I shall be asked whether I attribute the facts which I have mentioned about the mental habits of students to the study of the classics. Evidently many of them are attributable to a system of school discipline continued until a too advanced age, and to a puerile system of discipline. Others are due to a text-book and recitation-with-marks system which breeds into a man unscholarly ideas and methods. But I affirm from my own experience and observation that the most serious of the mental faults and bad intellectual habits which I have described are caused by a training which is essentially literary, grammatical, and metaphysical. No doubt it is true that a large fraction of the men will shirk work; that they are slovenly in all their mental habits; that they will be as idle as they dare; that they seize gladly upon a chance to blame somebody else or "the system" for their own shortcomings. These facts, however, belong only to the imperfection of all things earthly. They are true; but if they are put forward as an excuse for routine and neglect on the part of university authorities, then those authorities simply lower themselves to the level of the bad students. A rigid discipline in prescribed tasks, with especial care for the dull scholars, is in place for youth up to a certain age, but in any good system of education the point must be judiciously chosen at which this system shall yield to a system of individual responsibility. The point at which this change should be made is certainly some years before the point at which young men become men by the laws of their country. That more responsibility would bring out more character is beyond question. The present method of prolonging tutelage and inculcating character by big doses of "moral science" is certainly a failure. I maintain that it is an impertinence for any authority whatever to withhold
