the students during the week. The syllabus contains a
set of 'exercises' on each lecture. These exercises, unlike examination
questions or 'quizzes,' are not tests of memory, but are intended to
train the student to work for himself; they are thus to be done under
the freest conditions--at home, with full leisure, and all possible
access to books, notes or help from other persons. The written answers
are sent to the lecturer for marginal comment, and returned by him at
the 'class.' This class is a second meeting for students and others, at
which no formal lecture is given, but there is free talk on points
suggested to the teacher by the exercises he has received: the usual
experience is that it is more interesting than the lecture. This weekly
routine of lecture, syllabus-reading, exercise and class goes on for a
period of twelve weeks. There is then an 'examination' in the work of
the course held for students who desire to take it. Certificates are
given by the university, but it is an important arrangement that these
certificates are awarded _jointly_ on the result of the weekly exercises
and the final examination.

The subjects treated have been determined by the demand. Literature
stands at the head in popularity, history with economy is but little
behind. All the physical sciences have been freely asked for. Art
constitutes a department of work; but it is art-appreciation, not
art-production; the movement has no function to train artists, but to
make audiences and visitors to art-galleries more intelligent. It will
be observed that the great study known as 'Classics' is not mentioned in
this list. But it is an instructive fact that a considerable number of
the courses in literature have been on subjects of Greek and Latin
literature treated in English, and some of these have been at once the
most successful in numbers and the most technical in treatment. I am not
without hope that our English University Extension may react upon our
English universities, and correct the vicious conception of classical
studies which gives to the great mass of university men a more or less
scholarly hold upon ancient languages without any interest whatever in
ancient literatures.

This university extension method claims to be an advance on existing
systems partly because under no circumstances does it ever give lectures
unaccompanied by a regular plan of reading and exercises for students.
These exercises moreover are designed, not