ained knowledge in the
University Tutorial Class. In the future, as now, only in greater
degree, such classes will be regarded as an essential part of
university work, and will provide opportunity for the study of those
subjects which are most nearly related to citizenship.

It is one of the fundamental principles of the Workers' Educational
Association that every person, when not under the power of some
hostile over-mastering influence, is ready to respond to an
educational appeal. Not indeed that all are ready or able to become
scholars, but that all are anxious to look with understanding eyes at
the things which are pure and beautiful. Tired men and women are made
better citizens if they are taken, as they often are, to picture
galleries and museums, to places of historic interest and of scenic
beauty, and are helped to understand them by the power of a
sympathetic guide. It is by the extension of work of this sort, which
can be carried out almost to a limitless extent that the true purpose
of social reform will be best served. It is by such means that the
press may be elevated, the level of the cinema raised, the efforts of
the demagogue neutralised.

The Workers' Educational Association is based upon the work of the
elementary school and of the associations of working people, notably
the co-operative societies and trade unions. The democratic methods
obtaining in those associations have themselves proved a valuable
contribution to citizenship, and have determined the democratic nature
of all adult education. The right and freedom of the student to study
what he wishes finds its counterpart in the reasonable demand that man
shall live out his life as he wills, provided it moves in a true
direction and is in harmony with the needs and aspirations of his
fellows.

It has seemed in this review of the relation of schools and places of
education to the development of citizenship that the fact of the
operation of social influences has been implicit at every point. In
any case there is, and can be, no doubt that the school, whilst
instant in its effect upon the mind of the time, is always being
either hindered or helped by the conditions obtaining in the society
in which it is set. The relations existing between society and school
are revealed in a process of action and reaction. Wilhelm von
Humboldt said that "whatever we wish to see introduced into the life
of a nation must first be introduced into its schools." Amon