The only facility funded by the capital campaign of 1921 was the Science Hall. This building housed the science depart– ment until 1972. Now named Collins Hall, it remains an academic facility. its responsibility to the college. This was a theme that had been seen much earlier. In January 1912, the senior class had canvassed the community for donations for a dormitory.2 In June 1914, the editor of the Cedarville Herald pointed out that the college had been "handicapped" by a lack of accommodations for students. He stressed the need for dormitories and equipment and urged the community to get behind the college with its gifts. He pointed out all the advantages that accrued to the community as a result of having the college in its midst, and reminded the villagers that monied people outside the community would only support the college when the people of Cedarville proved their willingness to do so. He concluded his impassioned plea with these words: The value of Cedarville College to this town and community and its work in the past are too important to allow the college to lag or what is even worse to be removed from Cedarville. Now is the time to wake up, face the situation, and rise to the crisis. Do you want Cedarville Col– lege to continue its work here or go elsewhere?3 Now McChesney added his support to his appeal for community aid. He pointed to the fact that most of the college's 200 graduates, along with hundreds of non-graduates, came from the immediate vicinity. Many of those individuals remained in the area advancing the "general good" and "rendering commendable service." Therefore, it was "not only an opportunity" for county citizens, but an "obligation": 54/Chapter VII To bring Cedarville College up to this ideal is your work and mine. We receive the greatest benefit from it; and, therefore, we should render the most to it. What we do, we should do now. The next few years will decide whether we are worthy longer to be entrusted with its welfare, or failing to do our part it shall pass out of our midst to another place and people who will welcome its coming and make of it what we ought to have made of it. 4 He urged area residents to join him in "the task of building up a greater Cedarville College, an ideal college in buildings, equipment, and endowment."s McChesney's appeal to the community was rooted in his knowledge of the limited resources available to Cedarville College. Other than tuition fees from students, which paid only 25 percent of the cost of the student's education,6 and limited interest from the modest endowment, the college was entirely dependent upon gifts for its financial stability. While some congregations in the General Synod of the Reformed Presbyterian Church supported the college faithfully, the denomination remained very small and their ability to support Cedarville College very limited. This left only the gifts of friends, and it seemed logical that those who resided in the immediate environs should be the closest friends. In his second major argument, McChesney contended that the ideal college needed such personal elements as trustees, faculty, students, alumni, and community people. First, the trustees were responsible to maintain institutional integrity in terms of stated objectives. They were to see that the college ran efficiently, in order that they might have a clear conscience before God. Second, the ideal college must have "a faculty whose scholarship is marked for accuracy, compass, and thoroughness. Its habits are clean, wholesome, and exemplary. Its influence is far reaching and commands respect."7 Third, the ideal college took students, regardless of their station in life, and shaped and molded them for a useful adult life: 'The ideal college takes nothing but what should be taken from its students but rather enriches them and renders them indispensable to the common good." McChesney then made the following commitment to college supporters: It will ever be our supreme purpose to see to it that along with the mental culture and social development which they receive, the students of