r power in social life_."
Every advancement in knowledge should tend to strengthen the bonds of
human sympathy. Learning should be turned to the advantage of the
people, and thus cause intelligence and helpfulness to go together.
The great example of Christ teaches that a life of service is the only
real human life. The quality of the student's character will be
determined by his use or abuse of opportunity for service.

The very character of culture is social and beneficent. The great men
of the world have most fully represented humanity. Touching the hearts
of men, they have brought out the best of humanity in themselves,
illustrating the truth of the divine law whereby we attain eminence,
"Power to him who power exerts." The best thought not only contributes
to the fulfillment of duty, but we receive impulse and mental activity
by obedience to duty. Farrar says: "There are some who wish to know
only to be known, which is base vanity; and some wish to know only
that they may sell their knowledge, which is covetousness. There are
some others who wish to know that they may be edified, and some that
they may edify; that is heavenly prudence. In other words, the object
of education is not for amusement, for fame, or for profit, but it is
that one may learn to see and know God here, and to glorify Him in
heaven hereafter. Our education is desired that, in the language of a
Harrow prayer, we may become profitable members of the church and
commonwealth, and hereafter partakers of the immortal glories of the
resurrection." The measure and worth of a college should depend upon
the pure and forceful character manifest in its students, and upon
their willingness to employ the ability and knowledge acquired to
serve the highest good of their fellow-men. The college that does this
most efficiently will produce the best results.

When this conception of the function of a college is more thoroughly
fixed upon the attention of educators and students, it may help to
present in a clearer light some educational problems in regard to
culture and practical training in college. On the one hand, there is a
demand that the work of our colleges should become higher and more
theoretical and scholarly, and, on the other hand, the utilitarian
opinion and ideal of the function of a college is that the work should
be more progressive and practical. One class emphasizes the
importance of true culture and of making ardent, methodical, and
independ