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+The Project Gutenberg EBook of Letters from a Father to His Son Entering
+College, by Charles Franklin Thwing
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Letters from a Father to His Son Entering College
+
+Author: Charles Franklin Thwing
+
+Release Date: June 13, 2010 [EBook #32803]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LETTERS FROM A FATHER TO HIS SON ***
+
+
+
+
+Produced by Bryan Ness and the Online Distributed
+Proofreading Team at https://www.pgdp.net (This book was
+produced from scanned images of public domain material
+from the Google Print project.)
+
+
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+
+
+
+
+
+
+          LETTERS FROM A FATHER TO HIS SON ENTERING COLLEGE
+
+                                  BY
+
+                       CHARLES FRANKLIN THWING
+               President of Western Reserve University
+
+
+                               New York
+                         THE PLATT & PECK CO.
+
+
+                           Copyright, 1912
+                        By THE PLATT & PECK CO.
+
+
+
+
+PREFATORY NOTE.
+
+
+Parts of the letters that make up this little book were read to my
+own college boys at the opening of a college year. They represent
+somewhat, but of course only a bit, of what I believe many a father
+would like to say to his own son,--as I to mine,--when he is entering
+the most important year of his college life--the Freshman. Those who
+first heard them,--even though obliged to hear,--seemed to suffer them
+gladly. They are, therefore, brought together, and sent out to fathers
+and to sons, and with a peculiar feeling of sympathy for both the
+parent and the boy at one of the crises of the life of each.
+
+                                                          C. F. T.
+
+  Western Reserve University,
+    Cleveland.
+
+
+
+
+CONTENTS
+
+
+                                   PAGE
+     I Thought                        9
+    II The Essential Gentleman       22
+   III Health as an Asset            25
+    IV Appreciation                  29
+     V Scholarship                   31
+    VI The Intellectual Life         40
+   VII The Use of Time               43
+  VIII Culture                       53
+    IX College Morals                61
+     X Weakness of Character         65
+    XI The Genesis of Success        68
+   XII Religion                      91
+
+
+
+
+LETTERS FROM A FATHER TO HIS SON ENTERING COLLEGE
+
+
+My Dear Boy:--I am glad you want to go to college. Possibly I might
+send you even if you did not want to go, yet I doubt it. One may send
+a boy through college and the boy is sent through. None of the college
+is sent through him. But if you go, I am sure a good deal of the
+college will somehow get lodged in you.
+
+You will find a thousand and one things in college which are worth
+while. I wish you could have each of them, but you can not. You have
+to use the elective system, even in the Freshman year. The trouble is
+not that so few boys do not seem to know how to distinguish the good
+from the bad, but that so many boys do not know the better from the
+good and the best from the better. I have known thousands of college
+boys, and they do not seem to distinguish, or, if they do, they do not
+seem to be able to apply the gospel of difference.
+
+You won't think me imposing on you--will you?--if before entering
+college I tell you of some things which seem to me to be most worthy
+of your having and being on the day you get your A. B.
+
+The first thing I wish to say to you is that I want you to come out of
+the college a thinker. But how to make yourself a thinker is both hard
+to do and hard to tell. Yet, the one great way of making yourself a
+thinker is to think. Thinking is a practical art. It cannot be taught.
+It is learned by doing. Yet there are some subjects in the course
+which seem to me to be better fitted than others to teach you this
+art. I've been trying to find out what are some of the marks or
+characteristics of these subjects. They are, I believe, subjects which
+require concentration of thought; subjects which have clearness in
+their elements, yet which are comprehensive, which are complex,
+which are consecutive in their arrangements of parts, each part
+being closely, rigorously related to every other, which represent
+continuity, of which the different elements or parts may be prolonged
+unto far reaching consequences. Concentration in the thinker,
+clearness, comprehensiveness, complexedness, consecutiveness,
+continuity--there are the six big C's, which are marks of the subjects
+which tend to create the thinker.
+
+To attempt to apply each of these marks to many different subjects of
+the curriculum represents a long and unduly stupefying labor. Apply
+them for yourself. Different subjects have different worths for the
+students, but there are certain recognized values attached to each
+coin of the intellectual realm.
+
+Mathematics and pure physics eminently represent the larger part
+of these six elements which I have named. Mathematics demands
+concentration. Mathematics is, in a sense, the mind giving itself
+to certain abstract truths. What is X^2 but a form of the mind?
+Mathematics demands clearness of thinking and of statement.
+Without clearness mathematics is naught. It also represents
+comprehensiveness. The large field of its truth is pressed into
+its greater relationships. Mathematical truth is complex. Part
+is involved with part. It is consecutive. Part follows part in
+necessary order. It is also continuous. It represents a graded
+progress.
+
+It is, however, to be remembered that the reasoning of mathematics is
+unlike most reasoning which we usually employ. Mathematical reasoning
+is necessary. Most reasoning is not necessary. That two _plus_ two
+equal four is a truth about which people do not differ usually. But
+reasoning in economics, such as the protective tariff; reasoning in
+philosophy, such as the presence or absence of innate ideas; reasoning
+in history; is not absolute. I have even wondered how far Cambridge,
+standing for mathematics and the physical sciences, has helped to make
+men great. Oxford is said to be the mother of great movements, and it
+is. Here the Wesleyan movement, and the Tractarian movement and the
+Social movement, as seen in Toynbee Hall, had their origins. Cambridge
+is called the mother of great men. Is there any relation of cause and
+effect, at Cambridge, between its emphasis upon mathematics and the
+sciences and the great men whom she has helped to make?
+
+Logic is the subject of a course which embodies the six marks I have
+laid down. It demands these great elements in almost the same ways in
+which mathematics demands them. Logic, in a sense, might be called
+applied or incarnate mathematics. The man who wishes to be a thinker
+should be and is the master of logic.
+
+Language, too, represents almost one half of the course of the modern
+college, and it represented more than one half of the course of the
+older college. What merits has the study of language for making the
+thinker? The study of languages makes no special demand on the
+quality of concentration, but the study does demand and creates
+comprehensiveness and clearness. The study represents a complex
+process and requires analysis. The time-spirit has worked and still
+works in languages unto diverse and manifold forms. Languages are
+developed with a singular union of orderliness and disorderliness. The
+parts of a language are in some cases closely related. The Greek verb
+is the most highly developed linguistic product. It is built up with
+the delicacy and poise of a child's house of blocks, yet with the
+orderliness of a Greek temple. Each letter represents a different
+meaning. Augment, prefix, ending has its own significance. I asked a
+former Chinese minister to this country what taught him to think. His
+succinct answer was "Greek."
+
+In creating the thinker, the historical and social sciences have chief
+value in their complex relationships. Select any period of history
+pregnant with great results. For instance, select the efflorescence of
+the Greek people after the Persian wars. What were the causes of this
+vast advance? Take, for instance, the political and social condition
+prevalent for thirty years in America before the Civil War. What were
+the causes of this war? Or, take economic affairs--what are the
+reasons for and against a protective tariff? What are the limitations
+of such a tariff? Such conditions require comprehensive knowledge of
+complex matters. From such mastery the thinker results,--the thinker
+of consideration and considerateness. He can perceive a series of
+facts and the relation of each to each.
+
+The law of values of these different subjects in making the thinker,
+is that the subjects which demand hard thinking are most creative.
+Easy subjects, or hard subjects easily worked out, have little place
+in the making of a thinker. One must think hard to become a hard
+thinker. Subjects and methods which are hard create the inevitable
+result.
+
+Subjects which demand thinking only, however, sometimes are rather
+barren in result. One likes a certain content or concreteness in the
+thinking process. Abstract thinking sometimes seems like a balloon
+which has no connection with the earth. If a balloon is to be guided,
+it must be held down to _terra firma_. The ricksha men in Japan can
+run better if the carriage has a load. The bullet must have weight to
+go. A subject, therefore, which has content may quicken thinking and
+stimulate thoughtfulness.
+
+The thinker is not made, however, only by the subjects he studies. In
+this condition the teacher has his place, and especially the methods
+of teaching and the inspiring qualities of teaching which he
+represents, have value. The dead lift of the discipline of the mind is
+liable to be a deadening process. Every subject needs a man to
+vitalize it for the ordinary student. Every graduate recalls teachers
+of such strength. He holds them in unfading gratitude and often in
+deathless affection.
+
+
+
+
+II
+
+
+The second thing I want to say to you is that I want you to be a
+gentleman. How absurd it is for me to write that to you. Of course,
+you are, and, of course, you will be one. In the creation of the
+gentleman as well as of the thinker, the personal equation counts. In
+fact, it counts for more in the making of the gentleman. For in this
+making truth is less important than the personality. In the gentleman
+intellectual altruism and moral appreciativeness are large elements.
+One has to see and to understand the personal condition with which he
+deals. If he is dull, his conduct is as apt to give unhappiness as
+pleasure.
+
+In order to open the eyes of the heart, in order to create an
+intellectual conscientiousness, the study of great literatures must be
+assigned a high place. Constant and complex needs to be such study.
+Literature represents humanity. The humanities are humanity.
+Literature is style and style is the man. The gentleman as a product
+represents the homeopathic principle. The gentleman makes the
+gentleman. Certain colleges are distinguished by the type of gentleman
+which they create. It will usually be found, on observation or
+analysis, that colleges which are distinguished for the gracious
+conduct of their teachers toward their students are distinguished by
+the gracious bearing of their graduates.
+
+As a gentleman you will be a friend and will have friends. In this
+relation of friendship in its earlier stages there is no part of life
+in which it is more important for you to exercise the virtue and grace
+of reserve. Be in no haste to make friends. Friendships are growths,
+not manufactures. These growths, too, are like the elm and the oak,
+not like the willow. At this point lies all I want to say to you about
+joining a fraternity. If the men you want to be your intimate friends
+are members and ask you to join, accept. If the men you do not wish to
+be your intimate friends wish you to go with them, decline. Do not
+join for the sake of a blind pool membership. Such a membership is
+really a sort of social insincerity, a lie.
+
+
+
+
+III
+
+
+In the assessment of academic values, give a high place to sound
+health. The worth is so great that very slight may be the paragraph I
+write you. In the "Egoist," George Meredith says, "Health, wealth and
+beauty are three considerations to be sought for in a woman, who is to
+become the wife of Sir Willoughby." Wealth and beauty are quite as
+much out of ordinary results of the education of the American college
+as health should be among those results.
+
+One may be sick, and through sickness become a saint; one may be sick
+and through sickness become a sinner. But one cannot be sick and at
+the same time be as good a worker as he would be if he were not sick.
+Good workers the world needs, and, therefore, men of first-rate health
+the world needs. If one is to be a great worker, one must have great
+health. It is not for me to write as would a physician, but I may be
+allowed to say that in caring for health, one should not become
+self-conscious. Let me further suggest:--
+
+First--That you sleep eight hours.
+
+Second--Exercise at least a half an hour each day in the gymnasium.
+
+Third--Eat much of simple food; but not too much!
+
+Fourth--Don't worry.
+
+Fifth--Play ball much (base, foot, basket); but not too much!
+
+In a word, be a good animal.
+
+One of my old teachers once said to me after I was engaged in my
+work:--
+
+"I am sorry to see you looking so well."
+
+"Why?"
+
+"Because every man has to break down three times in life. I broke down
+three times; Professor Hitchcock broke down three times; every man
+must break down three times, and the earlier the breaks come, the
+better."
+
+There is no need of any man's breaking down, if he will observe with
+fair respect the laws of sleep, exercise and food.
+
+
+
+
+IV
+
+
+I also desire that you should be a man of scholarly sympathy and
+appreciation. I can hardly hope you will be a scholar. Yet you may.
+The scholar seldom emerges. If one out of each thousand students,
+entering the American college this year, should prove to be a scholar,
+the proportion is as large as one can hope for. For up to one in a
+thousand is as big a proportion as the world is prepared to accept.
+Yet it is to be hoped that you and that most men should have
+appreciation and sympathy with scholarship. You should know what
+scholarship means: in work as toilsomeness, in method as wisdom, in
+atmosphere as thoroughness and patience, in result as an addition to
+the stock of human knowledge. If you be a laborer in one field, you
+should not seek, and I know you will not seek, to discount the
+existence of other fields, or despise the laborers in those fields.
+If you become an engineer, you will not condemn the classicist as
+useless. If you are a Grecian, you will not despise the mechanical
+engineer as crass and coarse.
+
+One finds that the best men of any one field or calling are more
+inclined to recognize the eminence of the claims of other fields or
+callings. Smallness spells provincialism, and provincialism spells
+smallness. I have heard one of the greatest teachers of chemistry say
+that if he were to make a boy a professor of chemistry, he would,
+among other things, first teach him Greek.
+
+
+
+
+V
+
+
+The first principle of college life is the principle of doing one's
+duty. In your appreciation of scholarship, your first duty is to learn
+your lessons. I have known many college men who learned their lessons,
+who yet failed to get from the college all that they ought to get. But
+I have never known a man who failed to get his lessons, whatever else
+he may have got, to receive the full advantage of the course. The
+curriculum of every good college is the resultant of scores or of
+hundreds of years of reflection and of trial. It represents methods,
+content, purposes, which many teachers through many experiments of
+success and of failure have learned are the best forces for training
+mind and for forming character.
+
+But for the student to receive worthy advantage from these forces he
+is obliged to relate himself to them by hard intellectual attention
+and application. Sir Leslie Stephen says that the Cambridge teachers
+of his time were not given to enthusiasms, but preached common-sense,
+and common-sense said: "Stick to your triposes, grind at your mill,
+and don't set the universe in order till you have taken your
+bachelor's degree." The duty of the American college student is no
+less evident. He is to stick to his triposes. His triposes are his
+lessons. Among the greatest of all teachers was Louis Agassiz. A story
+has become classical as told by the distinguished naturalist, the late
+Dr. Samuel H. Scudder, regarding the methods of the great teacher with
+his students.
+
+In brief the story is that Mr. Scudder on going to Agassiz was told,
+"'Take this fish and look at it. We call it a Hæmulon. By and by I
+will ask you what you have seen.' ... In ten minutes I had seen all
+that could be seen in that fish.... Half an hour passed, an hour,
+another hour; the fish began to look loathsome. I turned it over and
+around; looked it in the face--ghastly!--from behind, beneath, above,
+sideways, at three-quarters view--just as ghastly. I was in despair.
+At an early hour I concluded that lunch was necessary; so, with
+infinite relief, the fish was carefully replaced in the jar, and for
+an hour I was free.
+
+"On my return I learned that Professor Agassiz had been at the Museum,
+but had gone, and would not return for several hours.... Slowly I drew
+forth that hideous fish, and, with a feeling of desperation, again
+looked at it. I might not use a magnifying glass; instruments of all
+kinds were interdicted. My two hands, my two eyes, and the fish; it
+seemed a most limited field.... At last a happy thought struck me--I
+would draw the fish; and now with surprise I began to discover new
+features in the creature....
+
+"He listened attentively to my brief rehearsal of the structure of
+parts whose names were still unknown to me.... When I had finished he
+waited, as if expecting more, and then, with an air of disappointment,
+'You have not looked very carefully; why,' he continued most
+earnestly, 'you haven't even seen one of the most conspicuous features
+of the animal, which is as plainly before your eyes as the animal
+itself. Look again! Look again!' and he left me to my misery.
+
+"I ventured to ask what I should do next.
+
+"'Oh, look at your fish,' he said, and left me again to my own
+devices. In a little more than an hour he returned and heard my new
+catalogue.
+
+"'That is good, that is good,' he repeated: 'but that is not all; go
+on.' And so for three long days he placed that fish before my eyes,
+forbidding me to look at anything else or use any artificial aid.
+'Look, look, look,' was his repeated injunction."
+
+Doctor Scudder says that this was the best entomological lesson he
+ever had, and a lesson of which the influence extended to the details
+of every subsequent study.
+
+It is the duty of the college student to look at his fish, to thumb
+his lexicon, to read his textbook, to study his notes, to think, and
+think hard, upon the truth therein presented. Of all the students in
+the world the Scotch represent this simple duty the best. The men at
+Edinburgh, Glasgow, St. Andrews and Aberdeen toil mightily.
+
+The duty of learning one's lessons is, in these times, opposed by at
+least two elements of college life. One is self-indulgence and the
+other is athletics. Self-indulgence is a general cause and constant.
+Athletics have in the last thirty years come to be a force more or
+less dominant. Athletics represent a mighty force for collegiate and
+human betterment. Football, which is _par excellence_ the college
+game, is an admirable method of training the man physical, the man
+intellectual and the man ethical. But football is not a college
+purpose; it is a college means. It is a means for the promotion of
+scholarship, for the formation of manhood. When football or other
+forms of college sport are turned from being a method and a means into
+being ends in themselves the misfortune is lamentable.
+
+At a recent Harvard commencement, Professor Shaler, than whom no man
+in Harvard was more vitally in touch with all undergraduate interests,
+spoke of the harm wrought upon many students through their absorption
+in athletics. It cannot be denied for an instant that many men are
+hurt by giving undue attention to sports. Of course many men are
+benefited, and, are benefited vastly, by athletics, but men who are
+harmed should at once be obliged to learn the lesson of learning their
+lessons. That is the chief lesson which they ought to learn.
+
+
+
+
+VI
+
+
+In the appreciation of scholarship is found the strain of intellectual
+humility. The scholar is more inclined to inquire than to affirm. He
+is more ready to ask "What do you think?" than to say "I know." He is
+remote from intellectual arrogance. Humility means greatness.
+Cockiness is a token of narrowness. The Socratic spirit of modesty is
+as true a manner of wisdom as it is an effective method of increasing
+wisdom. The man who has an opinion on all things, has no right to an
+opinion on any one.
+
+This intellectual sympathy and appreciation should take on esthetic
+relations. You should be a lover of beauty as well as of wisdom. Good
+books, good pictures, good music, good architecture, should be among
+your avocations. Read a piece of good literature every day. See a good
+picture or a good copy of one every day. Hear some good music every
+day. The chapel service may give it to you. And see a piece of good
+architecture every day. Some of the college buildings can give it.
+Alas! many do not. Such visions and hearings will soak into your
+manhood.
+
+All this is only saying lead the life intellectual. You should not
+only be a thinker, you should be thoughtful. You should be a man of
+large thoughtfulness. You should be prepared to interpret life and all
+phenomena in terms of the intellect. Many of our countrymen are
+intelligent. They know a great deal. They have gathered up information
+about many things. This information is desultory, unrelated. Their
+minds are a Brummagem drawer. Here, by the way, lies the worthlessness
+of President Eliot's list of books to the untrained mind. To the
+educated mind such books mean much; to the uneducated, little. Yet, as
+a college man, you may know less than not a few uneducated people may
+know. I don't care. The life intellectual is more and most important.
+
+
+
+
+VII
+
+
+I also want you to go from the college a good combination of a good
+worker and a good loafer. To be able to loaf well is not a bad purpose
+of an education. The loafing that carries along with itself the
+freedom from selfishness, appreciation of others' conditions, and
+gentlemanliness, is worth commending. Loafing that follows hard work
+and prepares for hard work is one of the best equipments of a man.
+Loafing that has no object, loafing as a vocation, is to be despised.
+The late Professor Jebb wrote to his father once from Cambridge,
+saying:--
+
+"I _will_ read but not very hard; because I know better than you or
+any one can tell me, how much reading is good for the development of
+my own powers at the present time, and will conduce to my success next
+year and afterwards; and I will _not_ identify myself with what are
+called in Cambridge 'the reading set,' _i. e._, men who read twelve
+hours a day and never do anything else; (1) because I should lose ten
+per cent. of reputation (which at the university is no bubble but real
+living useful capital); (2) because the reading set, with a few
+exceptions, are utterly uncongenial to me. My set is a set that
+_reads_, but does not only read; that accomplishes one great end of
+university life by mixing in cheerful and intellectual society, and
+learning the ways of the world which its members are so soon to enter;
+and which, without the pedantry and cant of the 'reading man,' turns
+out as good Christians, better scholars, better men of the world, and
+better gentlemen, than those mere plodders with whom a man is
+inevitably associated if he identifies himself with the reading set."
+
+I rather like the loafing which young Jebb indulged in, but I fear it
+is a type of the life which some college men do not follow. They are
+inclined to look upon the four college years as a respite between the
+labor of the preparatory school and the labor of business, or rather
+they may look upon the four college years as a life of professional
+leisure. I am glad you cannot, even if you wished to, and I know you
+do not wish to, think of college as either respite or leisure. Whether
+the college is wise in allowing such loafing, it is not for me now to
+say, but I can trust you to be the proper kind of loafer as well as of
+worker.
+
+Indeed, I want you to have good habits of working. In such habits the
+valuation of time is of special significance. For time is not an
+agent. It does nothing. As a power, time is absolutely worthless. As a
+condition, time is of infinite worth. Mark Pattison, the rector of
+Lincoln College, said: "Time seems infinite to the freshman in his
+first term." But let me add that to a senior in his last term time is
+a swiftly moving opportunity. The need of time becomes more and more
+urgent as the college years go. When Jowett was fifty-nine years old,
+he wrote: "I cannot say _vixi_, for I feel as if I were only just
+beginning and had not half completed what I had intended. If I live
+twenty-five years more I will, _Dei gratia_, accomplish a great work
+for Oxford and for philosophy in England. Activity, temperance, no
+enmities, self-denial, saving eyes, never overwork." On his seventieth
+birthday Jowett made out what he called his Scheme of Life. It was
+this:--
+
+EIGHT YEARS OF WORK.
+
+  1 Year--Politics, Republic, Dialogues of Plato.
+  2 Years--Moral Philosophy.
+  2 Years--Life of Christ.
+  1 Year--Sermons.
+  2 Years--Greek Philosophy; Thales to Socrates.
+
+I turn over the last pages of Jowett's "Life and Letters," and I
+find a list of his works. Is there a moral philosophy in the list?
+No. A life of Christ? No. A treatise on Greek philosophy? No.
+But I do find a volume of college sermons, published since his
+death, and also a new edition of his "Plato." One of the most
+pathetic things in the volumes that cover his life is the constant
+reference to _agenda_--things he was to do. But the _agenda_ rapidly
+become _nugae_--impossibilities--and the reason was simply, as it
+ever is, the lack of time.
+
+To save time, take time in large pieces. Do not cut time up into bits.
+Adopt the principle of continuous work. The mind is like a locomotive.
+It requires time for getting under headway. Under headway it makes its
+own steam. Progress gives force as force makes progress. Do not slow
+down as long as you run well and without undue waste. Take advantage
+of momentum. Prolonged thinking leads to profound thinking. Steamers
+which have the longest routes seek deepest waters. Let me also counsel
+you to do what must be done sometime as soon as possible. Thus you
+avoid worry. You save yourself needless trouble and waste. You also
+have the satisfaction of having the thing done which is a very blessed
+satisfaction. I would have you spring to your work in the mood and the
+way in which J. C. Shairp, in his poem on the "Balliol Scholars,"
+spoke of Temple:--
+
+  "With strength for labor, 'as the strength of ten'
+    To ceaseless toil he girt him night and day:
+  A native King and ruler among men,
+    Ploughman or Premier, born to bear true sway:
+  Small or great duty never known to shirk,
+    He bounded joyously to sternest work--
+  Lest buoyant others turn to sport and play."
+
+Therefore, do not be a slave. Go at your job with enthusiasm. To get
+enthusiasm in work, work. Work creates enthusiasm for work in a
+healthy mind. The dyer's hand is not subdued to its materials; it is
+strengthened through materials for service.
+
+
+
+
+VIII
+
+
+You will soon learn, my son, that college men are, as a rule, sound in
+body, sane in mind, in heart pure, in will vigorous, keen in
+conscience, and filled with noble aspirations. Such men usually
+interpret life, both academic and general, in sanity and in justice.
+
+Yet, despite these happy conditions, there does prevail a danger of
+college men making certain misconceptions of college life.
+
+A misconception which is more or less common among students you will
+soon have occasion to see relates to the failure to distinguish, on
+the one side, knowledge from efficiency, and on the other, knowledge
+from cultivation. In the former time, the worth of knowledge, as
+knowledge, was emphasized in the college. The man who knew was
+regarded as the great man. To make each student an encyclopedia of
+information was a not uncommon aim. It is certainly well to know.
+Scholarship is seldom in peril of receiving too high encomium. Yet,
+knowledge is not power. Sometimes knowledge prevents the creation, or
+retention, or use, of power. The intellect may be so clogged with
+knowledge that the will becomes sluggish or irregular in its action.
+
+Knowledge, however, is always to be so gathered that it shall create
+power and minister to efficiency. The accumulation of information is
+to be made with such orderliness, accuracy, thoroughness and
+comprehensiveness, that these qualities shall represent the chief and
+lasting result of knowledge. Facts may be forgotten, but the
+orderliness, accuracy, thoroughness and comprehensiveness in which
+these facts have been gathered are more important than the facts
+themselves, and these qualities should, and may, become a permanent
+intellectual treasure. These qualities are elements of efficiency.
+They are forces for making attainments, for securing results. The
+student, however, while he is securing the facts which lead to these
+qualities is in peril of forgetting the primary value of the qualities
+themselves.
+
+On the other side, the student is also in peril of failing to
+distinguish between knowledge as knowledge, and knowledge which leads
+to personal cultivation. What is cultivation, and who is the
+cultivated person? Some would say that the cultivated person is the
+person of beautiful manners, of the best knowledge of life's best
+things, who is at home in any society or association. Such a
+definition is not to be spurned. For, is it not said that "Manners
+make the man"? Manners make the man! That is, Do manners create the
+man? that is, Do manners give reputation to the man? that is, Do
+manners express the character of the man? Which of the three
+interpretations is sound? Or does each interpretation intimate a side
+of the polygon?
+
+I know of a man put in nomination for a place in an historic college.
+The trustees were in doubt respecting his bearing in certain social
+relations. As a test, I may say, he was asked to be a guest at an
+afternoon tea. Rather silly way, in some respects, wasn't it? I doubt
+if he to this day is aware of the trial to which he was subjected. The
+way one accepts or declines a note of invitation, the way one uses his
+voice, the way one enters or retires from a room may, or may not, be
+little in itself, but the simple act is evidence of conditions. For is
+not manner the comparative of man? I would not say it is the
+superlative.
+
+Others would affirm that the cultivated person is the person who
+appreciates the best which life offers. Appreciation is intellectual,
+emotional, volitional. It is discrimination _plus_ sympathy. It
+contains a dash of admiration. It recognizes and adopts the best in
+every achievement, in the arts of literature, poetry, sculpture,
+painting, architecture. The cultivated person seeks out the least
+unworthy in the unworthy, and the most worthy in that which is at all
+worthy. The person of cultivation knows, compares, relates, judges. He
+has standards and 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 students work outside, and sometimes inside,
+college walls. The student is to remember that before he was a student
+he was a man, that after he has ceased to be a student he is to be a
+man, and while he is a student he is also to be a man, and also
+before, after, and always he is to be a gentleman. Such irregular
+conditions belong, of course, to youth as well as to the student. The
+irreverence which characterizes all American life is prone to become
+insolence, when, in the student, it is raised to the second or third
+power. The able man and true--student or not a student--of course
+presently adjusts himself to orderly conditions. The academic
+experience proves to be a discipline, though sometimes not a happy
+one, and the discipline helps towards the achievement of a large and
+rich character.
+
+
+
+
+X
+
+
+Another misconception made by the student is also common. It is a
+misconception attaching to any weakness of his character. The student
+is inclined to believe that there may be weaknesses which are not
+structural. He may think that there may be some weakness in one part
+of his whole being which shall not affect his whole being. He may
+believe that he can skimp his intellectual labor without making his
+moral nature thin, or that he can break the laws of his moral nature
+without breaking his intellectual integrity. He may think that he can
+play fast and loose with his will without weakening his conscience or
+without impairing the truthfulness of his intellectual processes. He
+may imagine that he is composed of several distinct potencies and that
+he can lessen the force of any one of them without depreciating the
+value of the others. Lamentable mistake, and one often irretrievable.
+For man is a unit. Weakness in one part becomes weakness in every
+part. In the case of the body, the illness of one organ damages all
+organs. If the intellect be dull, or narrow in its vision, or false in
+its logic, the heart refuses to be quickened and the conscience is
+disturbed. If the heart be frigid, the intellect, in turn, declines to
+do its task with alertness or vigor. If conscience be outraged, the
+intellect loses force and the heart becomes clothed with shame. Man is
+one. Strength in one part is strength in, and for, every part, and
+weakness in one part results in weakness in, and for, every part.
+
+For avoiding these three misconceptions, the simple will of the
+college man is of primary worth. If he will to distinguish knowledge
+from efficiency, and knowledge from cultivation, if he will to know
+that the distinction between academic morals and human morals is not so
+deep as some believe, and if he will to believe in the unity of
+character, the student has the primary help for securing a sound idea
+and a right practice.
+
+
+
+
+XI
+
+
+I write to you, my boy, out of the experience and observation of
+thirty years in which I have followed as best I could the careers of
+graduates of many of our colleges. The other afternoon I set down the
+names of some of these graduates of the two colleges which I know
+best. Among them were men who, fifteen or thirty years after their
+graduation, are doing first-rate work. They are lawyers, editors,
+physicians, judges, clergymen, teachers, merchants, manufacturers,
+architects and writers. As I have looked at the list with a mind
+somewhat inquisitive I have asked myself what are the qualities or
+conditions which have contributed to the winning of the great results
+which these men have won.
+
+The answers which I have given myself are manifold. For it is always
+difficult in personal matters to differentiate and to determine
+causes. In mechanical concerns it is not difficult. But in the
+calculation of causes which constitute the value of a person as a
+working force one often finds oneself baffled. The result frequently
+seems either more or less than an equivalent of the co-operating
+forces. The personal factor, the personal equation counts immensely.
+These values we cannot measure in scales or figure out by the four
+processes of arithmetic.
+
+Be it said that the causes of the success of these men do not lie in
+their conditions. No happy combination of circumstances, no windfall
+of chance, gave them what they have achieved. If those who graduated
+in the eighth decade had graduated in the ninth, or if those who
+graduated in the ninth had graduated in the earlier time, it probably
+would have made no difference. Neither does the name, with possibly a
+single exception, nor wealth prove to be a special aid. Nor have
+friends boosted or pushed them. Friends may have opened doors for
+them; but friends have not urged them either to see or to embrace
+opportunities.
+
+These men seem to me to have for their primary and comprehensive
+characteristic a large sanity. They have the broad vision and the long
+look. They possess usually a kind of sobriety which may almost be
+called Washingtonian. The insane man reasons correctly from false
+premises. The fool has no premises from which to reason. These men are
+neither insane nor foolish. They have suppositions, presuppositions,
+which are true. They also follow logical principles which are sound.
+They are in every way well-ordered. They keep their brains where their
+brains ought to be--inside their skulls. They keep their hearts where
+their hearts ought to be--inside their chests. They keep their
+appetites where their appetites ought to be. Too many men keep their
+brains inside their chests: the emotions absorb the intellect. Too
+many men put their hearts inside their skull: the emotions are dried
+up in the clear air of thought. Too many put both brains and heart
+where the appetites are: both judgment and action are swallowed up in
+the animal.
+
+But these men are whole, wholesome, healthy, healthful. They seem to
+represent those qualities which, James Bryce says, Archbishop Tait
+embodied: "He had not merely moderation, but what, though often
+confounded with moderation, is something rarer and better, a steady
+balance of mind. He was carried about by no winds of doctrine. He
+seldom yielded to impulses, and was never so seduced by any one theory
+as to lose sight of other views and conditions which had to be
+regarded. He knew how to be dignified without assumption, firm without
+vehemence, prudent without timidity, judicious without coldness." They
+are remote from crankiness, eccentricity. They may or may not have
+fads; but they are not faddists. Not one of them is a genius in either
+the good or the evil side of conspicuous native power. They see and
+weigh evidence. They are a happy union of wit and wisdom, of jest and
+precept, of work and play, of companionship and solitude, of thinking
+and resting, of receptivity and creativeness, of the ideal and the
+practical, of individualism and of sympathy. They are living in the
+day, but they are not living for the day. They embody the doctrine of
+the golden mean.
+
+Each of these men has also in his career usually more than filled the
+place he occupied. He has overflowed into the next higher place. The
+overflow has raised him into the higher lock. The career has been an
+ascending spiral. Each higher curve has sprung out of the preceding
+and lower. From the attorneyship of the county to service as attorney
+of the State, and to a place on the Supreme Bench of the United
+States:--From a pastorate in a small Maine city to a pastorate
+suburban, and from the pastorate suburban to a pastorate on Fifth
+Avenue:--From a professorship in an humble place to a professorship in
+largest relations:--From the building of cottages to the building of
+great libraries and museums. This is the order of progression. I will
+not say that any of these men did the best he could do at every step
+of the way. Some did; some did not, probably. But what is to the
+point, each did better than the place demanded. He more than earned
+his wages, his salary, his pay. He had a surplus; he was a creditor.
+His employers owed him more than they paid him. They found the best
+way of paying him and keeping him was to advance him.
+
+Such is the natural evolution of skill and power. The only legitimate
+method of advancement is to make advancement necessary, inevitable, by
+the simple law of achievement. The simple law of achievement depends
+upon the law of increasing force, which is the law that personal force
+grows through the use of personal force.
+
+Hiram Stevens Maxim in the sketch of his life tells of his working in
+Flynt's carriage factory at Abbot, Maine, when a boy of about fifteen.
+From Flynt's at Abbot he went to Dexter, a large town, where he became
+a foreman. He presently went to a threshing machine factory in
+northern New York; thence to Fitchburg, Mass., where he obtained a
+place in the engineering works of his uncle. In this factory he says
+he could do more work than any other man save one. Thence he went to a
+place in Boston; from Boston to New York, where he received high pay
+as a draughtsman. While he was working in New York he conceived the
+idea of making a gun which would load and fire itself by the energy
+derived from the burning powder. From work in a little place in Maine,
+Maxim, by doing each work the best possible, has made himself a larger
+power.
+
+Furthermore, these men represent goodfellowship. They embody
+friendliness. The late Robert Lowe (Viscount Sherbrooke) was at one
+time esteemed to be the equal of John Bright and of Gladstone in
+oratory, and their superior in intellect. He died in 1892 unknown and
+unlamented. He failed by reason of a lack of friendliness. Lowe was
+once an examiner at Oxford. Into an oral examination which he was
+conducting a friend came and asked how he was getting on.
+"Excellently," replied Lowe, "five men flunked already and the sixth
+is shaky." Ability without goodfellowship is usually ineffective; good
+ability _plus_ good fellowship makes for great results.
+
+In this atmosphere of friendliness, these men are practising the
+Golden Rule. They are not advertising the fact. They do much in this
+atmosphere of friendliness for large bodies of people. They follow the
+sentiment which Pasteur expressed near the close of his great career:
+"Say to yourselves first: 'What have I done for my instruction?' and,
+as you gradually advance, 'What have I done for my country?' until the
+time comes when you may have the immense happiness of thinking that
+you have contributed in some way to the progress and to the good of
+humanity. But whether our efforts are or are not favored by life, let
+us be able to say when we come near the great goal: 'I have done what
+I could.'" They have done much for the individual, for the local
+neighborhood. They have given themselves in numberless services,
+boards, committees, commissions--works which count much in time and
+strength. These services constitute no small share of the worth of a
+commonwealth, of a community.
+
+To one relation of these men I wish especially to refer. This is their
+relation to wealth. Some of these men are business men. Wealth is one
+of the normal results of business. Some of these men are professional
+men. Wealth is not the normal result of professional service. But the
+seeking of wealth has not in the life and endeavor of these men played
+a conspicuous part. If wealth is the primary purpose, they keep the
+purpose to themselves. They do not talk much about it. But most of
+them do not hold wealth as a primary purpose. Rather their primary and
+atmospheric aim is to serve the community through their business. The
+same purpose moves them which also moves the lawyer, the minister, the
+doctor. Life, not living, is their principle.
+
+To one further element I must refer. It comprehends, perhaps, much
+that I have been trying to say to you, my son. These men kept, and are
+keeping themselves to their work. They do not waste themselves. They
+are economical of time and strength. The late Provost Pepper of the
+University of Pennsylvania said (in a manuscript not formally
+published): "Many can do with less than eight or even seven hours of
+sleep while working hard, provided they recognize the increased risk;
+that while running their engine they take more scrupulous care with
+every part of the machinery. Machine must be perfect, fuel ditto;
+everything must be sacrificed to the one point of keeping the
+machinery running thus: Subjection of carnal, emotional excesses;
+certainty that no weak spots exist; diet, especially too much eating,
+too fast eating; stimulants, tobacco, open-air exercise; cool-headed,
+almost callous, critical analysis of oneself, one's sensations and
+effect of work on the system; clear knowledge of danger lines; result,
+avoidance of transgressing, and immediate summons at right time."
+
+These men are men of self-restraint. They are like rivers having dams,
+keeping their waters back in order that the water may be used more
+effectively. They are free from entangling alliances. They are not men
+of one thing; they are often men of two, three, a dozen things. But
+one thing is primary, the others secondary. They may have avocations;
+but they have only one vocation. "This one thing I do." I have already
+quoted from Pasteur. Of him it is said by his biographer: "In the
+evening, after dinner, he usually perambulated the hall and corridor
+of his rooms at the École Normale, cogitating over various details of
+his work. At ten o'clock he went to bed, and at eight the next
+morning, whether he had had a good night or a bad one, he resumed his
+work in the laboratory." His wife wrote to their children: "Your
+father is absorbed in his thoughts, talks little, sleeps little, rises
+at dawn, and in one word, continues the life I began with him this day
+thirty-five years ago." Learn from the Frenchman, my boy!
+
+Keeping themselves at their one work these men embody a sense of duty.
+I find they have a conscience. Their conscience is not worn outside,
+but inside, their bosom. They make no show of doing what they ought.
+They simply do what they are called upon to do--and that is all there
+is to it. It was said of a first scholar in an historic college that
+he was never caught working. These same men may, or may not be caught
+working, but they do work, and their work is a normal and moral part
+of their being.
+
+But your face, my son, is rather toward your own future than toward
+the past of other men. But your own future is as nothing save as it
+touches other men. Therefore, do have an enthusiasm for man as man.
+Enthusiasm for humanity has its basis in love for man as man, in a
+belief in the indefinite progress of man and in a determination to
+promote that progress. In a posthumous romance of Hawthorne the
+heroine points out to her lover the service which they will give to
+mankind in successive endless generations. In one age, poverty shall
+be wiped out; in another, passion and hatred and jealousy shall cease;
+in a third, beauty shall take the place of ugliness, happiness of
+pain, and generosity of niggardliness. In reality, not in romance,
+every student is to feel a passion for human service. These toiling
+and tired brothers and sisters are to be loved, not with a mere
+emotional affection, but with a mighty will. One is to adopt the
+principle of Gladstone and not of the Marquis of Salisbury in relation
+to humanity.
+
+The student also is to believe that the human brotherhood is capable
+of indefinite progress. The law of evolution makes the belief in human
+perfectibility easy; the principles of religion make the belief
+glorious. Slow is the progress. One generation turns the jack-screw of
+uplifting one thread; but it is a thread. Humanity does rise. Linked
+with this love for man and the assurance of his progress the college
+man is to determine himself to advance this progress. Whatever his
+condition, whatever his ability, he is to do his part. As is said in
+that noble epitaph to Wordsworth, placed in the little church at
+Grasmere, each is to be "a minister of high and sacred truth."
+
+I want you to come out from the college with a determination to do
+something worth while. It is rather singular how political ambitions
+have ceased among graduates. Some say all ambition has ceased among
+college men. I do not believe it. The softer times may not nurse the
+sturdier virtues; but men are still men. The words which Stevenson
+wanted put on his tombstone: "He clung to his paddle," and the words
+of George Eliot: "Don't take opium," and the words of Carlyle: "Burn
+your own smoke," are still characteristic of college men. Men are
+still moved by the great things, and by such inspiration they are
+inspired great things to do.
+
+
+
+
+XII
+
+
+I am not, I think, going too far if I refer to one very personal
+matter, my son. I mean your relation to the Supreme Being. That Being
+may be conceived under many forms, as Love, as Omnipotent Force, as
+Omniscient Knowledge, as Perfect Beauty, as Absolute Right. The
+college man interprets the Supreme Being under at least one of these
+forms; and he may be able to interpret him under all of these forms.
+To this Being he should relate himself. Let the college man learn, and
+learn all; but he should not neglect to learn of the Divine Being. The
+college man should love, and love every object as it is worthy of
+loving; but he should not decline to love the Supreme Being. For He is
+Supreme.
+
+The college man is to follow the wisest leadership, to obey the
+highest principles, to give himself to the contemplation of the
+sublimest; but his following, his obedience, his self-surrender are to
+bring him to and keep him with the Being Supreme. Religion thus
+broadly interpreted makes a keen and mighty appeal to the college man.
+Let the college man be religious; let not the college man have a
+religion. Let religion be a fundamental element of his character, and
+not a quality of his changing self. His religion, like that of every
+other man, should first be human, not scholastic; first essential and
+natural, not arbitrary.
+
+Be religious. It sounds almost goodish, but I know you do not think it
+such. Be religious. Relate yourself to something. Relate yourself to
+some What. Or relate yourself to some Who: beyond whatever your eye
+sees or your hand touches. I do not care how you put it. If I were a
+Buddhist, I would say, worship Buddha. Be what the great image at
+Kamakura represents. If I were a Mohammedan, I would say, follow the
+teachings of the Koran, and pray. I am, and you are, a Christian.
+Therefore I say: Love your God. Follow the example of the Christ. Be
+one of that company who accept his guidance and are seeking to do his
+will in the bettering of the world.
+
+Good-bye, dear boy, I have written too long, but it has done me good
+to write. If it does you a quarter of the good to read, I shall be
+grateful.
+
+Good-bye.
+
+                                                      YOUR FATHER.
+
+
+
+
+
+End of the Project Gutenberg EBook of Letters from a Father to His Son
+Entering College, by Charles Franklin Thwing
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+      The Project Gutenberg eBook of Letters from a Father to His Son Entering College, by Charles Franklin Thwing.
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+<pre>
+
+The Project Gutenberg EBook of Letters from a Father to His Son Entering
+College, by Charles Franklin Thwing
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Letters from a Father to His Son Entering College
+
+Author: Charles Franklin Thwing
+
+Release Date: June 13, 2010 [EBook #32803]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LETTERS FROM A FATHER TO HIS SON ***
+
+
+
+
+Produced by Bryan Ness and the Online Distributed
+Proofreading Team at https://www.pgdp.net (This book was
+produced from scanned images of public domain material
+from the Google Print project.)
+
+
+
+
+
+
+</pre>
+
+
+
+
+<h1>LETTERS FROM A<br />
+FATHER TO HIS SON<br />
+ENTERING COLLEGE</h1>
+
+<h4>BY</h4>
+
+<h2>CHARLES FRANKLIN THWING</h2>
+
+<h3>President of Western Reserve University</h3>
+
+<h4>New York<br />
+THE PLATT &amp; PECK CO.</h4>
+
+<hr />
+<h5>Copyright, 1912<br />
+By THE PLATT &amp; PECK CO.</h5>
+
+
+
+<hr />
+<h2>PREFATORY NOTE.</h2>
+
+
+<div class="blockquot">
+<p>Parts of the letters that make up this little
+book were read to my own college boys at the
+opening of a college year. They represent
+somewhat, but of course only a bit, of what I
+believe many a father would like to say to his
+own son,&mdash;as I to mine,&mdash;when he is entering
+the most important year of his college life&mdash;the
+Freshman. Those who first heard them,&mdash;even
+though obliged to hear,&mdash;seemed to suffer
+them gladly. They are, therefore, brought together,
+and sent out to fathers and to sons,
+and with a peculiar feeling of sympathy for
+both the parent and the boy at one of the
+crises of the life of each.</p>
+
+<p style='text-align:right'>C. F. T.</p>
+
+<p>Western Reserve University,<br />
+&nbsp; &nbsp; Cleveland.</p>
+</div>
+
+
+
+<hr />
+<h2>CONTENTS</h2>
+
+<table border="0" cellpadding="5" cellspacing="0" summary="Table of Contents">
+<tr>
+  <td>&nbsp;</td>
+  <td>&nbsp;</td>
+  <td align="right"><small>PAGE</small></td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPI">I</a></td>
+  <td>Thought</td>
+  <td align="right">9</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPII">II</a></td>
+  <td>The Essential Gentleman</td>
+  <td align="right">22</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPIII">III</a></td>
+  <td>Health as an Asset</td>
+  <td align="right">25</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPIV">IV</a></td>
+  <td>Appreciation</td>
+  <td align="right">29</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPV">V</a></td>
+  <td>Scholarship</td>
+  <td align="right">31</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPVI">VI</a></td>
+  <td>The Intellectual Life</td>
+  <td align="right">40</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPVII">VII</a></td>
+  <td>The Use of Time</td>
+  <td align="right">43</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPVIII">VIII</a></td>
+  <td>Culture</td>
+  <td align="right">53</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPIX">IX</a></td>
+  <td>College Morals</td>
+  <td align="right">61</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPX">X</a></td>
+  <td>Weakness of Character</td>
+  <td align="right">65</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPXI">XI</a></td>
+  <td>The Genesis of Success</td>
+  <td align="right">68</td>
+</tr>
+<tr>
+  <td align="right"><a href="#CHAPXII">XII</a></td>
+  <td>Religion</td>
+  <td align="right">91</td>
+</tr>
+</table>
+
+
+
+<hr />
+<p><span class="pagenum">[Pg 9]</span></p>
+
+<h2><a name="CHAPI" id="CHAPI"></a>LETTERS FROM A FATHER TO HIS SON ENTERING COLLEGE</h2>
+
+
+<p>My Dear Boy:&mdash;I am glad you
+want to go to college. Possibly
+I might send you even if you
+did not want to go, yet I doubt it.
+One may send a boy through college
+and the boy is sent through. None
+of the college is sent through him.
+But if you go, I am sure a good deal
+of the college will somehow get
+lodged in you.</p>
+
+<p>You will find a thousand and one
+things in college which are worth
+while. I wish you could have each
+of them, but you can not. You have
+<span class="pagenum">[Pg 10]</span>
+to use the elective system, even in
+the Freshman year. The trouble is
+not that so few boys do not seem to
+know how to distinguish the good
+from the bad, but that so many boys
+do not know the better from the
+good and the best from the better. I
+have known thousands of college
+boys, and they do not seem to distinguish,
+or, if they do, they do not
+seem to be able to apply the gospel
+of difference.</p>
+
+<p>You won't think me imposing on
+you&mdash;will you?&mdash;if before entering
+college I tell you of some things
+which seem to me to be most
+worthy of your having and being on
+the day you get your A. B.</p>
+
+<p><span class="pagenum">[Pg 11]</span>
+The first thing I wish to say to
+you is that I want you to come out
+of the college a thinker. But how
+to make yourself a thinker is both
+hard to do and hard to tell. Yet,
+the one great way of making yourself
+a thinker is to think. Thinking
+is a practical art. It cannot be
+taught. It is learned by doing.
+Yet there are some subjects in the
+course which seem to me to be better
+fitted than others to teach you
+this art. I've been trying to find out
+what are some of the marks or characteristics
+of these subjects. They
+are, I believe, subjects which require
+concentration of thought; subjects
+which have clearness in their
+<span class="pagenum">[Pg 12]</span>
+elements, yet which are comprehensive,
+which are complex, which are
+consecutive in their arrangements
+of parts, each part being closely,
+rigorously related to every other,
+which represent continuity, of which
+the different elements or parts may
+be prolonged unto far reaching consequences.
+Concentration in the
+thinker, clearness, comprehensiveness,
+complexedness, consecutiveness,
+continuity&mdash;there are the six
+big C's, which are marks of the subjects
+which tend to create the thinker.</p>
+
+<p>To attempt to apply each of
+these marks to many different subjects
+of the curriculum represents a
+<span class="pagenum">[Pg 13]</span>
+long and unduly stupefying labor.
+Apply them for yourself. Different
+subjects have different worths for
+the students, but there are certain
+recognized values attached to each
+coin of the intellectual realm.</p>
+
+<p>Mathematics and pure physics
+eminently represent the larger part
+of these six elements which I have
+named. Mathematics demands concentration.
+Mathematics is, in a
+sense, the mind giving itself to
+certain abstract truths. What is X<sup>2</sup>
+but a form of the mind? Mathematics
+demands clearness of thinking
+and of statement. Without
+clearness mathematics is naught. It
+also represents comprehensiveness.
+<span class="pagenum">[Pg 14]</span>
+The large field of its truth is pressed
+into its greater relationships.
+Mathematical truth is complex.
+Part is involved with part. It is
+consecutive. Part follows part in
+necessary order. It is also continuous.
+It represents a graded progress.</p>
+
+<p>It is, however, to be remembered
+that the reasoning of mathematics
+is unlike most reasoning which we
+usually employ. Mathematical
+reasoning is necessary. Most reasoning
+is not necessary. That two
+<i>plus</i> two equal four is a truth about
+which people do not differ usually.
+But reasoning in economics, such as
+the protective tariff; reasoning in
+<span class="pagenum">[Pg 15]</span>
+philosophy, such as the presence or
+absence of innate ideas; reasoning
+in history; is not absolute. I have
+even wondered how far Cambridge,
+standing for mathematics and the
+physical sciences, has helped to
+make men great. Oxford is said to
+be the mother of great movements,
+and it is. Here the Wesleyan
+movement, and the Tractarian
+movement and the Social movement,
+as seen in Toynbee Hall, had
+their origins. Cambridge is called
+the mother of great men. Is there
+any relation of cause and effect, at
+Cambridge, between its emphasis
+upon mathematics and the sciences
+<span class="pagenum">[Pg 16]</span>
+and the great men whom she has
+helped to make?</p>
+
+<p>Logic is the subject of a course
+which embodies the six marks I have
+laid down. It demands these great
+elements in almost the same ways in
+which mathematics demands them.
+Logic, in a sense, might be called
+applied or incarnate mathematics.
+The man who wishes to be a thinker
+should be and is the master of logic.</p>
+
+<p>Language, too, represents almost
+one half of the course of the modern
+college, and it represented more
+than one half of the course of the
+older college. What merits has the
+study of language for making the
+thinker? The study of languages
+<span class="pagenum">[Pg 17]</span>
+makes no special demand on the
+quality of concentration, but the
+study does demand and creates comprehensiveness
+and clearness. The
+study represents a complex process
+and requires analysis. The time-spirit
+has worked and still works in
+languages unto diverse and manifold
+forms. Languages are developed
+with a singular union of
+orderliness and disorderliness. The
+parts of a language are in some
+cases closely related. The Greek
+verb is the most highly developed
+linguistic product. It is built up
+with the delicacy and poise of a
+child's house of blocks, yet with the
+orderliness of a Greek temple. Each
+<span class="pagenum">[Pg 18]</span>
+letter represents a different meaning.
+Augment, prefix, ending has
+its own significance. I asked a
+former Chinese minister to this
+country what taught him to think.
+His succinct answer was "Greek."</p>
+
+<p>In creating the thinker, the historical
+and social sciences have chief
+value in their complex relationships.
+Select any period of history
+pregnant with great results. For
+instance, select the efflorescence of
+the Greek people after the Persian
+wars. What were the causes of this
+vast advance? Take, for instance,
+the political and social condition
+prevalent for thirty years in America
+before the Civil War. What
+<span class="pagenum">[Pg 19]</span>
+were the causes of this war? Or,
+take economic affairs&mdash;what are
+the reasons for and against a protective
+tariff? What are the limitations
+of such a tariff? Such conditions
+require comprehensive
+knowledge of complex matters.
+From such mastery the thinker results,&mdash;the
+thinker of consideration
+and considerateness. He can perceive
+a series of facts and the relation
+of each to each.</p>
+
+<p>The law of values of these different
+subjects in making the thinker,
+is that the subjects which demand
+hard thinking are most creative.
+Easy subjects, or hard subjects easily
+worked out, have little place in
+<span class="pagenum">[Pg 20]</span>
+the making of a thinker. One must
+think hard to become a hard thinker.
+Subjects and methods which are
+hard create the inevitable result.</p>
+
+<p>Subjects which demand thinking
+only, however, sometimes are rather
+barren in result. One likes a certain
+content or concreteness in the thinking
+process. Abstract thinking
+sometimes seems like a balloon
+which has no connection with the
+earth. If a balloon is to be guided,
+it must be held down to <i>terra firma</i>.
+The ricksha men in Japan can run
+better if the carriage has a load.
+The bullet must have weight
+to go. A subject, therefore, which
+has content may quicken thinking
+<span class="pagenum">[Pg 21]</span>
+and stimulate thoughtfulness.</p>
+
+<p>The thinker is not made, however,
+only by the subjects he studies.
+In this condition the teacher has his
+place, and especially the methods
+of teaching and the inspiring qualities
+of teaching which he represents,
+have value. The dead lift of the
+discipline of the mind is liable to
+be a deadening process. Every subject
+needs a man to vitalize it for
+the ordinary student. Every graduate
+recalls teachers of such strength.
+He holds them in unfading gratitude
+and often in deathless affection.</p>
+
+
+
+
+<hr />
+<p><span class="pagenum">[Pg 22]</span></p>
+
+<h2><a name="CHAPII" id="CHAPII"></a>II</h2>
+
+
+<p>The second thing I want to say
+to you is that I want you to be a
+gentleman. How absurd it is for
+me to write that to you. Of course,
+you are, and, of course, you will be
+one. In the creation of the gentleman
+as well as of the thinker, the
+personal equation counts. In fact,
+it counts for more in the making of
+the gentleman. For in this making
+truth is less important than the personality.
+In the gentleman intellectual
+altruism and moral appreciativeness
+are large elements. One
+has to see and to understand the
+personal condition with which he
+<span class="pagenum">[Pg 23]</span>
+deals. If he is dull, his conduct is
+as apt to give unhappiness as
+pleasure.</p>
+
+<p>In order to open the eyes of the
+heart, in order to create an intellectual
+conscientiousness, the study of
+great literatures must be assigned a
+high place. Constant and complex
+needs to be such study. Literature
+represents humanity. The humanities
+are humanity. Literature is
+style and style is the man. The
+gentleman as a product represents
+the homeopathic principle. The
+gentleman makes the gentleman.
+Certain colleges are distinguished
+by the type of gentleman which
+they create. It will usually be
+<span class="pagenum">[Pg 24]</span>
+found, on observation or analysis,
+that colleges which are distinguished
+for the gracious conduct of
+their teachers toward their students
+are distinguished by the gracious
+bearing of their graduates.</p>
+
+<p>As a gentleman you will be a
+friend and will have friends. In
+this relation of friendship in its
+earlier stages there is no part of life
+in which it is more important for
+you to exercise the virtue and grace
+of reserve. Be in no haste to make
+friends. Friendships are growths,
+not manufactures. These growths,
+too, are like the elm and the oak,
+not like the willow. At this point
+lies all I want to say to you about
+<span class="pagenum">[Pg 25]</span>
+joining a fraternity. If the men you
+want to be your intimate friends
+are members and ask you to join,
+accept. If the men you do not wish
+to be your intimate friends wish
+you to go with them, decline. Do
+not join for the sake of a blind pool
+membership. Such a membership
+is really a sort of social insincerity,
+a lie.</p>
+
+
+<hr />
+
+<h2><a name="CHAPIII" id="CHAPIII"></a>III</h2>
+
+<p>In the assessment of academic
+values, give a high place to sound
+health. The worth is so great that
+very slight may be the paragraph I
+write you. In the "Egoist,"
+George Meredith says, "Health,
+<span class="pagenum">[Pg 26]</span>
+wealth and beauty are three considerations
+to be sought for in a
+woman, who is to become the wife
+of Sir Willoughby." Wealth and
+beauty are quite as much out of
+ordinary results of the education of
+the American college as health
+should be among those results.</p>
+
+<p>One may be sick, and through
+sickness become a saint; one may
+be sick and through sickness become
+a sinner. But one cannot be sick and
+at the same time be as good a
+worker as he would be if he were
+not sick. Good workers the world
+needs, and, therefore, men of first-rate
+health the world needs. If one
+is to be a great worker, one must
+<span class="pagenum">[Pg 27]</span>
+have great health. It is not for me
+to write as would a physician, but
+I may be allowed to say that in
+caring for health, one should not
+become self-conscious. Let me further
+suggest:&mdash;</p>
+
+<p>First&mdash;That you sleep eight
+hours.</p>
+
+<p>Second&mdash;Exercise at least a half
+an hour each day in the gymnasium.</p>
+
+<p>Third&mdash;Eat much of simple
+food; but not too much!</p>
+
+<p>Fourth&mdash;Don't worry.</p>
+
+<p>Fifth&mdash;Play ball much (base,
+foot, basket); but not too much!</p>
+
+<p>In a word, be a good animal.</p>
+
+<p>One of my old teachers once said
+<span class="pagenum">[Pg 28]</span>
+to me after I was engaged in my
+work:&mdash;</p>
+
+<p>"I am sorry to see you looking so
+well."</p>
+
+<p>"Why?"</p>
+
+<p>"Because every man has to break
+down three times in life. I broke
+down three times; Professor Hitchcock
+broke down three times; every
+man must break down three times,
+and the earlier the breaks come, the
+better."</p>
+
+<p>There is no need of any man's
+breaking down, if he will observe
+with fair respect the laws of sleep,
+exercise and food.</p>
+
+
+<hr />
+<p><span class="pagenum">[Pg 29]</span></p>
+
+<h2><a name="CHAPIV" id="CHAPIV"></a>IV</h2>
+
+<p>I also desire that you should be
+a man of scholarly sympathy and
+appreciation. I can hardly hope
+you will be a scholar. Yet you
+may. The scholar seldom emerges.
+If one out of each thousand students,
+entering the American college
+this year, should prove to be a
+scholar, the proportion is as large
+as one can hope for. For up to one
+in a thousand is as big a proportion
+as the world is prepared to accept.
+Yet it is to be hoped that you and
+that most men should have appreciation
+and sympathy with scholarship.
+You should know what scholarship
+<span class="pagenum">[Pg 30]</span>
+means: in work as toilsomeness,
+in method as wisdom, in atmosphere
+as thoroughness and patience,
+in result as an addition to
+the stock of human knowledge. If
+you be a laborer in one field, you
+should not seek, and I know you
+will not seek, to discount the existence
+of other fields, or despise the
+laborers in those fields. If you become
+an engineer, you will not condemn
+the classicist as useless. If
+you are a Grecian, you will not
+despise the mechanical engineer as
+crass and coarse.</p>
+
+<p>One finds that the best men of
+any one field or calling are more inclined
+to recognize the eminence of
+<span class="pagenum">[Pg 31]</span>
+the claims of other fields or callings.
+Smallness spells provincialism, and
+provincialism spells smallness. I
+have heard one of the greatest teachers
+of chemistry say that if he were
+to make a boy a professor of chemistry,
+he would, among other things,
+first teach him Greek.</p>
+
+
+<hr />
+
+<h2><a name="CHAPV" id="CHAPV"></a>V</h2>
+
+
+<p>The first principle of college life
+is the principle of doing one's duty.
+In your appreciation of scholarship,
+your first duty is to learn your lessons.
+I have known many college
+men who learned their lessons, who
+yet failed to get from the college
+all that they ought to get. But I
+<span class="pagenum">[Pg 32]</span>
+have never known a man who failed
+to get his lessons, whatever else he
+may have got, to receive the full advantage
+of the course. The curriculum
+of every good college is the resultant
+of scores or of hundreds of
+years of reflection and of trial. It
+represents methods, content, purposes,
+which many teachers through
+many experiments of success and of
+failure have learned are the best
+forces for training mind and for
+forming character.</p>
+
+<p>But for the student to receive
+worthy advantage from these forces
+he is obliged to relate himself to
+them by hard intellectual attention
+and application. Sir Leslie Stephen
+<span class="pagenum">[Pg 33]</span>
+says that the Cambridge teachers of
+his time were not given to enthusiasms,
+but preached common-sense,
+and common-sense said: "Stick to
+your triposes, grind at your mill,
+and don't set the universe in order
+till you have taken your bachelor's
+degree." The duty of the American
+college student is no less evident.
+He is to stick to his triposes. His
+triposes are his lessons. Among the
+greatest of all teachers was Louis
+Agassiz. A story has become classical
+as told by the distinguished naturalist,
+the late Dr. Samuel H.
+Scudder, regarding the methods of
+the great teacher with his students.</p>
+
+<p>In brief the story is that Mr.
+<span class="pagenum">[Pg 34]</span>
+Scudder on going to Agassiz was
+told, "'Take this fish and look at
+it. We call it a Hæmulon. By and
+by I will ask you what you have
+seen.' ... In ten minutes I had
+seen all that could be seen in that
+fish.... Half an hour passed, an
+hour, another hour; the fish began
+to look loathsome. I turned it over
+and around; looked it in the face&mdash;ghastly!&mdash;from
+behind, beneath,
+above, sideways, at three-quarters
+view&mdash;just as ghastly. I was in despair.
+At an early hour I concluded
+that lunch was necessary; so, with
+infinite relief, the fish was carefully
+replaced in the jar, and for an hour
+I was free.</p>
+
+<p><span class="pagenum">[Pg 35]</span>
+"On my return I learned that
+Professor Agassiz had been at the
+Museum, but had gone, and would
+not return for several hours....
+Slowly I drew forth that hideous
+fish, and, with a feeling of desperation,
+again looked at it. I might
+not use a magnifying glass; instruments
+of all kinds were interdicted.
+My two hands, my two eyes, and
+the fish; it seemed a most limited
+field.... At last a happy thought
+struck me&mdash;I would draw the fish;
+and now with surprise I began to
+discover new features in the
+creature....</p>
+
+<p>"He listened attentively to my
+brief rehearsal of the structure of
+<span class="pagenum">[Pg 36]</span>
+parts whose names were still unknown
+to me.... When I had
+finished he waited, as if expecting
+more, and then, with an air of disappointment,
+'You have not
+looked very carefully; why,' he continued
+most earnestly, 'you haven't
+even seen one of the most conspicuous
+features of the animal, which is
+as plainly before your eyes as the
+animal itself. Look again! Look
+again!' and he left me to my
+misery.</p>
+
+<p>"I ventured to ask what I should
+do next.</p>
+
+<p>"'Oh, look at your fish,' he said,
+and left me again to my own devices.
+In a little more than an hour
+<span class="pagenum">[Pg 37]</span>
+he returned and heard my new catalogue.</p>
+
+<p>"'That is good, that is good,' he
+repeated: 'but that is not all; go
+on.' And so for three long days he
+placed that fish before my eyes, forbidding
+me to look at anything else
+or use any artificial aid. 'Look,
+look, look,' was his repeated injunction."</p>
+
+<p>Doctor Scudder says that this was
+the best entomological lesson he
+ever had, and a lesson of which the
+influence extended to the details of
+every subsequent study.</p>
+
+<p>It is the duty of the college student
+to look at his fish, to thumb his
+lexicon, to read his textbook, to
+<span class="pagenum">[Pg 38]</span>
+study his notes, to think, and think
+hard, upon the truth therein presented.
+Of all the students in the
+world the Scotch represent this
+simple duty the best. The men at
+Edinburgh, Glasgow, St. Andrews
+and Aberdeen toil mightily.</p>
+
+<p>The duty of learning one's lessons
+is, in these times, opposed by
+at least two elements of college life.
+One is self-indulgence and the other
+is athletics. Self-indulgence is a
+general cause and constant. Athletics
+have in the last thirty years
+come to be a force more or less
+dominant. Athletics represent a
+mighty force for collegiate and human
+betterment. Football, which
+<span class="pagenum">[Pg 39]</span>
+is <i>par excellence</i> the college game,
+is an admirable method of training
+the man physical, the man intellectual
+and the man ethical. But football
+is not a college purpose; it is a
+college means. It is a means for the
+promotion of scholarship, for the
+formation of manhood. When football
+or other forms of college sport
+are turned from being a method and
+a means into being ends in themselves
+the misfortune is lamentable.</p>
+
+<p>At a recent Harvard commencement,
+Professor Shaler, than whom
+no man in Harvard was more vitally
+in touch with all undergraduate interests,
+spoke of the harm wrought
+upon many students through their
+<span class="pagenum">[Pg 40]</span>
+absorption in athletics. It cannot
+be denied for an instant that many
+men are hurt by giving undue attention
+to sports. Of course many men
+are benefited, and, are benefited
+vastly, by athletics, but men who
+are harmed should at once be obliged
+to learn the lesson of learning
+their lessons. That is the chief lesson
+which they ought to learn.</p>
+
+
+<hr />
+
+<h2><a name="CHAPVI" id="CHAPVI"></a>VI</h2>
+
+
+<p>In the appreciation of scholarship
+is found the strain of intellectual
+humility. The scholar is more
+inclined to inquire than to affirm.
+He is more ready to ask "What do
+you think?" than to say "I know."
+<span class="pagenum">[Pg 41]</span>
+He is remote from intellectual arrogance.
+Humility means greatness.
+Cockiness is a token of narrowness.
+The Socratic spirit of modesty is as
+true a manner of wisdom as it is an
+effective method of increasing wisdom.
+The man who has an opinion
+on all things, has no right to an
+opinion on any one.</p>
+
+<p>This intellectual sympathy and
+appreciation should take on esthetic
+relations. You should be a lover
+of beauty as well as of wisdom.
+Good books, good pictures, good
+music, good architecture, should be
+among your avocations. Read a
+piece of good literature every day.
+See a good picture or a good copy of
+<span class="pagenum">[Pg 42]</span>
+one every day. Hear some good
+music every day. The chapel service
+may give it to you. And see
+a piece of good architecture every
+day. Some of the college buildings
+can give it. Alas! many do not.
+Such visions and hearings will soak
+into your manhood.</p>
+
+<p>All this is only saying lead the
+life intellectual. You should not
+only be a thinker, you should be
+thoughtful. You should be a man
+of large thoughtfulness. You should
+be prepared to interpret life and all
+phenomena in terms of the intellect.
+Many of our countrymen are intelligent.
+They know a great deal.
+They have gathered up information
+<span class="pagenum">[Pg 43]</span>
+about many things. This information
+is desultory, unrelated. Their
+minds are a Brummagem drawer.
+Here, by the way, lies the worthlessness
+of President Eliot's list of
+books to the untrained mind. To
+the educated mind such books mean
+much; to the uneducated, little.
+Yet, as a college man, you may
+know less than not a few uneducated
+people may know. I don't
+care. The life intellectual is more
+and most important.</p>
+
+
+<hr />
+
+<h2><a name="CHAPVII" id="CHAPVII"></a>VII</h2>
+
+<p>I also want you to go from the
+college a good combination of a
+good worker and a good loafer. To
+<span class="pagenum">[Pg 44]</span>
+be able to loaf well is not a bad
+purpose of an education. The loafing
+that carries along with itself the
+freedom from selfishness, appreciation
+of others' conditions, and
+gentlemanliness, is worth commending.
+Loafing that follows hard work
+and prepares for hard work is one of
+the best equipments of a man. Loafing
+that has no object, loafing as a
+vocation, is to be despised. The
+late Professor Jebb wrote to his
+father once from Cambridge, saying:&mdash;</p>
+
+<p>"I <i>will</i> read but not very hard;
+because I know better than you or
+any one can tell me, how much reading
+is good for the development of
+<span class="pagenum">[Pg 45]</span>
+my own powers at the present time,
+and will conduce to my success next
+year and afterwards; and I will <i>not</i>
+identify myself with what are called
+in Cambridge 'the reading set,' <i>i. e.</i>,
+men who read twelve hours a day
+and never do anything else; (1) because
+I should lose ten per cent. of
+reputation (which at the university
+is no bubble but real living useful
+capital); (2) because the reading
+set, with a few exceptions, are utterly
+uncongenial to me. My set is
+a set that <i>reads</i>, but does not only
+read; that accomplishes one great
+end of university life by mixing in
+cheerful and intellectual society,
+and learning the ways of the world
+<span class="pagenum">[Pg 46]</span>
+which its members are so soon to
+enter; and which, without the pedantry
+and cant of the 'reading
+man,' turns out as good Christians,
+better scholars, better men of the
+world, and better gentlemen, than
+those mere plodders with whom a
+man is inevitably associated if he
+identifies himself with the reading
+set."</p>
+
+<p>I rather like the loafing which
+young Jebb indulged in, but I fear
+it is a type of the life which some
+college men do not follow. They
+are inclined to look upon the four
+college years as a respite between
+the labor of the preparatory school
+and the labor of business, or rather
+<span class="pagenum">[Pg 47]</span>
+they may look upon the four college
+years as a life of professional leisure.
+I am glad you cannot, even if
+you wished to, and I know you do
+not wish to, think of college as
+either respite or leisure. Whether
+the college is wise in allowing such
+loafing, it is not for me now to say,
+but I can trust you to be the proper
+kind of loafer as well as of worker.</p>
+
+<p>Indeed, I want you to have good
+habits of working. In such habits
+the valuation of time is of special
+significance. For time is not an
+agent. It does nothing. As a power,
+time is absolutely worthless. As a
+condition, time is of infinite worth.
+Mark Pattison, the rector of Lincoln
+<span class="pagenum">[Pg 48]</span>
+College, said: "Time seems
+infinite to the freshman in his first
+term." But let me add that to a
+senior in his last term time is a
+swiftly moving opportunity. The
+need of time becomes more and more
+urgent as the college years go.
+When Jowett was fifty-nine years
+old, he wrote: "I cannot say <i>vixi</i>,
+for I feel as if I were only just beginning
+and had not half completed
+what I had intended. If I
+live twenty-five years more I will,
+<i>Dei gratia</i>, accomplish a great work
+for Oxford and for philosophy in
+England. Activity, temperance, no
+enmities, self-denial, saving eyes,
+never overwork." On his seventieth
+<span class="pagenum">[Pg 49]</span>
+birthday Jowett made out
+what he called his Scheme of Life.
+It was this:&mdash;</p>
+
+<div class="blockquot">
+<p><b>EIGHT YEARS OF WORK.</b></p>
+
+<p>
+  1 Year&mdash;Politics, Republic, Dialogues of Plato.<br />
+  2 Years&mdash;Moral Philosophy.<br />
+  2 Years&mdash;Life of Christ.<br />
+  1 Year&mdash;Sermons.<br />
+  2 Years&mdash;Greek Philosophy; Thales to Socrates.
+</p></div>
+
+<p>I turn over the last pages of
+Jowett's "Life and Letters," and I
+find a list of his works. Is there a
+moral philosophy in the list? No.
+A life of Christ? No. A treatise
+on Greek philosophy? No. But I
+<span class="pagenum">[Pg 50]</span>
+do find a volume of college sermons,
+published since his death, and also
+a new edition of his "Plato." One
+of the most pathetic things in the
+volumes that cover his life is the
+constant reference to <i>agenda</i>&mdash;things
+he was to do. But the <i>agenda</i>
+rapidly become <i>nugae</i>&mdash;impossibilities&mdash;and
+the reason was simply, as
+it ever is, the lack of time.</p>
+
+<p>To save time, take time in large
+pieces. Do not cut time up into
+bits. Adopt the principle of continuous
+work. The mind is like a
+locomotive. It requires time for
+getting under headway. Under
+headway it makes its own steam.
+Progress gives force as force makes
+<span class="pagenum">[Pg 51]</span>
+progress. Do not slow down as long
+as you run well and without undue
+waste. Take advantage of momentum.
+Prolonged thinking leads to
+profound thinking. Steamers which
+have the longest routes seek deepest
+waters. Let me also counsel you
+to do what must be done sometime
+as soon as possible. Thus you avoid
+worry. You save yourself needless
+trouble and waste. You also have
+the satisfaction of having the thing
+done which is a very blessed satisfaction.
+I would have you spring
+to your work in the mood and the
+way in which J. C. Shairp, in his
+poem on the "Balliol Scholars,"
+spoke of Temple:&mdash;</p>
+
+<p><span class="pagenum">[Pg 52]</span></p>
+
+<div class="blockquot"><p>
+  "With strength for labor, 'as the strength of ten'<br />
+&nbsp; &nbsp;    To ceaseless toil he girt him night and day:<br />
+  A native King and ruler among men,<br />
+&nbsp; &nbsp;    Ploughman or Premier, born to bear true sway:<br />
+  Small or great duty never known to shirk,<br />
+&nbsp; &nbsp;    He bounded joyously to sternest work&mdash;<br />
+  Lest buoyant others turn to sport and play."<br />
+</p></div>
+
+<p>Therefore, do not be a slave. Go
+at your job with enthusiasm. To
+get enthusiasm in work, work.
+Work creates enthusiasm for work
+in a healthy mind. The dyer's hand
+is not subdued to its materials; it is
+strengthened through materials for
+service.</p>
+
+<hr />
+<p><span class="pagenum">[Pg 53]</span></p>
+
+<h2><a name="CHAPVIII" id="CHAPVIII"></a>VIII</h2>
+
+<p>You will soon learn, my son, that
+college men are, as a rule, sound in
+body, sane in mind, in heart pure,
+in will vigorous, keen in conscience,
+and filled with noble aspirations.
+Such men usually interpret life,
+both academic and general, in
+sanity and in justice.</p>
+
+<p>Yet, despite these happy conditions,
+there does prevail a danger
+of college men making certain misconceptions
+of college life.</p>
+
+<p>A misconception which is more or
+less common among students you
+will soon have occasion to see relates
+to the failure to distinguish,
+<span class="pagenum">[Pg 54]</span>
+on the one side, knowledge from
+efficiency, and on the other, knowledge
+from cultivation. In the
+former time, the worth of knowledge,
+as knowledge, was emphasized
+in the college. The man who knew
+was regarded as the great man. To
+make each student an encyclopedia
+of information was a not uncommon
+aim. It is certainly well to know.
+Scholarship is seldom in peril of receiving
+too high encomium. Yet,
+knowledge is not power. Sometimes
+knowledge prevents the creation,
+or retention, or use, of power.
+The intellect may be so clogged with
+knowledge that the will becomes
+sluggish or irregular in its action.</p>
+
+<p><span class="pagenum">[Pg 55]</span>
+Knowledge, however, is always
+to be so gathered that it shall create
+power and minister to efficiency.
+The accumulation of information is
+to be made with such orderliness,
+accuracy, thoroughness and comprehensiveness,
+that these qualities
+shall represent the chief and lasting
+result of knowledge. Facts may be
+forgotten, but the orderliness, accuracy,
+thoroughness and comprehensiveness
+in which these facts
+have been gathered are more important
+than the facts themselves,
+and these qualities should, and may,
+become a permanent intellectual
+treasure. These qualities are elements
+of efficiency. They are
+<span class="pagenum">[Pg 56]</span>
+forces for making attainments, for
+securing results. The student,
+however, while he is securing the
+facts which lead to these qualities
+is in peril of forgetting the primary
+value of the qualities themselves.</p>
+
+<p>On the other side, the student is
+also in peril of failing to distinguish
+between knowledge as knowledge,
+and knowledge which leads to personal
+cultivation. What is cultivation,
+and who is the cultivated person?
+Some would say that the cultivated
+person is the person of beautiful
+manners, of the best knowledge
+of life's best things, who is at
+home in any society or association.
+Such a definition is not to be
+<span class="pagenum">[Pg 57]</span>
+spurned. For, is it not said that
+"Manners make the man"? Manners
+make the man! That is, Do
+manners create the man? that is,
+Do manners give reputation to the
+man? that is, Do manners express
+the character of the man? Which
+of the three interpretations is
+sound? Or does each interpretation
+intimate a side of the polygon?</p>
+
+<p>I know of a man put in nomination
+for a place in an historic college.
+The trustees were in doubt
+respecting his bearing in certain
+social relations. As a test, I may
+say, he was asked to be a guest at
+an afternoon tea. Rather silly way,
+in some respects, wasn't it? I
+<span class="pagenum">[Pg 58]</span>
+doubt if he to this day is aware of
+the trial to which he was subjected.
+The way one accepts or declines a
+note of invitation, the way one uses
+his voice, the way one enters or
+retires from a room may, or may not,
+be little in itself, but the simple act
+is evidence of conditions. For is
+not manner the comparative of
+man? I would not say it is the
+superlative.</p>
+
+<p>Others would affirm that the cultivated
+person is the person who
+appreciates the best which life offers.
+Appreciation is intellectual,
+emotional, volitional. It is discrimination
+<i>plus</i> sympathy. It contains
+a dash of admiration. It
+<span class="pagenum">[Pg 59]</span>
+recognizes and adopts the best in
+every achievement, in the arts of
+literature, poetry, sculpture, painting,
+architecture. The cultivated
+person seeks out the least unworthy
+in the unworthy, and the most
+worthy in that which is at all
+worthy. The person of cultivation
+knows, compares, relates, judges.
+He has standards and 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
+<span class="pagenum">[Pg 60]</span>
+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&mdash;intellectual
+and ethical.</p>
+
+<p>The college man is in peril of forgetting
+the worth of cultivation.
+Knowledge should lead to cultivation,
+<span class="pagenum">[Pg 61]</span>
+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.</p>
+
+<p>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.</p>
+
+<hr />
+<h2><a name="CHAPIX" id="CHAPIX"></a>IX</h2>
+
+
+<p>The student is also too prone to
+distinguish between academic
+morals and human morals. As a student,
+<span class="pagenum">[Pg 62]</span>
+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.
+<span class="pagenum">[Pg 63]</span>
+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.</p>
+
+<p>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 students work outside,
+and sometimes inside, college
+walls. The student is to remember
+that before he was a student he was
+a man, that after he has ceased to be
+a student he is to be a man, and
+while he is a student he is also to be
+<span class="pagenum">[Pg 64]</span>
+a man, and also before, after, and
+always he is to be a gentleman.
+Such irregular conditions belong, of
+course, to youth as well as to the
+student. The irreverence which
+characterizes all American life is
+prone to become insolence, when, in
+the student, it is raised to the second
+or third power. The able man and
+true&mdash;student or not a student&mdash;of
+course presently adjusts himself to
+orderly conditions. The academic
+experience proves to be a discipline,
+though sometimes not a happy one,
+and the discipline helps towards the
+achievement of a large and rich
+character.</p>
+
+
+<hr />
+<p><span class="pagenum">[Pg 65]</span></p>
+<h2><a name="CHAPX" id="CHAPX"></a>X</h2>
+
+<p>Another misconception made by
+the student is also common. It is
+a misconception attaching to any
+weakness of his character. The
+student is inclined to believe that
+there may be weaknesses which are
+not structural. He may think that
+there may be some weakness in one
+part of his whole being which shall
+not affect his whole being. He may
+believe that he can skimp his intellectual
+labor without making his
+moral nature thin, or that he can
+break the laws of his moral nature
+without breaking his intellectual
+integrity. He may think that he
+<span class="pagenum">[Pg 66]</span>
+can play fast and loose with his will
+without weakening his conscience or
+without impairing the truthfulness
+of his intellectual processes. He
+may imagine that he is composed of
+several distinct potencies and that
+he can lessen the force of any one
+of them without depreciating the
+value of the others. Lamentable
+mistake, and one often irretrievable.
+For man is a unit. Weakness in one
+part becomes weakness in every
+part. In the case of the body, the
+illness of one organ damages all
+organs. If the intellect be dull, or
+narrow in its vision, or false in its
+logic, the heart refuses to be quickened
+and the conscience is disturbed.
+<span class="pagenum">[Pg 67]</span>
+If the heart be frigid, the intellect,
+in turn, declines to do its task with
+alertness or vigor. If conscience be
+outraged, the intellect loses force
+and the heart becomes clothed with
+shame. Man is one. Strength in
+one part is strength in, and for, every
+part, and weakness in one part results
+in weakness in, and for, every
+part.</p>
+
+<p>For avoiding these three misconceptions,
+the simple will of the college
+man is of primary worth. If
+he will to distinguish knowledge
+from efficiency, and knowledge
+from cultivation, if he will to know
+that the distinction between academic
+morals and human morals is
+<span class="pagenum">[Pg 68]</span>
+not so deep as some believe, and if
+he will to believe in the unity of
+character, the student has the primary
+help for securing a sound idea
+and a right practice.</p>
+
+
+<hr />
+<h2><a name="CHAPXI" id="CHAPXI"></a>XI</h2>
+
+
+<p>I write to you, my boy, out of the
+experience and observation of thirty
+years in which I have followed as
+best I could the careers of graduates
+of many of our colleges. The other
+afternoon I set down the names of
+some of these graduates of the two
+colleges which I know best. Among
+them were men who, fifteen or
+thirty years after their graduation,
+are doing first-rate work. They are
+<span class="pagenum">[Pg 69]</span>
+lawyers, editors, physicians, judges,
+clergymen, teachers, merchants,
+manufacturers, architects and writers.
+As I have looked at the list
+with a mind somewhat inquisitive I
+have asked myself what are the
+qualities or conditions which have
+contributed to the winning of the
+great results which these men have
+won.</p>
+
+<p>The answers which I have given
+myself are manifold. For it is always
+difficult in personal matters to
+differentiate and to determine
+causes. In mechanical concerns it
+is not difficult. But in the calculation
+of causes which constitute the
+value of a person as a working
+<span class="pagenum">[Pg 70]</span>
+force one often finds oneself baffled.
+The result frequently seems either
+more or less than an equivalent of
+the co-operating forces. The personal
+factor, the personal equation
+counts immensely. These values
+we cannot measure in scales or figure
+out by the four processes of
+arithmetic.</p>
+
+<p>Be it said that the causes of the
+success of these men do not lie in
+their conditions. No happy combination
+of circumstances, no windfall
+of chance, gave them what they
+have achieved. If those who graduated
+in the eighth decade had graduated
+in the ninth, or if those who
+graduated in the ninth had graduated
+<span class="pagenum">[Pg 71]</span>
+in the earlier time, it probably
+would have made no difference.
+Neither does the name, with possibly
+a single exception, nor wealth prove
+to be a special aid. Nor have
+friends boosted or pushed them.
+Friends may have opened doors for
+them; but friends have not urged
+them either to see or to embrace opportunities.</p>
+
+<p>These men seem to me to have
+for their primary and comprehensive
+characteristic a large sanity.
+They have the broad vision and the
+long look. They possess usually a
+kind of sobriety which may almost
+be called Washingtonian. The insane
+man reasons correctly from false
+<span class="pagenum">[Pg 72]</span>
+premises. The fool has no premises
+from which to reason. These men
+are neither insane nor foolish. They
+have suppositions, presuppositions,
+which are true. They also follow
+logical principles which are sound.
+They are in every way well-ordered.
+They keep their brains where their
+brains ought to be&mdash;inside their
+skulls. They keep their hearts
+where their hearts ought to be&mdash;inside
+their chests. They keep their
+appetites where their appetites
+ought to be. Too many men keep
+their brains inside their chests: the
+emotions absorb the intellect. Too
+many men put their hearts inside
+their skull: the emotions are dried
+<span class="pagenum">[Pg 73]</span>
+up in the clear air of thought. Too
+many put both brains and heart
+where the appetites are: both judgment
+and action are swallowed up
+in the animal.</p>
+
+<p>But these men are whole, wholesome,
+healthy, healthful. They
+seem to represent those qualities
+which, James Bryce says, Archbishop
+Tait embodied: "He had
+not merely moderation, but what,
+though often confounded with
+moderation, is something rarer and
+better, a steady balance of mind.
+He was carried about by no winds
+of doctrine. He seldom yielded to
+impulses, and was never so seduced
+by any one theory as to lose sight of
+<span class="pagenum">[Pg 74]</span>
+other views and conditions which
+had to be regarded. He knew how
+to be dignified without assumption,
+firm without vehemence, prudent
+without timidity, judicious without
+coldness." They are remote from
+crankiness, eccentricity. They may
+or may not have fads; but they are
+not faddists. Not one of them is a
+genius in either the good or the evil
+side of conspicuous native power.
+They see and weigh evidence. They
+are a happy union of wit and wisdom,
+of jest and precept, of work
+and play, of companionship and
+solitude, of thinking and resting, of
+receptivity and creativeness, of the
+ideal and the practical, of individualism
+<span class="pagenum">[Pg 75]</span>
+and of sympathy. They are
+living in the day, but they are not
+living for the day. They embody
+the doctrine of the golden mean.</p>
+
+<p>Each of these men has also in
+his career usually more than filled
+the place he occupied. He has
+overflowed into the next higher
+place. The overflow has raised him
+into the higher lock. The career
+has been an ascending spiral. Each
+higher curve has sprung out of the
+preceding and lower. From the
+attorneyship of the county to service
+as attorney of the State, and
+to a place on the Supreme Bench of
+the United States:&mdash;From a pastorate
+in a small Maine city to a
+<span class="pagenum">[Pg 76]</span>
+pastorate suburban, and from the pastorate
+suburban to a pastorate on
+Fifth Avenue:&mdash;From a professorship
+in an humble place to a professorship
+in largest relations:&mdash;From
+the building of cottages to the
+building of great libraries and
+museums. This is the order of progression.
+I will not say that any of
+these men did the best he could do
+at every step of the way. Some did;
+some did not, probably. But what
+is to the point, each did better than
+the place demanded. He more than
+earned his wages, his salary, his pay.
+He had a surplus; he was a creditor.
+His employers owed him more than
+they paid him. They found the
+<span class="pagenum">[Pg 77]</span>
+best way of paying him and keeping
+him was to advance him.</p>
+
+<p>Such is the natural evolution of
+skill and power. The only legitimate
+method of advancement is to
+make advancement necessary, inevitable,
+by the simple law of
+achievement. The simple law of
+achievement depends upon the law
+of increasing force, which is the law
+that personal force grows through
+the use of personal force.</p>
+
+<p>Hiram Stevens Maxim in the
+sketch of his life tells of his working
+in Flynt's carriage factory at Abbot,
+Maine, when a boy of about fifteen.
+From Flynt's at Abbot he went to
+Dexter, a large town, where he
+<span class="pagenum">[Pg 78]</span>
+became a foreman. He presently
+went to a threshing machine factory
+in northern New York; thence to
+Fitchburg, Mass., where he obtained
+a place in the engineering
+works of his uncle. In this factory
+he says he could do more work than
+any other man save one. Thence
+he went to a place in Boston; from
+Boston to New York, where he received
+high pay as a draughtsman.
+While he was working in New
+York he conceived the idea of
+making a gun which would load and
+fire itself by the energy derived
+from the burning powder. From
+work in a little place in Maine,
+Maxim, by doing each work the
+<span class="pagenum">[Pg 79]</span>
+best possible, has made himself a
+larger power.</p>
+
+<p>Furthermore, these men represent
+goodfellowship. They embody
+friendliness. The late Robert Lowe
+(Viscount Sherbrooke) was at one
+time esteemed to be the equal of
+John Bright and of Gladstone in
+oratory, and their superior in intellect.
+He died in 1892 unknown
+and unlamented. He failed by
+reason of a lack of friendliness.
+Lowe was once an examiner at Oxford.
+Into an oral examination
+which he was conducting a friend
+came and asked how he was getting
+on. "Excellently," replied Lowe,
+"five men flunked already and the
+<span class="pagenum">[Pg 80]</span>
+sixth is shaky." Ability without
+goodfellowship is usually ineffective;
+good ability <i>plus</i> good fellowship
+makes for great results.</p>
+
+<p>In this atmosphere of friendliness,
+these men are practising the
+Golden Rule. They are not advertising
+the fact. They do much
+in this atmosphere of friendliness
+for large bodies of people. They
+follow the sentiment which Pasteur
+expressed near the close of his great
+career: "Say to yourselves first:
+'What have I done for my instruction?'
+and, as you gradually advance,
+'What have I done for my
+country?' until the time comes
+when you may have the immense
+<span class="pagenum">[Pg 81]</span>
+happiness of thinking that you have
+contributed in some way to the progress
+and to the good of humanity.
+But whether our efforts are or are
+not favored by life, let us be able
+to say when we come near the great
+goal: 'I have done what I could.'"
+They have done much for the individual,
+for the local neighborhood.
+They have given themselves in numberless
+services, boards, committees,
+commissions&mdash;works which count
+much in time and strength. These
+services constitute no small share of
+the worth of a commonwealth, of a
+community.</p>
+
+<p>To one relation of these men I
+<span class="pagenum">[Pg 82]</span>
+wish especially to refer. This is
+their relation to wealth. Some of
+these men are business men. Wealth
+is one of the normal results of business.
+Some of these men are professional
+men. Wealth is not the
+normal result of professional service.
+But the seeking of wealth has
+not in the life and endeavor of
+these men played a conspicuous
+part. If wealth is the primary purpose,
+they keep the purpose to
+themselves. They do not talk much
+about it. But most of them do not
+hold wealth as a primary purpose.
+Rather their primary and atmospheric
+aim is to serve the community
+through their business. The
+<span class="pagenum">[Pg 83]</span>
+same purpose moves them which
+also moves the lawyer, the minister,
+the doctor. Life, not living, is their
+principle.</p>
+
+<p>To one further element I must
+refer. It comprehends, perhaps,
+much that I have been trying to say
+to you, my son. These men kept,
+and are keeping themselves to their
+work. They do not waste themselves.
+They are economical of
+time and strength. The late Provost
+Pepper of the University of
+Pennsylvania said (in a manuscript
+not formally published): "Many
+can do with less than eight or even
+seven hours of sleep while working
+hard, provided they recognize the
+<span class="pagenum">[Pg 84]</span>
+increased risk; that while running
+their engine they take more scrupulous
+care with every part of the machinery.
+Machine must be perfect,
+fuel ditto; everything must be sacrificed
+to the one point of keeping
+the machinery running thus: Subjection
+of carnal, emotional excesses;
+certainty that no weak spots
+exist; diet, especially too much eating,
+too fast eating; stimulants, tobacco,
+open-air exercise; cool-headed,
+almost callous, critical
+analysis of oneself, one's sensations
+and effect of work on the system;
+clear knowledge of danger lines; result,
+avoidance of transgressing, and
+immediate summons at right time."</p>
+
+<p><span class="pagenum">[Pg 85]</span>
+These men are men of self-restraint.
+They are like rivers having
+dams, keeping their waters back in
+order that the water may be used
+more effectively. They are free
+from entangling alliances. They
+are not men of one thing; they
+are often men of two, three, a
+dozen things. But one thing is primary,
+the others secondary. They
+may have avocations; but they have
+only one vocation. "This one thing
+I do." I have already quoted from
+Pasteur. Of him it is said by his
+biographer: "In the evening, after
+dinner, he usually perambulated
+the hall and corridor of his rooms at
+the École Normale, cogitating over
+<span class="pagenum">[Pg 86]</span>
+various details of his work. At ten
+o'clock he went to bed, and at eight
+the next morning, whether he had
+had a good night or a bad one, he
+resumed his work in the laboratory."
+His wife wrote to their
+children: "Your father is absorbed
+in his thoughts, talks little, sleeps
+little, rises at dawn, and in one
+word, continues the life I began
+with him this day thirty-five years
+ago." Learn from the Frenchman,
+my boy!</p>
+
+<p>Keeping themselves at their one
+work these men embody a sense of
+duty. I find they have a conscience.
+Their conscience is not worn outside,
+but inside, their bosom. They
+<span class="pagenum">[Pg 87]</span>
+make no show of doing what they
+ought. They simply do what they
+are called upon to do&mdash;and that is
+all there is to it. It was said of a
+first scholar in an historic college
+that he was never caught working.
+These same men may, or may not
+be caught working, but they do
+work, and their work is a normal
+and moral part of their being.</p>
+
+<p>But your face, my son, is rather
+toward your own future than toward
+the past of other men. But
+your own future is as nothing save
+as it touches other men. Therefore,
+do have an enthusiasm for man
+as man. Enthusiasm for humanity
+has its basis in love for man as man,
+<span class="pagenum">[Pg 88]</span>
+in a belief in the indefinite progress
+of man and in a determination to
+promote that progress. In a posthumous
+romance of Hawthorne the
+heroine points out to her lover the
+service which they will give to mankind
+in successive endless generations.
+In one age, poverty shall be
+wiped out; in another, passion and
+hatred and jealousy shall cease; in
+a third, beauty shall take the place
+of ugliness, happiness of pain, and
+generosity of niggardliness. In
+reality, not in romance, every student
+is to feel a passion for human
+service. These toiling and tired
+brothers and sisters are to be loved,
+not with a mere emotional affection,
+<span class="pagenum">[Pg 89]</span>
+but with a mighty will. One is to
+adopt the principle of Gladstone
+and not of the Marquis of Salisbury
+in relation to humanity.</p>
+
+<p>The student also is to believe
+that the human brotherhood is capable
+of indefinite progress. The law
+of evolution makes the belief in
+human perfectibility easy; the principles
+of religion make the belief
+glorious. Slow is the progress. One
+generation turns the jack-screw of
+uplifting one thread; but it is a
+thread. Humanity does rise. Linked
+with this love for man and the assurance
+of his progress the college
+man is to determine himself to advance
+this progress. Whatever his
+<span class="pagenum">[Pg 90]</span>
+condition, whatever his ability, he
+is to do his part. As is said in that
+noble epitaph to Wordsworth,
+placed in the little church at Grasmere,
+each is to be "a minister of
+high and sacred truth."</p>
+
+<p>I want you to come out from the
+college with a determination to do
+something worth while. It is rather
+singular how political ambitions
+have ceased among graduates.
+Some say all ambition has ceased
+among college men. I do not believe
+it. The softer times may not
+nurse the sturdier virtues; but men
+are still men. The words which
+Stevenson wanted put on his tombstone:
+"He clung to his paddle,"
+<span class="pagenum">[Pg 91]</span>
+and the words of George Eliot:
+"Don't take opium," and the
+words of Carlyle: "Burn your own
+smoke," are still characteristic of
+college men. Men are still moved
+by the great things, and by such inspiration
+they are inspired great
+things to do.</p>
+
+
+<hr />
+<h2><a name="CHAPXII" id="CHAPXII"></a>XII</h2>
+
+<p>I am not, I think, going too far
+if I refer to one very personal matter,
+my son. I mean your relation
+to the Supreme Being. That Being
+may be conceived under many
+forms, as Love, as Omnipotent
+Force, as Omniscient Knowledge,
+as Perfect Beauty, as Absolute
+<span class="pagenum">[Pg 92]</span>
+Right. The college man interprets
+the Supreme Being under at least
+one of these forms; and he may be
+able to interpret him under all of
+these forms. To this Being he
+should relate himself. Let the college
+man learn, and learn all; but
+he should not neglect to learn of
+the Divine Being. The college
+man should love, and love every
+object as it is worthy of loving; but
+he should not decline to love the
+Supreme Being. For He is Supreme.</p>
+
+<p>The college man is to follow the
+wisest leadership, to obey the highest
+principles, to give himself to the
+contemplation of the sublimest; but
+<span class="pagenum">[Pg 93]</span>
+his following, his obedience, his
+self-surrender are to bring him to
+and keep him with the Being Supreme.
+Religion thus broadly interpreted
+makes a keen and mighty
+appeal to the college man. Let the
+college man be religious; let not the
+college man have a religion. Let
+religion be a fundamental element
+of his character, and not a quality
+of his changing self. His religion,
+like that of every other man, should
+first be human, not scholastic; first
+essential and natural, not arbitrary.</p>
+
+<p>Be religious. It sounds almost
+goodish, but I know you do not
+think it such. Be religious. Relate
+yourself to something. Relate yourself
+<span class="pagenum">[Pg 94]</span>
+to some What. Or relate yourself
+to some Who: beyond whatever
+your eye sees or your hand touches.
+I do not care how you put it. If I
+were a Buddhist, I would say, worship
+Buddha. Be what the great
+image at Kamakura represents. If
+I were a Mohammedan, I would say,
+follow the teachings of the Koran,
+and pray. I am, and you are, a
+Christian. Therefore I say: Love
+your God. Follow the example of
+the Christ. Be one of that company
+who accept his guidance and are
+seeking to do his will in the bettering
+of the world.</p>
+
+<p>Good-bye, dear boy, I have
+written too long, but it has done me
+<span class="pagenum">[Pg 95]</span>
+good to write. If it does you a
+quarter of the good to read, I shall
+be grateful.</p>
+
+<p>Good-bye.</p>
+
+<p style='text-align:right'><span class="smcap">Your Father.</span></p>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
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+Entering College, by Charles Franklin Thwing
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+The Project Gutenberg EBook of Letters from a Father to His Son Entering
+College, by Charles Franklin Thwing
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Letters from a Father to His Son Entering College
+
+Author: Charles Franklin Thwing
+
+Release Date: June 13, 2010 [EBook #32803]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LETTERS FROM A FATHER TO HIS SON ***
+
+
+
+
+Produced by Bryan Ness and the Online Distributed
+Proofreading Team at https://www.pgdp.net (This book was
+produced from scanned images of public domain material
+from the Google Print project.)
+
+
+
+
+
+
+
+
+
+          LETTERS FROM A FATHER TO HIS SON ENTERING COLLEGE
+
+                                  BY
+
+                       CHARLES FRANKLIN THWING
+               President of Western Reserve University
+
+
+                               New York
+                         THE PLATT & PECK CO.
+
+
+                           Copyright, 1912
+                        By THE PLATT & PECK CO.
+
+
+
+
+PREFATORY NOTE.
+
+
+Parts of the letters that make up this little book were read to my
+own college boys at the opening of a college year. They represent
+somewhat, but of course only a bit, of what I believe many a father
+would like to say to his own son,--as I to mine,--when he is entering
+the most important year of his college life--the Freshman. Those who
+first heard them,--even though obliged to hear,--seemed to suffer them
+gladly. They are, therefore, brought together, and sent out to fathers
+and to sons, and with a peculiar feeling of sympathy for both the
+parent and the boy at one of the crises of the life of each.
+
+                                                          C. F. T.
+
+  Western Reserve University,
+    Cleveland.
+
+
+
+
+CONTENTS
+
+
+                                   PAGE
+     I Thought                        9
+    II The Essential Gentleman       22
+   III Health as an Asset            25
+    IV Appreciation                  29
+     V Scholarship                   31
+    VI The Intellectual Life         40
+   VII The Use of Time               43
+  VIII Culture                       53
+    IX College Morals                61
+     X Weakness of Character         65
+    XI The Genesis of Success        68
+   XII Religion                      91
+
+
+
+
+LETTERS FROM A FATHER TO HIS SON ENTERING COLLEGE
+
+
+My Dear Boy:--I am glad you want to go to college. Possibly I might
+send you even if you did not want to go, yet I doubt it. One may send
+a boy through college and the boy is sent through. None of the college
+is sent through him. But if you go, I am sure a good deal of the
+college will somehow get lodged in you.
+
+You will find a thousand and one things in college which are worth
+while. I wish you could have each of them, but you can not. You have
+to use the elective system, even in the Freshman year. The trouble is
+not that so few boys do not seem to know how to distinguish the good
+from the bad, but that so many boys do not know the better from the
+good and the best from the better. I have known thousands of college
+boys, and they do not seem to distinguish, or, if they do, they do not
+seem to be able to apply the gospel of difference.
+
+You won't think me imposing on you--will you?--if before entering
+college I tell you of some things which seem to me to be most worthy
+of your having and being on the day you get your A. B.
+
+The first thing I wish to say to you is that I want you to come out of
+the college a thinker. But how to make yourself a thinker is both hard
+to do and hard to tell. Yet, the one great way of making yourself a
+thinker is to think. Thinking is a practical art. It cannot be taught.
+It is learned by doing. Yet there are some subjects in the course
+which seem to me to be better fitted than others to teach you this
+art. I've been trying to find out what are some of the marks or
+characteristics of these subjects. They are, I believe, subjects which
+require concentration of thought; subjects which have clearness in
+their elements, yet which are comprehensive, which are complex,
+which are consecutive in their arrangements of parts, each part
+being closely, rigorously related to every other, which represent
+continuity, of which the different elements or parts may be prolonged
+unto far reaching consequences. Concentration in the thinker,
+clearness, comprehensiveness, complexedness, consecutiveness,
+continuity--there are the six big C's, which are marks of the subjects
+which tend to create the thinker.
+
+To attempt to apply each of these marks to many different subjects of
+the curriculum represents a long and unduly stupefying labor. Apply
+them for yourself. Different subjects have different worths for the
+students, but there are certain recognized values attached to each
+coin of the intellectual realm.
+
+Mathematics and pure physics eminently represent the larger part
+of these six elements which I have named. Mathematics demands
+concentration. Mathematics is, in a sense, the mind giving itself
+to certain abstract truths. What is X^2 but a form of the mind?
+Mathematics demands clearness of thinking and of statement.
+Without clearness mathematics is naught. It also represents
+comprehensiveness. The large field of its truth is pressed into
+its greater relationships. Mathematical truth is complex. Part
+is involved with part. It is consecutive. Part follows part in
+necessary order. It is also continuous. It represents a graded
+progress.
+
+It is, however, to be remembered that the reasoning of mathematics is
+unlike most reasoning which we usually employ. Mathematical reasoning
+is necessary. Most reasoning is not necessary. That two _plus_ two
+equal four is a truth about which people do not differ usually. But
+reasoning in economics, such as the protective tariff; reasoning in
+philosophy, such as the presence or absence of innate ideas; reasoning
+in history; is not absolute. I have even wondered how far Cambridge,
+standing for mathematics and the physical sciences, has helped to make
+men great. Oxford is said to be the mother of great movements, and it
+is. Here the Wesleyan movement, and the Tractarian movement and the
+Social movement, as seen in Toynbee Hall, had their origins. Cambridge
+is called the mother of great men. Is there any relation of cause and
+effect, at Cambridge, between its emphasis upon mathematics and the
+sciences and the great men whom she has helped to make?
+
+Logic is the subject of a course which embodies the six marks I have
+laid down. It demands these great elements in almost the same ways in
+which mathematics demands them. Logic, in a sense, might be called
+applied or incarnate mathematics. The man who wishes to be a thinker
+should be and is the master of logic.
+
+Language, too, represents almost one half of the course of the modern
+college, and it represented more than one half of the course of the
+older college. What merits has the study of language for making the
+thinker? The study of languages makes no special demand on the
+quality of concentration, but the study does demand and creates
+comprehensiveness and clearness. The study represents a complex
+process and requires analysis. The time-spirit has worked and still
+works in languages unto diverse and manifold forms. Languages are
+developed with a singular union of orderliness and disorderliness. The
+parts of a language are in some cases closely related. The Greek verb
+is the most highly developed linguistic product. It is built up with
+the delicacy and poise of a child's house of blocks, yet with the
+orderliness of a Greek temple. Each letter represents a different
+meaning. Augment, prefix, ending has its own significance. I asked a
+former Chinese minister to this country what taught him to think. His
+succinct answer was "Greek."
+
+In creating the thinker, the historical and social sciences have chief
+value in their complex relationships. Select any period of history
+pregnant with great results. For instance, select the efflorescence of
+the Greek people after the Persian wars. What were the causes of this
+vast advance? Take, for instance, the political and social condition
+prevalent for thirty years in America before the Civil War. What were
+the causes of this war? Or, take economic affairs--what are the
+reasons for and against a protective tariff? What are the limitations
+of such a tariff? Such conditions require comprehensive knowledge of
+complex matters. From such mastery the thinker results,--the thinker
+of consideration and considerateness. He can perceive a series of
+facts and the relation of each to each.
+
+The law of values of these different subjects in making the thinker,
+is that the subjects which demand hard thinking are most creative.
+Easy subjects, or hard subjects easily worked out, have little place
+in the making of a thinker. One must think hard to become a hard
+thinker. Subjects and methods which are hard create the inevitable
+result.
+
+Subjects which demand thinking only, however, sometimes are rather
+barren in result. One likes a certain content or concreteness in the
+thinking process. Abstract thinking sometimes seems like a balloon
+which has no connection with the earth. If a balloon is to be guided,
+it must be held down to _terra firma_. The ricksha men in Japan can
+run better if the carriage has a load. The bullet must have weight to
+go. A subject, therefore, which has content may quicken thinking and
+stimulate thoughtfulness.
+
+The thinker is not made, however, only by the subjects he studies. In
+this condition the teacher has his place, and especially the methods
+of teaching and the inspiring qualities of teaching which he
+represents, have value. The dead lift of the discipline of the mind is
+liable to be a deadening process. Every subject needs a man to
+vitalize it for the ordinary student. Every graduate recalls teachers
+of such strength. He holds them in unfading gratitude and often in
+deathless affection.
+
+
+
+
+II
+
+
+The second thing I want to say to you is that I want you to be a
+gentleman. How absurd it is for me to write that to you. Of course,
+you are, and, of course, you will be one. In the creation of the
+gentleman as well as of the thinker, the personal equation counts. In
+fact, it counts for more in the making of the gentleman. For in this
+making truth is less important than the personality. In the gentleman
+intellectual altruism and moral appreciativeness are large elements.
+One has to see and to understand the personal condition with which he
+deals. If he is dull, his conduct is as apt to give unhappiness as
+pleasure.
+
+In order to open the eyes of the heart, in order to create an
+intellectual conscientiousness, the study of great literatures must be
+assigned a high place. Constant and complex needs to be such study.
+Literature represents humanity. The humanities are humanity.
+Literature is style and style is the man. The gentleman as a product
+represents the homeopathic principle. The gentleman makes the
+gentleman. Certain colleges are distinguished by the type of gentleman
+which they create. It will usually be found, on observation or
+analysis, that colleges which are distinguished for the gracious
+conduct of their teachers toward their students are distinguished by
+the gracious bearing of their graduates.
+
+As a gentleman you will be a friend and will have friends. In this
+relation of friendship in its earlier stages there is no part of life
+in which it is more important for you to exercise the virtue and grace
+of reserve. Be in no haste to make friends. Friendships are growths,
+not manufactures. These growths, too, are like the elm and the oak,
+not like the willow. At this point lies all I want to say to you about
+joining a fraternity. If the men you want to be your intimate friends
+are members and ask you to join, accept. If the men you do not wish to
+be your intimate friends wish you to go with them, decline. Do not
+join for the sake of a blind pool membership. Such a membership is
+really a sort of social insincerity, a lie.
+
+
+
+
+III
+
+
+In the assessment of academic values, give a high place to sound
+health. The worth is so great that very slight may be the paragraph I
+write you. In the "Egoist," George Meredith says, "Health, wealth and
+beauty are three considerations to be sought for in a woman, who is to
+become the wife of Sir Willoughby." Wealth and beauty are quite as
+much out of ordinary results of the education of the American college
+as health should be among those results.
+
+One may be sick, and through sickness become a saint; one may be sick
+and through sickness become a sinner. But one cannot be sick and at
+the same time be as good a worker as he would be if he were not sick.
+Good workers the world needs, and, therefore, men of first-rate health
+the world needs. If one is to be a great worker, one must have great
+health. It is not for me to write as would a physician, but I may be
+allowed to say that in caring for health, one should not become
+self-conscious. Let me further suggest:--
+
+First--That you sleep eight hours.
+
+Second--Exercise at least a half an hour each day in the gymnasium.
+
+Third--Eat much of simple food; but not too much!
+
+Fourth--Don't worry.
+
+Fifth--Play ball much (base, foot, basket); but not too much!
+
+In a word, be a good animal.
+
+One of my old teachers once said to me after I was engaged in my
+work:--
+
+"I am sorry to see you looking so well."
+
+"Why?"
+
+"Because every man has to break down three times in life. I broke down
+three times; Professor Hitchcock broke down three times; every man
+must break down three times, and the earlier the breaks come, the
+better."
+
+There is no need of any man's breaking down, if he will observe with
+fair respect the laws of sleep, exercise and food.
+
+
+
+
+IV
+
+
+I also desire that you should be a man of scholarly sympathy and
+appreciation. I can hardly hope you will be a scholar. Yet you may.
+The scholar seldom emerges. If one out of each thousand students,
+entering the American college this year, should prove to be a scholar,
+the proportion is as large as one can hope for. For up to one in a
+thousand is as big a proportion as the world is prepared to accept.
+Yet it is to be hoped that you and that most men should have
+appreciation and sympathy with scholarship. You should know what
+scholarship means: in work as toilsomeness, in method as wisdom, in
+atmosphere as thoroughness and patience, in result as an addition to
+the stock of human knowledge. If you be a laborer in one field, you
+should not seek, and I know you will not seek, to discount the
+existence of other fields, or despise the laborers in those fields.
+If you become an engineer, you will not condemn the classicist as
+useless. If you are a Grecian, you will not despise the mechanical
+engineer as crass and coarse.
+
+One finds that the best men of any one field or calling are more
+inclined to recognize the eminence of the claims of other fields or
+callings. Smallness spells provincialism, and provincialism spells
+smallness. I have heard one of the greatest teachers of chemistry say
+that if he were to make a boy a professor of chemistry, he would,
+among other things, first teach him Greek.
+
+
+
+
+V
+
+
+The first principle of college life is the principle of doing one's
+duty. In your appreciation of scholarship, your first duty is to learn
+your lessons. I have known many college men who learned their lessons,
+who yet failed to get from the college all that they ought to get. But
+I have never known a man who failed to get his lessons, whatever else
+he may have got, to receive the full advantage of the course. The
+curriculum of every good college is the resultant of scores or of
+hundreds of years of reflection and of trial. It represents methods,
+content, purposes, which many teachers through many experiments of
+success and of failure have learned are the best forces for training
+mind and for forming character.
+
+But for the student to receive worthy advantage from these forces he
+is obliged to relate himself to them by hard intellectual attention
+and application. Sir Leslie Stephen says that the Cambridge teachers
+of his time were not given to enthusiasms, but preached common-sense,
+and common-sense said: "Stick to your triposes, grind at your mill,
+and don't set the universe in order till you have taken your
+bachelor's degree." The duty of the American college student is no
+less evident. He is to stick to his triposes. His triposes are his
+lessons. Among the greatest of all teachers was Louis Agassiz. A story
+has become classical as told by the distinguished naturalist, the late
+Dr. Samuel H. Scudder, regarding the methods of the great teacher with
+his students.
+
+In brief the story is that Mr. Scudder on going to Agassiz was told,
+"'Take this fish and look at it. We call it a Haemulon. By and by I
+will ask you what you have seen.' ... In ten minutes I had seen all
+that could be seen in that fish.... Half an hour passed, an hour,
+another hour; the fish began to look loathsome. I turned it over and
+around; looked it in the face--ghastly!--from behind, beneath, above,
+sideways, at three-quarters view--just as ghastly. I was in despair.
+At an early hour I concluded that lunch was necessary; so, with
+infinite relief, the fish was carefully replaced in the jar, and for
+an hour I was free.
+
+"On my return I learned that Professor Agassiz had been at the Museum,
+but had gone, and would not return for several hours.... Slowly I drew
+forth that hideous fish, and, with a feeling of desperation, again
+looked at it. I might not use a magnifying glass; instruments of all
+kinds were interdicted. My two hands, my two eyes, and the fish; it
+seemed a most limited field.... At last a happy thought struck me--I
+would draw the fish; and now with surprise I began to discover new
+features in the creature....
+
+"He listened attentively to my brief rehearsal of the structure of
+parts whose names were still unknown to me.... When I had finished he
+waited, as if expecting more, and then, with an air of disappointment,
+'You have not looked very carefully; why,' he continued most
+earnestly, 'you haven't even seen one of the most conspicuous features
+of the animal, which is as plainly before your eyes as the animal
+itself. Look again! Look again!' and he left me to my misery.
+
+"I ventured to ask what I should do next.
+
+"'Oh, look at your fish,' he said, and left me again to my own
+devices. In a little more than an hour he returned and heard my new
+catalogue.
+
+"'That is good, that is good,' he repeated: 'but that is not all; go
+on.' And so for three long days he placed that fish before my eyes,
+forbidding me to look at anything else or use any artificial aid.
+'Look, look, look,' was his repeated injunction."
+
+Doctor Scudder says that this was the best entomological lesson he
+ever had, and a lesson of which the influence extended to the details
+of every subsequent study.
+
+It is the duty of the college student to look at his fish, to thumb
+his lexicon, to read his textbook, to study his notes, to think, and
+think hard, upon the truth therein presented. Of all the students in
+the world the Scotch represent this simple duty the best. The men at
+Edinburgh, Glasgow, St. Andrews and Aberdeen toil mightily.
+
+The duty of learning one's lessons is, in these times, opposed by at
+least two elements of college life. One is self-indulgence and the
+other is athletics. Self-indulgence is a general cause and constant.
+Athletics have in the last thirty years come to be a force more or
+less dominant. Athletics represent a mighty force for collegiate and
+human betterment. Football, which is _par excellence_ the college
+game, is an admirable method of training the man physical, the man
+intellectual and the man ethical. But football is not a college
+purpose; it is a college means. It is a means for the promotion of
+scholarship, for the formation of manhood. When football or other
+forms of college sport are turned from being a method and a means into
+being ends in themselves the misfortune is lamentable.
+
+At a recent Harvard commencement, Professor Shaler, than whom no man
+in Harvard was more vitally in touch with all undergraduate interests,
+spoke of the harm wrought upon many students through their absorption
+in athletics. It cannot be denied for an instant that many men are
+hurt by giving undue attention to sports. Of course many men are
+benefited, and, are benefited vastly, by athletics, but men who are
+harmed should at once be obliged to learn the lesson of learning their
+lessons. That is the chief lesson which they ought to learn.
+
+
+
+
+VI
+
+
+In the appreciation of scholarship is found the strain of intellectual
+humility. The scholar is more inclined to inquire than to affirm. He
+is more ready to ask "What do you think?" than to say "I know." He is
+remote from intellectual arrogance. Humility means greatness.
+Cockiness is a token of narrowness. The Socratic spirit of modesty is
+as true a manner of wisdom as it is an effective method of increasing
+wisdom. The man who has an opinion on all things, has no right to an
+opinion on any one.
+
+This intellectual sympathy and appreciation should take on esthetic
+relations. You should be a lover of beauty as well as of wisdom. Good
+books, good pictures, good music, good architecture, should be among
+your avocations. Read a piece of good literature every day. See a good
+picture or a good copy of one every day. Hear some good music every
+day. The chapel service may give it to you. And see a piece of good
+architecture every day. Some of the college buildings can give it.
+Alas! many do not. Such visions and hearings will soak into your
+manhood.
+
+All this is only saying lead the life intellectual. You should not
+only be a thinker, you should be thoughtful. You should be a man of
+large thoughtfulness. You should be prepared to interpret life and all
+phenomena in terms of the intellect. Many of our countrymen are
+intelligent. They know a great deal. They have gathered up information
+about many things. This information is desultory, unrelated. Their
+minds are a Brummagem drawer. Here, by the way, lies the worthlessness
+of President Eliot's list of books to the untrained mind. To the
+educated mind such books mean much; to the uneducated, little. Yet, as
+a college man, you may know less than not a few uneducated people may
+know. I don't care. The life intellectual is more and most important.
+
+
+
+
+VII
+
+
+I also want you to go from the college a good combination of a good
+worker and a good loafer. To be able to loaf well is not a bad purpose
+of an education. The loafing that carries along with itself the
+freedom from selfishness, appreciation of others' conditions, and
+gentlemanliness, is worth commending. Loafing that follows hard work
+and prepares for hard work is one of the best equipments of a man.
+Loafing that has no object, loafing as a vocation, is to be despised.
+The late Professor Jebb wrote to his father once from Cambridge,
+saying:--
+
+"I _will_ read but not very hard; because I know better than you or
+any one can tell me, how much reading is good for the development of
+my own powers at the present time, and will conduce to my success next
+year and afterwards; and I will _not_ identify myself with what are
+called in Cambridge 'the reading set,' _i. e._, men who read twelve
+hours a day and never do anything else; (1) because I should lose ten
+per cent. of reputation (which at the university is no bubble but real
+living useful capital); (2) because the reading set, with a few
+exceptions, are utterly uncongenial to me. My set is a set that
+_reads_, but does not only read; that accomplishes one great end of
+university life by mixing in cheerful and intellectual society, and
+learning the ways of the world which its members are so soon to enter;
+and which, without the pedantry and cant of the 'reading man,' turns
+out as good Christians, better scholars, better men of the world, and
+better gentlemen, than those mere plodders with whom a man is
+inevitably associated if he identifies himself with the reading set."
+
+I rather like the loafing which young Jebb indulged in, but I fear it
+is a type of the life which some college men do not follow. They are
+inclined to look upon the four college years as a respite between the
+labor of the preparatory school and the labor of business, or rather
+they may look upon the four college years as a life of professional
+leisure. I am glad you cannot, even if you wished to, and I know you
+do not wish to, think of college as either respite or leisure. Whether
+the college is wise in allowing such loafing, it is not for me now to
+say, but I can trust you to be the proper kind of loafer as well as of
+worker.
+
+Indeed, I want you to have good habits of working. In such habits the
+valuation of time is of special significance. For time is not an
+agent. It does nothing. As a power, time is absolutely worthless. As a
+condition, time is of infinite worth. Mark Pattison, the rector of
+Lincoln College, said: "Time seems infinite to the freshman in his
+first term." But let me add that to a senior in his last term time is
+a swiftly moving opportunity. The need of time becomes more and more
+urgent as the college years go. When Jowett was fifty-nine years old,
+he wrote: "I cannot say _vixi_, for I feel as if I were only just
+beginning and had not half completed what I had intended. If I live
+twenty-five years more I will, _Dei gratia_, accomplish a great work
+for Oxford and for philosophy in England. Activity, temperance, no
+enmities, self-denial, saving eyes, never overwork." On his seventieth
+birthday Jowett made out what he called his Scheme of Life. It was
+this:--
+
+EIGHT YEARS OF WORK.
+
+  1 Year--Politics, Republic, Dialogues of Plato.
+  2 Years--Moral Philosophy.
+  2 Years--Life of Christ.
+  1 Year--Sermons.
+  2 Years--Greek Philosophy; Thales to Socrates.
+
+I turn over the last pages of Jowett's "Life and Letters," and I
+find a list of his works. Is there a moral philosophy in the list?
+No. A life of Christ? No. A treatise on Greek philosophy? No.
+But I do find a volume of college sermons, published since his
+death, and also a new edition of his "Plato." One of the most
+pathetic things in the volumes that cover his life is the constant
+reference to _agenda_--things he was to do. But the _agenda_ rapidly
+become _nugae_--impossibilities--and the reason was simply, as it
+ever is, the lack of time.
+
+To save time, take time in large pieces. Do not cut time up into bits.
+Adopt the principle of continuous work. The mind is like a locomotive.
+It requires time for getting under headway. Under headway it makes its
+own steam. Progress gives force as force makes progress. Do not slow
+down as long as you run well and without undue waste. Take advantage
+of momentum. Prolonged thinking leads to profound thinking. Steamers
+which have the longest routes seek deepest waters. Let me also counsel
+you to do what must be done sometime as soon as possible. Thus you
+avoid worry. You save yourself needless trouble and waste. You also
+have the satisfaction of having the thing done which is a very blessed
+satisfaction. I would have you spring to your work in the mood and the
+way in which J. C. Shairp, in his poem on the "Balliol Scholars,"
+spoke of Temple:--
+
+  "With strength for labor, 'as the strength of ten'
+    To ceaseless toil he girt him night and day:
+  A native King and ruler among men,
+    Ploughman or Premier, born to bear true sway:
+  Small or great duty never known to shirk,
+    He bounded joyously to sternest work--
+  Lest buoyant others turn to sport and play."
+
+Therefore, do not be a slave. Go at your job with enthusiasm. To get
+enthusiasm in work, work. Work creates enthusiasm for work in a
+healthy mind. The dyer's hand is not subdued to its materials; it is
+strengthened through materials for service.
+
+
+
+
+VIII
+
+
+You will soon learn, my son, that college men are, as a rule, sound in
+body, sane in mind, in heart pure, in will vigorous, keen in
+conscience, and filled with noble aspirations. Such men usually
+interpret life, both academic and general, in sanity and in justice.
+
+Yet, despite these happy conditions, there does prevail a danger of
+college men making certain misconceptions of college life.
+
+A misconception which is more or less common among students you will
+soon have occasion to see relates to the failure to distinguish, on
+the one side, knowledge from efficiency, and on the other, knowledge
+from cultivation. In the former time, the worth of knowledge, as
+knowledge, was emphasized in the college. The man who knew was
+regarded as the great man. To make each student an encyclopedia of
+information was a not uncommon aim. It is certainly well to know.
+Scholarship is seldom in peril of receiving too high encomium. Yet,
+knowledge is not power. Sometimes knowledge prevents the creation, or
+retention, or use, of power. The intellect may be so clogged with
+knowledge that the will becomes sluggish or irregular in its action.
+
+Knowledge, however, is always to be so gathered that it shall create
+power and minister to efficiency. The accumulation of information is
+to be made with such orderliness, accuracy, thoroughness and
+comprehensiveness, that these qualities shall represent the chief and
+lasting result of knowledge. Facts may be forgotten, but the
+orderliness, accuracy, thoroughness and comprehensiveness in which
+these facts have been gathered are more important than the facts
+themselves, and these qualities should, and may, become a permanent
+intellectual treasure. These qualities are elements of efficiency.
+They are forces for making attainments, for securing results. The
+student, however, while he is securing the facts which lead to these
+qualities is in peril of forgetting the primary value of the qualities
+themselves.
+
+On the other side, the student is also in peril of failing to
+distinguish between knowledge as knowledge, and knowledge which leads
+to personal cultivation. What is cultivation, and who is the
+cultivated person? Some would say that the cultivated person is the
+person of beautiful manners, of the best knowledge of life's best
+things, who is at home in any society or association. Such a
+definition is not to be spurned. For, is it not said that "Manners
+make the man"? Manners make the man! That is, Do manners create the
+man? that is, Do manners give reputation to the man? that is, Do
+manners express the character of the man? Which of the three
+interpretations is sound? Or does each interpretation intimate a side
+of the polygon?
+
+I know of a man put in nomination for a place in an historic college.
+The trustees were in doubt respecting his bearing in certain social
+relations. As a test, I may say, he was asked to be a guest at an
+afternoon tea. Rather silly way, in some respects, wasn't it? I doubt
+if he to this day is aware of the trial to which he was subjected. The
+way one accepts or declines a note of invitation, the way one uses his
+voice, the way one enters or retires from a room may, or may not, be
+little in itself, but the simple act is evidence of conditions. For is
+not manner the comparative of man? I would not say it is the
+superlative.
+
+Others would affirm that the cultivated person is the person who
+appreciates the best which life offers. Appreciation is intellectual,
+emotional, volitional. It is discrimination _plus_ sympathy. It
+contains a dash of admiration. It recognizes and adopts the best in
+every achievement, in the arts of literature, poetry, sculpture,
+painting, architecture. The cultivated person seeks out the least
+unworthy in the unworthy, and the most worthy in that which is at all
+worthy. The person of cultivation knows, compares, relates, judges. He
+has standards and 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 students work outside, and sometimes inside,
+college walls. The student is to remember that before he was a student
+he was a man, that after he has ceased to be a student he is to be a
+man, and while he is a student he is also to be a man, and also
+before, after, and always he is to be a gentleman. Such irregular
+conditions belong, of course, to youth as well as to the student. The
+irreverence which characterizes all American life is prone to become
+insolence, when, in the student, it is raised to the second or third
+power. The able man and true--student or not a student--of course
+presently adjusts himself to orderly conditions. The academic
+experience proves to be a discipline, though sometimes not a happy
+one, and the discipline helps towards the achievement of a large and
+rich character.
+
+
+
+
+X
+
+
+Another misconception made by the student is also common. It is a
+misconception attaching to any weakness of his character. The student
+is inclined to believe that there may be weaknesses which are not
+structural. He may think that there may be some weakness in one part
+of his whole being which shall not affect his whole being. He may
+believe that he can skimp his intellectual labor without making his
+moral nature thin, or that he can break the laws of his moral nature
+without breaking his intellectual integrity. He may think that he can
+play fast and loose with his will without weakening his conscience or
+without impairing the truthfulness of his intellectual processes. He
+may imagine that he is composed of several distinct potencies and that
+he can lessen the force of any one of them without depreciating the
+value of the others. Lamentable mistake, and one often irretrievable.
+For man is a unit. Weakness in one part becomes weakness in every
+part. In the case of the body, the illness of one organ damages all
+organs. If the intellect be dull, or narrow in its vision, or false in
+its logic, the heart refuses to be quickened and the conscience is
+disturbed. If the heart be frigid, the intellect, in turn, declines to
+do its task with alertness or vigor. If conscience be outraged, the
+intellect loses force and the heart becomes clothed with shame. Man is
+one. Strength in one part is strength in, and for, every part, and
+weakness in one part results in weakness in, and for, every part.
+
+For avoiding these three misconceptions, the simple will of the
+college man is of primary worth. If he will to distinguish knowledge
+from efficiency, and knowledge from cultivation, if he will to know
+that the distinction between academic morals and human morals is not so
+deep as some believe, and if he will to believe in the unity of
+character, the student has the primary help for securing a sound idea
+and a right practice.
+
+
+
+
+XI
+
+
+I write to you, my boy, out of the experience and observation of
+thirty years in which I have followed as best I could the careers of
+graduates of many of our colleges. The other afternoon I set down the
+names of some of these graduates of the two colleges which I know
+best. Among them were men who, fifteen or thirty years after their
+graduation, are doing first-rate work. They are lawyers, editors,
+physicians, judges, clergymen, teachers, merchants, manufacturers,
+architects and writers. As I have looked at the list with a mind
+somewhat inquisitive I have asked myself what are the qualities or
+conditions which have contributed to the winning of the great results
+which these men have won.
+
+The answers which I have given myself are manifold. For it is always
+difficult in personal matters to differentiate and to determine
+causes. In mechanical concerns it is not difficult. But in the
+calculation of causes which constitute the value of a person as a
+working force one often finds oneself baffled. The result frequently
+seems either more or less than an equivalent of the co-operating
+forces. The personal factor, the personal equation counts immensely.
+These values we cannot measure in scales or figure out by the four
+processes of arithmetic.
+
+Be it said that the causes of the success of these men do not lie in
+their conditions. No happy combination of circumstances, no windfall
+of chance, gave them what they have achieved. If those who graduated
+in the eighth decade had graduated in the ninth, or if those who
+graduated in the ninth had graduated in the earlier time, it probably
+would have made no difference. Neither does the name, with possibly a
+single exception, nor wealth prove to be a special aid. Nor have
+friends boosted or pushed them. Friends may have opened doors for
+them; but friends have not urged them either to see or to embrace
+opportunities.
+
+These men seem to me to have for their primary and comprehensive
+characteristic a large sanity. They have the broad vision and the long
+look. They possess usually a kind of sobriety which may almost be
+called Washingtonian. The insane man reasons correctly from false
+premises. The fool has no premises from which to reason. These men are
+neither insane nor foolish. They have suppositions, presuppositions,
+which are true. They also follow logical principles which are sound.
+They are in every way well-ordered. They keep their brains where their
+brains ought to be--inside their skulls. They keep their hearts where
+their hearts ought to be--inside their chests. They keep their
+appetites where their appetites ought to be. Too many men keep their
+brains inside their chests: the emotions absorb the intellect. Too
+many men put their hearts inside their skull: the emotions are dried
+up in the clear air of thought. Too many put both brains and heart
+where the appetites are: both judgment and action are swallowed up in
+the animal.
+
+But these men are whole, wholesome, healthy, healthful. They seem to
+represent those qualities which, James Bryce says, Archbishop Tait
+embodied: "He had not merely moderation, but what, though often
+confounded with moderation, is something rarer and better, a steady
+balance of mind. He was carried about by no winds of doctrine. He
+seldom yielded to impulses, and was never so seduced by any one theory
+as to lose sight of other views and conditions which had to be
+regarded. He knew how to be dignified without assumption, firm without
+vehemence, prudent without timidity, judicious without coldness." They
+are remote from crankiness, eccentricity. They may or may not have
+fads; but they are not faddists. Not one of them is a genius in either
+the good or the evil side of conspicuous native power. They see and
+weigh evidence. They are a happy union of wit and wisdom, of jest and
+precept, of work and play, of companionship and solitude, of thinking
+and resting, of receptivity and creativeness, of the ideal and the
+practical, of individualism and of sympathy. They are living in the
+day, but they are not living for the day. They embody the doctrine of
+the golden mean.
+
+Each of these men has also in his career usually more than filled the
+place he occupied. He has overflowed into the next higher place. The
+overflow has raised him into the higher lock. The career has been an
+ascending spiral. Each higher curve has sprung out of the preceding
+and lower. From the attorneyship of the county to service as attorney
+of the State, and to a place on the Supreme Bench of the United
+States:--From a pastorate in a small Maine city to a pastorate
+suburban, and from the pastorate suburban to a pastorate on Fifth
+Avenue:--From a professorship in an humble place to a professorship in
+largest relations:--From the building of cottages to the building of
+great libraries and museums. This is the order of progression. I will
+not say that any of these men did the best he could do at every step
+of the way. Some did; some did not, probably. But what is to the
+point, each did better than the place demanded. He more than earned
+his wages, his salary, his pay. He had a surplus; he was a creditor.
+His employers owed him more than they paid him. They found the best
+way of paying him and keeping him was to advance him.
+
+Such is the natural evolution of skill and power. The only legitimate
+method of advancement is to make advancement necessary, inevitable, by
+the simple law of achievement. The simple law of achievement depends
+upon the law of increasing force, which is the law that personal force
+grows through the use of personal force.
+
+Hiram Stevens Maxim in the sketch of his life tells of his working in
+Flynt's carriage factory at Abbot, Maine, when a boy of about fifteen.
+From Flynt's at Abbot he went to Dexter, a large town, where he became
+a foreman. He presently went to a threshing machine factory in
+northern New York; thence to Fitchburg, Mass., where he obtained a
+place in the engineering works of his uncle. In this factory he says
+he could do more work than any other man save one. Thence he went to a
+place in Boston; from Boston to New York, where he received high pay
+as a draughtsman. While he was working in New York he conceived the
+idea of making a gun which would load and fire itself by the energy
+derived from the burning powder. From work in a little place in Maine,
+Maxim, by doing each work the best possible, has made himself a larger
+power.
+
+Furthermore, these men represent goodfellowship. They embody
+friendliness. The late Robert Lowe (Viscount Sherbrooke) was at one
+time esteemed to be the equal of John Bright and of Gladstone in
+oratory, and their superior in intellect. He died in 1892 unknown and
+unlamented. He failed by reason of a lack of friendliness. Lowe was
+once an examiner at Oxford. Into an oral examination which he was
+conducting a friend came and asked how he was getting on.
+"Excellently," replied Lowe, "five men flunked already and the sixth
+is shaky." Ability without goodfellowship is usually ineffective; good
+ability _plus_ good fellowship makes for great results.
+
+In this atmosphere of friendliness, these men are practising the
+Golden Rule. They are not advertising the fact. They do much in this
+atmosphere of friendliness for large bodies of people. They follow the
+sentiment which Pasteur expressed near the close of his great career:
+"Say to yourselves first: 'What have I done for my instruction?' and,
+as you gradually advance, 'What have I done for my country?' until the
+time comes when you may have the immense happiness of thinking that
+you have contributed in some way to the progress and to the good of
+humanity. But whether our efforts are or are not favored by life, let
+us be able to say when we come near the great goal: 'I have done what
+I could.'" They have done much for the individual, for the local
+neighborhood. They have given themselves in numberless services,
+boards, committees, commissions--works which count much in time and
+strength. These services constitute no small share of the worth of a
+commonwealth, of a community.
+
+To one relation of these men I wish especially to refer. This is their
+relation to wealth. Some of these men are business men. Wealth is one
+of the normal results of business. Some of these men are professional
+men. Wealth is not the normal result of professional service. But the
+seeking of wealth has not in the life and endeavor of these men played
+a conspicuous part. If wealth is the primary purpose, they keep the
+purpose to themselves. They do not talk much about it. But most of
+them do not hold wealth as a primary purpose. Rather their primary and
+atmospheric aim is to serve the community through their business. The
+same purpose moves them which also moves the lawyer, the minister, the
+doctor. Life, not living, is their principle.
+
+To one further element I must refer. It comprehends, perhaps, much
+that I have been trying to say to you, my son. These men kept, and are
+keeping themselves to their work. They do not waste themselves. They
+are economical of time and strength. The late Provost Pepper of the
+University of Pennsylvania said (in a manuscript not formally
+published): "Many can do with less than eight or even seven hours of
+sleep while working hard, provided they recognize the increased risk;
+that while running their engine they take more scrupulous care with
+every part of the machinery. Machine must be perfect, fuel ditto;
+everything must be sacrificed to the one point of keeping the
+machinery running thus: Subjection of carnal, emotional excesses;
+certainty that no weak spots exist; diet, especially too much eating,
+too fast eating; stimulants, tobacco, open-air exercise; cool-headed,
+almost callous, critical analysis of oneself, one's sensations and
+effect of work on the system; clear knowledge of danger lines; result,
+avoidance of transgressing, and immediate summons at right time."
+
+These men are men of self-restraint. They are like rivers having dams,
+keeping their waters back in order that the water may be used more
+effectively. They are free from entangling alliances. They are not men
+of one thing; they are often men of two, three, a dozen things. But
+one thing is primary, the others secondary. They may have avocations;
+but they have only one vocation. "This one thing I do." I have already
+quoted from Pasteur. Of him it is said by his biographer: "In the
+evening, after dinner, he usually perambulated the hall and corridor
+of his rooms at the Ecole Normale, cogitating over various details of
+his work. At ten o'clock he went to bed, and at eight the next
+morning, whether he had had a good night or a bad one, he resumed his
+work in the laboratory." His wife wrote to their children: "Your
+father is absorbed in his thoughts, talks little, sleeps little, rises
+at dawn, and in one word, continues the life I began with him this day
+thirty-five years ago." Learn from the Frenchman, my boy!
+
+Keeping themselves at their one work these men embody a sense of duty.
+I find they have a conscience. Their conscience is not worn outside,
+but inside, their bosom. They make no show of doing what they ought.
+They simply do what they are called upon to do--and that is all there
+is to it. It was said of a first scholar in an historic college that
+he was never caught working. These same men may, or may not be caught
+working, but they do work, and their work is a normal and moral part
+of their being.
+
+But your face, my son, is rather toward your own future than toward
+the past of other men. But your own future is as nothing save as it
+touches other men. Therefore, do have an enthusiasm for man as man.
+Enthusiasm for humanity has its basis in love for man as man, in a
+belief in the indefinite progress of man and in a determination to
+promote that progress. In a posthumous romance of Hawthorne the
+heroine points out to her lover the service which they will give to
+mankind in successive endless generations. In one age, poverty shall
+be wiped out; in another, passion and hatred and jealousy shall cease;
+in a third, beauty shall take the place of ugliness, happiness of
+pain, and generosity of niggardliness. In reality, not in romance,
+every student is to feel a passion for human service. These toiling
+and tired brothers and sisters are to be loved, not with a mere
+emotional affection, but with a mighty will. One is to adopt the
+principle of Gladstone and not of the Marquis of Salisbury in relation
+to humanity.
+
+The student also is to believe that the human brotherhood is capable
+of indefinite progress. The law of evolution makes the belief in human
+perfectibility easy; the principles of religion make the belief
+glorious. Slow is the progress. One generation turns the jack-screw of
+uplifting one thread; but it is a thread. Humanity does rise. Linked
+with this love for man and the assurance of his progress the college
+man is to determine himself to advance this progress. Whatever his
+condition, whatever his ability, he is to do his part. As is said in
+that noble epitaph to Wordsworth, placed in the little church at
+Grasmere, each is to be "a minister of high and sacred truth."
+
+I want you to come out from the college with a determination to do
+something worth while. It is rather singular how political ambitions
+have ceased among graduates. Some say all ambition has ceased among
+college men. I do not believe it. The softer times may not nurse the
+sturdier virtues; but men are still men. The words which Stevenson
+wanted put on his tombstone: "He clung to his paddle," and the words
+of George Eliot: "Don't take opium," and the words of Carlyle: "Burn
+your own smoke," are still characteristic of college men. Men are
+still moved by the great things, and by such inspiration they are
+inspired great things to do.
+
+
+
+
+XII
+
+
+I am not, I think, going too far if I refer to one very personal
+matter, my son. I mean your relation to the Supreme Being. That Being
+may be conceived under many forms, as Love, as Omnipotent Force, as
+Omniscient Knowledge, as Perfect Beauty, as Absolute Right. The
+college man interprets the Supreme Being under at least one of these
+forms; and he may be able to interpret him under all of these forms.
+To this Being he should relate himself. Let the college man learn, and
+learn all; but he should not neglect to learn of the Divine Being. The
+college man should love, and love every object as it is worthy of
+loving; but he should not decline to love the Supreme Being. For He is
+Supreme.
+
+The college man is to follow the wisest leadership, to obey the
+highest principles, to give himself to the contemplation of the
+sublimest; but his following, his obedience, his self-surrender are to
+bring him to and keep him with the Being Supreme. Religion thus
+broadly interpreted makes a keen and mighty appeal to the college man.
+Let the college man be religious; let not the college man have a
+religion. Let religion be a fundamental element of his character, and
+not a quality of his changing self. His religion, like that of every
+other man, should first be human, not scholastic; first essential and
+natural, not arbitrary.
+
+Be religious. It sounds almost goodish, but I know you do not think it
+such. Be religious. Relate yourself to something. Relate yourself to
+some What. Or relate yourself to some Who: beyond whatever your eye
+sees or your hand touches. I do not care how you put it. If I were a
+Buddhist, I would say, worship Buddha. Be what the great image at
+Kamakura represents. If I were a Mohammedan, I would say, follow the
+teachings of the Koran, and pray. I am, and you are, a Christian.
+Therefore I say: Love your God. Follow the example of the Christ. Be
+one of that company who accept his guidance and are seeking to do his
+will in the bettering of the world.
+
+Good-bye, dear boy, I have written too long, but it has done me good
+to write. If it does you a quarter of the good to read, I shall be
+grateful.
+
+Good-bye.
+
+                                                      YOUR FATHER.
+
+
+
+
+
+End of the Project Gutenberg EBook of Letters from a Father to His Son
+Entering College, by Charles Franklin Thwing
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