from the advanced studies taken by persons of professional or official standing for the purpose usually of keeping up with the times, through intermediate grades, to the more elementary courses applied to commercial and industrial vocations. Both methods offer opportunity for work for academic credit, or not, as desired. Both present features of convenience to the non-resident student in their flexibility as to time and place of study and choice of subject. And either, contrary to the popular notion, may produce a higher average of scholarship than is found within the walls of institutions. A word must be said in support of this contention. The non-resident is as a rule older and more experienced than the resident student and seldom is actuated mainly or solely by ambition to gain a degree. Understanding his educational needs he takes his course for the purpose of mastering a subject. The prejudice that still views University Extension as a superficial educational method and destructive to scholarship grew up under the old régime, before its changed methods entitled extension to claim an equal rank among other legitimate activities of educational institutions. Correspondence-study teaching, particularly, though it has suffered its share of obloquy, if fairly interpreted gives to the university its broadest and most gracious opportunity, the opportunity to open its avenues of learning to all who would enter, to graft instruction upon experience, to mould and enrich minds already mature and thoughtful, or to rescue from oblivion undiscovered gifts. It is a method carrying a peculiarly intimate and responsive relation between the instructor and the pupil. To equip for life as well as for livelihood is an ideal that may be realized through this relation. Sympathy and intuition therefore are almost as important among the instructor's qualifications as are knowledge and technical skill. The best men and material resources of the University are demanded for this service. The statistics quoted show a notable increase in the use of extramural classes and correspondence-study instruction for the purpose of acquiring some part of a regular academic course in absentia. No less striking is the growth of work in commercial and industrial education. The need for this service is immeasurably great and extension methods are practical and successful. The pupil, however backward, cannot fail to see the value of his studies, because they are based on the processes of his daily tasks and though he may not always appreciate the effort made to broaden his outlook, as soon as he realizes that he is on the way to a higher wage he awakens to a new ambition. For these forms of extension a large amount of special text is prepared, it being necessary, except in credit courses, to adapt the lessons in treatment and scope to the requirements of the individual correspondence student or of the class. A completed course in this original material may form the basis for a book and as a matter of convenience such texts are collated and published as promptly as is practicable. Curiously, a considerable demand has developed for these volumes when placed on the market quite outside of the field of University Extension, a fact that may be regarded as a favorable commentary upon extension methods in popular education. The publication and circulation of bulletins, pamphlets, and reports dealing with and interpreting matters of general value and interest to the public is a common form of extension activity. THE SERVICE BUREAU The awakening of interest in public questions by debating and public discussion-particularly in community clubs, community centers, and high school organizations-is one of the oldest methods of extension service. To do this work many institutions are maintaining bureaus which have the dual purpose of collecting popularly prepared information on subjects of current interest ("package libraries"), and of forming debating leagues wherever possible for the purpose of debating important current questions. The method is recognized as of inestimable value in the moulding of public opinion, although unless administered with care and kept scrupulously free from partisan bias, it may prove a menace to the institution promoting it. Universities are coming to deal more and more through their extension service with the public at large, and with public problems. This has given rise to a distinct form of community and public welfare work, through which the institution deals with a community as an entity, offering technical information on community problems, inciting public interest, and, when necessary, helping the community to organize for action. In this manner are treated such group problems as child welfare, public health, recreation, and improvements and problems of municipal government. This work is done by means of bureaus of municipal reference, health, child welfare, stereopticon and motion picture service, community music, social and civic center promotion, and through institutes, surveys, and exhibits. The aim of this service is to enlighten and inspire, never to infringe upon the professional field. In March, 1895, the First National University Extension Conference met at Madison, Wisconsin. Forty-five delegates were present at this Conference representing 24 leading colleges and universities. The occasion led to the formation of a permanent University Extension Association with a membership of 28 institutions. The meeting tended toward better understanding among extension workers, a clarifying of ideas as to possible standardizations and invaluable exchanges of ideas and experience. The printed proceedings of this conference are a remarkable record of achievement and enthusiasm. The interpretation they present of the university's new field of service is useful both as an inspiration and a guide to those who are engaged in the development of University Extension. The new association has already more than justified its existence. Assuming that leadership is developed within the institution, extension looks to the creating of an intelligent commonalty. This is the day of socializing, the day of the common spread of appreciation of art and literature, the day of prevention, of preventive medicine, preventive law, and preventive religion, each in its field a measure of social safeguarding. Above all and for all it is the day when the university uncovers its light that its rays. may illumine with equal power the high places and the low.1 1 See Reber, Louis E. University Extension in the United States. 1914. United States Bureau of Education, Washington, D.C, Bulletin. 19, THE "PEOPLE'S UNIVERSITY" OF MASSACHUSETTS. BY JAMES AMBROSE MOYER, PH.D., Director of the Department of University Extension of the State Board of Education of Massachusetts. For a number of years many people in Massachusetts have had visions of a great "People's University" where there would be equal opportunity for all its citizens, rich and poor, men and women, young and old. This commonwealth does not have a state university or state college giving instruction in general and professional subjects. It has, however, a large number of excellent universities and colleges supported by private endowments and tuition fees paid by students. With this large number of institutions of learning in a relatively small state, there has naturally been very much. opposition to the establishment of such a state university or state college as should be worthy of the educational standards of the higher institutions of learning in this state. As a partial substitute for a state university the Department of University Extension was established in Massachusetts by an act of the General Court in 1915. Abstracts of the legislation establishing this department are given here: The department of university extension is hereby authorized to coöperate with existing institutions of learning in the establishment and conduct of university extension and correspondence courses; to supervise the administration of all extension and correspondence courses which are supported in whole or in part by state revenues; and also, where that is deemed advisable, to establish and conduct university extension and correspondence courses for the benefit of residents of Massachusetts. The said department for the purposes of such university extension or correspondence courses, may, with the consent of the proper city or town officials or school committees, use the school buildings or other public buildings and grounds of any city or town within the commonwealth, and may also use normal school buildings and grounds and, with the consent of the boards or commission in charge of the same, such other school buildings as are owned or controlled by the commonwealth. According to this legislation the Department of University Extension has practically unlimited opportunities for educational activities, except in subjects relating to agriculture, which subjects are well provided for in the State Agricultural College at Amherst. Plans for the organization and development of this department are intended to provide the facilities of a real People's University which will bring education of every grade, including college subjects to the "doors of the people." A UNIVERSITY WITHOUT BUILDINGS To carry out these objects in their fullest development it has seemed undesirable to provide a group of buildings in one location such as are ordinarily associated with the conception of a state university. When one city or town is selected for the location of a state institution, the people living in the immediate vicinity have unusual advantages, and these advantages are exceptionally important in the case of educational institutions in which the charges to students for board and room rent are very large items in the cost of an education. For these reasons, the Massachusetts Department of University Extension has been organized without making any provision for buildings to include recitation rooms and laboratories. Its administrative offices are located temporarily in the State House in Boston. Instruction in a great variety of subjects is now being offered by its professors and instructors in practically every city and town in the commonwealth where there is a reasonable demand. Massachusetts is unusually well supplied with good buildings for public libraries and public schools. In fact all of the cities and also all the towns except two are provided with public libraries supported by public funds. These libraries and school buildings have rooms well suited for the meetings of university extension classes. The department must not, however, necessarily depend on the use of these public buildings for its classes as the legislation provided clearly for rented offices and buildings as might be required for the use of the department. It is the policy of the director to avoid, whenever possible, charges for rent, janitor services, heat, light, etc., as it seems only reasonable that the community receiving these educational advantages wholly at the expense of the state should provide the necessary rooms and services. In some cases classes have been organized in shops and factories, particularly for the accommodation of those employed in these places. Under such circumstances the |