Three points I endeavored especially to impress upon them in this speech. First, that while, as regards primary education, the policy of the State should be diffusion of resources, it should be, as regards university education, concentration of resources. Secondly, that sectarian colleges could not do the work required. Thirdly, that any institution for higher education in the State must form an integral part of the whole system of public instruction; that the university should not be isolated from the school system, as were the existing colleges, but that it should have a living connection with the system, should push its roots down into it and through it, drawing life from it and sending life back into it. Mr. Cornell accepted this view at once. Mr. Horace Greeley, who, up to that time, had supported the People's College, was favorably impressed by it, and, more than anything else, it won for us his support. To insure this vital connection of the proposed university with the school system, I provided in the charter for four ``State scholarships'' in each of the one hundred and twenty-eight Assembly districts. These scholarships were to be awarded to the best scholars in the public schools of each district, after due examination, one each year; each scholarship entitling the holder to free instruction in the university for four years. Thus the university and the schools were bound closely together by the constant and living tie of five hundred and twelve students. As the number of Assembly districts under the new constitution was made, some years later, one hundred and fifty, the number of these competitive free scholarships is now six hundred. They have served their purpose well. Thirty years of this connection have greatly uplifted the whole school system of the State, and made the university a life-giving power in it; while this uplifting of the school system has enabled the university steadily to raise and improve its own standard of instruction.