had been educated. The town often hadn’t even a library. Such girls couldn’t waste their time developing a critical spirit. It would be suicidal for them if they did. Their happiest fate was to marry the town dentist or doctor, the clerk in the bank, the owner of the garage. Their highest ambition in life would be to send their children to Chippewa. The men in the College of Arts were generally serving time, taking the prerequisites to get them into the professional schools, or lazy boys content to loaf for four years before they settled down into business.” As to the college life, the cheap toggery shops with the “cheap sport” clothes, the yet cheaper movies with student cat-calls at risqué incidents, the college “activities,” do we not know them all too well as Miss Neff portrays them? Does this sort of thing, which is common enough all over the United States, go to make that “center of robust intellectual life” that Dr. Angell offers as the only alternative to “the life of the upper classes, whatever that may mean in America”? No, the choice is not between the “children of the upper classes” on the one hand, and “all those who possess qualifications of mind and character” on the other, but between those of all classes who have the desire and capacity for genuine education and those, again, of all classes who desire merely the social or economic benefit to be derived from the possession of a college diploma. If, as he says, the effort to answer his questions “will doubtless keep the educational pendulum swinging vigorously for many a day to come,” all I can say[Pg 169] is that the heads of our educational leaders are more bemused than even I have ever claimed them to be.