d he applies them to things, measures methods. He is
able to discriminate and to feel the difference between the Parthenon
and the Madeleine, between a poem of Tennyson and one of Longfellow.
His moral nature is fine, as his intellectual is honest. He is filled
with reverence for truth, duty, righteousness. He is humble, for he
knows how great is truth, how imperative, duty. He is modest, for he
respects others. He is patient with others and with himself, for he
knows how unattainable is the right. He can be silent when in doubt.
He can speak alone when truth is unpopular. He is willing to lose his
voice in the "choir invisible" when it chants either the Miserere or
the Gloria in Excelsis. He is a man of proportion, of reality,
sincerity, honesty, justice, temperance--intellectual and ethical.

The college man is in peril of forgetting the worth of cultivation.
Knowledge should lead to cultivation, but, as in the case of securing
efficiency, the mind of the student may be so fixed upon processes as
to fail to recognize the importance of the result as manifest in the
cultivation of his whole being.

In the case of both efficiency and cultivation, the student is to
remember there is no substitute. Intellectual power cannot be
counterfeited. Any attempt, also, to secure a sham cultivation is
foreordained to failure.

IX

The student is also too prone to distinguish between academic morals
and human morals. As a student, he may crib in examination without
compunction. As a student, he too often feels it is right to deceive
his teacher. Students who are gentlemen and who would as soon cut
their own throats as steal your purse, will yet steal your office sign
or the pole of your barber. In such college outlawry he loses no sense
of self-respect, and in no degree the respect of his fellow students.
Let us confess at once that in what may be called academic immorals
there is usually no sense of malice. This condition does create a
distinct difference between academic and human ethics. Let the
distinction be given full credit. Yet, be it at once and firmly said,
a lie is a lie, and thieving is thieving. The blameworthiness may
differ in different cases, but there is always blameworthiness.

Be it also said the public does not usually recognize the distinction
which the student himself seeks to make. The public becomes justly
impatient with, and more or less indignant over, the horseplay, or
immoralities which stude