Egypt must necessarily from now on always occupy a similar strategic position as regards the peoples of the Occident, for she sits on one of the highways of the commerce that will flow in ever-increasing volume from Europe to the East. Those responsible for the management of this University should set before themselves a very high ideal. Not merely should it stand for the uplifting of all Mohammedan peoples and of all Christians and peoples of other religions who live in Mohammedan lands, but it should also carry its teaching and practice to such perfection as in the end to make it a factor in instructing the Occident. When a scholar is sufficiently apt, sufficiently sincere and intelligent, he always has before him the opportunity of eventually himself giving aid to the teachers from whom he has received aid.
Now, to make a good beginning towards the definite achievement of these high ends, it is essential that you should command respect and should be absolutely trusted. Make it felt that you will not tolerate the least little particle of financial crookedness in the raising or expenditure of any money, so that those who wish to give money to this deserving cause may feel entire confidence that their piasters will be well and honestly applied.
In the next place, show the same good faith, wisdom, and sincerity in your educational plans that you do in the financial management of the institution. Avoid sham and hollow pretence just as you avoid religious, racial, or political bigotry. You have much to learn from the universities of Europe and of my own land, but there is also in them not a little which it is well to avoid. Copy what is good in them, but test in a critical spirit whatever you take, so as to be sure that you take only what is wisest and best for yourselves. More important even than avoiding any mere educational shortcoming is the avoidance of moral shortcoming. Students are already being sent to Europe to prepare themselves to return as professors. Such preparation is now essential, for it is of prime importance that the University should be familiar with what is being done in the best universities of Europe and America. But let the men who are sent be careful to bring back what is fine and good, what is essential to the highest kind of modern progress, and let them avoid what are the mere non-essentials of the present-day civilization, and, above all, the vices of modern civilized nations. Let these men keep open minds. It would be a capital blunder to refuse to copy, and thereafter to adapt to your own needs, what has raised the Occident in the scale of power and justice and clean living. But it would be a no less capital blunder to copy what is cheap or trivial or vicious, or even what is merely wrongheaded. Let the men who go to Europe feel that they have much to learn and much also to avoid and reject; let them bring back the good and leave behind the discarded evil.
Remember that character is far more important than intellect, and that a really great university should strive to develop the qualities that go to make up character even more than the qualities that go to make up a highly trained mind. No man can reach the front rank if he is not intelligent and if he is not trained with intelligence; but mere intelligence by itself is worse than useless unless it is guided by an upright heart, unless there are also strength and courage behind it. Morality, decency, clean living, courage, manliness, self-respect—these qualities are more important in the make-up of a people than any mental subtlety. Shape this University's course so that it shall help in the production of a constantly upward trend for all your people.
You should be always on your guard against one defect in Western education. There has been altogether too great a tendency in the higher schools of learning in the West to train men merely for literary, professional, and official positions; altogether too great a tendency to act as if a literary education were the only real education. I am exceedingly glad that you have already started industrial and agricultural schools in Egypt. A literary education is simply one of many different kinds of education, and it is not wise that more than a small percentage of the people of any country should have an exclusively literary education. The average man must either supplement it by another education, or else as soon as he has left an institution of learning, even though he has benefited by it, he must at once begin to train himself to do work along totally different lines. His Highness the Khedive, in the midst of his activities touching many phases of Egyptian life, has shown conspicuous wisdom, great foresight, and keen understanding of the needs of the country in the way in which he has devoted himself to its agricultural betterment, in the interest which he has taken in the improvement of cattle, crops, etc. You need in this country, as is the case in every other country, a certain number of men whose education shall fit them for the life of scholarship, or to become teachers or public officials. But it is a very unhealthy thing for any country for more than a small proportion of the strongest and best minds of the country to turn into such channels. It is essential also to develop industrialism, to train people so that they can be cultivators of the soil in the largest sense on as successful a scale as the most successful lawyer or public man, to train them so that they shall be engineers, merchants—in short, men able to take the lead in all the various functions indispensable in a great modern civilized state. An honest, courageous, and far-sighted politician is a good thing in any country. But his usefulness will depend chiefly upon his being able to express the wishes of a population wherein the politician forms but a fragment of the leadership, where the business man and the landowner, the engineer and the man of technical knowledge, the men of a hundred different pursuits, represent the average type of leadership. No people has ever permanently amounted to anything if its only public leaders were clerks, politicians, and lawyers. The base, the foundation, of healthy life in any country, in any society, is necessarily composed of the men who do the actual productive work of the country, whether in tilling the soil, in the handicrafts, or in business; and it matters little whether they work with hands or head, although more and more we are growing to realize that it is a good thing to have the same man work with both head and hands. These men, in many different careers, do the work which is most important to the community's life; although, of course, it must be supplemented by the work of the other men whose education and activities are literary and scholastic, of the men who work in politics or law, or in literary and clerical positions.
Never forget that in any country the most important activities are the activities of the man who works with head or hands in the ordinary life of the community, whether he be handicraftsman, farmer, or business man—no matter what his occupation, so long as it is useful and no matter what his position, from the guiding intelligence at the top down all the way through, just as long as his work is good. I preach this to you here by the banks of the Nile, and it is the identical doctrine I preach no less earnestly by the banks of the Hudson, the Mississippi, and the Columbia.
Remember always that the securing of a substantial education, whether by the individual or by a people, is attained only by a process, not by an act. You can no more make a man really educated by giving him a certain curriculum of studies than you can make a people fit for self-government by giving it a paper constitution. The training of an individual so as to fit him to do good work in the world is a matter of years; just as the training of a nation to fit it successfully to fulfil the duties of self-government is a matter, not of a decade or two, but of generations. There are foolish empiricists who believe that the granting of a paper constitution, prefaced by some high-sounding declaration, of itself confers the power of self-government upon a people. This is never so. Nobody can "give" a people "self-government," any more than it is possible to "give" an individual "self-help." You know that the Arab proverb runs, "God helps those who help themselves." In the long run, the only permanent way by which an individual can be helped is to help him to help himself, and this is one of the things your University should inculcate. But it must be his own slow growth in character that is the final and determining factor in the problem. So it is with a people. In the two Americas we have seen certain commonwealths rise and prosper greatly. We have also seen other commonwealths start under identically the same conditions, with the same freedom and the same rights, the same guarantees, and yet have seen them fail miserably and lamentably, and sink into corruption and anarchy and tyranny, simply because the people for whom the constitution was made did not develop the qualities which alone would enable them to take advantage of it. With any people the essential quality to show is, not haste in grasping after a power which it is only too easy to misuse, but a slow, steady, resolute development of those substantial qualities, such as the love of justice, the love of fair play, the spirit of self-reliance, of moderation, which alone enable a people to govern themselves. In this long and even tedious but absolutely essential process, I believe your University will take an important part. When I was recently in the Sudan I