THEUniversity RecordOFTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLERVol. VIII AUGUST, 1903 No. 4UNIVERSITY EXTENSION NUMBERTABLE OF CONTENTSI. THE LECTURE-STUDY DEPARTMENTNOTES AND COMMENTS :1. The University Extension Spirit - 612. The Syllabus and the Library - - - - 613. University Lecture Association *- - - 624. Stereopticon Service - - - - - -625. University Extension in Russia - 636. New Lecturois 637. University Extension at Columbia University 64CONDITIONS FOR SUCCESS 64ANNUAL UNIVERSITY EXTENSION DINNER - 66FREE LECTURE MOVEMENT . ... 68IN FOREIGN FIELDS:1 The London Society for the Extension of University Teaching 69 2. The Cambridge Syndicate 703. The Oxford Delegacy 70UNIVERSITY EXTENSION IN RUSSIA, PaulNicolas Milyoukov CO-ORDINATION OF THE UNIVERSITY ANDTHE PUBLIC SCHOOL, Kate Brownlee Sherwood ...THE SYLLABUS, Richard Green Moulton -THE AFTERNOON STUDY CLASS, J. G. CarterTroop - FROM A LECTURER'S NOTEBOOK -ANNUAL REPORT :The Lecture-Study Department for the Year1902-3, with Comparative Statistics, 1892-1903 7174767883II.THE CORRESPONDENCE-STUDY CONFERENCE --------- 93ANNOUNCEMENTS 94NEW INSTRUCTORS 95DISTINCTIVE ADVANTAGES OF THE CORRESPONDENCE METHOD , Stan Willard Cutting 95PHILOSOPHY BY CORRESPONDENCE, AddisonWebster Moore ------- 96THE CORRESPONDENCE-STUDY DEPARTMENTTEACHING SOCIOLOGY BY CORRESPONDENCE,Charles Richmond Henderson ....CORRESPONDENCE INSTRUCTION IN CLASSICS, John Dorsey Wolcott ....CORRESPONDENCE WORK IN ELEMENTARYPHYSICS, Glenn Moody HobbsANNUAL REPORT, with Statistics - 8598103106PUBLISHED MONTHLY BYZhe Wnivevsity of dhicnQOANNUAL SUBSCRIPTION SINGLE COPIESONE DOLLAR ENTERED AT CHICAGO, ILLINOIS. AS SECOND-CLASS MATTERAUGUST 13, 1902, UNDER THE ACT OF JULY 15, 1894. TEN CENTSVOLUME VIII NUMBER 4University RecordAUGUST, 1903/. THE LECTURE-STUDY DEPARTMENT.NOTES AND COMMENTS.The University Extension number of theUniversity Record is a medium of communication between lecturers, centers, and the University. In the present issue each has madecontributions. It is believed that the experienceof one may be made valuable to all. It is, therefore, hoped that its pages will be read with careby all who are interested in the promotion ofthis work.THE UNIVERSITY EXTENSION SPIRIT.The secretary of a thoroughly successful University Extension center says in an article pub-Isihed in another portion of this issue: "Wehave never canvassed for tickets." The question arises: Is canvassing necessary? Whileit has not been in the center above alluded to,which has had for some years a large and growing membership, we believe that this method ofsecuring a membership in the local center cannot in many instances be safely abandoned.There are few instances in which the officers oflocal centers have not found it necessary to usemore or less personal influence in securing fortheir work the recognition which it merits, andeven when it has not been necessary in order toput the center upon a self-sustaining basis itis believed that the number of people reachedcould have been largely increased had thismethod been pursued. Something should benione to make each member of the University Extension center a missionary. If culture isnot contagious, it should be, and we believe is,more or less infectious, and every person whois reaping some of the rewards of the earnestlabors of scholarly men should see that something is done to bring others into touch withthe same spirit*THE SYLLABUS AND THE LIBRARY.In another portion of this issue we publishan article on "The Syllabus/' by that Nestorcf University Extension work in America, Professor Richard Green Moulton. We trust thatall who have had any doubt as to the value ofthis feature of the University Extension method of teaching will give this article a thoughtful reading. No officer of a University Extension center is justified in concluding thatthe members of the center do not care to usethe syllabus. They should be urged to do so,and if the syllabus is placed on sale, many ofthe members will avail themselves of this opportunity to secure increased advantage from thedelivery of the lectures of the course.Likewise attention should frequently be calledto the traveling library, the books of whichshould usually be on distribution at the lecturehall. There are few instances in which there arenot many people who are willing to read more orless along lines suggested by the lecturer. Thisin every active center should be a growingnumber. Hence, unless there are exceptional6162 UNIVERSITY RECORDlocal library facilities, every center should provide for the use of its members the travelinglibrary which the University stands ready tosend out free of charge, except expressage.Secretaries and librarians are urged to orderboth syllabi and library some weeks in advanceof the opening of their course. If attentionwere properly directed to the matter throughthe public press and in other ways, many members of the center would make use of both thesyllabi and the library in preparing themselvesfor a fuller appreciation of the lectures whendelivered. There should at least be no disposition to wait until the course opens to seewhether the members of the center would liketo have syllabi and a library. It is the duty ofthe officers of the center to provide them, and,if the interest is not there, to create it, if possible, with the aid of the lecturer.UNIVERSITY LECTURE ASSOCIATION .The University Lecture Association organized in Chicago two years ago for the purposeof conducting University Extension work inthat city did an exceptionally valuable workduring the past year. In a centrally locatedpoint in each of the principal divisions of thecity it conducted one course of twelve lectureseach and two courses of six lectures each. Theinterest aroused in the course of twelve lectureson "Studies in Shakespeare/' delivered by Professor William Henry Hudson in the South Sidecenter, was such that upon request a supplementary course of six lectures was deliveredupon the same general subject.The scope of the work of the association wasbroadened by the organization of a center inEnglewood and another in Oak Park. TheEnglewood center was organized late in theseason, and announced but one course — namely,six lectures on "Dickens and Thackeray/' byProfessor William Henry Hudson; while theOak Park center conducted two successful courses — one by Professor George E. Vincent,on "Public Opinion," and another, on "European Capitals and Their Social Significance,"by Professor Jerome H. Raymond.At the South Side center the followingcourses were conducted :"Studies in Shakespeare," eighteen lectures, by Professor William Henry Hudson."The Eastern Question," six lectures, by ProfessorWilliam Craig Wilcox."Studies in Milton's Paradise Lost," six lectures, byProfessor Richard Green Moulton.The work of the North Side center was asfollows :"The Study of Literature," six lectures, by ProfessorWilliam Henry Hudson."The Music Dramas of Richard Wagner," six lectures,by Dr. Nathaniel I. Rubinkam ; musical illustrations byMr. Vernon d'Arnalle."The Men Who Made the Nation," twelve lectures,by Professor Edwin E. Sparks.The work of the West Side center consistedof the following:"The Earth — Its History and Surface," twelve lectures, by Professor Rollin D. Salisbury."The Spiritual Element in Tragedy," six lectures, byProfessor S. H. Clark."Plain Talks on American History," six lectures, byProfessor Edwin Erie Sparks.The programs for the coming year have notyet been announced, but in each of the fivecenters above mentioned from three to fivecourses will be given by men who occupy highpositions in the academic as well as in the University Extension field.STEREOPTICON SERVICE.There have been many arguments for andagainst an illustrated lecture. Without goinginto the merits of the question, we believe thatall will agree that the success or failure of anillustrated lecture may be made by the character of the stereopticon service rendered. In awell-prepared lecture calling for such service,it is just as essential that the picture appearat the right time as it is that the introductionprecede the body of the lecture. In other words,stereopticon views are meant to illustrate whatthe lecturer is saying, instead of to give a sub-UNIVERSITY RECORD 63ject about which he may say something. Theessentials of success, as far as the mechanicalside of an illustrated lecture is concerned, are:i. A good stereopticon. In this the qualityof the lens is a matter of primary consideration.Much better results will be attained if a doubleor dissolving stereopticon is used.2. A good, clear picture can be secured onlywith a bright light. The most satisfactory isthe oxy-hydrogen or the electric-arc light. Forthe electric light, a current of low voltage orpressure is recommended, so that the elementof danger is entirely eliminated.3. Good results are impossible without anexperienced and successful operator. He mustnot only be thoroughly acquainted with theinstrument in use, but he must carefully test itand exactly adjust it before the delivery of eachlecture. A good instrument means nothing ifthe operator is not skilful. He must see thathis screen is properly and smoothly stretched;that the stereopticon is exactly focused; thatthe connection, if electric, is properly and safelymade; that the instrument does not "buzz" or"hum" from time to time, thus distracting theattention of the audience from the lecture to themechanical appliance ; that a proper method ofsignaling — better a noiseless electric one — beprovided between the lecturer and the operator.It has been frequently demonstrated that itit is a great mistake to secure cheap and inefficient stereopticon service. A good instrument,well handled, will more than meet the extraexpense necessary to secure it.UNIVERSITY EXTENSION IN RUSSIA.The attention of the readers of this issue ofthe Record is called to the article by ProfessorMilyoukov on "University Extension in Russia" published in this issue. It is especiallyworthy of note that under the present politicaland social conditions existing in Russia it isabsolutely impossible to conduct the UniversityExtension work as is done in America and Eng land. However, a few earnest and devotedfriends of public education are working withthe problem. Despite the obstacles encountered,nothing but good can come from the effortbeing put forth. In this work the friends ofUniversity Extension work in America bidthem Godspeed.NEW LECTURERS.The officers of the University Extension centers have doubtless observed in the recentannouncement issued by the Lecture-StudyDepartment the names of several lecturers nothitherto appearing therein. It is with pleasurethat the University calls attention to the possibility which is thus provided of enlarging itswork.Dr. Iyenaga, a native Japanese of broadscholarship, discusses in a manner which fewAmericans could "The Far East," "China — -ItsCivilization and People," "Japan — Its History,Civilization, and Institutions." During the pastsummer Dr. Iyanaga delivered in the University two series of lectures and excited an unusual amount of favorable comment.The next lecturer whose name appears in ourcircular for the first time is Professor GeorgeElliott Howard, one of America's prominentstudents and teachers of history, who was forten years head of the Department of History inLeland Stanford University, and since his resignation there has been engaged in literary work.His broad scholarship and unprejudiced mindhave won for him the unqualified confidence ofhis co-laborers throughout the country.It is with pleasure that attention is called toan exceedingly attractive course of lecturesoffered by Dr. William A. Colledge on "Interpretative Studies of Scottish Authors." Dr.Colledge is not only a man of accurate scholarship, but is a native Scotchman, and hence discusses these great contributors to the literatureof the world in a spirit which is at the same timesympathetic and critical.64 UNIVERSITY RECORDSurprise has frequently been expressed thata large number of courses of lectures in Sciencehave not been offered to American audiences.Whatever other explanations may have beengiven, one at least is that there are few menwho combine scientific training in their respective fields with ability to present their subject-matter in an interesting and attractive mannerto a general audience. It is, therefore, withpleasure that attention is directed to the coursesof lectures announced for the coming year byProfessor J. Paul Goode in the field of Geography and Geology. These lectures on "Economic Geography" and "Weather and Climate"cannot fail to interest and instruct such audiences as may from time to time gather to hearthem.University Extension is a movement in theinterest of a broader culture. It should, therefore, endeavor to bring to the people courses ofinstruction, not only in History, Literature, andSociology, but in various fields of Art andScience, with which they are less familiar.During the coming year courses of lectures inMusic will be delivered by Messrs. GlennDillard Gunn and Vernon d'Arnalle. Mr.Gunn in one of his courses of lectures endeavors to lead his audiences to see "WhatMusic Means to the Musician," while Mr.d'Arnalle announces an attractive course oflectures on "The Development of the Song."Both of these men are musicians of attainment,and will illustrate their lectures with numerousselections, vocal and instrumental.Professor Graham Taylor, widely and favorably known because of the work which he hasdone in connection with the Chicago Commons,discusses from the standpoint of a scholarlyand experienced observer "The Personal andSocial Functions of Human Partnerships" and"The Ethics of Industry." Few men speakfrom a more intimate knowledge of their subjects than does Professor Taylor. UNIVERSITY EXTENSION AT COLUMBIA UNIVERSITY.Another indication of the permanency ofUniversity Extension in America is found inthe fact that Columbia University has recentlyestablished a "Department of Extension," andhas chosen as its director Dr. Frederick H.Sykes, for many years prominent in the workof the American Society for the Extensionof University Teaching at Philadelphia.A preliminary announcement is made thatcourses of three kinds will be offered:a) Collegiate courses — in subject-matter History, Literature, Psychology, etc.b) Professional courses — methods of instruction, especially adapted for teachers.c) Lecture courses — of six lectures (weeklyor fortnightly), each lasting an hour and a half,and including lecture and conference.Courses a) and b) are supposed to occupythirty hours and to correspond to similarcourses given in the University. Courses c) areintended to unite the highest popular and academic" qualities ; to give in six lectures a stimulating treatment of a particular period of History, Literature, Economics, etc.We extend cordial greetings to our sister-university in its entrance into this new field.No other institution in America is so favorablysituated for conducting University Extensionupon a broad scale.CONDITIONS FOR SUCCESS.The Home Education Department of the University of the State of New York, of whichDr. Melvil Dewey is director, has recently madea valuable contribution to University Extensionliterature in Bulletin No. 39, the Report ofUniversity Extension for 1900. While the University of the State of New York has done littlein the way of maintaining public lecture coursesafter the manner of the English UniversityExtension societies and the Lecture- Study de-UNIVERSITY RECORD 65partments of the same movement in America,Dr. Dewey saysThe practical merits of the system have been provedwherever competent men were available. A satisfactoryExtension teacher is much harder to find than a gooduniversity professor. It is no test of the Extensionmethod to have it tried unsuccessfully by men unfit forits peculiar duties. Those who know best and have thelargest experience are agreed that it is a strong permanent force in education, and deserves a much largershare of gifts and endowments. As soon as we can have,either from the state or private sources, means to employneeded experts, we can show practical results of whichto be proud.It is not without reason that the lecturer is thusgiven such an important place in the development of this method of teaching. It is an idleexpenditure of money and energy for a university or an administrative body to organize centers to which it is unable to supply competentlecturers and instructors.An equally important element in the successof the work in any community is emphasized inthis report in the following words : -Study of returns shows that success is dependent notso much on clientele as on management. It is a favoriteexcuse for those who fail to make a method succeed thatthe people of their locality are quite different from others,and that there is really no local demand. We find, however, that investigation shows that people as a wholecan be interested in one place almost as well as inanother ; that Extension methods are adapted to all sortsand conditions of men, and that success or failure isdependent, not on peculiarities of people or plan, but onability, persistence, and missionary spirit of its promoters. City A wins a reputation for the most successful Extension centers in the state, while B records onlya complete failure. The superficial observers explain itby a difference in their other educational facilities, entertainments, and by a score of reasons except the rightone. Then it happens that the moving force in city Amoves to B, and lo, in a few months the conditions areexactly changed. Extension work in A is dead, and Bis leading the whole state ; and a new corps of observersconfidently go on to explain, as they did before, thereasons, merely changing the names of the places towhich they apply them. In Extension work, as in mostother interests, it is the man behind the machine andmethod that determines practical success. There are not wanting numerous illustrationsof the truth so clearly set forth in the aboveparagraph. Some years ago a University Extension center was organized in one of thepopulous communities of the Middle West.For two or three years it had a more or lesscheckered career, and finally became inactive.Some years later the work was reinauguratedunder auspicious circumstances, the most influential of which was the character of the menand women who, with a broad and liberalconception of the movement, outlined a policywhich had as its ultimate purpose the enlargement of the educational opportunities of theadult population of the city; but other committees have done as much as far as plans areconcerned. It is in the execution of these plansthat the committee above alluded to has beenespecially fortunate. Success in this particularinstance has been largely due to the earnest,devoted, conscientious missionary spirit of thesecretary of the local society, who, it may beadded, was not a resident of the city at the timeof the more unsuccessful experience a fewyears earlier.The implication is not that local centers andsocieties must import efficient administrativeofficers. They can be found in every community. Local centers and committees shouldsee to it that those who are intrusted with theexecution of their policies are men and womenof sympathy and energy.There are not wanting numerous illustrationsof officers who for one or two years have 'rendered efficient service, but who later performnothing but routine duties and do not give tothe movement that essential element of success,the influence of a strong personality. In otherwords, officers of University Extension centerssometimes outlive their usefulness. This species of dotage is not only inimical to success,but spells in the end absolute failure. There isnothing to do in such cases except to apply the66 UNIVERSITY RECORDsurgeon's knife and graft in the place of theremoved member a faithful, buoyant, and hopeful man or woman who not only sees and feels,but acts.Let us not be misunderstood. We are not insympathy with the policy which involves thechanging of the officers of the University Exten-tension center every year. Local societies havemaintained a successful existence of a decade ormore constantly under the influence and guidance of the same devoted men and women. Theargument is for efficiency. Let us have it inthe management of our local centers, whatevermay be the cost.THE ANNUAL UNIVERSITY EXTENSION DINNER.During the University Extension seasonworkers in this field see very little of each other.The programs of the lecturers are of necessityso arranged that it is with great difficulty that aconference of many of them can be held at anytime during the lecture season. Because ofthis, if for no other reason, it has been felt thatat least once a year the men who are engagedin this work should be given opportunity tomeet their fellows face to face. There hasaccordingly been instituted the University Extension Dinner. University Extension workersand friends, some sixty in number, gathered atthe Quadrangle Club the evening of June I,1903, and enjoyed, if not a feast of reason, atleast a flow of soul. The following questionswere propounded by the toastmaster, ProfessorNathaniel Butler, and were responded to, if notanswered :"Whence ?" George E. Vincent."Who?" Edwin E. Sparks."Why?" Albion W. Small."What ?" Walter A. Payne."How?" Charles Zueblin."Whither?" William R. Harper.In response to the" query "Whither?" thePresident prophesied a great development ofthe University Extension work, and briefly out lined some plans for enlargement which are atpresent under consideration. The answer ofthe Secretary of the Lecture-Study Departmentto the query "What?" is published in full, sinceit gives a hasty review, or summary, of thework of the Department:We have heard how University Extension had itsorigin in the minds of men who had themselves spentyears in the classic surroundings of the ancient universities of England, but who with the spirit and zeal ofthe true missionary felt that knowledge and culture, aswell as religion, were for mankind, and not for the electalone. We have heard how this work has since beencarried on by men who are equally zealous in a righteouscause, and have devoted themselves faithfully and earnestly to the promulgation of the doctrine that educationthroughout life is a more noble conception than educationfor life. But having heard whence we came, and whowe are, an educational movement, as well as any otherenterprise, from whatever source it may have had itsorigin, and by whatever noble spirits it may have beenconducted, must ultimately justify its existence by deedsdone. Hence, I am not unwilling in this instance torespond to St. Peter's demand of Tomlinson:"Stand up, Stand up now, Tomlinson, and answer loudand highThe good that ye did for the sake of men 'or ever youcame to die ;***********The good that ye did for the sake of men in the littleearth so lone.By the worth of the body that once ye had, give answer,what ha' ye done?"I shall first choose to interpret the word "we" broadly,and to speak for a moment on University Extension as aworld-movement. Since the formal inauguration of thiswork in Cambridge University, thirty years ago, it has,with slight and necessary adaptations to local conditions and the temperaments of different peoples, beeninaugurated in practically every leading nation of theworld. The reports on University Extension today come,not only from Cambridge and Oxford and London andVictoria, but from Scotland, from Ireland, from Australia,from Germany, from Austria, from Spain, from Norway,from Denmark, from Russia, as well as from our ownland, of which we shall speak more in d'etail. In someof these countries University Extension has made butlittle more than a beginning. In others it has developedalong different lines ; yet the spirit underlying them andthe end aimed at are one and the same.There have not been wanting those who have said thatbecause University Extension has not developed a largerUNIVERSITY RECORD 67class of people corresponding to college and universitystudents, it has failed in its original purpose and is nolonger entitled to the name under which it made itsappeal for support. To these objections we shall not atpresent attempt to give answer further than to say thatthey fail to take into consideration that the promotion ofculture is no less a function of the university than theincrease of knowledge.Since the establishment of this Department of theUniversity of Chicago with the opening of the Universityin 1892, 1,534 courses of six lectures each, or 9,204lectures, arranged with some definite end in view, havebeen delivered to audiences averaging in number twohundred people. This represents a total attendance of314,167 people on these courses of lectures; or a totalnumber of admissions of more than one and three-fourthsmillions. Beginning with 124 courses, we have proceededby unequal steps, until during the year just closing 208courses of six lectures each have been delivered in 146centers, most of which are within a radius of threehundred miles of Chicago. This represents an expenditureof more than $400,000, one-sixth of which has been contributed by the University and five-sixths by the centers.I believe that there are none who have ever been engagedin this work, and few who have any intimate knowledgeof it, who are not ready to concede that even withoutmore tangible results the local communities, as well asthe University, have given evidence of the faith that iswithin them.Before speaking of some of these more tangible andspecific things, it is with pleasure, and perhaps not whollywithout pride, that I call your attention to the fact that,while during the past year the courses of UniversityExtension lectures conducted by the University of Cambridge were attended by something over 10,000 people;the London University Extension Society carried its message to 15,000 people; the Oxford report numbers as itsattendance 20,000 people ; the American Society at Philadelphia, 25,000 people; and the University of Chicago,last of all to take up this work, 35,922. These figuresare for the year 1 901-2, and they are given in justice tothe other societies, since their reports for the currentyear are not available. The attendance on UniversityExtension lecture-study courses conducted by the University of Chicago this year has aggregated 43,564.While a large number of the centers, ninety-three,arranged for the delivery of but one course of six lectures during the season, the lectures of each of thesecourses were delivered at fortnightly intervals and covereda period of twelve weeks ; thus enabling those who desired, to do not an inconsiderable amount of reading andstudy. In thirty-three centers two courses of six lectures each were given. In six of these centers these courseswere arranged in educational sequence; in four centersthree courses of six lectures each were given ; in fourcenters four courses of six lectures each, or the equivalent thereof, were given; in two centers, five; in onecenter, eleven. The report for the year would indicatea total of twenty courses of twelve lectures each andone course consisting of eighteen lectures. In the centersannouncing the courses of greater length, we have founda disposition on the part of a few earnest students towork for credit.To give answer more specifically to the question,"What have you done ?" let me say :1. In general, we have aided to break down the wallsof prejudice erected during the centuries of inharmoniousrelations existing between the people, on the one hand,and the colleges and the universities, on the other. Weof the University of Chicago have made known to thesethousands of people the great democratic purposes andspirit of this new institution toward which in scores ofcenters the feeling originally was not at all cordial.2. We have stimulated scores of young men andwomen to establish more intimate connection with theUniversity. As an illustration, one of the most progressive high-school teachers in the state points to theinspiration which she received from contact with an earnest University Extension lecturer as that to which sheowes her advance in her profession. At that time shev/as a humble grade teacher. Since she attended her firstcourse of University Extension lectures, she has notonly studied at home, but has spent her summers at thisor other universities. She is but one of many.3. We have built libraries, promoted the improvement of public schools, parks, streets, and other agenciesof public service. A little city in the Mississippi valleypoints with pride today to its public library, the directresult of the organization in that city, at the time of avisit of a representative of this Department, of a localinstitution known as the University Extension and PublicLibrary Association.4. We have demonstrated that there are in a largenumber of local communities a few earnest people whoare willing to work for the establishment of local institutions which mean to them and to their respective communities a broader culture and a wider intellectualhorizon. This work is not conducted alone in populouscommunities in which there are many other agencies ofculture. During the past year a course of lectures wasgiven in a little village of seven hundred people. Thiscenter paid the full fee and the regular expenses for itscourse of lectures. The Secretary writes:68 UN1VERSI1 T RECORDWe have but a small village population on which todraw, and hence must depend quite largely on the farming population about us ; in fact, more than half of theseason tickets were held by out-of-town patrons.Other courses of lectures have been given to so-called "select audiences" in larger centers of population.Thus it is seen University Extension ministers to allsorts and conditions of men.5-. We have demonstrated what the most thoughtfulstudents realized from the beginning, namely, that thelecturer is the crux of the situation. It was realizedthat no half-hearted service would suffice; that theitinerant lecturer must possess the best qualities of theresidence teacher and more; he must be saturated withhis subject and know how to teach it. In the words ofanother :The lecturer must, in addition to the above qualifications, have a gift too seldom found in the university — thegift of pleasing and effective public speech. He must be,not scientific merely, but artistic too. He must be, notteacher simply, imparting information and extracting itfrom students ; he must be preacher also, driving homehis message by the blows of oratory, overcoming theinertia of men and women worn and jaded by the day'sroutine. University Extension went in search of menwho combine with the university professor's knowledgethe novelist's versatility, the actor's elocution, the poet'simagination, the preacher's fervor.These are some of the qualifications demanded of thethoroughly successful University Extension lecturer. Butperhaps above all is demanded of him a truly missionaryspirit. The University Extension lecturer is called uponto make many sacrifices. Doubtless few university menknow that those who have been conscientiously devotingtheir time to this movement not only lecture five or six,and sometimes seven, times a week, but in additiontravel during each week from five hundred to one thousand miles. In view of the exceptional qualifications andexacting labor demanded, to him who conscientiouslydevotes his time thus to the university and to the people,to the one no less than to the other, all honor is due.6. Last, but not least, we have taught thousands ofpeople how they may more profitably occupy their leisuretime; and, as has been well observed, we may tell atleast as much of the disposition and destiny of a peopleby the way they spend their leisure as by the way theyoccupy their working hours. At this time, when thereis an increasing demand that people in all classes ofsociety have a larger amount of freedom from the routineof daily life, every movement which seeks to occupy aportion of this time is fraught with significance. Nor isit alone those who have had meager educational opportunities who need subsequent direction in their literarywork. There are but few, even among those who havehad a college training — and at best this is one adult in120 — who are not the better if under wise leadership. THE FREE LECTURE MOVEMENT.No movement in the past quarter of a centuryhas appealed more strongly to the democraticsympathies and sentiments of the Americanpeople than the Free Lecture Movement inaugurated in New York city fifteen years ago.During this period courses of lectures have beendelivered in public-school assembly halls invarious sections of the city under a specialsupervisor of lectures, Dr. Henry M. Leipziger,elected by the Board of Education. During thefirst few years most of the lectures were uponpopular subjects, and relatively little attentionwas given to the question of educationalsequence. However, nothing could more clearlydemonstrate the possibility of elevating the educational standards of the adult population thanthe history of the Free Lecture Movement inNew York city.During the year 190 1-2 Dr. Leipziger reportsthe delivery of courses of lectures in one hundred different centers:Three thousand one hundred and seventy-two lectureswere given. The total attendance* was 928,251. Theattendance in the centers that have been established forsome years was maintained, and the popularity of thelecture course is illustrated by the fact that in theBoroughs of Manhattan and The Bronx the total attendance shows an increase of more than 30,000 over theprevious year. At the new lecture centers established inthe Borough of Queens the attendance was surprisinglylarge, proving that in the suburban districts, where thereare few attractions, the lecture course will be thoroughlyappreciated.It is with just pride that Dr. Leipziger says :It is pleasing to record that an average attendanceof more than two hundred, marked by great regularity,was secured for the course of twenty-five lectures on"Practical Electricity." The auditors were in most casesmen engaged in callings where a knowledge of electricitywould prove of great value. ,The subjects of the lectures were chosen with a viewto interest the largest number, and the titles of thelectures, as indicated in the preceding pages, show thevariety of the topics that were treated. Wherever possible, the lectures were illustrated, either by stereopticonviews, by experiments, by musical selections, or byreadings.UNIVERSITY RECORD 69Certificates were issued after examination to thosewho had attended the course of five lectures on "FirstAid to the Injured," which course proved one of themost popular of the entire series.Many evidences of serious reading in connection withthe lectures have been given, and many copies of scientific books were purchased by auditors to supplementthe teaching of the lecturer.Noticeable has been the increase in culture on thepart of audiences where lectures have been continuouslygiven, and a very gratifying feature has been the increasing demands made by the audiences that havelistened to the lectures for the past ten years.The courses of lectures at some centers were arrangedalmost like a college course. At one center fifty lectureson History and Literature were given. At another, forthe past four years, on each Saturday night a lectureon some subject in Natural Science has been given. Inthe Hall of the Board of Education subjects relating toeducation were the chief themes.Letters written by many auditors at the lectures indicate that they have been regular attendants at thesecourses for several years. This continuity of interest,combined with the systematic arrangement of the lectures,makes it possible to make these courses of lectures aPeople's University in the real sense, affording opportunity to the toiler to acquire, after a series of years,the elements of a broad, general education from the bestteachers.The audiences are almost entirely adult. In manycases the attendance is divided between the two sexes,but at lectures on subjects such as Physics or Politicsthe attendance is largely men, while where the subject isLiterature, Music, or Art the women predominate.Summing up the results of the lecture movement asseen in our city, it may truly be said that it has broadened the meaning of the term "education," and has givena series of continuation schools of the best kind. Ithas brought the professor from his study in touch withthe people, and has gathered audiences from all classes ofsociety, making a truly democratic assemblage. It hasbrought culture to the uncultured. It has given a newmeaning to the uses and possibilities of the schoolhouse.Year by year the city will become improved, and moregifted men and women will long to teach in these greatcities. In these days of shorter hours and larger opportunities this provision for adult education will bring thestimulus for the gratification of the intellectual desiresof thousands, and a larger world will be given in whichthey shall live. The best characters in literature willbe brought to influence their lives,, and a new joy willcome from this association with literature and science and art; and this influence will affect their homes andtheir lives, and they will find that the true joy of life will"not come from wealth, but from sympathy and appreciation of the bounties and wonders of nature that liearound us.This movement for adult education is just in itsinfancy, and, judging by the results of the past twelveyears in our city and the many inquiries from all partsof our land, it would not seem improbable that ten yearsfrom now every great city in this Union will make provision for adult education, and a class of teachers particularly adapted to dealing with the adult mind will comeinto existence.We are beginning to recognize more generally thateducation does not belong to either sex or to any periodof life, for in many ways the mature irian or womanis better able to use educational opportunity than he wasin childhood, and no more sacred task falls to the lotof any man than to that of the teacher in a democracy,for he organizes public opinion, directs reading, stimulatesthought, and inspires to the higher life.The above somewhat lengthy extracts aretaken from this report because of their extremesignificance to the friends of popular education.It is with pleasure that we call attention tothe fact that during the past year a similarmovement has been inaugurated by the Boardof Education of Milwaukee, and that it will becontinued throughout the next year. Similarwork is being conducted on a small scale inother cities.This work, if done under proper supervision,is University Extension work. It means education for the whole people, and not for thefavored few.IN FOREIGN FIELDS.THE LONDON SOCIETY FOR THE EXTENSION OF UNIVERSITYTEACHING,Special interest attaches to the report issuedby the London Society for the year 1901-2,because October 1, 1902, it ceased to exist, thework which it began in 1876 having been undertaken by the University of London. Thus theonly University Extension Society in Englandwhich can in any sense be said to have beenindependent of university control has now be-70 UNIVERSITY RECORDcome an integral part of a great educationalinstitution. Those who have directed this workduring the past twenty-seven years have reasonto be proud of the results accomplished. Thefollowing extract from the annual report indicatesTHE PROGRESS OF THE WORK.The Council have much pleasure in presenting theirReport for the Session 1901-1902.It is a source of great gratification to the Councilthat in this, their last Report, they are able to record themost successful Session's work since the establishmentof the Society in 1876. The increased enthusiasm forUniversity Extension within the Metropolitan Area, referred to in the Report for the Session 1900-1901, hasbeen fully maintained, as will be seen by the followingtabular statement:Session Number ofCourses Entries ofStudents CertificatesAwarded162191195 12,14113,69815*407 L5441,9812,2571900-1901 1901-1902 It will be seen from the above that the very considerable increase in the number of courses of lecturesand the entries of students has been accompanied by astill greater comparative increase in the number ofcertificates awarded.Session Courses inSequence duringTwo Terms Courses inSequence duringThree Terms1899-1900 465055 404446Thus, from every point of view the progress of thework may be regarded as most satisfactory.UNIVERSITY OF LONDON.When the London Society was formed in 1876 to control the work of University Extension within the Metropolitan Area, the hope was expressed that, when aTeaching University was established in London, the workof the Society would be transferred to the University.In the Statutes of the Commissioners appointed underthe University of London Act, 1898, provision was madefor the appointment of a Board to Promote the Extension of University Teaching, and to this Board, asstated in the last Report of the Council, the work of theUniversities' Joint Board has been transferred.During the Session under review the Senate of theUniversity approached the Council with reference to tak ing over the whole of the work of the London Society,and, as the result of conference between representativesof the Senate and the Council, the details of the transference have been arranged to the complete satisfaction ofthe Council.THE CAMBRIDGE SYNDICATE.The work of the Cambridge Syndicate appears to have been more largely affected thanthat of any other of the University Extensionsocieties by the South African war. However,as is shown by the following extract from itslast annual report, a favorable reaction has setin, and a still larger work may be expected insubsequent seasons :The number of courses delivered in the Session 1901-1902 was 104, an increase of two over the correspondingfigures of the previous Session. Of these, twenty wereon Scientific subjects, and fifteen on subjects in thedepartment of Art and Architecture. The total numberof lectures delivered was 1,026 as against 991 in theSession of 1900-1901, while the number of persons attending the classes, doing weekly papers, and obtaining certificates, were all in excess of the numbers of the previousSession, viz., 3,210 attending classes as against 2,842 in1900-1901, 1,359 doing weekly papers as against 1,240,and 638 obtaining certificates as against 579. The onlytotal which is smaller than in the previous Session isthe total of average attendances at the lectures, which is9,200 as against 9,597 in 1900-1901. This is explainedby the fact that no pioneer lectures were given last Session, while two sets were given in the previous Sessionwhich were attended by 795 persons. Thirteen SessionalCourses were delivered, four of which were arrangedspecially for pupil-teachers and were recognized by theBoard of Education. These were attended by 351 pupil-teachers, of whom 287 obtained Sessional Certificates, andwere thus enabled to claim exemption from examinationin one of the subjects at the King's Scholarship Examination.THE OXFORD DELEGACY.The annual report of the Oxford UniversityExtension Delegacy for the year 190 1-2 expresses satisfaction, not only because of thehigh level upon which the work has been conducted, but because of the signs of expansionand development. The following extract fromthe report will be read with interest, althoughUNIVERSITY RECORD 71some portions of it may not be fully understoodbecause of unfamiliarity with the complicatedrelations of English educational institutions:One thousand nine hundred and seventy-nine lectures,distributed in 190 courses, were given in 135 centers.The vast majority of the courses were on History orLiterature; 64 (as against 55 last year) being on theformer subject, 52 (as against 51) on the latter; 35 (asagainst 32) were on Natural Science; 11 (as against 12)on Art and Architecture ; 9 (as against 14) on Economicsand Political Science; 4 on Geography; 3 on MoralPhilosophy; and 12 on other subjects. The number oflecturers employed was 28 ; and the average number ofstudents returned as being in regular attendance was20,862. In this, as in all other respects, the past yearmarks the highest point attained by the work during thepast seven years.The delegates have special satisfaction in being ableto report that the work is not only extending in area,but in a marked degree increasing in thoroughness. Theexamination results afford conclusive testimony on thispoint. Last year 1,361 candidates presented themselvesfor examination, as against 1,300 in the previous year,and as against 882 in the Session 1899-1900. Of these,460 passed with distinction, 766 satisfied the examiners,and 135 failed. The examinations (except in technicalsubjects) are invariably conducted by those who have*acted as Public Examiners in the University ; the standard required for "distincion" is that of a single paperin an Honor Examination, and for a "pass" that of asingle paper in the Final Pass School.The most notable event of the year has been the promotion of the University Extension College at Readingto the rank of University College entitled to share inthe Treasury Grant. Founded in 1892, its progress during the past ten years has been remarkable, not only inthe Scientific and Technical, but also in the "Arts"Department. In the examination conducted by thisDelegacy at the close of the Session 1901-1902, no lessthan sixty-eight students obtained the Higher Certificateof Systematic Study, a Certificate which presupposesattendance at not less than ninety-six lectures andclasses, seventy-two of which must be on subjects comprised in the Arts course, and twenty-four on subjectsin the Science course, or vice versa. In addition to theabove, forty-nine students obtained the Sessional Certificate. UNIVERSITY EXTENSION IN RUSSIA.By PAUL NICHOLAS MILYOUKOV, Professorial Lecturer on RussianInstitutions, on the Crane Foundation.A movement very much like University Extension in England and America — and directlyinfluenced by both — was started in Russia asearly as 1893. The initiative was taken by aprivate circle of university men and teachers ofMoscow, the ancient capitol of Russia. Owingto difficulties with which I dealt at length inmy course of lectures on "Russian Civilization/'1 it proved impossible to start the movement either in a formal connection with theuniversity or in a free organization like theLondon and the American societies for University Extension. The only way to be chosenwas to engraft new initiative on some previously existing organization for public enlightenment ; and thus it was resolved to form a University Extension department within a "Societyfor Promotion of Technical Knowledge." Norwas it possible to give to the work of thisdepartment large publicity or full scope ofaction, which should correspond to the waysand methods of the University Extensionabroad. Therefore the department took for itsstarting-point the early activity of the AmericanChautauqua and the English "Home-ReadingUnion." But from the very beginning the workof the Moscow "Committee for Home-Reading" took a larger scope. Practically it corresponds as far as this particular line is concerned, to that of the Correspondence-studyDepartment. The only difference is that thedetailed programs are not sent to the studentsin a form of a consecutive series of lessons, inthe measure as the work is going on, but arepublished at once for every branch of knowledge, which forms a part of the universityteaching. Only technical courses and teaching in living languages were excluded; butmathematics and different branches of natural1See chap, iv of the book that is being publishedunder this title by the University of Chicago Press.72 UNIVERSITY RECORDscience — with a certain amount of practical andlaboratory work — were admitted from the verybeginning. Every detailed program is madeup (i) of bibliography, showing the "necessary," the "recommended," and the "reference"books; (2) of detailed questions, whose purpose is to help the student to ascertain himself,and to assist the committee in ascertaining,whether he has wholly mastered the "necessary"books and gone through the necessary work;(3) of themes for more independent paper work.A fee of $1.50 a year entitles the applicant tohave the "necessary" books sent from the committee (on certain conditions), to send his replies to "questions" of the program and hispapers to the committee, and to enjoy the adviceand criticisms of the members of the committeefor any special branch of study. »The whole course of study by correspondencehas been divided into four years, and everyyear a program is published dealing with allsubjects of study for that year. Very manyuniversity professors and specialists take partin working out programs and leading the studyby correspondence. Two volumes of the Moscow "Programs for Home-Reading" embraceall branches of study and form a stately workof more than 1,300 pages of very compact print.How much they were appreciated by generalreaders is shown by the fact that these "Programs" were sold in a number of about 80,000copies. However, by far the greater part ofthe readers dispensed with the further help ofthe committee, owing to the want of publicity,or to the elaborateness of the "Programs,"which enabled the more advanced to study bythemselves, and deterred the less advanced fromstudy altogether. In order to provide for thewants of the latter, the Moscow Committee nowhas set at work to prepare less detailed andmore "cyclopaedic" programs; but as yet theyhave not been published.The work hitherto achieved by the committeemay be seen from the following figures : In the years 1895-99 there were 1,473 students bycorrespondence. In the middle of 1899, 585students were at work. Out of this number419 were studying the courses of the "firstyear;" 128, those of the "second year" (73 ofthem had finished the first year) ; 42, the "thirdyear" (31 of them had finished the first twoyears of study). The very advanced characterof the "Programs" accounts for the comparatively small number of students; but such asdid not desist at once from the 'study generallydid very good work, as the writer of these linescan personally testify. The books forwardedfor study were, during these four years, about6,000. High postage rates very often made thisform of help unavailing; but the committeewas assisted by many booksellers and local freelibraries, the former having agreed to sell thebooks recommended at discount prices, and thelatter having formed particular shelves for theuse of the readers of the Moscow committee.How far the "Programs" revived the demandfor books recommended may be shown by thefact that some of these books, while remainingunsold for tens of years before the "Programs"were issued, were afterwards published in manynew editions. The committee also started itsown publishing department, and its editionsnow enjoy a very great popularity in Russia.More than a half of the committee subscriberslive in such surroundings that they would haveremained without any assistance in matters ofstudy and reading but for the activity of thecommittee. Only 25 per cent, of them live inuniversity cities, and 17 per cent, in largerprovincial cities; 50 per cent, are scatteredthrough the country, where almost no freelibraries and no educational bodies exist. About65 per cent, of the subscribers are occupied invocations — railroads, banking, and other business offices — which otherwise divert from regular reading and sometimes make it difficult.The majority (56 per cent.) of the correspondence students have not finished the middleUNIVERSITY RECORD 73school (which corresponds to the secondaryand high school here) ; so that here again thehelp of the committee appears to be very muchneeded, though it might have been more effective, were the "Programs" better adapted to meetthe wants of this category of readers. Thechief interest of the students is concentrated onsocial sciences (33 per cent.) and philosophy(19 per cent.), all of these figures refer to menreaders. The women (28 per cent, of thewhole number) belong chiefly to the pedagogicalvocation (48 per cent.) ; about 66 per cent, ofthem have finished the middle school, and theirinterest is more equally divided among history(20 per cent.), philosophy (20 per cent.), literature (19 per cent), and social sciences (16 percent.). Sometimes the subscribers of the committee form a local circle. The committee encourages this kind of local associations for self-culture, while forwarding for their use circulating libraries.Now, the activity of the Moscow Committeeis not confined to the study by correspondence.In the very beginning of this activity the committee contemplated also the organization oflectures for the provinces on University Extension lines. An experiment of this kind wasalready made in 1894, when two systematiccourses were delivered in Nishni-Novgorod,before a large audience of about 500 hearerson the average. In 1896 a subcommittee wasformed, which in 1899 was transformed into astanding "Board for Provincial Lectures." Thisboard published annually a circular about lecturers who consent to lecture in the provinces,with particular information as to the coursesproposed by them and regions where, they arewilling to lecture. The normal fee introducedby the committee (there is no difference as tothe particular attainments or the official positionof lecturers) is about $15 a lecture (travelingexpenses not included). Here particularly theactivity of the committee had to face "difficulties" above mentioned, and each public lec ture is to be specially permitted, at a giventime and in a given place, by official representatives of two ministries — those of the interiorand of public instruction. Moreover, the committee is not entitled to act in its own name, thiskind of activity never having been officially admitted. Generally, the initiative must be takeneither by the lecturer himself or — what is moreoften the case — by a local organization, whosestatute should include the right of arranginglectures (as a device for pecuniary benefits).Thus the co-operation of some local organization with the committee is quite unavoidable,not only for the material and moral success ofthe lectures, but also as a means for securingthe official permission. Still, this permission isvery often refused, and this greatly discouragesthe committee and prevents its activity in arranging lectures that the work may becomeregular and widespread.During the first four years, 1896-99, of theactivity of the "Board for Lectures" eight systematic courses were delivered in six cities, andthirty-six single lectures in sixteen cities (someof the latter were repeated from two to fivetimes). Of course, these figures are quite insignificant if compared with the general numberof public lectures arranged by local organizations alone, without help of the Moscow Committee. I must add that particular featureswhich characterize "University Extension" lectures proper — I e., the "syllabus," the "class,"and "paper work" — are nearly always absentfrom Russian provincial lectures ; and this, too,is to a certain degree explained by the particularconditions under which public lectures are permitted to be delivered in Russia.The Moscow Committee is far from being theonly organization that promotes University Extension in Russia, though of course it is the onethat does its work most systematically. "Programs for Home Reading" were published alsoby the St. Petersburg "Department for Promoting Self-Culture," of the "Pedagogical Museum74 UNIVERSITY RECORDfor Military Schools." These "Programs" wereprepared chiefly by university professors, andappear now already in their fourth edition.Though on a smaller scale than the Moscow"Programs," they serve the same end of directing home-study. No correspondence, however,exists between the Petersburg department andits readers. Provincial lectures were organizedby the professional staff in all university cities,with more or less regularity (Kafan, Keeyers,Odessa, Harkov, Moscow, etc.). In St. Petersburg open lectures were started on a large scalein 1897, in three different quarters of the residence portions; but they were stopped by theministry of public instruction, after some fewmonths of brilliant existence, for the importantreason that the ministry had not had time towork out "regulations" for such lectures."Regulations" are not worked out yet, and thusthere exist no open lectures in the first city ofRussia. Odessa was more successful, becausethere the whole work was legalized, beingstarted by the Odessa public library. TheOdessa lectures are much more elementary thanothers of this kind and are attended chiefly byworkingmen, petty shopkeepers, etc. In 1898,4,771 hearers visited these lectures. Courses.were delivered in literature, political economy,history of Russia, geography, anatomy withphysiology and hygiene, physics, chemistry, andgeology.The reader may conclude that in Russia theUniversity Extension movement is promotedby educated classes, teachers and university professors, all of whom are very much in favor ofthe movement. Such doubts on behalf of themovement as may not yet be said entirely to besilenced in European universities never existedin Russia. It is true that the whole movementnever had the least chance of being "affiliated."The amount of work done for the movement outof mere philanthropy is not less than in thecountries where University Extension was firststarted. The real need of it is certainly far greater ; and if the results do not correspond tothe enthusiastic expectations of the "pioneers,"it is chiefly due to obstacles and "difficulties"which are unknown in other countries and withwhich Russia has yet to deal. The movementis held back and checked; but for that theexertions of the Russian enthusiasts of University Extension would have been fully rewarded.CO-ORDINATION OF THE UNIVERSITY AND THE PUBLICSCHOOLBY KATE BROWNLEE SHERWOOD,Secretary of the Toledo (Ohio) Center.In the good time coming, education of the individual through established institutions, will bea continuous process. To this end UniversityExtension directly points. When this extensionshall have been completed, the perpetual schoolwill be recognized as a public necessity, just asthe church is now. Every village will have itsperpetual school, or Extension center, foradults ; every town and city will have its multiplied centers in the ratio of population.Important as the public library is, the Extension center is more important. Arrested educational development is directly behind the public decadence, not to say crime, which manifestsitself in every community. The pitiful tragedyof Jude, the Obscure, as outlined by ThomasHardy, is all around us. "I hear there is goingto be a better chance for such helpless studentsa? I was," says Jude. "There are schemes afootfor making the university less exclusive, andextending its influence."Graduation day, in school or college, is toooften the most hopeless in the life of the boy orgirl. After that, what? This is the questionwhich wise educators must answer.In Toledo, having such thoughts in mind, wehave, with some degree of success, broughtabout a co-ordination between the public schooland the university, which reaches out andaffords an opportunity to student classes in allwalks of life. The promise before us of a per-UNIVERSITY RECORD 75petual school, or center, self-supporting andself-perpetuating, which will, in turn, lead tomultiplied centers, grows brighter with everyclosing season. We want to make UniversityExtension a public necessity, and create thehabit which makes educational evenings asessential as the theater or concert hall. To dothis we have united forces with the press andpublic-school officials, and have placed theprices of season tickets so low that the youngclerk, or artisan, or public-school teacher on alow salary, can enjoy the highest educationalprivileges, at a merely nominal price. A seasonticket for 1903-4 will be placed for $2. Thisticket will admit the holder to four courses oflectures, or twenty-four lectures in all; and istransferable, so that it may be in use by anotherwhen the holder is unable to be present.The answer to the question, Can UniversityExtension be supported in this way? is bestanswered by the fact that for three seasonspopular prices have prevailed. We have provedthe maxim, "There is luck in numbers," havingan increasing annual attendance, the promptsettlement of all obligations, and a nice surplusover and above expenses in the treasury. Wehave outgrown our hall, and this year shalltake possession of a new and handsome concerthall that will seat about one thousand persons.How to popularize University Extension, atthe time the present society took up the work,was a puzzling question; as a center startedsome years since had died out for want of interest, and then there has been a growing dislikeof the lecture, per se, with its flaming oratoryand sorry wit. By enlisting the superintendentand officers of the Toledo schools ; securing theco-operation of the press in treating UniversityExtension as a matter of school interest ; takingthe public into our confidence through plainstatements in the daily newspapers; and bythe use of the advance prospectus, judiciouslymailed to those interested in education, we havenever lacked for patrons or means. As far as possible, we have chosen lecturers whose subjects allowed a liberal use of the stereopticon;and this has proved a most pleasing and popularfeature. In arranging our courses we havechosen such topics as would be most helpful toteachers, or which have been uppermost in thepublic mind. We have selected the most advanced thinkers and those who deal most radically with questions of the times. To the University of Chicago we are indebted for an opportunity of procuring speakers of this class, suchas Professor Charles Zueblin and ProfessorJerome H. Raymond in Sociology; and Professor William H. Hudson, of England, asShakesperean interpreter. Professor EdwinErie Sparks, the historian, who opens the coming season, giving his new course of lectures on"Plain Talks on Everyday Topics," comes tous for the fourth year. He was our pioneer,and to his delightful sequences we are largelyindebted for the popularity attending the workof the present society from its inception. Lastyear we worked in a course on popular science,Professor Wallace W. Atwood lecturing on"Physiography," with stereopticon views andchalk drawings, most acceptably. As we couldnot secure his services the coming season, wehave chosen Professor J. Paul Goode, on"Geography of the Land," illustrated. Professor Raymond will give his second course on"European Capitals;" Professor Oscar L.Triggs will appear under our auspices for thefirst time with an illustrated course on "Schoolsof Painting." This will cover two coursesbefore the holidays and two after. As Toledohas just opened an Art Museum, we shall hopeto assist in awakening public interest to theopportunities presented. This is in conformance with our aim : Ascertain the public needand fill it. Another essential of success whichwe have observed is to have it well settled, bypopular vote, before the close of one season,what we are to have the next. There is thus nobreak. Our patrons are with us from year to76 UNIVERSITY RECORDyear, with few changes, being chosen in conformance with the law of natural selection. Wehave never canvassed for tickets, on the charitybenefit plan, so that we can well say : "Once apatron of University Extension, always a patron."THE SYLLABUS.BY RICHARD GREEN MOULTON,Professor of Literature in English.One of the commonest mistakes about University Extension on the part of those who seeit only from the outside is the idea that it is aneducational makeshift. In all systems theamount of teaching given must be limited bythe capacity of those who are being taught.But as regards method, I have always considered University Extension as an advanceupon ordinary university methods. And thecentral point of the newer system of teachingis the Syllabus.In its origin no doubt the syllabus was amakeshift. The time-honored plan has beenthat the lecturer pours out his exposition, andthe hearer toils after him with notes. Something of the kind is necessary ; but the attentionrequired by a lecture is distributed by this note-taking, and often those need notes most whoare least able to make them. The kind of audiences reached in the early days of the Extension movement often contained persons withwhom rapid writing was not an accomplishment.Hence it was suggested that the lecturer shouldmake the notes for them, and that these shouldbe printed beforehand. But the "Syllabus"which thus began in practical convenience soondeveloped into an important organ of teachingand study.Some lecturers, I believe, have never appreciated the full meaning of the syllabus, andeven dislike it. I can understand the feeling;I myself confess to a sense of irritation, onoccasions where I have to give a public address,when representatives of newspapers come to me and ask me kindly to do for them their workof reporting my address. Such reports seemhardly worth the time taken in writing them.But a syllabus is something very different froma mere precis, or report of a lecture. A syllabusimplies the logical outline of a course of teaching, all the devices of the .printed page beingutilized to convey co-ordination or subordination of parts. When I first began I used tomake my syllabus long ; as I have gained moreexperience I have (unless there were specialreasons to the contrary) made it shprter andshorter; here, as so often, experience has beenthe art of leaving out. The syllabus is, in fact,the realization in black and white of the perspective of the whole course of teaching. Alecturer who is indifferent to this may welldoubt whether he is not dangerously near thecondition which art critics express when theysay of a painter that he may be a fine cplofist,but he has never mastered drawing.Among other things, such outlining lendsitself to the diagram, or, still better, the diagrammatic mode of expressing ideas which isso valuable a help to the expositor. ProfessorPatric Geddes, of Edinburgh, is a master in thefine art of diagrammatic exposition; at theEdinburgh Summer Meeting all the other instructors would make a point of being at theGeddes lectures, to watch the wonders thatcould be done with a piece of chalk in the wayof concatenating the most diverse notions. Iremember a conversation with Professor Geddesen this very point. It was at breakfast time,and pointing to what is an essential element ina Scotch breakfast, I challenged Mr. Geddes tocorrelate Dundee Marmalade and PontiusPilate. Without a moment's hesitation he tookout his pencil, and, starting with a fork ofdivision between forces of individual assimilation and forces making for social disintegration,he had soon covered the paper with divergingsquares of contrasted notions, one of the uppersquares duly displaying the favorite ScotchUNIVERSITY RECORD 77bonbouche, and one of the lower squares pillorying the procurator of Judea.The syllabus solves the text-book problem.Every teacher who has the least originality feelshimself hampered at times by the text-bookwhich he is compelled to use as perhaps the onlyone available. I remember in England, withina very short period, receiving five invitationsfrom five different publishers to contribute tofive different series of "University ExtensionManuals." I believe all five series appeared,and I am sure that the work for them would bewell done; yet I never heard of their makingany mark in the educational world. For myself, I declined all the invitations on the expressground that our movement should lay its stresson the syllabus, not on the text-book. Forwhat is a text-book? Two things are involved :one is a mass of facts, and these will be thesame for all teachers; the other is the orderand arrangement, and here one teacher willdiffer immensely from another. But a syllabushas for its special function to indicate the orderand arrangement of a piece of teaching; forthe facts themselves it makes reference to thepages of books already existing. By this syllabus, then, every teacher may practically createhis own text-book for each course of study hedirects.The making of the syllabus is the most valuable discipline for the teacher, assisting him tohold the balance between system and spontaneity. To some of the very best speakersspontaneity may be a danger. An EnglishMethodist divine — an able and fascinatingpreacher — announced a lecture on "The Motherof the Wesleys." His host conducted him tothe lecture hall, but was himself obliged toattend a business engagement. Returning threehours later he saw the lecture hall still lighted,and entering he found that the lecturer had justgot to Noah's Flood. The more eloquent thelecturer is, the more desirable it is that heshould seriously ask himself beforehand the question: What is the irreducible minimumthat may be expected to remain when the transient effects that belong to all speaking haveevaporated? Under our system he not onlyasks tne question, but precipitates the answerinto the crystallized form of a printed syllabus,and the hearers carry it away in their pockets.In my regular university teaching, where thesubject approaches some topic which has beentreated in an Extension course, I always introduce the Extension Syllabus ; and I find thesesyllabi highly appreciated by all kinds of students as helps in their work. Where this cannotbe done I endeavor, with the aid of the blackboard, to lead my students into a mode of note-taking which is practically what a syllabuswould be ; and all the while I grudge the wasteof time in the writing of these notes, and thinkhow much more would have been accomplishedif I could have put a printed syllabus into thehands of the class. In the exercises whichevery course of teaching involves I have sometimes found it advantageous, instead of settinga "question" to be answered, or a "thesis" to bewritten, to ask students to make a syllabus of agiven book or topic. Speaking generally, I believe university courses would be improved bybeing assimilated, in method, to Extensioncourses : the number of the lectures diminished,the intervals for work between lectures increased. A lecture is a poor method of conveying information, which is better drawn frombooks; on the other hand, no book can inmethod and spirit of study give the stimulus itsauthor could have given as a lecturer. But forsuch a change a necessary condition would bethe printed syllabus with its logical outline andexact directions for reading and study.Another point is to be noted. There is educational waste unless each course of teaching,besides what it accomplishes at the time, doessomething to assist the student in his futurework ; with a "syllabus" is naturally associateda "Reading Scheme," covering perhaps ten78 UNIVERSITY RECORDtimes as much ground as could be covered inthe course of study itself. This considerationapplies specially to such things as Chautauquagatherings, or the summer courses of a university. Here the necessities of the case requiredaily lectures, and the crowding together ofmore matter than can possibly be digested atthe time. The justification is found in the aftereffects. It is quite possible for an inspiringteacher in no more than four or five lecturesto give to intelligent hearers an entirely newway of looking at things. If the new point ofview is accurately laid down in a printed outline,and accompanied with the reading list, thesefour or five lectures may have served to givedirection to a whole year's study after the summer is over.I should like to take still higher ground. Ibelieve that we are steadily approaching one ofthe great turning-points in the history of university education. For a long time the leadingline of advance has been the encouragement ofresearch as the highest ideal to which a studentcan devote himself. It is a high, but it is notthe only ideal. To me it seems that expositionis just as great a thing as investigation, both forthe personal equipment it demands and for theservice it does to the world. In knowledge, asin industry, production is not more importantthan distribution ; a country which has unnaturally stimulated production, without seeing thatthe means of distribution have proportionatelyadvanced, will find itself in a congested andunwholesome condition. I doubt whether weare not loading the back shelves of our university libraries with products of youthful researchrepresenting an energy much of which mighthave profitably been diverted toward the distribution of mental wealth ; both that distribution in the personal life which we call culture,and— what is even more important— that distribution of knowledge through the ranks of thepeople which tends to bring up the whole ofsociety to the level of the leaders. Now, the student who devotes himself to a life of investigation finds ready to hand the medium in whichhis work will express itself. It may not begiven to him to write an epoch-making book;but a single year's work can be embodied in a"monograph," or the "proceedings" of a society,and thus brought — so far as it deserves it — tothe notice of the world of investigators. Justthe same function in the world of exposition isserved by the "syllabus," simple or elaborate;these syllabi convey at a glance to other teachersall that is noteworthy in the correlation of topics,or stimulating suggestions of study. When thisis fully recognized, it may well come to passthat the list of Extension syllabi of a universitymay be not less important than its catalogue ofnew monographs. The syllabus which beganas a makeshift may have become a valuableaddition to the apparatus of knowledge.THE AFTERNOON STUDY CLASS.BY J. G. CARTER TROOP,Assistant Professor of English Literature.Ever since the inauguration of UniversityExtension teaching at the University of Cambridge in 1873 the methods of instruction havebeen practically the same as first introduced:the formal lecture, the classes, the syllabus, thetraveling library, and the examinations for thosewho wish credit for their work. The Englishmethods have been adopted in America withlittle, if any, change, and have been found as welladapted to our needs as to those of the mother-country. While allowing considerable latitudeto its instructors, the University of Chicagoexpects that there will be no marked departurefrom the recognized methods of conducting thework. But each lecturer has naturally his ownpeculiar way of "getting at the people," to quoteMatthew Arnold; and as he seldom, if ever,knows anything of the way of his confreres,save by hearsay, when asked to speak or writeof practical Extension work he must perforceUNIVERSITY RECORD 79do so from his own point of view and asprompted by his own experiences.The afternoon study class is conducted by thelecturer for the benefit of the more studiouslyinclined members of the University Extensioncenter, for those who wish to do more thoroughstudy than is possible by means of the lectureand lecture class, and for the instruction of thosewho desire to gain university credit for theirreading. During the season of 1902-3 I conducted sixteen such classes, the smallest numberenrolled being ten, the largest fifty-three. Theafternoon class is not to be confused with thelecture class, which is held immediately before orafter — generally of ter — the lecture, and in whichall members of the center are supposed to participate — a class which usually takes the form of afree and easy discussion of certain pointsbrought out in the lecture, and the answeringof questions put to the lecturer by his audience.The afternoon class is formally organized, members have their names enrolled, regular attendance is expected and the performance of certainassigned tasks, and as far as practicable themethods of work are those of the Senior College— advanced undergraduate. Such methods ofwork are made possible by the fact that themembers of this class are generally people ofconsiderable cultivation and nearly always ofmature mind — at least mature in the sense ofage. They are for the most part reading people— the more active-minded and ambitious schoolteachers and members of women's clubs, with asprinkling of business and professional men.Hence the instructor has not to deal with thecrude and unformed mind as in the college, butwith people experienced in life, men and womenof affairs, who have, it may be, more or lessdefinite schemes of existence or philosophy oflife. It is not difficult to get and to hold theattention of such people, provided one has something to tell them, and knows how to tell it andin the right spirit. Their eagerness for knowledge is at times almost pathetic in its intensity, and nothing has impressed me more in my University Extension lecturing than this eagernessto learn, especially on the part of women, eventhose well advanced in years and approachingthe Psalmist's span of life. The pressing questions are : How shall we best turn to accountthis eagerness and appetite for knowledge,sometimes strangely undisciplined? What isbest to teach in the short time at the disposal ofthe lecturer? What methods shall we use?When we hold an afternoon class as well as alecture class we give, roughly speaking, abouttwenty hours of our time at a center during acourse of six lectures. Something definite canbe accomplished in this time, but the class workno less than the formal lecture has to be carefully prepared and thought out, and adapted tothe needs of particular centers. It is understood that all instruction given in class is tosupplement the lectures and drive home theessential things. The writing of papers ontopics suggested in the syllabus, and the reading and discussion of these papers in class, isone method, and it is much used in Extensionwork. It* makes, perhaps, the least demand onthe instructor himself. But relatively few members of a class can be prevailed upon to writepapers. The class most productive in thisrespect is that occupied with sociological subjects. In this department of study many peoplehave more or less decided "views," which theysometimes like to air. But in literary studies itis different. Here the "viewy" folk are limited.My experience has been that one or two paperscan be had for every meeting of a class, butthat they will all be written by one or two members who have some special gift in this direction.I have been surprised repeatedly at the abilityand originality displayed in the papers submitted. In fact, they are often of such ex^cellence that other members, instead of beingmoved to emulation, are discouraged and willnot venture to write a paper for fear of fallingbelow the standard set by these accomplished80 UNIVERSITY RECORDcontributors. At one of my centers last wintera member of the afternoon class wrote a number of papers on the greater novelists of the lastcentury — papers which were well worth publication from the point of view both of form andcontent. No other member of the class couldbe induced to write.All Extension lecturers have met with thisdifficulty, I suppose. The members of the center appear to be afraid of one another's criticism,not of the criticism of the lecturer, to whomthey will speak with entire freedom when relieved of the embarrassing presence of theirfriends and relatives. I found it quite otherwise, however, when lecturing a few years agoin Australia. There, people in the audiencewould argue with me in the very midst of mydiscourse, if they happened not to agree withthe opinions expressed ; and these interlocutorscared not a jot for wrhat the rest of the audiencemay have thought of them. In America we areapt to be a trifle too self-conscious, and most ofus are mightily afraid of what others may thinkof us. For this reason much better discussioncan be had at the afternoon class than at theclass held after the lecture, the number presentbeing relatively small. It is my custom to reserve the last fifteen minutes of the class hourfor open discussion, and if general interest ismanifested I am not careful to close when theclock strikes. -Nor is it wrise to leave the roomas soon as the class is dismissed. There arealways some people who cannot speak out in thepresence of others, and these diffident onesshould be given an opportunity for private discourse. Individual attention, indeed, is reallynecessary in all cases if the best results are tobe obtained . The Extension lecturer mustnever appear to be in a hurry.These discussions and personal interviewswill soon put the instructor in touch with hisclass and show him what is most needed in thewray of help and suggestion for study. Theywill show, too, what reading has been done in the past in individual cases and what the members are now doing in the way of preparationfor the lectures. The afternoon class, I amglad to be able to say, generally does muchmore than the assigned reading; often all therecommended reading is done as well. It isquite frequently brought out in these discussionsthat several members have read every one of theworks of the particular author then under consideration, and have read them, too, with anunderstanding heart. This is often the casewhen the authors studied happen to be Scott orDickens or Thackeray or George Eliot, especially with older people. Unhappily theyounger men and women do not know theseauthors as their elders know them. Of a classin a western city, composed of thirty-oneteachers, most of them on the staff of the highschool, I found only three who had any knowledge of Scott, the others barely knowing morethan the names of one or two of the novels. Atanother center the newly appointed superintendent of schools, a Doctor of Philosophy latelyfrom Yale, had never read anything of Shakespeare, or Milton, or Sir Walter Scott. If theExtension teaching did nothing else for thesepeople, it at least set them to reading some ofthe immortals.But it is scarcely enough to get the class to*read, to take active part in the discussion, andto write papers: there must be some regularand definite instruction, some effort made in thedirection of exact discipline in the appreciationof a literary product, so that the test of execution can be applied by the class. The methodsused by one instructor will not suit another atall points, but it may be worth while to saythat I have found it advisable to devote partof the time of the first one or two meetingsof the class to "first principles," to prolegomena.For instance, if the course of lectures is onpoetry, we have to make sure that the class hasa fair idea of the nature of poetry in general,.of its different varieties, and of the variousUNIVERSITY RECORD 81kinds of rhymes, meters, etc. — matters on whichmany university graduates are not too wellinformed. Illustrations are derived from thepoems assigned for study in connection withthe lectures and on which the lectures themselves are based. After these preliminaries,poems selected for the course are read in suchdetail as time permits. If the course of lecturesis on the drama, its development is first lightlytraced, and then matters of law and techniqueare taken up, after which the plays are studiedin their literary aspect. So with the novel : itsdevelopment is sketched, and then the construction of plot, the creation of character, thebackground or setting, etc., are considered.Instruction on matters of form and technique,together with the review questions, is based inevery instance upon the works assigned forstudy in connection with the lectures. Whenthe essayists of the past century form the subject of the lectures, the development of theessay as a separate literary form is sketched byway of introduction, and the class is advised toread two or three of the essays of Montaigne,of Bacon, and of Addison and Steele, beforetaking up Charles Lamb and the other nineteenth-century essayists. If American literature is the theme of the lecture course, we harkback to colonial days to learn what our forefathers did in the literary way, and then weshow the influence of the early orators andscholars in bringing about what ProfessorBarrett Wendell happily calls the Renaissanceof New England.By such means as these the class is at leastgiven some idea of how to study ; the memberslearn something of the relations of things ; howclosely, for instance, the field of poetics isallied to that of prose fiction, and how important to the student of this fiction is that portionof the realm of poetics which is occupied withthe theory of the drama. They are instructedin the elements of aesthetic criticism and thepractical application thereof. They learn how necessary it is to acquire some knowledge ofaesthetics and poetic theory before entering uponthe systematic study of any form of literature.And these are matters which have to be sparingly dealt with in the formal lecture, for thegeneral public is quite indifferent to them.Herein lies the value of the class. Its members can be actively interested in literature, inthe form as well as in the content, in the writer'sskill in execution as well as in the "stuff" of thebook. With the class it is not so necessary toconsider popular taste, the taste of the greatpublic. But /jirjSev ayav — nothing in excess, noteven in class !It may be worth while to ask here : What isthe popular taste to which it is not so necessaryto bow in conducting the afternoon class?Well, judging from the interest or lack of interest manifested in certain parts of a lecture andfrom questions asked -afterwards, I should saythat the people today want their lectures onliterary subjects to be strongly flavored withpsychology and with ethics, especially ethics.The general public has never cared, and certainly does not care today, whether a book bewell written in the technical sense. But thepeople wTho attend University Extension lectures are on the whole considerably more intellectual and less undisciplined than the averageof the "great public." Yet few even of the morecultivated care for technical excellence or forunderstanding the technical means by which thepleasurable end is secured, while the many areapt to be bored if the lecturer dwells for morethan a few moments upon literary quality andform. They are very far indeed from believingthat the only duty of a novel, for instance, is tobe well written, and with this I for one haveno quarrel. There are novelists who seem tothink that we can do without a plot, providedthey give us elaborate delineations of character.But it is difficult to create an interest in character apart from action. The people demandthat a novel have a good story, that it have the82 UNIVERSITY RECORDpower of emotional arousement, and- that thecharacters and places be worth knowing. Thereis no occasion to turn up one's nose at thesetastes. They have their values, aesthetic andotherwise. The men and women, who attendExtension lectures demand these things just asmuch as the great public does. But they expectmuch more, each according to his or her measure of cultivation. The novel selected by a lecturer for the subject of study and discoursemust be the work of a master; it must haveethical and human significance; it should contain useful information and make some pretension to ethical guidance. The ideas whichare conveyed to the minds of the readers of thebook should indicate, among other things, thatthe author is actively interested in questions ofmorals and conscious purpose. The audienceas a whole is more interested in the writer'sphilosophy and attitude towards life than in hiscreative power — at least his philosophy is moretalked and written about when the time comesfor this. Those who are interested in literaryhistory wish to know something of the author'srelation to his times, and the relation of hisworks to the social life of his age. They areinterested in knowing the part he has played inany literary movement which may have markedhis times. Nearly everyone likes to know if anauthor belongs to this or that "school," whetherhe be a realist or a romanticist; if a novelist,whether his novels are written with a purposeor whether they are purpose novels— subtledistinction! — or whether they are to be classedas propagandist novels or problem novels ;whether the author wishes to form your opinions, theological, political, or social, or to reformyour character, or merely to impart to you thepleasure which he felt himself. Those who arescientifically minded like to know how far anauthor's works, if written within the last thirtyyears or so, may have been affected by themodern scientific movement — by physical science, especially by physiology; whether fiction has gained or lost by the effects of scientifictheory and the glorification of the natural sciences ; and they like the lecturer occasionally tosay something about the distinction betweenscience and art, about the characteristic ways inwhich the scientist and the literary artist regardtheir human material; and whether the spiritof exact inquiry, the fidelity to nature and tofact, hinder true artistic production.Some of these things are of great importance ;some of them have aesthetic values neither to beneglected nor underrated; fewT can be termedtrivial. That the average University Extensionaudience should be really interested in thesequestions, and have a more or less intelligentgrasp of them, is evidence of much intellectualactivity and the possession of some measure ofthat right curiosity about which Arnold had somuch to say. Indeed, the underestimation ofthe tastes and intelligence of people is a common error, and a serious one. It is as commonamong lecturers, and sometimes as gross, asamong some magazine editors. But this is bythe way. The point which I would draw attention to is that the emphasis laid on these aspectsof literary or semi-literary studies to which Ihave just alluded is indicative of a tendencyrather marked in America — the tendency toprefer hearkening to those who moralize andphilosophize about the great works of literaturerather than to read the works themselves. It isa trite remark, but true, that there are manypeople who will read about Shakespeare andMilton and Dante who could scarcely be induced to read Lear, or Paradise Lost, or theDivina Commedia. Books about books aremore popular than ever, especially if liberallybesprinkled with psychological and ethical jargon. The novelist who makes a good andeffective subject for lecture purposes is he whohas a hidden meaning in him "somewheres outo' sight," like the mole Mrs. Tulliver imaginedthe Waggoner might have had. Deep downbeneath the surface must be a profound phi-UNIVERSITY RECORD 83losophy for profound scrutiny to bring -to lightwith rhetorical flourishes of the critical trumpet."I do not care for Sir Walter Scott; he hasno ethical or philosophical significance." Sosaid a lady of very up-to-date culture to me lastwinter after attending the lecture on the authorof Old Mortality and The Heart of Midlothian.I am afraid this lady would prefer the dismalIbsen and his morbid problem-plays to thehealthy Sir Walter and his sane outlook uponlife.The University Extension lecturer on Literature, then, has not to complain of intellectualinertia on the part of his audience, or of anindifference to the things of the mind. Theremay be plenty of superficiality, and some shamadmiration in literature, but no one can questionthe fact that there is a widespread and genuinedesire for knowledge and for personal culture.Our audiences are genuinely attracted by afairly clear and connected exposition of a goodbook, the subject-matter of which in any waycomes home to them. But they do not take literary form seriously. It is not yet recognizedsave by the elect that the educational value of agreat poem, a great play, a great novel, a greatessay, consists not merely in the content, in theconception behind the art product, but also inthe form, in the execution. The cultivation offeeling for style can be approached through thesubject-matter of literature which already interests an audience. The afternoon class is theplace to make this attempt. This is not to implythat the lecture is not the chief thing in ourwork. On the contrary, everything dependsupon it. The class is impossible if the peopleare not attracted and aroused by the lecture.But it is necessary to follow up the impressionmade by it, and this is what can be done bymeans of the class. The psychologist teachesthat there must be no reception without reaction ; no impression without correlative expression. "An impression which in no way modifiesone's active life is an impression gone to waste — it is psychologically incomplete." It is possible to get the members of the class to readthe books of which the instructor has spoken inhis lecture; it is possible to give them highertests of excellence than perhaps they have previously been contented with; it is possible toteach them how to apply these tests of excellencefor themselves ; it is possible to awaken in thema perception of beauty as a living and activeforce ; and it is possible to make some progresswith them in exact discipline in the appreciationof the masterpieces of literature. And this discipline, I take it, should be the aim of the instructor in his class. Fortunately in every University Extension center there are always one01 two people of unusual ability, native andacquired, scholarly people who live in an atmosphere of reflection. Their presence is ever aninspiration and a tower of strength to the lecturer. If circumstances permit them to attendthe afternoon class, its success is practicallyassured.FROM A LECTURER'S NOTEBOOK.Being asked to point to individual instancesof the benefit of the Extension movement, oneteacher described the case of Miss R .Graduated from an eastern college, she returnedto her home in a small western town, where shefound herself gradually losing the desire forintellectual work which her college course hadincited. Not inclined to the social life whichemployed the time of her former companions,refused a position in the public schools becauseher parents were able to support her, she feltherself retrograding intellectually. A center ofUniversity Extension happened to be establishedjust at this time in her home town, and itoffered precisely what she needed. She did therequired work in connection with the coursesoffered for three years. Then, finding the olddesire for knowledge full upon her, she wentto a university, where she is now studying fora Master's degree.84 UNIVERSITY RECORDIn Canton, 111., a young man employed on anewspaper was sent to report a series of Extension lectures in American History. He becameso interested in verifying the notes which hehad taken that the task became well-nigh theequivalent of a college course. At the close ofthe series he bought the entire Extension library,consisting largely of the "American Statesmen"series, which had been sent to accompany thecourse. He was enough of a business man toprofit by the reduced cost of the books. He nowowns a small library in American History, towhich he is adding as his means will allow.An interesting study might be made of thenuclei about which gather the different Extension centers. In one case the initiative is assumed by the public-school teachers, who seeksome opportunity for self-improvement as wellas to furnish some higher intellectual pursuitsfor the community than those commonly indulged in. In another instance, a woman's club,wishing to study a particular line, turned toExtension lectures. One club used the lecturesat the regular meetings; another turned theclub meeting into an afternoon study class forthe lecturer, and used his time in the eveningfor a general audience which paid the expense.In another city a center was inaugurated in achurch by the pastor and parishioners. In manycases, some person or persons who have investigated the Extension work secure a meeting ofenergetic people, who proceed to canvass systematically until enough tickets are sold to guarantee the course. Often a teacher, clergyman,or public-spirited citizen, removing from onecity to another, carries the seed of the Extensionmovement to be planted in a new soil. In oneinstance, at least, four young women, collegegraduates, worked incessantly for two yearsand were rewarded by seeing a flourishing center of three hundred members established. Inanother city a woman newspaper reporter used the columns of the city press to explain andexploit University Extension until she createda demand which established an excellent circle.At the center of nearly every concretion will befound an energetic, tactful, and businesslikeman or woman who first set the ball rolling inthat community."My most interesting experiment in Extension work," reports one of the staff, "was inthe town of W , containing 728 inhabitants.At first one would think it impossible for sosmall a village to raise the sum required tosecure a course of Extension lectures. Butthrough the efforts of two residents, who hadhappened to attend an Extension lecture in aneighboring city, a sufficient number of ticketswas sold to guarantee the course. Both thevillage and the surrounding country had to bedrawn upon. During the six nights of thecourse the little church was filled with an attentive and appreciative audience. Many farmers'boys rode in on horseback to attend. Theteacher had some anxiety about the class-meeting, but it was dispelled the first night by thefirst question askect: 'What is the differencebetween this Stamp Act you have described andthe stamp tax levied by our own governmentduring the recent war ?" These country peoplewere ready to discuss any topic, and were notso much afraid of not appearing well as a cityaudience. They guaranteed a course for thenext season before the close of their firstcourse."There never was a center so large or so wellorganized that a few people did not have tobear the heat and burden of the day. That isthe rule in all public movements, and UniversityExtension has proved no exception. There is asatisfaction resulting from disinterested effortin a public movement which cannot be measuredin any terms of exchange.UNIVERSITY RECORD 85ANNUAL REPORTOF THE LECTURE-STUDY DEPARTMENT FOR THE YEAR 1902-3.WITH COMPARATIVE STATISTICS, 1892-1908.The year covered by this report, 1902-3, witnessed the high-water mark gained by thisDepartment since its organization in 1892. Thenumber of courses of lectures delivered was 208,as compared with 190 in the preceding year, and139 in the year 1 900-1. The number of centers in which courses were delivered is 146,as compared with 140 and no in the corresponding years above mentioned. The aggregate ofthe average attendances at these lectures is43>564, as compared with 35,922 and 32,807 inthe two preceding seasons. It is likewise interesting to note the commendable increase in thenumber of courses of twelve lectures each,namely, 21, as compared with 16 in the year1901-2 and 7 in the year 1900-1.While it is a matter of regret that a largernumber of centers do not arrange for the delivery of courses in educational sequence, it is confidently believed that the delivery of these shortcourses of six lectures each is exerting valuable cultural influences upon the communities inwhich such centers have been organized. For afuller mention of the specific results of the workof the Department reference is made to thereport submitted by the Secretary at the annualUniversity Extension dinner and published inanother portion of this issue.Though the chief energies of the Departmentare directed to the systematization of the workin centers already organized, it is gratifying tonote that an increasing number of communitiesare recognizing the need of a local organizationor institution which will provide year afteryear facilities for adult education. The fieldwhich can be covered by this Department inwork of this kind is limited only by the numberof competent lecturers available. It is hopedthat at an early date some definite plan may beentered upoif which will provide for the growing demand for competent University Extensionlecturers.For full data concerning the work of the yearreference is made to the following tables :UNIVERSITY RECORDCONSPECTUS OF THE CENTERS AND SUMMARIES OF THE WORK OF THE LECTURE-STUD^ DEPARTMENT,1902-1903, WITH COMPARATIVE TABLES, 1892-1 90S.Center Lecturer and Subject No. ofCour. atCenters Date of Beginning;Allegheny, Pa Allegheny, Pa Alliance, O. . . , Alton, 111 Alton, 111 Austin, 111 Austin, 111 Battle Creek, Mich.Bay City, Mich Belleville, 111 Belvidere, 111 Bloomington, 111 Blue Island, 111 Blue Island, 111 Brooklyn Institute, N.Y..Buffalo, N. Y Buffalo, N. Y Burlington, la Canton, 111 Canton, O Carlinville, 111 Carthage, Mo Cedar Rapids, la Cedar Rapids, la Centralia, 111 Charleston, 111 Chicago, III.:Art Institute Central Y. M. C. A1..Central Y. M. C. A1..Calhoun Sch. (Ryder)Fine Arts Building1 . .Fine Arts Building. . .Franklin Sch. (Ryder)Hull House Kenwood Evan. Ch,Kindergarten College1McAllister School(Ryder)Notre Dame Schley School (Ryder)Teachers' FederationTeachers' FederationTeachers' FederationChicago, U. L. A.:Englew'd Men's ClubFrancis Parker SchoolFrancis Parker SchoolFrancis Parker SchoolLewis Institute1 . . .Lewis Institute Lewis Institute ....South Cong. Church1 Richard G. Moulton, Tragedies of Shakespeare. William C. Wilcox, Europe in the Nineteenth Century.. ,Jerome H. Raymond, European Capitals Edwin E. Sparks, Men Who Made the Nation (II) J. G. C. Troop, Great Novelists Herbert L. Willett, Life of Christ Edwin E. Sparks, Men Who Made the Nation J. G. C. Troop, American Literature J. G. C. Troop, American Literature J. G. C. Troop, Tragedies of Shakespeare William H. Hudson, Dickens and Thackeray Edwin E. Sparks,. Men Who Made the Nation (II) ,Charles Zueblin, Work and Wealth Frederick Starr, Native Races of North America Charles Zueblin, Art and Life R. G. Moulton, Tragedies of Shakespeare Charles Zueblin, Elements and Structure of Society . Jerome H. Raymond, European Capitals ; . .Jerome H. Raymond, European Capitals Edwin E. Sparks, Men Who Made the Nation (II) J. G. C. Troop, Great Novelists Thomas P. Bailey, Levels of Character in Shakespeare .William" H. Hudson, The Study of Literature Herbert L. Willett, Early Narratives of Genesis Edwin E. Sparks, Men Who Made the Nation (II) Charles Zueblin, Elements and Structure of Society . Gordon J. Laing, Roman Private Life Herbert L. Willett, Book Studies in the Old Testament.Herbert L. Willett, Isaiah Frederick Starr, Native Races of North America N. I. Rubinkam, Literature of the Old Testament N. I. Rubinkam, Music Dramas of Richard Wagner. . . .Edwin E. Sparks, Historic Men and Places Jerome H. Raymond, European Capitals (I) Herbert L. Willett, Beginnings of Christianity Henry C. Cowles, Plants in Their Environment Edwin E. Sparks, Historic Men and Places A. H. Tolman, English Grammar , Frederick Starr, Native Races of North America Ella F. Young, Educational Psychology William H. Hudson, The Study of Literature E. E. Sparks, American History in American LiteratureWilliam H. Hudson, Dickens and Thackeray William H. Hudson, The Study of Literature N. I. Rubinkam, Music Dramas of Richard Wagner.. . .Edwin E. Sparks, Men Who Made the Nation R. D. Salisbury, The Earth S. H. Clark, The Spiritual Element in Tragedy Edwin E. Sparks, Plain Talks on American History . . .William H. Hudson, Studies in Shakespeare 34i4556i10i63910i341076ii5633n1210I2338212I3ii232I241819206 Nov.Jan.Oct.OctJan.Nov.Mch.Feb.Oct.Oct.Oct.Oct.Sept.Jan.Feb.Nov.Jan.Oct.Sept.Oct.Oct.Jan.Oct.Jan.Oct.Oct.Jan.Oct.Oct.Mch.Feb.Feb.Mch.Feb.Nov.Jan. II, 19026, 19038, 19027, 1902I3> J90314, 19022, 190321, 19038, 190216, 190210, 19029, 190229, 19025, 190318, 190314, 19028, 19031, 190227, 19021, 190228, 190222, 19033, 190211, 19039, 19029, 19028, 190310, 19027, 190219, 190317, 19031, 190320, 190322, 190317, 190212, 1903Mch. 18, 1903Sept. 24, 1902Apr. 3, 1903Oct. 4, 1902Feb. 21, 1903Apr. 18, 1903Feb. 12, 1903Sept. 30, 1902Nov. 11, 1902Jan. 6, 1903Oct. 2, 1902Jan. 8, 1903Feb. 19, 1903Oct. 6, 19021 A course of twelve lectures.UNIVERSITY RECORD 87Center Lecturer and Subject No. ofCour. atCenters Date of Beginning Av. Lee uAttend.South Cong. ChurchSouth Cong. ChurchSouth Cong. ChurchChillicothe, O Cincinnati, O.1 Cincinnati, O Cincinnati, O Cincinnati, O Clarinda, la Cleveland, O.1 Cleveland,0 Cleveland, O Clinton, la Columbus, O.1 Columbus, O Dallas, Tex Davenport, la Dayton, O Decatur, 111 Des Moines, la.1 Detroit, Mich.1 Dixon, 111 Dubuque, la East Liverpool, O East Pittsburg, Pa East St. Louis, 111 East St. Louis, [11 Elkhart, Ind Elkhart, Ind Elwood, Ind Evanston, 111 Evansville, Ind Flint, Mich Fort Madison, la Fort Scott, Kanx Fort Wayne, Ind Frankfort, Ind Goshen, Ind Goshen, Ind Grand Rapids, Mich.1 . .Grove City, Pa Hammond, Ind Hillsboro, O Indiana, Pa Indianapolis, Ind Indianapolis, Ind Jacksonville, 111 Johnstown, Pa Joliet, 111 Joliet, 111 Joplin, Mo Kansas City, Mo.1 Keokuk, la Kewanee, 111 Lansing, Mich Los Angeles, Calif Louisville, Ky Malone, N. Y Maquoketa, la William C. Wilcox, The Eastern Question Richard G. Moulton, Studies in Milton's Paradise Lost. . .William H. Hudson, Studies in Shakespeare R. G. Moulton, Tragedies of Shakespeare Ira. W. Howerth,2 Social Evils and Proposed Remedies. .R. G. Moulton, Masterpieces of Biblical Literature H. L. Willett, Wisdom Literature H. L. Willett, Life of Christ Jerome H. Raymond, European Capitals ^ Ira W. Howerth,2 Social Evils and Proposed Remedies . .Herbert L. Willett, History of Prophecy Herbert L. Willett, Life of Christ Edwin E. Sparks, Men Who Made the Nation (II) Ira W. Howerth,2 Social Evils and Proposed Remedies . .William H. Hudson, Dickens and Thackeray S. H. Clark, Interpretation of Tragic Art William H. Hudson, Study of Literature William H. Hudson, Dickens and Thackeray Nathaniel Butler, American Literature Ira W. Howerth,2 Modern Social Problems Ira W. Howerth,2 Social Evils and Proposed Remedies. .Nathaniel Butler, American Literature R. G. Moulton, Tragedies of Shakespeare Edwin E. Sparks, Men Who Made the Nation (I). William C. Wilcox, Critical Points in American History.J. G. Carter Troop, Great Novelists J. G. Carter Troop, Shakespeare Charles Zueblin, Art and Life William H. Hudson, Studies in Shakespeare Charles Zueblin, American Municipal Progress Herbert L. Willett, Biblical Characters Charles Zueblin, Elements and Structure of Society J. G. Carter Troop, Great Novelists Jerome H. Raymond, European Capitals Thos. P. Bailey, Levels of Character in Shakespeare Ira W. Howerth, et al., Modern Social Problems J. G. Carter Troop, Tragedies of Shakespeare J. G. Carter Troop, Great Novelists J. G. Carter Troop, Shakespeare Ira W. Howerth,2 Social Evils and Proposed Remedies. .Edwin E. Sparks, Men Who Made the Nation (I) Ella Adams Moore, Literary Memories of Famous PlacesJerome H. Raymond, European Capitals Charles Zueblin, Elements and Structure of Society (II).Richard G. Moulton, Shakespeare's Tragedies Richard G. Moulton, Paradise Lost. William C. Wilcox, Critical Points in American History.Charles Zueblin, Elements and Structure of Society (II).Ella Adams Moore, Literary Memories of Historic PlacesCharles R. Mann, Electricity Thos. P. Bailey, Levels of Character in Shakespeare . .Ira W. Howerth,2 Modern Social Problems Jerome H. Raymond, European Capitals William C. Wilcox, Europe in the Nineteenth Century. . .J. G. Carter Troop, Great Novelists S. H. Clark, Interpretation of Tragic Art Charles Zueblin, Art and Life Jerome H. Raymond, European Capitals Edwin E. Sparks, Men Who Made the Nation (II) 78924423I45615782IS166496ioii45l2353ii *9232237I63318l93I23241310233312 Jan.Feb.Feb.Jan.Sept.Jan.Feb.Feb.Oct.Sept.Jan.Jan.Oct.Sept.Jan.Feb.Oct.Oct.Oct.Oct.Sept.Oct.Jan.Oct.Jan.Oct.Jan.Oct.Jan.Sept.Nov.Oct.Feb.Oct.Nov.Feb.Sept.Feb.Apr.Sept.Oct.Jan.Oct.Jan.Jan.Jan.Jan.Jan.Nov.Jan.Jan.Sept.Sept.Jan.Dec.Mch.Oct.Jan.Oct. 5, 190316, 190320, 190314, 190326, 190213, I9°31, 1903I, 19032, 190225, 19028, 190318, 190311, 190227, 19026, 190325, 19034, 19029, 19026, 19022, 190224, 190210, 19028, 19033, 1902t, 19033, 190216, 19034, 190228, 190330, 190213, 19027, 19024, 19033, 190217, 19023, 190329, 19025, 190323, 190323, 19022, 190212, 19039, 19026, 1903I3» 190316, 190313, 19035, 19034, 190220, 190330, 190329, 190230, 190214, 19035, 1902-2, 19038, 19026, 190310, 19021 A course of twelve lectures. 2 Six lectures of this course were given by Dr. Howerth ; six by individual lecturers.UNIVERSITY RECORDCenter Lecturer and Subject No. ofCour. atCentersMarinette, Wis Massillon, O Mattoon, 111 Milwaukee, Wis.1 . . .Milwaukee, Wis.:C. E. A.J C. E. A.... C. E. A C. E. A Board of Education..Board of Education. .Board of Education..Board of Education..Minneapolis, Minn1 Moline. Ill Morrison, 111 Mt. Carroll, 111 Mt. Vernon, 111 Muncie, Ind New York, N. Y.:N. W. A N.W. A People's Institute ....Oak Park, 111 Oak Park, 111 Ogdensburg, N. Y Omaha, Neb.r Oregon, 111 Oshkosh, Wis Oskaloosa, la.; Ottawa, Kan . .: Ottawa, 111.... Ottumwa, la Paris, 111 Parsons, Kan Peoria, 111 Perry, la Peru, Ind Pittsburg, Pa.:Univ. Extension Soc.Univ. Extension Soc.Hazelwood Hazelwood Lawrenceville Mt. Washington Mt. Washington West End West End Pittsburg, Kan Plainfield, N. J Polo, 111 Potsdam, N. Y Richmond, Tnd Richmond, Ind Rochelle, 111..... Saginaw, E. S., Mich.. .Salt Lake City, Utah. . .Sandusky, O Sandusky, O Jerome H. Raymond, European Capitals Richard G, Moulton, Shakespeare's Tragedies. Nathaniel Butler, American Literature Ira W. Howerth,2 Social Evils and Proposed Remedies . .William H. Hudson, Studies in Shakespeare ...Herbert L. Willett, Early Narratives of Genesis Jerome H. Raymond, European Capitals Frederick Starr, Mexico and the Mexicans Jerome H. Raymond, European Capitals Frederick Starr, Native Races of North America Edwin E. Sparks, Men Who Made the Nation William C. Wilcox, Critical Points in American History .Ira W. Howerth,2 Modern Social Problems George E. Vincent, Public Opinion William C. Wilcox, Critical Points in American History. .Richard G. Moulton, Tragedies of Shakespeare J. G. Carter Troop, Great Novelists S. H. Clark, Interpretation of Tragic Art Charles Zueblin, English Social Leaders Charles Zueblin, American Municipal Progress Charles Zueblin, Elements and Structure of Society (I)Jerome H. Raymond, European Capitals George E. Vincent, Public Opinion. Jerome H. Raymond, European Capitals. Ira W. Howerth,2 Modern Social Problems William C. Wilcox, Critical Points in American HistoryAlbion W. Small, Problems of Democracy W.'M. R. French, Painting and Sculpture Thos. P. Bailey, Levels of Characters in Shakespeare. . .George E. Vincent, Public Opinion W. M. R. French, Painting and Sculpture Charles Zueblin, Work and Wealth Thos. P. Bailey, Levels of Character in Shakespeare Charles Zueblin, American Municipal Progress Herbert L. Willett, Wisdom Literature Charles Zueblin, American Municipal Progress R. G. Moulton, Literary Reading as a Means of Bib'l StudyAlbion W. Small, Problems of Democracy Edwin E. Sparks, Men Who Made the Nation (I) William C. Wilcox, Europe in the Nineteenth Century. . .Charles Zueblin, Elements and Structure of Society Edwin E. Sparks, Men Who Made the Nation (i) Charles Zueblin, American Municipal Progress Edwin E. Sparks, Men Who Made the Nation (I), William C. Wilcox, Europe in the Nineteenth Century. . .Thos. P. Bailey, Levels of Character in Shakespeare Charles Zueblin, Work and Wealth Nathaniel Butler, American Literature Jerome H. Raymond, European Capitals Jerome H. Raymond, European Capitals William H. Hudson, Dickens and Thackeray William H. Hudson, Studies in Shakespeare J. G. Carter Troop, Great Essayists S. H. Clark, Interpretation of Tragic Art Charles Zueblin, Art and Life J. G. Carter Troop, Great Novelists II5425262728123415132512121111212122112841121413142 Date of Beginning Av. Lee.Attend.Feb. 19, 1903Nov. 12, 1902Oct. 7» 19.02Sept. 22, 1902Oct.Oct.Feb.Jan.Feb.Jan.Jan.Jan.Oct.Oct.Jan.Jan.Jan.Feb.Feb.Feb.Feb.Feb.Jan.Jan.Sept.Jan.Oct.Nov.Nov.Oct.Nov.Oct.NovOct.Jan.Oct.Nov.Jan.Sept, 10, 190217, 190220, 19037, 190320, 19036, 190324, 190317, 19034, 19024, 190215, 19037, 190315, 1903IS, x903 AverageClassAttend.3 Jan.1 Jan.2 Oct.3 Jan.1 Sept.2 Jan.1 Jan.1 Feb.4 Oct.1 Jan.9 Oct.10 Jan.S Oct.n Oct.1 Mch.3 Oct.3 Jan.18, 190320, I9O319, 190324, 190312, 19039, 190330, 190216, 190324, 190220, 190219, 19023, 190221, 19026, 190213, 190210, 190214, 1903I, 190210, 19025, 190329, 190223, 19039, 19034, 190210, 190330, 19028, 190328, 190321, 19039, 19028, 190310, 190221, 19031, 19028, 19029, 19033, 19029, 1903 20313010033723421720012383446641059100141125136100175757528014810949133620020039013015037022512012115070266250205132398080200501005014030015080150114500150150 305050337no1003005910054100605o7521020100300757530100100191001001212575135121539808020050505075402025206350601 A course of twelve lectures. 2 Six lectures of this course were given by Dr. Howerth ; six by individual lecturers.UNIVERSITY RECORDCenter Lecturer and Subject No. ofCour. atCenters Date of Beginning Av. Lee.Attend. AverageClassAttend,St. Charles, 111....St. Johns, Mich St. Johns, Mich St. Joseph, Mo.1. . .St. Louis, Mo St. Paul, Minn.1 . . .Sewickley, Pa Sidney, O Shreveport, La ... .Springfield, 111 Springfield, 111 ... .Sterling, 111 Toledo, O Toledo, O Toledo, O Tonawanda, N. Y.Trenton, N. J Warrensburg, 111. . .Waukegan, 111 ... .Xenia, O Xenia, O Youngstown, O. . . . Edwin E. Sparks, Men Who Made the Nation J. G. Carter Troop, Great Novelists J. G. Carter Troop, Tragedies of Shakespeare Ira W. Howerth,2 Modern Social Problems Herbert L. Willett, Beginnings of Christianity Ira W. Howerth,2 Modern Social Problems. Charles Zueblin, Elements and Structure of Society.William H. Hudson, Studies in Shakespeare S. H. Clark, Interpretation of Tragic Art Jerome H. Raymond, European Capitals , Albion W. Small, Problems of Democracy Jerome H. Raymond, European Capitals William H. Hudson, Studies in Shakespeare Wallace W. Atwood, Physiography Jerome H. Raymond, European Capitals Herbert L. Willett, Seven Young Men Charles Zueblin, Art and Life Edwin E. Sparks, Men Who Made the Nation (I) . . .George E. Vincent, Public Opinion Charles Zueblin, American Municipal Progress R. G. Moulton, Tragedies of Shakespeare R. G. Moulton, Tragedies of Shakespeare 3343I6i6i15161010n126II .5343 Apr. 6,Oct. 7,Jan. 9,Oct. i,Jan. 25,Oct. 3,Jan. 7,Jan. 5,Feb. 20,Oct. 18,Nov. 8,Oct. 6,Oct. 8,Jan. 7,Feb. 16,Jan. 4,Feb. 24,Oct. 6,Jan. 7,Oct. 2,Jan. 15,Nov. 20, 1903190219031902190319021903190319031902190219021902190319031903190319021903190219031902 200150130188500157150200150200150250500400500350300158190221256400 50405015015050501001583548129100CENTERS AND COURSES.Number of centers active during the Autumn Quarter 88Number of courses in progress 107Number of centers active during the Winter Quarter 78Number of courses in progress - - ", ~ "94Number of centers active during the Spring Quarter 7Number of courses in progress ----- 7ATTENDANCE.Average attendance at each lectureAverage attendance at each class -Total attendance at lectures (208 courses) -Total attendance at classes (158)NUMBER OF COURSES BY STATES.Illinois In Chicago Outside Chicago ------Ohio - Pennsylvania - Indiana -Iowa - - - -Wisconsin Michigan --------New York Missouri Kansas Minnesota - - -Nebraska - 20910343,50416,3513440 74281615151411107542 New JerseyCaliforniaKentucky -LouisianaTexasUtahTotal - 208Total number of states represented - 18LECTURERS.Number of lecturers engaged during the year - - 25NUMBER OF LECTURE-STUDYLECIW. W. Atwood -Thomas P. Bailey -Nathaniel Butler -S. H. Clark -Henry C. Cowles -W. M. R. FrenchIra W. Howerth -William H. HudsonGordon J. Laing -Charles R. MannElla Adams MooreRichard G. Moulton3Jerome H. RaymondNathaniel I. Rubinkam1 COURSES GIVEN BY EACHUREB ., 1902-3.I R. D. Salisbury - - 27 Albion W. Small 34 Edwin E. Sparks - - 216 Frederick Starr 52 Albert H. Tolman - 12 J. G. C. Troop - - 1713 George E. Vincent - 418 William C. Wilcox 101 Herbert L. Willett - 161 Ella F. Young - 12 Charles Zueblin - - 2313 Individual lectures 1219 4 1 Total - 2081 A course of twelve lectures.3 Lectured in two departments. 2 Six lectures of this course were given by Dr. Howerth ; six by individual lecturers.90 UNIVERSITY RECORDTABLE A.INSTRUCTORS AND ATTENDANCE BY QUARTERS IN THE LECTURE-STUDY DEPARTMENT; I902-3.Centers Instruction Attendance.InChicago InIllinois In OtherStates Totals Lecturers NewSyllabiPublished TravelingLibrariesin Use AtLectures AtClassAutumn, 1902 79516 2612I33 5557197 88787146 1820325 107947208 5324398 22,76718,7472,05043,564 10,766Winter, 1903 5>435Sprincr. IQ03 150Year 1902—3 16,351TABLE B.INSTRUCTION AND ATTENDANCE BY DEPARTMENTS IN THE LECTURE-STUDY DEPARTMENT, I9O2-3.Department InstructionLecturers CoursesGiven New SyllabiPublished AttendanceLectures ClassSociology and Anthropology English Language and LiteratureHistory Biblical Literature in English Philosophy and Pedagogy Botany Art Geology Physics Totals 796131208233127 208 15 19,12511,0915,6104.523i,565408806706043,564 8,7383,n83,i9i245720492504016,351UNIVERSITY RECORD 91TABLE C.STATISTICAL REPORT OF THE LECTURE-STUDY WORK OF THE EXTENSION DIVISION OF THE UNIVERSITY OF CHICAGO,1892-I903.Quarter No. of No. of No. ofLecturersCenters Courses31 39 II52 83 202 2 2-67 — 124 — 2133 36 . 1735 44 169 9 4—72 -89 —1762 65 1848 52 1710 n 3—95 —128 —2361 72 244i 46 184 4 2—81 — 122 [ —3055 64 2361 7i 216 6 5—95 1 —141 —297i 79 1753 60 222 2 2—92 —141 —2954 57 1761 66 182 2 2—93 —125 —252 2 15o 55 1461 67 il2 3 2—97 — 127 — 2246 55 1564 75 158 9 2— no —139 — 2281 88 1977 93 189 9 5— 140 — 190 —2788 107 1878 94 207 7 3— 146 —208 —25 AverageAttendanceat Lectures AverageAttendanceat Class SyllabiPublished No. ofTwelve-LectureCourses37 017 615 6. 21 615 89 612 6II 810 713 1615 21 AverageNo. ofLecturesper Center CoursesTakeninChicago11.01+ 716.92 — 378.01— 298.89— 418.9O+ 568.9I— 498.06+ 257-86+ 217-58 228.I4+ 288.6l+ 341892-3.1893-4.1894-5.1895-6. Autumn . . .Winter . . .Spring Totals .Autumn . . .Winter . . .Spring....Totals .Autumn . . .Winter . . .Spring Totals .Autumn . . .Winter . . .Spring ....Totals .1896-7.1897-8.1898-9.1899-0.1900-1,1901-2.1902-3. Autumn . . .Winter Spring....Totals.Autumn . . .Winter.. ..Spring Totals.Autumn . . .Winter ....Spring Totals .Summer . . .Autumn . . .Winter ....Spring ....Totals .Autumn . . .Winter ....Spring ....Totals.Autumn . . .Winter . . .Spring TotalsAutumn . .Winter Spring Totals . 10,07016,443215 25,1297,0591,875 111,9689,7242,065-26,728-14,063-23,75714,9809,6i5750-25,345n,39216,7591,193 216,88812,990437 310,83713,866290-29,344-30,315-24,99355011,09117,488264 —2n,53318,7142,560-29,693-32,80715,46118,8311,630-35,92222,767i8,7472,050-43,564 3,8388,21730 12,8804,2241,305-12,085-8,4098,2258,1641,386 17,8554,005500— —17,3329,600450 16,3384,785372 14,7314,294-17,775-12,360-17,382-n,495-9,0254,8057,92350 13,3084,797-12,878-8,1056,9548,690789 110,7665,435150-16,4331,6,351Total number of courses deliveredTotal attendance at lecture coursesTotal attendance at lectures (No. of admissions)Total number of courses delivered in Chicago 1,534316,5311,899,18641392 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 1899-00 1900-1 1901-2 1902-3 TotalsEnglish Language and LiteratureSociology and Anthropology . . .Biblical Literature in English . . .Geoloerv 282871261651381 23211031581125 39386333441 45301219531022111 41231043i45471281 433053214211112 373881284432 32312431522 39222825210238 406628230321531 61792033i3*821 42840615818History 291Art 68Semitic 21Philosophy and Pedagogy Neurology 492Botany 33Astronomy 3Chemistry 2Political Science 12Political Economy 25Physics 2Scandinavian Literature Music 11Greek Language and Literature .Anatomy 14Zoology 8Romance Language and Literatures 1Total 124 89 128 122, 141 141 125 127 139 190 208 i,534TABLE E.TRAVELING LIBRARIES.During the year July, 1902, to July, 1903, twenty-four libraries were purchased, illustrating thefollowing subjects :European Capitals and Their Social Significance - - 5Critical Points in American History 3Study of Literature -....__ 3Studies in Shakespeare --._,. 3Shakespeare's Greater Tragedies - - - - - 2Problems of Democracy ------ 2 Public Opinion -Physiography of the LandThe Eastern Question -Dickens and Thackeray -Literary Memories of Famous PlacesPainting and SculptureThe 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 1899-00 1900-1 1901-2 1902-3Number volumes 1,100i,75464430 1,8342,00164544 i,9352,0108995627828242 2,4601,7825974520523116 3.4673,53694836301,398274 3,6633,5628384820586478 3,5502,8486784612642896 3,6892,49763- 95017630463 3,9501,9654463712535249 4,3873,87788975241,051614 4,863xNumber volumes sent out 3,952Number libraries sent out 98To how many states 11To how many cities and towns . '. 77Number libraries purchased Number books purchased Number books sold 24795Zl9The 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 93//. THE GORRESPONDENCE-STUDY DEPARTMENT.THE CORRESPONDENCE-STUDY CONFERENCE.The sixth annual conference of correspondence students and instructors was held in theChapel, Wednesday, July 24, at 10 a. m. Theopportunity to learn of the workings and possibilities of this unique activity of the Universityis always appreciated by Summer Quarter students, and this year they had filled the Chapelwhen Dean J. H. Tufts began to speak. Hesaid in part:This is the first of these annual conferences whichPresident Harper has missed. I understand, too, thatthe coming Convocation will be the first one over whichhe has not personally presided. I venture to think thathe regrets missing this convention more than the September Convocation. He has for a long time been veryclosely connected with correspondence work, not only inthe University, but before it came into existence. Forover ten years prior to the founding of this institutionhe had been organizing and conducting correspondence courses of study in Hebrew and the related languages,with results as satisfactory as they were unprecedented.I think of all the various achievements the one whichstruck the average man as being most astonishing wasthat he could induce three or four hundred people tobegin the study of Hebrew, of all languages on the faceof the earth, and to begin it, not in his presence, butby correspondence.With his success in mind, I was sure that at leasttwo of the statements which the newspapers of the earlynineties made regarding the policy and organization ofthe new institution, were true ; namely, that there wouldbe a Correspondence School on a basis of dignity withthe other Schools of the University, and a Summer Session. Time has fully proved the wisdom of both theseprovisions. Year by year the Correspondence-study workhas come to occupy a larger place in the work of theUniversity as a whole. This is perhaps most clearlyshown in the following table showing the number ofdifferent instructors, courses, students, and registrationseach year since the opening of the University and theDepartment :TABLE G.table showing number of instructors, courses, students, and registrations by years, october i, 1892 to^June 23, 1903.1892-3 1893-4 1894-5 1895-6 1896-7 1897-8 i8g8-9 1899-00 1900-1 1901-2 1902-3Teachers giving instruction 233982 3362185 4i78279 4497425 59128555 66151755 73186845 80208930 89208I08l 92217I249 87Courses actually given 209Different students enrolled I336,Total registration in all courses 93 209 3H 481 641 881 1015 1158 I3II 1485 1593It is safe to attribute this steady growth, from 23instructors, 39 courses, and S2 students in 1892 to 87instructors, 209 courses, and 1,338 students in 1902, tothe educational merits of this method of instruction, forcertainly students would not continue to take course aftercourse unless they felt they were gaining thereby ; andI know that the members of the Faculties would quicklyabandon this exacting and exhausting kind of teachingif they were not convinced of its value and usefulness —if they did not believe that they were helping personsto be better students and better workers in the world.Correspondence work undoubtedly calls for a greaterexpenditure of time and energy on the part of bothstudent and teacher than does residence work, but ascompensation the student may gain a more accurate knowledge of the entire subject, and may developmore surely the faculties of .initiative and self-reliance,than he does in the class-room, while the teacher findsit possible to adapt his instruction to individual needs-As would be expected, many students have beenattracted to the University through the Correspondence-study Department. During the past eleven years 2,083,or over 12 per cent, of the total number of personsmatriculating in the University, have matriculatedthrough this Department. Some of these never come onfor resident study, but many do. Of those in attendancethis summer 210, or over n per cent., have been correspondence students.In this way, and in enabling both those who can spendonly brief periods at infrequent intervals in residence94 UNIVERSITY RECORDand those who are obliged to drop out, to continue theircollege course, the Correspondence-study Department renders an important service. Not a few who, on account ofill-health, lack of funds, or attractive business openings,would have had to forego the degree have through thesenon-residence courses been able to meet the requirementsand secure it.As regards the nature of correspondence work, it isnot recommended because it is easy. It is not theeasiest way of getting credit. It necessitates a good dealof writing, and writing is laborious ; further, a Majorby correspondence involves on the whole, I think, rathermore reading and time than a Major in residence. Then,too, the correspondence student misses the stimulus ofthe instructor, if he is a stimulating person, and also thestimulus of being with a group of other students whoare asking questions, offering criticisms, and who bytheir activity cause greater zeal in study.There are some things which cannot be done satisfactorily by this method. One cannot learn pronunciationof French or German out of a book. Perhaps some ofthe sciences cannot be taught at long range, althoughone notes new ones offered each year. Advanced coursesrequiring laboratories, libraries, and museums are impracticable unless, as rarely happens, the student has »access to the necessary equipment.On the other hand, the correspondence course allowsone to do comprehensive and thorough work, to proceedrapidly or slowly as he prefers, and above all to have allof his difficulties and embarrassments cleared up. Theseprivileges the class-room student may not hope toenjoy. He takes his chances of being called on forrecitation once a week, month, or term, and cannot, ofcourse, expect to take more than his share of time orhave his questions answered. The lesson sheets afforda systematic presentation of the subject and give help atcritical points, so that those who perforce must workalone need not waste time in unavailing reading orexperiment, but may move straight forward to the end.The saving here is enormous.Some can do effectively certain kinds of work undertheir own direction, especially if they are working in asubject which they are teaching or in which they areparticularly interested ; but most of us find that weneed some additional help. Presumably we are studyinga subject because we have not yet mastered it and needsome sort of instruction to help us discover the problemstoward which we should direct our attention and solvethem when found. Lacking such aid, we lose our wayand become discouraged. Again it is so easy to. let thework drop if we do not have the incentive of regularlessons to be prepared. The fact that one has to make regular reports and that he has paid his tuition feeinfluences him to keep on and carry out his plan.'I do not know that I need to speak further of the discipline afforded by this work. It demands the recitingof the whole of every lesson. I have in mind one or twopersons who did not succeed in doing their work in theclass-room, but did succeed in correspondence work, notbecause it was easy, but because they felt obliged totake the work more seriously and carefully.To sum up, then, I believe that correspondence workdevelops accuracy, thoroughness, initiative, self-reliance,and that it possesses certain distinctive advantages, andthat in these various ways it has genuine intellectual andeducational value, and is not merely a less desirablemeans of getting credit on a college course.ANNOUNCEMENTS.Correspondence courses commanding creditare offered this year for the first time in Departments XVI, Literature (in English) and XLIV,Systematic Theology.Thirty-eight new courses are announced inthe different departments of instruction. Notable additions have been made to the offeringsin Philosophy, Political Economy, PoliticalScience, Sociology, Geology, Zoology, and Physiology.The Circular of Information for the currentyear announces 286 courses in 28 departmentsin instruction, not including Library Science.The cases of apparatus for Course oA and oBin Physics were supplied by William Gaertner& Co., Chicago. Some of the pieces had to bespecially constructed to meet at the same timelaboratory and shipping requirements^ Thescope of the laboratory work in these twocourses is set forth in Mr. Hobb's article onpage 103.Dating from July 1, 1903, the tuition fee fortwo Majors taken at the same time will be $30,for three. Majors taken simultaneously $40.Heretofore the charge has been uniformly $16per Major.Beginning October 1 next, it will be possiblein special cases for a student to borrow theUNIVERSITY RECORD 95books needed in a course from the UniversityLibrary. It is hoped that this provision willenable some to avail themselves of the benefitsof this work, who have hitherto been unable todo so on account' of the cost of equipment.Applications for loans should be addressed toThe Librarian, University of Chicago.Miss Wilella Thorington, of Davenport, la.,has the distinction of being the first one tofinish twelve Majors by correspondence. According to University Statute, this is the maximum amount of non-resident work which willbe credited toward the Bacrielor's degree.NEW INSTRUCTORS.Fifteen new instructors have been added tothe Departmental Faculty for the year 1902-3.They are: W. C. Gore, E. S. Ames (Philosophy) ; J. H. Cummings (Political Economy) ;A. E. Merriam, S. P. Breckinridge (PoliticalScience) ; O. J. Thatcher (History) ; F. Starr,W. H. Allen (Sociology) ; E. Russell (BiblicalGreek) ; L. M. Kueffner (German) ; E. A.Moore (English) ; H. F. Bain, W. C. Alden(Geology) ; T. Large (Zoology) ; G. B. Smith(Systematic Theology). Two of these, Associate Professor Thatcher and Associate ProfessorStarr, are new only in the sense that they didnot offer courses last year. Both have been connected with the department intermittently sinceits inception. Mr. Thatcher, indeed, had a largeshare in the work of organization. We extendto each of these who have joined us a cordialwelcome and anticipate that by mutual co-operation we shall be able to realize yet more fullythe aims and possibilities of this work.DISTINCTIVE ADVANTAGES OF THE CORRESPONDENCEMETHOD.STARR WILLARD CUTTING.Students who by the successful prosecutionof suitable preparatory courses are qualified toundertake certain grades of work in the Ger man language or literature can attain by correspondence a success at least equal to that attainable in the class-room. I ascribe this chieflyto the following facts:ACCURACY AND THOROUGHNESS.The student is more deliberate, and hencemore thorough in scanning his material andin finding answers to the questions that demandattention, than he usually is when in the physical presence of his instructor. He feels agreater degree of responsibility for the correctness of each statement committed to writingthan for the extemporaneous replies to theoral quiz.SANE QUESTIONING.The absence of the formal lecture stimulatesthe pupil to ask questions. In much of ourclass-room work the instructor talks too much.His positive and negative instruction fills thehour and discourages the asking of questionsthat gauge the real need of the student. Thelatter is somewhat oppressed and embarrassedby the mass of statement and question furnishedby the teacher. Instead of encouraging theinquiring attitude of mind, the class-room ofteninduces the dangerous satisfaction of half-knowledge or positive ignorance. The learnereither acquires the indifference or the shynessthat keeps him silent when he ought to askquestions.* The necessity of committing one'squestions to writing leads to careful reflectionand independent effort at solving difficulties^as a preface to calling upon the instructor forhelp. More sane questions are asked by astudent in a correspondence course than by thesame student in the class-room.PERSONAL ATTENTION.In the light of this interrogation the teachercan adjust his instruction to a real individualneed. Too much well-intentioned educativeeffort is wasted because of the random shotsencouraged by ordinary class-room work, addressed to that statistical abstraction, the average student.96 UNIVERSITY RECORDBALANCED INSTRUCTION.Again, correspondence instruction calls forgreat care on the part of the instructor in emphasizing essentials and in either omitting altogether or in placing in right perspective mattersof minor importance. It renders it imperativefor the teacher to avoid all ambiguity of statement and eliminates many inaccuracies thatcreep into class work under the temptation ofan immediate chance for oral correction.The result is that the total effort of theteacher and the taught is more effectively applied in work by correspondence than in thatof the lecture-room.PHILOSOPHY BY CORRESPONDENCE.ADDISON WEBSTER MOORE.Some who read this may remember that, ata certain enthusiastic Correspondence-study"rally" at which the superiority of correspondence over class work as a method of study hadbeen widely and repeatedly demonstrated, oneof those uncomfortably logically minded peoplehad the temerity to ask why the University didnot stop its building, dismiss its classes, andclose up all its rooms except the offices of theCorrespondence-study Department. After ashort, but oppressively aphasic, interval, President Harper came to the rescue, and that carping individual was informed that it was theBusiness of that meeting to discuss the advantages of the correspondence method — not thoseof class work, the tariff, imperialism, or anyother foreign matter. So here it is proposed tostate one or two of the "strong points" of thestudy of Philosophy by correspondence.SUBJECT-MATTER ALWAYS AT HAND.In the first place, there is a popular notionthat Philosophy, like poetry, is something whicheveryone has more or less of, tucked awaysomewhere "in his head," if only he could getit out. The natural scientist or the historian must, of course, look abroad in the world forhis subject-matter, but the philosopher is commonly supposed to evolve his "out of his ownconsciousness." Whatever measure of truththere is in this popular conception— and doubtless there is some — may be construed as apoint in favor of the correspondence method.The fact back of this prevalent idea is that Philosophy is concerned not so much with particular kinds of objects in experience as are thespecial sciences, but rather with the forms, theprocesses, the machinery of experience. Now,this machinery of experience everyone musthave. What is needed is something or someoneto direct attention to it. This is the business ofthe instructor and the reference books.In Philosophy, then, one's subject-matter,one's laboratory, is ever at hand in the presenceof the processes of one's own mental life. Oneis not obliged to go to some special museum orlaboratory or particular part of the world formost of his subject-matter. To be sure, thediscovery of many of these processes often demands a variety of conditions and the observation of the results of these processes in others.But, after all, the machinery of experience, as itoperates in one's own life, is the main basis ofone's philosophic work. The study of Philosophy is, then, as Professor Corson, of Cornell, is wont to say concerning literature, "notan objective job." It consists rather in theacquirement of a certain kind of insight, a certain kind of power of analysis. It aims not somuch to learn Philosophy as to learn to philosophize.TIME FOR REFLECTION AND ASSIMILATION.This sort of work calls for plenty of time forcritical reflection and assimilation. To this thecorrespondence method is especially favorable.The average length of time for a correspondencecourse is more than double that of the classroom course. To be sure, during this time thestudent is busy with other matters — teaching,UNIVERSITY RECORD 97business, etc. But even so, his Philosophy willfind in just these other matters a constant supplyof illustrative and suggestive material. In therecitation also there is more "philosophical leisure." It is not cut short by the stroke of a bell.If one strikes the trail of a new idea, his pursuit is not suddenly stopped by a gong.ABSENCE OF CONFUSING FACTORS.The comparative isolation of the correspondence student, and the consequent necessity for"reliance upon his own resources," have a certain value in attaining the philosophic attitude.As has been said, Philosophy is not so much abody of knowledge of a certain kind or field ofmaterial as it is a method of viewing things, andif the directions and questions of the instructorare properly put, the comparative isolation ofthe student from the mass of historical doctrinescontained in the university libraries may beturned to good account in cultivating a spiritof independent criticism. Of course, contactwith this historical material must come sooneror later. But too much of it in the earlier stagesof philosophic study often produces confusionsnd discouragement.WRITING CLARIFIES IDEAS.Philosophy also has a popular notoriety forthe obscure and nebulous character of itsideas. Some unregenerate cynic once calledPhilosophy "an obfuscation of the knowledge ofthe unknowable." The "household of faith"would deny, of course, that there is any more"obfuscation" in Philosophy than in other subjects. However this may be, it is certain thatthe correspondence method — notwithstandingmuch philosophic writing to the contrary — tendsto reduce this obscurity to a minimum. As adissolver of intellectual nebulae there is nothing¦equal to the process of getting one's ideas intolines of black and white. As a clarifier the penis mightier than the tongue.On the whole, it seems pretty clear that themethod of correspondence lends itself quite as well to the study of Philosophy as to any othersubject, and that there are, morevover, certainfeatures of the method that are distinctly favorable to philosophic study and discipline.The following is an illustrative lesson paper :EDUCATIONAL PSYCHOLOGY — MAJOR.LESSONS IV-V.Topic II: General Survey of Experience (continued).Subtopic 2 : Relation of Thought to Action.I. Required Reading:James : Psychology, chap, xxiii.James : Talks to Teachers, chaps, iii, iv, v.II. Recitation Paper:i. Explain and illustrate the statement "all consciousness is motor."2. State the difference between the old and the morerecent views of the relation between thoughtand action.3. What conception of education does this imply?4. Show how what at first seems merely "passive"consciousness is really active.5. What is the relation between impression and expression ?6. To what changes in school equipment and methodsis the recognition of this relation leading ?7. Note: So far we have been talking about howthought leads to action. But there is anotherside to the matter, perhaps even more importantfor education just now, from the fact that it istoo generally overlooked, viz., the fact thataction stimulates and leads to thought. Thismay be brought out by a few questions :a) Under what circumstances do we, as we say,"stop to think"?b) What is it we "stop" in order to think?c) When does experience go on with comparatively little thought?d) What usually are the circumstances in whichwe have images, e. g., of food, of shelter, ofa weapon, of money, of a mode of conveyance — in short, of objects of any kind?e) Why is everyone, e. g., the savage in the forest— so keen in the perception of some thingsand so blind to the rest of the world?f) The very young child never remains long incontemplation of any object. Why?g) If you call the attention of a young child to anobject such as its cap, its shoes, a door, achair, etc., what response does it make?What does this indicate as to the fundamental character of an object for the child?98 UNIVERSITY RECORDTEACHING SOCIOLOGY BY CORRESPONDENCE.CHARLES RICHMOND HENDERSON.Among the subjects of central interest to allgood citizens is that of the significance of socialaims. What are men trying to achieve throughsocial organization? The hunger of the humananimal, the greed of the market, the thirst forknowledge, the craving for art, the longing forcompanionship, the reverence for the higherself and for the divine, are, in some measure,in all men wherever they are found. Interestin sociology, by whatever name it may be called,springs out of the eager desire to discover allthe fountains of satisfaction, to comprehendthe common life, to know what is worth havingand worth striving for.OPPORTUNITY.The universal aims are found in the ruralvillage as surely as in the metropolis. Variedas are the aspects of conduct, one may find outall that is essential to empire-building in thetown-meeting or debating society. The desirefor distinction is as plainly apparent when afarmer's daughter carries her new bonnet offeathers to the first row of seats at a countryschool exhibition, as when a Newport millionaire takes his bejeweled wife and daughters forexhibition on the beach at the fashionable watering place. When David Harum trades horseshe has a strong feeling of kinship with Wallstreet and the Parisian bourse.The social organizations by which communityends are gained may be found everywhere —family, school, church, friendly meetings, voluntary associations, governments. It is true thatthere are advantages in travel and in reading,but these advantages lie chiefly in the awakening of faculty, in the increase of power to seewhat has been overlooked at home. For mostpersons the most significant and influential social facts lie within the county where theyleside. The commonwealth, the nation, andinternational relations are chiefly interesting because they all strike into the township andhurt or help the workings of the economic, political, and cultural agencies which act directly onthe family and neighborhood.There are even advantages in being deprivedfor long periods of books and teachers; forwhen one must work alone he may acquire thepower of looking straight into the face of facts.He weighs events with his own hands. Hediscovers the distinction between erudition andwisdom. If Professor John Dewey is half rightin his severe castigation of the fetich- worship ofbooks which is cultivated in ordinary schoolsat the cost of power of observation and creativeactivity, then a Lent of fasting from books mayhelp to restore mental health.But most persons, in the effort to escape frombondage to books, need the assistance of a living teacher. The thinking apparatus mustsomehow be wound up and set in motion fromwithout. The solitary student loses time in trying experiments and in aimless groping formethods and aims. He misses the "short-cuts"which the teacher of experience can show him.METHOD.It is a profound satisfaction to a teacher todiscover an earnest thinker who is toiling atthe problems which vexed Plato and Aristotlewhile he is earning his daily bread in a grocerystore, in a prairie schoolhouse, or in an inlandparish far from cities and vast collections ofbooks. There are such thinkers, and a few ofthem are doing good work. Those who inacademic circles scorn them deserve Wordsworth's rebuke — the scorners have facultieswhich lie unused.For the task of observation of social phenomena a good method and occasional promptinggo a great way with a reflective student. Indeed, it is a mistake to give several books atonce to a beginner, for the differences of vocabularies confuse him. Help him to put two factstogether, and he will find the causal connectionsUNIVERSITY RECORD 99of many other facts of the same order. Hislaboratory is about him, and it is full of experiments.One of the most interesting subjects forsocial study is the rural neighborhood as foundin almost any part of the United States. Wemay select a few questions for illustrating theawakening and directing process of an elementary course in social observation and formationof judgments. The topics here selected wouldnot come into one lesson, but are purposelychosen from different parts of a course whichproceeds in an orderly and systematic fashionuntil the correspondent is able to see in a connected scheme all aspects of the complex conditions in which he must shape his character. Ateach step he is made to look, to inquire, to usedocuments and testimonies, in order to discoverthe connections between the phenomena and theurgent needs of his being.The basis for community life is the land, thenatural environment, for nature furnishes thematerials for human activity and fixes limits tovocations and satisfactions. Therefore we mayset the student to collecting facts about the inorganic and organic world which lies before him.What crops grow in your county? Whatfruit trees fail ? What building-stone or clay isnear you ? What road materials ? What products are sold? What food materials must youbuy? What are the prevalent diseases? Hereare only a few interrogative sentences, but theywould, if carefully followed up, compel thestudent to become interested in mineralogy,geology, physiography, meteorology, botany,and zoology, and to feel in some degree thatthese sciences have a use for him, and thatignorance of them must injure his community.I knew one young rural clergyman who, underthe spur of such questioning, laid out a courseof study for himself which should occupy hisleisure until he is an old man.There are many rural communities where theface factors can be made to stimulate interest in ethnology and at the same time correct prejudices and assist social conciliation. Thus wemay ask a correspondent to inquire : From whatcountries, and particular regions, have twentyof your neighbors come? Describe the physicaland mental differences you have noted betweenScandinavians, Italians, Negroes, Englishmen.Report what ten foreigners tell you in answerto the question : "What in your native land doyou remember with pleasure, and wherein is itinferior to this region? Why did you emigrate?"The relative place of the economic interest ina scheme of social activity may be brought outby asking such questions as: What inventionsand improved methods in agriculture have increased production and overcome physical disadvantages? What was the value of crops inyour township the last ten years ? What is theincome of each of twenty farmers of yourneighborhood?The (Esthetic interest may be intensified byasking for a paper on the decorations, pictures,and furniture of houses, and on lawns andflower gardens. The village church edifice maybe described, and a drawing or photograph sent,with criticism and comparisons.An account of the ground, building, course ofstudy, and methods of teaching in the nearestschoolhouse will require an investigation ofthe educational opportunities of the rural neighborhood.The student may be asked to report severalof the sermons of the nearest pastors, and offercriticisms upon them; to describe the methodsof organizing Sunday schools and of impartingreligious instruction, with a view to estimatingthe value of the moral and religious agenciesat work.Incidentally a student can be informed aboutsources of knowledge which can be obtained atsmall cost. Thus almost any small group ofpersons can secure copies of the Year Book ofAgriculture and the other valuable publications100 UNIVERSITY RECORDof the Department of Agriculture at Washington, all distributed gratuitously. The Farmer'sInstitutes in some states are publishing verygood discussions, and some are sending outexcellent libraries. On educational problemsthe reports of Dr. W. T. Harris can be madeaccessible in any community. The encyclopediaarticles are by no means to be despised, andthese works are frequently within reach of thestudent. The free library movement is helpinginstruction by correspondence more and more.On the other hand, correspondence work stimulates the library movement and fosters the booktrade. The syllabus of topics and questionsmay be marked out in advance, but it must beused with freedom. The papers sent in mayreveal some personal defect, some special interest which requires direct effort.RESULTS.At the end of such a course a bright andearnest person will be eager to know more;will be more alive to his social obligations;will be in touch with all that affects the well-being and character of 4iis neighbors; will bea more inquisitive and systematic observer;will be on the way to a habit of acting only inview of all the elements of a problem.The reading of papers by a busy and overburdened instructor is tedious, monotonous, andexacting labor. It uses up eyes, nerves, andenergy. But it is to a social student not without intellectual advantage, for every good paperbrings to the teacher a body of concrete factstor his own study and wider speculation. Andas personal acquaintance and friendship growout of correspondence, many valuable local investigations can be carried on in connectionwith the brighter and more competent students.It is an advantage of this method that the student can be cross-questioned, can be requiredto verify his statements, and thus the local conditions can be learned with accuracy and fullness. CORRESPONDENCE INSTRUCTION IN CLASSICS.JOHN D0RSEY W0LC0TT.Since the correspondence courses are intended to be the equivalents of correspondingresidence courses, a good method of estimatingtheir value is to consider first the aims of thecourses given in the class-rooms of the University, and then how far these same objects arerealized under correspondence instruction.LATIN.The material for the three required JuniorCollege Majors in Latin (4, 5, 6) is takenfrom four authors of the first rank — Cicero andTerence for Republican Latin, Livy and Horacefor the Augustan age — representing the bestproductions of the two most important periodsof Roman literature. The main objects of theresidence work in the Phormio of Terence,Cicero's De Senectute, and Livy are thethorough grounding of the student in the elements of syntax, and the acquisition of a vocabulary which will enable him to read easy Latinprose at sight. Written exercises in composition are an important feature, and attention isgiven to the development of the language fromthe early period, illustrated by Terence, to Livyof the Augustan age. To sight-reading asmuch time as possible is devoted. It is expectedthat when the course in Horace is reached, thestudent will be prepared to give his attentionalmost wholly to the purely literary side of thesubject. Part of the time of the last-namedcourse is usually spent in a concise survey ofthe whole field of Roman literature.The correspondence courses in Terence,Cicero, and Livy employ the same text-bookswhich are used in residence and afford thoroughdrill in syntax and style, not only by questionson the text, but also by exercises in prosecomposition, on which much emphasis is laid.Topics for study call attention to the mostimportant points illustrated in each assignmentof text.UNIVERSITY RECORD 101Since the whole of every lesson is recited,and every detail of the work passes under theeye of the instructor, who makes correctionsand suggestions, the individual student receivesa far greater amount of personal attention thanis possible in the ordinary class relations. Thecorrespondence student has, in fact, all theadvantages of a private tutor, while a memberof a class at the University may necessarily becalled upon infrequently, and his particularneeds escape the notice of the instructor.In the matter of sight-reading the absence ofa prompting voice is perhaps most keenly felt,but as an offset the weak, diffident student willfind compensation in not being dragged headlong through a paragraph by an instructorwho must keep up the interest of the clevermembers of his class, and the strong student inthat he is not held back by those less able.Every correspondence student is encouraged toread beyond the required limit, and is expectedto be equal to a passage for sight translation,in the final examination.Experience in both residence and correspondence work for the University indicates that thosewho have taken Latin 4 and 5 by the lattermethod gain an average of ability in handlingthe language at least equal to that displayedby resident students.The correspondence course on the Odes ofHorace affords careful training in translation,interpretation, and meters, with a view to cultivating an intelligent literary appreciation. Thestudent is also expected to familiarize himselfwith a brief history of Roman literature, andat the close of the course to present a paperupon some topic pertaining to Horace's lyricart. Twenty or more such topics are suggestedby the instructor at the outset.Every effort is made to enrich all the correspondence courses in every reasonable way.It is intended that the literary interpretationof the text should always be carried far enough to insure intelligent appreciation of the meaningand beauty of what is read.GREEK.The Greek Department makes "ability to readGreek with accuracy and ease, and intelligentenjoyment of the masterpieces of Greek literature," the aims of its undergraduate courses.In the work of the Junior Colleges the Department keeps this object steadily in view, andendeavors 'to teach a practical knowledge ofGreek vocabulary and idiom, and to impartliterary arid historic culture by means of rapidviva voce translation and interpretation of thesimpler rnasterpieces of the literature. Thelinguistic interpretation must always bring out,by exact translation or otherwise, the structureof every sentence, and must direct attentionto novelties or peculiarities of vocabulary andidiom."With the above aims in view, the Correspondence-study Department offers the three Majorsof Junior College Greek required in the Collegeof Arts. The first of these, — Xenophon'sMemorabilia and Video's Apology and Crito, includes a concise review of grammatical principles, practice in prose composition, a study ofthe life and teachings of Socrates based on theaccounts of his two most distinguished pupils,and an introduction to the language and styleof Plato. Bonner's New Composition, whichcontains a very helpful statement of constructions, with exercises illustrating them, is used.The second Major is a literary study of BooksI, V-XII, of Homer's Odyssey, covering thewanderings of Odysseus and the Phaeacian episode. A written translation of a large part ofthese books is required, and outlines of the contents of most of the remainder. The student isresponsible for the wThole in examination. Particular attention is given throughout the courseto analogies between the Odyssey and Virgil'sAeneid. The "Introduction to the GreekDrama" is the third required Major. The resi-102 UNIVERSITY RECORDdent course takes two tragedies, the correspondence course a comedy and a tragedy, with aview to affording an acquaintance with bothbranches of dramatic art. The principal characteristics of the drama and theater are studied,with the help of Lionel D. Barnett's GreekDrama, also used in resident work — a brief andinexpensive, but complete and reliable, manualof the subject. References are given to otherstandard works, if they are accessible to thestudent. It is found that by this method asfull and appreciative an acquaintance with theGreek drama may be acquired as is usuallygained in the class-room.The Senior College courses in both Latinand Greek aim to impart a wide and accurateacquaintance with the language and literature,or with some phase of ancient life or thought.Besides the required Junior College work, theLfaiversity offers in Greek several electivecourses by correspondence. Large parts of thesixth and seventh books of Herodotus may beread, and his dialect and style studied. Twocourses are offered in the orators — one in thePhilippics of Demosthenes and Lysias, the otherin Demosthenes's De Corona. For teachers, avaluable course is that in Advanced Prose Composition, which is graded to meet the needs andability of the student. The Latin Departmentoffers a similar course, affording an opportunityto perfect oneself in those elements of the structure of the language in which he feels himselfweak.Two elective courses are offered in the Department of Latin which are of interest andvalue to students of Political Science and ofHistory as well as of the Classics — RomanPolitical Institutions, and Tacitus's Agricola andGer mania. The training and material affordedby the former course has been found of practicalvalue by teachers of Cicero's Orations, of History, and of Political Science. Abbott's RomanPolitical Institutions, Allen's Remnants of Early Latin, and Mommsen's or Ihne's History ofRome suffice for texts and render a large reference library unnecessary. The first two books,which alone must be purchased, are inexpensiveand in nearly every case the student will haveaccess to some library containing one of theleading histories of Rome. More extendedreferences are given for those who have theuse of larger libraries.Professor Abbott's text, which forms thebasis of the work, is supplemented by the reading of the original versions of laws, edicts, andother illustrative material from his Appendixand from Allen's Remnants. In this way afairly close first-hand acquaintance with Romanadministration may be gained. The readingof Mommsen's or Ihne's chapters on the development of the Roman constitution is required.The course includes a topical survey, both historical and descriptive, of the magistracies, senate, popular assemblies, courts, and Romanprovincial administration under the republic.In the Agricola and Germania of Tacitus wehave the most important contemporary recordin existence of the history and manners of theprimitive Britons and Germans. Apart fromtheir historic interest, they are also extremelyattractive from the standpoint of literary style.The correspondence course on these works aimsto give due attention both to the historical material in hand and to the literary and linguisticfeatures involved in an introduction to Tacitus.For students of history the emphasis will belaid upon the first-named aspect. The followingis a specimen instruction sheet:TACITUS : AGRICOLA AND GERMANIA — MAJOR.LESSON I.I. Required Text:„ Agricola and Germania, edited by A. Gudeman,published by Allyn & Bacon.II. Assignment:Agricola, chaps, i and 2.III. Topics for Study:(In studying these topics make constant referencenow and hereafter to Gudeman's IntroductionUNIVERSITY RECORD 103pp. xxiv-xxxvii. The illustrations of thesetopics in the text assigned should always becarefully noted.)i. Pleonastic phrases, Chiasmus.2. Use of synonymous expressions.3. Noteworthy instances of conciseness.4. Collocation of two substantives by an epexe-getic et.5. Transposition of cognomen.6. Symmetrical collocation of words and clauses.7. Combination of two nouns of similar meaning,one of which more closely defines or merelyemphasizes the other.8. The meanings of citra.9. The subjective dative — Bennett, 189; Hark-ness, 431-2 A. & G., 232b; Gildersleeve, 354.IV. Recitation Paper:(The answers to these questions are always to bewritten without any use of the Introduction orother help.)1. Give from the text an example of a pleonastic expression, and show why it is pleonastic.2. Comment, with illustrations, on the use ofsynonymous expressions by Tacitus.3. What rhetorical figure is found in 2, 3, 4?4. Explain two noteworthy instances of conciseness in chap. 1.5. What names did a Roman ordinarily have?What is meant by transposition of the cognomen ?6. Show how Tacitus symmetrically collocateswords and clauses.7. Give the original meaning of citra, and derivetherefrom the meaning which it has incitra iid em, 1.12.8. What case force has Rustico, 2.1?9. Give a very brief account of each personmentioned in the lesson; in chap. 2, whatera has Tacitus in mind?10. Write a translation of the assignment.Other elective courses offered in Latin arethe following : Selections from Ovid, in whichthe object is the same as that of the residencecourse, namely, to make a general study of thelife and works of Ovid and of his place inRoman literature; Letters of Cicero, an informal course, adapted to the needs of the student; and Satires of Horace, in which the principal satires are carefully read and analyzed with particular regard to argument, character portrayal, style, and their place in literature.For students who have not completed college-entrance requirements in Greek or Latin, theCorrespondence-study Department makes provision by offering a full series of Academycourses in both languages, equivalent to thework given in the University PreparatorySchool. Since relatively few high schools offerGreek, these non-resident courses are the onlymeans which many students have of learningthe language.In conclusion, judging from the quality ofthe recitation and the final examination papers,from the testimonials of the students, and fromtheir subsequent records in residence work,it may be said that correspondence courses,faithfully pursued, appear proportionately to beas successful in attaining the objects of allclassical study as is the same work carried onin the class-room. While written work excelsin thoroughness and accuracy, it does not failto possess interest and inspiration, as manystudents testify. The influence of an authormakes itself felt in his writings, and similarlythe personalities of instructor and student interact upon each other in correspondence. Therecent addition of new courses and the increasing registration of students, some of whom continue through several subjects, indicate thatfor Latin and Greek the Correspondence-studyDepartment is appreciated, and that there itssuccess is assured.CORRESPONDENCE WORK IN ELEMENTARY PHYSICS.GLENN MOODY HOBBS.A "traveling laboratory" would, at firstthought, seem like a rather impracticable affairin the light of the average equipment for Laboratory Physics in a well-appointed high school;104 UNIVERSITY RECORDand the writer must confess to have had someserious misgivings as to its feasibility when thecorrespondence course was suggested. However, impelled both by a natural inclination totry the experiment, and by the desire of theCorrespondence-study Department to have thecourse offered, he decided to develop two correspondence courses in Physics which togetherwould be the equivalent of the university admission unit.THE LABORATORY PROBLEM.The difficulties were obvious and all on thelaboratory side of the course. The student inBotany or Zoology with a microscope (an instrument which most students find it desirablein any case to possess) and the flora or faunawhich in most cases is ready at hand, has anequipment quite sufficient for his needs. Butmanifestly the student in Physics cannot berequested either to purchase a well-equippedlaboratory for his correspondence work or jointhe Arts and Crafts League and make his ownapparatus. The laboratory must be offeredwith the course. With this in view it wasdecided to prepare a list of experiments whichshould embrace as many as possible of thosewhich are essential to a good course in Elementary Physics; and yet which should minimize theamount of apparatus needed.The completeness of this course from thelaboratory standpoint will be seen from thefollowing schedule :Course A, Mechanics, Heat and Sound.i. The Vernier Caliper.2. The Micrometer Caliper.3. The Protractor.4. Composition and Resolution of Forces.5. Study of AcceleratedMotion.6. The Simple Pendulum.7. The Simple Balance.8. The Pulley.9. Young's Modulus.10. Archimedes Principle.11. Density of a Solid.12. Density of Liquids. Course B, Light, Electricity and Magnetism.1. Photometry. 11. Magnetic Fields.2. Images by Plane Mirror. I2. Magnetic Dip.3. Radius of Curvature of I3. study of a Simple Cell.13. Density by BalancingColumns.14. Velocity of Sound inAir.15. Wave-length and Velocity of Sound byKundt's Tube.16. Rate of a Tuning Fork.17. Thermometer Testing.18. Specific Heat of Shot.19. Latent Heat of Liquefaction.20. Latent Heat of Steam. Concave Mirror.4. Conjugate Foci of Mirrors.5. Index of Refraction forGlass.6. Index of Refraction for 14. Study of a Daniel Cell.15. Magnetic Effect of Current.16. Measurement of Resistance by Substitution.17. Measurement of Resistance, Law of Lengthsand Diameters.Water.7. Foci of Lenses.8. Conjugate Foci of Lenses. 18. Wheatstone's Bridge.9. Wave-length of Sodium 19. Induced Currents.Light. 20. Study of a Dissected10. Astronomical Telescope. Motor.When the list was completed and the estimates obtained, it was a surprise to find thatwith an expenditure of considerably less than$100 a set of forty experiments for the twocourses could be purchased and packed in twocases, ready for shipment. How many timeshas the hackneyed excuse of "lack of funds"been offered to cover the absence of laboratorywork in a high school or minor college.SPECIAL ADVANTAGES.With the "laboratory" provided, it remainsfor the student to work out his own salvation,and it is this very necessity which furnishes theguarantee of the value of the correspondencecourse. For the development of a spirit of self-dependence is always one of the most importantaims of laboratory work. This spirit the regular student often fails to acquire simply becausehe has the instructor constantly at his elbowand can refer to him every difficulty, but thecorrespondence student, from the very natureof the case, must, at least to a large extent,learn to solve his own difficulties. Further, thesetting up of apparatus is an education in itself.This the regular student often misses entirely,and in consequence he not infrequently per-lorms an experiment in a wholly mechanical,unintelligent fashion. Such automaton workis rendered impossible by the necessity whichconfronts the correspondent student of assembling all the parts of his apparatus and gettingUNIVERSITY RECORD 105it into working order before he can begin hisobservations.In order that the student may have sufficiently full directions to enable him to do intelligent work, the written instructions aremore explicit and minute than is usually thecase when the experiment is to be performedunder the immediate supervision of the instructor. Perhaps the situation of the student,as he takes up a new experiment, can be bestappreciated by the reader if a sample lesson ishere given.ELEMENTARY PHYSICS — FIRST MAJOR.Mechanics, Sound and Heatlesson x.topic: The Pendulum.I. Assignment :Carhart & Chute : Sections 68-77, inclusive, alsoproblems.Crew : 87-89, inclusive, also problems.Laboratory Experiment 6 : Laws of the pendulum.II. Suggestions :1. Note that in the case of the pendulum we find, asin Exp. 5, that only a component of gravity isavailable to produce the motion.2. In the proof of the law of the pendulum in Crew,section 88, remember that the angle 6 is expressed in radians, i. e., 9 = -= ^ — and thatthe radiusthe sine is sensibly equal to this when theangle is small. See in table of sines in theAppendix of C. & C. that the values of the sinesand tangents are identical from o° to 6°. Thevalues of the angle and sine also agree whenthe angle is small.3. T is used to indicate a full period of swing, while tis a half period or an oscillation. This accountsfor the difference between equation 12, Crew,and equation 17, C. & C. You will always use tin your experiments.4. Experiment 6 : Laws of the pendulum.Apparatus: The pendulum used in Exp. 5, awatch with second hand* meter stick, verniercalipers, horseshoe magnet, inclined pendulum.Experiments.a) Proof of law of lengths and determination°f "s" — Instructions for setting up thesimple pendulum were given in Exp. 5, buthere it will be necessary to vary the lengthof the pendulum. First set the pendulum so that the length is about 100 cm. (the lengthis defined as the distance from the point ofsuspension to the center of gravity of theball). As the pendulum hangs thus, measurevery accurately with the meter stick thelength of the thread from the notch to thetop of the ball and add to it the half diameter of the ball, measured with the verniercalipers. (See Lesson I. Be careful notto stretch the string.) Now find the timeof 50 half vibrations of the pendulum, usinga swing of about 6 inches. Your accuracycan be considerably increased by makingthe start on the swing which occurs at themoment when the second hand of the watchpasses say the 5 -second or the 15-secondmark. That second will be the starting-' point and the succeeding swing is the firstcount. Count the last ten vibrations aloudand stop on the count which gives you thebest coincidence with your long secondmark, whether it be the fiftieth vibrationor some other one. By dividing the elapsedtime by the number of half vibrations theperiod of the pendulum is obtained. Repeatthe operation for this length and take amean of the two observations. Change thelength successively to 75, 50, 25 and 10 cm.,taking observation on each as before.Tabulate your results as follows :Time Elapsed. MLength Numberof Pen- of Vibra-dulum tions First Second Time HalfPeriodNote that the last column gives nearly constant valuesfor — This means that with g constant I varies directlyas the square of t: Take the average of these valuesand multiply by tt1 to obtain the value of g. This comesfrom the formular2 /True value of g = 980.3 (Chicago). Per cent.of error = -b) Place a strong magnet upright beneath thependulum in such a position that one of itspoles will almost touch the pendulum whenit is at its lowest point. The time of vibration of the pendulum will be affected by the106 UNIVERSITY RECORDattraction of the magnet in the same wayin which it would if there were an increasein g. Let the 10 cm. pendulum vibratethrough a small arc, just above a magnetpole, and get its time. Compare this timewith that when the magnet was not present.It will be found to swing faster, thus showing that the time of vibration diminishesas the force of gravity increases. As amatter of fact, the time of vibration isinversely proportional to the square rootof g. We may demonstrate this in the following way : Use as a pendulum a stiff rod,carrying a weight at its lower end (called aninclined pendulum). At the upper end ashort rod, at right angles to the length of thependulum, is held by pivot bearings betweenthe ends of a semi-circular arm, which itselflies in a plane perpendicular to the pendulum. If this arm is made to rotate about ahorizontal axis, the pendulum will be displaced from its vertical position, and thewhole force of gravity will no longer beacting, but only a component proportionalto the cosine of the angle through whichthe pendulum has been turned.Time the pendulum for as many swings asfriction will permit when this angle is o°, 300,45°, 6o°, measuring the angles with triangleand plumb line. The respective accelerationswill be g, g cos 300, g cos 450, and g cos 6o°or 980, 980 x 0.866, 980 x 0.707 and 980 x0.500.If the corresponding times are /lf /a, /3,and t4) since the time of vibration is inversely proportional to the square root ofthe accelerating force, the following relations should hold.*i _ /^cos309 tx __ \g cos 457,-1— J— ' 7S-J~T-t-, g- cos 60Work out the value of each ratio and compare, computing the per cent, of error in each case.• Mg-cos 45"g-cos 3004]g cos 304 cos 45 = — ,-v/g-cbs 60 °_ III. Recitation Paper.1. Problem 18, — p. 7i, — C. & C.2. Problem 19, — p. 7i, — C. & C.3. Problem 1, — P- 84, — Crew.4. Problem 2, — p. 85, — Crew.5. Problem 3, — P. 85, — Crew.6. Problem 22, — P. 7i, — C. & C.7. Problem 25, — P- 7i, — C. & c.8. Problem 26, — P. 7i, — C. & C.g- cos 45 °__ \g cos 60 °_£-cos3o°~ * Vcos45°~ 9. Why do we use a hair spring or a pendulumin connection with a timepiece?10. A pendulum, when hanging vertically, has aperiod of 0.75 sec. What will be its timewhen hanging at an angle of 60 degrees withthe vertical?The writer can present these observationsfrom a theoretical standpoint only, as no reportsfrom the students now carrying on the coursehave yet been received, but he is quite confident that the results will prove satisfactory. Itis certainly true that not everyone could successfully carry a correspondence course inPhysics, but it seems to be an established factthat correspondence students are almost invariably good students, and with earnestnessand perseverance the results are bound tocome.ANNUAL REPORT.The following tables present in detail thescope, constitution, and history of the Correspondence-study Department for the eleventhscholastic year. Measured in any way, the rateof advance in 1902-3 has been practically thesame as in preceding years : Eight hundred andseventy-one new students compares with 799in the previous year and 753 in 1 .900-1 ; 475who completed courses, with 438 the year before and 392 in 1900-1. The gross income wasabout $1,000 more than that in 1901-2, whichin turn was greater by $1,000 than the receiptsin 1 900- 1. Matriculations afford the only exception to this even rate of increase. They were368 against 329 last year and 319 in 1900-1.This is to be explained, however, by the law ofperiodicity; 1901-2 was the "off-year."UNI VERSITY RECORD 107The large number of those taking final examinations for credit toward the degree is noteworthy. One hundred and fifty-three took suchtests in 1900-1, 203 in 1901-2, and 251 during theyear just closed. It is only within the last fouryears that students have shown any particularinterest in the credit value of these courses, andonly within the last two years that there hasbeen a distinguishable credit-earning elementin the student body. No doubt this is largelydue to ignorance of the possibilities in thisdirection and to the fact that only two yearsago was the rule requiring examinations to betaken at the University modified to permit theirbeing taken anywhere under approved supervision. But it may be traceable in some measure to a change in the character of the constituency itself. Certain indications point to this,inasmuch as only class-room courses in academic subjects are offered, it would not be surprising, indeed, if those seeking degrees soonform a very large proportion of the enrolment.In the meantime is it not pertinent to askwhether the University should not provide alsofor other and much larger classes of persons?Comparison with the statistics for 1901-2shows that the Departments of Biblical andPatristic Greek, Mathematics, English, SemiticLanguages and Literature, Latin, and Sociology,in the order named, scored the largest gains inregistrations, and that Mathematics came upfrom sixth to third place in point of popularity,passing German, Philosophy, and History.English, with 275 new registrations, and Latin,with 92, stand first and second respectively. Further analysis is perhaps unnecessary.It is confidently anticipated that another yearwill chronicle consistent gains, but great advances can hardly be expected until either thework is adapted to more general needs, orfunds are provided for publicity and promotionand for reducing the cost of instruction to thestudent.Table A presents the facts regarding registration in each of the 210 courses given, Table Bthe facts regarding registration in each of theDepartments of Instruction. Table C showswhere the men and women who matriculatedin the University through the Correspondence-study Department reside and, also by sex, thosewho held college degrees of recognized valueand those who either had no degree or inferiordegrees. Table D shows how widely and, allthings considered, how evenly scattered throughout the country were last year's students. Thedifference of 199 between the total number ofmen and the total number of women enrolledin 1 90 1 -2 was reduced this year to 166, indicating a slight gain in men. Table E showsthe number of instructors in each Department,the total number of courses given reduced toMajors, the relative demand for the differentsubjects by the men and women respectively,and in the sixth and seventh columns thecontrast between the number of courses completed in each department and the numberupon which final examination was taken forcollege credit. Tables H and I are summariesof previous annual reports. They furnish theclearest evidence of the continuous growth ofthe work.108 UNIVERSITY RECORDTABLE A.DETAILED CONSPECTUS OF REGISTRATION, JULY I, IQ02, TO JUNE 23, I903.Departments d « a5 > o.2 o o>i a htyre -a Cuo <u,3* .a «2^£S (0I. Philosophy :Elementary Psychology Advanced Psychology Logic Ethics Greek and Mediaeval Philosophy Kant (Advanced Course) Educational Psychology History of Education Hist, of Ed. Theo. & Pract. fr. Time of Greeks to Rise of Univ . . .Philosophy of Education Practice and Organization of Education as Teaching Social Occupations in the Elementary School Curriculum The Method of Some Subjects in the Elementary School CurriculumGeneral Course in Child-Study o Total II. Political Economy :Principles of Political Economy — 1st Major Principles of Political Econony — 2d Major Railway Transportation Outlines of Public Finance Total III. Political Science :Civil Government in the United States American Constitutional Law Comparative Politics Total IV. History:Outlines of Greek and Roman History (English Theo. Sem.) History of Antiquity to the Death of Constantine —Oriental and Greek History to 146 B. C Roman History to 337 A.D History of Antiquity to the Fall of the Persian Empire History of Greece to the Death of Alexander Outline History of Mediaeval Europe Outline History of Modern Europe History of England to the Accession of the Tudors England from Henry VII to the Present Time The French Revolution and the Era of Napoleon Outline History of Civilization— 1st Mj Outline History of Civilization — 2d Mj Outline History of the U. S. from Colonization to the Present TimePeriod of Discovery and Exploration in America Colonial Period and 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 PoliticsThe United States from 1817-1861 Total 1021261255534156 2429216461641212102310222111 345111811895143252 112'o543221118 3849 64 13981416163339318733121H3 40UNIVERSITY RECORD 109DepartmentsVI. Sociology and Anthropology:Introduction to Sociology —University Students English Theological Seminary Students Introduction to the Study of Society The Social Debtor Class A Study of Charities and Corrections Social Treatment of Crime The Structure of Society The Family —University Students English Theological Seminary Students Urban Life in the United States Origin of Social Institutions Elementary Anthropology Foods House Sanitation. : Total VII. Comparative Religion:Introduction to the History of Religion Total VIII. 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 (American Institute Student)Elementary Assyrian (University Student) Total IX. 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 Students English Theological Seminary Students Constructive Studies in the Life of Christ —University Students English Theological Seminary Student American Institute Students The Parables of Jesus Social Teachings of Jesus •5 o £.52^3 P14 25107i322II27II7i56I2I 3« r°P4 "Sol361394526ii41169110 UNIVERSITY RECORDDepartments |1|rop4 o > O« 61 .IX. Biblical and Patristic Greek. — Continued.History of the Apostolic Age Life of the Apostle Paul and Introduction to the Pauline Epistles —University Student English Theological Seminary Student Exegetical Study of Corinthians Total XI. Greek Language and Literature:Elementary Greek, 1st Mj Xenophon : Anabasis, Bks. II— III , Homer : Iliad, Bks. I-III Homer: Iliad, Bks. IV-VI Advanced Greek Prose Composition Xenophon: Memorabilia and Plato; Apology and Crito Homer : Odyssey Herodotus : Histories, Bks. VI-VII Introduction to Greek Tragedy Introduction to Greek Drama Total XII. The Latin Language and Literature:Elementary Latin, I st Major Elemetary Latin, 2d Major Caesar : De Bello Gallico, Bk. I Caesar : De Bello Gallico, Bk. II Caesar: De Bello Gallico, Bks. 1II-IV Viri Roma: Latin Prose Composition Based on Caesar Cicero : Oraiiones, 1st Mj Cicero : Orationes, 2nd Mj Latin Prose Composition Based on Cicero Virgil : Mneid, Bk. I Virgil : JEneid, Bks. I-II -. Virgil: jEneid, Bks. III-VI Virgil : Special Advanced Latin Prose Composition Roman Political Institutions Cicero : De Senectute , Terence : Phormio Livy Odes of Horace, Bks. I-III Tacitus : Agricola and Germania Cicero : Episiulce Ovid. Roman Belief with Reference to the Soul and the Life after Death .Total XIII. Romance Languages and Literatures :Elementary French, 1st Mj Elementary French, 2d Mj Intermediate French French Prose Composition Outline History of French Literature Modern French Comedies 2513i7'o310258 4618122263o10232531292 723iIS4%9519122343211231871884122 14I111213323411411221261I5i16121112 64 1624 471222625763UNIVERSITY RECORD 111Departments rata"2P4 .2 a So 2 o > o*J o o*"5)2 ,£>tf-SHXIII. Romance Languages and Literatures. — Continued.The Comedies of Moliere Readings in Old French Literature French Philology Elementary Spanish Modern Spanish Novels and Dramas Spanish Prose Composition Total XIV. Germanic Languages and Literatures :Elementary German, 1st Mj Elementary German, 2d Mj Intermediate German Intermediate German Prose Composition German Idioms and Synonyms > Modern German Dramas Deutsche Aufsatze und Stiliibungen Deutscher Satzbau und Stiliibungen Outline Study of German Literature Goethe's Lyrical Poetry as an Exponent of his Life Total XV. English Language and Literature, and Rhetoric :English Composition and Rhetoric (Eng. Theol. Sem.). . . .Preparatory English Composition English I. . , English II English III English IV English V Preparatory English Literature Masterpieces of English Literature English Literature for Teachers Studies in Shakespeare Shakespeare : Typical Plays Comedies of Shakespeare Tragedies of Shakespeare Shakespeare : Julius Ccesar English Literature of the Classical Period English Literature from 1 700-1740 English Literature of the Age of Johnson Beginnings of the English Romantic Movement English Romantic Poets of the Early Nineteenth Century. .English Novelists of the Nineteenth Century English Essayists of the Nineteenth Century English Literature from 1832-1892 Studies in the Works of Robert Browning Studies in the Poetry of Tennyson Studies in the Works of Walt Whitman 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 Total 40475615314110296613i463i232133 45107136835111264 557456437751217574523112931076542131 87141419122338211 339761111297177413316911114440522611361491812107162 412734273599143121 1571732171191611132 3355105725114150673576161531315231931167252132275 544 134 135 275112 UNIVERSITY RECORDDepartments 2 a h.52 ^3 >> "S)S is p,•2 6bflO« OS bjD ^.S3 ^ >>Sfo"3XVII. Mathematics :Elementary Algebra Plane Geometry, 1st Mj Solid Geometry College Algebra Plane Trigonometry Spherical Trigonometry Special Trigonometry , Plane Analytic Geometry Calculus : Gibson's Text , .Calculus : (Osborne's Text), 1st Mj Calculus : (Osborne's Text), 2d Mj Calculus : (Byerly's Text), 1st Mj Calculus : (Byerly's Text), 2d Mj Calculus : (Special) Theory of Equations , Advanced Theory of Equations, 1st Mj Advanced Theory of Equations, 2d Mj Analytic Mechanics Analytic Statics , Advanced Algebra Projective Geometry Advanced Analytic Geometry Modern Analytical Geometry Numbers, 1st Mj Pedagogy of Mathematics Total XVIII. Astronomy :Elementary Astronomy Analytic Mechanics Advanced Analytic Mechanics Total XXI. Geology:Physiography Economic Geology Total XXII. Zoology:General Morphology of the Invertebrates, 1st Mj General Morphology of the Invertebrates, 2d Mj General Morphology of the Vertebrates Animal Life Total XXVII. Botany:Elementary Plant Physiology Elementary Plant Ecology Methods in Plant Histology General Morphology of the Algae and Fungi General Morphology of the Bryophytes and Pteridophytes. . .General Morphology of the Gymnosperms and AngiospermsLaboratory Ecology Total , 43 9231214ii5i24ii69 12371822I47i64I23273iIiii2II3iII213i51510 26 5523 24UNIVERSITY RECORD 113Departments W *"• N££ o'% © M£.5 w•2'5 >>£3 "3 CO|fe/5)a* a•S-oI*P4W .2H en£0 0rt VIn cu•52 is e hXXVIII. Pathology and Bacteriology:Elementary Bacteriology i 311 312 22 IBacteriological Technique IAdvanced Bacteriology Total iii 541 64111 4II 2XLI. Old Testament Literature and Interpretation :Outline of Hebrew History —University Students 41American Institute Students Old Testament Prophecy Old Testament Worship . .. Total 23iii 5511 781112 1 23II 55XLII. New Testament Literature and Interpretation :The Life of Christ in Connection with the Gospel of Luke —University Students American Institute Students The Life of Christ in Connection with the Gospel of John —University Student The Acts of the Apostles —University Student 1American Institute Students 162 71 133 1 51 72XLIV. Systematic Theology:Apologetics — Eng. Theol. Sem. Students Total t 23 1 33 13 2XLV. Church History:Church History Prior to Constantine — Eng. Theol. Sem. Students. .Total 372 4 3112 11 361XXVI. Homiletics:Outline Course in Homiletics — Eng. Theol. Sem. Students Constructive Homiletics — Eng. Theol. Sem. Students 4Total 915 414 1329 28 77 4Library Science :Technical Methods of Library Science x4Total 15 14 29 8 7 x4Grand totals 709 871 I31 1,593 475 359 7591 This represents only those whose time expired on or before June 30, 1902, who reinstated during the scholastic year 1902-3. In addition to these*there were 65 whose time expired during 1902-3 who reinstated during the same year.114 UNIVERSITY RECORDTABLE B.summary of detailed conspectus of registration, july i, 1902, to june 23, 1903.Departments ScfHrd 3PT S. Oil O0(U 'SiiotfI. Philosophy 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 RhetoricXVII. 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 Total 569949112142513584041264432752312623915709 611246425227461892455527569466245571414871 1182113H3364417231131879754411261311496713331329 386340101691464334i1343i152224I31 1,593 475xThis represents only those whose time expired on or before June 30, 1902, who reinstated during the scholastic year 1902-3.there were bj whose time expired during 1902-3 who reinstated during the same year. In addition to theseUNIVERSITY RECORD 115TABLE C.STATISTICS OF MATRICULATION, JULY I, 1902 TO JUNE 30, I903, INCLUSIVE.Geographical DistributionAlabama Arizona Arkansas . . * California Colorado Connecticut District of ColumbiaGeorgia Hawaiian Islands. . .Idaho Illinois Indiana Indian Territory. . . .Iowa ,Kansas Kentucky. Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Montana Nebraska New Hampshire ....New Jersey New Mexico New York North Carolina North Dakota ...... Men Women Total4 2 6I I4 I 52 5 74 6 102 4 6I 3 43 2 51 11 2 318 21 3910 7 173 36 3 95 3 [ 85 53 2 52 3 53 6 95 7 1212 2 142 10 1213 7 206 1 72 23 1 41 7 82 2 410 23 334 2^ 61 1 Geographical DistributionOhio Pennsylvania. Philippine Islands Rhode Island Samoa South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Canada :Manitoba Ontario New Brunswick Quebec Germany Japan Mexico . Totals by Sexes Totals by Classification :Graduate Undergraduate Men213III2I3532111217749128There were in addition eleven students who complied with the conditions for entering the correspondence coursesoffered in the English Theological Seminary and twenty-three who entered for the first time upon correspondence coursesthrough the American Institute of Sacred Literature. Neither the English Theological Seminary students nor the AmericanInstitute students, however, are required to matriculate in the University.116 UNIVERSITY RECORDTABLE D.STATISTICS OF ENROLMENT, JULY I, 1902 TO JUNE 30, I903, INCLUSIVE.Geographical DistributionAlabama Alaska Arizona Arkansas California Colorado Connecticut District of ColumbiaFlorida ...Georgia Hawaiian Islands. . .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 Men7139129822113H5273191895310162673261121672397318 Women34211510841422130303718157712321426327111273635344 Total14I613332418106252524557356362412102248403365322111734510212662 Geographical DistributionOklahoma Oregon Pennsylvania Philippine Islands Porto Rico Rhode Island Samoa South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Australia Bermuda Brazil Canada :Manitoba. New Brunswick Nova Scotia Ontario Prince Edward IslandQuebec England France Germany Japan Mexico , MenI2323I'7561462742131111312614III41Total number different students. . 585UNIVERSITY RECORD 117TABLE E.STATISTICS OF INSTRUCTION, REGISTRATION, AND CREDIT, JULY I, 1 902, TO JUNE 30, I903, INCLUSIVE.Departments Instruction RegistrationS$ Credit Given¦3S so5°I. Philosophy ? II. Political Economy III. Political Science IV. History VI. Sociology and Anthropology VII. Comparative Religion VIII. Semitic Languages and Literatures IX. Biblical and Patristie Greek XL Greek Language and Literature XII. Latin Language and Literature XIII. Romance Languages and Literatures XIV. Germanic Languages and Literatures XV. English Language, 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 InterpretationXLIV. Systematic Theology XLV. Church History XL VI. Homiletics Library Science Total 3179124436711312441221121 134315hK12K89%20^121027^23^3247331121 591974418437551346303615469410629641033136 5926691841718105576139043235203323 1182113H336441723iIJ> =879754411261311496713331329 386340101691464334i1343i152224 153319733016134615190 * 189K 685 908 1593 475 18521 Total number of different instructors was 87. Three gave instruction in two departments.2 Final examination was passed on 66 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, 1892 (DATE OF ORGANIZATION), TO JUNE 30, I903, INCLUSIVE.1892-3 1893-4 1894-5 i^9S-6 1896-7 1897-8 1898-9 1899-00 1900-1 1901-2 1902-3Holding over New registrations Lapsed courses renewed . .Total registration Registrations completed . .Registrations dropped 9344 851242093832 1391723H6328 22026148110689 284355641127102 4124691881182211 522521015282-261 4726761 03H58336282 54075318*1311392246 67379913s1485438338 709871I3615934753591 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 to thesethere 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, 1899, who reinstated during the scholastic year 1899-00. In addition to thesethere were 25 whose term had expired during 1899-00, 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 to thesethese 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 during the scholastic year 1901-2. In addition to thesethere were bi whose time expired during 1901-2, who reinstated during the same year.' * * . .. . . * - jyho reinstated during the scholastic year 1902-3. In addition to thesethere wereThis represents only those whose time expired on or before June 30, 1902, whwere 66 whose time expired during 1902-3, who reinstated during.the same y«TABLE G. See page 93.118 UNIVERSITY RECORDINSTRUCTORS BY DEPARTMENTS, JtI. PHILOSOPHY Professor James Hayden Tufts, Assistant ProfessorGeorge Herbert Locke, Assistant Professor Addison Webster Moore, Associate Amy Eliza Tanner,Reader Katharine Elizabeth Dopp, Non-residentReader Daniel Peter MacMillan, Non-residentReader Fred Warren Smedley, Non-residentReader Henry Waldgrave Stuart.II. POLITICAL ECONOMY Assistant Professor William Hill, Assistant Professor Ira Woods Howerth, Assistant ProfessorJohn Cummings.III. POLITICAL SCIENCE : Assistant Professor Henry Rand Hatfield.IV. HISTORY Professor George Stephen Goodspeed, AssociateProfessor John Wildman Moncrief, Associate Professor Francis Wayland Shepardson, InstructorRalph Henry C. Catterall, Instructor James West-fall Thompson, Assistant Frances Ada Knox,Docent Agnes Mathilde Wergeland.VI. SOCIOLOGY AND ANTHROPOLOGY - - - -Professor Charles, Richmond Henderson, ProfessorCharles Zueblin, Associate Professor George EdgarVincent, Associate Professor William IsaacThomas, Associate Professor Marion Talbot, AsTsociate Professor Frederick Starr, Assistant Professor Ira Woods Howerth, Non-resident ReaderRalph Grierson Kimble, Non-resident ReaderWilliam H. Allen.VII. COMPARATIVE RELIGION -Non-resident Reader Laetitia Moon Conard.VIII. SEMITIC LANGUAGES AND LITERATURES -Non-resident Professor George Ricker Berry, Nonresident Reader Oscar Tunstall Morgan.IX. BIBLICAL AND PATRISTIC GREEK - - - -Professor Shailer Mathews, Assistant ProfessorClyde Weber Wotaw, Reader John W. Bailey,Reader Elbert Russell.XI. THE GREEK LANGUAGE AND LITERATURE -Professor Edward Capps, Non-resident AssistantProfessor Frank Melville Bronson, Non-residentAssistant Professor Theodore Lee Burgess, Assistant John Dorsey Wolcott.XII. THE LATIN LANGUAGE AND LITERATURE -Associate Professor Frank Justus Miller, AssistantJohn Dorsey Wolcott, Reader Frances Pellett. BLE H./Y I, 1902, TO JUNE 30, I903, INCLUSIVE.8 XIII. ROMANCE LANGUAGES AND LITERATURES -Associate Professor Thomas Atkinson Jenkins, Assistant Professor Maxime Ingres, Instructor Theodore Lee Neff, Associate Lisi Cecilia Cipriani,Non-resident Reader Merritt Lorraine Hoblit, Nonresident Reader Mary C. E. Cameron.XIV. GERMANIC LANGUAGES AND LITERATURES -Professor Starr Willard " Cutting, Associate Pro-3 fessor Camillo von Klenze, Assistant ProfessorPaul Oscar Kern, Non-resident Assistant ProfessorJohann B. E. Jonas, Non-resident Assistant Professor Herman Benjamin Almstedt, Associate Martin1 Schutze, Non-resident Reader Frederick OttoSchub.7 XV. THE ENGLISH LANGUAGE AND LITERATURE,AND RHETORIC Professor William Darnall MacClintock, AssistantProfessor Myra Reynolds, Assistant Professor Albert Harris Tolman, Assistant Professor Jared G.Carter Troop, Instructor Oscar Lovell Triggs, Instructor Porter Lander MacClintock, Associate9 George Linneus Marsh, Associate Henry PorterChandler, Associate Ella Adams Moore, AssistantMaude Lavinia Radford, Non-resident ReaderEdith Foster Flint.XVII. MATHEMATICS - - Professor Eliakim Hastings Moore, Assistant Professor Jacob W. A. Young, Non-resident AssistantProfessor William Hoover.1 XVIII. ASTRONOMY - - Instructor Forest Ray Moulton.2 XXI. GEOLOGY - - - - Lecturer Harry Foster Bain, Non-resident ReaderFred Harvey Hall Calhoun.4XXII. ZOOLOGY Instructor Charles Manning Child, Assistant William Lawrence Tower, Assistant Thomas Large,Non-resident Reader Eugene Howard Harper.4XXVII. BOTANY .--.------Instructor Charles Joseph Chamberlain, InstructorHenry Chandler Cowles, Assistant BenjaminEdward Livingstone, Assistant Harry NicholsWhitford.3XXVIII. PATHOLOGY AND BACTERIOLOGY - - -Non-resident Reader Howell Emlyn Davies.UNIVERSITY RECORD 119XLI. OLD TESTAMENT LITERATURE AND INTERPRETATION 2Assistant Professor Herbert Lockwood Willett,Associate John M. P. Smith.XLI1. NEW TESTAMENT LITERATURE AND INTERPRETATION 2Reader Elbert Russell, Non-resident ReaderThomas Allen Hoben.XLIV. SYSTEMATIC THEOLOGY 1Professor George Burman Foster. XLV. CHURCH HISTORY 1Professor Eri Baker Hulbert.XLVI. HOMILETICS - 2Professor Galusha Anderson, Professor FranklinJohnson.LIBRARY SCIENCE 1Instructor Josephine Chester Robertson.Total 90TABLE I.instructors by collegiate rank, july i, 1902, to june 30, i903, inclusive.Professors 14 Associates 7Galusha Anderson, George Ricker Berry (non-resident), Henry Porter Chandler, Lisi Cecilia Cipriani, GeorgeEdward Capps, Starr Willard Cutting, George Burman Linneus Marsh, Ella Adams Moore, Martin Schiitze,Foster, George Stephen Goodspeed, Charles Richmond John M, P. Smith, Amy Eliza Tanner.Henderson, Eri Baker Hulbert, Franklin Johnson, Wil- .Ham Darnall MacClintock, Shailer Mathews, Eliakim ,-, A j -rr ¦ an. t td---^j jT, . ,r T TT , «, <¦ ™ , ~ , ,. ? Frances Ada Knox, Thomas Large, Benjamin EdwardHastings Moore, James Hayden Tufts, Charles Zueblin. , . . . ,, , T . . „ ,, , „T.„. T0 J Livingston, Maude Lavmia Radford, William LawrenceAssociate Professors ------ 9 Tower, Harry Nichols Whitford, John Dorsey WolcottThomas A. Jenkins, Camillo von Klenze, Frank Justus (XI and XII).Miller, John Wildman Moncrief, Francis Wayland T tj-ptttShepardson, Frederick Starr, Marion Talbot, William „ F t "R 'Isaac Thomas, George Edgar Vincent, v/Assistant Professors - - - - - - iq j-"-»^jj*w i~- ------- ±Herman Benjamin Almsted (non-resident), Frank Mel- A«nes Mathilde Wergeland.ville Bronson (non-resident), Theodore Lee Burgess Readers 10(non-resident), John Cummings, Henry Rand Hatfield, wilHam H AUen (non.resi(ient)) John w_ Bail (non.William Hill, William Hoover (non-resident), Ira «j *.\ -c ¦ j tt tt n *- 11. / -j ^\„T , TT , /TT , „T, \r . t « resident), Fred Harvey Hall Calhoun (non-resident),Woods Howerth (II and VI), Maxime Ingres, Paul ,, ^ ™ ^ / -j *t\ T *.-*.- u_ ^ _ v ', & Mary C. E. Cameron (non-resident), Laetitia MoonOscar Kern, George Herbert Locke, Addison Webster n , , • j i.\ tt ht?i t^ • /,e>__ . _ . _ , Conard (non-resident), Howell Emlyn Davies (non-Moore, Myra Reynolds, Albert Hams Tolman, Jared resident)> Katharine Elizabeth Dopp, Edith Foster FlintG. Carter Troop, Clyde Weber Votaw, Herbert Lock- , -j «.\ t-u ah xt u / -j ^\, ,,T.„ , , „T.„. A „ 'T , ^ (non-resident), Thomas Allen Hoben (non-resident),wood Willett, Jacob William Albert Young, Johann B. ,» ... T „ , v, / ., .x „ TT ,• '. & Merntt Lorraine Hobht (non-resident), Eugene Howard* '" Harper (non-resident), Ralph Grierson Kimble (non-Instructors - - - 10 resident), Daniel Peter MacMillan (non-resident), OscarRalph Henry C. Catterall, Charles Joseph Chamberlain, Tunstall Morgan (non-resident), Frances Pellett, ElbertCharles Manning Child, Henry Chandler Cowles, Porter Russell (IX and XLII), Frederick Otto Schub (non-Lander MacClintock, Forest Ray Moulton, Theodore resident), Fred Warren Smedley (non-resident), HenryLee Neff, Josephine Chester Robertson, James Westfall Waldgrave Stuart (non-resident).Thompson, Oscar Lovell Triggs. Total 87MAGAZINES PUBLISHEDBY:THE UNIVERSITY OF CHICAGO PRESSTHE BIBLICAL WORLDEdited by President W. R. Harper.^ A popular illustratedmonthly magazine. Subscription price, in the United States,$2.00 a year; foreign, $2.75 ; single copies, 20 cents.The Biblical World is devoted exclusively to biblical study, and so edited and illustrated as to affordthe greatest aid to the busy clergyman, the progressive Sunday-school teacher, and the thinkinglayman.THE SCHOOL REVIEWEdited by The University of Chicago School of Education,John Dewey, Director. George H. Locke, ManagingEditor. Published monthly, except in July and August.Subscription price, in the United States, $1.50 a year;foreign, $2.00 ; single copies, 20 cents.So adequately has the School Review served theinterests of high-school and academy work that ithas come to be recognized as the official organ ofsecondary education in the United States. It isdevoted exclusively to this field, is progressive,practical, and helpful, and is indispensable to everyteacher.THE ELEMENTARY SCHOOL TEACHEREdited by The University of Chicago School of Education,John Dewey, Director. Mrs. Ella F. Young, ManagingEditor. Published monthly, except in July and August.Subscription price, in the United States, $1.50 a year;foreign, $2.00 ; single copies, 20 cents.A monthly periodical for teachers, principals,and superintendents. Each number contains practical plans for teaching in every grade from thekindergarten through the eight grades and thepedagogic schools.THE BOTANICAL GAZETTEEdited by John M. Coulter. Published monthly, with illustrations. Subscription price, in the United States, $5.00a year; foreign, $5.75 ; single copies, 50 cents.The Botanical Gazette is an illustrated monthlyjournal devoted to botany in its widest sense. Formore than twenty years it has been the representative American journal of botany, containing contributions from the leading botanists of America andEurope.THE AMERICAN JOURNAL OF SOCIOLOGYEdited by Albion W. Small. Published bi-monthly, withillustrations. Subscription price, in the United States, $2.00a year; foreign, $2.50; single copies, 35 cents.The special aim of the American Journal of Sociology is to show that the " social problem" is bothmany problems and one problem. It has alreadymade itself indispensable to Americans who aretrying to keep informed about the general tendencies in the rapidly changing field of sociology.THE JOURNAL OP GEOLOGYEdited by T. C. Chamberlin. Published semi-quarterly, withillustrations. Subscription price, in the United States, $3.00a year; foreign, $3.75; single copies, 50 cents. Devoted to the interests of geology and the alliedsciences, and contains articles covering a wide rangeof subjects. Adapted to young geologists, advancedstudents, and teachers.THE ASTROPHYSICAL JOURNALEdited by George E. Hale and Edwin B. Frost.t Publishedmonthly, except in February and August, with illustrations. Subscription price, in the United States, $4.00 ayear ; foreign, $4.75 ; single copies, 50 cents.An international review of spectroscopy and astronomical physics. Invaluable to all who are interested in astronomy and astrophysics.THE JOURNAL OF POLITICAL ECONOMYEdited by J. Laurence Laughlin. Published quarterly,Subscription price, in the United States, $3.00 a year; foreign, $3.50; single copies, 75 cents.This publication promotes the scientific treatmentof problems in practical economics, and also contains contributions on topics of theoretical andspeculative interest.THE AMERICAN JOURNAL OF THEOLOGYEdited by the Divinity Faculty of the University of Chicago.Published quarterly. Subscription price, in the United States.$3.00 a year; foreign, $3.50; single copies, 75 cents.The only journal in the world so catholic in itsscope as to cover the entire field of modern investigation and research in all the different lines oftheological thought represented by special fields andparticular schools.THE AMERICAN JOURNAL OF SEMITICLANGUAGES AND LITERATURESEdited by President William R. Harper. Published quarterlySubscription price, in the United States, $3.00 a year ; foreign, $3.25 ; single copies, 75 cents.The object of this journal is to encourage thestudy of the Semitic languages and literatures, tofurnish information concerning the work of Semiticstudents at home and abroad, and to act as a mediumfor the publication of scientific contributions in thosedepartments. Articles are published in German,French, and Latin, as well as in English.MODERN PHILOLOGYA quarterly journal devoted to research in Modern Languagesand Literatures. Editors: Philip S. Allen, ManagingEditor; Frederic I. Carpenter, Camillo von Klenze.First number appeared in June, 1903. Subscription price,$3.00 a year in the United States; foreign, $3.50; singlecopies, $1.00.THE UNIVERSITY RECORDEdited by the Recorder of the University. Published monthly.Yearly subscription, $1.00; single copies 10 cents.The University Record is the official monthly publication of the University of Chicago.SAMPLE COPIES FREE ON REQUEST. ADDRESSTHE UNIVERSITY OF CHICAGO PRESS, CHICAGO, ILL.