accepted belief extant, also, that the man who goes to college is likely in some way to have an easier time than the fellow who does not do so. No one seems to appreciate the fact that the man who secures an education is also sure to fall heir to pretty heavy responsibilities.
Now why should a boy go to college? Not to any large extent because other fellows are doing so, though of course, custom is not a thing to be wholly ignored even in following educational practices; not so much as most people think to acquire information or to acquaint oneself with facts, though the accumulation of facts is a necessary detail in any system of education. More than for anything else, one should go to college for the symmetrical training of the mind, for the learning of self-control, for the disciplining of all the faculties, for the development of ideals.
I studied calculus and conic sections while I was in college; I pored over Anglo Saxon texts, and spent a considerable time in the chemical laboratory working out experiments and developing formulas. Most of these things I have forgotten, and few if any of them have I had any occasion to use in the routine business which has engaged my attention since I left college. I do not for this reason, however, in any way underestimate the permanent value of these subjects to me. They developed my brain, they caused me to think, they helped me to draw conclusions quickly and gave me a broader
