Pious Schools". The Constitutions were approved on January 31, 1622, by Pope Gregory XV, and the order had all the privileges of the mendicant orders conferred upon it, Calasanz being recognized as superior general. The Order of the Pious Schools was thus the last of the religious Orders of solemn vows approved by the Church. The Piarists, as do many religious, profess vows of poverty, chastity, and obedience. In addition, according to the wishes of St. Joseph, members of the Order also profess a fourth vow to dedicate their lives to the education of youth. Educational ideas The concept of free education for the poor was not exclusive to Calasanz. In the Duchy of Lorraine, a similar project was being undertaken simultaneously by the Augustinians Peter Fourier and Alix Le Clerc, whose educational heritage was carried to New France. As recognized by Ludwig von Pastor, Calasanz was the founder of the first free public school in modern Europe. In both cases, it was a revolutionary initiative, a radical break with the class privileges that kept the masses marginalized and in poverty. In the history of education, Calasanz is an educator of the poor, offering education free of charge to all classes of society, without discrimination. Calasanz displayed the same moral courage, in his attitude to victims of the Inquisition, such as Galileo and Campanella, and in the acceptance of Jewish children in his schools, where they were treated with the same respect as other pupils. Similarly, Protestant pupils were enrolled in his schools in Germany. So great and universal was Calasanz's prestige that he was even asked by the Ottoman Empire to set up schools there, a request which he could not, to his regret, fulfill, due to a lack of teachers. He organized and systematized a method of educating primary school pupils through progressive levels or cycles, a system of vocational training, and a system of public secondary education. In an era when no one else was interested in public education, Calasanz managed to set up schools with a highly complex structure. He was concerned with physical education and hygiene. He addressed the subject in various documents and requested school directors to monitor children's health. Calasanz taught his students to read both in Latin and in the vernacular. While maintaining the study of Latin, he was a strong defender of vernacular languages, and had textbooks, including those used for