L.—EDUCATION. 223 
~~ ee 
The first great chapter of the recognition and development of extra- 
mural teaching as a function of the University is contained in the history 
of University Extension which started in Cambridge in 1872, spread to 
London in 1876, and to Oxford in 1878. The roots of this new growth go 
back to the Movement for Mechanics’ Institutes which began in 1799, and 
took a fresh shape in the ideals of Frederick Denison Maurice and the 
foundation of the Working Men’s College. The second great chapter dates 
_ from the foundation of Ruskin College at Oxford and the creation of the 
Workers’ Educational Association with which the name of Albert 
_ Mansbridge will always be associated. Well can I remember both those 
events, and, to use the familiar formula of our Oxford University Bidding 
Prayer, more especially am I bound to mention here that my College of All 
Souls—that reputed home of reaction and lost causes—was the first in any 
University to provide not only from its corporate revenues the first extra- 
mural University tutor, Mr. Tawney, but to allocate its hall in the summer 
term for his extra-mural classes. What the fusion of the older University 
Extension Movement with the principles, organisation and ideals of the 
Workers’ Educational Association has become and wrought is known 
to-day—even in Fleet Street. 
The Statesman who said thirty years ago that we were all Socialists 
now, would assert with more truth that to-day we are all psychologists. 
We do not indeed talk psychology (as Bourgeois did his prose) without 
_ knowing it. On the contrary, we do not know psychology and therefore we 
all talk it; in fact, it is better for a modern citizen to be guilty of klepto- 
mania, which I understand is really only a functional parapraxis due to 
imperfect motivation or an intermittent disassociation affecting a poly- 
locationary consciousness, than to deny a universal addiction in our friends, 
but, of course, not ourselves, to complexes and neuroses. The advent of 
psychology was ushered in by the rediscovery, in the eighties of last 
_ century, of Herbart and the application or misapplication of his principles 
_ to educational theory and still more to educational practice, to which the 
foundation of Training Colleges for Teachers and the mania of publishers 
for small text-books gave an unlimited scope. It was fertilised by the 
astonishing advance in physiology in which British physiologists have 
played so memorable a part, and by the tremendous impetus given by 
Wundt, James and Ward, to name only three of those no longer living, 
who with their successors and disciples have literally created a new and 
definable branch of science, requiring a specialised technique. 
What material, I must now ask, has our rapid Staff ride provided for a 
‘summing-up in the shape of a forecast ? Let me summon to my aid my 
aged friend, Rip Van Winkle, versed in the educational problems that 
vexed the England of 1830, put to sleep when the British Association came 
into its cradle, waking up in this year of grace, and taking stock of this 
world so new to him after a century of blissful oblivion. 
‘I see,’ he tells me, ‘ a vast and complicated administrative machine, 
spread like the electric grid over the whole country, and co-ordinated, if at 
all, by a State Department of Education, as remarkable for its executive 
comprehensiveness as for its intellectual timidity, which, after all, is the 
characteristic of all bureaucratic organisations ; this new President of the 
“Board of Education, so strange to me, is a member of a Party Cabinet, 
