Original thinking wanted.-G. Stanley Hall: I would rather have a boy who has but little training in college attempt to add something to the world's knowledge than to attempt to attain a high state of learning.

What the young should know in advance and realize.-William James, professor Harvard University: Attention and effort are, as we shall see later, but two names for the same psychic fact. To what brain processes they correspond we do not know. The strongest reason for believing that they do depend on brain processes at all and are not pure acts of the spirit is just this fact, that they seem in some degree subject to the law of habit, which is a material law. As a final practical maxim relative to these habits of the law we may then offer something like this: Keep the faculty of effort alive in you by a little gratuitous exercise overy day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh it may find you not unnerved and untrained to stand the test. Asceticism of this sort is like the insurance which a man pays on his house and goods. The tax does him no good at the time and possibly may never bring him a return. But if the fire does come his having paid it will be his salvation from ruin. So with the man who has daily inured himself to habits of concentrated attention, energetic volition, and self-denial in unnecessary things. He will stand like a tower when everything rocks around him and when his softer fellow-mortals are winnowed like chaff in the blast.

The physiological study of mental conditions is thus the most powerful ally of hortatory ethics. The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves in this world by habitually fashioning our characters in the wrong way. Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our own fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar. The drunken Rip Van Winkle, in Jefferson's play, excuses himself for every fresh dereliction by saying, "I won't count this time." Well! he may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his nerve cells and fibers the molecules are counting it, registering and storing it up to be used against him when the next temptation comes. Nothing we ever do so is, in strict scientific literalness, wiped out. Of course this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work. Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keeps faithfully busy each hour of the working day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning to find himself one of the competent ones of his generation in whatever pursuit he may have singled out. Silently, between all the details of his business, the power of judging in all that class of matter will have built itself up within him as a possession that will never pass away. Young people should know this truth in advance. The ignorance of it has probably engendered more discouragement and faint-heartedness in youths embarking on arduous careers than all other causes put together.

What every boy is entitled to know.-President D. C. Gilman in the Cosmopolitan: Until he reaches maturity every boy requires positive guidance from those who have had a longer experience in the ways of the world. It is always cruel, and it may be criminal, to allow a youth to experiment for himself upon conductto say that he must sow his own wild oats, that experience is the best teacher, that he must choose his own course. Every boy is entitled to know what older persons have discovered of the laws of conduct, and to receive restraint, caution, and warning until his eyes have been opened and his power of judgment developed. Nobody questions that he ought to be taught the laws of health, of diet, of poisons, of climate, or the laws that protect his person and his property; and it is surprising that anybody should question his right to initiation, by stringent discipline, into the laws of intellectual and moral well being. Every boy, whether he wishes it or not, should be trained. Yet the contrary doctrine is covertly hel, if not openly avowed, by many a tender mother and by many a generous father. Note the autobiography of John Stuart Mill.

Too intense introspection not wanted.-President Gilman (Ib.): The influence of modern psycho-physiological inquiries upon the coming generations is still undetermined. The good that is aimed at may perhaps surpass the evil that is

done. Certainly, in these days when morbid self-consciousness, extreme sensi tiveness, bashfulness, shyness, and timidity are so frequently apparent, the wise parent, the wise teacher will hesitate before encouraging in his own family or his own school too intense and too prolonged introspection. Give the boys plenty of open air, and when they can not have this, encourage within-doors exercise in handcraft, the use of tools, and knowledge of the book of sports, not to the exclusion of other studies, but as collateral security that the mind and the body shall be simultaneously developed.

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Healthy, out-of-door lives, directed toward objects of enjoyment, of observation, of sport, of acquisition, are better for boys than exclusive devotion to books, and especially than habits of introspection, self-examination, casuistry, journal writing.

Home and school training contrusted.-James P. Munroe, in the Educational Review: The home and the school are two wholly different forces brought to bear upon the growing child. Each has its proper sphere, and the methods of the one have no place in the system of the other. Judiciously exerted, one supplementing the other, these two influences should produce patriotic, moral, wellbalanced citizens. No argument is needed to prove the unfitness of school methods to home training; there should be no need of proof that home methods have little or no place in the school. The child whose parents treat him from the standpoint of the pedagogue is a pitiful creature, starved morally, surfeited mentally. A child who has been trained in a" home" school, by methods which have no right beyond the walls of a house, is even less well fitted for good citizenship. Home training should be always indirect, persuasive; school training direct, authoritative. Home must be suggestive; school training, mandatory. Home training should be mainly by example; school training by fact and precept. Home training must leave free play to the child's mental growth; school training must prune and control that growth. The home fits the child to be a man, the school prepares him to be citizen; one is natural, common to humanity, the other artificial, peculiar to the state. It is seldom that the proper combination of these two elements is reached. * The right moral training tempers love with duty and duty with love. This moral training can be perfected only within the home. School life is but a mental gymnasium in which to make the child receptive and acquisitive.

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To be preferred to any sort of learning.-Locke: Under whose care soever a child is put to be taught during the tender and flexible years of his life, this is certain, it should be one who thinks Latin and languages the least part of education; one who, knowing how much virtue and a well-tempered soul is to be preferred to any sort of learning or language, makes it his chief business to form the mind of his scholars and give that a right disposition, which if once got, though all the rest should be neglected, would in due time produce all the rest; and which, if it be not got and settled so as to keep out ill and vicious habits, languages and sciences and all the other accomplishments of education will be to no purpose but to make the worse and more dangerous man.

The great end of all teaching.-Tate's Philosophy of Education: Without losing sight of the importance of practical knowledge, especially at the later stages of elementary instruction, the truly enlightened educator will ever regard the development of the faculties as the great end of all his teaching; but from the various useful matters of instruction he will always select that which is best calculated to secure this end, and his mode or system of teaching will always have a reference to the same great end. The question with him will not be, Have I conveyed the greatest amount of technical knowledge in the least time? Have I engrafted the ideas of the man upon the mind of the boy? but it will rather be, Have I awakened any element of intellectual or moral vitality which had hitherto lain dormant? Have I invigorated or purified any faculty which had hitherto existed in a feeble or in an imperfect state of development? And has all this been attained with a due regard to the future pursuits and destiny of the pupil?

As to self-education.—Charles A. Dana: The worst school that a man can be sent to (and the worst of all it is for a man of genius) is what is called a selfeducation. There is no greater misfortune for a man of extraordinary talent than to be educated by himself, because he has of necessity a very poor schoolmaster. There is nothing more advantageous to an able youth than to be thrown into contact with other youths in the conflict of study and in the struggle for superiority in the school and in the college.

V.-HIGHER EDUCATION.

College-bred men in the business world.-Andrew Carnegie: The total absonce of the college graduate in every department of affairs should be deeply weighed. I have inquired and searched everywhere in all quarters, but find scarcely a trace of him. Nor is this surprising. The prize-takers have too many years the start of the graduate; they have entered for the race invariably in their teens-in the most valuable of all the years for learning anything-from 14 to 20. While the college student has been learning a little about the barbarous and petty squabbles of a far-distant past, or trying to master languages which are dead, such knowledge as seems adapted for life upon another planet than this as far as business affairs are concerned, the future captain of industry is hotly engaged in the school of experience, obtaining the very knowledge required for his future triumphs. I do not speak of the effect of college education upon young men training for the learned professions; but the almost total absence of the graduate from high position in the business world seems to justify the conclusion that college education as it exists is fatal to success in that domain. The graduate has not the slightest chance, entering at 20, against the boy who swept the office, or who begins as shipping clerk at 14. The facts prove this. Henry Clews: I have given it some thought, and my conclusions are the result of experience. I might say in beginning that I do not employ college men in my banking office. None need apply. I don't want them, for I think they have been spoiled for business life.

After spending several of the best years, the years when the mind is most active and most open to impression, in learning a lot of things which are utterly useless for business, they come to the cities to make their way in the world. They are perfectly ignorant of business methods. Their whole education has tended to shut their minds to knowledge of this kind. While they have been at college other men have been in the business offices, have begun at the bottom and have worked up, learning all the details, getting that knowledge which can not be set down in books.

Now, the college graduate is not willing to begin at the bottom. He looks down on the humble place which he is fitted to fill. And, indeed, he looks down on all business as dull and unattractive. He wants a place such as his education and his years seem to command. This place he can not get, for he has as yet the A, B, C's of business to acquire.

And even if he does bring himself to accept the place, which he must accept if he would have any measure of success, he does not utilize it in a way to advance. His thoughts are not with his business, but with his books, literature, philosophy, Latin. Now, no man can approach the exacting business life in this half-hearted way. Business requires the undivided mind.

Winthrop D. Sheldon, in the New Englander and Yale Review: It is not less education, but more and better, that is needed in business life, an education that is so all-around as to give a larger success than the mere accumulation of a fortune. Hitherto such have been the unexampled opportunities for fortune-making, always to be found in a new and undeveloped country, that multitudes of men have stumbled" into wealth, not because of any special capacity of their own superior to that of their neighbors, but by some happy accident. The attainment of riches by no means proves that a man possesses superior ability in any large sense of the term. Indeed, it has been well said that very often the rich man in a community is conspicuously stupid, ignorant, and narrow-minded outside of his special sphere. This is the natural result of a lifetime's “moneygrubbing," when all of a man's thoughts and energies are concentrated upon the one object of making money for money's sake. If it be true that comparatively few of the college-educated win a great fortune, it is doubtless due in great measure to the fact, which is much to their credit, that such men have too many and diversified intellectual interests to be able or willing to turn themselves into mere money-making machines. Thereby the community at large is greatly the gainer and its common life is preserved from becoming mercenary and sordid. * * *

Does it not involve a serious impeachment of the standards of business capacity to maintain that a youth of 14, who goes at once into a store, his mental powers as yet comparatively undisciplined, and spends the next few years in

The other extracts upon this subject given in this connection were compiled by Mr. Sheldon in illustration of his argument in the New Englander. Most of them appeared originally in the New York Tribune in reply to Mr. Carnegie's assertion.

sweeping it out, running of errands, and tying up bundles, is more likely to achieve a pronounced business success than the college graduate, who meanwhile has been schooling himself to accurate thinking, cultivating his powers of observation and reflection, storing his mind with a wide range of knowledge and bringing it into permanent relation with those things which adorn and dignify our lives and make them really worth the living? The education of the store and the counting room or the shop, exceedingly valuable in its way, is in the comparison essentially narrow in its scope; and, narrow and narrowing, it is going on during the very years when the question is being determined in the case of most persons whether their future life is to be of a narrow or of a broad gauge pattern. The great mass of business men are men of mere routine; they are made such by their lack of a thorough general education and by the narrow lines of their early training, and the trend of their lives is to confine them in this mental bias. The man who brings to the routine of his work a broadly trained intelligence will be worth in the long run a great deal more than he who for lack of such intelligence is a slave to routine.

President Seth Low, of Columbia College (who has been himself a business man): While it is harder for a college graduate to get started in business than for one who enters it as a boy, in five years from the time he does start, other things being equal, the college graduate will be the peer in business of his friend who began as a boy, and while equally successful in business he will fill a much larger place in the community than the one-sided man can ever hope to fill.

James W. Alexander, a Princeton graduate and vice-president of the Equitable Life Assurance Society of New York: However it may be with the boy whose talents, temperament, and environments are such as to limit his prospects and ambition to a life of physical labor in a subordinate capacity, who can doubt that the boy who has within him the germ of some future master in affairs will be all the more of a leader by reason of a thorough college education and even that he will outstrip in the mere matter of time the boy whose only training was sweeping the shop or adding up columns of figures at a desk? It is the suc cessful men we are talking about. And when the shop-bred boy reaches the high station to which his abstention from college education has assisted him, does it require argument to prove that he would be a more useful, a more influential, a more attractive man if he could have added to and combined with his industrial training that knowledge, science, literature, and philosophy to the mastering of which the college is the open door?

Mr. Charles L. Colby, a graduate of Brown University and president of the Wisconsin Central Railroad: I admit a man may succeed in banking or business without an education, but I earnestly believe that if two men of equal ability start together in the race, one an educated man and the other without college training, the college man will win every time in the long run. Machinery and methods are constantly changing. The uneducated do not readily comprehend them and must be instructed step by step. The more a man is educated, the more readily he adapts himself to these sudden changes in business methods. When it comes to the scientific, technical, brain requirements of a calling, the college man moves easily ahead.

Mr. Daniel Heald, a Yale graduate and president of the Home Insurance Company of New York: I believe the success I may have attained in the world is directly due to my college training. I there acquired system, analysis, and methods of thought that have been of inestimable value in life. If nature has given a man fair talent education will make better a man of him and positively aid him in his daily work. Suppose a boy is going into any manufacturing business-making pumps, for example. Give him an education. He will make better pumps because of it. Strip the rich, uneducated man of his wealth and what is left? What we want in American life is the ripe, well-rounded man of affairs. Gen. Brayton Ives, a Yale graduate: Given a boy with a natural aptitude for business, his college training, particularly in methods of thought, will afterward be of such practical aid as more than to offset the loss of those years in business. Observe that learning how to learn is the summarized advantage of a college training; that is, it is the discipline which the boy obtains at college that en ables him to learn after he leaves college and learn more rapidly, readily, and intelligently than his uneducated competitors. I can trace every step in my own career to the influence of my college course, and as every man can, of course. speak best of his own life, it is not egotistical to be personal. I was graduated from Yale in 1861, entered the Army, and instantly found my training of the utmost benefit. Being accustomed to study, I mastered the tactics more easily and in less time than was required by men whose minds had not been trained.

This enabled me to compete with men who had been there much longer than I and was the cause of much more rapid promotion than I could have gained otherwise. All the progress I have since made in civil life, including that of my present occupation-banking-is directly traceable to the special advantages afforded by my education. A man of ability educated is better, no matter where he may be placed, than a man of ability uneducated.

Chauncey M. Depew, a Yale graduate: Have the eight years passed in the preparatory school and the university, acquiring many things which would be useless in the factory or store, been thrown away? My observation leads me to directly the contrary opinion. The college-bred man, under equal conditions of capacity and health, has a trained intellect, a disciplined mind, a store of information, and a breadth of grasp, with the fearlessness which it entails, that enable him to catch up with and pass his rival. Hundreds of college graduates within the last five years have begun in the various departments of railway work at the bottom. They were firing on the locomotives, working in the machine shops, switching in the yards, keeping books in the treasurer's office, serving in the freight and passenger departments, and my observation of them for this period has demonstrated the value of a college education. It used to be a popular theory that strong men who had won great places in the business world would have been ruined if they had been educated. The better belief is that on account of genius and special capacity they succeeded in spite of their disadvantages. It is the old question of the trained boxer, runner, athlete, debater, soldier, as against unskilled strength and courage. Whatever the popular delusions, in the trials there never has been but one result.

Winthrop D. Sheldon: Mr. Carnegie must have been gazing at the mountains and craters of the moon, inquiring and searching there, when he asserted the "total absence of the college graduate in every department of affairs." Had he taken pains to look about him he would have found successful college-bred men of business almost under the eaves of his factory in Pittsburg itself. If inquiry were to be made every important commercial or manufacturing center would furnish some conspicuous examples of the college man of affairs. Mr. James W. Alexander, from whom we have already quoted, reënforced his views with a list of 65 college graduates prominent in business circles and selected at random, mostly from New York and vicinity, and other names almost if not equally as significant will occur to every observant person. From an analysis of the list we notice that there are 15 railroad officials, including, besides vice-presidents and general managers, 6 presidents, among them Chauncey M. Depew, of the New York Central system; Charles Francis Adams, of the Union Pacific; Austin Corbin, of the Philadelphia and Reading, recently chosen president of the New York and New England; and to these we may add the late Frederick Billings, at one time president of the Northern Pacific; the late Levi C. Wade, of the Mexican Central, and Presidents Bishop and Watrous, of the New York and New Haven Railroad. There are also 18 bankers, including a number of bank presidents, 10 manufacturers, 10 merchants, 7 heads of prominent trust and insurance companies, and 5 heads of leading publishing houses. Certainly neither the late Alexander T. Stewart, the prince among dry-goods merchants, nor the late John Jacob Astor, who had the reputation of being an excellent business man, found the education which they obtained, respectively at Dublin University and Columbia College, any impediment whatever in the way of their success. It is said of the former that he retained his interest in his college studies to the latest years of his life.

Mr. Sheldon sums up as follows: The great mass of those who enter the various occupations of the business world could not, if they would, receive a college education. Most of them would not improve the opportunity if they had it, and it would be of no advantage to most, because they are not fitted to profit by it. But the youth who can have such an education, and is fitted to profit by it, is on no account justified in rejecting the opportunity for fear it will incapacitate him for a successful business career. Let him get all the education he can, in the full assurance that he will be more of a man, and therefore, more of a business man; not a man of an affair, but a man of affairs. For what men are in any one phase or province of their lives is largely determined by what they are in every other. No part of the individual life can escape the uplift which a thorough education gives to the entire being. And the young graduate who decides to set his face towards a business career has no occasion to look upon the four years of his college life as thrown away or to feel that he is handicapped in the race for success. It is not necessary for him to begin where the boy of fourteen begins, whose age and lack of training unfit him for anything higher than plying the broom and