This Chautauqua movement is only an attempt to Americanize university extension. In various ways, however, it fails to perform the full function of the latter institution. While Chautauqua work is carefully planned, it is elementary; the student is left almost entirely to his own, often misdirected, efforts; and there is little or no chance of his coming into personal contact with the experienced educator and specialists. Though the circles have, through lack of direction, sometimes neglected education for entertainment, the organization as a whole has accomplished a wonderful work in the elevation and the instruction of great numbers of people. University extension, on the other hand, profiting by the experience of Chautauqua, proposes not only to plan courses of study, but to direct, supervise, and test the work of its students as well. In doing all this, it employs the lecturer, the syllabus, the class, the travelling library, and the examination. It has adopted methods whereby it can reach people of as varied occupations as those reached by Chautauqua, and it can thus furnish them with information having a positive educational value. The lecturers are college-bred men or women, and specialists in different lines of educational work. If actively engaged in teaching at some reputable college or university, their chances of success are greater, and the character of their work is of a better grade. It promises well for the future of university extension to record that some of America's most popular and celebrated professors have added to their already heavy duties the burdens of some line of extension teaching. But all college professors are not adapted to this work. The successful extension lecturer must be of a versatile nature--a good lecturer, an earnest student, a practical teacher. It is his duty to interest a mixed, popular audience in an educational subject, and to inspire numbers of his hearers with a determination to enter upon a systematic and thorough course of study. The teacher who can do so must have within him the spirit of the reformer, and the earnestness that will enable him to arouse and to enthuse to action the numbers that are dying of lethargy and ennui. The teacher who can do this has here a field of labor extensive enough for the highest ambition, and may be repaid by a success grander than can be attained in the limited circle of the college or the university.