Reprinted from a doctoral dissertation on the history, theory, and scope of residential adult education in the United States, this essay suggests a number of values to be found in the residential method, together with certain trends, educational attitudes, and other forces that could affect participation in, and the growth and structure of, residential programs. Problems in working out a sound philosophy of residential higher adult education are briefly discussed. In a postscript by A. A. Liveright, questions are raised as to the meaning, essential elements, effectiveness, goals, and staffing of residential adult education centers. (ly)