GENERAL INFORMATION 7 dent of the college. In another year the first college building, "Old Main", had been completed, and from 1895 classes have been conducted there. The Theological Seminary of the Reformed Presbyterian Church was moved to Cedarville in 1913, and continues to operate in close co-operation with the college. In 1928, the General Synod of the Reformed Presbyterian Church un– animously voted to transfer "all control, ownership, title and vested prop– erty rights of the Cedarville College" to the Board of Trustees of The Col– lege, "and their successors forever". Since 1928, The Board, a majority of whom must be members of the Presbyterian Church, have operated the college. Despite the severance of The College from The Reformed Presbyterian Church, Covenanter character continues to make its influence felt. On the college seal is still the Covenanter motto: 'Pro corona et foedere Christi'– 'For the crown and covenant of Christ'. And something of its founders' toughness of moral fibre inheres in the Cedarville College attitude toward life and learning. The essential quality of the Cedarville spirit is an in– heritance from them, compounded of their competence in practical affairs, their intellectual discipline and intellectual integrity, their rectitude, and their faith in God. OBJECTIVES THE OBJECTIVES of Cedarville College, like those of other liberal arts col– leges, are to teach yourig people to earn their livings, and to educate them to live. Cedarville College believes that the student must be trained to take his place as a participant in the modern world, as educator, as business or professional man, as minister or politician-not only that he may provide for his family, but also that he may become a leader in his community. Cedarville College believes that a liberal arts education includes study of the humanities. All that has come down to us from remote ages through eras of change and progress-the heritage of information about the works and the spint of man-must be known to be correlated with the world we li, e in, the deeds of contemporary man, and his potentialities. In the hu– manities- m philosophy, literature, art, music and history-are to be found t!te most eloquent testimony of the dignity of man and the invincibility of his pirit. edar ille allege belie es that education must also include a study of science. here must be, in the minds of leaders and teachers of others, know! dge enough to use wisely the power that science bestows on man-
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