homes pathetic sacrifices will be made in the next generation to send the boys and girls to a real college. Now, in proposing to transport to this country English extension methods the managers have had in mind nothing so elementarily important as Chautauqua. They have felt the pity we all feel for persons of good parts who, through poverty or occupation, are debarred from a college training. They seek to reach minds already somewhat prepared, and to such they undertake to supply solid instruction of the higher grades. It is this more ambitious design which calls for criticism. Professor R. G. Moulton speaks of extension education as "distinguished from school education, being moulded to meet the wants of adults." And again, "So far as method is concerned, we have considered that we are bound to be not less thorough, but more thorough, if possible, than the universities themselves." If, in the general educational campaign, we liken Chautauqua to a guerrilla high school, university extension will be a guerrilla college. Both move with light armor, have roving commissions, attack individuals, and themselves appear in the garb of ordinary life; but they are equipped for a service in which the more cumbrous organizations of school and college have thus far proved ineffective. It is a fortunate circumstance that, with fields of operation so distinct, no jealousy can exist between the two bands of volunteers, or between them both and the regular army. The success of either would increase the success of the other two. To Chautauqua we are all indebted for lessening the popular suspicion of expert knowledge; and if the plans of the extension committee could be carried out, college methods would have a vogue, and a consequent respect, which they have never yet enjoyed. Every one, accordingly, civilian or professional, wishes the movement well, and recognizes that the work it proposes to do in our country is not at present performed. Its aims are excellent. Are they also practicable? We cannot with certainty say that they are not, but it is here that doubts arise,--doubts of three sorts: those which suspect a fundamental difference in the two countries which try the experiment; those which are incredulous about the permanent response which our people will make to the education offered; and those which question the possibility of securing a stable body of extension teachers. The first set of these doubts has been briefly but sufficiently indicated at the beginning of this paper; the second may with still greater brevity be summed up here in the following connected series of inquiries:--