e school. He had in his room several popular prints.
"Look at Bonaparte," he said to me one day, pointing to one of these,
"he was a patriot, he was!" No allusion was ever made to contemporary
literature, and the literature of France terminated with Abbe Delille.
They had heard of Chateaubriand, but, with a truer instinct than that
of the would-be Neo-Catholics, whose heads are crammed with all
sorts of delusions, they mistrusted him. A Tertullian enlivening his
Apologeticum with _Atala_ and _Rene_ was not calculated to command
their confidence. Lamartine perplexed them more sorely still;
they guessed that his religious faith was not built on very strong
foundations, and they foresaw his subsequent falling away. This gift
of observation did credit to their orthodox sagacity, but the result
was that the horizon of their pupils was a very narrow one. Rollin's
_Traite des Etudes_ is a work full of large-minded views compared to
the circle of pious mediocrity within which they felt it their duty to
confine themselves.

Thus the education which I received in the years following the
Revolution of 1830 was the same as that which was imparted by the
strictest of religious sects two centuries ago. It was none the worse
for that, being the same forcible mode of teaching, distinctively
religious, but not in the least Jesuitical, under which the youth of
ancient France had studied, and which gave so serious and so Christian
a turn to the mind. Educated by teachers who had inherited the
qualities of Port Royal, minus their heresy, but minus also their
power over the pen, I may claim forgiveness for having, at the age of
twelve or fifteen, admitted the truth of Christianity like any pupil
of Nicole or M. Hermant. My state of mind was very much that of so
many clever men of the seventeenth century, who put religion beyond
the reach of doubt, though this did not prevent them having very clear
ideas upon all other topics. I afterwards learnt facts which caused me
to abandon my Christian beliefs, but they must be profoundly ignorant
of history and of human intelligence who do not understand how strong
a hold the simple and honest discipline of the priests took upon the
more gifted of their students. The basis of this primitive form
of education was the strictest morality, which they inculated as
inseparable from religious practice, and they made us regard the
possession of life as implying duties towards truth. The very
effort to shake