nthe first time that gibberish appears to you clear and\\neasy of all that has been said of man and the heart of\\nman, I have seen nothing less agreeable; those por-\\ntraits in which everyone recognizes himself are not\\nthere. Pascal, the, Port- Royal Logic, Plutarch, and Mon-\\ntaigne speak very differently this man speaks because\\nhe wishes to speak, and often he has not much to say.\\n(2 February, 1676.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0066.jp2"}, "67": {"fulltext": "NICOLE 61\\nits depths searched with a lantern It is a treas-\\nure to have such a good mirror of the weaknesses of our\\nheart. (vol. i. p. 71.) This patient, ingenious, some-\\ntimes playful and gently satirical analysis of weak-\\nnesses, eccentricities, prejudices, and illusions gave\\nsatisfaction to her fine and delicate mind, as the purity\\nand severity of the morality did to the nobility of her\\nsentiments and the respectability of her life.\\nThe Essais de morale comprise six volumes, to which\\nmay be added two other volumes of Letters, which are\\nnot the least interesting part of the works of Xicole.\\nNo comprehensive plan binds these various Essais to-\\ngether, because they were composed from day to day\\nas opportunity offered. The first are well developed\\nand very methodical treatises, in which the author feels\\nhimself at his best, because he finds something to\\nprove and to settle Then they are only very short\\narticles, and at last simple detached thoughts.\\nXicole rarely raises his voice to the pitch of the keen\\neloquence of Pascal he lacks authority and real pas-\\nsion in order to move us profoundly; he leaves us cold,\\nand makes us smile rather than tremble when, for in-\\nstance, he represents the whole world under the power\\nof the demon, as a place of execution full of all\\ninstruments of men s cruelty, and filled on the one side\\nwith executioners, and on the other with an infinite\\nnumber of criminals abandoned to their rage AVe", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0067.jp2"}, "68": {"fulltext": "62 POKT-KOYAL EDUCATION\\npass our days in the midst of this spiritual carnage,\\nand we may say that we swim in the blood of sinners,\\nthat Ave are all covered with it, and that this world\\nwhich bears us is a river of blood. (De la crainte de\\nDieu.) He does not succeed better in his picture of\\nthe conscience of the sinner at the moment that he\\nappears before his judge; he compares it to a vast\\nbut dark chamber, that a man works all his life to fill\\nwith adders and serpents When he is thinking least\\nof it, the windows of this chamber opening all of a sud-\\nden and letting in the broad daylight, all the serpents\\nawake suddenly, and springing upon the wretch, they\\ntear him to pieces with their bites, etc. (Du jugement.\\nTo represent the primitive corruption of man, let\\nus imagine, says he, a universal plague, or, rather,\\nan accumulation of plagues, pests, and malignant car-\\nbuncles with which the body of a man may be covered,\\netc. this is an image of the state in which we are\\nborn. (De la connaissance de soi-meme.) There is\\nalways the same weakness and impotence with the same\\nexaggeration.\\nSometimes Xicole gives a smart and clever touch,\\nthat sets off the expression, and renders the truth\\npleasing. Here are two passages of a letter which de-\\nserve to be extracted\\nThe young children of our villages have a very\\namusing custom when they go in procession after", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0068.jp2"}, "69": {"fulltext": "NICOLE 63\\nEaster. He who carries the bell separates himself with\\na few companions a quarter of a league from the main\\nbody of the procession, and if he meet another bell\\nthey come to action; they knock their bells against\\neach other, and do not finish the contest until one of\\nthe bells is broken. After which there is nothing more\\nto be said, for no one can doubt on which side victory\\nis. It is much to be wished that it were the same in\\nthe conflict of caprices, and that the one that is broken\\nshould be so plainly and incontestably broken that there\\ncould be no doubt about it, etc. (Essais, t. vii. p. 31.)\\nAnd a few passages further on: I should even dare\\nto tell you (provided that you do not take my comparison\\ntoo literally, and that you do not take it into your head\\nto conclude that I accuse you of drunkenness) that I\\nshould wish that one should do with regard to imputa-\\ntions that which they say that the Breton girls do with\\nregard to the fault which prevails in that country, which\\nis that of getting intoxicated for, as they suppose that\\nthere is no man who is exempt from it, they will not\\nmarry one, it is said, without having seen him drunk,\\nin order to know by that whether he is merry or quar-\\nrelsome in his cups. (E^sais, t. vii. p. 35.)\\nWe have said that the jansenists use long and cum-\\nbrous sentences. This quotation is a sufficiently\\ndemonstrative proof of it. The matter is here spoilt,\\nas if designedly, by the form. But at Port-Royal it", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0069.jp2"}, "70": {"fulltext": "64 POET-ROYAL EDUCATION\\nwas thought derogatory to Christian humility to pay-\\nattention to style, and Nicole declares to Mme. de la\\nFayette that he does not think it a great evil to be a\\nbad author (t. viii. p. 261.)\\nThe neglect that he suffered because he would not\\ntake up the quarrels of Port-Royal to the end inspired\\nthis gentle and witty raillery\\nIt is the same with friends as with clothes. Some\\nare only good for summer, others for winter, others for\\nspring and autumn. But as we only put off our sum-\\nmer clothes after the season is past, and keep them for\\nanother year, it is necessary in the same way to keep\\nour friends, although they may not be good at all times,\\nand to reserve them for those when they may be useful.\\nSome are only good for the month of July, that is to\\nsay, when there is no cold to fear, and their number is\\nsufficiently great. (Essais, t. vii. p. 167.)\\nBut most often Nicole, without bestowing much care\\non the form (he declares that he is incapable of a double\\nattention), follows his thought, and conducts his fine\\nand delicate analysis at a uniform and rather monoto-\\nnous pace. He has been under no illusion with regard\\nto this, and his declaration is most explicit: As there\\nare painters who, having little imagination, give all\\ntheir characters the same features, there are also people\\nwho always write in the same manner, and whose style\\nis always recognizable. No one ever had this defect", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0070.jp2"}, "71": {"fulltext": "NICOLE 65\\nmore than I. Mcole was not the man to make Bos-\\nsuet change his opinion on the judgment already de-\\nlivered by him in 1669: The style of MM. de Port-\\nEoyal has little variety; without variety there is no\\npleasure. We know the passionate outburst of J. le\\nMaistre: Nicole, the coldest, the greyest, the most\\nleaden, the most insupportable of the bores of that\\ngreat and tedious house.\\nWe are here a long way from the enthusiasm of Mine\\nde Sevigne What language what skill in the arrange-\\nment of the words One thinks one has read French\\nonly in this book. (12 January, 1676.)\\nIt is precisely in the arrangement of the words and\\nthe turn of the phrase that Xicole seems to us absolutely\\nwanting in skill. The expression is well chosen, exact,\\nsometimes profound, often fine and delicate. But it\\nmost often loses a portion of its good qualities and\\ncharms, because it disappears as if drowned in a draw-\\nling and cumbrous sentence, overloaded with incidental\\nor subordinate propositions, which the habitual employ-\\nment of the present participle makes still heavier.\\nHere is a sufficiently striking example. Xicole has been\\nmoved by the gloomy theories of La Rochefoucauld,\\nand he writes: So many secret affectations glide\\ninto friendships, that I scarcely dare to say that I love\\nanyone, for fear that all I feel for him may not be re-\\nduced to loving myself, there being nothing more usual", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0071.jp2"}, "72": {"fulltext": "66 PORT-ROYAL EDUCATION\\nthan^only to love in others the favorable sentiments\\nthat they have for us, when we imagine we love what\\nGod has put in them. (t. vii. p. 40.) On reading\\nsuch phrases, and they abound in Nicole, we might\\nsay, What a creditable scruple! What tact in put-\\nting us on our guard without discouraging us by a bit-\\nter and trenchant condemnation of friendship! But\\nwe should never say, W^hat skill in the arrangement\\nof the words! What a writer! La Eochefoucauld\\ndraws this praise from us at the very time that we\\nrepudiate these distressing calumnies against the\\nhuman heart.\\nNotwithstanding her admiration, Mme. de Sevigne\\nhad too much good sense and soundness of judgment\\nnot to take exception several times to the essence of\\nthe ideas, and not to point out contradictions in them.\\nEven in that famous Traite de V art de vivre en paix avec\\nles homines, of which she said she would like to make\\nbroth and swallow it she agrees with her daughter\\nthat peace and union with our neighbor are so precious,\\nand require so many sacrifices, there is no way after\\nthat of being indifferent to what he thinks of us, and\\nthat she is less capable than anyone of understanding\\nthis perfection which is a little above human nature.\\nHer judgment is more severe on the Traite de la soumis-\\nsion a la volonte de Dieu See how he represents it to\\nus as sovereign, doing all, disposing of all, regulating", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0072.jp2"}, "73": {"fulltext": "NICOLE 67\\nall. I agree to it, that is what I believe and if, on\\nturning over the leaf, they mean the reverse, to keep\\non good terms with both sides, they will have on that,\\nwith respect to me, the fate of those political oppor-\\ntunists, and will not make me change. (25 May, 1680.)\\nWould anyone believe that she is speaking of her\\nbeloved Xicole in that curious letter of July 16, 1677\\nc There is the prettiest gibberish that I have ever seen\\nin the twenty-sixth article of the last volume of the\\nEssais de morale, in the treatise de tenter Dieu. That is\\nvery amusing and when, besides, we are submissive,\\nthat morality is not unsettled by it, and that it is only\\nto confute false reasoning, there is no great harm for\\nif they would keep silence, we would say nothing; but\\nto wish to establish their maxims by every means, to\\ntranslate St. Augustine for us, lest we should ignore\\nhim, to publish all that is most severe in him, and\\nthen to sum up, like Father Bauny, for fear of losing\\nthe right of scolding; that is provoking, it is true\\nMay I die if I do not like the Jesuits a thousand times\\nbetter; they are at least consistent, uniform in doc-\\ntrine and morals. Our brethren speak well and con-\\nclude ill they are not sincere here I am in Escobar.\\nYou see very well, my daughter, that I am playing and\\namusing myself.\\nOn looking closely into the Essais of Xicole it would\\nnot be difficult to point out many exaggerations and\\ninexact ideas, false wit, refinements of spirituality", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0073.jp2"}, "74": {"fulltext": "68 POET-ROYAL EDUCATION\\na certain want of vigor and authority, of impulse and\\nenthusiasm for what is good. 1\\nIs it well to preach such enervating doctrines to pre-\\npare us to cultivate our faculties in order that we may\\nbetter fulfil our destiny and courageously perform the\\nduties of life Man s real science is to understand\\nthe nothingness of the world, and his true happiness to\\ndespise it. (t. vii. p. 3.) The world is but a great\\nhospital full of patients. (t. vii. p. 209.) The con-\\nversation of the world is almost constantly the school\\nof the devil. (t. x. p. 198.) The devil is the great-\\nest author and the greatest writer in the world, as well\\nas the greatest speaker, since he has a share in most of\\nthe writings and speecpes of men. (t. xii. p. 176.)\\nIf Christ brought any sciences into the world it was\\nthat of despising all the sciences which are the subject\\nand foundation of the vanity and curiosity of men. 2\\n(t. xi. p. 89.)\\n1 Joubert, who calls Nicole a Pascal without style\\nand praises, not the form, but the matter, which is\\nexquisite admits, however, that in his Essais the\\nmorality of the gospel is perhaps a little too much\\nrefined by subtle reasoning. (Vol. ii. p. 165.) Thus\\nXicole undertook to show an officer a hundred deadly\\nsins of which he had never heard, and which he did\\nnot know at all. (Essais, t. vii. p. 151.)\\n2 How much better Bossuet keeps within bounds and\\nreconciles everything: I am not one of those who", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0074.jp2"}, "75": {"fulltext": "KICOLE 69\\nWhat shall we say of the reflections suggested to him\\nby his asthma The world values only the talents\\nof action, and to be good for nothing is to be a subject\\nfor its abhorrence. This, however, is a very false judg-\\nment, which has its source only in the vanity natural\\nto man, and if we were well rid of it we should find\\nmore happiness in the deprivation of the talents that\\nI call the talents of impotence than in all the great\\nqualities. (t. vii. p. 162.)\\nThere can be nothing better than for the moralist to\\nput us on our guard against the dangers of ambition.\\nmake much of human knowledge, yet, nevertheless, I\\nconfess that I cannot con-\\ntemplate without admira-\\ntion the wonderful discover-\\nies that science has made\\nin order to investigate na-\\nture, nor the many fine in-\\nventions that art has found\\nto adapt it to our use. Man\\nhas almost changed the face\\njacques benigue BOSSUET, the w01 *ld He has\\n1627-1704 mounted to the skies; to\\nwalk more safely, he has taught the stars to guide\\nhim in his travels to measure out his life more evenly,\\nhe has forced the sun to render an account, so to say,\\nof all his steps. (Sermons, 4 e semaine de careme.)\\nSuch language honored the pulpit Xicole only made\\na canting discourse.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0075.jp2"}, "76": {"fulltext": "70 PORT-ROYAL EDUCATION\\nBut is it not forcing the note and missing the aim to\\nlay down this principle: No person is permitted to\\nendeavor to raise and better either himself or his fam-\\nily (t. xi. p. 321.) What father of a family, seek-\\ning very legitimately to prepare a better position for\\nhis children, would take seriously the reasons appealed\\nto by Nicole, that it is rendering our salvation more\\ndifficult, and forsaking the example of Christ, whose\\nwhole life was only a continual abasement and humili-\\nation\\nMme. de Sevigne thinks that description of society\\nvery amusing in which, thanks to cupidity, very\\nobliging people build and furnish our houses, weave\\nour stuffs, carry our letters, run to the world s end to\\nfetch provisions and materials, or cheerfully render\\nus the lowest and most laborious services. The idea\\nis neither correct nor sound. It has a paradoxical\\nturn, which would make it accepted with more propri-\\nety in a humorous writer. In a serious moral lesson it\\nis needful to adopt another tone, and to speak in better\\nterms of that admirable harmony of economical inter-\\nests that Bastiat has so eloquently described, and which\\nso happily inspired the fine sonnet of M. Sully-Prud-\\nhomme. The poet, awaking from a dream, in which\\nhe believes himself for an instant abandoned by the\\nlaborer, the weaver, and the mason, and seeing with\\npleasure everybody at work, far from stigmatizing", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0076.jp2"}, "77": {"fulltext": "NICOLE 71\\nthem with the name of grasping, finds only a cry of\\nthankfulness in his heart:\\nAnd since that day I have loved them all!\\nIs not that grave discussion of seventeen pages on\\nthis strange question, May a person entirely devoted to\\nGod have his portrait taken for his friends and neighbors\\nmere sentimentalism Christ did, it is true, send to\\nAbgarus, King of Edessa, the impression of His coun-\\ntenance on a cloth, but that was to induce him to be\\nconverted. It would be criminal in us to wish to be\\nconsidered and loved as the Son of God wished to be\\nconsidered and loved. (t. viii. p. 196.) And the\\nscene of the staircase A female devotee was showing\\nMcole out :to honor the steps of Jesus Christ!\\nNotwithstanding his edification at the reply, he en-\\ndeavored, but in vain, to show her that useless steps\\ncould no more honor those of Christ than words with-\\nout deeds and without necessity could honor His words.\\nShe did not well understand my reply, and continued\\nto honor Jesus Christ by showing me out. (t. vii. p.\\n185.)\\nEven in serious matters Nicole, by his turn of mind,\\ngives a euphuistic character to the moral lesson, and\\nthus impairs its gravity.\\nAncient philosophy and Christianity have both recom-\\nmended as one of the most useful exercises the exam-\\nination of the conscience, the regulation of the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0077.jp2"}, "78": {"fulltext": "72 PORT-ROYAL EDUCATION\\nemployment of time, incessant watchfulness over our\\nbad propensities, in order to remedy the evil at once.\\nLet us listen to Nicole: To facilitate this practice,\\nlet her imagine that a person who resembles her, that is,\\nwho has the same maladies as she has, asks her advice,\\nand that she prescribes all that comes into her mind;\\nlet her write down her thoughts on this subject, and\\nlet her play the directress with respect to this person,\\nwho will not be different from herself. There is\\nnothing but what is reasonable in that, for we are, in\\nfact, double. It is a *ort of game that I propose, but\\nwhich will not fail to relieve the mind. (t. vii. p. 47.)\\nAfter having written much to dissuade from mar-\\nriage, does he not ruin his whole argument by this\\nsubtle distinction, that he has spoken as a mere ad-\\nvocate and not as a judge or by this comparison\\nwith a person who, being questioned about two roads,\\ncontents himself with showing the one he knows best\\nAs he pleases himself immoderately in his letter to\\nMile. Aubry, the directress of the school that he\\nfounded at Troyes in 1678, in developing that affected\\nallegory of the pustules (envy, jealousy, malignity),\\nand as he is proud of his analysis, how the Hotel of\\nEambouillet would have applauded! You did not\\nyet know that one of your duties was cleverly to pierce\\nthese pustules of the soul; I tell you so now. (t.\\nviii. p. 58.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0078.jp2"}, "79": {"fulltext": "NICOLE 73\\nTo resume, it would be difficult to conclude, with\\nMme. de Sevigne, that all that is of same stuff as\\nPascal. And if we cede this point, it would be on\\ncondition of immediately adding this witty repartie of\\nM. V. Fournel: Yes, but the tailor is different.\\nHis contemporaries boast of his golden pen\\nNicole lacks many things for posterity to ratify this\\neulogy. Like all the writers of Port-Royal, by an\\nexaggerated scruple of piety, he treats the question of\\nstyle too disdainfully as a vanity. He is little con-\\ncerned about negligence of style; the matter alone\\ndeserves his attention. Truth appears to him worthy\\nof respect, however she may be clothed. The only\\nquestion is to know if we are not wanting in respect\\nand compromising her influence by refusing her the\\ngarb that is most becoming to present herself to the\\nworld and to succeed. Nicole says elsewhere to Mme.\\nde La Fayette that he does not write for the public,\\nbut only to employ himself and occupy his mind; 1 that\\nhis writings were not made to be printed. When the\\n1 Nicole even says, humorously enough, of an apology\\nthat he had composed, that his only aim was to pro-\\ncure sleep It seems to me that it is a very legitimate\\npurpose to wish to sleep. When his system of General\\nGrace was attacked, he answered the objections by re-\\npeating his sayings: It is a sort of narcotic that I\\nhave always used. (Quoted by Sainte-Beuve, t. iv.\\np. 492.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0079.jp2"}, "80": {"fulltext": "74 PORT-ROYAL EDUCATION\\nopportunity made him hastily take up the design of\\npublishing them, being very much occupied with\\nother things, I satisfied myself by reading them over\\nquickly, paying especial attention to the matter. So\\nthat not being capable of a divided attention, I am\\nastonished how many inexact expressions have escaped\\nme. 1 All that I can do, then, is to beg intelligent\\npersons to say nothing about them, and to let this\\nedition be exhausted under favor of the indulgence of\\nthe public. I shall be more exact another time if I\\nhave leisure and if not I shall put up with the reputa-\\ntion of writing badly, which is not a great evil. But,\\nthen, why print Posterity only collects and preserves\\nwell-finished works. Voltaire is a little premature in\\nthis prophecy The Essais de morale, which are useful\\nto mankind, will not perish. (Siecle de Louis XIV.,\\nEcrivains.) D Aguesseau, like Kollin, had already\\nrecommended to his son only the first four volumes of\\nthe Essais de morale, which are more carefully finished\\nthan the rest, and in which it is easier to perceive a plan\\nand regular order. (4th Instruction.) In our time\\nM. Silvestre de Saci has reduced to one volume his\\nChoix de petits traites de morale (1857, 16mo), and doubt-\\n1 We read in the same letter I should not dare to\\nsay to what the corrections that I might make, if I had\\nleisure, would amount, there are so many things to\\nobserve when negligence of style is to be avoided.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0080.jp2"}, "81": {"fulltext": "NTICOLE 75\\nless the few readers of an author formerly so much\\nappreciated might easily be counted. He suffers the\\nnatural law of retaliation. He has not thought suffi-\\nciently of us, and we forget him. What a disillusion\\nwould not Mme. de Sevigne suffer on vainly seeking*\\nthe name of her favorite author in the fine study of\\nM. Prevost-Paradol on les Moralistes firangais. The\\neminent critic has not given him the most humble\\nplace between Montaigne, La Boetie, Pascal, La Roche-\\nfoucauld, La Bruyere, and Vauvenargues.\\nThere is among the Essais de morale a tract which\\nmore especially interests us, De V education d un prince.\\nIt does honor to the educators of Port-Eoyal. We\\nextract a few thoughtful pages, in which the reader\\nwill find useful subjects for meditation. What a fine\\nbroad definition! The aim of instruction is to carry\\nthe mind to the point that it is capable of attaining.\\nThis is a manly sentence that redeems many discourag-\\ning phrases on the vanity of curiosity and on the con-\\ntempt for the sciences. Xicole is not less happy, both\\nin thought and expression, when he points out to the\\nmasters that their part is to expose to the inward\\nlight of the mind the object of their lessons, and\\nthat without this light instruction is as useless as\\nwishing to show pictures during the night. The mind\\nof children is almost entirely full of darkness, and only\\ncatches glimpses of small rays of light. Thus every-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0081.jp2"}, "82": {"fulltext": "76 PORT-ROYAL EDUCATION\\nthing consists in husbanding these rays, in augmenting\\nthem, and in exposing to them what one wishes them\\nto understand We must look where there is light,\\nand present to it what we wish to make them under-\\nstand. 1 A perusal of this little tract cannot be too\\nmuch recommended. A great deal of practical ad-vice\\non the different branches of teaching will be found in\\nit. It is one of the most authoritative and suggestive\\nbooks of Xicole.\\nAfter Lancelot and Nicole, the most eminent name\\nis that of Coutel, or Coustel (1621-1704). Lemaitre,\\nin a memoir inserted in the Supplement au Necrologe,\\nenters in May, 1650, the arrival at Port-Eoyal des\\nChamps of M. Coutel, Picard, scavant en grec et en\\nlatin. 1 Since the establishment of the Petites Ecoles\\nin the rue Saint-Dominique-d Enfer (1646) he had\\nbeen placed in charge of a division of six pupils. It\\nwas only in 1687 that he drew up the Rules for the Edu-\\ncation of Children, a work dedicated to Cardinal Fur-\\nstemberg, whose nephews he had educated. It is the\\nmost complete and methodical work of Port-Royal on\\npedagogy that remains to us. The matter is worth\\nmuch more than the form. Coutel was far from\\nbeing a good writer, but he was an earnest and devoted\\nteacher, modest and sensible, who knew children well\\nand loved them. The prolixity, negligence, and com-\\nmonplace of his style condemned him to a prompt\\noblivion.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0082.jp2"}, "83": {"fulltext": "COUTEL, GUYOT 77\\nAs to Guyot, it is strange that the historians of Port-\\nRoyal have not given him a short notice. Besogne\\ndeclares that nothing is known of him. Guyot\\nwas, however, one of the masters on the first found-\\nation, and is the author of numerous publications.\\nWe -owe him A Xew Translation of the Captives of\\nPlautus, 1666; Moral and Political Letters of Cicero to\\nhis friend Atticus, Translation, 1666 A Xew Translation\\nof a Xew Collection of the Best Letters of Cicero to\\nhis Friends, 1666; Letters of Cicero to his Common\\nFriends, and to Atticus, his Particular Friend, 1668 r\\n1 The translator causes a smile when, under pretence\\nof politeness, he introduces into the letters of Cicero\\nand his friends our French forms Monsieur voire\\nfrere, mad a me votre mere, mademoiselle votre jille, madame\\n\u00e2\u0080\u00a2votre femme^ transforms Balbus into M. Lebegue, and\\nPomponius into M. de Pomponne But what is more\\nserious is that in an excellent preface, which sums up\\nall education in precision of mind and rectitude of\\nwill he several times compares the child to a bird in\\na cage! By restraining and confining him within\\nthe limits of a strict discipline, as in a cage, to teach\\nhim to be wise and virtuous :1 (p. 114). As far\\nas possible, all the openings of the cage, which give to\\nthis spirit the greatest desire to go out, must be closed.\\nSome open bars to live and be in health; this is\\nwhat we do with nightingales to make them sing, and to\\npairots to teach them to talk (p. 127). More than\\none cage is necessary for him to live and to render him\\ncapable of instruction (p. 137).", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0083.jp2"}, "84": {"fulltext": "78 PORT-ROYAL EDUCATION\\nA Political Letter of Cicero to his Brother Quintus,\\nand Scipio s Dream, 1670; A New Translation of the\\nBucolics of Virgil, 1678; Moral and Epigrammatic\\nFlowers from Ancient and Modern Writers, 1669.\\nAnd at the beginning of several of these works he has\\ndeveloped, in very extended and important prefaces,\\nseveral of the pedagogic reforms in the realization of\\nwhich he had collaborated in the Petites Ecoles.\\nThe reason of the silence of Port-Royal on this mas-\\nter, who played such an active part, has been given by\\nBar bier, in a notice on Th. Guyot (Magasin encyclopedi-\\nque, August, 1813); he did not remain faithful to\\nPort-Royal. One of his works, published in 1666, is\\ndedicated to Messeigneurs de Montbaron, students\\nwith the R.R. P.P. Jesuits at the college of Clermont,\\nthat celebrated school, 1 says he, that piety has\\ndedicated to science and virtue. 1 He disowned his\\nold friends in their misfortune, and paid court to their\\nrelentless persecutors. Nevertheless, some extracts\\nfrom one of his prefaces, on teaching reading, on the\\nstudy of the French language, and on the advantages\\nof oral instruction, will be read with interest.\\nIt is proper to devote a few lines to the austere and\\nvenerable Wallon de Beaupuis, director of the Petites\\nEcoles de Port- Royal. Born at Beauvais in 1621, he\\ncommenced his studies in the college of that town,\\npartly under the celebrated Godefroi Hermaut; then,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0084.jp2"}, "85": {"fulltext": "WALLON DE BEAU PUIS 79\\nafter a fourth year of rhetoric with the Jesuits at Paris,\\nhe studied philosophy with Arnauld at the College of\\nLe Mans, and then theology at the College of Cluny.\\nThe book on Frequente Communion won him over to\\nPort-Royal, where he was admitted in 1644. He was\\nenlisted with the charge of the school in the rue Saint-\\nDominique; then, in 1653, with that of Le Chesnai,\\nof which he has left us the regulations. He was en-\\ngaged, besides, in collecting extracts from the Fathers\\nto aid Arnauld and Nicole in the composition of their\\nworks. After the breaking-up of the Petites Ecoles he\\nwas ordained priest, notwithstanding his resistance,\\nand was for some time preceptor to the two young\\nPeriers, Pascal s nephews; then, in 1676, he had the\\ndirection of the seminary at Beauvais. Disgraced at\\nthe end of three years, and deprived of all employ-\\nment, he passed the remainder of his life in the most\\naustere retreat, without any other recreation than an\\nannual journey to Port-Royal. He died in February,\\n1709, at the age of 87, bearing witness to himself that\\nby the grace of God he had sought always and above\\neverything the supreme good. His work at Port-\\nRoyal was more religious than pedagogic.\\nDr. Antoine Arnauld x deserves a place of honor\\n1 Antoine Arnauld was born at Paris, February 6,\\n1612. He was the twentieth child of the celebrated\\nadvocate Arnauld, who, in 1594, had defended the\\nUniversity against the Jesuits with so much vehemence.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0085.jp2"}, "86": {"fulltext": "80 PORT-ROYAL EDUCATION\\namong the pedagogues of Port-Royal, although the\\ngreat business of his life had been to fulfil the last vow\\nof his dying mother, that of Saint-Cyran, and his own\\noath as doctor, namely, the defence of the truth. It\\nwas in the midst of his constantly-recurring struggles\\nagainst the Jesuits Sirmond, Petau, Xouet, Brisacier,\\nAnnat, and Maimbourg, against the faculty of theol-\\nThis was the most illustrious conquest of Saint-Cyran\\nduring his imprisonment. Entirely devoted to Port-\\nRoyal, to which he made a donation of his property,\\npriest aud doctor in 1641, he devoted his life to the\\ndefence of religion and morality. His very numerous\\nworks, almost exclusively polemical, form no less than\\nforty-two folio volumes. The greater number have\\nsuffered the fate reserved for this kind of books.\\nThe fire and division becoming extinct, says La\\nBruyere, they are like last year s almanacs. His\\ntreatise, De la frequente Communion (1643), deserves\\nspecial mention. This book caused something like\\na revolution in the manner of understanding and prac-\\ntising piety, and also in the manner of writing theol-\\nogy It was, to say truth, the first manifestation of\\nthat Port-Royal of Saint-Cyran, which until then had\\nremained rather in the shade, in a sort of mystery con-\\nformable to the character of the great director.\\n(Sainte-Beuve, t. ii. p. 166.) Almost always com-\\npelled to hide and to fly, he died in exile at Brussels,\\nAugust 8, 1694. His burial place was kept secret,\\nlest the Jesuits should have him disinterred, as they\\ndid Jansenius.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0086.jp2"}, "87": {"fulltext": "ANTOINE AKKTAULD 81\\nogy, against the assembly of the clergy, against the\\narchbishops of Paris, Perefixe, and Harlai, against the\\narchbishop of Embrun, against the doctors Morel and\\nLemoine, against Richard Simon, against Jurieu,\\nagainst the bishops of Lavaur and Vabres, against\\nMalebranche, against the Calvinists, and against Nicole\\nhimself, that the indefatigable athlete, as if in play\\nand to fill up his scanty moments of leisure, composed\\nhis most justly estimated works. The Grammaire\\ngenerate et raisonnee is, to tell the truth, all his own.\\nHis letter to some members of the Academy on the\\ndifficulties of French syntax bears witness to the power\\nand acuteness of his criticism, and would alone suffice\\nto justify the estimate of Bossuet a sound and power-\\nful arguer.\\nWe know the occasion on which he composed the\\nLogic, or the Art of Thinking. One day/ says\\nBesogne, when M. Arnauld was conversing with\\nseveral persons, among whom was the young due de\\nChevreuse, the son of the due de Luines, he told this\\nyoung nobleman that if he would give himself the\\ntrouble he would engage to teach him in four or five\\ndays all that was worth knowing in Logic. The\\nproposition surprised the company a little. They con-\\nversed about it for some time. At last M. Arnauld,\\nwho had made the offer, resolved to make the trial.\\nHe set to work to compose a short abridgment of Logic y", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0087.jp2"}, "88": {"fulltext": "82 PORT-ROYAL EDUCATION\\nwhich he hoped to finish the same day. But, while\\nreflecting, so many new thoughts occurred to his mind\\nthat he employed four or five days, during which he\\nformed the body of the work. The paper was put into\\nthe hands of the young duke, who reduced it to four\\ntables, and by learning one each day he knew the whole\\nat the end of four days, so that the prediction of four\\nor five days came true to the letter. (t. v. p. 524.)\\nHe composed his Elements of geometry in the same\\nway, at a moment s notice, so to say, during a slight\\nillness, in a few days of liberty in a country house at\\nLe Chesnai, without any book 1 And if we may\\nbelieve a note of the editor, Pascal had judged this\\nwork so favorably that he had burned an essay on this\\nscience when he saw the manner in which Arnauld\\nhad remedied the confusion imputed to Euclid.\\nIs it not very touching to see him engrossed with a\\nquestion of pare pedagogy in the midst of the worry\\nof persecution, and at a time when he was obliged to\\nhide? You will laugh, he writes, January 31,\\n1656, to the Mother Angelique, at what gives me\\noccasion to write to you. There is a little boy about\\ntwelve years old who does not know how to read. I\\nwish to try if he can learn by M. Pascal s method. I\\ntherefore beg you to, finish what you have begun to set\\ndown in writing. (t. i. p. 101.) It is not impossible\\nthat the Mother Angelique laughed when she received", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0088.jp2"}, "89": {"fulltext": "BOISGUILBEET 83\\nthis letter; 1 we, however, are not tempted to do so;\\nwe admire the good heart that reveals itself with such\\namiable simplicity.\\nM. Sainte-Beuve has devoted the last chapter of his\\nthird volume to the most eminent students of Port-\\nEoyal (Jerome and Thierry Bignon, Racine, Le Nain\\nde Tillemont, etc.). I am happy to fill up a grave\\nlacuna by adding the name of Boisguilbert to his list.\\nIn the Advertisement to the reader, in one of his\\ntranslations, the precursor of the economists, whom\\nhistory has finally avenged of the scorn of Voltaire,\\nthus expresses himself: Although it seems that in\\nour days all the sciences have been carried to the high-\\nest point that they can ever attain, we may say that\\nthat of making Greek and Latin writers speak our lan-\\nguage has gone further, nothing being able to be added\\nto the works of those gentlemen of the Academy, of\\nMonsieur d Andilly, who seems to have surpassed him-\\n1 I judge so by this detail that the abbe Racine\\nrelates Some of the sisters asked the Mother Angelique\\nwhether their novices and boarders would not be re-\\nstored to them. My daughters, she replied, do\\nnot trouble yourselves about that. I am not anxious\\nabout whether your novices and boarders will be re-\\nstored to you, but I am that the spirit of retirement,\\nsimplicity, and poverty shall be preserved among us.\\nProvided that these things continue, laugh at all the\\nrest, (Ahregc de Vhistoire ecclesiastiquc, t. x. p. 541.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0089.jp2"}, "90": {"fulltext": "84 POET-ROYAL EDUCATION\\nself in his Josephus, and of those famous anonymous writers\\nso celebrated throughout France; so I shall candidly con-\\nfess that if I am sufficiently happy that this small work\\nis not found very imperfect, I owe it to some education\\nthat I received among them in my youth. l (Roman His-\\ntory, by Herodian, 1675.)\\nThe thinker and patriot, whose enthusiastic eulogy 2\\nMichelet so justly made, is not one of the least glories\\nwith which Port-Royal may adorn herself.\\n1 The names of Boisguilbert and his brother are, in\\nfact, mentioned in the Vies inter essantes et edifiantes,\\np. 86.\\n2 May we see on the bridge of Rouen, opposite\\nCorneille, the statue of a great citizen who, a hundred\\nyears before 1789, sent out from Rouen the first sound\\nof the Revolution with as much vigor and more gravity\\nthan Mirabeau did later", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0090.jp2"}, "91": {"fulltext": "OF THE EDUCATION OF GIRLS AT PORT-\\nROYAL\\nAt Port-Royal, writes M. Cousin, the women\\nare, perhaps, more extraordinary, and assuredly quite\\nas great as the men. Is not the Mother Angelique the\\nequal of Arnauld by her intrepidity of soul and eleva-\\ntion of thought 1 Is Nicole much above the Mother\\nAgnes? She has more energy with as much gentle-\\nness. And did not their niece, the Mother Angelique\\nde Saint-Jean, use, in the government of Port-Royal,\\na prudence, ability, and courage that her brother, the\\nminister, 2 might have envied her? Who among the\\nmen has dared and struggled more, and has suffered\\n1 M. d Andilly said to me, Count all my brothers,\\nmy children, and myself as fools in comparison with\\nAngelique. 7 Nothing that has come out of those parts\\nhas ever been good which has not been amended and\\napproved by her she is steeped in all the languages\\nand sciences; in fine, she is a prodigy. (Lettre de\\nMme. de Sevigne, Nov. 29, 1679.) Sainte-Beuve equally\\npays homage to this great mind: No character in\\nour subject appears to us more truly great and royal\\nthan she she and Saint-Cyran. (t. iv. p. 160.)\\n2 M. de Pomponne, secretary of state, charge d aifairs\\netrangeres from 1671 to 1679.\\n(85)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0091.jp2"}, "92": {"fulltext": "86 PORT-ROYAL EDUCATION\\nmore, and more patiently than all these women\\nThey also have known and braved persecution, calum-\\nny, exile, and prison {Jacqueline Pascal, p. 491.)\\nBut if these persons are morally equal, is it the same\\nwith their pedagogic work We have not, so to say,\\nany information about the education of the girls at\\nPort-Royal. l We know, in a general manner, that\\n1 Here are a few dates of the establishment of the\\nschools, and a few figures for the number of pupils.\\nIn 1609, the date of the reformation of the monastery\\nby the Mother Angelique, the Sister Louise Sainte-\\nPraxede de Lamoignon was appointed mistress of the\\nboarders, as being the most capable of any of the twelve\\nprofessed nuns of Port-Royal. The monastery was\\ntransferred in 1626 to the faubourg Saint- Jacques (now\\nthe Maternite). The house of Port-Royal des Champs\\nwas re-opened in 1648. In 1661, at the time of the\\nclosing of the schools, there were 21 boarders in Paris,\\nand 20 at the Champs. Besogne gives the list of them\\n(t. i. p. 412.) At the peace of the church in 1669,\\nthe boarders were again admitted into the two houses,\\nhenceforth completely separated. But on the death\\nof the duchesse de Longueville (1679), the king ordered\\nthem to be definitely sent back to their parents. Be-\\nsogne counts then 42 pupils. Xicole had founded a\\ngirls school at Troyes in the preceeding year. The\\nteaching sisters, or black sisters, who were in charge\\nof it were ordered not to teach any more in 1742, and\\nin 1749 were dispersed. This last information is fur-\\nnished us by M. Th. Boutiot (Histoire d V instruction\\npublique et popv.laire a Troyes pendant Us qnatre d^miers\\nsiMes, 1864.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0092.jp2"}, "93": {"fulltext": "THE EDUCATION OF GIRLS 87\\nit was much praised and sought after. Testimony in\\nits favor is not wanting. A great number of girls\\nbrought up in this monastery, says Eacine, might\\nbe cited who have since edified the world by their wis-\\ndom and virtue. We know with what feelings of ad-\\nmiration and thankfulness they (women of quality)\\nhave always spoken of the education that they had\\nreceived there. The abbe Fromageau, who was sent\\nby the archbishop of Paris, May 9, 1679, to make an\\ninquiry by the king s order, dwelt at length, Besogne\\nrelates (t. ii. 507), on the excellent education that\\nwas given to the children, of whom he mentioned, as\\nan example, the young demoiselle Bignon. A few\\ndays after, the archbishop exhausted himself in\\neulogies of the virtue of the nuns, and of the excellent\\neducation they gave to the children. 1 And when the\\npresident de Guedreville, whose daughter was a boarder\\nat Port-Eoyal, came to inquire what grave reason\\ncaused the dismissal of the boarders, the prelate assured\\nhim of the irreproachable management of the house,\\nand of the excellence of the education that was received\\nthere. 2\\n1 There was nothing to find fault with in the edu-\\ncation that she gave to the children, he told the abbess\\non the contrary, nowhere was it so good. (Hist. gen.\\ndeP.-R., t. vii. p. 318.)\\n2 Clemencet makes him say They train the\\nboarders perfectly well, not only in piety and morals,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0093.jp2"}, "94": {"fulltext": "88 PORT-ROYAL EDUCATION\\nBut there is an absolute want of proofs. Where are\\nthe programmes of studies What methods did the\\nmistresses employ What books did they put into\\nthe hands of their pupils What traces have they left\\nof their teaching and of their system of education\\nRacine indeed tells us: They were not satisfied with\\ntraining them up in piety; they also took great pains\\nto form their minds and reason, and labored to render\\nthem equally capable of becoming some day either per-\\nfect nuns or excellent mothers. (Abregf tie Phidoire de\\nPart-Royal.) The programme certainly is excellent it\\nis very unfortunate that the proofs in support of it are\\nabsolutely wanting.\\nThe respectable du Fosse (Memories pour servir a Vhis-\\ntoin tie Port-Royal^ p. 378) extols the merits of Mother\\nAngelique Arnauld, who for twenty-seven years was at\\nthe head of the community. He praises her ability\\nin making shrines, like the most clever architects,\\nor wax figures better finished than those that are seen\\nat Benoit s; in writing letters that touch the heart and\\nelevate the mind; he praises her sound piety, her\\nprofound humility, her ardor for penance, and her con-\\ntempt of the world. But there is not a word relating\\nto education. And, in fact, the Mother Angelique in\\nher Entretieiis et Conferences has never treated a ques-\\nbut also by forming their minds; there is no place\\nwhere they would be better for all things than there/ 1", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0094.jp2"}, "95": {"fulltext": "THE EDUCATION OP GIRLS 89\\ntion having a bearing on education. Once only a sis-\\nter consulted her about the absence of mind that\\nchildren caused her. The answer was so short that the\\npoor sister did not understand it, and dared not press\\nthe matter.\\nOn the other hand, there are many passages not very\\nencouraging as to the intellectual development of the\\npupils.\\nPage 377: The demon delivered a discourse on\\nphilosophy which lasted two hours, the most lofty and\\nelegant that this philosopher had ever heard. He was\\nquite delighted with it but the moment it was finished\\nhe forgot it so entirely that he could not even remem-\\nber a single word this discourse, which appeared\\nso admirable and was so useless, shows that all human\\nsciences are but vanity, and that they are often more\\nhurtful than useful, because they puff up the mind.\\nPage 399 Rejoice, ye poor and unlearned, without\\nbooks, without reading or elevated conversation, in\\npreparing your vegetables, in boiling your pot, if you\\nare satisfied with your condition, if you are contented\\nto be the least in the house of God, if you have no\\ndesire for another condition the Son of God came for\\nyou. Have no care, He Himself will convert your\\nheart: fear not the lack of instruction.\\nJudging from the writings of the Mother Agnes,\\nteaching appears to be an unpleasant task imposed on", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0095.jp2"}, "96": {"fulltext": "90 PORT-ROYAL EDUCATION\\nthe sisters: x You must not, if you please, we read\\nin a letter of March 18, 1655, to the sister Marie-\\nDorothee Perdreau, desire to be exempt from the\\nservice of the children, although it may be unpleasant\\nto you; for, since we receive them in this house, the\\nlot may fall upon you as well as another. The Con-\\nstitutions force them, nevertheless, on this course,\\nwhile recommending them to apply themselves to their\\ntask with great disinterestedness, dreading this task\\non account of the many opportunities there are for\\nmaking mistakes, for diverting oneself too much, and\\nlosing the spirit of meditation, which it is not easy to\\npreserve in such a great employment. Want of\\nprofessional qualification, far from being taken into\\nconsideration in the interest of the children, is pre-\\ncisely a motive for the superiors for choosing the nuns\\nwho, for the work of their salvation, need to be hum-\\nbled and to suffer. Do not put forward as an\\nexcuse, the Mother Agnes writes again, that you\\n1 Dufosse admits it implicity: Although the order\\nwhich obliged the nuns of Port-Royal to dismiss their\\nboarders (1669) caused them much distress on account\\nof the young girls who were so unjustly deprived of a\\npious education, it was, nevertheless, easy to console\\nthemselves on their own account because of the relief\\nthat they received from it, and the incomparably greater\\npeace that this release procured for them. (Mem. pour\\nservir a Vhistorie de P.-R. p. 177.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0096.jp2"}, "97": {"fulltext": "THE EDUCATION OF GIRLS 91\\ndo not discharge this duty well, and that you make\\nmany mistakes, for it is for that very reason that per-\\nhaps it will be found fitting to leave you there still,\\nthat you may better understand your incapacity\\nGod permits the children not to behave to you as they\\nought, that these insubordinate pupils may make you\\nsuffer and humble yourself. (Faugere, t. ii. p. 465\\nand 461.)\\nThis is doubtless very edifying but not very peda-\\ngogic, and the children appear to be sacrificed too\\nmuch to the moral advancement of their mistresses.\\nWe cannot, however, but pay tribute to their devoted-\\nness and self-abnegation. They are also, as far as it is\\npossible to judge by the very rare passages that refer\\nto them in the voluminous writings of Port-Eoyal, im-\\nbued with an admirable sense of their responsibility.\\nShe was so humble, says the Necrologe of D. Rivet,\\nspeaking of the sister Marie de Sainte-Aldegonde des\\nPommares, deputy mistress, that she took upon her-\\nself almost all the faults that the children committed,\\nalways thinking that they would not have happened\\nexcept for her want of discretion or through having\\nspoken to them roughly. (Page 5.) Similar testi-\\nmony is borne to the sister Anne-Eugene by Besogne\\nin an interesting page that we have extracted.\\nThe Constitutions of the monastery of Port-Royal\\nand the Regulations for the children, by Jacqueline", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0097.jp2"}, "98": {"fulltext": "92 PORT-KOYAL EDUCATION\\nPascal, the only documents that we possess, bring\\nbefore us a very monastic education.\\nFirst, the parents must renounce their authority over\\ntheir children and offer them to God, unconcerned\\nwhether they are to be nuns or in society, according\\nas it shall please God to ordain. Vocations will not\\nbe forced, but, .as Jacqueline Pascal recommends,\\none may make use of the opportunity to say some-\\nthing about the happiness of a good nun to show\\nthat the religious life is not a burden, but one of the\\nbest gifts of God. Thus the greater number of the\\nyoung women renounce the worldly life. Everything\\ncontributes to this. Although the Constitutions con-\\ntain this article: The girls may be kept until the age\\nof sixteen years although they do not wish to be nuns,\\nthe Mother Angelique gave notice to Mme. de Chaze\\nthat her daughter, who was about fifteen, did not\\nwish to be a nun, and that it was necessary to remove\\nher. (Leclerc, Vies interessantes et edifiantes ties re-\\nligieuses de Port-Royal, t. iii. p. 28.)\\nWe may conjecture how marriage was spoken of\\nthere. Saint-Cyran, in one of his Lettres chretiennes et\\nspirituelles (they figure in the list of reading books\\ndrawn up by Jacqueline Pascal), writes: If there\\nwere 100,000 souls that I loved like yours, I should\\nalways wish, in imitation of Saint Paul, never to see\\nthem involved (in matrimony), and would do my", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0098.jp2"}, "99": {"fulltext": "THE EDUCATION OF GIRLS 93\\nutmost to prevent them entering it. (t. i. p. 170.)\\nHis successor, the abbe Singlin, continues this teach-\\ning. We see him at work in the Vies interessantes by\\nLeclerc. The sister Elizabeth de Sainte-Agnes de\\nFeron entered Port-Eoyal at the age of seven years.\\nWhen her mother thought of marrying her Singlin\\nstrongly represented to her all that she had to fear\\nin an engagement of this kind. She had always had\\na great distaste and a terrible dread of marriage. (t.\\nii. p. 388.) In conformity with these ideas, the\\nMother Agnes Arnauld wrote, in 1634, to her nephew\\nLemaitre to dissuade him from this project of marriage\\nMy dear nephew, this will be the last time that I\\nshall use this title You will say that I blaspheme\\nthis venerable sacrament to which you are so devoted,\\nbut do not trouble yourself about my conscience, which\\nknows how to separate the sacred from the profane,\\nthe precious from the abject. 1\\n1 This is the language of the precieuse Armande\\nCannot you conceive what, as soon as it is heard,\\nSuch a word offers to the mind that is repulsive\\nBy what a strange image one is smitten\\nTo what an offensive object it leads the thought\\nDo you not shudder at it and can you, sister,\\nPersuade yourself to accept all the consequences\\nof this word?\\nTo which the charming Henriette answers so\\nsensibly", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0099.jp2"}, "100": {"fulltext": "94 PORT-ROYAL EDUCATION\\nWe know with what practical good sense Mme. de\\nMaintenon counteracted this false delicacy, and\\nexclaimed one day: This is what brings ridicule on\\nconventual education!\\nThe boarders wore the white habit and the veil of\\nthe novices. It was not given to those who at first\\nshowed some dislike to it.\\nHow was that long day filled which began at four or\\nhalf -past four o clock for the elder and at five for the\\nyounger children\\nWith regard to studies, we only see reading and\\nwriting mentioned, and on festivals one hour s\\narithmetic.\\nThe only reading books mentioned refer to piety:\\nThe Imitation of Christ, Fr. Luis de Granada, la Philo-\\nthee, St. John Climacus, The Tradition of the Church,\\nThe Letters of M. de Saint-Cyran, The Familiar Theol-\\nogy, The Christian Maxims, contained in the Book of\\nHours The Letter of a Carthusian Father, lately trans-\\nlated; The Meditations of St. Theresa on the Pater-\\nnoster, etc. The morning reading is taken from the\\nservice for the day or from The Life of the Saints, and\\nThe consequences of this word, when I consider\\nthem,\\nShow me a husband, children, and a home,\\nAnd I see nothing in all that, if I can reason on it,\\nTo offend the mind or make one shudder.\\n(Moltere, Les Femmes savantes, acte i. sc. 1.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0100.jp2"}, "101": {"fulltext": "THE EDUCATION OP GIELS 95\\nis to serve for the subject of private conversation dur-\\ning the day. No other books are left with the children\\nthan their Hours, Familiar Theoogy, The Words of Our\\nLord, The Imitation of Christ, and a Latin and French\\nPsalter.\\nThe regulation recommends to exercise the memory\\nof the chidren very much in order to open their mind,\\nto occupy them and prevent them thinking evil.\\nBut further on we see that they have to learn by heart\\nThe Familiar Theology, the Services of the Mass,\\nThe Tract on Confirmation, then all the hymns in\\nFrench in the Hours, then all the Latin hymns in the\\nbreviary; and when they have come into the monastery\\nyoung, there are many who learn the whole Psalter.\\nThey have not much difficulty, provided that they are\\nexhorted and forced a little. We might suspect it.\\nAs to writing, they write their copy or they tran-\\nscribe something when they are very good and are per-\\nmitted to do so.\\nWe are glad to learn from an enemy that the French\\nlanguage was taught them formally. There was\\nalways, says Father Rapin, a certain spirit of polite-\\nness in these illustrious penitents, who could not\\nbelong to a party which had learnt to write and speak\\nwell to its contemporaries without feeling the effect of\\nthis spirit Everything there was polished, even the\\nlittle boarders whom they took the trouble to rear in", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0101.jp2"}, "102": {"fulltext": "98 PORT-ROYAL EDUCATION\\npurity of language as much as in virtue, and it was in\\nconversing with them that Doctor Arnauld found so\\nmuch pleasure in noticing that great numher of new\\nexpressions that he had the art to utilize in his works,\\nand of which he made a special study. 1 (Memoires,\\nt. ii. p. 276.)\\nLet us add needlework, housekeeping, singing by\\nnotes, and we shall have gathered all we are able to\\nlearn of the programme of studies. There is no trace\\nof the teaching of history or the natural sciences.\\nWith regard to outside news, they receive the\\nannouncement of the taking the veil by some sisters or\\nsome note requesting their prayers for some person or\\nsome pious undertaking.\\nWe may at least remark in this teaching, which\\nappears to us so inadequate, some good scholastic\\nusages. w At the end of a lesson, three or four chil-\\ndren are set to repeat what was told them the day\\nbefore. They are not questioned in turn, in order to\\nkeep them on the alert sometimes one, sometimes\\nanother is addressed As to the younger children,\\nthey must not be left idle, but their time must be\\ndivided, making them read for a quarter of an hour, play\\nfor another quarter, and then work for another short\\ntime. These changes amuse them, and prevent them\\nforming the bad habit to which children are very prone,\\nof holding their book and playing with their work, sit-\\nting sideways and constantly turning their heads.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0102.jp2"}, "103": {"fulltext": "THE EDUCATION OF GIRLS 9?\\nBy as much as Jacqueline Pascal is distressingly\\nlaconic, when it is a question of the intellectual\\ndevelopment of the pupils, by so much does she please\\nherself in setting out in detail the monastic side of\\ntheir education.\\nWe are rather shocked by the system of repression\\nto which the girls are subjected. On every page of\\nthe Eegulations one word constantly reappears, cold\\nand pitiless, namely, silence: l perfect silence while\\nrising and dressing, strict silence till the Preciosa of\\nprime, very strict silence while at work after break-\\nfast at half -past seven, silence during the household\\nwork, increased silence during the writing lesson,\\nsilence during the two hours 5 duration of the service\\nand masses in the monastery, even when they do not\\nattend it, silence in the refectory, complete silence\\n1 Evidently these absolute precepts must have been\\nvery much modified in practice. The wise caution\\nthat precedes the Eegulations for children proves\\nthis. It would not always be easy nor even useful\\nto put it in practice with this severity, for it may\\nbe that all children are not capable of such strict\\nsilence and so strained a life without being depressed\\nand wearied, which must be avoided above all things.\\nThe Mother Agnes writes, about 1660, to Mine, de\\nFoix, coadjutrix, of Saintes: Our boarders are not\\nconstrained to keep silence, but they are carefully\\nwatched, in order that they may not converse about\\ntrifles.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0103.jp2"}, "104": {"fulltext": "98 POET-ROYAL EDUCATION\\nduring work till vespers, silence after the evening\\nangelus, even in summer, when they are walking in\\nthe garden, great silence while undressing and going\\nto bed at eight o clock.\\nWill the poor little mutes at least regain a little\\nliberty, and give themselves up to the joy of their age\\nin play-time, when it seems they have a right to say\\nmany things to amuse and recreate themselves Not\\nby any means, except the very young ones, who are\\nleft to play. As to the rest, the mistresses take care to\\nspeak to and converse with them, in order to help\\nthem to say reasonable things which will enlarge their\\nminds.\\nBesides, they are forbidden to speak of their confes-\\nsions, of the singing of the sisters, of the penances of\\nthe refectory, of their dreams, and of the parlor.\\nThey are not allowed to speak in an undertone, on\\npain of repeating aloud what they have said.\\nPlay-time, however, is almost always taken up with\\nwork. Except the very little ones, who always play,\\nall work without losing their time, and they have\\nmade it such a habit that nothing wearies them so\\nmuch as the recreations on festivals. 1 What an\\nadmission\\n1 There is a question of recreations in the examina-\\ntion of the Sister Jeanne de Sainte-Domitille. The\\nlittle girls, the priest tells her, laughing, have\\nanswered: Alas! recreation, we did not waste our time", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0104.jp2"}, "105": {"fulltext": "THE EDUCATION OF GIRLS 99\\nTwo extracts to be given later permit us to\\npenetrate into Port-Koyal at this period of the day.\\nOne shows us the Sister Eugenie taxing her ingenuity\\nto amuse the children who cannot play without her.\\nThe other, more curious, sketches a lively scene in\\nwhich the children, taking part in the disputes of the\\nday, amuse themselves by bringing Escobar to trial\\nEeligious exercises occupy a place very dispropor-\\ntionate to the age of the children, if the aim were not\\nto train them all for the religious life. 1 Prayer is not\\nover that, we did nothing but weep for our sins.\\nThis last answer, replied the sister, smiling comes\\nas little from the children as the preceding. In the\\nmatter of recreation they passed two hours a day in it\\nvery gaily, and have always been very pleased to go\\ninto that house, which has plainly appeared by the\\nsorrow they showed in leaving us. (Histoire des per-\\nsecutions des religieuses, p. 171.)\\n1 Leclerc says of Mdlle. du Fargis, a boarder from\\nthe age of seven years: The Mother Angelique took\\nspecial care in training her in virtue, and in inspiring\\nher with contempt of the world and of herself. She\\nsoon had the consolation of seeing that her pains and\\ninstructions produced excellent results in this young\\npupil. In fact, when she was of an age to choose her\\nstate of life, she formed the resolution to be a nun.\\nHer father cast himself at her knees. The constancy\\nof the young novice appeared even too heroic to the\\nMother Angelique, who said to her, You must humble\\nyourself; you are too strong.\\nLofC.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0105.jp2"}, "106": {"fulltext": "100 PORT-ROYAL EDUCATION\\nonly the beginning and end of every lesson, it recurs\\nevery hour; when the bell rings for a service in the\\nchoir work is interrupted to repeat a prayer. The\\nscholars hear mass every day on their knees; it has\\nbeen found that this posture is not so uneasy when one\\nhas become used to it early. They go to terce and\\nvespers on Sundays and Thursdays, to the high festi-\\nvals, to the feast-days of saints, doctors, and others, if\\nthey ask and deserve this favor. At eleven o clock\\nscrutiny of conscience. The elder girls may repeat\\ntheir sexts. After recreation they sing the Veni Creator\\nin preparation for religious instruction; then they are\\nallowed the favor of telling aloud one of their faults,\\nthey are accustomed to do so readily. 1 At four\\no clock the elder girls may obtain the favor of going to\\nvespers. At last the evening recreation ends with\\ncomplines, which they may recite in summer while\\nwalking in the garden.\\n1 Mme. de Maintenon absolutely forbids this practice\\nto the Ladies of Saint-Cyr: Cultivate carefully in\\nyour young ladies the sentiments of honor and do\\nnot exact from them practices that might weaken that\\nglory and make them bold; for example, making them\\nacknowledge publicly humiliating .faults, thinking\\nthat this would be recalling the custom of public con-\\nfession, which the Church has thought it right to sup-\\npress. (Entretien, 1703.) Mme. de Maintenon is\\naiming here at the jansenists, who had begun to revive\\nthis ancient custom.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0106.jp2"}, "107": {"fulltext": "THE EDUCATION OF GIRLS 101\\nWe cannot approve of this excess of religious prac-\\ntices any more than of that spirit of mortification\\nwhich presents work solely as a penance, which\\nexempts from the collation at the age of fourteen, and\\nexhorts the children to take sufficient nourishment\\nas not to become feeble. in At that age the body\\nneeds to grow and be strengthened. How much more\\nsensible and humane is Mme. cle Maintenon when, in\\ndescribing a reasonable person, she shows him eating\\nwith a good appetite, not like a glutton with his head\\nin his plate, but gracefully and cleanly, and, since it\\nhas pleased God that we should find pleasure in eating,\\nhe takes it unaffectedly, and without any scruple.\\nThe Mother Angelique solemnly protests before God,\\nin a fine letter written to the queen on her death-bed\\nin 1661, that they were not at all occupied in the\\nmonastery with the theological controversies raised by\\nSaint-Cyran and Arnauld. Father Eapin replies by a\\ndilemma which is not wanting in force. If these\\nquestions are essential to faith, why deprive this house\\nof knowledge necessary to salvation If they are not\\n1 Besogne, praising the love of the Mother Angelique\\nfor mortification, relates that the most devout of the\\nyoung girls prided themselves on emulation, and that\\nit came near costing three of them very dear who took\\nit into their heads, in order to mortify themselves in\\nimitation of the nuns, to gather weeds in the garden,\\npound them up, and swallow the juice. (t. i. p. 42.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0107.jp2"}, "108": {"fulltext": "102 PORT-ROYAL EDUCATION\\nso, but are immaterial, why make so much clamor\\nabout them everywhere Why resist the Pope and\\ntrouble the Church for affairs of so little importance,\\nthat they may be ignored without any bad conse-\\nquences Is it likely that the heads of this party are\\nso zealous in teaching their maxims to the whole king-\\ndom, and that Port-Royal alone, where they reside, is\\nleft in ignorance of the mysteries that are taught\\nthere? (Memoires, vol. iii. p. 163.)\\nTwo anecdotes related by Mme. de Maintenoii at\\nSaint-Cyr would tend to confirm the reasoning of the\\nJesuit father: When the king forbade boarders to be\\nplaced at Port-Royal, Mme. la comtesse de with-\\ndrew her daughter, who was only twelve years old she\\nbrought her to court, where she began to disparage all\\nthat M. de Perefixe had done in his visit to Port-\\nRoyal. She was inexhaustible, and I could not under-\\nstand how a child could speak with such boldness.\\nDuring this very visit of the archbishop he made a\\nspeech to try to gain them over. After a rather long\\nspeech he asked a little boarder of nine or ten years\\nold, who had been listening attentively, if she was\\nbeginning to be convinced of the truth of what he said.\\nShe answered him with an astonishing boldness, I\\nadmire the depth of the. judgments of God to have\\ngiven us a prelate as ignorant as you are. And all the\\nnuns applauded this answer. This is the submission", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0108.jp2"}, "109": {"fulltext": "THE EDUCATION OF GIRLS 103\\nand humility that their directors inspire in them.\\n(Lettres historiques et edifiantes, t. ii. p. 227.) ISTo doubt\\nthe testimony of an impassioned enemy, and one very\\nmuch inclined to raillery, must be a little distrusted.\\nBut putting together these facts and the recreation\\nscene where the boarders amused themselves by bring-\\ning Escobar to trial, we conclude that they were not so\\nentirely strangers to the religious disputes of the time.\\nThe contrary would be altogether unlikely.\\nBut what an odious imputation, justly stigmatized\\nby Arnauld (la Morale pratique des jesuites, t. viii. p.\\n209), theological hatred has cast on these nuns, as\\npure as angels, said archbishop Perefixe, by reproach-\\ning them with being as proud as demons One of\\nthe thousand pamphlets to which the quarrel between\\nthe Jesuits and jansenists gave rise, le Pays de Jansenie,\\naccuses them of giving their pupils lessons in immod-\\nesty, in consequence of the doctrine of Jansenius and\\nSaint-Cyran on grace. 1 Do not think, my daugh-\\nters, he impudently makes them say, that the grace\\nof God is always with us. Alas, no! There are\\nwretched times when we are indeed compelled to sin.\\nWhat should we do if God withdraws Himself That\\noften happens, however. Are we not indeed unfortu-\\nnate Chastity is commanded to us, and sometimes\\n1 Relation du pays de Jansenie, by the Capuchin\\nZacharie, under the name of Louis Fontaine (1658).", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0109.jp2"}, "110": {"fulltext": "104 PORT-ROYAL EDUCATION\\nwe are deprived of the strength necessary to preserve\\nit. Remember that, my daughters, your salvation is\\nat stake if you ignore it, and you may have need of it\\nat some time. There are husbands who would not be\\nso cruel to their wives if they had studied theology,\\nfor they would know that grace is often denied us, and\\nthat in that case they should rather pity our weak-\\nnesses than be angry for the faults into which we fall\\nby the absence of the succor that God refuses to us,\\neither to punish our infidelities or to teach us by a\\nnecessary lapse that we can do nothing without Him.\\nIt is thus, continues the pamphleteer, that they\\nbring up the young to that patience that results in the\\ngreatest ignominy of the sex, when solicitations are\\nwarm and opportunities present. For although they\\ndo not intend to give lessons in immodesty to their\\nyoung scholars, the doctrine nevertheless leads to it.\\nYou admit it, then, venomous logician, all this argu-\\nment carried to excess is nothing but an insult and a\\ncalumny. Attack opinions, but do not outrage per-\\nsons. Such a proceeding, always culpable, is especially\\nso here towards pious women whose morality no one\\never thought of throwing suspicion on. It is an un-\\nqualified infamy.\\nSetting aside the exaggerated anxiety, the suspicious\\nwatchfulness, the constant nervousness that the nuns\\nof Port-Royal, under the inspiration of Saint- Cyran,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0110.jp2"}, "111": {"fulltext": "THE EDUCATION OF GIRLS 105\\nbring to the accomplishment of their task, we must\\nacknowledge the accuracy of their principles with\\nrespect to moral education.\\nTo unite a strength which restrains children without\\nrepelling them, to a gentleness that wins them without\\nenervating them vigilance and patience no partiality\\nfor the more agreeable and pretty children no famil-\\niarity; great evenness of temper, for too much laxity\\nsoon leads to too much severity, and it is much more\\npainful for children to suffer these variations than to\\nbe always kept to their duty; seldom to admonish for\\nslight faults, even to pretend not to perceive them to\\nreprimand without bad temper or offensive terms:\\nthey must be convinced that they are only repri-\\nmanded for their good to be sparing of words in\\nreprimanding; 1 to chastise even without speaking, in\\norder to prevent the children telling untruths or seek-\\ning excuses to work upon their character with discre-\\ntion in private conversations; to win their entire\\nconfidence, and to be on guard against their cunning;\\nto infuse this idea into them, namely, that their pro-\\ngress in what is good will be measured, not by extraor-\\ndinary actions, but by the accomplishment of their\\nevery-day duties, by the fidelity they shall bring into\\n1 Nothing weakens a reprimand more than a great\\nmany words. (Mme. de Maintenon, letter to a mis-\\ntress, 1692.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0111.jp2"}, "112": {"fulltext": "106 PORT-ROYAL EDUCATION\\nthe smallest regulations of the schoolroom, by the sup-\\nport they shall give their sisters, by the charity with\\nwhich they shall serve them in their needs, and by the\\ncare they shall take to mortify their faults. Here,\\nin few words, and without pretension, is an excellent\\nline of conduct.\\nOn the whole the girls schools of Port-Royal affect\\nthe history of pedagogy less than the boys schools.\\nThese mark an epoch of notable reforms and real pro-\\ngress. If we often disagree with their venerable mas-\\nters, if we have neither the same starting-point nor the\\nsame goal, if pedagogy has cast off their theological\\nideas, what advantage may we not still draw from a\\nclose intercourse with them. What legitimate lessons\\nthey may continue to give us on the proper aim of\\nstudies, on the art of managing children and training\\ntheir minds and hearts. Their works, one of the\\nglories of French pedagogy, still deserved to be read\\nand pondered. Their example especially ought to con-\\ntinue living. A more absolute and disinterested de-\\nvotedness to the great work of education has never\\nbeen seen, nor a more watchful conscience, a more\\nsincere and active love of childhood, nor a keener desire\\nto render study easy and attractive.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0112.jp2"}, "113": {"fulltext": "THE HATRED OF THE JESUITS\\nHow did these humble schools rouse the implacable\\nhatred of the Jesuits, a hatred that was not ex-\\ntinguished, even after the dispersion of the scholars\\nand the exile or imprisonment of the masters, until the\\nday that the very buildings were razed and destroyed\\nand the tombs profaned 1 What do I say This\\nhatred is not yet extent, it is again revived under our\\neyes, and at the present time dreams of annihilating\\nthe works, and even the very names, of our pious soli-\\ntaries and their friends. 2\\n1 A letter of Eeb. 2, 1712, gives frightful details; the\\nwriter had them from an eye-witness. The laborers\\nwho disinterred the bodies, and broke them when they\\ncould not lift them entire, drank, laughed, sang,\\nand derided those persons whom they found thus in\\nthe flesh. But the most horrible thing was that there\\nwere ten dogs in the church devouring the flesh which\\nstill remained on those limbs which were separated\\nfrom the bodies, and no one thought of driving them\\naway. (Leclerc, Vies inter essantes, t. iv. p. 59.)\\n2 The Catalogue minsuel de V ceuvre pontificate des vieux\\npapiers (the office is at Langres, Haute-Marne), in its\\nnumber for April and May, 1885, points out to the\\npious fury of devout souls 33 works to be destroyed.\\n(107)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0113.jp2"}, "114": {"fulltext": "108 PORT-ROYAL EDUCATION\\nIf the Jesuits feared for a moment to see the educa-\\ntion of youth slip out of their hands, and their colleges\\nlose their prosperity, as Racine and several writers of\\nPort-Royal assert, they must have been promptly re-as-\\nsured for the Pelites Ecoles could only be a brilliant\\nand short-lived institution, the individual work of a\\nfew eminent masters, which was ill-adapted for imita-\\ntion, and which, by its narrow limits, confined to a\\nvery small number of select pupils, could not respond\\nThe names of Arnauld, Xicole, Pascal, Saci, Saint-\\nCyran, Duguet, etc., figure in it. A note, written in\\na jovial style, explains that the jansenists who did so\\nmuch evil in former times snore peacefully on the\\nshelves of libraries, and that now is a very favorable\\nmoment for laying hands on them and thrusting them\\nall at once into the sack. Comment seems to me\\nneedless.\\n1 The testimony of Bacon in favor of their talent as\\neducators is often quoted.\\nIt is proper to set in the\\nbalance the very superior\\nauthority, in my opinion, of\\nLeibnitz I am far from\\nthinking like Bacon, he\\nwrites, who when it is a\\nquestion of a better educa-\\ntion, is content to refer to\\nthe schools of the Jesuits.\\nGOTTFRIED LEIBNITZ, 1646-1716 ((EuweS, t. vi. p. 65.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0114.jp2"}, "115": {"fulltext": "THE HATKED OF THE JESUITS 109\\nto the needs of public instruction, and consequently\\nhad no future prospects.\\nThe cause of the quarrel must evidently be sought\\nless in the scholastic success of the masters of Port-\\nRoyal than in their growing favor with the public as\\nspiritual directors and as writers. Father Canaye\\nexplains it candidly in that curious conversation with\\nthe Marquis d Hocquincourt, related by Saint-Evre-\\nmond, who was present It was not their diversity of\\nopinions upon grace nor the five propositions which had\\nset them at loggerheads. The ambition of governing\\nmen s consciences did it all. The jansenists found us\\nin possession of the government, and they wished to\\ntake it from us (CEuvres de Saint-Evermond, t.\\nii. p. 156.)\\nVictors along all the line, both as writers and direc-\\ntors of conscience, the jansenists had necessarily to\\nsuccumb before the double opposition of the Church\\nand the State.\\nCaptivated by perfection and holiness, conceiving a\\nvery high idea of religion and morality, pushing the\\nrequirements of the Christian life, the responsibility\\nof the priesthood, and the terrible grandeur of Cod to\\nthe extreme, they had bewailed the disorders of the\\nclergy, of the Court of Rome, 1 and the monastic\\n1 The satirical Gui Patin is not the only person who\\ncomplains of the abuse of nepotism at the Court of", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0115.jp2"}, "116": {"fulltext": "110\\nPORT-ROYAL EDUCATION\\norders, and, like Vincent de\\nPaul, Francois de Sales, de\\nBerulle, de Ranee, and Bour-\\ndoise, had felt deeply the need\\nj of a complete reform. With\\nthe generous but somewhat\\nchimerical idea of restoring\\nChristianity to its primitive\\nst. Vincent de i aul, 1576-1660 purity, they expressed them-\\nselves in sharp and energetic terms on the corruption\\nof morals and discipline in the Church. Saint-Cyran\\nsorrowfully said that for five or six hundred years God\\nRome, under the pontificate of Innocent X. (1644-\\n1655): The Signora Olympia, sister-in-law of the\\npope, who governs him body and soul, also governs\\nthe papacy. It is said that she sells everything,\\nseizes and receives everything which has drawn a\\njoke from Pasquin, Olympia, olim pia, nunc harpia.\\n(Lettres, t. i. p. 363.) The Venetian ambassador, Con-\\ntarini, writes officially: Donna Olympia sells, taxes,\\nlets, gets presents made to her for all Government\\ntransactions, for pardons and justice; she is surrounded\\nby a band of agents and extortioners. (Quoted by De\\nChantelauze, Le cardinal de Retz et V affaire du chapeau,\\nt. i. p. 296.) Pamphlets were affixed to the church\\ndoors: Olympia primus, pontifex maximus. A\\nmedal represented her with the tiara on her head and\\nSt. Peter s keys in her hand; Innocent X. in woman s\\ndress, holding a distaff and spindle.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0116.jp2"}, "117": {"fulltext": "THE HATEED OF THE JESUITS 111\\nhad been destroying His Church. 1 He repeated the\\nmelancholy saying of Francois de Sales: There is\\nscarcely one competent confessor in ten thousand!\\nJansenius, his companion in studies, wrote to him on\\nApril 5, 1621: After the heretics, no people in the\\nworld have more corrupted theology than those brawl-\\ners of the school that you know. If it had to be cor-\\nrected in the ancient style, which is that of truth, the\\ntheology of this time would have no appearance of\\ntheology for the greater number of persons.\\nArnauld, in his fine book, De lafrequente communion,\\nin 1643, protested with unparallelled energy against\\nthe moral and religious condition of his contem-\\nporaries Also it is a horrible thing that never have\\nso many confessions and communions been seen, and\\nnever more disorder and corruption that there was\\nnever more impurity in marriages .more profligacy\\namong the young more excess and debauchery\\namong the common people. Who does not know that\\nfor twenty years fornication has passed among men of\\nthe world as a slight fault adultery, one of the great-\\nest of all crimes, for a piece of good fortune cheating\\nand treachery for court virtues impiety and free-\\n1 Vincent de Paul in his deposition remembered only\\nthe second half of the phrase but the Mother Ange-\\nlique had noted down the first in writing. (See the\\nletter of Lemaitre in the Memoires pour servir a Vhistoire\\nde Port-Royal, t. ii. p. 207.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0117.jp2"}, "118": {"fulltext": "112 PORT-ROYAL EDUCATION\\nthinking for strength of mind fraud and lying for\\nthe knowledge of sale and trading; the rage for con-\\nstant gaming as a genteel occupation for women\\nthe disguised simony and the profanation of church\\nproperty as a legitimate accommodation which facili-\\ntates the interchange of benefices? I say nothing\\nof more abominable crimes, that our fathers were\\nignorant of, and which have broken out to such an\\nextent in this unfortunate age that one cannot think\\nof them without being seized with horror. (3 e partie,\\nch. xvi.)\\nAnd the young and ardent doctor (he was then\\nthirty-one) did not fear to trace back to the proper\\nperson the responsibility for all these disorders: This\\nis what we might with truth call the greatest mis-\\nfortune that could happen to the Church, if we did\\nnot add that there is a still greater, namely, that per-\\nsons are found who make profession of piety, who flat-\\nter the sinners in the desires of their soul who seem\\nto work for nothing else than to foster crimes by a\\nfalse mildness, instead of arresting them by a just\\nseverity They are persons who imagine that they\\nhave changed the face of a whole town, and have made\\nit become quite Christian without any other change\\nthan that those who only communicated once a year\\nnow communicated once a month, and sometimes\\noftener They admit that morals are not less corrupt", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0118.jp2"}, "119": {"fulltext": "THE HATKED OE THE JESUITS 113\\nthan before yet, nevertheless, they will maintain\\nthat men are in a better condition than they were,\\nbecause they tell a priest every week what they told\\nonly every month, and add every week two sacrileges\\nto their other crimes The mild and prudent\\nXicole declares that he fears some extraordinary effect\\nof God s anger at a time when the whole Church is\\nfilled with vicious and ignorant ecclesiastics and dis-\\nsolute monasteries. (Visionnaires, p. 179.) This was\\nto bring on their hands many powerless enemies. It\\nwas easy to raise the hue and cry after the dangerous\\ninnovators, the new reformers, the disguised heretics,\\nwho wished, like Luther and Calvin, to ruin the Church\\nunder the pretext of reforming it.\\nThe State, that is to say Louis XIV., maintained,\\nbesides, ineradicable prejudices against them. The\\ngentlemen of Port-Eoyal always these gentlemen,\\nrepeated in chorus the king and Mme. de Maintenon.\\nThe sincerity of their convictions and of their apostol-\\nate is a sure guarantee to us, at least at the period with\\nwhich we are occupied, that they remained strangers to\\npolitical cabals, notwithstanding the accusations with-\\nout proof and the perfidious insinuations of their\\nadversaries. l\\n1 The zealous annotator of the Memoires of Father\\nEapin is forced to admit it: The Memoires are not\\nvery explicit on the part that the jansenists took in the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0119.jp2"}, "120": {"fulltext": "114 PORT-ROYAL EDUCATION\\nIt required, in truth, all the blindness of hatred to\\ntransform Saint-Oyran, Arnauld, Singlin, de Saci,\\nNicole, and Lancelot into conspirators and rioters.\\nMme. de Longueville, Father Kapin relates, said\\nof Arnauld that he would never have been able to\\nachieve his salvation if intrigue had been necessary\\nto save him. (Memoires, p. 240.) And this is well\\nseen when, hidden and disguised in the duchesse s\\nhouse he betrayed his incognito so artlessly. 1\\nThe testimony of Cardinal de Retz is very favorable\\nto them. They are, Besogne makes him say,\\nthe poorest people in the world in the matter of\\nintrigue and affairs of State; they will not meddle\\nwith them. And far from receiving any assistance\\nfrom them, they have disgusted several persons of my\\nparty and refused absolution to those who belonged to\\nit. 2 (Hislt. v. p. 546.)\\narmaments of the Fronde, and Port-Royal wished to\\ndeny it; the pamphlets are never silent about it.\\n(t. i. p. 252.) A high authority truly!\\n1 Speaking of new work, the doctor, who was visiting\\nhim, happened to say, De Saci does not write so\\nwell. What do you mean replied the patient,\\nmy nephew writes better than I. In an analogous\\ncircumstance, the physician spoke of the arrest of\\nArnauld, Oh! it is rather hard to believe that,\\nreplied the incorrigible doctor, lam M. Arnauld.\\n2 We see the abbe Singlin and the bishop of Alet\\nexact from their penitents, the prince de Conti and the\\nduchesse de Longueville, restitution of considerable", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0120.jp2"}, "121": {"fulltext": "THE HATEED OF THE JESUITS 115\\nBut it must be acknowledged that appearances were\\nagainst them 4 With a facility more Christian than\\njudicious, according to the just comment of Racine,\\nthey welcomed a number of discontented or disgraced\\ncourtiers and a number of great ladies wearied of\\ntheir intrigues. Their attachment to their archbishop,\\nthe Cardinal de Eetz, whose consummate perversity 1\\nthey did not know so well as we do, and who used them\\nto further the ends of his ambition, compromised them\\ncompletely in the opinion of Louis XIV. and his min-\\nisters. Their connection with the duchesse de Lon-\\ngueville, the due de Luynes, the marquis de Sevigne,\\nMme. de G-uenegaut, the prince and princess de Conti,\\nsums to the poor, to repair the damages caused in the\\nprovinces by the civil wars. (Besogne, Hist. t. iii. pp.\\n39 and 83.)\\n1 His secretary, Guy Joly, reports this cynical con-\\nversation: My poor fellow, you lose your time in\\npreaching to me. I know very well that I am only a\\nknave. But, in spite of you and all the world, I wish\\nto be so, because I find more pleasure in it. I am\\naware that there are three or four of you who know\\nme and despise me in your hearts but I console my-\\nself with the satisfaction that I experience in imposing\\non all the rest by your means. People are so much\\ndeceived, and my reputation is so well established,\\nthat if you wished to undeceive them you would not\\nbe believed, which is sufficient for me to be contented\\nand live after my own fashion. (Memoires.) The ad-\\nmiration that Mme. de Sevigne did not cease to profess\\nfor Cardinal de Retz is well known.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0121.jp2"}, "122": {"fulltext": "116 POET-ROYAL EDUCATION\\netc., caused the Fronde to be called the jansenist s war.\\nAnne of Austria, indoctrinated by the marquis de\\nSenecey, by Henri de Bourbon and the Jesuits, declared\\nthat the king would remember them when he was of\\nage, and he did remember them, in fact. His gov-\\nernor, Villeroi, represented them to him as people who\\nwanted neither pope nor king. (Memoires, du P.\\nRapin, t. i. p. 271.) Hence, we can understand the\\nsaying attributed to d Harcourt, A jansenist is very\\noften only a man whom it is wished to ruin at court.\\nM. Cousin and M. Renan have said that in this\\nstruggle it was the Jesuits who defended the good\\ncause, that of human liberty. Mme. de Sevigne, so\\nattached to her friends and her brethren of Port-Royal,\\nseparates from them, in fact, on this point of doctrine.\\nShe has just been reading the Bible of Royaumont,\\nand, after having seen the reproaches of ingratitude\\nand the horrible punishments with which God afflicted\\nHis people, she writes: As to myself, I go much\\nfarther than the Jesuits I am persuaded that we\\nhave entire liberty The Jesuits do not say enough\\nabout it, and the others give occasion for murmuring\\nagainst the justice of God when they take away our\\nliberty, or abridge it so much that it is no longerlib-\\nerty. (To Mme. de Grignan, August 28, 1676.)\\nD Alembert twits them equally, and with spirit, on the\\ncontradiction between their inexorable dogma and the r", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0122.jp2"}, "123": {"fulltext": "THE HATEED OF THE JESUITS 117\\nethics: What would be thought of a monarch who\\nshould say to one of his subjects, You have shackles\\non your feet, and you have no power to take them off;\\nnevertheless, I warn you that if you do not immediately\\nwalk, for a long time and quite straight, along the\\nedge of this precipice on which you are, you shall be\\ncondemned to everlasting torments Such is the\\nGod of the jansenists. (Destruction des jesuites, p. 64.)\\nAnd, in spite of all, the men of Port-Eoyal, van-\\nquished, proscribed, and annihilated, make in history\\nquite another figure than their triumphant vanquish-\\ners. By a happy inconsistency with their discouraging\\nsystem of predestination, they do not the less represent,\\nin a certain measure, liberty of conscience, the spirit\\nof inquiry, independence of thought, and the love of\\njustice and truth. Their adversaries pleaded the\\nopposite cause, namely, undisputed sway over mind\\nand heart. (Villemain.)\\nBy a new and still more happy inconsistency they\\nworked with a more ardent zeal than anyone for the\\nreform of manners. Their moral grandeur burst forth\\nbefore the eyes of their most prejudiced contemporaries,\\nand, far from diminishing with time, it shines with a\\npurer light, in the history of French civilization, in\\nproportion as the miserable incidents of the struggle\\nin which they succumbed are effaced. The true\\nreason of their success, in the opinion of their most", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0123.jp2"}, "124": {"fulltext": "118 PORT-ROYAL EDUCATION\\nprejudiced adversaries, was the strictness of their spir-\\nitual discipline. The jansenists, says Father Rapin,\\nadvanced their affairs by disguising their real senti-\\nments this was by a morality that had nothing but\\nwhat was beautiful and edifying. (Hist, du jansmisme,\\np. 496.) One of the least equivocal marks of heresy\\nwas purity of morals. Port-Royal 1 drew from this val-\\nuable testimony her consolation and strength in the\\nmidst of the severest trials.\\n1 The Mother Agnes writes to Mme. de Foix, April\\n16, 1663 There was a Jesuit who preached, this Lent,\\nin Burgundy, that solitude, retirement, the desire for\\npenance, love and zeal for the penitential canons, and\\nto see the ancient penance and all the other maxims of\\nChristian perfection re-established in the Church was\\nthe true mark of heresy. After that, must we not\\nconsider ourselves very happy, according to the Gos-\\npel? Arnauld said, on his side: The whole court\\nknows that a bishop reproving an abbe of good family\\nbecause his conduct was not sufficiently regular, What\\ndo you wish us to do replied the abbe. If we were\\nmore regular we should be taken for jansenists, and\\nthat would mean exclusion from all dignities.\\n(Phantome du jansenisme, p. 28.) A few pages further\\non he quotes the words of Cardinal Bona: What! to\\nbe poor, diligent in prayer, and to exhort the faithful\\nto be diligent in it, to live in an exemplary manner,\\nand to preach Christ in an apostolic manner, is that\\nwhat is called Jansenism Please God we were all\\njansenists in this manner! (p. 33.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0124.jp2"}, "125": {"fulltext": "THE HATKED OF THE JESUITS 119\\nI cannot speak better of the moral bearing of the\\nwork undertaken by the solitaries of Port-Koyal than\\nHenri Martin has done in that admirable and well-\\nthought-out page of his Histoire de France Thorough\\nsincerity in the action of man upon man, and a thor-\\nough disdain of all precautions and all polity in things\\npertaining to God, characterize what may be called the\\nmethod of Saint-Cyran. He desires to regenerate\\nsouls individually, not to obtain by surprise the super-\\nficial adhesion of a great number, still less to demand\\na verbal adhesion that the heart does not ratify. He\\nwas not the man to compel heretical populations to\\nbecome Catholics in appearance. What matters\\nappearance to him What matter outward forms to\\nhim It is better to gain one soul to the internal\\nChrist than an empire to the external Church. Here\\nSaint-Cyran touches Descartes, although turning his\\nback on him Descartes regenerated the mind;\\nSaint-Cyran endeavours to regenerate the heart\\nIt is for this that Jansenism deserves, even at the\\npresent time, our serious study, too much inclined as\\nwe are now to place our hopes in social and collective\\nreforms, which will remain unrealizable so long as\\nthey are not based on the reformation of the human\\nsoul We must be very self-reliant in order to be as\\nwrong as the jansenists. However far removed we\\nmay be from their doctrines, we must acknowledge", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0125.jp2"}, "126": {"fulltext": "120 PORT-ROYAL EDUCATION\\nthat they have enhanced the moral grandeur of man\\nthey are the Stoics of Christianity. (t. xii. pp. 84, 85.)\\nIf they were vanquished in their generous efforts, their\\nadversaries paid dear for their victory; they received\\na mortal wound from the arrow of the Provincials, or\\nrather, to speak more correctly, it was fhe ancient\\nfaith that succumbed in this relentless conflict. Con-\\ntemplating the field of battle, Boileau, who had friends\\nin both camps, said like a satirist, Oh! what madmen\\nmen are (Letter to M. Brossette.) Bayle decided in\\nhis usual manner, It is properly a matter of Pyrrhon-\\nism. (Letter to Math. Marais.) All that is non-\\nsense! exclaimed the courtiers and men of the world,\\naccording to Mme. de Choisy (Letter to the comtesse\\nde Maure, 1655); and Christians complained, with\\nMme. de Sevigne, of all these over-refined discussions\\non grace: Thicken religion a little, it is all evaporat-\\ning through being over-refined. Eidicule had invaded\\nthe sanctuary with that cloud of pamphlets that they\\nwere throwing at one another s heads, to set the\\nlaughers on its side. The titles are sufficiently signifi-\\ncant A Damper for the Jansenists, The Lantern of St.\\nAugustine, Snuffers for the Lantern, A Curry-comb for the\\njansenist Pegasus, Ointment for the Burn, The Country of\\nJansenia, Illustrations of the Jesuits 7 Almanack, Essay of\\nthe New Tale of Mother Goose, or Illustrations of the Game\\nof the Constitution, The Jesuit Harlequin, The Pasquinade", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0126.jp2"}, "127": {"fulltext": "THE HATRED OF THE JESUITS 121\\nof St. Medard, An Apology for Cartouche, or the Villain\\nwithout Reproach, by the grace of Father Quesnel, The\\nPrecept and Pastoral Ordinance of Momus. And what\\nsongs, quatrains, satirical prints, comedies, and public\\nmasquerades! 1\\nFrench humor indulged in it to its heart s content,\\nand found the subject inexhaustible. What became\\nof religious beliefs in the midst of this universal ban-\\ntering Father Rapin has said a word which is really\\nthe best and most sensible in all his writings It is\\nnot by these means that the Gospel is preached and\\ndefended. {Mem. t. ii. p. 195.) While the pastors\\nwere righting with their crooks, as they are shown in\\na print, the wolves carried off the sheep. Is this, after\\nall, to be so much regretted I think not; for behind\\n1 Gerberon describes the procession organized by the\\nJesuits of Macon They made all their scholars march\\nin order, two by two, through the streets of the town,\\ndressed in white. After them came a triumphal car,\\non which was a handsome young man dressed up as a\\ngirl, with everything that the vainest women use as\\nornaments; and in order to denote what he represented,\\nhe carried a banner, on which were read these words,\\nin handsome characters, Grace suffisaxte. Behind\\nthis car was seen another young man tied and bound,\\nwho wore a paper mitre and other pontifical ornaments\\nto match, and who was covered from head to foot with\\na large black veil to denote the defeat and disgrace of\\nJansenius. (Hist. gen. du jansenisme, t. i. p. 483.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0127.jp2"}, "128": {"fulltext": "122 POKT-ROYAL EDUCATION\\nincredulity and indifference walked liberty of con-\\nscience, tolerance, justice, and humanity. Maurepas,\\nwho, under Cardinal Fleury, took an active part in\\nthis trifling, was not, perhaps, wrong in saying, We\\nhave no other means of avoiding the civil war that the\\nJesuits wish to bring on us. (Mem. t. ii. p. 73.) In\\nfact, really religious minds have no reason to complain\\nthat all this polemical theology has ceased to separate\\nthem from God and those who are more sensitive to\\nthe love of their neighbor rejoice to see so copious a\\nsource of terrible hatred exhausted and religious per-\\nsecutions for ever ended. May Port-Eoyal, to which\\nwe owe so many grand lessons, still secure to us, by\\nthe sight of its ruins this glorious conquest of the\\nmodern spirit horror of intolerance, and respect for\\nliberty.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0128.jp2"}, "129": {"fulltext": "ORIGIX OF THE PETITES ECOLES.\u00e2\u0080\u0094 Saixt-\\nCyrax\\nI wish I could read in my heart the affection that I\\nhave for children, and how there is nothing that is not\\nmodified by the reflections that the prudence of faith\\nand grace obliges us to make. And when I formed\\nthe design of building a house which should be, as it\\nwere, a seminary for the Church, to preserve in it the\\ninnocence of the children, without which I perceive\\nevery day that it is difficult for them to become good\\necclesiastics, I only intended to build it for six chil-\\ndren, whom I would have chosen throughout the city\\nof Paris, as it might please God that I should meet\\nwith them, and I would have given them a master\\nespecially to teach them Latin, and with him a good\\npriest, whom I had already in view, to direct and gov-\\nern their consciences. And I intended to give them\\nfor Latin (if he whom I had should happen to fail me)\\na man of twenty or twenty-five years of age, knowing\\nthat an older man is usually rather unfit to teach lan-\\nguages to children. This design having been destroyed\\nby my imprisonment, x I have thought no more of it, and\\n1 On Friday, 14 May 1638, Saint-Cyran was taken to\\nthe Castle of Vincennes, where he remained a prisoner\\nuntil the death of Richelieu.\\n(123)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0129.jp2"}, "130": {"fulltext": "124 PORT-ROYAL WRITERS ST. CYRAN\\nhave given all the money that I had, except two thous-\\nand francs for this house, to the poor. It is true that\\nfinding here the son of a poor widow, who seemed to\\nhave good abilities, I have gradually taught him in my\\nroom; but a domestic disturbance 1 having driven him\\naway, I have been obliged to continue my charity to\\nhim by sending him to Port-Royal, because otherwise\\nhe would have been ruined among the soldiers, and\\nthose who had taken him from me by their authority\\nwould have succeeded in their design of injuring him.\\nIn fact, the circumstances were such that I could not\\nabandon him without displeasing God and violating\\nthe character that He has given me, which is a per-\\nsonal law, and ought rather to be obeyed than public\\nlaws. 2 But I have since willingly consented that the\\n1 M. de Saint- Cyran, although very badly treated by\\nthe lieutenant of the governor of Vincennes, had given\\nsome attention to his two sons and as his zeal for\\nthe education of children was very great, says Lance-\\nlot, he added a third to them, who was the son of a\\npoor woman, a niece of the precentor of the Sainte-\\nChapelle. This last soon out-stripped the other two,\\nwhich made the lieutenant s wife so jealous, that she\\nforbade M. de Saint-Cyran to see any children, under\\nthe pretext that he might instil bad principles into\\nthem. (Mem. t. i. p. 133.)\\n2 The clearness of these declarations explains the\\nascendancy of Saint-Cyran. He said one day to\\nLemaitre: You are not yet accustomed to this Ian-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0130.jp2"}, "131": {"fulltext": "ORIGIN OF THE PORT-ROYAL SCHOOLS 125\\ngood, work that I began with the children of M. Big-\\nnon 1 should be continued at Port-Eoyal, as much\\nbecause it is difficult for me to interrupt what I am\\ndoing for God s service as because M. Bignon gave me\\ntwo thousand francs to employ as I should think fit,\\nand which I had determined to employ on the above-\\nguage, and people do not talk so in the world, but\\nhere are- six feet of ground (his room) inhere neither chancel-\\nlor nor any one else is feared. There is no power that can\\nprevent us speaking the truth here as it ought to be\\nspoken.\\n1 The establishment of the Petites Ecoles de Port- Royal\\nwas due to the solicitations\\nof this celebrated magistrate\\n(Jerome Bignon). M. de\\nSaint- Cyran had often given\\nhim his ideas on the Chris-\\ntian education of children,\\nand M. Bignon, after press-\\ning him for a long time to\\nput his ideas in practice,\\ndemanded as a tribute due\\nJerome Bignon. i59o-i\u00c2\u00ab56 to their mutual friendship\\nthat the pious abbe should undertake the charge of the\\nChristian education of his sons, Jerome and Thierri\\nBignon. It was on their behalf that the Petites Ecoles\\nwere set up outside Port-Eoyal by^MM. Lancelot and\\nDe Saci, while their sister, ^\\\\farie Bignon, was edu-\\ncated within the monastery. (Supplement au Xrcrologe,\\np. 398.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0131.jp2"}, "132": {"fulltext": "126 PORT-ROYAL WRITERS ST. CYRAX\\nmentioned building, in order that the children might\\nshare in the charity of their father. For I am much\\nconcerned lest those who have chosen me as the instru-\\nment of some good work should not be the first to reap\\nthe benefit of it. Nevertheless, I understood this in\\nsuch a manner that if the children turned out intrac-\\ntable and unwilling to submit to the discipline under\\nwhich I wished them to live in this house, it should\\nbe in my power to dismiss them without those from\\nwhom I had received them, not even excepting M.\\nBignon, bearing me any ill-will for it\\nThe duty of instructing children is in itself so irk-\\nsome, that I have seldom seen a wise man who has not\\ncomplained and grown tired of it, however short a time\\nhe has worked at it; and the most devout man in the\\norder of Saint-Benedict have found this penance the\\nhardest of all. You may read an example of it in the\\nlife of St. Arsenius; 1 and for my own part I have\\nalways considered this occupation so troublesome 2 that\\nI have never employed any man in it to whom God had\\nnot imparted this gift or if I have been deceived in\\nmy choice, I have removed him as soon as I perceived\\n1 Arsenius (350-445), governor of the children of\\nTheodosius the Great, whose court he quitted to pass\\nthe remainder of his life in a desert of Egypt.\\n2 He calls it a tempest of the mind on account\\nof its religious responsibility.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0132.jp2"}, "133": {"fulltext": "ORIGIN OF THE PORT-ROYAL SCHOOLS 127\\nthat he did not possess it. I should think I had done\\na great deal, although I had not advanced them much\\nin Latin up to the age of twelve years, by causing them\\nto pass these early years in the close of a house or\\nmonastery in the country, by giving them all the past-\\ntimes suitable to their age, 1 and showing them the\\nexample of a good life in those who were with me\\nExtract from a letter of M. de Saint-Cyran written\\nfrom the Bois de Vincennes. (Supplement au Necrologe,\\np. 46.)\\n1 This wise care not to overpress the children sug-\\ngested to Rousseau his theory of negative education up\\nto this age of twelve years: You are alarmed, he\\nsaid, to see the child waste his early years in doing\\nnothing What Is it nothing to be happy Is it\\nnothing to jump, play, and run all day long He will\\nnever be so busy in all his life. Saint-Cyran, who\\nallows the child all the pastime suitable to his age, is\\nvery careful to surround him with good examples.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0133.jp2"}, "134": {"fulltext": "OF THE CHARITY OF M. DE SAINT-CYRAX\\nTOWARDS CHILDREN.\u00e2\u0080\u0094 Lancelot\\nHe thought that the whole course of life\\ndepended on this early age, and that, provided the\\nyoung were well brought up, it might be hoped that\\npublic posts would be filled with the most worthy offi-\\ncers and the Church with the most virtuous men, and\\nthat the Republic and private families would draw\\nfrom it incalculable advantages. So that it might be\\nsaid of this good work, which is now so much neglected\\nand abandoned, Porro unum est necessarium, that it is,\\nin a sense, the one thing needful, since, if it were entirely\\nsuccessful, most other disorders would be remedied;\\non the other hand, if this foundation be wanting, it\\nwas a necessary consequence that the effects of it\\nwould be felt during the remainder of life.\\nM. de Saint-Cyran also used to say that whatever\\nvirtues parents might otherwise possess, this single\\npoint was fitted to condemn them if they did not do\\n1 That is, the State. This sense appears very clearly\\nfrom the distinction that Etienne Pasquier, in the six-\\nteenth century, draws of three kinds of republics:\\nthe royal, the manorial, and the popular/ (Lettres, liv.\\nxix. lettre 7.)\\n(128)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0134.jp2"}, "135": {"fulltext": "LANCELOT S DESCRIPTION 129\\ntheir duty in obtaining a good education for their chil-\\ndren, 1 which is at the present time more rare and diffi-\\ncult to find than is thought. He could not sufficiently\\nwonder at the blindness of most parents, who do not\\nsee that, even if there were no question of eternity in\\nit, their own interest should lead them to fulfil this\\nobligation, since it only too often happens that those\\nwhom they think they have brought into the world to\\nbe the support and honor of their family become the\\ndisgrace and ruin of it for want of a good education.\\nHe could not understand how, when it is a question of\\nsettling their children in places, in employments, and\\nin the world, they inconvenience themselves as if they\\nwere staking everything on it, although they often\\nonly procure for them the means of ruining themselves\\ninstead of which, when it is necessary to educate them\\nwell, for the satisfaction of their own consciences and\\nthe secure establishment of their children s well-being,\\nthey are unable to find the means for it, and complain\\nof the smallest expense. And truly in this they show\\nthat they cannot be true Christians, since not only is\\n1 Saint- Cyran, in a letter addressed to a person of\\nquality says, As they hasten to baptism they should\\nhasten to education, and all that is done for children\\nwithout that brings the malediction of God on the\\nfather and mother, who are the visible guardian angels/\\n(Lettres chretiennes et spirituelles de Saint-Cyran, 1685, t.\\nii. p. 326.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0135.jp2"}, "136": {"fulltext": "130 PORT-ROYAL WRITERS ST. CYRAN\\nacting in this way like building their house on the\\nquicksands, but is even throwing themselves with those\\nwho compose it, and who ought to support it, into the\\nflood which beats against it. He deplored the mis-\\nfortune of our age, in which the devil had found a\\nmuch easier means than did formerly that Pharaoh,\\nking of Egypt, who was only his shadow, of ruining\\nthe children of the Church this plague being so much\\nthe more appalling, as he often makes use of the negli-\\ngence or avarice or other passions of their parents in\\norder to ruin them, instead of which the Israelites\\nfelt at least their ill-fortune, and did all in their power\\nto save their children from the rage of the tyrant.\\nHe admired the Son of God, who, in the highest\\nfunctions of His ministry, would not that little chil-\\ndren should be forbidden to approach Him; who em-\\nbraced and blessed them; who has charged us so\\nstrictly not to despise or neglect them, and who has\\nspoken of them in such favorable and astonishing\\nterms as to astound those who offend the least of them.\\nThus M. de Saint-Cyran always showed a kindness\\nfor children that went even so far as a sort of respect,\\nto honor in them the innocence of the Holy Ghost who\\ndwells in them. He blessed them and made the sign\\nof the cross on their foreheads, and when they were\\nable to understand it, he always spoke some kind word,\\nwhich was like the seed of some truth that he threw", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0136.jp2"}, "137": {"fulltext": "Lancelot s description 131\\nout in passing, and in the sight of God, that it might\\ngerminate in due season. Once when he came to see\\nus he went into the children s class-room, and as he\\nalways had a cheerful look and a heart inclined to do\\ngood, he said, caressing them: Well, what are you\\ndoing for you must not lose time, and what you do\\nnot fill up the devil takes for himself They\\nshowed him their Yirgil that they were studying, and\\nhe said, Do you see all those beautiful verses Vir-\\ngil, in making them, procured his own damnation, be-\\ncause he made them through vanity and for glory.\\nBut you must save yourselves in learning them, because\\nyou ought to do it for the sake of obedience and to fit\\nyourselves for serving God. 1 (See page 18.)\\nA boy of whom he had taken charge during his im-\\nprisonment, and to whom he afterwards continued his\\nkindness, having fallen into evil courses, gave him so\\nmuch pain that he told me that all his troubles in\\nprison were nothing compared to this affliction. After\\nhis release he wished him to visit him every day. and\\nreceived him, and left whatever occupation he was\\nengaged in, even his great work, in order to speak a\\nkind word to him, or to try and lead him back to God.\\nHe did not succeed, however; and this would be a\\nstory 1 worth writing at length, to show how unfathom-\\n1 For nothing, said Lancelot, who had been en-\\ntrusted with the education of this bov, and shared the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0137.jp2"}, "138": {"fulltext": "132 PORT-ROYAL WRITERS ST. CYRAX\\nable are the judgments of God, and that the prayers\\nof the saints do not suffice to avert the perdition of\\nthose whom God has abandoned. This boy, having\\nbegun by stealing an old skull-cap from M. Singlin, 1\\nand selling it for two liards in order to have something\\nto gamble with, and afterwards taking all he could pil-\\nfer, advanced by such rapid strides towards his ruin,\\nthat he even took the silver spoons, fell into all kinds\\nof debauchery, and became at length a thorough rogue,\\nas his mother herself once told me\\nM. de Saint-Cyran thought so highly of the charity\\nof those who employed themselves in bringing up chil-\\ndren in a Christian manner, that he said there was no\\noccupation more worthy of a Christian in the Church\\nthat after the love of which it is said, major em, haec\\nwork with M. De Saci, shows more plainly that a\\nperson does not do all the good he imagines in under-\\ntaking the care of a child if he does not seriously\\ndevote himself to it and take all necessary trouble. He\\nacts then like a nurse, who should be satisfied with\\ngiving the breast to her nursling at stated hours, and\\nshould expose it the rest of the time to whatever might\\nhappen. This poor child then, not being sufficiently\\nwatched over, fell into disorderly ways. (Mem. de\\nSaint-Cyran, t. i. p. 133.)\\n1 Singlin, confessor of the nuns at Port-Royal for\\ntwenty-six years, then superior of the two houses des\\nChamps and the Faubourg Saint-Jacques for eight years,\\ndied 1664.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0138.jp2"}, "139": {"fulltext": "LANCELOT S DESCRIPTION 133\\ndUectionem nemo habet 1 (St. John, xv. 13), which makes\\nus willing to die for our friends, this was the greatest\\nthat it was the shortest way of going back in his mind\\nand expiating the faults of his youth; that one of the\\ngreatest consolations we could have in dying was that\\nwe had contributed to the good education of some\\nchild; and that, in fine, this employment was sufficient\\nby itself to sanctify a soul, provided it had been carried\\nout with charity and patience. He said that we ought\\nto be, not only the guardian angels, but in some sort\\nthe providence of children who were committed to our\\ncharge, because our chief care should be always to\\nattach them to what is good with gentleness and char-\\nity, as we have need that God should attach us to it\\nand make us do it. He usually reduced what it is\\nnecessary to do with children to three things: to speak\\nlittle, bear with much, and pray more.\\nHe desired that we should bear with their faults and\\nweaknesses, in order to induce God to show mercy to\\nours, and perhaps afterwards to strengthen these young\\nplants when they should learn what patience we have\\nexercised towards them. He added that we should\\nhave still more charity and pity for those whom we saw\\nto be more unformed and backward He could not\\nbear that anyone should employ too severe looks and\\n1 Greater love hath no man than this, that a man\\nlay down his life for his friends.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0139.jp2"}, "140": {"fulltext": "134 PORT-ROYAL WRITERS ST. CYRAN\\ntoo imperious a manner, which had something of dis-\\ndain, or was likely to intimidate them and make them\\npusillanimous, 1 which is expressly forbidden us by the\\nPrince of the Apostles.\\nOn the contrary, he wished a suitable familiarity to\\nbe used with them, which should win them by a calcu-\\nlated gentleness and a truly paternal love, and which\\nshould lead us to be very condescending to them, since\\nif they had no confidence in us, and did not perceive\\nthat we felt kindly towards them, it would be impossi-\\nble to do anything. 2 And this explains why he often\\ncondescended in prison to play at ball on a table with\\nchildren of seven or eight years old.\\n1 The recommendation is excellent, but how is it to\\nbe reconciled with the precept to annihilate our own\\nwill The Mother of Agnes wrote, 30 April, 1652, to\\nMdlle. Perdreau Read, in V Amour de Dieu of the\\nsaintly bishop of Geneva, what he says on the death of\\nthe will.\\n2 Leading them with watchfulness and gentleness,\\nsaid Saint-Cyran, in a letter to a person of quality,\\nand sometimes requesting instead of commanding\\nthem, and complying a little with their humor for a\\ntime in order to lead them to act without such compli-\\nance in the future Only care must be taken to use\\nthis compliance with much circumspection an impar-\\ntiality, always bearing in mind that we must not stop\\nthere, and that, if we are obliged to condescend to\\nthem, it is onlv in order to raise them to our own level", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0140.jp2"}, "141": {"fulltext": "LANCELOT S DESCRIPTION 135\\nHe did not wish the teachers to have recourse hastily\\nto the use of the birch, unless for very serious faults,\\nand then only after having employed all other means\\nof punishment. For he desired them to bear with their\\nfaults in order to put themselves to the test before God 7\\nand to do nothing rashly, and also to pray for them be-\\nfore punishing them then he wished them to be warned\\nby signs only, then by words, and after several repri-\\nmands to employ threats, that they should be deprived\\nfor a time of something they liked, or of play, even of\\ntheir luncheon or part of their breakfast, and tnat the\\nbirch should be used only in the last extremity and for\\ngrave faults, especially with those who were seen to\\nbe capable of being won by gentleness and reason.\\nHe, however, desired this punishment to be used with\\nthose who were naturally thoughtless, or hasty-tem-\\npered, or who were given to lying or laughing on the\\nmost serius occasions. 1 In fine, he did not wish, any\\nmore than Saint Benedict, that faults committed in\\nchurch should be pardoned.\\nand to withdraw them little by little from their inferior\\nposition, and not to satisfy our own inclinations by\\nfollowing theirs, and to indulge ourselves with them\\nin an indolent compliance so easy to our nature.\\n(Lettres chretiennes et spirituelles, 1685, t. ii. p. 3*26.)\\n1 M. Varin makes this sprightly remark: Saint-\\nCyran only whipped children for grave faults, but he\\nput bursts of laughter in the number of grave faults.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0141.jp2"}, "142": {"fulltext": "1M PORT-ROYAL WRITERS ST. CYRAX\\nBut he said that using chastisement without much\\nprevious prayer was to act like a Jew, and not to know\\nthat all depended on the blessing and grace of God,\\nwhich we should endeavor to drawdown on men by our\\npatience in bearing with them. He added that some-\\ntimes we should even punish and chastise ourselves\\ninstead of them, as much because we should always\\nfear that we may have been partly responsible for their\\nfaults by our hastiness or negligence, as because this\\nduty was a general obligation on all who were entrusted\\nwith the conduct of others. x He said that it was\\nnecessary to oppose a constant watchfulness to that of\\nthe devil, who is always seeking an entrance into these\\ntender souls. He recommended also to sustain the\\nprayers of the children of whom they had charge by\\ntheir own, thus aiding the attention which .was not to\\nbe expected from them.\\n(La verite mr les Arnauld, t. ii. p. 185. The critic should\\nnot have omitted these important words: On the\\nmost serious occasions\\n1 A very wise precept, in which we are not to sup-\\npose a refinement of spirituality. It is a very judicious\\nand exact estimation of the responsibility for the faults\\nof the pupils that may often be traced back to the\\nmaster. May not their inattention, for example, be\\noften explained by facts which are not in the least per-\\nsonal to them The unprepared lesson is not inter-\\nesting, it is too long, it is not sufficiently within their\\ncapacity, etc.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0142.jp2"}, "143": {"fulltext": "LANCELOT S DESCRIPTION 137\\nHe was careful to warn that, in order to guide chil-\\ndren well, it was necessary plus prier que crier, 1 to ask\\nrather than scold, and to speak more of them to God\\nthan of God to them for he did not like lung speeches\\non piety to be made to them, or that they should he\\nwearied with instruction. He wished that they should\\nonly be spoken to at those opportunities and on those\\noccasions which God called into existence, and accord-\\ning to the impulse that He gave us, and the disposi-\\ntion to receive it well that He showed us in them,\\nbecause the impulse to give depended on God as well\\nas the gifts, and that what we said to them in this way\\nhad a quite different effect from what we might say of\\nourselves.\\nIn fine, he thought that the chief point in the good\\neducation of children was the good example that\\nshould be given them, 2 and the perfect regularity of\\n1 A very effective conjunction of words. How many\\nyoung teachers, in the inconsiderate zeal of their first\\nattempts, would derive profit from meditating upon\\nit It is not only hygiene that recommends it for the\\nwise conservation of energy, it is especially pedagogy,\\nwhich teaches that the authority of the master has no\\nsurer foundation than calmness and self-control.\\n2 We feel that Saint-Cyran means here by good\\nexample especially the practice of religion, but it is\\neasy to give a wider and more general interpretation to\\nthis advice. Pedagogy has no more important pre-\\ncept. The teachers of Port-Eoyal, with Saint-Cyran", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0143.jp2"}, "144": {"fulltext": "138 POET-ROYAL WRITERS ST. CTRAN\\nthe house in which they were pupils. A father of the\\nchurch once said, speaking of the education of a\\nyoung girl, Remember, you who have brought a vir-\\ngin into the world, that you must teach her more by\\nexample than precept She must hear nothing but\\nwhat has reference to the fear of God. Keep from\\nher that criminal liberty that children take do not let\\nthe girls or the servants who accompany her frequent\\nthe world lest they teach their pupils more evil than\\nthey would otherwise have learnt. And this is what\\nM. de Saint-Cyran recommended for the boys as well\\nas the girls, desiring also that they should be careful\\nto limit intercourse with the outside world, from which\\nthey might receive some hurtful influence and he was\\naccustomed to say that communication with the world\\nwas infectious, and did no less harm to the soul than\\nthe plague did to the body. Neither did he wish that\\nmoney should be left with them. And one day when\\nhe sent some sweetmeats to a little girl he gave this\\ncaution to a person who had charge of some children\\n11 Do not accustom them to the delights of earth, which destroy\\nthe taste for those of Heaven.\\nHe could not tolerate that the sciences and study\\nshould be made the principal thing in the education of\\nat their head, had the right to place in the first rank\\nof maxims that which they practised so well themselves,\\nnamely, example.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0144.jp2"}, "145": {"fulltext": "Lancelot s description 139\\nchildren as we do now. He regarded this condnct as\\none of the greatest mistakes which could he committed\\nagainst the sanctity of this employment, and observed\\nthat, besides dissatisfying those who were backward\\nand making others vain, it reacted on the State and\\nthe Church, burdening the Spouse of Christ with a\\nnumber of persons whom she had not called, and the\\nState with a great number of idlers who considered\\nthemselves above the rest because they knew a little\\nLatin, and who thought they would be dishonored in\\nfollowing the calling in which their birth would have\\nplaced them. Therefore he said that among the chil-\\ndren of whom one should be entirely master, although\\nthere might be a great many of them, very few ought\\nto be put to study, 1 and only those in whom great\\ndocility and submission had been noticed, with some\\nmark of piety and of assured virtue.\\nM. de Saint-Cyran, having this conception of the\\neducation of youth, and regarding it as one of the\\nmost necessary duties [of the State and the~ Church,\\noften said, and he once wrote to [me, that he would\\nhave been delighted to pass all his life in it. But he\\ndid not intend, in saying that, to make himself a slave\\n1 Arnauld d Andilly advises the queen-mother to\\ndiminish the number of colleges, and only to have-\\nschools to teach reading and writing. (Varin, la\\nVerite sur les Arnauld, 1847, t. ii. p. 353.) This was\\nalso the idea of Richelieu.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0145.jp2"}, "146": {"fulltext": "140 PORT-ROYAL WRITERS ST. CYRAN\\nto the temper and injustice of parents who only burden\\nus with their children in order to relieve themselves at\\na time when they have only the trouble of them, and\\ntake them away as soon as they can to sacrifice them\\nto their interest and vanity; for it may be said in this\\ncase that an occupation worthy of the angels and a\\nwork of love is turned into meanness and pedantry.\\nAnd certainly it would be better, if some persons are\\nreduced by necessity to submit to such conditions, to\\nlearn a trade or to cultivate the land. They would\\nhave at least this consolation, that they were doing\\npenance in the way that God imposed it on the first\\nman, and would be exempt from a great number of\\nbad consequences in which they are often involved\\neither for themselves or for those who are brought up\\nin a thoroughly pagan manner; and besides, the labor\\na man undergoes in this employment, when it is not\\ngoverned by the maxims of God, is much greater when\\nhe takes some care in discharging it, than that of cul-\\ntivating the land, and undermines the body more, and\\nvery much accelerates the end of our life.\\nM. de Saint-Cyran never undertook the charge of\\nchildren unless he had some hopes of being entirely\\n1 Camper, of Berlin, has calculated that out of 100\\npersons, the age of 70 years is reached by 42 theolo-\\ngians, 29 lawyers, 28 artists, 27 schoolmasters and\\nprofessors, and 24 doctors. (Michel Levy, Traite\\n,cV hygiene, t. ii. p. 872.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0146.jp2"}, "147": {"fulltext": "LANCELOT S DESCRIPTION 141\\ntheir master, and was certain of the mind and inten-\\ntions of the parents. Thus, one day, the late duchesse\\nde Guise having sent a person to speak to him about\\nthe education of the present M. de Guise (Henri II.),.\\nwho was then destined for the Church, as he had a.\\ngreat desire to see persons of high rank better educated\\nthan others, because he knew its importance, he did\\nnot decline the proposal, and even partly pledged his\\nword, but only on condition that this princess should\\nnot interfere in it at all, and should entrust the care,\\nof her son entirely to him, which Mme. de Guise not\\nbeing sufficiently disposed to do, he withdrew his;\\npromise, and would not hear it spoken of again.\\nAfter that we ought to be less astonished that M. de\\nSaint-Cyran was so eager to induce everybody to do\\ncharitable offices to children, since he did not decline\\nto do them himself and that he thought that the\\nmerit and rank of private persons did not give them\\nthe right to despise them, since God judged them\\nworthy of His angels, according to this saying of\\nChrist, Their angels do always behold the face of my\\nFather who is in heaven.\\nBut it is perhaps one of the greatest artifices of the\\ndevil to have rendered contemptible that method by\\nwhich he foresaw that very many souls might be rescued\\nfrom him by preserving the children in innocence.\\nThere are means of inducing persons of every condition", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0147.jp2"}, "148": {"fulltext": "142 PORT-ROYAL WRITERS ST. CYRAN\\nto undertake all sorts of pious works, but simply to\\npropose this to them would seem to be an error. No\\none is afraid to expose them to the infectious diseases\\nof prisons in order to visit the prisoners, or to the\\nvitiated air of the hospitals in order to assist the sick,\\nto serve the poor, and to dress wounds, which are\\nsometimes loathsome and yet they would think they\\nwere lowering themselves and taking too much trouble\\nif they undertook the education of a child. I know\\nvery well that not everybody is fitted for it but if this\\ngift is rare, that is no reason for despising it; and if\\nthe lack of this gift excludes many persons, it would\\nseem to me very reasonable that men s fancies should\\nnot exclude still more.\\nI have sometimes wondered why, when the profession\\n\u00e2\u0080\u00a2of doctors obliges them to see so many foul and disa-\\ngreeable things, and often exposes them to infected\\nair, so many, nevertheless, are found to adopt it pre-\\nsumably it is because men s attachment to life makes\\nthis profession honorable and why, at the same time,\\nthese same men have so little scruple in despising that\\nprofession which can most contribute to the eternal\\nsalvation of their children And I have in the same\\nway been astonished that the apostle St. Paul, having\\nexpressly stated that judicial affairs should be the por-\\ntion of the inferior persons in the Church (1 Cor. vi.\\n4), we, nevertheless, see no one higher placed now", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0148.jp2"}, "149": {"fulltext": "LANCELOT S DESCRIPTION 143\\nthan those who take part in them, and that one of the\\ngreatest of the successors of the apostles having assured\\nus that the guidance of the most tender soul is a\\ngreater thing than the government of a world, we see\\nno employment so despised as this to which it apper-\\ntains to lay the foundations of a good character. 2 But\\nit is still more astonishing to see occupations and\\noffices which are base in themselves so highly esteemed\\nin princes houses, such as those of seneschal and mas-\\nter of the stables, and that what has reference to the\\ncare and education of reasonable creatures, who have\\n1 Chaining, De V education per wnnelle, p. 35: The\\nperfect education of a child\\nrequires more reflection, and\\nperhaps more wisdom, than\\nthe government of a State,\\nfor this simple reason, that\\npolitical interests and needs\\nare more tangible, material\\nand sensible than the devel-\\nopment of thought and feel\\nwilliam ellert channing, mg or than the subtle laws\\n1780-1842 t h e sou i w hi c h should all\\nbe studied and understood before education is fin-\\nished\\n2 Lucian has said somewhere that the gods made\\nschoolmasters of those whom they hated; and Mel-\\nanchthon has written an oration de miseriis paedagogo-\\nrwm. Gui Patin, Lettres, t. iii. p. 140.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0149.jp2"}, "150": {"fulltext": "144 PORT-ROYAL WRITERS\u00e2\u0080\u0094 ST. CYRAN\\nbeen redeemed by the blood of God, is considered the\\nlowest employment in nature. Truly we must\\nacknowledge that men s blindness is -very great.\\nI know very well that most worldly people would\\nlaugh at me if they saw this. But let them laugh, if\\nThou, my God, dost not laugh at it .Let them say\\nwhat they will, that the world is ordered thus, that\\nhabits cannot be changed, and that men will never be\\ninduced to hold in esteem an employment which they\\nhave always despised. Let them not pretend, then, to\\ninduce us to pity them very much for misfortunes\\nwhich often happen in their families for want of this\\nesteem; or, rather, let them not prevent us pitying\\nthem very much, since the love of Christ constrains us\\nto blame this unfortunate habit\\nAs M. de Saint-Cyran was very enlightened, he was\\nfar removed from these worldly maxims, and knowing\\nthe importance of the care and education of the young,\\nhe looked upon them in a very different manner.\\nHowever painful and humiliating these offices were in\\nmen s eyes, yet he did not fail to employ in them per-\\nsons of position without their thinking that they had\\na right to complain, because they saw with how much\\nzeal and charity he practised what he advised others\\nto do. For I have often seen him give lessons to his\\nnephews, who lived with him, not regarding them as\\nhis nephews, as he once told me, but as children whom", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0150.jp2"}, "151": {"fulltext": "LANCELOT S DESCRIPTION 145\\nhe was endeavoring to bring up in a Christian manner.\\nOne day, when he went into a shop to buy a pair of\\nstockings, he saw a little boy who seemed to him very\\npromising. He was sorry to learn that he was sent to-\\ncollege, where he ran the risk of being spoilt, and told\\nthe shopkeeper to send him to him, and that he would\\nteach him with his nephew. He did so for some time,\\nbut the child, not having turned out so well as he\\nwished, he was obliged to dismiss him.\\nWhen he was in prison he had three young children,\\nwhom he took the trouble to instruct; and when he-\\nplaced M. d Espinoy 1 and M. de Villeneuve (son of M.\\nd Andilly) under my care, he was good enough to tell\\nme that he would be their undermaster, and that if\\nGod restored him to liberty he would take them with\\nhim.\\nThus M. de Saint-Cyran reduced to practice his\\nideas of things and his knowledge of virtue, and\\nadvised others in this spirit; for when M. Singlin first\\nsubmitted himself to him he was delighted with the\\nproposition that he made to him to devote himself to\\n2 M. d Espinoy, youngest son of M. de Saint-Ange,\\nhead steward to the Queen, retired to Port-Eoyal de\\nChamps on the death of his father in 1651, and died\\nin 1676, under the care of M. De Saci, who had a great-\\naffection for him, says a note of Lancelot. (Mem. t. L\\np. 338.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0151.jp2"}, "152": {"fulltext": "146 PORT-ROYAL WRITERS ST. CYRAN\\nchildren, and destined him for this employment, for\\nwhich he had told me that God had sent him to him.\\nLong before this he had given his nephew, M. de\\nBarcos, to M. d Andilly, in order to take charge of his\\nchildren, at a time when Cardinal Eichelieu would\\nhave been glad to have him. He entrusted M. De\\nSaci with the instruction of a little boy who had been\\ntaken from him when he was in prison, and for whose\\nguidance he wrote him two beautiful letters, in which\\nit is wonderful to see with how much care and pre-\\ncision he descends to the smallest details and after he\\nhad placed this boy with me he wished M. De Saci to\\ntake charge of him in the mornings, because I was\\noccupied in the church. 1 When M. Arnauld placed\\nhimself under his direction, he proposed to him to\\nundertake the charge of a young marquis who gave\\nsigns of wishing to retire from the world. In fine, we\\nknow that he set everybody, on every opportunity, to\\nthis employment (Lancelot, Memories touchant la vie\\nde M. de Saint-Cyran, t. ii. p. 330.)\\nSAINT-CYRAST S LITERARY THEORY\\nLancelot\\nIf M. de Saint-Cyran had a great desire to see truth\\ndefended, he was not less particular about the manner\\nin which he wished its defence to be conducted. What\\n1 Lancelot fulfilled the sacristan s duties.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0152.jp2"}, "153": {"fulltext": "HIS LITERARY THEORY 147\\nlie has written on the subject in various letters would\\nalmost dispense me from speaking of it here if I did\\nnot consider this point very important, and had not\\nlearnt from him several things on this subject which I\\nshould scruple to omit.\\nThe first maxim that M. de Saint-Cyran laid down\\non that subject was that one should never write unless\\nthe impulse came from God; and he said that it was\\nsometimes more difficult to know when a truth should\\nbe published or defended than to know the truth itself.\\nNevertheless, he thought that it was necessary to do so\\nwhen it was attacked by its enemies, or there were\\nsome persons who desired instruction in it. He said\\nthat then God would guide our pen and direct our\\nsteps; 2 otherwise there was nothing more dangerous\\n1 Chiefly in letters addressed to M. Arnauld, bearing\\non the title-page A un ecclesiastique de ses amis. In\\nvols. ii. and iii., ed. 1679.\\n2 I have often seen him, says Lanceot, after\\nhaving soared like an eagle while speaking to us, sud-\\ndenly stop short, not because I have nothing to say,\\non the contrary, because too many things present them-\\nselves to my mind; and I look to God to know what\\nis best for me to say to you. Thus his speech as well\\nas his reading, in a word, his whole life, became a con-\\ntinual oblation to God, neither saying nor doing any-\\nthing of himself, and always looking to the Holy Spirit\\nwith deep humility, in order to act only in and by\\nHim. (Memoires, vol. i. p. 45.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0153.jp2"}, "154": {"fulltext": "148 POET-ROYAL WRITERS ST. CI RAX\\nthan to advance by oneself, and that nothing led more\\neasily to deception and error than such rashness, what-\\never natural ability and learning a man might possess.\\nHe showed this by the books of Origen, x De Principiis,\\nin which he wished to treat of questions more curious\\nthan useful. And he always said, Qui a semetipso\\nloquitur gloriam propriam quaerit. (He who speaketh of\\nhimself seeketh his own glory), paying attention to\\nwhat is said in the same place that he only who sub-\\nmits to the will of God can know the truth, as he who\\nseeks only this glory is true and free from all un-\\nrighteousness.\\nNor was it sufficient that the motive should be legiti-\\nmate. M. de Saint- Cyran still wished that it should\\nnot be carried out in too solely human a manner, 2 as\\n1 Origen, of Alexandria (185-254), a doctor of the\\nChurch, author of Commentaries on Holy Scripture, an\\nApology for Christianity against Celsus, a treatise against\\nheresies, entitled Pkilosopkumena. Several of his\\nopinions have been condemned.\\n2 The disciples of Saint-Cyran did not always follow\\nthis important advice. Lancelot candidly acknowl-\\nedges it: Perhaps, said he, the manner in which\\nwe acted in defence of the truth was not pure enough,\\nand the means employed were too hasty or ill-concerted\\nor even too human Sometimes the things of God\\nare injured by too much action rather than by remain-\\ning in humble repose We may also add that we did", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0154.jp2"}, "155": {"fulltext": "HIS LITERARY THEORY 149\\nif it were only a question of carrying things by force\\nof words, or that God had need of our eloquence, be-\\ncause truth has need of no one and after having done\\nall we can, and all we think ourselves obliged to do,\\nwe must still say, Servi inutiles sumus (St. Luke xvii.\\n10, We are unprofitable servants). Therefore he wished\\nthat in such conjuctures a man should rather consult\\nthe movements of his heart than those of his mind, in\\norder to listen to God and not be led astray by his own\\nimagination.\\nJust as in order to derive profit from the sacred\\nbooks we should read them in the same spirit in which\\nthey were written, so, in order usefully to defend\\nsacred truths, we should be animated with the spirit\\nof the saints.\\nTherefore M. de Saint-Cyran wished men to write as\\nthey prayed, that is, with the same respect and sub-\\nmission to the Divine Majesty. He recommended men\\nalways to keep their hearts attentively fixed on God,\\nthat they might say nothing but what He inspired, so\\nthat work becoming as it were a prayer, it might draw\\nnot confine ourselves within the limits marked out by\\nM. de Saint-Cyran, contenting ourselves (as he wished)\\nby showing that the doctrine that was followed was\\nnot that of M. d Ypres, but of St. Augustine; it was\\nthought safer to insist on the distinction between law\\nand fact, for which we had contended for ten or twelve\\nyears.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0155.jp2"}, "156": {"fulltext": "150 POKT-ROYAL WRITERS ST. CYRAN\\ndown His blessing on their labors. For that reason his 1\\nmaxims were that, in order to write the truth, it was\\nnot so much necessary to look to the moments that\\nhuman wisdom might choose as to those suggested by\\nthe Spirit of God, which it was necessary to wait for,\\nand to follow the impulse that it might please Him to\\ngive us; and that nothing was more dangerous than to\\nspeak of God from memory, or by a mere hjiman effort\\nof our spirit, and it was, in his judgment, far from\\nbeing permissible to mingle with such matters our own\\ninterests or passions.\\nThus, as those who are skilful in eloquence remark\\nvery justly that it consists almost entirely in vividly\\nrepresenting a picture of the thing they wish to\\nexpress, so M. de Saint-Cyran, in a much more pointed\\nmanner, said that we could only speak usefully of truth,\\nwhich is God Himself, by following the idea of it that\\nHe impressed on us, and accompanying it by the move-\\nments that it pleased Him to inspire in us, when we\\nwere careful to look to Him Avith great purity of heart.\\nHence it was that He did not wish men to waste time\\nover speech, 1 and to take more time in weighing their\\n1 I do not know who that Monsieur de Vaugelas is\\nwho writes to you. It seems to me that he has the\\nhumor of M. de Balzac, whom I esteem more than his\\nletter, which I intend to read in three days because I\\nam otherwise occupied, and I wish that, following my", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0156.jp2"}, "157": {"fulltext": "HIS LITERARY THEORY 151\\nwords than a miser in weighing his gold in his scales,\\nbecause nothing more retarded the movement of the\\nHoly Spirit, which we ought to follow. He said that\\nthis precision of speech was rather fitted for acade-\\nmicians than for defenders of the truth that it was\\nalmost enough that there should be nothing that\\noffended in our style; and that what carried away\\nreaders most was the eloquence of the thoughts and\\nthe purity of the movements that the Spirit of God\\nimpressed on us when we were careful to keep our-\\nselves in that sacred union which we should have with\\nHim. It is certain that there is a secret in writings\\nwhich it seems we do not sufficiently know. There is\\na certain transmission on to the paper of the mind and\\nexample, you would moderate the passion you have for\\nwords, of which the fine tissue is less estimable than\\nyou think. (Saint-Cyran, Lettre a Arnauld dJ An-\\ndilly.) Saint- Cyran gave that day very wittily an ex-\\ncellent lesson in literature to the grand epistolier de\\nFrance. But the Discourses of Balzac are worth more\\nthan his letters, and Joubert has estimated him well\\nOne of our greatest writers, and the first among the\\ngood, if we take into account the order of time, useful\\nto read and to meditate and excellent to admire he is\\nequally fit to instruct and to form, both by his defects\\nand his good qualities. He often overshoots the mark,\\nbut he leads to it. It lies in the reader s power to\\nstop there, although the author goes beyond it. (t.\\nii. p. 181.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0157.jp2"}, "158": {"fulltext": "152 POET-EOYAL WEITEES ST. CYEAtf\\nheart of him who writes, 1 which is the cause that we\\nperceive, so to say, his likeness in the picture of the\\nthing that he represents, and that we feel, in a cer-\\ntain way, that mood in which he was when he wrote.\\nThe most incomprehensible thing is that this impres-\\nsion remains in the books for ages, so that the devil\\nlives in the books of the wicked as well as in their\\nsouls, and in the same way the Holy Spirit lives in good\\nbooks in proportion to the grace that animated the soul\\nof him who wrote them. And this shows that a man\\ncannot purify his heart too much in order to speak of\\nthe things of God and of His sacred truths, and that we\\nshould work longer and more seriously to mortify our\\npassions than to acquire knowledge, when we find our-\\nselves called to speak of things that may benefit\\nothers. 2\\n1 Pascal said with more clearness and force When\\nwe see a natural style we are astonished and delighted,\\nfor we expected to see an author, and we find a man.\\n(Pensees.)\\n2 AVhen a man feels himself called upon to compose\\nsome work for God, writes Saint-Cyran to Lemaitre\\non a project of Lives of the Saints, for which, al-\\nthough he may not be very humble, he should always\\nthink himself not very fit, he should withdraw into\\nhimself, humble himself, lament, and pray. He must\\nthink of himself as the tool and the pen of God\\nYou have seen in St. Bernard that he compares God,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0158.jp2"}, "159": {"fulltext": "HIS LITERARY THEORY 153\\nThe slightest cloud that is found in our heart over-\\nflows on to the paper, like a breath that dims the sur-\\nface of a mirror, and the slightest corruption that we\\nhave will be like a gnawing worm, which will pass in-\\nto this writing and gnaw the heart of those who shall\\nread it till the end of the world. (Lancelot, Memoires,\\nt, ii. p. 127.)\\nwith respect to men, to a writer or painter who guides\\nthe hand of a little child, and only asks the child not\\nto move his hand, but to let it be guided It is,\\nthen, the writer and not the child who writes, and it\\nwould be ridiculous for the child to be vain of what\\nhe had done Holding these sentiments, we grow at\\nonce in virtue and knowledge. We acquire wonderful\\nstrength, and throw an odor of piety over the work,\\nwhich first strikes the author and then those who read\\nit. (Fontaine, Mem. t. ii. p. 51.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0159.jp2"}, "160": {"fulltext": "REGULATIONS FOR THE CHILDREN OF THE\\nSCHOOL OF LE CHESNAL. 1 De Beaupuis\\nOn Rising\\nThe elder children rise every day at five o clock, win-\\nter and summer, the younger at six.\\nAs they sleep in the same room, each master has no\\ntrouble to awaken his own pupils.\\nThey rise quickly, it being very dangerous to accus-\\ntom them to idling at the first hour of the day.\\nThey kneel immediately they are out of bed to wor-\\nship God.\\nAfter which they finish dressing, and comb each other\\nin great silence, it being very reasonable that their first\\nwords should be prayers and thanksgiving to God for\\ntheir preservation during the night.\\n1 A small village a quarter of a league from Ver-\\nsailles. The house belonged to M. de Bernieres, one\\nof the most active and generous friends of Port-Royal\\nhe sold his office of maitre des requetes in order to de-\\nvote his time and fortune to the relief of the poor in\\nthe provinces of Normandy, Picardy, and Champagne.\\nHis connection with Mme. de Longueville and Port-\\nRoyal caused his exile to Issoudun, where he died in\\n1662. (See notice of him, Besogne, His. de Port-\\nRoyal, t, iv. p. 143.)\\n(154)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0160.jp2"}, "161": {"fulltext": "REGULATIONS OF THE LE CHESNAL SCHOOL 155\\nIf, however, anyone had need to leave the room he\\nshould ask permission in a low voice.\\nOf Morning Prayer\\nAt six o clock they all kneel before the crucifix\\nwhich is in the room, and repeat the usual prayers,\\nnamely, the Veni Creator, the Lord s Prayer, the Ave-\\nMaria, and the Creed.\\nThen follows Prime for the elder scholars, who all\\nremain standing during the repetition of this prayer.\\nAfter this is finished each goes to his table to study\\nhis lesson and write his composition, and they remain\\nthere in great silence until seven o clock. At seven\\nrepetition of lessons, which lasts until breakfast.\\nOf Breakfast\\nThey breakfast about eight o clock.\\nDuring this time, which lasts a good half-hour, they\\nare at liberty to converse aloud with one another on\\nwhat subject they like, or to read some history, or\\nlook at maps, etc. They do not, however, leave the\\nroom. In winter they are round the fire.\\nAfter breakfast, each goes back silently to his table,\\nto work at his second lesson until ten o clock.\\nThis second lesson consists, for the elder scholars,\\nin repeating their Greek lesson, which they translate\\ninto French, or reading their Latin composition. The\\nGreek lesson is usually three pages of Plutarch, in\\nfolio, in the morning and as much in the afternoon", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0161.jp2"}, "162": {"fulltext": "156 PORT-ROYAL WRITERS DE BEAU PITS\\nfor the juniors, translation of Livy, Justin, Severus,\\nSulpicius, etc.\\nThe second lesson lasts until eleven o clock, which\\nis the dinner hour.\\nOf Mass\\nThey do not go to mass every day, especially the\\njuniors, until they are sufficiently advanced for it; for\\ngreat care is taken that they are well-behaved in\\nchurch, and do not look about them. Two are usually\\nsent to make the responses, which they do in turn.\\nAs on this occasion they fulfil the office of the angels,\\nthey are exhorted to behave with great respect, and to\\npresent themselves at this bloodless sacrifice of Jesus\\nt hrir-t in remembrance of that which He offered to\\nHis Father for our sins on Mount Calvary.\\nIf the seniors commit any fault they are reprimanded,\\nand especially as, being more advanced in age, they\\nshould be wiser, and edify the others by their example.\\nOf, Grace Before Meat\\nAt eleven o clock they all assemble in one of the\\nrooms, where they make an examination of conscience,\\nafter having said the ikmjiteor as far as Meet, Culpa.\\nAfter the examination is ended they finish the remain-\\nder with the prayer.\\nOne of the seniors repeats by heart a Latin sentence\\ntaken from the Proverbs. They then go down to wash\\ntheir hands and \u00c2\u00a30 into the refectory.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0162.jp2"}, "163": {"fulltext": "regulations of the le chesnal school 157\\nOf the Dinner\\nThe children are seated beside and in front of their\\nown master, who distributes to them what has been\\nserved up, after they have eaten their soup each in his\\nown porringer. l\\nThey endeavor to accustom them not to affect an in-\\nconvenient delicacy, and always to eat with propriety.\\nDuring dinner all sorts of histories are read, as the\\nHistory of the Jews by Josephus, Church History by\\nM. Godeau, History of France, Roman History, and\\nsuch like. Nothing has been so useful, and it is sur-\\nprising that the children who are busy eating lose\\nscarcely anything of what is read.\\nOn feast-days and Sundays books of piety are read,\\nsuch as some of the fine translations that have been\\nmade, the Christian Instructions, the Confessions of St.\\nAugustine, and others like them.\\n1 A song of M. de Coulanges teaches us that this\\ncustom was quite recent. Advice to Fathers\\nFormerly they ate their soup\\nWithout ceremony from the dish,\\nAnd often wiped the spoon\\nOn the boiled fowl;\\nFormerly in the fricassee\\nThey dipped their bread and their fingers\\nNow each one eats\\nHis soup in his plate.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0163.jp2"}, "164": {"fulltext": "158 port-royal writers de beaupuis\\nOf Recreation after Dinner\\nOne of the masters, who never loses sight of the\\nchildren, is always present; but his presence does not\\nincommode them in any way, because he gives them\\nentire liberty to play at the games which they like to\\nchoose; this is always done with modesty and good\\nmanners, and as the close in which they play is very\\nlarge, they can choose their walks.\\nIn summer, during the heat of the day, they usually\\nwalk in the shade of the woods.\\nIn winter they exercise themselves in running, or\\nretire to a large room and as there is a good billiard\\ntable in it, when they have warmed themselves some\\nstop at it, others like better to play at back-gammon,\\ndraughts, chess, or cards.\\nThese cards were a certain pack which embraced the\\nhistory of the first six centuries; 1 that is to say, the\\ntime and place in which the chief councils were held,\\nin which the popes, emperors, eminent saints, and pro-\\nfane authors lived, and in which the most memorable\\nevents of the world happened. By constantly playing\\nthis little game, the greater number had these things\\n1 The pack was composed of 52 cards. When, for\\ninstance, those relating to the popes had been dealt,\\nhe who had in his hand the longest pontificate was the\\nwinner, and if he recited correctly the information\\ngiven on his card he took a counter.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0164.jp2"}, "165": {"fulltext": "REGULATIONS OF THE LE CHESNAL SCHOOL 159\\nso impressed on their minds, and the circumstances of\\nthe different times and places in which these great\\nmen lived, that no doctor could speak of them more\\npertinently. What M. de Sainte-Beuve 1 often won-\\ndered at, after having put it to the proof, was what\\ngave these lads, of whom the greater number had not\\nyet reached the age of sixteen or seventeen, such a\\ngreat and wide knowledge of all things, of all the coun-\\ntries of the world, and of periods of time, that they\\nwere able to converse agreeably with all sorts of per-\\nsons, to study all sorts of affairs, and even to explain\\nthem.\\nN o disputes or contentions were ever seen among\\nthem upon any matter. They had been so accustomed\\nto respect one another that they never used the\\nfamiliar thou and were never heard to utter the\\nleast word that they might think would be disagreea-\\nble to any of their companions.\\nRecreation usually lasted a good hour and a half.\\nOn holidays they left the close and went towards\\n1 Jacques de Sainte-Beuve (1613-1677), a doctor of\\nthe Sorbonne, and a great friend of Port-Royal. He\\nwould not subscribe the censure pronounced against\\nArnauld, was excluded from the Faculty, and lost his\\nchair of theology (1658). Xicole had been his pupil.\\nSainte-Beuve, however, eagerly signed the formulary\\nin 1661, and refused all intercourse with the nuns of\\nPort-Roval", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0165.jp2"}, "166": {"fulltext": "160 PORT-ROYAL WRITERS DE BEAU PUIS\\nMarly, Versailles, and Saint-Cyr (the building of Ver-\\nsailles was not yet commenced 1\\nDuring these walks the children conversed familiarly\\nand gaily with the masters upon all subjects, which\\nformed their minds in a remarkable manner.\\nAfter recreation they repeated alternately what they\\nhad read in history, or talked about geography.\\nAs children have good memories, they noticed the\\nsmallest facts of history, so that when the seniors be-\\ngan to talk first the juniors always said something on\\nthe subject, and thus they were accustomed to speak\\nin good terms and to form an opinion on the facts\\nmentioned in the history which had been read. In\\nline, by making them pass their early years in these\\nkinds of exercises, the teachers endeavored to put them\\nin position to render service to God and the public\\nwhen they should be grown up.\\nOf the Return to the Class-room in the Afternoon\\nOn entering they said a short prayer, to ask for t he-\\ngrace of God to pass the rest of the day in a godly\\nmanner, and to accustom them to do no action without\\nbeginning and ending by prayer.\\nEach being at his table, they began to work some\\n1 It was not until after 1672 that Louis XIV. passed\\na large part of the year at Versailles, and he fixed\\nhis residence there in 1682. The Court was then at\\nParis, which it left for Saint-Germain in 1661.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0166.jp2"}, "167": {"fulltext": "BEGULATIONS OF THE LE CHESNAL SCHOOL 101\\nwrote their copy, which was always some sentence\\ntaken from the Holy Scripture, and the others copied\\ntheir notes on Virgil.\\nOthers prepared 1 their lessons or read some good\\nbook. That lasted until afternoon refreshment, which\\nwas regularly brought them at three o clock; it lasted\\na good half -hour, during which they were at liberty to\\nconverse with one another as they did during break-\\nfast. This refreshment was thought necessary for the\\njuniors on account of their greater natural activity.\\nThe others might go without it if they wished.\\nAt half -past three all took their places at their tables\\nto study their lessons, which they repeated from four\\nto six o clock, when they supped.\\nRecreation was the same as after dinner.\\nIn summer opportunity was often taken of convers-\\ning during this time with the seniors on some points\\nof history or on other useful subjects, while the juniors\\namused themselves with games.\\nThis recreation lasted till eight o clock. They then\\nreturned to pass a good half-hour in the class-room in\\npreparing what they had to do for the next morning.\\n1 An excellent practice, which involves individual\\ninitiative, permits greater benefit to be derived from\\nthe lessons, and singularly facilitates the taking of\\nnotes.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0167.jp2"}, "168": {"fulltext": "16u port-royal writers de beaupuis\\nEvening Prayer\\nEvening prayer was said at half-past eight, when\\nthey repeated the Pater-noster, Ci^edo, and Confiteor in\\nLatin, the litanies of the Virgin, Sub tuum praesidium,\\netc.\\nThen, after examination of conscience, each returned\\nto his room in silence.\\nOn Going to Bed\\nAfter saying his prayers, each undressed and got in-\\nto bed quickly and in silence.\\nThus all were in bed at nine o clock.\\nAs all the exercises of the day were, in this manner,\\nregulated and diversified, the children had no time to\\nbecome wearied and the greatest punishment that\\ncould be given to those who sometimes showed a disa-\\ngreeable humor was to threaten to send them home,\\nas I have already said.\\nDirections for Sundays and Holy-days\\nThey rose at five o clock as usual.\\nAfter they were dressed Prime was said after which\\nthey read privately some pious books, until they all\\nassembled to go to catechising, which lasted until the\\nbell rang for mass.\\nThey always had to learn by heart two or three\\narticles of the catechism of M. de Saint-Cyran, which\\nis esteemed one of the best that have been written.\\nThe teachers always began by making the juniors", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0168.jp2"}, "169": {"fulltext": "REGULATIONS OF THE LE CHESNAL SCHOOL 163\\nrepeat what had been said the last time, in order to\\nimpress it well on their memory.\\nThey always had to hear high mass at the parish\\nchurch for it is necessary to accustom children of\\ngood family early to submit to the order which has\\nbeen established in the church, and which has been\\nfollowed during a long succession of ages. 1 For,\\n1 This is one of the grievances of Father Eapin in\\nan interest that he does not conceal At Por t-Boyal\\nthey only recommended the worship at the parish\\nchurch and the spiritual direction of the cures, who\\nwere called the true pastors because they wished to\\nacknowledge their position in order to obtain their\\nfavor. This notion became then so fashionable, that\\neven in the freest and most polite society they laughed\\nat ladies who confessed to the regular clergy as not\\nbelonging to the hierarchy Nothing so much\\nlowered the esteem in which the religious orders were\\nheld, and which it was desired to annihilate in order\\nto destroy the Jesuits, and nothing more tended to raise\\nthe ecclesiastical spirit and everything that related to\\nthe parishes which had been formerly so despised, that\\neven the most important parishes in Paris were\\nabandoned to Picards, Normans, and Manceaux as\\nbeing posts unworthy of men of position It was,\\nproperly speaking, the scheming of the jansenists that\\nset in fashion this spirit of parochialism which after-\\nwards dominated Paris, and by which the beneficed\\nclergy became so important, that they made them-\\nselves dreaded by the great, respected by the lower", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0169.jp2"}, "170": {"fulltext": "164 PORT-ROYAL WRITERS DE BEAUPUIS\\nthinking only of amusing ourselves, feasting and pay-\\ning visits after having been to hear low mass, as quickly\\nas possible, is not sanctifying the Sunday. .(Supplement\\nau Necrologe, p. 54.)\\nclasses, and held in honor by everybody. 1 (Memoires,\\nt. i. p. 484.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0170.jp2"}, "171": {"fulltext": "A LETTER FROM M. LE MAITRE DE SACI TO\\nOXE OF HIS FRIEXDS\\nPatience and Silence\\nIt seems to me, Sir, that if I were allowed to choose\\nan employment, I should readily desire yours, so much\\ndo I esteem it, and think you happy to devote yourself\\nto it. I am convinced that there is no occupation\\nequal to yours, nor one more Worthy of a Christain,\\nwhen it is undertaken from pure love. It is sufficient\\nto say that Jesus Christ has commended it to us, and\\nthat, in order to oblige us still more to acquit our-\\nselves well in it, He exhorts us to become as children,\\nand assures us that we must do so in order to enter\\nparadise.\\nChildren whose nature is good and docile render\\ntheir instruction easier and more agreeable; but the\\nothers, who try our patience more, also give reason to\\ndeserve more. l It is necessary to labor to root out\\n1 Fountain, who has reproduced the principal pas-\\nsages of this letter, and commented on them, adds\\nsome ideas worthy of note: M. De Saci always gave\\nthis advice, not to undertake the charge of other chil-\\ndren than those of respectable parents. 1 Education\\nat Port-Royal, as with Montaigne, Rabelais, Locke, and\\n(165)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0171.jp2"}, "172": {"fulltext": "lm PORT-ROYAL WRITERS DE SACI\\nin them the works of the old man, and that is done\\nbetter by actions and example than by exhortations,\\nwhich are not of much use to children unless they are\\nfew, short, and adapted to their age, and appear to\\nspring from particular circumstances rather than\\nfrom a general intention to exhort and reprove them.\\nChildren are not usually so capable of being taught by\\nreason as by the senses and habit which insensibly im-\\npress on them the spirit of modesty and humility, the\\nlove of heavenly things and contempt of earthly things,\\nespecially when those who guide them are careful to\\nunite the spirit of prayer to their work, and to offer\\nthem every day to God, remembering that he who\\nplants and he who waters are nothing, and that it is\\nGod alone who, possessing all power, thus produces\\nthe result. As the chief end of education should be\\nto save them and ourselves with them, we must also\\nhave more trust in Him who is the true Savior and\\nMaster than in all human means and industry, consid-\\nering ourselves as instruments, which can have no\\nmovement except what He gives them, that He may\\nthus shed His blessing on the scholars through the\\nmasters. That is all the desire of my heart, for the\\nchildren as much as for yourself. If you see any good\\nRousseau, preserves an aristocratic character. The\\nlarge heart of Pestalozzi will be devoted to those who\\nhave the greatest need of education the poor and\\nneglected.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0172.jp2"}, "173": {"fulltext": "PATIENCE AND SILENCE 16?\\nin them, praise Grocl for it, who has put it in them, but\\nlet it be in secret, and be careful to speak little of it; 1\\nif, on the contrary, you find that there is much to do,\\ndo not despair, remembering their age.\\nEvery day we see those degenerate who were good in\\ntheir childhood and, on the contrary, those in whom\\nwe saw nothing good when they were children improve\\nas they grow older. They are like the young wheat,\\nwhich often produces more or less than was expected.\\nWe must not be too uneasy about their faults, or too\\nprecise in marking them. 2 If there is any conduct\\nwhich it is necessary to feign not to notice, it is that\\nof children, whom we should be satisfied to reprove for\\nserious faults, closing our eyes to others, although\\nthey may not appear small. It is sufficient not to\\nencourage them by too much indulgence in excessive\\nliberty; and, for the rest, we must work little by little,\\n1 It requires, in fact, much tact and discretion to\\npraise without exciting the bad feeling of vanity. De\\nSaci, perhaps, uses too much reserve; we, on the con-\\ntrary, misuse publicity. Why insert in our scholastic\\njournals that a child found a purse and did not keep\\nit A simple act of honesty is praised as an act of\\nheroism. Let us reserve our public acknowledgements\\nfor acts of courage and devotion.\\n2 This language is truer and more simple than that\\nof Saint-Cyran, who speaks too much of trembling\\nand of tempest of the mind", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0173.jp2"}, "174": {"fulltext": "168 PORT-ROYAL WRITERS DE SACI\\nand with reference to one thing at a time, to cure them,\\nhaving towards them an untiring charity; otherwise\\nwe give ourselves great trouble, and do them no good,\\nwe even sour their tempers by too frequent and inju-\\ndicious reproofs. We must endeavor to instil into\\nthem some feelings of piety and the fear of God\\nWe must make the most of the confidence that they\\nhave in those who guide them, and encourage it, in\\norder to use it for their salvation. When it is neces-\\nsary to reprove and warn them, it should be well con-\\nsidered, in order not to discourage them. By over-\\nlooking some of their faults we correct others which\\nare of more consequence and we provide against the\\nsmall irregularities that we wish to prevent in children\\nmore by prayer than by words. Then God shows us\\nwhen it is time to speak to them, and most frequently\\nwe find that there was nothing to be said. We can\\nunderstand these tender souls only by adapting our-\\nselves to them, and conforming ourselves to their in-\\nclinations otherwise they do not understand our\\nwords, and this imposes on us the need of continual\\nprayer and attention both for ourselves and them, not\\ntelling them all they should do, but only as much as\\ntheir weakness, for which we should have great regard\\nand consideration, can bear. We should not exercise\\nauthority over them untempered by charity, adapting\\nourselves in such a manner to them that it is they\\nwho draw the conclusion, and do by persuasion what", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0174.jp2"}, "175": {"fulltext": "PATIENCE AND SILENCE 169\\nis demanded of them. x When we see that they cannot\\nsubmit, we should retire and feign not to notice, leav-\\ning them with a few imperfections for a time, rather\\nthan forcing their will, by which we gain nothing, and\\nwhich might even irritate them.\\nAbove all, they should never be left alone; and\\nwhether they are studying, playing, or doing anything\\nelse, we should always be witnesses, either by ourselves\\nor by grave persons to whom we entrust this duty, of\\nall their actions.\\nIn fine there are no virtues that should be more prac-\\ntised with children than patience and silence, avoiding,\\nby patience, hasty reproof, and taking care, by culti-\\nvating silence, to say no more than they can bear.\\nJesus Christ often withdrew Himself from His dis-\\nciples to pray to His Father, in order not to be obliged\\nconstantly to reprove them, as their imperfect condi-\\ntion often gave Him reason to do. Thus you would do\\nwell to take for a motto these two words, patience and\\n\u00e2\u0096\u00a0\u00e2\u0096\u00a0iilence, and this verse of the Psalmist, Adhaereat lingua\\nfaucibus meis, desiring that your words should cleave to\\nyour mouth rather than that any should drop which\\nmight wound the children. (Leclerc, Vies interes-\\nsantes, t. iv. p. 351.)\\n1 This is, in fact, true education; education from\\nwithin and not from without, by the association of the\\npupil with the master, and by his personal influence\\non himself. Without this condition education is but\\na very superficial work, without real efficacy.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0175.jp2"}, "176": {"fulltext": "PASCAL AT PORT-ROYAL 1 Fontaine\\nM. Pascal came, at that time, to live at Port-Royal\\ndes Champs. I do not stop to\\ntell who this man was, whom\\nnot only all France but all\\nEurope admired. His active\\nmind, always at work, had a\\nbreadth, elevation, firmness,\\npenetration, and clearness\\nbeyond anything that can be\\nBlaise pascal. 1623-166-2 imagined. There was no\\nadept in mathematics who did not yield to him, as wit-\\nness the story of the famous roulette, 2 which was\\nthen the subject of conversation of all the learned.\\n1 I can scarcely believe, observes Sainte-Beuve\\nwith reason, that the fine conversation between Pas-\\ncal and M. De Saci on Epictetus and Montaigne is not\\nthe compilation of M. Lemaitre himself. {Port-Royal,\\nt. i. p. 395.)\\n2 The roulette or cycloid is the name given to the\\ncurve described by a point in a circumference rolling\\non a straight line. This problem very much occupied\\nthe learned in the seventeenth century. Descartes,\\nRoberval, Father Mersenne, Torricelli, Fermat, Huy-\\nghens, etc., made it the object of their studies.\\n(170)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0176.jp2"}, "177": {"fulltext": "EPICTETUS AND MONTAIGNE 171\\nHe could animate copper and put mind into brass,\\nHe brought it about that little wheels without reason,\\non each of which were the first ten figures, should give\\na reason to the most reasonable persons and, in a\\nmanner, he made dumb machines speak, to solve, in\\nworking, the difficulties in numbers which puzzle the\\nlearned; and this cost him so much application and\\neffort of mind, that to arrange that machine to the\\npoint at which everyone admired it, and which I have\\nseen with my own eyes, his own head was almost de-\\nranged during three years. This wonderful man, be-\\ning at last touched by God, submitted this eminent mind\\nto the yoke of Jesus Christ, and this grand and noble\\nheart humbly submitted to penance. He came to\\nParis to throw himself into the arms of M. Singlin,\\nresolved to do whatever he ordered him.\\nM. Singlin thought on seeing this great genius, that\\nhe should do well to send him to Port-Eoyal des\\nChamps, where M. Arnauld would measure his\\nstrength with him in what regarded the other sci-\\nences, 1 and M. De Saci would teach him to despise\\nthem. He came, then, to live at Port-Royal. M. De\\nSaci could not excuse himself from seeing him,\\nespecially as he was requested to do so by M. Singlin\\nbut the sacred light that he found in the Scriptures\\n1 Bossuet calls Arnauld a man eminent in every\\nkind of knowledge ((Euvres, t. ix. p. 451.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0177.jp2"}, "178": {"fulltext": "172 PORT-ROYAL WRITERS FONTAINE\\nand the Fathers made him hope that he should not\\nbe dazzled with the brilliancy of M. Pascal, which,\\nnevertheless, charmed and carried away everybody.\\nHe was strongly impressed with the force of all he\\nsaid. He admitted with pleasure the strength of\\nhis reasonings, but he learnt nothing new from\\nthem. All that Pascal told him that was grand he\\nhad seen before in St. Augustine; and, doing justice\\nto everybody, he said: M. Pascal is very estimable\\nin that, not having read the Fathers of the Church,\\nhe has of himself, by the penetration of his mind, dis-\\ncovered the same truths that they did. He thinks\\nthem surprising, because he has not seen them any-\\nwhere; but, for our part, we are accustomed to see\\nthem everywhere in our books\\nIt was a habit of M. De Saci, in conversing with\\npeople, to adapt his conversation to those with whom he\\nwas speaking. If, for instance, he saw M. Champagne 1\\nPhilippe de Champagne (1602-1674), this jansen-\\nist Poussin, says Theophile Gautier, who points out\\nin the gallery of the Louvre that singular and char-\\nacteristic painting in which we see Sister Sainte-\\nSuzanne (the daughter of Ph. de Champagne and a\\nnun of Port-Royal) sitting with her f.eet stretched out\\non a stool, her hands joined, while the Mother Cather-\\nine Agnes Arnauld, on her knees, implores of heaven\\nthe healing of the sick woman, who was, in fact, re-\\nstored to health, as the inscription on the picture", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0178.jp2"}, "179": {"fulltext": "EPICTETUS AND MONTAIGNE 173\\nhe spoke to him of painting. If he saw M-. Ham on 1\\nhe conversed with him about medicine. If he saw the\\nsurgeon of the place, he questioned him about surgery.\\nThose who cultivated trees, the vine, or grain, told\\nhim what he should observe. He used everything as\\nan occasion to speak of God and to lead others to\\nHim. He thought, then, that he ought to take M.\\nPascal on his strong point, and to speak to him of the\\nreading of philosophy, in which he was most occupied.\\nHe led him to this subject in the first conversations\\nthey had together. M. Pascal told him that the two\\nbooks he usually read had been Epictetus and Mon-\\ntaigne, and highly praised these two intellects. M. De\\nSaci, who had always thought he ought to read these\\nauthors very little, begged him to make him acquainted\\nwith them.\\nEpictetus, 2 said M. Pascal, is one of the men\\nstates. When we have seen this picture, he adds,\\nwe know Port-Royal as well as if we had read the\\nvoluminous work of Sainte-Beuve. (Guide de F ama-\\nteur au musee du Louvre, p. 158.) Two chefs-d 1 ceuvre of\\nthis painter are exhibited in the salon a r honneur y\\nnamely, Christ lying in His shroud, and- a portrait of\\nRichelieu.\\n1 A distinguished physician who was at Port-Royal\\nfrom 1650 to 1687.\\n2 Epictetus, a Greek Stoic philosopher of the first\\ncentury after Christ. Abstain, be resigned, were the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0179.jp2"}, "180": {"fulltext": "1?4 PORT-ROYAL WRITERS POKTAINE\\nof the world who has best known the duties of man.\\nHe wishes him before all things to look upon God as\\nhis chief object, to be persuaded that He does every-\\nthing with justice, to submit to Him heartily, to fol-\\nlow Him willingly in everything, because He does\\neverything with great wisdom; that thus this disposi-\\ntion will stop all his complaints and murmurings, and\\nprepare his heart to support the most painful occur-\\nrences. Never say, he said, I have lost that, but rather\\nI have returned it; my wife is dead, but I have given\\nher back and thus of goods and everything else.\\nBut he who takes it from me is a wicked man, you\\nsay. Why do you trouble yourself through whom He\\nwho lent it to you comes to demand it again V While\\nHe allows you the use of it, take care of it as of a good\\nthat belongs to another, as a man who is travelling\\nlooks upon himself in an inn. You ought not to wish,\\nsaid he, that things which happen should happen as\\nyou desire, but you ought to wish them to happen as\\nthey do. Remember, said he, that you are here like\\ntwo principles of his morality. See the study of M.\\nMartha on Stoic virtue, personified in that slave who\\nhonors humanity as much as the wise emperor Marcus\\nAurelius. (Les moralistes sous V empire romain, p. 155.)\\n1 This is really showing too much resignation.\\nWould not this sort of fatalism put at their ease assas-\\nsins and robbers, transformed into agents of Provi-\\ndence", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0180.jp2"}, "181": {"fulltext": "EPICTETUS AND MONTAIGNE 175\\nan actor, and that you play your part in a comedy,\\nsuch as it pleases the Master to give you. Kemain on\\nthe stage as long as He wishes, and appear rich or poor\\nas He commands. Your business is to play the part\\nthat He gives you well, but the choice of the part is\\nanother s business. Always keep before your eyes\\ndeath and the ills which seem the most insupportable,\\nand you will never think of anything low, nor desire\\nanything inordinately.\\nHe shows in a thousand ways what man should\\ndo. He wishes him to be humble, to hide his good\\nresolutions, above all in their initial stages, and to\\naccomplish them in secret. Nothing ruins them more\\nthan showing them. He never tires of repeating that\\nall the study and desire of man should be to recognize\\nthe will of God and to follow it. 1\\nYou see here, Sir, the intelligence of this great\\nman who understood so well the duty of man, and I\\ndare to say that he would deserve to be worshiped if he\\nhad known equally well his impotence, since it would\\nbe necessary to be God to teach both these things to\\nmen. Thus, as he was dust and ashes, after having\\nso well comprehended what ought to be done, this is\\nhow he loses himself in the presumption of what can\\nbe done. He said that God has given to every man the\\nmeans of fulfilling all his obligations that these\\n1C To will what God wills is the only science\\nThat gives us repose. Malherbe.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0181.jp2"}, "182": {"fulltext": "176 PORT-ROYAL WRITERS FONTAINE\\nmeans are always in our power; that we must seek hap-\\npiness only through the things which are always in our\\npower, since God has given them to us for this end\\nthat we must consider what is free in us; that goods,\\nlife, and esteem are not in our power and do not lead\\nto God, but that the mind cannot be forced to believe\\nwhat it knows to be false, nor the will to love what it\\nknows must make it unhappy; that these two powers\\nare entirely free, and that by them alone we can make\\nourselves perfect that man, by these powers, can\\nthoroughly know God, love Him, please Him, cure\\nhimself of all his vices, acquire all virtues and thus\\nmake himself holy and a companion of God. These\\nprinciples which spring from a diabolical pride, lead\\nhim to other errors; for example, that the soul is a\\npart of the divine substance, that pain and death are\\nnot evils, that we may kill ourselves when we are so\\npersecuted that we may believe God summons us, etc.\\nAs to Montaigne, Sir, of whom you wish me to\\nspeak to you, being born in\\na Christian state, he pro-\\nfessed the Catholic religion,\\nand in that there is nothing-\\npeculiar. But as he wished\\nto find a morality founded on\\nreason without the light of\\nfaith, he took his principles\\non this supposition and\\nM-E.dk Montaigne. 1533-1592 congiderillg man de _", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0182.jp2"}, "183": {"fulltext": "EPICTETUS AND MONTAIGNE 17?\\nprived of all revelation, he discourses in this manner.\\nHe puts everything in universal doubt, and so general\\nthat this doubt doubts of itself, and that man doubt-\\ning even whether he does doubt, his uncertainty rolls\\non itself in a perpetual circle without ceasing, oppos-\\ning itself equally to those who say that everything is\\nuncertain and to those who assert that all is not so,\\nbecause it will assert nothing. It is in this doubt which\\ndoubts of itself, and in this ignorance which is ignor-\\nant of itself, that the essence of his opinion lies, which\\nhe has not been able to express by any positive term.\\nFor if he says that he doubts he betrays himself by\\nasserting at least that he does doubt which, being\\nexpressly contrary to his intention, he has only been\\nable to explain himself by interrogation, so that not\\nwishing to say do not knmc, he says What do I know\\nAnd this he takes for his motto, under a pair of scales,\\nwhich, weighing contradictories, are in perfect equili-\\nbrium, that is to say, he is a pure Pyrrhonist. All his\\ndiscourses and Essays move on this principle, and this\\nis the only thing that he pretends thoroughly to estab-\\nlish, although he does not always let his intention be\\nseen. He insensibly destroys by it all that passes\\namong men as most certain, not in order to establish\\nthe contrary with a certainty of which by itself he is\\nthe enemy, but simply to show that appearances being\\nequal on both sides, a man does not know on what to\\nfound his belief.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0183.jp2"}, "184": {"fulltext": "17H FORT-ROYAL WRITERS FONTAINE\\nWho knows if common sense, which we usually\\ntake for the judge of the true, was destined for this\\noffice by Him who created it And more, who knows\\nwhat truth is, and how we can be assured of having it\\nwithout knowing it Who knows even what a being\\nis Since it is impossible to define it, there is nothing\\nmore universal, and to explain it we should have to\\nstart by making use of the word being itself, saying it\\nis such or such a thing. And since we do not know\\nwhat the soul, body, time, space, motion, truth, good,\\nnor even being are, nor how to explain the idea that\\nwe form of them, how can we assure ourselves that it\\nis the same in every man, seeing that we have no other\\nmarks than uniformity of consequences, which is not\\nalways a sign of uniformity of principles For they\\nmay be different and yet lead to the same conclusions,\\neverybody knowing that the true is often deduced from\\nthe false.\\nThen he examines profoundly all the sciences:\\ngeometry, of which he endeavors to show the uncer-\\ntainty in its axioms, and in the terms which it does not\\ndefine, as extension, motion, etc. natural science and\\nmedicine, which he depreciates in many ways; history,\\npolitics, ethics, jurisprudence, and the rest; so that,\\nwithout revelation, we might believe, according to him,\\nthat life is a dream from whch we shall only awake at\\ndeath, and during which Ave possess the principles of", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0184.jp2"}, "185": {"fulltext": "EPICTETUS AND MONTAIGNE 179\\ntruth as little as during natural sleep. Thus he depre-\\nciates so strongly and cruelly reason devoid of faith,\\nthat, making it doubt if it is reasonable, and if animals\\nare so or not, or more or less so than man, he brings it\\ndown from the excellence it has attributed to itself,\\nputting it as a favor on a level with the brutes, with-\\nout permitting it to leave this order until it be informed\\nby its Creator Himself of its true rank, of which it is\\nignorant threatening, if it complains, to put it below\\nall, which appears to him as easy as the contrary, and\\nin the meanwhile only acknowledging its power to act\\nso far as to recognize its weakness with sincere humil-\\nity, instead of exalting itself by a foolish vanity.\\nM. De Saci thought himself in a new country, and\\nlistening to a strange language and repeated to him-\\nself these words of St. Augustine: God of truth!\\nare those who knosv these subtleties of reasoning more\\npleasing to thee on that account He pitied this\\nphilosopher, who pricked and tore himself everywhere\\nwith the thorns that he himself made, as St. Augus-\\ntine says of himself, when he was in that state. After\\nhaving patiently heard all, he said to M. Pascal: I\\nam much obliged to you, Sir; I am sure that if I had\\nread Montaigne for a long time I should not know him\\nso well as I know him through the conversation that I\\nhave just had with you. This man should wish to be\\nknown only by the account that you give of his writ-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0185.jp2"}, "186": {"fulltext": "180 POET-ROYAL WRITERS FONTAINE\\nings, and he might say with St. Augustine, Ibi me rides,\\nattende. I certainly think that this man had talent,\\nbut I am not sure that you do not lend him a little\\nmore than he had by that exact concatenation that you\\nmake of his principles. You may judge that, having\\npassed my life as I have done, I have seldom been\\nadvised to read this author, all whose works contain\\nnothing that we ought especially to seek in our read-\\ning, according to the rule of St. Augustine, because\\nhis words do not spring from humility and Christian\\ncharity, and because they overturn the foundations of\\nall knowledge, and consequently of religion itself.\\nThis is what this pious doctor blamed in those philoso-\\nphers of former times, who were called academicians,\\nand who wished to throw doubt upon everything.\\nM. De Saci added several similar things; upon which\\nM. Pascal said that if he himself had been compli-\\nmented on knowing Montaigne so thoroughly, and\\nknowing how to turn him so well, he might say, with-\\nout compliment, that M. De Saci knew St. Augustine\\nmore thoroughly and knew how to turn him better,\\nalthough not very much to the advantage of poor\\nMontaigne. M. Pascal appeared to be very much\\nedified by the solidity of all that M. De Saci had just\\nput before him. However, being still full of his\\nauthor, he could not avoid saying:\\na As to the utility of this reading I will", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0186.jp2"}, "187": {"fulltext": "EPICTETUS AND MONTAIGNE 181\\ntell you very simply my opinion. I find in Epictetus\\nan incomparable art to trouble the repose of those who\\nseek it in exterior things, and to compel them to\\nacknowledge that they are veritable slaves and miser-\\nable blind men that it is impossible for them to find\\nanything else than the error and pain that they shun\\nif they do not give themselves unreservedly to God.\\nMontaigne is incomparable for confounding the pride\\nof those who, without faith, boast of true righteous-\\nness; for disabusing those who cling to their opinions,\\nand who think they find in the sciences unshaken truths,\\nindependently of the existence and perfections of God\\nfor so thoroughly convicting reason of its small intel-\\nligence and of its aberrations, that it is difficult, after\\nthat, to be tempted to reject the mysteries because we\\nthink we find contradictions in them; for the mind is\\nso beaten by them that it is far from being willing to\\nconsider whether the Incarnation and the mystery of\\nthe Eucharist are possible, which ordinary men do only\\ntoo often. But if Epictetus opposes idleness, he leads\\nto pride, and may be very hurtful to those who are not\\npersuaded of the corruption of all righteousness that\\ndoes not spring from faith.\\nMontaigne is absolutely pernicious for those who\\nhave a leaning towards impiety and vice. Therefore\\nthis reading should be regulated with much care, dis-\\ncretion, and regard for the position and morals of those", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0187.jp2"}, "188": {"fulltext": "182 PORT-ROYAL WRITERS\u00e2\u0080\u0094 FONTAINE\\nto whom it is recommended. It seems to me even\\nthat by combining them they would not succeed en-\\ntirely ill because one opposes the evil of the other.\\nThey cannot give virtue to man, but only disturb him\\nin his vices; man finding himself opposed by con-\\ntraries, one of which chases away pride and the other\\nidleness, and not being able to rest in any of these\\nvices, although he cannot flee them all.\\nIn this manner these two large-minded men agreed\\non the subject of the reading those philosophers, and\\narrived at the same result, although they did so by\\nslightly^ different means; M. De Saci arriving at once\\nby solely regarding Christianity, and M. Pascal only\\narriving after many deviations by following the prin-\\nciples of these Philosophers. (Fontaine, Memoires, t.\\niii. p.\\n1 Mme. de Sevigne recommends Mme. de Grignan\\nnot to let her daughter Pauline dip her little nose\\ninto Montaigne, nor Charron There is time yet for\\nher. (1690.) But how she felt the charm of the\\nauthor of the Essays! Ah! what an amiable man!\\nWhat good company he is He is my old friend but,\\nby force of being old, he is new to me. (6 Oct., 1679.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0188.jp2"}, "189": {"fulltext": "OF A NEW METHOD OF EASILY LEARNING TO\\nEEAD IN ANY LANGUAGE. 1 Lancelot\\nThis method chiefly concerns those who cannot yet\\nread. Simply learning the letters is not much trouble\\n1 M. Cousin has edited an unpublished letter of\\nJacqueline Pascal (26 Oct., 1655), from which it results\\nthat the method of reading styled of Port-Eoyal must\\nbe attributed to Pascal. Our mothers have com-\\nmanded me to write to you to send me all the particu-\\nlars of your method of learning by the B, C, D, E, in\\nwhich it is not necessary for the children to know the\\nnames of the letters for I see very well how they can\\nbe taught to read, for example, Jesu, making them\\npronounce Jee, zeu; but I do not see how they can\\neasily be made to understand that final letters must not\\nadd e; for naturally, following this method, they will\\nsay Jesuse, unless they are told that they must not\\npronounce e at the end unless it is really there nor\\ndo I see how to teach them to pronounce the conso-\\nnants which follow the vowels, for instance en for\\nthey will say ene, instead of pronouncing an as the\\nFrench often requires. In the same way, for on they\\nwill say one, and even by making them slur over the c\\nthey will not pronounce it with a good accent if they\\nare not taught separately the pronunciation of the o\\nwith the n. (Jacqueline Pascal, p. 265.) Jan. 31,\\n1656, Arnauld writes to the mother Angelique to have\\nPascal s method of reading, in order to try it on a boy\\nof twelve years of age.\\n(183)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0189.jp2"}, "190": {"fulltext": "184 PORT-ROYAL WRITERS LANCELOT\\nto beginners; there is more in putting them together.\\nNow what makes this more difficult at present is\\nthat, each letter having its name, it is pronounced\\nalone differently from when it is joined with others,\\nFor example, if we make a child put together fry, we\\nmake him pronounce ef ar, wy which infallibly con-\\nfuses him when he wishes to join these three sounds\\ntogether to make the sound of the syllable fry.\\nIt seems then, that the most natural way, as some\\nintelligent persons have already remarked, would be,\\nthat those who are teaching to read should, at first,\\nonly teach the children to know their letters by their\\nvalue in pronunciation; and that thus, to teach to\\nread in Latin, for example, they should give the same\\nname e to simple e, ze and oe, because they are pro-\\nnounced in the same way and the same to i and y\\nand also to o and au, as they are pronounced in France,\\nfor the Italians make au a diphthong.\\nLet the consonants also only be named by their\\nnatural sound, simply adding e mute, which is neces-\\nsary in order to pronounce them. For example, let\\nthe name given to b be what is pronounced in the last\\nsyllable of the French word tombe to d that of the\\nlast syllable of ronde and thus to the others which\\nhave only a simple sound.\\nLet those which have several sounds, as c, g, t, s, be\\nnamed by the most natural and usual sound, which is", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0190.jp2"}, "191": {"fulltext": "THE PHOXIC METHOD OE LEAEXIXG TO READ 185\\nfor c the sound of k, 1 and for g the sound of g hard,\\nfor t the sound of the last syllable of forte, and for s\\nthat of the last syllable of bourse.\\nAnd then they would be taught to pronounce sepa-\\nrately, and without spelling, the syllables ce, ci, ge, gi,\\ntin, tie, tii. And they would be taught that s between\\ntwo vowels is pronounced like z miseria, misere, as if\\nit were mizeria, mizere, etc.\\nThese are the most general observations on this new\\nmethod of teaching to read which would certainly be\\nvery useful to children. But to set it out in full would\\nrequire a small separate treatise, in which the observa-\\ntions necessary to fit it for any language might be\\nmade. 2\\n1 Duclos proposed to employ k instead of c, keeping\\nc for the sound ch, for which there is no character in\\nthe alphabet. Charles-Quint would be written Carle-\\nKint.\\n2 The whole of this chapter is excellent, writes\\nDuclos, and admits of no exception or reply. It is\\nastonishing that the authority of Port-Royal, especially\\nat that time, and supported as it has since been by ex-\\nperience, has not yet caused reason to triumph over\\nthe absurdities of the ordinary method. Following\\nthe reasoning of Port-Royal, the Typographic Table\\ngave their most natural denomination to the letters fe,\\nhe, ke, le, me, ne, re, se, ze, ve, je, and the abbreviations\\ncse, gse; and not efe, ache, ka, ele, erne, me, esse, zede, i\\nand u consonants, icse. This method, already admitted", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0191.jp2"}, "192": {"fulltext": "186 PORT-ROYAL WRITERS LANCELOT\\nOF THE VERB.\u00e2\u0080\u0094 Lancelot\\nMen have not had less need to invent words which\\nshould mark affirmation, which is the principle mode\\nof our thought, than to invent those which should\\nmark the objects of our thought.\\nAnd it is in this properly that what we call the verb\\nconsists, which is nothing else than a ivord whose chief\\nuse is to signify affirmation, that is to say, to mark that\\nthe discourse in which this word is used is the dis-\\ncourse of a man who not only conceives of things,\\nbut judges of them and affirms something of them.\\nAnd in this the verb is distinguished from some\\nwords which also signify affirmation, as qffirmans,\\naffirmatio, because they signify it only in so far as, by\\na reflection of the mind, it has become the object of\\nour thought, and thus they do not mark that he who\\nuses these words, affirms, but simply that he conceives\\nan affirmation.\\nI have said that the principle office of the verb was\\nto signify affirmation, 1 because we shall show further\\nin the last edition of the Dictionary of the Academy,\\nand practised in the best schools, will prevail sooner\\nor later over the former system by the advantage that\\ncannot fail to be eventually acknowledged but it will\\nrequire time, because that is reasonable. (Com-\\nmentaire sur la grammaire generate.) The victory is not\\nyet complete.\\n1 To affirm would be more exact than to signify\\naffirmation.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0192.jp2"}, "193": {"fulltext": "OF THE VERB 187\\non that it is also used to signify other movements of\\nthe mind, as to desire, to ask, to command, etc., but it\\nis only by changing inflection and mood, and thus we\\nonly consider the verb in the whole of this chapter\\naccording to its principal signification, which is that\\nwhich it has in the indicative mood. According to\\nthis idea we may say that the verb in itself ought to\\nhave no other oflice than to mark the connection that\\nwe make in our mind between the two terms of a\\nproposition. But it is only the verb to be, which is\\ncalled substantive, that has preserved this simplicity\\nand also, properly speaking, it has only preserved it in\\nthe third person of the present tense, is, and in certain\\nconnections; for, as men are naturally led to shorten\\ntheir expressions, they have almost always added other\\nsignifications to the affirmation in the same word.\\n1. They have joined to it that of some attribute, so\\nthat then two words form a proposition; as when I say r\\nPetrvs vivit, Peter lives, because the word vivit contains\\nin itself the affirmation, and also the attribute to be\\nliving and thus it is the same thing to say, Peter Uves r\\nas to say, Peter is living. Hence has come the great\\ndiversity of verbs in every language whereas if men\\nhad been content to give the verb the general significa-\\ntion of affirmation, without adding to it any particular\\nattribute, a single verb only would have been necessary\\nin any language, namely, that which is called sub-\\nstantive.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0193.jp2"}, "194": {"fulltext": "188 PORT-ROYAL WRITERS LANCELOT\\n2. They have also joined to it in certain circum-\\nstances the subject of the proposition, so that then two\\nwords, and even one word, may form a complete\\nproposition. Two words, as when I say, sum homo,\\nbecause mm not only signifies affirmation, but includes\\nthe signification of the pronoun ego, which is the sub-\\nject of this proposition, and which is always expressed\\nin our language, I am a man. One word, as when I\\nsay, vivo, sedeo for these verbs include in themselves\\nboth the affirmation and the attribute, as we have\\nalready said; and being in the first person, they in-\\nclude also the subject: I am living, I am sitting.\\nHence has arisen the difference of persons which is\\nusually found in all verbs.\\n3. They have also joined a reference to the time\\nwith respect to which they affirm, so that a single\\nword, as cwnasti, signifies that I affirm of him to whom\\nI speak the action of supping, not for the present time,\\nbut for the past, and hence has come the diversity of\\ntenses, which is also usually common to all verbs.\\nThe diversity of these significations joined to the\\nsame word has prevented many persons, otherwise very\\nintelligent, from thoroughly understanding the nature\\nof the verb, because they have not considered it in its\\nessential part, which is affirmation, but in its other\\nrelations, which are accidental to it in so far as it is\\na verb.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0194.jp2"}, "195": {"fulltext": "OF THE VERB 189\\nThus Aristotle, 1 having stopped at the third of the\\nsignifications added to that which is essential in the\\nverb, has defined it as a word that signifies with time. 2\\nOthers, as Buxtorf, 3 having added the second to it,\\n1 M. Egger very justly blames the author, for not\\ntaking the trouble to refer to the original texts, and\\nfor giving as Aristotle s an incomplete definition of the\\nverb from a quotation of Boxhorn s: This idea of\\naffirmation is very clearly expressed in the second part\\nof Aristotle s phrase, which has been omitted in the\\nquotation It is always the sign of what is affirmed of\\nsome other thing. This is precisely what the Port-\\nKoyal logician wished to show. In no edition that I\\nknow of the work of Port-Eo} r al has this omission been\\nnoticed. (De V hellenisme en France, t. ii. p. 61.)\\n2 Beauzee remarks the same mistake in Scaliger.\\nThe verb, says he, is the only kind of word which\\nappears susceptible of distinction of tense. Julius\\nCassar Scaliger thought it so essential to this part of\\nspeech that he took it for the specific character which\\ndistinguishes it from all the rest. (Grammaire\\ngenerate^, i. p. 422.) The German grammarians,\\nhe adds, have given to the verb, in their language,\\nthe name of Zeitwort, composed of [Zeit, time, and Wort,\\nword so that das Zeitwort signifies literally the word\\nof the time. Beauzee would only accept it by inter-\\npreting, by metonymy, the name time by that of\\nexistence.\\n3 Buxtorf, a celebrated professor of Hebrew at BAle,\\ndied 1629.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0195.jp2"}, "196": {"fulltext": "190 PORT-ROYAL WRITERS\u00e2\u0080\u0094 LANCELOT\\nliave defined it as a word which has different inflexions with\\ntimes and persons.\\nOthers having stopped at the first of these added\\nsignifications, that of the attribute, and having con-\\nsidered that the attributes which men have joined to\\nthe affirmation in a word are usually those of actions\\nor passions, have thought that the essence of the verb\\nconsisted in signifying actions or passions.\\nAnd, in fine, Julius Caesar Scaliger 1 thought that he\\nhad found a mystery in his book on the Principles of\\nthe Latin Tongue, by saying that the distinction of\\nthings in permanentes etfluentes, into those which remain\\nand those which pass, was the real origin of the dis-\\ntinction between nouns and verbs, the nouns signifying\\nwhat remains and the verbs what passes.\\nBut it is easy to see that all these definitions are\\nfalse, and do not explain the true nature of the verb.\\nThe manner in which the first two are conceived\\nshows this sufficiently; since it is not said what the\\nverb signifies, but only that with which it signifies,\\nwith times and persons.\\nThe last two are still worse for they have the two\\n1 Julius Caasar Scaliger, a celebrated philologist (1484-\\n1558). His work, De causis linguae latinae, libri xiii.,\\nappeared at Lyons in 1540. We see even by Arnauld s\\ncriticism that Scaliger had endeavored to introduce\\nthe philosophical spirit into grammatical studies.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0196.jp2"}, "197": {"fulltext": "OF THE VERB 191\\ngreatest defects of a definition, that they do not include\\nthe whole of the thing defined, nor only the thing-\\ndefined.\\nFor there are verbs which signify neither actions nor\\npassions, nor that which passes, as existit, quiescit, friget,\\nalget, tepet, calet, albet, viret, claret, etc.\\nAnd there are words which are not verbs, which\\nsignify actions and passions, and even things which\\npass, according to the definition of Scaliger; for it is\\ncertain that participles are true nouns, and that,\\nnevertheless, those of active verbs do not the less\\nsignify actions, and those of the passive verbs passions,\\nthan the verbs from which they come and there is no\\nreason to assert that fluens does not signify a thing\\nwhich passes as well as fluit.\\nTo which may be added, in opposition to the first\\ntwo definitions of the verb, that the participles also\\nsignify with time, since there are present, past, and\\nfuture, especially in Greek; and those who think, and\\nnot without reason, that a vocative is a true second per-\\nson, above all when it has a different termination from\\nthe nominative, will find that there will only be, on\\nthat point, a difference of more or less between the\\nvocative and the verb. x\\n1 The nominative is the case that indicates the sub-\\nject: Dominus, the Lord; the vocative is used to call:\\nDomine, Lord.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0197.jp2"}, "198": {"fulltext": "192 PORT-ROYAL WRITERS LANCELOT\\nThus the essential reason why a participle is not a\\nverb is^that it does not signify affirmation; J whence it\\ncomes that it cannot make a proposition, which is the\\nproperty of the verb, unless by restoring what has been\\ntaken from it in changing the verb into a participle.\\nFor why is Petrus vivil, Peter lives, a proposition, and\\nPetrus vivens, Peter living, not one, unless you add est, is,\\nto it, Petrus est vivens, Peter is living, unless, because the\\naffirmation contained in vivit has been taken away to\\nmake the participle vivens f Whence it appears that\\nthe affirmation which is or which is not in a word\\nmakes it a verb or not a verb.\\nOn which it may be remarked, in passing, that the\\ninfinitive, which is very often a noun, as we shall state,\\nas when we say le boire, le manger, to drink, to eat, is\\nthen different from participles in this, that the parti-\\nciples are nouns adjective, and that the infinitive is a\\nnoun substantive, made by the abstraction of this\\nadjective, as from candidus is made candor, and from\\nwhite ivhiteness. Thus the verb rubet signifies is red,\\nincluding the affirmation and the attribute the parti-\\nciple rubens signifies simply red, without any affirma-\\n1 Certain grammarians admit, however, and net\\nwithout reason, the participial proposition. In this\\nphrase, the parts being made, the lion spoke thus, the\\nwords in italics are exactly equivalent to this proposi-\\ntion, when parts were made.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0198.jp2"}, "199": {"fulltext": "OF THE VERB 193\\ntion; and rubere, taken as a noun, signifies redness.\\nIt must, then, be regarded as certain, considering\\nonly what is essential in the verb, that its only true\\ndefinition is, vox significans affirmationem, a word signify-\\ning affirmation. For no word denoting affirmation can\\nbe found which is not a verb, nor a verb which does\\nnot denote it, at least in the indicative. And it is\\nundoubted that, if we had one, as is would be, which\\nshould always mark affirmation without any difference\\nof person or tense, so that the difference of person\\nshould be marked only by nouns and pronouns, and\\nthe difference of tense by adverbs, there would still be\\none real verb, as, in fact, there is in the propositions\\nthat philosophers call eternal truths, as, G-od is infinite\\nevery body is divisible; the whole is greater than its\\npart. Here the word is signifies simple affirmation only,\\nwithout any regard to time, because it is true for all\\ntimes, and without our mind taking into consideration\\nany difference of persons.\\nThus the verb, according to what is essential to it, is\\na word which signifies affirmation but if we wish to\\nput into the definition of the verb its principal acci-\\ndents, we may define it thus: vox significans affirma-\\ntionem, cum designatione personae, numeri et temporis a\\nword which signifies affirmation, with designation of person r\\nnumber, and tense, which exactly agrees with the verb\\nsubstantive.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0199.jp2"}, "200": {"fulltext": "104 PORT- ROYAL WRITERS LANCELOT\\nFor, in so far as the other verbs differ from the verb\\nsubstantive by the union which men have made of the\\naffirmation with certain attributes, they may be thus\\ndefined: vox significans qffirmationem alicujus attributi\\ncum designatione personae, numeri et temporis; a ivord\\nwhich marks the affirmation of some attribute, ivith designa-\\ntion f the person, number, and tense. 1\\nAnd it may be remarked, in passing, that the affirma-\\ntion, in so far as it is conceived, being able to be the\\nattribute of the verb, as in the verb affirmo, this verb\\nsignifies two affirmations, of which one regards the\\nperson speaking, and the other the person spoken of,\\nwhether it be oneself or another. For, when I say\\ntorus affirmed, a [fir mat is the same thing as est qffirmans, 2\\nand then est marks my affirmation, or the judgment that\\nI form concerning Peter; and qffirmans the affirmation\\nthat I conceive and attribute to Peter. The verb\\nnego, on the contrary, contains an affirmation and a\\nnegation for the same reason.\\nFor it must still be remarked that although not all\\nour judgments are affirmative, but some are negative,\\nthe verbs, nevertheless, never signify by themselves\\n1 There is room to complete this definition by adding\\nto the mention of time that of mood.\\n2 In English these two forms are not equivalent;\\nthe present participle with the auxiliary to be expresses\\nmore precisely that the affirmation is relative to the\\nmoment in which the person is speaking.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0200.jp2"}, "201": {"fulltext": "OF THE YEEB 195\\nanything but affirmations, the negation being marked\\noy the particles no, not, or by words which include it,\\nnuttus, nemo, none, no one, which, being joined to verbs,\\nchange the affirmation into negation, as no man is\\nimmortal; nullum corpus est indivisibile, l no body is indi-\\nvisible. (Grammaire generale et raisonee.)\\n1 Beauzee (Grammaire generale, t. i. p. 395) does not\\naccept the theory of Port-Eoyal. But his objections\\ndo not appear to me to be sound, and the definition\\nthat he proposes to substitute has not been received\\nvery favorably Verbs are words which express indeterminate\\nbeings, pointing them out by the precise idea of intellectual\\n.existence with relation to an attribute. The least defect in\\nthis phrase is its abstractness and want of clearness.\\nLancelot would, in my opinion, be unattackable if he\\nhad more clearly laid it down that the essential and\\nnot only the principal office of the verb is to affirm,\\nand that it is by that that it has deserved to be called\\nthe verb par excellence, for it is the soul of the sentence.\\nThe moods, which he has forgotten to mention, are\\nonly different manners of affirming. A negation is still\\nan affirmation contrary to another.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0201.jp2"}, "202": {"fulltext": "A QUESTIOX OF GRAMMAR.\u00e2\u0080\u0094 Arstauld\\nMadam, 1 Xothing could be more obliging than\\nthe reply of the Academy.\\nBut as you would have reason\\nto take it amiss if I did not\\nspeak to you with all sin-\\ncerity, I will tell you frankly\\nthan I expected something\\nmore from such a celebrated\\nsociety. For of the five ques-\\nantowe arnauld, 1612-1694 tions proposed to them, the\\nlast only regarding French grammar in particular, and\\nthe first four regarding general grammar, and being-\\nsome of those which M. de la Chambre 2 admits can\\nonly be resolved by the deepest meditations of philoso-\\nphy, it would have been desirable that they should\\nrather have attended to them than to the last, which\\n1 Letter of Arnauld to a lady on the subject of the\\nreply of the French Academicians to five questions that\\nM. Arnauld had proposed to them on general gram-\\nmar, etc.\\n2 De la Chambre (1594-1660), physician to Louis\\nXIV., member of the French Academy and of the\\nAcademy of Sciences.\\n(196)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0202.jp2"}, "203": {"fulltext": "USE OF THE ARTICLE 197\\nthey might with more reason refer to French grammar\\nthan the former; since M is not usual to treat in\\nspecial grammars what is common to every language.\\nAfter all, Madam, it would be an ill return for the\\nobligation we are under to them for the information\\nthey have given us, to stop and make complaints that\\nthey have not thought proper to give us more.\\nThe manner in which they have answered the ques-\\ntion which specially referred to the French language\\nshows such a strict investigation into all the modes of\\nexpression in our language, that there is nothing per-\\nfect and finished which may not be expected from this\\nsociety, if they give to the public, as we are led to\\nhope, their meditations and remarks. You will, never-\\ntheless, Madam, allow me to lay before you a few small\\ndoubts.\\nI have some difficulty with the examples they bring\\nforward at the beginning, ville qui parlemente, eau qui do ft,\\netc. For our language should be regulated by present\\nand not by former usage. Xow I do not think that\\nthese modes of speaking, ville qui parlemente, eau qui dort,\\netc., are-in the present use, but are proverbs which have\\nsurvived from the ancient language in which the articles\\nwere almost always omitted. To speak as we do now\\nwe must no doubt say, une ville qui parlemente, une eau\\nqui dort, etc. And reason itself requires it thus, be-\\n1 Latin, whence French is derived, has no article.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0203.jp2"}, "204": {"fulltext": "108 PORT-ROYAL WRITERS ARNAULD\\ncause, excepting proper names, I think that it is a\\ngeneral rule that when a noun is the subject of proposi-\\ntion it should have an article or some word standing in\\nplace of it, as tout, plusieurs, and names of number\\nrlfiix, trots, etc.; Vhomme est raisonnable, tout homme est\\nraisonnable, deux hommes V oat attaque, etc. But these\\ngentlemen have well remarked that vocatives must be\\nexcepted, because it is the having no article 1 that\\ndistinguishes them from the nominative. And besides,\\nin our language they are only the subject of a proposi-\\ntion when the pronoun rous is added del, vous voyez\\nmes mciux SoleiL rous cclairez toutes choses. It is true\\nthat the pronoun is not used when they are joined to\\nthe imperative: del, voyez ce que je souffre Seigneur,\\necoutez ma voix. But then they are not the subject of\\na proposition. I may easily be mistaken, never hav-\\ning paid much attention to these things which depend\\non usage. Nevertheless I think that this rule, that in\\nour language a common noun should always have an article\\nwhen it is the subject of a proposition, is true; and that it\\nshould not be thought false because the contrary is\\nseen in many proverbial modes of speaking, which\\nhave survived from the old language, and which it is\\nproper to notice, but not to take as rules of usage at\\nthe present time.\\nI am not sure, Madam, that we cannot say as much\\n1 See note, p. 191.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0204.jp2"}, "205": {"fulltext": "USE OF THE AETICLE 199\\nfor the greater number of the phrases that are given\\nin the five remarks that these gentlemen make to show\\nin what circumstances qui may be put after nouns\\nwithout the article. For homme qui vive, dme qui vive,.\\nvie qui dure are the remains of the old style, which con-\\ntinue, to pass because usage permits it, especially in\\npopular style, but upon which, as I have already said,\\nI do not think we should regulate our language.\\nI also think that, to speak correctly according to\\npresent usage, we should rather say, fai un homme en\\nmain qui f era; je connais des gens qui disent, etc., than\\nfai homme en main, je connais gens qui disent, etc. And\\nI doubt, Madam, if you would use this last, or if you\\never said, prenez racines de betoine qui aient ete sechees au\\nsoleil or prenez eau-de-vie qui ait ete rectijiee, instead of\\nsaying, as you no doubt have always done, prenez des\\nracines de betoine, etc.; prenez de V eau-de-vie, etc. If\\ndoctors and apothecaries speak thus we should value\\ntheir remedies without imitating their style.\\nXor do I think that you would agree that it would\\nbe speaking correctly to say, tf est grele qui tombe, c est\\npoison qiCil a pris, c est vin que vous buvez. But I think\\nthat you would always say, c est de la grele, etc.; c est\\ndu poison, etc. c est du vin, etc.\\nTheir remarks on these expressions, il vit en philosophe,\\netc., which are used sometimes absolutely and some-\\ntimes with qui, as, il vit en philosophe qui suit Epicure,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0205.jp2"}, "206": {"fulltext": "200 POKT-KOYAL WRITERS ARNAULD\\nappeared to me very good; but I find a difficulty in\\nthe reason they give for them. They say that some\\nof these expressions are indeterminate and others deter-\\nminate; that the indeterminate do not take the qui,\\nand that the others do. But it seems to me that this\\nis giving for a reason the thing itself for which we are\\nseeking the reason. For it is incontestable that the\\nqui which is joined to a word without the article\\ndetermines its signification; and thus it is the qui itself\\nwhich determines the expressions in which it is found,\\nand which without it would not be determined. So\\nthat it must not be said that it is because they are\\ndetermined that they take the qui, since, on the con-\\ntrary, they are only determined because they have a\\nqui. And, in fact, if this rule were good, the rule\\nwould never be broken by putting qui after a noun\\nwithout the article; since, the qui making the expres-\\nsion determinate, we should always be making an\\nexception to the rule.\\nThus, if we could say, c 1 est un effet aV avarice, qui est la\\nplus injuste des passions, or qui le possede depuis longtemps,\\nwe might say, il a ete enleve par violence, qui est tout a fait\\ncruelle. For we might always give this reason, that\\nthese expressions are good because they are determin-\\nate, whereas, what makes them bad is that thoy are\\ndetermined by the qui, the noun not being determined\\nby the article. Therefore, as far as possible, the article", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0206.jp2"}, "207": {"fulltext": "USE OF THE AETICLE 201\\nshould be used with the noun, when we wish it to be\\nfollowed by qui. I say as far as possible, because there\\nare combinations in which the article cannot be used.\\nAnd then, in such a case of necessity, we can put the\\nqui or an adjective, when we wish to determine the\\ngeneral noun that we are using, ^ow I think that\\none of these combinations is when the particle en is\\nused in the sense of the Latin ut, and not in that of in.\\nFor when it is taken for in the article may be used\\nil est alle en un pays etr anger il est en la ville d* Amiens.\\nBut in the sense of ut, usage does not allow us to use\\nthe article; vivit ut philosophies, il vit en philosopjhe, and\\nnot il vit en un philosophe il donne en roi, il agit en\\npolitique. Thus, when we wish to determine these\\nexpressions it is done with qui: il agit en politique qui\\nsait gouverner because on the one hand it was neces-\\nsary to be able to determine them, and on the other\\nthe article could not be used, as it always should be\\nwhen it is possible. And thus I can say without\\ndetermining, il lui a gagne son argent par fourberie. But\\nif I wish to determine this fourberie I cannot do so\\nsimply by adding qui il a gagne son argent par fourberie,\\nqui est horrible, but must also add the article to fourberie,\\npar vne fourberie qui est horrible. Whence it seems that\\nwe should conclude that, if we use qui in the other ex-\\npressions, en philosophe, en roi, although the noun has\\nno article, it is not because they are determined, for", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0207.jp2"}, "208": {"fulltext": "202 PORT-ROYAL WRITERS\u00e2\u0080\u0094 ARNAULD\\nthey are so only by the qui itself, and they are no more\\nso than this one, par fourberie qui est horrible; but it is\\nby a necessity that dispenses with the rule, because\\nthey are not capable of taking the article.\\nThere remains, Madam, a word to say on the ques-\\ntion which was the object of this resolution of the\\nAcademy. It was not on the general rule; but, on\\nthe contrary, taking that for granted, it was asked\\nwhy this expression is not contrary to it, II est accuse\\nde crimes qui meritent la mart.\\nThese gentlemen answer, as they had done in the\\npreceding difficulty, that it is not contrary to it, because\\nit is only used to specify the nature of the crimes, which is\\ndone by adding qui, or an epithet which virtually contains\\nit. But, besides what I have already said against this\\nreason, I do not see, if it is true, why it does not take\\nplace in the singular as well as in the plural. Those\\npersons, however, who wish to speak correctly will\\nnot say, il a ti accusi de crime qui merite la mart but\\nil a etc accuse d?un crime qui merite la mort. There is\\nan intention to specify the nature of the crime in the\\nsingular as well as in the plural. Why does not this\\nreason, then, dispense from putting in the singular\\nthe qui without the article, as is done in the plural,\\naccording to the opinion of these gentlemen This\\ndifficulty, Madam, gave me an idea which I submit to\\nthe judgment of this illustrious society. I think that", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0208.jp2"}, "209": {"fulltext": "USE OF THE ARTICLE 203\\nthe article un has a plural, not formed from itself, for\\nwe do not say uns, unes, but taken from another word\\nwhich is des before substantives, and de when the\\nadjective precedes. What inclines me to think so\\nis that in every case, except the genitive, for the reason\\nthat we shall give afterwards, wherever un is put in\\nthe singular des is put in the plural, or de before adjec-\\ntives, as I have already said, and it should always be\\nput in all those cases where qui is added.\\nXominative. Un crime qui est si horrible merite la morfj\\ndes crimes qui sont si horribles, etc.\\nDative. II a eu recours a un crime qui merite la mort,\\nil a eu recours a des crimes qui meritent, etc.\\nAccusative. II a commis un crime qui merite la mort t\\nil a commis des crimes qui meritent la mort.\\nAblative. II est puni pour un crime qui merite la mort T\\nil est puni pour des crimes qui meritent la mort.\\nAccording to this analogy, as a, which is the dative\\nparticle, is added to form the dative of this article, as\\nwell in the singular a un as in the plural a des il a eu\\nrecours a un crime, il a eu recours a des crimes and as the-\\ngenitive particle de is also added to form the genitive\\nsingular cVun: il est accuse d un crime, it is evident that\\nthe genitive plural should be formed in the same man-\\nner by adding de to des, or de; but this has not been\\ndone, for a reason which causes the greater number of\\nthe irregularities of languages, namely, disagreeable", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0209.jp2"}, "210": {"fulltext": "204 PORT-ROYAL WRITERS ARXAULD\\nsound. For de des, and still more de de, would have\\ngrated on the ear, which would scarcely have supported\\nil est accuse de des crime*, or il est accuse de de grands\\ncrime*; whereas it is not offended by hearing in the\\ndative, il a pardonne a des criminels, il a pardonne a de\\nmediants hommes. Thus, Madam, if you will kindly\\npardon me this little Latin sentence, which M. Valant\\nwill explain to you, impetratum est a ratione ut peccare\\nmavitatis causa liceret. 1 If that is well founded, there\\nis no longer any difficulty in the question proposed.\\nFor either it is resolved, as in jthe preceding, by the\\nimpossibility of putting the article, which gives liberty\\nto use the qui, although the noun has no article; or, in-\\ndeed, we may say that the mere difficulty of pronuncia-\\ntion preventing the use of the articles with nouns in\\nthese combinations, the article is in the sense, although\\nit is not expressed.\\nIf I had not the honor, Madam, of knowing you as\\nwell as I do, I should offer you many excuses for hav-\\ning importuned you by so long a letter upon things\\nwhich appear very small. But I know that you will\\nnot judge of them like ordinary people, and that you\\nconsider nothing small that has reference to the mind\\nand reason. And, indeed, since speech is one of the\\ngreatest endowments of man, the possession of this\\n1 Reason allows a fault to^be made for the satisfac-\\ntion of the ear.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0210.jp2"}, "211": {"fulltext": "ON THE REGULATION OF STUDIES 205\\nendowment in the greatest possible perfection must not\\nbe despised, namely, not only to have the use of it,\\nbut also to know the reason.\\nI am etc.\\n(Arnauld, CEuvres, t. iv. p. 125.)\\nMEMOIR OX THE REGULATION OF STUDIES\\nIX THE HUMAXITIES 1 Arxauld\\nThe regulation of the order of studies should be\\nconsidered both from the end proposed and from the\\nmeans employed to attain it; for among the various\\nends that might be proposed, it is necessary to choose\\nthose which are of the greatest, most general, and most\\nlasting utility. And among the different means that\\nmay be adopted, those which lead the most directly\\nand easily to it should be employed.\\nAfter having censured exercises in versification, amplifica-\\ntion, and declamation, themes and. u empty phrases void of\\nsense, in order to make them learn rules which might he\\ntaught viva voce, theatrical representations, dictated lec-\\ntures, and the infrequent reading of authors, he proposes the\\nfollowing remedies\\n1. The examination of scholars, in order to pro-\\nmote them from one class to another, should only con-\\n1 Although this memoir treats of classical studies,,\\njudicious advice on teaching will be found in it, of\\nwhich our teachers can make good use in primary\\ninstruction.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0211.jp2"}, "212": {"fulltext": "206 PORT-ROYAL WRITERS ARXAULD\\nsist in seeing if the} 7 thoroughly understand the authors\\nthey have been reading in the class from which they\\nwish to remove without which they should be retained\\nin it with inflexible rigour, unless they are found to be\\nincapable of doing more or better.\\n2. An entire hour should be given to the explan-\\nation of an author every time the class meets, morning\\nand afternoon and this exercise should always be pre-\\nferred to every other, and never omitted.\\n3. It is, above all, very important to divide this\\nexplanation into different portions, and oblige the\\nscholars to give an account in Latin and in French of\\nwhat has been explained to them. They would be\\naccustomed without trouble to take the turn of good\\nLatinity by always making them speak like the best\\nauthors, and they would acquire that spirit of analysis\\nso necessary in all positions\\n4. The scholars should question themselves mutu-\\nally, and correct one another with politeness; first,\\non the substance of what has been translated during\\nthe week; secondly, on the most remarkable thoughts\\nand the finest turns of language thirdly, on the explan-\\nation of certain passages that the teacher may have\\nthought necessary to give in a few words.\\no. The regent should be careful to make them mark\\nin the margin, in different ways, the sentences and the\\nfine thoughts, and generally all that is noticeable in the", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0212.jp2"}, "213": {"fulltext": "OX THE REGULATION OE STUDIES 207\\nauthors, then to review them after the reading is\\nfinished, and then to sum up the whole at the end of\\neach week.\\n6. Places should only be awarded every month, or\\nevery fortnight, by the examination of those who have\\nsucceeded best in all the exercises, either viva voce or\\nby written translation, not of French into Latin, but\\nof Latin into French, at least in the four lower classes\\nfor what sort of Latin can really be expected from\\nthose who do not yet know that language\\n7. Without excluding compositions for which prizes\\nare offered, the chief prizes will be distributed to those\\nwho have most distinguished themselves during the\\nfirst six months, or the whole year, if they are given\\nonly once; and by this means the hopes of all the\\nscholars will be excited. It must not be forgotten to\\npublish the names of those who nearly succeeded in\\ngaining them but the first prizes should be given to\\nthose who have shown most religion and whose morals\\nare irreproachable. Those who have made efforts to\\nimitate these should also be mentioned. The heart\\nshould be rewarded before the head. Besides books\\nthat will be explained iu class, a book should be given\\nto the scholars to read privately, prescribing the same\\nbook to the whole class and they should be compelled,\\nas far as possible, to give to it every day an hour of\\ntheir private study.\\n8. In order to induce them to give more attention\\nto it, one day in the week should be set apart to review", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0213.jp2"}, "214": {"fulltext": "208 PORT-ROYAL WRITERS ARNAULD\\nthis particular book, when the regent, who will have\\nread and annotated the book, will question the scholars\\non the difficult expressions and fine thoughts which\\nthey ought to have remarked in it, in order to make\\nthem accurate and judicious.\\n9. In order to teach elocution, beginning from the\\nlower classes, it is useful to make two scholars tell a\\nshort story every day, which they may take from Vale-\\nrius Maximus, or Plutarch, or any book they like,\\nleaving them the choice; and those must be judged the\\nbest who make the recital in the most free and natural\\nmanner, and most in the spirit of the author, without\\nconfining themselves to the same terms and expressions.\\nThis story should be told in French in the three lower\\nclasses, setting them French books. A very short piece\\nof these authors will be given them to recite, and all will\\nbe required to read every day a certain portion of the\\nhistory of France, and to be ready to recite it as well\\nas they can. x\\n1 Eollin, the recognized inheritor of the traditions\\nof Port-Eoyal, ought to have\\nthoroughly assimilated this\\nformal recommendation of\\nArnauld, and not have per-\\nmitted himself to write this\\nphrase, a strange one in the\\nmouth of an ex-rector of the\\nUniversity of Paris Young\\npeople have no time to learn\\nCharles Roll\u00e2\u0084\u00a2, 1161-1741 the History of France!", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0214.jp2"}, "215": {"fulltext": "OX THE EEGULATIOX OF STUDIES 209\\n10. A short time only should be given to the reci-\\ntation of the lessons that have been set, and which\\nshould be very short a quarter of an hour is sufficient,\\nbecause this is one of the things that cause much loss\\nof time. When the regent explains the lessons he\\nshould confine himself to making them well understood\\nwithout many words.\\n11. The regents will never teach any verse or dec-\\nlamation of their own making nor dictate any rhetoric\\nthat they have composed. They should explain especi-\\nally Aristotle and Quintilian with the books of\\nCicero the best part of the time is lost in dictating.\\n12. It would be still better 1 to read out distinctly\\nthe Latin of what has been dictated to them in French,\\nand to make them compose at once from the Latin they\\nhave just heard. The model is correct, their time is\\nspared, and, repeating this short exercise, they are led\\nby use to speak Latin well, without much hesitation. 2\\n1 Instead of giving a translation to be put into Latin.\\n2 Franklin declares that he had no other master for\\ncomposition. About the age\\nof fifteen, when he was a\\nprinter s apprentice, he pro-\\ncured an odd volume of Addi-\\nson s Spectator, read an article\\nin it, noted the principal\\nideas, then, a few days after,\\nin the evening or the morn-\\ning, before work or on Sun-\\ndays, he tried to reproduce\\nBenjamin Franklin, 1706-1790 t h e original, which Served him", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0215.jp2"}, "216": {"fulltext": "210 PORT-ROYAL WRITERS ARXAULD\\n14. Useless methods, for the most part ill-conceived\\nill-digested, and wearisome for the young, should not\\nbe set to be learnt by heart. They should be taught\\nviva voce and by practice what are called rules, and\\nonly set in the lower classes to bring them up as a\\nsmall history; and according as a noun or a verb is\\nmet with out of the general rule, the attention of the\\nscholars should be called to it, and they should be re-\\nquired to give a reason for it, as we have just explained,\\nat the next meeting of the class.\\n18. Lessons and translations should only be given\\nto the juniors and composition to the seniors in so far\\nas it may be reasonably calculated that they will have\\ntime remaining after reading the prescribed authors.\\nThis article is more important than may be thought,\\nfor we may be easily misled in it. Much is thought to\\nbe gained by overloading the children with lessons and\\ncompositions. There is no greater mistake. l They do\\nnot know the value of the time sufficiently to make\\ngood use of it when they are left to themselves. They\\nare in no hurry, time flies, the clock strikes; hence\\npunishments, all is sadness, and disgust finally spoils\\nfor a key. This exercise may safely be recommended\\nin primary schools, and in classes for adults.\\n1 An excellent observation. We are always too much\\ninclined to think that the child is a vase that cannot\\nbe sufficiently filled. It is a soul that must be formed.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0216.jp2"}, "217": {"fulltext": "OX THE REGULATION OF STUDIES 211\\nthe whole. Those who learn more easily, and have\\nbetter memories, will be set to do more than the\\nothers by attaching rewards for it.\\n19. It is usually lost time to set them to compose\\nverses at home. There may be two or three scholars\\nout of seventy or eighty from whom something may be\\ndrawn. The rest lose heart, or torment themselves to\\ndo nothing of any value. A subject may be prescribed\\nto those who show taste and facility, and the others\\nmay set something according to their ability. It may,\\nhowever, be proposed to all to compose then and there\\na small piece of verse of which the subject is given,\\neach having the liberty of saying how he will turn the\\nmatter of each line. An epithet then comes from one\\ncorner, a more appropriate one from another; with\\npermission to speak, which is asked and obtained by a\\nsign only, in order to avoid confusion, they judge,\\ncriticise, and give a reason for their choice. Those\\nwho have the least energy try their utmost, and all\\nstrive at least to distinguish themselves. This is one\\nof the most useful exercises to please them, and to form\\nat least those who have some talent.\\nArt. 22. He inscribes the History of France among the\\nconditions for the degree of Master of Arts.\\nWhat is gained by the exclusion of verses in\\nthe upper classes, of themes in the lower, and, in fact,\\nof lessons which produce nothing of any value, will", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0217.jp2"}, "218": {"fulltext": "212 PORT-ROYAL WRITERS ARNAULT)\\ngive time which will be much more agreeably employed\\nin reading for repetition and in learning set passages\\nby heart, and for private preparation of what has been\\nset in Latin grammar and rhetoric, according to the\\nclasses to which one or two rules of grammar have\\nbeen set, on which the class will be questioned at their\\nnext meeting, in the evening or morning, without com-\\npelling anyone to learn them word for word. x They\\nwill the more readily give themselves up to this study,\\nwhich will even be useful in teaching them the art of\\nreasoning in a small way and more will be gained in\\nthis manner than would have been from the other.\\nObjection. By making fewer compositions they\\nneither learn to write nor speak Latin.\\nReply. We answer that the scholars will most cer-\\ntainly learn much more by reading much, and speak-\\ning frequently after the best authors, than by writing\\nmany dictations and incorrect expressions to which\\nthey become accustomed, and which must be corrected.\\nNot being in a position to produce solid thoughts, they\\ndo nothing else in all these school compositions but\\ncontract the habit of bad speaking and bad thinking.\\nOn the contrary, by rilling their minds with good\\nmodels their judgment is formed.\\n1 The definitions and rules, however, require great\\naccuracy. When they are well understood, it is very\\neasy to retain the exact formula, which is preferable,\\nand is not useless to intellectual education.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0218.jp2"}, "219": {"fulltext": "OX THE REGULATION OF STUDIES 213\\nObjection. The regents do not acquire practice if\\nthe liberty of speaking is taken from them.\\nReply. AVe answer, they may speak as much as\\nthey like, provided that it be not in the class time set\\napart for the instruction of the scholars. So much\\ntalk is not necessary to point out the beauties of an\\nauthor. (Arnauld, CEuvres, t. xli. p. 85.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0219.jp2"}, "220": {"fulltext": "PORT-ROYAL LOGIC\u00e2\u0080\u0094 Xicole\\nFirst discourse, setting forth the design of\\nthis New Logic\\nNothing is more estimable than good sense and ac-\\ncuracy of mind in discriminating the true from the\\nfalse. All other mental qualities have limited uses;\\nbut accuracy of reasoning is useful generally in all\\nparts and employments of life. It is not alone in the\\nsciences that it is difficult to distinguish truth from\\nerror; but also in the greater number of the subjects\\non which men speak, and the affairs of which they treat.\\nAlmost everywhere there are different courses, some\\ntrue, some false and it is the part of reason to make\\nchoice between them. Those who choose well are\\nthose who have sound minds, those who take the wrong\\ncourse are those whose minds are unsound; and this is\\nthe chief and most important distinction that can be\\nmade between the qualities of men s minds.\\nThus we should set ourselves principally to form our\\njudgment, and make it as accurate as possible; and\\nthe greater part of our studies should tend to this.\\nWe use reason as an instrument to acquire the sciences,\\nbut we should, on the contrary, use the sciences as an\\n(214)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0220.jp2"}, "221": {"fulltext": "DESlCxX OP THE PORT-ROYAL LOGIC 2L5\\ninstrument for perfecting the reason; 1 accuracy of\\nmind being infinitely more important than all specula-\\ntive knowledge, which we may attain by means of the\\nmost accurate and solid sciences. And this should\\nlead sensible persons to take them up only in so far as\\nthey can serve to this end, and to make an essay of\\nthem simply, and not employ the whole strength of\\ntheir minds\\nThis care and study are so much the more neces-\\nsary, that it is strange how rare a quality this accuracy\\nof judgment is. We meet everywhere with unsound\\nminds which have scarcely any clear perception of the\\ntruth; who take everything the wrong way; who are\\nsatisfied with bad reasons, and wish to satisfy others\\nwith them; who are carried away by slight appear-\\nances; who are always in excess and extremes; who\\nhave no firm hold on the truths which, they know, be-\\ncause it is rather by chance than real knowledge that\\nthey are attached to them; or who stop short, on the\\n1 This pedagogic point of view is excellent; but, with-\\nout neglecting it, we must attach more value to the\\nacquisition of the sciences than Port-Royal does they\\nare not only an instrument and means of culture, they\\nare also an aim and an end. To learn the truth is the\\nmost legitimate employment of the intellect. They\\nare besides, as Bacon says, the only source of man s\\npower over nature, and the most effective agents of\\ncivilization and progress.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0221.jp2"}, "222": {"fulltext": "216 PORT-ROYAL WRITERS NICOLE\\ncontrary, at the evidence of their senses, with so much\\nobstinacy, that they will hear nothing that may unde-\\nceive them who rashly decide on what they are ignor-\\nant of, what they do not understand, and what no one,\\nperhaps, has ever understood; who make no difference\\nbetween one way of speaking and another, 1 or who\\njudge of the truth of things only by the tone of voice\\nhe who speaks fluently and gravely is right; he who\\nhas some difficulty in explaining himself, or who shows\\nsome warmth, is wrong; they know no more about it\\nthan this.\\nTherefore there are no absurdities so gross as not to\\nfind supporters. Whoever means to deceive the world\\nis certain to find persons very willing to be deceived;\\n.and the most ridiculous nonsense always finds con-\\ngenial minds. After seeing so many persons infatu-\\nated with the follies of judicial astrology, 2 and even\\ngrave persons treating this matter seriously, we need\\nbe astonished at nothing. There is a constellation in\\n1 The opposition is still clearer in that very sensible\\njudgment that Moliere puts in the mouth of Chrysale,\\nwho is laughing at Trissotin:\\nWe seek what he said after he has spoken.\\n(Les Femmes savantes, act ii. sc. 7.)\\n2 This is, said Bailly, the longest malady that\\nhas afflicted human reason it is known to have lasted\\nfifty centuries. (Hist, de V astronomie.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0222.jp2"}, "223": {"fulltext": "DESIGN OF THE POET-EOTAL LOGIC 217\\nthe heavens which it has pleased some persons to name\\nthe Balance, and which resembles a balance as much\\nas it does a wind-mill; the balance is the symbol of\\njustice, hence those who are born under this constella-\\ntion will be just and equitable. 1 There are three\\nother signs of the Zodiac, which are named, one the\\nRam, another the Bull, another the Goat, and which\\nmight just as well have been called Elephant, Croco-\\ndile, and Ehinoceros. The ram, the bull, and the\\ngoat are ruminating animals, hence those who take\\nmedicine when the moon is in these constellations run\\nthe risk of vomiting it again. However extravagant\\nthese reasonings may be, there are persons who pro-\\nmulgate them, and others who suffer themselves to be\\npersuaded by them. 2\\n1 Louis XIII. was surnamed the Just, not by the\\ngratitude of his people, but from the day of his birth,\\nbecause he was born under the sign of the Balance\\n2 La Fontaine protested against this popular error\\nin the fable of the Horoscope\\nI. do not think that Xature\\nHas tied her hands, and ties ours still\\nSo far as to write our fate in the skies\\nIt depends on a conjuncture\\nOf places, persons and times;\\nXot of conjunctions of all the mountebanks.\\nThis shepherd and this king are under the same planet;\\nThe one bears the sceptre, the other the crook.\\nJupiter willed it so.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0223.jp2"}, "224": {"fulltext": "218 POET-ROYAL WRITERS NICOLE\\nThis unsoundness of mind is the cause not only of\\nthe errors that are mixed up in the sciences, but also\\nof the greater part of the faults that are committed in\\ncivil life, unjust, quarrels, ill-founded law-suits, rash\\nadvice, and ill-concerted enterprises. There are few\\nof these things which have not their source in some\\nerror or fault of judgment, so that there is no defect\\nwhich we have more interest in correcting.\\nBut it is as difficult to succeed in this correction as\\nit is desirable, because it depends very much on the\\nmeasure of intelligence we have at birth. Common\\nsense is not so common a quality as is supposed. 1\\nThere is an infinite number of coarse and stupid\\nminds 2 that cannot be amended by giving them a\\nWhat is Jupiter? An inanimate body.\\nWhence comes it then that his influence\\nActs differently on these two men\\nThen, how can it penetrate to our world\\nHow pass the deep regions of the air,\\nMars, the Sun and the infinite void\\nAn atom may turn it aside in its course\\nWhere will the casters of horoscopes find it again?\\n(La Fontaine, Fables, viii. 16.)\\n1 In spite of its name, common sense is rare. (An-\\ndrieux.)\\n2 Here we recognize Mcole, the author of the Traite\\nde la faiblesse de V homme, who indulges himself too much\\nin painting the mass of his fellow-creatures as steeped\\nin stupidity (Chap, x.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0224.jp2"}, "225": {"fulltext": "DESIGN OF THE PORT-ROYAL LOGIC 219\\nknowledge of the truth, but only by keeping them to\\nthe things that are within their capacity, and prevent-\\ning their passing judgment on what they are not cap-\\nable of understanding. It is true, nevertheless, that\\nmany of the false judgments of men do not spring from\\nthis principle, and are caused only by hastiness of mind\\nand want of attention, which cause men to judge rashly\\nwhat they only know in a confused and obscure man-\\nner. The little love that men have for truth is the\\nreason that they take no trouble, for the most part,\\nto distinguish the true from the false. They allow all\\nsorts of reasonings and maxims to enter their minds\\nthey prefer to consider them as true rather than to\\nexamine them. If they do not understand them thejr\\nare willing to believe that others understand them well\\nand thus they load their memories with a host of things-\\nfalse, obscure, and not understood, and then reason\\nfrom these principles, scarcely paying attention to what\\nthey say or what they think.\\nVanity and presumption contribute still more to this\\ndefect. They think there is some disgrace in doubt\\nand ignorance, and prefer to speak and decide at a.\\nventure rather than to acknowledge that they are not\\nsufficiently informed on the matter to give a decision.\\nWe are all of us full of ignorance and errors; yet,\\nnevertheless, it is the greatest trouble in life to draw\\nfrom men this confession so true and so conformable", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0225.jp2"}, "226": {"fulltext": "220 PORT-ROYAL WRITERS NICOLE\\nto their natural state: I am wrong, and know nothing\\nabout the matter.\\nThere are others, on the contrary, who, haying suf-\\nficient intelligence to know that there are very many\\nthings obscure and uncertain, and wishing, by another\\nsort of vanity, to show that they do not allow them-\\nselves to be carried away by popular credulity, pride\\nthemselves on maintaining that nothing is certain.\\nThey thus relieve themselves of the trouble of examin-\\ning them; and, on this vicious principle, they throw\\ndoubt on the most certain truths and on religion itself.\\nThis is the source of Pyrrhonism, another extravagance\\nof the human mind, which, appearing contrary to the\\nrashness of those who believe and decide on every-\\nthing, nevertheless springs from the same source,\\nnamely, want of attention. For if the one set will not\\ntake the trouble to discriminate errors, the other will\\nnot be at the pains to examine the truth with the care\\nnecessary to discover the evidence for it. The slightest\\nglimmer suffices to persuade one set of things very\\nfalse, and to make the other doubt of the most certain\\nthings; but the same defect of application produces\\nin both such very different results.\\nTrue reason sets all things in their proper rank it\\ncauses the doubtful to be doubted, rejects those which\\nare false, and honestly recognizes those which are evi-\\ndent, without pausing over the empty reasonings of", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0226.jp2"}, "227": {"fulltext": "DESIGN OF THE POKT-EOYAL LOGIC 221\\nthe Pyrrhonists, which do not destroy, even in the\\nminds of those who propose them, the reasonable\\nassurance we have of things that are certain. Xo one\\never seriously doubted that there is an earth, a sun,\\nand a moon, nor that the whole is greater than its\\npart. We can say outwardly, with our mouth, that we\\ndoubt of these things, because we may lie; but we\\ncannot say so to our heart. Thus the Pyrrhonists are\\nnot a sect of men who are convinced of what they say,\\nbut are a sect of liars. x Moreover, in speaking of their\\nopinions, they often contradict themselves, their reason\\nnot being able to agree with their words, as may be\\nseen in Montaigne, who endeavored to revive this sect\\nin the last century\\nSecond Discourse, Containing a Reply to the Prin-\\ncipal Objections Made Against this Logic\\nSome persons have objected to the title The Art of\\nThinking, instead of which they would have written,\\nThe Art of Reasoning well; but we beg them to consider\\n1 This, in a work on the art of thinking, is a very\\nbad example of reasoning. Insults are never reasons,\\nand the good faith of opponents should never be\\ndoubted. Some years later Xicole will give the sage\\nadvice to put our mind in a condition to calmly sup-\\nport the opinions of others, which appear to us to be\\nwrong, in order to oppose them only with a desire of\\nbeing useful to them.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0227.jp2"}, "228": {"fulltext": "222 PORT-ROYAL WRITERS NTCOLE\\nthat, the end of logic being to give rules for all the\\noperations of the mind, as well for simple ideas as for\\njudgments and arguments, there was scarcely any\\nother word that included all these different operations;\\nand certainly the word thought includes them all; for\\nsimple ideas are thoughts, judgments are thoughts,\\nand arguments are thoughts. We might, indeed, have\\nsaid, The Art of Thinking well; but this addition was\\nunnecessary, being sufficiently indicated by the word\\nart, which in itself signifies a method of doing something\\nwell, as x\\\\ristotle himself remarks. Hence it suffices\\nto say the art of painting, the art of reckoning, because\\nit is supposed that no art is required to paint badly or\\nto reckon badly.\\nA much more important objection has been made\\nagainst the great number of examples drawn from\\ndifferent sciences that are found in this logic; and\\nsince it attacks its whole design and thus gives us an\\nopportunity of explaining it, we will examine it with\\nmore care. Of what use, they say, is this medley of\\nrhetoric, ethics, physics, metaphysics, and geometry\\nWhen we expect to find the rules of logic we are sud-\\ndenly carried off to the highest sciences, without the\\nauthors knowing if we have learnt them. Ought they\\nnot to suppose, on the contrary, that if we already had\\nthis knowledge we should not want this logic And\\nwould it not have been better to give us one quite", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0228.jp2"}, "229": {"fulltext": "OBJECTIONS TO THE POKT-EOYAL LOGIC 223\\nsimple and plain, in which the rnles were explained\\nby examples taken from common things, than to load\\nthem with so much matter as to deaden them\\nBut those who reason in this way have not sufficiently\\nconsidered that a book can scarcely have a greater\\ndefect than not to be read, since it is only of use to\\nthose who read it and thus everything that contributes\\nto make a book read contributes also to make it useful.\\nNow it is certain that, if we had followed their opinion,\\nand only written a dry logic with the usual examples\\nof animal and horse, however accurate and methodical\\nit might have been, it would only have added to the\\ngreat number of others, of which the world is full, that\\nare not read. Whereas it is precisely that collection of\\ndifferent things that has given some reputation to this\\none, and caused it to be read with a little less tedium\\nthan the others.\\nBut, nevertheless, our principal aim was not to at-\\ntract people to read it by making it more amusing than\\nthe ordinary books on logic. We claim, in addition,\\nto have followed the most natural and advantageous\\nmode of treating this art by remedying, as far as pos-\\nsible, an inconvenience which rendered its study\\nalmost useless.\\nFor experience shows that of a thousand young men\\nwho learn logic there are not ten who know anything\\nof it six months after they have finished their course.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0229.jp2"}, "230": {"fulltext": "224 PORT-ROYAL WRITERS NICOLE\\nKow the real cause of this forge tfulness, or this negli-\\ngence, which is so common, seems to be that all the\\nmatters treated of in logic being of themselves very\\nabstract and far removed from ordinary nsage, they\\nare illustrated by uninteresting examples, such as are\\nnever spoken of elsewhere. Thus the mind, which\\nhas some difficulty in attending to it, has nothing to\\nfix its attention, and easily loses all the ideas that it\\nhad acquired, because they are never renewed by\\npractice.\\nBesides as these ordinary examples do not clearly\\nshow how this art can be applied to anything useful,\\nthey are accustomed to confine logic to itself, without\\nextending it further; 1 whereas it is only made to be\\nan instrument for the other sciences so that as they\\nhave never seen its real use they never use it, and are\\nvery glad to get rid of it as a trivial and useless\\nknowledge.\\nWe have thought, then, that the best remedy for\\nthis disadvantage was not to separate logic so much as\\nis usually done from the other sciences for which it is\\nintended, but to join it in such a way, by means of\\n1 Ramus had already complained of the little practi-\\ncal utility of the exercises They have never regarded\\ntheir rules but under the shadow of scholastic disputa-\\ntions; they have never brought logic into the dust and\\nsunshine of every-day use; they have never called it\\ninto the conflict of human examples.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0230.jp2"}, "231": {"fulltext": "OBJECTIONS TO THE POET-EOTAL LOGIC 225\\nexamples, to solid knowledge, that the rules and their\\napplication may be seen at the same time, in order\\nthat we may learn to judge of the sciences by logic and\\nretain logic by means of these sciences.\\nThus, so far from this diversity suppressing the*\\nrules, nothing can more contribute to the understand-\\ning of them and cause their retention, because they are\\ntoo subtle by themselves to make an impression on the\\nmind, if they are not attached to something more\\nagreeable and more obvious.\\nIn order to render this diversity more useful, the\\nexamples have not been taken at random from these;\\nsciences; but the most important points have been\\nchosen, and those which might best serve as rules and\\nprinciples for discovering the truth in other matters,\\nwhich we have not been able to treat of\\nIt only remains to answer a more unworthy complaint\\nthat some persons make, namely, that examples of de-\\nfective definitions and bad arguments have been\\nextracted from Aristotle, which appears to them to-\\narise from a secret desire to depreciate this philosopher.\\nBut they would never have formed so inequitable a\\njudgment if they had sufficiently considered the true\\nrules that should be followed in quoting examples of\\nerrors, and which we have had in view in quoting\\nAristotle.\\nFirst, experience shows that the majority of exam-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0231.jp2"}, "232": {"fulltext": "226 PORT-ROYAL WRITERS XICOLE\\npies that are usually given are not very useful, and\\nmake little impression on the mind because, they are\\nformed at pleasure, and so plain and palpable that it\\nis thought impossible to fall into them. It is, then,\\nadvantageous, in order to cause what is said of these\\nfaults to be remembered and the faults to be avoided,\\nto choose real examples taken from some eminent\\nauthor, whose reputation excites us the more to beware\\nof this kind of mistakes to which we see that the\\ngreatest men are liable.\\nBesides, as our aim should be to make all we write\\nas useful as possible, we must endeavor to choose exam-\\nples of faults of which it is proper not to be ignorant\\nfor it would be very useless to load the memory with\\nall the reveries of Fludd, 1 Van-Helmont, 2 and Para-\\n1 Robert Fludd, an English physician and philoso-\\npher (1574-1637), fell into the errors of Alchemy.\\nGassendi, Mersenne, and Kepler did him the honor of\\nrefuting him.\\n2 Van-Helmont (1577-1644), born at Brussels,\\nchemist and physician. Gui-Patin is never tired of\\ncalling him a wretch, ignorant, a mountebank, a pub-\\nlic imposter, and a sorry rogue. He passes at the\\npresent day, says Dr. Reveille-Praise, for one of\\nthe greatest physicians that ever lived, for the bold-\\nness, depth, and originality of his conceptions, in sjrite\\nof the oddity of his language and a certain affecta-\\ntion of mystical obscurity.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0232.jp2"}, "233": {"fulltext": "OBJECTIONS TO THE PORT-ROYAD LOGIC 227\\n\u00e2\u0096\u00a0celsus. It is better, therefore, to seek these examples\\nin authors so celebrated, that we are obliged in* some\\nsort to know them, even to their faults.\\nNow all this is met with in Aristotle for nothing\\ncan more powerfully lead\\nus to avoid an error than\\n1:\\n1 showing that such a great\\nIf mind fell into it; and his\\nphilosophy has become so\\n1 celebrated through the\\nj\u00c2\u00a7 great number of meritorious\\nX^ persons who have embraced\\nAristole, 384-322, b.c. it, that it is necessary to\\nknow what defects it might have. Thus, as it was\\njudged to be very useful that those who read this book\\nshould learn, in passing, various points of this philoso-\\nphy, and that, nevertheless, it is never useful to be\\n1 Paracelsus (1493-1541), a Swiss physician. This\\nj rince of mountebanks, exclaims again the irascible\\nGui-Patin, and shameless imposter. While a pro-\\niessor at Bale, he publicly burned the works of\\nAvicenna and Galen. His shoe-strings knew more\\n^than these authors, he impudently asserted, and all\\nthe universities knew less than the hairs of his beard!\\nHe boasted of being able to prolong life and cure in-\\ncurable diseases. See, however, Browning s poems for\\na view of his character that investigation proves to be\\nmore just.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0233.jp2"}, "234": {"fulltext": "228 POET-EOYAL WEITEES NICOLE\\ndeceived, they have been brought forward in order to\\nexplain them, and the error that has been found has\\nbeen noted in passing in order to prevent anyone\\nbeing deceived.\\nIt is not, then, to disparage Aristotle, but, on the\\ncontrary, to honor him as much as possible in those\\nthings in which we are not of his opinion, that we have\\ntaken examples from his books; and it is plain,\\nbesides, that the points on which he has been criti-\\ncised are of very slight importance, and do not touch\\nthe foundation of his philosophy, which no one had\\nany intention of attacking.\\nIf several excellent things which are found through-\\nout Aristotle s books have not been quoted, the reason\\nis that they did not enter into the subject of the dis-\\ncourse; but if there had been occasion to do so, it\\nwould have been taken with pleasure, and we should\\nnot have failed to award the just praise due to him.\\nFor it is certain that Aristotle had a vast and compre-\\nhensive mind, which discovers in the subjects of which\\nhe treats a great number of connections and conse-\\nquences; and for this reason he has succeeded so well\\nin what he has said on the passions in the second book\\nof his Rhetoric.\\nThere are, besides, several beautiful things in his\\nbooks on Politics and Ethics, in his Problems and in\\nthe History of Animals. And although there may be", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0234.jp2"}, "235": {"fulltext": "OBJECTIONS TO THE POET-KOTAL LOGIC 229\\nsome contusion in his Analytics, it must, neverthe-\\nless, be acknowledged that almost all that is known of\\nthe rules of logic is taken from it; so that, in fact,\\nthere is no author from whom more things in this\\nlogic have been borrowed than from Aristotle, since\\nthe whole body of rules belong to him.\\nIt is true that his Physics appears to be his least per-\\nfect work, as it is also that which has been the longest\\ncondemned and forbidden by the Church, as a learned\\nauthor has shown in a book written expressly for this\\npurpose; 1 but yet its principal defect is not that\\nit is false, but on the contrary that it is too true,\\nand teaches us only things of which it is impossible\\nto be ignorant. For who can doubt that all things\\nare composed of matter and of a certain form of\\nthat matter AVho can doubt that matter, in order to\\nacquire a new manner and form, must not have had it\\nbefore, that is to say, that it had the privation of it\\nAVho can doubt, in fine, those other metaphysical prin-\\nciples, that everything depends on form; that matter\\nalone does nothing; that there are place, motion, quali-\\nties, and faculties But after having learnt all these\\nthings, it does not seem that we have learned anything\\nnew, or that we are in a position to give a reason for\\nany of the effects in nature.\\nX M. de Launoi, a doctor of the Sorbonne (1603-\\n1678). De varia Aristotdis in Accidentia Parisicnsi\\nfort una.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0235.jp2"}, "236": {"fulltext": "230 POKT-ROYAL WRITERS NICOLE\\nIf there are persons who assert that it is by no means;\\nallowable for a man to say that he is not of Aristotle s\\nopinion, it would be easy to show them that thi\\nscrupulousness is unreasonable.\\nFor if any deference is due to certain philosophers,,\\nthis can only be for two reasons either on account of\\nthe truth that they have followed, or of the opinion of\\nthe men who support them.\\nIn regard to the truth, respect is due to them when\\nthey are right, but the truth cannot oblige us to\\nrespect falsehood in any man, whoever he be.\\nThe general consent of men in their estimation of a\\nphilosopher certainly deserves some respect, and it\\nwould be imprudent to run counter to it without using\\ngreat precautions; and for this reason, that by attack-\\ning what is generally accepted, a man renders himself\\nsuspected of presumption in supposing that he has\\nmore intelligence than others.\\nBut when men are divided touching the opinions of\\nan author, and there are persons of eminence on either\\nside, a man is not obliged to show this reserve, but\\nmay freely declare what he approves or disapproves in\\nthose books with regard to which men of letters are\\ndivided; because this is not so much preferring his own\\nopinion to that of this author and his supporters, as\\ntaking the side of those who are against him on this\\npoint.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0236.jp2"}, "237": {"fulltext": "OBJECTIONS TO THE POET-ROYAL LOGIC 231\\nThis is exactly the position in which Aristotle s phil-\\nosophy is at the present time. As it has had various\\nfortunes, having been at one time generally rejected\\nand at another generally received, it is now reduced\\nto a position that holds the mean between these\\nextremes; it is upheld by many learned men and is\\nopposed by others of no less reputation, and every day\\nmen write freely for and against Aristotle s philosophy\\nin France, Flanders, England, Germany, and Holland.\\nThe conferences at Paris are divided, as well as the\\nbooks, and no one offends by opposing him. The most\\ncelebrated professors no longer submit to the servitude\\nof blindly accepting all that they find in his books, and\\nsome of his opinions even are generally abandoned.\\nFor what physician would now maintain that the\\nnerves spring from the heart, as Aristotle thought,\\nsince anatomy clearly shows that they originate in the\\nbrain? And what philosopher persists in saying\\nthat the velocity of falling bodies increases in the\\nsame ratio as their weight, since there is no one now\\nwho cannot refute this opinion of Aristotle by letting\\nfall from a height two things of very unequal weight\\nin which, nevertheless, a very small inequality of\\nvelocity will be perceived\\nViolent states are not usually lasting, and all ex-\\ntremes are violent. To condemn Aristotle generally,\\nas was formerly done, is too severe and it is a great", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0237.jp2"}, "238": {"fulltext": "232\\nPOET-ROYAL WRITERS XICOLE\\nconstraint to be obliged to approve him in everything,\\nand to take him as the standard of truth of philosophi-\\ncal opinions, as it seems men wished to do afterwards.\\nThe world cannot long submit to this constraint,\\nand is insensibly regaining possession of natural and\\nreasonable liberty, which consists in approving what\\nwe think true and- rejecting what we think false. 1\\nFor it is not strange that reason should be subjected\\nto authority in those sciences which, treating of things\\nthat are above the reason, must follow some other\\nguidance, which cannot be other than divine authority;\\nbut it seems to be very just that in human sciences,\\nwhich profess to be founded only upon reason, it\\nshould not be subjected only upon reason, it should\\nnot be subjected to authority against reason. 2\\n1 In every nation, Luis Vives had already written\\nin the early part of the six-\\nteenth century, great and\\nfree spirits, impatient of\\nservitude, arise; they cour-\\nageously shake off the yoke\\nof the most dull and hard\\nservitude, and call their\\nfellow-citizens to liberty.\\n2 Pascal has eloquently\\nclaimed the rights of reason\\nin scientific matters. See\\n:he preface to his Traite du Vide.\\nGlOVANNO LUDOYICO VlVES,\\n1492-1540", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0238.jp2"}, "239": {"fulltext": "OF BAD REASONING 233\\nOf Bad Reasoning Employed in Civil Life and in\\nOrdinary Discourse\\nIn considering generally the causes of bur errors,\\nit appears that they may be referred chiefly to two;\\nthe one internal, namely, the uncertainty of the will,\\nwhich troubles and disorders the judgment; the other\\nexternal, which lies in the objects on which we form a\\njudgment, and which deceive our minds by a false\\nappearance. Now, although these causes are almost\\nalways conjoined, there are, nevertheless, certain errors\\nin which one is more apparent than the other, and\\ntherefore we treat of them separately.\\nOf the Sophisms of Self-love, Interest, and Passion\\n1. If we carefully examine that which usually\\nattaches men to one opinion rather than to another, it\\nwill be found that it is not the penetrating power of\\nthe truth aud the force of reasons, but some bond of\\nself-love, interest, or passion. This is the weight\\nwhich inclines the balance and which decides the\\nmajority of our doubts; it is this which gives the\\ngreatest impulse to our judgments, and attaches us to\\nthem the most firmly. We judge of things, not by\\nwhat they are in themselves, but by what they are with\\nrespect to us, and truth and utility are, in our opinion,\\none and the same thing.\\nNo other proofs are needed than those which we see\\nevery day, that things held everywhere else as doubtful,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0239.jp2"}, "240": {"fulltext": "234 POKT-ROYAL WRITERS X1COLE\\nor even false, are held to be very true by all those of\\nsome one nation, profession, or institution. For it not\\nbeing possible that what is true in Spain should be\\nfalse in France, 1 nor that the minds of all Spaniards\\nshould be formed so differently from those of French-\\nmen, as that, judging things only by the rules of the\\nreason, what appears generally true to the former\\nshould appear generally false to the latter, it is plain\\nthat this diversity of judgment can proceed from no\\nother cause than that it pleases some to hold as true\\nwhat is advantageous to themselves, and that the\\nothers, not having any interest -in it, judge of it in\\nanother manner.\\nNevertheless, what is less reasonable than to take\\nour interest as the motive for believing a thing All\\nthat it can do at most is to induce us to examine more\\nattentively the reasons that may lead us to discover\\nthe truth of that which we wish to be true but it is\\nonly this truth which must be found in the thing,\\neven independently of our wish, which ought to per-\\nsuade us. I belong to such a country, therefore I\\nmust believe that such a saint preached the Gospel\\nthere. I belong to a given order, therefore I believe\\nthat a given privilege is right. These are no reasons.\\nWhatever country you may belong to you ought to\\n1 Truth on this side the Pyrenees, error on the\\nother, said Pascal ironically in his Pensees.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0240.jp2"}, "241": {"fulltext": "OF BAD REASOinXG 235\\nbelieve only what is true, and what you would be\\ninclined to believe if you were of another country,,\\nanother order, or another profession.\\n2. But this illusion is still more apparent when some\\nchange takes place in the passions for although all\\nthings have remained in their places, it seems, never-\\ntheless, to those who are stirred by some new passion\\ntbat the change which has taken place only in their\\nhearts has transformed all external things which had\\nany connection with them. How often do we see per-\\nsons who cannot recognize any good quality, either\\nnatural or acquired, in those against whom they have\\nconceived an aversion, or who have been opposed in\\nsome way to their opinions, their wishes, or their\\ninterests That suffices to make them become at once*,,\\nin their eyes, rash, proud, and ignorant, without faith,\\nwithout honor, and without conscience. Their affec-\\ntions and desires are not more just nor moderate than,\\ntheir hatred. If they love anyone, he is free from all.\\ndefects; everything he wishes is just and easy, all that\\nhe does not desire is unjust and impossible, without\\ntheir being able to allege any other reason for all these\\njudgments than the passion itself that possesses them;\\nso that, although they do not make this formal reason-\\ning in their mind, I love him, therefore he is the most\\nclever* man in the world; I hate him, therefore he is\\nworthless, they do so, in a certain way, in their hearts:,", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0241.jp2"}, "242": {"fulltext": "236 PORT-ROYAL WRITERS NICOLE\\nand for this reason we may call this kind of aberration\\nsophisms and illusions of the heart, which consists in\\ntransporting our passions into the objects of our pas-\\nsions, and in judging that they are what we wish or\\ndesire they should be; which is, doubtless, very un-\\nreasonable, since our wishes change nothing in the\\nexistence of what is outside ourselves, and it is God\\nalone whose will is so efficacious that things are what\\nHe wills to be.\\n3. We may refer to the same illusion of self-love\\nthat of those who decide everything by a very general\\nand convenient principle, which is, that they are\\nright, that they know the truth; whence it is not\\ndifficult for them to conclude that those who are not\\nof their opinion are wrong; in fact, the conclusion\\nis necessary.\\nThe fault in these persons springs only from this,\\nthat the favorable opinion they have of their own\\nsagacity makes them consider all their thoughts as so\\nclear and evident, that they imagine it to be sufficient\\nto state them in order to oblige all the world to assent\\nto them. They therefore give themselves little trouble\\nto advance proofs; they scarcely listen to others\\nreasons; they wish to carry everything by their\\nauthority, because they never distinguish their author-\\nity from reason. All those who are not of their\\nopinion they call rash, without considering that, if", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0242.jp2"}, "243": {"fulltext": "OF BAD REASONING 237\\nothers are not of their opinion, neither are they of\\nthe opinion of others, and that it is not just to sup-\\npose, without proof, that we are right, when it is a\\nquestion of convincing others who are of another opin-\\nion than ourselves simply because they are persuaded\\nthat we are not right.\\n4. There are others, also, who have no other ground\\nfor rejecting certain opinions than this humorous\\nreasoning: If that were so, T should not be a clever\\nman; now I am a clever man, therefore it is not so.\\nThis is the principal reason which has caused certain\\nvery useful remedies and some very decisive experi-\\nments to be so long rejected, because those who had\\nnot yet known them thought that they must have been\\nin error up to that time. What said they, if\\nthe blood circulates in the body T if the food is not car-\\nried to the liver by the mesaraic veins; if the pulmo-\\nnary vein carries the blood to the heart; if the blood\\nrises by the descending vena cava; if nature does not\\nabhor a vacuum if the air has weight and a downward\\nmotion, I have been ignorant of important things in\\nanatomy and physics All this then cannot be. But,\\nin order to cure them of this fancy, it is only necessary\\nto show them that it is a very small disadvantage for a\\nman to be mistaken, and that they may be very clever\\n1 The discovery of the circulation of the blood is due\\nto Harvey, an English physician, in 1628.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0243.jp2"}, "244": {"fulltext": "238 PORT-ROYAL WRITERS NICOLE\\nin other things although they have not been so in those\\nwhich have been newly discovered.\\n5. Xothing is more usual than to see people blame\\none another, and call each other obstinate, passionate,\\nand captious when they are of different opinions.\\nThere are very few litigants who do not accuse each\\nother of lengthening the suit and concealing the truth\\nby subtle speeches; and thus those who are right and\\nthose who are wrong use very nearly the same lan-\\nguage, make the same complaints, and attribute to\\neach other the same faults. This is one of the most\\nmischievous things in men s lives, and one which\\nthrows truth and error, justice and injustice, into such\\nobscurity that ordinary people are incapable of distin-\\nguishing them and thus it happens that some attach\\nthemselves, by chance and without knowledge, to one\\nof these parties, and others condemn both as being\\nequally wrong.\\nAll this oddness springs from the same malady, which\\nmakes each man assume as a principle that he is right\\nfor from that it is not difficult to conclude that all who\\noppose us are obstinate, since obstinacy is not giving\\nway to reason.\\nBut, although it be true that these reproaches of\\npassion, blindness, and captiousness, which are very\\nunjust on the part of those who are mistaken, are just\\nand legitimate on the part of those who are not mis-", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0244.jp2"}, "245": {"fulltext": "OF BAD REASONING 239\\ntaken, nevertheless, because they suppose that truth\\nis on the side of him who makes them, wise and judi-\\ncious persons, who treat on any disputed matter, ought\\nto avoid using them before thoroughly establishing the\\ntruth and justice of the cause which they uphold.\\nThey will never then accuse their opponents of\\nobstinacy, rashness, and want of common sense before\\nthey have clearly proved it. They will not say, if\\nthey have not previously shown it, that they fall into\\ngross absurdities and extravagances, for the others will\\nsay as much on their side, which advances nothing\\nand they will be satisfied with defending the truth by\\narms which are appropriate to it and which falsehood\\ncannot borrow, namely,. by plain and solid reasons\\nOf False Reasonings which Spring from the\\nObjects Themselves\\nIt is a false and impious opinion that truth is\\nso like falsehood and virtue so like vice that it is\\nimpossible to discriminate between them but it is\\ntrue that in the majority of things there is a mixture\\nof error and truth, of vice and virtue, of perfection\\nand imperfection, and that this medley is one of the\\nmost ordinary sources of the false judgments of men.\\nThe reason of this is that men seldom consider things\\nin detail they judge only by their strongest impres-\\nsion, and appreciate only what strikes them most;\\nthus, when they perceive many truths in a discourse.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0245.jp2"}, "246": {"fulltext": "240 PORT-ROYAL WRITERS NICOLE\\nthey do not notice the errors that are mingled with\\nthem and, on the contrary, if there are truths mixed\\nwith many errors, they pay attention only to the errors\\nthe strong carrying off the weak, and the clearer im-\\npression effacing the more obscure.\\nXevertheless, it is a manifest injustice to judge in\\nthis manner; there cannot be a just reason for reject-\\ning reason, and truth is none the less truth through\\nbeing mixed with error\\nTherefore justice and reason require that in all\\nthings that are thus made up of good and bad a dis-\\ncrimination should be made, and it is especially in this\\njudicious separation that accuracy of mind appears\\nAnd reason obliges us to this when we can make this\\ndistinction but since we have not always the time to\\nexamine in detail how much good and bad there is in\\neach thing, it is fitting, in these circumstances, to give\\nthem the name they deserve according to their most\\nconsiderable part; thus we should call a man a good\\nphilosopher when he reasons well generally, and a book\\ngood when it has markedly more good than bad in it.\\nAnd it is in this again that men are often mistaken,\\nfor they often only appreciate or blame things from\\ntheir least important parts, their small understanding\\nmaking them unable to grasp the most important part\\nwhen it is not the most striking.\\nThus, although those persons who are judges of", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0246.jp2"}, "247": {"fulltext": "OF BAD SEASONING 241\\npainting value drawing very much more than coloring\\nor lightness of touch, nevertheless the ignorant are\\nmore impressed by a picture whose colors are bright\\nand striking than by another more sombre, of which\\nthe drawing might be admirable.\\nIt must, however, be admitted that false judgments\\nare not so usual in the arts, because those who know\\nnothing of them more readily defer to the opinion of\\nthose who are skilled in them; but they are very fre-\\nquent in things which are in the jurisdiction of the\\npeople, and of which the world takes the liberty of\\njudging, as, for example, eloquence.\\nA preacher, for instance, is called eloquent when his\\nperiods are just, and he does not make use of inappro-\\npriate words; and, on this ground, Vaugelas says in\\none passage that an inappropriate word does more\\nharm to a preacher or an advocate than a bad reason.\\nWe must believe that it is an actual truth that he\\nstates and not an opinion that he sanctions. It is true\\nthat persons are found who judge in this manner, but\\nit is also true that nothing is less reasonable than these\\njudgments for purity of language and the number of\\nrhetorical figures are, at most, to eloquence what the\\ncoloring is to the picture, that is to say, its least im-\\nportant and most materialistic part but the principal\\npart consists in strongly conceiving and expressing the\\nsubjects, so that a bright and lively image is impressed", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0247.jp2"}, "248": {"fulltext": "242\\nPORT-ROYAL WRITERS NICOLE\\nAbp. Fenelon, 1651-1715\\non the minds of the hearers, 1 which presents not only\\n1 Fenelon, who reduces all eloquence to three points,\\nnamely, to prove, to paint, and\\nto move, thus develops the\\nsecond: To paint is not\\nonly to describe things, but\\nto represent their surround-\\nings in such a lively and\\nimpressive manner that the\\nhearer may almost imagine\\nhe sees them. For example,\\na cold historian relating the\\ndeath of Dido would be sat-\\nisfied with saying she was so overcome with grief after\\nthe departure of ..Eneas that she could not bear her\\nlife; she went up to the top of her palace, threw her-\\nself on a funeral pyre, and killed herself. In listening\\nto these words you learn the fact, but you do not see\\nit. Listen to Virgil, he will set it before your eyes.\\nIs it not true that when he brings together all the cir-\\ncumstances of this despair, when he shows you Dido\\nfurious, with a face in which death is already painted,\\nwhen he makes her speak at the sight of that portrait\\nand sword, your imagination transports you to Carth-\\nage you think you see the Trojan fleet retiring from\\nthe coast, and the queen whom nothing is able to con-\\nsole you have all the feelings that the actual spectators\\nwould have had. You no longer listen to Virgil; you\\nare too attentive to the last words of the unhappy Dido\\nto think of him. The poet disappears, and we see\\nnothing but what he shows, and only hear those whom\\nhe makes speak. Here is the power of imitation and\\npainting. (2-e Dialogue sur V eloquence.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0248.jp2"}, "249": {"fulltext": "OF BAD REASONING 243\\nthe things themselves but also the emotions with which\\nthey are conceived; and this may be met with in per-\\nsons who are not very precise in language nor exact in\\nharmony, and it is seldom met with in those who give\\ntoo much attention to words and embellishments,\\nbecause this turns them from the things and weakens\\nthe vigor of their thoughts, as painters remark that\\nthose who excel in coloring do not usually excel in\\ndrawing, the mind being incapable of this divided\\nattention, the one part injuring the other.\\nIt may be said generally that in the world the\\nmajority of things are judged only by the outside,\\nbecause there is scarcely anybody who examines the\\ninterior and foundation of them; everything is judged\\nby the label, and woe to those who have not a favora-\\nble one! He is clever, intelligent, sound, what you\\nwill; but he does not speak fluently and cannot turn a\\ncompliment neatly let him make up his mind to be\\nheld in small esteem all his life by ordinary people, and\\nto see a multitude of little minds preferred to himself.\\nSTot to have the reputation we deserve is not a very\\ngreat evil, but to follow these erroneous judgments,\\nand only to look at things from the outside is so, and\\nis what we should endeavor to avoid.\\n2. ximong the things which entangle us in error by\\na false brilliancy, which prevents our recognizing it,\\nwe may rightly put a certain sonorous and copious", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0249.jp2"}, "250": {"fulltext": "244 PORT-ROYAL WRITERS NICOLE\\neloquence for it is strange how a false reasoning\\nglides gently from a period that satisfies the ear, or\\nfrom a figure that surprises us, and which it amuses\\nus to consider.\\nXot only do these ornaments conceal from us the\\nfalsehoods that are mixed up in the discourse, but they\\ninsensibly form part of them, because they are often\\nnecessary to the accuracy of the period or the figure.\\nThus, when we hear an orator begin a long climax or\\nan antithesis with several clauses, we have a motive\\nfor being on our guard, since it seldom happens that\\nhe extricates himself without giving a wrench to the\\ntruth in order to fit it to the figure. l He usually\\narranges it as a man would the stones of a building or\\nthe metal of a statue he cuts it, spreads it out, short-\\nens it, and disguises it at need, in order to place it in\\nthat useless work of words that he wishes to form.\\nHow often has the desire to make a point produced\\nunsound thoughts How often has rhyme invited men\\nto lie! How often has the affectation of using only\\nCiceronian words and what is called pure Latinity\\nmade certain Italian authors write nonsense! AYho\\nwould not laugh to hear Bembo 2 say that a pope had\\n1 Pascal compares these forced antitheses to sham\\nwindows for symmetry (Pensees.)\\n2 Pierre Bembo (1470-1547), secretary to Leo X,\\nwas so enamored with Cicero s style as to imitate him\\neven in his pagan expressions; he was elected cardinal,,\\nand took orders in 1539.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0250.jp2"}, "251": {"fulltext": "OF BAD SEASONING 345\\nbeen elected by the favor of the immortal gods There\\nare indeed poets who imagine that it is the essence of\\npoetry to introduce the pagan divinities; and a Ger-\\nman poet, as good a versifier as he is an injudicious\\nwriter, having been properly censured by Francis\\nPicus Mirandola for having introduced all the divini-\\nties of paganism into a poem in which he describes the\\nwars of Christians against Christians, and for having\\nmixed up Apollo, Diana, and Mercury with the pope,\\nthe electors, and the emperor, boldly maintained that\\nwithout that he would not have been a poet, employ-\\ning this strange reason, in order to prove it, that the\\nverses of Hesiod, Homer, and .Virgil are filled with the\\nnames and fables of these gods, whence he concludes\\nthat it is allowable for him to do the same.\\nThis unsound reasoning is often unperceived by\\nthose who use it, and deceives them first; they are\\nstunned by the sound of their own words, dazzled by\\nthe brilliancy of their figures, and the grandeur of\\ncertain words draws them on, without their perceiving\\nit, to thoughts of little solidity, which they would no\\ndoubt regret if they reflected on them at all.\\nIt is probable, for example, that it was the word\\nvestal which pleased an author of the present time and\\nled him to say to a lady, to prevent her being ashamed\\nof knowing Latin, that she need not blush to speak a\\nlanguage that the Vestals spoke; for if he had consid-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0251.jp2"}, "252": {"fulltext": "240 PORT-ROYAL WRITERS XICOLE\\nered this idea, he would have seen that he might have\\nsaid to the lady, with as much reason, that she ought\\nto blush to speak a language that the courtezans of\\nRome formerly spoke, who were much more numerous\\nthan the Vestals; 1 or that she ought to blush to\\nspeak any other language than that of her own coun-\\ntry, since the ancient Vestals spoke only their native\\nlanguage. All these arguments, which are worth\\nnothing, are as good as that of this author, and the\\ntruth is that the Vestals can serve neither to justify\\nnor condemn girls who learn Latin. 2\\nFalse reasonings of this sort, which are constantly\\nmet with in the writings of those who most affect elo-\\nquence, show how the majority of persons who speak\\nor write would need to be persuaded of this excellent\\n1 The Vestals were virgins appointed to keep up the\\nsacred fire on the altar of the goddess Vesta; there\\nwere only six.\\n2 Malebranche quizzes good-naturedly the pretended\\nreasons alleged by Tertullian to justify himself for\\nwearing the philosopher s mantle instead of the ordi-\\nnary robe. This mantle was formerly in use at Carth-\\nage, but is it allowable at the present time to wear\\nthe cap and ruff because our fathers wore them\\nHow could the phases of the moon, the variations of\\nthe seasons, the renewing of the serpent s skin, etc.,\\nserve to justify his change {Recherche de la verite,\\nliv. ii.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0252.jp2"}, "253": {"fulltext": "OF BAD REASOXIXG 247\\nrule that nothing is beautiful but what is true, 1 which\\nwould remove a vast number of worthless ornaments\\nand false thoughts from discourse. Certainly this\\nprecision renders the style drier and less sonorous, but\\nit also renders it more lively, serious, clear, and worthy\\nof a cultivated man; its impression is stronger and\\nmore durable, whereas that which simply springs from\\nthese nicely-balanced periods is so superficial, that it\\nvanishes almost as soon as it is heard. 2\\n3. It is a very common failing among men to judge\\nrashly of the actions and intentions of others, but they\\n1 Boileau would make it the rule of literature Rien\\nn^ est beau que le vrai; le vrai le vrai seul est aimable-\\n(Epitre ix.)\\nXothing is beautiful but the true; the true alone\\nis pleasing.\\n2 Fenelon very happily puts this criticism in the\\nmouth of one of his characters, the admirer of the ser-\\nmon for Ash -Wednesday. He cannot give an account\\nof it. The thoughts are so delicate, and depend so\\nmuch on the tone and shades of expression, that after\\nhaving charmed for the moment they are not easily\\nremembered afterwards; and even if they should be,\\nsay them in other terms and it is no longer the same\\nthing, they lose their grace and force. They are very\\nfragile beauties then, Sir; on endeavoring to touch\\nthem they disappear. I should much prefer a dis-\\ncourse with more body and less spirit. (l er Dialogue\\nsur V eloquence.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0253.jp2"}, "254": {"fulltext": "248 PORT-ROYAL WRITERS NICOLE\\nseldom fall into it except through bad reasoning, by\\nwhich, through not recognizing with sufficient clear-\\nness all the causes that may produce a certain effect,\\nthey attribute this effect to one cause alone, when it\\nmay have been produced by several others or again,\\nthey suppose that a cause which, by accident, has had\\na certain effect on one occasion, when it was united\\nwith several other circumstances, ought to have it\\nunder all conditions.\\nA man of letters holds the same opinion as a heretic\\non a matter of criticism, independent of religious con-\\ntroversies an ill-natured opponent will conclude from\\nthis that he has some leaning towards the heretics;\\nbut he will conclude rashly and maliciously, since it is\\nperhaps reason and truth which lead him to this\\nopinion.\\nIf a writer speak with force against an opinion that\\nhe thinks dangerous, he may be accused upon that of\\nhatred and animosity against the authors who have\\nadvanced it; but it would be rashly and unjustly, for\\nthis force might spring from zeal for truth quite as\\nwell as from hatred to persons.\\nA man is the friend of a bad man; hence it is con-\\ncluded he is allied with him by interest, and is a par-\\ntaker in his crimes. This does not follow; perhaps he\\nis ignorant of them, and perhaps he has had no share\\nin them.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0254.jp2"}, "255": {"fulltext": "OF BAD SEASONING 249\\nA man fails to pay a compliment to those to whom\\nit is due he is called proud and insolent, but perhaps\\nit is only inadvertance or simply forgetfulness.\\nAll these exterior things are only equivocal signs,\\nthat is to say, signs which may signify several things,\\nand it is judging rashly to limit this sign to a particu-\\nlar thing without having any special reason for doing\\nso. Silence is sometimes a sign of modesty and judg-\\nment, and sometimes of stupidity. Slowness some-\\ntimes indicates prudence and sometimes dullness of\\nmind. Change is sometimes a sign of inconstancy\\nand sometimes of sincerity thus it is had reasoning to\\nconclude that a man is inconstant simply because he\\nhas changed his opinion, for he may have had good\\nreason to change it\\nIt is a weakness and an injustice, which is often\\ncondemned but seldom avoided, to judge advice by the\\nresults, and to blame those who have taken a prudent\\nresolution according to the circumstances that they\\ncould then see, for all the bad results that have fol-\\nlowed, 1 either through a simple casualty or through\\n1 Compared with this lagging prose how brilliant\\nand striking is the eloquence of Demosthenes,\\ncrushing that sophism in the mouth of iEschines!\\nAccused of being the author of the disaster at\\nChaeronea, he haughtily accepts the responsibility:\\nAthenians, lam going to say a strange thing", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0255.jp2"}, "256": {"fulltext": "250 POKT-ROYAL WRITERS NICOLE\\nthe malice of those who have thwarted it, or through\\nsome other circumstances which it was impossible for\\nthem to foresee.\\nXot only do men like to be fortunate as much as to\\nbe wise, but they make no distinction between the\\nfortunate and the wise or between the unfortunate\\nand the culpable. This distinction appears to them too\\nsubtle. They are ingenious in finding out the faults\\nthat they imagine have led to the ill-success, and as\\nthe astrologers, when they know a certain event, never\\nfail to discover the aspect of the stars which produced\\nit, they also never fail to find, after disgraces and misf or-\\nIf all of us had clearly seen the future, if you,\\niEschines, had announced\\nit to us with your voice\\nof thunder, you who did\\nnot even open your mouth,\\neven then Athens ought\\nnot to have renounced her\\nprinciples, if she had at\\nheart her dignity, the glory\\nof her ancestors, and the\\njudgment of posterity\\nDemosthenes, 384-322, B. C. Xo, Athenians, yOU have\\nnot erred in throwing yourselves into the midst of\\ndangers for the liberty and the safety of all, I swear it\\nby your ancestors who braved the dangers of Mara-\\nthon, by those who fought at Plataea, at Salamis, at\\nArtemisium, etc.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0256.jp2"}, "257": {"fulltext": "OF BAD SEASONING 251\\ntunes, that those who have fallen into them deserved\\nthem by some imprudence. He has not succeeded,\\ntherefore he is wrong. Thus men of the world reason,\\nand have always reasoned, because there has always been\\nlittle equity in men s judgments, and because, not\\nknowing the real causes of things, they substitute\\nothers according to the event, praising those who suc-\\nceed and blaming those who do not.\\nIf there are pardonable errors, they are certainly\\nthose that are committed through excessive deference\\nto the opinions of those who are considered good men.\\nBut there is an illusion much more absurd in itself,\\nbut which is, nevertheless, very common, namely,\\nthinking that a man speaks the truth because he is a\\nman of birth, of wealth, or of high dignity.\\nPersons do not formally reason in this manner: he\\nhas a hundred thousand livres a year, therefore he is\\nright; he is of high birth, hence we ought to believe\\nwhat he advances to be true he is a poor man, there-\\nfore he is wrong. Xevertheless, something of the kind\\npasses through the minds of the majority of men, and\\nunconsciously carries away their judgment.\\nIf the same thing be suggested by a person of quality\\nand by a man of no position, it will often be approved\\nin the mouth of the person of quality, while people\\nwill not deign to listen to it from a man of the lower\\nclasses. Scripture intended to teach us this disposi-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0257.jp2"}, "258": {"fulltext": "252 PORT-ROYAL WRITERS NICOLE\\ntion of man, representing it exactly in the book of Ec-\\nclesiasticus When a rich man speaketh, every man\\nholdeth his tongue, and look, what he saith, they extol\\nit to the clouds but if the poor man speak, they say,\\nWhat fellow is this\\nIt is certain that complaisance and flattery have a\\nlarge share in the approbation that men give to the\\nwords and actions of persons of good birth, and these\\noften attract it by a certain outward grace, and a\\nnoble, free, and natural manner, which is sometimes\\nso peculiar to them that it is almost inimitable by those\\nof low birth but it is also certain that many approve\\nall that the great do and say from a poverty of spirit\\nwhich bends under the weight of grandeur, and has\\nnot a sufficiently strong sight to support its brilliancy,\\nand that this external pomp which surrounds them\\nalways imposes a little, and makes some impression on\\nthe strongest minds. The cause of this deception is\\nin the corruption of the human heart, which, having\\nan ardent desire for honors and pleasures, necessarily\\nconceives a great love for riches and the other quali-\\nties by means of which these honors and pleasures are\\nobtained. Xow, the love that we have for all these\\nthings that the world values causes us to think those\\nfortunate who possess them, and, judging them for-\\ntunate, we place them above ourselves, and look upon\\nthem as exalted and eminent persons. This habit of", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0258.jp2"}, "259": {"fulltext": "OF BAD REASONING 253\\nlooking upon them with esteem passes insensibly from\\ntheir fortune to their mind. Men do not usually do\\nthings by halves. They attribute to them, then, a\\nmind as exalted as their rank, and yield to their opin-\\nions, and this is the reason of the credit they usually\\nhave in the affairs of which they treat.\\nBut this illusion is still stronger in the great them-\\nselves, who have not been careful to correct the im-\\npression that their fortune naturally makes on their\\nown minds, than it is in their inferiors. There are few\\nof them who do not make a reason of their rank and\\nwealth, and do not think that their opinions ought to\\nprevail over the opinions of those who are below them.\\nThey cannot bear that people upon whom they look\\ndown should lay claim to as much judgment and rea-\\nson as themselves, and this makes them impatient of\\nthe least contradiction.\\nAll this springs from the same source: that is to\\nsay, from the false ideas they have of their grandeur,\\nnobility, and wealth. Instead of considering these as\\nthings entirely extraneous to their existence, which\\ndo not prevent their being on a perfect equality with\\nthe rest of mankind as to soul and body, nor having\\nthe judgment as feeble and as capable of being de-\\nceived as that of everybody else, they incorporate, in a\\ncertain way, in their very essence all these qualities\\nof great, noble, rich, master, lord, and prince; they", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0259.jp2"}, "260": {"fulltext": "254 PORT-ROYAL WRITERS NICOLE\\nmagnify their idea of them, and never think of them-\\nselves without all their titles, their equipage, and their\\ntrain.\\nThey are accustomed to look upon themselves from\\ntheir childhood as a separate species from other men;\\nthey are never mixed up in imagination with the crowd\\nof mankind they are always counts or dukes in their\\nown eyes, and never simply men; thus they cut out\\nfor themselves a mind and a judgment in proportion\\nto their fortune, and think themselves placed as far\\nabove others in mind as they are in rank and wealth.\\nThe folly of the human mind is such that there is\\nnothing that does not help it to aggrandize its idea of\\nitself. A fine house, a splendid coat, a long beard,\\nmake a man think himself more clever; and if we take\\nnotice, he thinks more of himself on horseback or in\\na coach than on foot. It is easy to persuade everybody\\nthat nothing is more ridiculous than these judgments,\\nbut it is very difficult to protect ourselves entirely\\nagainst the secret impression that all these things make\\non the mind. All that we can do is to accustom our-\\n1 You are deceived, Philemon, if you think you are\\nmore esteemed for this brilliant carriage, this great\\nnumber of knaves that follow you, and these six ani-\\nmals that draw you. Men put aside all this outward\\nshow to penetrate to you, who are nothing but a fop.\\n(La Bruyere, Caracteres, ch. ii.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0260.jp2"}, "261": {"fulltext": "OF BAD SEASONING 255\\nselves, as far as possible, to give no weight to those\\nqualities which can in no way contribute to the dis-\\ncovery of the truth, and to give to those that do con-\\ntribute to it, only as much as they do really contribute.\\nAge, knowledge, study, experience, mind, activity,\\ncaution, accuracy, and labor serve to discover the\\ntruth of hidden things, and therefore these qualities\\ndeserve respect; but, nevertheless, they must be care-\\nfully weighed, and then compared with the opposite\\nreasons; for we can decide nothing with certainty\\nfrom each of these things by itself, since very errone-\\nous opinions have been maintained by men of great\\nintellect who had many of these qualities. (Logique,\\npart iii. ch. xx.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0261.jp2"}, "262": {"fulltext": "RULES OF THE METHOD IN THE SCIENCES.\u00e2\u0080\u0094\\nNicole\\nAnalysis consists more in the judgment and mental\\nskill than in particular rules. These four, neverthe-\\nless, that Descartes lays down in his Method, may be\\nuseful in avoiding error in the pursuit of truth in\\nhuman sciences, although, to say the truth, they are\\ngeneral for all kinds of methods and not peculiar to\\nanalysis.\\nThe first is, never to accept anything as true ivhich we do\\nnot plainly recognize as such; that is to say, to carefully\\navoid hastiness and prejudice, and not to include in our\\njudgments anything that is not presented so clearly to the\\nmind that there is no room for doubt.\\nThe second, to divide each of the difficulties that we are\\nexamining into as many parts as possible, or as are requisite\\nto resolve it.\\nThe third, to conduct our thoughts in order, beginning\\nivith the simplest and most easily understood objects, in order\\nto rise by degrees to the knowledge of the more complex, and\\neven to suppose an order among those that do not naturally\\nprecede one another.\\nThe fourth, to make throughout such complete enumera-\\n(256)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0262.jp2"}, "263": {"fulltext": "METHOD IN THE SCIENCES 257\\ntions and general reviews that we may be certain of\\nomitted nothing.\\nIt is true that there is much difficulty in observing\\nthese rules but it is always useful to bear them in\\nmind and to observe them, as far as possible, when\\nwe wish to discover the truth by means of the reason\\nand as far as our mind is capable of knowing it.\\nThe Method of the Sciences reduced to eight principal rides.\\nTWO RULES TOUCHING DEFINITIONS\\n1. To leave no term in the least obscure or equivo-\\ncal without denning it.\\n2. To employ in the definitions only terms which\\nare perfectly known or already explained.\\nTWO RULES FOR THE AXIOMS\\n3. To demand as axioms only things perfectly evi-\\ndent.\\n4. To accept as evident that which needs only a lit-\\ntle attention in order to be recognized as true.\\nTWO RULES FOR THE DEMONSTRATIONS\\n5. To prove all propositions, which are in the least\\nobscure, by employing in proof of them only preced-\\ning definitions, accepted axioms, or propositions al-\\nready demonstrated.\\n6. Xever to abuse what is equivocal in terms by\\nfailing to substitute for them mentally the definitions\\nwhich restrict and explain them.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0263.jp2"}, "264": {"fulltext": "258 PORT- ROYAL WRITERS NICOLE\\nTWO RULES FOR THE METHOD\\n7. To treat of things as far as possible in their\\nnatural order, commencing with the simplest and most\\ngeneral, explaining everything that belongs to the\\nnature of the genus before passing to its particular\\nspecies.\\n8. To divide, as far as possible, every genus into all\\nits species, every whole into all its parts, and every\\ndifficulty into all its cases.\\nI have added to these two rules, as far as possible,\\nbecause it often happens that we cannot observe them\\nrigorously, either on account of the limits of the\\nhuman understanding or of those we have been obliged\\nto set to every science.\\nThis often causes us to treat of a species when we\\nare not able to treat of all that belongs to its genus\\nas we treat of the circle in common geometry without\\nsaying anything specially of the curved line, which is\\nits genus, and which we are satisfied with simply\\ndefining.\\nWe cannot either say all that can be said of a whole\\ngenus, because that would often be too long;, but it\\nis sufficient to say all we wish to say of it before pass-\\ning to the species.\\nBut I think that a science can be treated perfectly\\nonly by observing these two last rules as well as the\\nothers, and only resolving to dispense with them from\\nnecessity or for some special advantage. (Logique, part\\niv. ch. ii. and iii.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0264.jp2"}, "265": {"fulltext": "ON TEACHING READING AND WRITING; EX-\\nERCISES IN TRANSLATION, ELOCUTION,\\nAND COMPOSITION.\u00e2\u0080\u0094 Gutot\\nDeak Reader. Some of my friends having de-\\nsired me to speak more at length on the subject of\\nteaching children Latin than I have done in the differ-\\nent prefaces to translations that I have given to the\\npublic, in which I have been satisfied with represent-\\ning chiefly that the system now followed is long, dim-\\ncult, and unnatural, and that I thought that there\\nmight be another shorter, easier, and more conforma-\\nble to nature, that is, to reason, I will endeavor to\\nsatisfy them here as succinctly as possible, laboring to\\nbuild up after having labored in my other writings to\\ndestroy\\nIn the first place, then, I say that it is a grave error\\nto begin, as is usually done, to teach children to read\\nthrough Latin and not through French.\\nThis road is so long and difficult, that it not only\\nrepels the scholars from all other learning, by preju-\\ndicing their minds from their earliest childhood with\\na distaste and an almost invincible hatred for books\\nand study, but it also makes the teachers impatient\\nand peevish, because both are equally wearied with the\\n(259)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0265.jp2"}, "266": {"fulltext": "260 PORT-ROYAL WRITERS GUYOT\\ntrouble and time they give to it, which extends to\\nthree or four years; but the masters must consider\\nthat, if they have difficulty in teaching, the children\\nhave incomparably more in learning, which should be\\na motive for making them gentler and more patient\\nwith them by making them sympathize with the weak-\\nness of childhood. For they must not imagine that\\nwhat they find pleasure in knowing, children can learn\\nwithout trouble; but they should rather remember\\ntheir own childhood, and the difficulties they had in\\nbecoming learned. Thus they will adapt themselves\\nto the weakness of their scholars, and not give them\\nmore trouble than they can help\\nThere will always be difficulties enough, either\\nfrom things or from their minds, or, in fact, from\\ntheir natural inclinations or aversions, without our\\nadding others ourselves by the bad method we follow\\nin instructing them. 1\\nHow, then, can children be expected to learn in a\\nshort time and with pleasure, or, at least, without very\\ngreat trouble, by commencing to make them read in\\nLatin, which is a tongue they do not understand in the\\nleast, and which they never hear spoken (for that\\nwould be of great use to them, at least for the pro-\\nnunciation) except while they are being taught it\\n1 This justification of the method is full of good\\nsense and clearness.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0266.jp2"}, "267": {"fulltext": "OK TEACHING KEADIKG, WEITHSTG, ETC. 261\\nIs it not more natural to make use of what they\\nknow already, in order to teach them what they do not\\nknow, since the very definition of the method of teach-\\ning tells us to act in this manner\\nXow French boys already know French, of which\\nthey are acquainted with a large number of words;\\nwhy not, then, teach them first to read in French,\\nsince this method would be shorter and less tedious\\nFor they would only have to retain in their minds the\\nshape of the letters and their combinations in which\\nthe memory of the things and the words that they\\nalready know, with what they are constantly hearing\\nin every-day life, would aid them little by little in\\nremembering them again whereas in Latin they are\\nnot helped in any way, everything is strange and new,\\nand they can only fix their attention on the characters\\nand combinations which are shown them; and this is\\nthe cause that they only retain them with much trouble\\nand time, during which they must be dinned into their\\nears over and over again, before they can remember\\nthem once, having nothing to hold by, neither words,\\nnor things, nor what they hear said every day.\\nSince, then, we must use what the children already\\nknow to teach them what they do not know, which is\\na general rule, without exception, for everything we\\nwish to teach them, it would be proper to make them\\nread at first detached words only, of which they know", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0267.jp2"}, "268": {"fulltext": "262 PORT-ROYAL WRITERS GUYOT\\nthe things they represent, as those which they com-\\nmonly use, as bread, a bed, a room, etc. But they\\nshould have been shown beforehand the shapes and\\ncharacters of these words in an alphabet, making them\\npronounce the vowels and diphthongs only, and not\\nthe consonants, which they should be taught to pro-\\nnounce only in the different combinations that they\\nform with the same vowels or diphthongs in the sylla-\\nbles and words.\\nFor yet another fault is committed in the ordinary\\nmethod of teaching children to read, which is the\\nmanner in which they are taught to name the letters\\nseparately, both consonants and vowels. Now the con-\\nsonants are called consonants only because they have\\nno sound by themselves, but they must be joined with\\nvowels and sound with them. We are, then, contra-\\ndicting ourselves in teaching to pronounce alone letters\\nwhich can be pronounced only when they are joined\\nwith others for in pronouncing the consonants sepa-\\nrately, and making the children name them, we always\\nadd a vowel, namely, e, which, belonging neither to the\\nsyllable nor to the word, makes the sound of the let-\\nters named different from their sound when joined\\nwith others; thus, after the children have spelled all\\n1 The definition is not quite exact, since there are\\nconsonants which have really a sound by themselves,\\nfor example, s, and even r.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0268.jp2"}, "269": {"fulltext": "ON TEACHING READING, WRITING, ETC. 263\\nthe letters of a word one by one, they cannot pro-\\nnounce them altogether in the same word, because the\\nmedley of different sounds confuses their ears and\\nimagination. For example, a child is made to spell\\nthe word ban, which is composed of three letters, 6,\\no, n, which they are made to pronounce one after the\\nother. Xow 6, pronounced by itself, makes be o, pro-\\nnounced alone, is still o, for it is a yowel; but n, pro-\\nnounced alone, makes enne. How, then, can this child\\nunderstand that all these sounds that he has pro-\\nnounced separately in spelling these three letters one\\nafter the other can only make this single sound, bon f\\nHe can never understand this, and he only learns to\\nput them together because his teacher himself puts\\nthem together, and shouts in his ear over and over\\nagain this single sound, bon.\\nAgain, the poor child is made to spell this other\\nword, jamais, and it is done in this way, j-a-m-a-i-s,\\njamais. How can this child imagine that the six\\nsounds which he has pronounced in spelling these six\\nletters make only these two, jamais f For, when we\\nspell the letters of this word we pronounce separately\\nj-a-em-a-i-esse. Here are six or seven sounds, of\\nwhich, they say, he ought to make these two, ja-^niais.\\nWould they not have done it sooner by making him\\npronounce these two syllables only, ja-^nais, and not\\nall the consonants and vowels separately, which only", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0269.jp2"}, "270": {"fulltext": "264 PORT-ROYAL WRITERS GUYOT\\nconfuses his mind by this multitude of different\\nsounds, which he can never put together as you wish\\nhim to do if you do not do it yourself and pronounce\\nit to him several times The same thing may be said\\nof a great number of difficult words, as aimoient,\\nfaisoient, disoient etc. x\\nBesides, you may make a child spell his letters as\\nmuch as you like, but he will ne^er learn by this means\\nto pronounce the syllables and words; it is only the\\nuse and habit that he has of hearing the same sound\\npronounced many times when they point out to him\\nthe letters which make him learn them. But this is\\nbecause we always want to reason with children and\\nteach them by rules what depends on usage alone,\\nwhich is the only rule of language. And if you will\\npay attention to what I say you will see that the sylla-\\nbles and words together are repeated to them so many\\ntimes that at last they retain them, and remember\\nthat such and such letters joined together have such\\na pronunciation, which they would never otherwise\\n1 The pronunciation of oi of the imperfect was not\\nthen fixed. Father Chiflet wrote in 1677: It is\\nsofter and more common among the upper classes who\\nspeak well to pronounce je parlais. Nevertheless, it is\\nnot a fault to say je parlois, since at Paris, at the bar\\nand in the pulpit, many eloquent speakers do not con-\\ndemn this pronunciation. (Nouvelle et parfaite gram-\\nmaire frangaise, p. 203.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0270.jp2"}, "271": {"fulltext": "ON TEACHING BEADING, WRITING, ETC. 265\\nhave imagined by spelling the letters one after another.\\nTherefore it is very useless to make them lose so much\\ntime and pains by this way of spelling, whereas they\\nwould have learnt the combinations of letters very\\nmuch sooner than this multitude of sounds from\\nwhich they are desired to compose one or two syllables.\\nThus the knowledge of reading, which the children\\nacquire at length, is attributed, without reason, to\\nthis manner of spelling the letters, but it is only an\\neffect of the habit they have of hearing the syllables\\nand entire words pronounced very often. And for a\\nsimilar reason it is thought that the rules of Despau-\\ntere 1 are the cause of the correctness with which a\\nchild composes in Latin, although in composing he had\\nnot even thought of them, having only followed in\\nthat the usage of the Latin, which he has learnt only\\nby reading and writing and by making many mistakes\\nwhich have been corrected.\\nAfter having shown to the children and pronounced\\nthe five vowels, a, e, i, o, u, and the diphthongs ae, oe,\\nau, eu, aij 2 and making them look only at the shapes of\\n1 Van Pauteren, in French Despautere (1460-1520),\\nprofessor at Louvain and Bois-le-Duc. His Latin\\ngrammar was long in vogue in schools.\\n2 It is an error to call diphthong (two sounds) ae,\\no,e, au, eu, ei, since there is only one sound represented\\nby two letters, which lose their proper sound to form\\na new one. The Grammaire generate of Port-Royal did", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0271.jp2"}, "272": {"fulltext": "266 PORT-ROYAL WRITERS GUYOT\\nthe consonants, without letting them pronounce them\\nexcept in combination in entire syllables, of which\\nthey have drawn up and learnt a list, it will be well to\\nmake them read first entire words detached from one\\nanother, of which they should make a list in which\\nthey would insert only the most common words that\\nthey hear most often and whose meaning they know.\\nAnd as they are taught to pray to God from the age of\\nfour or five years (I suppose it is done in French), we\\nmust begin by their prayers and the catechism, l which\\nthey already know by heart, to make them read a con-\\nnected narrative, then break the thread of it to see if\\nthey read from a knowledge of the words, or by heart\\nand rote; in order that, when they can read their\\nprayers and their catechism equally well anywhere they\\nare asked, we may then begin to give them French\\nbooks.\\nBeing, then, in a position to be able to learn to\\nread in French books, they must be given those in\\nnot commit this error: Eu, as it is in feu, peu, is only\\na simple sound, although we write it with two vowels.\\n(Part i. ch. i.) However, in chapter iii. the authors\\ncall diphthong the sound of raw, which is, however,\\nsimple.\\n1 Even if the law had not taken its religious charac-\\nter from the school, we do not think that these are\\nbooks to interest young children. The subjects are\\ntoo serious and beyond their capacity.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0272.jp2"}, "273": {"fulltext": "OK TEACHING READING, WRITING, ETC. 267\\nwhich the matter is adapted to their intelligence.\\nThe small colloquies of Mathurin Cordier 1 would be\\nvery proper for this use, if they were translated into\\nbetter French for the purity of their native language\\nmust not be corrupted from this early age; but the\\nfables of Phaedrus, the Captivi of Plautus, the Bucolics^\\nof Virgil, the three comedies of Terence, these letters,\\nand the collection of Cicero s letters might be very\\nuseful to them; for, by this means they will learn at\\nthe same time to read and speak their own language\\nwith purity, as accomplished men talk in society,\\nwhich is the principal style in which it is necessary to\\nbring them up; and they will know in advance the\\nsubjects contained in the first Latin books that they\\nwill read or learn by heart, which will make the under-\\nstanding of them easy, of which the beginning is so\\npainful. And, in this way, what they already know\\n1 Cordier, Mathurin, a priest (1479-1564), was one*,\\nof the best class regents that could be desired he un-\\nderstood Latin well, was a man of much virtue, and\\ndevoted himself to his office, being as careful to in-\\nstruct his pupils in good behavior as in good Latinity..\\nHe employed his life in teaching children at Paris,.\\nNevers, Bourdeaux, Geneva, Neufchdtel, Lausanne, and\\nlastly, again at Geneva, where he died on Sept. 8, 1564-,\\naged 85, teaching the young in the sixth class three or four\\ndays before his death. There is scarcely a book that has\\nserved more than that to accustom children to speak\\nLatin. (Bayle.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0273.jp2"}, "274": {"fulltext": "268 PORT-ROYAL WRITERS GUYOT\\nmay be usefully employed to teach them what they\\ndo not know. x\\nWith regard to writing, great care should be taken\\nto teach children to write well, because, besides its\\nusefulness, it is a very good means of occupying them\\nand driving away tedium; for when they can write\\nwell, they like to do so, because we naturally like to\\ndo what we do well, and even desire to excel in it.\\nThe best teachers should be chosen for this, provided\\nthey will take the trouble and be careful that they\\nhold the pen right, for that is most important. They\\nmust not, then, be allowed to write at the commence-\\nment by themselves, but before their teachers, until\\nthey have acquired a good habit of holding the pen,\\nand when they have done that they should often pass\\nthe dry pen over the lines of their copy, in order that\\nthe muscles, nerves, and the whole hand should acquire\\nthe knack and movement necessary for good writing. 2\\n1 There is an ingenious foresight in making the chil-\\ndren read in French what they will study later in\\nLatin. But, looking closely into the matter, are the\\nproposed works well chosen The Fables of Phaedrus\\nare perfectly suitable. But the Comedies of Terence\\nand Plautus, and Cicero s Letters It is a question\\nof children of tender years who have just over-\\ncome the first difficulties of reading; this nutriment\\nis much too strong.\\n2 This is a very judicious recommendation, and more\\nsimple in practice than the use of those tablets over", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0274.jp2"}, "275": {"fulltext": "OX TEACHIXG READING, WRITING, ETC. 269\\nAnd I should also wish that they should not be given\\ncopies without rime or reason, but some beautiful sen-\\ntences in French or Latin verse, which might serve to\\nregulate their mind and their manners. 1 They would\\nunconsciously learn a great number of them, which\\nwould be so much good seed whose fruit would be seen\\nin due season. It would be well to let them continue\\nthis exercise for several years, and not to allow them\\nto write either their themes or translations badly; for,\\nbesides that everything that we do should be well done 2\\nas far as possible, they would soon unlearn what they\\nhave learnt with much time and pains.\\nI come noAV to the Latin, and I suppose, as every\\nwhich the pupil moves his pencil in letters formed of\\nsunken lines.\\n*At the time that G-uyot was giving this wise advice\\nMine, de Maintenon wrote with her own hand in the\\ncopy-books of her pupils at Saint-Cyr these maxims as\\nwriting copies Seek the truth in everything. Love to\\ngive pleasure and never lie. There is nothing disgraceful\\nbut ill- doing. Submit to reason as soon as you know it.\\nBe severe towards yourselves and indulgent to others If\\nyou feel pleasure when you are reproved, believe that you\\nwill have merit,\u00e2\u0080\u0094 Let your conscience be simple and sincere,\\nNever go to rest without having learnt something, etc.\\n2 An excellent precept to recommend. Of what use\\nis an hour s application to the writing lesson, if they\\nscribble the rest of the time Good teachers have,\\nfrom the same motive, suppressed the rough copy.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0275.jp2"}, "276": {"fulltext": "270 PORT-ROYAL WRITERS GUYOT\\nbody agrees, that as native and living languages should\\nbe chiefly learnt by use and intercourse with persons\\nwho speak them well, so the dead languages should be\\nlearnt by reading the authors who formerly spoke them\\nwell, and who live and speak to us now, in a manner, in\\ntheir works. But as the life and speech of these dead\\nauthors is dying, not to say quite dead, and the tone\\nof their voice is so low and difficult to hear that it\\nscarcely differs from silence, it would be an incompara-\\nble advantage to resuscitate, in some sort, these dead\\nauthors, and to re-animate them with our spirit, voice,\\nand action, that they may teach us in a vivid and\\nnatural manner. x And this may be done by trans-\\nlating their works viva voce to the children, or reading\\nthe translation to them, in this way serving them as a\\nliving and animated interpreter, who speaks to them\\nin their own tongue, as the dead would speak to them\\nin theirs if they were still living. And this shows\\nthat, translation being the means that most nearly\\napproaches the natural manner of learning living lan-\\nguages, it is also the most natural and useful means of\\nlearning the dead languages.\\nFor is is not an inverted order, and quite contrary to\\n1 There is in all this page a very clear perception of\\nthe value of oral teaching, of the living word of the\\nteacher. Guyot returns to the subject a little further\\non with a praiseworthy persistence.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0276.jp2"}, "277": {"fulltext": "02* TEACHING BEADING, WEITING, ETC. 271\\nnature, to begin by writing in a language which, they not\\nonly cannot speak but do not even understand Chil-\\ndren who are beginning to learn their native language\\nbegin by hearing it before speaking it, and speaking it\\nbefore writing it. Why, then, reverse this order that\\nnature prescribes in order to make children begin to\\nwrite in a language they do not understand And\\nthis shows that the method which is so common, of\\nmaking children write Latin themes before teaching\\nthem to understand Latin, to say nothing of speaking\\nit, is a method entirely opposed to nature, of which\\nart should be the imitator. It, is, then, certain that\\nwe must begin by taching the children Latin in order\\nthat they may understand it before they speak or write\\nit, and that there is no other means than translation\\nof making them understand it. Now there are two\\nsorts of translation, one viva voice, the other written.\\nThere is no doubt that the first is incomparably more\\nuseful and more natural than the second; for the voice\\nin this matter is like a faithful interpreter, who con-\\nducts us in a living manner into the country of the\\ndead, and makes us speak and converse with them, or,\\nat least, makes us listen to them speaking and convers-\\ning with us, as he would make us speak and converse\\nwith Turks or Germans, first letting us hear their\\nlanguage, then speak with them, and finally write to\\nthem.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0277.jp2"}, "278": {"fulltext": "272 PORT-ROYAL WRITERS GUYOT\\nBut the better to understand the advantage that\\nviva voce translation has over written, it must be re-\\nmarked that words have a double signification, one\\nnatural, the other artificial for, as words are arbitrary\\nsigns of things or of mental ideas, they are also natural\\nsigns of the emotions of the heart; and this natural sig-\\nnification is lost, in a manner, in writings, at least for\\nthose who are only commencing to learn a dead lan-\\nguage, for they only understand the artificial significa-\\ntion of the things according to the ideas that it awakens\\nin their mind, which ideas are usually rather obscure\\nand confused in children; but the viva voce translation\\nbetter preserves this signification of the emotions of\\nthe heart, for voice was given to man, not only to\\nmake known things or the ideas they have of them,\\nbut also to express the various emotions of their heart\\nwith respect to these same things, or the ideas they\\nhave of them. And this they do in many other\\nways, as by gesture and action by the movements of\\ntheir hands, eyes, head, or shoulders; in fine, by the\\nmute language of the whole body. It is this language\\nof the heart that must be heard in order to under-\\nstand a language well, because it is, as it were, its\\nspirit and life. For it is the passions and emotions of\\nthe heart which make all the various beauties and\\nfigures of the discourse, and which give it that omni-\\npotence which is attributed to eloquence and the dis-", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0278.jp2"}, "279": {"fulltext": "ON TEACHING EEADLNG, WBITIXG, ETC. 273\\ntinct air or character which is remarked in it, and\\nwhich is found, not only in the particular language of\\neach individual man, but even in that of whole tribes\\nand nations. For some speak in a very gentle and\\nothers in a rough manner; some in a modest, others\\nin a haughty and boastful manner; some in a simple\\nand artless style, others in a figurative and embellished\\nstyle; some affect brevity, others a great flow of\\nwords; some speak uncivilly, others with politeness;\\nsome with amorous and tender air, others in a dry and\\nharsh tone; all these differences spring from the emo-\\ntions of the heart.\\nThus, in order to bring out this natural significa-\\ntion of the movements of the soul which accompanies\\nthe artificial signification of the thoughts, the teacher\\nmust brighten the lesson by his tone of voice and his\\ngestures in reading it to them, first in French and then\\nin Latin, with ail the appropriate inflections and ac-\\ncents. They will then understand and retain it much\\nsooner, because it will appeal to them more; whereas\\na simple reading which they do themselves or which is\\ndone by the teacher makes little impression on their\\nminds. Thus an orator or an actor makes us under-\\nstand the subject of a piece much better than a simple\\nreading of it, because, adding his voice and action to\\nthe matter, he makes the ideas strike the mind, and\\nthe emotions move the heart more vividly. This is", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0279.jp2"}, "280": {"fulltext": "274 PORT-ROYAL WRITERS GUYOT\\nhow we breathe life into a dead language, and\\ngive a double life to a language yet living. This\\n-opens and even elevates the children s minds, by-\\nstirring up and agitating them powerfully, and thus\\nrenders them capable of imitating, by art, the natural\\npassions, which they can only understand and imitate\\nby these means, not being yet able to be touched by\\nthem\\nSince, then, French is to serve us as introducer to\\nand interpreter in the Latin country, it must take a\\nstep in advance, I mean, French must be taught be-\\nfore Latin and the children should be so well grounded\\nin the ordinary and familiar French style by reading\\nthe books that I have mentioned, making them learn\\nthem by heart, that the Latin which they will after-\\nwards learn shall not be able to injure or corrupt the\\npurity of their French. Xow the younger children\\nare more fitted to learn French in this way than the\\nelder, because, having an imperfect idea of things,\\nthey cannot detach them from the words by which\\nthey entered their minds, being, so to say, clothed\\nwith the terms and expressions which have made them\\nconceive them; whereas the elder children, conceiv-\\ning things in their own way, and according to opinions\\nwhich they have previously formed, express them also\\nin their own way, without confining themselves to the\\nwords of their author. The younger children, then,", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0280.jp2"}, "281": {"fulltext": "OlSr TEACHING READING, WRITING, ETC. 275\\nmust, as I have said, be first grounded in the ordinary\\nand familiar French, in order that the Latin, which\\nthey will learn afterwards, and which is so contrary\\nto the French in its construction, may not injure their\\nnative language, as usually happens. For we see that\\nchildren who have been taught in a different manner\\nhave often unlearnt French, or rather have not learnt\\nit at all, in learning Latin, and have even rendered\\nthemselves more incapable of learning it, as may be\\nperceived by setting them to write in French And\\nthis is the cause that at the present time the most\\nlearned persons, and those who best understand the\\nauthors, having neglected their native language in\\norder to learn foreign tongues, and having given up\\nIntercourse with the living in order to converse only\\nwith the dead, can translate their works only in a\\nlifeless and foreign manner, and thus render them-\\nselves less capable of filling the higher posts in the\\nchurch and at the bar\\nThe children, then, must acquire through these\\nFrench translations, a moderate usage of their native\\nlanguage, which consists in the correctness of the words\\nand their combinations, and in clearness of style even\\nin ordinary and familiar expressions. They should\\nnot, therefore, read many French books of various\\nstyles, and especially those of a bad style, for that\\nwould make them incapable of distinguishing the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0281.jp2"}, "282": {"fulltext": "276 POET-ROYAL WRITERS GUYOT\\ngood from the bad, as persons who habituate them-\\nselves to all kinds of wines can no longer appreciate\\nnor distinguish their differences; and their minds\\nshould be fed on only delicate and intellectual things\\nif we wish to give them a delicate and intellectual\\ntaste. For this reason it is a great error to make them\\nread indifferently all sorts of authors, whether Latin\\nor French and those who guide them in this way show\\nthat they themselves have had the misfortune not to be\\nbetter guided, so that the fault that was committed\\nin their education is perpetuated indefinitely by their\\ninstructing others as they themselves were instructed;\\nand very few are found who rise above custom to fol-\\nlow reason\\nSince, then, our intention is to form the children\\nto an ordinary and familiar style, we must choose books\\nproper for this object, both in matter and style 1\\nAdd to them, for Sundays and Holy-days, the Lives of\\nthe Fathers of the Desert, the last Lives of the Saints, writ-\\nten by M. d Andilly, his History of Josephus, the Con-\\nfessions of St. Augustine, the Imitation of Christ, the\\nHomilies of St. Chrysostom, and a few other books or\\nhistories well written in French. This will fortify\\nthem in purity of morals as well as in French, and\\nfurnish them with many good things, of which they\\nshould lay up a store in good time We may add a\\n1 He repeats here the list already given above.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0282.jp2"}, "283": {"fulltext": "ON TEACHING BEADING, WETTING, ETC. 277\\niew o\u00c2\u00a3 the most chaste poets, full of lively descrip-\\ntions, rich comparisons, and good moral teaching; for\\nthe sweetness of the verses will charm their ears, and\\ntheir harmonious cadence will accustom them to a bet-\\nter pronunciation, and even elevate their minds above\\nordinary thoughts and expressions.\\nChildren should read a little at a time and often,\\nin a loud and clear voice,, because that will exercise\\nthe voice and chest, and give an opportunity of teach-\\ning them to pronounce well, by giving them the neces-\\nsary accent to mark the different shades which are\\n.appropriate to the subjects, and correct the false\\ncadences or inflections of voice into which they fall;\\nthus they will be habituated to fineness of ear, to the\\n.arrangement of the words, and the harmony of the\\nperiods and, in addition, by reading a little at a time\\nand often, their attention will not be fatigued. For\\nchildren are usually very inattentive, and too long\\napplication deadens the mind and extinguishes its\\nfire. It will be well also to read aloud before them,\\nenlivening what is read by the tone and accent proper\\nto the subject, and to make them attend to it; that\\nwill do much to form them, for they have a natural\\ninclination to imitate and to learn by imitation. And\\nthis is noticed even in animals, so that tones, gestures,\\nand movements make a natural impression on their\\nintelligence, and even on their bodily organs, which", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0283.jp2"}, "284": {"fulltext": "278 PORT-ROYAL WRITERS GUYOT\\nturns and disposes them to imitate what they see and\\nhear, as those who dance make others dance, and\\nthose who make grimaces cause others to do the same,\\nwithout their intending or perceiving it\\nIt would also be very useful to make the children\\nrepeat, then and there, what they have retained of\\ntheir reading 1 for that makes them more attentive,\\nand the reflection that they make then will fix the sub-\\njects more firmly in their minds, on which the images\\nof the words have just been impressed, following the\\norder of their reading, especially when the subjects\\nare new to them, and they want terms and other ex-\\npressions to speak of them; for their discourse still\\nretains all the arrangement of the words, without a\\nbreak, and if they happen to miss or hesitate they\\nmust be prompted from the book, if only in order not\\nto change or misplace anything in their minds; and\\nthis arrangement of the words is extremely important,\\nbecause they fail in that more than in the correctness\\nof the words themselves; this is a common fault in\\nthose who do not speak or write well, whether in\\nFrench or Latin.\\n1 A very good and useful practice, applicable even\\nto elementary classes, with children who cannot yet\\nwrite; it fixes their attention, develops their intelli-\\ngence, teaches them to speak correctly, and prepares\\nthem for composition.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0284.jp2"}, "285": {"fulltext": "OK TEACHING READING, WKITIKG, ETC. 279\\nBut care must be taken, in exercising them in\\nspeaking or writing, that they do it with clearness and\\nprecision, and as they can do so only by the clear and\\naccurate knowledge they have of things, and accord-\\ning to the construction of each language, the same\\nthings should be explained to them clearly in a few\\nwords; for the multitude and diversity of words, gen-\\nerally springing from indistinctness and confusion of\\nthought, will cause the same indistinctness and con-\\nfusion in the minds of the children. 1 And for this\\nreason they should usually be set to speak or write only\\non the subjects that they know best, and in the style\\nand terms in which they have had most exercise other-\\nwise they speak confusedly as their thoughts are, and\\nhabituate themselves so to speak, and to be satisfied with\\nwhat they do not understand which is the cause of a\\nvery common fault among men, that is, of speaking\\nmuch on what they understand very little. It is neces-\\nsary, then, to explain to the children what they do not\\nunderstand, and to question them frequently, because\\nwe often imagine that they understand very well what in\\nfact they do not understand, judging of their capacity\\n1 The only means of avoiding this capital fault in\\nteaching is a conscientious preparation of every lesson,\\nin addition to the general preparation that a teacher\\nshould never neglect by keeping himself abreast of\\nmethods and books, and in deepening and completing\\nhis knowledge by extensive reading.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0285.jp2"}, "286": {"fulltext": "280 PORT-ROYAL WRITERS GUYOT\\nby our own. They should even be required to ask\\nabout what they do not understand; and when they\\nask of their own accord, although the subject may be\\nabove their capacity, we must not fail to instruct them\\nwith so much the more care, as they are more disposed\\nto profit by it, since the curiosity which made them ask\\nhas opened their minds and rendered them capable of\\nunderstanding what will be said to them then. Chil-\\ndren should be kept for a long time to the same style;\\nfor, in that, time will make more impression than all\\nthe observations that may be made to them on the lan-\\nguage, as water hollows out the stone more by falling\\ndrop by drop than by falling all at once with great\\nforce.\\nThey may begin to write in French before they\\nwrite in Latin, by setting them to write short dialogues,\\nnarratives, or stories, little descriptions or short let-\\nters, leaving them the choice of subjects from their\\nreading, that they may not be accustomed to write\\nobscurely and to be satisfied with what they do not\\nunderstand, which makes them lose the power of dis-\\ntinguishing light from darkness, makes them take the\\nfalse for the true, the doubtful for the certain, in fine,\\nevil for good\\nI say nothing about synonyms and such ex-\\npressions, about the order and arrangement of the\\nwords, their natural or figurative meaning, their", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0286.jp2"}, "287": {"fulltext": "ON TEACHING READING, WRITING, ETC. 281\\nconnection and combinations, figures and transitions,\\nthe turn of the discourse, or how to break it off, take\\nit up again and continue it. This must be reserved\\nfor practice, 1 and when they are more advanced in\\nintelligence and judgment; it is better to tell the\\nscholars these things than to demand them of them,\\nsince any rules that may be given them do not so much\\nprevent faults as serve to correct them when they have\\nbeen made.\\nIt is not desirable that whole books should be set\\nto be learnt by heart, but only the finest passages for\\nthe memory of children, which has its limits, should\\nonly be charged with what is most excellent in books\\nit must, nevertheless, be well exercised (G-uyot,\\nBillets de Ciceron, 1868. Preface.)\\n1 It is evidently in the reading of a passage, or the\\nexplanation of a text, that all these details may be\\ntaken up much more usefully than in a dry and bar-\\nren nomenclature.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0287.jp2"}, "288": {"fulltext": "GENEKAL VIEWS ON THE EDUCATION OF A\\nPKINCE. 1 Nicole\\nThe most essential quality in the preceptor of a\\nprince is a certain nameless one which does not belong\\nto any special profession; it is not simply the being\\nqualified in history, mathematics, languages, politics,\\nphilosophy, ceremonies, and the interests of princes;\\nall that may be made up for. It is not necessary for\\nhim who is charged with the instruction of a prince to\\nteach him everything it suffices that he teach him the\\nuse of everything. He must necessarily be assisted\\nsometimes, and while he is preparing for certain things\\nbe only a witness of what is taught by others. But\\nthat essential quality which renders him fit for this\\nemployment cannot be made up for; it cannot be bor-\\nrowed from another, nor can it be prepared for. Nature\\n1 It is a sign of the times, and very honorable to our\\nage, that the advice given by Nicole on the education\\nof a prince may be recommended without exaggeration\\nto the teachers of the people. A very slight change\\nis necessary to adapt it to the needs of elementary\\neducation, both to the training of the teaching staff in\\nthe normal schools, and to the proper direction of ele-\\nmentary studies.\\n(282)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0288.jp2"}, "289": {"fulltext": "EDUCATION OF A PEIKCE 283\\nimplants it, and it .is improved by long exercise and\\nmuch reflexion. And thus those who have it not when\\nthey are a little advanced in age will never have it.\\nIt cannot be better explained than by saying that\\nit is that quality which makes a man always blame\\nwhat is blameworthy, praise what is praiseworthy, dis-\\nparage what is low, impress with a sense of what is\\ngreat, judge everything wisely and equitably, and ex-\\npress his judgments in an agreeable manner, suitable\\nto those to whom he speaks, and, in fine, makes him\\ndirect the mind of his pupil to the truth in everything.\\nIt must not be imagined that he always does this\\nfrom special reflection, or that he stops every moment\\nto give rules on good and evil, the true and the;\\nfalse. On the contrary, he almost always does it\\nimperceptibly, by an ingenious turn that he gives,\\nto the subject, which exposes to view what is grand\\nand deserves to be considered, and hides that which\\nought not to be seen, which makes vice ridiculous and\\nvirtue pleasing, which forms the mind imperceptibly\\nto like and appreciate good things, and to have a dislike\\nand aversion for bad things. So that it often happens\\nthat the same story or maxim which aids in forming\\nthe mind when it is used by an able and judicious man\\nonly serves to injure it when it is used by a man who\\nis not so.\\nOrdinary preceptors think themselves obliged only", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0289.jp2"}, "290": {"fulltext": "284 POKT-KOYAL WRITERS\u00e2\u0080\u0094 NICOLE\\nto instruct the princes at certain hours, when they\\ngive them what they call a lesson; but the man of\\nwhom we are speaking has no fixed hour for lessons,\\nor, rather, he gives his pupils a lesson at all hours for\\nhe often instructs him as much during play-time and\\nvisits, or by conversation and table-talk, as when he is\\nsetting him to read books. For his principal aim being\\nto form his judgment, the different subjects which\\noffer themselves are often -more appropriate for this\\nend than studied speeches, there being nothing which\\nsinks into the mind less than what enters it under the\\nnot very agreeable form of a lesson and of teaching.\\nAs this mode of instructing is unperceived, the\\nadvantage drawn from it is so too, in a certain degree,\\nthat is to say, it is not perceived by outward and visi-\\nble signs; and this deceives persons of small intelli-\\ngence, who imagine that a child instructed in this\\nmanner is not more advanced than another, because,\\nperhaps, he cannot make a better translation from\\nLatin into French, or does not repeat a lesson of Vir-\\ngil better; and thus, judging of the instruction of\\ntheir children only by these trifles, they often make\\nless account of a really able man than of one who has\\nbut small knowledge and an unintelligent mind.\\nNot that common things should be neglected in the\\ninstruction of princes, and that they should not be\\ntaught languages, history, chronology, geography,", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0290.jp2"}, "291": {"fulltext": "EDUCATION QF A PBLNCE 285\\nmathematics, and even jurisprudence up to a certain\\npoint. Their studies must be regulated as those of\\nother persons are. The aim should be to make them\\nindustrious. They should pass from one occupation\\nto another without leaving any vacant or unoccupied\\ntime. Every opportunity of teaching them something\\nuseful should be cleverly turned to account. If possi-\\nble, they should not be ignorant of anything that is\\ncelebrated in the world. All this is good, useful, and\\nnecessary in itself, provided that a stand is not made\\nthere as if it were the end of their instruction, but it\\nshould be used to form their habits and their judgment.\\nTo form the judgment is to give to the mind the\\ntaste for and perception of what is true, to render it\\nacute in recognizing rather obscure false reasonings,\\nto teach it not to allow itself to be dazzled by the false\\nglitter of words void of sense, nor to be satisfied with\\nindefinite words or principles, and never to be contented\\nuntil it has probed things to the bottom; it is to ren-\\nder it quick to seize the point in intricate matters, and\\nto distinguish those which depart from it it is to fur-\\nnish it with the principles of truth, which help to dis-\\ncover it in all things, and especially in those of which\\nit has most need\\nAlthough the study of morality should be the\\nprincipal and most constant of those to which princes\\nare set, nevertheless it should be carried on in a man-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0291.jp2"}, "292": {"fulltext": "286 PORT-KOYAL WAITERS NICOLE\\nner suited to their age and the quality of their mind,\\nso that they should not only not be burdened with it,\\nbut should not even be aware of it. The aim should\\nbe for them to know all morality almost without know-\\ning that there is a morality, l or that there was a design\\nto teach it to them so that when they come to study\\nit in the course of their lessons, they will be astonished\\nat knowing beforehand much more than is taught in\\nthem.\\nNothing is more difficult than to adapt ourselves\\nthus to children s minds; and a man of the world\\nrightly said that this power of adaptation to these\\nchildish ways was the result of a well-educated mind.\\nIt is easy to speak on morality for an hour but to re-\\nfer everything to it without a child s perceiving it and\\n1 Bain equally recommends this indirect but only\\neffective method of moral instruction: Every man\\nwho is able to maintain the order and discipline neces-\\nsary to good intellectual teaching is sure to leave on\\nthe children s minds impressions of true morality, even\\nwithout intending to do so. If, besides, the teacher\\npossesses sufficient tact to make his pupils like their\\nwork, and submit freely and willingly to the restraint\\nthat study imposes, so that they have, in sum, only\\ngood feelings towards their school -fellows and himself,\\nhe may be called an excellent teacher of morals,\\nwhether he has wished to earn this title or not. (La\\nscience de f education, p. 292.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0292.jp2"}, "293": {"fulltext": "EDUCATION OF A PRINCE 287\\nbecoming disgusted demands a tact which few per-\\nsons possess.\\nThere are two things in vices their unlawful-\\nness, which makes them displeasing to God and their\\nfolly, which makes them despicable to men. Chil-\\ndren, usually, are not very sensible of the first, but\\nthey can be made to feel the second in many ingenious\\nways that opportunities offer. Thus, by making them\\nhate vices as ridiculous, 1 they will be led to hate them\\nas contrary to the laws of God, and at the same time\\nthe impression they make on their minds will be weak-\\nened\\nIt is necessary to know the failings of the child\\nwhom we instruct; that is to say, to notice the bent\\nof his desires, in order to use all our tact to diminish\\nit by removing all that strengthens it, always carefully\\ndistinguishing passing faults that age will remove from\\nthose which increase with age.\\nThe aim should be not only to preserve him from\\nfailings, but to scatter in his mind some seeds that will\\n1 This is one of the favorite themes of Mme. de\\nMaintenon: Consider that the best of your girls are\\nthose who appear the most vain with a certain\\nvanity that makes them afraid to be thought children,\\nwhich renders them sensitive to a public mortification.\\nThey must die to this sensitiveness when they are\\nmore advanced in piety ;_but before dying to it they\\nmust have lived in it.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0293.jp2"}, "294": {"fulltext": "288 POKT-KOYAL WKITEKS NICOLE\\naid him to rise if he should be so unfortunate as to let\\nhimself fall into them\\nIt is not only necessary to form their minds to virtue\\nas far as possible, but it is also necessary to adapt their\\nbodies to it that is to say, to prevent the body being\\nan obstacle to their leading a regular life, leading\\nthem, by its natural instincts, into irregularities and\\ndisorders. 1\\nFor it must be known that, men being composed of\\nmind and body, the bad direction given to the body in\\nyouth is often, in the sequel, a great obstacle to piety.\\nThere are some who habituate themselves to be so rest-\\nless, so impatient, and so hasty as to become incapable\\nof uniform and tranquil occupations; others become\\nso delicate, that they cannot bear anything that is in\\nthe least painful. Some become subject to a mortal\\ntedium that torments them all their lives.\\nIt will be said that these are defects of the mind,\\nbut they have a permanent cause in the body, and\\ntherefore they continue even when the mind contrib-\\nutes nothing to them\\nLove of books and reading is a general preserva-\\n1 One of the advantages of gymnastics is usefully to\\nexpend the strength of the young, to maintain the\\nequilibrium of body and mind, to secure a refreshing\\nsleep, and thus remove dangerous temptations. I\\nthink this moral action of physical exercises needs to\\nbe better understood than it is.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0294.jp2"}, "295": {"fulltext": "EDUCATION OF A PKIKCE 289\\ntive against a great number of irregularities to which\\nthe great are subject when they have nothing to occupy\\nthem, and therefore it cannot be too much instilled\\ninto young princes. They should be accustomed to\\nread much and to hear much read, and to awaken their\\nminds that they may find amusement in it. They\\nshould even be attracted to it by the character of the\\nbooks, as by books of history, voyages, and geography,\\nwhich would be of no little use to them if they would\\nacquire the habit of passing a considerable time in it\\nwithout tedium and without ill-humor. 1\\nSPECIAL ADVICE CONCERNING STUDIES\\nThe aim of instruction is to carry our minds to the\\nhighest point they are capable of attaining. 2\\nIt does not give memory, imagination, nor intelli-\\n1 It was one of Mme. de Sevigne s great troubles to\\nsee. her daughter and grand-\\ndaughter appreciate so little\\nthe study of history. What\\na misfortune, she says gaily,\\nif Pauline is obliged to\\npinch her nose to take it,\\nas if it were a medicine\\nfW To grow weary of history!\\nv _ why it is the support of all\\nMadame de Sevigne, 1626-1696 the WOrld\\n2 The writers of Port-Eoyal have nowhere found a\\nbroader and more admirable formula.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0295.jp2"}, "296": {"fulltext": "290 PORT-ROYAL WRITERS 1STICOLE\\ngence, but it cultivates them all. By strengthening\\nthem one by another the judgment is aided by the\\nmemory, and the memory is assisted by the imagina-\\ntion and the judgment.\\nWhen some of these parts are absent they should be\\nsupplied by others. Thus the tact of a master is\\nshown in setting his scholars to things for which they\\nhave a natural liking. l Some children should be in-\\nstructed almost solely in what depends on memory,\\nbecause their memories are strong but their judgment\\nweak; and others should at first be set to things requir-\\ning judgment, because they have more judgment than\\nmemory.\\nIt is not properly the teachers nor extraneous in-\\nstruction that cause things to be understood, at most\\nthey only expose them to the interior light of the mind,\\nby which alone they are comprehended; 2 so that when\\nthis light is not found instruction is as useless as wish-\\ning to show pictures during the night.\\n1 This tact, which bears fruit in competitive exam-\\ninations, does not in the least deserve encouragement.\\nIt is no doubt necessary to cultivate natural aptitudes,\\nbut chiefly to endeavor to maintain the equilibrium of\\nthe faculties, as lands are improved in which there is\\nan excess of such or such a constituent element of\\nthe soil.\\n2 An accurate and profound idea, in the development\\nof which Nicole gives a proof of great acuteness in\\nanalysis.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0296.jp2"}, "297": {"fulltext": "EDUCATION OF A PRINCE 291\\nThe greatest minds have but a limited capacity, and\\nhave always some dark and shady places in it; but\\nchildren s minds are almost always full of darkness,\\nand only catch a glimpse of small rays of light. Thus\\neverything consists in making the most of these rays,\\nin augmenting them, and in exposing to them what we\\nwish to be understood.\\nFor this reason it is difficult to give general rules for\\nthe instruction of anyone whatever, because it is\\nnecessary to adapt it to this mixture of light and\\nshade which is different in different minds, and especi-\\nally in children. We must seek the light and bring to\\nit what we wish to be understood, and for that we\\nmust often try different ways to enter into their minds\\nand fix upon those which succeed the best.\\nWe may, nevertheless, say generally that as the in-\\ntelligence of children depends very much on the senses,\\ninstruction must, as far as possible, be given through\\nthe senses, and be made to enter, not through the\\nmind alone, but through the eye, 1 there being no other\\n1 An excellent recommendation still to be insisted\\non. Two gates permit access to the child s intelli-\\ngence, hearing and sight. Why do so many teachers\\nfail to think of opening them both If should be a\\nmain point in the preparation of lessons to exercise in-\\ngenuity in procuring or fabricating everything that\\nmight render the objects of the lesson visible to the\\neyes.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0297.jp2"}, "298": {"fulltext": "292 PORT-ROYAL WRITERS NICOLE\\nsense that makes a more vivid impression on the mind\\nand forms more clear and distinct ideas.\\nFrom these observations it may be inferred that\\ngeography 1 is a very suitable study for children, be-\\ncause it depends very much on the senses, and through\\nthem are shown the situations of towns and provinces;\\nand in addition it is very entertaining, which is also\\nnecessary in order not to repel them at first, and has\\nlittle need of reasoning, which they lack most at\\nthat age.\\nBut to render this study more useful and pleasant\\nat the same time it is not sufficient to point out the\\nnames of towns and provinces on a map many artifices\\nmust be used to aid them to remember them.\\nBooks may be had in which there are paintings of\\nthe largest towns, 2 and may be shown to them. Chil-\\ndren like this sort of amusement. They may be told\\nsome remarkable story about the principal towns to fix\\nthem in their memory, battles which have been fought\\nthere, councils which have been held in them, or great\\n1 The object lesson, still more than geography, lends\\nitself to this teaching through the sight. A great\\nnumber of objects may be shown and handled; for\\nothers we must be content with pictures.\\n2 We may add views of mountains, of the courses of\\nrivers, and of other geographical prospects. The pic-\\ntures of M. Felix Hement are a beginning of the appli-\\ncation of this mode of teaching through the eye.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0298.jp2"}, "299": {"fulltext": "EDUCATION OF A PRIXCE 293\\nmen who have come from them may he noted, and some-\\nthing may be said upon their natural history if there\\nis anything remarkable, or on the government, size,\\nand trade of these towns\\nTo this special study of geography should be joined\\na small exercise which is only an amusement, but which\\ndoes not fail to contribute much to fix it in their minds.\\nIf some story is told them, its place should always be\\npointed out to them on the map. If, for instance, the\\nGazette is read, all the towns named should be pointed\\nout on the map. In fine, they should mark on their\\nmaps every place they hear spoken of, that they may\\nserve them as an artificial memory to retain the stories,\\nand the stories should help them to remember the\\nplaces where they happened.\\nThere are several other useful subjects besides geog-\\nraphy that may enter children s minds through their\\neyes.\\nThe machines of the Eomans, their punishments,\\ndress, arms, and several other things of the same kind\\nare represented in the books of Lipsius, and may be\\nusefully shown to children; 1 they may be shown, for\\ninstance, what a battering-ram was, how they made a\\n1 Our editors have not failed to put in practice these\\nsensible hints, and our children have in their hands\\nbooks usefully illustrated for the study of natural his-\\ntory, geography, and common subjects, etc.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0299.jp2"}, "300": {"fulltext": "294 POET-ROYAL WRITERS NICOLE\\ntestudo, how the Eoman armies were organized, the\\nnumber of their cohorts and legions, their officers, and\\na number of other pleasing and curious things, omitting\\nthose that are more intricate. Very nearly the same\\nadvantage may be drawn from a book entitled Roma\\nSubterranea, and others in which have been engraved\\nwhat remains of the antiquities of this chief city of\\nthe world, to which may be added the plates that are\\nfound in certain voyages to India and China, in which\\nthe sacrifices and pagodas of these wretched people are\\ndescribed, pointing out to them at the same time to\\nwhat excess of folly men are capable of going when\\nthey follow only their own imagination and the light\\nof their own minds.\\nThe book of Aldrovandus, l or rather the abridgment\\nof it made by Jonston, may also usefully serve to amuse\\nthem, provided that he who shows it to them has taken\\npains to learn something of the nature of animals,\\nand to tell it to them not as a formal lesson but in con-\\nversation. This book may also be used to show them\\nthe pictures of the animals they hear spoken of either\\nin books or conversation.\\n1 Aldrovandus, of Bologna (1520-1605), the author\\nof a large Natural History, comprising no less than 13\\nvols, in folio. We have nothing to learn now from this\\nimmense and undigested compilation, in which poetry,\\nlegends, and popular prejudices hold a larger place than\\nreal observation.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0300.jp2"}, "301": {"fulltext": "EDUCATION OF A PEIXCE 295\\nAn intelligent man has shown, at the present time,\\nby a trial that he made on one of his children, that at\\nthat age they are quite capable of learning anatomy\\nand no doubt they might be usefully taught some gen-\\neral principles, if it were only to make them retain the\\nLatin names of the parts of the human body, avoid-\\ning, however, certain objectionable points on this\\nmatter.\\nIt is useful, for the same reason, to show them the\\nportraits of the kings of France, the Eoman emperors,\\nthe sultans, the great captains and illustrious men of\\nvarious nations. It is good that they should amuse\\nthemselves by looking at them, and refer to them\\nwhenever they are spoken of in their presence, for all\\nthis serves to fix the ideas in their memories.\\nTeachers should try and cultivate a healthy curiosity\\nin the children to see strange and curious things, and\\nlead them to enquire the reasons of everything. This\\ncuriosity is not a vice at their age, since it serves to\\nopen their minds, and may divert them from some\\nirregularities.\\nHistory may be placed among the acquirements that\\nare gained through the eyes, since various books of\\n1 This is a very secondary consideration in compari-\\nson with the advantage we might draw from it for the\\nteaching of hygiene and gymnastics; but then they\\nwere more taken up with writing and even speaking\\nLatin.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0301.jp2"}, "302": {"fulltext": "296 POKT-ROYAL WRITERS NICOLE\\npictures and figures may be used to help them to re-\\nmember it. But even if none should be found, it is\\nin itself very suitable to children s minds. And though\\nit only exercises the memory, it is very useful in form-\\ning the judgment. Every artifice, then, should be used\\nto give them a taste for it.\\nAt first they may be given a general idea of univer-\\nsal history, of the various monarchies, and the princi-\\npal changes that have taken place since the beginning\\nof the world, by dividing the course of time into differ-\\nent ages as, from the creation to the deluge, from the\\ndeluge to Abraham, from Abraham to Moses, from\\nMoses to Solomon, from Solomon to the return from\\nthe Babylonish captivity, from the return from captiv-\\nity to Christ, from Christ to our own times, thus join-\\ning general chronology to general history. l\\n1 The present programmes of secondary classical in-\\nstruction (decree of 2 Aug., 1880) are inspired by more\\ncorrect ideas; in the eighth class (the lowest), History\\nof France to Henri IV. seventh, from Henri IV. to\\nthe present time; sixth, History of the East; fifth,\\nHistory of Ancient Greece; fourth, Eoman History;\\nthird, History of Europe, and especially of France,\\nfrom 395 to 1270; second, from 1270 to 1610; in the\\nclass of rhetoric (first), from 1610 to 1789; and in the\\nclass of philosophy, Contemporary History from 1789\\nto 1875.\\nThey have been less successful for primary instruc-\\ntion, where the short time allowed for studies has com-", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0302.jp2"}, "303": {"fulltext": "EDUCATION OF A PKEN CE 297\\nBesides these histories, which will form part of their\\nstudies and occupations, it would be of advantage to\\nrelate to them every day a detached episode, which\\nwould have no place in their regular exercises, but\\nwould rather serve to amuse them. It might be called\\nthe story of the day, and they might be practised in re-\\nciting it in order to teach them to converse.\\nThis story should contain some great event, some\\nextraordinary meeting, some striking example of vice,\\nvirtue, misfortune, prosperity, or singularity. It\\nmight include uncommon incidents, prodigies, earth-\\nquakes, which have sometimes engulphed entire cities,\\nshipwrecks, battles, and foreign laws and customs.\\nBy making the most of this practice they might be\\ntaught what is finest in all histories; but, for that, it\\nis necessary to be regular, and not to pass a day with-\\nout relating a story and referring every day to what\\nhas been told them before.\\nThey should be taught to connect in their memory\\nsimilar stories, that one may serve to recall another.\\npelled too great a condensation in the upper forms.\\nWhere are the teachers to be found who are able to give\\nproperly, in a year, notions on ancient history, Greek\\nand Eoman, the History of Europe and of France to\\n1875 I regret, for my part, the old programme, which\\nmade the pupils in the three courses review the His-\\ntory of France with new developments.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0303.jp2"}, "304": {"fulltext": "298 POET-ROYAL WRITERS NICOLE\\nFor example, it is proper for them to know some exam-\\nples of all the greatest armies that are spoken of in\\nbooks, of great battles and slaughters, of great cruel-\\nties, of great pestilences, of great prosperity and\\nadversity, of great riches, of great conquerors and\\ncaptains, of fortunate and unfortunate favorites, of\\nthe longest lives, of the signal follies of men, of great\\nvices and great virtues. 1\\nThe idea of those who have no grammar 2 is only the\\nidea of idle persons who wish to spare themselves the\\ntrouble of teaching it; but, far from relieving the chil-\\ndren, it burdens them much more than the rules, since\\nit deprives them of knowledge that would facilitate the\\nunderstanding of the books, and obliges them to learn\\na hundred times what it would have sufficed to learn\\nonly once.\\nIt cannot be denied that the book Janua linguarum z\\n1 Add to this list the much more important history\\nof great inventions and discoveries. Nicole would have\\nheartily approved of the creation of the Bibliotheque\\ndes merveilles, whose plan, happily enlarged, responds to\\nhis indications.\\n2 Nicole is here concerned with teaching Latin. His\\nobservations are none the less accurate and useful.\\n3 See Lancelot s opinion on the book of Comenius.\\n(Introduction, p. 32.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0304.jp2"}, "305": {"fulltext": "EDUCATION OF A PRIXCE\\n299\\nmay have some utility; but\\nit is, nevertheless, irksome\\nto load the memory of chil-\\ndren with a book in which\\nthere are only words to be\\nlearnt, since one of the most\\nuseful rules that can be fol-\\nlowed in their instruction is\\nJohn Amos comenius, 1592-1671 to join several useful things,\\nand to act so that the books they read in order to learn\\nthe language may also be of use to form their mind,\\njudgment, and morals, to which this book cannot con-\\ntribute\\nIt is a general opinion, and one of great importance\\nto teachers, that they should have in their mind all\\nthat they should teach the children, and not be satis-\\nfied with simply finding it in their memory when it is\\nrecalled to them. For we find many favorable oppor-\\ntunities of teaching children what we know well, and\\nmake such opportunities when we will, and adapt our-\\nselves better to their capacity when the mind makes no\\neffort to find what ought to be read\\nChildren should never be allowed to learn by heart\\nanything that is not excellent. For this reason it is\\na very bad method to make them learn whole books by\\nheart, because not everything in books is equally good.\\nThis opinion is more important than is thought; its\\naim is not only to relieve the memory of childern, but", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0305.jp2"}, "306": {"fulltext": "300 PORT-ROYAL WRITERS NICOLE\\nalso to form their mind and their style; for things that\\nare learnt by heart impress themselves deeper on the\\nmemory, and are like moulds and forms that the\\nthoughts take when they wish to express them so that\\nif they only have good and excellent ones, they must\\nnecessarily express themselves in a noble and elevated\\nmanner.\\nWith respect to the study of rhetoric, Nicole mxikes this\\nremark\\nAll those names of figures, all those subjects of\\narguments, all those enthymemes and epicheremes will\\nnever be of use to anybody; and if they are taught to\\nchildren, they should at least be taught at the same\\ntime that they are very useless things. x\\nEverything in the instruction of the elder scholars\\nshould be referred to ethics, and it is easy to apply this\\nrule to what they should be taught in rhetoric; for\\ntrue rhetoric is founded on true ethics, since it should\\nalways leave a pleasing impression of the speaker and\\nmake him pass for an honest man, which presupposes\\nthat we know what honesty is, and which makes us\\nliked. We are speaking badly by speaking if we make\\nIt would be signal service to the art of teaching to\\nimpress this upon the masters and mistresses of our\\nnormal schools, who are still too much in bondage to\\nthis old rhetoric. All these Greek names, that the\\nchildren so easily mispronounce, teach them nothing\\nreally useful. The secrets of the art of writing should\\nbe taught by the explanation of good authors.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0306.jp2"}, "307": {"fulltext": "EDUCATION OF A PEIXCE\\n301\\nourselves disliked or despised. And this rule obliges\\nus to avoid all that savours of vanity, levity, malignity,\\nbaseness, brutality, or effrontery, and generally every-\\nthing that gives an idea of any vice or defect of mind.\\nThere is, for example, in Pliny the Younger, an air\\nof vanity and a sensitive love of reputatian which spoil\\nhis letters, however full of wit they may be, and give\\nthem a bad style, because we can only imagine him as\\na vain and superficial man. The same defect makes the\\nperson of Cicero despicable at the same time that we\\nadmire his eloquence, because this air appears in almost\\nall his works. 1 Xo man of honor would wish to resem-\\nble Horace or Martial in their malignity and impudence.\\nXow, to give these ideas of oneself is to offend against\\ntrue rhetoric as well as against true morality.\\n1 M. Legouve has warmly taken up the defence of\\nCicero in his eloquent reply\\nto the address of reception\\nof M. G. Boissier: Ci One\\nday the Emperor Augustus\\nsurprised his grandson read-\\ning a book that he made\\nhaste to hide the Emperor\\ntook the volume, it was a\\nwork of Cicero. After hav-\\ning read a few lines he re-\\nturned it to the child, and\\nadded in an agitated voice, in which perhaps there was\\nsome remorse: My son, that man deeply loved his\\ncountry! This was Cicero s dominant trait, this effaces\\nCicero, 103-46 B C.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0307.jp2"}, "308": {"fulltext": "302 PORT-ROYAL WRITERS XICOLE\\nThere are two kinds of beauty in eloquence of which\\nwe should endeavor to render children sensible. One\\nconsists of good and solid, but extraordinary and sur-\\nprising thoughts. Lucan, Seneca, and Tacitus are full\\nof this kind of beauties.\\nThe other, on the contrary, does not consist in rare\\nthoughts, but in a certain natural air, an easy, elegant,\\nand delicate simplicity, which does not strain the mind,\\nwhich only presents to it common, but lively and pleas-\\ning images, and which can follow it in its movements\\nso well, that it never fails to put before it, on every\\nsubject, objects by which it may be touched, and to\\nexpress all the passions and emotions that the things it\\nrepresents ought to produce on it. This is the beauty\\nof Terence and Virgil. And we see by this that it is\\nstill more difficult than the other, since there are no\\nall his faults, this nourishes and immortalizes his\\ngenius What matters that this great man had some\\nsmall weaknesses, some passing vanity As soon as the\\ninterest of Rome appeared, vanity, fears, hesitation,\\nall disappeared; he saw but one thing, his country; he\\nhad but one aim, the safety of Eome, and he went\\nstraight, not only to duty, but to heroism, so that it\\nmay be said that in those terrible civil commations he\\nhad many small fears and great courage Ah believe\\nme, sir, when we meet with such men in history we\\nmust not diminish their greatness by their weaknesses,\\nbut sink their weaknesses in their greatness! (Acad-\\nemie fmncaise, seance du 21 dec, 1876.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0308.jp2"}, "309": {"fulltext": "EDUCATION OF A PEI^CE\\n303\\nauthors who have been less nearly approached than\\nthese two.\\nIt is this beauty, however, that causes the pleasure\\nand charm of polite conversation; and thus it is\\nmore important to make it appreciated by those whom\\nwe instruct than that other beauty of thoughts, which\\nis much less in use.\\nIf we do not know how to mingle this natural and\\nsimple beauty with that of great thoughts, we run the\\nrisk of writing and speaking badly in proportion to our\\nendeavor to write and speak well and the more intelli-\\ngence we have the more we fall into this vicious style.\\nFor this throws us into the antithetic style, which is\\na very bad one. Even if thoughts are good and solid\\nin themselves, they nevertheless weary and overwhelm\\nthe mind if they are in too great numbers, and if they\\nare employed on subjects which do not require them.\\nSeneca, who is admirable\\nwhen taken in parts, wearies\\nthe mind when read conseeu-\\ntively and I think that if\\nQuintilian rightly said of him\\nthat he was full of agreeable\\ndefects, we may say with as\\nmuch reason that he is full of\\ndisagreeable beauties disa-\\ngreeable by their number and\\nLucius An*leus Seneca,\\n3B.C.-65 A.D.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0309.jp2"}, "310": {"fulltext": "304 PORT-ROYAL WRITERS NICOLE\\nby the design that he appears to have had of saying\\nnothing simply, but putting everything in antithetical\\nform. There is no fault that it is more necessary to\\npoint out to children when they are a little advanced\\nthan that, because there is none which more destroys\\nthe fruit of studies in what regards language and elo-\\nquence.\\nEverything should tend to form the judgment of the\\nchildren, and impress on their minds and hearts the\\nrules of true morality. Every occasion should be taken\\nto teach it to them but, nevertheless, certain exercises\\nmay be practised which tend to it more directly. And,\\nfirst, we must endeavor to confirm them in the faith,\\nand strengthen them against the maxims of free-\\nthinking and impiety, Which spread only too much in\\ncourts\\nA book has just been published which may be one\\nof the most useful that can be put into the hand of\\nintelligent princes. It is the collection of Pensees of\\nM. Pascal. In addition to the incomparable advan-\\ntage that may be drawn from it to confirm them in\\nthe true religion by reasons which will appear to them\\nso much the more solid the deeper they go into them,\\nand which leaves this most useful impression that noth-\\ning is more ridiculous than to make a bo#st of free-\\nthinking and irreligion, a thing that is more impor-\\ntant than can be believed for the great, there is, be-\\nsides, an air so grand, so elevated, and at the same\\ntime so simple and so far removed from affectation in", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0310.jp2"}, "311": {"fulltext": "EDUCATION OF A PRINCE 305\\neverything that he writes, that nothing is fitter to form\\ntheir minds and to give them the taste for and the\\nidea of a noble and natural manner of writing and\\nspeaking. l\\nSaint Basil advises to teach children sentences taken\\nfrom the Proverbs and the other books of Solomon, to\\nsanctify their memory by the word of God, and to in-\\nstruct them in the principles of morality\\nTo these sentences from the Proverbs might be added\\nothers drawn from pagan authors, setting them to\\nlearn only one a day. 2 This practice would suffice in\\nthe course of a few years to make them retain the fin-\\nest thoughts of the poets, historians, and philosophers\\nand would even give an opportunity of choosing some\\nsuitable to their faults, which would serve to point\\nthem out- and set them before their eyes in a gentle\\nand less unpleasant manner.\\nIt would be too severe absolutely to forbid the chil-\\ndren to use pagan books, since they contain a great\\nnumber of useful things but the teacher should know\\nhow to render them Christian by the manner in which\\n1 Nicole no longer holds this language in his strange\\nletter on the subject of the Pensees of Pascal. (See\\nIntroduction, p. 47.)\\n2 Seneca, in his Letters to Lucilius, recommends his\\nfriend to gather in his reading a maxim and to make\\nof it the food for the day The suggestion of\\nMcole is excellent, and deserves to be taken into con-\\nsideration. Teachers would find it a wonderful help\\nin teaching morality.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0311.jp2"}, "312": {"fulltext": "306 PORT-ROYAL WRITERS NICOLE\\nhe explains them. There are very true maxims in\\nthese books, and these are Christian in themselves,\\nsince all truth comes from God and appertains to\\nGod 1 It remains, then, either to approve of them\\nsimply, or to show that the Christian religion carries\\nthem farther, and makes the truth penetrate them\\ndeeper. There are others that are false in the mouth of\\npagans, but very sound and true in that of Chri stains. 2\\n1 These broader and sounder views soften what\\nNicole, led away by an unreasoning piety, has said\\nelsewhere of pagan literature, in which he sees only\\nthe inspiration of the devil. (See Introduction, p. 40.)\\nMinucius Felix says in his Octavius: It seems to me\\nthat at times the ancient philosophers agree so well\\nwith the Christians, that it might be said, either that\\nthe present Christians are philosophers, or. that the\\nformer philosophers were Christians.\\n2 A singular and inadmissible assertion! Truth is\\ntruth. What difference, for\\nexample, can be found, with-\\nout the spirit of system, be-\\ntween these words of Plato,\\nThere can be no other\\nmeans of making ourselves\\nloved by God than to labor\\nwith all our strength to re-\\nsemble Him (Lois, liv. iv.),\\nand this precept of Christ,\\nPlato, 429-347, B. C. Be ye per f e ct, as your\\nFather in heaven is perfect (See the conscientious\\nwork of M. Em. Havet, Le christianisme et ses origines.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0312.jp2"}, "313": {"fulltext": "EDUCATION OF A PRIXCE 307\\nAnd this is what a teacher should distinguish, by point-\\ning out the hollowness of the pagan philosophy and\\nopposing to it the solidity of the principles of\\nChristianity.\\nIn fine, there are some absolutely false, and he must\\nshow their falseness by clear and solid reasons. By\\nthis means everything in these books will be useful,\\nand they will become books of piety, 1 since the very\\nerrors they contain will be used to make known the\\ntruths which are contrary to them\\n(Xicole, Traite de V education dH an prince.)\\n1 These books, which he denounced as the works of\\nthe devil, are here rehabilitated. (See Introduction,\\np. 46.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0313.jp2"}, "314": {"fulltext": "EULOGY OX DESCAETES S PHILOSOPHY.\u00e2\u0080\u0094\\nArnauld\\nA man must ill understand the philosophy of\\nM. Descartes to believe of it\\nwhat this author 1 says: That\\nit consists in some truths, or\\nseeming truths, mixed with some\\nerrors or uncertain conjectures\\nthat it draws bad conclusions\\nfrom good premises; that it\\ndefends and explains truth hy\\nRene Descartes, 1596-1650 fal se reason i n g that if it Some-\\ntimes finds the truth it is more by a happy accident than by\\na sure method; that it supports it rather by imagination than\\nby science and that it is more fertile in discussion than in\\ndoctrine. We have only to take the opposite of all this\\nto form a true idea of the philosophy of M. Descartes;\\n1 Le Moine, dean of the chapter at Vitre, in Brit-\\nanny, had composed a treatise on the essence of the\\nbody and of the union of the soul with the body,\\nagainst the philosophy of Descartes. Arnauld, then\\nat Delft, in Holland (1680), replied to it in a letter to\\nhis niece, the mother Angelique de Saint-Jean, which\\nwas found and published in 1780.\\n(308)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0314.jp2"}, "315": {"fulltext": "EULOGY OF DESCAKTES 309\\nfor never has a philosopher reasoned more clearly and\\nexactly, avoided long discourses, and said more things\\nin fewer words, been less satisfied with seeming truths\\nand uncertain conjectures, and taken more pains to\\nbuild on the rock and not on the sand, that is to say,\\nto lay down nothing but on clear and certain princi-\\nples. It is only necessary to read the first book of his\\nPrinciples or his Meditations to be convinced of that.\\nNothing is more ill-founded in this respect than the\\nparallels that this writer draws between heresy and\\nphilosophy\\nThe author of the treatise then objected to philosophy that\\nit passed off as common opinions and the prejudices of habit,\\nthe notions most universally received by all men, as heresies\\nmake the things most universally received pass for popular\\nopinions. Arnauld accepts the parallel, but ivith the conclu-\\nsion that if u the heretics are wrong the philosophers are\\nright\\nMany judgments that men form on natural things\\nmay be false, although they may be common to all\\nmen, because they have a cause of error common to\\nall men, namely, the prejudices of their childhood.\\nFor as long as we are children, judging things only\\nby the senses, we are inclined to think that what we\\ndo not perceive by any sense does not exist. Thus we\\nall think, in our childhood, that there is nothing at\\nall in a bottle when there is no more wine in it, because\\nwe do not see the air that has taken the place of the\\nwine. We think, in the same way, that all heavy", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0315.jp2"}, "316": {"fulltext": "310 POKT-ROYAL WRITERS ARNAULD\\nthings fall of themselves; but there is this difference\\nbetween these two false judgments, that many correct\\nthe first, because by degrees we learn about the air;\\nfor, being sometimes hot and sometimes cold, and\\nbeing able to be moved with force by the wind or a fan\\nagainst our faces, the sense of touch teaches us that\\nwe were deceived when we thought that it was noth-\\ning. But because we could not discover by any sense\\nthe subtle matter that draws down heavy bodies, it has\\nbeen an opinion almost universally received by men\\nbefore M. Descartes that they have themselves a cer-\\ntain quality, called heaviness, which is the cause of\\ntheir fall. Now I maintain that he was right in not\\nresting on this opinion, although it is universally re-\\nceived, because it is false, and destroys one of the\\nclearest proofs of the divinity, which is that matter\\ncan never move of itself; so that, since there is move-\\nment in nature, matter must necessarilly have received\\nit from a higher cause, which can only be God. There\\nare many other things in which M. Descartes has done\\nwell to reject as vulgar errors what is believed without\\nreason, because it was believed in childhood, however\\nuniversally received these opinions may be\\nIn creating the philosopher of the present day, God does\\nnot give him a larger, more enlightened, and less defective\\nintellect than He did to those who lived two thousand years\\nago. The general corruption of human nature does not\\ndiminish with the progress of the ages; rather it increases,", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0316.jp2"}, "317": {"fulltext": "EULOGY OF DESCAETES 311\\nand ivith it the blindness of the natural intellect. Xothing\\nis less sound than this assertion. It is not a question\\nof intellect in itself, whether it be greater and less\\ndefective in the men of the present day than in those\\nof former times. It is, perhaps, equal in all men,\\nand possibly it is only the manner of using it that\\nmakes some men more able than others. It is only a\\nquestion, then, of ability itself, and not even of gen-\\neral ability, but only of that which regards the natural\\nsciences. Now it is a ridiculous paradox to suppose\\nthat the most ancient have always been the most\\nlearned men, for the reason that the number of cen-\\nturies increases the general corruption of human\\nnature, and with it the blindness of the natural intel-\\nlect. If that were so it follows that there were before\\nthe deluge more able physicians, more learned geome-\\ntricians, and greater astronomers than Hippocrates,\\nArchimedes, and Ptolemy.\\nIs it not clear, on the con-\\ntrary, that human sciences\\nare perfected by time I\\ndo not condescend to dis-\\ncuss it. It is plain that\\nnothing is more ill-founded\\nthan what this writer ad-\\nHIPPOCRATES.46C-357, b. c. vances on the increase of\\nblindness of the natural intellect, in order to conclude from", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0317.jp2"}, "318": {"fulltext": "312 PORT-KOYAL WRITERS ARNAULD\\nit, as he does, that M. Des-\\ncartes is not comparable to\\nthe philosophers of an-\\ntiquity. We must not flatter\\nthe men of this age, he says.\\nIf they are compared, having\\nonly the light that they bring\\nwith them into the world and\\nwithout that ivhich they receive\\nthrough instruction in the\\nArchimebks, 287-212, B. C. Ckristian they are not\\ncomparable for energy of mind, soundness of judgment, and ac-\\ncuracy of reasoning with the great men of pagan antiquity.\\nBut it is rather those great men of pagan antiquity\\nwho are by no means to be compared in respect to the\\nnatural sciences, of which alone we are speaking, with\\nthe great men of these latter times. For all that\\nPtolemy and the most able astronomers of past ages\\nknew of the heavens and of the courses of the stars\\ndoes not approach what is\\nknown at present, since\\nCopernicus and Tycho\\nBrahe have carried this sci-\\nence very much farther than\\nit was before their time;\\nthat Galileo has still more\\nimproved it by the use of\\ntelescopes and that such\\nCopernicus, 1473-1543 men Q f our t me ag ]y[\\nHuyghens and M. Cassini are still making new discov-", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0318.jp2"}, "319": {"fulltext": "EULOGY OF DESCARTES\\n313\\neries. x Galen understood anatomy best of all the an-\\ncients, and better described the uses of the parts of\\nthe human body; nevertheless, this is almost nothing\\nif we compare it to what Harvey, Stenon, Willis, 2 and\\n1 Ptolemy, a Greek astronomer, second century B.\\nC. Copernicus, a Pole\\n(1473-1543), demonstrated\\nthe falsity of Ptolemy s\\ntheories, and founded the\\nplanetary system, which\\nplaces the sun in the centre\\nof the universe. Tycho\\nBrahe, a Swede (1546-1601)\\na better theory of the moon\\nand numerous observations\\nof the stars are due to him\\nCassini, Jean-Dominique\\n(1625-1712), an Italian\\nnaturalized in France, the head of an illustrious fam-\\nily of scholars, author of some remarkable works on\\nJupiter, Mars, Venus, the satellites of Saturn and the\\nZodiacal light organizer of the Observatory of Paris.\\nHuyghens, a Dutchman (1629-1695), a celebrated\\nmathematician and astrono-\\nmer. To him are especially\\ndue the discovery of Saturn s\\nring, the adaptation of the\\npendulum to clocks, etc.\\nThe disastrous revocation\\nof the Edict of Nantes\\nobliged him to leave France.\\n2 Galen, a Greek physi-\\ncian, second century A. D.,\\nmuch attached to the ideas\\nof Aristotle, dominated med-\\nclaudius Galen, 130\u00e2\u0080\u0094 icine throughout the Middle\\nTtcho Beahe, 1546-1601", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0319.jp2"}, "320": {"fulltext": "314 PORT-ROYAL WRITERS ARNAULD\\nso many others have discovered in our time. How\\nmany things has chemistry (of which the ancients had\\nno knowledge) made known in minerals, plants, and\\nthe parts of animals, of which the ancients had not\\nthe least suspicion, the least idea The invention of\\nthe microscope has given us, as it were, new eyes to\\nsee an infinite number of God s works, of which the\\nancients had no knowledge. Is it otherwise than by\\nreasoning more accurately than the ancients that it\\nhas been discovered that a vast number of effects\\nwhich they attributed to a fantastic horror of a vacu-\\num, ought to be attributed to the gravity of the air\\nAnd, in fine, although Archimedes, Apollonius, and\\nmany other great men of antiquity have left us some\\nvery fine things in geometry and other parts of mathe-\\nmatics, a man must be a very bad judge of these\\nthings not to admit that M. Descartes has gone incom-\\nparably farther than all of them in his Geometry and\\nDioptrics. l I might say as much of music and me-\\nchanics; the two small tracts that he gave upon them,\\nwhich are almost nothing, and which he wrote for\\npastime, are worth more than all the ancients wrote\\non both these sciences\\nAges as his master did philosophy. Harvey, an Eng-\\nlish physician (1578-1658) his most celebrated discov-\\nery was that of the circulation of the blood (1628).\\nStenon, a Swedish anatomist (1638-1687). Willis,\\nan English physician (1622-1675).\\n1 Dioptrics is that part of optics that especially\\ntreats of refraction and catoptrics of reflection.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0320.jp2"}, "321": {"fulltext": "EXCELLENT MAXIMS, INCLUDING SOME OF\\nTHE EXILES THAT A PEECEPTOE\\nSHOULD LAY DOWN EOE HIM-\\nSELF ffl THIS EMPLOY-\\nMENT.\u00e2\u0080\u0094 Coustel\\nNo art is without its rules, and no science without\\nits principles and particular maxims.\\nIt must not, then, be doubted that the Christian\\neducation of children has its own, which are as much\\nmore excellent as the end proposed is infinitely above\\nthe temporal conveniences and advantages that are\\nthe object of the other arts and sciences.\\nThere would be a greater number of these maxims if\\nwe wished to repeat them all I shall here set down\\nonly the principal, on which each man may, if he\\nshall think fit, make others for his own special use.\\nTo be Very Assiduous with Children\\nNothing is so useful as assiduity for learning the\\ntemper, mind, and genius of children; 1 they may be\\n1 These pedagogic reasons have quite another value\\nthan the motive so often given by the masters of Port\\nEoyal, namely, the necessity of watchfulness to pre-\\nvent the devil devouring his prey. (See Saint-\\nCyran, p. 136.)\\n(315)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0321.jp2"}, "322": {"fulltext": "316 POET-ROTAL WRITERS COUSTEL\\nhid for some hours, but it is impossible for them to\\nuse a constant dissimulation. Thus we are in a better\\nposition to counteract their bad inclinations by seeing\\nfrom what sources they spring\\nIn order to judge how useful this assiduity is, we\\nhave only to consider that what Plautus says of the\\ngeneral of an army may be said of a preceptor, that\\ndisorders always happen when he is absent, which his\\npresence, no doubt, would have prevented\\nTo be Very Watchful of Himself and Thex\\nIt is not sufficient for a preceptor to be assiduous\\nwith the children confided to his care; besides that,\\nhe must be very watchful over himself and them.\\nOver himself, because children are lynx-eyed for the\\nsmallest actions, words, and movements of their mas-\\nters, to make them the subject of their conversations\\nand often of their raillery if they are not well disci-\\nplined; for this reason he should always be on his\\nguard, as if he were in an enemy s country. l\\n1U Kemember, says Mme. de Maintenon to the\\nLadies of Saint-Cyr, that you must appear irre-\\nproachable to children. You cannot imagine how\\nclear-sighted they are, and what small account they\\nmake of persons whom they do not esteem You\\nmust not think that you will impose upon children\\nthey can discover the bad faith of persons who seek\\nfor pretexts to hide their defects or their passions.\\nTruth, as you know, pierces through walls, and sooner\\nor later appears, whatever care may be taken to hide\\nit. (Entretien, Dec, 1706.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0322.jp2"}, "323": {"fulltext": "EULES FOE EDUCATION 317\\nHe should also carefully watch over his children, for\\nthree reasons.\\nThe first is that it is much easier to prevent faults\\nthan to correct them when they are once fixed in their\\nhearts. Therefore it is necessary to reprove them con-\\nstantly. That which has been once cut, as St. Bar-\\nnard says, will quickly shoot out again in them what\\nhas been driven away returns; what has been extin-\\nguished is relighted and what has only been lulled to\\nsleep soon awakens.\\nThe second reason is that the faults of children are\\nusually imputed to the teachers, and attributed to\\ntheir want of care or negligence.\\nIn fine, the third and most important is the indis-\\npensable obligation they are under to answer for them\\nto God\\nThis watchfulness of the preceptor refers not only\\nto those who are firm, whom he should, if possible,\\nprevent from falling, but also to those who have fallen,\\nto whom he should give a hand to raise them from\\ntheir fall.\\nIt should go so far as to take note of the tempers\\nand dominant inclinations of the children, in order\\nquickly to apply the remedies that prudence will show\\nthem to be the most useful, for it may be said that\\nthe strength of desire, which only ceases in us with\\ndeath, is so much the more violent in them as the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0323.jp2"}, "324": {"fulltext": "318 POET-ROYAL WRITERS COUSTEL\\nreason is weaker, and that they have as yet no experi-\\nence of the world. It is necessary, then, to weaken\\nand diminish it by retrenching all that is capable of\\nfortifying and encouraging it.\\nIn order to do this, it is necessary to note their in-\\nclinations and the direction of their natural disposi-\\ntion; that is to say, whether they are gentle, affable,\\nand obliging, or, on the contrary, whether they are\\nproud, irritable, and disdainful; whether they are sober\\nand temperate, or whether they like drinking and good\\ncheer whether they have the fear of God, or are hasty\\nand disobedient, etc.\\nBut how are we to know this you will say. I answer\\nthat their disposition soon shows itself in their con-\\nversation and actions.\\nBut it is not sufficient to know what the disposition\\nof children is, it must also be remedied. And this is\\nthe difficulty; for wherever there is opposition there is\\na struggle, which is unpleasing to human nature,\\nwhich does not like to be reproved.\\nIt is in this, then, that the vigilance, wit, and tact\\nof a preceptor should appear he should rouse a natur-\\nally slow child, and, on the contrary, soften and re-\\nstrain a too impetuous and excitable nature.\\nOn this subject, it has been remarked that those who\\nhad charge of the education of Sebastian, King of", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0324.jp2"}, "325": {"fulltext": "EULES FOE EDUCATION 319\\nPortugal, 1 made a very great mistake, for he was of\\nan ardent and fiery nature. As he burnt with the ex-\\ncessive desire of acquiring glory, there was material to\\nform an Alexander if he had had the good fortune to\\nfind an Aristotle but that failed him. Instead of\\nmoderating the excessive ardor that he showed in\\neverything, he was allowed to follow his course. The\\nmost violent exercises were his ordinary diversions.\\nHe affected, in hunting, the chase of the wild boar,\\nand went on the sea when it was most stormy, and he\\nwas praised for this. But at last this courage, which\\nhad not early been trained to submit to reason and al-\\nlow itself to be conducted by its lights, became fatal\\nto him. He was carried away by his zeal to turn his\\narms against the Moors; and this zeal, which was good\\nbut not sufficiently under control, caused the loss of\\nthe battle of Alcazar, which brought on his subjects\\nnumberless miseries, and caused them to fall under the\\nyoke of their greatest enemies.\\nIt must, however, be admitted that more difficulty\\nis found in the practice than in the theory of this\\nmaxim.\\n1 Sebastian, the successor of John III., in 1557.\\nPhilip II., perfidiously encouraged him to go to war in\\nMorocco, where he met his death in the bloody battle\\nof Alcazar-Kebir (1578). Portuguese nationality was\\nlost until the awakening in 1640.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0325.jp2"}, "326": {"fulltext": "320 POKT-KOYAL WEITERS COUSTEL\\nTo have Special Eegard to their Good Morals\\nI have already said that there is much difference\\nbetween the education that the pagans gave to their\\nchildren and that which Christians should give theirs.\\nAs the former had only the world in view, they paid\\nespecial attention to making their children recom-\\nmendable by the sciences and polite literature. But\\nit is not so with Christians; they have heaven in view,\\nfor which the sciences are much less necessary than\\ngood morals.\\nWe must imitate sometimes the sculptors, who are\\nconstantly removing their imperfections, and some-\\ntimes the painters, who finish their works by daily add-\\ning some new touch of the brush or some new lines of\\nbeauty. 1\\nSt.. Chrysostom compares the soul of children to a\\ngolden city, in the midst of which the King of Heaven\\nwishes to place His residence; and he compares the\\npreceptor to the governor, who should watch over its\\npreservation.\\nHe says that its citizens are thoughts which go in\\nand out by three principal gates, the eyes, the ears,\\nand the mouth.\\nHe wishes the council to take every precaution and\\nto do its duty by setting trusty guards at these three\\n1 These graceful expressions are borrowed from St.\\nChrysostom.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0326.jp2"}, "327": {"fulltext": "KULES FOE EDUCATION 321\\ngates, through which death may enter into the soul.\\nAs to the eyes, which are, he says, very difficult to\\nguard, he wishes children not to be taken to balls or\\nthe theatre. 1 For the mouth, he wishes care to be\\ntaken that the children hold proper discourse, that\\nthey do not sing secular songs, that they do not pass\\ntheir time in answering, slandering, or laughing at\\npersons. And as there is a great tie between the ears\\nand the tongue, in order to provide for the safety of\\nthe ears, he forbids too great freedom of speech to be\\nused before children, because they resemble echoes\\nthat only repeat what they have heard.\\nTo Sepaeate them eeom those whose Compact\\nMIGHT BE I^JUKIOUS TO THEM\\nAs vices, whether bodily or mental, are easily com-\\nmunicated, and as they work their way by an imper-\\nceptible contagion even into the hearts of children,\\nthrough their inclination to evil, one of the principal\\nobjects of the vigilance of a preceptor is to prevent\\nthe children under his care from having any discourse\\n1 All the masters of Port-Eoyal are unanimous in\\ncondemning the theatre. Lancelot gave up his precep-\\ntorship with the princesse de Conti, rather than take\\nher children to the theatre. Xicole calls dramatic\\nauthors public poisoners, and does not even spare The\\nCid. Eacine, who on this occasion quarrelled with Port-\\nEoyal, succeeded, however, in getting Phedre approved\\nby Arnauld.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0327.jp2"}, "328": {"fulltext": "322 POKT-ROYAL WRITERS COUSTEL\\nwith those of their own age who might corrupt them,\\nespecially if they are swearers, not decent in conversa-\\ntion, or given to wine and dishonesty, for children are\\nusually very much disposed to imitate others in evil as\\nwell as in good\\nTO HAVE THE HEART FULL OF CHARITY TOWARDS THEM\\nAs in this employment the preceptor holds the place\\nof the parents, he should endeavor to enter into their\\nspirit, and fill his heart with the tenderness and love\\nthat nature has given them for their children or, bet-\\nter, with the charity that has all the tenderness of\\nnatural affection without its defects and weaknesses.\\nThis charity will teach him not to treat them in a\\nbase and flattering manner, overlooking the imperfec-\\ntions that he should correct; nor in a domineering\\nmanner, which would become hateful and insupport-\\nable to them, but in a manner always gentle and con-\\ndescending, so that the children fear him as their\\nmaster, respect him as their father, and love him as\\ntheir best friend.\\nThis will make him take every precaution to make\\nthem avoid what will be injurious to them.\\nThis will lead him always to speak to them, not in\\na rough and repellent tone, but with a moderation\\nand gentleness which will give them the confidence\\nthat they should always have in him\\nAnd, in fact, as heavy rains run over the surface of", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0328.jp2"}, "329": {"fulltext": "RULES FOR EDUCATION 323\\nthe ground without penetrating and fertilizing it, so\\nrough words make no impression on the mind into\\nwhich they do not sink.\\nAs studies give most trouble to young children, it\\nwill cause him to seek every means of relieving them\\nfor example, by telling them the words that they can-\\nnot find, explaining the difficulties that stop them,\\nand thus making their understanding of their authors\\nmore easy; in fine, by encouraging those of moderate\\ncapacity, and aiding them to learn their lessons, etc.\\nThis charity also will make him bear with much\\npatience a hundred small defects that age will cure,\\nby showing very often greater signs of affection to\\nthose who have greater natural imperfections, and imi-\\ntating in this way the conduct of mothers who caress\\nmore, says St. Bernard, the weakest of their children.\\nXo doubt nothing is so useful both to the precep-\\ntor and to the children as this kindly and charitable\\nconduct, because it is an infallible means for the pre-\\nceptor to make himself loved, and to incline his chil-\\ndren, in consequence, to study and virtue; for as the\\nheart is the source of all actions, being once master\\nof that, he gets done all that he wishes.\\nLove with all your heart, says S. Augustine, and\\nafterwards do what you like to your neighbor. If you\\nreprove him and become angry with him, he will not\\ntake offence, because he knows that you act in this", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0329.jp2"}, "330": {"fulltext": "324 POET-ROYAL WRITERS COUSTEL\\nway only because you love him and even if you go so\\nfar as to chastise him, he accepts it, because he is con-\\nvinced that you only wish for his good\\nto bear their inattention to study and all their\\nother Defects with much Patience\\nWe must not be astonished to find defects in chil-\\ndren Whether these defects proceed from the cor-\\nruption of nature or the weakness of their age, it is\\nnecessary to bear them with much patience and com-\\npassion, and assist the children to correct them little\\nby little\\nBut, you will say, how is it possible to bear so many\\nsmall trifles, whose repetition makes them tiresome, as\\nalso their inattention to study and their small liking\\nfor the finest things that are told them\\nI admit that it is troublesome and annoying, and the\\nmore intelligence and energy a person has the more\\ntrouble he has to descend to these minutiee.\\nBut it is necessary, however, thus to descend, in\\norder to elevate them little by little, and to imitate\\nnurses, who are satisfied with giving milk to their little\\nones, waiting for them to grow and arrive at a state in\\nwhich more solid food may be given them.\\nAnd, in fact, demanding reason from children and\\nexacting from firmness and attachment to what is good\\nis like seeking fruit on a tree newly planted. We must\\nput up with their weakness for some time We must", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0330.jp2"}, "331": {"fulltext": "RULES FOE EDUCATION 325\\nremember the fine saying of St. Chrysologus, that a\\nphysician who will not suffer with the patient, and who\\ndoes not become infirm with the infirm, is not in a\\nposition to restore him to health\\nto tkeat them, as far as possible, with great\\nGentleness\\nIt is not sufficient to bear the faults of children with\\ngreat patience, but this toleration must be accom-\\npanied with great gentleness.\\nExperience sufficiently shows that children who are\\ntreated too severely, under the pretext of making them\\naccomplished men, imperceptibly accustom themselves\\nto dissimulate, and that under an appearance of virtue\\nthey conceal a fund of corruption and horrible licen-\\ntiousness.\\nIt is the same as regards studies, for too great sever-\\nity in the master very often induces aversion for them.\\nTTe must, then, as far as possible, and following Plato s\\nadvice, rather lead children to virtue and study by the\\ngentleness of persuasion than by excessive rigor\\nAway, then, with those looks in which the marks of\\nan odious severity are continually depicted We can-\\nnot expect by frightening children to make them re-\\nspect us and to lead them to their duties, love being\\nincomparably more powerful than fear in obtaining\\nfrom them what we desire\\nLabor rather, says St. Bernard, to make your-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0331.jp2"}, "332": {"fulltext": "326 PORT-ROYAL WRITERS COUSTEL\\nself loved by children than feared. And if sometimes\\nit is needful to use severity, let it be the severity of a\\nfather, and not that of a tyrant. Show that you are\\nthe mothers of the children by treating them with\\nmuch tenderness, and their fathers by reproving them\\nfor their faults. Cease to be haughty and cruel, and\\nbecome gentle. Lay aside punishments and rods\\nBut when I say that a preceptor should treat his\\nchildren with much gentleness, I do not mean that it\\nshould degenerate into an indulgence that encourages\\nvice and tends to multiply faults which he is bound to\\npunish, since this gentleness would be equally prejudi-\\ncial to himself and the children.\\nAnd as the corruption of human nature seems at\\npresent to have reached its height, although it is to be\\nwished that all children could always be treated with\\ngreat mildness, there are some, nevertheless, with re-\\nspect to whom we must be contented to keep it in our\\nhearts, it being more advantageous to their well-being\\nthat we should always appear rather severe and this it\\nseems is what the Holy Spirit meant to confirm by\\nopposing, as He does, that indulgence which is natural\\nto parents, in many passages where He seems always to\\nput the rod into their hands.\\nHe that loveth his son causeth him oft to feel the\\nrod, that he may have joy of him in the end.\\n(Eccles. xxx. 1.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0332.jp2"}, "333": {"fulltext": "RULES FOR EDUCATION 327\\nHe that spareth the rod hateth his son. (Prov.\\nxiii. 24.)\\nThe rod and reproof give wisdom, but a child left\\nto himself bringeth his mother to shame. (Prov.\\nxxix. 15. 1\\nTo employ Exhortations rather than Threats in\\nORDER TO LEAD THEM TO PlETT AND VIRTUE\\nWhat a man does against his will and by a sort of\\nconstraint not only is not praisworthy, but cannot even\\nbe lasting for what is forced soon returns to its previ-\\nous state, as a tree that has been forcibly bent soon\\nreturns to its former direction, whereas what is done\\nfrom free choice is usually staple and permanent.\\nWe must, then, always endeavor to render virtue\\n1 The worthy Eollin will equally tax his ingenuity\\nto soften the most precise texts by an interpretation\\ninspired by his love of children The Holy Scripture,\\nby these and other similar words, means perhaps pun-\\nishment in general, and condemns the false tenderness\\nand blind indulgence of parents. ...Supposing it neces-\\nsary to take the word rod literally, there is great ap-\\npearance that this chastisement is advised for those\\nhard, gross, unteachable, and intractable characters\\nwhich are insensible to reprimands or honor. But can\\nwe think that Scripture, so full of charity and mildness,\\nand of compassion for weaknesses, even at a more ad-\\nvanced age, means that children should be treated\\nharshly, whose faults often spring rather from thought-\\nlessness than perversity (Traite des etudes, liv. viii.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0333.jp2"}, "334": {"fulltext": "328 POKT-ROYAL WRITERS COUSTEL\\nlovable in itself, sometimes by praising before the\\nchildren l those who are really virtuous, and some-\\ntimes by making them understand the shame and con-\\nfusion by which bad actions are usually followed.\\nThey must also always be exhorted to look to God\\nrather than man in all their actions, and to fear much\\nmore in their thoughts the judgment of Him who\\npenetrates the depths of the heart than men s reproof\\nby words.\\nWhen they do well they must be encouraged to do\\nbetter, because not to advance constantly on the road\\nof virtue is to recede and they must remember this\\nproverb, that however good a horse may be, he always\\nneeds the spur\\nTo add Good Examples to Good Teaching\\nIt is not enough to give children good instruction,\\nwe must also endeavor to give them good examples\\nNothing has more influence on the mind, and espec-\\nially the mind of children, who notice much more\\nwhat they see their teachers do than what they may\\n1 This was not the opinion of M. de Saci. (See p. 167.)\\nHe advises Fontaine to thank God in secret for the good\\nthat he recognizes in children. Pascal, who laments\\nthat admiration spoils everything in children\\nstates, on the other hand, that the children of Port-\\nEoyal, to whom this stimulus to envy and glory is not\\ngiven, fall into heedlessness. (Pensees, ed. Havet,\\np. 449.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0334.jp2"}, "335": {"fulltext": "KULES FOE EDUCATION 329\\nsay to them, and can have only contempt for the good\\nthat they propose when their actions are not conform-\\nable to their words.\\nAnd, in fact, can we listen to a man who does not\\nlisten to himself And have we reason to think that\\nhe is convinced of the truths that he endeavors to\\nmake others believe, when he will not take the trouble\\nto practise them himself 1\\nA preceptor should be to his children like clear glass\\nand like a beautiful mirror, in which they may see\\ntheir spots and imperfections; or, again, like a rale,\\nwhich corrects by its straightness whatever was un-\\neven and defective. He must speak to them, I say,\\nmore by his actions than by his words, and must show\\n1 Mme. de Maintenon sets this excellent lesson in a\\nclearer light in a letter to a lady of Saint-Cyr: You\\nwill make them reasonable only by imparting reason\\nto them by your discourses and by your example,\\nwhich will be still more efficacious than your words.\\nThey will be very nearly what you are if you are sin-\\ncere, they will be sincere if you act uprightly, they\\nwill act uprightly; if you are remiss, they will be re-\\nmiss; if you are superficial, they will be superficial;\\nif you act otherwise when you are seen than you do\\nwhen you are not seen, they will do the same; if you\\nare in earnest, they will be in earnest in the things you\\ngive them to do; if you hide yourselves from your\\nsuperiors, they will hide themselves from you. (To\\nMme. de la Mairie, 1714.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0335.jp2"}, "336": {"fulltext": "330 PORT-ROYAL WRITERS COUSTEL\\nthem the way in which they should go more by acting\\nthan by talking.\\nIf he does himself what he intends to enjoin on\\nthose under his charge, not only will he correct their\\nfaults, but also he will shield himself from the just\\nreproach that the Apostle addresses to those who do\\nnot act thus: Why do you not teach yourselves, you\\nwho pretend to teach others!\\nXow, nothing serves a teacher to set a good example\\nso much as uniformity of conduct.\\nLay down for yourselves, then, a good mode of life,\\nand set yourselves a rule to follow, said Seneca regu-\\nlate all your actions by it, for irregularity of conduct\\nis the mark of an inconstant mind which has no firm\\nfoundation", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0336.jp2"}, "337": {"fulltext": "OF CIVILITY AND POLITENESS IN CHIL-\\nDREN.\u00e2\u0080\u0094 Coustel\\nIt is not sufficient to do good, but we must always\\nendeavor to do it in the best manner possible And,\\nin fact, as meats good in themselves but badly sea-\\nsoned are not very agreeable, so a good action awk-\\nwardly done cannot be pleasing.\\nWhat I here call politeness and civility is an easy, open,\\nand becoming manner; and I maintain that, in order\\nto acquire it, not only is it necessary to learn its max-\\nims early, but to put them in practice, according to\\nthis axiom of the philosophers, that things that are\\nlearnt for use are best learnt by use. Now the polite-\\nness of children should especially appear in their de-\\nportment and their behavior at table as well as in\\ntheir conversation. l\\nOf the Manner in which they should Sit and Be-\\nhave at Table\\nThey should always sit upright, without moving\\n1 Coustel justifies- himself for entering into details\\nthat may appear trivial by this judicious sa} r ing of\\nQuintilian: What must be done deserves to be\\nlearnt. The annexed extract on behavior at table\\nis a very curious study of manners.\\n(331)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0337.jp2"}, "338": {"fulltext": "332 POKT-KOYAL WEITERS COUSTEL\\ntheir arms and legs about, and, if possible, without\\ninconveniencing those who are near them.\\nIt is very impolite to be constantly looking at the\\ndishes, and devouring with your eyes all the viands\\nthat are served up.\\nYou must not put your hand in the dish first, nor\\nshow signs of impatience before you are served, or too\\nmuch haste and eagerness in eating what has been\\ngiven you.\\nPut gently on your plate what is offered you, bow-\\ning your head slightly, to thank him who serves you,\\nwithout taking off your hat, 1 unless to persons who\\nare of higher rank than yourself, and for whom you\\nare bound to have a marked respect.\\n1 La Bienseance de la conversation entire les homines\\npublished at Pont-a-Mousson in 1618, mentions this\\ncustom of wearing the hat at meals: When you are\\nat table, it is sufficient to\\nmake a slight bow, for it is not\\nseemingly to cover at table.\\nFather de la Salle recom-\\nmends the guests to remain\\nstanding and uncovered until\\ngrace has been said, and not\\nto put on their hats until\\nthey are seated, and the most\\nJohn Baptist de la Salle, distinguished persons have\\n1651-1719 put on t i ieirs (Regies de la\\nhienseance et de la civilite chretienne.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0338.jp2"}, "339": {"fulltext": "CIVILITY AND POLITENESS IN CHILDKEN 333\\nXever refuse what is offered, for this would be a\\ntacit reproach either that it has not been well chosen\\nor to show that it is not to your taste.\\nIt is advantageous to habituate yourself early to cut\\nthe meat neatly, to present it gracefully, and even to\\nlearn which is the best part of a capon, a partridge, or\\nwaterfowl. 1\\nIf you may take the liberty of putting your hand in\\nthe dish, take what is before you, without seeking\\nright and left what may seem to you better.\\nIf there is a nice piece, never take it for yourself,\\nbut present it to those whom you have invited, or who\\nare the most distinguished in the company.\\nKeep your eyes on your plate, without constantly\\nlooking over others to see what they are eating.\\nTake what is served to you with your fork, and not\\nwith your fingers.\\nDo not put very large pieces into your mouth, nor\\ninflate your cheeks in eating as if you were blowiug\\nthe fire.\\n1 Father de la Salle enters into kitchen details on\\nthe different meats, boiled or roast, and fish, in order\\nthat you may not take the best parts for yourself\\n(which might happen by mistake, for want of know-\\ning), and may offer them seasonably to those to whom\\nit is fitting. (Civilite chretienne, p. 107.) Coustel,\\na few lines further on, gives the same reason.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0339.jp2"}, "340": {"fulltext": "334 PORT-ROYAL WRITERS COUSTEL\\nDo not break your bread with your hand, but always\\nuse your knife to cut it.\\nMasticate the meat you have in your mouth slowly\\nthis contributes very much to health, for the second\\ndigestion does not correct the imperfection of the first.\\nNever dip in the dish a morsel you have already put\\nin your mouth.\\nAvoid as much as possible a diversity of meats, for\\nnothing ruins the stomach so much, or is so prejudic-\\nial to health.\\nNever begin a meal by drinking that has too much\\nthe appearance of the drunkard, who drinks more by\\nhabit than necessity. Never be the first to drink.\\nWipe your mouth, and swallow what you have in it\\nbefore drinking.\\nAlways put water in your wine. Pure wine is to the\\nbody what oil is to fire; for it inflames it more, instead\\nof moderating and diminishing the heat that is con-\\nsuming it.\\nIf anyone does you the honor of drinking your\\nhealth, modestly thank him who does so.\\nDo not make a boast of drinking to excess; a barrel\\nhas a much greater capacity than the largest stomach.\\nThe custom of forcing others to drink the healths\\nwhich have been proposed, to the prejudice of their\\nown, is neither honest nor praiseworthy; a man must\\nbe a glutton and unmannerly to do so.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0340.jp2"}, "341": {"fulltext": "CIVILITY AND POLITENESS IN CHILDREN 335\\nEquals do not offer things to one another presuming\\nto do so is attempting to take the upper hand and act\\nthe host.\\nIt is showing too great daintiness to complain that the\\nviands are ill-cooked, or that they are not to our taste.\\nIf the company remain too long at table you may\\nretire quietly, after saluting them in a civil and oblig-\\ning manner.\\nOF CONVERSATION\\nConversation must not be judged by the oddities\\nand bad temper of certain melancholy persons, but\\nby the general feeling that the Author of Nature has\\nimprinted on the mind of all men. God did not give\\nthem the use of speech to make them pass their lives\\nin the deserts, but to converse with one another, that\\nthey may learn what they did not know, and may per-\\nfect themselves in the knowledge of what they already\\nknow. As, then, conversation sharpens the wit, forms\\nthe judgment, makes us know ourselves, and not have\\na blind attachment to our own opinions in fine, as it\\nteaches us to live with everybody in an honest and\\nseemly manner, we are right in calling it the school of\\nwisdom and the teacher of civility. We may say that\\nit is certainly very useful, and may even go farther\\nand maintain that it is necessary. And, in fact, there\\nare very many things that Jesus Christ commands in\\nthe gospel that can only be done by conversing with", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0341.jp2"}, "342": {"fulltext": "336 PORT-ROYAL WRITERS COUSTEL\\nmen, as, for example, consoling the afflicted, instruct-\\ning the ignorant, correcting those who commit faults,\\nand setting on the right road those who have strayed.\\nAdmitting, then, the necessity for conversation, it\\nmay be asked here, What ought to be its qualities\\nwith what persons should we converse how should\\nyoung persons conduct themselves in it what are the\\nprincipal faults to be avoided? Oaths, blasphemy,\\nindecent and equirocal words should be banished from\\nit, and, in a word, nothing should ever be said that\\nmay pain the listener or shame the speaker.\\nIt should be circumspect. Thus it is ill to play the\\ncheerful man before persons who are afflicted or the\\nsad with those who think only of amusing themselves...\\nIt should be respectful and full of deference, espec-\\nially towards women and the aged, to whom good\\nbreeding should lead us to give the best places\\nIn the fourth place it should be sincere for, as soon\\nas we accustom ourselves to disguises and deceit, we\\nlose all influence, and get involved in many awkward\\naffairs.\\nIn fine, it should be charitable towards ourselves\\nand towards others; towards ourselves, by profiting by\\nwhat is said for if a learned man is speaking all that\\nhe says instructs, and if a thoughtless person he\\nshould make those who listen to him more reticent, in\\norder not to commit the same faults.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0342.jp2"}, "343": {"fulltext": "CIVILITY AXD POLITENESS IX CHILDKEX 337\\nIt is also necessary to be charitable towards others\\nby falling in with their humor, by interpreting favor-\\nably all that they say, by overlooking their defects,\\nand, in fine, by preventing improper talk and slander,\\nif we have sufficient authority for that, or, at least,\\nin showing by our coolness and silence that we will\\ntake no part in it.\\nIt may be asked here if women s conversation is ad-\\nvantageous to young men; to which it is not difficult\\nto respond, if we follow the light of Christianity rather\\nthan the corrupt maxims of the age There is dan-\\nger, no doubt, in the conversation of women, who are\\ncalled, on this subject, the snares of the devil, and\\nthe net in which those who are not on their guard are\\ncaught. x\\nTo show here that young men seldom think of form-\\ning their minds by conversing with women, and of\\nlearning, as they say, politeness and civility, they do\\nnot usually like the conversation of those who are\\nsomewhat old, although their seriousness and great\\nexperience might be more useful to them; but they\\nlike bodily much more than mental beauty; and the\\nbrightness of a young face has more charms for them\\n1 Xicole says, not very gallantly: Having a woman\\nfor adviser is having a double concupiscence. (Essais\\nde Morale, t. vi. p. 266.) This was not Franklin s\\nopinion.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0343.jp2"}, "344": {"fulltext": "338 PORT-ROYAL WRITERS COUSTEL\\nthan the marks of extraordinary virtue and merit in an\\nold person\\nIt is necessary to become acquainted with the cere-\\nmonies that are practised in the country where we\\nare. I mean by ceremonies the outward marks of\\nhonor and respect that are paid to certain persons\\nCeremonies must be used with much prudence and\\npropriety, not too sparingly nor too prodigally.\\nTo use none is boorish; to use them through interest\\nis disguise and flattery; to use them with persons who\\nare very busy is indiscreet; and to use them with those\\nwhom we do not intend to oblige is an insult.\\nUseless ceremonies should not be affected, refusing,\\nfor instance, the first place when it is undobtedly our\\ndue, and offering battle, as they say, in order not to\\nenter a door first\\nYou must not walk about when the others are sit-\\nting down, nor bite your nails nor pick your teeth\\nbefore company, thus showing that their society is\\nnot agreeable, and that you seek amusement by these\\nlittle pastimes.\\nWhen you are seated you must not lean upon others\\nnor turn your back to them, nor stretch out your arms\\nnor make unbecoming gesticulations; such liberties\\nare only allowable in persons of much higher rank than\\nthe others.\\nIt is a fundamental maxim of our religion always to", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0344.jp2"}, "345": {"fulltext": "CIVILITY AND POLITENESS IN CHILDREN 339\\ntreat others as we wish to be treated ourselves. Al-\\nways excuse, then, the faults of others, and put a\\ngood construction on their actions and words. Thus,\\nif on entering some one does not salute you, do not say\\nthat he despises or disdains you; but rather suppose\\nthat he did not see you, or that his mind was else-\\nwhere and occupied with something else.\\nEndeavor to keep an even temper, and fail in with\\nthe temper of others when it is not in sympathy with\\nyour own.\\nComplaisance is the soul of society and the season-\\ning of conversation. It should, then, be very great\\nwith respect to everybody, yet without making us ap-\\nprove of what is manifestly unjust and bad\\nAlways be more pleased to listen to what others say\\nthan to talk yourself, and on this subject remember\\nwhat Plutarch says, that Xuna taught the Romans\\nto reverence more than any other a goddess to whom\\nhe gave the name of Tacita (the Silent)\\nThe advantage gained by silence is that it makes\\nthose who know how to observe it pass before the\\nworld as very wise, however ignorant and stupid they\\nmay be. x\\n1 Grimarest, in the Life of Moliere, relates a very\\namusing scene. Moliere and Chapelle, returning by\\nwater from Auteuil to Paris, were discussing about\\nGassendi and Descartes before a friar minim who was", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0345.jp2"}, "346": {"fulltext": "340 PORT-ROYAL WRITERS COUSTEL\\nThere are times when nothing should be said, there\\nare others when it is necessary to say something; but\\nthere are none when it is necessary to say all that we\\nknow.\\nBe very reserved when you are in company where\\nthere are persons of rank, very learned men, and old\\nmen to whom age has given much experience.\\nAVhen you take upon yourself to speak, be careful\\nof these three things: of what you speak, before whom\\nyou have to speak, how you ought to speak.\\nDo not open your mouth before you have well ar-\\nranged and digested in your mind what you have to\\nsay, 1 lest your thoughts be like abortions which have\\nnot had sufficient time to be perfectly formed for the\\ntrouble we have in expressing ourselves usually comes\\nfrom the fact that we have not thoroughly arranged\\nwhat we have to say; for we always express ourselves\\non the boat, and the two speakers took him for judge.\\nThe friar minim only replied by hum! hum! or by\\nmotions of his head. Our philosophers were a little\\nconfused on perceiving a little later by his wallet that\\nhe was a serving brother, and quite a stranger to these\\nquestions. Moliere then said to the young baron who\\naccompanied them, See, my lad, what silence does\\nwhen it is carefully observed.\\n1 There are people, says La Bruyere shrewdly,\\nwho speak a moment before they have thought.\\n(Caracteres, ch. iv.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0346.jp2"}, "347": {"fulltext": "CIVILITY AiND POLITENESS IN CHILDREN 341\\nwell when we have arranged in our minds what we\\nwish to say\\nDo not undertake to speak of things which are\\nabove your capacity, and speak of those that you\\nthink you know best only with great moderation and\\nreserve.\\nIf you wish to pass for an able man strive to be really\\nso for time, which discovers all, will show you such\\nas you are; and there may be some one in the company\\nwho will perhaps expose your ignorance to your morti-\\nfication.\\nIf an opportunity offers of telling some story, come\\nto the point at once, without stopping to make a long\\nand tiresome preface, and always use in telling it\\nproper, natural, and pleasing expressions\\nAlways endeavor to excuse him of whom evil is\\nspoken and if you cannot excuse the action that is\\nblamed, excuse at least its motive by saying that he\\nwas surprised, and that he did not sufficiently reflect.\\nIf you cannot excuse the motive, attribute his act to\\nhuman infirmity and the strength of the temptation,\\nwhich would very likely have carried away others if\\nthey had been in the same position as he.\\nIf anyone says something indecent, either pretend\\nnot to have heard it, or show by your coolness or\\nsilence that you are unwilling to take any part in it.\\nIt is not necessary in company to remain always", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0347.jp2"}, "348": {"fulltext": "342 POET-ROYAL WRITERS COUSTEL\\nsilent nor to be continually talking; the first would\\nbe a mark of stupidity or contempt, and the other\\nwould show a too great assumption of capacity. It is\\nright for everyone to pay his share as much for food\\nfor the mind as for food for the body.\\nConversation should always be adapted to the places\\nand the persons with whom we are. Thus it is un-\\ngraceful to play Cato 2 before women, or the preacher\\nbefore people who are thinking only of amusing them-\\nselves.\\nPoints of theology or questions difficult to resolve\\nshould not be brought forward at table, but only those\\nthings on which each may express his ideas without\\ntoo much concentration of mind\\nIf a man has advanced an extravagant or pernicious\\nopinion it is useful and even praiseworthy for him to\\nchange it whereas it would be a shameful thing to\\nchange an opinion that is just and true. It is only\\npersons of understanding and judgment, says St.\\nAugustine, who recall things ill said; and a man is\\nusually more admired when he becomes, against him-\\nself, the censor of an opinion advanced out of season\\nthan if he had never held it, or if he had corrected\\nanother\\n1 Cato the Censor (233-183 B. C), celebrated for\\nhis severity against luxury, especially that of women.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0348.jp2"}, "349": {"fulltext": "CIVILITY AND POLITENESS IN CHILDREN 343\\nJokers, boasters, and great talkers are not usually\\nliked.\\nHere, however, innocent joking must be distinguished\\nfrom that which is altogether odious.\\nFor there is joking that is not only permissible but\\nwhich even enlivens conversation, and, therefore,\\nthose who succeed in it are always well received. Xow\\nI call a joke a sensible thing said to the point, and\\nwhich amuses. For this it should be\\n1. Subtle and refined, for both the joke and the\\njoker are laughed at when it is not so.\\n2. The things that are joked upon should not be\\nserious or criminal, for there is no subject for joking\\nwhen there is no subject for laughing.\\n3. Great defects of body or mind should not be\\ntaken as subjects for it. Man did not make himself;\\nG-od made him as he is it is upon Him then that the\\njokes fall.\\n4. Joking must be used with discretion; thus we\\nshould never joke about the powerful.\\n5. We should never joke about the wretched, be-\\ncause they are worthy of compassion.\\nIn fine, joking should be used in moderation, for\\nexcess is always blamable, and there is no pleasure in\\ndriving people to extremes.\\nI do not speak here of those whose jokes are sting-\\ning, and who do not care if they give pain and trouble", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0349.jp2"}, "350": {"fulltext": "344 PORT-ROYAL WRITERS COUSTEL\\nto others, provided that they show themselves off and\\nacquire the reputation for wit. Nothing lowers and\\nmakes a man disliked more than that.\\nBoasters, again, are very disagreeable persons in con-\\nversation, for they have always in their mouths the\\nnames of their ancestors and their estates, and talk\\nonly of their own clever schemes.\\nBe afraid of pleasing yourself, lest you please your-\\nself alone. It is the same with the good qualities of\\nour minds as with the nudity of our bodies. We should\\nalways hide them from our servants, and modesty does\\nnot permit us to dwell on them.\\nThere are old people who love only themselves, whom\\neverything that others say displeases, and who think\\nnothing well done which they do not do themselves.\\nObstinate and opinionated persons are also very dis-\\nagreeable.\\nWhen things are of small consequence we should not\\nwish to carry them with a high hand; victory is always\\ndangerous in this sort of encounters, since we often\\nlose a good friend for a thing of no value. Besides,\\nwe show our bad humor in good company.\\n(Coustel, Kegels de V education des enfants.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0350.jp2"}, "351": {"fulltext": "THE CONSTITUTIONS OF THE MONASTERY\\nOF POET-EOYAL DU SAIXT-SACEE-\\nMEXT. 1 Mere Agxes\\nOe the Instruction of the Girls 2\\nGirls may be received in the monastery for instruc-\\ntion in the fear of God during several years, but not\\nfor one year only, because that is not sufficient to form\\nthem in good morals according to the rules of Chris-\\ntianity.\\nThose only will be received whose parents desire\\nthem to be instructed in this way, and who offer them\\nto God without an expressed desire for them to be\\nnuns or lay persons, but as it may please God to ordain.\\nThe girls shall be in a department separate from the\\nnuns, with a mistress to instruct them in virtue, to\\n1 The Constitutions of the monastery of Port-\\nEoyal du Saint-Sacrement. which are the result of the\\ninstructions of M. de Saint-Cyran, were written by the\\nMother Agnes (at the time of the foundation of the\\nInstitut du Saint-Sacrement in 1647), after having\\nbeen long practised. They were printed for the first\\ntime in 1666. (Memoires de Lancelot, t. i. p. -4-23.)\\n2 See Introduction, p. 85.\\n(345)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0351.jp2"}, "352": {"fulltext": "346 POET-ROYAL WRITERS MERE AGNES\\nwhom assistants will be given to instruct them in read-\\ning, writing, needlework, and other useful things, and\\nnot those which only minister to vanity.\\nThey will wear the novices dress; nevertheless, they\\nshall not be compelled to do so at first, if they show\\nany dislike to it, until familiarity and the sight of\\ntheir companions make them desire it. If anyone per-\\nsists in not wishing it, she shall wear secular dress, but\\nnot silk, and without lace, in order that the others may\\nnot envy her.\\nThey shall sing in the choir at certain hours when\\nthey shall be of age to do so, and demand it; as also\\nin the refectory, where they shall sit at a separate table\\nwith their mistress.\\nXo more than twelve girls, under ten years of age,\\nwill be received, lest the charity that the sisters show\\nin that be prejudicial to them, by giving them too much\\noccupation, and withdrawing them from their other\\nduties; and also that they may fulfil their duties more\\nperfectly, without failing in any attentions necessary\\nto their good education.\\nThey may be kept until the age of sixteen years,\\nalthough they do not wish to be nuns, provided that\\nthey are docile and modest, that they take no liberties,\\nand profit by the instruction given them, confirming\\nthemselves more aud more in Christian virtue. If, on\\nthe contrary, they have a vain and wordly temper, they", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0352.jp2"}, "353": {"fulltext": "CONSTITUTIONS OP ST.-SACEEMENT 347\\nshall be promptly dismissed, at any age, lest they\\ncorrupt the rest.\\nIf one had lost her mother, and it were beneficial for\\nher to remain after the age of sixteen, permission may\\nbe asked of the superior to keep her, and action will\\nbe taken as he shall think fit.\\nThe number of junior girls shall be at the most\\ntwelve, as we have said; nevertheless, when they have\\npassed the age of ten years they shall not be considered\\njuniors, and younger girls may be taken in their place,\\nalthough they still live in the monastery, because there\\nis much less care and work with them than with the\\nyounger.\\nThe nuns shall not ask to receive girls, nor use any\\ninfluence with the parents to make them give them,\\nnot even with those who are related to them; this\\nshould proceed from their own proper impulse, and a\\nsincere desire for the good education of their children.\\nGirls of three or four years of age, who have no\\nmother, will be more easily and willingly received, and\\na necessary assistance will be affectionately given them\\nin their helplessness, considering in this that the charity\\nis so much greater as these young orphans are some-\\ntimes badly brought up, having no mother to watch\\nover them.\\nAnd let not the sisters think this an occupation ill-\\nfitted for their position, namely, to undertake the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0353.jp2"}, "354": {"fulltext": "348 POKT-KOYAL WKITEKS MERE AGNES\\nbringing-up of children who are not yet capable of re-\\nceiving any instruction for their salvation, since in\\nthat they imitate God Himself, who first formed the\\nbody of the first man, into which He then inspired the\\nbreath of life.\\nLet them take, then, for their share the nourishment\\nof their small bodies with all necessary care, until their\\nage is fitted for the infusion of grace, by this means\\nbecoming like the mothers of these children, which\\nwill make their virginity fruitful before God, whose\\nspouses they are, as He is the Father of souls and\\nspirits according to St. Paul.\\nThe sisters who shall be employed in this duty hav-\\ning undertaken, as has been said, a work of charity,\\nshould consider that it is at the same time an exercise\\nof patience, there being much to surfer from these lit-\\ntle creatures, and a great restraint with them.\\nLet them not complain of either, but make them-\\nselves, for the love of Christ, who became a child for\\nus, the servants of these children in whom He Him-\\nself dwells, humbling Himself in their weaknesses.\\nLet them also bear with their little tempers, which are\\nsometimes very tiresome. Let them never reprove\\nthem by a movement of anger, but let them suspend\\npunishment until their emotion has passed, so that\\nthe children themselves may think that they do not\\nlove them less when they punish than when they\\ncaress them.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0354.jp2"}, "355": {"fulltext": "CONSTITUTIONS OF ST.-SACKEMENT 349\\nThe mistresses will take great care not to be partial\\ntowards the children, not loving more those who are\\nmore agreeable and pretty, in order not to make the\\nothers jealous. Let them not amuse themselves by\\nplaying with them more than is necessary for their\\ndiversion while they are still incapable of joining the\\nother girls, nor permit the children to caress them too\\nmuch, nor attach themselves too much to them, which\\nwould make them ill-humored with others who might\\nbe given to them.\\nThey must gain their affections only in so far as they\\nare their mistresses, and not as private persons. And\\nalthough children are not able to make this distinction,\\nthe mistresses should do so, and oblige the children to\\ngive as much to one of the mistresses as to another.\\nFor example, if a child would not obey one of the mis-\\ntresses because she liked her less, the other mistress,\\ninstead of being gratified that this child liked her\\nmore, should show severity and make her give her com-\\npanion the obedience which is due to her. 1 And as a\\n1 Mme. de Maintenon gives the same recommenda-\\ntion to the Ladies of Saint-Cyr, but with less measure\\nand accuracy: If the girls carry flattery so far as to\\ngive you to understand that they like you more than\\nthey like the others, show such a profound contempt for\\nthis baseness, and so great a desire that your sisters may\\nbe not less esteemed and loved than yourself, that they\\nmay understand that you are far from taking pleasure", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0355.jp2"}, "356": {"fulltext": "350 PORT-ROYAL WRITERS MERE AGNES\\nproof that the sisters do not wish to be loved by the\\nchildren, except for the good of the children them-\\nselves, when they are removed from this office they will\\nno longer caress them when they meet them any more\\nthan the other sisters do, who should never so amuse\\nthemselves, even if they should be their relations, ex-\\ncept in so far as the mother should think convenient, in\\norder to accustom the children on their first entrance,\\nor under some special circumstances. With these ex-\\nceptions, they will not show any tenderness they may\\nfeel for them, and they will make a sacrifice of it to\\nGod, to obtain from His goodness that these children\\nmay benefit by the good education that will be given\\nthem.\\nWhen the mistresses take the children to the parlor\\nthey will not exhibit a too marked affection for them\\nbefore the parents but only show that they love them\\nso far as they are obliged, and that they take the great-\\nest possible care of them. They will not praise the\\nchildren too much, if some are very pretty, but will\\nsimply say that they are very docile, or something of\\nthe sort. They will not blame them for their faults\\nnor accuse them of anything, unless the mother has\\nexpressly told them to do so if they are questioned to\\nin their discourse. It would be very wrong to let them\\nperceive that you had this weakness. (Entretiens,\\n1703.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0356.jp2"}, "357": {"fulltext": "CONSTITUTIONS OF ST.-SACKEMENT 351\\nknow if they are bad or tiresome, they will say that\\nmuch still remains to be done, without showing that\\nthey are wearied or disgusted with it, in order not to\\ngive pain to the parents. They will ask nothing for\\nthe children without the permission of the mother,\\nnot even toys, nor books, nor anything else, as much\\nnot to importune the parents as not to give occasion\\nfor jealousy to the others, to whom nothing will be\\ngiven. And for this reason it would be desirable that\\nthey were all equal; 1 therefore we shall continue, as\\nheretofore, to undertake their maintenance in order\\nto avoid the inequality that is found among their par-\\nents, some of whom would give liberally and others\\nwould withhold what would be necessary for them,\\nwhich would make the former proud and give pain to\\nthe others this is avoided by treating them almost all\\nequally, so far as discretion permits.\\nThe junior girls shall not be left in the parlor alone\\n1 It was unavoidable to make some exception in an\\nage when ranks were so distinct. We see in Leclerc\\nthat Mile. d Elbceuf, who entered Port-Eoyal at the\\nage of nine years, was the object of special care in the\\nboarders room; the Mother Angelique had a small\\nspace divided off where she slept. As to food, she\\nwas served first, and her ordinary fare was also differ-\\nent At thirteen she had a room to herself and a\\nsister to wait on her (Vies interessantes, t. iii.\\np. 183.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0357.jp2"}, "358": {"fulltext": "352 PORT-ROYAL WRITERS MERE AGNES\\nwhen they are very young, nor when they are older,\\nunless with their father and mother, if they desire it,\\nand only for a very short time.\\nThe very young children should never be lost sight\\nof, lest they fall and hurt themselves they will not\\neven be allowed to play together in a remote part of\\ntheir room, but will be constantly watched, to correct\\nthem in the small irregularities they may commit.\\nThe senior girls shall not be exempt from this super-\\nvision; on the contrary, the inconvenience may be\\ngreater therefore equal or greater care will be taken\\nthat they shall not be left without a person to take\\ncharge of them.\\nThey are not to be allowed to whisper together,\\nhowever little. One of the mistresses is to sleep in\\ntheir room, and in going through the monastery to the\\nchoir and the refactory, they are always to be con-\\nducted, care being taken that they do not go together.\\nIn fine, constant attention must be given to remove\\nfrom them, as far as possible, all occasions of doing\\nharm to one another, which is usually what most cor-\\nrupts the young\\nThe sisters who shall be employed in the care of the\\nchildren shall act, as has been said, with great affection\\nand fidelity, and at the same time with great indiffer-\\nence, dreading this charge on account of the many op-\\nportunities it gives of committing errors, of diverting", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0358.jp2"}, "359": {"fulltext": "CONSTITUTIONS OF ST.-SACEEMENT 353\\nthemseves too much, and of losing the spirit of medita-\\ntion, which it is not easy to preserve in such an impor-\\ntant occupation if, nevertheless, obedience retains\\nthem in it, let them trust that God will support them,\\nand that the charity which necessarily accompanies\\nthis duty will cover their faults. Let them know also,\\nfor their consolation, that in taking care to bring up\\nthese children well, they are recalling before God the\\nyears of their own childhood and youth, which they\\nperhaps employed ill for want of a similar education.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0359.jp2"}, "360": {"fulltext": "REGULATIONS FOR THE CHILDREN OF PORT-\\nROYAL. Jacqueline Pascal\\nAdvertisement\\nAlthough this regulation for children is not a mere\\nfancy, but has been drawn up on what has been prac-\\ntised at Port-Royal des Champs during many years, it\\nmust, nevertheless, be admitted that, for what is ex-\\nternal, it would not always be easy nor even useful to\\nput if in practice with all its severity. For it may be\\nthat all the children are not capable of such strict\\nsilence and so strained a life without being depressed\\nand wearied, which must be avoided above all things\\nand that all mistresses cannot keep them under such\\nexact discipline, gaining at the same time their affec-\\ntion and love, which is absolutely necessary in order to\\nsucceed in their education. It is the part of prudence,\\nthen, to moderate all these things, and, according to\\nthe saying of a pope, to join the strength which retains\\nthe children without repelling them to a gentleness\\nthat wins them without enervating them: Sit rigor,\\nsed non exasperans sit amor, sed non emolliens.\\nRegulation for the Children\\nTo Monsieur Singlin, April 15, 1657\\nI humbly beg your pardon for having so long delayed\\n(354)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0360.jp2"}, "361": {"fulltext": "REGULATIONS FOR THE CHILDREN 355\\nto give you an account of the manner in which I act\\nwith children. 1 What prevented me doing so from\\nthe first word you said to me about it was, that I\\nthought you asked me to set down in writing how they\\nought to be treated, which I did not think myself able\\nto undertake without great temerity, having so little\\nknowledge for so difficult an employment. For I can\\nassure you that obedience alone can make me do the\\nleast thing in it, and if I do not spoil all, it is to be\\nattributed to the efficacy of the words of our mother,\\nwho told me, when giving me the charge, not to be\\nanxious about anything, and God would do all. This\\nso appeased the trouble in which my impotence had\\nput me, that I remained full of confidence and with\\nas much tranquillity as if God Himself had given me\\nthis promise and I acknowledge to my confusion that,\\n1 Jacqueline Pascal, younger sister of Pascal, born\\nin 1625, retired from the world in which she had early\\nshone by her wit and a certain poetic talent, and en-\\ntered Port-Eoyal in 1652, where she took the name of\\nsister Sainte-Euphemie. From 1657 to 1659 she had\\ncharge of the education of the children, and, in virtue\\nof this, drew up the annexed regulation. She was after-\\nwards sent to Port-Eoyal des Champs, as sub-prioress,\\nto direct the novices. She died in 1661 from sorrow\\nand remorse at having signed the formulary against\\nher conscience in deference to the authority of Arnauld.\\nM. Cousin has devoted a volume full of interest to\\nthis distinguished woman.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0361.jp2"}, "362": {"fulltext": "356 POET-ROYAL WRITERS J. PASCAL\\nwhen I look at myself and fall into despondency, as\\nyou know I do very often, these words alone, God icill\\ndo all, repeated with confidence, restore peace to my\\nmind. But what removed my trouble was that you\\ntold me afterwards that you did not ask me to write\\nhow they should be treated, but only how I treated\\nthem, in order to notice the faults that I commit,\\nwhich not only destroy what God does in it through\\nme, but even place great obstacles to the grace that He\\nputs in these souls\\nI. In what spirit we should render service to the children..\\nUnion of the mistresses. Some general advice for their con-\\nduct, chiefly toivards the younger children.\\n1. I think, then, that to be useful to the children,\\nwe should never speak to them, nor act for their good,\\nwithout looking to God and asking His grace, desiring\\nto take in Him all that is needful to instruct them in\\nHis fear.\\n2. We should have great charity and tenderness for\\nthem, neglecting them in nothing whatever, either\\nspiritual or bodily, showing them upon every occasion\\nthat we set ourselves no limits for their service, and\\nthat we do it with affection and with all our heart, be-\\ncause they are children of God, and that we feel our-\\nselves obliged to spare nothing to render them worthy\\nof this sacred title.\\n3. It is very necessary to devote ourselves to them", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0362.jp2"}, "363": {"fulltext": "EEGULATIONS FOE THE CHILDEEK 357\\nwithout reserve and not to leave their quarters, with-\\nout unavoidable necessity, in order to be always pres-\\nent in the room where they are working, if we are not\\ntalking to them or visiting them when they are ill or\\nemployed in other things which concern them.\\n4. No difficulty should be made in missing all the\\nservice for this, unless the elder children are present\\nat it. The constant care of the children is of such im-\\nportance, that we should prefer this duty to all others, 1\\nwhen obedience lays it on us, and much more than our\\nown private gratification, even when it concerns spirit-\\nual things. The charity with which all the services\\nwhich are useful to them will be given, will not only\\ncover many of our faults, but will take the place of\\nmany things that we think would be useful for our\\nown perfection.\\no. There will be a sister on whom we can rely, with-\\nout in any way relieving us of our duty. This sister\\nwho will be given us should be attached, as far as pos-\\nsible, to the schoolroom. Therefore it would be desir-\\nable to have two, animated with the same zeal and the\\nsame spirit for the children, and who most often should\\nbe together in the school-room, even in the presence\\n1 For greater security, Mme. de Maintenon will make\\nthe Ladies of Saint-Cyr, in addition to the usual vows\\nof poverty, chastity, and obedience, take a fourth and\\nspecial vow, namely, to devote themselves to the edu-\\ncation of the girls of Saint-Cyr.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0363.jp2"}, "364": {"fulltext": "358 PORT-ROYAL WRITERS J. PASCAL\\nof the head mistress, in order that, seeing the respect\\nwith which the children behave before her, they may\\nboth have the right to demand for themselves the same\\nrespect in her absence as in her presence.\\n6. We should act in such a manner that the children\\nmay notice a great harmony and perfect union and\\nconfidence with the sister who is given to us for a com-\\npanion. She should not, therefore, be reproved for\\nwhat she has done or ordered, if what she has ordered\\nis not well, in order that the children should never\\nnotice any contrariety, but should be warned privately.\\nFor it is important, and almost necessary, in order to\\ngovern the children well, that the sister who is given\\nas assistant should be inclined to think everything\\ngood that is said to her. If it were not so, it would\\nbe necessary to report it to the mother superior. If\\nwhat she might do contrary to us only touched our\\ntemper, and did no harm to the children, we should\\ndemand God s grace to rejoice that we had an occasion\\nto be vexed.\\n7. We should pray to God to give the children a\\ngreat respect for the sisters who are with us. We\\nshould also give them great authority, but especially\\nto her who is next to us. It is well, then, to show the\\nchildren, and even tell them at times, that she has a\\ngreat charity for them, that she loves them, and that\\nwe order her to tell all that takes place in the school-", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0364.jp2"}, "365": {"fulltext": "REGULATIONS FOR THE CHILDREN 359\\nroom, and to tell her before the children that she is\\nobliged by duty and charity to tell us not only all their\\ngreater faults, but even their slight failings, in order\\nto aid them in correcting them.\\n8. We put a sort of confidence in the sisters who\\naid us, by telling them the inclinations of the children,\\nespecially of the younger ones, and also those of the\\nelder which might cause some disorder, that they may\\nthe better watch over them. We should not, however,\\nso readily tell them things that the children tell us\\nprivately if we do not see in this a necessity for their\\ngood, lest they should inadvertently let them know\\nsomething of it. I think it of great importance that\\nthe children should see that we can keep a secret, al-\\nthough what they tell us may not be of great impor-\\ntance for the time because it might happen that they\\nwould have something important to tell us another\\ntime, especially when they advance in age, which they\\nwould have some difficulty in telling us if they had\\nfound out that we had not been faithful in small things.\\n9. As it is very important that we should be in per-\\nfect harmony and complete accord with the sisters who\\nare appointed to assist us, it is still more so that these\\nsisters act only according to the order that they find\\nand see established, and that they should so conform\\nto the ideas of the head mistress as to speak only\\nthrough her mouth and see only through her eyes, in", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0365.jp2"}, "366": {"fulltext": "360 PORT-ROYAL WRITERS J. PASCAL\\norder that the children may notice nothing that is not\\nin perfect agreement between them; 1 and if the sisters\\nfind anything to object to in the conduct of the head\\nmistress they should tell her, if they have sufficient\\nconfidence in her, and have permission from their\\nsuperiors. If God does not give them this confidence\\nthey should inform the mother of it, lest unintention-\\nally they let something of it appear before the children.\\n10. When two nuns are in the school-room when the\\nbell rings for service, they may say it one after the\\nother, that there may be one to overlook the children\\n1 Mme. de Maintenon equally insists on this recom-\\nmendation: In order to succeed in your government\\nit would be necessary for all to have the same ideas and\\nthe same maxims; or at least, if you have different\\nones, to be sufficiently humble to renounce your own\\nopinions and follow those of your superiors, maintain-\\ning what is established by them against your own judg-\\nment Lay aside the private projects that self-love\\nmakes in order to compensate the necessity of falling\\nin with the opinion of an official. You have still the\\npleasure of inwardly disapproving of her conduct and\\nof saying, if I ever have that place I shall act in a\\ndifferent manner, I shall do this or that, I shall be\\nmore gentle or more firm. Xever, I repeat, will your\\nauthority be established by such diversity of conduct.\\nIt would be better not to do quite so well but to do al-\\nways the same, than to show this unevenness in the\\nmanner of educating your young ladies and fulfilling\\nyour duties. (Entretiens, 1703.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0366.jp2"}, "367": {"fulltext": "REGULATIONS FOR THE CHILDREN 361\\nbut she will say nothing of the faults she may see them\\ncommit if they are unimportant until her companion\\nhas finished her prayers, in order to inspire them with\\ngreat respect when they see anyone engaged in prayer.\\nBut as soon as the service is over, which is very short\\nwhen it is said in a low voice, they must be punished\\naccording to the gravity of the fault, and more severely\\nthan when prayers are not being said.\\n11. When there is only one, she need make no diffi-\\nculty in casting a look at them, but must say nothing\\nuntil she has finished her prayer. We have seen by\\nexperience the good this does them, and when we are\\nstrict in not speaking to nor reproving them during\\nprayer, 1 this makes them more respectful when they\\n1 No detail, perhaps, shows better the depth and sin-\\ncerity of the religious feeling that animated the mon-\\nastery of Port-Eoyal. The Constable Anne de Mont-\\nmorency had fewer scruples. He never missed his\\ndevotions nor prayers, says Brantome; for he did\\nnot fail to repeat his Paternosters every morning,\\nwhether he remained at home or mounted his horse\\nand went through the fields to the armies, where they\\nused to say that they must beware of the Constable s\\nPaternosters; for while saying and mumbling them,\\nwhen the circumstances occurred, because many out-\\nbreaks and disorders now happen there, he used to say,\\nHang me such a one, bind that man to this tree, send\\nthat man through the pikes immediately burn me\\nthat village, and thus he pronounced such or suchlike", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0367.jp2"}, "368": {"fulltext": "362 PORT-ROYAL WRITERS J. PASCAL\\npray, and more afraid of interrupting us. We cannot\\ntoo much inspire the young with respect for God as\\nmuch by our example as by our words. For this\\nreason we shall be very precise in repeating our pray-\\ners at the hours when they are said in the choir,\\nin leaving off what we are doing at the second bell,\\nand never letting ourselves be carried away by the\\ndesire to finish something. Not that, if the necessity\\nof rendering some service to the children occurred,\\nwe should not attend to it before our prayers but it\\nis right that the children and our own conscience\\nshould be convinced that we are only working for God,\\nour example being the best instruction we can give\\nthem, for the devil gives them memory to make them\\nremember our least faults, and takes it away to prevent\\nthem remembering the trifling good that we do them.\\n12. Therefore we cannot pray to God too much, nor\\nhumble ourselves and watch over ourselves too much,\\nin order to discharge our duty to the children, since\\nobedience binds us to it and I think that it is one of\\nthe most important duties of the house, and we can-\\nnot be too apprehensive x in fulfilling it, although we\\nsentences of justice and military police according to\\nemergencies, without leaving his Paternosters, until he\\nhad finished them.\\n1 The saying of Saint-Cyran, a tempest of the\\nmind will be remembered.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0368.jp2"}, "369": {"fulltext": "REGULATIONS EOR THE CHILDREN 363\\nmust not be pusilanimous, but put our trust in God,\\nand force Him, by our groans, to grant us what we do\\nnot deserve of ourselves, but what we ask of Him\\nthrough the blood of His Son, shed for these innocent\\nsouls that He has put into our hands. For we should\\nalways look upon these tender souls as sacred deposits\\nthat He has entrusted to us, and of which He will\\nmake us give account; therefore we should speak less,\\nto them than to God for them.\\n13. And as we are obliged to be with them always,\\nwe must behave so that they cannot see in us any\\ninequality of temper, 1 by treating them sometimes\\nwith too much mildness and at other times with sever-\\nity. These two faults usually follow each other; for\\nwhen we allow ourselves to caress and flatter them,\\ngiving them liberty to go as far as their temper and\\ninclination lead them, reproof infallibly follows, and\\nthis causes that unevenness of temper which is much\\nmore painful to the children than always keeping them\\nto their duty.\\n14. We must never be too familiar with them, nor\\n1 The sole desire of children is to find out the\\nweak side of their teachers, as of those to whom they\\nare subject; as soon as they can encroach upon them\\nthey gain the upper hand, and assume an influence\\nover them that they never lose. That which makes us\\nonce lose this superiority over them also prevents us\\nrecovering it. (La Bruyere.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0369.jp2"}, "370": {"fulltext": "364 PORT-ROYAL WRITERS J. PASCAL\\nshow them too much confidence, even when they are\\ngrown up but we must show them real kindness and\\ngreat gentleness in all that they need, and even antici-\\npate them.\\n15. We must treat them with courtesy and speak to\\nthem with deference, and give way to them as far as\\npossible. This wins them over, and it is well to con-\\ndescend to them sometimes in things which in them-\\nselves are indifferent, in order to gain their hearts.\\n16. When it is necessary to reprove their levity and\\nawkwardness, they should never be mimicked nor ex-\\ncited by harshness, although they may be in a bad tem-\\nper; on the contrary, they must be spoken to with\\ngreat mildness and given good reasons in order to per-\\nsuade them; which will prevent them becoming soured,\\nand make them accept what is said to them.\\n17. We must pray to God to make the children\\nstraight-forward, and labor ourselves to turn them\\nfrom all tricks and artifices but this must be done so\\nsimply as not to make them artful while exhorting\\nthem to be artless. 1 Therefore, I think that we should\\n1 This wise advice recalls this lively passage of a let-\\nter of Mme. de Mamtenon to Mme. de Fontaine, 20\\nSeptember, 1691, at the time of the reformation of\\nSaint-Cyr: Pray to God, and make the others pray\\nthat He will change their hearts (the girls and that\\nhe will give us all humility; but, Madam, it is not\\nnecessary to talk much of it to them. Everything at", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0370.jp2"}, "371": {"fulltext": "REGULATIONS FOR THE CHILDREN 365\\nnot let it appear that they have so much artifice. For\\nsometimes by constantly telling them that they must\\nnot be artful we make them so, and that they make\\nuse of everything which was told them, when they\\nwere not so, at another time, when they need to use\\nartifice to hide some faults which they do not wish to\\nbe known.\\n18. Therefore the children must be constantly\\nwatched, never leaving them alone in any place what-\\never, in health or in sickness, but without letting them\\nsee that this is done so strictly, in order not to foster\\nin them a distrustful spirit constantly on the watch.\\nFor that accustoms them to play tricks on the sly,\\nespecially the young ones. Thus, I think, that our\\nconstant watching should be effected with mildness\\nand a certain confidence which may make them think\\nthey are loved, and that it is only for the sake of ac-\\ncompanying them that we are with them. This makes\\nthem like this supervision rather than fear it.\\nSaint-Cyr is turned into discoursing; they often talk\\nof simplicity, seek to define it correctly, to understand\\nit, to distinguish what is simple from what is not so\\nthen in practice they amuse themselves by saying,\\nThrough simplicity I take the best place, through\\nsimplicity I am going to praise myself, through sim-\\nplicity I desire what is farthest from me on the table. 5\\nReally, this is playing with everything, and making a\\njoke of what is most serious. 7", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0371.jp2"}, "372": {"fulltext": "366 POET-ROYAL WRITERS J. PASCAL\\n19. As to the youngest children, they must be,\\nmore than the rest, familiarized and brought up, if\\npossible, like young doves. When they have committed\\na considerable fault which deserves punishment, few\\nwords should be used but when you are perfectly cer-\\ntain, they must be punished without saying a word\\nwhy they are punished until it is over. And even then\\nit is good to ask them, before telling them anything, if\\nthey know why they have been punished; for usually\\nthey have not failed to recognize it. This punish-\\nment, promptly administered without a word, prevents\\nthem telling untruths in order to make excuses for\\ntheir faults, to which young children are very prone;\\nand I think that they correct their faults better them-\\nselves, because they fear being surprised.\\n20. I think also that in slight faults small warning\\nshould be given them, for insensibly they get accus-\\ntomed to be always talked to. Therefore you should\\npretend to see only one out of three or four faults;\\nbut after having looked at them some time, they must\\nbe caught and made to give satisfaction at once. That\\ncorrects them much better than many words.\\n21. When young children are very obstinate and re-\\nbellious, they should be made to undergo the same\\npunishment three or four times, which subdues them\\ncompletely when they see that you are not wearied.\\nBut when you do this one day and forgive them the", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0372.jp2"}, "373": {"fulltext": "REGULATIONS FOR THE CHILDREN 367\\nnext or neglect them, it makes no impression on their\\nminds, and it is found to be necessary to adopt more\\nstringent measures than those which would have been\\nnecessary with any sort of regularity.\\n22. Lying is very common with young children.\\nEverything therefore should be done to accustom them\\nnot to fall into this vicious habit; and for that it\\nseems to me that they should be cautioned with great\\ngentleness, to make them confess their faults, saying\\nthat we know what they have done, and when they\\nconfess of themselves they should be forgiveu, or their\\npunishment should be mitigated.\\n23. While the children are still very young, as four\\nor five years old, they should not be left all day with\\nnothing to do, but their time should be divided, mak-\\ning them read for a quarter of an hour, then play for\\nanother quarter, and then work again for a short time.\\nThese changes amuse them, and prevent them falling\\ninto the bad habit, to which children are very liable,\\nof holding their book and playing with it, or with their\\nwork, of sitting sideways and often turning their\\nheads. But when they are told to employ a quarter\\nor half an hour well, and are promised that if they\\nattend to their lessons or their work they shall be\\nallowed to play, they work quickly and well for this\\nshort time in order to be rewarded afterwards. And\\nwhen you have made this promise before work, al-", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0373.jp2"}, "374": {"fulltext": "368 PORT-ROYAL WRITERS J. PASCAL\\nthough they play during the time, you must say\\nnothing; but at the end, when the time is up, and\\nthey think they are going to play, they must again\\ngive the time to the work, pointing out to them that\\nyou do not always wish to speak, but that, since they\\nhave done nothing but trifle, they must begin again.\\nThat surprises them, and puts them on their guard\\nanother time. 1\\nII. To what we lead them in general conversations and. in\\nconjunctures in which they give us cause to speak to and\\nwarn them.\\nThey are made to understand that perfection does\\nnot consist in doing many special things, but in doing\\nwell what they do in common, that is to say, cheer-\\nfully and for the love of God, with a great desire to\\nplease Him, and always to do His holy will with joy.\\nThey are taught to value the small opportunities\\nthat God gives them of suffering something for His\\nsake, as some slight contempt shown by their sisters,\\nsome accusations wrongly made against themselves,\\nsome privations of their desires and inclinations, some\\noccasion for renouncing their own will which may be\\ngiven by their teachers, or by some other occurrence.\\n1 This is an application of natural sanction, so dear\\nto Rousseau and Spencer. That is better than all\\narbitrary punishments and reprimands. The child\\nfeels the justice of it, and corrects himself.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0374.jp2"}, "375": {"fulltext": "REGULATIONS FOR THE CHILDREN 369\\nThey are asked to receive all this as a gift of God, and\\na witness of His great love, and of the care that He\\ntakes to give them opportunities of perfecting them-\\nselves every day. x\\nThey should often be spoken to of the pleasure and\\nsatisfaction of giving themselves entirely to God and\\nof serving Him in truth and simplicity, without wish-\\ning to keep anything back from Him; that some\\nwill gain heaven and others deserve only chastisement\\nfor the same action, according to the impulse of their\\nheart and the purity or impurity of their motives. It\\nis well to make them understand this by some, slight\\ncomparisons, as, for example, that a good action done\\nfor God s sake, and from a desire to please Him and to\\ndo His holy will leads us to heaven; and that, on the\\ncontrary, the same action done in a spirit of hypoc-\\nrisy or vanity, and only with the desire to be well\\nthought of your fellow-creatures, deserves only pun-\\n1 This morality is very ill adapted to the intelligence\\nand character of children. It is simpler and more\\npractical to tell them that in order to render social life\\npossible, we ought mutually to bear our imperfections,\\nto avoid offending our neighbors, and to arm ourselves\\nwith patience. These are the reasons that Xicole de-\\nvelops in bis celebrated treatise on the Means of living\\nin peace with men.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0375.jp2"}, "376": {"fulltext": "370 PORT-ROYAL WRITERS J. PASCAL\\nishment; 1 for having done nothing for God, we ought\\nnot to expect a reward, but only punishment in recom-\\npense of our hypocrisy.\\nChildren should be strongly exhorted to know them-\\nselves, their inclinations, vices, and passions, and to\\ngo to the root of their defects. It is well, also, that\\nthey know to what their nature inclines them, in order\\nto remove what may be displeasing to God, and to\\nchange their natural inclinations into spiritual. To\\ntell them, for example, that if they are of a sympa-\\nthetic disposition they should change the love they\\nhave for themselves and their fellow-creatures into lov-\\ning God with all their hearts, and thus with their\\nother inclinations.\\n1 Mme. de Main tenon will be less severe. You\\ncannot too much inspire your young ladies with the\\nlove of reputation. They must be very scrupulous on\\nthe subject. Consider those who are the vainest as\\nthe best of your pupils they must die to this\\nscrupulousness when they are more advanced in piety\\nbut before dying to it they must have lived in it.\\nNothing is so bad as certain natures without honor and\\nwithout vanity we do not know how to take them in\\norder to make them surmount the obstacles they find\\nin their path thus it would be very dangerous to stifle\\nthese sentiments in young persons who usually are in-\\ncapable of an exalted piety. (Entretiens, 1703.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0376.jp2"}, "377": {"fulltext": "REGULATIONS FOR THE CHILDREN 371\\nThey may be shown sometimes that one of the\\ngreatest faults of the young is indocility, and that it is,\\nas it were, natural to them that if they do not take\\ncare this vice will ruin them, making them incapable\\nof accepting advice, and that this is always the mark\\nof a proud spirit. Therefore, they will often be told\\nthat they should wish to be treated with firmness, and\\nthat they should show, by the meekness with which\\nthey receive advice that is given them, that they are\\nwilling that everything that may be displeasing to God\\nshould be destroyed in them.\\nWe exhort them not to be ashamed of doing good.\\nFor sometimes those who have been unruly are ashamed\\nto do what is right before those who have seen their\\nunruliness. They must be told to pray to God to\\nstrengthen them that they may do good freely and\\nthat, although at first they often fall back, they must\\nraise themselves again often and more courageously.\\nThese instructions should be given generally, and even\\nat times when none are disorderly, that they may serve\\nfor another time, and that those who should be more\\norderly may apply them to themselves if needful.\\nWe tell them that their difficulties in acquiring vir-\\ntue proceed from this, that as soon as some vice to be\\novercome or some virtue to be acquired appears, they\\nfall back upon themselves in order to consult their own\\ntemper, inclination, self-love, and weaknesses, and the", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0377.jp2"}, "378": {"fulltext": "372 PORT-ROYAL WRITERS J. PASCAL\\ntrouble that they have to conquer themselves but in-\\nstead of weakening themselves by these human views,\\nthey must turn to God, in whom they will find all\\nstrength, even in their weakness; that if they\\nwere told to throw off their troubles and weaknesses\\nby themselves they would have good reason to be dis-\\ncouraged but since they are told that God will Him-\\nself remove their difficulties, they have only to pray\\nand hope\\nWe ought not to anticipate them touching religion,\\nespecially in general, nor let them see how few persons\\nwe think are saved in the world it is sufficient to let\\nthem see that there are many difficulties in being\\nsaved in it... .What they ought to avoid if they return\\nto society should be pointed out to them\\nIf they enter on the subject of religion of their own\\naccord, in order to express their opinions on it, the\\nopportunity may very well be taken to tell them some-\\nthing of the happiness of a good nun. 1\\nIt is well to let them know sometimes that they are\\nloved for God s sake, and that this affection makes us\\nso sensitive to their faults and renders it so difficult to\\nsupport them and that the ardor of this love makes\\nthe words we use in reproving them sometimes so\\nsevere. At the same time, we shall assure them that,\\n1 The recommendation was not needed. Everything\\nin this education tended to conventual life.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0378.jp2"}, "379": {"fulltext": "REGULATION S FOR THE CHILDREN 373\\nin whatever manner we act, we are led only by the\\naffection we bear them and the desire to make them\\nsuch as God would have them to be that our heart is\\nalways tender towards them, that our severity is only\\nfor their faults, and that we do great violence to our-\\nselves, having much more inclination to treat them\\ngently than severely.\\nIII. Hoiv children should be spoken to in private.\\nThe habit of speaking to children in private makes\\ntheir government easier. In these conversations their\\ntroubles are relieved, we enter into their spirit to make\\nthem strive against their faults, we lay bare their vices\\nand passions to the roots, and I may say that when\\nGod gives them a thorough confidence in their teacher,\\nthere is much to be hoped for; and I have not seen one\\nwho enjoyed this perfect confidence who has not suc-\\nceeded.\\nThe conversations with them should be very serious,\\nand great kindness should be shown them, but no\\nfamiliarity; and if there were one who was seen to\\nseek talking for amusement, she should be treated\\nmore coolly than the rest. Therefore we have need of\\ngreat discretion, not only in the conversation itself,\\nbut also in the time chosen for it. I think about\\nevery fortnight is sufficient, unless for some special\\nneed, for which no rule can be given.\\nWe must take great care, and not allow ourselves to", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0379.jp2"}, "380": {"fulltext": "374 PORT-KOYAL WRITERS J. PASCAL\\nbe deceived; and it is a great advantage when they are\\nforewarned that we know all the artifices of children,\\nwhich makes them give up the design, and uncon-\\nsciously return to simplicity and sincerity, without\\nwhich it is impossible to serve them usefully.\\nIt is, then, very necessary not to allow ourselves to\\nbe surprised, and we cannot avoid this without God s\\ncontinual help. Therefore we shall never speak to\\nthem without having prayed to God, and considered,\\neven in His presence, what we think they should tell\\nus, and what we think He wishes that we should reply\\nto them 1 and if, while speaking to them, they tell\\nus something of the truth of which we are not quite\\ncertain, we shall tell them that we will take time to\\npray to God before replying to them, in order that He\\nmay prepare them to receive with a heart entirely free\\nfrom all human interest, all that we shall tell them\\nfrom Him for their good. We shall also use this re-\\ntardation as soon as we see that their mind is soured\\nby what we have said to them, or that they do not take\\nin good part some advice that we have given them.\\nWe may tell them that we see that they are not very\\nwell disposed to listen to us or that perhaps we are\\nnot well informed, and that by both praying to God,\\nif we do it with humility, He will no doubt have pity\\n1 This is, indeed, the teaching of Saint-Cyran.\\n(p. 137.)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0380.jp2"}, "381": {"fulltext": "REGULATIONS FOE THE CHILDREN 375\\non us. This slight condescension and all these things\\nshould not be told to all, but is of great use to the\\nelder girls and to those who are intelligent. Great\\ndiscretion is needed to speak to them at a proper time\\nand place. Therefore I repeat here what I cannot say-\\ntoo often, and what I do not do enough, namely, to\\npray more than talk, and I think we must always have\\nour heart and mind raised to heaven to receive from\\nGod all the words that we should say to them. l\\nConstant vigilance is necessary in order to form an\\nopinion of them and to discover their tempers and in-\\nclinations, that we may learn, by regarding them at-\\ntentively, what they have not the courage to disclose\\nto us. It is well to encourage them when we see that\\nthey are ashamed to tell of their faults in order to give\\nthem more freedom to disclose them it is well to hide\\nfrom them many truths that we think would be too\\nhard for their imperfect state\\nIf they ask to be set to do many private things, few\\nor none will be given them, pointing out to them that\\nthey will not please God in that way if it does not\\ncome from a heart really touched by love of Him and\\na sincere desire to please Him and do penance; that\\nwe do not judge them by these actions, but by their\\nobedience to the smallest rules of the school-room, by\\nthe support they give their sisters, by the kindness\\n1 See the saying of Saint-Cyran. (p. 124.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0381.jp2"}, "382": {"fulltext": "376 PORT-ROYAL WRITERS J. PASCAL\\nwith which they help them at need, and by their care\\nin mortifying their faults these things will make us\\nthink they wish to serve God, and not a number of\\nprivate actions\\nAVe shall tell them these things, although sometimes\\nwe shall not fail to allow them to do in other circum-\\nstances what they ask us, without appearing to take\\nnotice or taking any account of it; on the contrary,\\nduring the time that they are asking for something\\nextraordinary to do, we shall pretend not to be occu-\\npied with them, not failing to notice their actions\\nmuch more than at other times, in order to point them\\nout afterwards when opportunity offers. By behaving\\nthus to them we shall soon discover if they only ask\\nthese things through hypocrisy. For then, if they\\nhave done it only to be noticed, when they see that we\\ndo not notice them they will let them go and ask\\nnothing more\\nIV. Of general and private penances that may be im-\\nposed on them.\\nThey must be obliged to beg pardon of those sisters\\nor of their companions of who they have spoken ill\\nwith mockery, or given some other offence or shown a\\nbad example.\\nThis pardon may be asked in several ways, accord-\\ning to the gravity of the fault, either in public or in\\nprivate, in the refectory or during lessons. They", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0382.jp2"}, "383": {"fulltext": "EEGULATIOXS TOR THE CHLLDEEX 377\\nmay also be commanded to kiss the feet of the com-\\npanion whom they have offended. Above all, care must\\nbe taken that if the fault was witnessed only by two or\\nthree persons, they must make amends only in private,\\nat least, if the fault was of little consequence, it being\\nvery dangerous to inform needlessly those who have not\\nseen the faults of others. I say the same of the faults\\nof some of the leading girls; when a considerable\\nnumber have fallen into them it will be necessary to\\nwait and reprove each privately or all the guilty to-\\ngether, in order not to inform the weak needlessly.\\nThey may be obliged to wear a grey, cloak, to go to\\nthe refectory without a veil or a scapulary, and even\\nto stand at the church door in this state.\\nThey should also be deprived of going to church for\\none or more days, according to the gravity of their\\nfault, or made to stand at the church door or in some\\nother place separate from the rest; above all, care\\nmust be taken that the deprivation of going to church\\nis not indifferent to them.\\nThe children of the lower and middle classes may\\nbe made to wear a paper written in large characters\\nexpressing their faults; it is sufficient if there is a\\nword or two, as idle, negligent, untruthful, etc.\\n1 This public humiliation has the grave disadvantage\\nof weakening the sentiment of honor in children: it\\ndepraves instead of correcting.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0383.jp2"}, "384": {"fulltext": "378 PORT-ROYAL WRITERS J. PASCAL\\nTo make them ask the sisters of the refectory to\\npray for them, telling them the fault into which they\\nhave fallen or the virtue which they lack 1\\nThe elder girls should be made to fear for God s\\nsake, and through fear of His judgments, and in cer-\\ntain circumstances some of the penances that are im-\\nposed on the younger may be imposed on them, as\\nmaking them go without a veil, or ask the prayers of\\nthe sisters in the refectory. But it must be considered\\nif that would be useful and not harmful to them by\\nonly exasperating them. This obliges us to pray to\\nGod that He will enlighten us and guide us in every\\nthing for His glory and the salvation of these souls\\nthat He has committed to our care\\nV. Of confession.\\nThe youngest girls will not go so soon or so often\\nto confession; before making the younger go, you\\nwill wait until they are reasonable and show a wish\\nto correct their small failings, nothing being so much\\nto be dreaded as making the children go so young\\nwithout seeing any change in them, and you should at\\nleast wait until they have persevered for some time in\\ntrying to do better\\nWe take care that the children are benefited by the\\n1 It was demanding great perfection from the chil-\\ndren to impose a burden which, moreover, ran the risk\\nof being insincere.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0384.jp2"}, "385": {"fulltext": "REGULATIONS FOR THE CHILDREN 379\\nconfession before permitting them to return to it;\\nand when they have committed some considerable\\nfaults, we exhort them to make amends for them first;\\nand if they have the confidence to tell them to us, which\\nis the most useful, we advise them to make amends\\naccording to the gravity of their faults, but especially\\nin things which mortify them and are opposed to their\\nfaults 1 As, for example, if they have failed in the\\ncharity that they owe to their sisters, they will be made\\nto serve them and fulfil towards them all the duties of\\ncharity with more unction and gentleness; and if the\\nfault has been seen, they will ask pardon both of her\\nwho has been offended and of those who have seen it;\\nthey will also repeat some prayers for those whom they\\nhave offended. We shall act in such a way that they\\ndo not return to confession until their heart is really\\nhumbled, and they are sorry that they have offended\\nGod. We shall act thus with respect to the greater\\nfaults that the children commit, in order that they may\\n1 This is one of the important points of the moral\\nreform of Saint-Cyran. He thought it shameful that\\nChristians should think it sufficient to go and tell\\ntheir faults to a priest, and consider themselves ab-\\nsovled by God and their conscience for having after-\\nwards recited a few prayers by way of penance, without\\naltering their conduct in the least. (See Introduction,\\npp. 112 and 113, the violent outburst of Arnauld\\nagainst this abuse.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0385.jp2"}, "386": {"fulltext": "380 PORT-ROYAL WRITERS J. PASCAL\\nnot make their confession by routine, which is much to\\nbe feared for everybody, but especially for children\\nVI. Of reading.\\nThe books used for the instruction of the children\\nare the Imitation of Christ, Fr. Luis de Granada, The\\nPhilothee, St. John Climacus, The Tradition of the Church,\\nthe Letters of M. de Saint- Cyran, the Familiar Theology,\\nthe Christian maxims in the Book of Hours, the Letters\\nof a Carthusian Father, lately translated, and other\\nbooks whose object is to form the true Christian life.\\nFor the reading by one of them after vespers other\\nbooks may be used, as some letters of St. Jerome, the\\nChristian Almsgiving, some passages of St. Teresa s\\nWay of Perfection, and also of The Foundations in what\\nconcerns the narrative, the Lives of the Fathers of\\nthe Desert, and other lives of saints which are in\\nspecial books.\\nWe ourselves do all the reading in public except that\\nafter vespers, but we are always present to explain\\nwhat is read to them and address them upon it. The\\nobject should be to habituate them to listen to the read-\\ning not for the sake of amusement or curiosity, but\\nwith a desire to apply it to themselves; and for that\\nit is necessary that the manner of explaining it should\\naim rather at making them good Christians and lead-\\ning them to correct their own faults than making them\\nlearned", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0386.jp2"}, "387": {"fulltext": "REGULATIONS EOR THE CHILDREN 381\\nIn the readings that we do not do ourselves we mark\\nwhat they have to read; and they are not permitted to\\nchange either the passage or the book, for there are\\nvery few books in which there is not something to\\npass over.\\nAt the reading after verspers they are allowed and\\neven enjoined to ask questions constantly upon every-\\nthing that they do not understand, provided that it be\\ndone with respect and humility; and in replying we\\nteach them how to apply this reading to the correction\\nof their manners. If, iu reading, we see that they ask\\nno questions on something that we think most of\\nthem do not understand, they are asked if they under-\\nstand it; and if we see that they cannot answer, they\\nwill be reproved for remaining in ignorance, since they\\nhave been told to ask for instruction in what they do\\nnot know.\\nAs soon as the reading is finished the book is taken\\naway, for we leave them no other book in private than\\ntheir Hours, the Familiar Theology, the Words of our\\nLord, an Imitation of Christ, and the Latin and French\\nPsalter. Their mistress keeps all their other books,\\nwhich they think very proper, having recognized that\\nit is more advantageous to them, and that the most\\npious reading is of no use to them when it is done\\nthrough curiosity\\nThey are never allowed to open a book that does not", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0387.jp2"}, "388": {"fulltext": "382 PORT-ROYAL WRITERS J. PASCAL\\nbelong to them, nor to borrow from each other with\\nout permission from their mistress; which is seldom\\ngiven, in order to avoid the confusion that these loans\\noccasion.\\nVII. Of the sick and their bodily needs.\\nVery much care must be taken of those who fall\\nsick, attending upon them properly and exactly at the\\nstated hours; calling in the physician if the malady\\nrequires him, and carrying out punctually all that he\\n.orders for the relief of their sickness\\nWe accustom them not to make difficulties in taking\\nthe most disagreeable remedies. We are always pres-\\nent, in order to speak to them of God, to encourage\\nthem, and make them offer their sickness to God\\nThey are exhorted never to find fault with the doc-\\ntor s perscriptions, because he holds the place of God\\nwith respect to them in their sickness. Therefore\\nthey ought to obey him as they would God Himself,\\nabandoning their life, their health, or their sickness to\\nthe order of Divine Providence, who uses the good or\\nill success of the remedies for our welfare. Therefore,\\nin everything untoward that may happen, the blame\\nmust never be laid on the physician nor on the reme-\\ndies, but, in silence and humility, the order that the\\nDivine Goodness lays upon us must be adored; and\\nto give occasion to the sick to be in this frame of\\nmind, I presuppose that we always have, if possible,", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0388.jp2"}, "389": {"fulltext": "REGULATIONS FOR THE CHILDEEN 383\\nphysicians who are good Christians as well as good\\nphysicians. 1\\nThere will always be a room set apart for the sick,\\nwhich the other children will not be allowed to enter,\\nunless in case of great necessity and with the permis-\\nsion of their mistress. During the time of recreation\\none of the more steady may be sent to amuse them.\\nThe sister in attendance must not leave them, unless\\nthere be some older children, as those who are ready\\n1 Port-Koyal, in fact, counted some distinguished\\nphysicians among her solitares first Pallu, from 1643\\nto 1650, of whom Fontaine has left us this delightful\\nportrait: Everything belonging to him was small,\\nexcept his mind; a small body, a small house, a small\\nhorse, but everything well fitting, well proportioned,\\nand very agreeable. Who would not have loved this\\nworthy recluse It was almost agreeable to fall ill in\\norder to have the pleasure of enjoying his conversa-\\ntion. Then Hamon (see page 173), from 1650 to 1687,\\ngraver, more authoritative, and an ardent mystic, which\\nmade this simple layman, during the years of persecu-\\ntion, the consoler and director of the sisters. The\\nMother Angelique wrote to him: After the great gift\\nof a perfect confessor, nothing is more important than\\nthat of a truly Christian physician, who expresses, in\\nall his words and actions, the pious maxims of Chris-\\ntianity. His pupil, Racine, desired to be interred\\nat the foot of his grave. And lastly, Hecquet, from\\n1688 to 1693.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0389.jp2"}, "390": {"fulltext": "384 PORT-KOYAL WRITERS J. PASCAL\\nto enter upon their novitiate, and who may be entirely\\ntrusted, who may watch and even attend upon them\\nif the illness is not very serious.\\nWhen there are many patients a sister is placed\\nthere, besides her who takes care of them in health,\\nand the sisters must be discreet and gentle; discreet,\\nto keep them to their duty, lest during the sickness\\nthey lose what they have acquired with so much labor\\nin health, and also not to humor them in their inclina-\\ntions or the repugnance they have in taking the reme-\\ndies that are ordered them, and the abstinence they\\nshould practise from certain food which would be hurt-\\nful to them but they must also be gentle, in order to\\nsoften, by the kind way in which they act and by\\ngentle words, all that must be refused them for their\\nhealth. 1\\n1 Pascal said during his sufferings: Do not pity\\nme; sickness is the natural state of Christians.\\nAccording to the fine expression of Saint-Cyran, the\\nsick should regard their bed as an altar, on which they\\noffer to God continually the sacrifice of their life, to\\nrestore it to Him when He shall please Pliny the\\nyounger wrote upon this thought one of his finest\\nletters: We are all good people when we are ill; for\\nwhat sick man does avarice or ambition tempt I\\ncan give here, between us two and in few words, a\\nlesson on which the philosophers make whole volumes.\\nLet us persevere in being such in health as we should\\nwish to become when we are sick.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0390.jp2"}, "391": {"fulltext": "REGULATIONS FOR THE CHILDREN 385\\nWe pay great attention to the sick, leaving rather\\neven the healthy, as nmch to treat them properly, as\\nto keep them in order and teach them to be sick like\\nChristians\\nAs soon as the children are cured they go back to-\\nthe others, lest they should become unruly, which is\\nto be feared in the young, who most often ask only for\\nliberty. 1 But, although they have returned to the\\nschoolroom, great care will be taken to feed them, and\\ngive them repose when they need it for the perfect\\nrecovery of their health.\\nFor slight ailments which may come upon them every\\nattention will be paid them, but they will not be petted,\\ntoo much; for children sometimes pretend to be ill.\\nI have seen some of this sort, although, through God s\\ngrace, it has not happened among ours for a long time.\\nBut, when it does occur, you must not show that you\\nthink that they wish to deceive you, but, on the con-\\ntrary, pity them a good deal and tell them that they\\nare really ill, and immediately put them to bed in a\\nseparate room, with a sister to nurse them, but who\\nis not to speak to them at all, telling them that talk-\\ning will do them harm, and that they require rest. 2\\n1 What a criticism on this monastic system of edu-\\ncation\\n2 This little comedy, so legitimately acted, shows-\\nanother application of natural sanction. (See note\\np. 368.)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0391.jp2"}, "392": {"fulltext": "386 POKT-KOYAL WRITEES J. PASCAL\\nThey are put for a day or two on a diet of broth and\\neggs. If the illness is real this diet is very good for\\nthem, and if not there is no doubt they will say next\\nday that they are not ill; and thus they will be cured\\nof their deceit without giving them an opportunity of\\ncomplaining, a thing that happens when they are told\\nthat they have not the illness that they complain of,\\nand even risks making them tell untruths and pretend\\nstill more.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0392.jp2"}, "393": {"fulltext": "SISTER ANNE-EUGENIE DE L lXCARXATIOX,\\nMISTRESS OF THE BOARDERS.\u00e2\u0080\u0094 Besogxe\\nThe Mother Angelique recalled sister Eugenie, after\\n-a residence of three and a half years at Maubuisson,\\nin 1631.\\nHer return to Port-Royal was a subject of great joy\\nfor the house. She was entrusted with the care of the\\nyounger boarders, and performed this duty with great\\nsuccess. This will easily be understood when it is\\nknown on what principles and on what method she\\nacted in this office. First, she had a special zeal in\\nmaking the children value the grace of baptismal in-\\nnocence. She often spoke to them of it, and did so\\nwith incredible energy, and, consequently, she took\\nthem to the parlor to the visitors who came to see\\nthem, with very great reluctance; and when she was\\nthere, took very great care to avoid conversation which\\nmight inspire them with love of the world. She\\ntaught the children that the society of worldly people\\nvras contagious for the soul, as the plague is for the\\nbody. 1 She knew how to impress upon them a great\\n1 This was a strange preparation for social life. Mine.\\nde Maintenon, notwithstanding her desire to educate\\n(387)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0393.jp2"}, "394": {"fulltext": "388 PORT-ROYAL WRITERS BESOGNE\\nrespect for the mysteries of religion, for the grandeur\\nof God, and for the truths of the gospel. She never\\ntold any of these truths to the children, except after\\nhaving prepared them, and often after having made\\nthem do something to deserve it. She announced sev-\\neral days in advance that she had a great truth to tell\\nthem, and thus made it expected and desired. She\\ntaught these truths only one by one, dreading lest the\\nhabit of hearing them should .accustom the children to\\nthem, and that they should be no longer touched by\\nthem, having known them before they had sufficient\\ngrace and understanding to comprehend and feel them.\\nShe gave a constant attention to everything that con-\\ncerned the spiritual welfare of the children, she was\\nquite taken up with it, she prayed without ceasing for\\nthem, she even made a practice of regularly attending\\nall the prayers of the children that were said in com-\\nmon, and of saying them with them, considering her-\\nself charged to pay to God the worship that these\\nchildren were not yet able to pay Him, and to supply\\nby her will that which the children lacked.\\nThe children s faults affected her as much as her\\nown; she did penance for them, and incited them to\\nbetter than the convent, paints the world in frightful\\ncolors, without recalling to mind the wise definition\\nof Fenelon: The world is not a phantom; it is the\\nassemblage of all the families.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0394.jp2"}, "395": {"fulltext": "SISTEE AtfUE-EUGEKIE 389\\ndo it for themselves according to their slender capa-\\ncity. If she found one who was not willing to ac-\\nknowledge her fault she said nothing more to her,\\nprayed for her in private, and left her with a kind-\\nness and toleration that sooner or later bore fruit.\\nShe had this maxim from M. de Saint-Oyran, as well\\nas all fche preceding, that with the young it was neces-\\nsary to speak little, tolerate much and pray still more.\\nShe contrived little artifices of charity to make them\\nlove what is good, she composed devout little notes on\\nthe virtues, and made them draw lots for them, which\\npiously amused the children. She represented some\\nvirtue by an emblem, she made an enigmatical por-\\ntrait of it, and left them to guess what virtue it was.\\nEecreation usually began with that, and then she left\\nthem to amuse themselves with their little games for\\nshe never failed to be present at the commencement of\\ntheir recreation every day which astonished the sisters,\\nwho knew how devout she was, and not being ignor-\\nant of how much natural dislike she had for teaching\\nchildren, wondered how she constrained herself to\\nbecome a child with the children and willingly remain\\namong these little people. Moreover the great punish-\\nment she employed with regard to them when she had\\nany reason for displeasure, was not to be present at\\ntheir recreation. All the party then burst into tears,\\nand the other sisters had to go and beg Sister Eugenie", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0395.jp2"}, "396": {"fulltext": "390 PORT-ROYAL WRITERS BESOGNE\\nto return and dry their tears. She was fifteen or six-\\nteen years in this employment.\\nHer humble simplicity was towards the end put to a\\nproof which turned to her glory, but not to the wel-\\nfare of the children. The mothers-, who had received,\\nand admitted to the house a sister from Gif, named\\nSister Flavie Passart, were thoroughly deceived in,\\nher. They saw that she was capable of many things\\nby the mental qualities that she possessed, and they\\nthought that she had also those of the heart. They\\nmade her assistant mistress of the boarders under Sis-\\nter Eugenie. This young woman, who was full of am-\\nbition, set to work to draw all authority to herself. L\\nShe substituted a high-handed and despotic manner\\nfor that of Sister Eugenie, who was full of gentleness.\\nShe even succeeded in making Sister Eugenie believe;\\nthat hitherto she had acted wrongly, that her gentle-\\nness was the cause that the children did not correct\\nthemselves, and that they would succeed better by\\nseverity. Sister Eugenie was simple and humble-\\nenough to adopt the views of this young woman. She-\\nallowed her to act, believing that she was doing better\\nthan herself; she bewailed without ceasing the pre-\\ntended faults that she had committed in her place at\\nlast she earnestly begged to be relieved of her em-\\n1 Sister Flavie, Nicole tells us, was mistress of the;\\nboarders for fifteen years. {Les. Visionnaires y p.. 347.),", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0396.jp2"}, "397": {"fulltext": "A RECREATION AT PORT-ROYAL 391\\nployment, especially as she was getting very infirm.\\n(Besogne, Hist, de V abbaye de Port-Royal, t. i. p. 348.)\\nA RECREATIOX AT PORT-ROYAL.\u00e2\u0080\u0094 Xicole\\nIn the monastery of Port-Royal des Champs,\\nDesmarets l relates, the\\nmistress of the boarders had\\ni instructed her scholars in\\nmatters contested between\\nthe disciples of Jansenius\\n7 and the Jesuit fathers, and\\nhaving inspired them with a\\nterrible aversion for these\\nCornelius Jansenius, 1585-1638 fathers, had given them the\\nidea of making a doll and dressing it like a Jesuit.\\nThen they made another doll and dressed it like a\\ncapuchin. They took them to the sisters for their\\namusement, and after several questions between one\\nand another, one, who was the president, summed up\\nand condemned the Jesuit. Then all the boarders and.\\n1 Desmarets de Saint-Sorlin (1595-1676), a member\\nof the French Academy, the author of the comedy of\\nthe Visionnaircs, and of the poem Clovis he was dis-\\ntinguished among the most violent enemies of Jan-\\nsenism. His reason went astray in the folly of a mys-\\ntical illuminism. Xicole defended Port-Royal against\\nhim, as Boileau undertook to avenge antiquity for his\\nattacks.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0397.jp2"}, "398": {"fulltext": "392 PORT-ROYAL WRITERS NICOLE\\nthe sisters clapped their hands in token of victory,\\nrose up tumultuous] y, and carried the Jesuit doll in\\ntriumph into the garden, where there was a pond,\\nplunged it in several times, and at last drowned it.\\nThis was done with transports of joy, bursts of laugh-\\nter, flying veils and wimples in disorder, and laughing\\nfrenzy, and the poor counterfeit Jesuit was like a\\nwretched Orpheus in the hands of furious Menads.\\nNevertheless, that was called a becoming recreation\\nfor pious nuns and devout school girls, and passed off\\nwith the great satisfaction and approbation of the\\nmothers, who are very pious, if you will believe their\\napologist.\\nHere, replies Nicole, is one of the strangest\\nexamples to be found of the artifices that malice can\\ninspire to raise the blackest calumnies on the slightest\\nand most simple grounds. This is all that can have\\ngiven rise to this scandalous story. When nothing\\nbut Escobar was spoken of in Paris and throughout\\nFrance, some engravers made a ridiculous picture of\\nhim. A young child of good family, who was then\\nabout eight or nine years old, gave one to his sisters,\\nwho were about his own age, and were brought up in\\nthe monastery of Port-Royal des Champs. These\\nlittle girls having seen it, and being struck with the\\nname and the expression of the personage of whom\\ntheir brother had sometimes spoken to them laughing,", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0398.jp2"}, "399": {"fulltext": "A RECREATION AT PORT-ROYAL 393\\nbrought him to trial and condemned him to be\\ndrowned. To carry out this sentence they made a\\npaper boat, and their intention was to put Escobar 1\\nin it, and send him to be drowned into the middle of\\nthe canal that ran through their garden. But this\\ndesign was discovered before it was executed so\\nthat it was very near costing these poor little girls\\nmore than Escobar This is all that is true in this\\ntale, which only shows the wisdom of the nuns of Port-\\nEoyal. (Les Visionnaires, p. 350.)\\n1 Escobar y Mendoza (1589-1669), a Spanish casuist\\nof the Society of Jesus, whose lax morality Pascal has\\nbranded with immortal ridicule.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0399.jp2"}, "400": {"fulltext": "INDEX\\nPage\\na, b c, reading by 183\\nAbgarus 71\\naccuracy of judgment ...214\\nof mind 215\\nactions more than words 329\\nadaptation to conversation 342\\nto children 286\\nadvice concerning studies 289\\nAeschines 249\\naffected style 22\\naffections of children 349\\nAgnes, Mother (Jeanne-Catherine\\nAgnes Arnauld, sister of An-\\ntoine Arnauld) 18, 85\\nq. 89, 90, 93, 97, 118, 134\\nagnosticism 178\\nAguesseau, d q 74\\na question of grammar 196\\naiding first steps 323\\naim of i nstruction 75, 289\\nAldrovaudus. sketch of 294\\nAlembert, d q 117\\nAlet, Bishop of 114\\nall truth from God 306\\nAlvares 30\\nAmbrose, St 28\\namplification. 205\\nAndilly. Aruauld d (elder broth-\\ner of Antoine Arnauld)\\n49, 83, 145; q. 85, 139, 145, 146\\nbooks of 83, 276\\nanecdotes of pupils 102\\nAngelique, Mother (Marie, sister\\nof Antoine Arnauld) 82, 83,\\n85, 86, 88, 101, 111, 308, 351, 387\\nq 92. 99. 383\\nde Saint-Jean, Mother (niece\\nof Antoine Arnauld) 85, 308\\nPage\\nAnnat, Father 39, 80\\nAnne-Eugenie de 1 Incarnation,\\nSister (sister of Antoine Ar-\\nnauld) 91, 99,387-391\\nAnne of Austria 116\\nantithetic style 303\\nAppolonius 314\\napprobation, love of 369\\naptitude of children 290\\nArchimedes 314\\nportrait of 312\\nAristotle 25, 56,209,225,228\\ncriticized 232\\nnot infallible 230\\nphilosophy of 231\\nportrait 227\\nq 189,222\\nArnauld, Agnes 18, 85\\nq 89, 90,93,97, 118, 134\\nAntoine. .9, 23, 28, 35, 38, 43,\\n51, 52, 55, 79, 85, 96, 101, 103, 108,\\n146, 147,159, 171,321\\na Cartesian 52, 54\\na question of grammar 196\\nas an author\\n.28, 35, 38, 42, 44, 48, 80, 96, 108\\nheir to Saint-Cyran 28\\non classical studies 205-213\\non confession 112, 379\\nportrait 196\\nq 48, 54,114,118, 183\\nsketch of 79\\nFrequent communion 80,111\\nGeneral grammar 81\\nGeometry 82\\nLetter on French syntax 81\\nLogic 59,82\\nArsenius, St 126\\n(394)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0400.jp2"}, "401": {"fulltext": "INDEX\\n305\\nPage\\narticle, use of 196, 205\\nartifices of children... 374\\nartless simplicity 364\\nashamed of doing good 371\\nask rather than scold 137\\nasking pardon 376\\noften privately 37?\\nasking questions 381\\nassiduity 315\\nastrology 216\\nAubry, Mile 43,72\\nAugustine, St 172\\nphilosophy of 180\\nq 179,323,342\\nAvaux, M. d 42\\naxioms 257\\nback-gammon 158\\nbackward pupils encouraged 19\\nBacon 108; q. 215\\nNovum Organum 59\\nbad company avoided 321\\nreasoning in conduct 233-255\\nBailly, q 216\\nBain, q 286\\nBalzac, de 34, 150\\nBarbier, q 78\\nBarnard, St., q 317\\nBasil, St., q 305\\nBastiat 70\\nBauny, Father 67\\nBay le q 120, 267\\nbear and forbear 369\\nBeaubrun, de, q 43\\nBeaupuis, Wallon de 28, 78\\nregulations of 154\\nbeauty in eloquence 302\\nBeauzee, q 189, 195\\nbehavior at table 331\\nBembo 244\\nBeuedict, St 126, 135\\nbent of children 290\\nBernard, St., q 323, 325\\nBeruieres, de 154\\nBerulle, de 110\\nPage\\nBesogne 86. 387\\nq 44, 77, 87, 101, 114, 154\\nBible translated by de Saci 26\\nBignon, Jerome 13, 21, 29. 59, 83\\nportrait 125\\nMarie 13. 87, 125\\nThierry 83, 125\\nbilliards 158\\nboasters 344\\nBoetie, La 75\\nBoileau 40, 57; q., 120, 247\\nBoisguilbert 83\\nBona, Cardinal, q 118\\nbooks, for children s reading. 94, 380\\ngreatest defect of 223\\nlove of 288\\nmust be expurgated 381\\nnot allowed in pupil s hands. 381\\nonly of good style 275\\nrecommended for children.. 276\\nBopp 36\\nBoissier, M. G 301\\nBossuet 47, 81\\nportrait of 69\\nq 39,52,55,65,68, 171\\nBouhours, Father 33, 39\\nBourbon, Henri de 116\\nBourdoise 110\\nBoutiot, Th., q 86\\nBoxhorn, q 189\\nBrantome, q 361\\nBreal, Michel 36\\nBrisacier, Father 38, 80\\nBrowning, Robert 227\\nBruno, Giordano 56\\nBruyere, La 75\\nq 46,80,254,340\\nBurnouf 36\\nBussy 31\\nBuxtorf 189\\nCalvin 39, 113\\nCamper, q 140\\nCanaye, Father, q 109\\ncaptiousness 238", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0401.jp2"}, "402": {"fulltext": "396\\ncadet s port-royal\\nPage\\nCassini, Jean-Doniiuique, sketch\\nof 313\\nCato, the Censor 342\\nsketch of 342\\nChambre, de la 196\\nChampagne, Phillippe de 172\\nChauning, W. E, portrait 143\\nq 11, 143\\nChautelauze, de, q 110\\nChapelain 36,40,50; q., 49\\nChapelle 339\\ncharitable conversation 336\\ncharity toward children 322, 356\\nof Saint-Cyran 128-146\\ncharm of conversation 303\\nchange of occupation 367\\nchanging opinion 342\\nCharron 182\\nchastisement in silence 105\\nChaze, Mme. de 92\\nchess 158\\nChevreuse, Due de 40, 81\\nchief object of education 14, 24\\nChiflet, q 264\\nchild-study 317\\nchildren lynx-eyed 317, 363\\nnot left alone 169, 316, 365\\nse parated 352\\nchildren s minds dark 291\\nsecrets kept 359\\nChoisy, Mme. de 120\\nChristian teaching 320\\nchronology 284\\nChrysologus, St., q 325\\nChrysostom, St 28, q. 320\\nHomilies of 276\\nCicero 209, 244, 267, 268, 301\\nportrait 301\\ncirculation of the blood 237\\ncircumspect talk 336\\ncivility of children 331-344\\nclassical authors condemned.. 24, 46\\nclear ex planation 279\\ndefinitions 257\\nClemoncet, q 87\\nHenard 31\\nPage\\ncombing each other 154\\nComeuius 32\\nJanua 33, 298\\nOrbisPictus 32\\nportrait 299\\ncommon sense 178, 218\\ncompetitive examinations 290\\ncomplaisance 339\\ncomposition 212, 259, 280\\ncondescending to children... 364, 375\\nto teach 141\\nCondillac 35\\nconfession 378, 383\\nconfidence of children\\n105, 168,359,373\\nconscience 106\\nconsonants 262\\nconstant teaching 284\\nconstitution of the monastery. .345\\nconstitutions of Port- Royal 91\\nCoutarini, q 110\\ncontempt of the world 99\\nConti, Prince of 40, 41, 115,321\\nconventual education 94\\nlife 372\\nconversation 95, 335, 368, 373\\nCopernicus, portrait 312\\nsketch 313\\nCorbi nelli 31\\nCordier, Mathurin, sketch 267\\nCorneille 38, 47, 84\\ncorporal punishment 19, 135\\ncorruption in the church Ill\\nof human nature 310, 326\\ncourse of study 96, 284\\ncourtesy to children 364\\nCoulanges, de, song of 157\\nCousin, Victor.... 116, 183,355; q., 85\\nCoustel (or Coutel) 28, 76, 331\\nrules for education 76\\ncumbrous sentences 63\\ncycloid 170\\ndeath of the will 135\\ndeclamation 205\\nin translation 273", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0402.jp2"}, "403": {"fulltext": "INDEX\\n397\\nPage\\ndeference to children 364\\ndefinitions 212\\nof the verb 186-190\\nDemosthenes 249\\nportrait 250\\nDescartes 25, 35,\\n38, 51, 52, 57, 58, 119, 170, 308\\nphilosophy of 308-314\\nportrait 308\\nq 256\\ndesign of the new logic 214-221\\nDesniarets de St. Sorlin, q 391\\nDespautere 31 q. 265\\ndevotedness 106\\nDiez 36\\ndifficulties divided 256\\ndignity of teaching 140, 165\\nof the schoolmaster Ill, 143\\ndinner 157\\ndioptrics 314\\ndiphthongs 265\\ndisagreeable beauties 303\\ndiscussion, spirit of.... 148\\ndishonesty 322\\ndispute 159\\ndiversity of verbs 186\\ndomineering 322\\ndouble signification of words 272\\ndraughts 158\\ndrunkenness 322\\nDiibner, q 32\\nDuclos 35; q., 185\\nDu Fargis, Mile 99\\nDufosse, q 20, 88, 90\\nDuguet 108\\nDuvergier de Hauranne, 10. See\\nSaint-Cyran.\\neducation, conventual 94, 372\\ndefinition of 283\\nfor nuns only 92\\nfrom within 169\\nim portance of 128-9\\nof a prince 282-307\\nof girls 138\\nof girls at Port-Royal 85\\nPage\\neducation, rules for 315-330\\nEgger, q 31,32, 189\\nElboeuf Mile d 351\\nelementary studies 139\\nelocution 208, 259\\neloquence 150\\nnature of 242\\nof preachers 241\\nElzevier, Daniel 37\\nEmbrun, Abp. of 81\\nEpictetus 25, 170\\nand Montaigne 173\\nPascal s opinion of 174\\nphilosophy of 173, 181\\nEpicurus 53\\nequivocal terms 257\\nEscobar 67, 99, 103, 392\\nEspinoy, d 145. See also St.\\nAnge, the younger.\\nessence of things 229\\nethics 222, 300\\nEugenie, Sister 99, 387-391\\neulogy on Descartes s philosophy\\n308-314\\neven temper 339\\nevening prayer 162\\nexamination for promotion 205\\nexample added to precept 328\\nbetter than precept 166\\nexamples first 137\\nexhortation rather than threats.. 327\\nexplanation 206\\nexpurgating books 381\\nexterior signs 248\\nfallacies in life 60\\nfalse brilliancy 243\\njudgment 309\\nreasonings 239-255\\nfamiliarity 344, 363, 366\\nfamily rights ceded 14\\nfaults overlooked 168\\nFayette, Mme.de La 47, 64, 73\\nFelix. Minucius, q 306\\nFenelon 37\\nportrait C42", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0403.jp2"}, "404": {"fulltext": "398\\ncadet s port-royal\\nPage\\nFenelon, q 242, 247, 388\\nFermat 170\\nfine thoughts noted 207\\nflattering 322\\nFlavie, Sister 390\\nFleury, Cardinal 122\\nFludd, Robert, sketch 226\\nFoix, Mme. de 97, 118\\nFontaine, Jean de La 40; q., 217\\nMme. de 364\\nNicolas 11, 22, 328, 382\\nq 25, 152,383\\nFoutpersius, Mme. de 42\\nfood 101,135, 155\\nforced wit 22\\nform the judgment 285\\nFountain, q 165\\nFourneh M. V. t q 73\\nFrancois de Sales 110\\nFranklin, Benjamin 337; q. 209\\nportrait of 209\\nfree-thinking 304\\nFrench 155\\nbefore Latin 261, 274, 280\\ngrammar needed 37\\nfrom the simple to the complex .256\\nFromageau, Abbe, q 87\\nFurstemburg, Cardinal 76\\ngai ning confidence 19\\nGalen, Claudius, portrait of 313\\nsketch of 313\\nGalileo 312\\nGarasse, Father, q 46\\nGarden of Greek roots 24\\nGassendi 53, 226, 339\\ngentle tone 322\\ngentleness 325, 364\\nnot indulgence 326\\ngenus before species 258\\ngeography 284, 292\\nconnected with reading 293\\ngeometry 222\\nuncertain 178\\nGerberon, q 121\\ngirls at Port-Royal 345\\nPage\\ngirls, education of 85, 106\\ninstruction of 345\\nGod, fear of 378\\nreliance on 372, 374\\nservice of 369\\nGodeau 157\\ngolden pen of Nicole 73\\ngood example 20\\ngoverni ng consciences 109\\ngrace before meat 156\\ngrammar, a question of 196, 205\\nessentia] 298\\nimportance of 30\\nlearned by use 30\\nminutiae 29\\nrules of 27\\ngreat events 298\\ngreatness of teachers 143\\nGreek 31, 155\\nGregory Nazianzen, St 17\\nGrignan, Mme de 116, 182\\nGrimarest, q 339\\nGrimm 36\\ngrowth of teachers 140\\nguardian angels 133\\nGuedreville, de 87\\nGuenegaut, Mme de 115\\nGui-Patin 109; q., 226, 227\\nGuise, Due de 141\\nDuchesse de 14, 141\\nGuy, Joly, q 115\\nGuyot 18,28,77\\nfaithful to Port-Royal 78\\non teaching reading.. 259; q., 14\\ntranslation of Cicero 77\\ngymnastics 288, 295\\nHamon 173, 383\\nHarcourt, d 116\\nHarlai, abp. of Paris 81\\nharmony in the teacher 358\\nHarvey 237, 313\\nhasty judgment avoided 256\\nreproof 169\\nhatred of the Jesuits 107\\nHavet, Em 308", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0404.jp2"}, "405": {"fulltext": "INDEX\\n399\\nPage\\nheart rewarded before the head. .207\\nHecquet 383\\nHement, Felix, pictures of 292\\nHenri II 141\\nHermant, Godefroi 78\\nHesiod 245\\nHippocrates, portrait 311\\nhistorical cards. 158\\nhistory 96, 284, 295\\nconnected with geography.. 292\\nof France 211\\nof the Port-Royal schools 9\\nprogrammes in class 296\\nHocquincourt, Marquis d 109\\nhome work 211\\nHomer 245\\nhonor, sentiment of 377\\nHorace 45, 301\\nhousekeeping 96\\nHuet 52\\nHufeland 16\\nhumanities, studies in 205, 213\\nHumboldt 36\\nHuyghens 170\\nsketch of 313\\nhygiene 295\\nhypocrisy, 369, 376\\nillustrated text-books 293\\nimmodesty taught 103\\nimportance of teaching 10\\nimpulse to write from God 147\\nin loco parentis 322, 326\\nRome do as the Romans do 338\\ninattentive children 277, 324\\nindecency 322, 341\\nindependence of thought 117\\nindividual fitness 15\\nindocility 371\\nindulgence 326\\ninexact expressions 74\\ninfluence of the sciences 257\\ninformation announced 388\\nInnocent X 110\\ninstruction, aim of 289\\n1 of the girls 345\\nPage\\ninterest 233\\ninfluences reason 233\\nintrigue 114\\nirreligion 304\\nJames II\\nJansenius 26,\\nportrait\\nq 8,\\nJansenism 42\\njansenists\\n...23,63, 100, 103, 109, 118, 188,\\nwar of\\nJanua Linguarum 33,\\nJerome, St\\nJesuit doll\\nJesuits 12\\n.23, 39, 56, 67, 78, 80, 103, 116,\\nhatred of 107,\\njoking\\nJosephus\\nJoubert, q 26, 68,\\njudgment aided by memory\\nformed\\njudicial astrology\\nJurien 81: q,\\njurisprudence..\\nJustin i\\n42\\n,80\\n391\\n111\\n,43\\n391\\n116\\n127\\n156\\nKempis, a, Imitation of Christ...\\n94-5, 276,380\\nKepler 226\\nLa Boetie 75\\nLa Bruyere 46, 75, 80; q. 254, 340\\nLa Fayette 47, 64, 73\\nLa Fontaine, Jean de 40; q., 217\\nLa Marans 60\\nLamoignon, Sister de 86\\nLancelot, Claude 11,\\n13,21,24,28,114,125,321\\nq. .10, 12, 15, 17, 19, 28, 124, 345\\nGarden of Greek roots. 31\\nGeneral grammar 35\\nNew method 29, 31, 36\\non the verb 186", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0405.jp2"}, "406": {"fulltext": "400\\ncadet s port-royal\\nPage\\nLancelot, works on poetry 40\\nlanguage by use 36\\nlanguages 284\\nLa Rochefoucauld 65, 75\\nLatin 123,\\n.127, 139, 206, 209, 259, 265, 269\\nanalysis 206\\ncomposition 155\\nin a fortnight 31\\nthrough French .274\\nlaughter a fault 135\\nLaunoi, de 229\\nlaw-suits 218\\nLe Chesnal school regulations.\\n154,164\\nLeclere 93; q., 28,99, 107, 169, 315\\nLegouve, q 301\\nLeibnitz, Gottfried 52\\nportrait 108; q., 108\\nLe Maistre, J., q 65\\nLemattre, Antoine.20, 76, 111, 124, 170\\nLemoine 52,81,308\\nLe Nain de Tillemont 83\\nLeoX 244\\nLeTellier 27\\nletters, sound of 184\\nLevaur, Bishop of 81\\nLevy, Michel, q 140\\nliberty of conscience 117\\nLipsius 293\\nliterary beauty disregarded 18\\nLittre 36\\nLivy 156\\nLocke 16, 165\\nlogic forgotten 223\\njoined to knowledge 224\\nPort Royal 214-255\\nLongueville, Mine de 114,154\\nLouis XIII 217\\nXIV 113,115,160,196\\nlove of books 288\\nof childhood 106\\nof Saint-Cyran for children. 128\\nLucian q 143\\nLuines, Ducde ..81,115\\nLucan 302\\nPage\\nLuther. 113\\nlying 366, 367. 374\\nMaimbourg 80\\nMaintenon, Mme. de 113, 357. 387\\nq .14, 38, 94, 100, 101, 102.\\n269, 287, 316. 329, 349, 360, 364, 370\\nMairie, Mme. de la 14\\nMaistre, J. le. q 65\\nMalebranche. q ..246\\nMalherbe, q 175\\nmanual labor 16\\nMarcus Aurelius 174\\nMaria Teresa, Donna 36\\nmarriage 72, 92, 111\\nMarsais,du 35\\nMartha 174\\nMartial 49, 51, 301\\nMartin, Henri, q 119\\nmass 156\\nmathematics 284\\nMaurepas, q 122\\nmaxims for teachers 315, 330\\nMegret, Louis, q.... 37\\nMelanchthon, q 143\\nmemoir on regulation of studies. 205\\nmemorizing 278\\nfine passages 281\\nonly what is excellent 299\\nmemory assisted by imagination.290\\nexercised 296\\nof Nicole 44\\nMenage, q 33\\nMenage s etymology 34\\nMersenne, Father. ..27, 55, 170, 226\\nmetaphysics 222\\nmethod in geography 292\\nin the sciences 256\\nof teaching reading 183\\nMichelet 84\\nmimicking forbidden 364\\nmind vs. heart 119\\nMinucius, Felix, q 306\\nMirabeau 84\\nMirandola, Picus 245\\nmodesty.... 340", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0406.jp2"}, "407": {"fulltext": "IXDEX\\n401\\nPage\\nMoliere, q 93-4, s216, 340\\nmonastery of Port-Royal 345\\nmonastic education 385\\nMontaigne .16, 60, 75, 165, 170, 221\\npernicious 181\\nphilosophy of 177,181\\nportrait 176\\nMontmorency, Constable Anne\\nde 361\\nmoral advancement more than\\nthe children 91\\neducation 17\\neducation of the nuns 104\\ngrandeur 117\\ninstruction 318\\nteaching 320\\nmorality 285\\ntaught unconsciously 286\\nmorals 118\\nMorel 81\\nmorning prayer 155\\nmortification, spirit of 101\\nmutual questioning 206\\nnames of letters 184, 262\\nnatural sciences 96\\nneedlework 96\\nnegative education 127\\nNicole 28, 79,\\n.81, 85, 86, 108, 114, 159, 321, 369\\na destructive critic 45\\nclever touch of 62\\nEducation of a prince 74\\nepigrams of 49\\nexaggeration of 62\\nfinest pen of Port-Royal 48\\nmemory of 44\\nmoral essays of 60\\nneglected 64\\nq.... 53,113,337,390.392\\nrhetoric of 61\\nno art without rules 315\\narticle in Latin 197\\nmoney for children 138\\nscience without principles. .315\\nnobility 252\\nfalse ideas of 252\\nPage\\nnot everything taught 282\\nNonet 80\\nnovice, education for 99\\ndress of. 346\\nobedience 371, 375\\nin sickness 382\\nobject lessons 292\\nobjections to the new logic 221-232\\nobstinate children 366\\nof what you speak, to whom you\\nspeak, and what, and when,\\nand where 240\\nold books on language 37\\nOlivet, Abbe de 49\\nOlympia, Signora 110\\none proverb a day 305\\nonly the true beautiful 246\\noral teaching 270\\ntranslation preferable 271\\nOrigen. 148\\noriginal Latin discouraged 209\\nOrbis Pictus 32\\nornaments of speech 244\\nostrogothic 32\\noverloading children 210\\noverlooking faults 366\\nover-pressure 17\\npagan books 305\\nminds 312\\nPallu 383\\nPalsgrave on language 37\\nParacelsus, sketch 227\\npardon asked 376\\nparental authoritj renounced... 92\\nparents as teachers 140\\nparticipial proposition 192\\nparticiple not a verb 192.\\nPascal, Blaise. .25, 38, 47, 48, 60,\\n.61, 68, 73, 75. 79, 82, 108, 183. 384\\nat Port-Royal 170-1S2\\nfaults of 304\\nportrait 170\\nq 86,92,152,234,244,328\\nRegulations for children. 354-386", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0407.jp2"}, "408": {"fulltext": "402\\ncadet s port-royal\\nPage\\nPascal, Blaise, sketch of 355\\nJacqueline 91, 97\\nPasquier, Btienne, q 128\\nPasquin, q 110\\nPassart, Flavie 390\\npassion 233\\npassions 235\\ninfluence reason 235\\npaternal love 134\\npatience 324\\nand silence 165-169\\nwith girls 348\\nPatin, Gui, q 143, 226, 227\\nPaul, St. Vincent de 11, 110\\nportrait 110\\npedagogic directions 19\\npenances 376\\npenmanship 259, 268\\nPerdreau, Sister Marie-Dorothee.\\n90, 134\\nPereflxe, Archbishop, q 103\\nperfection 368\\npermissible joking 343\\nPerrier 48\\nPestalozzi 166\\nPetau, Father 38, 80\\npetting children 385\\nPhaedrus 267\\nfables of 21, 267, 268\\nPhilip II 319\\nPyrrhonism 120, 177, 220, 221\\nphysical education 15, 288\\nphysicians of Port-Royal 383\\nphysics 222\\nof Aristotle 229, 231\\nphysiology of Aristotle 231\\ntaught 295\\nPlato, portrait of 306\\nq 325\\nPlautus 267,268\\nq 316\\nplay 158\\nas a recompense 367\\nteacher s presence 389\\nplaying cards 158\\nwith children 134\\nPage\\nPliny the younger 301 384\\nPlutarch 60, 155\\nq 339\\npoliteness of children 331-344\\nto children 364\\npolitical cabals 115\\nPommares, Marie de 91\\nPomponne, de 85\\nPort-Royal logic. 51, 56, 57, 60, 81, 214\\nstyle 38\\nportraits in history 295\\nutility of questioned 71\\nposition gives weight 251\\npraise of children 167\\npray more than talk 375, 389\\nprayers, sanctity of 361\\npreparation of the teacher 279\\npretended illness 385\\nprevention easier than cure 317\\nPrevost-Paradol, M 75\\nprince, education of a 282-307\\nprivate reproof 373\\nprizes awarded 207\\nprofession of teaching 142\\npronunciation of oi 264\\nproper action from within 291\\nprovidence of children 133\\nPtolemy, sketch of 313\\npublic humiliation 377\\npunishment, means of 364\\nby natural sanction 368\\ngeneral and private penance. 376\\nof pretended illness 385\\nprivate reproof 373\\nwithout telling why 366\\npusillanimity 134\\npustules of the soul 72\\nquarrels at Port-Royal 64\\nQuesnel, Father 44\\nquestions encouraged 381\\nmutual 206\\nQuintilian 209\\nq 30, 303,331\\nRabelais 16. 165", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0408.jp2"}, "409": {"fulltext": "IKDEX\\n403\\nPage\\nRacine, Abbe Bonaventure, q 83\\nJean .20, 31, 40, 47, 83, 321\\nq 87,88,108,115\\nRamus, q 30, 224\\non language 37\\nRanee, de 110\\nRapin, Father 12, 30, 113\\nq 44, 95, 101,114, 121, 163\\nreadiness of knowledge 299\\nreading 20, 51, 94, 275, 288, 380\\naloud 277\\nat meals 157\\nby a, b, c 183\\nnew method 183, 185, 259-281\\npurpose of 380\\ntaught 259-281\\nreal masters of Port-Royal 28\\nexamples 226\\nreason, function of 220\\nthrough sciences 214\\nreasoning, art of 221\\nrebellious children 366\\nrecitation, short 209\\nrecreation 98, 100, 158\\nat Port-Royal 391\\nreform of manners 117\\nregulations at Port-Royal. 91, 154-164\\nof Port-Royal children.. 354-386\\nof studies in the humanities\\n205-213\\nrelative pronouns 63\\nreligion, teaching of 372\\nthe sole force 24\\nreligious belief 121\\nexercises 99\\npractices 101\\nRenaissance 16\\nRenan 116\\nrepression of girls 97\\nreproof in private 373\\nrepublics 128\\nrespect for children 130\\nfor the aged 336\\nfor the teacher 358\\nfor women 336\\nRetz, Cardinal de, q 114, 115\\nPage\\nReveille-Praise, q 226\\nreviews 207\\nrhetoric 222\\nfounded on ethics 300\\nstudy of 300\\nrich men influential 252\\nRichelieu 12, 123, 139, 146\\nridicule of the Jansenists 120\\nRivet, D., q 91\\nRoberval 170\\nRochefoucauld, La 65, 75\\nRollin, Charles 36, 74\\nportrait 208\\nq 127\\nrough words 323\\nRousseau 16, 17, 127, 166, 368\\nq 327\\nrules 212\\nby practice 210\\nfor the teacher 315-330\\nof scientific method 256\\nSable, Mme de 54\\nSaci, de..l3, 18, 21, 41, 43, 108, 114,\\n125, 145, 146, 170, 171, 172, 173\\nchief work of 26\\nletter of 165\\nq 179,328\\nSilvestre de 74\\nsacredness of prayer 360\\nof teacher s calling 363\\nSainte-Agnes de Feron, Sister\\nElizabeth de 93\\nSainte-Aldegonde des Pommares,\\nSister Marie de 91\\nSaint-Ange, de 145\\nthe younger 20\\nSaint-Amour, Dr 37\\nSainte-Beuve 25, 80,83, 159\\nq 41,80.85, 170\\nSaint-Cyr 364\\nSaint-Cyran 10, 43, 46,\\n80, 85, 92, 94, 101, 104, 108, 114,\\n132, 167, 315, 345, 374, 375. 389\\ncatechism of 162\\ncharity towards children. 128-146", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0409.jp2"}, "410": {"fulltext": "404\\ncadet s poet-royal\\nPage\\nSaint-Cyran, Christian letters of. 92\\nletters 380\\nliterary theory 146-153\\non confession 3T9\\non matrimony 92\\nOrigin of the Port-Royal\\nschools 123\\nq 10, 11, 110, 362, 384\\nSainte -Domitille, Sister Jeanne\\nde 98\\nSaint-Evermond, q 109\\nSaint Pierre, Abbe de 47\\nSaint-Sacrament, constitutions of\\n345-353\\nSainte-Suzanne, Sister 172\\nSalle, de la, J. B. portrait 332\\nq 332,333\\nSales, Francois de 110; q. Ill\\nSanctius 30\\nScaliger 190\\nscience, rules in 256\\nsciences 138\\ndecried 68\\ndepreciated 178\\nrules of the method in.. 256-258\\nto form reason 214\\nScioppius 30\\nSebastian, king of Portugal 318\\nsketch of 319\\nself-chastisement 136, 368\\nknowledge 370\\nlove 233, 371\\nlove influences reason 236\\nSeneca 302\\nportrait of 303\\nq 305\\nSenecey, Marquis de 116\\nsense-instruction 291\\nseverity of a father, 326\\nSeverus 156\\nSevigne, Mme. de...42, 47, 60, 75, 115\\nportrait 289\\nq. .33, 65, 70, 73, 85, 116, 120, 182\\nsickness of pupils 382\\nsilence enforced 97\\nSimond, Richard 81\\nPage\\nsimplicity 364\\nsincerity 336\\nsinging 96\\nSinglin, Abbe 21, 43, 114, 132, 171\\non matrimony 93\\nSirmond 80\\nslight faults overlooked 105\\nsocial economy 70\\nSocrates 53\\nSolomon s Proverbs 305\\nsonorous eloquence 243\\nsophisms 233\\nsound of letters 184\\nspeak well of the absent 341\\nSpencer, Herbert 368\\nspirit of inquiry 117\\nof the teacher 356\\nspiritual discipline 118\\nSteuon 313\\nstoicism 1 74\\nstory of the day 297\\nstraightforwardness 364\\nstudies for girls 94\\nregulation of 205\\nstudy made attractive 106\\nnot for all 15,139\\nstudying the children 317\\nstyle 64-66\\na vanity 73\\nsimple 273\\nSully Prudhomme, q 70\\nSulpicius 156\\nsupreme love of duty 128\\nsweetmeats 138\\ntable manners 157, 331-335\\nTacitus 302\\ntact of the teacher. 290\\nneeded 318\\ntalkers 343\\nteacher like a clear glass 329\\nteacher s three means 133\\nmaxims for 315-330\\noften at fault 136\\nsanctified 133\\nteachers vs. physicians 1 42", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0410.jp2"}, "411": {"fulltext": "INDEX\\n405\\nPage\\nteachers, weak side of 363\\nteaching as a calling. 11, 140, 143, 165\\nhonorable 347\\nirksome 126\\nnot to be despised 141\\nunpleasant to the nuns 89\\ntechnical terms ..300\\ntemper 105, 363, 364\\ntenderness for children 356\\nTerence 45, 267, 268, 302\\ncomedies of 21\\nTeresa, St 380\\nTertullian, q 246\\nTetu, Abbe de 60\\ntheatre 41, 47\\ncondemned 321\\nTheodosius the Great 126\\ntheology 342\\nthinking, art of 221\\nthought before speech 340\\nvs. thoughts 64\\ntimes for silence. 340\\nTorricelli 170\\nTracy, de 35\\ntraining for novices 99\\ntranslation 20, 259, 270\\nbefore composition 271\\ntwo sorts of 271\\ntravelling defined 26\\nTrigny, de 36\\ntwo gates to intelligence 291\\nTycho Brahe, portrait 313\\nunchastity condoned 104\\nunconscious tuition 284\\nuniform treatment 136, 363, 366\\nuniversal doubt 177\\nhistory 296\\nunjust reproaches 238\\nunkind jests 343\\nunremitting attention 356\\nuntruths 366\\nuse of everything taught 282\\nuseless ceremony 338\\nVabres, Bp. of 81\\nPage\\nValant 204\\nVan-Helmont, sketch 226\\nVanini 56\\nvanity 369\\nVan Pauteren, q 265\\nvariable punishment 136, 363. 366\\nVarin, q 135, 139\\nVaucel, du 42\\nVaugelas, q 37, 241\\nVauvenargues 75\\nVavasseur, Father 49\\nverb signifies affirmation.... 186-195\\nVergara..: 31\\nvernacular 21, 95\\nemployed 31, 38\\ntaught 207\\nused 259\\nversification 205\\nVestals 245\\nvices 287, 371\\nmade ridiculous 287\\nvigilance needed 169, 316, 318, 365\\nVillemain, q 117\\nVilleneuve, de 145\\nVilleroi 116\\nVincent de Paul, Saint 11, 110\\nVirgil 18, 45, 245, 267, 302\\ncondemned 131\\nq 242\\nvirtue difficult to acquire 371\\nmade lovable 327\\nVitard 29\\nviva voce 210\\nVives, G. L., portrait ....232\\nVoltaire 42, 83\\nq 51,74\\nVossius 30\\nWallon de Beaupuis 28, 78. 154\\nwarning before punishment 366\\nwatchfulness 169, 316, 318, 365\\nweak side of teachers 363\\nweakness to be expected 324\\nwill, death of the 134\\nWillis, physician 314\\nwit needed 138", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0411.jp2"}, "412": {"fulltext": "406\\ncadet s port-royal\\nPage\\nwomen s conversation 337\\nwords the signs of emotions 272\\nwork constantly 98\\nworldly life renounced 92, 387\\nwriting as a narcotic 73\\nPage\\nyounger children \u00c2\u00a3366, 367, 378\\nteachers 123\\nYpres, d see Jansenius\\nZacharie, Capuchin 103", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0412.jp2"}, "413": {"fulltext": "THE SCHOOL BULLETIN PUBLICATIONS-\\nAmerican Schools in Foreign Eyes\\n1. Methods of Education in the United States. By Alice Zijimern,\\nMistress at the High School for Girls, Tunbridge Wells. Cloth, 12mo, pp.\\n184. $1.00.\\n2. Graded Schools in the United States of America. By Mart H. Page.\\nHead-mistress of the Skinners School, Stamford Hill. Cloth, 12mo, pp.\\n83, $1.00.\\n3. The Training of Teachers in the United States of America. By A:srr\\nBlanche Beam-well, Lecturer at the Cambridge Training College for\\nWomen Teachers, and H. Millicent Hughes, Head of Training Depart-\\nment, University College, South Wales. Cloth, 12mo, pp. 210. $1.25.\\n4. The Education of Girls in the United States. By Sara A. Burstall,\\nMistress at the North London Collegiate School for Girls. Cloth, 12mo, pp.\\n216. $1.25.\\nThe five ladies who are authors of the four books named above, were\\nsent to the United States in 1893, by the trustees of the Gilchrist fund, and\\nvisited schools in New York, Philadelphia, Baltimore, New Haven, and\\nBoston and vicinity, as well as Yale, Harvard, Vassar, Smith, Bryn Mawr,\\nand other colleges. Their investigations were keen and are interestingly\\nrecorded. We have here the power to see ourselves as others see us, and\\nthese volumes are important in every library.\\n5. Teaching in Three Continents. Personal Notes on the Educational\\nSystems of the World. By W. Catton Gbasby. Cloth, 16mo, pp. 244. $1.50.\\nThe comparison is among the systems of America, Europe, and Australia.\\nIn his introduction to the American edition, Dr. W. T. Harris says\\nIn this book we have the rare opportunity of seeing our Educational\\nSystem as it appears to one of our large-minded cousins from the opposite\\nside of the world. In view of this trend of educational manage-\\nment, the very intelligent criticism of Mr. Grasby will be read with profit\\nby all our teachers and school directors.\\n6. State Education for the People in America, Europe, India, and Aus-\\ntralia. Cloth, 8vo, pp. 176. $1.25.\\nThis volume describes the school systems of the principal nations of\\nthe world. The articles are prepared by experts, and the titles are as fol-\\nlows: 1. Ancient Civilization and Modern Education in India; 2. Elemen-\\ntary Education in England; 3. State Education in Scotland; 4. National\\nEducation in Ireland; 5. English and Continental Systems Compared; 6.\\nUnited States and English Systems Compared: 7. Education in Canada and\\nAustralia; 8. Commercial Education; 9. Education and Status of Woman:\\n10. Technical Instruction and Payment by Kesults; 11. The English Code\\nof 1890. The whole is followed by a biographical summary and conclusion.\\nNo other single volume that has appeared gives so much practical informa-\\ntion as to the school systems of the world at large, and the matter is so con-\\nveniently arranged as to be easy of ready reference.", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0413.jp2"}, "414": {"fulltext": "THE SCHOOL BULLETIN PUBLICATIONS-\\nForeign School Systems Described\\n1. Reports on Elementary Schools, 1852-1882. By Matthew Arnold, one\\nof her Majesty s Inspectors of Schools. Cloth, 12mo, pp. 322. $2.00.\\nThe best description any where given of the English school system,\\nwith criticisms and suggestions useful to schools everywhere.\\n2. A Day in my Life or Every day Experience at Eton. Cloth, 16mo,\\npp. 184. $1.00. An interesting description of English school life.\\n8. History of the Burgh Schools of Scotland. By James Grant. Cloth,\\n8vo, pp. 571. $3.00. The authoritative history of Scottish free schools.\\n4. The History of the High School of Edinburgh. By William Steven,\\nD.D. Cloth, 16mo, pp. 610. $2.00. A companion volume to the last.\\n5. Prussian Schools through American Eyes. By James Russell Par-\\nsons, jr. Cloth, 8vo, pp. 91. $1.00.\\nThis small volume is the most complete and satisfactory account of\\nPrussian elementary education now accessible to American teachers, and\\nought to be carefully studied. Wisconsin Journal of Education.\\n6. French Schools through American Eyes. By James Russell Par-\\nsons, jr. Cloth, 8vo, pp. 130. Hlustrated. $1.00.\\nNo one interested in the American school system should fail to study\\nthis exposition, altogether the clearest statement in English of just what\\nthese schools are doing. New England Journal of Education.\\n7. Teaching in Three Continents. Personal Notes on the Educational\\nSystems of the World. By W. Catton Grasbt. Cloth, 16mo, pp. 244. $1.50.\\nThe comparison is among the systems of America, Europe, and Australia.\\nIn his introduction to the American edition, Dr. W. T. Harris says\\nIn this book we have the rare opportunity of seeing our Educational\\nSystem as it appears to one of our large-minded cousins from the opposite\\nside of the world. In view of this trend of educational manage-\\nment, the very intelligent criticism of Mr. Grasby will be read with profit\\nby all our teachers and school directors.\\n8. State Education for the People in America, Europe, India, and Aus-\\ntralia. Cloth, 8vo, pp. 176. $1.25.\\nThis volume describes the school systems of the principal nations of\\nthe world. The articles are prepared by experts, and the titles are as fol-\\nlows: 1. Ancient Civilization and Modern Education in India; 2. Elemen-\\ntary Education in England; 3. State Education in Scotland; 4. National\\nEducation in Ireland; 5. English and Continental Systems Compared; 6.\\nUnited States and English Systems Compared; 7. Education in Canada and\\nAustralia; 8. Commercial Education; 9. Education and Status of Woman;\\n10. Technical Instruction and Payment by Results; 11. The English Code\\nof 1830. The whole is followed by a biographical summary and conclusion.\\nNo other single volume that has appeared gives so much practical informa-\\ntion as to the school systems of the world at large, and the matter is so con-\\nveniently arranged as to be easy of ready reference.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0414.jp2"}, "415": {"fulltext": "School Bulletin Publications\\nNOTE.\u00e2\u0080\u0094 Binding is indicated as follows B boards, C cloth, L leatherette,\\n31 manUla, P paper. Size as follows: 8:416 indicates 8vo, pp. U16; 12:393 in-\\ndicates 12mo, pp. 393 16:389 indicates 16mo, pp. 380. Numbers preceding the\\nbinding and size give the pages in the Trade Sale catalogue of 1898 on which\\nthe books are described, the fullest description being placed first. Books\\npreceded by a dagger (t) are selected by the State Superintendent of Public\\nInstruction for the New York Teachers Library.\\nBooks starred may be had also in the Standard Teachers Library,\\nmanilla binding, at 50 cts. each. Unless expressly ordered to be sent in this\\nbinding, such volumes are always sent in cloth.\\nA DAY of My Life, or Everyday Experiences at Eton. 15 C 16:184. $1 00\\nAckernian (Mrs. M. B.) Review Questions to accompany Rendiick s His-\\ntonj of the Empire State. 5S P 12:15 05\\nAdams. Wall Map of the State of K ew York, 68x74 inches, 46 C 5 00\\nAhn (T.) Jleihod of Learning the Dutch Language. 43 C 12:135 1 25\\nAids to School Discipline. 60, 58 Per box 47 1 25\\nSupplied separately; per 100 Merits, 15 cts.; Half Merits, 15 cts.;\\nCards, 15 cts.; Checks, 40 cts.; Certificates, 50 cts.\\nAlden (Joseph^. First Principles of Political Economy. 51 C 16:153 75\\nAldis (Mary E.) The Great Giant Arithmos. A most Elementary\\nArithmetic. C 18:224 1 00\\nAlexandrow (F.) Method of Learning Russian. 43 C 12:135, 81-25; Key 25\\nArabic Self -Taught. 43 C 12:104 1 25\\nArnold (Matthew). Repcrrts on Elementary Schools, 1852-1882. C 16:318. 2.00\\n(Thomas). Stanley s Life of J. S. Carlisle. 18 C 16:252 1 00\\nAscham (Roger). Sketch of, by E. H. Quick. 18 P 16:55 15\\nBiography, by Samuel Johnson. 18 C 16:252 1 00\\nComplete Works. 18 C 16:321, 273, 376, 374 4 vols 5 00\\nAttendance Blanks for use \u00e2\u0096\u00a0under the Compulsory Law of X. Y. (a)\\nFirst Notice to Parents; (b) Second Notice to Parents (c) Notice to\\nAttendance Officer. Manilla, 4x9, pp. 100 each. Per dozen, each. 2 00\\n*t Authors Birthday Exercises. First Series: Poe, Longfellow.\\nPeed, Irving, Walt Whitman, Mrs. Stowe, Hawthorne, Holmes,\\nCooper, Bancroft, Bryant, Whittier. 50 portraits and illustration.\\n42 C 16:320 1 00\\nSecond Series, Bayard Taylor, Lowell, Ilowells, Motley, Emerson,\\nSaxe, Thoreau, E. S. Phelps-Ward, Parkman, Cable, Aldrich.\\nJoel Chandler Harris. 44 portraits. 10:459 1.00\\nGame of Fireside Authors, 52 cards, with Portraits. 42 35\\nYoung Folks Favorite Authors, 52 cards, with Portraits. 42 35\\nGame of Poems Illustrated, 52 cards, with Pictures 35\\nBAL.L. (J. W.) 1000 Qvestions-and-Answers in Drawing. 52 L 16:67 40\\nInstruction in Citizenship. L 12:6-3 40", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0415.jp2"}, "416": {"fulltext": "THE SCHOOL BULLETIN PUBLICATIONS-\\nForeign School Systems Described\\n1. Reports on Elementary Schools, 1852-1882. By Matthew Arnold, one\\nof her Majesty s Inspectors of Schools. Cloth, 12mo, pp. 322. $2.00.\\nThe best description any where given of the English school system,\\nwith criticisms and suggestions useful to schools everywhere.\\n2. A Day in my Life or Every day Experience at Eton. Cloth, 16mo,\\npp. 184. $1.00. An interesting description of English school life.\\nS. History of the Burgh Schools of Scotland. By James Grant. Cloth,\\n8vo, pp. 571. $3.00. The authoritative history of Scottish free schools.\\n4. T he History of the High School of Edinburgh. By William Steven,\\nD.D. Cloth, 16mo, pp. 610. $2.00. A companion volume to the last.\\n5. Prussian Schools through American Eyes. By James Russell Par-\\nsons, jr. Cloth, 8vo, pp. 91. $1.00.\\nThis small volume is the most complete and satisfactory account of\\nPrussian elementary education now accessible to American teachers, and\\nought to be carefully studied. Wisconsin Journal of Education.\\n6. French Schools through American Eyes. By James Russell Par-\\nsons, jr. Cloth, 8vo, pp. 130. Hlustrated. $1.00.\\nNo one interested in the American school system should fail to study\\nthis exposition, altogether the clearest statement in English of just what\\nthese schools are doing. New England Journal of Education.\\n7. Teaching in Three Continents. Personal Notes on the Educational\\nSystems of the World. By W. Catton Grasbt. Cloth, 16mo, pp. 244. $1.50.\\nThe comparison is among the systems of America, Europe, and Australia.\\nIn his introduction to the American edition, Dr. W. T. Harris says\\nIn this book we have the rare opportunity of seeing our Educational\\nSystem as it appears to one of our large-minded cousins from the opposite\\nside of the world. In view of this trend of educational manage-\\nment, the very intelligent criticism of Mr. Grasby will be read with profit\\nby all our teachers and school directors.\\n8. State Education for the People in America, Europe, India, and Aus-\\ntralia. Cloth, 8vo, pp. 176. $1.25.\\nThis volume describes the school systems of the principal nations of\\nthe world. The articles are prepared by experts, and the titles are as fol-\\nlows: 1. Ancient Civilization and Modern Education in India; 2. Elemen-\\ntary Education in England; 3. State Education in Scotland; 4. National\\nEducation in Ireland; 5. English and Continental Systems Compared; 6.\\nUnited States and English Systems Compared; 7. Education in Canada and\\nAustralia; 8. Commercial Education; 9. Education and Status of Woman;\\n10. Technical Instruction and Payment by Results; 11. The English Code\\nof 18D0. The whole is followed by a biographical summary and conclusion.\\nNo other single volume that has appeared gives so much practical informa-\\ntion as to the school systems of the world at large, and the matter is so con-\\nveniently arranged as to be easy of ready reference.", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0416.jp2"}, "417": {"fulltext": "School Bulletin Publications\\nNOTE.\u00e2\u0080\u0094 Binding is indicated as follows B boards, C cloth, L leatherette,\\nM manilla, P paper. Size as follows: 8:416 indicates 8vo, pp. U1G; 12:393 in-\\ndicates 12mo, pp. 393 16:389 indicates 16mo, pp. 389. Numbers preceding the\\nbinding and size give the pages in the Trade Sale catalogue of 1898 on which\\nthe books are described, the fullest description being placed first. Books\\npreceded by a dagger (t) are selected by the State Superintendent of Public\\nInstruction for the New York Teachers Library.\\nBooks starred may be had also in the Standard Teachers Library,\\nmanilla binding, at 50 cts. each. Unless expressly ordered to be sent in this\\nbinding, such volumes are always sent in cloth.\\nA DAY of My Life, or Everyday Experiences at Eton. 15 16:184. $1 00\\nAckerman (Mrs. M. B.) Review Questions to accompany Hend/ick s His-\\ntory of the Empire State. 53 P 12:15 05\\nAdams. Wall Map of the State of :ew York, 68x74 inches, 46 C. 5 00\\nAhn(F.) Method of Learning flu Butch Language. 43 C 12:135 125\\nAids to School Discipline. 60, 58 Per box 47 125\\nSupplied separately; per 100 Merits, 15 cts.; Half Merits, 15 cts.;\\nCards, 15 cts.; Checks, 40 cts.; Certificates, 50 cts.\\nAlden (Joseph). First Principles of Political Economy 51 C 16:153 75\\nAldis (Mary E.) The Great Giant Arithmos. A most Elementary\\nArithmetic. C 16:224 1 00\\nAlexandrow (F.) jfeihod of Learning Russian. 43 C 12:135, $1.25; Key 25\\nArabic Self -Taught. 43 C 12:104 1 25\\nArnold (Matthew). Reports on Elementary Schools, 1852-1882. C 16:318. 2.00\\n(Thomas). Stanley s Life of, J. S. Carlisle. 18 16:252 1 00\\nAscham (Roger). Sketch of, by R. H. Quick. 18 P 16:55 15\\nBiography, by Samuel Johnson. 18 C 16:252 1 00\\nComplete Works. 18 C 16:321, 273, 376, 374 4 vols 5 00\\nAttendance Blanks for use under the Ccnnjndsory Law of N. Y. (a)\\nFirst Notice to Parents; (b) Second Notice to Parents (c) Notice to\\nAttendance Officer. Manilla, 4x9, pp. 100 each. Per dozen, each. 2 00\\n*t Authors Birthday Exercises. First Series: Poe, Longfellow,\\nReed, Irving, Walt Whitman, Mrs. Stowe, Hawthorne, Holmes,\\nCooper, Bancroft, Bryant, Whittier. 50 portraits and illustration.\\n42 C 16:320 1 00\\nSecond Series, Bayard Taylor, Lowell, Howells, Motley, Emerson,\\nSaxe, Thoreau, E. S. Phelps-Ward, Parkman, Cable, Aidrich.\\nJoel Chandler Harris. 44 portraits. 10:459 1.00\\nGame of Fireside Authors, 52 cards, with Portraits. 42 35\\nYoung Folks Favorite Authors, 52 cards, with Portraits. 42 35\\nGame of Poems Lllustrated, 52 cards, with Picture* 35\\nBAIX (J. w.) 1000 Questiom-and-Anstoers in Drawing. 52 L 16:67.... 40\\nInstruction in Citizenship. L 12:6-3 40", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0417.jp2"}, "418": {"fulltext": "Ballard (Addison) Arrows, or Teaching as Fine Art. C 12:100 75\\n(Harlan H.) Pieces to Speak. 39016:192 100\\nThe same, Parts I and V, each P 16:40 15\\nBarbera (Piero). Educational Publications in Italy. 15, 29, P 8:14 15\\nBardeen (C. K.) Infection and Immunity. P 8:20 25\\n(C. W.) Manual of School Law. 54, 51, 53, 56, C 16:276 1 00\\nGeography of the Empire State. 45, 53, 56 C 8:120 75\\nOutlines of Sentence- Making. C 12:187 60\\n1 Verbal Pitfalls. A manual of 1500 misused words. 36, 21 C 16:223. 75\\nt Roderick Hume. The Story of a New York Teacher. 54, 13, 15, C\\n16:295 1 25\\nCommissioner Hume, A Story of New Yoi k Schools. C 16:210 1 25\\nThe Little Old Man, or the School for Illiberal Mothers. 13 C 16:31 50\\nTeaching as a Business for Men. 29 P 8:20 25\\nThe Teacher s Commercial Value. 29 P 8:20 25\\nThe Teacher as He Should Be. 29 P 8:24 25\\nFitting Teachers to Places. P 16:70 25\\nt Teaching as a Business. The above four addresses in one vol-\\nume. C 16:154 1 00\\nThe Tax-Payer and the Township System. 29 P 8:20 25\\nome Problems of City School Management. P 8:16 25\\nEffect of the College-Preparatory High School. 28, 29 P 8:5 15\\nHistory of Educational Journalism in New Yoi k. 15, 29, 53 P 8:45. 40\\nThe Song Budget. 60 P small 4:76 15\\nThe Song Century. 60 P small 4:87 15\\nThe Song Patriot. 60 P small 4:80 15\\nThe Song Budget Series Combined. 60 C small 4:250 50\\nDime Question Books of Temperance Physiology, Book-Keeping, Let-\\nter-Writing. 41,56. Each 10\\nBarnard (Henry). American Journal of Education. Vols. I-XIII, XVI,\\nXVII, XXIII, XXIX. Each, Half -turkey, 8: about 800 5 50\\nLetters, Essays, Thoughts on Studies and Conduct. C 8:552 3 50\\nKindergarten and Child Culture Papers, etc. C 8:784 3 50\\nAmerican Pedagogy. C 8:510 3 50\\nMilitary Systems of Education. C 8:960 5 50\\nThe EdH Labors of, by Will S. Monroe. 18 L 16:35 50\\n(II.) Oral Training Lessons. 40 12:136 75\\nBasedow (J. B.) Sketch of, by R. H. Quick. P 16:18 15\\nBassett (J. A.) Latitude, Longitude, and Time. 35, 32, 45, 56 M 16:42. 25\\nBates (S. P.) Methods of Teachers Institutes. 31 C 12:76 60\\nBatsdorf (J. B.) The Management of Country Schools. 29,30P 8:33.. 20\\nBeebe (Levi N.) First Steps among Figures. 33, 32 C 16:326 1 00\\nPupiVs Edition. C 16:140 45\\nBeesau (Amable). The Spirit of Education. C 16:325, and Portrait 1 25\\nBell (Andrew). An Old Educational Peforme? 18 C 16:182 1 00\\nBennett (C. W.) National Education in Europe. 29 P 8:28 15\\nHistory of the Philosophy of Pedagogics. 15 L 16:43 50\\nBenton (Emily E.) The Happy Method in Number. 32 C 8:96 To\\n(2)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0418.jp2"}, "419": {"fulltext": "Bible in the Public Schools, Cincinnati case, P 24:214, 233 50\\nBinner (Paul). Old Stories Retold. 36, 13B1G:64 25\\nBlackman (O.) Graded Songs for Day Schools. P 16:39 10\\nBirkbeck (George). The Pioneer of Popular Education. Memoir of,\\nby J. G. Godard. C 16:258 1 50\\nBlakely (W. A.) Chart of Parliamentary Pules. 37 P 16:4 25\\nBlodgett, (A. B.) The Pelationofa Principal to the Community. P 8:19. 25\\nBradf ord (W. H.) Thirty Possible Problems in Percentage. 32, 56 M 16 :34 25\\nBriggs (F. H.) Boys and How to Re-Make them. 29, 31 P 8:24 25\\nIndustrial Training in Reformatory Institutions. 29 P 16:28 25\\nBristol (H. G.) Honesty Cards in Arithmetic. 35 50 cards, 3x4^ 50\\nBrown (I. H.) Popular Speaker. P 12:180 25\\nBrowne (M. Frances). A Glimpse of Grammar- Land. 36, 38 P 8:24 15\\nBrowning, (Oscar). A STtort History of Education. 15 C 16:105 50\\n*Buckham (H. B.) Handbook for Young Teachers. 21, 30, C 16:152. 75\\n\u00e2\u0099\u00a6Buffalo Examination Questions. 59 1st 4 Years 1892-6, 52 C 16:318 1 00\\nBugbee (A. G.) Exercises in English Syntax. 41 L 16:85 35\\nKey to the same. L 16:36 35\\nBulletin Spelling Pads, 70 pages. Each 15\\nAbsence Record. 58 L pp. 400. 11x11^ 3 00\\nBook-Keeping Blanks. Press-board, 7x8\u00c2\u00a3\u00c2\u00a3, pp. 28. Each 15\\nComposition Book. M 8:44 15\\nClass Register. 5S Press-board cover, Three Sizes, (a) 6x7, for\\nterms of 20 weeks or (b) 5x7, for terms of 14 weeks Pp. 48 25^\\nLike (b) but with one-half more (72) pages 35\\nPencil Holder, numbered for 60 pupils. 64 2 00\\nInk-Well Filler, holding one guart. 64 1 25\\nNumber Fan. 35 11x15 inches 1 00\\nBurnham (W. P.) Duties of Outposts V. S. Army. C 24:171 50\\nBurritt (J. L.) Penmanship in Public Schools. P 12:62, and chart 60\\nBurt (Mary E.) Bees a Study from Virgit. For 7th Grade Heading.\\nP. 16:15 15\\nButler (Nicholas Murray). The Place of Comenius. 27, 19 P 16:20 15\\nCADET (Felix). Port-Royal Education. C 16:300 1 50\\nCresar s Conspiracy of the Helvetians. 57 P 16:20 10\\nCanfleld (James H.) Rural Higher Education. 28, 29 P 8:24 15\\nCarlisle (J. S.) Tivo Great Teachers, Ascham and Arnold. 18 C 16:252. 1 CO\\nCatalogue of Rare Books on Pedagogy. P 24:58 06\\nTrade Sale, 1898, of School Bulletin Publications. P 8:64 06\\nCheney (F.) A Globe Manual for Schools. 45 P 16:95 25\\n\u00e2\u0099\u00a6Civil Service Question Book. 44 C 16 :282 1 50\\nClarke (Noah T.) Chartof U. S. Hist ry. 49P8J^xl2. EachSc; perdoz. 50\\nCode of Public Instruction, New York, 1888. 51, 53 L 8:1075, net 2 50\\nColored Crayon, for Blackboard, per box of one dozen, nine colors. 25\\nCollins (Henry). The International Dale Line. 35, 32, 45 P 16:15 15\\nComenius (John Amos). Orbis Pictus. 19 C 8:232 3 00\\nt Life and Educational Works, by S. S. Laurie. 19, 18 C 16:272 1 00\\nsketch of, by R. H. Quick. P 16:25. (See also Butler, Maxwell). 1=5\\nPortrait of, 63P 22x28 1 Co\\n(3)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0419.jp2"}, "420": {"fulltext": "Comfort (George F.) Modern Languages in Education. 28, 29 P 16:40..$ 25\\n(Geo. F. and Anna M.) Woman s Education and Woman s Health\\nchiefly in reply to Sex in Education C 16:155 1 00\\nConstitution of the State of New York. P 16:G3 10\\nCooper (Oscar R.) Compulsory Laws and their Enforcement. 29 P 8:6. 15\\nCraig A. R.) The Philosophy of Training. C 12:377 2 00\\nCrain (J. H.) 70 Review Lessons in Geography. 45 P 16:60 25\\nCube Root Blocks, carried to 3 places. 35 1 00\\nCyclopaedia of Education. 14 C 8:562 3 75\\nDALY (D.) Adventures of Roger V Estrange. C 12:301 2 00\\nDaniels (Blanche R.) Outlines of English Literature. 42, 57 C 12:102. 50\\nDanish and Norwegian Conversation Book (See also Lund). 43 C 24:128 75\\nDavis(W. W.) Suggestions for Teaching Fractions. 35 P 16:43 25\\nFractional Apparatus, in box. 35 (Not mailable) 4 00\\nDe Graff (E. V.) Practical Phonics. 36 C 16:108 75\\nPocket Pronunciation Book. 36 M 16 :47 15\\nThe School-Boom Guide. 22, 30, 31, 56 C 16:405 1 50\\nt Development Lessons. C 8:301 1 50\\nThe School-Room Chorus. 60 B small 4: 147 35\\nCalisthenics and Disciplinary Exercises. 37 M 16:39 25\\nt De Guimps (Roger). Pestalozzi, his Aim and Work. 20, 18 C 12:331 1 50\\nDenominational Schools. Discussion of 1889. 29 P 8:71 25\\nDickinson (John W.) The Limits of Oral Teaching. 27, 40 P 16:24 15\\nDiehl (Anna Randall-)- A Practical Delsarte Primer. 36, 37 C 16:66.... 50\\nDime Question Books. See Southwick.\\nDiplomas, printed to order from any design furnished. Specimens sent.\\n61 (a) Bond paper, 14x17, for 25 or fewer 5 00\\n50 6 50\\n(b) li 16x20, 25 or fewer 5 50\\n50 7 25\\n(c) Parchment, 15x20, 1 3 50\\nEach additional copy 75\\nDonaldson (James). Lectures on Education. 15 C 16:185 1 00\\nDudevant (A.) French and English Commercial Correspondence. 44 C\\n12:107 50\\nDurham (W. II.) Carleton Lsland in the Revolution. 13 C 16:128 1 00\\nEDUCATION as Viewed by Thinkers. 27, P 16:47 15\\nIntellectual, Moral, and Physical, Herbert Spencer. 24, C 16:331.. 1 00\\nfor the People, in America, Europe, India, and Australia. 15 C 8:176. 1 25\\nEdwards (A. M.) Graded Lessons in Language. Nos. 1-6. 41 P 8:80,\\neach per dozen 1 00\\n500 Every Day Business Problems in Arithmetic. 34, 35 500 cards.\\nI s^, with Key... 50\\nZOO Pertinent Questions in Civics, with Answers. 51, P 16:54 15\\nThe same, with Questions on 250 slips of cardboard, in box. 51... 50\\nHistorical Game, Our Country 50 100 cards, 2*4*3%. 31 50\\n(4)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0420.jp2"}, "421": {"fulltext": "Edwards (A. M.) Historical Cards. 50, 49 3^x5J4.\\n(a) General History. 200 cards Si 00\\nUnited States History, Part I. 92 cards 50\\n(c) United States History, Part II. 108 cards 50\\nd) United States History, Complete. 200 cards 1 00\\nOutline and Topic look in U. S. History. P 8 :212 50\\nGeographical Game, Oar Country 47, 46 ICO cards, 2*4x3%. 50\\nGeographical Cards. 47, 46 334x: J4-\\n(a) Pari 7. Physical Geography and North America. 100 cards 50\\n(6) Pari 77. Tlie Pest of the World. 100 cards 50\\n(c) Complete. 200 cards 1 00\\nTopiccd Questions in Geography, with Kegents Questions 1894-6.\\n45 16:211 1 00\\nEmerson (A. W.) Composition and Criticism. 41 L 16:82 40\\n(U.S.) Latin in High Schools. 28 P 16:30 25\\nt Essays on the Kindergarten. 20, 23C12:175 1 00\\nEvans (W. M A Manual of Grammar. C 16:126 75\\nFARNHAM (A. W.) t TJie Oswego Method of Teaching Geography. 45\\nC 16:127 50\\n(Geo. L.) The Sentence Method of Reading. 36 C 16:55 50\\nFelkin (H. M. and E., Translators.) HerbarVs Letters and Lectures on\\nEducation. C 16:300 1 75\\nFette (W. E Dialogues from Dickens. 38 C 16:335 1 00\\nFireside Authors, Game of, 52 cards with Portraits 35\\nFitch (Joshua G.) The Art of Questioning. 26, 21, 27 P 16:36 15\\nThe Art of Securing Attention. 21, 27 P 16:43 15\\nt Lectures on Teaching, Reading Club Edition. 14 C 12:436 1 25\\nFletcher (A. E.) Sonnenscluin s Cyclopaedia of Education. 14 C 8:562 3 75\\nForeign Languages. See pp. 43, 44\\nFowle(\\\\Yin. B.) T lie Teachers Institute. 310 12:238 100\\nFraction Play. A Game for Young Arithmeticians. 35 52 cards 2J4x3]^ 25\\nFranck (F.) The German Letter -Writer, with the Forms of Polite Cor-\\nrespondence, and English Explanatory Notes. 43 P 16:112 40\\nFranklin (Benj.) Autobiography. C 16:241 1 00\\nFroebel (Friedrich). t Autobiography of. 20, 18, 23 C 12:183 1 50\\nPortrait. 63 P 22x28 25\\nt Letters on the Kindergarten. C 12:331 1 50\\nGAINES (J. T.) Principles of Teaching. 29 P 8:63 20\\nGeometry Test Papers, by Wm. Smith. 35 Packages of 100, 8J^xlO. 1 00\\nGeddes (Patrick). Industrial Exhibitions. P 1 6:57 25\\nGerman Self -Taught. (See also Franck, TIahx. Meissner). 43 P 16:87 40\\nGill John). Scliool Management. 14, 30 C 16:276 1 00\\nGlobes. See page 46.\\nGodard (Georere G.) George Birkbeck, the Pioneer of Popular Educa-\\ntion. 16:258 1.5a\\nHarlow). An Outline Study of U. S. History. 48, 56 L 16:146 50\\nGoethe (J. F. von). Egmont. with English Nttesi 43 C 16:140 40\\nGore (J. Howard). Manual of Parliamentary Practice. 37,36 16:112. 50\\n(5)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0421.jp2"}, "422": {"fulltext": "Goulding (Matilda P.) Flores A Botanical Game. 40 48 cards.\\nm*$A so\\nGowdy (Jean L.) Ideals and Programmes. C 16:100 75\\nGranger (Oscar). Metric Tables and Problems. 32 M 16:23 25\\nGrant (James). History of the Burgh Schools of Scotland. 15 C 8:591 3 00\\nGrasby (W. Catton). t Teaching in Three Continents. 15 C 12:344 1 50\\nGray (Thos. J.) Methods aid Courses in Normal Schools. 29 P 8:19 15\\nGriffin (Ida L.) Topical Geography, with Methods. 45 L 12:142 50\\nGriffith (Geo.) Outline Blackboard Maps. 46. Per set 8 00\\nGroszmann (M. P. E.) t A Working Manual of Child Study. 26 C 16:75 50\\nThe Common School and The New Education. P 16:46 36\\nHAHN (F.) The Child s German Book. 43 P 16:87 40\\nHailmann (\\\\V. X.) Primary Kindergarten Helps. 23, 20 B 8:58 75\\nSketches from the History of Education. 15, 29 P 8:39 I\\nHall (Marcella W.) Orthoepy Made Easy. 36 C 16:100 75\\nHamilton Declamation Quarterly. Vol. I. (all published). 38, 36 C\\n16 :337 1 00\\nHarlow (W. B.) Early English Literature. 42C16:138 75\\nHarris (W. T.) t Natural Science in the Public Schools. 40 L 16:60 50\\nt Art Education The True Industrial Education. 29 L 16:77 50\\nHarris (W.T.) Horace Mann. L 16:50 50\\nThe Theory of Education. 27 P 16:54 15\\nThe Educational Value of Manual Training. 29, P 8:14 15\\nUhi versify and School Extension. 29 P 8:12 15\\nTne General Government and Public Education. 29 P 8:8 15\\nReport on Pedagogical and Psychological Observation. 29, 25 P 8:6. 15\\nHeermans (Forbes). Stories of the Ear West. C 16:260 1 25\\nHegner (H. F.) The Young Scientist. A Supplementary Reader.\\nC 16:189. 50\\n*Helps to Self-Culture. C 16:241 1 00\\nHendrick (Mary F.) Questions in Literature. 42 B 16:100 35\\n(W.) The Tablets Set. A Comedy for Schools. 38,36 16:30... 15\\n1 Brief History of the Empire Stale. 48. 53, 58 C 12 218 75\\nBe clew Questions for New York History. 58 P 16:16 05\\nSyllabuses of V. S. History, for Regents Examinations. 49, 58 per doz. 50\\nHennig (Carl V.) Anatomical Manikin. 37 M 8:18 1 00\\nHerbart (J. F Letters and Lectures on Education. C 16 :300 1 75\\nHinsdale (B. A.) Pedagogical Chairs in Colleges 29 P 8:11 15\\nSchools and Studies. C 12:362 1 50\\nHoose (James II.) Studies in Articulation. 36 C 16:70 50\\nt On the Province of Methods of Teaching 31 C 16:376. 1 00\\nPestalozz ian First- Year Arithmetic. 33, 20. 32 B 16:217\\nPupils Edition. B 16:156 35\\nSecond Year Arithmetic. B 16 :236 50\\nHornstone Slating, the best crayon surface made. 62, per gallon 8 00\\nSlated Paper, per square yard (if by mail, 60 cts.) 62\\nHoss (Geo. II.) Memory Gems. 38, 36 P 16:40 15\\nHotchkiss (Viala P.) Lessons in Object Drawing. 52 L 4:82 50\\n(6)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0422.jp2"}, "423": {"fulltext": "Houghton (W. R.) Political C nspeetw of TJ. S. History. 49 C 18x91. ..$2 00\\nHughes (James L.) t Mistakes in Teaching. 27, 30, C 16:135 50\\nt IIoiv to Secure and Retain Attention. 27 C 16:98 50\\nThe Teacher s Critic, containing both the above. 27 C 16:235 1 00\\nHuntington (Rt. Rev. F. D.) Unconscious Tuition. 21, 27 P 16:45 15\\nHutton (H. IT.) A Manual of Mensuration. 35, 32 B 16:168 50\\nIXTERLINEAK German Reading-Book, Hamiltonian Method.\\n43 C 12:88 75\\nIrving Washington). Rip Van Winkle, with Barley s Illustrations. P 16:35. 15\\nItalian and English Commercial Correspondence. 44 P 12:90 50\\nItalian Self-Taught. (See also Marchetti). 43, 44 P 16:80 40\\nJACKSOX (E. P.) Class Record Cards. 58 90 white and 10 colored\\ncards 50\\nJacotot (Joseph). Sketch of by R. H. Quick. P 16:28 15\\nJennings (A. C.) Chronological Tables of Ancient History. 48 C 8:120... 1 00\\nJewell (F. S.) Grammatical Diagrams. 41 C 12:207 75\\nJohnson s Chart of Astronomy. 46 On enamelled cloth, 40x46 inches.. 3 50\\nJones (Richard). The Growth of the Idyls of the King. C 12:161 1 50\\nJuliand (Anna. M.) Brief Views of U. S. History. 48 L 16:69 35\\nKAROLY (Akin). The Dilemmas of Labor and Education. C 12:77... 100\\nKay (David) t Education and Educators. C 12:490 2 00\\nKeller (C.) Monthly Report Cards. 58 2%x4 inches, Per hundred 100\\nKennedy (John). The Philosophy of School Discipline. 27, 30, 31 P 16:23. 15\\nMust Greek Go 28 L 16:66 50\\nKiddle (Henry) 3,000 Grammar Questions, with Answers 41, 56 C 16:220. 1 00\\ntKindergarten Essays. 23 C 12:175 1 00\\nKnott (E. E.) The Ready Reference Law Manual. 51 C 8:381 2 00\\nKotelmann (Ludwijr.) School Hygiene. Translated by J. A. Berg-\\nstrom. C 16:300 1 50\\n*tLANDON (Jos.) School Management. 30 C 16:376 1 25\\nThe Science and Art of Questioning. C 16 :120 50\\nLane (Fred II.) Elementary Greek Education. 15 L 16:85 50\\n*tLaurie (s. S.) John Amos Comenius 19, 18 C 16:272 1 00\\nLawrence (E. C.) Recreations in Ancient Fields. C 12*177 1 00\\nLees (James T.) The Claims of Greek. 28 P 8:16 25\\nLenstrom (C.) Easy Method of Learning Swedish. 43 C 12:160 150\\nLessing (G. E.) German Fables in Prose and Verse. 43 B 12:6S 40\\nLocke (John). Sketch of, by R. H. Quick. P 16:27 15\\nLowrie (R. W.) Hon: to obtain Greatest Benefit from a Book. 42 P 8:12. 25\\nLund (H.) Method of Learning Danish and Norwegian. 12:135. $1.25: Key 25\\nLyttleton (E.) The Problem of Home Training. 31 C 12:200 1 50\\nMACALPIXE (Neil). English- Gcelic and Gaiic-English Dictionary.\\n(See also Stewart). 43 C 12:669 3 00\\nM Cully s Perforated Erasers. 63. Per doz 1 00\\nMace (W. H.) A Working Manual of American History. 48 C 16:297... 1 00\\nMcCosh (James), f Higher Education and a Common Language. 28 C\\n8:120 \u00c2\u00ab5\\nMcKay (John S.) 100 Experiments in Natural Science, P 16:50 15\\n(7)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0423.jp2"}, "424": {"fulltext": "Mann (Horace). Tfumghts for a Young Man. C 16:241 $1 00\\nketch of, by W. T. Harris. L 10:50 50\\nMaps for the Wall. See page 40.\\nMaps, Relief Maps. Switzerland. 40, 44 11x17^, $3.50; 23x34, $10.00.\\nPalestine 22x35 10 00\\nGriffith s Outline Blackboard Majjs. 46 Per set 8 00\\nMaps. Dissected Maps. United States sawn into States 75\\nThe Same, New York State sawn into Counties 75\\nOnondaga County. 46 Cloth, 4x4J^ feet 10 00\\nNew York Stat 46 Cloth, 61x76 inches 5 (X\\nOutline Maps (0x9) of New York. 45. Per pad of 50 15\\nPolitical Maps. See page 46.\\nMarble (A. P.) Powers of School Officers. 51 P 16:27 15\\nMarchetti (G.) Method of Learning Italian. 43, 44 C 12:218, $1.30; Key. 35\\nItalian Reader, with English Notes. 44 12:128 75\\nKalian and English idiomatic Phrases and Dialogues. C 24:165 75\\nMarenholtz-Buelow (Baroness) School Work-shop. 27 P 16:27 15\\n1 Child and Child Nature. FroebePs Ed 1 Theories. 20, 23, 25 C 12:207. 1 50\\nMaudsley (II Sex in Mind and Education. 25,27 P 16:42 15\\nMaxwell (W. H Examinations as Tests for Promotion. 29 P 8:11 15\\nThe Text-Books of Comenius, cuts from Orbis Rictus. 19 8:24 25\\nMeese (John D.) Facts in Literature. 42 P 16:38. 15\\nMeiklejohn (J. M. D The New Education 20, 23, 27 L 16:47 50\\nAn Old Educational Reformer (Dr. Andrew Bell.) 18 C 16:182 1 00\\nMeissner (M.) Method of Learning German. 43 C 12:238 1 25\\nMichael (O. S.) Algebra for Beginners. 35, 56 C 16:120 75\\nMichigan, Government Class Book of, Nichols, C 16:308 1 00\\nMill (John Stuart) Inaugural Address at St. Andrews. 29 P 8:31 25\\nMiller (Warner). Education as a Dep t of Government. 29 P 8:12 15\\nMills (C. De B.) The Tree of Mythology. C 8:281 3 00\\nMilne (James M.) Teachers Institutes, Past and Present 15 P 8:22 25\\nMilton (John). A Small Tractate of Education 27, 28 P 16:26 15\\nSketch of, by R. H. Quick. P 16:55. 15\\nMinutes of t\\\\e International Congress of Education, 1884. 28 C 12:4 vols. 5 00\\nMissouri, Civil Government rf, Northam. 51 C 16:151 75\\nMonroe (Will S.) t Labors of Henry Barnard. 18, L 16:35 50\\nMorey (Amelia). Outline of Work in Elementary Language. 41 C 10:139. 50\\nMottoes for the School Room, 7x14. Per set 100\\nNEAV YORK Question Book, with all the Questions of the Uniform.\\nState, Cornell, Scholarship, and Normal Entrance Examinations,\\nto March 31, 1890, with Answers. 50 8:461. P $1.00 C 2 Oi\\nThe same, Supplement No. 1, to June, 1891. 56 M 8:63 25\\nThe same, Supplement No. 2, to June, 1892. 56 M 8:139 25\\nThe same, Supplements Nos. 1 and 2, in one volume. C 8:202 1 00\\nNew York Uniform Questions\\nThe same. Uniform only. Supplements No. 3, 1892-3 No. 4, 1893-4\\nNo. 5, 1894-5; No. 6, 1895-6; No. 7, 1896-7; No. 8, 1897-8; 56, each C. 1 00\\n(8)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0424.jp2"}, "425": {"fulltext": "New York Uniform Questions\\nThe same, Questions in Drawing, 1892-96. C 16:221. 1896-93. 16:192.\\n300 illustrations, 52, 56, each si 00\\nThe same. Questions in Algebra, Book-keeping, Physics. 56 M 16:65. 25\\nThe same, Questions in American History. 56 X 16:78 25\\nThe same, Questions in Arithmetic. 32, 56 M 16:49 25\\nThe same, Questions in Civil Gov t, and School Law, 56 M. 16:92.. 25-\\nThe same, Questions in Geography. 45, 56 31 16:73 25\\nThe same, tQuestions in Grammar. 56 M 16:75 25\\nThe same, Questions in Methods and School Economy. 56 M 16:65. 25\\nThe same, Questions in Physiology. 56 M 16:69 25\\nState Examination Questions to 1894. C 16:402 1 00\\nThe same, for 1895, 96, 97, 98, each P 16:32. 10\\nThe Questions in Book-keeping, with Ansivers. 56 P 16:31 10\\nGeography of the Empire State. 42, 51,52C8:120 75\\nHistory of the Empire State, Hendrick. 48, 53, 56 C 12:203 75\\nCi ril Government of the State of, Northam. 53 51, 52 C 16:231 75\\nCode of Public Instruction. Latest edition. 51, 53 L 8:1075.. 2 50\\nNatural History, and Cabinet Reports. Write for information.\\nNichols (Chas. W.) Government Class-Book of the State of Michigan.\\nC 16:308 1 00\\nNortham (Henry C.) t Civil Government of X. T. 53, 51, 56 C 16:231 75\\nThe same for Missouri. 51 C 16:151 75\\nFixing the Facts of American History. 48 C 16 :300 75\\nConversational Lessons Leading to Geography. P 16:39 25\\nNorthend(Chas.) Memory Selections. Three Series. 38,36. Each 25\\nt The Teacher and Parent. C 16:350 1 00\\nNorthrop (B. G.) High Schools. 28, 29 P 8:26 25\\nNorthrup (A. J.) Camps and Tramps in the Adirondacks. 13 C 16:302. 1 25\\nNorwegian Self -Taught (See also Luno). 43 P 12:87 40\\nNumber Lessons. On card-board, 7x11, after the Grube Method 10\\nNumeral Frames. 35 100 balls $1.25 144 balls, $1.50.\\nOSWALD (John). Dictionary of English Etymology. 41 C 18:806 2 00\\nPAGE (David P.) The Theory and Practice of Teaching. 23,30.31 C 16:448 1 00\\n(Ma-y II.) Graded Schools of the United States of America. C\\nV2:7l 75\\nPalmer (C. S.) Physiology Cards, for Teachers. 37 70 cards, 2^x3J^. 50\\nPardon (Emma L.) Oral Instruction in Geography. 45 P 16:29 15\\nParsons (James Russell, jr.) t Prussian Schools. 15 C 8:91 1 00\\nt French Schools through American Eyes. 15 8:130 1 00\\nPatrick (J. X.) Ele nents of Pedagogics. C 10:422 1 00\\nPedagogical Pebbles. C 16:96 50\\nPattee (F. L.) Literature in Public Schools. 29 P 8:48 20\\nPayne (Joseph), t Lectures on the Art of Education. 14 C 16:281 1 1\\nPayne (\\\\y. H.) A Short History of Education. 15 016:105 50\\nPenniman (Ja. X.) Practical Suggestions in School Government, P.\\n16:21 15\\n(9)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0425.jp2"}, "426": {"fulltext": "Perez (B.) The First Three Years of Childhood. 26, 23, 25 C 16:295. .$1 50\\nTiedemann s Record of Infant Life. 27, 26 M 16:46 15\\nPeriodicals. The School Bulletin. 12, 56 Monthly, 20-24 pp., 10x14. Per\\nyear 1 00\\nBound Vols. I-XXIY. C 4:200, 240 pp., each 2 00\\nThe Hamilton Declamation Quarterly. Bound volume I. 38 C 16:337. 1 00\\nThe School Room. Bound volumes I-V. Each 1 50\\nPestalozzi J. H.) t His Aim and Work, De Guimps. 20, 18 C 16:296 1 50\\nSketch of, by R. H. Quick. P 16:40 15\\nt How Gertrude Teaches her Children. 20 C 16:400 1 50\\nLetters on Early Education. 20 C 16:180 1 00\\nPest alozzian Arithmetics. 20 B 1st Year, 16:217. 2d Year, 16:238. Each 50\\nPortrait. 63, 20 P 22x28 25\\nPick (Dr. E.) Dr. Pick s French Method. 44 L 16:118 1 00\\nMemory, and the Rational Means of Improving it. 25, 44 C 16:193 1 00\\nPitcher (James). Outlines of Surveying and Navigation. C 16:121, 50\\nPlumb (Chas. G.) Map Drawing of New York. M 8:16 25\\nPooler (Chas. T.) Chart of Civil Government. 51, 53 P 12x18, per hum... 5 00\\nHints on Teaching Orthoepy. 36 P 16:15 10\\nPort-Royal Education. Extracts from the principal Writers with\\nHistory and Introduction, by Felix Cadet. 16:300 1 50\\nPreece (Mrs. Louise). Physical Culture. Illustrated. 37 C 4:292 2 00\\nPrentice (Mrs. J. B.) Review Problems in Arithmetic. 57, 32 P 16:93 20\\nKey to the above. 57, 32 P 16:20 25\\nReview Questions in Geography. 57, 45 P 16:48 15\\nPrimers of School Management and of Letter- Writing. 30 M pp. 45, 37.\\nEach 25\\nQUICK (R. H.) Essays on Educational Reformers. 16, 15, 18 C 12:331 1 00\\nRANDALL-DIEHL (Mrs. Anna). A Practical Delsarle Primer. 36 C 16:66 50\\nRask (E Easy Method of Learning Icelandic. 43 12:126 1 25\\nKedway (J. W.) School Geography of Pennsylvania. 45 L 16:98 35\\nRegents Examination Paper. 58. Per 1,000 half -sheets 2 00\\nExamination Record. 58. For 432 scholars, $3.00 864 scholars. 6 00\\nExamination Syllabus, in U. S. History. 49, 58. P per dozen 50\\nFirst Year Eatin. Catsar s Conspiracy. 57 P 16:20 10\\nQuestions to June, 1882. 57 Eleven editions.\\n1. Complete with Key. 57 C 16:476 2 00\\n2. Complete. Same as above, but without the answers. Pp. 333... 1 00\\n3. Arithmetic. The 1,293 questions in Arithmetic. 32 M 16:93 25\\n4. Key to Arithmetic. Answers to the above. M 16:20 25\\n5. Geography. The 1,987 questions in Geography. 56, 45 M 16:70.. 25\\nG. Key to Geography. Answers to the above. M 16:36 25\\n7. Grammar. The 2,976 questions in Grammar. M 16:109 25\\n8. Grammar and Key. 41 C 16:198 1 00\\n9. Key to Grammar. M 16:88 25\\n10. Spelling The 4,800 words given in Spelling. M 16:61 25\\nEntire Questions, all subjects (no answers), for years 1892-93, 93-94,\\n94-05. 95-96, 96-97, 97-98. 49 C 85:500. 57 Each 1 00\\nSelections in American, German, and French Literature. 57, 42, 43, 44\\nL 16:93. 25 cents. With music, 35 cts, Each language separate, P. 10\\n(10)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0426.jp2"}, "427": {"fulltext": "t Rein (W.) Outlines of Pedagogics. 24 C 16:232 ?1 25\\nKeinhartiA.) Neglect of Bodily Development of American Youth. 37\\nP8:15 25\\nRichardson (B. W.) Learning and Health. 27 P 16:39 15\\nt Riddle (W.) Nicholas Comenius, or ye Pennsylvania Schoolmaster\\nof ye Olden Time. C 16:492, 42 illustrations 1 50\\nRobinson (A. H.) Numeral School Register. 58 M 2:16 25\\nRooper (T. G.) t Apperception, or A Pot of Green Feathers 25 L\\n16:59 50\\n1 Object Teaching, or Words and Things. 40, 20 L 16:56 50\\nRosevear (Elizabeth), t A Manual of Needlework, Knitting, and. Cut-\\nting Out. 16:136 60\\nRousseau (J. J.) Sketch of by Pt. H. Quick. P 16:30. 15\\nRussian Conversation Book (See also Alexaxdrow). 43 24:130.. 75\\nRyan (G. V, School Eecord. 56 P 58 blanks on each of 14 sheets 50\\nSABIX (Henry). Organization vs. Individuality. 29 P 8:9 25\\nSalvo (D.) Method of Learning Spanish. 43, 44 C 12:216, $1.20 Key. P 12:33 25\\nSpanish and English Idiomatic Phrases. 43, 44 C 24:160 75\\nSpanish and English Commercial Correspondence. 43, 44 P 12:109 50\\nSanf ord (H. P. The Word Method in Number. 34, 35 6x3, 45 cards 50\\nThe Limited Speller. 56 L 16:104 25\\nSayce (A. H.) An Assynan Grammar. 43 C 12:204 3 00\\nSehepmoes (A. E.) Pise of the New York School System. L 16:32 35\\nSchiller (J. C. F. von). Marie Stuart. 43 B 16:163 40\\nDie Jungfrau von Orleans. 43 B 16:157 40\\nWilhelm Tell. 43 B 16:165 40\\nDer Neffeals Onkel. 43 B 16:72 40\\nSchool Room Classics. 27 P 16:40, each 15\\nI. Huntington s Unconscious Tin- IX. Maudsley s Sex in Mind and in\\ntion. Education.\\nII. Fitch s Art of Questioning. X. Education as Yiewed by Think-\\nIll. Kennedy s Philosophy of School ers.\\nDiscipline, XI. Penniman s Practical Sugqes-\\nIY. Fitch s Art of Securing Atten- turns in School Government.\\ntion. XII. Dickinson s Oral Teaching.\\nY. Richardson s Learning and X III. Tiedemann s Record of Infant\\nHealth. L\\nYl. Meiklejohn s New Education. T J ri n\\nVII. Milton s Tractate of Education. XR Butlers Place of Comenius in\\nVIII. Von Buelow s School Work- Eduoation.\\nshop. XV. Harris s Theory of Education.\\nSchreber (D. G. R.) Home Exercise for Health and Cure. 37 C 16:01. 50\\nShaw s Scholar s Register. 58 P 12:16. Per doz 50\\nShea (George). The Nature and Form of the American Govet\\nfottn d d in the Christian Religion. O 16:82 73\\nSheldon (Edward A.) Portrait. 63 P 22x2S 1 00\\nsherrill (J. E. The Normal Question Book. O 12:405 1 00\\nShirriff (Emily), t The Kindergarten System. 03 C 12:200 1 30\\nSkinner (Chas. R.) The Arbor Pay Ma-\\nit ion Book. C 8:461.\\n(H)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0427.jp2"}, "428": {"fulltext": "Smith (C. F.) Honorary Degrees in American Colleges. 29 P 8:9 15\\n(Edward). History of the Schools of Syracuse. 15 C 8:347 3 00\\n(Geo. M.) Vocabulary to Cesar s Gallic War. 57 C 16:67 50\\n(Wm.) Geometry Test Papers 35 P Package of 100, 8*^x10 1 00\\nSong Budget, The. 256th Thousand. 60 P s 4:76 15\\nCentury, The. 107th Thousand. 60 P s 4:87 15\\nPatriot, The. 139th Thousand. 60 P s 4:S0 15\\nBudget Music Series, including all the above. 60 C pp. 243 50\\nGymnast, The. 60. 37 C 16:160 50\\nSongs from Arbor Day Manual. 60, 37 M 8:60 25\\nof the Lyceum League. 60 L 4:48 20\\nSonnenschein g Cyclopaedia of Education. 14 C 8:562 3 75\\nSornberger i s. J Normal Language Lessons, 41 B 16:75 50\\nSouthwick (A. P.) Twenty Dime Question Book with full answers,\\nnotes, queries, etc. 59, 57 P 16:40. Each 10\\nElementary Series\\n3. Physiology. 56\\n4. Theorv and Practice. 30\\n6. P. S. History and civil Gov t. 48\\n10. Algebra.\\n13. American Literature. 42\\n14. Grammar. 41\\n15. Orthography Etymology. 36.41\\n18. Arithmetic. 32\\n19. Physical and Political Geog. 4o\\n20. Reading and Punctuation. 41\\n*The 10 in one book, C Si. 00\\nAdvanced Series.\\n1. Physics. 56\\n2. General Literature. 42\\n5. General History. 48\\n7. Astronomy.\\n8. Mythology.\\n9. Rhetoric. 41\\n11. Botanv.\\n12. Zoology.\\n16. Chemistry.\\n17. Geology.\\n*The 10 in one book, C $1.00\\nExtra numbers, edited by C. W. Bardeen. 21. Temperance Physi-\\nology, 56 22. Book-Keeping, 56 23. Letter-Writing, 41. Each.. 10\\nQu zzism. Quirks and Quibbles from Queer Quarters. P 16:25 25\\nA Quiz Book of Theory and Practice. 30. C 12:220 1 00\\nSpanish and English Correspondence. 43. 44 P 12:109 50\\nSpanish Self -Taught (See also Salvo). 43, 44 P 16:84 40\\nt Spencer (Herbert I. Education. 24. 14. C 16:331 1 00\\nSpinoza (Benedict de). On the Training of the Intellect. 25 12:162 1 00\\nStandard Teachers Library. 13 Includes all those starred.\\nStanley (A. P.) Life of Thomas Arnold. 18 C 16:252 1 00\\nStanton (Th.) The Woman Question in Europe. 8:496 3 50\\nt State Education for the People. 15 8:176 1 2.1\\nSteven, Wm.) History of the Edinburgh High School. 15, 28 16:590.. 2 00\\nStewart (Alex*. Elements of Gadic Grammar (See Macalpine). C 16:200 1 00\\nStilwell (Lamont). Practcal Question Book. C 12:100 1 50\\nStone (Isaac). The Teachers Examiner. C 12:214 75\\nStraight (II. II.) Aspects of Industrial Education. 29 P 8:12 15\\nSwedish Conversation Book (See also Lenstkom). 43 C 16:142 75\\nSwett John). Manual of Elocution. 30 C 12: 100 1 50\\nSyllabus of the Regents Examinations in U. S. History, for each exam-\\nination. 49, 58 P 8:4.. 05\\nTARRING (C. J.) Practical Elementary Turkish Grammar. 43 C 12:214. 2 00\\nt Tate (Thos.) The Philosophy of Education. 14 C 16:400 1 50\\n(12)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0428.jp2"}, "429": {"fulltext": "Taylor (H. L.) Union School Record Cards 5x8 inches. Per hundred.. *2 00\\nTeacher s Critic, containing in one volume Hughes s Mistakes in\\nTeaching, and How to Secure Attention. C 16:235 1 00\\n\u00e2\u0099\u00a6Teacher s Guide to Correct Speech, containing in one volume\\nHoose s Studies in Articulation and Bardeen s Verbal Pitfalls. C\\n16:293 1 00\\n*t Teacher s Mentor, containing in one volume Huntington s Uncon-\\nscious Tuition, Buckham s Handbook for Young Teachers, and\\nFitch s Art of Questioning and Art of Securing Attention. 21 C16:274 1 00\\nThimm (F.) Manual of Conversation, in Four Languages. 43 P 16:226. 60\\nt The Literature of Germany. 43 C 12:264 1 00\\nThomas (FlavelS.) University Degrees. 29 P 16:40 15\\nA Dictionary of Univers. ty Degrees. C 16:109 1 00\\nThousand Questions in U. S. History. 48 C 16:200 1 00\\nThoughts from Earnest Women. P 16:36 15\\nThring (Edward). Addresses, with Portrait. C 16:203 1 00\\nThurber (Saml). English, Routine in Schools. P 16:23 15\\nTiedeniann (D.) Record of Infant Life. 26, 27 P 16:46 15\\nTiUinghast Wm.) The Diadem of School Songs. 60 B s 4:160 50\\nTurkish Self-Taught (See also Tarresg). 43 C 12:144 1 25\\nUNDERWOOD (L. M.) Systematic Plant Record. M 4:52 30\\nUnif orm Examination Paper, for Commissioners. 500 sheets 2 00\\nExamination Questions. See Nev: York.\\nVAX WIE (C, B.) Outlines in U. S. History. P 16:40 and map 15\\nDevelopment Helps. 31 L 16:180. 50\\nMethods in Ccmimon Branches. 31 C 16:197 75\\nVincent (John H. t A Study in Pedagogy. C 12:73 75\\nVlachos(A.) Method of Learning Modern Greek. 43 C 12:144, \u00c2\u00a71.25; Key. 25\\nWEAVER (E. W.) Pictures in Language Work, 41 C 8:110 50\\nWelch (Z:arua Intermediate Arithmetic Problems. 32 C 16:172 50\\nKey to above, C 16:30 50\\nWells i C.B.) Natural movement Series of Writing Books. 52 Xos. 1, 2,\\nper dozen 84 cts. Xos. 3-6, per dozen 96\\nManual of the Movement Method in Writing. 52 P 4:44. Ill 25\\nA Lesson on Arm Movement in Writing. P 8:32 25\\n(W. II.) The Grade I School. 40 C 12200 1 00\\nWheatley (Wm. A. German Declensions Made Easy. 43 P 16:28 15\\nWickersham (J. P.) School Discipline as a Facto,- in the School-room.\\n31 L 16:50 50\\nWilkin Eva). Map Drawing Book of the Continents. 45B4.-4S 75\\nMa Drawing Book of thi es. 45 B 4:37 75\\nDescriptive Geography taught by means of Map Drawing. Teacher s\\nEdition. 45 B 4:129, with 49 Maps. 1 50\\n\u00e2\u0080\u00a2Williams (Geo. A.) Topics and References in A History. 49,\\n48, 56 C 16:181 1 00\\n(Henry G.) Outlines of Psychology. 25 C 16:151 75\\n(John). Tomcat Lexicon. A Dictionary of Synonyms. 41 C 12:384. 125\\n(S. t History of Modern Edi 16,17016:481 150\\n(13)", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0429.jp2"}, "430": {"fulltext": "Wilson (J. D.) English Grammar Made Practical. C 16:112 35\\nElementary English. 41, 57 L 16:67 75\\nWood (H. A.) Short Cuts in Arithmetic. 32 C 16:149 75\\nYAWGER (Rose N.) How to Celebrate Arbor Day. P 16:14 15\\nThe Indian and the Pioneer. 13 C 8:335. $3.00 or in Two Volumes, 3 50\\nYearly Class Register. 58 L 42 leaves. 8x10 1 50\\nYoung (W. T.) The Art of Putting Questions. 26 P 16:65 15\\nYoung Folks Favorite Authors, 52 Cards with Portraits 35\\nZIMMERN t Methods of Education in the United States. 15 C2:178. 1 00\\nZinc-Engraved Portraits. Per 100 1 00\\n(14)", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0430.jp2"}, "431": {"fulltext": "", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0431.jp2"}, "432": {"fulltext": "SEP\\n2 1899", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0432.jp2"}, "433": {"fulltext": "", "height": "3171", "width": "2115", "jp2-path": "portroyaleducati00cade_0433.jp2"}, "434": {"fulltext": "", "height": "3199", "width": "2106", "jp2-path": "portroyaleducati00cade_0434.jp2"}}