Examinations exist, however, and nothing which can be done directly is likely to remove from the minds of sub-freshmen the notion that they study literature largely if not solely for the sake of being able to struggle successfully with the difficulties of entrance papers. The only means of combating this idea is the indirect method of making the study interesting in and for itself; of nourishing a love for great writings and fostering appreciation of masterpieces. It may be added, moreover, that this is also the surest way of securing ease and proficiency on just those lines in which it is the ambition of pedantic teachers to have their pupils excel. Classes are more effectively trained for college tests by teaching them to think, to examine for themselves, to have real responsiveness and feeling for literature, than they can possibly be by any drill along formal lines. Here as pretty generally in life the indirect is the surest. More is done in the way of preparation for any rational examination, I believe, by training youth to recognize good literature and to realize what makes it good, than by any amount of deliberate drill of especially prescribed works or laborious following out of the lines indicated by old examination-papers. Much of this is effected by what has been spoken of as inspirational teaching, the simple training of children to have real enjoyment of the best. In the lower grades of school this is all that can be profitably attempted. Before the student leaves the secondary school, however, he should be able for himself to make in a general way an application of the principles which underlie literary distinctions. He should be able broadly to recognize the qualities which belong to the best work. He should be able from personal experience to appreciate the force of the remarks of De Quincey: