IX ADDRESS ON UNIVERSITY EDUCATION 239 



sculptor, architect, or musician. That even de- 

 velopment of all a man's faculties, which is what 

 properly constitutes culture, may be effected by 

 such an education, while it opens the way for the 

 indefinite strengthening of any special capabilities 

 with which he may be gifted. 



In a country like this, where most men have 

 to carve out their own fortunes and devote them- 

 selves early to the practical affairs of life, com- 

 paratively few can hope to pursue their studies 

 up to, still less beyond, the age of manhood. But 

 it is of vital importance to the welfare of the 

 community that those who are relieved from the 

 need of making a livelihood, and still more, those 

 who are stirred by the divine impulses of intellec- 

 tual thirst or artistic genius, should be enabled to 

 devote themselves to the higher service of their 

 kind, as centres of intelligence, interpreters of 

 Nature, or creators of new forms of beauty. And 

 it is the function of a university to furnish such 

 men with the means of becoming that which it is 

 their privilege and duty to be. To this end the 

 university need cover no ground foreign to that 

 occupied by the elementary school. Indeed it 

 cannot; for the elementary instruction which I 

 have referred to embraces all the kinds of real 

 knowledge and mental activity possible to man. 

 The university can add no new departments of 

 knowledge, can offer no new fields of mental 

 activity; but what it can do is to intensify and 



