means of notes passed is as easy and free as talk at an afternoon tea. The instructor usually looks on indifferently, engaged in reading the newspaper or in the solution of some of his own intellectual or domestice difficulties, or he quite as likely strolls out of the room entirely to do an errand for his wife, or to get a breath of air for his health. There is no adequate supervision, no adequate proctoring. The students are not on their honor, and they know they are not, and even if the instructor announced that they were, they would seldom accept the announcement as authentic since it had been made without discussion with them and without their consent.
The honor system would help, but it would be worse than useless unless it were backed strongly by student sentiment. If three-fourths of the student body were of the opinion that the practice of cribbing is wronz, that it should go, and that they are not only willing not to crib themselves but that they will report every man who is known to crib, the practice would soon be upon its last legs. It is not so difficult to interest a considerable number of students to the extent that they will agree to honesty of procedure themselves, but it is altogether another matter when it comes to their assuming responsibility for the conduct of others. "I would myself agree not to crib," students say to me over and over again, "but I would not report a man whom I saw crib or even talk to him about the matter." But this, it seems to me, is the logical solution of the whole matter—student sentiment and student responsibility. So long as cribbing is an affair between faculty and students it may be ameliorated, but it will never be fully cured. It
