dence as an essential element in true
citizenship.

Students of limited means are encouraged to secure an education. The
young man of ability and perseverance, who commands the esteem of the
college community, will receive encouragement and support to complete
his course in college. There are many charitable foundations to help a
needy young man in college. Harvard gives away annually to students
nearly $100,000 in prizes, scholarships, and fellowships. Cornell has
six hundred free scholarships, and other colleges deal generously with
earnest and worthy students. The hesitating young man who desires an
education would do well to follow Franklin's advice, "Young man, empty
your purse in your head." If necessity requires that the student
should go through college poorly dressed and with plain living, he can
afford to face these apparent disadvantages when he is confident that
within a few years, by force of application, he can win a position of
honor and independence as the reward of true merit. It is a
significant fact that the majority of the students in our American
colleges come from homes of moderate means, and that fully one-third
are earning their way through college.

VI.

THE PERSONAL FACTORS IN A COLLEGE EDUCATION.

One of the personal elements entering into a college education is the
choice of a college to attend. This decision is a problem of the first
importance, and should not be left to ignorance or caprice, but ought
to be carefully considered, inasmuch as it largely involves the future
type of character a student will have after the formative period of
college life. The college puts a life-long stamp upon its graduates.
It largely shapes their tastes, determines the company they keep, and
greatly influences the serious work of their lives. There are a few
principles by which we may test the excellence of a college without
undue disparagement of any.

In the first place, a young man or woman should select a college where
the standard of scholarship is high. The number and extent of studies
in the college curriculum is not so important as the quality and tone
of instruction. The world has come to require accuracy and
thoroughness in instruction. What little a student knows he ought to
know thoroughly, and then he can speak and act with assurance. A low
intellectual tone or lack of critical work on the part of a college
has a debilitating influence on the student. The professors should
have a