In the educational system of a country the university stands out as the apex, the culminating and crowning point of its intellectual life. For, as the college course develops the studious and acquisitive powers of the mind, the university course has in view its creative and formative powers. "Glorious to most are the days of life in a great school," says Morley, "but it is at college that aspiring talents enter into their own inheritance." "It is the function of education in the highest sense, to teach man that there are latent in him possibilities beyond what he has dreamed of, and to develop in him capacities of which without contact with the highest learning, he had never become aware." (Haldane.) We may well call the university "the brains of a nation." It equips the student with standards and tests of objective truth. . . . It makes him dig down to the bed-rock on which truth in its various manifestations rests. . . . Universities are indeed the nurseries of the higher life, the living sources from which knowledge and culture flow in abundant streams. They do the thinking for the teeming masses who have neither the leisure nor the opportunity to think for themselves and who live on that mental atmosphere we call "public opinion." From the heights of our universities, ideas and principles gradually filter down into the lower strata of the nation. The novel, the Sunday supplement, the stage, the cinema screen--these post-graduate courses of the working man--are popularizing to-day the theories and ideals that were yesterday honoured in our secular institutions of higher education. It may take time, perhaps centuries, for this process of intellectual filtration; but ideas, like the stream, are bound to follow the incline of the water-shed.