Mr. Charles Dickens presided, and made the following speech:]

Ladies and gentlemen--Let me begin by endeavouring to convey to you the assurance that not even the warmth of your reception can possibly exceed, in simple earnestness, the cordiality of the feeling with which I come amongst you. This beautiful scene and your generous greeting would naturally awaken, under any circumstances, no common feeling within me; but when I connect them with the high purpose of this brilliant assembly--when I regard it as an educational example and encouragement to the rest of Scotland--when I regard it no less as a recognition on the part of everybody here of the right, indisputable and inalienable, of all those who are actively engaged in the work and business of life to elevate and improve themselves so far as in them lies, by all good means--I feel as if I stand here to swear brotherhood to all the young men in Glasgow;--and I may say to all the young women in Glasgow; being unfortunately in no position to take any tenderer vows upon myself--and as if we were pledged from this time henceforth to make common cause together in one of the most laudable and worthy of human objects.

Ladies and gentlemen, a common cause must be made in such a design as that which brings us together this night; for without it, nothing can be done, but with it, everything. It is a common cause of right, God knows; for it is idle to suppose that the advantages of such an institution as the Glasgow Athenaeum will stop within its own walls or be confined to its own members. Through all the society of this great and important city, upwards to the highest and downwards to the lowest, it must, I know, be felt for good. Downward in a clearer perception of, and sympathy with, those social miseries which can be alleviated, and those wide-open doors to vice and crime that can be shut and barred; and upward in a greater intelligence, increased efficiency, and higher knowledge, of all who partake of its benefits themselves, or who communicate, as all must do, in a greater or less degree, some portion to the circle of relatives or friends in which they move.

Nor, ladies and gentlemen, would I say for any man, however high his social position, or however great his attainments, that he might not find something to be learnt even from immediate contact with such institutions. If he only saw the goddess Knowledge coming out of her secluded palaces and high places to mingle with the throng, and to give them shining glimpses of the delights which were long kept hoarded up, he might learn something. If he only saw the energy and the courage with which those who earn their daily bread by the labour of their hands or heads, come night after night, as to a recreation, to that which was, perhaps, the whole absorbing business of his youth, there might still be something very wholesome for him to learn. But when he could see in such places their genial and reviving influences, their substituting of the contemplation of the beauties of nature and art, and of the wisdom of great men, for mere sensual enjoyment or stupid idleness- -at any rate he would learn this--that it is at once the duty and the interest of all good members of society to encourage and protect them.

I took occasion to say at an Athenaeum in Yorkshire a few weeks since, and I think it a point most important to be borne in mind on such commemorations as these, that when such societies are objected to, or are decried on the ground that in the views of the objectors, education among the people has not succeeded, the term education is used with not the least reference to its real meaning, and is wholly misunderstood. Mere reading and writing is not education; it would be quite as reasonable to call bricks and mortar architecture--oils and colours art--reeds and cat-gut music- -or the child's spelling-books the works of Shakespeare, Milton, or Bacon--as to call the lowest rudiments of education, education, and to visit on that most abused and slandered word their failure in any instance; and precisely because they were not education; because, generally speaking, the word has been understood in that sense a great deal too long; because education for the business of life, and for the due cultivation of domestic virtues, is at least as important from day to day to the grown person as to the child; because real education, in the strife and contention for a livelihood, and the consequent necessity incumbent on a great number of young persons to go into the world when they are very young, is extremely difficult.