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Lists the participants and mentions the creation of the Scottish Education Reform Association as a result of the conference.

Welcomes the formation of the Scottish Education Reform Association, and hopes it will lead to the reform of the national educational system and educating the public opinion.

Patrick Geddes expresses his dissatisfaction with The Educational Reform Conference, which in his opinion focused too much on administrative matters related to the creation of an Association, rather than on the actual topics of education and reform. Geddes feels that the politicians appointed to lead the Association do not have enough technical or scientific knowledge to truly reform education. Mentions Richard Burdon Haldane, Robert Lowe, J.M. White, F.W.Young, F.G.Ogilvie, Sir G. Pullar, Lord Reay, Lord Elgin, Miss Stevenson, Stanley Hall, John Dewey, Rein, Liard, Lalique, Rodin, Graham Bell, Picard, Reclus, and Ernest Lavisse.

Charles Mackinnon Douglas understands Patrick Geddes’ frustration; explains that the Scottish Education Reform Association’s purpose is not to reform education, but to inform the Government of education. Expresses his view on the Association’s purpose.

Gives a summary of the Meeting of the Association of Teachers of Domestic Science held at the Christian Institute, Glasgow. During the meeting, Mr. Parker Smith stresses the need to train teachers and a practical education for children. The article mentions Mrs. Parker Smith and Miss Russell.

Report on a meeting of the Perth branch of the Educational Institute where Professor Darroch gave an address on ‘Two Aspects of the Educational problem’.

Adviser to the Prussian Ministry of Education, in the Humanity classroom of Edinburgh University.

Proposes practical steps for the establishment of Student Residences in connection with the University of London. Proposes the creation of a Council and an Executive Committee which would not involve any financial responsibilities. Asks the recipient if they are willing to join the Council and refers to an enclosed draft circular [not extant] which includes a list of influential people who have consented to give their support.

Attached circular letter details the advantages of a University Hall for students, such as comfortable lodgings at accessible prices and the possibility of social interaction with other students with diverse views and experiences, which could lead to furthering one's knowledge and culture. Indicates Chelsea as a possible location for the beginning of the scheme.

Writes in connection with Crosby Hall and a letter from Mrs. Barrington which appeared in the ‘Kensington News’ issue of 25 April and contained a number of inaccuracies. John Ross refers to Patrick Geddes’ reply which made corrections to Mrs. Barrington’s letter and was published in the ‘Times’ on 21 April. Ross also refers to a letter from the Secretary of the Chelsea Association which appeared in the times on 23 April and which disproves Mrs. Barrington’s points.

Encloses a pamphlet [not extant] of the University Hall meant for distribution to the school headmasters. Asks Patrick Geddes for a list of names to whom he could send the pamphlet to. Also attaches another document [not extant] for Geddes to fill in. Mentions John Burns.

Mentions sending a separate dictated reply regarding museums to Patrick Geddes’ letter. In this personal letter, Francis Grant Ogilvie discusses Henry Beveridge’s withdrawal from the Town and Gown Association and the difficulties it generates; mentions Norah Geddes' work in Ireland and Alasdair Geddes' stay in Switzerland.

Tells Patrick Geddes she has written to the Daily News to amend an article which did not give recognition to Geddes’ important contribution to the restoration of Crosby Hall and encloses a newspaper cutting [extant] of her words. Enquires about Geddes’ health, his stay in Montpellier and Scots College.

Lists expenses, donations and loans related to Crosby Hall. 3 copies.

Minutes of Patrick Geddes’ lecture at a Symposium Tea. Geddes discusses how Nature determines a man’s life and labour, explains the link between anthropologists and economists, describes his mode of teaching and the concept of the Outlook Tower, cultural links with France, connections with Europe, USA, and India; history time charts, history of the civilisations, graphs needed to express the evolution of History and Sciences, sociology, place-work-folk.