Fully, however, as the dangers here pointed out may be acknowledged, much of a different sort remains also true. Have we not all received a large measure of moral culture at school? And are we quite content to say that the greatest of subjects is unteachable? I would not say this; on the contrary, I hold that no college is properly organized where the teaching of ethics does not occupy a position of honor. The college, not the school, is the place for the study. It would be absurd to maintain that all other subjects of study are nutritious to man except that of his own nature; but it is far from absurd to ask that a young man first possess a nature before he undertakes to analyze it. A study useless for developing initial power may still be highly profitable for doctrine, for reproof, for correction, for instruction in righteousness. Youth should be spontaneous, instinctive, ebullient; reflection whispers to the growing man. Many of the evils that I have thus far traced are brought about by projecting upon a young mind problems which it has not yet encountered in itself. Such problems abound in the later teens and twenties, and then is the time to set about their discussion. But even in college I would have ethical study more guarded than the rest. Had I the power, I would never allow it to be required of all. It should be offered only as an elective and in the later years of the course. When I entered college I was put in my freshman year into a prescribed study of this sort. Happily I received no influence from it whatever. It passed over and left me untouched; and I think it had no more effect on the majority of my classmates. Possibly some of the more reflective took it to heart and were harmed; but in general it was a mere wasting of precious ointment which might have soothed our wounds if elected in the senior year. Of course great teachers defy all rules; and under a Hopkins, a Garman, or a Hyde, the distinctions of elective and prescribed become unimportant. Yet the principle is clear: wait till the young man is confronted with the problems before you invite him to their solution. Has he grown up unquestioning? Has he accepted the moral code inherited from honored parents? Can he rest in wise habits? Then let him be thankful and go his way untaught. But has he, on the other hand, felt that the moral mechanism by which he was early guided does not fit all cases? Has he found one class of duties in conflict with another? Has he discovered that the moral standards obtaining in different sections of society, in different parts of the world, are irreconcilable? In short, is he puzzled and desirous of working his way through his puzzles, of facing them and tracking them to their beginnings? Then is he ripe for the study of ethics.