of great service by extension lecturers, who always encourage the formation of such voluntary classes among their hearers. It is urged that such associations should be formed after conference with the local committee. An organized body always affords a nucleus of real students and is, therefore, the best ally of a local committee in providing for future extension courses. Such students are the persons whom the

local committee usually consults in choosing subjects and lecturers.

An Oxford circular upon this subject says:

A students' association can generally be established most easily before the conclusion of a course, when the help of a lecturer can be obtained in its arrangement and inauguration. Local committees, by kindly taking the lead in the formation of students' associations, can often be of great service in promoting systematic study, the encouragement of which is one of the chief aims of University Extension teaching, A committee should be formed: A president, and vice-president, treasurer and secretary elected; the rules of the society drawn up and a plan of work arranged for the ensuing months. If practicable, suggestions can be obtained from the lecturer, who is to deliver the next course, as to the best course of preparatory reading. An opening meeting is advisable, and, at this meeting it may be found best to arrange for an inaugural address by some resident in the neighborhood interested in University Extension or other educational work. There should be a small subscription to cover necessary expenses. The number of members varies; it is rarely less than 20 or more than 100. A small ticket of membership, with a programme of the meetings printed on it, is convenient. A suitable place of meeting should be fixed; members asked in advance to contribute papers to be followed by discussion; and, during the session, one or two meetings set apart for social gatherings, or, if in the summer, for excursions. The meetings are conveniently fixed at fortnightly intervals; a prize is sometimes offered to encourage essay writing from members. Access to local collections of scientific or artistic interest can often be obtained for the students' associations. It is particularly urged that students' associations should seek to obtain the assistance of university graduates, fellows of learned societies, etc., resident in their neighborhood. A good plan is to draw up a series of topics to guide the reading of the members, and to hold these topics among the members as subjects for essays to be read and discussed at successive meetings. A good chairman should be found for each meeting to open the discussion. The members sometimes find it advantageous to instruct one of their number to embody the result of the discussion in a brief paper, which a lecturer can be invited to look over and report upon. In discussing a scientific subject, a member will often undertake to write out a brief but complete chain of proof of a selected thesis, appending in the margin the exact evidence (with reference) for each link. This chain of proof is subsequently discussed by the meeting, and in a corrected, condensed, or expanded form, sent to the lecturer for criticism. The lecturer's report is read at the next meeting.

Students' associations may be advantageously combined with a book club, by means of which the students can obtain cheaply all books they have decided to read. When possible, the delegates will lend a small collection of books at a small charge. Existing essay societies, mutual improvement societies, and reading societies, can affiliate themselves to the University Extension movement by forming themselves into students' associations.

MODEL RULES (Oxford).

1. This association shall be called the “ University Students' Association.” 2. The object of the association shall be to encourage and maintain an interest in the University Extension lectures and home reading circles.

3. The management of the association shall be vested in a committee, consisting of a president, vice-president, treasurer, secretary, and 12 other members of the association. Five to form a quorum.

4. The annual general meeting of the association shall be held in the month of March, when the officers and other members of the committee shall be elected.

5. A report of the state of the association shall be presented by the committee to each annual general meeting.

6. The secretary shall conduct the correspondence, keep the minutes of the proceedings of the meetings of the committee, and of the association, and these minutes shall be read and confirmed at the next meeting.

7. The treasurer shall have charge of the funds of the association, and his account shall be audited by the committee, who shall have control of the expenditure.

8. Any past or present member of the University Extension classes, or anyone over the age of 15 shall be eligible for election.

9. Candidates for election shall be proposed and seconded by members of the association; the election of members shall be vested in the hands of the committee and shall take place at such intervals as the committee may find convenient.

10. Members shall pay an annual subscription of s., in advance, due the first day of April in each year.

11. Honorary members of the association may be elected by the committee, from the past and present lecturers and other university graduates resident in the town, or from persons subscribing not less than 5s. per annum to the funds of the association; such members shall have all the privileges of membership.

12. At ordinary meetings of the association any member will be allowed to introduce a friend, who shall not have power to vote.

13. The ordinary meetings of the association shall be held at such times and places as the committee may appoint.

14. No rule shall be altered or rescinded, nor shall any additional rules be made, without the consent of two-thirds of the members present at the annual general meeting, or at a special general meeting. Due notice of any proposed alteration shall be given to the members seven days before the meeting.

15. Members not paying their subscription on their election, or within the first three months of any current year, shall, ipso facto, cease to be members of the association.

DISTRICT ASSOCIATIONS.

There early developed a tendency in England to organize local centers of University Extension into what are called district associations, which are composed of contiguous or neighboring towns and parishes. The purposes of such organization are clearly indicated in the by-laws of the Yorkshire Association: (1) The organization and extension of university teaching; (2) the suggestion of subjects and lectures and the grouping of centers for lectures; (3) the organization of lectures and systematic work in vacation; (4) the formation of students' associations and the lending of books; (5) the promotion of higher education generally. It will be readily seen that such district associations will tend toward strengthening the foundations of the University Extension system, for in the union of interests there is often greater strength. The good example of one town is communicated to another and the general demand for extension courses is increased. Circuits for the lecturers can be instituted and the expense of lecture courses can thereby be greatly diminished. A kind of itinerant university system may be instituted and supported within a single county. This system would present certain analogies to the earlier ecclesiastical system of associated parish churches, under the general supervision of an itinerant bishop. Indeed the whole University Extension system affords a striking parallel to Episcopal administration methods in primitive and modern churches.

In the University Extension Journal for July, 1890, there were the following suggestions upon the subject of State aid to district associations:

State aid, or some form of endowment, will assuredly come in the near future to give permanence to the national system of higher education, into which the University Extension movement is rapidly growing. Meanwhile, however, the important thing is to perfect the machinery of organization and press on the educational efficiency of the work by promoting still greater sequence and continuity of study. One of the chief practical difficulties in dealing with the question of State aid is that of its wise and profitable distribution, and to frame some definite scheme for this purpose is the first step toward its solution. If, as has been suggested, a public grant were to be intrusted to district associations, which are now established in different parts of the country, it is clearly of the first importance so to develop and strengthen their organization that they may come to be recognized as the natural channels through which State aid might advantageously be given to the University Extension system. Each association might become, as it were, a floating local college, having, like the existing institutions, a permanent organization and a representative council, but unlike them, drawing from the universities its staff of lecturers from session to session, and including in its field of work not merely a single town, but the numerous centers in a wide district.

All this helps to explain the remarkable growth of local and university extension colleges in England.

XIII. UNIVERSITY EXTENSION IN SCOTLAND.

It should never be forgotten that the educational germ of University Extension in England was the Scottish lecture system, with its syllabus of dictated heads. This system was a survival of the old scholastic method of university teaching, and was simply adapted to a popular purpose by Prof. James Stuart, of Cambridge, who admits that he got the idea from one of his Scotch instructors, Professor Ferrier, of St. Andrews. Prof. Patrick Geddes, in the abstract of his evidence given to the Scotch Universities Commission, says: "The Scottish lecture system has directly given rise to the University Extension movement, and ultimately to the English university colleges, and has profoundly modified Oxford and Cambridge themselves.”

PART I.-WEST SCOTLAND.

The beginnings of the university movement in Scotland have usually been associated with the University of St. Andrews and the town of Dundee (1874); but Prof. R. M. Wenley, in his authoritative study of "The University Extension movement in Scotland," 1895, calls attention to the fact that as early as 1845 Prof. Hutton Balfour, then of Glasgow University, gave a course of lectures to women, and that similar extramural courses by Glasgow University professors, notably by Edward Caird, were continued from 1868 down to 1877, when the Glasgow Association for the Higher Education of Women was instituted. At that time women were not admitted to academic classes.

It is significant of the University Extension movement in Scotland, as well as in England, that one of the permanent historic results was the founding of a college for women. Queen Margaret College, founded in 1883, and named in honor of the best woman in Scotch history, was the direct institutional outgrowth of the work of the above association, which for six years had furnished academic lectures to women in Glasgow. Those individual professors, Young, Veitch, and Caird, and the ladies who supported them, were truly "pioneers of what was tantamount to a University Extension movement, of that form of it too which has achieved by far the most important practical results in Scotland."

It is noteworthy that the first attempts to extend university instruction from Glasgow to other towns in the west of Scotland were made under the auspices of the Queen Margaret Guild, a social union of students of Queen Margaret College and of former members of the Glasgow Association for the Higher Education of Women. The guild undertook to provide lectures for factory girls and to other female workers in the vicinity of Glasgow. In 1886 local educational centers were formed at Ayr and Helensburgh, where afternoon lecture courses (ten each) on English literature and the French Revolution were given to women. The following year three other centers were established: Kilmarnock, Paisley, and Hamilton, with lectures on history, political economy, English literature, and physiology.

The next step was the formal constitution of an extension board by the University of Glasgow. Queen Margaret's Guild promptly transferred its extension scheme to this newly-constituted extension board and paid over the surplus funds from local lectures towards the further endowment of Queen Margaret College, which soon became an organic part of Glasgow University.

GLASGOW UNIVERSITY EXTENSION.

Lectures on literature, philosophy, and scientific subjects had been given in the East End of Glasgow by various graduates of that university as early as 1884. In April, 1886, the question was discussed in the general council of the University of Glasgow whether the university should not place itself at the head of this movement. The general council favored the adoption of University Extension and represented the matter to the university court. With the approval of this body the Senate

organized in 1887 a scheme resembling that of the English universities for the extension of university teaching. For the sake of placing the work on a broad foundation, and securing further cooperation, the Senate appointed "a Glasgow University Extension Board" of over 70 ladies and gentlemen in the city, with the honorable Sir Thomas King, Lord Provost of Glasgow, as chairman, and Robert Gourlay, manager of the Bank of Scotland, as honorary treasurer. The first meeting of this board was held February 1, 1888, when a constitution framed by the university court and the Senate was adopted and an executive committee was appointed to prepare a detailed plan for extension work. Such a plan was duly drawn up and was printed at Glasgow by the university publishers in 1888 under the title of "Extension of university teaching by local lectures and classes-An account of the scheme and the mode of working it."

The purpose of the scheme was to extend the advantages of university education to those whose circumstances do not permit them to attend the university. The proposed teaching was designed to meet the wants of (1) ladies, (2) clerks and other persons engaged in business, and (3) artisans of all classes. Day lectures in the larger towns were organized for ladies and evening classes for clerks, shopmen, and artisans. The method of instruction was to be by courses of lectures, one lecture each week for a period of three months. Before each lecture there was to be a tutorial class conducted by the lecturer. For this class weekly exercises were set and criticised. At the end of each course a written examination on the subject was conducted by a special examiner appointed by the extension board. To this examination only those who had attended the tutorial class were admitted. Candidates passing a satisfactory examination received a joint certificate from the lecturer and the examiner. But regard was shown for the work done in the weekly exercises as well as in the final examination. The cost of a course of 12 lectures, extending through a period of three months, was fixed at £32. The lecturer's expenses and the cost of hall, lighting, heating, advertising, and local management were to be defrayed by the local committee. The total expenses were estimated at £50.

Attention was called in the prospectus to the importance of forming a good local committee, with an efficient secretary. It was recommended that the work of local organization be undertaken under the auspices of the provost or chief local authority in a given town. The extension board promised to send upon invitation a proper representative of University Extension to explain the details of the work. It was urged that the local committees should be fairly representative of the locality, so as to secure freedom from political or sectarian bias. Local committees were advised to obtain subscriptions, or promises to take tickets, rather than depend on the plan of covering deficiencies by a guarantee fund. The importance of personal effort and personal canvassing was urged upon local committees by the extension board. It was suggested that “in a locality in which several small towns or villages are contiguous a combined local association may be formed, and it may be arranged that the lectures be delivered alternately in the different villages." The extension board expressed a desire to avoid all conflict with local arrangements for teaching, and made it a condition "that no boys or girls shall be allowed to attend the class for tutorial instruction except with the consent of their teachers."

Among the academic leaders of University Extension in the west of Scotland have been Prof. Edward Caird (afterwards called to Balliol College, Oxford), Professor M'Kendrick, Mr. Archibald Craig, and Professor Wenley, for some time honorary secretary of the Glasgow University Extension board, but now professor of philosophy in the University of Michigan. His report, printed at the Glasgow University press, is altogether the best source of information upon "The University Extension movement in Scotland." He tells us that, in the academic year of 1888-89, 17 extension courses were delivered, with a total attendance of over 1,450. The following season there were 10 established centers in the Glasgow district and two Glasgow

lecturers were invited into the districts assigned to St. Andrews and Edinburgh universities. The number of courses increased to 19 and the total attendance to over 1,500. However, this meant an average audience of less than 100, which was not very encouraging.

The disappointment of this period [says Professor Wenley], strangely enough, was the attempt to attract suflicient audiences to lectures within the city of Glasgow. Two courses were supplied [in 1888-89] at the Mechanics' Institute in the Calton district, upon which some 130 students attended, while three were held in the evening within the university buildings. These, however, for some unexplained reason (I am quite satisfied that the fault lay neither with the lecturers nor with the management), were a total failure, and the effort to spread the movement in the city was abandoned for some years.

This is very remarkable testimony for a university man in such a liberal and progressive town as Glasgow.

Of course with such poor financial returns as came from the small audiences already indicated, a deficit quickly arose, but it was cleared off by liberally minded ladies and gentlemen who believed in the spirit of the movement and were either members or supporters of the Glasgow Extension board. It is hardly to be expected that any form of higher education should pay financially. Colleges, universities, foreign and home missions never have paid expenses in a strictly mercantile way and never will. But for all that, and all that, they will continue to be supported.

In spite of continued discouragement and financial depression, the missionary movement in Glasgow for the higher education of the people was faithfully kept up and has achieved very considerable success in connection with that remarkable local institution, the Glasgow Athenæum.

To sum up [says Dr. Wenley], the operations of the Glasgow board, making due allowance for the drop of 1890-91, have been steady to a gratifying extent. But, till financial arrangements are somewhat altered, and the board's certificate receives a certain academic value, little expansion need be expected. During the seven sessions over which the work has extended there have been, on the average, 8 centers, taking 11 courses, and drawing as nearly as may be 1,000 students; while, in addition, during the past four years, the board's lecturers have given some 14 courses at the Glasgow Athenæum and elsewhere. Taking these into account the annual average of courses is 13, and the attendance may be stated at between 1,100 and 1,200. Compared with the splendid English results, this seems a meager achievement; but, ere it can be properly estimated, a calculation, based on relative probability, must be made. Were the Scotch movement at the four universities as successful as the English it would now have some 55 centers in operation, drawing about 6,000. Our Glasgow results are, therefore, precisely one-third of what they ought to be, judged by the English standard. Our area includes nearly one-half of the population of Scotland. Accordingly, were we keeping in line with Oxford, Cambridge, and London, we should have not less than 20 centers, and from 2,500 to 3,000 students.

But there are in the Scotch situation, as in the American, some compensating advantages as compared with England's apparent superiority in the matter of University Extension. Both Scotland and America enjoy better education for the whole people. Both have some superior institutions. For example, the Glasgow Athenæum impressed the present writer, when he saw it in the fall of 1896, as a veritable people's club, combining all the essential features of a well-appointed clubhouse, cuisine, billiard rooms, conservatory of music, library, reading rooms, lecture hall, and theater, all for the most modest charges. It is no wonder that Glasgow young men and young women do not care much for University Extension, per se, if the Glasgow Athenæum is a fair type of what citizens can do for themselves. That People's Club and People's University, with all its rambling architecture and extreme simplicity of interior arrangements, outclasses, for popular educational usefulness and social attractions, almost anything else that an American observer can find in Scotland or in all England, outside of Birmingham and London.