We might carry this line of disclaimer farther, but are persuaded that enough has been said to enable us to make our claims for the correspondence system, without danger of being misunderstood. Still further, we desire the power of voice and pen, as far as it may reach, to be felt on the side of the college and university. To all who can go to college, our word is most emphatically—go; and having gone, stay; let nothing come between you and the completion of the course. Still further, we will say to such as are so limited by circumstances as to feel unable to devote the requisite time, means, and presence, to a college course, “If possible, let not circumstance compel you, but do you compel circumstance, till the desired way shall open; and this though years be occupied in the struggle. The goal is worth the race.” Here, then, we present what we claim for the correspondence system of teaching: 1. We claim that the majority of those who are likely to avail themselves of this system, are men and women of mature mind, and hence are able to make the very best use of whatever advantages are offered them; 2. That the majority of those who are likely to avail themselves of the advantages we offer, are actuated by an earnest purpose to obtain an advanced education, by _any_ means which are available to them; 3. That wise direction through correspondence, by competent and experienced teachers, is calculated to produce better results than can be expected ordinarily from unaided individual effort; 4. That teaching by correspondence can be successfully applied to a course of study so wide and comprehensive that one who masters it will secure a culture that would be rightly called liberal; 5. That this system of teaching is therefore entitled to a place, as associate, in the ranks of the teaching systems of the age; 6. That as a system, it is no untried experiment, but has been so tested that it can point to tangible results with no fear of discomfiture if these results be examined; 7. That it requires determined effort, and calls for rigid self-discipline, to insure success; 8. That it tends to form critical habits of study; 9. That it tends to produce self-reliance, and to develop individuality in methods of study; 10. That it affords marked opportunity for deliberation, and so fosters the judicial habit in study; 11. That it tends to systematize and render methodical all habits, whether of study or of life; 12. That opportunities for _mal-application_ are reduced to a minimum; 13. That its possibilities are such as to warrant corporate effort to extend its advantages to those who would be otherwise deprived of any advanced educational opportunities; 14. That such a corporation is entitled to be called a School of Liberal Arts; 15. That it allows tests of the student’s acquirement, as rigid as can be desired by the highest standard of educational excellence;