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CLOSING ADDRESS. 
165 
1fter hearing the paper of Bishop Keane, which has laid so broad a founda- 
jon of the general subject of education, that perhaps I could not do better, 
specially in this section devoted to higher education, than to drop two or 
three hints upon the points which especially concern us who are connected 
with college and university work. These hints have been stirred in my 
own mind by criticisms which I have often heard, and which I do not 
doubt you have all heard, upon the great liberality with which institu- 
sions of higher learning have been established and supported, whether by 
private munificence or the resources of the state. I have heard it inti- 
mated more than once, by those who.are so justly zealous in the support 
of our great and free system of public education, which we all believe 1s 
Jestined to endure to the end of time, and in commendation of which no 
words can be too strong—I have heard it intimated more than once, that 
while it may be very wise for the states and for citizens to pour out their 
creasures in the support of these schools, which go to educate the great 
masses of the people, and to give them that necessary outfit for citizenship 
which we all believe every person should possess, that these institutions of 
higher education, if not an absolute luxury, have not that close relation 
with the great duties of citizenship or with the prosperity and welfare of 
yur country, that we so gladly ascribe to the system of our lower schools. 
Now, it seems to me that that is a most injurious and incorrect view of the 
subject. I shall not attempt to discuss the points ab length which I shall 
raise, because in this presence I am sure prolonged discussion of them is 
not at all needful. You ave all well aware—we may say this at the outset 
to such critics—you are all well aware that, historically, the great institu- 
tions of higher learning have in all lands preceded the growth of public 
sommon education. These are the fountains from which the streams have 
flowed forth and irrigated and fertilized these humble schools. That state- 
ment, I think, cannot be challenged. 
[ wish, also, in the next place, to call your attention to this fact, that 
‘here is a conception which seems to lie in many minds that the higher 
sducation is a gift made to certain elect men and women especially, and 
we might almost say it is viewed as though given solely for the help and 
slevation of these men and women, and that, therefore, this is not a bless- 
ing to the public in the same sense thatan elementary education is. I say, 
[ believe that this is a very erroneous conception. It is true that the men 
and women who have the good-fortune to secure a higher training them- 
selves are built up and edified thereby, but I believe it is true that no men 
ind no women who have truly reaped the benefits of higher education fail 
to give to the communities in which they dwell far more than they have 
received themselves. They are benefactors of the public even more than 
shey have been benefited by the public. 
Education, learning, scholarship, is a thing which one cannot hoard up 
like silver and gold. The more you ask, the more there will be to give.