determine both his serious pursuits and his refined pleasures. The natural preferences of pupils during the stage of secondary education should, therefore, be heeded, not thwarted. There is no other effective way to cultivate the babit of 'working against the grain' in the only sense in which such work is wise. It is no argument to say that generations of men have been trained to work against the grain under rigidly prescribed programs of study. The sufficient reply to such an argument is already contained in what has been said about the relative effect of extraneous motives in youth and in adult life. It may be added, therefore, that this capacity where it exists has been developed in spite of, not because of, the rigid prescription of studies.
Of course, nothing that has been said applies to shirking. The shirk deserves no concessions, and should have no mercy. What the pupil has chosen to do, both the home and the school must insist that he shall do.
The question about elective studies is, accordingly, not 'shall we recognize electives?' That question has been answered in the affirmative. The question is, 'What is the wisest administration of electives in secondary education?' While each school is seeking the answer to this question in its own way, there is substantial agreement on one point: namely, that there should be restriction on the pupil's freedom to choose his own curriculum of studies. But opinions vary widely as to what these restrictions shall be, and how they shall be administered. I hold that these restrictions should be as few as are consistent with his permanent welfare. To prevent the harm which might result from the pupil's ignorance and immaturity—to guard against the possibility of the pupil's cutting himself off from an illuminating acquaintance with nature and her ways on the one hand, and the historical culture of the race, as embodied in books, social institutions and art, on the other, some of the secondary school pupil's work must be prescribed. To insure that training in choice that was emphasized a moment ago, and the best possible preparation for complete living in the fullest sense of the term, a considerable part of the instruction should be offered without other restrictions than those of sequence and amount. The fundamental questions are, of course, what studies shall we prescribe for all pupils, and when shall we permit a pupil to •discontinue a study once undertaken?
The experience of teachers who have worked under both prescribed and elective systems seems to point conclusively to the fact that no study, however highly esteemed by parents or teachers, will be a real influence in the pupil's development, and so contribute to his future usefulness and happiness in any important way, unless it is, in some degree at least, intrinsically interesting to him. Hence, no pupil should be required to pursue a study after it is clear that it does not
