The motives which lead people to seek college education divide the students into three types. First there are the few who love learning. The spirit which once caused groups of young men to follow Abelard or Erasmus still brings an occasional youth to college. Such students may need guidance, advice and the fellowship of mature scholars. It is not necessary to force them to study, or offer them “snap courses,” or cram them for examination. Much of the procedure and regulation--the regimentation common in institutions of learning--is unnecessary and sometimes harmful to them. Most of them would become educated persons even if they never saw a college class-room. A second type of student attends college and university in large numbers. The motive is preparation for a professional career. Many of the best students belong to this type. Whether in addition to their professional training they ever gain a liberal education--we have seen that the two are not necessarily the same--will depend largely upon what they do after they get their degrees. If they then have an interest in educating themselves, their technical training ought to be an advantage, for most of them have learned how to study. But so much purely technical knowledge must be drilled into a man’s head that the student who is preparing for a degree in engineering, law, medicine or scientific research has very little time for anything else. Many of the most successful physicians, engineers and scientists need adult education quite as much as do ordinary working men. The third type, the majority of undergraduate students, are for the most part pleasant young men and women of the upper middle class. Their parents are “putting them through college” because it is the expected thing to do. A man wishes to give his children every advantage. While a bachelor’s degree is not exactly a social necessity, there are many who would have something like an inferiority complex without it. I knew one family in New York City who almost went into mourning when the only son failed in his Harvard entrance examinations. Students of this type enjoy four happy years, largely at public expense, with other young people of their own age in an environment designed to keep them out of mischief. I have no doubt this grown-up kindergarten life is good for them; most of them seem to appreciate it. In later years they remain enthusiastically loyal to Alma Mater, coming back to football games and class reunions and contributing to the support of the college. As alumni their influence is not always on the side of progress in education, but perhaps they make up for this failure in other ways.