A confusion has arisen in the minds of some as to the place each of these types shall occupy, and the work they shall do. The high schools have ceased to be the crown of our public school system and have become the tail-end of our university system. The question has been asked, "Is there any place, any room for the colleges?" We believe there is. First, because there are 170,000 college students in the United States. A number far beyond the capacity of the universities. Second, if a university is really a university both its object and its work are unlike that of a college.

Strictly speaking, a university is an institution whose chief functions are technical, professional and post-graduate instruction. The volitional side, the preparation of the student for some one thing, is its work. True, at the center of nearly all our American universities there is a college for under-graduate instruction, but so crowded and so over-shadowed is it by the post-graduate and technical schools, that it is not regarded as a college, but simply

as a department whose courses are but side issues.

Vocational education invites the student to be a specialist; to consider the fraction instead of the integer, to know, not the whole but a part. Its object is to sharpen the student to a point.

Essential, however, as is specialization to the material progress of the modern world, there is danger that the student be sharpened to a point too soon, and that he be led to cultivate fractional interests and fractional sympathies which later will reveal themselves in selfish absorptions and short sighted prejudices.

The College.

Strictly speaking a college is a higher institution of learning, devoted, not to vocational, but to general collegiate training and liberal culture. It does not aim to educate men to know and to do one thing perfectly and minutely.

It does not aim to train men that they may go out into the market places and sell so many kilowatts of their brain current at so many dollars per kilowatt.

It does not aim to make its students at home in the fields of commerce, industry, art, history and philosophy, and leave them to wander, as strangers, in the fields of the moral and the spiritual.

To

The Christian college aims to unlock and to train the intellect of the student. It seeks to enrich the entire nature of the student. give him that breadth of view, that clearness of vision, that steadfastness of conviction, that wholesomeness of living, that intensity of action, that regard for man and that love for God, which will enable him not only to adapt himself to his environment, but to dominate it for righteousness and for the truth which is eternal.

College students are irrepressible. They are bound to shake things up, or shake them down. Our Presbyterian colleges aim to furnish a college training and a college life so full of purpose and destiny as will inspire

their students to shake the world upward, not downward.

Our colleges are withholding nothing that science, history, philosophy and ripest scholarship can give of knowledge. They are developing a spirit of democracy which measures men by their souls rather than by their circum

stances.

In our institutions of learning the stitches of character are being hand-sewed, instead of being carelessly flung together and machinesewed.

While none of our colleges are a Mark Hopkins on one end of a log and a student on the other, yet they are giving the student the needed personal contact and impress of the Mark Hopkins type of man and educator.

1. Because they have done good work in the past and are doing good work now. The Christian college antedated the state university by more than a century. The Christian colleges have in many states set the standard to which the state institutions have been compelled to attain. Many of the brightest graduate students at the great universities obtained their bachelor's degrees at the denominational colleges, and many of the most successful men in public life received their training in Christian institutions. Among such institutions none have had a more honorable record than those which have been maintained by Presbyterians.

2. Because under present conditions the only way to insure that a college shall be positively Christian is to lodge the responsibility for making it Christian and keeping it so with some definite body of Christian people. As a historical fact, aside from technical and professional schools, higher education in this country has been fostered from two sources, the state and the churches. The state institu tions, excellent as they are in many ways, are avowedly secular in their spirit. The denominational college has laid the maximum of stress upon evangelical Christianity with the

3. Because they are the best means known for preparing men for Christian leadership in the professions, in government, in education and in civil life. The mission of the Christian college is not only to equip young men and women with modern learning, but also and distinctively to build them in Christian character, imbue them with the spirit of service and send them forth to be leaders of men in all the avenues of life. For the advancement of the kingdom of God in its broadest sense, there is no more strategic work than this.

4. Because of their vital relation to the work of Christ. The Christian colleges have been the source from which our theological seminaries have received nine-tenths of their students for the Gospel ministry and from which have come nearly all our missionaries. To judge of the future by the past, to allow our denominational colleges to languish would be as fatal to the aggressive work of the Church as to close West Point and Annapolis would be to the efficiency of our army and navy!

5. Because they belong to us. They were founded by our fathers in faith and prayer "for Christ and the Church." To neglect them is to be disloyal to the memory of those who