UNIVERSITY TUTORIAL CLASSES 
 
LECTURES ON THE INDUSTRIAL 
 REVOLUTION OF THE EIGHTEENTH 
 
 CENTURY IN ENGLAND. 
 Popular Addresses, Notes and other Fragments. 
 
 By ARNOLD TOYNBEE. 
 
 With a Reminiscence of the Author by LORD MILNER. 
 Crown 8vo, 2s. 6d. net . 
 
 THE AGRARIAN PROBLEM IN THE 
 SIXTEENTH CENTURY. 
 
 By R. H. TAWNEY. 
 With. 6 Maps in colour. 8vo, gs. net. 
 
 LONGMANS, GREEN & CO. 
 
 LONDON, NEW YORK, BOMBAY AND CALCUTTA. 
 
UNIVERSITY 
 TUTORIAL CLASSES 
 
 A STUDY IN THE DEVELOPMENT OF 
 
 HIGHER EDUCATION AMONG WORKING 
 
 MEN AND WOMEN 
 
 BY 
 
 ALBERT MANSBRIDGE 
 
 How shall a man learn except from one who is his friend ? Xenophon 
 The lecture is one, the discussion is one thousand. Arabian Proverb 
 
 LONGMANS, GREEN AND CO. 
 
 39 PATERNOSTER ROW, LONDON 
 NEW YORK, BOMBAY AND CALCUTTA 
 

TO 
 
 MY WIFE 
 
 418270 
 
PREFACE. 
 
 THE desire for education, as a way of life rather 
 than as a means of livelihood or a mere intellec- 
 tual exercise, is instinctive among English people 
 and ready to reveal itself, under favourable con- 
 ditions, at any moment. Its recent manifestation 
 in what is known as the University Tutorial 
 Class movement is so full of hope and pro- 
 mise for the future of our country, and indeed of 
 all the English-speaking peoples, as to justify 
 this attempt to describe what it has done, what 
 it is, and what it may be. 
 
 This book will have achieved much if it is 
 privileged to reveal a simple movement, often 
 obscured by misconceptions and the perplexing 
 paraphernalia of modern life, to those who have 
 not up to the present been brought into touch 
 with it. Its chief object is, however, to encourage 
 those who, through long and weary days, have 
 
viii PREFACE 
 
 striven to set the movement free in order that it 
 may run its own course and achieve its own 
 victories. 
 
 Any movement, however deeply rooted in 
 the fundamental desires of the people, is beset 
 at the outset by many dangers. An educational 
 movement is often sorely beset. It has to fight 
 its way through the network of objections raised 
 by experts who are sometimes unable to under- 
 stand that there is wisdom other than that which 
 they perceive ; and it has to contend, at every 
 step, with the brooding pessimism which, in 
 England at least, has often suffocated the early 
 attempts of people to organize effort for other 
 purposes than money or fame. 
 
 Up to the present, however, this movement 
 has suffered little. It seemed as though English 
 educationalists were waiting for it. The strength 
 of the welcome given to it has been beyond all 
 hope. The Universities and University Colleges 
 of England and Wales have, without exception, 
 welcomed it. The Universities of Australia are 
 reaching out to it. The Board of Education has 
 not only sought to assist it, but has ranged itself 
 side by side with it as a developing force. Educa- 
 
PREFACE ix 
 
 tion Authorities have, with one or two notable 
 exceptions, given generous assistance to the 
 classes which have arisen in their areas. Educa- 
 tional administrators in Parliament or elsewhere 
 have appreciated it, and sought to cut the cords 
 which might otherwise have bound it. Scholars 
 have searched in it as for hidden treasure, and 
 the earnestness of their seeking has been ex- 
 ceeded only by that of working men and women 
 who have been fired by what has been to them 
 an opportunity for splendid exploration into the 
 things of the mind. 
 
 Still, there always lie about a rising move- 
 ment the inevitable dangers of reaction. As it 
 becomes successful, certain men see in it an 
 opportunity to attain petty ends. In proportion 
 as they succeed, even though statistics may be- 
 come more splendid and finance more assured, 
 the spirit passes away. Yet a movement depends 
 entirely upon its spiritual integrity. Education 
 is indeed a thing of the spirit. 
 
 It is with a deep sense of the dangers sur- 
 rounding the rising movement that this little book 
 has been written. But with that sense there 
 goes a firm and confident hope that the dangers 
 
x PREFACE 
 
 will vanish, as indeed they must as the movement 
 develops its own spirit through self-sacrifice and 
 difficulty. This book contains the expression of 
 many hopes and embodies the experience of 
 many years of labour experience gained by the 
 scholars who have laboured in industrial centres 
 and by the industrial workers who have laboured 
 in the centres of scholarship. Nominally the 
 product of one hand, it is, in fact, the joint effort 
 of more people than it is possible to mention. 
 Generally speaking, the compilers of the volume 
 are the tutors of the classes and many of the 
 students, but it would be unfitting to pass unre- 
 cognized the great help rendered by many friends, 
 and particularly by Miss D. Jones, without whose 
 arduous labours the preparation of the book 
 would have been sadly hindered. 
 
 Nor can this preface be closed without the 
 recognition that this movement owes its in- 
 spiration, among those who have passed away* 
 to Arnold Toynbee, who strove for a similar 
 ideal with all his power; to Frederick Denison 
 Maurice, whose name is writ large in the whole 
 history of the Working Men's College ; to DP 
 Paton, who embodied all these ideals in his 
 
PREFACE xi 
 
 life ; and, among those living now, to Margaret 
 McMillan, whose eye has scanned the very heart 
 of the educational aspirations of Labour ; to 
 James Stuart, who in those early days when, 
 with prophetic spirit, he set out to establish the 
 world-famous movement of University Exten- 
 sion, laid the foundations upon which we are 
 building now ; to Charles Gore, Bishop of Ox- 
 ford, who in his efforts to reveal to men the 
 Kingdom of Heaven here on earth, included in 
 the greater whole the spirit and effect, if not 
 the actual operations, of this movement ; to 
 Michael Sadler, whose generous encouragement 
 fanned the sparks of early effort into the flames 
 of life ; as well as to countless others who reveal 
 themselves in the actual details of the work. 
 
 So much confidence, trust, and hope have 
 gone to make the movement that this book is, 
 at the best, only a pale reflection of them, but, if 
 it be indeed a reflection, it is justified. 
 
 ALBERT MANSBRIDGE. 
 
 24 May, 1913. 
 
TABLE OF CONTENTS. 
 
 CHAPTER PAGE 
 
 I. A Movement in Being i 
 
 II. Scholars and Workpeople in Union . . 10 
 
 III. The Oxford Conference . . . .22 
 
 IV. The Oxford Report 28 
 
 V. A Complete Class . . . . .38 
 
 VI. Students and Tutors 53 
 
 VII. Some Existing Classes 68 
 
 VIII. The Expansion of a Class .... 85 
 
 IX. The After-Study of Students. 93 
 
 X. Some Problems . . . . . . in 
 
 XI. The Future . . . . . .124 
 
 APPENDICES. 
 
 I. Recommendations of the Oxford Committee . 131 
 II. Regulations of the Board of Education . . 136 
 
 III. Board of Education Report on Tutorial Classes 142 
 
 IV. Extracts from Official Documents . . .165 
 V. Extract from Report of Royal Commission 
 
 upon University Education in London . 172 
 
 VI. The Testimony of Public Men . . .177 
 
 VII. Statistics of Classes, ,1911-12 . . . .179 
 
 VIII. Statistics of the Oxford Summer School, 1912 . 188 
 
 IX. Speech by Mr. J. M. Mactavish at the Oxford 
 
 Conference, 1907 194 
 
CHAPTER I. 
 A MOVEMENT IN BEING. 
 
 THE relation of tutor and student in a University Tutorial 
 Class as indeed in any other class of adults is entirely 
 different from the ordinary relationship of teacher and pupil. 
 The teacher is in real fact a fellow- student, and the fellow- 
 students are teachers. Humility of spirit and an apprecia- 
 tion of the vast, unexplored reaches of knowledge are at 
 once the inspiration and the vital force of such study, which 
 is always pursued in accordance with the wills and desires of 
 the students. For, unless they are vitally interested, no 
 group of students will persist in studying a subject from which 
 they receive no material reward and gain no recognition. 
 The pursuit of knowledge for its own sake, or as a means of 
 development of body, soul, and spirit, can never be stimulated 
 artificially ; it must arise out of the very needs of the people. 
 Fortunately, the ordinary individual, under normal circum- 
 stances, is ready and indeed anxious to tread in the way 
 of Education if it be once opened before him. 
 
 The University Tutorial Class movement proves this 
 abundantly. The working men and women who make up 
 the roll of its students have imposed heavy conditions upon 
 themselves. An agreement to study for three years without 
 
TUTORIAL CLASSES 
 
 absence from class, unless illness or employment intervenes, 
 and to write regular essays, cannot be lightly undertaken ; 
 yet it is undertaken by rapidly increasing numbers each year. 
 No University or Education Authority would have ever 
 dreamed of asking such things of the workers of England. 
 They asked them of themselves and have been true to their 
 own demands. The result is a movement in being which 
 is full of promise, and has revealed many new and startling 
 discoveries to those who study educational or even social 
 effort. 
 
 The University Tutorial Class movement did not come 
 into being of itself. It is the direct result of much experi- 
 ment on the part of working men and women in the Uni- 
 versity Extension movement and in the various organizations 
 of working people which had for long consistently pursued 
 knowledge. 
 
 The actual period of development now calling for con- 
 v sideration commenced some ten years ago when, out of the 
 ranks of labour, there emerged a movement of men and 
 women determined at all costs to pursue truth through know- 
 ledge. This movement has founded for itself an organization 
 which adopted, some three years after its institution, the name 
 of the Workers' Educational Association. The Associa- 
 tion has incontestably proved that the workers of England, 
 as such, are alive and responsive to the finer creations of 
 mind and spirit. It has proved that working men and 
 women, even those who are tired, anxious, ill-fed, and ill- 
 housed, have in them the Divine spark which the slightest 
 breeze will fan into flame, lighting up with joy unspeakable 
 
A MOVEMENT IN BEING 3 
 
 the way of knowledge, not for one day or two days, but 
 through years. 
 
 It is difficult to describe such a movement as this, for 
 its real power and its sources of strength are obviously 
 intangible. They lie deep below the surface of individual 
 and social life, and no statistics or mere appreciations or 
 descriptions will serve to reveal them to the onlooker. It 
 has often been said of the Workers' Educational Associa- 
 tion itself, and as often of University Tutorial Classes, that 
 no one can describe them adequately. They must be seen 
 at work, or rather, worked with. Thus it is, that when ob- 
 servers and students of educational methods come from 
 other lands, those who visit the classes become fired with 
 their enthusiasm and endeavour to reproduce their spirit in 
 the reports they write. Far otherwise is it with those who 
 receive merely the written records and descriptions. To 
 them it becomes a matter of the number of students, of 
 financial considerations, of essays written ; but these things 
 are only the outer shell. Yet details are essential, if only 
 as signposts, and it will be necessary to look back for a 
 moment and then describe more completely, though briefly, 
 the intentions of the Workers' Educational Association. 
 
 The working people of England have never allowed the 
 torch of education to drop from their hands to the ground. 
 Always and everywhere the observer can detect evidences 
 of the desire for education sometimes covered up it is 
 true, but at times bursting out in such a way as to have all 
 the appearance of a revival. The Industrial Revolution 
 materially altered the conditions of English working-class 
 
4 UNIVERSITY TUTORIAL CLASSES 
 
 life and, for a time at least, that momentous upheaval 
 which flung working men and women into hastily con- 
 structed towns, it dragged into its vortex the strength and 
 beauty of English child, as well as of adult, life. But, 
 amid much difficulty since those days, the workers of 
 England have utilized adult schools, mechanics' institutes, 
 working-men's colleges and University Extension lectures. 
 Out of their varied experience, coupled with the fine and 
 strong forces which have created the organizations of work- 
 ing people, the Workers' Educational Association, the first 
 visible embodiment of the movement of to-day, arose. 
 f' This Association is a federation of educational and 
 working-class organizations, of workers and scholars, for the 
 purpose of stimulating the demand for education and of 
 organizing the supply in the interests of those whq are 
 largely occupied by manual labour. It is, at the present 
 time, a very large Association. It has federated to it some 
 2000 organizations, mostly of working people, but including 
 among them the leading educational organizations of the 
 day, and even Universities in Canada and Australia. It 
 does its work through the medium of a Central Council, 
 eight District Committees, and over 150 branches. It has 
 spread to Ireland and Scotland, and has affected adult 
 educational work on the Continent, while the signs in- 
 dicate that Canada and Australia will develop an equivalent 
 movement within their own borders. It is obvious that, 
 being an educational movement, it is both non-political and 
 unsectarian. Its story is of absorbing interest, full of the 
 records of rich and self-sacrificing effort to release the 
 
A MOVEMENT IN BEING 5 
 
 minds of the people from the obstructive and vitiating 
 forces which destroy educational aspiration. Its members 
 do this, not by talking about it, or by preaching, but by 
 clearing their own minds. 
 
 We are now considering, however, only one branch of this 
 federation. All others we must pass by. 
 
 The facts about University Tutorial Classes are simple. 
 The students must not exceed thirty-two in number. They 
 are, in the main, adult working men and women who make 
 the pledges before referred to in regard to attendance and 
 essays. The first hour is usually devoted to an exposition 
 of the subject, differing from a lecture in that students may, 
 if they find it necessary, interrupt and ask for further explan- 
 ation or information. The second hour is devoted to dis- 
 cussion, but the class seldom ends at the close of the two 
 hours. When the rooms are closed it overflows into the 
 street ; also a great deal of individual tutorial work is done 
 outside class hours. 
 
 Each course of study must aim at reaching the standard of 
 University honours work in the subject taken, and the reports 
 made upon the classes reveal abundantly that they succeed. 
 This is, to a great extent, due to the keenness which results 
 from the freedom of the class. Such freedom expresses itself 
 partly in management by the students in co-operation with 
 the local Workers' Educational Association, or, in some 
 cases, with the Local Education Authority. 
 
 The ultimate responsibility for the standard of the class 
 rests upon a University Committee, to which the University 
 appoints, on the nomination of the Workers' Educational 
 
6 UNIVERSITY TUTORIAL CLASSES 
 
 Association, as many representatives of labour as there are 
 University men with seats upon it. Every University in 
 England and Wales has taken up the work and, for the 
 purposes of efficiency and closer mutual understanding, they 
 have established what is at present a unique body in 
 English University life a Central Joint Advisory Committee, 
 consisting of representatives from every University and Uni- 
 versity College in England and Wales. At the Congress of 
 the Universities of the Empire, which met in London in 
 July, 1912, and was attended by the representatives of fifty- 
 five Universities, it was generally held that the most living 
 subject discussed was the development of tutorial classes. 
 
 Definite steps are now being taken to establish classes in 
 Australia. In fact, the Legislature of New South Wales has 
 made special provision for them, and the working men of 
 Sydney have made up their minds that they are essential to 
 the development of education in that state which, in many 
 respects, has the most advanced educational system of our 
 day. The present writer is visiting Australia in order to 
 assist the work, having accepted an invitation from the Uni- 
 versities there. 
 
 Last winter there were 117 classes at work. Twenty- 
 five others, in addition, have run their full course of three 
 or four years, generally leaving behind them a nucleus of 
 students for a new class and many who are willing to assist 
 the educational work of co-operative societies, adult schools, 
 and trade unions. Only four classes have ceased work be- 
 fore the close of three years, or, in other words, failed. 
 
 A growing movement like this is necessarily confronted 
 
A MOVEMENT IN BEING 7 
 
 by many problems, but, even so, the burden of attempting 
 their solution is lightened by the splendid spirit of those 
 who devote their lives to the cause before it has achieved 
 success and who care little for themselves but very deeply 
 for the work. 
 
 In spite of the larger grant aid from the Board of Edu- 
 cation, the further spread of the movement is seriously 
 hampered Jby want of funds ; for the Universities and Uni- 
 versity Colleges are spending as much at the present time 
 as they reasonably can, and applications for classes are 
 being refused, whilst the Workers' Educational Association 
 is compelled to discourage the formation of others. We do 
 not view this temporary situation with unqualified dismay, for 
 the chief thing that matters now is that the work shall become 
 increasingly excellent ; in the long run, the money which the 
 tutorial classes need is certain to be found. Universities, in 
 England at least, have limited funds, and, although it may be 
 contended that these classes may be doing work of incom- 
 parably more value than much that is carried on in the Uni- 
 versities themselves, yet the increasing excellence of internal 
 University work is essential to the complete development of 
 tutorial class work, and we are continually making demands 
 upon Universities so to arrange their finance that no student 
 of high ability shall be refused admission to internal work 
 simply because he has no money. 
 
 England is not yet generous to its Universities. One 
 reason for this is that they have been too much the creation 
 or the monopoly of limited sections of the people. Modern 
 town Universities have had to appeal constantly to the com- 
 
8 UNIVERSITY TUTORIAL CLASSES 
 
 mercial magnates, even though they rely for maintenance 
 largely upon the grants from Local Education Authorities 
 and from the Government. The ancient Universities of 
 Oxford and Cambridge had, until very recent years, very 
 few children of the people within their walls. In the day 
 when the workers regard universities as institutions whose 
 work is inseparable from national well-being, they will see 
 to it that the necessary grants are made. 
 
 It is clear that the operation of University Tutorial Classes 
 is one of the most powerful forces in developing an apprecia- 
 tion of Universities, an appreciation which arises from the 
 fact that working people and University tutors pursue edu- 
 cation side by side, learning of one another. 
 
 Apart from finance the hindrances to work are consider- 
 able. In a season of good trade " overtime " decimates many 
 classes, hinders innumerable students from undertaking work, 
 and most certainly prevents classes being formed. Bad 
 conditions of housing and undue hours of labour not only 
 damp the ardour of many who have both the capacity and 
 the desire for study, but tend to produce the impression 
 that study is futile. 
 
 These and other problems press for consideration, but, 
 in spite of them, the movement has revealed itself in strength 
 as a necessary activity in national education. But for this 
 and kindred movements, evening school work in England 
 might have seemed to be designed ,for technical efficiency 
 alone. A satisfied desire for education as a way of life is 
 essential to the well-being of any community. 
 
 Tutorial classes are less than nothing if they concern 
 
A MOVEMENT IN BEING 9 
 
 themselves merely with the acquisition or dissemination of 
 knowledge. They are in reality concerned with the com- 
 plete development of those who compose them, and indeed 
 of the common life. It is this which makes them magnetic, 
 and attracts the attention of continental scholars, who see in 
 them the finest examples of adult education they know. 
 
 How the movement has linked up the experience of Uni- 
 versities with the experience of life outside, and has affected 
 by correction and amplification university teaching, it is 
 the purpose of the following pages to show. It is hoped 
 that they may also be of assistance to many who are ap- 
 proaching the movement desirous to help it, but without 
 knowledge of its principles or a clear idea as to the lines of 
 its development. 
 
CHAPTER II. 
 SCHOLARS AND WORKPEOPLE IN UNION. 
 
 ABOUT ten years ago a small group of working men 
 trade unionists and co-operators looking back through the 
 years, saw that education had developed just where the 
 scholar and the workman joined hands. The natural unity 
 existing between men who have not made business one of 
 the chief ends of their life, and who in different ways perform 
 tasks necessary to the development of the common life, was 
 plain to them, and they were sure that the gap hitherto 
 existing between working men and scholars was due to the 
 lack of a uniting force. They believed implicitly that unity 
 of action in the pursuit of education between manual and 
 brain workers was not only possible but easy to bring about, 
 and, moreover, that not only the education of the people 
 but the welfare of England depended upon it. 
 
 They were inspired by the example of Arnold Toynbee, 
 that eager, impetuous scholar of Balliol, who flung himself 
 into the haunts of workmen, lived with them, talked their 
 best talk, and grew to be one with them, lecturing with 
 fiery zeal up and down England, and spending the last efforts 
 of his all-too-brief life in the endeavour to secure unity 
 between scholars and working people. They saw that the 
 
SCHOLARS AND WORKPEOPLE IN UNION n 
 
 principles which he advocated in his famous address to the 
 Co-operators at Oxford in 1882 were capable of translation 
 into the common life. It was his words which laid down 
 for them their educational programme, and still largely 
 dominate their actions to-day. 
 
 They had before them also the record of the Working 
 Men's College, which gave clear evidence of the constructive 
 power generated by the association of scholars and work- 
 people. Everything pointed to the fact that the expert in 
 demand should co-operate with the expert in supply in one 
 and the same organization. The working man knows best 
 the conditions under which he is able to study, as well as 
 where and when and what he desires to study. England 
 has lost much through the inability of the people to transfer 
 their ideas readily to other groups. It seems that people 
 live, when not in ruts, between walls of glass. One group 
 is inarticulate to\ the other group. A working man of 
 more than usually wide reading said lately with some em- 
 phasis and some remorse that he had always considered 
 members of the Church of England to be rogues, or very 
 foolish, until he met them in the Workers' Education Asso- 
 ciation. An instance like this reveals the origin of much 
 misunderstanding in modern society. Perhaps, too, one of 
 the most fruitful causes of difficulty is the different use of 
 words. Different groups of men seem to use entirely differ- 
 ent languages. One word means one thing to this man and 
 another to that ; and so it will always be while men are 
 educated in a different manner, and brought up amid differ- 
 ent surroundings. 
 
12 UNIVERSITY TUTORIAL CLASSES 
 
 These things are dangerous to the community. But 
 when scholar and workman work steadily side by side, day 
 by day, in determining the conditions of educational supply, 
 such difficulties tend to disappear. At a meeting for a class, 
 after much discussion, it was found that the members desired 
 that the night of study should be Tuesday, and then it came 
 out that Tuesday was the day upon which washing was usually 
 done at home. Only the workman knows what home is like 
 on a washing day when the extent of the home is two or three 
 rooms. Needless to say the attendance at the class has 
 been very high, and there is no disposition on the part of 
 the men to rush home where, probably, their room for those 
 hours at least would be preferred to their company. 
 
 From considerations such as these the idea of definite 
 action grew rapidly. A small provisional association, con- 
 sisting entirely of Trade Unionists and Co-operators met on 
 14 July, 1903. As was anticipated, scholars the finest of 
 them at once joined hands. On 22 August, 1903, through 
 the ever-generous hospitality of Oxford, a National Confer- 
 ence was held. It was composed of representatives of 
 Universities, trade unions, co-operative societies, Ruskin 
 College, and other educational institutions. It was ad- 
 dressed by workmen railway servants, weavers, engineers. 
 It was presided over by the Bishop of Hereford, who, com- 
 pelled to leave early, left his task to that gracious scholar, 
 always filled with the spirit of labour G. W. Kitchin, late 
 Dean of Durham one who never could resist an appeal 
 from workmen. 
 
 The Association thus took a forward step, and there were 
 
SCHOLARS AND WORKPEOPLE IN UNION 13 
 
 some at least who viewed its future with hope. But the 
 majority, as things said since have revealed, whilst they 
 wished it well, doubted its future. Some saw in it a mere 
 attempt to reorganize University Extension, and working- 
 class newspapers urged that a reduction in the charges of 
 University Extension lectures was one of the first necessary 
 steps. 
 
 Those, however, who saw deep significance in it held 
 powerfully together. 
 
 The chief difficulty seemed to be finance. Wise re- 
 formers held that the Association was an absurdity, without 
 large finance. The Association had no money. Some 
 others held that the Universities would have to finance it, 
 and that, if they financed it, they would govern it. But the 
 Association was determined, above all things, to be free. 
 It was clear that it should be unpartisan in politics, and 
 should welcome men of all kinds of political thought ; that 
 it should be unsectarian, standing outside all creeds, but 
 not hostile to any one of them ; that it should be de- 
 mocratic in the sense that it should be governed by its 
 members and that it would pay no more respect to the 
 man of high. place or of great wealth than to the humblest 
 workman with no money ; that it would accept no money 
 given to influence its teaching. To all these principles 
 it has, through the ten years of its life, kept true. It 
 has unified in one body, without conscious difference, men 
 of all experiences the peer's son rejoices in the fellowship 
 of the miner's son, and the casual labourer in the friendship 
 of the don. The pursuit of education has made men forget 
 
i 4 UNIVERSITY TUTORIAL CLASSES 
 
 the lesser differences and realize their common humanity 
 not consciously, because to set out to realize it would be 
 priggishness but as a natural and an inevitable result. 
 Men and women directly opposed to one another in the 
 affairs of the municipality or State, or in the affairs of the 
 Church, have realized friendship on the platform of the 
 Association. Education unites and does not divide. 
 
 It has been the glory of the Association that, on its plat- 
 forms, it has brought together leaders in the national life. 
 On the occasion when it organized lectures for delivery in 
 the Royal Gallery of the House of Lords, it secured as its 
 successive chairmen, the Speaker of the House of Commons, 
 the Lord Chancellor, Mr. Balfour, Mr. Will Crooks, Sir 
 William Anson, Mr. Ramsay Macdonald, Mr. L. V. Har- 
 court, and Mr. George Barnes. Prelates and Salvation 
 Army Captains have jostled one another on its platforms. 
 Agnostic working men have listened with eagerness to the 
 sermons in St. Mary's at Oxford, and then proceeded to 
 Balliol College to discuss them with the preacher until 
 midnight. The association of these men with one another 
 has produced an intangible force which men call "the 
 W.E.A. spirit". It is indefinable, but it is real; to be 
 understood it must be experienced. 
 
 All this is merely an attempt to show how the force was 
 generated which brought about the first University Tutorial 
 Classes. Right through the whole existence of the Associa- 
 tion it has been clear that nothing must be done for the 
 workers but that which they themselves want, which they 
 reach out to, and for which they themselves have expressed 
 
SCHOLARS AND WORKPEOPLE IN UNION 15 
 
 a desire. The time has gone by when any one section of 
 the people can do things for any other section without their 
 co-operation. The magnificent prospectuses presented to 
 the public by capable educational administrators have had 
 no magnetism in them, because they have been created apart 
 from those for whom they were designed. It was also clear 
 that adult study must proceed on lines of complete freedom ; 
 that the ordinary pedagogic methods of the school were un- 
 suitable ; even the methods of Universities were incomplete, 
 for adult men and women students will not take lectures 
 passively like undergraduates; they desire to diagnose, to 
 criticize, or to add to the views taken up by any teacher. 
 They are ready to give their experience, their cherished 
 ideas, to be reconsidered in the light of fuller knowledge, and 
 to be fused into the greater whole. 
 
 In the early days of the movement University Extension 
 lectures were utilized as much as possible, but the financial 
 considerations, the disconnected form of study, and un- 
 democratic methods of organization, tended to produce the 
 conviction that such a system was not complete. At the 
 same time it should be stated that branches have not 
 ceased to use University Extension lectures, and, with the 
 promise of further developments in University Extension 
 methods, it would seem probable that they will be more 
 frequently used in the future than they have been in the 
 past. The feeling that University Extension needed de- 
 velopment was strong in the minds of most of the lecturers 
 who had served it from its earliest days. Men like Mr. 
 Hudson Shaw were always reaching out to something better, 
 
1 6 UNIVERSITY TUTORIAL CLASSES 
 
 and gallant attempts were made to create a bridge between 
 University Extension and the University. Mr. Hudson Shaw 
 arranged for Joseph Owen, the weaver of Oldham, to go 
 to Oxford, where he distinguished himself by gaining the 
 Brackenbury Scholarship at Balliol and a First Class in the 
 Final Schools of Modern History. But such attempts needed 
 enormous efforts and could only be made in special cases. 
 Dr. R. D. Roberts had striven by all possible means in his 
 power to raise the dignity of University Extension and, as the 
 past is searched for evidence, it becomes clear that more 
 credit is due to him than was ever accorded in his lifetime for 
 helping to initiate the forces which produced the tutorial class, 
 although he never appeared to realize that it was essentially 
 different from the Extension course and that it demanded 
 different treatment. It is not always wise to treat the son 
 in the same way as the father, or even brothers alike. 
 
 Just as some rivers have more than one source, so the 
 tutorial class movement did not arise wholly in one place. 
 London University and Oxford University, Battersea and 
 Rochdale, must in this connexion be mentioned together. 
 
 The idea arose in London. Oxford and Rochdale de- 
 veloped it and laid down the lines of its work. Oxford and 
 Rochdale were deliberately selected by the Workers' 
 Educational Association, the one as the most- suitable Uni- 
 versity, the other as the town which could successfully try 
 the first experiment. 
 
 Dr. Roberts and Canon Barnett had from the inception 
 of the Workers' Educational Association made it clear that 
 its success or failure, in their eyes at least, would b$ 
 
SCHOLARS AND WORKPEOPLE IN UNION 17 
 
 estimated by the manner in which it promoted serious study 
 on the part of small groups of working men and women. 
 
 London University, thanks to the financial ability of 
 Dr. Roberts, was able to support experiments more easily 
 than either Oxford or Cambridge. On 19 June, 1906, a 
 Conference was held at London University, and a small 
 committee was formed which definitely recommended the 
 formation of a tutorial class for working people. The 
 Association was invited to provide the students. On 7 
 May, 1907, the Battersea Workers' Educational Association 
 was formed. In September of that year, just after the 
 Rochdale class had been granted and the Oxford Con- 
 ference taken place, Dr. Roberts and Professor Patrick 
 Geddes visited Battersea, arriving, to the interest of the 
 inhabitants, in a taxicab, a novelty at the time. They 
 found, at the hour of the beginning of the meeting, two 
 students waiting. Neither Dr. Roberts nor Professor Geddes 
 were men to be depressed by small beginnings. The meeting 
 rose in number to eight, and the Professor sat down to the 
 table, spread out, as is his wont, a large sheet of drawing 
 paper, produced a lump of blue chalk, and proceeded in his 
 fascinating and peculiar way to impart knowledge and de- 
 velop idealism. The course, entitled " Civics," was success- 
 ful, and during ten weeks showed an average attendance of 
 fourteen. There was, however, it must be noted, no pledge. 
 To a certain extent the class conformed to tutorial class 
 principles, but no essay work was asked for. 
 
 It is now time to turn to Rochdale, which had successfully 
 organized University Extension lectures for some years, 
 
1 8 UNIVERSITY TUTORIAL CLASSES 
 
 drawing its inspiration largely from Mr. Ernest Carter, 
 whose early death was not only a local but a national loss. 
 His powerful organization of University Extension was fol- 
 lowed by some years of notable work as Assistant Secretary 
 for Elementary Education in the County of Lancashire. 
 
 In the early months of 1907 Mr. E. L. S. Horsburghhad 
 delivered a course of Oxford lectures at Rochdale on Social 
 and Political Problems to an audience consisting largely of 
 working men and women, gathered together by the local 
 branch of the Workers' Educational Association. At the 
 same time a Ruskin Hall class was at work, and a class 
 on the subject of the lectures in connexion with the Local 
 Education Authority. The rising demand for systematic 
 education was stimulated by Mr. Horsburgh, and the branch 
 immediately set itself to work to satisfy it. 
 
 As already recorded, the Central Association was work- 
 ing at the problem and promised that if thirty working 
 men and women would pledge themselves to study for two 
 years, the Association would do what it could to secure 
 the best possible tutor for the subject desired. Rochdale 
 acted upon the suggestion, and called a meeting on a 
 Saturday afternoon, which was attended by some fifty-six 
 persons. They decided that they would pledge themselves 
 to study for three years with twenty-four classes each year 
 of two hours each, and write fortnightly essays. They 
 chose a Saturday afternoon because that was the one time 
 that was sacred from the ravages of " overtime ". At Roch- 
 dale, as elsewhere, " overtime " is the bane of working-class 
 education. 
 
SCHOLARS AND WORKPEOPLE IN UNION 19 
 
 Rochdale had now done its part, and it was left for the 
 Association to complete the work. To do this it arranged 
 with the Dean of Christ Church, who was Chairman of the 
 University Extension Delegacy, to receive a small deputa- 
 tion of Rochdale working-men students in August, 1907. 
 
 It proved to be an interesting occasion. The working 
 men, who were consumed with eagerness, met the Dean, 
 after having been his guests at luncheon, to discuss the 
 matter. They told him that University Extension had 
 made them hungry. It was therefore the duty of the Uni- 
 versity to satisfy that hunger. Naturally enough the 
 Dean turned to the question of cost, when one of them 
 suggested that they were so hungry that, if the Dean could 
 realize how hungry they were, he would melt the College 
 plate to provide the means for the satisfaction of their 
 hunger. The Dean said: "You shall have your tutor". 
 There was not the least doubt that he had himself been 
 longing for some method of systematic University teaching 
 in industrial centres. Probably it had been suggested to 
 him largely by the fact that Colleges possessed property in 
 populous districts. The deputation went away happy. 
 
 The difficulty at once arose as to the provision of a tutor. 
 For such an experiment the man must be one of ready 
 sympathy and intellectual power. It seemed to the Associa- 
 tion that a late scholar of Balliol, Mr. R. H. Tawney, pos- 
 sessed the necessary qualifications. He had undertaken the 
 teaching of working people in connexion with the Associa- 
 tion and was, at the time, an assistant lecturer on Economics 
 in the University of Glasgow. When it was clear to him 
 
 r> * 
 
20 UNIVERSITY TUTORIAL CLASSES 
 
 that he was wanted, he readily consented to take the class, 
 and only proceeded to examine the inconveniences (which 
 were considerable) afterwards. The appointment was made 
 under the auspices of the Oxford University Extension 
 Delegacy, and financial assistance was provided out of a 
 sum of money voted by New College, Oxford, to the Dele- 
 gacy, this money being given as the direct result of a visit 
 to New College by the writer and Mr. W. J. Sharkey, a work- 
 ing brushmaker, and at that time Secretary of the Birming- 
 ham branch. 
 
 The arrangements made at Oxford on behalf of Roch- 
 dale had come prominently before the Secretary for Uni- 
 versity Extension at Longton, where also the problem of 
 systematic study was being faced. As a result the Local 
 Education Authority who were responsible for University 
 Extension work asked that the facilities afforded to Roch- 
 dale should be extended to Longton on similar terms. 
 
 Whilst the negotiations for the class at Rochdale were 
 proceeding, arrangements were being undertaken for a large 
 consideration of the whole question. It had been the 
 custom of the University Extension Authorities at Oxford 
 and Cambridge to welcome, each year, a Conference organ- 
 ized by the Workers' Educational Association. The sub- 
 ject selected on this occasion was " What Oxford can do 
 for Workpeople ". Early it became clear that the occa- 
 sion was one which might prove to be historic. All the 
 fermentation which had been going on in London, Roch- 
 dale, and elsewhere, had produced a new temper. Working 
 people began to see in it an opportunity for taking definite 
 
SCHOLARS AND WORKPEOPLE IN UNION 21 
 
 steps to bring Oxford into touch with the people. Ac- 
 cordingly the following resolution was prepared for submis- 
 sion to the Conference : 
 
 " That this National Conference, consisting of working- 
 class and educational organizations, affirming the growing 
 desire on the part of workpeople for Higher Education, and 
 anxious for the further co-operation of Oxford in the syste- 
 matic teaching of historical, economic, and other liberal 
 subjects, approves the formation of a Committee of seven 
 persons nominated by the Vice-Chancellor of the University 
 of Oxford, and seven persons nominated by the Executive 
 of the Workers' Educational Association, with instructions 
 to report before Easter next to the organizations here re- 
 presented, as to the best means of carrying into effect the 
 suggestions made in the two papers read before the Confer- 
 ence." 
 
 Dr. Gore, then Bishop of Birmingham, agreed to preside, 
 and papers were prepared by Mr. Walter Nield, President of 
 the North- Western Co-operative Educational Committees' 
 Association, and Mr. Sidney Ball, Fellow and Tutor of St. 
 John's College, whilst Mr. J. M. Mactavish, a dockyard 
 worker at Portsmouth, agreed to speak. The Conference 
 proved of such an interesting nature that it demands a 
 chapter to itself. 
 
CHAPTER III. 
 THE OXFORD CONFERENCE. 
 
 AFTER the lapse of six years only the outstanding features 
 of the Conference remain vivid, but it is easy to turn to the 
 written records, and, fortunately, in addition to the complete 
 reports in the press and the comments thereupon, a verbatim 
 report of the proceedings is in existence. 
 
 A varied crowd of men and women thronged the great Ex- 
 amination Schools at Oxford on August 10, 1907. University 
 Extension students occupied the portion not reserved for 
 delegates. Even then the crucial nature of the occasion 
 was not realized, though delegates attended from 200 
 organizations of working people in England and Wales. 
 For the most part they were keen working men who were 
 ready to be stirred into distrust of Oxford, for, at that time, 
 the distrust of Universities amongst working people was 
 general. In a few places it had been broken down by the 
 wisdom of Oxford men, by the working of the University 
 Extension system, and by the progress of the Workers' 
 Educational Association. It would obviously have taken 
 but little to have aroused the meeting to open animosity. 
 At the same time there was hovering over it all the charm 
 which Oxford never fails to exercise upon those who visit 
 
 22 
 
THE OXFORD CONFERENCE 23 
 
 her. It may safely be said that no working man or woman 
 ever visits Oxford without feeling some passionate desire for 
 the extension of education. 
 
 In his greeting to the Conference the Secretary to the 
 University Extension Delegacy struck a true note when he 
 suggested that Oxford had made a great advance towards 
 becoming a national institution. "Barriers of creed have 
 been thrown down, barriers of class also. Oxford is a 
 national institution. We hope it will become more na- 
 tional, not by the exclusion of the rich, but by the inclusion 
 of the poor." 
 
 Dr. Gore is always welcome to an audience of working 
 people, and it was fortunate that it had been possible for 
 him to preside. His speech was full of warning. He medi- 
 tated upon the fact that it had often been said that " the 
 great function of the Universities is to educate the govern- 
 ing classes," but he reminded the Conference that the term 
 " governing classes " needed wide extension, and that " every- 
 body who has eyes to see must recognize that the governing 
 classes in England and in other countries include, and that 
 continually in a broader and intenser form, those who work 
 with their hands". "What I want," he said, "is that our 
 ancient Universities and here in Oxford in particular 
 should be maintained before all else as places of serious study ; 
 so that more and more those who don't want to become serious 
 students should find themselves out of place in a University, 
 and that the endowments and resources of the University 
 should be made available, as far as possible, for all those 
 who really want to be serious students. It means, in part, 
 
24 UNIVERSITY TUTORIAL CLASSES 
 
 that they should be made available on the spot where the 
 University is. It means also, in part, that we should have 
 University Extension teaching in the old sense, but also 
 with a new application. It means that it should be re- 
 garded as the normal function of the University to supply 
 thorough, systematic, regular and steady teaching to small 
 classes, where these small classes can be arranged. What I 
 should like to see brought about is that wherever in any city 
 there is a guaranteed class of thirty persons, or of some such 
 number, who undertake to see to the local expenses, there 
 I want that the Universities not Oxford and Cambridge 
 only, but Oxford and Cambridge amongst other Universities 
 should be willing to provide a teacher who should help 
 these men through this systematic course of study. I be- 
 lieve that is what we really want." In these words the 
 Bishop indicated the whole future of the Tutorial Class 
 movement. Did he see with prophetic vision, we wonder, 
 the 117 classes of to-day? Never was a speech more 
 abundantly justified in the event. 
 
 Additional strength was given to the Conference by the 
 presence of Sir Robert Morant, who was then Permanent 
 Secretary to the Board of Education ; whilst in that office 
 he was always ready to meet fresh educational demands, 
 and it is literally true to say that, so far as working people 
 were concerned, he never spared himself in his desire to dis- 
 cover their wishes, and to meet them when he had under- 
 stood them. He spoke in a way that was somewhat unusual 
 for a permanent official, and committed his Department to 
 real and definite aid. The Act of 1902, which few people 
 
THE OXFORD CONFERENCE 25 
 
 regard as a perfect Act, had, nevertheless, opened up op- 
 portunities to Local Education Authorities for the provision 
 of almost any kind of education, and, however much 
 England may have been behind Scotland, it has 1 never made 
 the mistake of becoming too rigid. Our Education Acts 
 have left a great deal of opportunity for the encouragement 
 of experiments no matter who conducts them. Sir Robert 
 said frankly that the Board of Education " is looking for 
 guidance from such an Association as is represented here to- 
 day, to show us the way in which adult education can best 
 be furthered. In particular, we believe it is to small classes 
 and solid, earnest work that we can give increasingly of the 
 golden stream." This term which he used " the golden 
 stream" was somewhat misunderstood, and was held by 
 many to be a promise of direct help to the Association, but 
 that, of course, was quite a mistake. All that was promised 
 and all that has ever been given is grants for actual class 
 work, and then only a portion of the actual cost. The op- 
 ponents of the Association have, indeed, actually tried to 
 argue that the Association was under Government control 
 as a result of receiving grants in aid. 
 
 The reader of the first paper, Mr. Walter Nield, was one 
 who had been brought into connexion with University Exten- 
 sion at Oldham, and he stated the needs of the people in 
 clear and emphatic words. 
 
 Mr. Sidney Ball presented the second paper after Mr. 
 Nield had moved the resolution. He rejoiced that the 
 workers themselves were now going to lead in matters con- 
 cerning their own education. 
 
26 UNIVERSITY TUTORIAL CLASSES 
 
 In spite of these clear and definite expressions of true 
 principle, the Conference was inclined to be restive, when a 
 short, keen, sturdy Scotch shipwright arose and arraigned 
 the Universities in terms of burning eloquence, stronger 
 than any of the opponents of the movement had deemed it 
 possible to use. The effect of the speech was that it swung 
 the opposition into its place, and won the respect of Oxford 
 men who, for the first time, heard in their halls a clear 
 expression of working-class demand. No one but the 
 speaker could perhaps approve every point in the speech, 
 but the spirit in which it was delivered unquestionably com- 
 pelled admiration. 1 
 
 The day was won. Oxford and working people were 
 swung together into line a line which, as events proved, 
 has never since been broken. 
 
 The speech was followed by open discussion, during which 
 many interesting points of view were presented. 
 
 Mr. Hudson Shaw was emphatic in his opposition on one 
 point which seemed to him to impugn a sound educational 
 ideal : "A working man can get no good from Oxford at all, 
 if he is going to dictate to us before he comes what he is 
 going to hear ". It need hardly be said that working people 
 have never desired to do so ; they have simply said that 
 Oxford should make an effort to deal impartially with every 
 question, and that she could make that effort successfully only 
 by co-operation with working people. This was what Mr. 
 Mactavish meant. Mr. Shaw proceeded to ask Oxford to 
 hand over a college to the movement, lock, stock, and 
 
 1 See Appendix IX. 
 
THE OXFORD CONFERENCE 27 
 
 barrel, but in this he ran counter to the ideas of working 
 people, who obviously desire no class college, but the 
 utilization of all the colleges by the best students, irrespective 
 of whether they were working people or otherwise. 
 
 The resolution was carried with enthusiasm and with 
 only one or two dissentients. It was carried, moreover, 
 with evidence of obvious determination to make it a starting 
 point of one of the greatest educational movements of our 
 time. 
 
 The last word was spoken by Mr. Philip Snowden, who 
 said that he found " the chief obstacle in the way of progress 
 to be that ignorance and indifference of workpeople to 
 which so much reference has been made this afternoon ". 
 He stated what was an obvious truth when he said : " There 
 is no member of your Association who thinks that your As- 
 sociation will provide for the future demand for higher 
 education among the workers" because he, too, saw a 
 vision of the time when the obstacles will be cleared away, 
 and free progress towards education will be the function of 
 the whole community. He realized that it was only through 
 success that the Association could become merged in a 
 larger communal activity. 
 
 The Conference closed with Mr. Snowden's words : " I 
 would rather have better education given to the masses of 
 the working classes than the best for a few. ' O God, make 
 no more giants ; elevate the race ! ' " 
 
CHAPTER IV. 
 THE OXFORD REPORT. 
 
 To the great satisfaction of the conveners of the Conference, 
 Dr. T. H. Warren, President of Magdalen College and, at 
 that time, Vice -Chancellor of the University, nominated 
 seven members of the University to meet seven other per- 
 sons nominated by the Workers' Educational Association. 
 Throughout the whole of the negotiations in connexion 
 with the work of tutorial classes (as indeed throughout 
 their after-history) Dr. Warren has always given sympathetic 
 help. 
 
 The seven Oxford members were fully representative of 
 the University. They were the Dean of Christ Church, and 
 Dr. Turner, the Savilian Professor of Astronomy, together 
 with such well-known tutors as Mr. A. L. Smith and Mr. 
 Sidney Ball. A place was found for Mr. Marriott, Secretary 
 to the University Extension Delegacy, for Mr. H. B. Lees 
 Smith, of Ruskin College, and for Mr. A. E. Zimmern, who 
 had become interested in the work through the visit, already 
 mentioned, of the writer and Mr. Sharkey to New College. 
 
 The Workers' Educational Association, for its part, ap- 
 pointed representatives of the Co-operative Union, the 
 Working Men's Club and Institute Union, the Parliamentary 
 
 28 
 
THE OXFORD REPORT 29 
 
 Committee of the Trade Union Congress, and the National 
 Conference of Friendly Societies, whilst two labour town 
 councillors were appointed in the persons of Mr. Alfred 
 Wilkinson of Rochdale, and Mr. J. M. Mactavish of 
 Portsmouth, whose speech at the Conference has been 
 already noticed. 
 
 At the first meeting of the Committee on 2 7 December, 
 1907, the Dean of Christ Church was appointed Chairman, 
 Mr. D. J. Shackleton (then M.P. for Clitheroe), Vice-Chair- 
 man, and Mr. Zimmern and the writer, Joint Secretaries. 
 This first meeting was held in the old common room of 
 Balliol College as meetings of the resulting Joint Com- 
 mittee are held to this day but New College provided 
 hospitality. Never before had such a diversified set of 
 people come together to discuss with authority a problem of 
 University Education. But the members soon settled down 
 together and quickly satisfied each other that the sole aim 
 of each of them was the spread of Education. 
 
 Frankness and plain speaking prevailed. Difficult pro- 
 blems were faced by the whole Committee. Disagreements 
 were discussed without bitterness and for the purposes of 
 settlement. Oxford with all her paraphernalia of learning 
 roused the indignation of a member here and there. " Ox- 
 ford needs reform ! " said one of them contemptuously, 
 "she's ripe, and rotten, and ready to drop at a touch." 
 Not a member of the Committee failed to realize that the 
 report would be useless unless it proved true to the real 
 interests of Oxford and of labour alike. But the Committee 
 soon found that these were identical. It was commonly 
 
30 UNIVERSITY TUTORIAL CLASSES 
 
 thought that the University members would lead, but the 
 result proved that there were no leaders the Committee 
 became one and indivisible. 
 
 Whilst the Report was being written, it will be remembered, 
 the Longton and Rochdale classes were at work. Thus 
 an object lesson was provided. The Report, in all its de- 
 tails, is of surpassing interest. It is impossible to give any 
 successful summary of it, but perhaps the main divisions 
 may be indicated as preliminary to a statement of its recom- 
 mendations. At the outset it traced the interest expressed 
 by the workers in education, and showed how it "waxed 
 and waned, leaped forward, and sank back, as the hopes 
 kindled by other movements awoke them to new possibilities, 
 or distress and disappointment made them sceptical of any 
 kind of progress. Religion, machine production, the co- 
 operative movement, Christian socialism, political discontent, 
 have all contributed something to the demand for higher 
 education among workpeople." 
 
 The growth of Adult Schools, the formation of Mechanics' 
 Institutes, the efforts of the Co-operative movement, the 
 establishment of Working Men's Colleges, were all brought 
 under contribution, whilst the establishment of Ruskin Col- 
 lege, Fircroft, and the formation of the Workers' Educational 
 Association provided the signs of present hope. 
 
 Then followed a careful summary of the purpose, history, 
 and endowments of the University and Colleges of Oxford. 
 The contention that, in the words of the Royal Commission 
 of 1852, these Colleges "were designed to supply poor 
 students, so long as they were poor, and so long as they 
 
THE OXFORD REPORT 31 
 
 were students, but no longer, with a maintenance, decent 
 and honest, as it is expressed in the Statutes of New College, 
 but of a very frugal character," is examined with care, but 
 the considerations which make it difficult to accept this 
 view as it stands are placed well to the forefront, and it is 
 shown that Balliol College, as far back as the Statutes of 
 Devorgilla " consisted of men of different degrees of wealth 
 and scales of living ". But the plain conclusion is come to 
 that, "in the Middle Ages, the University was open to 
 practically all who desired to learn, irrespective of wealth or 
 poverty ". 
 
 The gradual change in the method of University life 
 which resulted from the exclusion of poor students is plainly 
 set forth. Clear and straight statements of labour organiza- 
 tions are quoted. No view of Oxford is omitted which has 
 any kind of argument on its side. The method of granting 
 scholarships and exhibitions is examined, and it is clearly 
 shown that the bulk of the scholarships and exhibitions are 
 not restricted to poor men. It is also shown that the 
 scholarships are not adapted to secure an Oxford education 
 for a maximum number of the children of the working 
 classes. 
 
 With very great difficulty, owing to the complex nature of 
 Oxford accounts, a Statement of the Income and Expenditure 
 of the University was prepared and included the first state- 
 ment in a popular form of the funds of the University. 
 
 The University Extension movement in its application to 
 working people is carefully examined, and the conclusion is 
 definitely come to that " if due attention is paid to the 
 
32 UNIVERSITY TUTORIAL CLASSES 
 
 history of the University Extension movement, and an 
 earnest attempt is made to build in the future on the 
 experience of the past, it may ultimately become what its 
 founders desired, one channel (though only one) for bring- 
 ing University Education of the highest and most syste- 
 matic character within the reach of the working classes ". 
 
 All through the Report insistence is laid upon the fact 
 that the recommendations are confined to one line of 
 advance, and do not attempt to define, in full, the attitude 
 of ordinary people to Oxford, 
 
 A closely reasoned chapter on "The Demand made by 
 Working People for University Education " concludes by 
 stating summarily the requirements which a University 
 must satisfy in a democratic community. "A modern 
 University must be accessible to every class, not merely in 
 the formal sense that it admits every applicant of good 
 character who satisfies its educational requirements, but in 
 the practical sense of making 1 it certain that no one will be 
 excluded merely on the ground of poverty." 
 
 Again: "In order to obtain the University education 
 which they desire, it must not be necessary for workpeople 
 to leave the class in which they were born". . . . "Any 
 organization of Higher Education which is based on the 
 assumption that education of a 'general' kind is desired 
 or needed only by those entering the professions, while 
 technical education alone is suitable for persons engaged in 
 manual labour is fundamentally mistaken." . . . "The task 
 of meeting the needs of new classes of students is one which 
 cannot, except with great detriment to education, be deferred 
 
THE OXFORD REPORT 33 
 
 until an organized demand arises (as it has now arisen) out- 
 side the University." 
 
 The chapter concludes with an expression of the impor- 
 tance attached to the " principle of direct representation " 
 upon University bodies of leading working people, since 
 such representation not only secures " the confidence and 
 co-operation of large bodies of men who might otherwise 
 be inclined to distrust Oxford," but also " gives workmen a 
 very valuable insight into the working of University insti- 
 tutions ". 
 
 We have thus reached the precise point where the estab- 
 lishment of tutorial classes beyond the limits of the Uni- 
 versity become practicable, and it may roughly be said that 
 the principles laid down in the Report are those which 
 dominate the movement to this day. As these will perhaps 
 be revealed in the history of the method and conduct of 
 the classes, it is not necessary for us to deal with them 
 here. The question of cost, the method of grants, and the 
 authorities responsible for organizing working-class educa- 
 tion, are severally dealt with. 
 
 It was always assumed in the minds of the writers of the 
 Report that the classes should themselves lead some of 
 their members to the University, that they should form a 
 recognized avenue of approach to University studies for 
 adult working men and women ; the problems involved in 
 such a scheme were carefully considered, and it was 
 held to be possible and practicable for working men to pro- 
 ceed to the Oxford Colleges. 
 
 The principle that the men should be actual members of 
 
 3 
 
34 UNIVERSITY TUTORIAL CLASSES 
 
 colleges was definitely laid down. It was felt that they could 
 study at Oxford for at least two years, and take a diploma 
 in Economics and Political Science. 
 
 The after-career of working-class students was carefully 
 considered in a final chapter, and it was shown that the 
 ever-increasing number of workpeople's organizations de- 
 manded officials and leaders of the highest capacity, and 
 that many of them comprised duties which a University 
 education would enable working men to perform with 
 greater adequacy, while some at least of the students would 
 become tutors of classes. 
 
 The Report implies that much misunderstanding and 
 trouble has been due to the fact that higher education has 
 not been open to working people, and, consequently, that 
 the higher education of people other than working people 
 has been less valuable and of less directive force than it 
 otherwise would have been. 
 
 The Summary of Recommendations' is of .such importance 
 that we have ventured to present it in extenso, as an ap- 
 pendix. 
 
 The Committee felt that their Report would not be 
 complete without some advice as to courses of study 
 and, further, some suggestions for preliminary study. 
 These have proved of extreme value to many tutors, al- 
 though in no one case have they directed the studies of a 
 class. 
 
 As soon as the Report appeared it became prominent in 
 the public press. Papers which had no particular tenets 
 to uphold received it with enthusiasm. Oxford, it was felt 
 
THE OXFORD REPORT 35 
 
 and often said, had seized a great opportunity which would 
 redound to her credit throughout the years. It was inter- 
 esting to find that no reasoned attack could be made upon 
 the Report by the extremists of any political party, and to 
 this day the Report has not been assailed in a way which 
 has caused the authors of it to wish that any part of it had 
 been written otherwise. The first edition of 3000 copies 
 was readily disposed of, and arrangements are now being 
 made for the issue of a third and revised edition of the 
 Report. 
 
 Of the recommendations which it made many have been 
 carried into effect. A Statute was promulgated in Congre- 
 gation at Oxford on October 27, 1908, empowering the 
 Extension Delegacy to form a Committee consisting of 
 working-class representatives in equal numbers with 
 members of the Delegacy. This Statute made the 
 Joint Committee in Oxford possible, and for the first 
 time working men were associated with the actual 
 administration of a portion of a University's work. Its 
 main recommendations in regard to tutorial classes have 
 been adopted in each University and University College 
 of England and Wales. That was a success hardly 
 dreamed of at the outset. The Board of Education 
 altered itsi regulations to meet the new financial need. 
 Almost before the Report was published eight classes in 
 connexion with Oxford were arranged for, and in the follow- 
 ing year thirty-nine classes had started work in connexion 
 with the Universities of Oxford, Cambridge, Manchester, 
 Liverpool, London, Leeds, and Sheffield, 
 
 3* 
 
36 UNIVERSITY TUTORIAL CLASSES 
 
 Classes. Students. Universities. 
 IQOS ... 2 6O I 
 
 1908-9 ... 8 237 i 
 
 1909-10 . 39 1,117 7 
 
 Public libraries and the Library Association set to work 
 to see how they could increase the supply of books ; and the 
 Gilchrist Trustees readily made grants. All over England 
 a new sense of hope arose a hope that the democracy of the 
 future would be an educated democracy. Working people 
 began to see that their ultimate social salvation lay in the 
 development of their highest mental qualities. People of all 
 classes taking enlightened interest in public affairs felt the 
 same stirrings of hope. 
 
 In many backwaters and in places remote from public ex- 
 pression, the old cry was heard, perhaps with new force, that 
 education is a dangerous thing in the hands of working men. 
 But such ideas arise from an undemocratic view of society, 
 and false notions of education. Education should turn 
 the minds of people towards light, order, and self-discipline, 
 but what has often stood for education, being merely drill 
 in the acquisition of certain facts, has not had this effect. 
 It has often enabled folly to be expressed in gentlemanly 
 ways, which is a dangerous thing. The contact of an in- 
 creasing number of strong and eager minds with knowledge 
 should tend to build up a new attitude towards life and 
 should purify and ennoble social habits. This was what 
 people hoped. 
 
 Roughly speaking, the real foundation of working-class 
 distrust of education is the growing consciousness that 
 
THE OXFORD REPORT 37 
 
 educational facilities are only for a favoured few, and a great 
 desire that Universities should impose a high intellectual 
 test and a low financial test, whereas to-day too often the 
 reverse is the case, Working people to-day are not con- 
 vinced that Universities are performing their real function 
 in the community, and tutorial classes are not regarded 
 by them as an alternative to the democratizing of the Uni- 
 versities, but simply as a means by which the Universities 
 can be brought into a state magnetic to all those who desire 
 and pursue knowledge. Working people have never be- 
 lieved that there is any peculiar virtue in Universities as 
 commonly understood. If the University spirit is a disinter- 
 ested desire for knowledge, then there is much University 
 spirit in many towns of England. The real University is 
 mystical and invisible ; it is to be found wherever scholars 
 co-operate for the extension of the bounds of knowledge. 
 It is not in one place, or in selected places. It is intangible, 
 undiscoverable, but none the less real, and men know one 
 another when they are of its sacred courts. 
 
CHAPTER V. 
 A COMPLETE CLASS. 
 
 THE lines of the complete tutorial class depart little, if at 
 all, from the original conception laid down in the " Oxford 
 Report," though the nature of the classes is now better 
 understood and their possibilities more easily realized. The 
 spirit of a class in its freedom, tolerance, and keenness is 
 now discernible. 
 
 While it is unsound to impose a class upon any town, yet, 
 at the same time, it has been proved by experiment that, 
 granted normal conditions, any town will provide thirty men 
 and women willing to pledge themselves to study for three 
 years. The necessary pledges are clear : 
 
 The first is to attend every meeting of the class. This 
 pledge always needs explanation, for the normal working 
 man is conscientious in the extreme. He hesitates to pledge 
 himself to do that which he fears he will be unable to carry 
 out, and, if it appears to him that " overtime " may prevent him 
 from attending regularly, or that he may not be living in the 
 same town for three years, he does not care to commit himself. 
 It is obvious, however, having regard to the uncertainty of 
 employment which affects many workmen, that if employ- 
 ment, or the lack of it, intervenes and prevents attendance, 
 
 38 
 
A COMPLETE CLASS 39 
 
 the student is automatically released from his pledge. Again 
 there is a considerable amount of illness amongst working 
 people and, strange as it may seem, it has often been necessary 
 to point out that, when a man is ill, he is not expected to 
 attend the class. 
 
 Some one may here ask : " Are these pledges of attend- 
 ance honourably fulfilled ? " Experience proves that they 
 are. In a town where employment is stable, it has been 
 found that an average of twenty out of an original thirty 
 students complete the three years' work. The general aver- 
 age is, however, slightly over fifteen. The impetus of a 
 good class carries it often to four years, and the average 
 of students completing the fourth year is well over ten. 
 
 Students further pledge themselves to write twelve essays 
 in connexion with each year of the course ; but, especially 
 in the second and third years, equivalents have to be taken. 
 There is wholesome repugnance on the part of students to 
 do other than their best work. The movement has always 
 refused to lower the standard for an essay by accepting mere 
 fragments, or answers to questions. The actual numbers 
 of essays returned are full of encouragement, and indicate 
 a vast amount of work. Of course the stumbling-block to 
 membership lies in the essay-writing conditions, for it has 
 not been customary for working men and women to write, 
 even though they may have frequently spoken at public 
 meetings. The difficulty many find in expressing thoughts 
 upon paper is a very real one. Most tutorial class students 
 left day schools at an early age and have not attended even- 
 ing schools. Moreover, they are strangely subject to the 
 
40 UNIVERSITY TUTORIAL CLASSES 
 
 false idea that their essays at the outset should be complete. 
 In fact, they feel that they are called upon to write some- 
 thing worthy of publication. They forget that an essay is 
 merely an attempt to put upon paper that which they really 
 know, or think at the time, and that it is put on paper in 
 order to enable the tutor, as a helper and not as a critic, to 
 develop them in the best way. One man informed us that 
 he had written fifteen essays one after another and torn 
 them up. It was his way of reaching out to his ideal of 
 perfection. The waste was pathetic, for he could have 
 consulted the tutor after each of the essays, and his rate 
 of progress would have been thereby quickened. There lies 
 on our table a letter from a student explaining his inability 
 to write an essay. It consists of five closely-written pages 
 of foolscap. 
 
 The difficulties of essay-writing are surmounted when the 
 matter is put properly before the students by sympathetic 
 tutors, although some tutors still set their students to write 
 essays in just the same way as they themselves were set to 
 write them at the University. Difficulties of technique are 
 rapidly surmounted ; even spelling becomes correct. It has 
 been reported, however, that men who spell the worst seem 
 sometimes to think the best. Writing is generally legible, 
 which is a greater tribute than students are always able to 
 pay to the writing of their tutors. At least one class made 
 pathetic complaint in this connexion. The born essay 
 writer, when in a tutorial class, rapidly develops power, and 
 one Joint Committee received at least two essays which con- 
 sisted of over 150 quarto pages written in small script. 
 
A COMPLETE CLASS 41 
 
 The difficulties which beset the workman writer of essays 
 can hardly be grasped by those who have quiet rooms in 
 which to work. Tutorial class students are often amongst 
 the poorest of working people, and their homes are very 
 much crowded. More than one report has been made of 
 students who rise in the middle of the night to do their 
 essays their only chance of obtaining quiet. One student 
 who had fallen behind with his essays determined to make a 
 real attempt to catch up. He waited until his landlord's 
 family and his fellow-lodgers had retired for the night, 
 and then worked until two o'clock in the morning. His 
 labours ended, he contentedly fell asleep, in which state he 
 remained until considerably after the time when he should 
 have started work. He was dismissed for being late. He 
 had to leave the town, but secured work in another town, 
 where there was a tutorial class which he at once joined. 
 
 Many eulogies have been passed upon tutorial class 
 essays, but perhaps it is sufficient to say that the level of 
 essays is astonishingly high ; that in some Universities at 
 least the essays have been copied and given to students 
 reading for the Final Honours Schools; that many have 
 been taken back to Colonial Universities by visitors to this 
 country ; and that many of them, owing to the industrial 
 experience of their writers, have added definitely to know- 
 ledge. A volume of essays on economic subjects by 
 tutorial class students is under contemplation. 
 
 The tutorial class would, of course, be impossible with- 
 out essay-writing, and the students fully recognize this. 
 They would not give up the discipline of essay-writing when 
 
42 UNIVERSITY TUTORIAL CLASSES 
 
 once they have started upon it. At the same time, if there 
 were no essays, the tutorial classes would be thronged. 
 The problem is how to explain what essay-writing means to 
 people whom it frightens away from the idea of the class. 
 After all it must be remembered that the classes are only 
 for the keenest students ; there are other classes of different 
 types for students who are unduly oppressed by difficulties 
 in the way of making the pledges, or whose main interest 
 prevents their giving the necessary time. 
 
 The pledges are always made on condition that both sub- 
 ject and tutor are approved, and that day, time, and place 
 are suitable. Sometimes the pledges are made in the hope 
 that they will be so, sometimes after they have been deter- 
 mined. It has been fortunate, from one point of view, that 
 the initial demand of working people has mostly been for 
 historical or economic study. If it had been otherwise 
 it would have been difficult to arrange the first group of 
 classes. In any case it would be unsound to start a class 
 with an imposed subject. After three years' work in a 
 tutorial class, students' interests broaden out and they 
 begin to desire the study of Philosophy or Literature. Ap- 
 proval of the tutor, which is held to be a right of the students, 
 generally follows as a matter of course, for there are not 
 many tutors and they are appointed by Joint Committees 
 only after the most careful selection. There are, in the 
 history of the movement, only two cases of classes dis- 
 approving their tutors, and in each case their disapproval 
 was held to be sound by the Joint Committee and took 
 effect. 
 
A COMPLETE CLASS 43 
 
 Although each class is free to make its own arrangements, 
 custom has ruled that no class shall meet for a period of 
 less than two hours, and that it shall continue for three 
 separate sessions of twenty-four lessons. There has been 
 no difficulty in ensuring the observance of this custom, for 
 classes continue longer than two hours whenever they have 
 opportunity and often carry on their work beyond the three 
 years. The custom has been strengthened by the decision of 
 the Board of Education .that any less period of study could 
 hardly be consonant with the Board's demand that the 
 course should be studied on the same level as a Uni- 
 versity course in honours. The earlier classes were de- 
 finitely divided into two halves. The tutor expounded the 
 subject for one hour, the students having the right to 
 ask questions during the exposition. In this way the class 
 was differentiated from a mere lecture, and, during the 
 second hour, the students brought forward their own points 
 of view and the information which they possessed, and 
 questioned the tutor. This may be said to be the ruling 
 practice. Provided, however, that, roughly speaking, the 
 class has a time for discussion equal to that occupied by the 
 exposition, it has been held to be sound for a class to divide 
 its two hours as it wishes. Sometimes the tutor invites 
 comments and discussion on each separate point, as he 
 brings it forward. 
 
 A fundamental principle is that tutorial assistance must 
 be given to each individual student, i.e. that a class is 
 working incompletely if there is lack of personal contact be- 
 tween each student and the teacher. In some cases this 
 
44 UNIVERSITY TUTORIAL CLASSES 
 
 has been found to be difficult, especially where students are 
 working right up to the hour of the lecture, and where it is 
 only possible for the tutor to visit the neighbourhood once 
 a week. These difficulties will, however, it is hoped, be 
 gradually got over in the future by the arrangement of classes 
 in groups, so that a tutor will have little travelling to do. 
 It is sometimes impossible to find a room after the class for 
 a tutor to meet individual students, for, since most classes 
 are held in public educational buildings, there are necessarily 
 rigid rules as to the time of closing. Classes are frequently 
 continued on pavements, and they have been known to over- 
 flow to railway stations and actually to be continued in the 
 train. A great deal of individual assistance can, however, be 
 given by wisely written comments upon essays, and whenever 
 a tutor finds it impossible to see a student, he tries to write 
 him a letter dealing with his peculiar difficulties. Tutors are 
 glad to accept the hospitality of students for the night, or in- 
 vitations to tea. These are given, whenever possible, with 
 all the gracious spirit of hospitality that is characteristic of 
 English working people. Golden opportunities for tutorial 
 assistance are thus gained, and the adherence of a student 
 to a class is much strengthened if he has been the host of 
 the tutor in his own house. 
 
 The amount of work done outside class hours in con- 
 nexion with a typical tutorial class is very great. Students 
 meet for all kinds of purposes, sometimes in small, sometimes 
 in large groups, often definitely organized as reading circles 
 in connexion with the class. One or other of the students 
 can generally be seen in the Reference Library of the town. 
 
A COMPLETE CLASS 45 
 
 They tend to draw together in the organizations of the district 
 and, in many different ways, develop opportunities for study. 
 When the actual class meetings are over for the session, they 
 meet together in essay circles ; sometimes the whole class 
 meets regularly throughout the summer. Groups of classes 
 combine to form students' associations, local summer classes 
 are on the increase, whilst each University draws together as 
 many of its students as possible for purposes of residential 
 or week-end study during the summer. Tutors keep in con- 
 tact with their classes, and avail themselves of opportunities 
 during the summer to visit places of historical interest which 
 illustrate the course of study. When once a class is well 
 started, opportunities for social intercourse should be fre- 
 quent. It is especially desirable that the wives, husbands, and 
 friends of students should have an opportunity to meet in 
 social intercourse. It is possible for some classes to arrange 
 for tea at a small cost before the actual class. This is especi- 
 ally valuable for men who have not time to go home to tea. 
 In fact the class does well to build up as many of the 
 characteristics of college life as it possibly can, and a class 
 increases in strength when the relatives and friends of the 
 students share in the interest. 
 
 Every strong tutorial class develops by its side a prepara- 
 tory class for the purpose of training men and women to 
 fill vacancies as they occur during the three years. Some- 
 times this class is taught by the tutor, sometimes by a rota 
 of advanced students. 
 
 Financial conditions have in the past made it necessary 
 to fill vacancies, the Board of Education grants being paid 
 
46 UNIVERSITY TUTORIAL CLASSES 
 
 on the attendance of original and later students. In the 
 future grants will be paid on the attendance of original 
 students alone. 1 Even so it has been found that the morale 
 and power of a class has been increased by the admission 
 of new students. In a right class older students enjoy and 
 gain much profit from helping new students, and incident- 
 ally the spirit of the class is much strengthened. More- 
 over students tend to become depressed as their number 
 diminishes. It is better, therefore, to fill up vacancies 
 unless the class be exceptionally spirited, and the recent 
 regulations of the Board of Education allow this. 
 
 Experience has proved that the driving power of men and 
 women willing to pledge themselves for three years is suffi- 
 cient for the purposes of a tutorial class. It has been held that 
 all tutorial classes should be preceded by preparatory classes. 
 But it has been found in practice that such classes fail to 
 fulfil their purpose unless they are taught by a tutor of 
 tutorial class standard, and unless they are conducted just 
 as a full class is. Much true education is informal and 
 ungraded. A great teacher welcomes, like Socrates, every 
 student and would count it folly to examine and place him, 
 or even to require him to attend a teacher of less degree as 
 a means of preparation. It is always difficult to alter the 
 gauge of a class when attendance is voluntary. Students 
 who come from a class in which no essays were written are 
 more loth to write essays than students starting right away 
 in the tutorial class. 
 
 There is a great deal of work to be accomplished in con- 
 gee Regulations for University Tutorial Classes, 1913-14, Ap- 
 pendix II. 
 
A COMPLETE CLASS 47 
 
 nexion with a class. A good secretary always strengthens 
 a weak class, whilst a bad secretary weakens a strong 
 one. In all voluntary organizations, the personality of 
 the secretary is of vital importance. The band of tutorial 
 class secretaries is made up of men and women deserving 
 the highest tribute, who work steadily and regularly and 
 cheerfully, who understand the raison d'etre of the class, 
 and are anxious for its successful working as a necessary 
 contribution to the whole movement. The work of a 
 secretary is complicated, for Board of Education forms are 
 not easy to fill up. It sometimes seems as though the 
 work needed professional training. Secretaries to Local 
 Education Authorities are often, however, willing to help 
 when they are not actually responsible to the Board of 
 Education in an official capacity as " Correspondent," and 
 the Board of Education deals with any irregularities with 
 infinite patience and unfailing assistance. Still, there are 
 many things to be seen to. The register must be ready. 
 It must be carefully prepared and dealt with. Inspectors 
 drop in at untoward moments, and managers are supposed 
 to check the registers regularly. The tutor, however, 
 overlooks and signs the register, and some tutors deal 
 with them entirely themselves. It is the secretary's busi- 
 ness to know the exact reasons for absences when they 
 occur, and a person of much tact is needed to secure 
 all the reasons without being unduly inquisitorial. In 
 addition to the Board of Education Register, the Central 
 Joint Advisory Committee has prepared a form of class 
 records which it finds necessary for the purpose of pre- 
 
48 UNIVERSITY TUTORIAL CLASSES 
 
 serving exact statistics of the movement. There are few 
 secretaries who are able to do the work completely, but 
 the movement asks of secretaries to do their best, to do as 
 much as they reasonably can, and with that it is con- 
 tent. 
 
 A great deal of labour falls upon the class librarian. It 
 is his business to see that no student is without the book 
 that he, or she, ought to have. He should be alert when 
 there is opportunity to secure more books for the class. 
 He must be able to make reasonable representations to the 
 University Joint Committee. He should be able to secure 
 concessions from the local library, and to watch all pos- 
 sible sources of books, including the Central Library for 
 Tutorial Classes. When he has received his books he 
 has to see that they reach the right students, that they are 
 returned in due course for reissue or for return to the library 
 from which they have been drawn. The book difficulty is 
 a real one, and it may be said that one of the chief advan- 
 tages of the organization of the Tutorial Class movement 
 has been that, for the first time, working men and women 
 have had access to the recognized authorities on the sub- 
 jects in which they are interested. Much working-class 
 study has, in the past, been carried on with books which 
 are out of date, or, in some cases, discredited. At present 
 no class has all the books it ought to have. That would 
 imply, in many cases, the possession of some thirty copies 
 of every book needed. It is a matter of distress to a class 
 when the tutor states that a certain book must be read and 
 there is only one copy in the class library. The co-opera- 
 
A COMPLETE CLASS 49 
 
 tion of the class gives way then to competition of a particu- 
 larly keen order. 
 
 Universities, however, have done their best in regard to 
 the provision of books, and even the most laggard of them 
 are gradually increasing their supplies. 
 
 A complete class is in touch with the University Joint 
 Committee concerned, with the Board of Education, and 
 with the Local Education Authority. It is watched over 
 and helped by the Workers' Educational Association, which 
 as a rule is responsible for its existence. The University 
 Joint Committees, moreover, combine together in the 
 Central Joint Advisory Committee which calls together 
 annual Conferences of Tutors and discusses problems 
 common to all the classes. 
 
 The University Joint Committee appoints the tutor, is 
 responsible for the educational conduct of the class, and 
 supplies financial aid. The Oxford Committee meets the 
 entire cost of the class after ^40 has been paid into its 
 funds by the local body, which uses for this purpose the various 
 grants received. In this example it is followed by other 
 Universities, though some such as London, Leeds, and 
 Sheffield only demand that the class shall meet local ex- 
 penses, all grants being paid direct to the committee it- 
 self; the cost of running these classes, however, owing 
 to the fact that the tutors are paid less, is not so great 
 as in the case of Oxford which, asking much of tutors, 
 has set the standard at So per session of twenty- four 
 lessons. 
 
 It is difficult to estimate the exact cost of a class to a 
 
 4 
 
50 UNIVERSITY TUTORIAL CLASSES 
 
 University, but ^30 a class would be the lowest possible 
 amount in the case of the new Universities. 
 
 The conditions governing Board of Education grants are 
 shown in the Appendix. 1 It will be noted that they have 
 been changed twice. Rochdale and Longton commenced 
 when the maximum grant was 53. per twenty hours' attend- 
 ance. Other classes started when the amount was raised 
 to 8s. 6d. Future classes will start under a system of in- 
 creased grant designed to render their finances more stable. 
 It has been devised after careful and sympathetic examina- 
 tion of the whole movement, 'and shows throughout evidence 
 of desire to develop the classes on their own lines. 
 
 The Local Education Authority, even when it has not 
 assisted in the construction of a given class, is brought into 
 official contact with it when the Board of Education invites its 
 remarks. Such remarks have never been made in opposition 
 to the formation of a class, for Local Education Authorities 
 have always adopted a welcoming attitude ; but their actual 
 relationship to the classes varies. The amount of their 
 financial help during the session 1911-12 is shown in 
 detail in Appendix VII. Such help has increased during 
 the session 1912-13. Four Authorities establish classes on 
 their own responsibility and make the necessary arrange- 
 ments with the University. Forty-three Authorities make 
 grants to classes subject as a rule to inspection. The most 
 notable of these are Lancashire, which will make a grant of 
 ,15 to classes established in its area, and London, which 
 has sanctioned a grant of ^600 to twenty classes. Five 
 1 See Appendix II. 
 
A COMPLETE CLASS 51 
 
 Authorities make no grants. It is anticipated that in these 
 cases the specific, and to a great extent local, difficulties will 
 be removed 
 
 It will be seen that the Authorities as a rule prefer, or 
 at least acquiesce in, the management of the classes by the 
 Workers' Educational Association. Such Authorities re- 
 cognize in them, not Evening School work but University 
 work, and they desire them to have the appropriate freedom. 
 
 There are, however, exceptions. Two Authorities in the 
 north, one a County Council and the other a County 
 Borough, refuse to approve the payment of public money 
 to any body in their area other than themselves. In each 
 of these cases, however, reasonable compromises have been 
 made, and the classes have been allowed the necessary 
 freedom, whilst the bodies promoting them have been al- 
 lowed to develop the life of the classes in such ways as 
 have seemed to them wise. 
 
 The Workers' Educational Association strives in season 
 and out of season to secure further facilities and greater aid 
 for the classes. In many cases it has been compelled to 
 guarantee the deficits upon classes; but this necessity is 
 passing away. It is well that this is so, for the Association 
 itself has little or no guaranteed income. Whenever a class 
 flags it is the duty of the Association to discover the cause 
 and to remove it. By numerous meetings and by the pub- 
 lication of its periodical the " Highway," it exercises an in- 
 spiring influence upon existing classes and assists in the 
 founding of new ones. It nominates the Labour members 
 on Joint Committees, and in the ordinary run of its work 
 
 4* 
 
52 UNIVERSITY TUTORIAL CLASSES 
 
 encourages unity of action, but it is determined that no 
 hard and fast rules shall be laid down for the conduct of 
 classes, for it recognizes that no class can be successful un- 
 less it shapes itself in harmony with the motions of its own 
 spirit. 
 
CHAPTER VI. 
 STUDENTS AND TUTORS. 
 
 TUTORIAL class students must of necessity be forceful 
 men and women. It is hardly probable that individuals 
 will join tutorial classes unless they have either been 
 students for some time, or have been working earnestly 
 for organizations which have called forth their best powers. 
 The social practice of Co-operative Societies, Trades Unions, 
 political bodies and churches operates in much the same 
 way as a college ; for, as it has been well said, the most 
 valuable portion of a college career lies in the informal 
 associations of student with student. The politics or creed 
 of any particular student is a matter of no concern. All 
 that is asked of him is that he shall be willing to seek 
 understanding in the spirit of fellowship. Politicians of all 
 types and schools rub shoulders in the classes ; men of no 
 creed, or even men in opposition to creeds, sit side by side 
 with devoted and active church workers. This mixture of 
 types is one of the glories of the tutorial class system, and 
 there could be no tutorial class if such mixture were not 
 encouraged. " The collision of mind with mind " is natur- 
 ally a constant happening. 
 
 If a tutorial class is to be in any sense an intellectual centre, 
 53 
 
54 UNIVERSITY TUTORIAL CLASSES 
 
 it must have the power of bringing under unprejudiced ex- 
 amination anything which bears upon the subject of its 
 study. The pursuit of knowledge is dependent not merely 
 upon the acquisition of facts, but upon the power to con- 
 sider things from varying, even opposing, points of view. 
 
 Moreover, it is as necessary for a tutorial class, as for 
 a University, that it should be above bias. The best anti- 
 dote to bias is freedom of expression on the part of a 
 number of people of different experiences and different 
 opinions. 
 
 The time will come when Tutorial Classes will no longer 
 be held to be the monopoly of working people, for the 
 method of study in them is congenial to the general adult 
 mind. At present, however, they are the creation of working 
 people; and Universities and other bodies are drawn to 
 assist them not only by the fact that the workers have been 
 a disinherited class in education but by the unfailing instinct 
 that among them are large untapped reservoirs of know- 
 ledge and capacity. How far the classes are composed of 
 manual workers will be seen from the analysis of occupa- 
 tions in Appendix VII. 
 
 Some classes have been severely criticized on the ground 
 that they contain a large proportion of non-manual workers ; 
 especially is this so in the case of classes in London and 
 Manchester where there is a large population of clerks. 
 The case of the clerk is not like that of the teacher, or 
 even of the leisured person. He has often had no oppor- 
 tunity of education, other than that provided by the some- 
 what narrow study of Shorthand and Book-keeping. It 
 
STUDENTS AND TUTORS 55 
 
 would be unfair to regard the clerk as undesirable for 
 tutorial class purposes. He brings to the work the asset 
 of a type of mind different from that of the manual i worker, 
 yet not so different as would be the case if his father 
 were not usually a manual worker. 
 
 In most classes there are one or two school teachers. 
 The presence of many, unless they are exceptionally sym- 
 pathetic, may be dangerous to the class. Their facility of 
 expression and technical ability are apt to depress ordinary 
 students by obscuring true standards from them. At the 
 same time teachers who are true students are most helpful, 
 and fortunately those who regard study solely as an avenue 
 to advancement in the profession are not attracted to a type 
 of class which after three years' work allows them no di- 
 ploma. Much tribute is due to those teachers who have 
 helped tutorial classes in quiet humility and with infinite 
 devotion through long and unrewarded years. A class 
 which does not icontain one or two of them is the poorer 
 for their absence. 
 
 A number of students are engaged in administrative work 
 of a local and national character. This militates against 
 complete regularity of attendance, but their experience is 
 invaluable. The entire representation of Labour on Town 
 Councils has sometimes been in the hands of tutorial class 
 students. It is troublesome, though gratifying, when 
 students are elected before their three years' course is ended, 
 because they often find it necessary to leave the class. In 
 towns where Labour is not able to call upon many persons 
 eligible for its more difficult and representative offices, 
 
56 UNIVERSITY TUTORIAL CLASSES 
 
 promising tutorial classes have been almost depleted before 
 the end of the second year. The establishment of insurance 
 committees has, in this way, during the past year been most 
 harmful, but the chief injury has been caused by the large 
 number of appointments made as the result of recent Gov- 
 ernment legislation. The actual number of students who 
 have accepted appointments as Labour Exchange officials, 
 or in connexion with the Insurance Act, is not to hand, but 
 the effect is considerable. Several classes have in this way 
 lost secretaries and replaced them by, to say the least of it, 
 less efficient men. This acceptance of Government positions 
 does not imply that the students concerned joined the classes 
 for the purpose of getting on. It was inevitable that those 
 concerned with securing the ablest officials should search 
 for them amongst the most educated working men and 
 women, and it is both unjust and absurd to blame a student 
 who prefers regular employment at a reasonable wage to 
 irregular work at an insufficient one. Some students have 
 actually secured Labour Exchange work whilst unemployed. 
 At the same time it is desirable that as few students in 
 tutorial classes as possible should obtain appointments in 
 the public service by virtue of their having been in such 
 classes. 
 
 The real proof which the students give of their desire to 
 study for self-development rather than for position lies in 
 the absence of desire for diplomas or certificates. They 
 finish their course and ask for no record of it. The Uni- 
 versity of Oxford actually devised a testamur and then found 
 the classes so indifferent that they decided not to issue it. 
 
STUDENTS AND TUTORS 57 
 
 In this lies much hope, for certificates would tend inevit- 
 ably to attract an inferior type of ambitious student not 
 slow to appreciate the fact that the certificate attached to 
 the highest type of non-technical education outside the 
 Universities would stand him in good stead for purposes of 
 professional advancement. 
 
 This repudiation of certificates has given great encourage- 
 ment to those who believe that true study is its own sufficient 
 reward. 
 
 Opportunity is afforded to students who desire written or 
 viva voce examination, but no student has been examined 
 since the first session of the first two classes. 
 
 This attitude of the students has been welcomed by edu- 
 cationalists who believe that compulsory examination disturbs 
 the minds and hinders the development of adult students. 
 Be this as it may, it is certain that tutorial class students 
 have not been trained for examination purposes, and it was 
 startling to find that the compulsory examination of two 
 classes yielded results almost the exact opposite of those 
 which the real capacity of the students would have justified. 
 The less able though more facile students attained to the 
 highest places. There may be some able students who, 
 when trained, shine both in examinations and out of them. 
 Such students, however, are not common in general; in 
 tutorial classes they are rare. 
 
 The essays of students are examined carefully both by the 
 tutors and in the Universities whilst the inspectors of the 
 Board of Education take away piles of them. Thus the 
 class is examined as a whole, and the danger of competition 
 
58 UNIVERSITY TUTORIAL CLASSES 
 
 for place almost entirely neutralized, although some tutors 
 cannot resist the temptation of showing that they regard 
 certain students as brilliant. 
 
 Without examination, untempted by certificates, the 
 classes are in little danger of losing their essential freedom, 
 and indeed the keenness and high level of their work is the 
 inevitable outcome of the spirit which thirty-one students, 
 one of whom is a fine scholar, cannot fail when untram- 
 melled to generate. 
 
 Women students now comprise about 15 per cent of 
 the entire number, and in most classes there are two or three. 
 They are sources of strength, attend regularly, and are rigid 
 in the fulfilment of their pledges. The keenness of their 
 attendance is illustrated by an incident which happened in 
 connexion with a tutorial class two or three years ago, at 
 Colne, in Lancashire. A heavy snowstorm had fallen upon 
 the town. Trams were stopped ; schools were shut ; but 
 the tutorial class opened its doors. The tutor himself 
 managed to attend, although, on that night, several tutors 
 were hindered by the storm. Out of the thirty students on 
 the roll twenty-three students attended. There were only 
 six women on the roll and not one of them was absent. 
 Women often become the most determined propagandists 
 of the classes. One woman writes in her local paper a 
 weekly summary of the work done in the class. 
 
 The attendance of women at the summer classes at 
 Oxford, which will be described in a later chapter, has 
 been greatly facilitated by the formation of a University 
 Women's fund for tutorial classes. This fund has helped 
 
STUDENTS AND TUTORS 59 
 
 many students, and has a library of some 400 books. The 
 amount of assistance which these books have given to 
 women students can never be fully estimated. The fund 
 aided twenty-nine women students at Oxford in the summer 
 of 1912. 
 
 The manner in which husbands and wives will proceed to 
 study together is revealed by an interesting incident in con- 
 nexion with a London class. One of the newest students 
 at the class was a wife. Her husband had been a member 
 of the class in the previous session, and to use something 
 like her own words : " He would come home every Wednes- 
 day evening and tell me how much he had enjoyed the class. 
 That certainly interested me. But when he began to talk 
 about things of which I seemed to know little, I feared that 
 he might one day, by attending the class, obtain such 
 knowledge that I could not follow him. So I at once de- 
 cided to join the class myself, in order that our married life 
 might be* enriched by common study." Husband and wife 
 are certainly two of the best students which that particular 
 class possesses. 
 
 As the foregoing chapter implies, the previous education 
 of students is not a matter of supreme importance. The 
 real need is that they shall be men and women who, while 
 keen to learn, have used their minds in right ways, and pre- 
 ferably have taken part in the work of some organization. 
 
 There is not likely to be any serious falling-off in the 
 supply of students. Proper organization and sympathetic 
 leaders will always ensure the continued existence of a 
 strong class. Sometimes when a class has been proposed, 
 
60 UNIVERSITY TUTORIAL CLASSES 
 
 experts and people who have experience of previous educa- 
 tional work declare its establishment impossible. 
 
 For example, those who knew the educational conditions 
 of an important southern town held that the men would 
 not join a tutorial class in sufficient numbers. A simple 
 method of organization was, however, devised, and the 
 result was that seventy men and women wished to join 
 the class, which was restricted] to thirty. That class has 
 just finished its fourth year, and has asked the University to 
 allow it a fifth year's study. It has had a preparatory class 
 running side by side with it all the time. The labour 
 members of the Town Council are ex-tutorial class students. 
 The Town Council has come to the help of the class in a 
 generous manner, and altogether a new standard of thought 
 has been set up. 
 
 It is not a normal thing for the ordinary working man or 
 woman to join a tutorial class, but out of a considerable 
 population there are always enough who can be sought out 
 and drawn to it. 
 
 The occasions upon which it has been found impossible 
 to establish a class are few and far between. Classes which 
 have failed to carry out their three years' contract are very 
 few and the reasons for the failures are to be found in a 
 combination of circumstances, chiefly affecting organization 
 and changes of tutor. 
 
 The supply of tutors forms a much greater problem than 
 the supply of students. It is perhaps well that unlimited 
 finance has not been at the disposal of the movement, be- 
 cause it would have been fatal to its right working had it 
 
STUDENTS AND TUTORS 61 
 
 been able to establish classes more rapidly than it could 
 obtain suitable tutors. The Report of the Board of Educa- 
 tion on the Classes, which is printed as an Appendix, calls 
 special attention to this danger : " Care must be taken to 
 get the best men for the work. One or two weak or tactless 
 lecturers might give a serious set-back to the movement." 
 
 Some tutors attempt to dominate their classes more than 
 is wise. Others obviously need training by the classes. If 
 a class is started properly, however, it is not at the mercy of 
 its tutor. It realizes that it has to restrain his ambitions and 
 make up his defects, although, in spite of this, classes are 
 often too appreciative of their tutors. " My class believes 
 what I say," said one tutor, " and that is a fearful thing." 
 Some tutors may have caused set-backs to classes, but it may 
 be safely assumed that the movement is now too strong to 
 suffer seriously at the hands even of an unusually tactless 
 tutor. As a general rule the tutors have entered the classes 
 in the spirit which has enabled them to throw aside their 
 past knowledge and to build it up again with the extra 
 materials supplied by the class. 
 
 The effect of the work upon the tutors is remarkable. 
 Weak men have been turned into strong men. Men with 
 a high opinion of their own knowledge and capacity have 
 frequently lowered it in the face of the wider vistas of their 
 subject which the class unfolds to them. The number of 
 tutors could be counted on one hand who are not anxious 
 for criticisms or glad when they receive them, even though 
 the gladness may be shot with pain. A tutor who can induce 
 his students to tell him exactly how he fails to meet their 
 
62 UNIVERSITY TUTORIAL CLASSES 
 
 need is in a happy case. Fortunately many succeed in this, 
 especially those who are helped by classes which rightly re- 
 gard the presence of a tutor in their midst as a golden 
 opportunity to inform the Universities concerning industrial 
 conditions. The supply of tutors has grown more rapidly 
 than was expected, but the fact that, at present, the em- 
 ployment is not in all cases assured and settled hinders 
 many who do not hold internal University appointments 
 from taking up the work, even when they passionately 
 desire to do so. 
 
 It is generally held that a tutor should be engaged in 
 some internal University work, and several Universities adhere 
 strictly to that plan ; but as the number of classes increases 
 it will be impossible to find such work for all the tutors. 
 In spite of this it would be dangerous to allow tutors to get 
 out of touch with the University, and various plans must be 
 devised to prevent this. If tutors do lose touch with the 
 University, the advantage of what they learn is, unless they 
 publish, lost to the University, and the spirit they gain has 
 not full opportunity to express itself; there is also some 
 risk that they may not keep up with the development of 
 their subject. At present, with the exception of the Uni- 
 versity of London, the constitution of which does not allow 
 the opportunity, the majority are engaged in internal 
 University work. Of the four Cambridge tutors three are 
 Fellows of Colleges, and one is a research scholar engaged 
 in internal work. It happens, sometimes, that a tutor is 
 engaged in internal work in a different University from 
 that which employs him for the classes. In the future, 
 
STUDENTS AND TUTORS 63 
 
 as indeed in the past, there will be, roughly, three types of 
 tutors. The first, numbering at present twenty-six, will 
 consist of those who are engaged mainly in University 
 work, such as professors, lecturers, or college tutors, able 
 to take only one class, but desiring to do so because 
 of the interest of the work and its power of adding to their 
 experience and knowledge. It is, of course, essential in 
 these cases that the interests of the class should be safe- 
 guarded, and that they should not be considered as secondary 
 to University work. In other words, the tutor should be 
 able to keep the time necessary for the complete work of 
 his class free from the invasion of other interests. The 
 second, numbering at present twenty-one, will consist of 
 persons engaged in other occupations or in teaching other 
 than in a University or University College. This type of 
 person is common in London. Men of high capacity enter 
 the Civil Service, and in many cases welcome the opportunity 
 of continuing their studies and making use of their training. 
 It is eminently desirable that this class of man should have 
 opportunity, provided he be of the highest type. It seems 
 to us that men holding appointments in the Board of Edu- 
 cation would do well to take during the week, for a time at 
 least, some one class or other. It would have great effect 
 in freshening their official duties, which, carried on apart 
 from any teaching, may easily tend to become mere routine. 
 The third, numbering at present fourteen, will consist of 
 persons employed directly for the work and giving the whole 
 of their time to the conduct of the classes, with the excep- 
 tion of some piece of internal work carried on, in the case of 
 
64 UNIVERSITY TUTORIAL CLASSES 
 
 Oxford or Cambridge, in the summer term, or, in the case of 
 the newer Universities, during the ordinary academic year. 
 It is hoped that the custom initiated by All Souls College, 
 Oxford, of directly supporting a tutor, will be followed by 
 other colleges at Oxford and Cambridge. Fellowships for the 
 purpose of tutorial class work, combined with research, would 
 be helpful and profitable both to the classes and to the 
 University. The statutes of many colleges allow it. 
 
 Since the tutorial classes would fail unless the tutors, who 
 need not necessarily be graduates, were men or women of 
 high qualifications devoted to the study of their subject, 
 and prepared to devote a considerable portion of their life 
 to it, it is necessary that no tutor be appointed hurriedly or 
 unadvisedly. It sometimes happens that a class is waiting 
 and no tutor is obtainable. This constitutes a grave diffi- 
 culty, and ventures of faith necessarily have to be made. 
 But, even in such circumstances, no appointment should be 
 made unless it seems likely that the person appointed is at 
 least potentially desirable. The magnetism of some tutors 
 is obvious. Their students become attached to them and 
 real friendship ensues. It often happens that the tutor 
 becomes a person of force in the town, whose opinion is 
 sought, and whose presence is desired on occasions of im- 
 portance. He may take a high position in the educational 
 councils of a town. This happens easily when the tutor is 
 of high national reputation, or the holder of the Chair in 
 his subject at the University. 
 
 It was an early ideal of the movement that working people 
 themselves would graduate in the classes and proceed to 
 
STUDENTS AND TUTORS 65 
 
 after-study in order to become qualified as tutors. In one 
 or two instances ex-tutorial class students have become 
 qualified to undertake tutorial class teaching. An agri- 
 cultural worker who passed through Ruskin College has 
 also received appointment, but, in addition to obtaining the 
 diploma in Economics and Political Science at Oxford, he 
 had produced a monograph which was published under the 
 editorship of Professor Vinogradoff in a series of Oxford 
 studies. Another of the tutors was a telegraph operator, 
 who proceeded to Ruskin College and obtained the diploma 
 with distinction. 
 
 An interesting argument has, however, been raised by 
 working men themselves against the order of workmen-tutors. 
 It was held that most of the members of a class have a 
 working-man's experience. If the tutor is of the same ex- 
 perience he may bring nothing new to the class, whereas, 
 if he has passed through a public school and University, he 
 brings the experience of another side of life. Perhaps the 
 argument is more interesting as showing the catholicity of 
 idea in a class than as guide to the appointment of tutors. 
 As a matter of fact, provided the tutor be a really first-class 
 man possessing sympathy and imagination, it matters very 
 little what his past experience has been. 
 
 It may not be unfitting to pursue the subject of the rela- 
 tions of the tutor to the class a little further. It has already 
 been implied that any idea of a tutor teaching his class in 
 the way undergraduates fresh from school are taught is un- 
 sound. A tutor becomes one with his students. It has 
 been said that in a class of thirty students and one tutor, 
 
 5 
 
66 UNIVERSITY TUTORIAL CLASSES 
 
 there are thirty-one students and thirty-one teachers. It is, 
 of course, the function of the tutor to fetch and carry for the 
 class what is necessary for its complete mental satisfaction. 
 He imparts his learning and training to his fellow-students, 
 and in the course of doing so learns much and generally 
 admits it with enthusiasm. 
 
 A Professor of Economics was taking a class in the Mid- 
 lands, missed his train, and discovered that he would arrive 
 at the class an hour late. He wired for instructions. The 
 answer was : " Come on. We will wait." When he reached 
 the class he found that all the students were present. He 
 reflected on the fact that his class of Cambridge under- 
 graduates would have dissolved if he had been fifteen 
 minutes late. 
 
 The following instance is interesting in that it reveals the 
 actual force which exists in the classes apart from the tutor. 
 A class it is true that it was in the fourth year was visited 
 by H.M. Inspector who found the tutor absent through 
 illness, but the students hard at work and all the essentials 
 of a tutorial class in operation. 
 
 Inspectors frequently derive inspiration from the classes. 
 One stumbled unknowingly across a tutorial class and was 
 astonished to find work worthy of the most advanced stu- 
 dents in a University being carried on ; after the two hours 
 were up, he invited them to stay for another hour, and 
 they stayed. Inspectors join in the discussions as freely as 
 students. The good effect of such relations can easily be 
 conceived. 
 
 Students, tutors, and inspectors alike thus profit by the 
 
STUDENTS AND TUTORS 67 
 
 classes. The contributions to learning made by the tutors 
 are, in these early days, of importance, not so much for 
 increase of knowledge, but rather as evidence of increased 
 power. Moreover, they have been forced to extend the 
 bounds of their study. Already proof has been given of 
 this. The treatment of subjects in Universities often falls 
 far short of the bounds within which the minds of keen 
 adult students range. 
 
 Several tutors have been appointed to Chairs and 
 Lectureships some of them with little or no other profes- 
 sional experience. Thus the reputation of the work and of 
 those engaged in it has received endorsement of indisputable 
 nature, but the vital force generated by the association 
 in tutorial classes is in the main intangible, and will 
 in quiet and unobserved ways stimulate and support the 
 advance of national education. 
 
 5* 
 
CHAPTER VII. 
 SOME EXISTING CLASSES. 
 
 FROM a long list of classes which contains so many that are 
 excellent and of varying characteristics, it is impossible to 
 make a satisfactory selection, yet it would appear desirable 
 to present the records of a few classes, and it is fitting 
 that the most complete account should be given of the 
 tutorial class at Longton, which was the first to meet of 
 those still at work. Members of unmentioned classes will 
 realize that their own may justify elaborate treatment, but 
 that conditions of space render it impossible. 
 
 It will be remembered that Longton did not originate 
 the idea of tutorial classes, but quite frankly and deliber- 
 ately followed the example of Rochdale, as has been re- 
 corded in a previous chapter. 
 
 The class began on Friday evening, 24 January, 1908, 
 with the study of Economic History. It is still at work, 
 having held 132 two-hour meetings, and on no occasion has 
 the tutor, Mr. R. H. Tawney (Balliol College, Oxford) been 
 absent. There are in this sixth year of the class ten of 
 the original students. At the outset, thirty-four effective 
 students began work. The original undertaking made by 
 
 68 
 
SOME EXISTING CLASSES 69 
 
 the students was for two years. It was not until the second 
 session that the three-years' system was adopted, when 
 practically all the students signed again for this extended 
 period. The Local Education Authority had, prior to the 
 tutorial class, established University Extension lectures, and 
 at the end of the first year of work the students decided to 
 form a University Extension Guild which should unite the 
 students in both sections of Extension work. 
 
 The time spent in the class proved all too short for the 
 purpose of the students, and so in October, 1908, a weekly 
 discussion class was arranged to meet upon some night other 
 than the class night. These meetings were usually attended 
 by any number of students from twelve to twenty-five. 
 This more informal class strengthened the feeling of fellow- 
 ship and made the discussion hour in the class proper more 
 effective. Again in October, 1909, a preparatory class, 
 to study English Industrial History, was formed to meet 
 weekly for twenty-four weeks. The students of the tutorial 
 class proper made themselves responsible for the lectures. 
 This class was successful from the outset, and proved its use- 
 fulness by supplying a reserve of prepared students who were 
 ready to enter the tutorial class proper when vacancies arose. 
 The teaching and organizing did much to strengthen the 
 tutorial class students themselves. The preparatory and 
 the discussion classes are still at work. 
 
 Yet another class was provided to help new students who 
 felt difficulty with essay work. This action of fellow- 
 students in helping one another again added strength to 
 the class. 
 
70 UNIVERSITY TUTORIAL CLASSES 
 
 The class, being composed almost entirely of industrial 
 workers, suffered much from " overtime " on the one hand 
 and from despondency and restlessness, as the result of un- 
 employment, on the other. In spite of frequent removals 
 (and at one time six students left the class for another part 
 of the country) at the end of three and a half years, in 
 April, 1911, nineteen students had been in the class for 
 three years, and sixteen since the actual first meeting. These 
 figures are the more remarkable when it is remembered that 
 five students of the class left to form the nucleus of a 
 tutorial class at Hanley, four of these five students being 
 still in the daughter class, which is now finishing a successful 
 three years' course. 
 
 In April, 1911, Professor Turner and the writer visited 
 the class in order to discuss its future. Twenty-four out 
 of the twenty-six students present asked that the class should 
 be continued for a further three years. This was approved 
 by the Oxford Tutorial Classes Committee, and the class re- 
 sumed work in April, 1911, in the happy state of having 
 forty-nine students pressing for admission. To meet the 
 needs of the necessarily disappointed nineteen, the Local 
 Education Authority opened a new class at Stoke, two miles 
 distant. 
 
 The class has always had a good proportion of women 
 students. Two of those present in the sixth year were at 
 the first meeting of the class. There were eight women in 
 the first year and nine in the sixth year. 
 
 In regard to the membership of the class, the actual de- 
 tails of at least two students will not be without interest : 
 
SOME EXISTING CLASSES 71 
 
 One of these students attended the first lesson of the 
 class at the age of sixty-nine. He is still a student and has 
 been absent six times as the result of illness. He has kept 
 up his essay work regularly, has visited Oxford for further 
 study on two occasions, and it is obvious that he regards 
 with affection the class and all that belongs to it. It is not 
 usual for men so old as this to be in classes, but there is an 
 instance of a student of seventy whose careful work earned 
 high eulogy from Professor Vinogradoff. 
 
 There is also in the class a basket-maker whose calling 
 makes great demands upon him. Nevertheless, he has not 
 been absent or late once during the whole period of the 
 class. He has not missed a single essay and he has been 
 helpful in all the activities of the class of which he is now 
 the Secretary. During the last five years there have been 
 over 400 meetings in connexion with the class and the 
 ramifications therefrom. He has attended each of these 
 meetings, except one when he was prevented by having to 
 act as a substitute for a fellow- member in the teaching of a 
 preparatory class. 
 
 We intend to discuss " overtime " in another place, but it 
 would be fitting to give here the record of the employ- 
 ment of a potter's engineer, who left school at the age of 
 nine, and to add to it a statement of the amount of work 
 in connexion with his tutorial class which he accomplished. 
 Needless to say that this student is a man of exceptional 
 determination and physical strength. He was for some 
 time a Councillor of the Borough, but not while a member 
 of the class. 
 
72 UNIVERSITY TUTORIAL CLASSES 
 
 A STUDY IN OVERTIME. 
 
 Age of Student 
 Class of Work . 
 Time covered by Record 
 Name of Tutorial Class 
 
 46. 
 
 Potter's Engineer. 
 
 January to June, 1912. 
 
 Longton. 
 
 igi2. 
 Week Ending 
 
 Hours 
 in Normal 
 Week. 
 
 Hours 
 Worked. 
 
 Overtime. 
 
 January 6 
 
 53 
 
 63 
 
 10 hours 
 
 13 
 
 53 
 
 62 
 
 9 
 
 20 
 
 53 
 
 68 
 
 15 
 
 11 27 
 
 53 
 
 62 
 
 9 11 
 
 February 3 
 
 53 
 
 80 
 
 27 ,, all day Sunday. 
 
 10 
 
 53 
 
 87 
 
 34 , all day and night Sunday. 
 
 17 
 
 53 
 
 84 
 
 '3 [ i 11 n 11 
 
 24 
 
 53 
 
 90 
 
 37 i n n 
 
 March 2 
 
 53 
 
 81 
 
 28 , 
 
 n 9 
 
 53 
 
 66 
 
 13 , 
 
 ii ^6 
 
 53 
 
 ^Q^ 
 
 i6i , 
 
 23 
 
 53 
 
 67 
 
 M 
 
 ,i 30 
 
 53 
 
 66 
 
 1 3 
 
 April 6 
 
 53 
 
 102 
 
 49 , three nights. 
 
 13 
 
 53 
 
 65 
 
 12 , 
 
 ii 20 
 
 53 
 
 8 9 
 
 36 , all day and night Sunday. 
 
 27 
 
 53 
 
 77 
 
 24 
 
 May 4 
 
 53 
 
 75 
 
 22 , 
 
 it JI 
 
 53 
 
 69 
 
 16 
 
 18 
 
 53 
 
 79, 
 
 26 , all day Sunday. 
 
 25 
 
 53 
 
 64 
 
 81 
 
 June i 
 
 53 
 
 89 
 
 36 ,, all day and night Sunday. 
 
 i, 8 
 
 53 
 
 67 
 
 14 
 
 15 
 
 53 
 
 68* 
 
 
 n 22 
 
 53 
 
 7,1 
 
 1 8 t , 
 
 29 
 
 53 
 
 79 
 
 26 all day Sunday. 
 
 Number of hours for 26 Normal Weeks . . 1378 
 
 Number of hours actually worked . . X 937i 
 
 Overtime in 26 weeks, 559-^ or an average of 
 
 2i-| hours per week. 
 
 Number of Attendances at Tutorial Class . 1 2 
 Number of Essays written . . . . 14 
 Number of Papers read to Preparatory Classes, 
 
 Stoke and Longton . . . . . 10 
 
SOME EXISTING CLASSES 73 
 
 Number of Lectures given to Miners' Classes . 6 
 
 Number of Essays read to Literary Societies . 5 
 
 Number of Lectures given to Workmen's Clubs 2 
 
 Number of Essays read in helping Miners' Lec- 
 turer who was ill ..... 2 
 The class has felt from the outset that it might easily 
 grow narrow unless it admitted new students. Having re- 
 cognized this, as will be gathered from the previous details, 
 it set to work to do so under approved educational conditions. 
 The Longton class owes much to the enlightened Edu- 
 cation Authority of Stoke-on-Trent which, continuing the 
 work of the Longton Education Authority, has encouraged 
 the development of the work, and accepted responsibility 
 for finance, in addition to granting the free use of rooms 
 for meetings in connexion with the class. It recognized 
 that the class, to accomplish its best work, must be free 
 and democratically governed by the students. The efforts 
 of the Education Authority have been ably seconded by 
 the Public Library, which in spite of limited means has 
 always done its best to meet the need of tutorial class 
 students. 
 
 In such a record of success it is difficult to discover 
 defects, but the long duration of the class, in spite of the 
 efforts of the students, cannot entirely remove the educational 
 disabilities of new students. In the later years, also, new 
 students, unless they be enthusiastic and powerful, are 
 naturally inclined to rely perhaps too much upon those 
 older students who were the pioneers of the class. But on 
 the whole, one who observes the class from a distance is 
 
74 UNIVERSITY TUTORIAL CLASSES 
 
 inclined to think that its remarkable educational activity, 
 and the manner in which students, inspired by the tutor, 
 have merged their individual interest in the common lot, 
 make it one of the most hopeful classes yet established. Its 
 future work will be of intense interest, the more so since it 
 has, of its own will, decided that some of its members should 
 be considered by the University of Oxford as persons suitable 
 for training for tutorial class teaching. The outcome of 
 this class, as shown by educational work amongst miners in 
 North Staffordshire, is of such great importance as to de- 
 mand separate consideration. 
 
 STATISTICS OF ATTENDANCE. 
 
 No. of Effective Average 
 
 Students. Attendance. 
 
 January to April, 1 908 . . > 34 30 
 
 1908-1909 ..... 36 28 
 
 1909-1910 34 27 
 
 1910-1911 27 24 
 
 1911-1912 35 29 
 
 1912-1913 (up to date) 32 27 
 
 OCCUPATIONS. 
 
 First Year : 
 
 Potters 4, Miners 2, Colliery Weighman i, Basket Maker 
 i, Potter's Engineer i, House Painter i, Insurance Agents 
 3, Stationer i, Miller's Agent i, Clerks 4, Gardener i, 
 Elementary School Teachers 8, Librarian i, Clothier i, 
 Grocer i, Domestic Duties (Women) 3. Total 34. 
 
SOME EXISTING CLASSES 75 
 
 Sixth Year : 
 
 Potters (Throwers Decorators, etc.) 13, Miner i, Clerks 
 6, Basket Maker i, Elementary School Teachers 3, Potter's 
 Engineer i, Insurance Collectors 2, Labourer i, Warehouse- 
 man i, Railway Booking Clerk i, Colliery Weighman i, 
 House Painter i. Total, 32. 
 
 ACTIVITIES OF THE CLASS. 
 
 1911-12 : 
 
 1. From October to April, Longton students gave eleven 
 lecture-courses, nine of six and two of twelve lectures each, in 
 the surrounding mining villages. In all cases these lectures 
 have been taken seriously, and have involved considerable 
 work in preparation. Again, much time and trouble have 
 been taken in travelling to the centres which are scattered and 
 difficult of access, some being distant ten or twelve miles 
 from Longton. 
 
 2. Seven students gave lectures at Working-men's Clubs 
 in the Potteries. 
 
 3. A series of nine weekly papers were given from 
 January to April, by Longton students, to the members of 
 the newly formed Stoke tutorial class. 
 
 4. Six papers were given to local Literary and Debating 
 Societies. 
 
 5. The whole of the organization and secretarial work 
 of the miners' movement was carried out by Longton 
 tutorial class students, the following officers of the move- 
 ment being of the class, viz.: The Librarian, the two Secre- 
 
76 UNIVERSITY TUTORIAL CLASSES 
 
 taries, and the Assistant-Secretary. Much time has had to 
 be spent on work of detail and organization. 
 
 1912-13 : 
 
 1. By the close of this session Longton students, past and 
 present, will have given sixteen lecture- courses, four of twelve 
 and twelve of six lectures in each, in the mining villages and 
 Potteries during the year. 
 
 2. Five students will have read papers on the subject of 
 the French Revolution, at the local extension class. 
 
 3. Six students have attended the extension lecture class in 
 connexion with a course on the French Revolution. These 
 students also attended the lectures and some wrote papers. 
 Four took the examination. 
 
 4. Other students have given odd papers and lectures on 
 various occasions. 
 
 5. The organization of twenty-two preparatory class 
 centres, which this year has been extremely heavy, has 
 been done chiefly by five of the students. 
 
 It is inevitable that the details concerning other classes 
 should be more restricted. 
 
 The University of Cambridge undertook tutorial class 
 work in the session 1909-10, and commenced three classes : 
 at Leicester and Portsmouth in Economics, and at Welling- 
 borough in Literature. The University had the classes in- 
 spected, and the reports were of such a satisfactory nature 
 as to cause a forward movement in the University towards the 
 establishment of further classes. Of the original students 
 in each class, over twenty completed three years of study. 
 
SOME EXISTING CLASSES 77 
 
 The class at Leicester has completed four years' work in 
 Economics under the guidance of Mr. W. T. Layton (Fellow 
 and Tutor of Gonville and Caius College). Sixteen of its 
 fourth-year students commenced work in the second year. In 
 the whole history of the class only two students have ceased 
 to attend because of the difficulty of the work. Two students 
 resigned during the first year, in both cases through illness. 
 In the second year, "overtime" caused resignations. Al- 
 together the class has been characterized by keenness both 
 in attendance and in essay-writing. Among the students 
 have been numbered two councillors and several officials of 
 Trade Unions. One student has been co-opted a member 
 of the Leicester Education Committee, and another has be- 
 come tutor in Economics at Fircroft, a residential working- 
 men's college near Birmingham, founded in connexion with 
 the adult school movement. 
 
 This class has stimulated the formation of a second tutorial 
 class in Sociology, and preparatory courses of twenty-four 
 lessons each have been attended every winter by some sixty 
 students. 
 
 Its missionary work has been real and expansive, the 
 students have worked together, and assisted the Secretary in 
 the development of the movement in Leicester and the 
 district around. 
 
 In reporting to the University upon this class Professor 
 Chapman said : 
 
 "The class evidently took the greatest interest in the lecture 
 given by Mr. Layton when I attended. That they followed 
 him closely was evident from the fact that questions were 
 
78 UNIVERSITY TUTORIAL CLASSES 
 
 asked now and then in the course of the lecture, when a step 
 in the reasoning had not been clearly understood. At the 
 close of the lecture there was an animated discussion on 
 points which had been dealt with, and related matters. 
 The discussion brought out the peculiar strength and the 
 peculiar weakness of adult classes of this kind. The weak- 
 ness was to be seen in the appearance during the discussion 
 of the presuppositions with which some members of the class 
 had approached the subject, and in their inclination to con- 
 fine their thoughts to things which bore on their own ex- 
 periences. The strength was to be seen in the interest and 
 earnestness with which points were argued out. The dis- 
 cussion is one of the most valuable features of these classes, 
 and to manage it to the best purpose it is essential that the 
 lecturer should not only have a full knowledge of his subject, 
 but that he should be in sympathetic relations with his class. 
 Despite the obvious prejudices of some members of the 
 class, I was struck \vith their evident anxiety to be open- 
 minded and to understand the lecturer's point of view. 
 Mr. Lay ton managed his class admirably, and he has un- 
 doubtedly won their confidence. It occurred to me that 
 it would be as well if subjects for essays were sometimes 
 selected from points which had arisen during the discussion, 
 and if occasionally students were allowed to write an un- 
 usually long essay, to take the place of two or three ordinary 
 essays, on subjects chosen by themselves, but approved by 
 the lecturer. 
 
 " I feel no hesitation in reporting that valuable educational 
 results are being effected in this class, and that the students 
 
SOME EXISTING CLASSES 79 
 
 as a body are doing their utmost to make full use of the 
 opportunity afforded by it." 
 
 Though the bulk of the classes study Economic History 
 or some aspect of Social Science, it will be well to select 
 for mention a class in Philosophy in connexion with the 
 University of Birmingham and another in Natural Science in 
 connexion with the University of Manchester. Only one 
 class, Wellingborough, in connexion with the University of 
 Cambridge, completed three years in English Literature, 
 although several others are now at work. 
 
 The University of Birmingham commenced tutorial class 
 work in the session 1910-11, and among the earlier classes was 
 one in Philosophy. The popularity, in Birmingham, of this 
 study is remarkable, and has been accounted for by the fact 
 that the jewellery and allied trades, centred in the city, call 
 for mental alertness and artistic perception and encourage 
 interest in abstract questions. In any case the demand for a 
 class in Philosophy was made by working jewellers. A 
 number of teachers wished to join ; but it was announced 
 that the class would be of no professional use, consequently 
 those who did join were moved by a purely educational 
 interest. Dr. Helen Wodehouse acted as tutor during the 
 first session, and upon her appointment as Principal of 
 Bingley Training College, was succeeded by Mr. L. H. Green. 
 The class has drawn closely together, being helped to do so 
 by the fact that it is as difficult to discuss Philosophy with all 
 and sundry, as it is easy to discuss Economic and Political 
 problems. " Rambles " with a set discussion at the end have 
 been frequent, and the class has gone so far as to arrange a 
 
8o UNIVERSITY TUTORIAL CLASSES 
 
 special Summer Class for itself at Whitsuntide, the mem- 
 bers living together from the Friday until the Tuesday 
 or Wednesday. 
 
 One of the most successful students is a tram conductor. 
 He did not succeed with Economics, but Philosophy proved 
 congenial to his type of mind. 
 
 There is little doubt that the study of pure philosophy 
 will extend amongst working people, who will come more 
 and more to see that many of their problems are phil- 
 osophical as well as economic. The subject is admirably 
 adapted to the tutorial class method. 
 
 The University of Manchester, when it initiated the work, 
 arranged, at the request of some workers at Chadderton, 
 near to Oldham, a class in Natural Science. In spite of 
 three changes of tutor, the class has held together well, and 
 has now completed four years of work. It is interesting 
 to note that the Board of Education reduced the grant on 
 this class because of insufficiency of apparatus. As the class 
 was suffering grave financial disabilities, the action was, to 
 say the least, not so encouraging as actions of the Board of 
 Education in connexion with tutorial classes have other- 
 wise been. In the fourth year of the class, however, it has 
 been made possible for the students to attend the labora- 
 tories at the University of Manchester. The total num- 
 ber of students in the fourth year of the class is twenty- 
 one. Of these ten are original students. Of the original 
 students all, with the exception 1 of five, were manual workers, 
 mostly in connexion with the textile industry. 
 
 The quarry men of North Wales entered the Tutorial 
 
SOME EXISTING CLASSES 81 
 
 Class movement in 1910-11, and the University College of 
 North Wales (Bangor) joined hands with the Quarrymen's 
 Union, which agreed to contribute, out of its own funds, 
 ^50 per annum. Four classes in Economics were started 
 at Penygroes, Llanberis, Bethesda, and Blaenau Festiniog, 
 with Mr. R. Richards as tutor. Mr. Rees, afterwards tutor 
 at Belfast, had conducted a class the previous winter at 
 Festiniog. 
 
 The classes are now in the third year, with an average 
 number of students in each class of just over twenty. The 
 attendance suffered very much in the second year through 
 preliminary meetings held in connexion with the Insurance 
 Act. The devotion of the quarrymen to church and chapel 
 meetings is much more marked than the devotion of the 
 English working men, and tends to reduce attendances, 
 but even so one class made 97 per cent of the possible 
 attendances. Discussions rage fast and furious amongst 
 Welshmen, and many in the classes have had long local 
 experience and influence. It was one of these classes which 
 the Inspector invited to run on for three hours. 
 
 The University College of North Wales has been followed 
 in its work by the University College of Wales at Aberyst- 
 wyth, and by the University College of South Wales at 
 Cardiff, but the classes in South Wales are not yet full 
 University tutorial classes. Nevertheless, they show a 
 vigour and enthusiasm and power for going on which is 
 somewhat in advance of the ordinary English class. 
 
 Of Battersea and Rochdale, the two other original classes, 
 a few words will suffice. They are mentioned simply as 
 
82 UNIVERSITY TUTORIAL CLASSES 
 
 further proof that the demands are not ephemeral, that once 
 a tutorial class gets to work, it continues. 
 
 The Battersea class has just commenced a new three 
 years' course in Biology. The original classes at this centre 
 taught by Professor Geddes and Mr. Victor Branford were 
 succeeded by a class taught for three years by Dr. Lionel 
 Tayler in Sociology which is now continuing work under 
 him in Biology. One difficulty which the Battersea class 
 experienced arose when it organized itself upon tutorial class 
 lines. This caused a distinct break of gauge, and some 
 students were lost. Moreover, some feared that the class 
 would suffer from the change which occurred when Professor 
 Geddes handed over the class to Dr. Tayler. This, how- 
 ever, has been far from the case, and there is no room for 
 many students who desire to attend. Round about the 
 Battersea tutorial class has been much work in other classes 
 of a less strenuous type, and in some of these successful 
 tutors have undergone their apprenticeship. 
 
 The work at Rochdale shows a remarkable record and, 
 for some time, two tutorial classes were supported. At the 
 present time only one is at work, under the tutorship of 
 Mr. F. W. Kolthammer, of Brasenose. The work in Roch- 
 dale has suffered much by the number of students who have 
 moved to other towns. Many of them have been appointed 
 to labour exchanges. Just as at Longton, however, a great 
 amount of extra work has been accomplished in connexion 
 with the various activities of the Workers' Educational 
 Association. Several students have conducted provisional 
 tutorial classes in the outlying towns. 
 
SOME EXISTING CLASSES 83 
 
 A chapter such as this is necessarily fragmentary, and 
 there rise up before one many things which should have 
 been mentioned, many students who through long and 
 laborious days have striven for tutorial class ideals, all types 
 of men and women passionate for the welfare of the people, 
 struggling against " overtime," damaged by accident, suffering 
 all the disabilities which would lead people to say : " How 
 can these men study ? " Yet they go on not only studying 
 but making it possible for others to study, loyal and true to 
 all that the educational movement means, casual labourers 
 often on the brink of unemployment, oppressed at other 
 times by overwork, living in one or two room tenements, 
 tired after the day's labour, forming a band of men and 
 women of which any country may well be proud. They are 
 the forerunners of educational revival. Of them, severally 
 and individually, one would like to speak. One would like 
 to follow the half-blind pedlar as he goes about his day's 
 work and then, in the evening, goes out to teach classes 
 with loving enthusiasm. One would like to go out with the 
 men who, day's work over, are ready to travel miles in order 
 to help a few men to understand. One would like to follow 
 the actual books in their courses as they are eagerly read by 
 working-men students at all hours. 
 
 To visit the classes is a great joy. It is an inspiration to 
 those who, from Germany, France, and America, come to 
 see what is going on in England. They say they have 
 seen nothing like it. It is probably because there is the 
 full sense of comradeship, because there is high study, and 
 because education devised by working men in company 
 
84 UNIVERSITY TUTORIAL CLASSES 
 
 with scholars is, as has always been claimed, a joyous ex- 
 ploration. There is no sadness about a tutorial class. 
 There is no desire that it shall end, no hesitancy in the at- 
 tending of it. To those who partake in it, it is the event 
 of the week. 
 
CHAPTER VIII. 
 THE EXPANSION OF A CLASS. 
 
 A THIRD year tutorial class set in a populous district cannot 
 be counted successful unless it has given rise to other classes, 
 or, at least, made efforts for the spread of education. 
 
 Judged by this standard the classes at Swindon, Batter- 
 sea, Rochdale, Leicester, Longton, and Chesterfield, only to 
 mention a few, are completely justified. There are indeed 
 but one or two classes of which this cannot be said, whilst 
 the efforts in London, Liverpool, Manchester, Birmingham, 
 Sheffield, and Leeds are steadily raising the level of non- 
 technical education throughout the entire area of the towns 
 concerned. 
 
 Indeed, directly the tutorial class conception of educa- 
 tion takes hold of the mind, it is apparent that the field is 
 white to harvest. 
 
 In the second year of the work at Swindon the members 
 became fired by the desire of helping the villages. Night 
 after night they travelled long distances on bicycles some- 
 times by train held meetings, inspired the various sections 
 of village life, and set classes on foot. At Woodborough, 
 near Pewsey in Wiltshire, a class in History has been held 
 during two winters, and the average attendance has been 
 
 85 
 
86 UNIVERSITY TUTORIAL CLASSES 
 
 well over thirty adults. A class in Literature at Rodbourne 
 Cheney has completed two winters' work. In numerous 
 other villages the members of the classes have conducted 
 courses of lectures in History, Literature, and Rural Econo- 
 mics. The Wiltshire County Council gave ready help, 
 making provision for the free use of schoolrooms through- 
 out the County. This work by the class did not, except in 
 the notable instance of a man who is a missionary first and 
 a student after, affect adversely either the regularity of at- 
 tendance or the excellence of the essays. And after all a 
 lesson to a class is an admirable substitute for an essay. 
 
 The Battersea class has all along been a training ground 
 for educational workers throughout South London. There 
 is a notable instance of a chimney-sweep who for two winters 
 has conducted classes in Sociology, and is so competent in 
 his research that he has been elected a Fellow of the Royal 
 Anthropological Society. 
 
 Members of the Rochdale class have given many hundred 
 lectures either in short courses or singly. Their use of a 
 Public House was entirely successful the first winter, but 
 the landlord found it too unprofitable for his immediate 
 purposes, and in the following winter instructed them to 
 lecture elsewhere. The successful first year class at Hey- 
 wood was admirably taught by a student during a provisional 
 session. 
 
 Classes of tramwaymen and railway servants in Leicester, 
 as well as groups in surrounding villages, such as Fleckney, 
 have benefited by the teaching of tutorial class students. 
 
 And so the story goes on. A pedlar teaches classes in 
 
THE EXPANSION OF A CLASS 87 
 
 the vicinity of Chesterfield. He is nearly blind, but a pil- 
 lar of the tutorial class, a patient student, and an enthusiastic 
 teacher. A school teacher at Portsmouth goes out weekly 
 into the Sussex villages. Hundreds of students week by 
 week give their help to Adult Schools, Trade Union 
 Branches and Co-operative Societies by lecturing upon the 
 things which they really understand. It would be interesting 
 to isolate, examine, appreciate, and criticize this activity, 
 but for these purposes the example of the movement initi- 
 ated in North Staffordshire by the Longton class must 
 suffice. 
 
 One of the women students first conceived the idea of 
 starting a class in a mining village, but before the idea 
 bore fruit, the Chief Instructor for Mining in North Stafford- 
 shire, anxious that men following technical instruction should 
 have opportunities for humanistic studies, approached the 
 tutorial class and asked its help. The mining villages of 
 the North Staffordshire Coalfield lie on the outskirts of the 
 Potteries, cut off somewhat from the main lines of com- 
 munication, and more or less isolated from the large 
 towns. They have all the disadvantages of town life and 
 none of its advantages. There was in them no provision 
 for a humanistic type of education. 
 
 In May, 1911, a special meeting was held in the Mining 
 School at Stoke at which the chief speaker was the Longton 
 class tutor. The immediate result was the starting of 
 work in ten mining villages. The subjects desired were 
 chiefly historical and literary. It will be remembered that 
 the course of study in the Longton class was mainly 
 
88 UNIVERSITY TUTORIAL CLASSES 
 
 economic and historical. But in classes working rightly, the 
 subject selected, whatever it be, opens up the whole field of 
 knowledge ; the unity of knowledge becomes a living fact. 
 In addition to this, Oxford University Extension lectures 
 had provided opportunities for literary study. The tutorial 
 class students attended the lectures, and, continuing the 
 study of Literature in their own field, were qualified to 
 undertake the classes in mining villages. It was also 
 possible to draw upon the services of several local residents 
 who were not members of the class, but who had experience 
 of University Extension lectures. 
 
 The work of the session 1911-12 produced 250 students 
 grouped in ten classes. Eight tutorial class students acted 
 as tutors, whilst three devoted themselves to the heavy 
 work of organization. Naturally enough, after such a good 
 start, the work grew rapidly. Instead of ten classes there 
 are now twenty- one, and they show signs of extending be- 
 yond the area. The actual centres, the number of students, 
 and other details for 1912-13 are shown in the list on 
 opposite page. 
 
 Every village class is conducted as nearly as possible on 
 tutorial class lines forty-five to sixty minutes' exposition with 
 at least half an hour's discussion. Books are provided for 
 students and essay work is encouraged. 
 
 Of the tutors, nine are past or present Longton tutorial 
 class students, whilst five are from the Hanley tutorial 
 class. The class at Stoke is too young to have provided 
 teachers yet, but, following the example of Longton, it has 
 established its preparatory class, which is being taught in 
 
THE EXPANSION OP 1 A CLASS 
 
 Place. 
 
 Subject. 
 
 No. of 
 Lectures. 
 
 No. on 
 Register. 
 
 Average 
 Attendance. 
 
 i. Audley 
 2. Biddnlph Moor 
 
 England in the Middle Ages, etc. 
 History of the Eighteenth and 
 
 12 
 12 
 
 70 
 32 
 
 25 
 25 
 
 
 Nineteenth Centuries 
 
 
 
 
 3. Bradeley 
 4. Brown Edge 
 
 Industrial History from 1066 
 " Growth of Parliament " 
 
 24 
 
 12 
 
 26 
 29 
 
 13 
 15 
 
 5. Brown Lees 
 
 Industrial History 
 
 12 
 
 20 
 
 ii 
 
 6. Chesterton 
 
 England in the Middle Ages 
 
 12 
 
 15 
 
 ii 
 
 7. Fegg Hayes 
 8. Knypersley 
 
 " Staffordshire Worthies " 
 
 12 
 
 6 
 
 20 
 
 35 
 
 10 
 25 
 
 9. Leycett 
 
 " Charles Dickens " 
 
 6 
 
 3 
 
 15 
 
 10. Newchapel 
 
 Industrial History 
 
 6 
 
 12 
 
 Abandoned. 
 
 ii. Norton 
 
 i. History, 1760-1834 
 2. Elements of Electricity 
 
 6 ) 
 6 i 
 
 26 
 
 16 
 
 12. Norton Women's Class 
 
 Poets of the Romantic Revival 
 
 6 
 
 J 4 
 
 IO 
 
 13. Pittshill 
 
 Industrial History 
 
 6 
 
 25 
 
 12 
 
 14. Silverdale 
 
 i. Six Poets 
 
 6 
 
 15 
 
 IO 
 
 15. Smallthorns 
 
 2. Shakespeare's Plays 
 i. " Six Great Industrial Move- 
 
 6 
 12 
 
 26 
 
 24 
 
 16 
 9 
 
 
 ments" 
 
 
 
 
 
 2. " Staffordshire Worthies " 
 
 6 
 
 22 
 
 ii 
 
 16. Talk o' th' Hill 
 
 i. ' John Ruskin" 
 2. " Modern Germany " 
 
 6 ) 
 
 6 r 
 
 25 
 
 16 
 
 17. Tunstall 
 
 Industrial History 
 
 12 
 
 17 
 
 13 
 
 18. Burslem 
 
 M >i 
 
 12 
 
 16 
 
 7 
 
 19. Stoke 
 
 ii ii 
 
 24 
 
 IO 
 
 7 
 
 20. Longton 
 21. Wedgwood's Works 
 
 "John Ruskin " 
 
 24 
 
 6 
 
 14 
 16 
 
 IO 
 
 12 
 
 Total of Students in average attendance 
 
 292 
 
 turn by the tutorial class members. Visitors to these 
 classes, not excepting H.M. Inspectors, have been impressed 
 by the power and enthusiasm of the work. It may be noted 
 that the classes are voluntary in all details and at present 
 draw no grant from the Board of Education. Perhaps 
 under the new regulations it may be possible to secure a 
 block grant for such a movement, based in some way 
 roughly upon the number of students. In any case the 
 education of working people on lines devised by themselves 
 has now spread throughout the whole of the North Stafford- 
 shire district. It must not be thought that there is any 
 dilettantism because the teachers are amateurs. They 
 
90 UNIVERSITY TUTORIAL CLASSES 
 
 have become possessed of the real spirit of teaching and 
 learning, and, consequently, allow nothing within their 
 control to interfere with their work. They are willing to go 
 out many miles, traveling by inconvenient trains or tram 
 services, often walking long distances, contented even if 
 necessary to pay their own expenses, certainly drawing from 
 their labours no remuneration whatsoever, nor indeed de- 
 siring any. Thus we find a miner, after an exhausting day's 
 work in the mine, spending his leisure in reading and 
 preparing lectures in mediaeval history for two village 
 classes composed of fellow-workers, which he has suc- 
 cessfully conducted, and so passing on to others the 
 knowledge he has himself gained in the tutorial class. 
 Beyond this it would be unfitting to appreciate any one of 
 the tutors specifically ; but it may be said once again that 
 they are almost without exception working men and women, 
 and are one and all convinced of the imminence of the 
 new educational order, which indeed they are creating. 
 
 There were not wanting those who said that, if the 
 students of the class started teaching, the tutorial class 
 work itself might suffer. It is somewhat surprising to find 
 that this has not happened, and that the most regular and 
 active members of the tutorial classes including those who 
 have best fulfilled the essay-writing conditions, are exactly 
 those who are engaged in this work of teaching. 
 
 The Oxford Tutorial Classes Committee, as soon as it had 
 the work reported to it, out of its limited funds began to 
 make grants, and thus directly encouraged and supported 
 the work of organization. The Secretary of the movement 
 
THE EXPANSION OF A CLASS 91 
 
 became the first Organizing Secretary of the Oxford Tutorial 
 Classes Committee, and, although he was forced to reside in 
 Oxford, it has been possible for him to visit the classes 
 regularly and to assist them in many ways. Numbers of the 
 students go to Oxford in the summer, and thus a real and 
 vital connexion is set up between the district and Oxford 
 itself, a connexion fraught with many possibilities because 
 it is certain that, sooner or later, the increase in the num- 
 ber of classes will necessitate the construction of some 
 definite centre which may be a great Staffordshire college 
 working in affiliation with the University of Oxford. Cer- 
 tainly men and women who have shown themselves cap- 
 able as teachers, and who have completed a long term of 
 study in a tutorial class, should have an opportunity of 
 completing their training, and of becoming resident tutors 
 in the district. 
 
 The satisfaction which arises from the contemplation of 
 such self-sacrificing and remarkable work is inevitably shot 
 through with fear that it will not continue or that it will 
 lose the spirit which has given it life. If indeed it were not 
 high time that England as a whole believed in the devotion 
 and ability of the manual workers whom she treats some- 
 times with strange indifference, no record of this work, or 
 indeed of any other, would have been given. Nothing 
 injures educational work so much as publicity, because no 
 one can record what is after all a spiritual process. All the 
 real things are unmentioned, and the material manifestations 
 are exaggerated by isolation. Men tend to cherish the un- 
 realities for which they receive praise and lose the unre- 
 
92 UNIVERSITY TUTORIAL CLASSES 
 
 cognized spirit. There is as much danger in the undue 
 contemplation of records as there is in that of statistics. 
 Classes should be allowed to expand unobserved, unre- 
 corded, for their most powerful influence is exerted unseen 
 and silently. 
 
CHAPTER IX. 
 THE AFTER-STUDY OF STUDENTS. 
 
 IT has often been said that one of the weaknesses of the 
 Tutorial Class movement is that after three years' study 
 the class breaks up and there is an end of it. This is far 
 from being the case, but the statement indicates a problem 
 of great and increasing difficulty. There are, however, few 
 classes which are not in connexion with the Workers' Edu- 
 cational Association, and students find in its growth op- 
 portunities for continued work and the construction of 
 permanent groups of students developing sometimes into a 
 college. Moreover, it has been seen that tutorial classes 
 tend to create educational movements. 
 
 Two main types of persons join the classes, one con- 
 sisting of men and women who are convinced that their 
 work as citizens is accomplished inadequately because of 
 their lack of knowledge, and who decide deliberately to give 
 a great portion of three years to the acquisition of such 
 knowledge ; the other consisting of those who join the 
 classes as the result of pure educational impulse. These 
 types do not remain fixed throughout the years of the class. 
 Men pass from one to the other. In any case, it frequently 
 happens that the class becomes so large a portion of the 
 
 93 
 
94 UNIVERSITY TUTORIAL CLASSES 
 
 lives of the students that they cannot with equanimity con- 
 template ceasing attendance. 
 
 There is, moreover, a tendency for classes to proceed to 
 a fourth and even to a fifth year of study, and even when the 
 tutor has ceased regular attendance classes continue. In 
 one such case the County Authority has made a grant of 
 10. Then, as indicated in the previous chapter, there is 
 a wealth of opportunity for teaching which itself becomes 
 learning. Up to the present the number of real students 
 who have passed clean out of the movement is negligible. 
 But even though this be granted, it is clear that students 
 of ability and character should have opportunity to work 
 directly in connexion with Universities, and that some, at 
 least, should become internal students and in rare instances 
 perhaps remain there either to teach or do research. There 
 can be no rest until the solution of this problem is accom- 
 plished with satisfaction to Labour as well as to the Uni- 
 versities. 
 
 Alternatives can be provided, in some instances, by 
 attendances at the evening classes of Universities when a 
 University is situated in or near to the locality of the class ; 
 in others by the provision of summer classes. But these 
 are half-measures to meet the needs of those students 
 whom it would be impossible or inadvisable to remove from 
 home. We must first recognize that the problem varies in 
 accordance with the locality of the class, and with the nature 
 of the University in connexion with which it is held. The 
 opportunities afforded to students resident near Uni- 
 versities for attendance in non-working hours have been 
 
THE AFTER-STUDY OF STUDENTS 95 
 
 taken advantage of in London, Liverpool, and Manchester. 
 It is intended to encourage, in the neighbourhood of 
 town Universities, institutions which, approximating to the 
 Working-men's College, will draw to them adult students 
 who desire to associate themselves with others in the pursuit 
 of humane education. These institutions will depend almost 
 entirely upon tutorial class students for their government and 
 teaching. The Royal Commission on University Educa- 
 tion in London has recommended that the Goldsmiths' 
 College be placed at the disposal of the Workers' Educational 
 Association for this purpose. 1 
 
 It may perhaps be more convenient for our purpose to 
 consider the problem in connexion with the Universities of 
 Oxford and Cambridge. At the outset, we have to note 
 that some Labour leaders regard the social influences of the 
 Universities as inimical to the development of working men 
 and women. Men, who are enthusiastic about tutorial 
 classes, view with much alarm the idea of taking students 
 to Oxford or Cambridge, as inevitably prejudicial to work- 
 ing-class movements. There are practically no precedents 
 to justify their fear. The only working man, as such, who 
 was ever taken to Oxford, was Joseph Owen, who became 
 Fellow of Pembroke and is now an Inspector of Schools. 
 He was selected as a student, not as a keen worker for the 
 organization of labour, but he has never lost interest in the 
 movements of the people. 
 
 It is probable, however, that the careers of working- 
 class lads who pass up the "ladder" of education to the 
 University supply, unreasonably enough, the basis of argu- 
 1 See Appendix V. 
 
96 UNIVERSITY TUTORIAL CLASSES 
 
 ment. It is one of the most poignant causes of regret that 
 such scholars turn to work in the professions and often cease 
 to be interested in their own people. In many cases they 
 cause distress to their own parents, and the distress would 
 be greater if it were not that pride in their career neutralizes 
 much of the pain. It would be unfair to suggest that the 
 successful mounting of the ladder of education necessarily 
 changes a man's affections and disturbs his loyalty. There 
 are many notable exceptions. At the same time the difficulty 
 of mounting the ladder, the continual reaching-out for 
 sufficient money to accomplish a University career, operating 
 as they do at a formative period of a man's life, tend to 
 settle in him strong acquisitive characteristics, and an undue 
 appreciation of place. 
 
 Many men who have the scholarship-getting power secure 
 funds far in excess of their need at the University. The 
 problem of University scholarships is not merely the result 
 of granting them to rich men but to poor men who may 
 have too many. The ordinary scholarship boy is not, as 
 a rule, selected for breadth of view or strength of char- 
 acter, but for his ability in school subjects and he is often 
 of a type not likely to develop into a worker for great 
 causes. 
 
 The Oxford Committee which, it will be remembered, re- 
 commended strongly that properly qualified students should 
 have an opportunity of entering into residence at a Uni- 
 versity, was impressed by the difficulty of selection which, 
 however, it considered would pass away if the members of 
 the class, the tutor, the organization responsible for the 
 
THE AFTER-STUDY OF STUDENTS 97 
 
 class, and the Oxford Committee were in agreement. In 
 practice they conjulted the two classes which first completed 
 a full course, but found that the time was not ripe for pro- 
 ceeding further. 
 
 The chief danger of granting valuable scholarships lies in 
 the possible attraction of an undesirable type of student. 
 Still, the Committee was of opinion that a drastic method 
 of selection would neutralize even this. 
 
 The opinion would probably have been justified if it had 
 been found possible in practice for a reasonable proportion 
 of the students to take advantage of scholarships. But the 
 great majority of the students are married, and engaged in 
 some work or other which they are afraid to prejudice by 
 absenting themselves for one or two years. Grave dangers 
 would in any case accompany the breaking-up of a work- 
 man's home. The conditions of working-class life are such 
 that the strain placed upon a home by such an action 
 would be in all cases almost unendurable, and in many en- 
 tirely so. Thus the restriction of the area of selection in- 
 creases the danger arising from the unduly magnetic influence 
 which the prospect of a University scholarship would have 
 upon men who desire advancement. 
 
 The experience of the Longton class has, however, 
 brought the experiment within immediate range, for, when 
 men have proved themselves by self-sacrifice in teaching and 
 in study for many years, their fellow- students as well as their 
 tutor know their characteristics. At the same time Long- 
 ton's demand that such students should be trained as 
 tutors for tutorial classes raises the level of capacity and 
 
 7 
 
98 UNIVERSITY TUTORIAL CLASSES 
 
 character necessary for entrance to the University still 
 higher. 
 
 If the question of taking students to the Universities be 
 isolated from the perplexing problems which we have men- 
 tioned, it is not unreasonable to suppose that a student, 
 sent to Oxford by a strong group of students looking to 
 him to come back a finer, nobler, better man, more full 
 of care and affection for his own people, will probably re- 
 main true to the cause. It will be difficult for him to break 
 loose. An experiment of this sort has certainly never yet 
 been tried. 
 
 Many difficulties of the situation are inherent in our 
 present educational system. Frank admission of the in- 
 complete nature of that system has been made of late 
 with clear emphasis by Lord Haldane, who has forced the 
 problem of its reconstruction to the front rank of present- 
 day parliamentary questions. The mid- Victorian idea of 
 the ladder, which served for many years as a symbol of the 
 pious intentions of the well-placed towards the children of 
 the poor, has served its turn. England, deeply conscious of 
 the need, will turn more and more to the construction of an 
 educational highway which will give opportunity for the 
 complete educational development of each child, adolescent, 
 and adult, according to capacity and character. It is not 
 our privilege here to indicate the main features of the high- 
 way, but simply to point out that, in a complete system of 
 education, University Tutorial Classes will find their place, 
 because adults will increasingly demand opportunities of 
 higher education ; and the difficulties which lie about them, 
 
THE AFTER-STUDY OF STUDENTS 99 
 
 especially in regard to the after-study of students, will be 
 removed. One experiment, which holds the promise of 
 much future development, must, however, be described. 
 
 The growth of summer classes presents one of the most 
 fascinating chapters in the history of working-class education. 
 They have developed out of the inherent necessities of the 
 case and stand, ultimately, for the use of Oxford and Cam- 
 bridge in the Long Vacation. It is obvious that much 
 effort may be directed profitably towards the utilization, for at 
 least three months of the year, of the magnificent equipment 
 of Oxford and Cambridge, with all their storied tradition. 
 
 During the summers of 1910, 1911, 1912, and 1913, there 
 have been summer classes at Oxford. For some years past, 
 the Workers' Educational Association had gathered together 
 groups of working men and women for the purpose of at- 
 tending the University Extension summer meetings. These 
 groups grew rapidly. Commencing with ten students, they 
 soon reached 200. It was found, however, that, in the case 
 of Oxford, at least, practically nothing was done for the keen 
 student who desired to pursue the subject which he had been 
 studying throughout the winter. Protests were made to the 
 effect that working men did not want to be addressed at 
 Oxford by Labour leaders but by Oxford scholars on their 
 own subject. As the result of this, in the following year, 
 one of the most able and devoted of University extension 
 lecturers was appointed to lecture on social and economic 
 problems. His was an impossible task. He had at the 
 same time to deal with these keen students and to interest 
 some 600 or 700 people who knew little of the subject, 
 
ioo UNIVERSITY TUTORIAL CLASSES 
 
 many of them being foreigners anxious to improve their 
 English. 
 
 At the Cambridge Summer Meeting, on the other hand, 
 there had always been a course of lectures in Economic 
 Science, designed for keen students. Sometimes the lecture 
 and the discussion ran to three hours. 
 
 At the Oxford Summer Meeting of 1909 Mr. A. L. Smith 
 of Balliol, who had examined many of the essays done in the 
 tutorial classes, put before Mr. Hudson Shaw and some of 
 his own colleagues on the Joint Committee, the idea that 
 men should come from tutorial classes to Oxford, bringing 
 their special difficulties and requests for further information 
 to be dealt with by Oxford tutors working in an individual 
 way. The idea was seized upon, and the Oxford Tutorial 
 Classes Committee arranged in the summer of 1910 classes 
 running for a period of two months, which were attended by 
 eighty-seven tutorial class students. In 1911 the number 
 had risen to 173 and, in 1912, 215 students attended, 
 although no students were admitted from other than Oxford 
 centres who were not of two years' standing. In 1913 
 students had to be of three years' standing. The classes were 
 brought under Board of Education Regulations and re- 
 ceived grants at the same rate as ordinary tutorial classes. 
 These grants which are inadequate for the purpose are 
 likely to be increased, the Board of Education having now 
 stated its willingness to make such additional grants as it 
 considers appropriate. 
 
 It will be well to give some account of the 1912 summer 
 classes. Of the 215 students, twenty-nine were women. 
 
THE AFTER-STUDY Q J S^UfrENTS io- 
 
 Ninety- one were members of Oxford classes and 108 of 
 classes under other Universities. Sixteen unattached 
 students were admitted on special recommendation. The 
 average length of stay per student was two weeks. Fourteen 
 students attended for four weeks or over. Each student 
 was allotted a tutor, the number of tutors doing actual 
 work being forty-six, the majority of them being Fellows 
 and Tutors of Oxford Colleges, or, Lecturers in the Women's 
 Colleges. The subjects taken with the tutors, together with 
 the number of students taking them, are shown in an Ap- 
 pendix. 1 
 
 The occupations of the students are too diversified and 
 interesting not to be given in detail. It will be observed 
 that there are thirty -five clerks given in the list. This 
 is accounted for by the fact that, as a rule, clerks are allowed 
 a week or a fortnight's holiday with full pay, whilst the 
 majority of other workers have to lose their wages when they 
 are not at work. The number of hours spent with tutors in 
 definite work by students amounted to 1137, whilst the hours 
 in attendance at classes amounted to 3856. This does not 
 include the time spent in reading and essay writing, which 
 was considerable. The classes were taken by authorities on 
 their subject and were, as far as could be arranged, courses of 
 six classes, extending over one week. For instance, in August, 
 six lectures were given by Prof. J. L. Myres on "Economic 
 Conditions of Primitive Communities " ; six lectures by 
 Prof. W. G. S. Adams on "Problems of Representative 
 Government," and six lectures by Prof. W. M. Geldart 
 on "Law and Society ". Frequent lectures were given by 
 1 Appendix VIII. 
 
ic? r i^lVIRSl TC TUTOR! AL CLASSES 
 
 Mr. A. L. Smith, and to him, the originator of the idea, 
 is due much of the credit for the success of the summer 
 classes. He came to be regarded as the friend of each 
 student, and working men and women learnt to appreciate 
 the enthusiasm by which many generations of under- 
 graduates, including some of the most famous men of our 
 time, have benefited. 
 
 A typical day at the summer classes begins with the lecture 
 at 10 a.m. going on to midday or beyond. The afternoon is 
 spent in visits to colleges or museums with, on one day 
 a week, a river excursion, and perhaps an excursion to 
 Cuddesdon to visit Dr. Gore. In the evening, it is custo- 
 mary for the common room at Balliol College to be used, 
 and men of distinction come down to discuss with working 
 men the problems in which they are interested. 
 
 The school of 1912 was visited by many persons who 
 had come to England to study educational institutions 
 some of them to study in particular the Tutorial Class 
 movement. Their assertion, that in all their experience 
 of education they had never come across more remarkable 
 sights than these seen at Balliol College, was probably fully 
 justified. Common tea on the Balliol lawns each day with 
 groups composed of men and women of all types of ex- 
 experience was remarkable enough, but to find in the 
 morning a lecture room containing thirty to forty keen men 
 and women hanging upon every word of the tutor, and 
 then asking questions for one hour and a half, discussing 
 the points raised, adding knowledge to knowledge, seemed 
 to them to be startling in the extreme. The whole signi- 
 
THE AFTER-STUDY OF STUDENTS 103 
 
 ficance of the Tutorial Class movement stands clearly re- 
 vealed on such an occasion. Let us take an instance 
 which, although crude, may well illustrate this. 
 
 A professor of law had been lecturing for an hour on 
 Workmen's Compensation. His audience was composed of 
 men and women who had, for the most part, worked in 
 factories, certainly in the processes of industry. One of 
 them had lost his leg in a railway accident. He rose upon 
 the wooden substitute and proceeded as a student to ex- 
 amine the effect of the law of Workmen's Compensation 
 upon himself. The professor heard things from a new point 
 of view. He saw them as in the pages of a living, not of a 
 written, document. If actual knowledge is not added (as 
 in this case it certainly was), the bounds of the subject 
 must of necessity be broadened by such free discussion be- 
 tween men of experience and the scholar. This play and 
 interplay of the whole of the summer classes, in class room, 
 under the trees, this discussion for hours together with tutors, 
 or in the more general atmosphere of the common room 
 provide priceless opportunities for the unification of know- 
 ledge and experience. It is small wonder that, not only are 
 students keen to come again, but tutors are anxious to ar- 
 range their vacations so that they shall be able to continue 
 their work, for it provides golden opportunity for the scholar 
 and is a means of strengthening the University of Oxford to 
 an extent hardly yet realized. The effect on the students, 
 both men and women, is very great, After the Summer 
 School of 1911 the Oxford Committee published a very 
 careful analysis of the whole experiment. Each student 
 
io 4 UNIVERSITY TUTORIAL CLASSES 
 
 was invited to send in a criticism of the school and each 
 tutor a criticism of every student. It was impossible to keep 
 appreciation out. Perhaps it may be well to include a re- 
 port from three students, although it is difficult to make any 
 selection : 
 
 A. I will attempt to state what the chief advantages of the 
 Oxford classes are, as they appear to me. First, one benefits 
 by meeting the various types of worker students who come from 
 different parts of the country. One sees their different ways of 
 thinking ; one sees their trend of mind, their mannerisms, and 
 their degrees of fellowship. Knowing this, it becomes easier for 
 one to work with his fellows. One becomes more careful in 
 dubbing a fellow-student a "snob" or a "prig". A student 
 may be so named for no other reason than that he wants soli- 
 tude in order to get quietness for thought. 
 
 The change to one hour's lecture and one hour's discussion 
 per day is, I think, a success. There is now more time for 
 thought. It gives more inducement to exertion and attention, 
 so that one assimilates more actual knowledge than previously. 
 I cannot hope to hear better lectures than the three I listened to. 
 The subjects were of the kind that are greatly essential to the 
 
 student of modern problems of society. Mr. gave us a 
 
 good insight into present-day systems of government. He plainly 
 showed many good and bad phases of these systems. Many op- 
 posing forces, he proved, have to be reckoned with in the legis- 
 lative institutions of all countries. Mr. treated politics 
 
 historically. He showed what effect Napoleonic administration 
 had, first, on France in particular, and, secondly, on Europe in 
 
 general. Then Mr. cleared up many of the vague ideas 
 
 which students held regarding the institutions and conditions 
 of life that existed before, in, and after, feudal times. The 
 lecturers were kindly and obliging. Such goods increase one's 
 taste for more. 
 
THE AFTER-STUDY OF STUDENTS 105 
 
 Much credit is due to the organizers of the visit to Oxford. 
 There was no cause for grumbling. One was informed of one 
 week's work beforehand. This enables one to arrange the work 
 and sight-seeing of the week accordingly. The private tuition is 
 very interesting and instructive. The critical examination of one's 
 essay is very helpful since one can ask direct questions on obscure 
 points. The flow of ideas, therefore, becomes easier. 
 
 B. As I look back on the fortnight I spent in Oxford this 
 year, I find that I received, from the lectures given and the 
 private tuition, the firm root of my future education. Never be- 
 fore have I begun a winter's work with more mental and intel- 
 lectual vigour. 
 
 I greatly appreciated the lectures on "Sociology," by Dr. 
 
 ; " The Manorial System," by Mr. ; the " Political 
 
 Science," by Mr. , and " Napoleon," by Mr. . Although 
 
 I am an Economics student, I was more than pleased that lectures 
 were not taken on Industrial History and Economics altogether. 
 I do not study Economics so that I may know, say, the ad- 
 vantages and disadvantages of the division of labour ; I study it 
 because I find that it has broadened my ideas of life, it has 
 given me still more sympathy for those who have not the 
 pleasures I have in life, and a determination to work for their 
 uplifting. 
 
 The lectures given on " Sociology " took us on the human 
 side of social problems, and gave us a broader outlook on 
 Economics. 
 
 I found that doing the essay at home and discussing it with a 
 tutor was a far better plan than doing the essays in Oxford. I 
 had an essay to write the second week, and I found it rather 
 hard work to settle down to doing " Wages ". I would prefer to 
 spend the time at home, before going to Oxford, on the essays, 
 and discuss them in Oxford ; or write essays in Oxford on the 
 lectures given. I think it would be a good thing if we did at 
 least one essay on the lecture (if it were not Economics), and then 
 
106 UNIVERSITY TUTORIAL CLASSES 
 
 we should know if we had got a thorough grasp of the lecture. 
 I would have very much liked to have written an essay for Dr. 
 , and discussed it with him. 
 
 The social side of the Summer School is almost (if I may use 
 the word) perfect. We speak of the W.E.A. spirit, but I don't 
 think we all realize what a very tangible thing it is. I have ex- 
 perienced a little of it this year in Oxford. I hope I may prove 
 myself worthy of such kindness by working for those who will in 
 the future inherit the same spirit. 
 
 C. At Oxford I lost the fear which has haunted me ever 
 since my first acquaintance with the W.E.A. that it is too good 
 to last. The difficulties of the movement are far more clear to 
 me now than they were before I came, but I have been made so 
 conscious of the strength of our Association that I never dream 
 now of the possibility of the provisions running short when I 
 attempt to stimulate an appetite for W.E.A. fare. 
 
 I came literally exulting in the high privilege (there still seems 
 an element of the miraculous about it) of three years' training 
 in a tutorial class and intending to render some service, in re- 
 turn for benefits received, when the course of study ended. 
 Contact with the other W.E.A. members not only made my 
 position look a mean one, but it also revealed several ways in 
 which I can help our Association now. 
 
 In prospect, the thought of coming into close quarters with a 
 tutor disturbed me considerably ; in retrospect, I find that in 
 those interviews my enjoyment reached its high-water mark. I 
 have to make grateful acknowledgment, first, for a considerable 
 amount of straightening out on one or two questions that puzzled 
 me ; second, for the shock of the revelation that some things 
 which I had regarded as comparatively simple, are infinitely 
 complex; third, for the free gift of one or two conundrums 
 which I shall not, even approximately, solve for years. 
 
 I especially appreciated the permission to send essays before- 
 hand, instead of writing them on the spot ; in the midst of so 
 
THE AFTER-STUDY OF STUDENTS 107 
 
 many delightful distractions I personally found work of that 
 kind quite out of the question. 
 
 Many times during the last fortnight I have felt grateful to 
 
 Prof. for the information he imparted to us. Lectures such 
 
 as we were privileged to hear are a real help towards under- 
 standing labour problems. 
 
 The classes have, of course, not yet been established 
 sufficiently long for their exact form to be crystallized, but 
 the importance of actual classes seems to be growing less 
 and that of individual tutorial work growing greater. Future 
 development is also, to a great extent, dependent on finance. 
 The work accomplished has induced much greater sympathy, 
 and Oxford Colleges are beginning to make special grants for 
 the classes, such as Magdalen College ^50, All Souls 
 College ;so, while, as has been noted, the Board of Educa- 
 tion grant is to be increased. The Gilchrist Trustees also 
 have provided scholarship grants amounting to ^100 per 
 annum. 
 
 The success which the Oxford classes have achieved will, 
 without doubt, be equalled in Cambridge. Special classes 
 for advanced students in Economic Theory have been held 
 this summer. 
 
 A residential school lasting for a fortnight was held in 191 2 
 at University College, Reading. It was attended by some 
 forty students who enjoyed to the full the conditions of life 
 in a University hostel. The classes were conducted on the 
 same lines as the Oxford classes, but help was not in- 
 vited from the Board of Education. It is hoped that a 
 further school will be held in the summer of 1914. 
 
io8 UNIVERSITY TUTORIAL CLASSES 
 
 Special courses of lectures at week-ends were given in 
 1912 by the Universities of London, Leeds, Manchester, 
 Liverpool, and Durham, whilst, this year, the northern Uni- 
 versities arranged a six weeks' residential school at Bangor, 
 organized on exactly the same lines as the Oxford classes. 
 In addition a fortnight's residential school for North-Eastern 
 students was held at Durham. 
 
 Through the agency of these various schools most stu- 
 dents who desire to devote a few days to study will be able 
 to do so. Some may ask : " Is a short period of study any 
 use ? " The answer is that, if it is not connected with the 
 subject which the student had been working at all the 
 winter, the educational use may be small, but, when it is 
 so connected, the advantage may be very great. In any case 
 many students regard attendance at the summer classes as the 
 centre of their year's work. Men and women look forward 
 to it all the year and look back to it. They often get real 
 guidance in a way which it is impossible for the class tutor to 
 give. They meet scholars of the first rank and men of their 
 own experience from different parts of the country. It be- 
 comes a time of real fellowship, and the whole work of the 
 classes throughout the winter is rendered more effective. 
 
 There is a great problem in connexion with the summer 
 classes. It is customary for the many working men to 
 spend such time as they can get away from work in the 
 summer with their wives. This has been recognized 
 from the outset as desirable, and every encouragement is 
 given to students to bring their wives, and many do so. Fi- 
 nancial aid, when needed, is sometimes accorded. Special 
 
THE AFTER-STUDY OF STUDENTS 109 
 
 arrangements are made in order that wives who do not at- 
 tend the classes, as many do, may derive as much educa- 
 tional or other benefit as possible from their visit. To many 
 of them the time thus becomes as great an experience as to 
 their husbands. The breaking-up of a working-man's home, 
 even for such a short time as a summer holiday, is a great 
 misfortune except under specially favoured conditions. 
 Perhaps, in the division which may easily come between a 
 husband who is set on intellectual things and a wife who is 
 not, or vice versa, lies one of the chief possibilities of sad- 
 ness, if not of tragedy, in working-class education ; but it 
 has always been the aim of the W.E.A. to bring man and 
 wife along together, and special efforts are continually made, 
 with very great effect, to reveal to wives and husbands at 
 once, the real beauty and glory which lies hidden in education. 
 There is no better opportunity for this than at a summer 
 school. 
 
 When men come alone arrangements are made to ac- 
 commodate as many of them as possible in Oxford Colleges. 
 Balliol and Christ Church, in particular, have been most 
 generous in this respect, and it has been found possible to 
 allow men sets of rooms with full board at a price which is 
 reasonable and possible to working men. 
 
 It is thus possible for the movement to keep in touch with 
 all the students who have passed through the classes and to 
 give them some real opportunities for uninterrupted study 
 under favourable conditions. This, however, will involve a 
 much larger system of summer classes, and considerable 
 financial assistance. For each year the number of students 
 
no UNIVERSITY TUTORIAL CLASSES 
 
 increases. It is no light task to request Oxford or Cambridge 
 to have 500 of them during the summer. It means indeed 
 nothing less than a Long Vacation University without robes 
 and without degrees ; a. place of noble study influencing the 
 lives of English working people in a manner possible to no 
 other kind of institution ; a partial restoration of the glories 
 of places which in time past refused no scholar who chanced 
 to ask admission. 
 
CHAPTER X. 
 SOME PROBLEMS. 
 
 THE whole existence of tutorial classes is beset with diffi- 
 culties. The majority of classes are without adequate 
 financial support and, consequently, suffer from changes of 
 tutors and insufficiency of books. " Overtime " is always mak- 
 ing inroads upon the attendance, and organizing work has 
 had to be accomplished with little or no money. 
 
 Over and above all these lie the dangers consequent upon 
 too rapid success, which may cause the damping down of the 
 fine force which created the earlier classes. As a movement 
 grows, fellowship may break under the strain, and if fellow- 
 ship goes, the movement in its finer aspects ceases to exist. 
 
 The movement fears nothing more than the effects of the 
 conventional interpretation of education in England, which 
 may express itself through students, tutor, and officials alike, 
 The signs of this are far too strong. Fortunately the Board 
 of Education and many Local Education Authorities are 
 unaffected. 
 
 Some of the difficulties may now well be examined in 
 detail. 
 
 (i) The establishment of classes has too often been under - 
 iii 
 
ii2 UNIVERSITY TUTORIAL CLASSES 
 
 taken to satisfy a University which desires to start a certain 
 number, and which would become critical and perhaps un- 
 sympathetic if there were not as many classes as it agreed at 
 the moment to undertake. This, however, is a difficulty 
 which has almost passed away. 
 
 Scepticism concerning the establishment of a class is 
 always overcome provided the right methods of organization 
 are adopted. 
 
 (2) Opposition, when it is exerted, is fortunately weak and 
 petulant. 
 
 It comes, on the one hand, from local administrators who 
 see political menace in every forward move of working 
 people. There are few County or Town Councils, however, 
 which have ever endorsed this view, although animated 
 and even ferocious discussions have taken place. Moreover 
 the confidence reposed in the movement by the leaders of 
 all political parties, and the constant appreciation of the 
 work accomplished, are banishing opposition to regions where 
 grumbles concerning " what the country is coming to " still 
 bear the semblance of wisdom. 
 
 On the other hand opposition comes from a very small 
 section who suspect the co-operation of Universities as a 
 sinister method of ensuring still further the enslavement of 
 the people, and who affirm that " There is no wisdom 
 or knowledge needed by the workers to-day which can be 
 gained from Universities ". 
 
 Suspicion thus engendered has lost to the movement, in 
 many cases only temporarily, fine students ; but on the 
 whole the result has been beneficial. The declamations 
 
SOME PROBLEMS 113 
 
 have arrested the attention of many thinking men and 
 women. They proceed to investigate the movement and 
 as a result become enthusiastic students and propagandists. 
 
 Fortunately England has not yet suffered a sufficiently 
 violent cleavage between different sections of the community 
 to prevent co-operation between them for purely educational 
 purposes. The alliance between scholars and working people 
 has come just in time to show Universities the real condi- 
 tion and point of view of English workers. If the 
 Universities understand, England, in the long run, will 
 understand also, for the Universities are the most powerful 
 institutions in English life and the influence of their thought 
 eventually permeates every other type of institution. If the 
 Universities misunderstand, cleavage is inevitable. 
 
 The existence of the alliance will be seriously endangered 
 if any tutorial class suffers limitation of its freedom at 
 the hands of any church, political party, or University. So 
 far, however, records prove that freedom has been actively 
 encouraged, and that neither socialism, nor capitalism, nor 
 anglicanism, nor agnosticism, nor any other force has even 
 attempted to dominate a class which regards itself as a place 
 "in which the intellect may safely range and speculate, sure 
 to find its equal in some antagonist activity, and its judge 
 in the tribunal of truth ; a place where inquiry is pushed 
 forward, discoveries verified and perfected, rashness rendered 
 innocuous, error exposed, by the collision of mind with mind, 
 and knowledge with knowledge ; a place where the professor 
 becomes eloquent, becomes a missionary and preacher of 
 
 science, displaying it in its most complete and most win- 
 
 8 
 
ii4 UNIVERSITY TUTORIAL CLASSES 
 
 ning form, pouring it forth with the zeal of enthusiasm, 
 and lighting up his own love of it in the breasts of his 
 hearers ". 
 
 Any idea that there is no suspicion on the part of working 
 people who become students would, however, be misleading. 
 The dread of the " master class " is deeply rooted. " The 
 masters penetrate and dominate so many other National 
 Institutions. Is it possible that the tutorial class can be 
 exempt ? " They know that some Universities are not. A 
 little while ago a student told an inspector of his dread lest 
 his essays, expressing his inmost soul, should come to the eyes 
 of his employers, and secure his dismissal. He knew that 
 speeches, even in Trade Union meetings, have had this 
 result. 
 
 This suspicious attitude is the heritage of the past, and 
 in too many places is justified to-day. To declaim against 
 it is to strengthen it. It can only be finally dismissed by the 
 action of a complete educational system, towards which these 
 classes are tending. 
 
 (3) The financial difficulty follows hard upon the forma- 
 tion of a class. 
 
 It is remarkable that so large a movement should have 
 struggled into being with so little financial support for its 
 teaching, much less for its organizing. Unlimited, or even 
 sufficient, finance would not, however, have proved an 
 unmixed blessing. 
 
 The strength of the financial position, such as it is, is 
 due to the fact that it is derived from three main sources 
 the Universities, the Board of Education, and the Local 
 
SOME PROBLEMS 115 
 
 Education Authorities. These have been supplemented 
 by the Gilchrist Trustees and the Workers' Educational 
 Association. 
 
 No class so far has been prevented from starting by in- 
 superable financial obstacles; the Universities have not 
 refused a class, and the local organization has always been 
 willing to take the risk. The applications for classes have, 
 however, been kept back because it was well known that 
 Universities would only grant a limited number. Difficulty 
 has arisen during the second and third years when there are 
 less students, and, consequently, a smaller Board of Educa- 
 tion grant; or even in the first year when "overtime" 
 commences to make inroads upon attendance. But the new 
 regulations of the Board will lessen that difficulty greatly, 
 and, unless employment in a town is greatly disturbed by 
 " overtime" or reorganization, it should vanish altogether. 
 All the time there hangs over many classes the results 
 inevitable from the insufficient payment of tutors, and an 
 inadequate supply of books. 
 
 (4) Leaving " overtime " until later, it may be well to 
 examine the tutor and book problems. 
 
 Tutors should be able to live by the work. They must 
 be persons of the highest possible standard if they are to do 
 the work , demanded of them. All the time temptations 
 will be placed before them to undertake remunerative work 
 in assured positions.. They require sufficient means to 
 travel for purposes of research and for an up-to-date ex- 
 panding working library. In the case of tutors taking 
 
 four classes they ought not, in the interest of their students, 
 
 8* 
 
n6 UNIVERSITY TUTORIAL CLASSES 
 
 to be allowed to undertake any other work for remunera- 
 tion without the approval of the University Joint Com- 
 mittee concerned, for four classes mean 120 students, each 
 of whom demands individual attention and must have his 
 essays examined. 
 
 The Oxford Committee held that a tutor could under- 
 take five classes, and decided to pay 80 per class or ^"400 
 per annum for full work. It has with great difficulty 
 achieved this, and it is noteworthy that the original Oxford 
 tutors are still teaching. 
 
 Cambridge pays ^72 a class and London 60. 
 
 Other Universities have hitherto paid less. Generally 
 speaking, in consequence, they have been subject to frequent 
 changes of tutors and have been unable to attract suitable 
 men from other work. Many of the tutors cheerfully con- 
 tinue, even when tempted to accept well-paid University posts 
 but under- payment will, in the long run, have its result. 
 
 Well-considered and deliberate changes of tutors after 
 long notice may prove beneficial, but the majority of 
 changes are sudden and in the interests of other work. 
 It is important that a tutor should continue his teaching 
 for three years if his class is to have a full measure of 
 success. The attachment of working people to a tutor is 
 a different thing entirely from that which obtains in a school 
 or college and it is sometimes difficult to transfer it to a 
 successor. Be that as it may, in more cases than one a 
 tutor's acceptance in mid-session of a University or other 
 post has seriously weakened the class. It is legitimate for 
 tutors to accept posts, but it is hard when as the result a 
 
SOME PROBLEMS 117 
 
 class is placed in financial difficulty, is forced to continue 
 work with a less suitable tutor, and loses credit in conse- 
 quence of diminishing attendance. This has happened on 
 several occasions. It is not well that tutors should under- 
 take the work as a mere stepping-stone to some post that 
 they desire. It seems almost Utopian to expect that such 
 cases will not occur, but the number of tutors who are willing 
 to sacrifice themselves for the work is so large as to compel 
 admiration and stimulate hope. 
 
 But by far the most serious internal problem of the classes 
 is that tutors have often found themselves unable to give the 
 individual tuition outside the class hours which the whole 
 system implies. There are many tutors who have set them- 
 selves wisely to do the maximum amount of this work pos- 
 sible to them and to their students ; but the fact that many 
 students work right up to the class hour and that the dis- 
 tances tutors have to travel are often very great has rendered 
 the amount very small. There are, however, a number of 
 tutors who try to do all their work in the two hours, and 
 have not realized what working people are demanding of 
 the Universities tutors who actually, if not deliberately, 
 place the satisfaction of other interests before this demand 
 for individual tuition. Such an attitude of mind is dis- 
 astrous and will undoubtedly be put a stop to by the action 
 of the joint committees. It is clear that if a tutor is unable, 
 in the course of six months, to have a talk with each student 
 individually, the case is exceptional whatever the difficulty ; 
 but, even if unable to see the student, he can at least 
 write to him a friendly letter dealing with his characteristic 
 
n8 UNIVERSITY TUTORIAL GLASSES 
 
 problems. The marking of essays supplies a very favourable 
 opportunity for personal tuition, but here again, there are 
 tutors who have fallen into a method of marking essays 
 which was never intended in a tutorial class, and have 
 even contented themselves with making some comment 
 such as "very good" or "excellent". These cases are, 
 however, few and far between. The ideal solution of the 
 whole problem is the establishment of resident tutors, and 
 the several University committees are working to this end. 
 If this be done, there must, however, be opportunities for 
 the removal of tutors, both in the interests of tutor and 
 class, when it seems wise. Where colleges begin to take 
 root, the tutor will probably be the principal and perhaps 
 become fixed in the neighbourhood. 
 
 Apart from this it is evident that classes which have met 
 on Saturdays, or even on Sundays, as some few have done, 
 have been able to realize much more completely than other 
 classes the ideal of individual tuition. 
 
 If in the long run the difficulty turns out to be one of 
 finance, some means must be found of dealing with it, for 
 clearly the working men and women of England who are 
 capable and desirous of continued study at a high level, 
 whilst pursuing their daily work, ought to have every reason- 
 able opportunity placed in their way. 
 
 (5) The problem of books is mainly financial. If the 
 study is to be the equivalent of an Honours Degree, a good 
 supply of the latest books is indispensable. It is hoped that 
 the lately-formed Central Library will eventually receive 
 large assistance from the State or otherwise, in order to 
 
SOME PROBLEMS 119 
 
 build up the sources of supply. There is, however, a 
 hindrance other than financial, inasmuch as some inex- 
 perienced and ill-advised tutors do not fully realize the 
 importance of books. It came to light, for example, that 
 one tutor had taken his class for two years in Economic 
 Theory with only one textbook and no books of reference. 
 Such a class, from the tutorial class point of view, is useless. 
 A tutorial class in Economics should have access to the 
 opinions of all economic writers, the orthodox equally with 
 the unorthodox. No class, for example, can afford to dis- 
 regard either Marshall or Marx. A literature class should 
 have the finest published texts. Some University Joint 
 Committees, even this year, incredible as it may seem, sup- 
 plied no books to their classes. On the other hand, some 
 Universities have spent liberally upon the provision of books 
 and are gradually accumulating first-rate libraries. In 
 conjunction with the books from public libraries and, what 
 is perhaps of the greatest significance, from the Central 
 Tutorial Classes Library (which has now been established in 
 London), these have, to a certain extent, managed to supply 
 the demands of the students. So far as their means will allow 
 students purchase their own books, and the Workers' Educa- 
 tional Association has been able to do something in this 
 connexion. It has, for instance, arranged with Mr. and 
 Mrs. Sidney Webb to publish cheap editions of " The History 
 of Trade Unionism " and of " Industrial Democracy ". It 
 has also arranged for cheap editions of other books. If 
 the number of evening students amongst adults goes on 
 increasing at its present rate, it will soon be necessary for 
 
120 UNIVERSITY TUTORIAL CLASSES 
 
 public libraries to receive additional financial assistance 
 from some source or other. The Library Association has 
 been attempting for some time to carry a bill on these lines. 
 It would be advantageous if the Board of Education under- 
 took the supervision of public libraries. Perhaps, in the 
 first place, it might make grants to existing libraries. It 
 might even take over, instead of merely aiding, the Central 
 Library for Tutorial Classes, and send books on the subject 
 desired through the medium of local libraries for the use of 
 students in grant-aided classes, if not in others. It is inter- 
 esting to note that in supplying books to tutorial classes 
 the Central Library is making the first attempt to place the 
 whole range of reference books on any given subject within 
 the reach of working men and women. 
 
 (6) The gravest of all problems in connexion with tutorial 
 class study is "overtime," which is still so frequent as to 
 decimate the number of applicants for classes, and sometimes 
 to decimate the actual number of students. "Overtime," 
 and the fear of it, paralyse efforts towards education. The 
 lowness of wages in certain occupations makes even the 
 keen scholar anxious to increase his income in every 
 legitimate way. Still there are not wanting cases of men 
 who, earning small wages and with large responsibilities, will 
 pay money to others to do their " overtime " for them. The 
 number of actual hours lost by students in attendance 
 at classes in the session 1911-12 through "overtime" was 
 3059. The effect of this hindrance upon two classes held 
 in the vicinity of a dockyard this year, may be summarized 
 as follows. The number of hours lost through " overtime " by 
 
SOME PROBLEMS 121 
 
 students in actual attendance was 191. Ten other students 
 signed pledge-forms and were determined to attend the 
 class, but immediately their duties were altered to day and 
 night shift in alternate weeks. The day shift is from 7 a.m. 
 to 7 p.m. and the night shift from 7 p.m. to 7 a.m. These 
 men also frequently worked "overtime" when on the day shift 
 until 10 p.m. Thus are classes broken up. The secretary 
 of the class was himself transferred for work to another place 
 and managed, with difficulty, to arrange with his fellow- 
 workmen so that he could get back in time for the class. 
 On one occasion he arranged his work, thinking that if he 
 came to class straight from work his " overtime " would not 
 prevent him making his full attendance. He was informed, 
 however, on the day before the class that he would be 
 required to work until 8 p.m. and probably later, until 
 further notice. This, be it noted, happened to men in the 
 service of the Government. The tutor, it may be added, 
 provides notes of the lectures for men who are thus com- 
 pelled to be absent. 
 
 The session 1912-13 covered a period of good trade. 
 The complete figures are not before us at the time of writ- 
 ing, but it is clear that the number of hours' absence through 
 "overtime" will greatly exceed that of 1911-12. The 
 Workers' Educational Association ,at its ninth Annual 
 Meeting passed the following resolution in accordance 
 with which it takes action as opportunities arise : 
 
 " That this Meeting, recognizing the growing desire for 
 education, trusts that an appeal will be made to Education 
 Authorities to approach employers of labour, and at the same 
 
122 UNIVERSITY TUTORIAL CLASSES 
 
 time also approach the various industrial organizations of the 
 workers, to suppress ' overtime ' as far as possible ; and that 
 where young people attend evening schools the employer 
 be asked to allow them time off, either two hours off in the 
 afternoon of the school day, or else two hours off the 
 following morning ; and in view of the financial waste in- 
 volved in the consequent irregularity in the attendance of 
 students, calls upon the Board of Education to make an 
 inquiry into the educational aspects of the question of 
 'overtime'." 
 
 (7) The shift system is also destructive of educational 
 effort, but an attempt has been made to meet it in some 
 cases by holding classes morning and evening with identical 
 lessons. The student can then attend either class and keep 
 the continuity of his work. In the case, however, of the 
 three-shift system, now so prevalent in mining districts, the 
 difficulty of organizing educational work has so far proved 
 insuperable. It is not merely that the times change, but the 
 shift system demoralizes the mental attitude of working men, 
 even as it upsets their household arrangements. 
 
 (8) Perhaps after all the greatest problem before the move- 
 ment lies in surmounting the results of its seeming early 
 success. Men who were prone to be sceptical in the early 
 days are naturally anxious to participate. Officials are 
 anxious to take their part in a movement which cannot 
 now be officially ignored ; and the changed attitude of such 
 men, unless they genuinely sympathize with the new ideals, 
 will inevitably produce a reaction towards the old order. 
 The movement must, by its inherent force, stand firm 
 
SOME PROBLEMS 123 
 
 upon the ground which it has won, and working men who 
 take part in the movement must watch jealously any at- 
 tempt to hinder the freedom of the classes. As the Warden 
 of King's College for Women pointed out in the " Times," 
 they have rediscovered for themselves the method of edu- 
 cation which was the method of Plato and they must guard 
 it jealously reinforced by all true scholars. 
 
CHAPTER XL 
 THE FUTURE. 
 
 THE future can never be faced without awe and a sense of 
 insufficiency. Fear arises that the success of the past will 
 fail to persist into the future. ,There is, however, no reason 
 for such fear in the case of tutorial classes, for they are 
 but a present-day expression of an eternal need. Plato ad- 
 vocated their principles and enjoyed their practice. The 
 best work of a University has always conformed to the 
 same spirit. Even if their form passes, the influence they 
 have exerted will 'strongly affect English education and 
 English society, for men and women have learned in them 
 new lessons which they will not fail in the years to come to 
 teach to others, and have seen the movements of a new spirit, 
 uniting and transforming men by the power of a common 
 ideal. 
 
 It is possible that for a year or two the number of classes 
 may decline but that matters little so long as those remain- 
 ing are true to the ideals of scholarship, refusing to turn out 
 mere repositories of knowledge, rejecting in the course of 
 their work those tendencies which are characteristic of prig- 
 gishness and superiority, and inspiring men in all humility 
 to serve the whole community even in the most thankless 
 
 offices. 
 
 124 
 
THE FUTURE 125 
 
 Nothing then can force the Tutorial Class method out of 
 the English educational system ; and it is now struggling 
 to enter Scotland, there to claim kinship with the finest of 
 that country's work. It may, through misuse, be dis- 
 credited, or its noble force be turned to lesser ends ; but 
 the claim made by working people to a share in the in- 
 tellectual activity of the race has been justified. The sneers of 
 cynics will henceforth fall upon deaf ears. Adult education 
 has been manifested as a method distinct from that of either 
 school or college. In a recent report the Higher Education 
 Committee of the London County Council said : " There are 
 probably a good many men and women among the 25,000 
 teachers in the Council's service who have both the know- 
 ledge and the capacity for applying Workers' Educational 
 Association methods ". 
 
 In the coming discussions in the country on the future of 
 national education, over 5000 well-trained working men and 
 women will take their part. They will not fail to advocate 
 necessary national expenditure on education, for they them- 
 selves have benefited by systematic training on large and 
 liberal lines. Moreover, they will stand shoulder to shoulder 
 in the determination that educational privilege shall become 
 a thing of the past, and that each child, adolescent and 
 adult, shall in the future have the education necessary for 
 complete development. They have experienced such pain 
 through the realization, in tutorial classes, of their own 
 limitations that it would be impossible for them to cease to 
 strive to free their children. 
 
 The Universities can never be the same again. Plato's 
 
126 UNIVERSITY TUTORIAL CLASSES 
 
 contention that students should proceed to higher study 
 after experience of life is abundantly reinforced by the prac- 
 tice of tutorial classes. 
 
 Somewhere or other in the Universities of England there 
 must be places for tried men, who, regardless of degrees or 
 distinctions of any kind, will steadily pursue truth as their 
 master passion. They will not be appointed teachers, but 
 men of the same spirit will come and sit at their feet, 
 and the power of their teaching, as they learn from one 
 another, may go down the ages. 
 
 This, after all, is where the best tutorial class students 
 should find themselves in a University ; not merely sitting 
 side by side with youths whose conception of education and 
 of the great world is limited by their experience, and who 
 in the main are seeking for entry to the more agreeable 
 occupations of professional life. It would, however, greatly 
 enhance the value of a University course if men who have 
 grappled with life did move freely amongst young men. Mis- 
 understandings would vanish, the pursuit of knowledge would 
 rise to a plane removed from prizes and degrees. The educa- 
 tion of " Governors " would be more complete more of the 
 State would be seen. Here and there, happily, the value 
 of the Association can be seen now. 
 
 Summer classes are concourses of experienced men and 
 women. Ruskin College will prove to be so too, if it avoids 
 ordinary academic standards, and realizes the treasures hid- 
 den in the rich lives of those who go to it from mine and 
 factory. 
 
 Throughout Universities the idea is steadily gaining 
 
THE FUTURE 127 
 
 ground that the keenness and power manifested by adult 
 students in tutorial classes is something richer and rarer than 
 that which is experienced in the ordinary round of University 
 teaching. There will be few University teachers in the 
 future who will hesitate to take advantage of an opportunity 
 to teach working men and women. Even now some of the 
 ablest and most distinguished are seeking such opportunities. 
 
 The study of books, the hearing of academic lectures, the 
 teaching of inexperienced students will, each in their degree, 
 gain new vitality if added to them all is the stimulus derived 
 from contact with the inquiring adult mind. After all the 
 tutorial class is but the fireside discussion on the part of 
 keen men, extended and organized and placed in contact 
 with the sources of knowledge. It is in its essentials, as we 
 have implied, "as old as the hills". 
 
 By the gradual fermentation of these ideas any doubt on the 
 part of Universities as to the wisdom of spending the neces- 
 sary money will be dissipated. If they do not possess the 
 money they will work to secure it. There is happily no 
 University or University College in England which has de- 
 clined to spend money, but even so the decision to spend 
 ^250 per annum for five tutorial classes with 150 students 
 is severely criticized, whereas the payment of twice the 
 amount to an internal tutor dealing with ten students would 
 pass unnoticed. Not that for one moment any one should 
 think that junior lecturers in Universities are well paid. 
 Quite the reverse is the case, and the fact has had material 
 influence in keeping down the salaries of tutorial class 
 teachers. 
 
128 UNIVERSITY TUTORIAL CLASSES 
 
 Far-sighted educationalists have always held that the 
 pursuit of education should be its own reward, and examin- 
 ations with their accompaniment of diplomas and certificates 
 will lose their ephemeral power quickly now that this en- 
 lightened view is being so strikingly endorsed by experi- 
 ence. 
 
 Turn now to the actual classes. Even if in the next few 
 years there is a set-back, the supply of tutors will steadily 
 grow, and as funds increase it is reasonable to suppose that 
 each town and considerable village will have its University 
 class. Even the villages! for the way in which village 
 workers are turning to education placed before them by 
 the tutorial class method is astonishing. 
 
 In several village classes under the Workers' Educational 
 Association there is now an average attendance of some thirty 
 students studying History, Literature, and Science. The 
 possibility of village University tutorial classes is not so 
 remote as it may seem to some, and the wise conditions of 
 Board of Education grants make it possible for them to re- 
 ceive the maximum help. 
 
 The effect of the output of tutorial class students so far 
 has been great, and, to use the iwords of Professor Hob- 
 house and Mr. J. W. Headlam : " Its effects are likely to 
 be permanent, and to spread from the actual members of 
 the class to those who come in contact with them. If it 
 comes to be the custom for those who take an interest in 
 public affairs to prepare themselves by attending courses of 
 this kind the results may be of considerable importance. 
 At any rate, much will have been done to diffuse among 
 
THE FUTURE 129 
 
 large classes of the population to whom it has until lately 
 been wholly unfamiliar a new idea of the possibilities of 
 education on these matters." It is certain that, if the 
 common life of England is to be raised to higher levels, and 
 if this country is not to become decadent, new forces 
 must come into play. It cannot be doubted that the 
 tutorial class movement is one of such forces. The 
 spectacle of men of different experiences mingling together 
 and becoming one in the pursuit of common study is one of 
 profound significance. 
 
 It would need a prophet's vision to foresee the England 
 of the future as the classes persist upon their steady way. 
 It may perhaps be well if statistics of the classes are little 
 talked about, because statistics are in themselves dangerous 
 and tend to divert minds from the true issues. It is difficult 
 to emphasize statistics and keep the soul alive. After all, 
 the best results of the classes will be unseen. They are in- 
 tangible. But, as we have before implied, they cannot fail 
 to assist the development of the Highway of Education so 
 long desired; a Highway which provides for each man, 
 woman, and child the education which he or she ought 
 to have, and which leads directly to a state of society in 
 which people will do the work for which they are best 
 fitted and which they are happiest in doing when men 
 and women will be no longer the slaves of convention, but, 
 having broken free from hampering tradition and the bonds 
 of their serfdom, will rise to the plane of things which en- 
 dure ; when, captains of their own destiny, whatever their 
 intellectual capacities may be, they will enter with power and 
 
 9 
 
130 UNIVERSITY TUTORIAL CLASSES 
 
 spirit upon education as upon joyous adventure or splendid 
 exploration, equally content whether the path they take 
 be well trodden and simple, or if alone and on the con- 
 fines of knowledge it is theirs to unravel secrets and reveal 
 mysteries never before known or understood by men. 
 
APPENDIX I. 
 
 SUMMARY OF THE RECOMMENDATIONS OF THE OXFORD 
 JOINT COMMITTEE. 
 
 I. Teaching beyond the Limits of the University. 
 
 We recommend : 
 
 (i) That it is desirable to organize systematic teaching in 
 certain selected centres extending over a period of not less 
 than two years. 
 
 (ii) That this teaching should take the form (a) of lectures 
 (with classes), but more particularly (b) of class work as dis- 
 tinct from lectures, each class to consist, as a rule, of not 
 more than thirty students. 
 
 (iii) That a special certificate should be awarded under 
 the authority of the University Extension Delegacy on the 
 work, attendance, and proficiency of the class students, after 
 a report from the teacher and two University representatives 
 appointed for the purpose ; and that the students' capacity 
 should be tested mainly by examination of the essays written 
 by them durinfg the two years' course. 
 
 (iv) That it is desirable that the certificate should be such 
 as would satisfy the requirements of the Committee for 
 Economics (or other similar committees) for the admission 
 
 131 9* 
 
132 UNIVERSITY TUTORIAL CLASSES 
 
 of students not members of the University to Diploma 
 courses.* 
 
 (v) That in view of the lack of textbooks suitable for the 
 use of these classes, the Standing Committee recommended 
 below be asked to make arrangements for the provision and 
 publication of such textbooks. 
 
 II. The Admission of Working-class Students to Oxford. 
 
 We recommend : 
 
 (i) That it is desirable that in the future qualified students 
 from the tutorial classes should be enabled regularly and 
 easily to pass into residence at Oxford, and to continue 
 their studies there. 
 
 (ii) That in order to make possible the residence of 
 working-class students in Oxford (a) Colleges be asked to 
 set aside a certain number of scholarships or exhibitions for 
 them ; () a request be forwarded to the Trustees of the 
 University Appeal Fund to set aside a sum for the purpose 
 of granting assistance to working-class students from the 
 if'^orial classes. 
 
 \ni) That recommendation for such scholarships, exhibi- 
 tions, and maintenance grants be based on a report from a 
 Committee of Selection, consisting of the class teacher, the 
 two University representatives, a representative of the 
 Workers' Educational Association, of the local organization, 
 and of the class. 
 
 (iv) That it be one of the duties of the Standing Com- 
 mittee, which it is proposed to constitute below, to organize 
 funds for the establishment of such scholarships, exhibitions, 
 
 * This proposal has already been met by the Committee for 
 Economics, 
 
APPENDIX I 133 
 
 or maintenance grants, to be tenable either at a College or 
 Hall of the University, by a non-collegiate student, or at 
 Ruskin College. 
 
 III. The Position and Payment of Teachers. 
 
 We recommend : 
 
 (i) That the teachers be paid ^"80 per unit of twenty-four 
 classes, or when in full work ^400 per session of twenty- 
 four weeks, together with travelling expenses. 
 
 (ii) That the teachers be given an academic status in 
 Oxford by being employed regularly as lecturers for a 
 college or for the University. 
 
 (iii) That ^"40 out of every ^80 paid per course of 
 classes, or ^200 per annum when the teacher is in full 
 work, be contributed by Oxford, and that it be the duty of 
 the Standing Committee to raise the necessary money for 
 this purpose, and also for travelling expenses, fees to 
 examiners, and other incidental University expenses. 
 
 (iv) That the selection of teachers be in the hands of the 
 Standing Committee, subject to approval by the University 
 Extension Delegacy, and by the body, whether College or 
 University, which makes itself responsible for their part 
 payment. 
 
 IV. The Authority for Organizing Working-class 
 Education. 
 
 The question of organization is at present in an experi- 
 mental stage. 
 
 We recommend for the present : 
 
 (i) That a Standing Committee of the University Exten- 
 sion Delegacy be constituted to deal with the education of 
 
134 UNIVERSITY TUTORIAL CLASSES 
 
 workpeople both in and outside Oxford, whose duty it shall 
 be to take steps for the carrying out of the recommenda- 
 tions made in this Report, and to take all other steps for 
 establishing or strengthening any connexion between Ox- 
 ford and the working classes which may from time to time 
 appear desirable. 
 
 (ii) That the Committee consist of not less than five, 
 nor more than seven representatives of the University 
 nominated by the University Extension Delegacy and of 
 an equal number of representatives of working-class institu- 
 tions and organizations, appointed through the Workers' 
 Educational Association. 
 
 (iii) That it should be immediately responsible to the 
 Delegacy. 
 
 (iv) That it should hold a stated meeting each term. 
 
 (v) That the Committee have its own secretaries, and 
 conduct all correspondence between Oxford and working- 
 class centres where tutorial classes are established, or 
 lectures given under its auspices.* 
 
 V. Ruskin College. 
 
 We recommend : 
 
 (i) That residence for one year at Ruskin College to- 
 gether with a certificate from the College, in which two 
 University representatives appointed for the purpose by the 
 Committee of Economics shall concur, that the student has 
 reached a satisfactory standard in the course of study pursued 
 in the College should be accepted as satisfying the require- 
 ments of the University that he has received a good general 
 education and is qualified to pursue the study of Economics. 
 
 (ii) That under any scheme of Scholarships or Exhibitions 
 * This Committee has already been constituted. 
 
APPENDIX I 135 
 
 for working men, a certain number of such Scholarships or 
 Exhibitions should be placed at the disposal of the Council 
 of Ruskin College for second-year students who have quali- 
 fied for admission to the Diploma course in Economics or 
 Political Science. 
 
 VI. Diploma in Political Science. 
 
 We recommend the establishment of a Diploma in Political 
 Science, either as part of, or parallel to the Diploma in 
 Economics. 
 
 VII. Special Inquiry Department. 
 
 We recommend the establishment by the University of a 
 Special Department, whose duty it shall be to collect in- 
 formation as to educational movements in this country and 
 abroad, to inquire into the needs of new classes of students, 
 and to issue Reports from time to time. We think that such 
 a Department would render valuable service in guiding the 
 policy of the University and Colleges upon all matters which 
 concern the secondary schools, and other parts of our educa- 
 tional system, especially those affecting the working classes. 
 THOMAS B. STRONG (Chairman). 
 D. J. SHACKLETON (Vice- Chairman). 
 S. BALL. J. M. MACTAVISH. 
 
 W. H. BERRY. J. A. R. MARRIOTT. 
 
 C. W. BOWERMAN. A. L. SMITH. 
 
 RICHARDSON CAMPBELL. H.H.TURNER. 
 H. B. LEES SMITH. ALFRED WILKINSON. 
 
 A. E. ZIMMERN 1 
 
 A. MANSBRIDGEj Jo^t Secretaries. 
 
 Note. Mr. Marriott cordially concurs in the educational recom- 
 mendations of the above Report, but expresses no opinion on the 
 administrative changes suggested in it. 
 
APPENDIX II. 
 
 BOARD OF EDUCATION REGULATIONS FOR TUTORIAL 
 CLASSES. 
 
 (A) Extract from the Board of Education Regulations for 
 Further Education from I August ', 1907 to 31 July, 1908 
 governing the tutorial classes at Battersea, Rochdale, and 
 Longton, in their first year. 
 
 DIVISION I. LITERARY AND COMMERCIAL. 
 
 (b) (i) The rate of grant may be increased up to 55. 
 where advanced instruction is efficiently given by teachers 
 recognized by the Board as specially qualified, and where 
 the syllabus followed is one of the Specimen Advanced 
 Syllabuses published by the Board, or a corresponding syl- 
 labus specially approved for the purpose by the Board. 
 Where the work of the school includes such advanced 
 work, a single rate of grant may be awarded for all the 
 work under Division I., and in this case that rate will be 
 determined in part by the standard of this advanced in- 
 struction, and by the relative amount of this work. 
 
 (B) Extract from the Board of Education Regulations for 
 Further Education in England and Wales from I August^ 
 1908 to 31 July, ipop, governing the grants to tutorial 
 classes up to and including the Session 1912-13. 
 
 136 
 
APPENDIX II 137 
 
 Prefatory Memorandum. 
 
 (iii) By an alteration in Division I. (b) (ii) of Section 32 
 the Board have recognized that organized work of a very 
 high standard of advancement is now being attempted in 
 sections of evening education eligible for grants under this 
 Division, other than the commercial courses to which 
 the highest rate of grant has hitherto been restricted. 
 The Board have, however, indicated by the condition 
 that the standard of the work must correspond with 
 that required for University Degrees in Honours, that 
 it is only in the very highest type of classwork that there 
 will be any likelihood of a grant being allowed at a rate in 
 excess of that previously payable. 
 
 DIVISION I. 
 Literary and Commercial. 
 
 (ii) Where an approved course of organized instruction, 
 including instruction in commercial subjects, is provided 
 the rate may be further increased up to 8s. 6d. The 
 course must not include instruction of the standard re- 
 cognized under the Preparatory Division of this Section, 
 and must, except in special cases, extend over not less than 
 three years. The condition that the course must include in- 
 struction in commercial subjects may be waived if the course as 
 actually carried out by the students is of a standard correspond- 
 ing with that required for an Honours degree. 
 
 (C) Board of Education Regulations for University Tutorial 
 Classes, 1913-14. (in force from I August, 1913). 
 
 i. (a) The Board of Education will be prepared to make 
 
138 UNIVERSITY TUTORIAL CLASSES 
 
 special grants, subject to the requirements of these Regula- 
 tions and of Articles i to 25 of the Regulations for Tech- 
 nical Schools, etc., in aid of part-time courses in subjects of 
 general as distinct from vocational education, given under 
 the educational supervision either of a University or Uni- 
 versity College, acting directly or through a Committee or 
 Delegacy, or of an educational body containing representa- 
 tives of a University or University College, and constituted 
 expressly for such supervision. 
 
 (b) The University or supervising body must be respons- 
 ible for the framing of the syllabus and the selection of a 
 suitable tutor. 
 
 (c) The instruction must aim at reaching, within the limits 
 of the subject covered, the standard of University work in 
 Honours. 
 
 2. The course must extend for each class over a period of 
 not less than three years, and must occupy at least two 
 hours a week for twenty-four weeks in each year, at least 
 one half of the time being devoted to class work. 
 
 3. (a) Arrangements must be made to the satisfaction of 
 the Board for regulating the admission of students to each 
 class, and for ensuring regularity of attendance and written 
 work by the students. 
 
 (b) The number of original students admitted to any class 
 fora course beginning in 1913-14 or later must not exceed 
 thirty-two. In future years the Board may require the 
 number of original students not to exceed twenty-four. 
 
 (c) The roll of original students must be made up not 
 later than the third meeting of the first year of the course, and 
 must be at once forwarded to the Board. For classes whose 
 course began before 1913-14 the Board will decide, after 
 
APPENDIX II 139 
 
 an inspection of the registers for the first year, which stu- 
 dents are to be regarded as having been original students. 
 
 (d) Added students, whose attendances will not be taken 
 into account for purposes of grant, may be admitted after 
 the roll has been closed, provided that the tutor is satisfied 
 that they are able to take up the work at the stage which 
 has been reached by the class, and that their admission does 
 not bring the total, number of original and added students 
 on the register for any year of the course to more than 
 twenty-four. 
 
 4. If a teacher conducts more than one class of this 
 type, or conducts a class or classes in addition to other 
 regular teaching work, the Board must be satisfied that he 
 has adequate time available for the efficient conduct of the 
 class. 
 
 5. (a) Provided that the Regulations are satisfied and 
 the instruction efficient, the Board will make a grant in re- 
 spect of each class for each year of the course, to the amount 
 of $o, or half the fee, exclusive of travelling and similar 
 expenses, paid to the tutor, whichever may be the less, pro- 
 vided that the number of original students who attend not 
 less than 66 per cent of the meetings of the class during the 
 year, and do such written work as may be required by the 
 tutor, reaches not less than two-thirds of the total number of 
 original students or twelve in all (whichever is the higher) 
 for a class in its first year, half the number of original stu- 
 dents or nine in all for a class in itsj second year, and 
 one-third of the number of original students or six in all for 
 a class in its third or any later year. 
 
 () A proportionate deduction will be made from the full 
 grant for each unit by which the number of original students 
 
140 UNIVERSITY TUTORIAL CLASSES 
 
 in regular attendance falls below the number required of the 
 class for the full grant. 
 
 (c) In order to be registered as in attendance at a meet- 
 ing, a student must have arrived not more than ten minutes 
 after the beginning of the meeting and must have left not 
 more than ten minutes before the end of the meeting. 
 
 6. (a) Grant will be paid by the Board to the Uni- 
 versity or other supervising body in respect of each class 
 under its supervision, except that it may be paid to a Local 
 Education Authority if the Authority takes full financial 
 responsibility for a class and requests the grant to be so 
 paid. 
 
 (b) Every University or other supervising body will be re- 
 quired to furnish to the Board an annual statement of ac- 
 counts in connexion with tutorial classes, in a form prescribed 
 by the Board. 
 
 7. The Board may make such additional grants as they 
 may think fit in respect of vacation courses for selected stu- 
 dents organized in connexion with classes aided under these 
 Regulations. 
 
 8. Classes whose course began in or before 1912-13 will 
 have the alternative of receiving grant for that and subse- 
 quent years under Article 32 (d) of the Regulations for 
 Technical Schools, 1910. 
 
 17 June, 1913. L. A. SELBY-BIGGE. 
 
 Note on the new Regulations (1913-14). 
 
 The new Regulations of the Board of Education are cer- 
 tain to strengthen tutorial classes if proper organizing 
 methods are adopted. 
 
 It has been observed that classes have heretofore admitted 
 
APPENDIX II 141 
 
 students who had not been thoroughly tested as to their 
 determination to attend the class for three years unless they 
 were prevented by unavoidable causes. There was in the 
 nature of things no reason why these should not have been 
 admitted, provided the class was not full up, although in 
 many cases it lessened the proportion of students who did 
 complete the three years. There was no financial loss, and 
 some measure of financial gain. 
 
 It will be observed that under the new Regulations a 
 student who does not show reasonable promise of attend- 
 ance for the three years is a distinct cause of financial loss ; 
 there cannot be any financial gain. 
 
 Under Regulation 5, a full tutorial class capable of earn- 
 ing the ^"30 grant for each of three years can be started 
 with eighteen students. The ideal class is, of course, twenty- 
 four. 
 
APPENDIX III. 
 BOARD OF EDUCATION REPORT ON TUTORIAL CLASSES. 
 
 Special Report of H.M. Inspector, Mr. Headlam, and Prof. 
 L. T. Hobhouse, on certain tutorial classes in con- 
 nection with the Workers' Educational Association. 
 
 1. The following Report is based on visits of inspection 
 paid to a number of classes held in connection with the 
 Workers' Educational Association. We have inspected 
 fourteen of these classes ; * we have in each case attended 
 a lecture and the discussion following upon it. We have 
 read a good proportion of the paper work done by the 
 students and have conversed with lecturers, and students 
 upon the subject of their work. Though there is consider- 
 able variation in the methods of different lecturers and in 
 the standards reached by different classes, certain general 
 conclusions are clear to us, and enable us to submit the 
 following Report. 
 
 GENERAL ARRANGEMENTS. 
 
 2. The course of instruction is in general arranged to 
 extend over three years, and in some centres preliminary 
 lectures are now arranged to serve as an introduction to 
 more systematic study. Two of the lectures which we at- 
 
 * A list of the classes inspected is appended. 
 142 
 
APPENDIX III 143 
 
 tended (those at Longton and Rochdale) belonged to the 
 third year, some to the second year, but the majority to the 
 first year of the course. There was naturally a marked 
 difference in the standard reached, and allowance had to be 
 made for the stage of the course in judging of the work 
 done. 
 
 3. The subject commonly taken is Social History and 
 Economic Theory. It presents certain obvious difficulties 
 in handling ; but, on the other hand, it forms a good sub- 
 ject for continuous study. We have in general found the 
 course to be well planned. In the majority of cases a rapid 
 survey of mediaeval social conditions leads up to a more 
 detailed treatment of the modern period, and the historical 
 investigation in turn serves as the basis and starting-point 
 for the discussion of economic theory. Occasionally we 
 thought that an attempt was made to cover too wide a 
 ground, but as a rule the course appeared to us well suited 
 to the conditions of the work. It may be remarked that 
 continuity is the first and most obvious point to be aimed 
 at in work of this description, and that when it was not 
 adequately secured the whole standard of the work done 
 notwithstanding the ability of the lecturer was of a rela- 
 tively unsatisfactory character. 
 
 4. The classes in general contain about thirty students. 
 They are promoted by the Workers' Educational Associa- 
 tion, occasionally with some financial assistance from the 
 Local Education Authority in addition to the Board of 
 Education Grant, and with the co-operation of one or other 
 of the Universities of Oxford, Cambridge, London, Man- 
 chester, Liverpool, and Leeds. In all cases the lecturer is 
 appointed by the University. The lectures were in general 
 
144 UNIVERSITY TUTORIAL CLASSES 
 
 given weekly through the winter and are suspended in the 
 summer. In some cases we found that the class was pro- 
 posing to continue work on its own account during the in- 
 terval by arranging meetings at which papers were to be 
 read and discussed. 
 
 5. The form of the teaching is that of a lecture followed 
 by a discussion, and accompanied by paper work. Sub- 
 jects for essays are given out from week to week, and 
 generally each student is expected to do one essay a fort- 
 night. In most cases it is a condition of admission to the 
 course that the student should sign an undertaking to at- 
 tend regularly for three years and do paper work with equal 
 regularity, unless prevented by illness, overtime, removal, 
 or unavoidable cause. The register is in all cases properly 
 kept, and the room is in general adequate to the needs of 
 the class. 
 
 CHARACTER OF THE WORK. 
 
 6. With regard to the character and value of the work 
 done, we formed a clear general impression, which may be 
 sufficiently set out under the following heads. It must be 
 understood that what we say would not apply without some 
 modification to every class, but unless expressly limited, is 
 to be taken as giving our opinion of the average of the work 
 done. 
 
 Standard. 
 
 7. A question which may conveniently be treated first, 
 and to which we were instructed to give particular attention, 
 is how the instruction given and the work done in the classes 
 inspected stands in relation to what may be called a " Uni- 
 
APPENDIX III 145 
 
 versity standard ". To estimate this adequately would in- 
 volve a definition of the "University standard" of teaching. 
 Without presuming so far, we may apply certain fairly 
 obvious tests. We i may assume that University teaching is 
 teaching suited to 'adults; that it is scientific, detached, and 
 impartial in character ; that it aims not so much at filling 
 the mind of the student with facts or theories as at calling 
 forth his own individuality, and stimulating him to mental 
 effort ; that it accustoms him to the critical study of the 
 leading authorities, with perhaps occasional references to 
 first-hand sources of information, and that it implants in his 
 mind a standard of thoroughness, and gives him a sense of 
 the difficulty as well as of the value of truth. The student 
 so trained learns to distinguish between what may fairly be 
 called matter of fact and what is certainly mere matter of 
 opinion, between the white light and the coloured. He 
 becomes accustomed to distinguish issues, and to look at 
 separate questions each on its own merits and without an 
 eye to their bearing on some cherished theory. He learns 
 to state fairly, and even sympathetically, the position of those 
 to whose practical conclusions he is most stoutly opposed. 
 He becomes able to examine a suggested idea, and see 
 what comes of it, before accepting it or rejecting it. Finally, 
 without necessarily becoming an original student, he gains 
 an insight into the conditions under which original re- 
 search is carried on. He is able to weigh; evidence, to 
 follow and criticize argument, and put his own value on 
 authorities. 
 
 8. Such a course of education involves long and severe 
 mental discipline, and moreover, implies previous training 
 and previous general education of a relatively wide range. 
 
 10 
 
146 UNIVERSITY TUTORIAL CLASSES 
 
 Admission to membership of a University is in fact made 
 conditional on the production of evidence of such prepar- 
 ation. In the classes which we have inspected, this pre- 
 liminary education is for the most part very inadequate, 
 and the courses themselves, while extending over three years, 
 have to be adapted to the conditions of a workman's life, 
 and can therefore utilize only the leisure time of hard- 
 worked men. The three years' course of continuous study 
 is in itself an entirely new experience to the great majority 
 of those who attend the classes. 
 
 9. These circumstances necessarily affect the amount and 
 character of the work achieved. In point of fact, to com- 
 pare the work actually done in these classes with that of an 
 Oxford or Cambridge undergraduate is a method of doubtful 
 value. The conditions differ, and the product is in some 
 respects better and in others not so good. There is more 
 maturity of mind and more grip of reality behind many of 
 these papers. There is as a rule, naturally, less of the 
 qualities arising out of a general literary education. If, 
 however, the question be put whether, so far as they go, 
 and within the limits of time and available energy the classes 
 are conducted in the spirit which we have described, and 
 tend to accustom the student to the ideal of work familiar 
 at a University, we can answer with an unhesitating affirm- 
 ative ; and in particular, the treatment both of History and 
 Economics is scientific and detached in character. As re- 
 gards the standard reached, there are students whose essays 
 compare favourably with the best academic work. 
 
 We may illustrate our general conclusion by reference to 
 the character of the teaching, the quality of the written work, 
 and the evidence of independent reading by the students. 
 
APPENDIX III 147 
 
 Teaching. 
 
 10. The lectures of course vary in merit, but taken as a 
 whole the standard is high, the conception just, and the 
 execution good. In the earlier stages the lecturers study 
 clearness and simplicity, in the latter they do not hesitate to 
 set out arguments that can only be followed by dint of the 
 closest attention, and would only appeal to serious students. 
 In the discussions which follow the lectures they meet the 
 students with great frankness and simplicity, and though 
 controversial subjects are frequently raised by one member 
 or another of the class, and sometimes pursued with con- 
 siderable vigour and plainness of expression, there is a 
 marked absence of any desire to " score " and a prevailing 
 sense of fair play for views of all kinds which says much for 
 the spirit in which the classes have been conducted. The 
 lecturers appear to us to have impressed their classes with 
 the fundamental qualities of candour and detachment in the 
 pursuit of knowledge. Their attitude is that not merely of 
 teachers, but of fellow-students with much to learn. They 
 do not seek easy solutions, but encourage their classes to 
 face difficulties. Teaching of this quality may be said to 
 convey something more important than a piece of history or 
 a set of economic doctrines. 
 
 Upon the whole of the lectures and the teaching generally 
 we have no hesitation in saying that they conform to the 
 best standard of University work. 
 
 Paper Work. 
 
 11. The paper work done by the students was naturally 
 of very unequal merit. The majority of them, as already 
 remarked, have had no previous training since they left the 
 
i 4 8 UNIVERSITY TUTORIAL CLASSES 
 
 elementary school. Some have been at the Adult Schools, 
 and some have attended occasional lectures or have belonged 
 to debating or literary societies. Some few are teachers, 
 some are clerks or engaged in commercial work of one kind 
 or another, or have gained some little practice in putting 
 ideas on to paper from their experience as trade union sec- 
 retaries. But few, if any, have had previous training that 
 would at all aid them with work of this description. Hence 
 some of the earliest essays are of very elementary character. 
 But it is precisely here that we find the greatest improve- 
 ment as we turn from the earliest to the latest efforts of the 
 students. Minor defects of spelling and grammatical con- 
 struction linger long, but the more important powers of ar- 
 rangement, lucidity, and fullness of expression develop on 
 the whole in a satisfactory manner. 
 
 12. We have already pointed out the difficulty of com- 
 paring work done under these conditions with that of 
 undergraduate students, both the merits and the defects 
 being of a different order ; but if we are to make the com- 
 parison we may perhaps put it that the essays of the first 
 year courses run from very rudimentary beginnings up to a 
 matriculation standard, and those of later years advance in 
 proportion. The best third year students would, we think, 
 be quite in a position to read for the Oxford Diploma in 
 Economics, and would probably, after a year's full work, 
 obtain it without difficulty. Here and there work of a still 
 higher standard is to be found. 
 
 At the same time it must be remembered that this stan- 
 dard is reached as a rule in one subject alone, e.g. in Eco- 
 nomic History and Theory, whereas a University generally 
 insists upon equal merit in a larger number of subjects, which 
 
APPENDIX III 149 
 
 must be studied concurrently, as the condition of a degree. 
 To acquire such wider knowledge would under the condi- 
 tions of these classes occupy necessarily a much longer period. 
 
 Reading. 
 
 13. Any comparison with the work of University students 
 would naturally include a reference to the nature and amount 
 of the independent reading done by members of the class. 
 Some observations on this part of the work will be found 
 below ; it will at this point be sufficient to say that much 
 attention is given to the provision of books, that the books 
 are well selected, and are generally of a kind suitable to the 
 early stages of a University course, and that notwithstanding 
 very serious difficulties, many of the students make every 
 effort to read a large number of the books supplied. 
 
 14. We do not, therefore, doubt that there are students 
 among these classes, who, if opportunity offered, could 
 continue their studies at Oxford, Cambridge, or some other 
 University with success. At the same time, we do not con- 
 sider that aid in this form is by any means the most vital 
 need of the classes in their present position. Of this we 
 shall speak later, merely remarking here that it is the con- 
 solidation and extension of the work in the several localities 
 where it has been begun, rather than the encouragement of 
 exceptional individuals, which appears to us to be the point of 
 greatest importance for the general advancement of education. 
 
 DETAILED REMARKS. 
 Numbers and Method of Instruction. 
 
 15. The method of work is similar to that usually adopted 
 in Extension Lectures, namely, an hour's lecture followed by 
 
150 UNIVERSITY TUTORIAL CLASSES 
 
 a discussion, also of an hour's duration. The only differ- 
 ence in this respect from the ordinary Extension Lecture is 
 that all those who attend the lecture remain to the class and 
 do paper work. Generally there is a printed syllabus of the 
 lectures distributed among the students. The practice as 
 to this, however, varies greatly. In most of the courses 
 managed by the Universities of Oxford and Cambridge there 
 is a full syllabus containing short bibliographies. In other 
 cases this is reduced to a list of the titles of the lectures ; 
 in some cases there is no syllabus at all. 
 
 The Lecture. 
 
 1 6. This was in almost every case a formal lecture given 
 without any break. There was naturally much variety in 
 the type of lecture ; in one case it was a closely reasoned 
 formal discourse read from manuscript ; more generally it 
 was given with the help of a few notes. One or two really 
 brilliant and able lectures were heard. In all cases there 
 was a notable absence of any attempt to win popularity by 
 ex parte statements, misplaced jocularity, or personal allu- 
 sions : in all cases they were academic lectures. 
 
 17. It is suggested that some modification of the system 
 of the formal lecture might with advantage be introduced. 
 With a class of thirty or less than thirty, questions can, 
 within reasonable limits, be introduced in the course of the 
 lecture ; if this were done points of difficulty could be 
 raised and removed as they occur, and those which require 
 longer discussion could then be reserved for the class. This 
 was done in one or two cases ; the students during the 
 course of the lecture asked questions of the lecturer, and he 
 at times addressed questions to them. The good result of 
 
APPENDIX III 151 
 
 this was clear; the lecture seemed to be followed with 
 closer attention, the lecturer was always in close touch with 
 his class, and the effect on the discussion which followed 
 the lecture was very marked. 
 
 The Class. 
 
 1 8. The lecture is always followed by a class, which is 
 devoted to the discussion and elucidation of points that 
 have arisen in the course of the lecture. Generally the 
 initiative in the discussion is left to the class, who ask 
 questions of the lecturer, which he answers as best he can ; 
 in many cases the questions asked by one member would 
 lead to a general discussion in which several join, and the 
 answer to an objection or the explanation of a difficulty 
 would often come from some other member of the class. 
 
 19. This method has its advantages, but may well be 
 combined or alternated with the opposite method, by which 
 the lecturer leads the class, prompts discussion, and him- 
 self puts questions to the class designed to probe weak spots 
 and stimulate thought. 
 
 20. As it is, the conduct of the discussion depends too 
 much on the class itself. If it contains a group of men who 
 have formed strong opinions of their own, they are apt to 
 take up the whole time with a vigorous "heckling " of the 
 lecturer on any point where he may happen to have run 
 across their views. Such heckling is by no means unpro- 
 ductive, for, as one lecturer said to us, the class learns from 
 one another ; but of course it makes a great demand on the 
 temper and capacities of the lecturer. It should not be 
 allowed to occupy the whole time of the class, and the 
 teacher on his side should start questions and guide dis- 
 
152 UNIVERSITY TUTORIAL CLASSES 
 
 cussion. In classes where there is no such group of 
 theorists the discussion is apt to become desultory, and 
 there again a lead is required. 
 
 21. The class did not always seem to serve its purpose of 
 thoroughly threshing out difficulties which had arisen in the 
 lectures ; in some cases obvious points in the lectures, which 
 had either been left insufficiently explained or at least ought 
 to have aroused discussion, were not taken up and were not 
 made the subject of further inquiry. On the whole, it can- 
 not be said that the class always succeeded in fulfilling the 
 functions of a " seminar," and in one or two cases it was 
 difficult to make the discussion occupy the whole of the 
 hour allotted to it. It would therefore seem desirable that 
 the lecturer should take rather a more active part in the 
 conduct of the class. In urging this, however, we are con- 
 scious that we are making a further demand on the lecturer, 
 which can only be satisfactorily met if the amount of work 
 demanded of him is proportionately diminished. It often 
 appeared that by the end of the class the energy of the 
 lecturer had been exhausted. The truth is that the proper 
 conduct of a class of this kind is an extremely difficult and 
 exhausting task, and if it comes directly after an hour's 
 lecture without a break, most men by the end of the time 
 will lose their quickness of apprehension, and the vigour 
 which is necessary for dealing with the questions pro- 
 pounded to them. This will be still more the case if, as 
 undoubtedly happens with some of the lecturers, they are 
 tired at the beginning. 
 
 Paper Work. 
 
 22. This is of course one of the most important parts, if 
 not the most important part, of the whole scheme. On the 
 
APPENDIX III 153 
 
 whole the essays are done with very fair regularity. It must 
 be remembered that the men have only their leisure time 
 evenings and week-ends that work of this kind is wholly new 
 to a great majority of them, and that they have considerable 
 difficulty in obtaining the use of the necessary books for a 
 sufficient time. In addition to this, we must recollect that 
 it is in many cases almost impossible for them to get 
 any quiet time or place. One operative told us that in order 
 to get a time when the house was quiet for working in, he 
 went to bed at seven, got up at midnight, worked for two 
 hours, and then went to bed again. The general rule is 
 that one essay should be done every fortnight, and a strong 
 effort is made to keep up this standard. But it is a maxi- 
 mum which it is impossible to increase without scamping the 
 work, and any distraction for instance, a General Election 
 throws the work into arrears. Many of the essays that 
 we have seen would occupy a workman's leisure time for a 
 month, and one such essay is of far more educational 
 value than two which are incompletely finished. It is quite 
 clear, therefore, that, in reckoning the paper work, quality 
 and fullness should be taken into consideration as well as 
 the actual number of essays. 
 
 23. With regard to the quality of the essays, there is the 
 greatest possible variety. Some of those sent up during the 
 first year of the course by the weaker students are of a most 
 rudimentary kind ; as might be expected, thought, arrange- 
 ment, spelling, grammar, are all most seriously defective. 
 There, was, however, ample evidence that even the weaker 
 students improve in their work rapidly with practice. Some 
 of the better essays showed real ability and knowledge. 
 The best, as would naturally be the case, were those in 
 
154 UNIVERSITY TUTORIAL CLASSES 
 
 which the men dealt with matters of which they had imme- 
 diate practical knowledge ; * but in both the third year 
 classes which we visited there was quite a fair proportion of 
 really good work, and there were few Centres in which there 
 were not individual students reaching a good standard. 
 
 24. In connection with the paper work, a most important 
 matter (and on the whole this is the most serious criticism 
 which we have to make), is the arrangement for criticism 
 and correction. The general practice is for the lecturers to 
 make written comments on the essays (which, in the Oxford 
 Centres, are written in books). These written comments 
 were sometimes full and to the point, but in many cases 
 they were meagre, and the essays did not receive nearly 
 enough criticism and correction. 
 
 It is quite clear that the lecturers find it difficult to get 
 adequate time for the careful correction of so many essays. 
 It is a work which would take many hours, and this must 
 be taken into consideration in the payment given to them. 
 Probably the labour which ought to be expended has been 
 under-estimated. 
 
 25. No amount of written correction and comment can, 
 however, be thoroughly satisfactory. What is wanted is a 
 regular arrangement by which a lecturer can personally dis- 
 cuss essays with each individual student. There seemed to 
 be little or no regular system by which this is provided for. 
 Some lecturers managed to get a short time for this purpose 
 before the lecture or after the class ; others arranged for it 
 by giving extra time (perhaps on Sunday or some other day) 
 
 * Thus a carriage-builder gives an account of the changes of 
 method which he has witnessed during a quarter of a century in his 
 trade, which would be well worth publication as a piece of original 
 observation. 
 
APPENDIX III 155 
 
 for the purpose, but when it is done it is at the considerable 
 cost of extra time and voluntary effort on the part of the 
 lecturers, and we cannot always expect this of them. It 
 would be impossible in those cases where the lecturer is 
 much occupied, and is only able to spend a few hours in 
 the town. Some of the lecturers at the beginning of each 
 lecture say a few words about the last set of essays col- 
 lectively ; and some in the class make a point of encourag- 
 ing a fuller discussion of the difficult points which have 
 arisen in the essays. This is a practice which ought to be 
 regularly followed, for half the value of the essays is lost if 
 full opportunity is not taken for talking over the mistakes 
 and misapprehensions which many of them necessarily con- 
 tain. Quite apart from this, however, it seems to us neces- 
 sary that provision should be made for the lecturer's dis- 
 cussing his written work individually with each student. It 
 would not be necessary for him to discuss each essay sepa- 
 rately with each student, but there ought to be a few 
 minutes given for each member of the class three or four 
 times in the term. It could then be supplemented by half 
 an hour's general exposition of the main points of weakness 
 or difficulty which the essays had revealed. The time for 
 this might be provided by arranging that one night in three 
 or four should be set apart for consideration of paper work, 
 or it might be taken out of that now assigned to the class 
 and the lecture. If the lecture were fifty minutes and the 
 class were forty minutes, and the half-hour thus spared were 
 given to the correction of essays with individual students, it 
 is probable that not much of essential value would be lost 
 either of the lecture or of the class. The discussion of the 
 essays would moreover often suggest points for fuller con- 
 
156 UNIVERSITY TUTORIAL CLASSES 
 
 sideration in class, and the break would be a welcome relief 
 to the lecturer, who now often finds two hours' continuous 
 work a severe strain. 
 
 26. This is the only important modification of method 
 which we are led to suggest. To carry it out adequately 
 involves a limitation of the numbers of the class. The 
 Association puts the limit at thirty. This is an outside 
 figure, yet in one or two cases it is exceeded. Twenty-five 
 would be a fitter number to aim at, and thirty should be an 
 absolute maximum, to be allowed only for some exceptional 
 reason. To give an average of five minutes' discussion to 
 each essay done by a class of thirty would occupy two and 
 a half hours, that is, it would exceed the whole time avail- 
 able on any given evening. 
 
 Books and Reading. 
 
 27. In all cases there are recommended to the students 
 a number of books for study. These include the recognized 
 authoritative works which must be the basis on which all 
 study of the subject is begun. Generally it is found possible 
 to arrange that one textbook of moderate price should be 
 possessed by every student ; for instance, in many classes all 
 the students had Townsend Warner's " Industrial History of 
 England ". In addition to this, they are, however, expected 
 to refer to the larger works, such as Cunningham's " His- 
 tory " and Traill's " Social England ". In every class copies 
 of the principal books necessary are provided. 
 
 28. It is not easy to say how much the books are actually 
 read. One might have expected that a good deal of time 
 in the class would have been taken up by the students asking 
 questions on points which had occurred to them in their read- 
 
APPENDIX III 157 
 
 ing. There was, however, little or nothing of this, and it 
 seldom appeared as though the lecturer could appeal to any 
 general body of knowledge possessed by the class as a re- 
 sult of reading in preparation for the lecture. At every class 
 there were individual essays which showed considerable 
 reading, and there were occasional essays in which the 
 authorities were quoted, compared, and criticized ; some 
 students had apparently used Blue Books and studied the 
 fuller works such as Webb's " History of Trade Unionism ". 
 
 29. It is, however, clear that the amount of reading is to 
 a considerable extent limited by the difficulties in the supply 
 of books. It is usual for the University to which the course 
 is attached to send to the Centre a box of books ; Man- 
 chester assigns $ for this purpose to each Centre ; Ox- 
 ford and Cambridge send a good supply. In addition to 
 this there are available at some Centres those books which 
 are in the Public Library. This source of supply is, how- 
 ever, very uncertain ; in some cases Free Libraries are very 
 defective, and of little use for the purposes of the student of 
 Social History and Economics. Even in those places in 
 which an effort is made by the Librarian to help the stu- 
 dents, he seems often to have very insufficient funds at his 
 disposal for this purpose. In some Centres supplies of books 
 are sent by an outside Society, and there is a special Associa- 
 tion for providing books for women students. In London 
 arrangements are being made by which the students can 
 have access to the valuable library of Political Economy 
 belonging to the University of London. 
 
 30. As a rule, then, there are available the chief books 
 on the subject which is being dealt with ; there are, how- 
 ever, many difficulties in making them easily accessible to 
 
158 UNIVERSITY TUTORIAL CLASSES 
 
 the students. Naturally there are, and can be, only one or 
 two copies of the most important works, though there may be 
 several copies of some of the simpler and more elementary 
 textbooks. Only one student can use each book at a time, and 
 when, for instance, there is a course on Economic History, 
 it may easily happen that many students are unable to work 
 out a point properly, as there is perhaps only one copy avail- 
 able of Cunningham's "Industrial History," or of Webb's 
 " Trade Unionism ". It often happens that important books 
 of reference, for instance, Palgrave's " Dictionary of Political 
 Economy," or Train's " Social England," which are really 
 quite necessary, cannot be got at by the students at all, and 
 the lecturer cannot expect all the class to read any definite 
 portion of any book at the same time either in preparation 
 for the lecture or afterwards. In more than one case refer- 
 ences were made in the lecture to passages of books which 
 should be read by the students, but on inquiry it was found 
 that there was no possibility of the students reading the pas- 
 sages referred to. 
 
 31. In some cases arrangements have been made for books 
 to be set out in a special room at the Free Library, where 
 they can be consulted by those students who can get time to 
 attend during those hours when the library is open, and at 
 one Centre a special reading-room has been provided. This 
 is a line of development which ought to be pursued. All 
 work of the kind undertaken in these classes implies the 
 habit of consulting several books together, comparing 
 authorities, and looking up points in books of reference. 
 This cannot be done unless there is a well-selected Library of 
 reference easily accessible to the students. It is presumably 
 to meet this kind of demand that Free Libraries were in- 
 
APPENDIX III 159 
 
 stituted, and it is much to be regretted that they do not 
 seem, at any rate in many cases, adequately to meet the 
 demand. It should be added that the Libraries are not open 
 on Sundays, and that Sunday is the only day on which they 
 would be readily accessible to many of the students. 
 
 32. It is quite clear that the whole question of books is 
 one that requires most urgent attention. These classes re- 
 veal a genuine desire for advice and help in reading, of which 
 there has hitherto been little provision. It would be well 
 that the need should be formulated and made generally 
 known to those interested in the advancement of education. 
 There are few ways in which money could be expended with 
 greater certainty of its being applied in sound uses than the 
 provision of books in adequate numbers for these classes ; 
 and it is suggested that the time has come for full considera- 
 tion of the methods by which the organization and manage- 
 ment of Public Libraries could be better adapted to the 
 needs of serious students belonging to the working classes. 
 
 Preliminary Courses. 
 
 33. In general the courses extend over three years, whether 
 conducted by one lecturer throughout or by different lecturers 
 in successive years. In some cases preliminary lectures 
 have been given before the three-year course is instituted, 
 and this appears to us an excellent arrangement. At one 
 Centre we are told that there is an average attendance of 
 sixty at the course which is now being held as a preliminary 
 to a three-year course to be started next autumn. Oppor- 
 tunity for a little written work might well be given in these 
 preliminary courses though it would be inadvisable to make 
 it compulsory at this stage and admission >to the regular 
 
160 UNIVERSITY TUTORIAL CLASSES 
 
 course might be made to depend on a certain standard of 
 performance in these. In some cases members of a regular 
 class are themselves organizing a subsidiary class which will 
 serve as a preliminary to a future regular course. This is a 
 noteworthy development, indicating the keenness of the stu- 
 dents and also the extent to which they have benefited by 
 their teaching. We have seen some of the paper work done 
 by one such subsidiary class under the guidance of students 
 from the main class, and found that it reached a very fair 
 elementary standard. Work of this kind is eminently de- 
 serving of encouragement. 
 
 Membership and Attendance. 
 
 34. The members of the classes are principally working- 
 men, though there is a sprinkling of teachers, clerks, and 
 commercial travellers, etc. The women members, who are 
 not numerous, are often teachers. 
 
 The attendance is generally continuous through the three 
 years and is well maintained, but admissions are sometimes 
 allowed after a course has begun. 
 
 RECOMMENDATIONS. 
 
 35. The further development of the classes must depend 
 mainly on a spontaneous local effort, and be guided largely 
 by local circumstances. It would be premature for any cen- 
 tral authority to attempt to lay down hard and fast lines. 
 We may, however, point to certain needs which could be 
 met by increased financial support and by the co-operation 
 of Universities and colleges. 
 
 36. The most immediate need, which could largely be met 
 by no very immoderate grant of money, is for more books. 
 
 37. A larger question is that of a more complete tutorial 
 
APPENDIX III 161 
 
 staff. Some of the lecturers appeared to us to be distinctly 
 overworked, and with evening lectures there is always a 
 danger that a man who is at all hard pressed will omit to 
 take adequate rest and recreation by day. No lecturer 
 ought to give as many as six courses a week, nor is one 
 who is conducting five courses in a position to do other 
 work at the same time. Attention should be given to this 
 matter by the responsible Boards or Committees of the 
 Universities concerned. 
 
 38. Care must also be taken to get the best men for the 
 work. One or two weak or tactless lecturers might give a 
 serious set-back to the movement. These points should be 
 taken into consideration in fixing the salary of the lecturers. 
 The precedent set by an Oxford College of securing the 
 adequate endowment of one lecturer by means of a fixed 
 salary is fully justified by success, and affords a valuable 
 precedent to any other College desirous of participating in 
 the work. 
 
 39. Colleges willing to give exhibitions to picked students 
 can assist deserving individuals to complete their studies. 
 Probably, however, more would be gained for the class as 
 a whole from a number of such grants as would enable 
 several of the picked members of each class to attend meet- 
 ings for a fortnight or three weeks, than from one Exhibi- 
 tion which should enable a single student to reside for a 
 year at Oxford or Cambridge. 
 
 40. Summer meetings of those students who can afford 
 the time at one of the Universities facilitate the exchange 
 of ideas, and help to carry forward the higher branches of 
 the work.* Universities and colleges that would co-operate, 
 
 * A meeting of this kind has been held this year at Oxford. 
 II 
 
1 62 UNIVERSITY TUTORIAL CLASSES 
 
 financially or otherwise, in arranging them, would do a use- 
 ful work. The main development of the work, however, 
 must go on in the several localities and on the lines on 
 which it has begun, which seem to us to be quite sound. 
 
 41. Unless the existing facilities for adult education in a 
 centre be particularly good, it is generally desirable that a 
 preliminary course should be arranged. This course might 
 be suited to the needs of a larger group of students, from 
 whom the permanent class for the three years' tutorial 
 course might be selected. 
 
 CONCLUSION. 
 
 42. We have only to add, in conclusion, that no one 
 could attend these classes without being struck by the zeal 
 and earnestness of the students, their happy relations with 
 the lecturer, the general atmosphere of comradeship and 
 good feeling in the classes, and the strong appreciation by 
 the students of the benefit which they are deriving from the 
 work. These impressions are not derived from any single 
 class or type of classes. They are common to the diverse 
 and widely scattered Centres which we have visited, and 
 they indicate the possibility of a very wide extension of 
 teaching of this type. The experiment of the Association 
 has, in fact, revealed the existence of a very widespread de- 
 mand for serious teaching of the best and most thorough 
 kind on matters standing in an intelligible relation to the 
 life interests of the workmen. It has shown that the root 
 questions of social history and theory may be examined by 
 competent teachers leading a class of workmen-students in 
 a spirit at which no reasonable man will cavil. Such results 
 are not under existing circumstances to be achieved without 
 
APPENDIX III 163 
 
 difficulty, and there will always be danger of a set-back to 
 the movement from any lecturer of less capacity or inferior 
 discretion. But if adequate care is taken in the arrange- 
 ment of subjects, the choice of lecturers, and the supervision 
 of work, the movement may be expected to go forward, and 
 in the sense and with the limitations mentioned above, to 
 make intellectual training of the " University type " generally 
 accessible to those who desire it among the working class. 
 
 43. Of the quality of the training and its potentialities of 
 social value, we have formed, as has been shown, a high 
 estimate, and we have no hesitation in saying that the money 
 contributed by the Board for the support of these classes is 
 being put to a thoroughly good use. They are establishing 
 in a number of great industrial towns centres of genuinely 
 educated thought on social and industrial problems. What 
 they teach is no mere exotic of culture, but is intimately re- 
 lated to the life and work of the students. Its effects are, 
 therefore, likely to be permanent, and to spread from the 
 actual members of the class to those who come in contact 
 with them. If it comes to be the custom for those who 
 take an interest in public affairs to prepare themselves by 
 attending courses of this kind the results may be of con- 
 siderable importance. At any rate, much will have been done 
 to diffuse among large classes of the population to whom it 
 has until lately been wholly unfamiliar a new idea of the 
 possibilities of education on these matters. 
 
 J. W. HEADLAM. 
 L. T. HOBHOUSE. 
 
 ii 
 
1 64 UNIVERSITY TUTORIAL CLASSES 
 LIST OF CLASSES INSPECTED. 
 
 University. 
 
 Class. 
 
 Lecturer. 
 
 
 NORTH. 
 
 
 Manchester . 
 
 Blackburn . 
 
 H. M. Hallsworth. 
 
 Leeds . 
 
 Castleford . 
 
 Hon. Gerard Collier. 
 
 Liverpool 
 Manchester . 
 
 Liverpool . 
 Oldham No. 2 
 
 Prof. Ramsay Muir. 
 F. W. Kolthammer. 
 
 Oxford . 
 Leeds . 
 
 Rochdale . 
 Wakefield . 
 
 R. H. Tawney. 
 W. H. Pringle. 
 
 
 MIDLANDS. 
 
 
 Oxford . 
 
 Chesterfield 
 
 F. W. Kolthammer. 
 
 Oxford . 
 Cambridge 
 Oxford . 
 
 Glossop 
 Leicester . 
 Longton 
 
 > 
 W. T. Layton. 
 R. H. Tawney. 
 
 
 SOUTH. 
 
 
 London . 
 London . 
 Cambridge 
 Oxford . 
 
 Battersea . . j 
 Croydon . 
 Portsmouth . j 
 Swindon . 
 
 Prof. Geddes. 
 Dr. Lionel Tayler. 
 Dr. Gilbert Slater. 
 W. T. Layton. 
 E. T. Humby. 
 R. V. Lennard. 
 
NOTE. 
 
 FOR permission to include the following extracts 
 from official publications the publishers are in- 
 debted to the Controller of His Majesty's Sta- 
 tionery Office. 
 
APPENDIX IV. 
 EXTRACTS FROM OFFICIAL DOCUMENTS. 
 
 I. From the Introductory Report of the Board of Education 
 on the Universities and University Colleges in receipt of 
 Treasury Grant ', 1908-9: 
 
 " In every direction there are signs of active interest in 
 University affairs, and the future is full of hope. Not the 
 least hopeful of these signs of interest is the growing desire 
 of all classes of the community for higher education. The 
 Workers' Educational Association, which from small be- 
 ginnings has rapidly grown into a powerful and influential 
 society, has voiced the wish of organized labour, and par- 
 ticularly of the younger working class men and women, to 
 learn the best that the Universities have to offer in the study 
 of Industrial and Economic History and' other subjects bear- 
 ing upon the social, economic, and political conditions of a 
 great industrial people. Joint Committees of working men 
 and University representatives have been appointed at dif- 
 ferent Universities and recognized classes for the study of 
 these subjects under University lecturers have been estab- 
 lished during the past year at no less than thirty-eight 
 centres. The movement shows promise of enabling the 
 Universities successfully to do the work which the University 
 Extension movement at its inception in 1873 undoubtedly 
 
 165 
 
1 66 UNIVERSITY TUTORIAL CLASSES 
 
 aimed at doing. ' University Extension ' in the issue has 
 for the most part done something 'else, but in doing it has 
 made it easier to see what are the essential factors in any 
 successful plan for bringing the Universities into touch with 
 the working classes. It is now clear that the scheme must 
 provide for close co-operation between working-class leaders 
 and the Universities in making the arrangements for the 
 classes, in selecting the subjects for study, and in appointing 
 the teachers. It is clear that the teaching must constantly 
 have in view the special needs and difficulties of working- 
 class students, and that the classes must therefore be small, 
 and special care be taken in supervising the written essays ; 
 that the teachers must be men of such education and mental 
 calibre that they can recognize and turn to account the 
 intimate knowledge their students frequently have of the 
 actual working of the present economic and social system. 
 Where these conditions are complied with, both teachers and 
 taught must benefit greatly from the classes. The movement 
 has its own special dangers, of course, some of them im- 
 mediate, some more remote, but difficulties are only danger- 
 ous if they are not recognized. 
 
 " One of the gravest dangers, common to this and other 
 forms of specialized adult instruction in this country, is the 
 likelihood that it will be called, and come to be thought of as, 
 University education because it is of an advanced standard 
 and conducted by University teachers. In itself this would 
 not matter, were it not that there is anothenkind of educa- 
 tion to which the experience of every civilized country and 
 of many centuries has applied that name. This other kind 
 of education is only possible when it is based upon a broad 
 preliminary education of wide range, continued up to the 
 
APPENDIX IV 167 
 
 threshold of manhood, and when it is conducted under 
 conditions which enable it while in progress to become the 
 main interest and preoccupation of the student. There are 
 other criteria of a University education besides these, but 
 unless a nation can produce and will pay for the support of 
 men of letters and science of such distinction that they are 
 able to provide this kind of education and to find students 
 capable of undergoing it, there can be no such thing as a 
 University within its boundaries ; and without Universities 
 there would be no means of producing teachers capable of 
 giving the advanced adult instruction which is essential not 
 only for the technological training of an industrial people, 
 but for those wider, more general, and more humane pur- 
 poses which the Workers' Educational Association have in 
 view. It is no real advantage to any movement which aims 
 at the higher education of a people to apply to the facilities 
 provided a name which properly belongs to something else, 
 for the wrong use of the word tends to obscure the reality 
 and so to make it less likely that true University education 
 will become available for all who' are capable of profiting by 
 it. Universities in the present day have much work to do 
 besides providing University education, but if they are to do 
 this other work well they must themselves avoid confusion 
 of thought in regard to it, and take care to do thoroughly 
 well the work for which they primarily exist." 
 
 II. From the Report of the Consultative Committee of the 
 Board of Education, 1909 : 
 
 "The Committee are of opinion that these tutorial 
 classes in History, Literature, Economics, and Political 
 Science well deserve encouragement on the part of Local 
 Authorities and of all bodies interested in popular educa- 
 
1 68 UNIVERSITY TUTORIAL CLASSES 
 
 tion. The fundamental purpose of such classes is to enable 
 the workers to enter upon a wider intellectual life by means 
 of instruction which interprets the facts of daily experience 
 in the light of historical science or literature. Though 
 relatively costly to provide, such classes will well repay 
 the outlay made upon them wherever a small group of 
 adult students is prepared to undertake the concentrated 
 study and intellectual self-discipline which the work in- 
 volves." 
 
 III. From the Report of the Board of Education ^ 1908-9 : 
 " Among the recent developments of Further Education 
 the tutorial classes promoted by the Workers' Educational 
 Association deserve special mention. One of these classes 
 is now undertaking a course in English Literature, but the 
 subjects taken in most cases are Economics and Industrial 
 History. These subjects do not offer any of the attractions 
 of direct advantage in employment, and they call for close 
 and continuous study from those who would pursue them ; 
 none the less the classes have attained much success. Their 
 organization, wrnch, like some of the recent developments 
 of Lads' and Girls' Clubs, involves the combination of 
 central and local support with the enthusiasm of voluntary 
 effort, is noteworthy in several respects. In the first place, 
 while full liberty is left to the local branches of the Associa- 
 tion in matters of management, the classes are usually in 
 touch on the one hand with Local Education Authorities, 
 who co-operate with and in some cases aid or maintain 
 them, and on the other hand with the Universities through 
 the agency of joint committees consisting of representatives 
 of various Universities and of the Workers' Associations, 
 which control the general arrangements for instruction. In 
 
APPENDIX IV 169 
 
 the second place, the students usually undertake to attend 
 the course regularly for three years, twenty-four meetings 
 being held as a rule in each year, one hour at each meeting 
 being devoted to a lecture, and one to class-work on ques- 
 tions arising out of the lecture ; the regular writing of essays 
 fortnightly is also a feature of the scheme. In the third 
 place, the teachers are usually men of exceptionally high 
 qualifications; and as many of them take more than one 
 tutorial class, and as class-work and essays are an essential 
 part of the course, they are enabled to get into a peculiarly 
 close relation with the students. 
 
 " The movement is spreading very rapidly ; in the present 
 session thirty-five tutorial classes are at work, twenty- seven 
 being in the first year of the course, six in the second year, 
 and two in the third year. There seems no doubt, in view 
 of the method of organization of the classes, the ability and 
 devotion of the teachers, the industry of the students, and 
 the peculiar advantages which many of them possess for a 
 concrete study of economic questions, that an exceedingly 
 interesting and fruitful form of further education is being 
 developed. In effect, studies in Economic Science and 
 History are taking their place, with those in Physical and 
 Natural Science and those in Languages, as avenues to 
 liberal culture and fields of intellectual interest for young 
 men whose higher education has to be obtained after their 
 work in life has begun." 
 
 IV. From the Report of the Board of Education^ 1909-10 : 
 37. The growth of the tutorial classes organized in con- 
 nexion with the Workers' Educational Association has been 
 fully maintained during the year. Nearly seventy classes 
 are at work during the present session, or about double the 
 
1 70 UNIVERSITY TUTORIAL CLASSES 
 
 number of last year. The organization of these classes has 
 remained almost universally the same as that described in 
 last year's Report. The subjects studied in the great 
 majority of classes are historical or economic, the only ex- 
 ceptions being one class studying Science, two studying 
 English Literature, and two studying Philosophy. During 
 1909-10, fourteen classes were inspected by Your Majesty's 
 Inspector, Mr. J. W. Headlam, and Prof. L. T. Hob- 
 house ; and a Special Report on these classes was issued as 
 a result of this inspection. An interesting experiment is 
 being tried at Southall in a class mainly intended for rail- 
 way employees. Duplicate meetings of the class are 
 held at different times on the same day, with a view to pro- 
 viding for the varying shifts of work, which make regular 
 attendance at a fixed time difficult for the majority of the 
 students. 
 
 V. From\the Report of the Board of Education^ 1911-12 : 
 
 248. The tutorial classes organized by Universities in co- 
 operation with the Workers' Educational Association, con- 
 tinue to increase in numbers and to arouse in a remarkable 
 degree the enthusiasm of the picked artisan students by 
 whom they are attended. The subjects taken are of a 
 general and not a vocational character, and each student 
 undertakes to complete a full three years' course. The 
 number of classes recognized during 1911-12 was ninety-four, 
 indicating the wide extension of the movement since 1907-8, 
 the first year in which such classes received aid from the 
 Board, when the number recognized was two. Of the 
 ninety-four classes the University of Oxford takes responsi- 
 bility for seventeen, that of Cambridge for three, that of 
 
APPENDIX IV 171 
 
 London for twenty-three, that of Manchester for fourteen, 
 that of Liverpool for seven, that of Birmingham for eight, 
 that of Durham for eight, that of Leeds for six, that of Shef- 
 field for four, and the University Colleges of Nottingham 
 and Reading for three and one respectively. 
 
 The subjects most ordinarily selected continue to be In- 
 dustrial History, in which there are thirty courses, and Eco- 
 nomics, in which there are forty-two ; but a tendency to 
 widen the range of subject is showing itself, and there are 
 now eight classes in Sociology, four in English Literature, 
 five in General History, four in Philosophy, and in Biology. 
 The classes are distributed as follows over the various years 
 of their courses : twenty-eight are in the first year, thirty- one 
 in the second, twenty-nine in the third, five in the fourth, 
 and one in the fifth. A Vacation School for picked students 
 from various local centres was held at Oxford during July 
 and August, 1912. 
 
APPENDIX V. 
 
 ROYAL COMMISSION ON UNIVERSITY EDUCATION IN 
 LONDON. 
 
 Extracts from the Final Report of the Commissioners. 
 
 79. There is, however, one class of adult student for 
 whom the University should, in our opinion, make further 
 provision than that just indicated, though they will also, no 
 doubt, benefit by some of the evening courses given in the 
 day colleges. We refer to the large and increasing body of 
 workers whose needs and desires have found expression 
 through the Workers' Educational Association. We have 
 been greatly impressed by the remarkable progress already 
 made by that Association under the inspiring guidance of 
 its general secretary in arranging classes of a University 
 standard for working men and women. We are even more 
 impressed by the true spirit of learning, the earnest desire 
 for knowledge, and the tenacity of purpose which have been 
 shown by the students. These men and women desire 
 knowledge, not diplomas or degrees, and we think that no 
 University, and above all no city University, would justify 
 its existence that did not do its utmost to help and en- 
 courage work of this kind. Such work is not essential to a 
 University in the narrower sense of being a condition of its 
 existence, but it is essential in the broader view, which lays 
 
 172 
 
APPENDIX V 173 
 
 upon a great seat of learning the duty of using its talents to 
 the utmost, and goffering its treasure freely to all who can 
 benefit by them and sincerely desire to do so. In the 
 branches of study which have proved most attractive to these 
 students the benefit is reciprocal. The intimate personal 
 knowledge the workers have of many important social and 
 economic problems throws a light upon the history of in- 
 dustry, and on the relation of Capital to Labour, which is 
 of inestimable value to the teacher and investigator. Syste- 
 matic inquiries .have been conducted that would have been 
 impossible without the active and intelligent assistance of 
 the workers, and we understand that some of the students 
 themselves have made independent investigations under the 
 guidance of their tutors. We think, therefore, that the 
 University of London should be so organized and endowed 
 as to enable it to establish and maintain a special centre to 
 be identified with the work done in conjunction with the 
 Workers' Educational Association, and to serve the social 
 as well as the intellectual needs of its students. In a later 
 part of our Report (see paragraph 411) we shall explain how 
 we think this can be done. But we must point out here 
 that although we think this special provision should be 
 made by the University itself, the University will not be in 
 the position to undertake this important work successfully 
 unless it has previously obtained the means of providing 
 satisfactorily for its own undergraduate and graduate 
 students, and for its own professoriate. Unless the Univer- 
 sity has a distinguished and properly paid body of teachers 
 who will constantly be sending out able and well-trained 
 young graduates, the supply of teachers necessary for the 
 conduct of the rapidly increasing number of classes for 
 
174 UNIVERSITY TUTORIAL CLASSES 
 
 working men and women will fail at its source. The 
 stronger the University can be made for its primary duties, 
 the better it will be able to help forward this new and hope- 
 ful movement. 
 
 410. There is, however, another side of the extension 
 work of the University which is more uniformly maintained 
 at a high level. The University Board for the Extension 
 of University Teaching is assisted in the selection of teachers 
 for classes organized in connexion with the Workers' Educa- 
 tional Association, and in deciding the subjects upon which 
 lectures should be given to these classes, by a joint com- 
 mittee of fourteen persons, seven of whom are appointed by 
 the University and seven by the Workers' Educational As- 
 sociation and other labour organizations. The classes here 
 referred to are limited to a maximum of thirty students, are 
 tutorial in their nature and not ordinary Extension lectures. 
 The students pledge themselves to regular attendance so 
 far as the conditions of their employment permit, and under- 
 take to be regular meriting essays bearing upon the subject 
 of the course. These classes open out a new and hopeful 
 field for the spread of a pure love of learning the main 
 function of a University. We have already expressed our 
 admiration of the results that have been attained by this 
 Association in co-operation with all the Universities, and we 
 have quoted a passage from a Special Report made by two 
 inspectors of the Board of Education (see paragraph 67). 
 That passage, which defines in clear and admirable language 
 the meaning of University education, is followed by another 
 in which the inspectors say that they have applied the test 
 to the work of the tutorial classes, and that " If . . . the 
 question be put whether, so far as they go, and within the 
 
APPENDIX V 175 
 
 limits of time and available energy the classes are conducted 
 in the spirit which we have described, and tend to accustom 
 the student to the ideal of work familiar at a University, we 
 can answer with an unhesitating affirmative ; and in particular, 
 the treatment both of history and economics is scientific and 
 detached in character. As regards the standard reached, 
 there are students whose essays compare favourably 
 with the best academic work." This result is due partly 
 no doubt to the fact that the teachers are nearly all of 
 them men actually engaged in University teaching, and not 
 men making their living by conducting tutorial classes, but 
 quite as much it is due to the enthusiasm, the zeal, and the 
 sincere desire for truth animating the students, who are 
 drawn almost entirely from the working classes. There is, 
 indeed, another condition making for the thoroughness of 
 the teaching, and that is the considerable amount of 
 financial aid which is forthcoming from the Board of 
 Education and from the London County Council. Without 
 this aid it would be impossible to keep the classes as small 
 as Mr. Mansbridge shows that they are at present. His 
 evidence also indicates that the University of London is 
 enabled to exercise a proper control over the tutorial classes 
 within its area. 
 
 411. At first, no doubt, the classes of the Workers' 
 Educational Association were devoted to a study of those 
 sides of history and theory which seemed to bear most 
 closely upon the needs and difficulties of the worker in 
 the modern industrial state. That was right and proper, 
 for men and women of adult years no less than younger 
 students will do the best work where their interests lie. 
 Already, however, a demand is growing up for courses in 
 
176 UNIVERSITY TUTORIAL CLASSES 
 
 literature and other subjects of value for their time of leisure, 
 and we believe this demand will grow, until the students of 
 the Workers' Educational Association will realize one of 
 the greatest truths a University can enforce the essential 
 unity of knowledge. We think the University should con- 
 sider the work it is doing for these men and women one of 
 the most serious and important of its services to the metro- 
 polis, and that it ought to provide a well-equipped building 
 in a convenient situation as the visible centre of the move- 
 ment, where courses of lectures could be given by the best 
 teachers, including from time to time lectures and addresses 
 by the professors of the University ; where debates could be 
 held, and the students meet for social intercourse. The 
 University already possesses in the Goldsmiths' College a 
 building admirably suited for the purpose, and situated close 
 to the homes of many thousands of the students it should 
 attract. This building should be used in the evenings, on 
 Saturday afternoons, and on Sundays, as the chief University 
 centre for tutorial class students, and a residence should be 
 provided within its walls, if possible, for a warden who 
 would be responsible for the organization of its work and 
 social life. 
 
APPENDIX VI. 
 
 THE TESTIMONY OF PUBLIC MEN. 
 
 The President of the Board of Education (Mr. Walter Runci- 
 man) ; 
 
 " It is this gap between the first instruction and the first 
 desire for instruction, which comes much later in life, which 
 has somehow or other to be filled. There is a great demand 
 for this, I believe, among the adult population, and it is to 
 be seen most strongly in the remarkable success of the 
 Workers' Educational Association, a success brought about 
 by the enthusiasm of an excellent central committee, and 
 the generous assistance given by the Universities and Uni- 
 versity men. Their organized three years' course of history 
 and economics has been attended by large numbers of 
 artisans all over the United Kingdom." Discussion on 
 Education Estimates, House of Commons, July, 1910. 
 
 Sir William Anson, M.P.i 
 
 " I am very glad also that the Board have given public 
 recognition to the work of the Workers' Educational Asso- 
 ciation. I have known something of that work in its relation 
 to my own University at Oxford. We have been very much 
 interested in it, and we are well aware of the energy, enthu- 
 siasm, and wisdom with which that work is being carried 
 on." Discussion on Education Estimates, House of 
 Commons, July, 1910. 
 
 177 12 
 
178 UNIVERSITY TUTORIAL CLASSES 
 
 The President of the Board of Education (Mr. Pease) ; 
 
 " I should like also to pay a tribute to the excellent work 
 being done by the Workers' Educational Association. The 
 number of tutorial classes has grown from two to eight, 
 thirty-five, seventy, and now there are 100 of them. The 
 Universities are being brought into contact with progressive 
 working men, who undertake to go through a full three 
 years' course. The work which is being done in connexion 
 with that organization is of the very highest value." Dis- 
 cussion on Education Estimates, House of Commons, June, 
 1912. 
 
 Mr. F. Goldstone, M.P. ; 
 
 " One thing I observe with very great pleasure, namely, 
 the encouragement given to the tutorial classes of the 
 Workers' Educational Association. The system is only 
 four years old, but there have already been 3000 students, 
 of whom 600 have completed three years' courses. This is 
 the testimony of Mr. A. L. Smith, of Balliol College, in re- 
 gard to these classes : 
 
 Twenty-five per cent of the essays examined by him after second 
 year's work in two classes, and first year's work in six classes, were 
 equal to the work done by students who gained first classes in the 
 Final. Schools of Modern History. He was astonished, not so much 
 at the quality as at the quantity of the quality of the work done. 
 
 I hope the President of the Board of Education will be 
 enabled to encourage this kind of work." Discussion on 
 Education Estimates, House of Commons, June, 1912. 
 
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 APPENDIX VII. 
 
 [N.B. It is impossible to tabulate the financial assistance given to 
 
 tions vary from 25 
 
 University and 
 Class. 
 
 Subject. 
 
 Year. 
 
 Tutor. 
 
 BELFAST (QUEEN'S 
 UNIVERSITY). 
 Belfast (i) . 
 
 Belfast (2) . 
 
 Economics . 
 Economic History 
 
 2 
 2 
 
 A. L. Curr, B.A. . 
 Prof. H. O. Meredith, M.A. 
 J. F. Rees, B.A. . 
 
 BIRMINGHAM. 
 Birmingham (r) . 
 Birmingham (2) . 
 Birmingham (3) . 
 
 Economics . 
 Plato's Republic . 
 Economic History 
 
 2 
 
 3 
 
 i 
 
 Hon. G. Collier, M.A. . 
 L. H. Green, B.A. . 
 Hon. G. Collier, M.A. . 
 
 Derby . 
 Dudley . 
 
 Economic History 
 Economics . 
 
 2 
 3 
 
 Hon. G. Collier, M.A. . 
 Ivor B. John, M.A. 
 
 Northfield . 
 Stirchley 
 
 Economics . 
 Economic History 
 
 3 
 2 
 
 F. Roscoe, M.A. . 
 F. Tillyard, M.A. . 
 
 CAMBRIDGE. 
 Leicester 
 
 Economics . 
 
 3 
 
 W. T. Layton, M.A. . 
 
 Portsmouth . 
 
 Economics . 
 
 3 
 
 W. G. Constable, M.A. . 
 
 Wellingborough . 
 DURHAM. 
 Ashingfon . 
 Ga.eshead . 
 Newcastle (i) 
 Newcastle (2) 
 Sunderland . 
 West Hartlepool . 
 West Stanley (i) . 
 West Stanley (2) . 
 LEEDS. 
 Bradford 
 
 English Literature 
 
 Economic Hi, tow 
 Economic History 
 Economics . 
 Economics . 
 Economic History 
 Economic History 
 Economic History 
 English Literature 
 
 Political Science . 
 
 3 
 
 i 
 
 2 
 2 
 
 I 
 
 I 
 I 
 
 3 
 
 A. J. Wyatt, M.A. . 
 
 P. A. Brown, M.A. 
 P. A. Brown, M.A. 
 Prof. H. M. Hallsworth, M.A. 
 Prof. H. M. Hallsworth, M.A. 
 P. A. Brown, M.A. 
 Meredith Atkinson, B.A. 
 P. A. Brown, M.A. 
 Dr. Lilias Macgregor . 
 
 W. H. Pringle, M.A., LL.B. 
 
 Brighouse . 
 Castleford . 
 Leeds . 
 
 Economics . 
 Economic History 
 Economics . 
 
 3 
 
 3 
 
 i 
 
 H. Clay, B.A. . . . 
 K A. Brown, M.A. 
 W. H. Pringle, M.A., LL.B. 
 
 Hebden Bridge . 
 Wakefield . 
 LIVERPOOL. 
 Accrington . 
 Barrow . 
 Birkenhead . 
 
 Economics . 
 Economics . 
 
 Economic History 
 Economic History 
 Economic History 
 
 3 
 3 
 
 2 
 
 i 
 3 
 
 H. Clay, B.A. . . 
 W. H. Pringle, M.A., LL.B. 
 
 Evan Hughes, M.A. 
 Evan Hughes, M.A. 
 Prof. Conner, M.A. 
 
 Crewe . 
 Lancaster . 
 Liverpool (i) 
 Liverpool (2) 
 Wrexham . 
 
 Economic History 
 Economic History 
 Economic History 
 Economic History 
 Local Government 
 
 i 
 2 
 3 
 2 
 
 E. G. Miles, B.A. . 
 Evan Hughes, M.A. 
 G. A. Laing, M.A. . 
 Evan Hughes, M.A. 
 E. G. Miles, B.A. . 
 
 * Grant of 50 from the Belfast Co-operative Society. 
 
 j- These percentages are based only on the attendances of " Effective " students, 
 1 This class having completed a three years' course under the University of Ox- 
 of Liverpool. 
 
STATISTICS OF CLASSES, 1911-12 
 
 181 
 
 classes by the Universities under which they work, but such contribu- 
 te 50 for each class.] 
 
 Number of 
 Students. 
 
 Recorded Causes 
 of Absence. 
 
 | 
 
 
 Grants. 
 
 
 
 1 
 
 "o ' 
 
 
 Enrolled. 
 
 Effective 
 
 
 li 
 1 
 
 ft* 
 
 s 
 
 I 
 
 1 
 
 
 Local 
 
 
 d 
 
 
 
 
 c 
 
 1 
 
 SJ 
 
 c 
 
 a 
 
 m 
 
 T3 
 
 fcj 
 
 Board of 
 Education 
 
 Education 
 Authority. 
 
 g 
 
 g 
 
 9 
 
 
 3 
 
 
 
 "S ~ ja 
 
 > 
 
 Q 
 
 
 
 P 
 
 
 
 5; 
 
 
 
 5< 
 
 
 
 w 
 
 
 
 
 
 
 
 09 
 
 
 
 pQ 
 
 
 
 
 
 H o 
 
 
 < 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 s. d. 
 
 s. d. 
 
 it 
 
 5 
 
 8 
 
 i 
 
 
 
 
 
 
 
 
 
 8 5 -6 
 
 
 
 } 
 
 
 
 
 
 
 
 
 
 
 
 
 f * 
 
 
 15 
 
 5 
 
 4 
 
 4 
 
 
 
 
 
 
 
 
 
 90-2 
 
 
 
 j 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Specially in- 
 
 25 
 
 20 
 23 
 
 2 
 14 
 4 
 
 3 
 
 19 
 
 i 
 13 
 4 
 
 30 
 
 41 
 
 20 
 
 42 
 
 13 
 
 15 
 21 
 9 
 
 13 
 
 IO 
 
 8 
 
 75'8 
 6 3 -' 3 
 
 108 
 109 
 72 
 
 Y 66 6 o 
 
 cluded in 
 general grant 
 to University. 
 
 16 
 
 5 
 
 15 
 
 5 
 
 38 
 
 58 
 
 16 
 
 IO 
 
 747 
 
 55 
 
 14 9 o 
 
 500 
 
 33 
 
 
 
 30 
 
 o 
 
 23 
 
 50 
 
 36 
 
 44 
 
 75'8 
 
 101 
 
 22 19 
 
 500 
 
 Specially in- 
 
 21 
 29 
 
 
 
 i 
 
 14 
 27 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 71-1 
 
 Gi 
 
 12 6 6 
 19 19 6 
 
 ( eluded in 
 general 
 * grant to 
 
 
 
 
 
 
 
 
 
 
 
 
 University. 
 
 28 
 
 2 
 
 25 
 
 2 
 
 32 
 
 38 
 
 32 
 
 - 
 
 85-1 
 
 in 
 
 22 10 6 
 
 25toW.E.A. 
 Branch. 
 
 23 
 
 2 
 
 23 
 
 2 
 
 20 
 
 19 
 
 6 
 
 
 
 89-1 
 
 59 
 
 22 10 6 
 
 Grant to cover 
 any deficit. 
 
 18 
 
 9 
 
 18 
 
 8 
 
 51 
 
 49 
 
 9 
 
 20 
 
 89-4 
 
 149 
 
 22 ig 
 
 
 29 
 
 2 
 
 25 
 
 2 
 
 13 
 
 40 
 
 12 
 
 
 
 59-8 
 
 119 
 
 goo 
 
 
 30 
 
 
 
 23 
 
 O 
 
 32 
 
 30 
 
 25 
 
 13 
 
 737 
 
 105 
 
 17 o o 
 
 
 25 
 
 
 
 24 
 
 
 
 
 12 
 
 
 
 85-9 
 
 138 
 
 
 
 28 
 
 3 
 
 28 
 
 3 
 
 
 
 . 
 
 
 
 
 
 77' i 
 
 142 
 
 r 45 10 
 
 
 21 
 
 i 
 
 18 
 
 i 
 
 
 
 
 
 
 
 
 
 64-4 
 
 62 
 
 7 5 o 
 
 10 
 
 33 
 
 o 
 
 33 
 
 
 
 25 
 
 67 
 
 12 
 
 
 
 807 
 
 189 
 
 
 IO O 
 
 25 
 
 12 
 
 3 
 
 20 
 
 22 
 ii 
 
 3 
 20 
 
 17 
 19 
 
 10 
 
 34 
 
 36 
 3 
 
 II 
 
 68-3 
 787 
 
 121 
 140 
 
 42 i 6 
 
 50 o o 
 
 26 
 
 2 
 
 23 
 
 2 
 
 ii 
 
 53 
 
 61 
 
 
 
 79-6 
 
 118 
 
 ig 19 6 
 
 Full financial 
 
 
 
 
 
 
 
 
 
 
 
 
 esponsibility. 
 
 19 
 
 4 
 
 17 
 
 2 
 
 14 
 
 19 
 
 12 
 
 I 
 
 72-5 
 
 70 
 
 14 o 6 
 
 ? 25 o o 
 
 24 
 
 2 
 
 15 
 
 2 
 
 ii 
 
 7 
 
 2 
 
 3 
 
 71 
 
 70 
 
 12 6 6 
 
 1 
 
 30 
 
 2 
 
 27 
 
 2 
 
 17 
 
 20 
 
 5 
 
 3 
 
 78-8 
 
 43 
 
 22 ig o 
 
 ?ull financial 
 esponsibility. 
 
 22 
 It 
 
 7 
 o 
 
 21 
 16 
 
 7 
 O 
 
 9 
 2 
 
 8 
 ii 
 
 7 
 
 4 
 
 3 
 
 21 
 
 68-5 
 79-1 
 
 
 
 19 ii o 
 
 12 15 
 
 [ 25 o o 
 
 31 
 
 
 
 30 
 
 
 
 15 
 
 3 
 
 19 
 
 _ 
 
 78-6 
 
 42 
 
 23 16 o 
 
 15 o o 
 
 33 
 26 
 
 3 
 6 
 
 32 
 
 22 
 
 3 
 i 
 
 53 
 22 
 
 40 
 ii 
 
 34 
 
 
 
 97 
 8-9 
 
 10 
 
 34 
 
 24 13 o 
 
 21 6 
 
 10 O O 
 
 i5toW.E.A. 
 
 
 
 
 
 
 
 
 
 
 
 
 Branch. 
 
 43 
 
 
 
 37 
 
 
 
 
 
 
 
 
 
 
 
 *3 
 
 05 
 
 28 i o 
 
 15 o o 
 
 34 
 
 o 
 
 32 
 
 o 
 
 
 
 
 
 
 
 
 
 6-4 
 
 53 
 
 
 15 o o 
 
 37 
 
 i 
 
 35 
 
 
 
 8 
 
 25 
 
 18 
 
 
 
 47 
 
 58 
 
 
 15 o o 
 
 29 
 
 
 
 27 
 
 
 
 
 
 
 
 
 
 
 
 
 36 
 
 5 3 
 
 15 o o 
 
 24 
 
 
 
 16 
 
 
 
 2 
 
 4 
 
 ii 
 
 ~ 
 
 8-5 
 
 50 
 
 746 
 
 7 10 o 
 
 i.e., of those who attended for fourteen hours or more. 
 
 ford at Christmas, 1911, undertook a special course for one term under the University 
 One term only. 
 
i8 2 UNIVERSITY TUTORIAL CLASSES 
 
 University and 
 Class. 
 
 Subject. 
 
 Year. 
 
 Tutor. 
 
 LONDON. 
 
 Battersea . 
 
 Bromley 
 
 Cambenvell . 
 Clerkeiwell . 
 
 Sociology 
 Sociology 
 
 Economics . 
 Economics . 
 
 3 
 
 i 
 
 2 
 
 3 
 
 T. L. Tayler, M.R.C.S., 
 L.R.C.P 
 J. L. Tayler, M.R.C.S., 
 L.R.C.P 
 E. Cleveland-Stevens, B.A. . 
 M. Epstein, M.A., Ph.D. . 
 
 Croydon 
 
 Economics . 
 
 3 
 
 G. Slater, M. A., D.Sc. . 
 
 Enfield . 
 
 Economics 
 
 2 
 
 Mabel Atkinson, M.A. . 
 
 Fleet St. (Printers) 
 
 Economic History 
 
 2 
 
 W. H. Pringle, M.A., LL.B. 
 
 Hanover Square . 
 
 Englibh Literature 
 
 I 
 
 Alice Wall, B.A. . 
 
 Ilford . 
 Kentish Town 
 
 Economic History 
 Growth of the Eng- 
 
 2 
 
 Mabel Atkinson, M.A. . 
 
 
 lish People 
 
 2 
 
 Kenneth Vickers, M.A. 
 
 Marylebone 
 Morley College (i) 
 Morley College (2) 
 
 Sociology 
 Economics . 
 Economic History 
 
 I 
 
 2 
 I 
 
 R. P. Farley, B.A. 
 W. H. Pringle, M.A., LL.B. 
 Mabel Atkinson, M.A. . 
 
 Poplar . 
 
 Economic History 
 
 I 
 
 L. E. Buncher, B.A. 
 
 Southall (i) . 
 
 Growth of the Eng- 
 
 
 
 Southall (2) 
 Tottenham . 
 
 lish People 
 Economic History 
 Economics . 
 
 2 
 
 2 
 3 
 
 Kenneth Vickers, M.A. 
 J. G. Newlove 
 W. H. Pringle, M.A., LL.B. 
 
 West Ham . 
 
 Sociology 
 
 i 
 
 J. L. Tayler, M.R.C.S., 
 
 
 
 
 L.R.C.P 
 
 Willesden . 
 
 Political Institu- 
 
 
 
 
 tions and Politi- 
 
 
 
 Wimbledon . 
 
 cal Thought 
 Growth of the Eng- 
 
 2 
 
 H. H. Schloesser . 
 
 
 lish People 
 
 I 
 
 Kenneth Vickers, M.A. 
 
 Working Men's 
 
 Economic and So- 
 
 
 
 College (i) 
 
 cial History 
 
 3 
 
 Hon. G. Collier, M.A. . . 
 
 Working Men' 
 
 Political Institu- 
 
 
 
 College (2) 
 
 tions and Politi- 
 
 
 
 MANCHESTER. 
 
 cal Thought 
 
 2 
 
 J. P. Jamieson, B.A. . 
 
 Ashton . 
 
 Economic History 
 
 2 
 
 F. W. Hubback, M.A. . 
 
 Brcup . 
 
 Economic History 
 
 2 
 
 R. B. Forrester, M.A. . 
 
 Bolton . 
 
 Economics . 
 
 3 
 
 Conrad Gill, M.A. . 
 
 Burnley 
 
 Economic History 
 
 ! 
 
 F. W. Hubback, M.A. . 
 
 Blackburn . 
 
 Economics . 
 
 3 
 
 R. B. Forrester, M.A. . 
 
 Chadderton . 
 
 Natural History . 
 
 3 
 
 W. M. Tattersall, D.Sc. 
 
 Chorley(i) . 
 
 Economics . 
 
 3 
 
 R. B. Forrester, M.A. . 
 
 Chorley (2) . 
 
 English Literature 
 
 2 
 
 F. W. Clarke, M.A. 
 
 Colne . 
 
 Modern History . 
 
 3 
 
 M. Hovell, M.A. . 
 
 Leigh . 
 
 Economics 
 
 2 
 
 M. Hovell, M.A. . 
 
 Manchester . 
 
 Economics 
 
 3 
 
 Conrad Gill, M.A. . 
 
 Nelson . 
 
 Economics . 
 
 3 
 
 Conrad Gill, M.A. . 
 
 Oldham 
 
 Economic History 
 
 3 
 
 R. B. Forrester, M.A. . 
 
 Salford . 
 
 Economic History 
 
 i 
 
 F. W. Hubback, M.A. . 
 
 NOTTINGHAM 1 
 
 
 
 
 (UNIVERSITY COL- 
 
 
 
 
 LEGE). 
 
 
 
 
 Mansfield . 
 
 Economic History 
 
 i 
 
 !R. C. F. Dolley, M.A. . 
 
 Nottingham . 
 
 Economic History 
 
 i 
 
 E. A. Smith, B.Sc. 
 
 Sutton-in-Ashfield 
 
 Economic History 
 
 2 
 
 E. A. Smith, B.Sc. 
 
APPENDIX VII. 
 
 183 
 
 Number of 
 Students. 
 
 Recorded Cases 
 of Absence. 
 
 2 
 
 M 
 
 Grants. 
 
 
 
 g 
 
 
 
 
 Enrolled. 
 
 Effective. 
 
 
 
 .2 
 
 
 I 
 
 5.? 
 
 
 
 c 
 
 
 
 omen. 
 
 
 J 
 
 I 
 
 1 
 
 || 
 
 Various, 
 
 ttendance 
 
 3 
 
 Board of 
 Education. 
 
 Local 
 Education 
 Authorities. 
 
 8 
 
 
 
 
 * 
 
 01 
 
 
 
 
 
 
 
 
 < 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 s. d. 
 
 s. d. 
 
 27 
 
 3 
 
 23 
 
 3 
 
 12 
 
 13 
 
 6 
 
 4 
 
 82 
 
 162 
 
 21 5 O 
 
 30 o o 
 
 19 
 
 12 
 
 17 
 
 12 
 
 6 
 
 15 
 
 9 
 
 3 
 
 9i*3 
 
 155 
 
 25 18 6 
 
 25 o o 
 
 20 
 
 3 
 
 20 
 
 3 
 
 33 
 
 60 
 
 50 
 
 
 70 '2 
 
 122 
 
 
 
 30 o o 
 
 16 
 
 
 
 15 
 
 
 
 
 
 
 
 
 
 80'2 
 
 106 
 
 ii 18 o 
 
 30 o o 
 
 30 
 
 21 
 
 o 
 
 i 
 
 27 
 
 
 
 16 
 ii 
 
 15 
 79 
 
 19 
 
 47 
 
 6 
 
 80-9 
 8 3'4 
 
 III 
 
 21 5 
 
 17 8 6 
 
 25 o o 
 25 o o 
 
 26 
 
 o 
 
 24 
 
 o 
 
 12 
 
 47 
 
 30 
 
 H 
 
 72'2 
 
 119 
 
 18 14 o 
 
 30 o o 
 
 6 
 
 31 
 
 6 
 
 30 
 
 39 
 
 4 1 
 
 20 
 
 28 
 
 82-8 
 
 236 
 
 29 15 o 
 
 30 o o 
 
 18 
 
 6 
 
 17 
 
 6 
 
 3 1 
 
 15 
 
 IO 
 
 6 
 
 81-8 
 
 112 
 
 18 14 o 
 
 
 21 
 
 3 
 
 19 
 
 2 
 
 60 
 
 3 
 
 
 
 
 
 81 
 
 97 
 
 17 o o 
 
 30 o o 
 
 15 
 
 ii 
 
 
 II 
 
 IO 
 
 IO 
 
 8 
 
 64 
 
 69-6 
 
 129 
 
 ii 5 o 
 
 30 o o 
 
 25 
 
 2 
 
 22 
 
 3 
 
 9 
 
 52 
 
 8 
 
 25 
 
 70*1 
 
 !34 
 
 I 31 * 6 
 
 30 o o 
 
 12 
 
 2 
 
 12 
 
 2 
 
 
 
 
 
 
 
 80-4 
 
 92 
 
 r * 3 
 
 30 o o 
 
 20 
 
 I 
 
 18 
 
 
 
 12 
 
 69 
 
 
 
 
 
 6 3 '7 
 
 80 
 
 5 15 o 
 
 30 o o 
 
 15 
 
 IO 
 
 15 
 
 10 
 
 13 
 
 53 
 
 4 
 
 15 
 
 77-8 
 
 I 3I 
 
 19 ii o 
 
 25 o o 
 
 21 
 
 3 
 
 17 
 
 2 
 
 59 
 
 72 
 
 44 
 
 
 73 
 
 112 
 
 14 9 o 
 
 
 23 
 
 10 
 
 23 
 
 IO 
 
 
 
 
 
 
 
 797 
 
 171 
 
 25 18 6 
 
 25 o o 
 
 32 
 
 5 
 
 28 
 
 5 
 
 13 
 
 8 
 
 3 
 
 
 
 82-3 
 
 153 
 
 27 4 o 
 
 25 o o 
 
 21 
 
 
 
 17 
 
 
 
 12 
 
 214 
 
 44 
 
 30 
 
 76-4 
 
 165 
 
 12 6 6 
 
 25 o o 
 
 23 
 
 5 
 
 23 
 
 4 
 
 23 
 
 22 
 
 5 
 
 
 
 85-3 
 
 HO 
 
 23 7 6 
 
 25 o o 
 
 33 
 
 o 
 
 22 
 
 
 
 16 
 
 56 
 
 6 
 
 - 
 
 80-8 
 
 99 
 
 ^ College 
 1 accepts 
 |- financial 
 
 
 18 
 
 
 
 16 
 
 o 
 
 18 
 
 37 
 
 15 
 
 61 
 
 91 -8 
 
 113 
 
 1 responsi- 
 
 J bility. 
 
 
 23 
 
 
 
 19 
 
 
 
 IO 
 
 5 
 
 6 
 
 _ 
 
 60-5 
 
 10 
 
 ii 9 6 
 
 15 o o 
 
 20 
 22 
 
 7 
 
 i 
 
 19 
 20 
 
 7 
 
 
 
 19 
 27 
 
 12 
 26 
 
 15 
 7 
 
 - 
 
 77'5 
 80-3 
 
 101 
 
 105 
 
 20 8 
 
 15 o o 
 Full financial 
 responsibility. 
 
 32 
 
 7 
 
 30 
 
 6 
 
 22 
 
 33 
 
 34 
 
 
 
 787 
 
 80 
 
 28 9 6 
 
 15 o o 
 
 22 
 
 8 
 
 2O 
 
 8 
 
 2 
 
 
 6 
 
 
 
 76-2 
 
 97 
 
 22 19 O 
 
 IO O O 
 
 II 
 
 7 
 
 II 
 
 6 
 
 6 
 
 16 
 
 
 
 
 
 83 
 
 119 
 
 *I2 12 O 
 
 15 o o 
 
 25 
 12 
 
 3 
 16 
 
 2 8 
 
 3 
 
 16 
 6 
 
 12 
 3 
 
 5 
 
 z 
 
 79-4 
 63 '3 
 
 102 
 
 }43 4 
 
 15 o o 
 
 16 
 
 7 
 
 14 
 
 6 
 
 ii 
 
 2 
 
 20 
 
 
 
 86 
 
 81 
 
 17 8 6 
 
 15 o o 
 
 32 
 
 
 
 30 
 
 o 
 
 34 
 
 4 
 
 44 
 
 
 
 67-2 
 
 50 
 
 20 8 o 
 
 15 o o 
 
 35 
 
 o 
 
 23 
 
 o 
 
 4 
 
 6 
 
 9 
 
 
 
 69-5 
 
 63 
 
 16 3 o 
 
 
 
 27 
 
 3 
 
 23 
 
 2 
 
 9 
 
 13 
 
 28 
 
 
 
 75 '5 
 
 87 
 
 19 2 6 
 
 15 o o 
 
 22 
 
 IO 
 
 20 
 
 IO 
 
 25 
 
 23 
 
 36 
 
 
 
 
 55 
 
 19 2 6 
 
 500 
 
 29 
 
 i 
 
 23 
 
 O 
 
 44 
 
 42 
 
 28 
 
 
 64-8 
 
 70 
 
 14 7 6 
 
 15 o o 
 
 26 
 
 
 
 23 
 
 o 
 
 18 
 
 9 
 
 3 
 
 
 76-3 
 
 23 
 
 18 15 6 
 
 IO O O 
 
 31 
 
 3 
 
 30 
 
 2 
 
 34 
 
 30 
 
 24 
 
 3 
 
 78-5 
 
 178 
 
 24 13 o 
 
 
 
 27 
 
 o 
 
 27 
 
 O 
 
 35 
 
 45 
 
 8 
 
 8 
 
 80-4 
 
 158 
 
 21 13 6 
 
 IO O O 
 
184 UNIVERSITY TUTORIAL CLASSES 
 
 University and 
 Class. 
 
 Subject. 
 
 Year. 
 
 Tutor. 
 
 OXFORD. 
 Bournemouth 
 Chatham 
 Chesterfield 
 
 Economic History 
 Economic History 
 Local Government 
 
 2 
 
 I 
 4 
 
 I. G. Newlove 
 J. G. Newlove 
 F. W. Kolthammer, M.A. . 
 
 Gloucester 
 
 Economic Theory 
 
 
 R. V. Leunard, B.A. . 
 
 Glossop 
 
 Local Government 
 
 4 
 
 F. W. Kolthammer, M.A. . 
 
 Halifax 
 
 Economic Theory 
 
 3 
 
 H. Clay, B.A. 
 
 Hanley . 
 
 Economic Theory 
 
 3 
 
 F. W. Kolthammer, M.A. . 
 
 Huddersfield 
 
 Local Government 
 
 3 
 
 F. W. Kolthammer, M.A. . 
 
 Littleborough 
 
 Economic and Con- 
 
 
 
 
 stitutional His- 
 
 
 
 
 tory . 
 
 4 
 
 R. H. Tawney, B.A. 
 
 Longton 
 
 Economic and 
 
 
 
 
 Constitutional 
 
 
 
 
 History 
 
 5 
 
 R. H. Tawney, B.A. 
 
 Luton . 
 Oldham 
 Rochdale (3) 
 
 Economic History 
 Local Government 
 Economic and 
 
 2 
 4 
 
 J. G. Newlove 
 F. W. Kolthammer, M.A. . 
 
 
 Constitutional 
 
 
 
 Rochdale (2) 
 
 History 
 Economic and 
 
 i 
 
 R. H. Tawney, B.A. . 
 
 
 Social Problems 
 
 3 
 
 R. H. Tawney, B.A. 
 
 Stoke . 
 
 Economic and 
 
 
 
 
 Constitutional 
 
 
 
 
 History 
 
 i 
 
 W. L. Knox, B.A. 
 
 Swindon 
 
 Economic His- "^ 
 
 
 
 
 tory (ist term) 1 
 Political Theory f 
 
 4 
 
 fR. V. Lennard, B.A. . 
 (A. G. Heath, BA. 
 
 
 (and term) J 
 
 
 
 Wrexham* . 
 
 Economic and 
 
 
 
 
 Social Problems 
 
 3 
 
 R. H. Tawney, B.A. 
 
 READING (UNIVER- 
 
 
 
 
 SITY COLLEGE). 
 
 
 
 
 Reading . . 
 SHEFFIELD. 
 
 Economic History 
 
 2 
 
 Prof. F. M. Stenton, M.A. . 
 
 Barnsley 
 Rotherham . 
 
 Economics . 
 Economic History 
 
 2 
 I 
 
 J. Baxter, M.A. . 
 J. Baxter, M.A. 
 
 Sheffield (i) . 
 
 Economics . 
 
 2 
 
 D. Knoop, M.A. 
 
 Sheffield (2) . 
 Sheffield (3) . 
 
 Philosophy . 
 Economic History 
 
 2 
 I 
 
 T. Loveday, M.A. . 
 J. Baxter, M.A. . 
 
 WALES (UNIVER- 
 
 
 
 
 SITY COLLEGE OF, 
 
 
 
 
 BANGOR). 
 
 
 
 
 Bethesda 
 
 Economic History 
 
 I 
 
 R. Richards, M.A. 
 
 Blaenau Festiniog 
 Llanberis 
 
 Economic History 
 Economic History 
 
 I 
 I 
 
 R. Richards, M.A. 
 R. Richards, M.A. 
 
 Penygroes . 
 
 Economic History 
 
 I 
 
 R. Richards, M.A. 
 
 WALES (UNIVER- 
 
 
 
 
 SITY COLLEGE OF 
 
 
 
 
 ABERYSTWYTH). 
 
 
 
 
 Aberystwyth (i) . 
 Aberystwyth (2) . 
 
 Welsh -Literature 
 Economic History t 
 
 I 
 
 I 
 
 T. Gwynn Jones . . 
 Prof. S. Roberts, M.A. . 
 
 * One term only. 
 
 t Class not formed till January, 1912. 
 
 Total Number of Students enrolled : 
 Men . . . 2427 
 Women . 379 
 
APPENDIX VII 
 
 Number of 
 Students. 
 
 Recorded Causes 
 of Absence. 
 
 percentage. 
 
 W n 
 
 Grants. 
 
 Enrolled. 
 
 Effective. 
 
 
 
 
 
 
 
 
 
 
 3 
 
 Overtime. 
 
 sl| 
 
 *sl 
 
 H l 
 
 Various. 
 
 ttendance 
 
 S 
 
 3 
 
 Board of 
 Education. 
 
 Local 
 
 Education 
 Authority. 
 
 g 
 
 I 
 
 c 
 
 g 
 
 P| 
 
 1 
 
 
 1 
 
 
 
 
 
 < 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 S ' d 
 
 s. d. 
 
 25 
 24 
 
 i 
 
 21 
 24 
 
 4 
 8 
 
 36 
 
 18 
 
 24 
 16 
 
 66 
 9 
 
 
 
 sl-6 
 
 120 
 175 
 
 19 2 6 
 26 15 6 
 
 10 
 
 25 o o 
 
 24 
 
 6 
 
 20 
 
 6 
 
 18 
 
 ii 
 
 5 
 
 
 
 62-1 
 
 "5 
 
 20 8 
 
 15 o o 
 
 24 
 
 5 
 
 19 
 
 5 
 
 34 
 
 g 
 
 7 
 
 16 
 
 79'8 
 
 n6t 
 
 9 15 6 
 
 
 
 26 
 
 i 
 
 20 
 
 i 
 
 19 
 
 58 
 
 17 
 
 
 
 8ri 
 
 124 
 
 16 ii 6 
 
 15 o o 
 
 22 
 32 
 
 4 
 
 I 
 
 21 
 29 
 
 4 
 
 i 
 
 15 
 
 24 
 
 47 
 13 
 
 % 
 
 14 
 
 81-8 
 
 90 
 
 141 
 
 16 ii 6 
 24 4 6 
 
 IS O 
 
 Fun financial 
 responsibility. 
 
 14 
 
 8 
 
 14 
 
 8 
 
 22 
 
 20 
 
 9 
 
 
 
 8l'2 
 
 149 
 
 17 17 o 
 
 10 
 
 23 
 
 o 
 
 19 
 
 
 
 16 
 
 19 
 
 16 
 
 
 
 72 
 
 67 
 
 13 12 O 
 
 15 o o 
 
 
 
 
 
 
 
 
 
 
 
 
 Full financial 
 
 3 1 
 
 8 
 
 29 
 
 8 
 
 28 
 
 120 
 
 20 
 
 8 
 
 78-5 
 
 230 
 
 28 18 o 
 
 responsibility. 
 
 20 
 
 3 
 
 18 
 
 3 
 
 38 
 
 70 
 
 40 
 
 
 
 70-6 
 
 80 
 
 14 o 6 
 
 10 O O 
 
 21 
 
 6 
 
 20 
 
 6 
 
 6 
 
 30 
 
 13 
 
 
 
 747 
 
 99 
 
 19 2 6 
 
 500 
 
 31 
 27 
 
 
 2 
 
 22 
 
 25 
 
 
 2 
 
 25 
 6 
 
 75 
 4 
 
 9 
 15 
 
 - 
 
 97 
 81-3 
 
 166 
 150 
 
 19 19 6 
 19 ii o 
 
 I 15 o o 
 
 
 
 
 
 
 
 
 
 
 
 
 Full financial 
 
 33 
 
 3 
 
 23 
 
 3 
 
 28 
 
 29 
 
 4 
 
 25 
 
 87-4 
 
 75 
 
 ii g 6 
 
 responsibility. 
 
 22 
 
 4 
 
 19 
 
 3 
 
 ii 
 
 33 
 
 9 
 
 58 
 
 74-2 
 
 130 
 
 16 ii 6 
 
 
 
 17 
 
 i 
 
 17 
 
 i 
 
 10 
 
 18 
 
 4 
 
 - 
 
 85-1 
 
 42 
 
 7 4 6 
 
 7 10 o 
 
 30 
 
 
 
 28 
 
 o 
 
 32 
 
 85 
 
 25 
 
 60 
 
 84-4 
 
 84 
 
 20 8 
 
 25 o o 
 
 14 
 
 5 
 
 12 
 
 4 
 
 
 
 _ 
 
 
 
 
 
 59'i 
 
 20 
 
 
 
 
 
 25 
 
 
 
 23 
 
 
 
 38 
 
 48 
 
 56 
 
 
 
 63 
 
 80 
 
 14 9 o 
 
 
 
 21 
 
 o 
 
 18 
 
 o 
 
 64 
 
 60 
 
 28 
 
 
 
 71-7 
 
 63 
 
 ) 
 
 
 28 
 
 i 
 
 23 
 
 o 
 
 62 
 
 116 
 
 39 
 
 
 
 70-2 
 
 III 
 
 \ 49 19 6 
 
 
 
 22 
 
 2 
 
 20 
 
 2 
 
 36 
 
 80 
 
 14 
 
 
 
 82-5 
 
 103 
 
 ) 
 
 
 23 
 
 O 
 
 20 
 
 
 
 9 
 
 i 
 
 10 
 
 2 
 
 83-3 
 
 103 
 
 17 o o 
 
 _ 
 
 31 
 
 
 
 27 
 
 o 
 
 15 
 
 4 
 
 21 
 
 
 
 797 
 
 7 8 
 
 21 13 6 
 
 
 
 24 
 
 O 
 
 24 
 
 o 
 
 ii 
 
 
 7 
 
 
 
 
 176 
 
 22 10 6 
 
 
 
 33 
 
 
 
 29 
 
 
 
 6 
 
 
 
 13 
 
 4 
 
 96-4 
 
 166 
 
 28 9 6 
 
 
 19 
 19 
 
 8 
 13 
 
 12 
 12 
 
 5 
 
 13 
 
 - 
 
 - 
 
 - 
 
 - 
 
 62-5 
 69-8 
 
 - 
 
 {27 4 o 
 
 - 
 
 Total Number of Effective Students :- 
 Men .... 2141 
 Women ... 344 
 
1 86 UNIVERSITY TUTORIAL CLASSES 
 ADDITIONAL CLASSES, 1912-13. 
 
 University and Class. 
 
 Tutor. 
 
 Subject. 
 
 BIRMINGHAM. 
 
 
 
 Burton-on-Trent 
 
 W. W. Lee, B.Sc. . . 
 
 Economic Hist. 
 
 Dudley . 
 
 Ivor B. John, M.A. . 
 
 English Lit. 
 
 BELFAST (QUEEN'S 
 
 
 
 UNIVERSITY). 
 
 
 
 Belfast III. . 
 
 J. F. Rees, B.A. . . . 
 
 Political Theories of the 
 
 
 
 igth Century 
 
 BRISTOL. 
 
 
 
 Bath 
 
 P. Anstey, B.Sc. . 
 
 Economics 
 
 CAMBRIDGE. 
 
 
 
 Ipswich . 
 
 W. G. Constable, M.A. . 
 
 Economic Hist. 
 
 Norwich . 
 
 F. R. Salter, M.A. . 
 
 
 DURHAM. 
 
 
 
 J arrow . 
 
 Meredith Atkinson, B.A. . 
 
 Economics 
 
 Middlesbrough 
 
 
 
 Wallsend 
 
 P. A.' Brown, M.A. . 
 
 H 
 
 LEEDS. 
 
 
 
 Bradford . 
 
 H. Clay, B.A. . 
 
 Social and Constitutional 
 
 
 
 History 
 
 Brighouse 
 
 H. Clay, B.A. . 
 
 Social and Constitutional 
 
 
 
 History 
 
 Cleckheaton . 
 
 Prof. Macgregor, M.A. 
 
 Economic Hist. 
 
 Todmorden . 
 
 E. Classen, M.A. 
 
 English Lit. 
 
 York 
 
 A. Greenwood, B.Sc. . 
 
 Economics 
 
 LIVERPOOL. 
 
 
 
 Birkenhead 
 
 E. G. Miles, B.A. . 
 
 Economic Hist. 
 
 Hoylake . 
 
 G. Laing, M.A. . 
 
 II > 
 
 Liverpool III. 
 
 Evan Hughes, M.A. . . 
 
 
 Rock Ferry . 
 
 Evan Hughes, M.A. . 
 
 !'. . 
 
 LONDON. 
 
 
 
 Battersea 
 Bloomsbury . 
 Finchley . 
 
 J. Lionel Tayler, M.R.C.S. 
 Alice Wall, B.A. . 
 W. H. Pringle,M.A.,LL.B. 
 
 Biology 
 English Lit. 
 Economic Hist. 
 
 Hammersmith 
 Stoke Newington . 
 
 A. W. Ashby . 
 A. E. Brown, M.A., LL.B. 
 
 The 'history 'of the State 
 
 Toynbee Hall 
 
 A. E. Bland, B.A. 
 
 Economic Hist. 
 
 Working Men's 
 
 
 
 College III. 
 
 B. Turner, B.A. 
 
 English Lit. 
 
 MANCHESTER. 
 
 
 
 Blackburn 
 
 G. W. Daniels, B.A. . 
 
 Economic Hist. 
 
 Bolton . 
 
 E. Classen, M.A. 
 
 English Lit. 
 
 Chorley I. 
 
 G. W. Daniels, B.A. . 
 
 Economic Hist. 
 
 Chorley II. 
 Haslingden 
 
 T. H. Pear, B.Sc. 
 G. W. Daniels, B.A. . 
 
 Psychology 
 Economic Hist. 
 
 Manchester I. 
 
 Conrad Gill, M.A. 
 
 General Hist. 
 
 Manchester II. 
 
 E. Classen, M.A. 
 
 English Lit. 
 
 Manchester III. . 
 
 G. W. Daniels, M.A. . 
 
 Economic Hist. 
 
 Oldham . 
 
 Conrad Gill, M.A. . 
 
 " 
 
APPENDIX VII 
 
 187 
 
 University and Class. 
 
 Tutor. 
 
 Subject. 
 
 NOTTINGHAM (UNI- 
 
 
 
 VERSITY COLLEGE). 
 
 
 
 Leicester 
 Nottingham II. 
 
 E. A. Smith, B. Sc. 
 E. A. Smith, B.Sc. . 
 
 Sociology 
 Economic Hist. 
 
 OXFORD. 
 
 
 
 Chatham II. . 
 
 R. W. T. Cox, B.A. , 
 
 Economic Hist. 
 
 Halifax . 
 
 H. Clay, B.A. . . 
 
 Social and Constitutional 
 
 Heywood 
 
 F. W. Kolthammer, M.A. 
 
 History 
 Economic Hist. 
 
 Kettering 
 
 Helen Stocks 
 
 
 Leeds (Swarthmore 
 
 
 
 Settlement) . 
 
 H. Clay, B.A. . 
 
 Social and Constitutional 
 
 
 
 History 
 
 Lincoln . 
 
 Helen Stocks . 
 
 Economic Hist. 
 
 Swindon . 
 
 R. W. T. Cox, B.A. . 
 
 Theory 
 
 READING (UNIVER- 
 
 
 
 SITY COLLEGE). 
 Reading II. . 
 
 Prof. Edith Morley . 
 
 English Lit. 
 
 SHEFFIELD. 
 
 
 
 Maltby . 
 
 E. Curtis, M.A. . 
 
 European Hist. 
 
 WALES (UNIVER- 
 
 
 
 SITY COLLEGE OF 
 
 
 
 BANGOR). 
 
 
 
 Llandwrog 
 
 L. V. D. Owen, B.A. . 
 
 Economic Hist. 
 
APPENDIX VIII. 
 
 (SOME) DETAILED STATISTICS OF THE OXFORD 
 SUMMER SCHOOL, 1912. 
 
 The following were the numbers in the various weeks : 
 
 Men. Women. Total. 
 
 ist week (29 June 6 July) . . 9 i 10 
 2nd (6 July 13 ) . . 25 i 26 
 3rd (13 20 ) . . 25 2 27 
 4th (20 27 ) . 34 3 37 
 
 5th (27 3 Aug.) . 29 7 36 
 
 6th (3 Aug. 10 ) . 76 18 94 
 
 7th (10 17 ) .60 ii 71 
 
 8th (17 24 ) . . 30 7 37 
 
 Period of students' attendances : 
 
 For 6 weeks i, 5 weeks 2, 4 weeks n, 3 weeks 6, 2 
 weeks 65, i week 130. Total, 215. 
 
 Average period of stay : Two weeks. 
 
 The numbers of students drawn from classes under 
 the various Universities and University Colleges were as 
 follows : Birmingham n, Belfast 4, Cambridge 2, Durham 
 i, Leeds 10, Liverpool 25, London 32, Manchester 17, 
 Nottingham (University College) 2, Oxford 91, Sheffield 4, 
 students admitted on special reports 16. Total, 215. 
 
 The subjects taken by the students with tutors, and 
 the numbers in each subject, were : 
 
 188 
 
APPENDIX VIII 189 
 
 Anthropology ..... 2 
 
 Biology . 3 
 
 Economics ...... 48 
 
 Education 4 
 
 Greek i 
 
 History : 
 
 Industrial and Economic ... 94 
 
 General 6 
 
 Constitutional 2 102 
 
 Law: 
 
 Elements of ..... i 
 
 Trade Union ..... 3 4 
 
 Literature ...... 2 
 
 Political Science ..... 38 
 
 Philosophy ...... 5 
 
 Pedagogy i 
 
 Psychology and Ethics .... i 
 
 Ruskin ....... i 
 
 Sociology ...... 3 
 
 215 
 
 As regards books, over 300 volumes were borrowed 
 from the Summer School Library. 
 
 The numbers of students in attendance from the Ox- 
 ford Tutorial Classes were as follows: Bournemouth 6, 
 Chatham 8, Chesterfield 13, Glossop 7, Halifax 4, Hanley 
 6, Huddersfield 4, Littlebo rough 3, Luton 4, Longton 18, 
 Oldham 2, Rochdale II. 6, Rochdale III. 3, Swindon 4, 
 Stoke 3. Total 91, viz. 81 men, 10 women. 
 
 The occupations of the students were as follows : 
 
1 90 UNIVERSITY TUTORIAL CLASSES 
 
 Accountant . . i 
 
 Brassworker . . 3 
 
 Bricklayer . 
 
 Bottlemaker 
 
 Basketmaker 
 
 Carter 
 
 Chimney-sweep . 
 
 Check-weighman 
 
 1 Clerks ... 35 
 
 Confectioner . . i 
 
 Cotton Operatives : 
 Cop packer . i 
 Loom overlooker i 
 Spinner . . i 
 Warper . . i 
 Weavers . 14- 
 
 Dry soap makers 
 
 Dockyard apprentice . 
 
 Engraver . 
 
 Engine drivers . 
 
 Engineers . 
 
 Farrier 
 
 Fitters . . 
 
 Factory manager 
 
 Farmer 
 
 Gas meter inspector . 
 
 Insurance agents 
 
 Iron Workers : 
 Armour plate 
 
 worker . i 
 Boilermaker . i 
 Boltmaker . i 
 Grinders . 4 
 
 Moulders . 2 
 Millwright . i 
 Spindlemaker . i n 
 
 Joiners . . 6 
 
 Labourer i 
 
 Librarian i 
 
 Linen-bundler . . i 
 
 Married women . . 8 
 
 Medicinal capsule maker i 
 
 Miners ... 9 
 Musical Instrument 
 
 maker . . i 
 
 Painters ... 3 
 
 Pedlar . . . i 
 
 P. O. sorter . . i 
 
 Postman i 
 Pottery Trades : 
 Potters . . 8 
 Potter's decora- 
 tors . . 3 
 Potter's lathe- 
 
 treader . i 12 
 Printing Trade : 
 Compositors . 6 
 Litho. printers 4 
 
 Book finisher . i 
 Bookbinder . i 
 Printers . . 4 16 
 
 Stuff-pressers . . 3 
 
 Straw hat maker . . i 
 
 Shop assistants . . 8 
 
 Students ... 3 
 School attendance 
 
 officers ... 3 
 
 Shipwright i 
 
 Signalman i 
 
 Tailor's cutter . . i 
 
 Tailors ... 3 
 
 Tailoress . . . i 
 
 Trade Union Secretary i 
 
 Tramcar inspector . i 
 
 Traveller . ... i 
 Teachers . . .11 
 
 Warehousemen . . 7 
 
 Wood carver i 
 
 Total 
 
 215 
 
 1 The number of Clerks is accounted for by the fact that as a rule 
 they are allowed a week or a fortnight's holiday with full pay. 
 
APPENDIX VIII 191 
 
 Payments in the way of scholarships were made to 
 students of tutorial classes conducted by the various Uni- 
 versities as follows : 
 
 *. d 
 
 Birmingham . . . . . 13 13 o 
 
 Belfast 340 
 
 Cambridge 710 
 
 Durham o 10 o 
 
 Leeds . . . . . . 12 10 o 
 
 Liverpool . . . . . . 13 2 o 
 
 London 26 7 o 
 
 Morley College (London) Special 
 
 Scholarships . . . . 8 15 o 
 
 Manchester . . . . . 45 9 o 
 
 Nottingham (University College) . . 400 
 
 1 Oxford 269 5 4 
 
 Total amount paid in Scholarships ;43 
 
 Note. The Gilchrist Scholarships are included in the above. 
 The numbers of hours spent at lectures and with tutors 
 each week are as follows : 
 
 Lecture Hours. Hours with Total. 
 Tutors. 
 
 ist week . 118 23 141 
 
 2nd . . 296 66 362 
 
 3rd . . 322 68 390 
 
 4th 384 84 468 
 
 5th 404 101 505 
 
 6th . . 1082 401 1483 
 
 7th . . 820 286 1106 
 8th . . 430 108 538 
 
 Totals 3856 1137 4993 
 
 1 This includes the sum of 74 los. for special class scholarships. 
 
1 92 UNIVERSITY TUTORIAL CLASSES 
 
 It is estimated that the amount to be received in Govern- 
 ment Grant will be about 
 
 Tutors taking part. 
 
 H. H. Allsopp, M.A. 
 Miss M. Atkinson. 
 Meredith Atkinson, B.A. 
 P. A. Brown, M.A. 
 Hon. Alice M. Bruce. 
 A. J. Carlyle, D.Litt. 
 E. F. Carritt, M.A. 
 G. D. Cole, B.A. 
 Hon. G. Collier, M.A. 
 
 C. R. Cruttwell, M.A. 
 A. D. Darbishire, M.A. 
 Miss H. Darbishire. 
 Miss C. E. Elkin. 
 
 Prof. W. M. Geldart, M.A. 
 R. Gibson, B.A. 
 A. G. Heath, M.A. 
 
 E. F. Hitchcock. 
 
 A. J. Jenkinson, M.A. 
 
 D. Knoop, M.A. 
 
 F. W. Kolthammer, M.A. 
 Miss A. E. Levett. 
 
 K. Leys, M.A. 
 
 A. D. Lindsay, M.A. 
 
 Mrs. E. V. Lindsay. 
 
 R. R. Marett, M.A. 
 
 E. G. Miles, M.A. 
 
 Prof. J. L. Myres, M.A. 
 
 L. B. Naymier, M.A. 
 
 J. G. Newlove. 
 
 Miss D. S. Potter. 
 
 L. L. Price, M.A. 
 
 W. H. Pringle, M.A. 
 
 T. H. Penson, M.A. 
 
 M. Powicke, M.A. 
 
 J. F. Rees, M.A. 
 
 A. L. Smith, M.A. 
 
 Miss M. Smith. 
 
 Miss H. Stocks. 
 
 C. G. Stone, B.A. 
 
 R. H. Tawney, B.A. 
 
 G. E. Underbill, M.A. 
 
 Miss H. Walton. 
 
 E. W. Webster, M.A. 
 
 A. T. P. Williams, B.A. 
 
 Rev. H. H. Williams, M.A. 
 
 Miss H. Wodehouse. 
 
 List of Lectures. 
 
 July 1-5. Six lectures. Agrarian Problems of the Sixteenth 
 
 Century. R. H. Tawney, B.A. 
 July 8-1 1. Four lectures. The expression of the Popular 
 
 Will in Politics. A. D. Lindsay, M.A. 
 July n, 12. Two lectures. The Use and Abuse of His- 
 
APPENDIX VIII 193 
 
 tory. The Economic Interpretation of History. 
 
 A. L. Smith, M.A. 
 July 15. One lecture. Value of History to Economics and 
 
 Politics, A. L. Smith, M.A. 
 July 16-20. Five lectures. The Biological Study of the 
 
 Home. Dr. J. Lionel Tayler. 
 July 22-24. Three lectures. Problems of Representative 
 
 Government in Europe. E. Barker, M.A. 
 July 25, 26. Three lectures. The Value of History, etc. 
 
 A. L. Smith, M.A. 
 July 27- Aug. 3. Six lectures. Economic Conditions of 
 
 Primitive Communities. Prof. J. L. Myres, M.A. 
 Aug. 5-10. Six lectures. Problems of Representative 
 
 Government. W. G. S. Adams, M.A. 
 Aug. 12-17. Six lectures. Law and Society. Prof. W. M. 
 
 Geldart, M.A. 
 Aug. 19-21. Three lectures. Taxation and the Family. 
 
 F. W. Kolthammer, M.A. 
 Aug. 22-23. Three lectures. Heredity and Evolution. 
 
 A. D. Darbishire, M.A. 
 
 Note. Lectures extra to the ordinary course were given by Rev. 
 G. K. A. Bell, M.A. (2) ; Dr. A. J. Carlyle (2) ; Mr. C. T. Hutchinson 
 M.A. (i) ; Prof. H. H. Turner (3), etc. 
 
APPENDIX IX. 
 
 SPEECH BY MR. J. M. MACTAVISH AT THE OXFORD 
 CONFERENCE, 1907. 
 
 I am not here as a suppliant for my class. I decline to 
 sit at the rich man's gate praying for crumbs. I claim for 
 my class all the best of all that Oxford has to give. I claim 
 it as a right wrongfully withheld wrong not only to us but 
 to Oxford. What is the true function of a University ? Is 
 it to train the nation's best men, or to sell its gifts to the 
 rich? Instead of recruiting her students from the widest 
 possible area, she has restricted her area of selection to the 
 fortunate few. They come to her not for intellectual train- 
 ing, but for veneering. Not only are workpeople deprived 
 of the right of access to that which belongs to no class or 
 caste, the accumulated knowledge and experience of the 
 race, but Oxford herself misses her true mission, while the 
 nation and the race lose the services of its best men. I 
 emphasize that point because I wish it to be remembered 
 that workpeople could do far more for Oxford, than Oxford 
 can do for the workpeople. For, remember, democracy 
 will realize itself, with or without the assistance of Oxford ; 
 but if Oxford continues to stand apart from the workpeople, 
 then she will ultimately be remembered, not for what she is 
 but for what she has been. And now having made good 
 my claim, or our claim, to her best services, what is it that 
 workpeople want from Oxford? So far as a multitude of 
 
 194 
 
APPENDIX IX 195 
 
 them is concerned, absolutely nothing. Their struggle is 
 not for education ; it is for bread and in that struggle they 
 become stolid and stunted, brothers to the ox. They are 
 what they are, however, not altogether, but very largely, be- 
 cause Oxford has not given us of her best. But speaking 
 for myself, and for thousands more who are like-minded, we 
 want from Oxford all that Mr. Nield has asked, and a great 
 deal more. More especially do we want something more 
 definite. We want the workpeople who come to Oxford to 
 undertake definite work. But what is that definite work to 
 be ? We want them to come back to us as missionaries, but 
 what is their message to be ? If workpeople are to come to 
 Oxford, and they are to be trained for the great task of lift- 
 ing their class, which is no class but the nation if they are 
 to come to Oxford to be trained for this great task, then the 
 study as has already been pointed out the study of history 
 and economics is an essential part of that definite work. But 
 what school of economics does Oxford accept as authority ? 
 Will her interpretation of history inspire a man to remain in 
 his class, or will it embue him with a desire to escape from 
 his class, which is supposed to have no history, or only one 
 of menial service? Let us be frank with Oxford in this 
 matter, because unless she understands what we want she 
 can do nothing for us. The economics which emanate from 
 Oxford are well-adapted to meet the requirements and stimu- 
 late the minds of those young gentlemen who frequent her 
 colleges, and because they are reduced to a science of social 
 conduct and industrial practice which has made them and 
 keeps them comfortable. But you cannot expect the people 
 to enthuse over a science which promises them no more 
 than a life of precarious toil. 
 
 '3* 
 
196 UNIVERSITY TUTORIAL CLASSES 
 
 God bless the squire and his relations, 
 And keep us in our proper stations. 
 
 We want from Oxford a new science of national and inter- 
 national economics a science that will teach us the true 
 relationship between production and consumption ; that will 
 teach us the true economic relationship in which men ought 
 to stand to men, and men to women a science based, not 
 on the acquisitiveness of the individual, but on social utility. 
 Even as much do we want from her a new interpretation of 
 history not one that will continuously remind us that we 
 are on edge of the abyss, but one that will inspire us ; not 
 the short and simple annals of the poor, but the history of 
 the people. For although we are supposed to have no re- 
 corded history, without us all history was and is impossible. 
 And here let me say that I believe that one of the reasons, 
 if not the great reason, why our University Extension 
 lectures have not been successful is due to the fact that the 
 average University Extension lecturer is decidedly middle 
 and upper class in his outlook. I have seen a series of 
 lectures on that fascinating subject the French Revolution 
 given in a very big hall to a mere handful, not because the 
 lecturer did not know his subject, or because he lacked 
 lucidity of expression, but because his point of view was 
 decidedly middle-class. The sufferings of the people, their 
 ready response to the high but unpracticable ideals of 
 " liberty, fraternity and equality " were but slightly touched 
 on, or altogether ignored. His lectures were the records of 
 a few great men. But those men only show because the 
 people provided them with a background. If our University 
 Extension lectures are to do the work they were expected to 
 do, then not only must the subjects be carefully selected, but 
 
APPENDIX IX 197 
 
 the matter so arranged that it will appeal to and inspire those 
 they are intended for. Further, let me remind Oxford, that 
 our economic disadvantage places us at the mercy of the 
 gentlemen that she trains. The man in the street can see 
 that University Education enables the son of a working man 
 to escape from his class ; but he does not see that it builds 
 up that sense of human solidarity which is essential to the 
 lifting of the class itself. The sons of the working-man 
 come to Oxford to escape from their class, not to lift it. 
 We want Oxford to open wide her doors to the best of our 
 people, and take them in. We want her to send them back 
 to us as doctors whose business will be health-giving, not 
 wealth-getting ; we want her to send them back to us as 
 lawyers, whose business will be justice not fees ; we want 
 her to send them back to us as living teachers, not mechani- 
 cal manipulators of child-life. We want her to inspire them, 
 not with the idea of getting on, but with the idea of social 
 service. Let her send forth an army of such men, armed 
 at all points for the defence of the people, but more 
 especially for the defence of our children ; for it is through 
 them she will have her reward. And finally let me say to 
 young people : Strive to come to Oxford. To Oxford I 
 say : Open wide your doors and take us in ; we need you ; 
 you need us. 
 
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