COLLEGE CONDITIONS 403 



because they were to be used. Those languages were, so to say, the 

 vernacular in divinity schools. The writer's grandfather was accus- 

 tomed to assign a lesson of twenty or thirty pages for discussion on the 

 next day, and the students were expected to discuss the theology, not the 

 Latin construction. One can not repeat too often or too emphatically 

 that Latin and Greek were the all-important elements of the curriculum 

 because they were to be utilized, just as arithmetic has its place in 

 primary instruction. The incessant chatter, which one hears now, about 

 the intellectual strength gained by study of the classics would have ex- 

 cited derision on all sides in those days. When Latin and Greek lost 

 their utility, American colleges should have seized the opportunity to re- 

 model the curriculum throughout; but the opportunity was neglected 

 and the curriculum became a series of compromises between the old and 

 the new, developing at length into aimless election or narrowing groups, 

 the one encouraging shiftlessness, the other tending to weaken the 

 reasoning power. College officials were roused to indignation several 

 years ago by criticisms offered by two prominent business men ; the out- 

 bursts in some instances were so violent that one might suppose that 

 these philistines had invaded a holy of holies. But one must be judicial. 

 Much of what those critics said is inaccurate, having been accepted on 

 information and belief; but that which they stated as of their own 

 knowledge was true and is true — and too many of the statements were 

 made as of their own knowledge. Every college professor, whose ob- 

 servations extend beyond the walls of his classroom, knows that the 

 criticisms contain only too much that is true. The aimlessness of broad 

 election and the narrowness of groups are destructive. 



The able president of one of the best American colleges is reported 

 to have said : 



A college is an institution where young men and young women study great 

 subjects under broad teachers in a liberty which is not license, and a leisure 

 which is not idleness — with unselfish participation in a common life, and an 

 intense devotion to minor groups within the larger body, and special interests 

 inside the general aim; conscious that they are watched by friendly eyes, too 

 kind to take unfair advantage of their weakness, yet too keen to be deceived. 



The concluding phrase, "yet too keen to be deceived," must have 

 been penned by one who has forgotten his student days. It will be read 

 with delight by college graduates and will give new sense of security to 

 undergraduates. This example of admirable English and inspired 

 imagination has been of much service to canvassers for so-called col- 

 leges and has received more than favorable comment in several ad- 

 dresses. It has been the theme of many a commencement oration and 

 has given zest to many a baccalaureate sermon. But, as presented by its 

 author, it is defective. If he had said the " ideal college," no exception 

 could be taken to the statement; it would be absolutelv correct. But 



