Table giving residence and State in which graduate students at Harvard University from 1886-87 to 1889-90 received their first degrees. Number of students who received their first degrees in the several States. Maine. New Hampshire. Massachusetts. Rhode Island. Connecticut. New York. Pennsylvania. New Jersey. Virginia. North Carolina. | South Carolina. Kentucky. Ohio. Indiana. Michigan. | Foreign countries. | Wisconsin. | Colorado. | California. Table giving residence and State in which resident graduates at the University of Michigan from 1886-87 to 1889–90, received their first degrees. Number of students who received their first degrees in the Total number of students. Maine. Massachusetts. New York. New Jersey. Pennsylvania. Texas. Arkansas. Ohio. Indiana. Illinois. Michigan. North Atlantic Division: Connecticut Pennsylvania South Central Division: North Central Division: Arkansas Ohio Indiana.. 111 *=° 「 4 2 10 6 2 6 2 133 The facts here presented are so simple that an extended explanation of them appears entirely unnecessary. The tables show that a comparatively small proportion of the students concerned left their own geographical sections for their first degrees. We also find that the students who had received their first or bachelor's degrees in the several geographical sections of the country were reg istered in the graduate departments of Johns Hopkins, Harvard, and the University of Michigan as follows: We thus find that Johns Hopkins University draws heavily from the institutions of all divisions. An examination of the tables will show that while but 21.8 per cent of the graduate students at Johns Hopkins received their first degrees in Maryland, 64.4 per cent of those at Harvard received theirs in Massachusetts and 55.6 per cent of those at the University of Michigan received theirs in Michigan. CHAPTER VIII. UNIVERSITY AND SCHOOL EXTENSION. Definition and description-Origin and history—Cambridge University-Oxford University-London Society for the Extension of University Teaching University Extension in Scotland-In IrelandIn the United States-Chautauqua Literary and Scientific Circle-Johns Hopkins University and University Extension—University Extension in Pennsylvania–University and School Extension Movement in New York. 1. DEFINITION AND DESCRIPTION. By the term university extension is meant that movement by which higher education is provided for all classes of people who are unable to attend the universities where such instruction is imparted. The definition given by Prof. R. G. Moulton, A. M., one of the Cambridge University extension lecturers, is "University education for the whole nation, organized upon itinerant lines." He says that university education has nothing to do with universities, that is, has no necessary connection with universities, and in order to support this statement he shows that one of the three great branches of the movement in England is not managed by a university, but by an association which simply goes to the universities for lecturers just as one would go to a grocery store to provide for the household. He claims that university education must be defined in antithesis to school education. School education is compulsory and administered under discipline, while university education is purely voluntary; school education is limited, while university education begins where school education ends, and is practically unlimited, as it may be kept up during a man's whole life. "The essence of university education," says Prof. Moulton, "is that it is education for adults; it is voluntary; it is unlimited in scope; unlimited in age; it applies to a man's whole life. If that be the true view of university education you will see that it has no necessary connection with universities, but it is equally the interest of all adults who have a desire to take part in it." The methods adopted by the different branches for the extension of university education in Europe do not differ very materially. The elements employed are lectures, class, syllabus, weekly exercises, examinations, and certificates. The lectures are open to everybody and the audience is expected to be as miscellaneous as the congregation of a church. But in every audience there is expected to be a nucleus of students. By this is meant persons who wish to learn more than is brought out in the lectures. For such persons the syllabus which contains the lecturer's own outline for the whole work of his course is provid d. With the syllabus as a guide the student can employ the time between lectures very profitably in reading what is required. In addition to the outline of the course of lectures and references for reading, the syllabus contains a list of questions, one set of which is to be answered weekly. This is known as the weekly exercise, but is widely different from our examinations. The exercises are to be written at home, and any and all assistance that the student can derive from books, papers, or any source whatsoever is allowed. The exercises are not intended to find out how much the student remembers, but simply to train him to work for himself. The class is held on the day of the next lecture either before or after the lecture. It usually occupies an hour, and during this time the students can ask any questions they desire. Very frequently the lecturer discusses points brought forth in some of the exercises, or repeats some bright saying made by a student. But it should be borne in mind that the exercises are treated as being confidential, and it is the lecturer's aim to see that the feelings of no student are hurt in the class. At the close of the course of lectures a final examination is held. This is a written examination and is open to those only who have done the weekly exercises in a manner satisfactory to the lecturer. The granting of certificates depends equally upon the lecturer's reports of the exercises throughout the term and the result of the final examination. 2. ORIGIN AND HISTORY. The term "university extension" seems to have become current in England as early as 1850, but the movement as it is now known was not started until more than twenty years thereafter. For a few years prior to the establishment of the university extension scheme, educational associations for mutual benefit had been formed in many of the towns in England, and university graduates had been engaged as lecturers. The associations thus established found the greatest difficulty in securing competent teachers, and therefore requested the University of Cambridge to supply them with lecturers and draw up a scheme of higher education suitable to the wants of the towns. "After careful consideration the university, in 1872, appointed a syndicate (or committee), and instructed them to inquire into the best methods of dealing with the subject, and afterward empowered them for a period of two years to try the experiment of holding courses of lectures and classes in a limited number of populous centers, and of testing the work by examinations. The result of the experiment proved satisfactory, and the syndicate were accordingly made permanent and invested with power to organize and superintend courses of lectures and classes in such populous centers as the syndicate might approve, where the necessary funds should be guaranteed from local sources.' The plan proved to be very successful, for we find that from 1873 to 1881 the Local Lectures Syndicate had conducted lectures in over sixty towns. In some of these places the scheme assumed a permanent form, either by association with some institution already established or by the erection of a college, while in others the syndicate was compelled to abandon the work, owing to a want of sufficient support. The unit adopted by Cambridge University is a three months' course of lectures, on lecture being delivered each week. Arrangements can not be made for less than the unit unless it is to introduce or start a movement in a new place. When this is desired, a lecture upon some interesting subject is given, during the delivery of which the university extension movement is fully explained and its advantages freely set forth. Generally the people are so well pleased with the lectures that they wish them to be continued, and wherever a number of people sufficient to pay the expenses of a course of lectures evince such desire, centers are established. The university undertakes the educational organiza tion of the course, while the towns must provide the funds and undertake the local management. The university fee for a three months' course of lectures is £45, while the local expenses for hall, lighting, etc., are about £20. This sum must be raised by the local committee, but the manner of raising it varies widely at different centers. In a few cases sums of money have been obtained from concerts, etc., with which the centers were endowed, thus making them in a certain sense permanent. Considerable care is taken in the formation of the local committees. These should be representative, and political or religious bias should be avoided. The committees should include teachers, artisans, ladies, and especially young people, who will be very useful to circulate information or sell tickets. In 1887 Cambridge University, in order to maintain a high educational standard in its university extension movement, adopted what is known as the affiliation scheme. By this scheme students who attend a course of lectures prescribed by the university for a term of three years, and at the completion of which receive a certificate, may at any time thereafter proceed to the university and obtain its degrees with two years' residence instead of three, and are known as affiliated students of Cambridge University. The following-named towns have adopted the Cambridge University affiliation scheme, viz, Derby, Exeter, Hull, Newcastle, Plymouth, Scarborough, and Sunderland. The course for affiliated students is as follows: 1. Special series of courses.-This consists of six single courses, consecutive, thus extending over three years. They must be in the same group, but not necessarily on the same subject of the group. 2. General series of courses.-This consists of two single courses in a group other than that in which he takes the special series. It need not be consecutive, and may be taken before, during, or after the three years of special series. 3. Elementary examination on Latin and one other foreign language, Euclid, I-III, and algebra to quadratics. Another important factor in the movement for the extension of the influence and teaching of the universities is what is known as the summer gathering. In 'Calendar of Cambridge Local Lectures, 1980-81. |