ty in
their maturer years with devotional habits, and, likely, to avail
themselves of its voluntary system of daily religious exercises.

The colleges should ever keep in view the original aim of the founders
to make them centers of evangelical power. Piety, however, should not
be a substitute for honest scholarly work. They should never permit
their enthusiasm for an intellectual training and the growth of the
sciences to obscure or conceal Him who is the Light and Life of all
men. Their immediate and primary aim should be to promote intellectual
culture, but this in nowise involves a departure from the spirit of
the forefathers who made them agencies for defending and propagating
the gospel, and for leading the youth to remember that "the fear of
the Lord is the beginning of wisdom."

It is evident, then, that the function of the college is to unfold the
intellectual, physical, moral, and spiritual life of the young people,
and especially to form character that shall be fully equipped for
carrying out the divine purpose of life.

THE ADVANCEMENT OF KNOWLEDGE.

Another function of the American college is to extend the objective
field of knowledge. The enlarged range of knowledge in our day is
owing principally to the clear thinking and earnest, original,
productive work done by college professors and students. They have
done more to extend the empire of thought than any other class of
intellectual workers. The college is the home of the arts and
sciences, and it exists to teach and promote them. Professors should
have the ability and the time, more and more, to make investigations,
to extend the domain of truth, and to give philosophical and
scientific guidance to the nation.

The university proper, as now being developed, regards as its special
function the training of men for research and professional work. Its
ample facilities and its methods of work give advanced students rare
privileges in any department of research.

"The modern university," says Professor Josiah Royce, "has its highest
business, to which all else is subordinate, the organization and
advance of learning. Not that the individual minds are now neglected.
They are wisely guarded as the servants of the one great cause. But
the real mind which the university has to train is the mind of the
nation--that concrete social mind whereof we all are ministers and
instruments. The daily business of the university is, therefore, first
of all, the crea