In speaking of education we are far too apt to confine the word to the education of children; but what may be done in the education of adults and at the same time in the stimulation of fellowship in thought, is well shown by the achievement of the Workers’ Educational Association in England. The education of the working class is an idea which dates back to the social and political ferment of the early nineteenth century—the earliest expression being the Mechanics’ Institute movement. This was followed by the Working Men’s College movement under Frederick Denison Maurice and his friends. Then came the educational experiments, first of the Rochdale Pioneers in 1840, and then of the Co-operative Societies, out of which grew ultimately the University Extension movement. The existing Worker’s Educational Association originated in an alliance of the educational activities of the Co-operative, Trade Union and University Extension movements. It was based upon “the vital principle that there could be no complete education of working people unless it was a result of the combination of working men and women and scholars, respectively experts in demand and supply.” It is certain—and the war has provided many instances of it—that this alliance of worker and scholar has done much to break down the partition wall of class prejudice; and the “tutorial class” has in particular been a very fruitful agent of fellowship and education. “The days of the W.E.A.” (as it is called) says Mr. Alfred Mansbridge, its devoted and able secretary, “have been few so far; but it has already demonstrated the soundness of its theories—to take one instance alone—by the development of the University Tutorial Class movement which conforms in method to that of Plato so far as question and answer developed in discussion are concerned. In England alone over eight thousand men and women have passed through these courses which are organised in connection with every University and University College. If it were not for the clear demonstration of experience, it would seem fatuous to expect that men and women who have undergone no educational training other than that provided in the few years of attendance at the elementary school would be willing to attend classes for three years, and in some cases for as many as seven or eight years. It must be remembered that the discipline of the class though self-imposed is severe. No absence is allowed for other than unavoidable causes. Moreover, their purpose is the acquisition of knowledge as assisting the fulfilment of an educational ideal which is conceived not in the interests of the individual but in the interests of citizenship. The level of intellectual achievement testified to by many eminent educationists is such as to warrant the Board of Education in making a regulation to the effect that ‘the instruction must aim at reaching within the limits of the subject covered, the standard of University work in honours.’”[32] While the