In the next decade, hopefully, the liaison officer arrangement which contributes so vitally to university extension and to the university, will be consolidated into departmental workloads and structured as an integral part of departmental budgets.

VI. Programing is likely to demonstrate the most radical changes in the next decade. Many of the more traditional forms and methods of instruction, it seems probable, will be replaced with learning arrangements which are more efficient and more productive. The potentialities of technology apply to programed learning as well as to the other efforts of humans to cope with their environment: this promised application can be both exciting and fruitful. The wider use of educational television in self-study programs such as correspondence is one likelihood in the next decade; another possibility is the development of telelecture and telelistening groups with two-way communication.

New teaching methods will affect-and be affected by-new learning arrangements. For example, if the experimental program just undertaken by university extension in cooperation with the city of Oakland is successful, one result will be much wider use throughout the State of consultant and conference type educational programing in contrast to the more formal classroom situation. The huge field of urban extension is likely to explode in the decade ahead and new institutions as well as new teaching methods will be called for.

VII. The increasing number of Government and institutional contracts and grants represents a trend which by all indications will accelerate in the years ahead. As in the case of the Peace Corps and AID, University of California extension has demonstrated sufficient administrative flexibility and educative know-how to become a useful instrumentality. Future contracts undoubtedly will require even greater adeptness in the design and execution of specially developed programs which often require interdisciplinary and interdepartmental staff and resources.

VIII. If the responsibilities of and demands upon university extension are fully articulated, some improvement and expansion of the physical facilities for extension staff and programing may be prospective in the next decade. The venerable-although obsolete and inefficient-Hill Street Building in downtown Los Angeles should be replaced with a new, modern continuing education center where conferences and public events could be scheduled as well as classes. Similarly, space is available on the site of the existing extension center in San Francisco for construction of a much-needed residential facility. This would be comparable to the continuing education centers at Michigan State University, the University of Georgia, the University of Nebraska, the University of Oklahoma, and the University of Chicago where the potential of residential facilities has been demonstrated. A center for the performing arts and a home for the theater group (already proposed on a site near the UCLA campus), if constructed from nonstate funds, would underscore the university's importance to the community. The Arrowhead center could be made much more useful through the addition of a conference hall. Construction of a permanent facility on the San Francisco campus for continuing education in the health sciences, a logical growth step in the next decade, would have far-reaching effects upon university relationships with the many publics served by this important segment of continuing education.

In sum, then, the decade of university extension history covered by this report is but a prelude to a future, the potentialities of which can only be viewed with excitement and anticipation. The role of the land-grant universities in the United States constitutes an important chapter in our national history, but at no time in the past has the social urgency and need for high level continuing education programs in these institutions been as great as it is today. The complexity of the choices before us, the critical necessity for more rapid dissemination of research results in both the physical and the social sciences, the continuing search for self-realization, and the betterment of the human condition are challenges which can only be met through the use of education as an instrumentality for social survival—and advance.