Cedarville College Bulletin, October 1922

means- these things cannot be accepted now as a substitute for obligations that are clear, definite and unavoidable. For we have learned too well the meaning of the educational value of libraries, dormitories, endowments to let even the emphasis we have placed upon the spiritual forces in education cause us to forget the indis– pensable worth of these material elements. Indeed, we know that without these material agencies the spiritual forces we are so much concerned with will fall far short of exerting the influence we desire them to exert."-From the Paramount Need of Christian Education, an address to the church by the -----Educational Association. "Mark Hopkins and a boy on a log" is the classic definition of the school in which personality is supreme. Personality is still supreme in the small, intimate college but beside modern laboratories, libraries, equipment and resources necessary for hundreds of students, the log is a very inadequate affair. It is doubtful if even Mark Hopkins could attract students now unless his personality were re-inforced with something more than a log. "Brush Arbor" college may have met the demands of frontier life. Today its buildings would be condemned as :firetraps, its equipment thrown on the junk pile, the stronger professors snapped up by ' universities able to pay living salaries, and its diploma would be worthless. Colleges must meet modern standards if they are to serve the needs of modern society. The time has passed when Christian insti– tutions can continue without proper income beside wealthy uni– versities and retain either their students or faculties. The church cannot throw the mantle of religion over poor instruction, inadequate equipment, unpaid debts, and hope to benefit either itself or society. Church schools take the lead in moral and religious lines, but state institutions set the pace in material standards and within its limited field of liberal arts, the Christian college must follow this pace. The endowed college is more EFFICIENT. It does not follow the feast or famine policy but expends its budget steadily and care– fully. The institution without endowment is compelled to use young and inexperienced professors of whom it is systematically deprived as they attain success. Great teachers are attracted to endowed schools by ,the better facilities, enlarged opportunities, and congenial asso– ciations as well as by larger salaries and permanent positions. En– dowed colleges are great stabilizing forces in our civilization. They