is given too often by one whose profession is along that line and the student is apt to think that it is only business, any way. But at best, instruction in morals conies to only too little, as one may see in professional schools. In those, the whole training from the very beginning tends to enforce the doctrine that a keen sense of honor is essential in professional life, yet one finds that in all professions—without any exception whatever—there is too great evidence that training in this respect has done little to overcome the natural tendency of mankind. Unless the surroundings, whence the student has come or amid which he lives, are such as to strengthen the moral tone, the man is likely to gain little in college, while the many special and unavoidable temptations of college life increase the danger of losing much that he already had.
There is need of notable changes in college affairs.
The waste of time in preparation for entrance is prodigal. The requirements for admission to the classical course in New York state when the writer entered college in 1858 were practically the same as now in Latin and Greek; there have been added almost a year of mathematics and, nominally, three years in English. The word nominally is used advisedly. The modern requirements are arranged with great show of importance and consist of study of some examples of fine writing; but they are a wretched substitute for the severe drill in the use of English, which was an important work in all private schools. The average city boy in the 50's, beginning systematic study when eight years old, usually completed preparation for college when he was fifteen and very many times when fourteen; it was believed at that time that the preparatory schools had attained the limit in the way of lengthening the period, and it was recognized that an ordinary boy could complete preparation by the time he was thirteen, without any strain on his health or interference with recreation. The now prevailing anxiety for the health of pupils, the craze for "short lessons well prepared" and the desire for continuing receipt of tuition fees have added unnecessarily three years for preparation. The padding of high and grammar school courses with unessentials to the utter neglect of such essentials as reading, spelling and the proper use of the English language may be justified by the necessity for holding pupils as long as possible to provide opportunity for more teachers of the higher grades, but it is not justified by the product. Boys are not so well trained at eighteen as they were fifty years ago at fourteen. They do not think, they do not know how to think; the modern method seems intended to prevent all necessity for mental exertion and the text-books are as easy as padded crutches. The mental drill which should be given to the youthful pupil has to be given in the freshman class at college. The college authorities should demand less in mass but more
