The very character of culture is social and beneficent. The great men of the world have most fully represented humanity. Touching the hearts of men, they have brought out the best of humanity in themselves, illustrating the truth of the divine law whereby we attain eminence, "Power to him who power exerts." The best thought not only contributes to the fulfillment of duty, but we receive impulse and mental activity by obedience to duty. Farrar says: "There are some who wish to know only to be known, which is base vanity; and some wish to know only that they may sell their knowledge, which is covetousness. There are some others who wish to know that they may be edified, and some that they may edify; that is heavenly prudence. In other words, the object of education is not for amusement, for fame, or for profit, but it is that one may learn to see and know God here, and to glorify Him in heaven hereafter. Our education is desired that, in the language of a Harrow prayer, we may become profitable members of the church and commonwealth, and hereafter partakers of the immortal glories of the resurrection." The measure and worth of a college should depend upon the pure and forceful character manifest in its students, and upon their willingness to employ the ability and knowledge acquired to serve the highest good of their fellow-men. The college that does this most efficiently will produce the best results. When this conception of the function of a college is more thoroughly fixed upon the attention of educators and students, it may help to present in a clearer light some educational problems in regard to culture and practical training in college. On the one hand, there is a demand that the work of our colleges should become higher and more theoretical and scholarly, and, on the other hand, the utilitarian opinion and ideal of the function of a college is that the work should be more progressive and practical. One class emphasizes the importance of true culture and of making ardent, methodical, and independent search after truth, irrespective of its application; the other believes that practice should go along with theory, and that the college should introduce the student into the practical methods of actual life. They are both, in a measure, right. There are forces at work in society to strengthen the demand that colleges teach the branches of industry, as well as prepare men for the so-called learned professions. The demand is based on the worth and dignity of intelligent labor. In fact, a scientific and technical education in some branch of industry has already won its way to the rank of a learned profession.