No one has any difficulty in understanding that in religious intercourse
and experience all classes stand upon an equality; and I have spoken of
the foundation for the University Extension movement as being the
growing recognition of education as a permanent human interest akin to
religion. The experience of a few years has sufficiently demonstrated
the possibility of arousing such interest: to make it universal is no
more than a practical question of time, money and methods.
But no doubt when we come to _modus operandi_ the main difficulty of the
movement is the diversity of the classes it seeks to approach--diversity
in individual capacity, in leisure, means, and previous training.
Opposite policies have been urged upon us. Some have said: Whatever you
do, you must never lower the standard; let the Extension movement
present outside the universities precisely the same education as the
universities themselves are giving, however long you may have to wait
for its acceptance. On the other hand, it has been urged: You must go
first where you are most needed; be content with a makeshift education
until the people are ready for something better. The movement has
accepted neither of these policies, but has made a distinction between
two elements of university training--method and curriculum.
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