My friend does not despise the Golden Ladder. Quite the contrary. He sees its usefulness for such as are able to climb it, but he holds that they are, and must be, the few, while he is concerned for the many. I agree. When (following Matthew Arnold at a respectful distance) I have urged the formation of a national system by which a poor man's son may be enabled to climb from the Elementary School to a Fellowship or a Professorship at Oxford or Cambridge, I have always realized that I was planning a course for the exceptionally gifted boy. That boy has often emerged in real life, and the Universities have profited by his emergence; but he is, and always must be, exceptional. What can be done for the mass of intelligent, but not exceptional, boys, who, to quote my Northumbrian friend, "must be drilled into a calling of some kind, so as to be able to provide for themselves when they grow up to manhood"? When once their schooling, in the narrow sense, is over, must their minds be left to lie fallow or run wild? Can nothing be done to supplement their elementary knowledge, to stimulate and discipline their mental powers? The University Extension Movement was an attempt to answer these questions in a practical fashion, and my friend does full justice to the spirit which initiated that movement, and to the men--such as the late Lord Grey--who led it. But I suppose he speaks from experience when he says: "University Extension, as it is, will never become established in working-class villages. Forty-five to fifty pounds is too big a sum to be raised in three months, and is also considered too much to be paid for a man coming to lecture once a week for twelve weeks, and then disappear for ever like a comet." My friend uses an astronomical figure, I a geographical one; but we mean the same thing. The idea is to establish Oases--"fertile spots in the midst of deserts"--permanent centres of light and culture in manufacturing districts. "The Universities teach and train ministers of religion, and they go and live in their parishes among their flocks all the year round. Why not send lecturers and teachers of secular subjects in the same way? A system something similar to the Wesleyan or Primitive Methodists' ministerial system would answer the purpose. The country might be divided into circuits of four or five centres each, and a University man stationed in each circuit, to organize Students' Associations, give lectures, hold classes, and superintend scientific experiments, as the case may be."