In England and on the continent of Europe there are thousands of classes and groups patiently pursuing long and serious courses of study. American colleges and universities are crowded and many students are each year turned away. Vast and increasing numbers register annually for correspondence and university extension courses. The demand for more education is shown also in the increasing number of lecture courses, people’s colleges, and other centers of public discussion. While people do not always know just what it is they demand and frequently the thing which they receive is not education, nevertheless there is a new and very wide-spread interest. This new interest shows itself not only in the increasing number of persons engaged in some kind of educational activity but also in the fact that people are beginning to see that education properly may be extended into adult life. Until recently, people have thought of education as something for children, something which a man either got or missed in his early years, something which he generally forgot in his mature years. To the average person, education was a matter of fond memories or of unpleasant associations with teachers, school houses and experiences of childhood. The “highly” educated person was the exceptional person in the community, discussions of the philosophy of education did not appeal to a wide public interest. Now higher branches of learning are being pursued by numbers of people outside regular educational institutions. Something very significant is happening. Perhaps at no time since the thirteenth century has the desire for knowledge so nearly approached a mass movement.