VOLUME VII NUMBER 4University RecordAUGUST, 1902/. THE LECTURE-STUDY DEPARTMENT.NOTES AND COMMENTS.In this issue of the University Record isincluded the report of the University ExtensionDivision for the past year, with discussions ofvarious phases of the University Extension movement by those whose successful experience addsweight to whatever they may have to say. It ishoped that the following pages will be carefullyperused by officers of the local organizations andothers who are interested in the movement forthe extension of university teaching.PROFESSORS JAMES AND FELLOWS.During the past few months this division of theUniversity has lost two of its well-known workers. With the resignation of the Directorship ofthe Extension Division of the University of Chicago by Professor Edmund J. James, to acceptthe presidency of Northwestern University, University Extension loses the direct services of oneof the earliest and most faithful supporters of themovement in America. We say " direct services "because in whatever field Professor James may belaboring his influence will be felt on behalf of themovement to which he has given so much timeand thought. He was one of the earliest advocates of the introduction of this movement inAmerica and became the first president of theAmerican Society for the Extension of UniversityTeaching organized in Philadelphia in 1891.This position he held until his election to thedirectorship of the Extension Division of theUniversity of Chicago in 1896. Professor James has ever been an advocate ofthe broader conception of the university. Hebelieves that it has many opportunities to extendits influence among busy people, and that themost effective way yet devised for doing this isthrough the movement for the Extension of University Teaching. In his new field of labor hewill have the best wishes of the great army of" extensioners/" who have directly or indirectlyfelt the influence of a strong personality in theinauguration and direction of a great movement.Another man who will be missed from theranks of Extension lecturers is Professor GeorgeE. Fellows, who resigned his position as Assistant Professor of European History at the University of Chicago February 1 to assume theduties of the presidency of the State University ofMaine. Professor Fellows' clear, logical andscholarly presentation of the subject-matter of hislectures has been enjoyed by a large number ofExtension centers. He is a thorough believer inUniversity Extension as a teaching agency. Hisinfluence has been especially felt in the class,where his genial and inspiring personality couldeffectively assert itself.MODERN SOCIAL PROBLEMS.During the past year a course of twelve lectureson " Modern Social Problems " was delivered inthe following circuit of cities : Milwaukee, Indianapolis, Cincinnati, Columbus, Cleveland andDetroit. The plan followed was in general that115116 UNIVERSITY RECORDin accordance with which University Extensionwork is regularly conducted. The course of lectures was carefully outlined by Dr. Ira W. How-erth of the University who delivered the first andeach alternate lecture thereafter. The other lecturesof the course were delivered by representativecollege and university men selected because oftheir ability to present the special themes underdiscussion. The following lecturers aided Dr.Howerth in this work :Professor Emory R. Johnson, University of Pennsylvania.Professor Edward A. Ross, University of Nebraska.Professor Henry C. Adams, University of Michigan.Professor Walter A. Wyckoff, Princeton University.Professor Harry H. Powers, Cornell University.Professor Albion W. Small, the University of Chicago.The arrangement for this course was in thenature of an experiment, but the interest arousedhas warranted a similar effort during the comingyear. Accordingly this same course will be delivered in Kansas City, Mo.; St. Joseph, Mo.; Omaha, Neb.; Des Moines, Iowa ; Minneapolis, Minn.,and St. Paul, Minn., beginning September 29.The lecturers who will participate in the courseare :Assistant Professor Ira W. Howerth, the University ofChicago.Professor William A. Scott, University of Wisconsin.Professor Edward A. Ross, University of Nebraska.Professor Isaac A. Loos, University of Iowa.Professor William W. Folwell, University of Minnesota.Miss Jane Addams, Hull House, Chicago.Associate Professor George E. Vincent, the University ofChicago.A second course, entitled " Social Evils andProposed Remedies," will be conducted duringthe same period in the cities in which the workwas inaugurated last year, with the exception thatGrand Rapids, Mich., is substituted for Indianapolis, Ind. The lecturers are :Assistant Professor Ira W. Howerth, the University ofChicago.Professor J. W. Jenks, Cornell University.Professor John Graham Brooks, Cambridge, Mass.Professor F. M. Taylor, University of Michigan.President Charles F. Thwing, Western Reserve University. Hon. Jacob A. Riis, New York city.Professor Charles R. Henderson, the University of Chicago.It is believed that these courses of lectures willafford to the people of the different cities anunusual opportunity to listen to clear, logicaland scholarly discussions of social and economicproblems by a number of the most prominentstudents of these subjects.UNIVERSITY LECTURE ASSOCIATION.[ The University Lecture Association is theorganization under the auspices of which, inco-operation with the University of Chicago,University Extension work is conducted in Chicago and suburbs. A tentative organization wasperfected during the past year and centers wereopened in the three principal divisions of thecity. The objects of the association, as indicated in the preliminary announcements, are :1. The permanent establishment of systematic courses oflectures on university subjects in and near the city of Chicago, in accordance with a comprehensive plan ; these lectures to be given by members of the staffs of local universities and other leading institutions of the country.2. The bringing to Chicago for single lectures, or forcourses of lectures, of distinguished men of this country andof foreign countries, whose scientific, literary, or artisticattainments justify this recognition, and whose influence forgood in this community is likely to be marked.3. The delivery of free courses of lectures at such placesand times as will suit the convenience of persons who, forany reason may not be able to attend the courses indicatedabove ; including in this list, also such courses as may beconsidered of special service to the community at large, andtherefore, to be thrown open to the public free of charge.The first efforts of the association were directedto the building up of a strong center for theextension of University teaching in some centrally located point in each of the three principaldivisions of the city. With the cordial supportand co-operation of the pastor and trustees of theSouth Congregational Church, Fortieth street andDrexel boulevard, the work of the year was inaugurated with brief addresses by Professor Jamesand President Harper| followed by the first lee-UNIVERSITY RECORD 117ture of a series on "Ancient Sculpture," by Mr.Lorado Taft, of the Art Institute. The othercourses delivered on the South Side were :"An Outline History of the. Earth," by Professor RollinD. Salisbury."The Music Dramas of Richard Wagner," by Dr. Nathaniel I. Rubinkam."Studies in English Literature," by Professor NathanielButler.The work on the North Side of the city wasconducted in co-operation with the pastor andtrustees of the New England Church, corner ofDearborn avenue and Delaware place. The following courses were delivered during the year :"History and Civilization of Egypt," by Associate Professor James H. Breasted."Some Fundamental' Social Problems," by ProfessorAlbion W. Small."Studies in the History of Prophecy," by Assistant Professor Herbert L. Willett."The Spiritual Element in Tragedy," by Associate Professor S. H. Clark.In co-operation with the Lewis Institute, thecenter for the West Side work, the followingcourses were delivered :"Public Opinion," by Associate Professor George E. Vincent."Organic Evolution as Illustrated by Plants," by ProfessorJohn M. Coulter."The Native Races of North America," by AssociateProfessor Frederick Starr."Prophets of Modern Literature," by Rev. Jenkin LloydJones.In accordance with the second of the purposesabove mentioned, a lecture was delivered, December n, in Studebaker Hall, by Sir Robert Ball,Cambridge University, England, on "Time andTide;" another, January 15, by Mr. PoultneyBigelow, on "The Relation of Germany and theUnited States," in the Music Hall, Fine ArtsBuilding.The plan for the coming year includes onecourse of twelve lectures and two courses of sixlectures in each of the centers above mentioned.Among the lecturers who will offer courses are :Professor R. G. Moulton — "Studies in Milton's ParadiseLost."Professor William H. Hudson of the London Society for the Extension of University Teaching — twelve lectures on"The Dramas of Shakespeare."Professor William C. Wilcox of the University of Iowa—"The Eastern Question."Professor Rollin D. Salisbury — twelve lectures on "TheEarth as It Is."Professor George E. Hale — "Astronomy."Associate Professor S. H. Clark — "The Spiritual Elementin Tragedy."Associate Professor Edwin E. Sparks— "Men Who Madethe Nation."Dr. Nathaniel I. Rubinkam — "The Music - Dramas ofRichard Wagner."All of the lectures delivered under the auspicesof the association were announced in a generalcircular which was widely distributed among thelecture-going public of the city. It is believedthat this movement will place the UniversityExtension work in the city of Chicago on a morepermanent basis than in any previous time in itshistory.UNIVERSITY OPEN LECTURES.In the University Extension number of the University Record published a year ago attentionwas called to steps which were being takenlooking toward holding a University Extensionsummer meeting as a regular feature of this department of University work. After further consideration it was decided that all the purposes ofsuch a meeting would be served by making someslight adaptations of the system of UniversityOpen Lectures which was inaugurated in theSummer Quarter of 1900. It was believed thatthere are hundreds, if not thousands, of membersof local University Extension centers, and manywho are in no way connected with such organizations, who would like to spend one, two, three,or more, weeks of each season in an inspiring intellectual atmosphere. Accordingly a programmeof Open Lectures was arranged, beginning June24, and extending through nine consecutiveweeks.During this period there have been delivered278 lectures in Literature, History, Art, BiblicalHistory and Theology, Pedagogy, Astronomy, and118 UNIVERSITY RECORDother subjects. In the majority of instances thelectures were arranged in series, different subjectsbeing treated in from four to twenty lectures.The courses were then, as far as practicable, arranged in groups, so that one interested in a particular subject or branch could, by making properadjustment of his programme, attend the lectures,or groups of lectures, which were best adapted tohis specific needs.Among the lecturers who have offered coursesat the University during the Summer are :Professor Richard Green Moulton, Mr. Hamlin Garland,Mr. William Norman Guthrie, Professor Frederick H. Sykes,Dr. William A. Colledge, Mr. Lorado Taft, Mr. W. M. R.French, Mr. Walter C. Larned, Mr. James W. Pattison, Dr.O. L. Triggs, Professor Thomas G. Masaryk, Professor AlbionW. Small, Dr. George A. Dorsey, Professor Albert BushnellHart, Professor Charles R. Henderson, Professor George E.Vincent, Professor John H. Finley, Prof essor John M. Coulter,Professor John Dewey, President G. Stanley Hall, InspectorJames L. Hughes, Professor George B. Stevens, Rev. William M. Lawrence, Professor H. L. Stetson, Professor W.Douglas Mackenzie, Professor Shailer Mathews, AssociateProfessor James H. Breasted, Assistant Professor HerbertL. Willett, Rev. Louis H. Jordan, Professor Henry C. King,and Chancellor E. Benjamin Andrews.Preliminary steps have already been taken looking to the arrangement of a programme no lesscomplete and exhaustive for the summer 1903.A special circular announcing the programme infull will be issued about May 1, and will be mailedupon application.THE UNIVERSITY EXTENSION SOCIETY OF PITTSBURG.There are few American communities in whichUniversity Extension work has been more systematically and more successfully conducted thanin and near the city of Pittsburg. This city haslong had a well organized central society, underthe auspices of which several courses of lecturesare given each year in the lecture room of theCarnegie Library — the logical center of a movement of this kind. The work has been carefullyplanned and wisely directed by prominent citizens deeply interested in the promotion ofpopular education. The continuance of the work on a broad scale from year to year hasbeen made possible by the liberal contributionsof a number of prominent business and professional men of the city.During the past year the movement assumed abroader aspect, and centers were established inconnection with the branch Carnegie libraries inthe different sections of the city. The scope andinfluence can be more fully understood when itis remembered that there are five of these branchlibraries within the city of Pittsburg, and in eachof these at least one, and in some two courses oflectures will be delivered during the coming season. Other courses will be delivered in Alleghenyand Sewickley, Pa., Youngstown and East Liverpool, Ohio, and other centers within a radius ofseventy-five miles of Pittsburg.Features of the Pittsburg movement whichshould not be allowed to pass unnoticed are :1. There is a central society which has advisory powers inthe direction of this work throughout the city. In eachcommunity there is a local center which undertakes the immediate management and supervision of the business andeducational side of the work.2. These centers are located in the public libraries, andamong those who are most active in promoting the movement are Mr. Edwin H. Anderson and his assistants incharge of the Carnegie libraries in Pittsburg.The following from the annual report of Mr.Andrews is worthy of note :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, thoughwe have many copies of each book. Our experience showsthat these lectures have a permanent effect on the characterof the reading in this community. The interest aroused bythe lectures is not merely for the time, but continues tostimulate the use of the literature of the subjects treated.Moreover, the beneficent contagion spreads to other peopleand other subjects.THE UNIVERSITY AND THE PEOPLE.It is not the intention of this article to makean appeal for the system of education known asUNIVERSITY RECORD 119University Extension. To those who have mostfully understood the motives underlying the origin of the movement and the spirit in which ithas been directed, no appeal or argument isnecessary. To others, it is only necessary to pointto the fruits of twenty-five years of work in England, more than a decade, in America, and periodsof greater or less length in all leading Europeannations.Elementary education fails to exercise a permanent influence on character. Except in rare instances individuals leave school with fixed mentalhabits as yet unformed. University Extensionaims to bridge over the stream which marks anotherwise limited intellectual horizon and makepossible the continuance of systematic self-training. It is thus a propaganda in behalf of populareducation. Though its mission is to the masses,it appeals with equal force to every altruistic manand woman. It is the best representative of theculture side of modern higher education.The history of education is the history of thestruggle of the masses for a broader intellectualhorizon, and institutions for higher educationhave at times aided in stretching the curtainwhich has screened from the people the light radiating from the stars in the intellectual firmament. What more fitting than that these institutions should now promote popular, no less thanindividual, education ; culture, no less than scholarship. The University Extension movement isthe latest fruit of this broader conception of theuniversity.In a recent magazine article1 Professor Ladd,of Yale University, enumerates the following functions of a great university :I. The highest mental and moral culture of its own students.2. The advancement, by research and discovery, of science, scholarship, and philosophy.3. The diffusion, as from a center of light and influence,of the benefits of a liberal, genial and elevating culture overthe whole nation, and even over all mankind.t x "The Functions of a Great University," Forum, March,1902. No argument is needed to establish the claimof the first and second to recognition as the legitimate functions of a modern university, and inthe abstract the claim of the third will be conceded with almost equal unanimity. The following extract from Professor Ladd's article is worthyof repetition :The resources of the colleges and universities of thiscountry have all been derived from the fruits of the toil andself-denial, whether voluntary or involuntary, of the commonpeople. To those same common people the outcome ofthese resources should be, so far as this is possible, constantly paid back. With regard to the principles of politicsand finance, in the framing and execution of the laws, in theapplication of the discoveries of science to the ameliorationand improvement of the conditions of living, in the shapingand criticism of the popular literature, in the uplifting andbroadening |of the system of public education, in the dissemination of the fruits of morals and religion, and in theguidance of reflection over the profounder problems of lifeand destiny — in all these and all other similar cases university men ought to be the most trustworthy and the besttrusted counsellors and guides of the nation.Scholarship is represented in the work in thelaboratory, library, and the museum. Scholarship is necessarily for the few — the elect; culture should be the heritage of every individual.Sir Richard Jebb once pointed out that the olduniversities are no longer content to be "seats"of learning ; they desire to be mother cities ofintellectual colonies, extending their influencethroughout the land. Where are we to seekthe fullest expression of the culture side of themodern university? Let us again quote fromProfessor Ladd's article :Through hooks and magazines of various kinds and gradesthe institutions of higher education are continually contributing to the enlightenment and uplifting of the commonpeople. It would, I think, be an additional advantage ifthe personal presence of the instructor could accompany, toenliven and enforce, more of this serviceable instructionPerhaps the time is not far distant when a revival, in animproved form, of the custom of lyceum courses of lectureswill assist in accomplishing this desirable end. Perhapstoo, a larger number of the wealthy who really desire whatthey are so often ready to affect — namely, an improved culture for themselves and a real influence over others for animprovement of their culture — will become willing to spend120 UNIVERSITY RECORDupon parlor lectures from recognized authorities a tithe ofthe money and time which they now spend upon afternoonteas and the opera. But especially do I think it desirable tobring about somehow that attitude of the laboring classestoward the college professor which any one who has addressed these classes both in England and in the UnitedStates feels to be so much more favorable to their real helping over there than here.We are surprised to find here no specific mention of the University Extension movement asrepresenting the culture side as contrasted withthe scholarship side of the modern university.That enrichment of life and growth of personality which can be most effectively promoted bypersonal contact with men of broad scholarshipand culture is one of the fruits of the extra-muralwork of the modern university. Is not the University Extension movement a practical adaptation of the lyceum courses of lectures, to whichProfessor Ladd alludes, to the demands of thepeople for something which shall " amount to thesystematic presentation of a given subject inorder that they may carry away some genuinepossession at the end of the course." In a letterwritten November 5, 1878, by Sidney Lanier andpublished in the Atlantic Monthly, August, 1 894,he said :Men and women leave college nowadays just at the timewhen they are really prepared to study with effect. Thereis, indeed, a vague notion of this abroad ; but it remainsvague. Any intelligent grown man or woman readily admits that it would be well — indeed many whom I have metsincerely desire — to pursue some regular course of thought;but there is no guidance, no organized means of any sort bywhich people engaged in ordinary avocations can accomplish such an aim.This letter was written when the UniversityExtension movement was in its infancy : in fact,twelve years before it was formally inaugurated inAmerica. Since that date many college and university men have been endeavoring to supply tothe masses of the people through systematic lec-xture courses that guidance and direction, the absence of which was so clearly seen by Mr. Lanier.When he said "The present miscellaneous lecturecourses ought to die and be born again as schoolsfor grown people," he was unconsciously making a plea for a movement which was formally inaugurated five years before in the organization ofthe Lectures Syndicate of Cambridge University,and which (has since been introduced with slightmodifications among every progressive people ofthe world. Nothing is more gratifying to thefriends of popular education than to see institutions of higher education devoting their resourcesalike to "the advancement, by research and discovery, of science, scholarship and philosophy,"and to " the diffusion as from a center of lightand influence of the benefits ~~of a liberal,genial and elevating culture over the wholenation.""Scholarship is for the elect, but the powersthat can scale its austere heights are not bred inthe wilderness. The word ' culture ' suggests atrue analogy : the wide plains whereon the raceat large must live should not be brown and arid ;nor is that country beautiful or good for habitation in which small plots of green are dotted inan unkempt plain, but that which presents wideand friendly stretches of verdure, subdued bycommon human effort to common joy and need.American life must foster scholarship and culturealike ; culture, if for no other reason, that scholarship may abound." xUNIVERSITY EXTENSION AND LOCAL INSTITUTIONS.In examining the reports of University Extension work done in this country and in Englandone cannot but be impressed by the growingnumber of local organizations or institutionsunder whose auspices courses of lecture-studiesare given. A list of these organizations includesuniversities, colleges, secondary schools, women'sclubs, Young Men's Christian Associations andmany other institutions, each having a more orless definite educational purpose. The placewhich these courses of University Extension lectures occupy in the programme or curriculum ofthe organization or institution depends upon the144 Education and Democracy," Viola Scudder, AtlanticMonthly, lune, 1902.UNIVERSITY RECORD 121work which each of the respective organizationsexpects to accomplish.One or more courses o\ University Extensionlectures are given each year under the auspices ofthe State Normal School at Indiana, Pa. In sofar as the arrangements are made for admittingthe public to the lectures and giving to eachcourse opportunity to exert an educational influence upon the entire community, the methodpursued is not different from that followed bymany other local centers, but in addition to thisa definite amount of reading and written work isrequired of the members of the Senior Class ofthe Normal School.Other institutions, such as Stanley Hall (Minneapolis, Minn.), the Frances Shimer Academy(Mt. Carroll, 111.) and the Bradley PolytechnicInstitute (Peoria, 111.) undertake the managementand supervision of such courses without requiringa definite or specific amount of work from theirstudents.The Chicago Kindergarten College, the Girls'Classical School (Indianapolis, Ind.), and the H.Thane-Miller School (Cincinnati, O.), conduct anumber of courses each season primarily for theirstudents. The friends of the school are frequently invited to attend the lectures, but thelectures are conducted for the direct benefit ofthe members of the school itself.Other organizations, such as the MilwaukeeCollege Endowment 'Association, the WomenTeachers' Association (Buffalo, N. Y.), the YoungWomen's Christian Association of Cincinnati, theChicago Art Institute, the Young Men's Christian Association of Chicago, the Detroit and Chicago chapters of the Daughters of the AmericanRevolution, and numerous women's clubs, embody courses of University Extension lectures intheir programmes either as special work for theirown members or as a feature of the general educational work which they are conducting in theirrespective communities.One need not go far to find many argumentsfor such an adaptation of the University Exten sion movement to the work of these institutionsand organizations. There is a distinct advantageto the movement in that the lecturer is providedwith a certain definite constituency particularlyinterested in the work which he is offering.There is a double advantage to the institution :i. It is enabled to provide for its own members courses of lectures by distinguished scholarswhom they under other circumstances could notpossibly have opportunity to hear.2. It is the most effective way of bringing theseinstitutions and organizations into direct contactwith the people of their respective communities.A bond of sympathy is thus established. Eachresident of the community recognizes that theinstitution is performing a service to the generalpublic as well as giving definite instruction to*thelimited number of persons who can attend itsmore regular sessions.In discussing the relation of the University Extension work done by Cambridge University(England) to the work of technical institutes andother local organizations the Local Examinationsand Lectures Syndicate says in its annual report :It is the hope of the Syndicate that such institutions asthose referred to may become centers for local lectures ; and,as such, they may on certain conditions be affiliated to theuniversity. One of the difficulties which meet the authorities of the institutions is that of securing the services of asufficiently large staff of highly qualified teachers in a widerange of subjects. Under the local lectures scheme theauthorities of such institutions may secure the services oflocal lecturers for a term, or a session, or longer, as thelocal authorities may desire, on such financial terms as tomake it possible for towns of moderate size to maintain avaried curriculum and so meet the diverse needs of differentclasses of students. In this way efficient teaching may beobtained successively in subjects in which it would not bepossible to maintain a permanent teacher. It is further possible for such members of the permanent staff of the institution as possess sufficiently high qualifications to be approvedas lecturers for the purpose of this scheme.In the co-operation of the larger universities onthe one hand and the secondary schools, normalschools, schools of technology and the smallercolleges on the other, a work can be done whichneither alone could hope to accomplish. As them UNIVERSITY RECORDpossibilities of the movement are more fully recognized and the degree to which it can be utilized in extending the influence of these institutionsto the masses of the people is more fully appreciated, we may expect to notice a gradual andsubstantial growth in work of this character.THE LOCAL COMMITTEE'S OPPORTUNITY.BY RICHARD G. MOULTON, Ph.D.University Extension is a co-operation betweenuniversities and great centers of population forpromoting the higher education of adults. Ithas been so conceived since its first commencement in England, nearly thirty years ago. Professor Stuart of Cambridge was not more trulyth% founder of the movement than were Dr.Paton, of Nottingham, and the ladies of Sheffield,and the railway working men of Crewe. And inthis country when the American association madeits start, it would be easy to name prominent citizens of Philadelphia to whom the movement wasas much indebted as to President James or thelate Provost Pepper.The principle of the co-operation is very simple :The university is entirely responsible for theteaching, the local management raises the funds,while the university and the locality must unitetheir efforts to draw the greatest educational results out of the meeting of teacher with students.It is this last item that stands most in needof assertion just now. Most of the local friendsof University Extension seem to ignore the factthat they have any responsibility for educationalresults. They represent the position of the oldlyceum lectures ; if they have done their best inchoice of lectures, and if they stand prepared topay the bills, they are apt to feel that no morecan be expected of them. Educational influencethey conceive to belong only to the representativeof the university. Now it is true that, ultimately,the force of any system of teaching will dependupon the power of the teacher. But the ma chinery which brings teacher and taught togethercan do much to put the teacher in a favorableposition for making his power felt. A lecturer isa stranger to the locality ; he does not know whoought to be the vigorous workers; he has noinducements in the way of academical degreesand prizes to offer. He can only make generalappeals, like the preacher, and probably his hearers have long been accustomed to receive withrespectful ignoring "the foolishness of preaching," where it is not backed by something furtherin the way of organization. Local managers, onthe other hand, are on the spot ; they know theindividuals, and what may be hoped for fromeach ; they are not the teacher, but they can domuch to aid in harvesting the results of teaching.How is this to be done ? The battle is halfwon if our local friends will recognize their responsibility in the matter. University Extensioncommittees include some of the best people intheir respective localities — successful men of business, leaders in their professions : if they once setbefore themselves a purpose, they will know howto fit means to ends. A simple method of keeping prominent this educational side of local management is to have it represented in a specialoffice. A committee in organizing itself, as amatter of course, appoints a president to order itsbusiness, a secretary to conduct correspondence,a treasurer to keep the committee posted as toits financial liabilities and assets : Why should itnot, equally as a matter of course, appoint a"Students' Secretary," whose function should beconnected neither with finance nor with publicity,but with the securing of students, as distinguishedfrom mere "hearers" and assisting to make thestudy more effective ? Or in certain cases, itmight be worth while to appoint a subcommitteefor this express purpose. And in electing, notonly such a subcommittee, but also the mainboard of managers, care should be taken to appoint side by side with business men, persons withinfluence in the educational work of the locality,and persons who, as pastors or otherwise, areUNIVERSITY RECORD 123likely to draw to the lectures those most fitted torespond to educational effort.The most important of all recruiting groundsfor students is to be found in the young men andwomen who have just left school ; if at that impressionable yet critical age a boy or girl can beinduced to undertake reading and writing in connection with a course of lectures, this may makea difference to a whole lifetime. Again, mostcities have local clubs for literary or economicstudy, or similar study circles in connection withchurch organizations; judicious local management can often assist co-operation between theseand the university courses to the advantage of both.It might in some cases be worth while to consider whether the management might not offer direct inducement (such as free tickets, etc.) to persons undertaking student work. It must alwaysbe remembered that the advantage of students'reading and exercises is not confined to themselves ; under our system it comes back to thelecture audience as a whole in the "review hour."My lecture will be identical in two cities ; the interest of the evening will be wholly different inthe one and the other, according as — in the absence of paper work — I have to make the talk ofthe second hour myself, while in the other localitythe productions and queries of eager students havemade the class hour brilliant with a merit that isnot my own.Not the least important of the functions of theUniversity Extension movement is to rouse localambition and direct it into educational channels.The basic idea of the movement is the new conception of higher education, as not a question ofthree or four years, and of a fortunate class, but.as a universal interest, extending side by side withother main interests of mankind throughout anindividual's whole life. The machinery ^ for realizing this great conception is only beginning tobe set up ; world movements are slow, and theirrepresentations in any given locality seems a smallthing. But those who feel the inspiration of sucha conception, and the impulse to be servants of their day and generation, can find in the unostentatious work of local management, their opportunity to be pioneers in the higher education ofthe future.THE RELATION OF UNIVERSITY EXTENSION TOLITERARY CLUBS.1Several years ago a prominent club woman ofPhiladelphia expressed to us her belief that thedistinctively literary club was passing away andgiving place to the more modern departmentalclubs and associations for improving other people instead of one's self. Yet, in and aroundPittsburg there are nearly twice as many literaryor self-improvement clubs as there were at thetime this remark was made. These organizationsare almost exclusively of women, and through themovement for state and national federation, weare discovering many little clubs hidden away inquiet neighborhoods or in suburban towns whichare quite unnoticed in our noisy city, but aregreatly prized by the members who through themalone have an opportunity to breathe the finer airof the spirit and taste the flavor of the intellectuallife. There has been a growing tendency amongthese clubs to combine for certain specific andgeneral purposes to promote the public welfare.They are interested by the wave of enthusiasmfor civic betterment and are able to recognize thepower latent in organization for accomplishingreforms. But they are not ready to give up theiroriginal function as social centers for self education and means of intellectual stimulus.This brings them quite in line with the purposes of the University Extension Society, and Ibelieve that a better understanding and some cooperation between these clubs and the societywould make them materially helpful and increasethe efficiency of each.Under present conditions the clubs are hampered by the limitations of their own member-1 This paper was read before the Pittsburg UniversityConference March 22, 1902, by Miss Beulah Kennard, representing the Twentieth Century Club, Pittsburg.124 UNIVERSITY RECORDship. The literary efforts of those whose education was not carried beyond the Sunday school,and whose daily life and occupations are quiteprosiac, must necessarily be rather crude. Muchtime is wasted in unprofitable discussion or desultory study which might easily be turned to goodaccount, if only a wise leader could give it properguidance. Many of these clubs are .small, but byco-operation with other clubs or by a temporaryextension of their membership, they could arrangefor a University Extension course which would bean inspiration to them for future work. Theywould be drawn into the magnetic circle of alarger life. Their ideals would be broadened anddeepened. The walks of sectionalism and ignorance of one's neighbor, which hedge in the citydweller even more than the villager, would havemany breaches made by this invasion of knowledge from without and the club members couldnot fail to respond to the more liberal spirit whichcharacterizes true learning. But the Extensionmovement also would gain by this co-operationthough its gain might be less obvious. If a realworking basis can be found for these two educational agencies, University Extension will havesecured a permanent constituency instead of itspresent fluctuating one. The social spirit of thecollege, which is one of its lasting charms, will befound in Extension audiences as it cannot nowbe. There is an esprit du corps in the club, a feeling of solidarity and pride in the organization asa body, which closely resembles the class feelingin college. The natural and accustomed attitudeof the members toward each other brings thelecturer near his audience and relieves him of thetension required to electrify so many separate,insulated human atoms. The sympathetic current is already there, and he may complete thecircuit with a word. The effects of his teachingmust also be more lasting in minds somewhatprepared for it and among disciples who havetaken a spontaneous interest in his subject.If the Extension for University Teaching is tobecome a great democratic movement, it must seize all opportunities and reach all classes ofpeople. It is needed everywhere, not less amongthose who have had opportunities for culture thanfor those who have not. In these materialistictimes, upon which we have fallen, prosperityseems to have crushed idealism out of us all. Butthere is no antidote for the love of money like thelove of learning. It is an almost selfless passionand lifts its possessor quite out of the lower ambitions. The greatest gift which the Universitybestows upon a community is the personality andspirit of the man whom she sends to it. Thereare other men of learning among us, but they aretoo exclusively a good concentrated instead of agood diffused, but the Extension movement andthe University Extension lectures are intent uponfilling the earth with knowledge, a task in whichthe women's clubs will gladly bear their part.THE PITTSBURG UNIVERSITY EXTENSION CONFERENCE.Upon invitation of the Pittsburg UniversityExtension Society a conference in the interest ofthe movement which that organization representswas held in Pittsburg, March 21-23, 1902. Thepurposes of the conference, as expressed in a preliminary announcement, were to bring togetherthe various University Extension interests in andnear Pittsburg ; to consider programmes for theensuing year, and to unite in securing the bestlecturers at the lowest average cost ; to discoverthe best methods of conducting University Extension work ; in general, to gain inspiration froma closer contact with the university, and to receive such material benefit as must result fromconference with those engaged in a work of common interest.A preliminary meeting of representatives of thedifferent University Extension centers was heldin the lecture-room of the Bellefield PresbyterianChurch the afternoon of Friday, March 21. Theobject of this meeting was to secure the co-operation of the local centers in arranging programmesUNIVERSITY RECORD 125for the next season. As a result, it became apparent that it would not be difficult to establishbetween these centers relations which would behelpful in the further extension of the work inwhich they are mutually interested. Much progress was made in the selection of lecturers, andmany of the centers placed on file definite applications for their work for the ensuing year.The conference was formally opened Fridayevening at 8:00 p.m. in Bellefield PresbyterianChurch, with an address of welcome by the Rev.Dr. Henry T. McClelland, which was appropriately responded to by the Rev. Dr. MiltonButler Pratt, president of the University Extension center at Akron, O. The principal addressof the evening was given by Professor NathanielButler, of the University of Chicago, on " Idealsin Education." After the address an informal reception was held, in which the delegates to theconference were given opportunity to become acquainted.The first business session of the conference washeld Saturday morning, March 22, in the lecturehall of the Carnegie Public Library, Professor H.W. Fisher, of the Pittsburg society, presiding.Miss Charlotte Elizabeth Wallace, librarian of theHazelwood Branch Carnegie Library, Pittsburg,was elected secretary. This session of the conference was devoted to the discussion of the relation of the University Extension movement to(a) the public library; (6) public school; (c) literary clubs; (d) local educational institutions.These topics were- presented by Mr. William M.Stevenson, librarian of the Carnegie Library,Allegheny, Pa.; Dr. Ida C. Bender, president ofthe Women Teachers' Association, Buffalo, N. Y.;Miss Beulah Kennard, of the Twentieth CenturyClub, Pittsburg, Pa.; and Professor J. M. Coleman, Geneva College, Beaver Falls, Pa. The object of this session was to ascertain, if possible,by conference and discussion the methods bywhich the most effective system of co-operationcould be established between these organizationsand institutions which have a common interest. Mr. Stevenson emphasized the service which theUniversity Extension movement has rendered inelevating the tastes of the reading public, and alsorecited briefly the service which the public librarycan render the movement in providing every possible encouragement to those who are disposed tobecome student members of the local Extensioncenters. Dr. Bender told of the organization andwork of the Buffalo Women Teachers' Association,adding that University Extension was one of theagencies through which the members of the association seek not only self-improvement, but toexert a broader educational influence upon thepublic.The paper of Miss Kennard, setting forth "TheRelation of the University Extension Movementto Literary Clubs," is published in full in thisissue. The points of contact between the University Extension movement and local educationalinstitutions set forth by Professor Coleman arediscussed at some length in another article in thisissue.Superintendent J. M. Sarver, of Canton, O.;Principal R. M. Sherrard, Allegheny, Pa.; President A. B. Church, of Buchtel College, Akron, O.,and Professor Charles Zueblin, of the Universityof Chicago, participated in the discussion of thesepapers.At the close of the forenoon session luncheonwas served to the delegates to the conference bythe Pittsburg Society in the Bellefield Presbyterian Church. This was a very pleasant feature ofthe conference.The second business session of the conferencewas held Saturday afternoon, March 22, in thelecture hall of the Carnegie Library, ProfessorNathaniel Butler presiding. In discussing "TheConstitution, Organization, and Function of theLocal Committee," Mr. E. E. Kierman,of the Pittsburg Society, emphasized the necessity of makingknown to the general public the object and scopeof University Extension work, which he describedas being broadly educational and democratic.He felt that it should not be confined to any126 UNIVERSITY RECORDparticular class. Associate Professor Raymond,of the University of Chicago, in a further presentation of this same subject, said that the localcommittee should not think its work done whenit has merely brought the lecturer and audiencetogether, but it should seek to organize reviewclasses and stimulate interest in the books recommended for reading. His chief plea, however,was for the comfort of the audience. He advisedthe establishment of a bureau of publicity to advertise the lecture courses and general purposesof the society. He touched upon the missionaryspirit of University Extension — its mission ofbringing culture to the uncultured. The discussion was concluded with the suggestion that eachsociety appoint a reception committee to greetthe members of the audience and to promote ageneral acquaintance and sociability among them.The question of "Publicity in Connection withthe Working of the University Extension Centers " was presented by Mr. Edgar G. Criswell,chairman of the Committee on Publicity for thePittsburg Society. Mr. Criswell touched upon thenecessity, and emphasized the advisability, ofmaking systematic use of the public press andother agencies for securing publicity. He addedthat he had always found the attitude of the pressmost cordial, and closed with an appeal to the lecturers to furnish outlines of their lectures which canbe made the basis of satisfactory newspaper reports.Dr. Kellogg, secretary of the Pittsburg society,added that if advertising is to be effective jt mustbe continuous and not spasmodic. Dr. H. A.Stanton, pastor of the Shady Avenue BaptistChurch, Pittsburg, proposed that at the beginningof a season large printed announcements outlining the prospective lecture courses be postedin the lobbies of the churches. He thought itprobable that space for publishing programmesmight be obtained in certain church bulletins.The "Intensive Side of University Extension"was presented by Assistant Professor Walter A.Payne, secretary of the University ExtensionDivision of the University of Chicago. He dwelt upon the influence which the unified efforts of thelecturer, committee, and librarian could exert ininducing reading and the preparation of papersto be read at the review class, and strongly urgedthe organization of study clubs and class-workunder the direction of the lecturer. He thoughtthat both the lecturer and committee would gaina more sympathetic comprehension of the work,and « that these several interests would best beserved by frequent conferences, and added thatthe possibilities of practical results following thedelivery of University Extension lectures werequite as dependent upon the co-operation andsupport of the local committee as upon the effortsput forth by the lecturer.The final summary of the points presented inthis session of the conference was made by Professor R. G. Moulton. As general advice in theorganization of University Extension committees,he stated that the organization should be elastic,democratic and non-sectarian. Its functions areto arrange programmes, select lecturers, providefor the comfort of the audience, encourage sociability, attend to advertising lecture courses, andto offer special encouragement to the establishment of review classes and to those who may beled to do some written work. He recommendedthat a subcommittee be formed within the generalcommittee to organize classes and develop thepurely educational side of the work of the center.Professor Moulton laid special stress upon theduty of the general committee to keep the idealof University Extension before the people — anideal which aims to bring education to all 'andfoster education throughout life.Though the attendance at the conference wasnot large, the interest aroused amounted at timesalmost to enthusiasm. Great satisfaction with theoutcome was expressed by the representatives ofthe local centers as will as by the representativesof the university. At the conclusion of the session a motion was unanimously carried " That thisconference adjourn to meet in another year, thetime to be fixed hereafter by correspondence withUNIVERSITY RECORD 127the secretary of the Lecture- study Departmentof the University of Chicago."Saturday evening the delegates to the conference and the citizens of Pittsburg enjoyed a lecture recital of "The Alcestis of Euripides," byProfessor Richard G. Moulton in the lecture hallof Carnegie Library. Representatives of theUniversity delivered addresses in the followingchurches Sunday: Calvary Episcopal Church,Fourth Avenue Baptist Church, Christ MethodistEpiscopal Church, First Unitarian Church, andShady Avenue Baptist Church.(Signed) Charlotte E. Wallace.Secretary.NEW LECTURERS.The work of the Lecture-Study Departmentduring the coming year will be materiallystrengthened by the addition to the staff of available lecturers of two men of wide experienceand acknowledged ability.WILLIAM HENRY HUDSON.Professor Wm. H. Hudson, lecturer for theLondon Society for the Extension of UniversityTeaching, has been appointed to a professoriallectureship in English Literature. ProfessorHudson was born in London in 1863, and froman early age has been engaged in journalism,literary and dramatic criticism. For a number ofyears he was private secretary and literary assistant to Herbert Spencer. One of the fruits of hisacquaintance and association with the great philosopher and scientist was the volume entitledIntroduction to the Philosophy of Herbert Spencer.In 1890 Mr. Hudson came to the UnitedStates on invitation of the Hon. Andrew D.White, at that time president of Cornell University. During the next two years he continuedhis literary work and acted as assistant librarianat Cornell. In 1892 he was elected professor ofEnglish Literature in the Leland Stanford Jr.University, which position he resigned in 1901 and returned to London, where he has since beendevoting his time to literary work and to lecturing under the auspices of the London Society forthe Extension of University Teaching.During his ten years spent in America, Professor Hudson established a reputation as a lecturer of marked ability and power. Based uponhis earlier success and the reports of his work inAmerica, he was at once engaged by the LondonSociety for the Extension of University Teaching,for which he has lectured with much acceptabilityduring the past year. As an evidence of theappreciation of his services by the English University Extension centers, we need only callattention to the fact that at the time when heresigned his position with the London" Society,April 1, to accept the invitation of the Universityof Chicago, his time for next year was almostwholly assigned to the London centers. Atthe time of this writing, August 1, he has buttwo dates remaining open for the AutumnQuarter.Professor Hudson is perhaps even more widelyknown as a scholar and author than as a lecturer.Among his literary works, excluding numerouscontributions to magazines, are :The Church and the Stage; Introduction to the Philosophy ofHerbert Spencer; Studies in Interpretation; Idle Hours ina library; The Study of English literature ; The Meaningand Value of Poetry; The Famous Old Missions of California; The life of Sir Walter Scott; The Sphinx and otherPoems; The Strange Adventures of fohn Smith (a novel)Rousseau and Naturalism in Thought and Morals (in preparation).He has also edited :The Vicar of Wakefield; The Roger de Coverley Papers;Bacon's Essays.Professor Hudson's courses of lectures are onShakespeare, Browning, Tennyson, Dickens andThackeray, English Women Novelists, and TheStudy of Literature.WILLIAM CRAIG WILCOX.The work of the Department of History will bematerially strengthened during the coming year128 UNIVERSITY RECORDby the lectures of Professor Wm. C. Wilcox, ofthe University of Iowa, who is available duringJanuary, February and March, 1903.Professor Wilcox was born in Pittsfield, Mass.,January 16, 1867. He prepared for college inthe high school at Batavia, N. Y., and graduatedin 1888 from the University of Rochester with thedegree of A.B. His Alma Mater conferred uponhim the degree of A.M. in 189 1. After four yearsspent in teaching in Mount Beacon MilitaryAcademy, Fiskhill, N. Y.; Mount Pleasant Military Academy, Sing Sing, N. Y., Mr. Wilcoxentered the University of Chicago in 1902 as agraduate student and fellow, and remained thereuntil 1894, when he was elected to the professorship of History in the University of Iowa.During the past eight years Professor Wilcoxhas lectured with much success in a large numberof University Extension centers. The followingfrom the Cedar Rapids Republican will show theappreciation in which he is held in a city inwhich he lectured during four consecutive seasons :Professor Wilcox is so well and so favorably known tothe literary people of Cedar Rapids, having delivered acourse of lectures for three consecutive winters and unanimously called back by the council for the fourth season, thatit would be difficult to say anything in his praise that wouldadd to the very high estimation in which he is held by thepeople. He is known to have a brilliant mind, with themost remarkable powers of both analysis and generalization in his chosen specialty — History.Centers desiring to secure Professor Wilcoxwill bear in mind that he is available after January1 only.AMERICAN SOCIETY FOR THE EXTENSION OF UNIVERSITY TEACHING.Under the direction of the American Societyfor the Extension of University Teaching, organized in Philadelphia in 1 891, a work has been per*formed which has exerted a tremendous influenceon popular education throughout the country.This influence has necessarily been more marked in the centers of population in New Jersey, Maryland, Pennsylvania, and southern New York, butit has, nevertheless, been unmistakably felt inevery section of the country. Following the example of this independent organization, leadingcolleges and universities East and West, eventhough not undertaking the direct managementof the work at local centers for the extension ofuniversity teaching, have begun to perform moresatisfactorily the duties which they owe to thepublic, apart from giving instruction to a limitednumber of students.During the year 1901, the society conductedeighty-four courses of lectures in sixty-four different centers. The total number of lecturesdelivered was 480, while the aggregate of averageattendance at lectures was 22,115. A summaryof the work of the society since its organizationshows that there have been delivered in the periodof twelve years 1,133 courses, with 6,660 lecturesand an aggregate of average attendance at lectures of 227,592.In rendering the report for the past year, special attention is called to the fact that of the totaleighty-four courses, forty-one were given in co-operation with other organizations ; among them,Johns Hopkins University, Notre Dame of Maryland, Brooklyn Institute, the Board of Educationof New York city, the People's Institute of NewYork, and many clubs and educational organizations in Philadelphia and in other cities.Among the lecturers who were frequently calledupon for the delivery of courses under theauspices of the American society during the pastyear were professors Frederick H. Sykes, EdwardH. Griggs, and Thomas W. Surette. Six courseswere also given by Professor Richard G. Moultonof the University of Chicago, during the periodof his leave of absence from the University, February 15 to April 1.The directors of the society appear to havegood reason for the hopeful attitude which theyassume in planning future work.UNIVERSITY RECORD 129REPORTS FROM FOREIGN FIELDS.THE UNIVERSITY EXENSION SOCIETY, CAMBRIDGE, ENGLAND.The latest report of the Lectures Syndicate ofthe University of Cambridge which has beenreceived at this office deals with the Session1 900-1. The following extract from the reportgives a brief statistical summary of the work forthe year :The number of courses delivered in the Session 1 900-1was 102. Of these, 25 were on scientific subjects, 35 onhistory subjects, 29 on literary subjects, and 13 on subjectsin the Department of Art and Architecture. The totalnumber of lectures was 991, while the total of averageattendances was slightly in advance of the preceding session ; viz., 9,597 as against 9,505. The number of personsattending the classes and doing weekly papers were alsolarger ; viz., 2,842 as against 2,485, and 1,240 as against1,001.The syndicate calls attention to the increasing educational significance of the work shown by the larger numberof sessional courses (24 lectures) and the increased numberof certificates awarded to individual students. In someinstances, special recognition has been accorded the holdersof sessional certificates by the board of education.Perhaps the most important feature of thereport is that which deals with the work of theUniversity Extension Colleges at Exeter and Colchester, and the extent to which the syndicatehas been able to co-operate with local institutionslocated within the sphere of its influence. Thesyndicate has adopted special regulations whichare designed to be of service, in particular, to theauthorities of local institutions who desire toobtain university help and guidance in framingand carrying on suitable courses of study foradult students. A growing need for the broadening influence of work in the Humanities is felt inthe technical institutes, and it is believed that inno other way can this need be so satisfactorilysupplied as by the University Extension lectures.In this connection attention is called to theextract from the report of the Syndicate quotedin the article on "University Extension andLocal Institutions" (p. 121).Since this report was issued Dr. R. D. Roberts,secretary of the Cambridge Syndicate, and to whom the success of its work is without doubtmore largely due than to any other single individual, has been elected by the Senate of theUniversity of London to the position of registrarfor the Board to Promote the Extension of University Teaching. Dr. Roberts has accepted theposition, thus severing his connection with theCambridge Syndicate. His loss must inevitablybe felt by the Cambridge centers. Dr. Roberts'years of faithful service have resulted in the organization of the work on such lines that his successor will doubtless be able to continue it withoutserious hindrance.THE OXFORD DELEGACY FOR THE EXTENSION OF UNIVERSITYTEACHING.The report of the Oxford Delegacy for theExtension of Teaching beyond the Limits of theUniversity, 1 900-1, shows a most gratifying increase in this work. The statistical results arebriefly summarized in the following paragraph:The delegates are able to report that the lecture work hasnot only been maintained at the high level of recent years,but in many directions shows remarkable signs of expansionand development. During the past session no less than1,828 lectures, arranged in 177 courses, were delivered in128 different centers. Fifty-five courses were given onhistory, 51 on literature, 32 on natural science, 14 on economics and political science, 12 on art and architecture, 5on moral philosophy, 2 on geography, and 6 on other subjects. The average number of students in regular attendance was 17,785. .... The number of courses shows anincrease of 8 as compared with last year ; the number oflectures an increase of 193. The subjoined table shows theremarkable development of the work during the last sixyears ; the "courses delivered" having increased by 50, thenumber of centers by 25, and the number of lectures by noless than 824.Years - - 1895-6 1896-7 1897-8 1898-9 1 899-1 900 1900-1No. of coursesdelivered 127 146 i45 iS5 169 177No. of centers inactive work. .. 103 104 108 119 128 128No. of lectures . . 1,004 1,086 1,092 1*231 1,635 1,828Average attendance ... .... 18,387 18,263 18,242 18,090 18,981 x7,785Attention is called to the gratifying increase inthe number of students applying for examination ;130 UNIVERSITY RECORDalso to the growing number who satisfactorilymeet the requirements of the examiners.Reading College, perhaps the ripest fruit ofthe Extension work of the Oxford Delegacy, isreported as having made marked advance duringthe year. An evidence of the growing importanceof this work is found in the fact that in the examination conducted by the delegacy, 44 studentsobtained the higher certificate of systematicstudy. No candidate is qualified for this certificate except "by attendance at not less than 96lectures and classes, 72 of which must be on subjects comprised in the 'arts course/ and 24 onsubjects in the science course, or vice versa. Thiscertificate represents, therefore, a highly organized curriculum, and rigorous adherence to it."An important action of the delegacy is foundin its approval of the formation of a new association among its centers to be known as the LocalCenters Union, the duties of which briefly statedare as follows : 1. To draw the scattered centersthroughout England into closer relations inter se.2. To subdivide the country into territorial districts, each with its own district secretary andwith a district organization, working in conjunction with (a) the individual centers, (b) the federal union, (c) the delegacy itself.The hope is expressed that within a short timea University Extension College, similar to thoseestablished at Reading by the University of Oxford, and at Exeter and Colchester by the University of Cambridge, may be developed in NorthStaffordshire, and in accordance with this hope, asuperintending-lecturer was appointed for thepurpose of giving greater cohesion to the workof the district. We shall await with interest theoutcome of this action.THE LONDON SOCIETY.The following brief extract from the report ofthe London Society for the Extension of University Teaching will be of interest to our readers :In all important respects better results were obtainedthan in any session since the formation of the society in 1876. The total number of courses arranged was 1.91,which far exceeds the number in any previous year ; morethan 70 per cent, of these were in regular sequence throughout the session. The following comparison shows theadvance which has been made :Session. Number of Entries of CertificatesCourses. Students. Awarded.1899-1900 162 12,141 1,5441900-1 191 13,698 1,9^1The London Society joins the similar bodiesof Cambridge and Oxford in expressing its gratification at the increasing number of courses oflectures on the Humanities delivered in polytechnic institutes. During the year 1 900-1no fewer than fifty courses were delivered onhistory, literature, education, geography, andeconomics in polytechnics and technical institutes in the city of London. These courses wereattended by more than 3,000 people.The London Society, until now an independent organization, has become an integral part of thenew University of London. We have elsewherecalled attention to the election of Dr. R. D. Robertsto the position of registrar for the Board to Promote the Extension of University Teaching. Thisaction marks a most important step in the development of University Extension work in the cityof London. Dr. Roberts will without doubt riseto the opportunity for the further progress of awork in the development of which he has been acentral figure.VICTORIA UNIVERSITY, MANCHESTER, ENGLAND.The report of the University Extension Committee of the Victoria University indicates a substantial advance in its work during the past twoyears. The number of courses delivered hasgradually risen from 53 in 18 99-1 900 to 70 in1 90 1-2. The Victoria committee places specialemphasis on the distinctively educational significance of its work. Students' clubs are organized,the class-work is made prominent and examinations are regularly held in the different centers.As a result, the last annual report of the secretary,Mr. ]: P. Hartog, shows that 925 students wereexamined, 742 of whom had attended courses ofUNIVERSITY RECORD 13124 lectures, as against 763 in 1 900-1, of whom681 had attended courses of 24 lectures.To co-operate with the Victoria University inthe advancement of the University Extensionwork in and about Liverpool, the Society for University Extension in Liverpool and District wasorganized two years ago. The last annual reportof the society, of which Mr. Norman Wyld, formerly docent in Biology in The University ofChicago, is secretary, indicates a very satisfactorydegree of progress. A practical suggestion contained in this report will not be without interestto the officers of the local centers in this country :A basis for continuous operations may be secured by theformation of associations in the various centers, membershipin which involves the promise of a subscription for a term ofyears and entitles the subscriber to a ticket for each courseat a reduced rate. And further, in the matter of local finance,it cannot be too strongly emphasized that success dependsupon the formation of large general committees, the members of which make personal efforts to interest their acquaintances in the work of the center. Wherever this plan isfollowed success is practically certain, whereas if reliance isplaced upon mere ordinary advertising in the press andelsewhere failure is almost equally certain.THE LECTURE-STUDY DEPARTMENT.Report for the Year Ending June 30, 1902.The reports which have been received from thecenters in which the work is being carried on indicate that during the past year it has been maintained at a very high level of efficiency. Anexamination of the statistical tables following thisreport appears to justify the same conclusion.During the year 190 courses of six lectures eachhave been delivered as compared with 139 of thepreceding year and a maximum of 141 in anyother year in the history of the department. Thenumber of centers has likewise increased fromno in 1 900- 1 to 140 in the year covered by thisreport. The average attendance for this year,35,922, likewise marks a distinct advance over anypreceding season. The departments of Sociologyand Anthropology, English Language and Litera'-ture, and History continue to lead with 66, 40 and 30 courses respectively, while the Department ofBiblical Literature in English follows closely withwith 28 courses. In the work of the past tenyears, with but two exceptions, 1898-9 and thepresent season, the Department of English Language and Literature has led in the total numberof courses delivered, and it still leads in the totalfor the period with 367 courses as compared with327 in the Department of Sociology and Anthropology.Some disappointment has been expressedfrom time to time that a larger number ofcourses have not been given in science. Thepartial explanation of this is to be found in thes fact that the majority of the branches of sciencecan be studied with profit and satisfaction inthe laboratory only. In so far as the lecturer isable to convert his lecture room into a laboratoryand conduct his experiments and demonstrations before the audience, his subject is adaptedto the University Extension method of teaching.During the past ten years the department hasoffered a number of courses in Geology, Botany,Astronomy, and Zoology, and the centers havealmost without exception testified to the rarevalue and merit of these lectures. It is hopedthat another year may show a considerable expansion in this department of University Extension work.Of the 190 courses delivered during the year,62 were given in Illinois (28 in Chicago and 34in the state outside of Chicago). Ohio comessecond with 32 courses, and Iowa third with 23courses. The total number of states in whichcourses were delivered is fifteen.The increasing amount of attention being givento the strictly educational side of the work byconscientious lecturers and committees is a matter for congratulation. Doubt has been expressedat times that much systematic study can be secured from the members of University Extensionaudiences. The experience of lecturers who havenot failed to emphasize at every opportunity theimportance of systematic reading and study132 UNIVERSITY RECORDas an aid to a full appreciation of the lectures,when supplemented by the supervision and management of an efficient committee, would indicate that this is a particular feature of the workin which we may expect great advance in subsequent years. In one center, no fewer than 75papers were prepared each fortnight ; in another60, in still another 15.Another evidence of the growing appreciationof this work is found in the increased demandfor books supplied by the traveling libraries.During the year covered by this report, 88 traveling libraries containing 3,877 volumes, were sentto the different centers as compared with 44libraries of 1,965 volumes in the preceding year.j A year ago attention was called to the provisionwhich the university had made whereby studentscould continue under the direction of the lecturer work begun in the course of six lectures andsecure credit for the same on the books of theUniversity. Though a number of students tookadvantage, of this opportunity during the pastyear, it is believed that many more will do sowhen they fully understand the significance ofthe present regulation.It is believed that more people who attend the lecture-study courses are prepared to do some thorough and systematic work than is thus far indicated by definite results.What is done will depend quite largely upon the attitude of the lecturer and the local committee. If the lecturer feelsthat when he has lectured to his audience for an hour andlater given its members an opportunity to ask questions, hehas done his whole duty, little else than a lecture course, pureand simple, may be expected. If, on the contrary, he realizes that he has before him people who may by his efforts bestimulated to thoughtful study of the subject under consideration, if he assumes the attitude of the teacher, anxious tosecure to each of his auditors the greatest possible good,the results will be quite different. The libraries will bemore generally used, the students' clubs will be larger andmore active, the number doing written work will increase,and University Extension will accordingly be placed upon a.sounder and firmer basis.That these results may be. secured, it is necessary that the university and the lecturer have thehearty co-operation of efficient local committees.Provision must be made whereby the travelinglibrary will be utilized. The committee must beactive in its effort to organize students' clubs andto increase the membership of the local organizations doing co-ordinate work. As increased emphasis is placed upon the educational significanceof each of these courses to the individuals whomay hear them, and to the communities in whichthey are delivered, we will note a gratifyinggrowth in the number of twelve-lecture coursesdelivered. In this connection, it . is interestingto know that there were 16 courses of 12 lectureseach delivered, as compared with 8 as a maximum number of any preceding year.UNIVERSITY RECORD 133CONSPECTUS OF THE CENTERS AND SUMMARIES OF THE WORK OF THE LECTURE-STUDY DEPARTMENT,1892, WITH COMPARATIVE TABLES, 1892-1902.Center. No. ofCour. atCenters. Date of Beginning. Av. Lee.Attend .I Nov; 7, 1901 48I Oct. 30, 1901 625I Oct. 24, 1901 90I [Mch. 13, 1902 1002 Oct. 14, 1901 l8l2 Oct. 12, 1901 983 Jan. 7, 1902 75I Oct. 18, 1901 752 Mch. 7, 1902 2003 Jan. 8, 1902 1009 Jan. 30, 1902 1752 Jan. 14, 1902 2008 Jan. 13, 1902 85I Oct. 18, 1901 1252 Jan. 9, 1902 3506 Sept. 30, 1901 5075 Oct. 1, 1901 2004 Sept. 30, 1901 1782 Jan. 15, 1902 1042 Oct. 2, 1 90 1 3509 Jan. 9, 1902 24510 Mch. 6, 1902 446 Oct. 6, 190,1 ?507 . Feb. 2, .1902 . 400i Mch. 1, 1962 . 2014 Oct. 7, 1901 20010 Mch. 3, 1902 . 25i Feb. 21, 1902 1504 Jan. 17, 1902 75i Nov. 15, 1901 1502 Oct. 10, 1901 996 Oct. 7, 1901 3508 Oct. 4, 1901 75i Nov. 15, 1 90 1 1 002 Jan. 10, 1902 1003 Feb. 21, 1902 1004 April 4, 1902 100I Nov. 2, 1901 1762 Jan. 7, 1902 753 Feb. 18, 1902 754 April 1, 1902 40I Nov. ,11, 1901 1732 Jan. 6, 1902 2243 Feb. 17, 1902 1854 Mch. 31, 1902 1183 Oct. 2, 1901 1005 Oct. 15, 1901 2002 Jan. 27, 1902 150I Jan. 29, 1902 100I Feb. 9, 1902 600I Jan. 23, 1902 1002 Jan. 29, 1902 17513 Oct. 9, 1901 392M Jan. 17, 1902 i«32 Oct. 14, 1901 40 AverageClassAttend.Aiken, S. C. Akron, O Algona, la Alhambra, Calif Allegheny, Pa Alton, 111 Alton, 111 Anderson, S. C Athens, Ga Athens, Ga Bay City, Mich Bloomington, 111 Blue Island, 111 Braddock, Pa Buffalo, N. Y Canton, 111 Canton, O Cedar Rapids, la Centralia, 111 Charleston, 111 Chicago, III.:Art Institute Art Institute Edgewater. . Hull House Hyde Park, Y.M.C.A.Kenwood Evang. Ch.xKindergarten Col. . .Monroe St. Church . .Rogers Park Univ. Cong. Church. .West End Club ZY. M. C. A *Y. M. C. A Chicago, U. L. A. :Lewis Institute Lewis Institute Lewis Institute Lewis Institute New England ChurchNew England ChurchNew England ChurchNew England ChurchSouth Cong. Church.South Cong. Church.South Cong. Church.South Cong. Church.Cincinnati, O Cincinnati, O Cincinnati, O Cincinnati, O Cincinnati, O Claremont, Calif Cleveland, O Clinton, la Clinton, la Columbia, S. C Thomas P. Bailey, Levels of Character in ShakespeareJerome H. Raymond, European Capitals J. G. C. Troop, Great Novelists Thomas P. Bailey, Levels, of Character in ShakespeareJerome H. Raymond, European Capitals Edwin E. Sparks, Men Who Made the Nation, Part I. .Ira W. Howerth, Social Evils and Proposed Remedies.Thomas P. Bailey, Levels of Character in ShakespeareS. H, Clark, Spiritual Element in Tragedy Charles Young, Book Studies in the New Testament . .J. G. C. Troop, Great Novelists , Edwin E. Sparks, Men Who Made the Nation, Part I...George E. Vincent, Public Opinion . . . . .Jerome H. Raymond, European Capitals Charles Zueblin, Art and Life Edwin E. Sparks, Men Who Made the Nation, Part II.R. G. Moulton, Reading as a Means of Biblical Study.Charles Zueblin, Elements and Structure of Society. . . ,Edwin E. Sparks, Men Who Made the Nation, Part I. ,Edwin E. Sparks, Men Who Made the Nation, Part II .James H. Breasted, Egyptian Art Alfred M. Brooks, The Art of Engraving ,Herbert L. Willett, Biblical Characters Jerome H. Raymond, European Capitals ,Herbert L. Willett, Beginnings of Christianity Herbert L. Willett, Studies in Wisdom Literature John M. Coulter, Plants in their Environment Herbert L. Willett, Early Old Testament History Francis W. Shepardson, Studies in American Progress. .N. I. Rubinkam, Music Dramas of Richard Wagner. . . .Edwin E. Sparks, Men Who Made the Nation, Part II .Herbert L. Willett, Apocalyptic Literature Herbert L. Willett, New Testament Book-Studies. .... .George E. Vincent, Public Opinion John M. Coulter, Organic Evolution Frederick Starr, Native Races of North America Jenkin Lloyd Jones, Prophets of Modern LiteratureJ. H. Breasted, History and Civilization of Egypt Albion W. Small, Problems of Democracy Herbert L. Willett, Beginnings of Christianity S. H. Clark, Spiritual Element in Tragedy Lorado Taft, Ancient Sculpture R. D. Salisbury, Outline History of the Earth N. I. Rubinkam, Music Dramas of Richard Wagner . . .Nathaniel Butler, English Literature R. G. Moulton, Literary Criticism N. I. Rubinkam, Music Dramas of Richard Wagner. . . .Ira W. Howerth,2 Modern Social Problems N. I. Rubinkam, Music Dramas of Richard Wagner Herbert L. Willett, Beginnings of Christianity Thomas P. Bailey, Levels of Character in Shakespeare .Ira W. Howerth,* Modern Social Problems Edwin E. Sparks, Men Who Made the Nation, Part II .Charles Zueblin, American Municipal Progress Thomas P. Bailey, Levels of Character in Shakespeare .1 A course of twelve lectures. 2 Six lectures of this course were given by Dr. Howerth : six by individual lecturers.134 UNIVERSITY RECORDCenter. Lecturer and Subject. No. of Av. Lee.Cour. at Date of Beginning. AttendCenters. ance.2 Oct. io, 1901 1353 Oct. 10, 1901 3572 Jan. 28, 1902 3343 Mch. 10, 1902 150I Mch. 23, 1902 35014 Oct. 26, 1 90 1 25014 Oct. 11, 1901 20015 Jan. 10, 1902 2255 Oct. 4, 1901 852 Oct. 9, 1 90 1 2752 Feb. 6, 1902 2005 Jan. 11, 1902 752 Jan. 30, 1902 1809 Oct. 3, 1901 1923 Oct. 11, 1901 1823 Nov, 12, 1 90 1 702 Oct. 18, 1901 200I Oct. 23, 1901 150I Nov. 1, 1901 1004 Feb. 20, 1902 7503 Oct. 9, 1 90 1 15010 Jan. 8, 1902 2002 Oct. 1, 1901 100I Feb. 20, 1902 1256 Mch. 26, 1902 3004 Oct. 7, 1901 3iI May 5, 19.01 2505 Nov. 18, 1 901 1056 Feb. 5, 1902 I 956 Jan. 3, 1902 1502 Jan. 6, 1902 295I May 12, 1902 35o2 Mch. 20, 1902 300I Oct. 2, 1901 200I Oct. 8, 1 90 1 942 Jan. 7, 1902 15015 Jan. 31, 1902 1304 Oct. 7, 1901 1502 Jan. 13, 1902 30021 Oct. 29, 1 90 1 16522 Jan. 21, 1902 1976 Jan. 16, 1902 140I Feb. 2, 1902 1000I Oct. 8, 1901 693 Jan. 21, 1902 1004 Oct. 29, 1 90 1 173I Mch. 7, 1902 75i Jan. 20, 1902 2302 Jan. 24, 1902 200I Oct. 8, 1901 300I Oct. 15, 1901 605 Jan. 10, 1902 140i Oct. 1, 1901 1502 Jan. 20, 1902 1002 Oct. 7, 1 90 1 1604 Oct. 1, 1901 15019 Oct. 11, 1901 10020 Oct. 4, 1 90 1 22921 Jan. 8, 1902 20022 Feb. 26, 1902 225 AverageClassAttend.Columbus, O. Columbus, O. xColumbus, O Columbus, Ga. Dallas, Tex Davenport, la Dayton, O Dayton, O Decatur, 111 Delaware, O Des Moines, la Detroit, Mich. 'Detroit, Mich xDubuque, la *East St. Louis, 111 East Chicago, Ind 'Elwood, Ind Emmettsburg, la Estherville, la Evanston, 111 Findlay, O Flint, Mich Fort Dodge, la. . . . Frankfort, Ind xGalveston, Tex Geneseo, 111 Grinnell, la Hammond, Ind Hammond, Ind Highland Park, 111 Hillsboro,0 Hiram, O Houston, Tex Htxmboldt, la Independence, la Indiana, Pa. Indianapolis, Ind Jackson, Mich Jacksonville, 111 Joliet,Ill Joliet,Ill Kankakee, 111 Kansas City, Mo. Kewanee, 111 Kokomo, Ind Lima, O Long Beach, Calif Los Angeles, Calif Los Angeles, Calif Maquoketa, la Marion, S. C Marshall, Mich Marshall town, la Marshalltown, la Mason City, la Mattoon, 111 Milwaukee, Wis :College End. Ass'n. . .College End. Ass'n. . .College End. Ass'n. . .College End. Ass'n. . . R. G. Moulton, Ancient Tragedies R. G. Moulton, Reading as a Means of Biblical Study . .Ira W, Howerth,2 Modern Social Problems S. H. Clark,-Spiritual Element in Tragedy S. H. Clark, Spiritual Element in Tragedy Charles Zueblin, Art and Life R. G. Moulton, Stories as a Mode of Thinking. Jerome H. Raymond, European Capitals Edwin E. Sparks, Men Who Made the Nation, Part II . .R. G. Moulton, Stories as a Mode of Thinking Herbert L. Willett, History of Prophecy. Edwin E. Sparks, Men Who Made the Nation, Part II . .Ira W. Howerth,2 Modern Social Problems Charles Zueblin, Elements and Structure of Society Edwin E. Sparks, Men Who Made the Nation George E. Fellows, Nation Making in 19th Century J. G. C. Troop, Great Prose Writers J. G. C. Troop, Great Novelists Ira W. Howerth, The Social Question Herbert L. Willett, The Life of Christ Charles Zueblin, Art and Life Edwin E. Sparks, Men Who Made the Nation, Part II. .Ira W. Howerth, The Social Question .....'.. J. G. C. ^roop, Great Novelists S. H. Clark, Spiritual Element in Tragedy e Ira W. Howerth, The Social Question Herbert L. Willett, The Life of Christ George E. Fellows, Nation Making in 19th Century Jerome H. Raymond, European Capitals Edwin E. Sparks, Men Who Made the Nation, Part II. .Edwin E. Sparks, Men Who Made the Nation,. Part I. . .Herbert L. Willett, History of Prophecy S. H. Clark, Spiritual Element in Tragedy Ira W. Howerth, The Social Question J. G. C. Troop, Great Novelists Charles Zueblin. Elements and Structure of Society Ira W. Howerth,2 Modern Social Problems Charles Zueblin, American Municipal Progress Edwin E. Sparks, Men Who Made the Nation, Part I. . .Nathaniel Butler, American Literature Frederick Starr, Mexico and the Mexicans Charles Zueblin, Work and Wealth Herbert L. Willett, Beginnings of Christianity Ira W. Howerth, The Social Question J. G. C. Troop, Great Novelists George E. Fellows, Close of the Century Thomas P. Bailey, Levels of Character in Shakespere. . .Thomas P. Bailey, Levels of Character in Shakespere. . .Thomas P. Bailey, The Kindergarten Child Edwin E. Sparks, Men Who Made the Nation, Part I. . .Thomas P. Bailey, Levels of Character in Shakespere . . .Edwin E. Sparks, Men Who Made the Nation, Part I. . .Charles Zueblin, Art and Life Jerome H. Raymond, European Capitals J. G. C. Troop, Great Novelists Edwin E. Sparks, Men Who Made the Nation, Part II. .George C. Howland, Classic Italian Writers Herbert L. Willett, Master Writers of Biblical LiteratureFrederick Starr, Early Man in Europe Herbert L. Willett, Biblical Apocalypses 1 A course of twelve lectures. 2 Six lectures of this course were given by Dr. Howerth; six by individual lecturers.UNIVERSITY RECORD 135Center.xMilwaukee (cont.) . . .Minneapolis, Minn Minneapolis, Minn Moline, 111 New Brighton, Pa New Harmony, Ind . . .Niles, Mich Oak Park, 111 Oshkosh, Wis Oskaloosa, la Ottawa, 111 Ottumwa, la Paris, 111 Pasadena, Calif Peoria, 111 Peoria, 111 Peru, Ind Pittsburg, Pa.:Univ. Extension SocUniv. Extension SocArt Society Hazelwood Mt. Washington ....20th Century Club . .Wylie Ave Pomona, Calif Princeton, 111 Redlands, Calif Richmond, Ind Richmond, Ind Riverside, Calif Rochelle, 111 Saginaw, E. S., Mich. .Sandusky, O Santa Ana, Calif Santa Ana, Calif South Bend, Ind Springfield, 111 Springfield, 111 Spencer, la St. Johns, Mich St. Paul, Minn Sterling, 111 Storm Lake, la Sycamore, 111 Sycamore, 111 Tiffin, O Tiffin, O Toledo, O Toledo, O Toledo, O sTonawanda, N. Y Topeka, Kan Urbana, O Waterloo, la Watseka, 111 Xenia, O Xenia, O ^oungstown, O Lecturer and Subject.Ira W. Howerth,2 Modern Social Problems George E. Vincent, Public Opinion. George E. Vincent, Social Utopias Charles Zueblin, Art and Life Jerome H. Raymond, Six Social Philosophers Jenkin Lloyd Jones, Prophets of Modern Literature Jerome H. Raymond, European Capitals William R. Harper, History of Old Testament Prophecy.Herbert L. Willett, Studies in Wisdom Literature Ira W. Howerth, The Social Question Edwin E. Sparks, Men who Made the Nation, Part II. . .Jerome H. Raymond, European Capitals Edwin E. Sparks, Men who Made the Nation, Part II . . .Thomas P. Bailey, Levels of Character in Shakespere. . .Nathaniel Butler, English Literature Albion W. Small, Problems of Democracy W. M. R. French, Painting and Sculpture R. G. Moulton, Stories as a Mode of Thinking. Charles Zueblin, American Municipal Progress Charles Zueblin, Art and Life Jerome H. Raymond, European Capitals : .Jerome H. Raymond, European Capitals R. G. Moulton Masterpieces of Biblical Literature Jerome H. Raymond, European Capitals Thomas P. Bailey, Social Character and its Evolution . . .S. H. Clark, Poetry as a Fine Art Thomas P. Bailey, Levels of Character in Shakespeare . .R. G. Moulton, Shakespeare's Tragedies Charles Zueblin, Art and Life Thomas P. Bailey, Levels of Character in Shakespeare . .Nathaniel Butler, American Literature J. G. C. Troop, Great Novelists R. G. Moulton, Shakespeare's Tragedies Thomas P. Bailey, Levels of Character in Shakespeare . .Thomas P. Bailey, The Kindergarten Child Herbert L. Willett, The Life of Christ Edwin E. Sparks, American History in Amer. LiteratureWallace W. Atwood, Physiography .* Ira W. Howerth, Social Evils and Proposed Remedies . .Edwin E. Sparks, Men who Made the Nation, Part II. . .Charles Zueblin, American Municipal Progress Edwin E. Sparks, Men who Made the Nation, Part II. . .J. G. C. Troop, Great Novelists Nathaniel Butler, American Literature Nathaniel Butler, American Literature Charles Zueblin, Art and Life Charles Zueblin, American Municipal Progress Charles Zueblin, Art and Life Edwin E. Sparks, Men who Made the Nation, Part II.. .Jenkin Lloyd Jones, Prophets of Modern Literature Herbert L. Willett, Beginnings of Christianity Herbert L. Willett, History of Prophecy George E. Fellows, Nation-Making in 19th Century Ira W. Howerth, The Social Question J. G. C. Troop, Great Novelists George E. Fellows, Nation-Making in 19th Century Charles Zueblin, British Municipal Life Jerome H. Raymond, European Capitals No. ofCour. atCenters.2121312II31011117321011311121113114278141221212131412491453478951121122 Date of Beginning.Feb. 1Oct. 12Oct. 13Oct.Oct. I7;May 21Jan. 9Oct. 11Oct. 17,Oct. 1 1Oct. io;Jan. 21Oct. 3!Mch. 3,Oct. 7Jan. 10,Oct. 11Sept. 30,Jan.Jan.Nov. 18,Jan. 18Oct. I5;Jan. 14,Jan. 23,Oct. 14,Jan. 15Oct. 8Jan. 15.Mch. 4Oct. 2,Jan. 29,Oct. 2;Jan. 21Jan. 21Feb. 17Oct. 15Nov. 9,Nov. 14.Jan. 9,Oct.Oct.Nov.Oct.Oct.Oct. 10.Jan. 13Oct. 8Jan. 7April 1Jan. 9,April 1Nov. 14,Sept. 30.Nov. 25,Oct. 4,Jan. 14Oct. 22 1902190119011901190119021902190119011901190119021901190219011902190119011902190219011902190119021902190119021901190219021901190219011902190219021901190119011902190119011901190119011901190219011902190219021902190119011901190119021901 Av. Lee.Attend- AverageClassAttend.1 A course of twelve lectures. 2 Six lectures of this course were given by Dr. Howerth ; six by individual lecturers.3 A course of eighteen lectures.136 UNIVERSITY RECORDGENERAL SUMMARIES, 1901-1902.CENTERS AND COURSES. ATTENDANCE.Number of centers active during the Autumn Quarter 81 Average attendance at each lecture - - - 189Number of courses in progress - 88 Average attendance at each class - 106Number of centers active during the Winter Quarter 77 Total attendance at lectures (190 courses) - - 35,922Number of courses in progress ... - 93 Total attendance at classes (155) - - - 16,433Number of centers active during the Spring Quarter 9Number of courses in progress .... 9 LECTURERSNUMBER OF COURSES BY STATES. ™ ,_ ¦ * , ,, . 'Illinois - 62 Number of lecturers engaged during the year - 27In Chicago 28Outside Chicago - - - - - 34 number of lecture-study courses given by eachOhio 32 lecturer, 1 901-1902.Iowa - - - - - - - - - 23 W. W. Atwood - - 1 N. I. Rubinkam - 4Indiana - x3 T. P. Bailey - - 15 R. D. Salisbury - - 1Pennsylvania - - - - - - - - I2 J. H. Breasted - - 2 F. W. Shepardson - 1California -------- 11 A.M.Brooks - - 1 A. W. Small - - 2Michigan 10 Nathaniel Butler - - 6 E. E. Sparks - - 24Wisconsin 7 S. H. Clark - - 8 Frederick Starr - - 3New York - 4 J. M. Coulter - - 3 Lorado Taft - - 1South Carolina 4 G. E. Fellows - - 5 J. G. C. Troop - - 12Texas 4 W. M. R. French - - 1 G. E. Vincent - - 4Georgia -------- 3 Wm R Harper - 1 H. L. Willett - - 23Minnesota -------- 3 G. C. Howland - - I Charles Young - 1Kansas - - -._.._ 1 I. W. Howerth - - 15 Charles Zueblin - - 20Missouri - 1 Jenkin Lloyd Jones - 3 Individual lectures - 6190 R. G. Moulton - - 10 Total number of states represented- - - 15 J. H. Raymond 16 190TABLE A.instruction and attendance by quarters in the lecture-study department, 1901-1902.Centers. Instruction. Attendance.Si"rSO ?s'JMt 1 30 J- 4;(J tXD S w> a 3<Autumn, 1901 Winter, 1902 Spring, 1902 Year 1901-2 89414 211229 52597 81799140 1918527 88939190 5532188 I5,46i18,8311,63035,922 6,9548,69078916,433TABLE B.INSTRUCTION AND ATTENDANCE BY DEPARTMENTS IN THE LECTURE-STUDY DEPARTMENT, I9OI-I902.Department. Instruction.Lecturers. Courses given. New syllabipublished. AttendanceLectures. Class.Sociology amd Anthropology English Language and Literature History Biblical Literature in English Philosophy and Pedagogy Botany Art Geology Semitic Languages and Literatures Romance Languages and Literatures Totals 27 664030281533221190 13 n,3948,0305,9247,3961,83815029537442110035,922 4,1522,1974,4873,6701,44325402181762516,433UNIVERSITY RECORD 137TABLE C.STATISTICAL REPORT OF THE LECTURE-STUDY WORK OF THE EXTENSION DIVISION OF THE UNIVERSITY OF CHICAGO,1892-I902.Quarter. U S o£<!t$ 0 2 S3*3S -<U O 4)> O Ot V 0,* dp3~11.01+ 716.92 — 378.01 — 298.89 — 418.90+ 568.91 — 498.06 -f 257.86+ 217-58 228.14+ 281892-3. Autumn . . .Winter . . .Spring Totals ..1893-4. Autumn...Winter Spring . . .Totals . .1894-5. Autumn . .WinterSpringTotals . ,1895-6. Autumn . . ,x Winter . . .Spring Totals .1896-7. Autumn...Winter SpringTotals . ,1897-8. Autumn . .Winter Spring....Totals .1898-9. Autumn ..Winter SpringTotals1899-00. Summer . .Autumn .Winter . .Spring . . .Totals .1 900- 1. Autumn..Winter . . .Spring . . .Totals .1 90 1-2. Autumn .Winter . . ,Spring . . ,Totals 31522-6733359—72624810—95614i4—8155616—957i532—954612—9250612—9746648—no81779— 140-92-93 39832—12436449-896552n—12872464— 12264716—14179602—14157662—125255673— 12755759—13988939— 190 n202— 2117164—1718173—2324182—3023215—2917222—2917182—25114152— 2215152— 2219185—27 10,07016,443215 25,1297,059i,875-26,728-14,06311,9689,7242,065 214,9809,6i5750-23,757-25,345n,392i6,759i,i93 216,88812,990437 310,83713,866290 255011,09117,488264-29,344-30,315-24,993-29,693u,53318,7142,56015,46118,8311,630-32,807 3,8388,21730 12,8804,2241,305-12,0858,2258,1641,386 17,8554,005500 17,3329,600450 -!6,3384,785372 ]4,7314,294-8,409-17,775-12,360-17,382-n,495-9,0254,8057,92350 13,3084,797-12,878-35,922 6,9548,690789-8,105-i6,433 3717151513 16 14Total number of courses delivered - 1,326Total attendance at lecture courses 272,967Total attendance at lectures (No. of admissions) 1,637,802Total number of courses delivered in Chicago 379138 UNIVERSITY RECORDTABLE D.STATISTICAL REPORT OF NUMBER OF COURSES GIVEN IN THE LECTURE-STUDY DEPARTMENT CLASSIFIED BY SUBJECTS.Department. 1892-3. 1893-4. 1894-5. 1895-6. 1896-7. 1897-8. 1898-9. '99- 00. 1900-1. 1901-2. Totals.English Language and Literature . . .Sociology and Anthropology Biblical Literature in English .......Geology History Art Semitic Philosophy and Pedagogy Neurology 'Botany Astronomy Chemistry Political Science Political Economy Physics Scandinavian Literature Music Greek Language and Literature Anatomy .. t Zoology Romance Languages and Literatures.Totals . 28287126165 232110315 393863334 45301219531022 4i231043145471 4330532142 37812844 323124 >315 392228252102 4066282303215 36732713815260652141231321225111148I124 128 141 141 125 127 139 190 1326TABLE E.TRAVELING LIBRARIES.During the year July, 1901, to July, 1902, twenty-four libraries were purchased, illustrating thefollowing subjects :Art and Life - .__._. _ . _ 3 •European" Capitals -6Great Novelists 2Men Who Made the Nation - 2Old Testament Prophecy -- 1Studies in English Literature - - "- - - - - - - -2Studies in Wisdom Literature IThe Social Question -v-7The first traveling library was sent out in October, 1892, and the reports from that date to thepresent are as follows :1892-3. 1893-4. 1894-5 1895-6. 1896-7. 1897-8. 1898-9.Number volumes 1 Number volumes sent out Number libraries sent out To how many states To how many cities and towns .Number libraries purchased Number books purchased Number books sold . 1,100i,754- 64430 1,8342,00164544 1,9352,0108995627828242 2,4601,7825974520523116 3,4673,53694836301398274 3,6633,5628384820586478 3,5502,8486784612642896 3,6892,4976395017630463 3,9501,9654463712535249 4,3873,87788975241,051550The traveling libraries supplement efficiently the resources of the General Library. When thebooks are not in active use at University Extension centers, they form a considerable proportion ofthe daily circulation from the loan desk of the General Library.1 Counts each issue of a volume.UNIVERSITY RECORD 139//. THE CORRESPONDENCE-STUDY DEPARTMENT.ENGLISH COMPOSITION BY CORRESPONDENCE.EDITH FOSTER FLINT,The University of Chicago.Correspondence-study is popularly regarded asa make-shift — a poor substitute for the greatly-to-be-preferred work in residence. Is a persontoo busy, too poor, too old,, to go to college ? Let him do correspondence work ; itwon't hurt him and it may do him good. Tothe world at large correspondence-study is thehomeopathic medicine of the educational pharmacopoeia — harmless, pleasant to take, and incapable of causing shock to the feeblest consti-tution.HEven the arguments made for the system bythe prejudiced students and teachers workingunder it are nearly all based on the idea of expediency. Yet it is unquestionable that strongclaims may be made for it on the basis of pedagogy. And English composition, besides profiting by the convenience of the method, is fitted bynature to make the most of its pedagogic advantages and reduce to a minimum the results of itspedagogic defects.The work in composition is divided into fourcourses, two of them, English I and English III,designed to be exact equivalents of the similarlynamed courses in residence and commandingfull University credit ; the others, English IV andEnglish V, corresponding only roughly to thehigher electives in residence work. English I callsfor lesson papers based on a given text and for various set papers or " themes. " It aims to teachthe principles underlying all composition and todeal with the elements of composition — the word,the sentence, the paragraph, and the whole composition. It affords a foundation for all subsequent work in the subject. English III aims toprovide drill in structure, in the organization ofthe larger units of thought, and to do this by giving the student practice in the various formsof composition. It assumes that mastery of merecorrectness lies behind the student. yEnglish IVand English V are much more flexible courses.They do not correspond to required work in theUniversity, do not command University credit,and hence may be adapted very generously to theneeds of the individual student. In both coursesthe student who is interested in one particularfield, as story-writing, book-reviewing, editorial-writing, etc., may concentrate most of his attention on that sort of work. At present, amongthose taking English IV and V are : a member ofa city school-board, writing educational articlesfor the press ; a writer of short stories for themagazines ; two recent graduates of Vassar, writing college and other tales ; two women who havetraveled much in the tropics and in the Orient,desirous of putting their experiences into formfor publication ; a sub- editor of a certain seriesof classics for school use, getting criticisms onher material ; a writer for certain western papers,getting a series of already published travel-sketches into shape for publication in book form ;an editorial writer on an eastern paper writing aseries of editorials. JAs for the formal courses, perhaps a few excerpts from the lesson papers of III may serve togive a hint of their character. It will be understood, of course, that the work calls for the use ofcertain text-books and reference books dealingwith the different forms of writing, and that thelessons are largely based upon them. Hence theexcerpts, in order to be intelligible to the generalreader have had to be from the more informaland personal parts of the papers. The followingselections are taken from lessons on Description,Exposition, and Narration :i. If sense impressions are, fundamentally, what one dealswith in description, what is the range of description ? What140 UNIVERSITY RECORDare the materials with which description may deal ? Quotesome description in which appeal is made to the sense ofsmell ; to the ear ; to the touch.2. What is the relation between description and observation ? Describe the motion of poplar leaves in the wind ;of willows. In the light of your experience with the foregoing exercises, what do you think of Maupassant's dictum :Talent consists in looking at what you are going to writeof long enough and attentively enough to discover in itsomething that has not been seen and reported by someoneelse.3. Can one hope to render the whole impression in detailof any object ? Why ? Did Stevenson tell all he mightabout the man in the following description ?In their midst David was aware of a tall man in a greatcoat. He had a stoop which was like a piece of courtesy,genteel- and insinuating, he waved his hands plausibly as hetalked, and his face was sly and handsome.What did Stevenson do in making this description ? Inselecting details what sorts would you select ?Description is sometimes divided into two main sorts,artistic description and scientific description. By scientificdescription is meant the sort which aims merely to give information, to afford means for identification, to be useful, inshort : e. g\, a description of a bascule bridge, a Baedekeraccount of London, a description of a meadow lark whichwould enable one merely to identify the bird, these are scientific description. They have nothing to do with the emotions. Henry James's Essay on London, Shelley's Skylarkare different matters. They go beneath mere sense impressions and give the spirit and significance of that which theydescribe. (See Buck, p. 63, paragraph 2.)4. Daily themes.— A good daily would be an account ofthe most significant thing in some one daily life. In everytwenty-four hours there is a point or an event which, for you,is more important than all other happenings during thattime. It may be the seeing of some thing" or person, thehearing of music, the sound of a voice, the chance meetingwith a friend or stranger, the glimpse of a face, the readingof a book, a bit of dialogue, the author's interpretation ofthe meaning which lies behind some action or event ; it maybe an emotion or a sensation; but whether it be of these orsome one of a million other possibilities, to be a good subject for a daily it should be a thing which you, on reflection,decide is significant for that day of your life. Nothing is tooabsurd or too serious for this purpose ; if the sight of a kitten chasing her tail bears a special meaning for you, that isthe inevitable subject for your daily. The methods of presenting such varied subjects, must of course, differ widely.If you use the daily in this personal way, the method in eachparticular case will be likely to present itself ; some cautions, however, you will need :1) Be sure that your daily has point and meaning. 2) The scope of this kind of theme precludes anything butthe briefest treatment ; introductions and conclusions mustbe ruthlessly cut out. Begin at once with your subject, anddrop it when you have made your point. The scale of thetheme likewise prohibits all long-windedness and prolixity.Your success will depend on your ability to make every word,phrase, and sentence tell.3) Because it is so intimate a kind of writing the dailyshould tend to be dramatic in form, crisp in style, and sug-gestive in appeal.5. Write a descriptive daily.6. Write a descriptive daily.7. Write a descriptive daily.1. Would a synopsis, summary, or explanation of the purport of such books as " Origin of Species," " SocialEvolution," "The Ascent of Man," be exposition ?2. Is an outline an aid to exposition ? Why ? In making an outline what is your own method of procedure ?3. Would exposition gain from accompanying drawings ?Would description ? What would be the character ofthe drawings in the two cases ?4. Is exposition a frequently used form of speech in writing ? If so, give examples of its everyday use in yourown life.Write an exposition.1. What can you say of the first chapter of George Eliot'sMill on the Floss ? Of the unity of Middlemarch? Ofthe unity and coherence of Les Miserables?2. Have you read Zangwill's Master? If so, what canyou say of the proportion of Part I ?3. Criticise the ending of Dickens's Tale of Two Cities.1. What is the most important of all the factors in thestructure of a narrative ? By what aid may it besecured ? Give examples from literature of the mostsuccessful employment of these aids.2. What are the two great divisions of narration ? Whatis the test of excellence in each case ?3. By what two means may a writer give us a distinctimpression of his characters? Compare the description of Dinah in the extract from Adam Bede (pages13-15 : Brewster) with that of Bathsheba in Far from theMadding Crowd (pages 19-21 : Brewster).It is obvious that by the time a student hascompleted this course he has done a fair amountof reading and a very considerable amount ofwriting. The average number of quarto pageswritten by an English III student is about 150.When one bears in mind the large amount of ex-UNIVERSITY BECOBD 141position and argument these pages contain, andreflects that in these two fields the student getsthe greater part of his indispensable drill in structure one sees that the necessity for doing all hisexplaining in writing is a blessing in disguise.The machinery of the course may be said to beself-feeding, and there are no waste products.For the object of the course being to teach one toexpress himself in writing, not only on themes.but in lesson papers, and even in letters ofinquiry, etc., furthers the end of the work. All isgrist that comes to the instructor's mill.It must be understood, moreover, that most ofthis written work, even on the lessons, as distinguished from the themes, calls for originalthought. That is,, the student is required, not toparaphrase a text, but to give his personal reactionon the reading he has done, his personal criticismof literary theories and literary achievement.Work in verbal expression is essentially personalwork. The effort is to help a student to expresshimself. It is not a restatement of Wordsworth'snature feeling that is asked of him, but a bit ofnature viewed from his own angle of vision. Thispoint cannot be too strongly emphasized, in viewof the indissoluble connection between thoughtand expression — when one realizes how one'smental horizon recedes as one travels." The world is so full of a number of thingsI'm sure we should all be as happy as kings "wrote that indefatigable worker and player, Stevenson. And just how full it is and how infinitein wonder all the " things " are, one never realizes until he consciously strives to express,through the medium of some art, what he hasobserved.One who has taught long by the correspondence method finds that the system works out verydefinite results. One finds that it brings in amature and an earnest class of students of arather wide range of experience and interests —a class stimulating to the instructor, who isthereby saved from the pit yawning for his profession — routine work. One finds that students outgrow their faults with unusual rapidity andcompleteness, because all the machinery of *thecourse, all the attention of the instructor, can beconcentrated on their individual needs. Whatthey have is practically private tutoring, minusthe disintegrating sense of private property inanother's mind which the tutoring too often givesthe student. One finds the work of the studentsto be of unusual excellence. This is doubtlessdue to several facts : the maturity of the students; their earnestness; their having had tothink much out for themselves; and their freedom from self-consciousness. On these last twopoints a special word falls to be said.The opportunity which correspondence workoffers for the growth of self reliance is one of itsmost valuable features. Real university work isalmost research work. The scholarly atmosphere,the necessary appliances are provided, the wisecounsel is there for the seeking, but the impulseand the energy to carry it out the student mustbring. He is not taken by the hand and gentlyled along flowery paths, but must hew out a wayfor himself, often through the solid rock. But inundergraduate work, especially when the studentis young and inexperienced, and where the instructor is so conveniently at hand, counsel istoo easily sought, and often too readily and tooliberally given. Moreover, there is the class, aconvenient body to repose upon, and be carriedalong as upon a wave. In correspondence work,on the other hand, an explicit letter must bewritten, if counsel is to be sought, and the consequence is that unless the matter be one of muchdifficulty even the flabbiest of minds — to reducethe situation to its lowest terms — will think itout for itself rather than write the letter. Thismay be the path of least resistance, but it is aCfeff that leads to knowledge and character.As for the blight of self-consciousness, everyteacher of composition has found in this feelingon the part of his students a hindrance to goodresults. A student who will fail with ease andgrace before a whole class in the demonstration of142 UNIVERSITY RECORDa mathematical problem, or who, unblushing, publicly tampers with the facts of history, will be allsensitiveness and prickly pride when his composition work is criticised. Especially if the subject bea personal one, or the work have the character offiction, is this true. Toward these brain-childrenthe student is very tender, and a word spoken ofthem not in the spirit of praise is felt to be inthe spirit of harshness. And, feeling thus personally, the student cannot divest himself of theidea that the instructor is criticising not hiswork but him. This fact gives rise to many un-. fortunate conditions : the writer fails to get thebenefit of the criticisms ; he fails to write freelyand frankly, to express himself; he seeks refugein the colorless and the conventional. "Writemy autobiography for that man ? " exclaimed awoman student in residence. " Never ! He's tooyoung." But in ninety-nine cases out of a hundred the correspondence instructor is to his students a mere bodiless name, and they may sendwork to him with the same feeling of security withwhich they drop a letter into the mail-box.Of course the situation has its drawbacks. Thestudent misses the inspiration to be derived from aface-to-face acquaintance with his teacher. Hemisses the invaluable personal consultation whichcan never be given so freely as orally. But thoughmuch is taken much abides, and a method whichattracts so competent a set of students, whichdraws from them work of so much excellence, andwhich, in the process, fosters in them ability tothink for themselves, must always have strongfriends at the court of reason.LABORATORY WORK BY CORRESPONDENCE.CHARLES J. CHAMBERLAIN,The University of Chicago.While it is becoming quite generally knownthat many university subjects can be conductedsuccessfully by correspondence, it is only recentlythat laboratory work has been attempted. So faras the writer knows, his own courses in general morphology represent the first attempt to conductlaboratory work in botany by this method.] Seven years ago a student wrote to the Extension' Division requesting a laboratory course inbotany by- correspondence. A vivid recollectionof time spent in unguided and often misguidedeffort to increase my own knowledge of botanyand at the same time perform the numerous dutiesof a high-school principal, led me to plan such acourse as would systematize the work of thosewho can spare only irregular hours in the midstof other duties. The progress of the single student was so reassuring that in the following yearthree courses in general morphology were announced, covering the work of the three courseswhich form the necessary foundation for all advanced work in botany, whether the special work bemorphology, physiology, taxonomy or ecology.The first course deals with algae and fungi, thesecond with bryophytes and pteridophytes, andthe third with gymnosperms and angiosperms,each course being the equivalent of the course ofthe same name as conducted at the University.Material and the more difficult preparations aresent to the pupil, together with definite directionsfor study. Each exercise of a course is forwardedto the instructor for criticism and suggestion, andis then returned to the student. The material iscarefully selected and, in some types, is sent insufficient quantity to supply a small class. Thepreparations are stained so as to show the detailsof structure with the utmost clearness.The course in algae^ and fungi as conducted atthe University requires three laboratory exercisesof two hours each and two lectures a week fortwelve weeks : by correspondence there are twelveexercises, each covering the ground of a week'swork in residence, assigned readings and a largernumber of types compensating for the lack offormal lectures. About fifty types are studied,representing all the principal groups of the algaeand fungi. Aside from an examination of thestructure, development and relationships of thegroups, which forms the most important part ofUNIVERSITY RECORD 143all three courses, particular attention is given tothe development of the plant body and the evolution of sex, problems which could hardly beunderstood if the student were to begin with morecomplicated forms. The ease with which thesesimple forms may be prepared for microscopicexamination makes them favorable for those whohave not yet learned to use a microscope effectively, while their simple structure makes themsuitable objects for the great number of studentswho have not learned to " draw."In the course in bryophytes and pteridophytes,which presupposes a knowledge of algae andfungi, special attention is given to the great problem of alternation of generations, the evolution of the sporophyte and reduction of thegametophyte. The structures involved in thesefundamental problems are clearly shown in critically prepared slides. Heterospory is studied inseveral forms.In the gymnosperms and angiosperms someattention is paid to the histological structure of theroot, stem and leaf with a comparison of asymno-sperm, monocotyl and dicotyl characters. Othersubjects are the development of the flower, thedevelopment of the ovule, the development ofpollen and the embryo sac, fertilization and formation of the embryo. The principles of theEngler and Prantl classification are also presented. One exercise is devoted to karyokinesisand cell formation. A comparison of criticalstructures with homologous structures in thepteridophytes is an important feature of thiscourse.Two years ago a course, Methods in PlantHistology, pre-eminently a technical coursedevoted to fixing, imbedding, sectioning, staining, etc., was offered and results have shown thateven so technical a course as this can be pursuedsuccessfully by correspondence.The subject of botany has made extremelyrapid progress in the last decade, so that viewpoints have changed and even the subject-matterpresented in the best secondary schools is chang ing. By the aid of the correspondence workteachers are able to put themselves in touch withmore modern views * and methods, benefitingthemselves and their pupils at the same time.Many graduate students desire to perfect themselves in some chosen line and thus secure ahigher degree. Those who have done theirbotanical work several years ago, usually find thatthey are not able to undertake advanced work inthis subject, so that it is no uncommon thing at theUniversity of Chicago to find an undergraduateclass composed largely of graduate students. Somewho have had good training in college and havetried to keep up with .modern methods, have done somuch of the fundamental work that they wouldfind much repetition if they should enter thegeneral classes, and since time is precious theyhesitate to undertake such work ; yet, for the lack ofthe one-half or one-third of the work which is stillunfamiliar, such students, almost without exception, have made conspicuous failures when attempting advanced work. The foundation necessary for advanced courses could have beencompleted very rapidly by correspondence.A more definite idea of the character of thework may be obtained from an examination ofone of the lessons.GENERAL MORPHOLOGY OF THE ALGAE AND FUNGI. Mj.Exercise IV Chlorophyceae (continued) .[General directions lor preparing |the material for microscopic study are given in the introduction.]Read in the text-book whatever you can find concerningthe following forms. Study the illustrations and comparewith your material. It is not desirable that you shouldstudy your material first. The main thing now is information, not research. Without help from the books you coulddoubtless find out from your material many interestingfacts in regard to these forms, but it is better to proceed asrapidly as possible toward the boundary of present knowledge, for it is only after that has been reached that anyinvestigation, in the modern sense of the word, can be begun.A. Spirogyra : I. Study the filament. Is there an apexand a base ? 2. Make a sketch, not too small, showingcell wall, gelatinous sheath, spiral chromatophore, pyre-noids and nucleus. Test for starch with iodine. 3. Notestages in conjugation and formation of zygospores.Such reproduction, where the gametes are alike in formand size, is called isogamous.144 UNIVERSITY RECORDB. Zygnema : I. From the prepared slide draw a singlecell showing the nucleus, protoplasm and two largechromatophores, each with a pyrenoid in the center. 2.Sketch stages in the conjugation. Draw a single zygospore, indicating accurately the spore coats and contents.How many chromatophores ? The preparation showsseveral " parthenogenetic spores," i.e., spores formedwithout conjugation. How can you distinguish thesefrom the zygospores ? 3. Compare with spirogyra.C. Closterium : Make a sketch showing the obvious structures and interpreting them as well as you can.D. Oedogonium: 1. Habit sketch of a filament, 2. Sketcha vegetative cell, showing contents. 3. Make a drawingof oogonia and antheridia. This plant furnishes an excellent illustration of oogamous or heterogamous reproduction. Is the plant monoecious or dioecious ? 4. Isthe growth apical or intercalary ? What are "caps?"5. Make a diagram of the life history. Is there a sporo-phyte and a gametophyte ?E. Char a: 1. Habit sketch. 2. Make a sketch showingoogonium and antheridium. Note the spirally- twistedfilaments surrounding the oosphere and terminating inin the corona. In the antheridium — the most complicated antheridium in the plant kingdom — note the shield,manubrium, capitulum, and filaments with antherozoids.If fresh material is available, note the streaming of theprotoplasm in the internodal cells. 3. Is the growth apical or intercalary ?Review of Chlorophyceae : I. What forms of plant bodyare found in this group ? Arrange the forms in a series beginning with the most simple and ending with the most complex. 2. Arrange the forms in a series to illustrate the evolution of sex. Include in parenthesis any forms which youhave not seen but of which you may have read. 3. Whatforms of chromatophores in this group ? 4. What coeno-cytic forms have you studied? 5. Which group showsgreater variety in color, Chlorophyceae or Cyanophyceae ?6. Compare reproduction in the Cyanophyceae and Chlorophyceae.In looking over the large list of those who havetaken botany by correspondence it is interestingto note that many have come to the Universityfor more advanced work. Three who have takenthe doctor's degree in botany, and three of thepresent candidates for that honor having completed two or more Majors by correspondence.But besides those who are teaching botany, thelist includes lawyers, artisans, and business menwho in the midst of their daily occupations findtime to improve their knowledge of a favoritesubject.The courses are so arranged that the necessarybooks in any single course cost less than five dollars. . The only necessary apparatus is a compound microscope giving a magnification ofabout four hundred diameters. ~ Besides the courses with which the writer ispersonally familiar, successful work has been donein the newer field of ecology, and a carefullyplanned course in plant physiology is now offered. Courses in zoology and bacteriology arebeing conducted with encouraging results, and acourse in physics will be offered after July, 1903.A SUGGEST/ON FOR TEACHING FRENCH BY COR-RESPONDENCE.MAXIME INGRES,The University of Chicago.Speaking a foreign language is an art which isonly acquired under the personal and immediateguidance of the instructor, and it is evident thatfor this purpose nothing can take the place of theoral lesson.Besides the spoken form, however, every language has a written form, that is to say, a set ofsigns which represent the spoken words andwhich might be compared to the photograph of apainting. And just as, through photography,one can form a fairly good though necessarilyincomplete idea of the painter's work, so can thewritten part of a language be acquired independently from the rest.While I believe that the shortest and easiestway to learn how to write a language is to learnhow to speak it, the fact that, for many students,it is impossible to come into personal contactwith a competent teacher, makes it necessary forthem to divide the language study and confinethemselves to the written form.For such a study the presence of the instructoris not only immaterial but even undesirable, inasmuch as the facts to be retained press themselves deeper into the memory if the student hasto work them out by himself. Like every art.language follows rules which are patent in theworks of the masters and codified in the books ofthe grammarian.The material used, the vocabulary, is easilyaccessible in languages so closely related asFrench and English. Vocabulary is in a greatUNIVERSITY RECORD 145measure acquired through context, by intuitionand observation. Words are not a set of disparate and arbitrary signs. They belong to families, with a head to each and a genealogy lesscomplicated than that of an average king. Allthe student needs in this respect is to be madeconscious of the fact; for the rest trust to hisintelligence. Besides, language is not so much amatter of vocabulary. Some of the greatest masterpieces are monochromes. It is astonishinghow much can be done with relatively few wordsand how little, sometimes, with the aid of half adozen dictionaries.For a student who is unable to take viva voceinstruction from a skilful and competent teacher,simple and precise instructions regarding pronunciation can be given at the outset so that hecan perform the mental processes in pronunciation required for reading. The primary objectin correspondence instruction should be to bringthe student as quickly as possible to the pointwhere he will be able to read understandingly aneasy text. At that moment the battle is won.Translation should always be avoided. Carefullygraded texts and specially prepared exercisesbased upon them can be given in such a way thatfrom the very beginning all the written work ofstudent is, in truth, direct composition in the language he is studying.As an illustration, let us suppose that after afew preliminary exercises a lesson is given on theFive Senses. The new words are introduced andframed into sentences in such a way that each newone is made clear by those already known. If,for instance, the following sentence is presented :"The eyes are the organs of sight" — and if allthe words, except the last one, are known, it isevident that without translation and without theslightest, hesitation or possibility of error, theword sight is at once clearly and completelyunderstood and will in its turn be a sure means ofintroducing other new words in the same manner.The student feels great delight in thus takingthe words unawares so to speak. Each new one represents a small victory for him and adds tohis courage as well as to his knowledge. Wordsacquired in this way cling to the memory, penetrate its very essence and are ever ready for service. This is exactly the process by which welearn our mother tongue. Take, as an example,the word " watch." Considered alone nobodycan tell its meaning. It can only be determinedby the context.While I was learning English, I was readingone day an article in a London newspaper andfor the first time I came across the word " statement." The whole article was rather beyond meand I did not understand the word. I tried etymology, but that ingenious science only explains"afterwards" like a post-mortem examination. Iwent on reading, however, and a few paragraphsfurther I found the same mysterious word butthis time I felt part of its meaning and before Ifinished the article I had met that same word fiveor six times, each time with a different shade.And at the end I understood it so well that up tothis date I have been unable to find its Frenchequivalent. This experience led me to formulatethe following axiom which some will call a paradox : The better one knows two languages, themore difficult one finds it to translate from oneinto the other.Mais revenons a nos moutons. When all thenew words of the lesson have been introduced,then the exercises follow. They can be i)questions for which the student has to write theanswers, 2) answers for which the student has toformulate the questions, 3) parts of sentencesleft in blank and which the student has to fill in,4) rewriting by the student of the whole lessonwithout, of course, the help of the lesson sheet orthe book.Each lesson being based upon a principle ofgrammar, the exercises will be so arranged as toillustrate it. By means of words already knownto the student this principle will, moreover, be formulated into sentences and become a chapter ofa grammar which the student is writing himself.146 UNIVERSITY RECORDExperiment shows that after six months a faithful student of average ability can read any bookand is able to write original papers with considerable accuracy and idiomatic feeling.The books to be read and reported upon canbe so chosen as to suit the individual interest andpurpose of the student or to become literarydocuments for subsequent, studies.Little by little the student penetrates thegenius of the language, although he may perhaps not know the much too much talked about"idioms" by rote and in alphabetical order. Butif, at some later period of his life, he has opportunity to study the spoken language under favorable conditions he will have nothing to unlearn ;he will then merely be taught how to set inmotion an already perfected machine.CAN HISTORY BE SUCCESSFULLY TAUGHT BYCORRESPONDENCE?FRANCES KNOX,The Uniuersity of Chicago.The History Department of the Universityoffers twenty-two Correspondence courses. Sixof these cover in outline the history of the UnitedStates, Europe, and the oriental nations that havechiefly influenced European history; while theremaining sixteen treat important divisions ofthe same field in greater detail.The method of instruction in these variouscourses, though differing in details according tothe ideas of the instructors who prepare them,agree well enough in essentials to permit a general description : The period to be studied isdivided, for a Major course, into forty, and for aMinor course into twenty, sections or lessons. Itsometimes happens that when two or three ofthese sections deal with the same topic they areincluded in the same lesson paper, so that a Majorcourse of forty lessons may in such cases becovered by twenty-five or thirty written recitations.In the first- lesson paper the student finds a listof required books, including usually one or twotext-books covering the entire period, and certain other helps in the way of treatises on specialtopics, copies of important documents, etc., theexpense of the whole amounting, on the averageperhaps, to five dollars. Besides these books,which the student must have, there will also befound in the first or subsequent lesson papersadditional lists for the fortunate ones who areable to purchase more widely, or who are sosituated that they can avail themselves of theadvantages of well-equipped libraries. In thefirst-lesson paper will also be found general suggestions as to methods of studying history,keeping notes, preparing maps, etc., and in eachsubsequent paper, more specific directions regarding the study of the particular topic which formsthe subject of that lesson.When the student has prepared the lesson asoutlined, he is ready for the written recitation,which consists of answers to the list of questionsaccompanying each lesson paper. When this isconcluded the careful student will compare hisanswers with the authorities used in the preparation of the lesson, and will supply in pencil anyomissions or amendments. The recitation paperthus prepared is sent to the instructor, who, inthe margin or in spaces left for the purpose, writesin red ink the necessary criticisms and corrections, faulty English coming in for a share ofblame as well as faulty history. The paper thengoes back to the student, and if any part of thecriticism is not clear, he can call it up when hesends his next lesson to the instructor.This brief outline will give a general idea ofthe way in which the correspondence method isapplied to the teaching of history, and from itone can readily see that the method is betteradapted to the study of history than to certain other subjects. For, in the first place, thematerials of historical study consist chiefly ofbooks. It is true that thorough and exhaustivehistorical work requires large numbers of booksand also documents and other historical remains ;but the History Department of the University ofChicago does not pretend to do research work byUNIVERSITY RECORD 147correspondence. It offers no graduate courses bythis method, not because the method itself is notadapted to such courses, but "because of the factthat only in rare cases, is the correspondence student able to command the materials requisite forexhaustive work. In the college and preparatorycourses, however, the case is different. In thesedays, when the teacher of any important periodof history is able to select from a considerablenumber of fairly satisfactory text-books, and whenother helps for obtaining a general knowledge ofthe subject are available at moderate cost, it ispossible to place in the hands of the correspondence student enough material to enable him topursue to excellent advantage such undergraduatecourses as are usually offered in the best Americancolleges.Again, the method of well-selected questionsand carefully criticised written answers is, asevery successful teacher of history knows, the bestpossible way of gauging the students' progressand correcting faulty habits of work. It standsto reason therefore, that a method which permitsevery lesson to be treated in this manner must bewell adapted to the teaching of history. It ishardly possible for the teacher of large historyclasses to test each student's reading habits oftenenough to be sure that he is pursuing the bestmethod ; but in correspondence teaching, if thequestions are properly framed, every lesson is asatisfactory test, for hurry and carelessness, andbad judgment are sure to leave their marks.Hence the correspondence student — who usuallytakes time to read thoroughly if for no otherreason than because he knows that every page willat once be tested by an examination — is morelikely to form careful and thoughtful readinghabits than the student in the college class ; andthe habit of reading carefully is undeniably thefirst essential of a good history student. Moreover, the earnest and conscientious character of thegreat majority of correspondence students, andthe serious purpose that leads them to undertakethe work, makes them anxious to perform it in the very best way ; so that it is possible to holdthem up to a higher standard of excellence andto exert a stronger influence on their ideals ofscholarship and character than is usual in theclass-room, where the influence of the earneststudent is often neutralized by the inattention ofthe idle and careless.Experience proves that correspondence coursesin history furnish excellent opportunity for thecorrection of bad English. They present a seriesof daily or weekly themes for which the studentnever has to rack his brains to find material, andin which all his weaknesses of spelling or composition are sure, sooner or later, to make themselves known. It is true that the correction ofbad English often doubles the history teacher'swork, but he has his reward in the rapid improvement that nearly always follows, and that makeseach succeeding paper easier to read.In regard to the failure to complete courses,which has always been regarded as the chief drawback to correspondence work, the writer's experience has proved that such failures can be reduced to as small a ratio in correspondence workin history, as in that of the regular class-room.Illness, pressure of other duties and want of persistence will, in both cases, cause a certain proportion of students to succumb before the completion of their work; but if given the same carethat teachers of classes exercise in keeping trackof their students, there is no doubt that the correspondence student (in history, at any rate), canbe held just as steadily to his task. If a memberof a class does not appear at a class-room recitation within a reasonable time after he is duethere, the teacher at once makes an effort to findout the cause of the delinquency, and when a recitation paper fails to put in an appearance withina reasonable time after it is due, the correspondence teacher has only to adopt the same methodto secure equally good results. It is because thecorrespondence instructor does not, in many cases,have time to do this, that so many incompleterecords are found in the correspondence archives.148 UNIVERSITY RECORDBut the important question after all is notwhether history is capable of being successfullytaught by this method, but whether it actually isso taught ; and fortunately on this head there aremany proofs of the very sort that the historiandelights to honor, namely, hard, cold facts :I. The fact that so large a proportion of the historyfaculty are engaged in correspondence work and are con-tantly adding new courses, proves that they have no seriousdoubts regarding its succcess. The recitation papers in history are apt to be longer than in most other subjects, andoften require for their correction an amount of time andlabor out of all proportion to the slight fee received by theinstructors in return; hence it is safe to infer that it is nomercenary motive but only a conviction of the utility andefficiency of the work that induces them to spend so muchtime and energy in this direction.2. The correspondence method in history is indorsed bypractically every student who tries it, and by many of themin the most emphatic terms.3. The uniformly high character of the class-room workin history done by correspondence students in that subjectwho subsequently come into residence, affords the clearestevidence of the merits of the system.4. Teachers of history whose training in that subject hasbeen derived exclusively from the correspondence courses ofthe University have, on the strength of such training,obtained and successfully held excellent positions.5. The fact that the history department offers no graduatecourses by correspondence is a negative proof that in theopinion of the faculty the courses that are offered can besuccessfully done.The correspondence method of study is still inits infancy, and even those who have known itlongest and most favorably still run the risk ofbeing considered foolish enthusiasts when theyventure to tell what they know to be the simpletruth concerning its success; but whatever uncertainty may yet remain in regard to otherstudies, experience proves beyond a shadow of adoubt that the correspondence method has beenapplied with excellent results to the teaching ofundergraduate courses in history; and when it isremembered that these results have been accomplished by instructors who have been able to giveto their correspondence teaching only the scrapsand remnants of time that could be sparedfrom other duties, what may we not reasonably look for when teachers, fitted by inclination andexperience for this special work, can give to itthe time and attention that its importance demands ?BIBLE STUDY BY CORRESPONDENCE.HERBERT L. WILLETT,The University of Chicago.When one surveys the field covered by correspondence courses he perceives at once thatalmost every subject pertinent to a liberal education may be studied by this method. Amongthese none holds a higher place than the Bible.It is commonly assumed by ministers and otherswho wish to study it in a thorough mannerthat the only way in which this can be accomplished is through residence at some college oruniversity. It goes without saying that this is byfar the more advantageous course whenever it canbe carried out, but there are many cases in whichthe minister or Sunday-school teacher cannotcommand the requisite time or money. The question then arises, Is it possible to pursue Biblestudy at home in such a manner that it has theessential value of collegiate residence work ?The answer to this question is supplied at onceby the plan of correspondence study which isbeing pursued by a large and constantly increasing number of men and women whose desire fora better acquaintance with the Scriptures is notto be defeated by the fact that they cannot enteror re-enter college. At first glance it might besurmised that correspondence work would be buta poor substitute for that of the class-room, butsuch is not the case. The quality of work doneby correspondence students is from many pointsof view as satisfactory as that obtained from resident students. There are good reasons for this.The class student while he prepares the whole lesson is quite well aware that he will have opportunity for reciting only a small part of it. But inthe case of the correspondence student not onlyis the whole ground traversed, but the recitation includes actually the entire scope of the sub-UNIVERSITY RECORD 149ject. Therefore, though the resident student hascertain advantages over the one in absence, theseare compensated by other features which, particularly in the study of an ancient language or asubject calling for reflection and critical investigation, turn the scales in favor of correspondencework.To the illumination of the Bible the correspondence method : has been applied with signalsuccess as those who have tried it can attest. Thebiblical languages may be taken up by thismethod in graded series of courses in Hebrewand New Testament Greek. In addition to this,special studies in different departments of biblical literature and history are provided coveringalmost all the important portions of the Scriptures.The plan pursued is very simple. Usually fortylessons constitute a course, and such a series ordinarily occupies a year for its completion. Ageneral introductory outline containing suggestions for the preparation of the recitations is sentto the student, and then the sheets giving specificdirections for each lesson are forwarded as rapidly as the student sends in his reports. Theseare carefully examined by the instructor and returned to the student with suggestions, and withanswers to questions which are asked. At thecompletion of the course a certificate is given,and upon passing a final examination credit isentered on the University records.An example may be given of the character ofwork required in one of the correspondencecourses on the Bible. The lesson selected is fromthe course " Outline of Hebrew History." Ittreats of the land and the people, and is one ofthe preliminary studies before entering upon thehistory proper. The text-book for this course isKent's History of the Hebrew People, in two volumes, and the same author's History of the JewishPeople in one volume. For the present lessonthe required readings are chapters iii and iv ofVol. I. The biblical material relevant to the subject of the lesson is then presented for careful examination under some eight heads, includingthe limits of Canaan, the waters of Canaan,mountains, cities, and towns, other geographicalfeatures, inhabitants, and the neighboring peoples.The biblical material included in this survey covers a large number of isolated passages, and differs in that particular from the correspondingsection of an ordinary lesson in the history, wherea definite portion of the Bible forms the subjectof the study.The second section of the lesson includes .therecommended readings from works which arehelpful for reference. These include in the present lesson the parallel portions from Kittel, Cor-nill, McCurdy and other authorities on the historyof the Hebrew People, together with designatedarticles in the various Bible dictionaries and cyclopedias. These recommended readings are notrequired, but wherever the student is able to secure the books they are found of great help.The third section comprises the topics forstudy. These in the present instance are sevenin number, including such matters as the boundaries and extent of Palestine, the various divisionsof the land, the characteristics of temperature,flora and fauna, the contrast of centrality and isolation, the location and character of the variouspeoples found in Palestine, the location and character of the bordering nations, and the chief geographical features of the country. It will be noticed that the plan of study is worked out in anorderly manner and in detail. All references totreatises are by volume and page, and to the Bibleby chapter and verse.The fourth division is the recitation paper,which calls for full and definite answers to someeight or ten questions covering the entire materialincluded in the reading and study. Here the student gathers up and formulates in writing the results of his study for inspection, and through theexercises not only fixes in mind the details of thelesson, but furnishes his instructor the best possible means of determining his knowledge of thetheme.150 UNIVERSITY RECORDThe answers received in an ordinary lessonwill cover from ten to twenty pages of letter-headpaper, and as these are corrected and returnedthey form a permanent record of the work done.In addition the student is invited to present anyquestions which have arisen in the course of thestudy, unanswered in the sources consulted.The results obtained by this plan of teachingare so satisfactory and the cost is so reasonablethat it would seem that any person interested inBible study may gratify his desire. It may ofcourse be asserted that correspondence courses canbe secured elsewhere at a lower price, but this objection is never made by those who examine theplan of work projected by the University andcompare it with those offered elsewere. The costis not to be judged by comparison with somecheaper course, but rather in comparison with theexpense of residence study, most of the advantages of which are secured by the correspondencemethod.ANNUAL REPORT OF THE CORRESPONDENCE-STUDYDEPARTMENT, 1901-2.The record of the past twelve months chroniclesthe same steady growth that has characterized thiswork in previous years (Table F.) The University has depended almost entirely for extensionof a knowledge of the work upon the interest andzeal of those who have made practical test of it.The amount of general advertising done is inconsequential. In view of this the consistent gainfrom year to year must be considered highlysatisfactory., Last year the increase was due mainly to newstudents who matriculated in the University forthis work. This year it is traceable to formerstudents who have registered for a second or thirdcourse. To those who are interested in the question of the real demand for correspondenceinstruction and its possibilities and adequacy, thisis indeed significant. The number of residentstudents who, for the first time, have registered inthis department, either to complete courses begun in residence, or to gain further credits towardtheir degree, has remained practically the same— 165.Reference to Table B will show that correspondence courses have been offered in 25 (counting Philosophy and Education as one) of the 31different departments of instruction included inthe Schools of Arts, Literature and Science.Notable exceptions are Physics and Chemistry."Owing to the amount and kind of apparatus usedrn these subjects, it has seemed impossible hithertoto offer non-resident courses in them, but beginning July 1, 1903, it is proposed to give Courseo in Physics by correspondence, and announcement of this is made in the Circular of Information for the current year. The plan provides forloaning the student the apparatus needed forexperimental purposes, for a deposit which will bereturned to him at the end of the course, lessdeductions for breakage and wear and tear. Theapparatus will be chosen and, if necessary, especially devised with reference to shipment in compact form. By thus supplying the tools, theinstructor will know just what the student has towork with and how to direct him in his work."The success which has attended correspondence^instruction in such subjects as Zoology, Botany,and Bacteriology, leaves no room to doubt thatsatisfactory results can be obtained, at least inelementary courses not only in Physics, but inChemistry and other subjects involving the handling of instruments and prepared materials. Bythe use of the press,- the camera, and selectedapparatus, practically everything the studentneeds, save the ability to assimilate, can be supplied. This, whatever be the method of instruction, he must possess.That, in spite of the demands of the schoolroom and office, so large a number have completed courses (Table B) testifies to the industryand perseverance of the typical correspondencestudent. On the other hand, when it is remembered that no resident student is required, orrather privileged, to recite the whole of anyUNIVERSITY RECORD 151lesson, but that the correspondence student writesthe whole of every lesson, it is not surprising thathe sometimes fails to finish his course within theallotted time.| Until recently the student was obliged to cometo the University for his examination. Thewisdom of mitigating this hardship by allowinghim to take the test at Tiis home under approvedlocal supervision, is made apparent in the considerable increase — 203 as against 153 in 1 900-1— in the number of those who have taken examinations during the past year, and received credit(Table E, last column). This ready response toa liberal policy suggests that further modificationsin educational, and perhaps in administrativelines, may be made with advantage. Might thescope of the work be broadened to include courses more directly suited to general needs ? May itsafely be accorded greater recognition by increasing the number of Majors which candidates forthe Bachelor's degree may do by correspondence ? To go a step further, if the ten years'test here has established the fact that these Correspondence Courses afford a peculiar disciplineand foster in an especial way the qualities ofaccuracy, self-reliance, and initiative, has the timecome to require some work of this kind fromevery undergraduate ?For the rest the tables speak for themselves.Particular attention may be called, however, toTable A, in which, for the first time, is shown thefact regarding registration in each of the 217courses offered during the past year.152 UNIVERSITY RECORDTABLE A.DETAILED CONSPECTUS OF REGISTRATION, JULY I, 1 90 1, TO JUNE 30, 1 902, INCLUSIVE.Departments. 5>°,5 0 °*a a w"IS s.52'So& .*-> (A a0."rt'abog "S)eo« a* 0 •51*£8 •2s'StJ ft J 5*as m1£ a w.52^ >»10 10 2 22 9 3 103 2 5 3 23 , . . 3 1 1 I4 2 6 2 2 23 4 7 1 61 1 124 18 2 44 14 9 219 14 23 8 3 127 . 7 1 1 53 3 6 1 52 2 2* 2 2 25 5 11 4 2 56 6 1 1 41 1 13 1 4 - 2 1 11 4 5 1 1 31 1 12 2 229 40 I 70 18 17 355 8 13 4 5 41 41 51 1 1 42 2 1 11 1 17 15 22 6 7 93 4 7 3 1 31 2 3 3' 3 3 6 2 1 31 1 18 9 17 6 2 95 5 4 15 7 12 7 1 43 4 7 3 42 2 4 2 1 17 10 17 11 2 46 5 11 3 2 61 1 2 1 11 1 13 3 1 23 2 5 4 15 . 3 8 4 1 34 8 12 3 910 11 21 6 7 82 71 91 3 1 514 4 2 1 121 21 r 1 *13 -3 2 162 66 128 50 29 49La. Philosophy:Elementary Psychology Advanced Psychology Logic Ethics Greek and Mediaeval Philosophy Introduction to Kant Totals . .Ib. Education:Educational Psychology History of Education : Hist, of Ed. Theo. and Prac. from time of Greeks to Rise of Univ.History of Education since the Renaissance Study of Educational Classics Philosophy of Education The Method of Some Subjects in the Elementary School CurriculumSpecial Method of Common School Studies General Course in Child-Study Practice and Organization of Education as Teaching Organization and Management of Schools Special Problems in School Administration Totals II. Political Economy :Elementary Political Economy Advanced Political Economy Banking Railway Transportation Money Totals III. Political Science :Civil Government in the United States American Constitutional Law Comparative Politics. . „ The Elements of International Law Totals ....IV. HistoryOutlines of Greek and Roman History (English Theol. Sem.) Greek History (Academy) Roman History (Academy) , History of Greece to the Death of Alexander Outline History of Mediaeval Europe Outline History of Modern Europe History of Europe from 1517 to 1648 General View of the French Revolution History of Europe in the 19th Century. History of England to the Accession of the Tudors. England* from Henry VII to the Present Time Outline History of Civilization Outline History of U. S. from Colonization to Present Time.. .Period of Discovery and Exploration in America Colonial Period and the War of the Revolution Social Life in the American Colonies The United States under the Articles of Confederation The United States during the Period of Dominant Foreign Politics,The United States from 1817 to 1861 Totals VJSTIVJERSITT RECORD 153Departments. a % »•2 o o£ S " fig5.2 a .« 8VI. Sociology and Anthropology:Introduction to Sociology —University Students English Theological Seminary Student Introduction to the Study of Society The Structure of Society Primitive Social Control The Family — English Theological Seminary Student Urban Life in the United States Art and the Artist Class r Origin of Social Institutions .' A Study of Charities and Corrections Elementary Anthropology Field Work in Anthropology, 2d Major " " " 3d " ,Old- World Prehistoric Archeology ,Foods , . . .House Sanitation TotalsVII. Comparative Religion :Introduction to the History of Religion TotalsVIII. Semitic Languages and Literatures : -Elementary Hebrew —University Students American Institute Students Intermediate Hebrew —University Students American Institute Students Exodus and Hebrew Grammar —University Students American Institute Students Haggai, Zechariah, and Malachi —University Students American Institute Students Elementary Arabic — American Institute Students TotalsIX. Biblical and Patristic Greek :Elementary New Testament Greek —University Students American Institute Students Intermediate New Testament Greek —University Students American Institute Students , Advanced New Testament Greek —University Students American Institute Students New Testament Times in Palestine —University Student English Theological Seminary "Students Constructive Studies in the Life of Christ —University Student English Theological Seminary Student Research Course in the Life of Christ Social Teachings of Jesus Totals 610i34ii2 163H 264389135653i6Iii2 1529 23 53154 UNIVERSITY RECORDDepartments.XL Greek Language and Literature :Elementary Greek, 1st Mj " 2d Mj Xenophon : Anabasis, Books II-III Advanced Greek Prose Composition Homer : Iliad, Books I-III Xenophon : Memorabilia, and Plato : Apology and Crito .Homer : Odyssey Herodotus : Historiae, Books VI-VII Introductory to Greek Tragedy " " the Greek Drama Totals...XII. The Latin Language and Literature :Elementary Latin, 1st Mj " 2d Mj Caesar : De Bello Gallico, Book I « a a it jj" ni-iv! '...'.'.Viri Romae Nepos Latin Prose Composition Based on Caesar . .Cicero : Orationes, ist Mj " " 2d Mj Latin Prose Composition Based on Cicero . .Virgil : Mneid, Book I " II-III " " " IV-VI Virgil : Special Cicero : De SenectuteTerence : Phormio . . .Livy.Advanced Latin Prose CompositionCicero : Epistulae Horace : Odes, Books I-III Ovid Catullus Seneca : Latin Tragedy Roman Belief with Reference to the Soul and the Life after Death .Totals.XIII. Romance Languages and Literature :Elementary French Intermediate French Modern French Novels French Prose Composition Comedies of Molie"re History of French Literature French Philology Elementary Spanish Modern Spanish Novels and Dramas Spanish Prose Composition Old Spanish Readings Elementary Italian Outline History of Italian Literature Italian Novels Totals. a <u m.2 > 8>i c hOk10435iii35i12428345i22I44 fe a5.2I7512106II8377410i365iii46 2 g.S3 v it281764953i82346iii1251814i7iii413519n618i64II6222II90 444329222II2II3° bop3392I2 a « So > o.5 O *« So 11352I32I3234i631072I586637I3I83i39UNIVERSITY RECORD 155DepartmentsXIV. Germanic Languages and Literatures:Elementary German, 1st Mj Elementary German, 2d Mj Intermediate German Intermediate German, Prose Composition Idiomatic Vocabulary German Idioms and Synonyms Modern German Comedies Deutsche Aufsatze und Stiliibungen Deutscher Satzbau Outline History of German Literature Totals .XV. English Language and Literature, and Rhetoric:English Composition, and Rhetoric — Eng. Theol. Sem Grammar and Composition Preparatory English Composition English, I II Ill IV V Preparatory English Literature Masterpieces of English Literature Studies in Shakespeare Shakespeare : Typical Plays « Comedies of Shakespeare Tragedies of Shakspeare The English Epic English Literature of the Classical Period Beginnings of the English Romantic Movement English Romantic Poetry (1750-1830) English Romantic Poetry of the Early Nineteenth Century. . . .English Essayists of the Nineteenth Century English Novelists of the Nineteenth Century Studies in the Works of Browning Studies in the Works of Wordsworth Studies in the Poetry of Tennyson Studies in the Works of Walt Whitman English Literature from 1832-1892 American Literature : The Renaissance of New England Studies in Fiction Modern Realistic Fiction « Types of the Modern Drama The Short Story in English and American Literature Elementary Old English Totals .XVII. Mathematics :Elementary Algebra Plane Geometry, 1st Mj Plane Geometry, 2d Mj Solid Geometry College Algebra Plane Trigonometry -. Trigonometry, Special Plane Analytic Geometry Solid Analytic Geometry, 1st Mj jh (U H0 > °S to tJIBh uw'SoV .£ a5.2 a0.rt v fa^.2 a •013•43 <°« t; a0fc P."ft" 8 a S «0 > 0rt 6uo His a H-•si*<u 2 a6 6 I 13 3, 6 4 '6 9 15 4 4 78 6 14 3 6 56 11 17 9 2 61 I 17 15 22 5 2 152 1 3 34 31 71 3 1 311 1 14i 52 T 94 30 23 4i9 11 20 2 8 102 2 1 119 28 47 9 9 2946 66 112 26 20 6612 12 3 8 121 35 56 16 9 3i4 66 106 5 1 4-628 19 47 2 14 3i22 17 39 8 8 234 21 61 2 2 212 5 7 3 1 38 8 5 31 1 14 4 1 31 3 4 1 31 1 2 25 3 8 2 2 412 3 15 5 4 67 6 13 5 3 59 4 13 5 3 52 2 21 438 538 1 2 2387 7 1 69 4 13 3 5 52 1 3 2 12 31 51 2 311 1 1222 259 481 in 106 2645 4 9 2 4 31 32 52 32 1 11 6 7 3 412 7 19 8 5 64 93 133 4 1 832 2 4 1 1 21 1 1156 UNIVERSITY RECORDDepartments. aggis £ SaV*> 2ilXVII. Mathematics. — Continued.Calculus (Osborne's Text), ist Mj " (Byerly's Text), 1st Mj " ( " " ), 2d Mj " special '. Theory of Equations Advanced Theory of Equations, ist Mj Differential Equations Analytic Mechanics Analytic Statics Advanced Algebra Projective Geometry Fourier's Heat Pedagogy of Mathematics Totals XVIII. Astronomy :Elementary Astronomy Analytic Mechanics Totals....XXI. Geology:Physiography Totals XXII. Zoology:General Morphology of the Invertebrates, ist Mj " " " Vertebrates Totals XXVII. Botany:Elementary Plant Physiology Methods in Plant Histology General Morphology of the Algae and Fungi " " " Bryophytes and Pteridophytes " " " Gymnosperms and Angiosperms " " " Spermatophytes Laboratory Ecology Field Ecology Totals XXVIII. Pathology and Bacteriology:Bacteriological Technique Advanced Bacteriology Clinical Examination of Blood and Secretions Totals XLI. Old Testament Literature and Interpretation :General View of the Period of Samuel, Saul, David, and Solomon— American Institute Student English Theological Seminary Student . . . 7 Old Testament Prophecy Worship Totals XLII. New Testament Literature and Interpretation :Life of Christ in Connection with the Gospel of Luke —University Student American Institute Students Life of Christ in Connection with the Gospel of John —University Student 43116725637 501130211 101232311122129431 30I411272514517667211 252 211110113319 431123UNIVERSITY RECORD 157Departments. a w yo > °tSBH "So5.2 ao.53 ¦ <u<u V 'Sow* oO »H a .OT3 a0'H¦a, a*.53 a S'SslaV.52*-3 >,8?o aXLII. New Testament Literature and Interpretation. — ContAmerican Institute Students 2I I 22 II IThe Acts of the Apostles — American Institute Student ITotals XLIV. Systematic Theology :Apologetics — English Theological Seminary 7 43 I 123 41 2 62Totals XLV. Church History :Church History Prior to Constantine — English Theological SeminaryOrigen and Augustine 2 33iii 35iii 1111 2 23The Ecumenical Councils , The Missions to the Northern and Western Tribes Totals XL VI. Homiletics:Outline course on Homiletics — English Theological Seminary Constructive Homiletics — English Theological Seminary 28 673 8153 341 24 372Totals ....Library Science:Technical Methods of Library Science 8II 1012 1823 58 4 915Totals.... II 12 23 8 15Grand totals 673 799 I31 1485 438 339 708TABLE B.SUMMARY OF DETAILED CONSPECTUS OF REGISTRATION, JULY I, 1901 TO JUNE 30, I902, INCLUSIVE.I A. Philosophy IB. Education II. Political Economy III. Political Science IV. History VI. Sociology and Anthropology VII. Comparative Religion VIII. Semitic Languages and Literatures IX. Biblical and Patristic Greek 'XL Greek Language and Literature XII. Latin Language and Literature XIII. Romance Languages and Literatures XIV. Germanic Languages and Literatures XV. The English Language and Literature and Rhetoric XVII. Mathematics XVIII. Astronomy , XXI. Geology XXII. Zoology XXVII. Botany XXVIII. Pathology and Bacteriology XLI. Old Testament Literature and Interpretation XLII. New Testament Literature and Interpretation XLIV. Systematic Theology XLV. Church History XLVI. Homiletics Library Science Totals . 2429786210202985i4441222432423727673 1840159661631423208346522595027530424361012799 I31 4470221712826438532813590944819441176744123818231485 141866501211591044303011130122534135438 9177229319195332123106211221922243391 This represents only those whose time expired on or before June 30, 1901, who reinstated during the scholastic year 1901-2. In additionto these there were 61 whose time expired during 1901-2 who reinstated during \h& same year.158 UNIVERSITY RECORDTABLE C.STATISTICS OF MATRICULATION, JULY I, I9OI, TO JUNE 30, I902, INCLUSIVE.Geographical distribution.Alabama Arizona Arkansas California Colorado Connecticut District of ColumbiaFlorida Georgia Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri ...Montana Nebraska New Hampshire New Jersey New Mexico New York North Carolina Men. Women. Total.4 43 3I 2 37 13 202 3 51 3 41 2 31 12 5 710 20 303 8 119 8 172 3 53 1 43 31 14 2 66 14 204 9 137 73 39 3 121 5 63 1 42 21 10 111 111 19 302 2 4 Geographical distribution.North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas -. Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Canada :Nova Scotia Ontario Quebec England Japan Totals by Sexes Totals by ClassificationGraduate Undergraduate Men.1273493There were in addition twenty students who complied with the conditions for entering the correspondence coursesoffered in the English Theological Seminary, and nine who entered for the first time upon correspondence courses throughthe American Institute of Sacred Literature. Neither the English Theolpgical Seminary students nor the American Institutestudents, however, are required to matriculate in the University.UNIVERSITY RECORD 159TABLE D.STATISTICS OF ENROLMENT, JULY I, 1901, TO JUNE 30, 1902, INCLUSIVE.Geographical distribution. Men. Women. Total.4 5 9I I3 3 64 3 715 18 337 12 197 10 171 16 3 92 5 711 14 251 13 1 4104 127 23122 24 461 117 44 6118 20 3812 12 247 6 133 6 96 8 1416 36 5216 23 396 22 282 5 7 121 23 445 11 168 10 181 11 • 5 68 21 293 3 635 49 844 7 11 Geographical distribution. Men.Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of ColumbiaFlorida Georgia Hawaiian Island . . .Idaho Illinois Indiana Indian Territory . . .Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire . . .New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Philippine Islands , Rhode Island South Dakota South Carolina Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Australia Bermuda Brazil Canada :Manitoba Nova Scotia Ontario Pr.E. Island Quebec Ceylon China England France India Japan Total number different students 626132025, 45172244416525160 UNIVERSITY RECORDTABLE E.STATISTICS OF INSTRUCTION, REGISTRATION, AND CREDIT, JULY I, I9OI, TO JUNE 30, 1902.Departments. Instruction. Registration. Credit Given.§22^5°I A. Philosophy I B. Education , II. Political Economy III. Political Science IV. History VI. Sociology and Anthropology VII. Comparative Religion j VIII. Semitic Languages and Literatures IX. Biblical and Patristic Greek XL Greek Language and Literature XII. Latin Language and Literature XIII. Romance Languages and Literatures XIV. Germanic Languages and Literatures XV. English Language and Literature and Rhetoric XVII. Mathematics XVIII. Astronomy XXI. Geology XXII. Zoology XXVII. Botany XX VIII. Pathology and Bacteriology , XLI. Old Testament Literature and Interpretation XLII. New Testament Literature and Interpretation XLIV. Systematic Theology XLV. Church History XLVI. Homiletics Library Science \ Totals . . . . '5102179224447812412351311221 6104^416K131359K21142$lA232128332*/21421 2535181156. J42353712342532137533763423628176 193546721223161610165623444114I332161117 447022171282643853281359094481944117674412381823 1418665012115910443030in'301225341..358 331179I22611233932181031 I95K 620 865 1485 438 16321 Total number of different instructors was Q4. Nine gave instruction in two departments.2 Final examination was passed on 41 other courses by students who will be duly credited with the same as soon as they have gained a recordof residence work.TABLE F.SUMMARY OF REGISTRATION BY YEARS, OCTOBER I, 1 892 (DATE OF ORGANIZATION), TO JUNE 30, I9O2, INCLUSIVE.Holding over New registrations ,Lapsed courses renewedTotal registration Registrations completed.Registrations dropped . . , 1892-3. 1893-4. 1894-5. 1895-6. 1896-7. 1897-8. 1898-9. 1899-00. 1900-1.85 139 220 284 412 488 472 540124 172 261 355 4691 52252 676103 75318493 209 3H 481 641 881 1,015 1,158 i,3H4 38 63 106 127 182 282 336 3924 32 28 89 102 211 261 282 246 673799I351,4854383391 There were 5 students whose time expired during the scholastic year 1897-8 who reinstated in their respective courses during that year.2 This represents only those whose time expired on or before June 30, 1898, who reinstated during the scholastic year 1898-9. In addition tothese there were 34 whose time expired during 1898-9, who reinstated during the same year.3 This represents only those whose time expired on or before June 30, 18Q9, who reinstated during the scholastic year 1899-1900. In additionto these there were 25 whose time expired during 1899-1900, who reinstated during the same year.4 This represents only those whose time expired on or before June 30, 1900, who reinstated during the scholastic year 1900-1. In addition tothese there were 44 whose time expired during 1900-1, who reinstated during the same year.5 This represents only those whose time expired on or before June 30, 1901, who reinstated durrng the scholastic year 1901-2. In addition tothese there were 61 whose time expired during 1901-2. who reinstated during the same year.UNIVERSITY RECORD 161TABLE G.STATISTICS OF INSTRUCTORS BY DEPARTMENTS,IA. PHILOSOPHY 5Professor James H. Tufts, Instructor Addison W.Moore, Associate Amy E. Tanner, Non-residentReader Daniel P. MacMillan,5Non-resident ReaderHenry W. Stuart.LB. EDUCATION 10Professor John Dewey, Professor Ella F. Young,Assistant Professor George H. Locke, InstructorAddison W. Moore, Associate Amy E. Tanner, Lecturer Charles A. McMurry, Non-resident ReaderFrank A. Manny, Non-resident Reader Daniel P.MacMillan, Non-resident Reader Henry W. Stuart,Non-resident Reader Fred W. Smedley.II. POLITICAL ECONOMY 2Assistant Professor William Hill, Instructor Ira W.Howerth.III. POLITICAL SCIENCE Instructor Henry R. Hatfield.IV. HISTORY Professor George S. Goodspeed, Associate Professor John W. Moncrief, Assistant Professor GeorgeE. Fellows, Assistant Professor Francis W. Shepardson, Instructor Ralph C. H. Catterall, AssistantFrances A. Knox, Docent Agnes M. Wergeland.VI. SOCIOLOGY AND ANTHROPOLOGY - - -Professor Charles R. Henderson, Associate Professor Marion Talbot, Associate Professor Frederick Starr, Associate Professor William I. Thomas,Associate Professor George E. Vincent, AssociateProfessor Charles Zueblin, Instructor Ira W. Howerth, Non-resident Reader Ralph G. Kimble, Nonresident Reader Elizabeth B. Raycroft.VII. COMPARATIVE RELIGION Professor George S. Goodspeed, Non-residentReader Laetitia M. Conard.VIII. SEMITIC LANGUAGES AND LITERATURES -Non-resident Professor Frank K. Sanders, Nonresident Reader Oscar T. Morgan.IX. BIBLICAL AND PATRISTIC GREEK - - -Professor Shailer Mathews, Assistant ProfessorClyde W. Votaw, Associate Edgar Goodspeed, Nonresident Reader John W. Bailey. *XI. GREEK LANGUAGE AND LITERATURE - -Professor Edward Capps, Non-resident AssistantProfessor Frank M. Bronson, Non-resident Assistant Professor Theodore C. Burgess, Assistant JohnD. Wolcott. JULY I, 1901, TO JUNE 30, 1902, INCLUSIVE.XII. LATIN LANGUAGE AND LITERATURE - -Associate Professor Frank J. Miller, Assistant JohnD. Wolcott, Non-resident Reader Willard K. Clement, Non-resident Reader Frances Pellett.XIII. ROMANCE LANGUAGES AND LITERATURES -Associate Professor Karl Pietsch, Assistant Professor George C. Howland, Assistant ProfessorMaxime Ingres, Instructor Theodore L. Neff,Reader Merritt L. Hoblit, Non-resident ReaderMary C. Cameron, Non-resident Reader Percy B.Burnet.XIV. GERMANIC LANGUAGES AND LITERATURESProfessor Starr W. Cutting, Assistant ProfessorCamillo von Klenze, Instructor Paul O. Kern, Non- 'resident Instructor Johann W. B. Jonas, InstructorHerman B. Almstedt, Associate Phillip S. Allen,Associate Martin Schiitze, Non-resident ReaderFrederick O. Schub.7 XV. THE ENGLISH LANGUAGE AND LITERATURE,AND RHETORIC 12:Professor William D. MacClintock, Assistant Professor Albert H. Tolman, Assistant Professor MyraReynolds, Assistant Professor William V. Moody,Assistant Professor Jared G. C. Troop, InstructorOscar L. Triggs, Instructor Porter L. MacClintock,9 Assistant James W. Linn, Assistant Robert W.Brue*re, Assistant Maude L. Radford, ReaderGeorge L. Marsh, Non-resident Reader Edith B.F. Flint.XVII. MATHEMATICS 4*Professor Eliakim H. Moore, Assistant ProfessorJacob W. A. Young, Assistant Professor Herbert E.Slaught, Non-resident Assistant Professor W'illiam2 Hoover.XVIII. ASTRONOMY --.,---.Instructor Forest R. Moulton.2XXI. GEOLOGY Reader Fred H. H. Calhoun, Non-resident ReaderHenry B. Kiimmel.4 XXII. ZOOLOGY Instructor Charles M. Child, Reader William L.Tower, Non-resident Reader William J. Moenk-haus.4 XXVIL BOTANY Professor Charles R. Barnes, Instructor Charles J.Chamberlain, Associate Henry C. Cowles, Assistant Burton E. Livingstone, Assistant Harry N-Whitford.162 UNIVERSITY RECORDXXVIII. PATHOLOGY AND BACTERIOLOGY - - 1Non-resident Reader Howell E. Davies.XLI. OLD TESTAMENT LITERATURE AND INTERPRETATION 3Professor William R. Harper, Associate John M.P. Smith, Non-resident Reader Oscar T. Morgan.XLII. NEW TESTAMENT LITERATURE AND INTERPRETATION - - - 1Non-resident Reader Thomas A. Hoben.XLIV. SYSTEMATIC THEOLOGY 1Professor George B. Foster.Assistant Professors 17Frank Melville Bronson, Theodore C. Burgess, GeorgeE. Fellows, George Herbert Locke, William Hill,George Carter Howland, William Hoover (non-resident), Maxime Ingres, Camillo von Klenze, MyraReynolds, William Vaughn Moody, Francis WaylandShepardson, Herbert Ellsworth Slaught, Albert HarrisTolman, Jared G. Carter Troop, Clyde Weber Votaw,Jacob William A. Young.Instructors 13Herman B. Almstedt, Ralph C. H. Catterall, CharlesJoseph Chamberlain, Charles Manning Child, HenryRand Hatfield, Ira Woods Howerth (II and VI),Johann W. B. Jonas (non-resident), Paul Oscar Kern,Porter Lander MacClintock, Addison Webster Moore(I A and IB), Forest Ray Moulton, Theodore Lee Neff,Oscar Lovell Triggs.Associates -----... 6Philip Schuyler Allen, Henry Chandler Cowles, Edgar XLV. CHURCH HISTORY - - 2Professor Eri B. Hulbert, Professor Franklin Johnson.XLVI. HOMILETICS --.-.--- 2Professor Galusha Anderson, Professor FranklinJohnson.LIBRARY SCIENCE - - '1Cataloguer Josephine Robertson.Total - - 103Readers - 23John W. Bailey, Percy Bentley Burnet (non-resident),Fred Harvey H. Calhoun, Mary C. Cameron (non-resident), Willard Kimball Clement (non-resident), LaetitiaMoon Conard (non-resident), Howell E. Davies, EdithBurnham Foster Flint, Thomas Allen Hoben (non-resident), Merrit L. Hoblit, Ralph Grierson Kimble (nonresident), Henry Barnard Kiimmel (non-resident),Daniel Peter MacMillan (IA and IB) (non-resident),Frank A. Manny (non-resident), George Linneus Marsh,William J. Moenkhaus (non-resident), Oscar TunstailMorgan (VIII and XLI) (non-resident), Frances Pellett(non-resident), Elizabeth Butler Raycroft (non-resident),Frederick Otto Schub (non-resident), Frank WarrenSmedley (non-resident), Henry Waldgrave Stuart (IAand IB) (non-resident), William L. Tower.Cataloguer - 1Josephine Robertson.Total - 94TABLE H.STATISTICS OF INSTRUCTORS BY COLLEGIATE RANK, JULY I, 1901, TO JUNE 30, I902, INCLUSIVE.Professors 17Galusha Anderson, Charles Reid Barnes, EdwardCapps, Starr Willard Cutting, John Dewey, GeorgeBurman Foster, George Stephen Goodspeed (IV andVII), William Rainey Harper, Charles RichmondHenderson, Eri Baker Hulbert, Franklin Johnson (XLVand XLVI), William Darnall McClintock, ShailerMathews, Eliakim Hastings Moore, Frank K. Sanders(non-resident), James Hayden Tufts, Ella Flagg Young.Associate Professors - 8Frank Justus Miller, John Wild man Moncrief, KarlPietsch, Frederick Starr, Marion Talbot, William IsaacThomas, George Edgar Vincent, Charles Zueblin. Johnson Goodspeed, Martin Schiitze, John M. P. Smith,Amy E. Tanner (IA and IB).Assistants - 7Robert W. Brue*re, Frances Ada Knox, James WeberLinn, Burton Edward Livingston, Maud Lavinia Radford, John Dorsey Wolcott (XI and XII), Harry NicholsWhitford.Lecturer -Charles Alexander McMurry.Docent -Agnes Mathilde Wergeland.