Martial, the Metamorphoses of Ovid and the philosophical writings of Cicero, such as De Officiis, Cato Major and Laelius. The text was revised for school use, supplied with footnotes and sometimes a paraphrase, all in Latin. These expurgated editions were frequently reissued well into the 19th century, both in France and other countries. Jouvancy's Institutiones poeticae, published in 1718 and often reprinted, was another work intended for use in teaching. A number of editions also appeared of his Novus apparatus graeco-latinus, cum interpretatione gallica. This work, based on Isocrates, Demosthenes, and the leading Greek authors, was intended to encourage the cultivation of the mother tongue, as well as the study of the two classical languages. Jouvancy also delivered many orations and eulogies, for example on Louis XIV, his family, and his government, on the churches of Paris and the French nation. These were published in two volumes and from 1701 frequently reprinted. A work of special importance was Jouvancy's Christianis litterarum magistris de ratione discendi et docendi (Paris, 1691). In 1696 he was commissioned by the Fourteenth Congregation of the Jesuits to adapt this work as a guide and method for the classical studies of the members of the Society. After careful examination of the manuscript by a commission of the order, it was published in Florence in 1703 as an official textbook under the title: Magistris scholarum inferiorum Societatis Jesu de ratione discendi et docendi. This edition was the basis of all later ones. In this pioneer work Jouvancy took the first steps in the method for the study of philology which was developed by the great investigators of antiquity of the nineteenth century at the German universities. It stated that Latin was to be the central point of instruction. The art of the teacher was separated into two main divisions: by the example of his own piety and virtue the teacher is to lead the pupil to the knowledge and service of the Creator; he is to bring the pupil to apply himself to his actual studies by fear of humiliation and an honorable spirit of competition. The principles of the De ratione discendi et docendi were used as a standard in all the German Jesuit colleges. After he was called to Rome, Jouvancy labored on the second half of the fifth part of the history of the Society, which embraced the period 1591-1616. The work was forbidden