By the other group, college is recalled as a waste of time. The transition from the position of a kept and protected favorite child into that of a grown man under the imperative of having to earn his own keep has worked a disillusionment. Instead of getting the job he believes his degree entitles him to, he finds himself a superfluity in the labor market. Employers are likely to speak of him as bumptious, immature, undeveloped, a cub. He finds, even for the simplest tasks, either that he must unlearn what he has learned, or, if he is lucky, that he has no training at all. He begins to regret his college life and to consider that college has failed him. Thinking about it, as did Philip Wylie, he realizes that “the serious purpose” of college not only was not serious to him, but could not have been. For, as the New York boy found already in high school, the curriculum offers him no momentous living option. The subject matter is irrelevant to all that is dynamic in him, it lacks vital links with both the passions of his heart and the actual world where, after college, he must live and move and have his being. It is presented mostly by persons to whom teaching is as much a disagreeable penalty for the amenities of “scholarly” life as learning is to the student for the amenities of college life. Hence, the student seeks to pay the minimum penalty, which is to pass his examination by any means whatsoever. Sometimes the disillusion rises during undergraduate years. Then there are editorials in the college papers. Administrations are criticized, professors are graded, courses are scored, abuses are denounced. Deans and faculties squirm and are glad when the student interest in education subsides. Fortunately such bursts of interest are rare interludes. For the most part, it is faculties, not students, who are agitated about education. And why should students be agitated about anything still so monastic, that isolates nearly all of those who enter upon it from the realities among which they expect to spend their lives, and sustains them in a state of irresponsibility and irrelevance? At an age when body and mind cry out against infancy, “the higher education” prolongs infancy; it sets up and maintains a conflict between psychobiological adulthood and social childishness. In this conflict “college life” has its fertile soil. It nourishes all those psychological expressions which fall into the patterns of undergraduate attitudes and behavior that are designated by the word “collegiate.”