4. Then there is in college life association with professors and tutors, and this is, I confess, sometimes of little value, as when teachers are mere machines, but in it, at its best, are distinguishing benefits. When teachers are full men, apt men, and enthusiastic men—as college professors, and for that matter all teachers ought to be—the place of recitation soon becomes a center of power. Tact tests attainment, exposes ignorance, foils deceit, develops strength, indicates lines of discovery, and inspires courage. A living teacher supplies at once model and motive. He has gone on among the labyrinths, and up the steeps of knowledge; has tried and toiled and triumphed. He sought and he _is_. And now by wise questioning, by judicious revelation, by skillful concealment, by ingenious supposition, by generous raillery, by banter, by jest, by argument and by magnetic energies, the teacher stirs the student into supreme conditions of receptivity and activity. Such teachers make the college. As President Garfield said: “Give me an old school house, and a log for a bench. Put Mark Hopkins on one end, and let me, as student, sit on the other, and I have all the college I need.” When an institution is able to employ men of superior knowledge, power, and tact, students must be trained, and all their after lives affected by the influence. For memory magnifies the worth of a true teacher, and the hero of the college quadrennium becomes a demigod through the post-graduate years. A dozen men of this mold, if once they could be gotten together, would make a college the like of which has not yet been seen on the planet. Shall Chautauqua one of these days find them? 5. The college life promotes mental discipline. It drills, and drills, and draws out. It compels effort, and effort strengthens. It provides a system of mental gymnastics. What was difficult at first, soon becomes easy, until severer tests are sought from the very delight the student finds in concentration and persistency. Thus development takes place in the varied faculties of the soul. The student acquires power to observe with scientific exactness, to generalize wisely from accumulated data, to project hypotheses, to watch psychical processes, to reason with accuracy, to distinguish between the false and the true, both in the inner and the outer world; to grasp protracted and complicated processes of mathematical thought; to trace linguistic evolutions—remembering, analyzing, philosophizing; to study the students of the ages, and the products of their genius in art, poetry, jurisprudence, and discovery, in the facts of history and the great principles of sociology. All the powers employed in this manifold work during the college term are trained and thus prepared for work after the college term is ended. It is not so much the amount of knowledge acquired during the four years, as it is the power at will ever after to acquire knowledge, that marks the benefits of the college course.