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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.

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Illinois

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Michigan

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Illinois.

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Foreign countries.
California.

Michigan.
Wisconsin.
Wisco

Missouri.

Colorado.

Kansas.

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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

several States.

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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 bache or's degrees in the several geographical sections of the country were legistered in the graduate departments of Johns Hopkins, Harvard, and the University of Michigan as follows:

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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 Massachu-e ts 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 Universi'y 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 itine ant 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 househo d. He claims that university education must be defined in antithesis to school education. School education is compulsory and administ red under discipline, while university education is purely voluntary; school education is limited, while university education begins where school education ends, and is practically unlimit d, 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 guile the student can employ the time between lectures very profitably in reading what is required. In addition to the cutline 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 s e 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 exercizes throughout the term and the result of the final examination.

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