it is like a rule in grammar, and they are quite prepared to find it followed by a list of exceptions. They very often lack vigor and force in thinking. They either accept authority too submissively, if the notion which is presented does not clash with any notions they had received before, or if they argue, they do so on points of dialectical ingenuity. They do not join issue closely and directly, and things do not fall into order and range in their minds. They seem to be quite contented to take things and hold them in a jumble. It is rare to find one who has scholarship enough to look up a historical or biographical reference. It is generally assumed by them that if "no lesson has been given out" they have nothing to do. One of the most peculiar notions is that a "lecture" has no such importance as a "recitation"; that to cut the former is of no consequence, but that to cut the latter is serious. In short, the habits and traditions in which men have been trained when they reach senior year in college are such that they are yet boys in responsibility, and, although they are very manly and independent in many respects, they are dependent and unmanly in their methods of study, in their conceptions of duty, in their scholarship, and in their code of conduct in all that effects the institution. It has been claimed for the classics that they give guidance for conduct. This is, to me, the most amazing claim of all, for, in my experience and observation, the most marked fact about classical culture is that it gives no guidance in conduct at all.
In contrast with what I have stated, it is most important to notice that, in every class, men distinguish themselves in political economy who have been very poor scholars in the classics and have lost whatever mental drill a classical training might have given.
