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 school sees in his elders or hears discussed by them consist of just such manifestations as I have indicated. It is no wonder then that the freshmen just entering college should come with the impression that college spirit consists mostly of noise and not at all of duty.

I make no objection to these methods of showing a feeling of loyalty to one's alma mater. I remember, however, being told when I was a young boy that the child who cried the loudest forgot his pain the most quickly, so, though I know that analogy is often the weakest form of argument, it may be true that the fellow who yells the most boisterously at the game is the quickest to forget his allegiance to the college when the opera house is being stormed. The development of real and genuine feeling for one's alma mater must be gradual. The freshman who comes to college, in the Middle West at least, comes with very little idea of what it means. In many cases he is the first member of his family to have a college education, and his conception of what such a training implies is summed up in a practical estimate of how much it will in future years be worth to him in dollars and cents. There is to him at the outset at least very little suggestion of obligation or of sentiment. These feelings, if they come at all, come later.