juniors had been suspected of dishonesty in an examination and had been reported to me. One was without prominence in student affairs, the other the captain of an athletic team counted upon to win. An examination of the evidence showed beyond doubt that one of the two men had copied from the other, though it was not clear which one. I discussed the situation with each separately, and with apparent frankness they told me the facts. The athlete was innocent, he said. The older man confessed that he had been the dishonest one, and was dismissed. Years afterward I learned that the men had talked the matter over before coming in to see me and had agreed to lie, the man of little prominence being the willing sacrifice in order that the craven coward athlete might be saved. It makes me angry still when I think of it, distorted sense of honor though it was.
A short time ago, in order that I might better understand the student viewpoint with respect to cribbing, I prepared and sent to a selected list of four hundred undergraduate men, a questionnaire. The queries were as follows:
1. What percentage of the members of your classes do you think sometimes crib?
2. Is this percentage larger in some kinds of courses than in others, as for instance, mathematics, rhetoric, chemistry, etc., and if so, in what kinds?
3. Under some kinds of instructors than under others, and if so, under what kinds?
4. What form of cribbing is most common?
5. What seems to be the most common reason or defense given?
6. If you have ever cribbed what was the situation?
