scious foods, cold in warehouses of ready-made
clothing of the most costly fabrics; seeing not in the moon-light, and
restless to distraction on beds of eiderdown. They do not know the
use or value of things. They are harassed with plenty they cannot
appropriate. They are doubly poor. They need education. The library
is a care, an expense and a disgrace to the owner who cannot read. To
give education to those in the possession of property which they might
use for the help of humanity and which they might enjoy, is as clear a
duty and charity as it is to help the beggar. And, indeed, indirectly
the education of the unwise wealthy to become useful may be the most
practical way of raising the poor. There is a need for every dollar of
the nation's property, and it should be invested by men whose minds
and hearts have been trained to see the human need and to love to
satisfy it.

"The thought that in education of the best quality was to be found the
remedy for hunger, loneliness, crime and weakness was most clearly
emphasized to my mind by the coming of two young men who had felt the
need from the under side. They had received but little instruction;
they were over twenty years of age, and they wished to enter the
ministry. Was there any way open for a poor, industrious laborer to
get the highest education while he supported his mother, sister and
himself? I urged them to try it for the good of many who would
follow them if they made it a clear success. I was elated almost to
uncontrollable enthusiasm the night they came to my study to begin
their course. They brought five with them, and all proved themselves
noble men. One is not, for God took him. But the others are moulding
and inspiring their world."

Thus was conceived the idea of the institution that is now educating
annually three thousand men and women. The need for it has been
plainly proven. Rev. Forest Dager, at one time Dean of Temple College,
said in regard to the people who in later life crave opportunities for
study:

"That the Temple College idea of educating working men and working
women, at an expense just sufficient to give them an appreciation of
the work of the Institution, covers a wide and long-neglected field
of educational effort, is at once apparent to a thoughtful mind.
Remembering that out of a total enrollment in the schools of our land
of all grades, public and private, of 14,512,778 pupils, 96-1/2 per
cent are reported as receiving elementa