THEUniversity RecordOFTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLERPUBLISHED WEEKLY BY AUTHORITYVol. VI SEPTEMBER 27, 1901 ZlV&^llflUNIVERSITY EXTENSION NUMBERCONTENTSThe University Extension MovementUniversity Extension CollegeUniversity Extension and the Public LibraryReports of Universities and Societies Conducting ExtensionWorkStatistical Report of the Lecture-Study Department of theExtension Division of the University of Chicago, 1892-1901(The Detailed Table of Contents will be found upon the first inside page)CHICAGOZhc TUniversitip of Cbicago pveesANNUAL SUBSCRIPTIONONE DOLLARENTERED IN THE POST OFFICE OF CHICAGO AS SECOND-CLASS MATTER SINGLE COPIESFIVE CENTSIt Makes MuscleIt is getting to bepretty well knownthat Quaker Oatsis better than meatto build up theathlete's musclesand to sustain himin extreme exertion — just asgood for everydayworkers.Quaker Oats"stays by you."At all Grocers . Only in2 -lb. Packages, with QuakerFigure.Cook it RightDirections on PackageTHE UNIVERSITY OF CHICAGO.THE UNIVERSITY EXTENSION DIVISION.OFFICERS OF ADMINISTRATION.WILLIAM RAINEY HARPER, President.EDMUND JANES JAMES, Director.WALTER A. PAYNE, Secretary of the Lecture-study Department.HERVEY FOSTER MALLORY, Secretary of the Correspondence-study Department.TABLE OF CONTENTS.I. Notes and Comments :I. Extension Work at the University of Chicago ..-._ 2052. The Work of the Past Year - 204-2063, University Extension Summer Meeting - 2064. University Extension Work in Relation to Public Libraries - 206-2075. Organization of a Local Centre ------------- 2076. Ten Years of University Extension 207-2087. University Extension in Russia - ' - 2088. Bibliography of University Extension ___ ..._ 2o89. For Whom is University Extension Intended 208-20910. University Extension and the New Teaching, University of London 209II. University Extension and Training for Citizenship 209-21012. University Extension Journal - _ 21013. Traveling Libraries - 21014 University Extension for the People 210II. The University Extension Movement, Professor Sir Richard Jebb, Litt.D., M.P. - - 211-214III. The Paris Congress of Higher Education - - 214-215IV. University Extension College - ¦- 215-217V. University Extension and the Public Library 217-221VI. Financing a Local Centre ------ 221-222VII. f Students1 Clubs and Classes 222-224VIII. Biblical Literature and History -- 224IX. Directing Club Work 224-225X. Work of the American Society for the Extension of University Teaching - - - 225-226XI. Free Lectures in New York City .__ 227XII. The Davenport University Extension Centre, Reverend Arthur M. Judy - - - 228-231XIII. Work of the Centres :1. Toledo, O. ------- 2322. Indiana, Pa. - -----__-.__ 232-233#-.{,33 3. Dayton O. - 223C___J 4. Canton, 111. - 233-234XIV. In Foreign Fields:I. University Extension at Cambridge, England ----------- 2342. London Society for the Extension of University Teaching 234-2353. University Extension at Oxford ----.__ 2364. University Extension Work of the Victoria University, Manchester, England ----- 236-2375. University Extension in Vienna ______ 2376. University Extension in Brussels ----------.._ 237-2387. Home Reading Work in Russia -----_-_.--._ 238-239XV. Personal Notes:1. Richard Green Moulton, Ph.D. 239-2402. Charles Zueblin, B.D. -- _______ 2403. Edwin Erie Sparks, Ph.D. - 2414. Jerome Hall Raymond, Ph.D. -------------- 2415. George Emory Fellows, Ph.D. - - 241-2426. Herbert Lockwood Willett, Ph.D. ------------- 2427. Jared G. Carter Troop, A.M. --- ______ 2^28. Thomas Pearce Bailey, Ph.D. -- 2439. Ira Woods Howerth, Ph.D ----- 243XVI. Statistical Report of the Lecture-study Department, 1892-1901 - 244-245XVII. Bibliography of University Extension - 245-246XVIII. Comments on University Extension ---*-----.__ 246-247XLhc IHnivevsity of Cbicago pressNEW BOOKS<5Russian Political InstitutionsBy Maxime Kovolevsky, former Professor of Public Law at the University of Moscow.A sketch of Russian Political Institutions, Past and Present. The book is based on a series of lecturesdelivered at the University of Chicago during the summer of 1901, and the account takes up the early history of the Russian nation and traces the development of its political institutions from the earliest periods tothe present time. A complete exposition is given of the judicial and military systems with a discussion ofthe subject of personal liberties of Russian subjects. The position of Poland and Finland with referenceto the Russian empire is discussed in detail, and light is given on many important topics of vital interest inthis country at the present time, which are likewise unsolved problems among the European nations. Thebook will be one of the few publications in the English language bearing directly upon Russian politicalhistory, and Professor Kovolevsky's position in Europe makes it especially valuable for students of politicalscience and of the present-day topics. The volume will contain about 500 pages, and will be on sale aboutDece?nber 1st.zAncient RecordsWilliam Rainey Harper, President of the University of Chicago, general editor. This series,which has long been in preparation, will be published during the coming year. It is dividedinto three parts, each part having its special editor.Part I. Ancient Records of Assyria and Babylonia. 6 volumes. Special editor, Robert FrancisHarper, Professor of the Semitic Languages and Literatures in the University of Chicago.Part II. Ancient Records of Egypt. 5 volumes. Special editor, James Henry Breasted,Assistant Professor of Egyptology and Semitic Languages in the University of Chicago.Part III. Ancient Records of Palestine. Special editor, William Rainey Harper, President of theUniversity of Chicago, and Professor and Head of the Department of the Semitic Languages and Literatures.^Municipal Administration in GermanyAs Seen in the Typical Prussian City, Halle. By Edmund J. James, Professor of Public Administration in the University of Chicago.This book contains a discussion of the important questions relating to municipal government in Germany.The discussion includes reference to many points of importance in connection with questions of municipaladministration in this country, and Professor James' long experience in Germany makes him an authorityon the subject. This book will contain 96 pages, bound in paper; price 50 cents, net. Now ready.Swo Current Books of ImportanceConstructive Studies in the Lifeof CfyristBy Ernest D. Burton and Shailer Mathews, professors in the University of Chicago. Third edition.A book prepared especially for use by advancedBible students. Used during the past season bymany clubs and classes in different parts of theUnited States and England." It seems to us far superior to any scheme of Bible studythat we have seen." — The Outlook, New York, N. Y." No denominational line is drawn in reference to sources,and no appeal whatever is made to the denominational biasof the study." — The Tribune, Chicago, 111." No methed of getting up the life of our Lord is, in ourjudgment, so successful as this. It is not cram. It lives andmoves in a region above mere memory work. It is science.It has all the latest aids that science has furnished, and itis itself a branch of science." — The Expository Times,Edinburgh, Scotland.302 pages, 8vo, cloth, $1.00 The School and SocietyBy John Dewey, Professor and Head of theDepartment of Philosophy and Educationin the University of Chicago.An exposition of the ideas which underlie the workof the Laboratory School of the University of Chicago.A most important book for parents and teachers.The problem of elementary education is one thatforces itself not only on teachers and school boards,but is felt with continuously growing anxiety by theparents, and the educational situation has nowherebeen so clearly stated nor so graphically illustrated." The book is full of valuable suggestion." — The Christian Register, Boston, Mass." Books like Professor Dewey's will do a great deal ofgood by stimulating thought and liberalizing sympathy." —The Call, San Francisco, California." A most valuable contribution in the discussion of theeducational problems of the day, by an expert in pedagogics."— The Outlook, New York, N. Y.i2mo, cloth, gilt top, $1.00, postpaidA GOMPLET E CATALOGUE SENT ON APPLICATIONZhc T&niversit$ of Cbicaao press, CbicaQO, WlinoisVOLUME VI WHOLE NUMBER 26MONTHLY NUMBER 6University RecordFRIDAY, SEPTEMBER 27, 1901NOTES AND COMMENTS.The present issue of the Record is devoted toUniversity Extension. It contains a general review of the progress of the work in the mostimportant centers where it is carried on in theUnited States and Europe. It is hoped thatmembers of our local committees, as well as members of the University faculties, will examine itwith care and give us the benefit of any criticismsor suggestions which may occur to them.EXTENSION WORK AT THE UNIVERSITY OF CHICAGO.The University of Chicago carries on Extensionwork along several different lines.Through the Lecture-study Department itoffers systematic courses of lectures in subjectsof university study to all communities able andwilling to avail themselves of these facilities.Through the Correspondence-study Department it offers opportunities for the individualstudent to supplement and complete the./ work ofthe Lecture-study Department, or to take up onhis own account as an individual student the pursuit of any subject of university or academicgrade for which the University finds it possibleto provide proper facilities. The students in theCorrespondence-study Department are enthusiastic about the advantages of carrying on studyby means of correspondence, and the number ofsubjects in which efficient work can be done bycorrespondence is steadily increasing.For several years the University of Chicagoconducted within the city of Chicago a series of classes more especially intended for those whocould give more time and more attention to theirwork than the lecture-study system called for.This system of class-study has finally had its perfect work and has flowered into a permanentUniversity Extension college, known at first asthe Teachers' College, at present as the University College. All the work of this college isarranged with reference to the needs of busypeople, classes being conducted in the afternoonor evening in a convenient place at the heart ofthe city, and the courses so arranged that the student who has only a few hours a week to give touniversity work has here special opportunities fortheir fruitful employment.The University is now considering a plan ofestablishing similar work in other cities with thehope that it may ultimately grow, as the class-study work has done in the city of Chicago, intoa permanent institution, whose work should extend through the entire academic year, and which.should commend itself so thoroughly to the public that there would be little or no difficulty inobtaining the necessary financial support.THE WORK OF THE PAST YEAR.Elsewhere in this issue is printed a statisticaltable showing the chief facts in regard to the lecture-study work of the Extension Division of theUniversity of Chicago for the past nine years. Itwill be seen that during the past year 139 coursesof lectures were delivered at no different centresby 22 different lecturers, with a total average205206 UNIVERSITY RECORDattendance of 32,807, of whom 8,105 remainedto take part in the class exercise at the close ofthe lecture. Thirty-nine courses were delivered1in the Department of English Language and Literature, 22 in Sociology and Anthropology, 28 inBiblical Literature in English, 25 in History, 2in Art, 10 in Philosophy and Pedagogy, 2 inBotany, 8 in Zoology, and 3 in Political Science.It is interesting to note that the total number oflecture courses has been exceeded only twice inthe history of the department, 141 courses havingbeen given in each of the years 1896-7 and1897-8. The total number of courses given sincethe opening of the University is 1,135, being anaverage of 126 courses per year. The numberof courses in Biblical Literature in English during the past two years has been very much largerthan in any preceding year. Geology, which hasbeen represented during the nine years by 13courses, was not represented during the past year,nor is Astronomy, Chemistry, or Political Economy, all of which subjects have been representedin previous years.The total average attendance at lectures is thelargest in the history of the department, thoughthe average attendance at classes has been exceeded on numerous occasions. Seven twelve-lecture courses have been given, and the averagenumber of lectures per centre was 7.58.A careful study of the statistical table willreveal many interesting facts in regard to theprogress of the work.UNIVERSITY EXTENSION SUMMER MEETING.From time to time since the organization ofthe Extension Division of the University of Chicago the question has been raised, whether itwould not be advisable to organize a UniversityExtension Summer Meeting, to be held at Chicago during the summer season in connectionwith the regular Summer Quarter of the University, somewhat after the style of the summermeetings formerly held at Philadelphia under theauspices of the American Society for the Exten sion of University Teaching, or the meetings heldat Cambridge, Oxford and London under the auspices of the respective universities. For variousreasons the plan has not met with favor up to thepresent time. The buildings of the Universityhave not been large enough to take care properlyof the regular students of the Summer Quarter,let alone provide for the five hundred or six hundred, or possibly the thousand, Extension summerstudents who might be attracted by such programmes as may be offered.Of late, however, the large additions to theUniversity buildings, and the additions now incourse of progress, make it feasible to considerthe proposition again, and it is possible thatplans will be worked out enabling the Universityto offer such facilities and opportunities to theregular members of its centres.In case this is done, we desire to present tolocal committees an earnest request to co-operatewith the University in carrying out this plan. Itcannot but react favorably upon the entire conduct of University Extension work.UNIVERSITY EXTENSION WORK IN RELATION TO PUBLIC LIBRARIES.At the annual meeting of the Library Association of the United Kingdom, held at Bristol lastSeptember, Dr. C. W. Kimmins, Secretary of theLondon Society for the Extension of UniversityTeaching, read a very interesting paper on theimportance of organizing as a regular feature ofthe work of public libraries courses of lecturesthat shall have for their object the impartment ofintellectual and sympathetic guidance in respectof general reading. He called attention incidentally in the course of his address to the admirable provision which has been made during recentyears in England in respect of technical instruction. In most large centers of populationthroughout the country are now to be foundtechnical institutions possessing adequatelyequipped laboratories and workshops liberallysupported by borough and county councils. Butin the very excellence of the facilities providedUNIVERSITY RECORD 207lies a considerable danger to the masses of thepeople, to both men and women ; the temptationhas increased to devote themselves more andmore exclusively to such studies as will increasetheir wage- earning capacity to the starvation ofthat side of their lives to which the humanitiesalone can minister. Sir Richard Jebb in a paperprinted elsewhere in this issue refers to the samefact. '¦,-¦'The University Extension Journal, to whosecolumns we are indebted for the above facts,notes the success which is attending the experiment made possible during the year 1 900-1through the generosity of Mr. Passmore Edwards,who has endowed courses of University Extension lectures on modern English literature,chiefly fiction, at six of the #London; publiclibraries, and these are being well attended byintellectual audiences. The success of thisprivate enterprise, in a matter which should be aa public undertaking, will, it is hoped, strengthenthe hands of those who desire to see the actamended according to Dr. Kimmins's suggestion. Public libraries throughout the countrymay then develop into most valuable centers ofinstruction in history and literature, and we maylook to see under the guidance of competentteachers a healthier and more virile taste in booksfostered among the thousands who are at presentleft to flounder unprofitably amidst the crowdedshelves that confront their undiscriminating eyes.ORGANIZATION OF A LOCAL CENTRE.The article by the Rev. Mr. Judy, presented inthis issue, upon the history of the Davenportcentre should be studied with great care by themembers of local committees and others interested in the prosecution of Extension work. Itshows how Extension work may be made permanent in a medium-sized town by persistent andenergetic effort on the part of a few people, by asteady adherence to a high standard, by a persistent determination to rally around this movement all that support in the community which legitimately belongs to it. We cannot help feeling that the work done by the Davenport centrerepresents what might be done in any town of25,000 inhabitants in the United States, and doneto the great benefit of the community. Theconservative impartial estimate of the value ofthe work made by Mr. Judy himself must strikeeveryone as eminently fair and practical. Let ussee how many of our centres can have the samestory to tell after ten years of uninterrupted andstrenuous effort.According to the University Extension Journalthere are now no less than 400 towns and districtsin the United Kingdom which have adopted thefree library act since 1850. This is excellent sofar as it goes, but it is little short of pitiful toreflect to how serious an extent the opportunitiesfor , liberal studies thus provided are nullified bythe inability of the general public to choose withdiscretion and to read with profit. These are notthe gifts of nature, and without trained andsympathetic guidance the great masses of thosewho use our public libraries will in many casescontinue to flounder among the less edifyingvolumes of ephemeral fiction. The boroughcouncils of Battersea have been so greatly impressed with the value of the work that was donein the district before Christmas under PassmoreEdwards' endowment, referred to elsewhere, thatthey arranged for a second course on a kindredsubject the second term, the expense of whichwas defrayed out of the municipal rates. Letus hope that the example of this enterprisingbody may find numerous followers both in England and America.TEN YEARS OF UNIVERSITY EXTENSION.In the current Atlantic Rev. Lyman P. Powellwrites in a most entertaining and attractive wayon ten years of University Extension. Mr.Powell was for a time secretary of the ExtensionDepartment of the University of Wisconsin, andwas later connected as staff lecturer with theAmerican Society for the Extension of University208 UNIVERSITY RECORDTeaching. For some years past he has beenrector of an Episcopal church near Philadelphia,and from this vantage ground has studied theprogress of Extension work from its first introduction into the United States up to the presenttime. Every person interested in UniversityExtension should read this article. The following extract shows the spirit of the concludingportion :"Keeping in mind the important circumstancethat the last two years have been for both theAmerican society and the United States the mostsuccessful in their history in all the importantaspects of the work, and that both in Philadelphiaand Chicago larger plans for the future are nowbeing made with more confidence than ever inthe past, is it not time for all the fair minded toassume that University Extension is no longer anexperiment, but a permanent fact in our educa-cational life and a permanent factor in our educational progress ?"This movement has stimulated much of thenew interest everywhere apparent in every sort ofeducation. It has helped our universities to getrid of a part of their superfluous pedantry and alittle bit of their Phariseeism. Public schoolteachers broken on the wheel of drudgery have,by the thousands, been sent back to their dutywith morning faces and morning hearts. A newlink has been forged in the chain a-making andsometime to bind together all our higher andlower agencies of education. Cultured people insmall communities cut off, to use an electricalterm, from the reinforce of intellectual centers,have been directed, encouraged and inspired." No city is so great, no village so insignificantbut that University Extension has created newideals in literature and life, and stimulated manya soul to clearer thinking and saner living. NowAmerica at last understands that education knowsno age limit, that liberal studies ought to last aslong as life itself. Never can this truth, whichUniversity Extension has demonstrated, be forgotten." UNIVERSITY EXTENSION IN RUSSIA.Our readers will be interested in the article ofthe present issue discussing home-reading circlesin Russia. We do not associate ordinarily withRussia the idea of a very great popular demandfor scientific and literary study, but the history of the home-reading circles in Russiashows that in all countries alike which can layclaim to any very high degree of civilization, thisdemand for the popularization of knowledge andthe increase of opportunities for the average manand woman to develop themselves intellectually isbecoming ever more imperative.BIBLIOGRAPHY OF UNIVERSITY EXTENSION.For the benefit of those who wish to informthemselves more fully as to the history, methods,results, and prospects of this movement, isprinted elsewhere in this issue a selected list ofpublications which have thus far appeared or regularly appear relating to University Extension.Some of these documents may be obtainedthrough the Extension Division of the Universityof Chicago, others through the publishers indicated in the list.FOR WHOM IS UNIVERSITY EXTENSION INTENDED ?One sometimes hears the statement made thatUniversity Extension was intended primarily inits origin for the benefit of the so-called workingclasses. Such a statement reveals an entirelyfalse conception of the history, nature and purpose of this moment. One might as well saythat art, literature, and religion are intendedprimarily for the working classes. Of course theyare intended for them, but for everybody elsealso, rich or poor, ignorant or wise, dull or intellectual ; in a word, all these things are forhuman beings in their capacity as human beings.They appeal to everyone ; everyone should sharein them alike, and the progress of democracymeans nothing at bottom if it does not meanthat every child of man is to share in the heritageof the race ; a day or equal opportunity shallUNIVERSITY RECORD 209come to all, and no one shall be excluded fromthe higher opportunities and blessings of life because for one reason or another he has not beenendowed with wealth.The statement of the American Society contained in one of its publications is worth keepingin mind as an answer to this. question :"University Extension is meant for those forwhom religion is intended; for those whom life,liberty, and the pursuit of happiness is intended.It is meant to help the ignorant who desire knowledge that they may learn wisely; to reveal to thehalf-educated the insufficiency of their knowledge ; to arouse intellectual sluggards ; to stimulate those who are in the right way; to bringquestioning to the heart of the self-satisfied. Thereis no class for which University Extension is notintended, and to which it has not ministered.There have been courses — and not a few, butmany — delivered to audiences made up entirelyof the very poor; of the poor ; of the poor, andof those who are not rich ; and of these and thewell-to-do ; of the ignorant, but eager; of the cultivated, but not , learned ; of teachers ; we mightalmost say — having in mind the summer meetings— of scholars; finally, of all people of all conditions who have some leisure for study or readingand look to the lectures for suggestions and leading."UNIVERSITY EXTENSION AND THE NEW TEACHING UNIVERSITY .OF LONDON.As is noted in another place in. the presentissue, the example set by the University of Chicago of, conducting a large amount of extramural work has been followed by the newestuniversity, the great Teaching University ofLondon. This institution has provided morefully than any other, except the University ofChicago, for the recognition of extramural work,commonly denominated Extension work. Thestatutes of the university forbid the universityauthorities from ever setting requirements fordegrees in such a way as to prevent University Extension students from complying with theserequirements and obtaining the degrees, withoutany other conditions of residence than those involved in pursuing the Extension courses outlinedby the university. This is a step far in advanceof anything which Oxford 'or Cambridge has evertaken and decidedly surpasses in its radical character the most advanced position of the University of Chicago. We cannot help thinking,however, that it indicates the lines along whichall the universities must and will develop. Therapid advance of democracy in the political worldmust and will be followed by a similar democraticmovement in the field of industry and of education. The University Extension movement, ashas been often stated, represents simply onephase of the mighty sweep of democracy which isspreading over the civilized world and turningand overturning politics, industry, and society.It must continue to turn and overturn until it hashad its perfect work of equal opportunity for allthe sons of men.UNIVERSITY EXTENSION AND TRAINING FOR CITIZENSHIP.In an address at the Birkbeck Institution inLondon Mr. Churton Collins, one of the mostdistinguished University Extension lecturers inEngland, returned again to his favorite theme —the paramount importance of the part which University Extension plays in the aesthetic, moral,and political education of the citizen. It musthave been most gratifying to that indefatigableenthusiast to note the cordial applause whichgreeted his reiterated plea for liberal studies ofthe humanities, and his vindication that thenational or civic conception of education asagainst that which would degrade literature intophilology and history into antiquities.Along the same general line were the remarksof the Bishop of Liverpool in his address at theannual meeting of the Victoria committee. Hedeclared that the country which has no knowledge of, or reverence for, its great traditionswill have no great future before it. A soundly210 UNIVERSITY RECORDeducated democracy will develop both greaterintellectual power and higher aspirations. It isexceedingly satisfactory to remark that on severalother occasions lately men of authority in theeducational world have dwelt upon this feature ofthe work which University Extension is doingthroughout the country. It cannot too often bedriven home to the national conscience* that oneof the chief claims which our movement possessesto the support of the public is the admirabletraining which it provides for the qualities thatmake for good citizenship.UNIVERSITY EXTENSION JOURNAL.One of the most efficient aids to members oflocal committees, especially to the work of secretaries and chairmen, is the University ExtensionJournal issued at London, now in its sixth volume. It is^ published under the official sanctionof the Oxford, Cambridge, London, and VictoriaUniversity Extension authorities, and is conducted by a joint editorial committee appointedby these four bodies. The publishers are Messrs.Archibald Constable & Co., Ltd., 2 White HallGardens, Westminster, S. W. The annual subscription post free is 2s 6d. It appears nine timesin a year. It contains notes and comments onthe Extension movement throughout the world,special articles relating to the history of individual local centres in England and discussions ofthe ways and means of organizing and conducting Extension work.Such frequent use has been made of its files inthe preparation of this number of the Record,that we must content ourselves with a generalacknowledgment of the great aid which we havereceived from its columns. It has been, moreover, an assistance in the prosecution of ourwork since its first appearance. People who areinterested in the organization and maintenanceof Extension work, whether in this or othercountries, will find it well worth the subscriptionprice. TRAVELING LIBRARIES. *In the University Record for February i}1 90 1, Mrs. Zella Allen Dixson discusses the traveling library as a factor of University Extension.She describes the functions of the traveling libraryand gives many interesting facts in regard to theuse of these libraries at the centres. It seemsfrom her report that during the year ending June30, 1900, libraries were sent into nine differentstates, and it appears from the testimony of thecentres appended to the article that the publicappreciation of the service rendered by theselibraries is steadily growing.UNIVERSITY EXTENSION FOR THE PEOPLE.In the issue of the University Record forJanuary 18, 1901, is to be found a brief accountof an interesting experiment, which was tried inthe city of Springfield. O., in connection withProfessor Zueblin's course of University Extension lectures on municipal questions.The Trades and Labor Assembly of Springfieldundertook to furnish for the public entertainmentand education a course of six lectures on " BritishMunicipal Life" illustrated by stereopticon.These lectures were delivered in a^iugehall capableof holding 1,200 or 1,500 people. The lectureswere preceded by a band concert for half an hour,and the expenses of the course paid out of a fundcalled the Labor Day Fund in control of theTrades and Labor Assembly. The lecture byProfessor Zueblin was followed by local speakers,discussing all the immediate and local points ofview. The attendance, which constantly grew,ranged from about eight hundred the first nightto the point of taxing the capacity of the hall onthe last. It is an experiment which may well berepeated in other cities.Extension work is university instruction offeredto people who are primarily busy in other vocations than that of student life and are not able togive more than a fractional portion of their timeto systematic study./UNIVERSITY RECORD 211THE UNIVERSITY EXTENSION MOVEMENT.*BY PROFESSOR SIR RICHARD JEBB, LlTTiD., M.P.It is now rather more than forty years since theold universities of England began to take a definitepart in the education of persons other than theirown matriculated students, by instituting thelocal examinations of schools. It is twenty-sevenyears since the system of local teaching knownas University Extension took its rise ; and thecircumstances of its origin are noteworthy. Inthe year 1872 the University of Cambridge received memorials from a number of public bodiesand educational organizations. Among thesebodies were some large , municipalities, such asthose of Birmingham, Leeds, and Nottingham ;the educational committees of some industrialsocieties and mechanics' institutes ; and the Northof England Council for the Education of Women.These memorialists said, in effect : " We knowthat in many great towns and rural districts thereare large numbers of persons who desire thebenefits of higher education. These personshave passed the age of attendance at school. Butthey have not the means, or the leisure, to spendthree or four years at a university. Many ofthem are young men of the middle classes, employed during the day as clerks or shop assistants.Many others are artisans. How are we to providefor the educational needs of such persons who canstudy only in the evening? We turn, in thisdifficulty, to the old universities of England.They are the national centers of the higher edu^cation. Why should not the universities come tous, since those for whom we plead cannot go tothem ? Why should they not send us teachers,men of high attainment in various branches ofknowledge ? Such men could render a new andgreat service to the nation, if as missionaries ofthe universities, as interpreters of the liberalspirit in education, they would conduct evening* Address at the first session of the International Congress on Higher Education held in Paris from July 30 toAugust 4, 1900, under the auspices of the Socie*te* de FEn-seignement Supe*rieur. classes in our towns for men who have no leisureduring the day."At the same time the memorialists pointed outthat "such teachers might render another serviceof a somewhat different kind. In the great townsthere are always large numbers of persons, moreespecially ladies, who have more or less leisure inthe daytime — persons of good education, whodesire to enlarge their knowledge and to improvetheir minds. Such persons would welcome regular instruction in literature, history or science byable lecturers from the universities. Arrangements might be made with the various towns desiring such instruction, so that each universityteacher should have a circuit assigned to him.His time would be sufficiently occupied withevening classes, as well as lectures in the daytime; and he would receive adequate remuneration.Such was the substance of the memorials. TheUniversity of Cambridge, in 1872, appointed acommittee to consider the matter. The committee reported in 1873, recommending that theuniversity should begin with an experiment on asmall scale, by organizing courses of lectures intwo or three towns. This recommendation wasaccepted. In the winter of 1873 tne Universityof Cambridge inaugurated the Extension movement by establishing courses of lectures at threetowns in the Midlands, viz., Leicester, Derby, andNottingham.The method of teaching adopted was, in itsprincipal traits, the same which has been pursued ever since. That method has four characteristic features — the lecture, the class, theweekly-paper work, arid the examination. Thelecture presents the subject in broad outline.For each lecture a printed syllabus is prepared.This syllabus gives an analysis, a logical abstractof the lecture, with such quotations or statisticsas the lecturer thinks it expedient to print, and alist of text-books or other authorities on the subject. After the lecture the class is held, when thelecturer goes more into detail. Students are invited to ask questions, and the lecturer explains212 UNIVERSITY RECORDdifficulties. The class enables the lecturer to become personally acquainted with some, at least,of the students, and to help them individually.At the class questions are given out by the lecturer, on which the students write short essays.These weekly exercises form an important partof the system. The lecturer revises the essays,and returns them with his comments at the nextclass. Lastly, there is the examination. This isheld at a short interval after the close of thecourse. The examiner is a different person fromthe lecturer, and is especially appointed for thepurpose by the university. He issues a list ofthose who have passed the examination, arrangedin alphabetical order. Those, however, who havegained distinction are indicated by an asterisk.The experiment made by Cambridge in 1873proved highly successful, and applications forcourses of lectures poured in upon the universityfrom other towns. Three years later, in 1876, asociety for the extension of university teachingwas established in London, to carry on similarwork in the metropolis. In 1878 the Universityof Oxford established similar lectures. After ayear or two, the Oxford work was interrupted fora time; but in 1885 it was resumed, and hassince been carried on with marked success.Other British universities have also borne theirpart in the movement. Durham has been associated with Cambridge in the work. The VictoriaUniversity has organized lectures in Lancashireand Yorkshire. The four Scottish universitieshave united in forming a similar plan for Scotland. A society for the extension of universityteaching has been formed in the North of Ireland.In 1898 a conference was held at Cambridge tocelebrate the completion of twenty-five years'work. The statistics drawn up for that conferenceshowed that in the previous winter, under theauspices of Cambridge, London, Oxford, and theVictoria University, 488 courses of lectures hadbeen given in different parts of the country, andhad been attended by nearly 50,000 persons.Meanwhile the movement has spread to the British colonies. Similar movements have been successful in the United States of America and in severalcountries of Europe.In a general survey of English UniversityExtension, the central fact is that the growth ofthe movement has been natural and spontaneous.It did not originate in an abstract theory of theduties incumbent on national universities. Itwas a response by the universities to a desirewhich actually existed in the country. It wastheir mode of complying with a demand whichwas urgently pressed upon them from variousquarters. And the demand itself has been increased by the success of their missionary work.Subsequent papers will deal in detail withspecial aspects of the work, and with the steps inits progress. The scope of the present work ismore general. And, in the first place we mayask this question : Why did the University Extension movement begin just at that time, in1873? What were the educational and social conditions in England at that moment, which causedthe new need to be felt, and which disposed theuniversities to recognize it ? The fundamentalidea was not a new one. Three centuries earlierSir Thomas Gresham, the founder of the GreshamCollege in London, had the same idea. Hewished to provide lectures of the university type-for persons engaged in business in the city ofLondon. A similar scheme was propounded in1650 by William Dell, Master of Caius College,Cambridge, who wished to see a university orcollege established in every large town of England — a wish which has been largely fulfilled inour own days. But such men were in advance oftheir age. Before the higher education could bemore widely diffused it was necessary that thelower grades of instruction should be efficientlyorganized. It was only in 1870 that, after longefforts, England obtained a national system ofprimary education. Meanwhile the efforts anddiscussions which led up to that result had familiarized the minds of the people with the importance of the subject. The country was prosperous,UNIVERSITY RECORD 213and the working classes had more leisure thanformerly. The facilities for rapid locomotion hadmade it possible to have a system of itinerantteaching. These were some of the conditionswhich favored the spread of a desire for higherteaching.Meanwhile the old universities had been passing through changes which rendered them moresympathetic with that desire. Between 1850 and1873 a series of reforms had greatly widened therange of studies at Oxford and Cambridge, andhad also opened them to large classes of the community which had formerly been excluded fromthem. The term "University Extension" firstcame into use at the beginning of that period,but was employed in a different sense from thatwhich it now bears. A letter entitled " Suggestions for University Extension" was addressed in1850 to the Vice Chancellor of Oxford by Mr.William Sewell, of Exeter College. His proposalwas, in fact, to establish local colleges whichshould be directly associated with the old universities. This proposal met with no acceptance atthe time. The more elastic and more comprehensive system now known as University Extensiondates, as we have seen, from the action taken byCambridge in 1873. But since that time thegrowing desire for higher education has led to theestablishment of local colleges in many largetowns. It has also led to the foundation of newuniversities, viz., the Victoria University, the University of Wales, and, more recently, the University of Birmingham ; while the University ofLondon has just received a new constitution,under which, instead of merely examining, it willalso teach.This growth of local colleges and new universities may naturally suggest a further question :Has the University Extension movement finishedits mission in our country, or is there still usefulwork for it to do ? It commenced, as we haveseen, in a time of transition, when the need forhigher instruction was beginning to be morestrongly felt. It filled a gap in our educational system. It was a pioneering movement, whichprepared the way for permanent local institutions.Can we now say that its task is accomplished; orcan we point to valuable functions which it stillperforms ?Two such functions may be named. In thefirst place, the agency of University Extension hasstill a distinctive value as supplementing our system of technical education. Within the last tenyears the movement of technical education inEngland has become vigorous. The councils ofcounties and boroughs, aided by funds whichthe state has placed at their disposal, have coveredthe country with a network of classes for theteaching of technical and scientific subjects.Technical institutes have arisen in the largertowns. The danger which besets this form ofinstruction is that of narrowness. There is atendency to make the training too exclusivelyscientific or technical, and to bestow too littleattention on the study of History, Literature, andLanguages. The most enlightened friends oftechnical education in England are alive to thisdanger, and are anxious to guard against it. Nowthe University Extension movement has alwaysrested upon a large and liberal idea of education.At the present day it is one of the most vigorousorgans of that idea. Thus it supplies a correctiveto the narrowing tendency. Through the agencyof University Extension, technical institutes canobtain teaching in non-technical subjects. This,then, is one of the valuable functions which theExtension system still performs.The second function to which I refer is of adifferent nature. In many an English town thereare educational agencies of various kinds whicharose quite independently of each other. But inseveral places the desire has been felt to coordinate such agencies, and to weld them together, soas to form a single institution. Thus in threetowns — Reading, Exeter, and Colchester — anew type of local college has arisen. In each ofthese cases the initiative has been taken by therepresentatives of University Extension. The214 UNIVERSITY RECORDprocess of coordinating the various local resourcesfor education has been conducted under thedirection of the universities, acting through theExtension machinery. There are signs that sucha result, so successfully obtained in three townsabove named, will ere long be accomplished inother towns also. In this field, then, a most valuable work remains to be done by the UniversityExtension system.In conclusion, I would venture to say that theservice rendered to England by the missionaryenterprise of the universities has been both intellectual and social. A new educational stimulus hasbeen given to the country. Different classes of thecommunity have been brought into sympatheticrelations by fellowship in the elevating pleasuresof study. And while the universities have conferred benefits, they have also received benefits.This is strongly felt by many of our best university men who have been leaders and workers inthe movement. At the centres of UniversityExtension they have learned lessons not lessvaluable than those which they have imparted.The universities themselves have acquired a newhold on the esteem, we might even say on theaffection, of the nation at large. Nor are the universities mere abstract names to the students invarious towns where their lecturers teach. Theirancient buildings and their gardens are nowfamiliar to thousands who, in former days, wouldnever have seen them. Every year since 1888,when the first summer meeting was held at Oxford, large numbers of students are invited fromall parts of the country to pass three or fourweeks at one or the other of the old universities,where their time is divided between study andrecreation. % Coming from the busy centers ofindustry and commerce, they are brought underthe subtle influences of that genius loci whichhaunts our venerable seats of learning, and thusform definite local associations with the AlmaMater already known to them in the persons ofher emissaries. The large attendance at thesesummer meetings, the interest which they excite, and the pleasures which they give, are among thesigns that our universities are well inspired onentering upon a movement which has already hadsuch good results, and which, as we believe, hasstill a work of great usefulness to do.THE PARIS CONGRESS OF HIGHER EDUCATION.An International Congress of Higher Education, convened by the Societe de l'enseignementsuperieur, was held in Paris from July 30 to August4, under the presidency of M. Paul Brouardel,Dean of the Paris Faculty of Medicine and president of the society. The first item on the programme was University Extension, and a day anda half was devoted to papers and discussions onihis subject. The Cambridge Syndicate was represented by Professor Sir Richard Jebb (whowas elected an acting president) and Mr. F. W.Keeble, the London Society by Dr. Kimmins,and the Victoria Committee by Mr. P. J. Hartog.Mr. Sadler, who was to have represented theOxford delegacy, was unfortunately at the lastmoment prevented from attending. The proceedings opened with official speeches of welcomefrom M. L. Liard, the Director of Higher Education, in the name of the Minister of PublicInstruction, and from M. Brouardel ; to whichProfessor Van Hammel, of Groningen, gracefullyreplied for the foreign delegates. After the election of the officers of the congress, Sir RichardJebb began the real work by giving a brief historyof the Extension movement in England. Otherpapers followed at a later stage, by Mr. Sadleron certain general characteristics of the movement by Mr. Marriott on Summer Meetings, by Dr.Roberts on the Systematic Work of UniversityExtension, by Dr. Kimmins on the history of themovement in London, and by Mr. Hartog onPupil Teachers' Courses and technical courses ;so that a fairly complete picture of UniversityExtension in England was placed before thecongress.Professor L. Leclere, of the Universite libreof Brussels ; Professors Nolen, Cohn, and FortierUNIVERSITY RECORD 215(United States), Professor Clerc (Aix-Marseilles),M, Drtina (Bohemia), M. Geija (Norway andSweden), M. Wassieliew (Russia), and M. MauriceWolff (Vienna), read papers on the work of theirrespective universities, and the number of verbalcommunications from other delegates was considerable. One felt that University Extension isnow a fact for the whole civilized world. Professor Seattle's account of the creation of the uni-versites populaires, corresponding roughly to ourUniversity Settlements — there are now eighteenin Paris and its neighborhood alone-— showedthat the movement has at last taken root in France.The demand for the universites populaires camefrom the working classes, but that the universitiesthemselves now experience the necessity for keeping in touch with the people was brought outstrongly in a discussion that took place on thesecond day of the congress, when M. AlfredCroiset, the Dean of the Paris Faculty of Letters,moved a resolution declaring " that the object ofUniversity Extension was to diffuse the essentialsof scientific method among the masses." Tothose who have followed even superficially themovements of French thought and the attemptsof popular reformers of various schools in thelast fifteen or twenty years, the significance ofthe discussion went far deeper than the terms ofthe motion. Even among those who were agreedin the main there was a division between the partisans of "le beau" and "le bien" on the onehand, who advocated the stimulation of themasses to admirations of a more or less vaguecharacter, and those, on the other, who held thatthe great, lesson which universities had to teachwas that of " intellectual patience" and honesty.M. Gabriel Monod, M. Cohn, and M. Croisethimself explained that they did not wish to exclude aesthetics or morals from the range ofUniversity Extension, but that the appeal of university teaching should not be in the first instanceto the emotions. The eloquence of men like M.Croiset, M. Monod, and M. Louis Legrand provedsufficiently that an advocacy of scientific method does not imply coldness of temperament or wantof enthusiasm. M. Croiset's original motion wascarried; after a division.An International Committee was formed at thelast meeting to arrange for another congresssome three years hence.UNIVERSITY EXTENSION COLLEGE.Persons interested in the progress of UniversityExtension must ask themselves from time to timehow the work, the value of which is now concededby all parties, may be made more permanent incentres where it is organized. Permanence, con-secutiveness, and continuity, are qualities whichmust be secured if University Extension work isto be made most efficient in any particular community.There is little danger that the work will everdie out completely in any place where it has oncebeen organized as long as the universities arewilling to offer such instruction, but there is greatdanger that, owing now to one cause, and now toanother, the work may be interrupted from yearto year in such a way that the highest advantageand usefulness cannot be achieved. For this sortof educational work, as for every other, permanence, continuity, and sequence are essential toworking out the highest and best results. Certainly, we should all agree that if the publicschools were to be closed every alternate year,or if they were to run for three years and thendrop out a year, the total efficiency of that formof instruction would be far smaller than it is.And nearly all of us are well acquainted with theruinous influence upon the welfare of a churchoccasioned by a vacancy in a pulpit, and especially a cessation in the regular church exercisesfor a year or more. The evil effects of discontinuing the work for a season or two is equallyobvious in the department of University Extension. One of the standing problems of University Extension, therefore, is how to make thework systematic, consecutive, and permanent.216 UNIVERSITY RECORDThe problem has been solved in different communities in different ways. Sometimes an individual man has endowed the work in such away thatit can be carried on indefinitely. In other cases agroup of men have subscribed a sufficient sum ofmoney to guarantee the prosecution of the workfor some time to come. In other cases, differentlocal institutions have combined and agreed toset apart a portion of their funds in order tomaintain this kind of instruction.An interesting experiment in this line has beencarried on at one or two places in England forsome years past under the name of UniversityExtension College. A board of trustees hasbeen appointed to give the necessary legal continuity to the enterprise, and a fund has beenraised from the proceeds of which the expensescould be defrayed. The university has appointedone of its instructors as director or principal ofthe college, and an effort has been made tomultiply as largely as possible, the number oflectures and classes conducted in this college.It has been found that many of the benefits ofa well-endowed local college can be secured bythis form of organization at a very small expense,and the example which has been set by the townsof Reading and Exeter is one which ought to befollowed by other cities.This plan deserves to be imitated in the UnitedStates. There is not a single town of 10,000 or15,000 inhabitants which could not secure verymany of the advantages of higher education forits own people and its own locality at an expensewhich it could easily meet if this system were tobe pursued.Let us see what some of the possibilities are inthis method of organization and what are some ofthe advantages which it may secure.A principal can be obtained from some well-known university assigned by the institution forthis work during the most essential part of theseason for $500 to #1,000. He could also conduct some classes himself while engaged in thework of organization and supervision at the beginning of the year. He could arrange thework in such a way as to utilize the services ofthe professors, instructors, and fellows in the colleges and universities at a minimum of expense.It would be possible to arrange the system oflectures and classes in such a way as to satisfythe needs of all the different classes in the community. Thus, one year a teacher in art could bebrought, whose presence would be a great aid andstimulus to all the local art clubs, which for theyear of this man's residence might arrange theirprogrammes in such a way as to secure the maximum of benefit from his work. Another year anexpert in physics might be secured, whose presence might be utilized by those people in thetown who are interested in the practical application of electricity, or who desire to pursue the subject preparatory to higher study. Still anotheryear an expert musician could be obtained whoseservices in the same way might redound to thebenefit of every local singing club or orchestra,or even to every individual student of music inthe town or city.The needs of the following classes of peoplemay be easily consulted and their interests gradually advanced by some such scheme as this :1. All the members of the community who,without having time for extended study, desirethe opportunity for a wider outlook upon life andsociety than comes to them in the ordinary routineof their daily business. This could be securedchiefly through the system of lecture-studies ascarried on by the University of Chicago.2. The teachers in the public schools, lowergrades as well as higher, who desire additionalknowledge, stimulus, inspiration, and direction intheir work. This would be of special advantageto the community, for any improvement in thework of a teacher in the public schools means agreat advantage to every child who comes underher tuition or her influence.3. Graduates of public schools, grammar gradesor high schools, who desire to continue theirstudies in some special line of work and have notUNIVERSITY RECORD 217the opportunity to go away to college or a technical school.People sometimes have the idea that becauseall people in the community cannot go to thehigh school that, therefore, high schools are oflittle use and ought not to be supported at publicexpense. This is one of those cases where aninstitution may be very necessary for the welfareof the community, even though all the people inthe community may not have occasion to use itsfacilities themselves. Thus, a medical school,well organized and well equipped, is necessary tothe welfare of modern society, not because everyperson in the community desires to attend amedical school, nor because all the people in thecommunity desire the assistance of physicians,but because a large proportion of our societyneeds at one time or another the benefit of skilledprofessional advice ; and if there are no medicalschools, the supply of that article is very limitedand of a very inferior quality. So in this case itis not necessary that every individual in the community should go to college or to a university,but it is certainly desirable that the opportunityof getting the training afforded by the college oruniversity should exist, not for the benefit primarily of the individuals who attend it, but forthe benefit of society, which these individualsmay better serve by reason of their wider outlookand more special training.4. The great mass of young men and womenactively engaged in the work of earning their living in various departments of industry and trade,who need for their work a better preparation andwho would be willing to utilize facilities thusoffered to them in the acquisition of such training.I, for my part, believe that University Extension, like all other means of popular education,should do whatever circumstances may permit inthe way of promoting such education. We cannotdelimit the scope of University Extension ; wecannot say thus far, and no farther ; we cannotsay we shall promote only the humanities and notthe technical subjects ; we shall prepare only for living a life and not for a livelihood. Any instruction which makes it possible for a person to earnhis livelihood more efficiently and more easilyalso tends to enable him to live his life moreworthily, and, therefore, I would not limit thefunction of this Extension College to purelyliterary and historical or scientific subjects, butwould extend it also to the field of the applicationof science — technology ; in a word, to any subject and to any calling which it could serve.Such an institution, organized upon a broad,popular basis, appealing to the entire communityfor support, would be a blessing-working institution of the highest importance. It would be ameans of enabling the community to enter intothe higher life of the nation, to bring it in touchwith all the forces in the great outside world, tomake more efficient in every direction the upwardforces in the life of the given town or city.Which of our Extension centres will be thefirst to initiate work of this kind ?UNIVERSITY EXTENSION AND THE PUBLIC LIBRARY.In the history of institutions of higher learning, the chapter of greatest significance is not thattreating of material equipment nor the broadening of the curriculum, but that which points outthe gradual growth of the number to whom theprivileges of these institutions were extended,from the select few, for whom alone it was longthought the wisdom of generations had been preserved, to the tens of thousands who are nowannually brought under their immediate influence.Neither material equipment, nor "a den of specialists," nor these two combined, is any longerregarded as a university. A university must bemore than a place of instruction, more than astorehouse of knowledge. In its true conceptionuniversity is synonymous with opportunity.While we point with pride to the rapid growthof the number of students annually enrolled atthe great seats of learning, their true purpose isfulfilled only as they reach out to the people.218 UNIVERSITY RECORDAs Mark Pattison said in a report to the OxfordUniversity commission in 1853, "The universityshould strike its roots firmly into the subsoil ofsociety, and draw from it new elements of lifeand sustenance of mental and moral power." Theinstitution which does this not only should butwill extend its sheltering branches over those fromwhom its strength is drawn and scatter broadcastamong them its richest and most nutritious fruit.Are the modern institutions for higher learningdoing their full share in enriching the lives of thepeople ?Mr. Hampton L. Carson in the annual commencement address before the University of Pennsylvania, June 15, 1899, said :Our population today (1899) numbers 75,000,000, and yetthe total number of students in all the universites and colleges, public and private, in the United States, includingcolleges for women, agricultural and scientific schools, is only97,134. In schools of medicine, law and theology, includingdentistry, pharmacy, and veterinary medicine, the number is52,249. If you add all the pupils in normal schools, and allthose receiving elementary instruction of the primary andgrammar grades, and then all those receiving secondary instruction of the high-school grade, you have a grand total of16,255,093. Sixteen millions and a quarter in a populationof seventy-five millions ! After making due allowance forthose who have been already educated, is it not apparentthat a vast host of at least 20,000,000 of people, boys andgirls, are awaiting instruction, even in its most rudimentary form ? What a burden and a strain upon the resourcesof our educational establishments ! How are we prepared* to meet it ?"Though man a thinking being is designed.Few use the great prerogative of mind.How few think justly, of the thinking few !How many never think who think they do ! "It is apparent even to the most causal observerthat the number of adults who of their own volition pursue each season some systematic course ofreading or study is relatively small. That many ofthe remaining millions desire to devote a portion oftheir leisure to culture is evidenced by the eagerness with which they enter literary clubs andkindred organizations. That the work of suchorganizations may produce the best educationalresults, two things are necessary: skilled leadership, and the inspiration and the stimulus which comesfrom personal contact with a living teacher. Inthe majority of organizations, these elements. are lacking. They must be drawn from someexternal source.The problem of adult education is before us.What can the colleges and the universities do toaid in its solution ? Can there be a more legitimate expenditure of the resources of a great educational institution than in the organization ofcentres in populous communities through whichthere shall flow out abundant streams of knowledge, which shall come, " as it were, to irrigatethe dry soil in which the seed of human progresslie dormant, ready to become living forces ? "It is almost within our memory that we have come tosubstantial agreement that the state owes an elementaryeducation to every boy and girl born within its limits, notalone as a right to the child, but as a matter of safety andpractical wisdom on the part of the state, and this broaderconception is followed closely by a second and broader one,that every boy and girl is entitled not only to an elementaryeducation but to something higher. I have met no competent student of this subject who dares deny that hereafterthe state must recognize that education is not alone for theyoung, for limited courses, in schools which take all thetime of their pupils, but must regard adults as well ; andnot alone for short courses, but all through life, not in ourrecognized teaching institutions alone, but in that study outside of office or working hours that may be carried on athome. I may sum it up in one sentence : Higher education, for adults at home, thorough life.1But, however willing and ready the universityor college may be to do the work at which wehave above merely hinted, it cannot do all. It isone of the factors only. That which is essentialand without which success is impossible is thecooperation of local literary forces. These areto be found in many communities in the form ofpublic libraries, literary clubs and reading circles ;in some there are nuclei of museums. Theseforces can and. should be united in directing astrong educational movement in behalf of theentire community. This need of cooperationwas well presented by Miss Anna Tarbell of1 Melville Dewey in an address to the International Library Conference, London, July, 1897.UNIVERSITY RECORD 219Brimfield, Mass., in a paper before the WesternMassachusetts Library Club, on " Cooperationbetween Library and Community." She says :But however abundant in resources the library, and however zealous and efficient the librarian, there is a limit tothe work that can be accomplished on the library side forthe promotion of intellectual life and general culture. Thereneeds to be a larger and more intelligent demand on thecommunity side for the supply which the library offers. Tostimulate this demand there is needed the cooperation ofthose people and those institutions in the community thatpossess special opportunities for increasing the use andinfluence of the library, or in any way making human lifewiser, better and happier. This cooperation may be bothdirect and indirect, since all culture influences are by naturecooperative with that of the library.This brings us to a specific consideration of therelation of the public library to the movement forthe extension of university teaching. A librarywhich is a mere collection of books, howevercarefully selected, can accomplish relatively littleas an educational institution except in cooperation with other agencies.In every flourishing town or city there should be at leastfive public educational institutions intimately associatedwith the public library and the public schools : (i) a localhistorical society; (2) a historical and industrial museum ;(3) a scientific association ; (4) a museum of natural science ;.and (5) an art institute or museum of the fine arts for thepleasure and cultivation of the entire community. All ofthese local institutions should encourage public instructionin every possible way: by (1) affiliation with colleges andcooperation with schools ; (2) papers, lectures, and publications : (3) loan collections from private parties and otherinstitutions, and free gifts of loans of duplicates to schools(as Springfield, Mass., is now doing); (4) public exhibitions ;and especially (5) by connecting public-school educationwith adult life.Art institutes, public libraries and museums and kindredinstitutions are the uncommon schools that Thoreau told usyears ago were needed. They must be public in their educational activity and relations, even if private in their origin.They should not be merely for amusement, but for publiceducation.1This is an end to be attained, a noble ambition to be realized. Nor is there reason for1 Professor Herbert B. Adams, Public Libraries andPopular Education, published by the University of the Stateof New York. discouragement in the fact that in very few communities have definite steps been taken lookingto the establishment of these institutions. Stepsshould be taken one at a time." We build the ladder by which we riseFrom the lowly earth to the vaulted skiesAnd mount to its summit round by round."It is useless to found institutions without definiteaims and plans, in accordance with which theywill be wisely administered. But we have thebeginning of great things in literary clubs, lectureassociations, and public libraries. Too often theliterary clubs, composed of members seekingbroader culture and an ever widening intellectualhorizon, accomplish little because lacking systematic and intelligent leadership. Library officialsare too often satisfied with their efforts if theyhave succeeded in adding to the number of volumes on their shelves. One of the greatestdangers confronting the people today, as hasbeen pointed out by President Gilman, of JohnsHopkins University, is not that people do notread enough, but that they do not read aright.There has never been a more noble educationalmovement than that of library extension, nowbeing so rapidly promoted by both public andprivate munificence. But hand in hand withthis must ever be another movement equallyimportant.There is needed not only the printed page, but the speaking voice, the influence of personality through lectures. Astory from experience will illustrate this need. A fewyears ago there was held in our town an exhibition ofantiquities which awakened intense interest on the part ofthe old and the young. The interest made a good opportunity for the study of colonial history, which a few of uscarried on. Certain books not in our library were needed,although the library is a good one and well equipped inAmerican history. Our want came to the knowledge ofMiss Chandler, chairman of the library committee of thewoman's education association, and out of this grew, anotheryear, a special library lent to us upon American history,which formed a valuable supplement to the works containedin our library in that department. At both times, when wehad the exhibition and when we received the traveling library (which we still possess, having bought the books), Irealized the opportunity and need of lectures. What a220 UJSTIVEHSITY RJECOBDstrong combination the group would have made — the exhibition, the working library, a lecture course. This wouldhave been in reality an adaptation of the idea of UniversityExtension, which I believe could be developed by the libraryclub movement.1Librarians may prepare select reading-lists andmake a tempting display of good books, but ittakes more than this to lead people to read andthink. Interest must be aroused and stimulated.The popular lecture movement with which manystruggling libraries have been connected, usuallyfor financial reasons, cannot do this. Its aimand end is entertainment, and with it the libraryas such has nothing to do. What is needed is anaccomplished scholar, an intellectual leader, aready speaker, who, through a series of lecturesarranged in logical and educational sequence,will arouse an interest in a definite subject, andalong that line wisely direct the reading of thecommunity for a period of weeks. Here is theopportunity of the University Extension lecturer.It is his function "to stimulate rather than tosupply the place of individual study." Withoutsome such stimulus and direction the reading ofthe community as a whole, instead of leading tocontinuous and systematic methods of study, willbe spasmodic and miscellaneous.Mr. W. E. Foster, librarian of the Providence,R. I., public library, a few years ago said :The University Extension movement, which runs so completely in line with the best efforts of public libraries inrecent years, and which has during the past year securedsuch an exceptionally firm foothold in our own community,has indeed found, in Providence as well as elsewhere, thepublic library a valuable supplemental agency, but not in anything like the degree which we have wished to see, and whichunder other conditions we could have made it. The influence of the University Extension movement has been felt inevery department of the library's work, not merely in thecirculating, but in the accession department, in the examination of the courses covered by the lecturers, the supplyingof references, the ordering of works needed for the purpose,the printing of the lists of references in some instances, theplacing of the reserved books by themselves in the reading-room, and, more than all, the very large amount of timedevoted to individual readers, who are following these1 Miss Anna Tarbell, "Cooperation between library andcommunity." courses, and who have availed themselves of the librarian'soffer to place at their disposal the fuller resources of thelibrary on special subjects not included in outline references.More recently, Mr. E. H. Anderson, librarianof the Carnegie Library, Pittsburgh, in hisannual report said :The University Extension lectures undoubtedly stimulatethe use of books bearing upon the subjects treated. In thislibrary collections of books on the subjects of the coursesare reserved in the reference room and are in constant use ;while in the loan department there is a greater demand forbooks on the subjects discussed than we can supply, though wehave many copies of each book. Our experience shows thatthese lectures have a permanent effect on the character ofthe reading in the community. The interest aroused by thelectures is not merely for the time, but continues to stimulate the use of the literature of the subjects treated. Moreover, the beneficent contagion spreads to other people andother subjects.We quote the following from University Extension Bulletin No. 4, of the University of the Stateof New York.University Extension and local public libraries are realizing that they have a common work and that it is for themto assume together some of the functions which such institutes as the Peabody, the Pratt, the Brooklyn, and theDrexel recognize as an intrinsic element of their organization.In brief, the library is urged to furnish :1. Lecture Hall. This should be provided, besides theusual furniture, with an adjustable reading desk and ablackboard.2. Reference list. The librarian should consult with thelecturer about his syllabus before the course begins and prepare a reference-list of his books.3. Books. All books recommended by the syllabus shouldbe supplied from the library's resources by buying duplicates or by applying to the proper quarters for loans,traveling libraries, or circuit books. In the case of a largeand prosperous institution, it should send out these loansand traveling libraries. These books are to be circulatedor reserved according to local conditions. They are to bekept by themselves on a special table in the reading roomor reference room, or, preferably, in a separate room.4. Class room. This should be provided with tables, comfortable chairs, writing materials, and a blackboard, shouldafford free access to the shelves, and be for the time thestudent's library.5. Statistics. These should show the effect of the lecturesupon general reading, and the average can be drawn onlyfrom the librarian's records. If he can keep a specialUNIVERSITY RECORD 221account of University Extension books, it is desirable, butthis is difficult with free access to the shelves, which is moreimportant.6. Cooperation. The librarian should put himself so intouch with the lecturer that he shall carry on and supplement his work in the same spirit, becoming, as Mr. Mac-kinder says, the " ever-present ghost of the lecturer."Then will the work succeed, definite relations will beestablished, the local public library will furnish UniversityExtension with a permanent home and University Extension will furnish the local public library with an addedconstituency.Thus University Extension and Library Extension are parts of one and the same movement.University Extension and the accompanying library movement have continued to flow on together, like united rivers,into that broader movement called by various names : homeeducation, popular education, or educational extension.These terms all signify much the same things, and all threerepresent that great outward flow of institutional, historic,and educational forces which are slowly improving themental and moral condition of the American people.Another point of contact of the two movementsis the traveling library. Except in centres inwhich the local library can supply the demandfor literature on the subject being presented bythe lecturer, special libraries of from forty to onehundred books are left with the officers of thelocal centre throughout the progress of the lecturecourse, and longer if desired. These are booksespecially recommended by the lecturer, and willunder proper direction be kept in active circulation among the members of the centre. Thisamounts to an annual addition of from seventy-five to two hundred volumes to the public librarybooks available for circulation. When it isremembered that the Extension lecture coursesupplies the stimulus which is followed by thecontinued circulation of these books and those onkindred subjects, it becomes apparent that thevalue of the local library to the community hasthereby been greatly enhanced.The value of these traveling libraries is evengreater to communities in which public librarieshave not yet been established. They lead to adesire for books which will in time become apublic demand. Thus the University Extension lecture and its supplementary educational agencies may be the immediate cause of the establishment of a public library as a permanent localeducational institution.It is thus that these two great movements inmodern education — University Extension andLibrary Extension — go hand in hand, each supplementing the other and coming "as a boonand a blessing to man."FINANCING A LOCAL CENTRE.How to finance a University Extension centre successfully is one of the serious problemspresenting itself to those interested in promotingthis method of adult education in their respectivecommunities. In fact it is sometimes made soprominent that other problems of equal importance are partially if not wholly overlooked. Yetuntil endowment in some form is provided, theofficers of those centres which have not accumulated a surplus or have not a strong guaranteefund upon which they can draw, must ask themselves each season, "How can we best meet thenecessary expenses of the courses of lecture-studies which we hope to provide for the comingyear?" This being true it is not surprising thatthey seek men whose names alone will attractlarge numbers of people. It is this tendencywhich is viewed with some alarm and which it isbelieved is not in harmony with the true spirit ofUniversity Extension.While University Extension means educationfor the whole people, may there not be a dangerin over-popularizing it ? It is not a mistake toendeavor to interest an entire community in;courses of University Extension lecture-studies,but it is a mistake to place this work on otherthan an educational basis. The members of acentre should be taught to pay a reasonabletuition for a definite course of instruction. It isbelieved that if the officers of the local centreswill keep this point prominently before the people of their respective communities, they willgradually develop a constituency which will be222 UNIVERSITY RECORDwilling to pay much more for such a course oflecture studies than they would pay for a seriesof popular lectures and entertainments.The fault of many Extension centres has beenthat , they have placed their courses on too low afinancial basis. The history of the Davenportcentre (see pages 228-231), which has expendedmore than $7,000 in twelve years, is evidence thatthe people of a community will make the necessary financial provision for such courses of instruction if they are wisely managed. However,it is to be observed that this centre has never soldits season or course tickets for the very small sumcharged by many other centres, which may haveappeared to be more successful for a few seasons,but have failed to manage their work as successfully through a series of years. They have almostuniformly charged their regular members $1.75for a course ticket, and $3.25 for a season ticket(two courses), and a higher fee has been chargedthose who were not members of the centre. It isbelieved that this will partially account for thefact that at the end of ten years this centre has asurplus of $300, while others equally favorablysituated have become inactive because of lack offinancial support.Another thing to be observed is that noneof the funds of the Davenport centre have everbeen diverted to other uses. In other wordsthe officers of the Davenport centre have regarded it as an educational institution and notthe means of raising funds for some other enterprise. Examples of centres which have beenwrecked and become inactive because of the improper use of a surplus are not wanting. It isfirmly believed that under wise direction andmanagement, the University Extension movement may, until some form of endowment is secured, be made self-sustaining. This means theuse of Extension funds for Extension purposesexclusively, and let us add that except in rareinstances course tickets should never be sold forless than $1.25 and season tickets (two courses)for less than $2.00 The most of the English University Extensioncentres are conducted with smaller audiencesthan are our American centres. Each individualputs more into it, and it may. be in consequencetakes more out of it.This larger fee is abundantly justified when thecourses are placed on a high educational basisand in no other way. This demands the heartycooperation of the university, the lecturer, andthe officers of the local centre. As is emphasizedin another column, study clubs should be organized, the members of which should be givenspecial recognition and privileges. The reviewhour should never be neglected. Every encouragement should be given to the members of thecentre to ask questions and participate in thediscussions. The traveling library should bemade easy of access. Syllabi should always beprovided. In short none of those aids to thedevelopment of a student body should be neglected.Every centre should look forward to the timewhen it may secure a permanent endowment.This may take time, but it should be discussed,and the people of the community made to feelthat this is a permanent work upon which theyare engaged. These hopes will be earlier andmore abundantly realized if due attention isgiven to the business and educational sides ofthe work from the beginning.STUDENTS' CLUBS AND CLASSES.A matter for most sincere and hearty congratulation is the fuller appreciation of the educationalvalue of the University Extension work, manifesting itself in the organization of classes andclubs for study of the subjects under consideration in the course of lectures. In a growingnumber of centres the lecturers have met afternoon classes, many of the members of which havedone a creditable amount of systematic readingand close study. In a few cases where the lectures were delivered at fortnightly intervals^UNIVERSITY RECORD 22$supplementary study classes have met on the alternate weeks under an approved local leader. Itis believed that in this line we must look forgreatest development. It is hoped that duringthe coming year the officers pi each centre willgive special attention to the organization of suchclasses. If this is done, there will be an increasing number of the members of each centre whowill be willing to pay much, more for such acourse of systematic instruction than they expectto pay for a course of popular lectures and entertainments the end and aim of which is temporarypleasure.This brings us to the consideration of anotherpoint. The University believes so thoroughly inthe educational value of the University Extensionmethod of teaching that it is willing to give onits books credit toward a degree, if desired, forwork done in a course of twelve or more lectures,or two or more shorter courses arranged in educational sequence. The amount of credit allowedfor a course of twelve lecture-studies, or for twoshorter courses thus arranged is a Minor. Thetuition charged each student in Chicago for asimilar amount of instruction is eight (8) dollars.The question we would like to raise is whetherthere are not a number of persons in each centrewho can be persuaded to take up this work fromthe standpoint of the earnest student and to payan adequate fee for the instruction received.The adoption of this policy would not necessarily be such a wide departure from the methodsnow pursued as may at first appear. The eveninglecture would be given as now, and no effortshould be spared to bring together on these occa-sious large audiences, many of whom may, withproper inducements, be led to undertake themore serious student work. To those who pay thesmall fee which it may be necessary to fix in orderto insure a large attendance on the lectures,none of the student privileges, such as the classand use of the traveling library, should be accorded.In this connection we should like to call the attention of all committees to the special inducement offered by the University to centres arrang--ing their courses in educational sequence. Thefollowing is quoted from the circular of information of the Lecture-study Department :In order to encourage observation of educational sequencein the arrangement of courses, the following provisions aremade :i. The University fee for two courses so arranged i*placed at $225, the regular fee for a twelve -lecture course,-provided that: (a) the courses are arranged at one time andwith the approval of the University ; (b) the courses saarranged are delivered within a period of twelve months.2. To the local University Extension centre securingthe highest standing based on weekly papers and finalexaminations written on any course of twelve lecture-studies,or any two connected short courses of six lectures each,delivered under the auspices of the University of Chicagoduring any one season, the University offers a short coursefree of charge (except expenses for illustration, travelingand entertainment), said course to constitute the second oftwo connected short courses for the next succeeding year ;provided that not less than twenty-five (25) per cent, of theattendants upon the lectures shall have done the full amountof Assigned Readings, and not less than ten (10) per cent.shall have submitted written exercises upon the topicsassigned in connection with not less than two-thirds of thelectures of the course or courses.3. To the two students receiving the highest standing forwork done upon courses so arranged, two University Extension scholarships amounting to free tuition for one SummerQuarter's work at the University are granted.Attention is likewise called to the regulationgoverning the completion of shorter courses bycorrespondence :Students may arrange, upon consultation with the lecturer, to pursue by formal or informal correspondence, acourse of study supplementary to that outlined in the syllabus. If the written work is done and the examination ispassed in accordance with the requirements of the University, credit may be given on the books of the Universityas follows : A course of six lecture-studies with the prescribed supplementary work will entitle the student to creditfor a Minor; a course of twelve lecture studies with theprescribed supplementary work, to credit for a Major. Aspecial fee of $4.00 for the Minor course, and $8.00 for theMajor course is required.It is believed that these provisions make possible the development of a student body in eachcentre for the extension of university teaching.224 UNIVERSITY RECORDWhat is now needed is that these provisions bepresented with adequate emphasis to the membersof each centre. It is hoped that committees willgive due consideration to these questions in themanagement of their courses this season, not failing to call the attention of students to the factthat through the agency of the local UniversityExtension centre they can secure the sameamount of instruction for a smaller tuition feethan they would be required to pay if they werein residence at the University.BIBLICAL LITERATURE AND HISTORY.The practicability of attempting to teach thesesubjects by the University Extension methodmight at first be doubted by one unacquaintedwith the facts, but the experience of many yearshas proved that the advantages of this form of instruction are almost as great as those of residentinstruction, especially if undertaken with the sameenthusiasm on the part of the pupils. Naturally,the method divides itself into two departments,Correspondence-study and University Extensionlectures. In the correspondence work the chiefvalue lies in the careful outlining of the theme bythe instructor in printed syllabi which are usedby the student who then proceeds upon the basisof this scheme to acquire a mastery of the subjectwhich is aided greatly by the full recitations required of him in the preparation of his lessonsin writing. These are in turn submitted to theinstructor for correction and sent back to thestudent for review. Such subjects as The Lifeof Christ, Early Christian History, Old Testament History, and particular book studies, suchas Acts, Luke, Romans, or Isaiah, are eminentlypracticable and satisfactory. To this may beadded such studies of the Biblical languages asthe student desires, which are provided in separate courses.The second form of the work is that of University Extension lectures, which are given by competent instructors either at weekly or fortnightlyperiods or on successive evenings in a given locality. WThere the lectures are given fortnightlythe intervening week is used for a* class meetingat which the theme of the previous lecture is discussed and papers prepared upon topics suggested by the lecturer. Where the lectures aregiven on successive evenings, the opportunity forcollateral reading is of course much less, but thereis compensation in the momentum gained by therapid and continuous consideration of the theme.This plan of biblical study has signal advantagesand is certain, when properly conducted, to resultin a striking increase of biblical interest in thecommunity where it is used.During the past three years courses of six ormore lectures each on different Old and New Testament subjects have been given in a large number of centres. In some instances the lectureshave been given under the auspices of a particular church, but usually the religious forces of acommunity unite in announcing a course of lectures by a man of broad scholarship who has theability to arouse and intensify an interest in thestudy of the literature and history of the Bible.The results attained have been very gratifying tothose interested in this work.DIRECTING CLUB WORK.After repeated requests from literary clubs thatthe University render them some assistance intheir efforts to follow throughout the year systematic courses of reading and study, a plan waselaborated in accordance with which the work ofa number of clubs has been directed during thepast two years. Many clubs have expressed inability to attain the ends at which they aimed,arising from lack of experience in planning theirwork. It is this want which the University attempts to supply. The plan embodies the following features :A. An outline of the work for the club year,embodying a general bibliography.B. Outlines of the work for each club meeting,embracing the following features :UNIVERSITY RECORD 225i. Special references to the best and most available literature. '-2. Suggestions for programme, including topicsfor papers, readings, and discussions.3. Work for all members.'— AJnAex this head aregiven hints and suggestions with reference to.what should be done by all members who havetime to do any reading or writing whatever preparatory to the regular club meetings.4. Helps for papers.— Under this head each ofthe topics suggested under two (2) above, is takenup separately, and special references, helps, andsuggestions given for the benefit of the one towhom this topic may be assigned. Those whoare to prepare papers and lead discussions arelikewise given the privilege of corresponding withthe University instructor with reference to anydifficulties that may arise in the preparation ofthe work ; or, if preferred, when a paper has beenwritten it may be forwarded to the University instructor who will carefully examine it and returnit with such suggestions as he may wish to offer.The clubs making application for such assistance have without exception expressed themselvesas well satisfied with the results attained. Theirtime has been economized, and their efforts systematically directed to a definite end. The result is that almost without exception the clubs towhich programmes were first furnished haveapplied for similar assistance in future work. Toclubs in cities where there are active centres for theExtension of University Teaching, the Universityrecommends cooperation with the officers of thelocal centre.The following are among the clubs to whichprogrammes have been supplied in the past twoyears :Young Woman's Club, Terre Haute, Ind., Miss Ida B.Duncan, president; Study Club, Selma, Ala., Mrs. A. J.Dickinson, president; Twentieth Century Club, Nashville,Tenn., Mrs. Robert S. Webb, president ; The DialecticClub, Pontiac, 111., Mrs. R. M. Barickman, president ; TheX L I Club, Gainesville*, Tex., Mrs. W. O. Davis, president ;The Woman's Literary Club, Anaconda, Mont., Mrs. M. H.D. Peckover, president; The Literary Circle, Fairmont, W. Va., Mrs. George De Bolt, president; The Woman'sFortnightly Club, Lacrosse, Wis., Mrs. Frank Winter,chairman ; The Arundell Club, Baltimore, Md., Mrs. Geor-gina Buckler, chairman; The Browning Club, Stillwater,Okla., Mrs. H. B. Bullen, president; The Aglaia, Ogden,Utah, Mrs. E. L. Gideon, president ; The Fortnightly Club,Helena, Mont.; Mrs. F. W. Wickes, president; The HolmesClub, Dayton, O., Mrs. Berta M. Smart, president; TheLotus Club, Paris, Tex., Mrs. W. F. Gill, president; TheArt History Club, Mainstee, Mich., Mrs. W. J. Gregory,chairman ; The Shakespeare Club, Freeport, 111., Miss HelenHill, chairman ; The Shakespeare Club, Beaumont, Tex.,Mrs. Robert Greer, president ; The Culture Club, Chicago,111., Mrs. Ella E. L. Bowes, president ; The Woman's Club,Watseka, 111., Mrs. Ella Kay, president.A special circular explanatory of this work hasbeen issued and will be mailed to any addressupon application.WORK OF THE AMERICAN SOCIETY FOR THE EXTENSION OF UNIVERSITY TEACHING.In the University Record for January 25,1 90 1, there is a brief discussion of the work of theAmerican Society for the Extension of UniversityTeaching. This society was, organized in Philadelphia in the year 1891 to succeed the Philadelphia Society for the Extension of UniversityTeaching which had been organized the precedingautumn. The work was begun upon the initiativeof a number of professors and trustees connectedwith the University of Pennsylvania under theleadership of Dr. William Pepper, at that timepresident of the university. The first presidentqf the American Society for the Extension ofUniversity Teaching was Professor Edmund J.James (1 891-1895), since 1896 Director of theExtension Division of the Universityxof Chicago.For a time, beginning with the year 1896, theusual period of reaction seemed to set in, butduring the year 1 899-1 900 the work showed amarked increase over any year since 1896, and itwould seem as though the future of the societywere now pretty well established. Since its organization 954 courses of lectures have been givenunder its auspices, with an aggregate course attendance of over 1,000,000 people. During the226 UNIVERSITY RECORDpast year 95 courses of lectures were delivered at65 different centres to audiences aggregating127,470 persons. The Annual Report of theBoard of Directors for igoo declares that thedirectors feel that there is no longer any question of the utility of University Extension,nor the solid character of this method of teaching.They are sensible of a growing respect for the work.The accumulating testimony to its usefulness is incontrovertible, and people who formerly looked askance at a planwhich nfight easily decline into a simple or weak attempt atentertainment have been induced by reason of the results obtained to inquire into our methods with a view to puttingthem intQ practice in other fields.It is worthy of note that the movement hascontinued at Philadelphia under the control of aself-constituting board of directors who havethemselves contributed a large part of the totalexpense of the work. During the year 1899- 1900they have either contributed themselves or obtained through subscription from other partiesinterested in the enterprise over $6,000. Thesociety has not only done excellent pioneering,but has demonstrated beyond any question thatthere is a permanent need of the kind of workwhich it conducts.Since the report for 1 899-1 900 was issued thesociety has published a most interesting pamphletcontaining a report of the work of the AmericanSociety for ten years, from 1 890-1 900. Fromthis report it appears that the total cost of thesociety's work for ten years has been $275,000 ;of this $183,000 has been earned and $92,000 hasbeen subscribed. Over 5,000 lectures have beengiven. The centres have moreover, in additionto the sum mentioned above, expended about$55,000 for local expenses. The total expense,therefore, of this work for ten years has been$330,000; of this $238,000 have been paid bythe people of the centres, $22,000 by membersof the general society contributing $5 each, and$70,000 by people who have made special subscriptions. The total number of special subscriptions has been 1,722, and the average subscription $150a year. Thus 34 per cent, of the cost of the workhas been raised by private subscription.As to the fruits for the past ten years of thesociety's work, besides those already mentioned,we know of the establishment of libraries, the renewed use of libraries that had been almost forgotten, a demand for traveling libraries, the moreintellectual reading of books, the use of books ofa better sort, the introduction of new and vitalinterests especially in small communities, improvements in the character of school teaching,higher standards of public lectures, the creationof new ideals in literature and art, and everywhere the stimulation of individuals to betterconceptions of the pleasure of life.A well-known citizen of Philadelphia, one familiar with University Extension but not connectedwith its administration, recently expressed publicly the following opinion :The American Society for the Extension of UniversityTeaching, which has now been at work for ten years, hasnot only succeeded in doing more than any other onetendency in revolutionizing the reading habits of Philadelphia, but it has created a solidly organized group of audiences habituated to study, anxious to learn, interested in thedevelopment not only of themselves but of the city, whichconstitutes a constituency and clientele such as does notexist in any other American city, and which is today one ofthe most useful tendencies for promoting the solidarity of theintellectual life of Philadelphia.It is interesting to note that of the 954 coursesgiven by the society, ,38 3 have been delivered by14 lecturers. The debt of American UniversityExtension to our English friends is seen in thefact that Mr. Hudson Shaw, who has visited Philadelphia in four different years, delivered 60courses; Mr. Hilliare Belloc gave 28, and Professor Richard G. Moulton 18.Everyone interested in the subject of UniversityExtension should secure a copy of this admirablereport. It will certainly be an eye-opener to thecritics, both friendly and hostile, of this movement.UNIVERSITY RECORD 227FREE LECTURES IN NEW YORK CITY.The report of the free lectures to the peopledelivered under the auspices of the school boardfor the boroughs of Manhattan and the Bronxfor the year 1900-1 has just appeared. It is amarvelous story, and one worth the attention ofevery person interested in popular education.Dr. Henry M. Leipziger, supervisor of the lectures, certainly deserves the thanks of all friendsof popular education for the skilful and devotedservice which he has given to the cause of education in this department.It appears from this report that the courses offree lectures delivered in the the school buildingsof the city of New York and supported by theschool board out of public funds began October1, 1900 and closed April 30, 1901. They weredivided into three parts running fromOctober 1, 1900 to January I, 1901 ;January 2, 190 1 to March 1, 1901 ;March 1, 1901 to May 1, 1901.The lectures were delivered at 52 differentplaces, nearly all of them being public schools,college settlements, Y. M. C. A. halls, etc. Thetotal number of lectures delivered was 1,963, witha total attendance of 553,558. The number oflectures given in each department was asfollows.:Hygiene, 80 Descriptive Geography, 815Natural Science, 280 Literature, 219His'tory and Biography, 246. Music, 180Civics and Sociology, 32 Art, 100Education, 11A large majority of the lectures were illustratedby means of lantern views. The co-operationbetween the library and the lectures has beenmost decided.Among the appreciative letters received by theadministration, the following is characteristic andinteresting :As for myself, I am a married man under salary, and thisis the fifth winter we have been attending the lectures at themuseum, and as far as I can remember we have been latebut once. When I say " late," I mean too late to get the seats we desire, as we always try to obtain the same ones.We often bring a friend, and sometimes two. Previous to myattending these lectures, I would put in one evening a weekalone at some theater for a little recreation, that one evening being all that I could afford. The weekly visit to thetheater has been long since discontinued, and both my wifeand I look forward to the coming of each and every Tuesday evening with much more pleasure than I ever did to mytheater visits. You cannot imagine, nor can I express, thegreat pleasure and the instruction we both have receivedfrom these lectures ; in fact, they give us a theme of conversation for the balance of the week. I, for one, will have toneglect other engagements in order to attend the lectureswhich you so kindly offer.Several of the lecturers have confessed that theaudiences are the most inspiring that theyaddress, and that they are worthy of the bestpreparation, and appreciate the best in science, inart, and in literature.It is interesting to note that the administrationcomplains of the great lack of suitable auditoriumhalls in public school buildings. Very few schoolhalls are suitable for lecture purposes. In manyplaces, unsightly and inappropriate school yardsare used. The recognition of the need of adulteducation should result in the placing of a suitable auditorium in each schoolhouse in the city.The underlying principle of these free lecturecourses, like that of University Extension in general, is that education should be a means of life,rather than only a means of livelihood, and that^education should be unending." The free lecture movement stands for culturein the broadest sense. It means hope to theyouth ; it means happiness to the more mature.It means an increase in those forces that makefor the happiness, the virtue, and the wisdom ofthe people. Above all, it helps the working man;it opens the windows of the soul. It enableshundreds to see the glory of life. A friend ofmine, now dead, said that it was his firm beliefthat the successful rival of the saloon will not bethe coffee room, the reading room, the pool room,or the concert hall, but the lecture room andthe schoolroom with their various appurtenancesand opportunities."228 UNIVERSITY RECORDTHE DAVENPORT UNIVERSITY EXTENSION CENTRE.BY THE REVEREND ARTHUR M. JUDY.The Davenport University Extension Centrehas been conducted for twelve years. The lasttwo years show an attendance exceeding theaverage by at least twenty-five for each course.And of these attendants a very large proportion, as shown by the figures which follow, hasbeen present at many of the lectures and a considerable number at all, or nearly all. Here is avery strong indication that University Extensioncan achieve what its advocates have claimed waspossible for it to achieve — namely, to keep largenumbers of people under high-grade instructionlong after school days have passed, and, to a considerable extent, during all the latter years ofactive life. This indication should not be lightlyregarded. Possibly it foreshadows the next greatstep in instruction, that is, viva voce instructionof the mature. Such instruction in the field ofreligion is securely established ; may not the timecome when it will be equally well established inthe field of education ? To foresee its establishment is to conceive large effects upon the teacheras well as the taught; upon the university asupon the public. To sift and marshal knowledgeand speculation so that it shall command theattention and the challenge of the mature, including many of the strongest minds of the city, is toundertake a task which, it may be supposed, willcall out something of strength, penetration, andforce not before demanded of the teacher. Theflint in the case being harder, ought to strike outa more brilliant spark.And what shall we expect to be the effect uponthe university when the time arrives when a goodlyproportion of the mature in all our towns beginsto call for university lectures?If the call were met, faculties would needs begreatly enlarged and materially altered in character. There is a future in this thought worthprying into. For the moment the universitysends forth its men to speak to these mature men and women, it assumes a share of leadership — ofcontroversy, instruction, and persuasion — never^before exercised, at least by the modern collegeor university. A new quality of work is therebycutout for it — a somewhat new type of workmanmust be sent to do it — not so necessarily incapacity as in training.As to the influence which this incursion ofuniversity speakers would have upon the publicculture and opinion, only the most prophetic imagination can discern. That it would be exceedingly gratifying to the lovers of sweetness andlight, to those who long for a day when our opinions shall be based more largely upon knowledgeand our tastes be chastened and sobered, goeswithout saying. But it is not the present writer'stask to prophesy so much as to report, and to report upon our limited experience.This, surely, can be reported of Davenport,that two or three, might I not conservatively say,four or five hundred of us, have now become accustomed to a style and substance of lecture thatwould make it almost impossible for us to listenpatiently to the popular sensational lecture. Wehave learned to like a better subject, a quietertreatment, a more balanced, critical, tolerant, informed presentation. We have learned to caremore for instruction, less for sensation ; to feelnot less, but more wisely.And we have been set to read meatier books.I am not able to give the exact number of booksissued from the traveling libraries, but, as a rule,all the books they contained were given out toeager takers. Moreover, our public library hasshown a marked increase in the number of solidbooks issued — an increase clearly traceable tothe influence of the lectures. And still further,not a few of the best books have been bought,owing to the same influence. Nor should it bethought that this improvement in the quality ofreading has stopped with the attendants upon thelectures ; their family and friends have caught theenthusiasm and set out upon the same pursuit.Again, the influence of the lectures uponUNIVERSITY RECORD 229conversation must be set down as a very considerable gain to the intellectual life of the city. Thelectures which bore more directly upon the practical questions of the day excited a keen interestthroughout all our cultivated circles, and evenour most distinctly scholarly year, that devotedto Greek literature, set interesting talk agoing atmany a dinner or social meeting.That this enhanced intellectual life spread farand became an influential seed-time is not to bedoubted when it is known that the attendance ofour public-school teachers has risen as high aseighty and never sunk, perhaps, below sixty, notto speak of the number of teachers from otherschools, who were in attendance. Surely nonecan question that in this teaching of thev teachers the university was about its most properbusiness.Nor should we overlook the fact that the Extension attracted a goodly number of high-schooland college graduates and tended to preventthem from giving up their habits of study. Furthermore, it has exerted no inconsiderable effectupon the studies of the literary clubs of the city,the subject of the courses often falling in linewith the programme of the club and the lecturesgiving helpful suggestions and stimulation. Andlastly, in the enumeration of benefits, it mustnot be forgotten that the newspapers have at alltimes been most friendly to the Extension, andhave given the gist of many a lecture in a way tocarry its message not to hundreds only, but tothousands. /Thus, briefly, has report been made of some ofthe benefits which University Extension has conferred upon our city. The prophetic student ofeducation will not pass these items over lightly,but will seriously consider what they mightbecome if this present slight, unsystematic andunendowed effort at enlarged education weretransformed into a well endowed, widely spread,and thoroughly organized movement. Upon thatpossibility it were easy to write at length andenthusiastically. But only a few of its factors can be referred toin this article, and only inadequately. What,first, is the certain constituency of this possiblesystem of higher education ? It is, in fact, as hasbeen said, the mature. Many signs of the timespoint to the fact that men and women have anincreasing desire to keep themselves under spokeninstruction all their lives. The growth of literary clubs, summer schools, and Chautauquas, allpoint in this direction. Again the graduates ofthe secondary school, the grammar schools, highschools, and academies, furnish an importantopportunity for the. movement. A large proportion of these graduates cannot go to college for they cannot command the prolongedleisure and the considerable means, which goingto college requires. But they can commandsome time and money which they would eagerlydevote to continued education if our Extensionwere organized in the way it ought to be, namely,with classes as well as lectures, and with a curriculum of many courses instead of one or two.It is possible to build up in every good-sized townan educational institution which would as certainlyattract to itself the graduate of the high schooland academy, as the high school now attracts thegraduate of the grammar school. Put anotherstory upon your temple of learning and you maybe sure there will be plenty of enquiring mindswho will push their way into it. Thus extendedthe system of education in a city might wellbecome so organized that something of school-day alertness could be kept till the winter of lifewas far along, and the leading and light of ourcenters of learning be given an effectiveness ofwhich we now little dream.But that is an other story — a story of what university and city jointly ought to set themselvesearnestly to perform ; a story of what UniversityExtension ought to be and is yet to be.Or if this were guessing, it is at least notguessing to say that the workers in Davenport, atthe beginning of the thirteenth year of theirwork, have not less but more hope of the future of230 UNIVERSITY RECORDthis movement, if only it can be carried forwardalong bolder and more inclusive lines. Like allthat lives it must change, both in extent anddiversity. Looking back over twelve years ofunquestionable success we do not shrink fromthat change and all the increased labor it demands,but welcome it. We see that with the little effortwe have put forth we have been able to make themovement pay every cent of its own way and layby some $300 against future needs. Occasionally acourse has not paid for itself, but others have morethan made good the deficiency, so that we seethat if the earnings are not diverted to some secondary object, but kept where they belong inthe Extension treasury, there is likely to bea sufficient income to carry them on over a prolonged period.There must, of course, be a united and influential management of the lectures, and this wehave endeavored to secure by forming a councilor committee of fifteen members and endeavoringto select them as representives of all the culturalinterests of the city.By organizing a University Extension Societywe have also endeavored to awaken some corporate loyalty and create the feeling among themembers that they had other responsibilities thanthat of mere lecture-goers. Our efforts alongthis line have not been diversified or strenuous,and much remains undone that might well bedone to call forth the zeal and cooperation ofour members. With us as with other centres thisphase of the work is in need of greater attention.But since the aim of this article is not so muchto deal with those things that remain to be doneas with those that have been achieved, let meproceed to give some of the facts and figuresbearing upon our centre.In the autumn of 1889 a committee was formedto arrange for the first course of University Extension lectures ever given under that name inDavenport, or, as far as the writer knows, in theWest. The promoters of the movement in this city ought, doubtless, to have known of theUniversity Extension work, which was beingconducted at the time in England and the neighborhood of Philadelphia, but they did not, andhence their plan was strictly spontaneous andoriginal. Curiously enough, also, that plan was inessential harmony with the main features of themovement as it was being carried on elsewhere.The first course of ten lectures was given duringthe months of March and February, 1890, byProfessor Melville B. Anderson, then of the StateUniversity of Iowa and now of Leland StanfordJunior University. Including this first year, thecourses have been given for twelve years without interruption. During the years 1889-90,1 890-1, 1894-5, but one course was given eachyear, although Professor Anderson's courses werepractically equivalent to two courses, as they consisted of ten lectures each. During the otheryears, two, three or four courses have beengiven, counting, in some years, the afternooncourses. All told there have been 26 courses intwelve years, the average number of lecturesin each course being about 5.6 and the totalnumber, including two special lectures, being148.These lectures have been delivered by seventeen different lecturers, four of whom were engaged for a second year, one for a third course.During the first five years eight lecturers weredrawn from the State University of Iowa, and during the last eight years ten lecturers were securedfrom the University of Chicago, and one, MissJane Addams, from Hull House.Of the lecture courses, nine have been partiallyor wholly devoted to literature, having a total of63 lectures; nine to science, 35 lectures; five tosociology, 30 lectures (not including several semi-historical lectures in the literary courses); one toart, 6 lectures.Owing partly to inadequate records and partlyto a destructive fire, it is impossible to set downthe attendance for each course. It has rangedfrom about 375 to 150. Estimated by averageUNIVERSITY RECORD 231yearly income, the attendance upon each coursehas averaged 200. The exact attendance uponthe four successive courses of the last two yearshas been 320, 195, 214 and 180, or an average of207. By careful comparison of names, it has beenfound that 190 persons who attended during theselast two years were members of the society asearly as 1896, and some doubtless earlier. Suchfigures indicated a rather notable constancy ofattendance.The total receipts for the twelve years havebeen $7,650.31, a yearly average of $588.48. Thelargest receipts for one year, one afternoon, andtwo evening courses of six lectures each, were$1,025.48 and the smallest $412.10, for one courseof six lectures.There were deficits at the end of four years asfollows: $26.90, $212.14, $13.37 and $21.37;there were gains in six years as follows: $22.00,$25.00, $114.00, $295.00, $100.25 and $20.27,leaving a net balance now in the treasury of some$300.00. There has been a variation in the priceof tickets, but for several years the invariableprice for evening courses of six lectures has been,to the general public, one course, $2.00; twocourses, $3.50; to members of the society, onecourse, $1.75; two courses, $3.25; to students inthe schools of the city, either course, $1.25.The expenses during the last two years may bespecified as follows: 1899-1900, hall, $122.75;lecturers, $436.76; advertising, $122.75; solicitor,$89.04; incidental, $9.81; 1900-1, hall, $102.00;lecturers, $357.61; advertising, $107.40; solicitor,$65.00; incidentals, $12.16.Here follows a tabulation that may be of interest: a a g28 a msarnjoailaqmnjj O CTien oco cotxvo« « co co co NOOO.O «0 ¦* (H -4- Q\ « O WOH N H CO H « IO O <*• "«t" t*-00 CO CO CO W «*¦ C0<0 VO HVOVQVO'OVOVO'O'OVOVOVO^OVOS9U3SPIjoav:rflT|:-StS £w S «. <n : S3U9S•13'•6 .•*S tn15 lS g < am :fr :• 3 •:.« :* :-H :w :'£ <uTO «n- H 1 :1W8«sb£J s-§ § 1-83 ¦w.§-s :Ph. ^W : o>• p « »h : &jo..... .OOUUUUUUUUuUWuuo{d {d £> hJ |d Jd Jd !d |d Id |d p "S *o "o *o "o "o "o "o 'o "o "o "o s *o 'o *o¦33o oC.J3*2 fcS 2 '• •§ &»-* ' 12 ^IS • £ ,« «-» " r S r ^ * X O <-» ' " ,«- ™ Oi O »hv S -isj; • S aC-*^AiyO 52 Sv§.±S >»«^ g«o S^SwHd^wHdHH4d^P^>^^W^p4fiHO^AOhAWO H «00 o« a>232 UNIVERSITY RECORDWORK OF THE CENTRES.Toledo, Ohio. — After some years of inactivity,University Extension work is again being conrducted in Toledo. The initiative was taken by theOhio Centennial Association, under the auspicesof which Associate Professor Edwin E. Sparksdelivered a course of six lecture studies duringJanuary, February, and March, 1900, on "TheOld Northwest Territory." The attendance fromthe beginning was large and enthusiastic, due noless to effective local management than to thelecturer's popular and forcible manner. The wiseand aggressive policy of the local committee, witha thoughtful secretary, Mrs. Kate Brownlee Sherwood, fully appreciating the educational significance of the movement, resulted in a widespreadinterest throughout the city.At the conclusion of the course it was voted toorganize the Toledo University Extension Society. This was done and the work entrustedto a committee of twenty-seven prominent citizens of the city. Arrangements were at oncemade for the delivery of courses during the pastseason by Professors Sparks and Zueblin. Ofthe opening work the secretary writes : " Professor Sparks opened his second course withan attendance of five hundred. We were compelled to stop the .sale of tickets owing to thelimited seating capacity of the hall.,, The workof the year was successful in every way, and plansfor the coming year, including courses by Professors Sparks, Zueblin, and Rev. Jenkin LloydJones, were completed some weeks ago. Thework of the society was strongly commended bythe Board of Education, and the superintendentof the city schools, viewing broadly the possibilities of the movement in directing adult education, said : " The society has an opportunity tocorrelate all the educational forces of the city.I believe the chance will be used to the limit, andthat complete education will be promoted. Ourlives will be enriched by taking these courses."Indiana, Pa. — An interesting illustration ofwhat can be done to intensify the eductional value of a course of Extension lecture studies to thecommunity was afforded by the work of the centre at Indiana, Pa., during the past season. Thecourse was given under the auspices of the StateNormal School. The lecturer was Dr. Oscar L.Triggs ; the course, "An Introduction to theStudy of Painting." A certain amount of workon this subject was prescribed for the Senior classof the Normal School. The immediate supervision of the work of the class was intrusted to theteacher of English. The lecturer met this classeach afternoon preceding the delivery of a lectureof the course. Each member of the class prepared a paper each week on some topic assignedby the lecturer. The questions raised in thesepapers and other difficult and interesting topicsformed the basis of discussion at the regularmeetings of the class. It was the testimony ofthe students and faculty of the Normal School, aswell as of the lecturer, that this class work increased inestimably the educational value of thecourse.This is mentioned because it is believed thathere is a suggestion which can and should beacted on by a number of centres. The plan pursued will of necessity be somewhat different fromthat followed by the centre above mentioned.The work cannot be required of members of thecentre, and no local instructor may be so conveniently at hand to personally direct the work ofthe class. Yet it is doubtless true that in manycommunities, the secretary, with the aid of theexecutive committee, can organize groups of people for special study of the subjects presented bythe lecturer. It will usually be possible to securea local leader competent to take charge of thework under the general supervision of the lecturer, who will likewise be glad to meet with theclass each time he visits the centre.In several centres afternoon classes have beenorganized, but being without a local leader, theymeet but once a fortnight, and then with the lecturer as leader. This is good, but it is believedthat more can be done. The class should meetUNIVERSITY RECORD 233once a week, and inasmuch as the lectures areusually delivered at fortnightly intervals theremust be a local leader to direct the alternatemeetings.To carry out this plan will necessitate someactive work toward a definite end. No discouragement should be felt if after the earnest effortsof the secretary and committee, but few respond.A class of ten or twelve persons is abundant justification for the effort made. This small student body will in turn become an earnest bodyupon whose enthusiastic support the committeecan always rely.The amount of serious work would in time justify university recognition and would lead to theestablishment of a local examination centre.This would lead to the establishment of classes inother subjects than those presented in the coursesof general lectures. There would thus developan organization which would be in the highestsense of the term a centre for the Extension ofUniversity Teaching.Dayton, Ohio. — The following account of theearly history of the Dayton centre is taken froma circular issued by the officers in announcing itssecond season's work, 1897-8 :The first year of University Extension in Dayton wasattended with a remarkable degree of success. From thetime that the first steps were taken toward an organizationuntil the close of the last course of lectures, the movementwas enthusiastically supported by all who were interestedin the intellectual welfare of the city. The organizationwas effected under peculiarly auspicious circumstances. Inthe very beginning a number of persons who have longbeen identified with matters of higher culture in Daytonfreely gave their time and thought to the arrangement ofplans, and the success which has been achieved is . in nosmall measure due to their efforts. Then there was theadditional advantage of having Professor R. G. Moultonand Director Edmund J. James, of the University of Chicago,to assist in organizing the movement. . . . .An examination of the results of the year's work shows that themovement well merited the endorsement given it. Barestatistics cannot represent adequately the real educationalbenefits which were derived from the lectures and classes,but the figures will indicate something of the widespreadinterest which was taken. The number of subscribers for season tickets was 584. Add the number of those who pur^chased tickets for single courses of lectures and the totalnumber of tickets sold amounts to 724. ....Aside from the general interest taken in the lectures themselves, the amount of reading done, as indicated by thenumber of books circulated, is of special significance as ameasure of the real educational benefit derived from thework. Besides the books taken from the traveling library,a great many were purchased, and access was had to everyavailable book in the Public Library bearing upon the subject treated Another feature of great interest and value was the formation of study clubs. Just how many of these clubs therewere could not be named, but at least eleven or twelve weremaintained throughout the season, the object being informal discussion and the familiar interchange of opinion.During the five years of its existence the centre has conducted fourteen courses of lectures,the average course attendance varying from 225to 608. Season tickets have been sold at $3,course tickets for $1.50, single admission tickets50 cents. Although the centre has incurredheavy expenses, sometimes bearing alone the fulltraveling expense of a lecturer from Chicago, itnow has as a permanent reserve or endowmentfund of over $1,000, accumulated from the sale ofmemberships and tickets. This is one of thevery few centres having a paid secretary.The officers of the centre have usually pursuedthe policy of making arrangements in the earlyspring for the succeeding year, and then announcing its programme in an attractive circular,which also contains a concise yet interesting report of the work of the preceding season. Thispolicy is earnestly commended to other centres.From the beginning the librarian of the PublicLibrary has given the movement her most cordialsupport. In a special alcove the books of thetraveling library and selected books from theshelves of the Public Library are grouped andmade accessible to the members of the centre.Canton, Illinois. — During the past year anexceedingly interesting experiment was made inthis centre in popularizing University Extensionwork. The superintendent of public schools,Mr. C. S. Aldrich, and his teachers arranged for234 UNIVERSITY RECORDthe delivery of a course of lectures on Americanhistory, by Associate Professor Edwin ErieSparks, in one of the churches of the city, whichprovided a good auditorium. They sold 180reserved seats in the body of the church for $ieach for the course. Then having the expensesof the course guaranteed, the remainder of thechurch was thrown open to the public.As soon as the confidence of the people wasgained, the room was filled, the attendance ranging from 325 to 552. Three fourths of the entirenumber remained for the class meetings aftereach lecture. The organist of the church playedeach evening for ten minutes preceding the lecture and thus added to the pleasure and profit ofthe course. This work received, as have similarmovements in other cities, the hearty cooperationof the newspapers, which reported the lectures atlength.Whether this experiment can be repeated inother communities must depend upon local conditions. In most centres we would question thewisdom of making the courses absolutely free,yet the effort to bring this educational influenceforcibly to bear upon the entire community is amost commendable one.IN FOREIGN FIELDS.UNIVERSITY EXTENSION AT CAMBRIDGE, ENGLAND.The last printed Annual Report of the University of Cambridge, regarding University Extension,covers the session from 1 899-1 900. The statisticsof the session's work are thus summarized : Thenumber of courses delivered in the session 1899-1900 was 113, as against 120 in the precedingyear ; of these, 34 were on scientific subjects, 48on historical subjects, 24 on literary subjects, and7 on subjects in the departments of architectureand music. The corresponding figures of thepreceding year were 44 scientific courses, 36 historical courses, 28 literary courses, and 11 courseson art, architecture and music. The total numberof lectures delivered during the year was 1,089 as against 1,176 in the preceding year. Theslight falling off here indicated is attributed tothe outbreak of the war in South Africa at thebeginning of the academic year and the consequent demands made upon the time, energy, andresources of the whole country in the organization of relief for the families of reservists andothers leaving for the seat of war. The reportdeclares that there have been signs during theyear of an increasing desire in a number of townsto render the work more thorough and permanentby the establishment of some central local institution of the nature of a college. At three distinct towns a movement has been set on footlooking toward the establishment of an institutionon the plan of the Exeter University ExtensionCollege. These indications of educational activity are highly encouraging, because it is clearthat if the work of the local lectures is to be rendered more efficient and to become permanent ina town it must be by the establishment of somecentral institution which will be the recognizedhome of the higher educational agencies at workin the place.No one can comment on the work of the Extension system of the University of Cambridgewithout paying tribute to the indefatigable industry, broad views, and earnest devotion to everhigher standards of the work which characterizesthe secretary, Dr. R. T. Roberts, to whom theUniversity Extension movement owes more thanit does to any other one man now at work in thefield, for the steadily increasing emphasis uponsystematic and continuous work of an ever higherquality.It is interesting to note that the last report isthe 27th annual report on this branch of university activity.LONDON SOCIETY FOR THE EXTENSION OF UNIVERSITY TEACHING.The last published report of the LondonSociety for the Extension of University Teaching,issued November, 1900, contains much interesting information in regard to the University Extension movement in and about London. ThisUNIVERSI1 Y RECORD 235society was founded in 1876, to establish andmaintain University Extension work within themetropolitan area. During the session 1899-1900 upwards of 12,000 students attended coursesof lectures at seventy centres in London and thesuburbs. The number of courses given was 162;the number of certificates awarded was 1,544-These courses were conducted under the auspicesof local University Extension committees; ofschools, especially technical schools ; collegesand other educational bodies. The LondonSchool Board arranged with the society for thedelivery of special courses for teachers at variouspoints within the city. The council states thatthe ever-increasing need for the liberal support ofcourses of lectures in the poorer districts of London makes a constant drain upon the resources ofthe society, and they appeal for generous assistancetoward the continuance and further developmentof this important part of their work. It is interesting to note that the fee charged for eveningcourses is 5s, while that for the afternooncourses varies from 10s to 21s. It is stated thatthe value of the certificates granted by the London Society is increasing every year, and thatvarious institutions and individuals have come togive a certain recognition to such certificates inthe admission of students or choice of assistants.The fundamental idea throughout has beeneducation for busy people. The majority of thecourses have been given in the evening, and theaudiences have included persons from all ranks ofsociety and of the widest diversity of previoustraining. The council summarizes the purpose ofthe University Extension to be in their opinionthe provision of the means of higher education forpersons of all classes and of both sexes engagedin the regular occupations of life. It is, in fact,an attempt to solve the problem of how much ofwhat the universities do for their own students canbe done for persons unable to go to a university.It is interesting to note that the sum of £16,-394 1 os has been contributed by private subscription or the grant of public bodies to the support of this work in the city of London since the year1876, being about $80,000. . During* the yearcovered by this report the sum so contributedwas ^1,133 15s. Among the contributors werethe overseers of the city charities for maintainingcourses for the poorer class of the London people, for artisans and other people unable to pay ahigh fee. The total expenditure of the societyfor the year in question was ^5,259 6s; ofwhich ^3,759 10s were paid in by the local centres, and ^1,370 5s 6d were contributed by public bodies and private persons. *We note here again, as in the case of theAmerican Society for the Extension of UniversityTeaching, that the work of University Extensionhas been successful in London where it has failed inso many other places, because a number of public-spirited citizens has been found who are willingto contribute a portion of the expense of carryingon and maintaining this method of public education. It is interesting to note that the LondonCounty Council assisted in the suppport of certain courses given in technical schools under itscharge.An interesting feature of the London work hasbeen the steady endeavor to establish courses insequence, which practically means the giving ofcourses of from ten lectures — the normal number — to twenty or even twenty-five.The London Society for the Extension of University Teaching has thus worked out its perfectwork. It has demonstrated so clearly the valueof this method of instruction that the New Teaching University of London has provided for theincorporation of the entire project and the conduct of this work in the future under its ownimmediate auspices. The Universities JointBoard, under whose general oversight and advicethe society has thus far conducted its work isreplaced by a board appointed by the University ofLondon Senate. The council of the society will,however, still retain the immediate managementand control of University Extension work inLondon and vicinity.236 UNIVERSITY RECORDUNIVERSITY EXTENSION AT OXFORD.The last printed report of the Oxford University committee in charge of the Extension workbears date of September 30, 1900. It appearsfrom that report that the progress of the workduring the past year has been noteworthy andsatisfactory. The number of courses deliveredhas risen from 127 to 169 ; the number of centresin active work from 103 to 128; the number oflectures from 1,004 to 1,635 > tne average attendance from 18,090 to 18,981.The Oxford University Extension system hasbeen based on six lecture-courses, the unit whichthe American movement adopted. This has alwaysbeen an object of criticism on the part of theUniversity of Cambridge, which adopted tenlectures as its unit. Oxford has steadily workedtoward an elongation of the courses, and duringthe past year 45 of the 169 courses that were delivered contained twelve lectures, as comparedwith thirty- four in the preceding year.The committee say that while they have alwayscombated the idea that examination results maybe regarded as the sole criterion of educationalprogress, they will spare no effort to stimulateactivity in this direction and encourage theirstudents to submit themselves to independent» examinations. The results of their efforts havebeen most satisfactory. 882 students took theexamination during the year ending September30, 1900, compared with 687 in 1897-8.The committee emphasizes the admirable work(often of an advanced character) carried on byvarious student associations, which have nowcome to be regarded as an indispensable agencyof all organized centres.The Central Library of the committee, fromwhich volumes are taken to make up the travelinglibrary, now contains fifteen thousand volumes,and the committee are working out a plan forlending these books to individual students aswell as to centres.Of the courses given during the past yearsixty-four were in history, forty-nine in litera ture, thirty- two in natural science, seventeen infine art and architecture, six in economics, one ingeography.The statement is made that the University Extension College organized at Reading under theauspices of the University of Oxford continues todevelop rapidly. During the last year ninecourses comprising 420 lectures were given inhistory, literature, philosophy, modern languagesand pure sciences. These courses ran throughthe entire year, sometimes one and sometimestwo hours a week.The lecture staff of the university now includessixty-four names, of whom fifteen rank as stafflecturers, twenty-five as Class A lecturers, andtwenty-four as Class B or probationary lecturers.An examination of this and other reports convinces one that the Extension work of the University of Oxford was confided to good handswhen upon the retirement of Mr. Sadler Mr. J.A. R. Marriott was appointed secretary. Eachpassing year has seen some substantial advance inthe character, quality or extension of the work.UNI VERS TY EXTENSION WORK OF THE VICTORIA UNIVERSITY,MANCHESTER, ENGLAND.The last printed report of the Victoria University Extension Committee refers to the session1 899-1900. The total number of courses delivered during the session was 60, as against 59 delivered in 1898-9. The total number of lecturesgiven was about 500 ; 686 students were examined, of whom 140 obtained distinction, 498passed, and 48 failed. At the annual meeting ofthe committee Principal Dale remarked that astrong church must be a missionary church, andhe believed that a strong university must be amissionary university. It had the ^message notonly to the student to come in, but to the teacherto go forth. During the last twenty-five yearsthe University Extension movement has entirelychanged the feeling in many parts of the countrytoward the two leading universities. SecretaryP. J. Hartog presented a detailed report on thework of the year.UNIVERSITY RECORD 237It is interesting to note that the average number of lectures per course given under the auspicesof the Victoria University was about eight, whilethe average number per course in Cambridge wasnearly ten, and by far the vast majority of thecourses given by the University of Cambridge,— full 90 per cent. — consisted of ten or morelectures.UNIVERSITY EXTENSION IN VIENNA.The University Record for January 18, 1901,contains a brief account of the University Extension work which has been carried on for five yearspast under the auspices of the University ofVienna. It appears from that report that theenterprise has not only maintained itself, but thatit has extended rapidly in various directions.The number of courses given rose from 58 in theyear 1895-6 to 98 in the year 1899-1900. Theattendance rose from 6,198 to 15^,876. The average number attending a course rose from 107 to162.The funds for carrying on the work are derivedfrom a governmental grant, from contributionsby private parties and from tuition fees from thestudents. During the past year about $3,000 wascontributed by the government, about $2,000 byprivate parties, and about $2,500 was derivedfrom the sale of tickets.Of the fifty-four instructors employed five belonged to the Law Faculty, fourteen to the MedicalFaculty, thirty-one to the Philosophical Faculty,and four to the School of Technology. Of theseinstructors six have taken part in the work fromthe beginning, and twenty-nine have assisted inone or more of the preceding years, and nineteen have been newly added.The report of the university body entrustedwith the supervision and management declares thatin its opinion experience has fully demonstratedthe value of this work both to the University andthe community. The success of the enterprisehas led to a general demand on the part of theoutside public in Austria that every other Austrianuniversity shall take up the work also. UNIVERSITY EXTENSION AT BRUSSELS.The last report of the Central Committee forUniversity Extension in connection with the FreeUniversity at Brussels covers the year endingSeptember, 1900. It appears that twenty-fivelocal committees worked in cooperation with acentral committee, and that forty courses of lectures were given as compared with thirty-fourcourses the preceding year under the auspices oftwenty-one committees. The number of auditorswas 5,600 approximately, as compared with 5,290in the preceding year. This was the sixth yearof full work. The first year nineteen courseswere given under the auspices of ten local committees with 3,250 auditors. The secretary, Mr.Georges Herlant, declared in the close of thereport that the existence of the movement in connection with the free university at Brussels is fullyassured. The committee believe that they havepassed the period when the movement was uncertain or a mere experiment, and where uncertain ofpublic favor the initiative proceeded almost entirelyfrom those who were directing the movement."It has entered upon a period of stability, anindependent life of its own, based upon the wantswhich it has created, the service which it has doneand the sympathy which it has excited. Receivedby certain people at the beginning with hostilityand with indifference by many more, UniversityExtension has won its way. Experience hasshown the excellence of the method, and if it hasnot gained with us the importance and the development which it possesses in other countries,since it directs its efforts toward a ¦more modestend and one more appropriate to our universityorganization, it has nevertheless commended itselfto public educators as a modern original form ofhigher instruction."The committee has published between thirty-five and forty syllabi upon a wide range of university subjects. In the list of instructions to localcommittees we note that the advice is given to putforth every effort to obtain assistance from private individuals, local societies, and municipal238 UNIVERSITY RECORDgovernments, in order to avoid, if possible, theexistence of a deficit. The announcement for theyear 1 900-1 contains the names of a large number of professors in the medical faculty, in thefaculty of science or the Polytechnical School, inthe faculty of law, and in the faculty of philosophyand letters.HOME READING WORK IN RUSSIA.The committee for systematic reading appointed by the academic section of the societyfor the promotion of the technical sciences, atMoscow, Russia, has adopted and carried througha most interesting plan for encouraging homestudy. The announcement of this committee,issued at Moscow in 1899, ca^s attention tothe fact that owing to the peculiar geographical, economic, and social conditions in Russia,it is almost impossible to organize in any efficientand satisfactory way a movement exactly similarto the University Extension movement in England and the United States. The form of Uni-versity Extension, therefore, which they haveseen fit to adopt, and to the promotion of whichthey are willing to devote much self-sacrificingeffort, is that of home reading. It is true thatattempts have been made at different times inthe last ten or fifteen years to organize coursesof public lectures in the university cities likeOdessa, Kieff, and Kazan, and in some othercases they have been able to carry on branches inprovincial towns where no universities are located ;but the serious difficulty in the way of giving tothis movement the wide application which it hasreceived in western Europe and America, forcesthe friends of popular education to adopt themethod of home reading rather than the form oflocal lectures.It must be said that they have planned andcarried through the most comprehensive schemefor work of this kind which is known to us.The committee was organized at Moscow atthe beginning of the year 1893. There are certain peculiarities growing out of the legal provisions relating to independent societies which made it advantageous to organize this work underthe care of a committee of a well established andrecognized society, which was already authorizedby law. The first president of the committee onsystematic readings was Professor Milukoff, adistinguished scholar, especially devoted to thestudy of the history of Russia. He was succeededby M. Louguinine, at present Professor in theFaculty of Sciences in the University of Moscow,known in the scientific world by his work inThermo-chemics. He was succeeded in 1897 bythe present president of the committee, P. G.Vinogradov, Professor of General History in theUniversity of Moscow. The committee consistsat present of 173 members, made up almost exclusively of persons connected with instructingbodies of the higher or secondary schools inMoscow.At the beginning of its activity the committeethus defined its purposes :1. Promotion of the home study of personswho request such help.2. In the furtherance of this end the introduction of systematic reading.3. The cultivation of good relations with thepublishers, so as to put the recommended booksmore easily at the disposal of the readers, andthe foundation of a special library intended forprovincial readers.4. The editing and publication of books.5. Organization of lecture courses at Moscowand in the provinces.The Extension committee has undertaken thepublication of a series of guides to the study ofhuman science, graded in such a way as to offera course of four years in each subject. It haspublished these guides, or programmes of systematic reading courses accompanied with questions, in four volumes. It also undertakes toassist the readers by correspondence in the workwhich they choose to do. Each volume of thesepublished outlines is divided into three parts.The first contains a presentation of the systematicreading courses relating to seven groups ofUNIVERSITY RECOAD 239subjects: (i) mathematical science; (2) physicsand chemistry; (3) biology; (4) philology; (5)social science and jurisprudence; (6) history; (7)literature.The complete course in each group comprisesfour years of study, and each volume of the outlinescontains, therefore, one fourth of the course ineach of these seven sections or divisions. Thesecond part of each volume is devoted to thosesciences, which, while related at various points tothe sections of the classification adopted, cannotbe exactly included within any one of them. Upto the present a course, of reading on ethnography has been printed under this head. The committee proposes to follow this by other outlines ofthe same type, especially upon geography.Finally, the^ third part of each volume offers aseries of readings upon various questions, extending some times beyond the limits of the readingsindicated, or developing them at certain points,and thus complementing and supplementingthem.From a cursory examination of portions of theoutlines of these systematic readings, we areinclined to think that this committee has done amore thorough piece of work in the way of outlining systematic scientific reading than has thusfar been done by any other body. We shall follow the working of this experiment with muchinterest. The committee offers to carry on instruction by correspondence which those peoplewho subscribe for these outlines. The ratesare very low, and it would seem as if this featureshould stimulate the work of reading very much:Special rates are also given to members of thehome-reading circle for the purchase and loanof books, and an attempt is made to organize thereaders of any particular locality into a localreading club. The latest printed catalogue oftheir work for the year 1899 states that the numberof subscribers during the first four years and ahalf after the publication of the first volume ofoutlines amounted to 1,47.3 persons. In July,1899, there were 419 following the first course, 128 the second, of whom 73 had passed the first ;142 the third, of whom 31 had passed the preceding courses; altogether, 585 persons. Thegreater number of these subscribers limited theirofficial connection with the committee to an occasional inquiry or request for information, without submitting any indications of their study;but about 16 percent, in 1899 actually submittedpapers for examination.The service of the committee is indefinitelygreater than is indicated by these figures, for itappears that of the outlines published during thefour years (1 895-1 899) past several editions weresold to the number of 80,000 copies which wouldseem to show a most extraordinary demand for thefacilities offered by the committee. During thefirst four or five years the great majority of thesubscribers were from the small cities and villages of the provinces.PERSONAL NOTES.Richard Green Moulton, Ph.D.,Professor of Literature (in English).Mr. Richard Green Moulton was born inPreston, Lancashire, in 1849.- He received hisbachelor's degree from the London University,in 1869, and afterwards went to Cambridge,obtaining his B.A. in 1874, and his M.A. in 1877.From 1874 to 1890 he lectured for the syndicateof Cambridge University. His introduction toAmerican audiences was under the auspices of theAmerican Society, for which he lectured in Philadelphia and vicinity in 1 890-1. Hfs brilliantsuccess was recognized by the University ofPennsylvania, which conferred upon him thehonorary degree of Doctor of Philosophy. Theyear 1 89 1-2 was spent lecturing for the LondonSociety for the Extension of University teaching.When the University of Chicago opened its doorsin October, 1892, Mr. Moulton was enrolled asUniversity Extension Professor of English Literature. Since this time he has delivered 175 coursesof six lecture-studies each. His time is so much240 UNIVERSITY RECORDin demand that in order to secure an assignment,it is necessary that centres make applicationseveral months in advance. He has certainlydone more than any other man in America, andpossibly in the world, to bring prominentlybefore the public the value of University Extension as a public educational agency.Professor Moulton is not a lecturer alone, buta scholar of unusual ability and attainments. Heis the editor of the Modem Readers' Bible, severalvolumes of which have already appeared. Thefollowing are among his other publications : Literary Study of the Bible, Shakespeare as a DramaticArtist, Ancient Classical Drama, Four Years ofNovel Reading.In speaking of the unusual success of ProfessorMoulton as an Extension lecturer, one in closetouch with his work has said that, " It is alwaysdifficult to indicate the elements which combineto produce the success of an artist, but if we wereto particularize in the case of Mr. Moulton, weshould declare the source of his peculiar power tobe his vivid conception of situation, his keeninsight into character, and his ability to apply thelessons of situation and character, as he finds themin literature, to daily life and conduct. Theartistic excellence of Mr. Moulton's work is notgreater than its ethical value."Charles Zueblin, B.D.,Associate Professor of Sociology.Mr. Charles Zueblin was born on May 4, 1866,at Pendleton, Ind. His boyhood was spent inPhiladelphia, Pa., where his father was connectedwith the Western Union Telegraph Company. Heattended the public schools there, and went fromthe high school to the Junior class of the University of Pennsylvania. During his Senior year,his father, having accepted the general superin-tendency of the Baltimore and Ohio TelegraphCompany in Chicago, he transferred to the Northwestern University, graduating there in 1887 withthe degree of Ph.B. He began a theological course at Garrett Biblical Institute, Evanston, butleft to spend a year at Yale Theological Seminary,receiving the degree of B.D. there in 1889. Thenext two years were spent at the University ofLeipzig. On his return to Chicago, in 1891,having become interested in sociological subjectsabroad, he established, with the co-operation ofNorthwestern University, a social settlement onthe northwest side, of which he was made residentsecretary. In January, 1892, he was elected secretary of the Chicago Society for UniversityExtension. These two positions he held untilJune, 1892, when he was elected Instructor inSociology in the University of Chicago. Thesame month he was married to Rho Fisk, thedaughter of the Principal of Northwestern Academy at Evanston. The summer months werespent in investigation in England. Returning inSeptember, he engaged in executive work andlecturing for the University Extension Division "of the University of Chicago. Six months of1895 were spent in England. In the same yearhe was advanced to the position of Assistant Professor of Sociology. In 1896 Mr. Zueblin spentnine months abroad in sociological study, and inthe same year was made Associate Professor ofSociology.During their residence in Chicago, Mr. andMrs. Zueblin have been connected officially orunofficially with a number of educational andsocial movements. One summer was spent bythem in residence at Hull House. They wereidentified with the organization of the Universityof Chicago Settlement in the Stock Yards district.and with the Jewish settlement on Maxwell street.Mr. Zueblin is now a member of the ChicagoSpecial Park Commission, is Chairman of theChicago School Extension Committee, and President of the American League for Civic Improvement.Macmillan & Co. announce in their Citizens'Library a book by Mr. Zueblin on AmericanMunicipal Progress.UNIVERSITY RECORD 241Edwin Erle Sparks, Ph.D.,Associate Professor of American History.Mr. Edwin Erie Sparks, was prepared for college in the London, Ohio, High School andentered the Ohio State University at Columbus,Ohio. After graduating, he remained at the university as a teacher of American History, andamanuensis to Professor John T. Short in thepreparation of his Industrial History of Ohio,Reference Lists, etc. After several years spent inteaching History in high schools, he pursuedhistorical studies in Harvard University underAlbert Bushnell Hart and was for five years amember of the faculty of the Pennsylvania StateCollege. During the last two years of that period,Dr. Sparks was a lecturer on American Historyunder the American Society for the Extension ofUniversity teaching in Philadelphia, and gaveseveral courses in Pennsylvania cities. His workattracted the attention of the director of Extension work of the University of Chicago and in1895 he accepted a position in the Department ofHistory of this institution. He has devoted apart of each year to the class room and a part toExtension lectures, having averaged the last fewyears some twenty courses of six lectures each.He has published Topical Reference Lists in American History (1895), The Expansion of the AmericanPeople (1899), The Men who made the Nation(1900) and Formative Incidents in AmericanDiplomacy (1901).Jerome Hall Raymond, Ph.D.,Associate Professor of Sociology.Mr. Jerome Hall Raymond was born in Clinton,Iowa, March 10, 1869. His mother moved toChicago when he was a small boy. His firstemployment in the city was as a newsboy. Laterhe became a clerk in the offices of the PullmanPalace Car Company, and then private secretaryto the president of the company. After spendingtwo years traveling in Europe and Asia he enteredNorthwestern University and graduated with thedegree of A.B. in 1892, and the following year was granted the degree of A.M. Entering theUniversity of Chicago he took up graduate workin the Department of Sociology and received thedegree of Ph.D. in 1895. Meantime he held thechair of History and Political Science in LawrenceUniversity, Appleton, Wis. In 1894-5, Dr. Raymond was University Extension Lecturer inSociology and Secretary of the Class-study Department of the Extension Division of the Universityof Chicago.In 1895, Dr. Raymond was elected Professorof Sociology and Secretary of the UniversityExtension Department at the University ofWisconsin. This position he held until hiselection to the Presidency of West Virginia University in 1897.Throughout Dr. Raymond's career as an educator he has been deeply interested in social andeconomic questions, and his growing interest inpopular adult education and his faith in the University Extension Lecture-study movement as ameans to this end have led him to enter this fieldof work again. His intimate acquaintance anddeep sympathy with the University Extensionmovement make him a valuable addition to thestrong staff of lecturers now devoting their timeand energy to this method of adult education.George Emory Fellows, Ph.D.,Assistant Professor of History.Mr. George E. Fellows did his collegiate workas a student in Lawrence University, from whichinstitution he received the degree of A.B. in 1879,and A.M. in 1882. After spending some years inteaching in secondary schools, he went abroadand took up work in the universities of Munichand Berne, from the latter of which he receivedthe degree of Ph.D. in 1890. Returning to thiscountry he was elected Principal of the HighSchool at Aurora, 111., from which position hewent in 1891 to the University of Indiana as Professor of European History. This position heresigned in 1895 to come to the University ofChicago, where he has devoted his time primarily242 UNIVERSITY RECORDto University Extension lecturing. He has spentthree years in the libraries and museums of Europein the preparation of the courses of lectures whichhe is now delivering to the Extension centres.Professor Fellows is said by the centres to whichhe has lectured to combine happily the methodof lecturer and teacher. He possesses in an unusual degree the faculty of arousing in his auditorsintelligent and thoughtful discussions of the subjects which he presents.Herbert Lockwood Willett, Ph.D.,Assistant Professor of Semitic Languages and Literatures.Mr. Herbert Lockwood Willett was born May5, 1864, at Iona, Mich., and graduated at BethanyCollege, W. Va., 1886, taking the degree of M.A.in the same institution the following year. Hewas pastor of the Central Church of Christ atDayton, O., from 1887 to 1893. On leave of absence from his church, he spent 1890— 1 as a student in the graduate department of Yale University. He was Non-Resident Professor of Hebrewand Old Testament Literature, Bethany College,1892-3. The two following years were spentas a graduate student in the University of Chicago.During the same period he held an instructorshipin the Bible Chair work at Ann Arbor, Mich.,spending two days each week there for that purpose. He took the degree of Doctor of Philosophy at the University of Chicago in 1896, and atthe same time was appointed Assistant in SemiticLanguages, and in the following year was madeInstructor. He was in residence at the Universityof Berlin, 1898-9, and was made Assistant Professor of Semitic Languages and Literatures inthe University of Chicago, 1900. He is Dean ofthe Disciples' Divinity House of the University ofChicago, and is author of The Life and Teachingsjf Jesus, The Prophets of Israel, and The Teachings of the Books.Professor Willett spends from three to sixmonths of each year in University Extension work.As a scholar he is accurate and reliable ; as a lec turer, lucid, systematic, eloquent, and forceful ;few men possess equal ability to present the greattruths of the Old and New Testaments in as interesting and attractive form.J. G. Carter Troop, A.M.Assistant Professor of English Literature.Mr. Troop was born in Nova Scotia and spenthis boyhood " in the Acadian land on the shoresof the basin of Minas." His early education wasdirected by private tutors, after which he enteredTrinity University, Toronto, from which he graduated with the degree of B.A., 1892, and M.A.,1893. When he first entered college he wasmade editor-in-chief of the University Review,which position he held until the completion of hiscollege course. After two years of graduate workin Trinity University, he was appointed editor ofThe Week, a literary journal established in Toronto by Goldwin Smith. Meanwhile he hadbeen sent on a government commission to Australia to deliver addresses on Canada and to report on the possibilities of trade development inCanada and Australia. After traveling extensively throughout Australia, including a coachingtour in New South Wales with the premier, SirGeorge Gibbs, he returned to Toronto to continue his editorial and literary work. During hisresidence in Toronto he was a member of a number of prominent literary societies and clubs anda frequent contributor to leading American andEnglish periodicals.In 1898 Mr. Troop was appointed instructor inEnglish at the University of Chicago, and, owingto his reputation as a successful lecturer, was assigned to the University Extension Division. In1899 he was advanced to the position of AssistantProfessor of English Literature. Since comingto the University he has devoted his entire timeto University Extension teaching, and by his untiring efforts and earnest devotion to the interestsof the centres to which he is assigned, is provinghimself an especially valuable man in thisfield.UNIVERSITY RECORD 243Thomas Pearce Bailey, Jr., Ph.D.,Assistant Professor of Pedagogy.Mr. Thomas P. Bailey, Jr., who began his workwith the University a year ago as Assistant Professor of Pedagogy, is a graduate of SouthCarolina College, from which institution he tookthe degree of A.B. in 1887. After a year spentin teaching in secondary schools he returned tohis Alma Mater as tutor in English and History,and remained there until 1891, receiving in thatyear the degree of Doctor of Philosophy. Thefollowing year was spent as Fellow in Psychologyin Clark University. After two more years spentin secondary and public school work, he waselected Assistant Professor of the Science and Artof Teaching in the University of California. In1898 he was made Associate Professor of Education as related to character, in the same institution.During the past year he has been engaged inUniversity Extension lecturing for the Universityof Chicago. His careful training and broadscholarship, reinforced by a certain charm andforcefulness of delivery, especially fit him for thepresentation of subjects in his chosen field, thedevelopment of character, to teachers and parents.One who has known his work intimately for anumber of years says, "He is an omnivorousreader, and possesses a happy faculty of illustrating his subject from a wide range of related subjects and in unexpected ways. The personalelement, too, is strongly marked in his addresses.He has strong human interests and appealsstrongly to the human interests of his auditors." Ira Woods Howerth, Ph.D.,Instructor in Sociology.Few men have been more intimately connectedwith the various forms of Extension work conducted by the University of Chicago than Dr. IraW. Howerth. As lecturer, Secretary of the Class-study Department, and Dean in the College forTeachers, now the University College, he has devoted his time exclusively to Extension teachingsince 1895.After graduating from the Northern IndianaNormal School in 1885, Dr. Howerth devotedtwo years to teaching in the public and secondaryschools of Illinois. During that time he waspursuing the study of law and was admitted tothe Illinois Bar in 1889. After two years asprincipal of the High School in Santa Ana, California, he entered Harvard University and graduated with honors in 1893. Being especiallyinterested in social and economic questions heentered the University of Chicago in 1894 andtook up graduate work in the Departments ofSociology and of Political Economy, receivingthe degree of Master of Arts in 1894, and Doctorof Philosophy in 1898.Dr. Howerth is a close and logical reasoner anda forcible speaker. Being a careful observer ofthe ways and manners of men and possessing arich fund of humor, he enlivens his lectures witha wide variety of practical illustrations, placinghim from the beginning en rapport with his-audience.244 UNIVERSITY RECORDSTATISTICAL REPORTof the lecture-study work of the extension division of the university of Chicago, 1892-190 1.Quarter 0)13 «« 4> o 0* $ <u^ S i:^> 0 <u> 0 a aa ai$3 a0 ~OII.OI+ 716.C)2- 378.01 — 298.89- 4i8.90+ 568.91- 498.06+ 251892-3 AutumnWinter -SpringTotals1893-4 AutumnWinter -SpringTotals1894-5 AutumnWinter -SpringTotals1895-6 AutumnWinter -SpringTotals1896-7 AutumnWinter -SpringTotals1897-8 AutumnWinter -SpringTotals1898-9 AutumnWinter -SpringTotals1899-00 SummerAutumnWinterSpring -TotalsAutumnWinterSpring -Totals1900-1 31522-6733359—72624810—9561414—8155616—957i532—9254612—93250612—9746648— no 38832—12336449-896552n—12872464— 12264716-14179602—14157662—125255673— 12755759— 139 n202— 2117164—1718173—2324182—3023215—2917222—2917182—25114152— 2215152— 22 10,070i6,443215 25,1297,059i,875-26,72811,9689,7242,065 214,9809,615750-14,063-23,757-25,345n,39216,759i,i9316,88812,990437 310,83713,866290-29,344-30,315-24,99355011,09117,488264-29,693n,53318,7142,56032,807 3,8388,21730 12,8804,2241,305-12,085-8,4098,2258,1641,386 17,7757,8554,005500 12,3607,3329,600450 16,3384,785372 14,73i4,294-17,382-n,495-9,02504,8057,92350 13,3o84,7970-12,878-8,105 371715157-86+7-58Total number of courses delivered 1,1 35Total attendance at lecture courses - 237,045Total attendance at lectures (No. of admissions) 1,422,270Total number of courses delivered in Chicago - 351UNIVERSITY RECORD 245STATISTICAL REPORT {Concluded).number of courses given in the lecture-study department classified by subjectsDepartment 1892-3 1893-4 1894-5 1895-6 1897-8 TotalsEnglish Language and LiteratureSociology and AnthropologyBiblical Literature in EnglishGeology History Art Semitic Philosophy and PedagogyNeurology -Botany -Astronomy -Chemistry -Political Science -Political EconomyPhysics Scandinavian LiteratureMusic Greek Language and LiteratureAnatomy -Zoology Totals - 27287126165123 23211031589 39386333 45301219531022111 4i231043i45471 4330532142 3738812844 323i24315128 141 141 125 127 392228252139 326261no1323062192622832122511114H35BIBLIOGRAPHY.BOOKS, REPORTS, ARTICLES ON UNIVERSITY EXTENSION.Unversity of Chicago.a Circulars, Announcements, etc., of the University Extension Division, 1 892-1 901.b Reports of the Division.c President's Report.d Annual Register.e Files of the University Extension World.f Files of the University Record.g Instructions and Suggestions to Local Committees.h University Extension, What Educators Think of It.American Society for the Extension of University Teaching, Philadelphia.a Handbook of 'University Extension. Edited by GeorgeF. James. With an Introduction by Edmund J.James.b The University Extension Lecturer. By Edmund J.James.c Files of the University Extension Magazine and ofthe Citizen.d Annual Reports of the Society, 1891 to date.e Ten Years' Report of the Society, 1 890-1 900. University of the State of New York, Albany,N. Y.a Extension Reports, Annual.b Extension Bulletins.c Extension Circulars.United States Bureau of Education, Washington, D. C.a Annual Reports since 1891.The report for 1898-9 contains a chapter on theMovement in England, Vol. I, p. 959.University of Cambridge, England.a Annual Report of the Syndicate on Local Lecturers,beginning in 1873.b Pamphlet containing Announcements, etc., Annual.University of Oxford, England.a Annual Report of the Delegacy for the Extension ofTeaching Beyond the Limits of the University, 1886to date.b Pamphlet on Oxford University Extension Lectures,containing Announcements, etc., Annual.London Society for the Extension of UniversityTeaching, London, England.a Annual Reports of the Council, including FinancialStatement.b Annual Pamphlet, containing Announcement ofCourses, etc.246 UNIVERSITY RECORD8. University Extension at Vienna, Austria.a Bericht iiber die volksthiimlichen Universitatsvor-trage. Annual since 1896.b Annual Announcement of Courses, etc.9. The Place of University Extension in American Education. By William T. Harris, United States Commissioner of Education, Washington, D. C.10. The Essential Differences of Elementary and HigherEducation. By William T. Harris, Ijnited StatesCommissioner of Education.II. "A New Career for College Men." By Edmund J.James, Review of Reviews, 1893.12. Handbuch des Volksbildungswesens. By Dr. EduardReyer, Professor in the University of Vienna. 1896.13. Home Reading Circles in Russia.a Extrait des Programmes et Reglement de la Commission de lectures systematique. Moscou, 1900.b Notice sur la Commission de lectures systematique aMoscou. Moscou, 1899.COMMENTS ON UNIVERSITY EXTENSION.A man needs knowledge not only as a means of livelihood,but as a means of life. — Mr. Goshen.The development of the University Extension movementand its extraordinary success are the most significant factsin the modern history of education. — George William Curtiss.It is an entirely unselfish movement ; nobody is makinganything out of it. It is an entirely philanthropic designaimed to effect the best interest of the masses. It is endorsedby the leading directors of the land, East and West. — T.Dwight, ex-President of Yale College.The promotion of this movement is not in the interest ofour established educational institutions so much as in that ofthe general public who will profit by this attempt to diffuseknowledge more widely. — David J. Hill, Assistant Secretaryof State.The movement appeals most strongly to those who areengaged in teaching. A system of public instruction needsthe vivifying influence of university study and investigation.I look upon the University Extension movement as one ofthe things which must help to save our system of teachers'institutes from destruction and ultimate failure. — N. CtShaeffer, Superintendent of Public Instruction, Pennsylvania.University Extension contemplates opening to all thepeople opportunities which are now open to the few, and todo it for the same reason that leads to the support of thefree schools, viz., it makes better c\X\zvns.— Harper' s Weekly. The University Extension project is pre-eminently practical, and it is in wise hands, so that its usefulness will bemore and more definitely demonstrated as time goes on. —New York Tribune.The movement for University Extension marks the progress of the democratic idea in education. — New York Evening Post.We believe that the movement is in our midst to stay andto become one of the largest educational factors of thefuture. — Catholic Standard.The main object of the University Extension movement i&not to scatter information, for information is not hard to getin these days when one knows how to look for it, but toshow people how to study, how to learn and how to acquiregeneral principles, and a point of view. — Philadelphia Times-There ought to be no difficulty in raising all the moneyneeded for carrying on so good and important a work as-University Extension teaching. — Philadelphia Inquirer.University Extension is university education for the wholenation organized upon itinerant lines. — Richard G. Moulton,That there should one man die ignorant who is capable ofknowledge, this I call tragedy. — Thomas Carlyle.It is not only our duty to foster and encourage it where itexists, but by the attitude which we assume to endeavor tocall it up where it does not exist or has not energy enoughto express itself. — ; fames Stuart, M. P.The University Extension movement has been, and is,something much more than a merely intellectual work. It hasgiven an interest in life — an interest of a worthy kind — tomany a one who sorely needed something decidedly differentfrom the ordinary routine of life. — Canon Browne.I believe that with the rise and growth of University Extension will come the growth of a better and nobler life forall our people. It will reach all the schools. It will reachevery class and condition of the community, and while wegrow rich, strong, and powerful through manufactures, weshall grow intellectual and humane, and have aspirationsafter those higher and better things which after all mustbecome the abiding life of every people. — President JamesMcAllister, Drexel Institute.Education should aim at teaching people not merely howto earn their living but how to live their life. — Arthur H. DiAcland.University Extension is a system of higher education, andhigher education has no market value, but needs the help ofendowment. The millionaire who will take up UniversityExtension will leave a greater mark upon the history of hiscountry than even the pious founder of university scholarshipsand prizes. — Richard G. Moulton.UNIVERSITY RECORD 247It is to my mind a most important movement full of future,as the Germans say. It marks a new epoch in the history ofuniversities. — Max Miiller.A little learning is not a dangerous thing, but a very useful thing to have, and the movement of Extension is to assistthose who possess a little learning into the possession ofsomething more. — F. L. Ration, President of PrincetonUniversity.All friends of sounder education will bid Godspeed to thismovement for University Extension, and all will hope thatthrough it the university standards of thinking and investi gating will become known as ideals, and that once wellestablished it will have the effect of increasing the percentage of youths who complete their, education in the universityitself. — William T. Harris, U. S. Commissioner of Education.The public schools have made this a nation of readers, butnot a nation of thinkers, and the ability to read without theability to write and think clearly and independently doesnot constitute a fully equipped citizen and a self-governingpeople. — Popular Science. Monthly.It is time we had uncommon schools, that we did notleave off our education when we begin to be men andwomen. — Henry D. Thoreau.The School and SocietyTHIRD EDITIONBYJOHN DEWEYProfessor of Pedagogy in the University of Chicago"The Host Noteworthy Book of the Year"THE problem of elementary education is one that forces itself not only on teachersand school boards, but is felt with continuously growing anxiety by the parents, andit is certain the educational situation has nowhere been so clearly stated nor sographically illustrated as in the odd hundred pages of Professor John Dewey's newbook. The book appeals equally to parents and teachers, and as the lectures were delivered originally before a popular audience, and reached publication as a result of theinterest excited there, the public has the guarantee of their interest and comprehensi-bility for all who feel the responsibility of bringing the meaning of life home to the child."A most valuable contribution in the discussion of the educationalproblems of the day, by an expert in pedagogics." — The Outlook.THIRD EDITION Illustrated i2mo. cloth, gilt top, $1,00SENT POSTPAID ON RECEIPT OF PRICE BY THE PUBLISHERSThe University of Chicago Press *g Chicago, IllinoisMethods in Plant HistologyBY CHARLES J. CHAMBERLAIN, A. M., Ph. D.Instructor in Botany in the University of ChicagoNOW READY ILLUSTRATED. PRICE $L5Qt NETThis book contains directions for collecting and preparing plant material formicroscopic investigation. It is based upon a course in botanical microtechnique and is the first complete manual to be published on this subject.It is the result of several years' work with classes in residence at the University of Chicago and with University Extension classes away from the University. It aims, therefore, to meet the requirements not only of the studentwho has the assistance of an instructor in a fully equipped laboratory, but,also, the student who must work by himself and with limited apparatus. Freehand sectioning, the paraffin method, the collodion method, and the glycerinemethod are treated in considerable detail. In later chapters specific directionsare given for making such preparations as are needed by those who wish tostudy the plant kingdom from the Algae up to the flowering plants. Specialattention is paid to the staining of karyokinetic figures, because the studentwho masters this problem will find little difficulty in differentiating otherstructures. Formulas are given for the reagents commonly used in the Histological Laboratory.For Sale by Dealers, or by the PublishersTHE UNIVERSITY OF CHICAGO PRESS, CHICAGO, ILL.SOME IMPORTANTBOOKS ON EDUCATIONThe School and Society. By John Dewey. (Third edition.) Supplementedby a statement of the University Elementary School. 130 pp., i2mo, cloth.$1.00.The Prospects of the Small College. By President William R. Harper.50 pp., i2mo, paper. Net, $0.25.Report of the Educational Commission of the City of Chicago. Thecommission was appointed by Hon. Carter H. Harrison, January 19,1898, and the report is edited by President William R. Harper. (Second edition.) 250 pp., royal 8vo, paper. Net, $1.00.The Education of Business-Men. A View of the Organization and Coursesof Study in Commercial High Schools of Europe. By Edmund J. James.232 pp., 8vo, paper. Net, $0.50.The Philosophy of the Humanities. By Thomas Fitz-Hugh. 63 pp.,royal 8vo, paper. Net, $0.50.FOR SALE BY BOOKDEALERS OR BY THE PUBLISHERSTHE UNIVERSITY OF CHICAGO PRESS, Chicago, IllinoisThe Journals of the University of ChicagoBEING THE DESCRIPTIVE LIST OF FIVE MONTHLY, .ONE WEEKLY, ONE BI-MONTHLY, THREE QUARTERLY,AND ONE SEMI-QUARTERLY PUBLICATIONS^^THE BIBLICAL WORLDEdited by President W. R. Harper. A popular illustratedmonthly magazine. Subscription price, in the United States,$2.00 a year; foreign, $2.50; single copies, 20 cents.The Biblical World is devoted exclusively to biblicalstudy, and so edited and illustrated as to afford thegreatest aid to the busy clergyman, the progressiveSunday-school teacher, and the thinking layman.THE SCHOOL REVIEWPublished monthly, except in July and August. Subscriptionprice, in the United States, $1.50 a year; foreign, $2.00;single copies, 20 cents.So adequately has the School Review served theinterests of High School and Academy work that it hascome to be recognized as the official organ of secondary education in the United States. It is devoted exclusively to this field, is progressive, practical, andhelpful, and is indispensable to every teacher.THE BOTANICAL GAZETTEEdited by John M. Coulter. Published monthly, with illustrations. Subscription price, in the United States, $4.00 ayear; foreign, $4.50; single copies, 50 cents.The Botanical Gazette is an illustrated monthlyjournal devoted to botany in its widest sense. Formore than twenty years it has been the representativeAmerican journal of botany, containing contributionsfrom the leading botanists of America and Europe.THE AMERICAN JOURNAL OF SOCI-OLOGY Edited by Albion W. Small. Publishedbi-monthly, with illustrations. Subscription price, in theUnited States, $2.00 a year; foreign, $2^50; single copies,35 cents.The special aim of the American J rournal of Sociology is to show that the " social problem " is bothmany problems and one problem. It has alreadymade itself indispensable to Americans who are tryingto keep informed about the general tendencies in therapidly changing field of sociology.THE AMERICAN JOURNAL OF SEMITICLANGUAGES AND LITERATURESEdited by President WILLIAM R. Harper. Published quarterly. Subscription price, in the United States, $3.00 a year;foreign, $3.25; single copies, 75 cents.The object of this journal is to encourage the studyof the Semitic languages and literatures, to furnishinformation concerning the work of Semitic studentsat home and abroad, and to act as a medium for thepublication of scientific contributions in those departments. Articles are published in the German, Frenchand Latin, as well as in English.Address, THE UNIVERSITY OF THE JOURNAL OF GEOLOGYEdited by T. C. Chamberlin. Published semi-quarterly, withillustrations. Subscription price, in the United States, $3.00a year; foreign, $3.50; single copies, 50 cents.Devoted to the interests of geology and the alliedsciences, and contains articles covering a wide rangeof subjects. Adapted to young geologists, advancedstudents, and teachers.THE ASTROPHYSICAL JOURNALEdited by George E. Hale. Published monthly, except in February and August, with illustrations. Subscription price,in the United States, $4.00 a year; foreign, $4.50; singlecopies, 50 cents.An international review of spectroscopy and astronomical physics. Invaluable to all who are interestedin astronomy and astrophysics.THE JOURNAL OF POLITICAL ECON-OMY Edited by J. Laurence Laughlin. Publishedquarterly. Subscription price, in the United States, $3.00 ayear; foreign, $3.40; single copies, 75 cents.This publication promotes the scientific treatmentof problems in practical economics, and also containscontributions on topics of theoretical and speculativeinterest.THE AMERICAN JOURNAL OF THE-OLOGY Edited by the Divinity Faculty of the University of Chicago. Published quarterly. Subscription price,in the United States, $3.00 a year;" foreign, $3.50; singlecopies, 75 cents.The only journal in the world so catholic in its scopeas to cover the entire field of modern investigation andresearch in all the different lines of theological thoughtrepresented by special fields and particular schools.THE ELEMENTARY SCHOOL TEACHERAND THE COURSE OF STUDYEdited by Francis W. Parker. Published monthly except inAugust and September. Subscription price, in the UnitedStates, $1.50 a year; foreign, $2.00; single copies, 20 cents.A monthly periodical for teachers and parents. Eachnumber contains practical plans for teaching in everygrade from the kindergarten through the high andpedagogic schools.THE UNIVERSITY RECORDEdited by the Recorder of the University. Published weekly onFridays at 3:00 P. M. Yearly subscription, $1.00; singlecopies, 5 cents.The University Record is the official weekly publi-• cation of the University of Chicago. A special monthlynumber, enlarged in size, is issued each month.SAMPLE COPIES FREE ON REQUESTCHICAGO PRESS, CHICAGO, ILL.THE ELEMENTARYSCHOOL TEA CHER andThe CO URSE OF STUDY(FORMERLY PUBLISHED BY THE CHICAGO INSTITUTE)Edited by Francis W. Parker, Director of the School of Educationt h e U n i v e r s i t y of Chic agoMonthly except in August and September. Subscription Price$1.50 in the United States; Foreign, $2.00; Single Copies, 20 centsPUBLISHED BY THE UNIVERSITY OF CHICAGO PRESSWA N N. O U N C E M E N TTHE UNIVERSITY OF CHICAGO PRESS announces the appearance of Volume II, Number 1 (July, 1901) of The Elementary School Teacher and The Course of Study, whichis the first issue of this periodical to appear under its direction. The first volume was published during the year ending June 30,1 90 1, by the Chicago Institute, under the title The Course of Study.The journal will continue to appeal to teachers and parents, and eachnumber will contain practical plans for teaching in every grade from thekindergarten through the high and pedagogic schools.The magazine will appear regularly throughout the year, exceptingin the months of August and September, and the subscription price hasbeen reduced from $2.00 to $1.50 per year ; sample copies sent on application. Special rates to clubs. Agents wanted in all sections of the country.Address THE UNIVERSITY OF CHICAGOPRESS : : : : : CHICAGO, ILLINOISPens-PensEASE IN WRITINGFOR SALE BY ALL STATIONERS.AN IMPORTANT BOOK FOR BIBLE STUDENTSCONSTRUCTIVE STUDIES IN THELIFE OF CHRISTTHIRD EDITION.By Ernest D. Burton and Shailer MathewsProfessors in the University of ChicagoTHE ORDER OF TREATMENTis that of the Stevens and Burton " Harmony of the Gospels," and the book constitutes a compendious commentaryon the Gospels as thus arranged.THE METHOD OF TREATMENTis interpretative and historical. The most important political and social features of New Testament times are described,and the endeavor is made to present the events of the Gospel history in a true, historical peispective.THE PURPOSE OF THE BOOKis expressed in its title; it aims to guide the student in theconstruction foi himself of a Life of Christ, derived directlyfrom the sources as they exist in the New Testament.THE PLAN OF STUDYis to present the best attained lesults of biblical scholai -ship, employing the best modern pedagogical methods.The studies contain: (i) an analysis of the Gospel narrative; (2) concise notes of^ information on matters aboutwhich accurate knowledge is not easily obtained ; (3^ briefinterpretation of difficult passages ; (4) geographical andchronological explanations; (5) specific directions fors*udy, and for the construction of a short Life of Christ bythe student himself ; (6) questions which lead the studentinto an understanding of the Gospel history.The book contains a beautiful and accurate map ofPalestine and numerous illustrations.Third edition. 302 pages. 8vo, cloth, $1.00.For sale by bookdealers,or sent postpaid on receipt of priceby the publishersThe University of Chicago PressCHICAGO, ILL. AccuracySkillQuality These are thefactors to which weattribute ourPharmaceuticalSuccessJ. J. GILLRosalie Pharmacy 274 E. 57th St.ByWILLIAM R.HARPERThe Prospects of theSmall College...RECAST from an address delivered beforethe National Educational Association, atCharleston, South Carolina, Juh- 10, 1900. Thesubstance of the book was also given as acourse of lectures at the University of Chicagoduring the past summer.NOW READY, I2m0, PAPER, 25C. (POSTPAID), SENTON RECEIPT OF PRICE BY THE PUBLISHERS. . .The University of Chicago PressCHICAGO, ILLINOIS(A complete Catalogue of Publications sent on Request.)PREMO>*«s*.CamerasCombine compactness with rigidity, and are madeof best materials in every part. The Victor Lensand Shutter are specially designed. They can besecured on no other camera.PRICE, $8 AND UPWARDSSend for Cataloguegiving full descriptionROCHESTER OPTICAL& CAMERA COMPANY55 South St.y ROCHESTER, N. Y. 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