All this talk of degeneration always affects me as though I had accidentally overheard offensive talk about my own daughter.  It offends me that these charges are wholesale, and rest on such worn-out commonplaces, on such wordy vapourings as degeneration and absence of ideals, or on references to the splendours of the past.  Every accusation, even if it is uttered in ladies’ society, ought to be formulated with all possible definiteness, or it is not an accusation, but idle disparagement, unworthy of decent people.

I am an old man, I have been lecturing for thirty years, but I notice neither degeneration nor lack of ideals, and I don’t find that the present is worse than the past.  My porter Nikolay, whose experience of this subject has its value, says that the students of today are neither better nor worse than those of the past.

If I were asked what I don’t like in my pupils of today, I should answer the question, not straight off and not at length, but with sufficient definiteness.  I know their failings, and so have no need to resort to vague generalities.  I don’t like their smoking, using spirituous beverages, marrying late, and often being so irresponsible and careless that they will let one of their number be starving in their midst while they neglect to pay their subscriptions to the Students’ Aid Society.  They don’t know modern languages, and they don’t express themselves correctly in Russian; no longer ago than yesterday my colleague, the professor of hygiene, complained to me that he had to give twice as many lectures, because the students had a very poor knowledge of physics and were utterly ignorant of meteorology.  They are readily carried away by the influence of the last new writers, even when they are not first-rate, but they take absolutely no interest in classics such as Shakespeare, Marcus Aurelius, Epictetus, or Pascal, and this inability to distinguish the great from the small betrays their ignorance of practical life more than anything.  All difficult questions that have more or less a social character (for instance the migration question) they settle by studying monographs on the subject, but not by way of scientific investigation or experiment, though that method is at their disposal and is more in keeping with their calling.  They gladly become ward-surgeons, assistants, demonstrators, external teachers, and are ready to fill such posts until they are forty, though independence, a sense of freedom and personal initiative, are no less necessary in science than, for instance, in art or commerce.  I have pupils and listeners, but no successors and helpers, and so I love them and am touched by them, but am not proud of them.  And so on, and so on....

Such shortcomings, however numerous they may be, can only give rise to a pessimistic or fault-finding temper in a faint-hearted and timid man.  All these failings have a casual, transitory character, and are completely dependent on conditions of life; in some ten years they will have disappeared or given place to other fresh defects, which are all inevitable and will in their turn alarm the faint-hearted.  The students’ sins often vex me, but that vexation is nothing in comparison with the joy I have been experiencing now for the last thirty years when I talk to my pupils, lecture to them, watch their relations, and compare them with people not of their circle.