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306 harm than good, "were it to lead to a shortening or to a commercializing of general school education, or were it to dispose us to ignore the supreme importance of securing that the teaching of the commercial subjects themselves shall be so directed as to arouse and stimulate the faculties no less than to inform the memory of the learner."

Long before this, Arnold had spoken in similar terms: "It is no wisdom to make boys prodigies of information, but it is our wisdom and our duty to cultivate their faculties, each in its season, first the memory and the imagination, and then the judgment, to furnish them with the means and to excite the desire of improving themselves." The most enlightened and experienced German educators insist on this point as strongly as any of those whose authority is cited above. It is needless to point out the fact that these writers clearly and strikingly express the same opinion about the intellectual scope of education as the Jesuits, namely, that real education does not consist in merely imparting information, but in training the mental faculties, in the efformatio ingenii, as the General of the Society called it in 1893.

In this country the question about the intellectual scope of education is closely connected with the other most important question: What is the function