Huxley has well said that a system of education which in the early years trains boys and girls to read and then makes no provision for what they shall read during all the rest of their lives, would be as senseless as to teach our children the expert use of the knife, fork, and spoon, and then make no provision for their daily food. The whole history of education has been a series of broadening conceptions. I can recall no case in which the ideal has narrowed, but step by step we have come to a general recognition that education is for poor as well as rich, for plebeian as well as prince, for black and white, for native and foreigner, for brilliant or backward, for women as well as men, for deaf, dumb, and blind, and all defectives and delinquents, who in the old conception were left without the pale. It is almost within our memory that we have come to substantial agreement that the State owes an elementary education to every boy and girl born within its limits, not alone as a right to the child, but as a matter of safety and practical wisdom on the part of the State; and this broader conception is followed closely by a second and still broader one, that every boy and girl is entitled not only to an elementary, but to something also of higher education. I have met no competent student of this subject who dares deny that hereafter the State must recognize that education is not alone for the young, for limited courses, in schools which take all the time of their pupils, but that it must regard adults as well; and not alone for short courses, but all through life--not in our recognised teaching institutions alone, but in that study outside of office or working hours that may be carried on at home. I may sum it up in the one sentence, "Higher education, for adults, at home, through life."