Our Ben Franklin began his long and notable editorial career in 1845 with a paper which, beginning as the _Reformer_ and passing through several changes and mergers, became the _American Christian Review_. He was a powerful supporter of the missionary society until, after serving as its secretary for a short time, he turned against it and became the most effective opponent of organized work. More important than this was the sledge-hammer evangelism that he carried on incessantly, with the spoken as well as the written word. Completely without formal education, he developed a clear and trenchant style which does not need his biographer’s apologies. The favorite theme of his writing, and the sole theme of his preaching, was the “plan of salvation” and the plea of the Disciples for that simple gospel and the restoration of the church on the apostolic pattern. A volume of his evangelistic sermons, _The Gospel Preacher_, was the handbook for hundreds of other preachers and kept its popularity for half a century. One must know Ben Franklin, and realize how many there were like him, though built to a smaller scale, to understand how the Disciples grew so fast in this pioneer period—and why they ran into some difficulties later. Franklin also helped to save the Disciples from division over slavery and the Civil War by urging that the sole business of the church is to preach the gospel. In doing this, he also helped to fasten upon them the idea that the church must be neutral on all social and economic questions. A Christian “should make his money according to the laws of business and spend it according to the laws of God,” said one eminent minister. About 1850 there arose a great zeal for founding colleges. In several states the Disciples had become strong enough, or felt sure that they soon would be strong enough, to support a college. Schools were needed to train ministers, to provide an educated laity, to hold the loyalty of the young people of their own families and win others, and to make their fair contribution to the culture of new communities in which there was little provision for tax-supported education.