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316 college, in rhetoric, philosophy, Latin, Greek, and mathematics, to one who had frittered away four years in studying the French drama of the eighteenth century, a little music and similar branches." Again Dr. McCosh maintains "there should be required studies for all who pursue a full course for a degree, and the required studies should be disciplinary, affording true mental training. Such studies are English, Greek, Latin, German, French, history, mathematics and physical science."

The objections of the Jesuits to the extreme electivism are mainly two. The first is that they apprehend serious dangers for the intellectual training from this new system. As was said in the preceding chapter, the intellectual scope of the Jesuit system is a thorough general training of the mind. There are the gravest reasons to fear that this training can scarcely be expected from the elective system as practised in many schools. The second objection arises from the conviction that the moral training of the students will be injured if the choice of studies is to any great extent left to them, especially if they are allowed to change the branches which they find difficult and disagreeable. For, greatly as the Jesuits value the intellectual training of their pupils, they attach far greater importance to the moral training, to the training of the will and the development of character.

President Eliot implicitly asserts that the Jesuits, as upholders of prescribed courses, violate the sanctity of the individual's will-power. This is a serious charge. In answer to it we may first quote the words