284 The A inei'K'd II (ieoluyist. Nuvcinix-r, ih% 
objection i.^ sound, if tlie cour^;e is in coinpelent liancls. Tlie 
professor of eacii brimel) unquestionably knows wluit subjects. 
H student must have mastered in order to profit from ins own 
instruction, lu'nce if lie rigidly demands these, his students 
must neeessaril}^ have received a systematic and thorougli 
training in everything having a real bearing on an_y worlc 
they elect to take III). Strict observance of the sequence of 
studies will with mathematical certainty force each student 
to go thoroughly over every subject ])reparator3^ to every 
other subject elected, hence a disorganized course becomes 
impossible. It thus appears that by this system, depth is iu)t 
sacrificed but rather increased. 
Lack of comprehensiveness is easily and eli'ectively guarded 
a<>-ainst by demanding for graduation as many courses as a 
wood student can successfully carry in the time usually avail- 
able for a college course. Indeed, if the natural sequejice of 
studies be rigidly observed, it is advantageous and perfectly 
feasible to throw down the artificial barriers that have grown 
up between the different branches of engineering and thereby 
allow the students to enter upon a general engineering train- 
ing, without any sacrifice of thorough work, or any friction 
between various departments. Students could select courses 
in harmony with their dispositions and abilities; the differ- 
entiation would take place naturally. While the degree 
would not mean that all had taken the same studies, it would 
mean that every study taken had been prosecuted with suc- 
cess. Further, it would mean that the student has received a 
better training for his life work than can be given under any 
rigid or optional system. Quality, not <|uantity, is the dis- 
tinguishing feature of this plan. 
There is no reason whatever why the elective system should 
be confined to engineering colleges alone of professional in- 
stitutions. If the sequence of studies, which is to the elect- 
ive system what the keystone is to the arch, is rigidly ob- 
served the system could with advantage be introduced into 
law. medical, theological, or other professional colleges. 
/ V The Elective System clearly .shows i/p inferior Teachiiuj, 
superftnovs Subjects and incompetent Professors. 
As each professor rigidly demands proficiency in all branches 
preparatory to his subjects, every student in a class must in 
