THE RELATION OF COLLEGES TO CIVILIZATION. 161 
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"HE RELATION OF OUR COLLEGES AND UNIVERSITIES 
70 THE ADVANCEMENT OF OUR CIVILIZATION. 
BY RT. REV. JOHN J. KEANE, D.D., LL.D. 
Dr. DAVIDSON, in his excellent work on ‘Aristotle as an Educator,” 
aas clearly shown the difference between the notions attached to the words 
Jivilization and education during the era of the Greco-Roman civilization, 
ind their meaning in the Christian era, or the era of Christian civiliza- 
sion. 
In the Grmco-Roman era, civilization meant, as the etymology of the 
vord indicates, advancement or perfection in the qualities which make a 
\itizen. Citizen was a higher notion than man; relation to the state was 
the highest of human relationships. Accordingly, education meant the 
training of the young in those qualities which fit for citizenship. And as 
sitizenship was the privilege of the few, and citizens formed but a small 
proportion of the population, it followed that civilization and education 
vere limited to the few. 
Christianity brought into the world not a less noble notion of the citi- 
zen, but a far nobler notion of man ; and the notions of civilization and 
of education were modified accordingly. The immortality of man’s soul, 
ts direct relations with the infinite and eternal God, gave to man’s being 
and destiny a dignity which the Greco-Roman mind had totally failed to 
grasp. Man was still a social being, not as accidentally growing up 
-hereto from savage or brutal conditions, but as meant and fitted for 
hat condition by his Creator ; and thus the character and the rights 
and the obligations of citizenship were invested with a sacredness far 
oeyond that involved in the Greek or Roman conception of the state. 
But sacred and important as are man’s relationships with his fellow- 
mortals in those things which concern the welfare of their temporary 
sojourn here, still more important are those relationships shown to be 
which unite him with them and with his Creator in regard to those 
things which concern man’s eternal destiny. Man, therefore, means more 
shan the citizen ; human life means more and higher things than the rela- 
sion to the state called citizenship. Citizenship had risen in dignity and 
sacredness, but man had risen incomparably higher. 
So, too, has it been with the notions of civilization and education. 
Oivilization has expanded beyond the boundaries of its mere verbal ety- 
nology, and has come to mean development, and, if possible, perfection 
xn all those qualities which constitute the excellence and dignity of man. 
And, accordingly, education has come to mean the training of the young, 
not only in those qualities which fit them for their rights and duties 
as citizens. but also in those which fit them for all their other relation-