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I beg the reader to consider some of the secondary evils which I have enumerated. First of all, is not our growing tendency to appoint no instructors who are not also doctors an instance of pure sham? Will any one pretend for a moment that the doctor’s degree is a guarantee that its possessor will be successful as a teacher? Notoriously his moral, social and personal characteristics may utterly disqualify him for success in the class-room; and of these characteristics his doctor’s examination is unable to take any account whatever. Certain bare human beings will always be better candidates for a given place than all the doctor-applicants on hand; and to exclude the former by a rigid rule, and in the end to have to sift the latter by private inquiry into their personal peculiarities among those who know them, just as if they were not doctors at all, is to stultify one’s own procedure. You may say that at least you guard against ignorance of the subject by considering only the candidates who are doctors; but how then about making doctors in one subject teach a different subject? This happened in the instance by which I introduced this article, and it happens daily and hourly in all our colleges? The truth is that the Doctor-Monopoly in teaching, which is becoming so rooted an American custom, can show no serious grounds whatsoever for itself in reason. As it actually prevails and grows in vogue among us, it is due to childish motives exclusively. In reality it is but a sham, a bauble, a dodge, whereby to decorate the catalogues of schools and colleges.

Next, let us turn from the general promotion of a spirit of academic snobbery to the particular damage done to individuals by the system.

There are plenty of individuals so well endowed by nature that they pass with ease all the ordeals with which life confronts them. Such persons are born for professional success. Examinations have no terrors for them, and interfere in no way with their spiritual or worldly interests. There are others, not so gifted who nevertheless rise to the challenge, get a stimulus from the difficulty, and become doctors, not without some baleful nervous wear and tear and retardation of their purely inner life, but on the whole successfully, and with advantage. These two classes form the natural Ph.D.’s for whom the degree is legitimately instituted. To be sure, the degree is of no consequence one way or the other for the first sort of man, for in him the personal worth obviously outshines the title. To the second set of persons, however, the doctor ordeal may contribute a touch of energy and solidity of scholarship which otherwise they might have lacked, and were our candidates all drawn from these classes, no oppression would result from the institution.

But there is a third class of persons who are genuinely, and in the most pathetic sense, the institution’s victims. For this type of character the academic life may become, after a certain point, a virulent poison. Men without marked originality or native force, but fond of truth and especially of books and study, ambitious of reward and recognition, poor often, and needing a degree to get a teaching position, weak in the eyes of their examiners,–among these we find the veritable chair a canon of the wars of learning, the unfit in the academic struggle for existence. There are individuals of this sort for whom to pass one degree after another seems the limit of earthly aspiration. Your private advice does not discourage them. They will fail, and go away to recuperate, and then present themselves for another ordeal, and sometimes prolong the process into middle life. Or else, if they are less heroic morally they will accept the failure as a sentence of doom that they are not fit, and are broken-spirited men thereafter.