the force of our society is against the weak and ineficient moods; the total pressure of our community makes powerfully for energy, virtue, and upward purpose. In the outside world," I said, "one rises alone; one sinks with the community. In the university world one who sinks, sinks alone; one who rises, rises with the community."
I tried to communicate my gratitude and enthusiasm about this idea to one of my more thoughtful colleagues. I regret to say that he did not catch fire. He did not feel my enthusiasm about the superiority of the university community. He met me with profound doubts and skepticism. He said, "No; you talk as if the University, as distinguished from your three men out hunting, had actually found an object. I doubt it. I should like to ask you," he said, "if you know what we are here for. Do you really know what we wish to teach our students? Do you know what kind of men and women are being formed by the pressure of this community? If we have an adequate educational mold, where is the educational product of the mold? What is the distinctive type of American character formed by the educational machinery of this generation? Is it a type that you are proud of? Has the type any marks by which it can be distinguished from the crowd who have not been subjected to the mold? Can you tell a college man from a man who hasn't been to college? We aren't getting anywhere with our education,
