there is no place in the world where higher ideals are set before young men, or where there are more forces which, by interesting them in good things, may drive out bad ones; but it is also true, and must be constantly borne in mind, that the step from school to college or from home to college is often the first step into the world. In a large collegiate school, such as Exeter or Andover, the boys get the same kind of temptation and the same kind of discipline that other boys get in college; but for most boys college has in the beginning, at any rate — certain peculiar temptations. Wherever hundreds or thousands of young men are together, with their first responsibility for money, and in their first entrance to the world, vice is almost thrown at them. In a modern college, moreover, a student has much more freedom as to his time in general, and his evenings in particular, than at home or at school; and the remoteness of the work which

by and by he must do in the world, and the uncertainty what it is to be, may prevent him from seeing the relation between industry now and success in later life. A boy who goes into an office may have his evenings free, and may have all sorts of temptations; but he must go to a certain place at a certain time and at a pretty early time in the morning-or something happens. By evening his work may have made him healthily tired; and he knows that his advancement in business-and perhaps his whole career-will depend on the faithfulness and the eagerness with which he does the work immediately before him. All this the ordinary college boy does not see. He is bewildered, even by the good opportunities which are set before him, not one tenth part of which he has time to use. Now this bewilderment demands in the college officers who meet him no end of sympathy, along with a certain sternness of resolution.

I have spoken of the larger side of discipline. Noise in dormitories, and pranks too puerile for college students, should seldom be treated as grave offences. If possible, a student should be taught to see their puerility. Now and then, discipline may require the removal of a youth prominently engaged in them; but a sharp line should be drawn be tween such offences and dishonesty or vice or persistent loafing, or what Professor Shaler has called "miscellaneous worthlessness."

In all relations with students school and college officers should, as I have implied, be as open as they can be without violating the confidence of other men. In particular, no school or college officer should refuse to be open from the notion that openness means loss of dignity. Dignity is most easily lost by him who thinks too much about it; nor is the dignity of any two men alike. President Eliot's, for example, differs materially

from President Roosevelt's; and we can hardly imagine their swapping: but each of these gentlemen has in his own way extraordinary power over men. In one important school the headmaster, a man of forty or more, is the right fielder of the baseball team; and the masters, in general, are intimate friends and playmates of the boys, who do not hesitate in play hours to call them by nicknames to their faces. This state of things would not do for every school; yet I know no school whose pupils come to college with more courteous manners. Again, it is never in any school or college undignified for a teacher to explain any act of his that for a boy seems to need explanation. If in his explanation he reaches a point where he must betray other people or stop, he need only say, "I am sorry, but I have no right to go further." Again, it is never undignified for a teacher to say in the class-room, "I do not know;" and many a teacher loses the respect of

his pupils from unwillingness to admit that he is fallible.

The cultivation of openness on both sides is closely connected with what seems the slowness of some reforms in our larger colleges. A slow reform is much better than an evaded or violated prohibition; and the choice is often between these two. The policy of Harvard University, for example, is to test everything by daylight. Instead of forbidding certain initiation practices, which it believes to be foolish and occasionally cruel, but which it knows no power could stop if the societies were secret societies, it does all it can to lead the societies into publicity, so that even the initiations may stand public scrutiny. Public opinion has already, in the better colleges, suppressed hazing. The authorities can seldom suppress it: they can merely clean up afterward; and often they may send away the wrong men.

As an example of open relation be- .