and are placed side by side with their fellow sins, a long step has been taken towards their suppression.

There is no class of young people more thoroughly honorable than the general student body. Traditions have covered some sins with a gloss that must be removed, and when so treated, the student body of Missouri, and all other states, will spring to the font, and present a loyalty to truth and integrity which will rejoice the hearts of the most demanding.

IV.

CHARLES C. HEMENWAY, PH. D., Pritchett College, Missouri.

"College Honor" may have two meanings: the first, a code of honor peculiar to the college and to college life; the second, honor in college as universally understood and required everywhere. The former was long an accepted view but is now rapidly passing; the latter is the view of the writer and the meaning employed in these few lines.

Honor in the college world! Is it really found in as great degree in the college as elsewhere? Probably, yes. Is honor held theoretically in as high esteem in the college as in the ordinary business world? Probably higher. No moral discriminating power is sharper than that of the college student. But this does not satisfy the educator. He wishes not only a finer appreciation of honor in the college, but a far more universal practice of it than in business or social life.

In Missouri and the West the college practice of honor is confessedly not high. Cheating and deception in many ways are much too common. Why? Why? In part the college authorities are the cause. There is little or no professional courtesy between colleges; and much that is unscrupulous appears in their rivalry. If the student sees his college outdoing the business world in its advertising and soliciting methods, if he sees an ignoring of honor in college athletics to secure a successful team, his personal sense of honor will suffer in his association with these teachers.

There is also very little religious influence now exerted over

the student. Whatever may be the value of religious motives over the life of the student, its absence in the ordinary college of today is a real loss for honor.

No cadet at West Point can lie and remain in the Military Academy. Student contempt will drive him to resignation. The West Point cadet is naturally no higher toned than any other student. But a spirit of honor has been fostered in the institution to such results. When the college authorities of Missouri and the United States make honor in word and deed for their students a far higher and finer acquisition than scholarship and prizes; when deception in college work becomes the unpardonable college sin; when the chief and ultimate aim of college education is moral and intellectual character, then may we hope for worthy college honor. In no education-not even manual training and the technical-should character building and training be secondary even. College honor can not exist except as the result of well-directed, persevering and widespread effort in the college world.

V.

MILLARD F. TROXELL, D. D., Midland College, Kansas.

The code of college honor is largely unwritten but it is a distinct force in a distinctive life. Considering the importance of the years of young people spent in the circles of college influence and experience, in the forming of habit and the fixing of character, it is well to lay emphasis upon this subject in every generation of students. The student life is only a brief period of the average human career. The generations of students enter and pass out of college walls and halls quite rapidly, but the few years count twenty-four-karat fine in the setting they give to life's jewels of ambition and determination.

The code of the college with which the writer is most familiar just now is distinctively clear, high, and bracing. It exalts duty, honesty, truthfulness aud sobriety. It therefore is a very part of the student life in class-room, in the concerns of business, in mat

ters of honor between classmates, among fellow-students and with the faculty, and out-doors on the athletic field. It is not the kind of honor found according to tradition among the gentry who thieve and break the laws of the land-simply to share alike in the spoils and to protect each other by not telling of each other's guilt; but it is an honor that has its base upon the desire to do right, and to be right because the principle of right is good and true and beautiful. It is because while college life may come and college life may go, right is right forever. That makes college honor sane and sound and safe. It gives it a consistent quality that makes it easy to follow the key-note in a given institution, and hard to follow any other course. It is not a blind devotion to the college colors, not a splitting of the air with the college yell, but an intelligent devotion to the honor of the college because the college itself stands for honor. In this clear air one cannot. cut a recitation nor cheat in an examination and feel that it is a good or smart thing to do.

This, if I mistake not, is the high call which the colleges in the heart of our country, in the Mississippi and Missouri valley, give to those who enter them to follow in daily conduct and contact with life. The careful observer may note only rare instances of grave dishonor or disgraceful conduct in this region of many colleges. May this not be justly attributed to the code of honor first established in them and then handed on to the succeeding generations of students?

VI.

W. S. CHAPLIN, LL. D., Washington University, Missouri.

College honor stands about on the level with honor outside of college. The great body of students, like the great body of those outside of the college, mean to do about right. There are in every college, as in every community, a few who are willing to resort to dishonorable methods to gain their ends. It is to restrain that few that all the rules against cheating and other forms of dishonesty in the matter of standing are established. do not believe in the existence of any standard of honor in any

institution in this country which entirely prevents dishonesty. I have heard many such spoken of, but on investigation I have found that human nature is the same everywhere, and that the institutions where the honor system is established have about the same kind of dishonesty as the institutions where there is strict supervision of examinations.

I believe there is about one way of treating dishonesty, which is to guard against temptation and to punish severely cases of cheating. In the very institutions where the honor system is followed and prized most highly, I have heard of the meanest examples of cheating and of winking at this cheating by students in general. The colleges are in no worse position in this matter than the schools. For several years I have made it a point to make careful inquiry as to the former history of the small number who have been found guilty of cheating in examinations, and I have become convinced that the cases in which a student has cheated and been caught in his first offense are extremely rare.

The habit of cheating seems to be formed very gradually, and to have its origin in lax supervision and the slight importance attached to dishonest tricks. It grows with opportunity, and in time becomes fixed. Neither authorities, nor parents, nor friends attach the same importance to dishonesty in examinations that they attach to dishonesty in money matters. Until there is a much stronger public sentiment against dishonesty, I think that dishonesty will be with us.

VII.

DAVID R. KERR, D.D., Westminster College, Missouri.

The desirability of the honor system in colleges is unquestioned. Every other system is in some degree a system of spying. Spying is an arouser of some of the meanest elements in human nature. It exceedingly tempts both teacher and student. It lacks the element which inspires honor and contains the elements. which tempt to dishonor under the name of getting even. To get honor, honor must be given. To get trustworthiness, trust must be given. Therefore, teachers are largely responsible for the

presence of honor or the lack of honor in the classroom and in the general government of students. The teacher must loose his suspicious attitudes and trust the students as the first step toward the honor system. Then, too, the teacher must combine those qualities by which he can call forth from the students that composite or respect, fear and honor which puts them in their best temper, attitude and determination. In a few instances when the teacher may lack this power the composite influence of the fac ulty and the atmosphere of the institution may secure the desired results. It is very certain that everything like a spying system should cease in colleges, and that students who cannot be brought under the spirit and manly advantage of the honor system should not remain in colleges.