IX ADDRESS ON UNIVERSITY EDUCATION 257 



It appears to me that what I have ventured to 

 lay down as the principles which should govern 

 the relations of a university to education in 

 general, are entirely in accordance with the 

 measures you have adopted. You have set no 

 restrictions upon access to the instruction you 

 propose to give ; you have provided that such 

 instruction, either as given by the university or 

 by associated institutions, should cover the field 

 of human intellectual activity. You have recog- 

 nised the importance of encouraging research. 

 You propose to provide means by which young 

 men, who may be full of zeal for a literary or 

 for a scientific career, but who also may have 

 mistaken aspiration for inspiration, may bring 

 their capacities to a test, and give their powers 

 a fair trial. If such a one fail, his endowment 

 terminates, and there is no harm done. If he 

 succeed, you may give power of flight to the 

 genius of a Davy or a Faraday, a Carlyle or a 

 Locke, whose influence on the future of his fellow- 

 men shall be absolutely incalculable. 



You have enunciated the principle that " the 

 glory of the university should rest upon the 

 character of the teachers and scholars, and not 

 upon their numbers or buildings constructed for 

 their use." And I look upon it as an essential 

 and most important feature of your plan that 

 the income of the professors and teachers shall be 

 independent of the number of students whom 



VOL. Ill S 



