. The rich man needs the college as his
beneficiary to help him to be a noble man quite as much as the college
needs his benefactions to help it make noble men. A college in poverty
can make men; a rich man (or a poor man, indeed,) cannot hoard in
meanness without degradation of manhood." The colleges are the
agencies to help call out the constructive talent of the nation. They
open the pathway of opportunity to every young man and woman who
desires to do the most for himself and humanity. Each one may link
himself through his means and prayers to these powerful agencies for
good.

IV.

THE FUNCTIONS OF THE AMERICAN COLLEGE--A SYMMETRICAL DEVELOPMENT.

The function of the American college is to train and develop all the
human powers and faculties and help the student to attain a complete
individuality. The broadest educational theory estimates the worth of
all the human powers and has the highest notion of personality, the
development of which demands the impact of physical, intellectual,
moral, and religious forces. A rounded human development provides for
the fullest and freest exercise of all the powers of being. "Culture,"
says Matthew Arnold, "is a harmonious expansion of all the powers
which make the beauty and worth of human nature, and is not
consistent with the over-development of any one power at the expense
of the rest."

Man is a unit, but inasmuch as God has endowed him with various
capacities, his highest glory should be to develop them. The only
limit to the college student is his native abilities and aptitudes,
modified by the parental training, various social influences, and the
preliminary discipline in the public schools. The college that
receives the students, with their different aims and predilections and
acquirements, and leads them to appreciate the greater possibilities
of their natures, and arouses and encourages them to strive for their
fullest development, is worthy of confidence and support.

A symmetrically developed manhood or womanhood implies _the training
of the mind to think accurately and systematically_. The tried and
historic conception of education is expressed in the Latin word,
_educare_: to lead out. It is to draw out of the living soul, by the
aid of books, appliances, and instructors, all its latent capacities,
to help in the formation of correct intellectual habits, and
pre-eminently to form character, and thus to enrich and broaden the
whole range of life. The