university extension by a Hopkins instructor the class was intrusted to a graduate student, Mr. Charles M. Andrews, now professor of history in Bryn Mawr College, who gave a series of instructive lectures, accompanied by class exercises, upon the History of the Nineteenth Century, with Mackenzie for a textbook on that subject. * * * "Following the young people's course, the like of which is entirely practicable in any church society with a college man for class leader, came a coöperative and peripatetic course of twelve lectures for workingmen on The Progress of Labor by twelve different men from the historical department of the Johns Hopkins University. These twelve apostles of extension methods swung around a circuit of three different industrial neighborhoods in Baltimore, each man repeating his own lecture to three different audiences. * * * "Every lecture was accompanied by a printed syllabus in the hands of the audience, and was followed by an oral examination and a class discussion. Every man lectured without other notes than those contained in his outline of topics. The courses were organized upon a business basis and not upon the theory of giving something for nothing. This cooperative experiment in university extension work was, however, only moderately successful. Probably it was more useful to the lecturers than to their hearers. It is the conviction of the writer that it is mistaken zeal for university men to attempt to lecture to workingmen, as such, or indeed to any class of people. University extension should be for citizens without regard to their occupation. "The most successful educational experiments by Johns Hopkins men have been in connection with teachers' associations and Young Men's Christian Associations in Baltimore and Washington. Under such auspices coöperative and class courses in American history and economic and social science, with printed syllabuses, have been given before audiences varying from 150 to 1,000 appreciative hearers. Chautauqua circles in Baltimore have also been found intelligent and responsive to student lectures. Under the direction of Hopkins men a three-year's graduate course of study in English history has been successfully carried on by more than 1,000 students, who had already finished the four years of required study in the Chautauqua literary and scientific circles. A very elaborate syllabus based on Green's History of England and select volumes of the Epoch Series, has been the means of guiding this interesting work now in progress in all parts of the country. In connection with the Chautauqua College of Liberal Arts more detailed courses in ancient and modern history have been conducted in the same way, with monthly written examinations, the papers being in most cases set and read by Hopkins graduates, working under direction after the manner of Prof. W. R. Harper, of Yale University, president-elect of the new university at Chicago, who is the recognized leader in the recent higher educational work of Chautauqua." University extension in Pennsylvania.-The following note, in reference to the starting of university extension in Pennsylvania, was furnished by George F. James, A. M., general secretary of the American Society for the Extension of University Teaching: "There has been recently an interesting development in education in Pennsylvania. Many of the leading educators of the State have become interested in the English plan of popular education known as university extension, and in February of this year a meeting was called by Provost William Pepper, of the University of Pennsylvania, for a discussion and explanation of the system. The scheme, as it was presented, met with universal favor. On further consultation with men connected with the higher educational institutions of the State it was decided to form a society for the purpose of introducing and establishing university extension in this country. On June 1 [1890] the Philadelphia Society for the Extension of University Teaching was organized in that city with Provost William Pepper as president. A fund has been raised by subscription for the initial expenses of the society, and the secretary will be sent during the coming summer [1890] to England, where other influential members of the society will unite in a careful examination of the origin and development of university extension, and a study of the best forms of general and local organization. An earnest effort will be made by the society to adapt this system to American conditions. It seems clear to those interested in the movement that it promises valuable results to American education along many lines. University and school extension.-The following extracts from the circular of the university and school extension for the year 1889-90 will give a fair idea of the purposes of this movement: "The design of the university and school extension" is, in the words of the circular announcing its purposes, to supplement and to strengthen the univer 66 ED 90-53 sity and the school system, to increase the culture and to promote the interests of teachers as members of a profession, and in general to advance the knowledge of letters and of the arts and sciences. "The work is not, however, restricted to teachers; it is open to all persons of the required age. No one can expect, through the university and school extension, to secure a university education; but university graduates and others, ladies and gentlemen, will thus have an opportunity of continuing or of taking up each year some one or two studies under university guidance and recognition. "The courses in university extension will be parallel to those of the universities and, within the necessary limitations, of the high grade maintained in the best universities. The work in school extension, which will be slower in development, will be in the subjects taught in schools. It will also include the methods and the principles involved in teaching the respective subjects." METHODS. "The features of the work are home study, class work, lectures, instruction by correspondence, lectures by correspondence, the library, public examinations, prizes, and certificates-various marks of honor for work of high grade, but no degrees." "Each registered member is entitled to one of the following syllabi, and may procure the others from the general secretary." [There are twenty-five of these syllabi, laying out courses of study, preliminary and advanced, in literature, history, psychology, political science, French, German, mathematics, astronomy, physical geography, geology, physics, chemistry, and philosophy of education. These are prepared by professors of Harvard, Yale, Columbia, Princeton, and by Superintendent Calkins.] CLASSES. "Any person may form a society or a class to study any one of the prescribed courses. A class should consist of from three to twelve students. The best talent available should be secured to lead or to assist in the work. The general secretary will assist in forming classes in New York, in Brooklyn, and in other places. A class can pay its registration fee and class instruction by charging its members a small fee. "The class meetings may not only be made the occasion for pleasant social and intellectual intercourse, but the exercise may be varied by readings, essays, and discussions. It is suggested that small circulating libraries for the use of a class may be formed by the gift or loan of one or more books by each member of the class. "A student who has no associates with whom to form a class should pursue his studies with the assistance of the correspondence courses. Registered members will, however, be advised as to the formation of classes." CORRESPONDENCE. "Registered members desiring to join correspondence classes should communicate with the general secretary. These classes will be formed only when a sufficient number of students express a desire for them. The correspondence will be under the personal direction of a university professor. Most of the professors in the university extension have consented to teach the correspondence classes in their respective studies. 'Correspondence classes are suggested for each of the following topics: Greek, Latin, French, German (the language and literature of these languages for a four or five years' course), English literature, psychology, political science, American and European history, physical geography, geology, chemistry, phys ics, astronomy, algebra (a two years' course), geometry, trigonometry, physical training, the philosophy and history of education." LECTURES. "The class and the lecture systems, as the work is developed, will be thoroughly well organized. During the year 1889-90 there may be a few lectures in New York or Brooklyn. It is expected that members of the university and school extension will have the opportunity of attending, each year, short courses of lectures by university professors." LIBRARY. "In most of the syllabi the professors have outlined their subjects by topics; and after each topic they have referred in many cases, by chapter and page, to the best reading on the respective topics. The student has the benefit of readings selected in each subject by an acknowledged expert." FEES. "The registration, or membership fee for the present year, is $1 for one student or a small class, and $5 for a large class or a society. "Ladies 18 years of age or older and gentlemen of 20 years or older, and also classes and societies, may become registered members. "The fee for instruction by correspondence will be $10 for each study, but no correspondence class will be formed nor will the money be received until a sufficient number have expressed a desire to join the respective classes. "All the lines of work, including the examinations, are entirely optional with members, nor will any charge be made for any part of the work unless that part is chosen by the member." "The class registration fee of $5 entitles a class to 12 syllabi. syllabi may be had by members at 25 cents each, or 6 for $1. "Send registration fee with address to the undersigned." SETH T. STEWART, Additional General Secretary, Box 192, Brooklyn, N. Y. CHAPTER IX.' COMPARATIVE DIAGRAMS ILLUSTRATING THE STATIS TICS OF PROFESSIONAL EDUCATION DURING THE DECADE 1880-90. Before entering upon an exhibit of the statistics of professional training in the United States for 1889-90, with particular reference to the statistics of the nine preceding years and incidentally to those of France and Germany for the same period, the attention of the reader may with great propriety be called to certain facts too important to be lost sight of. Both in Germany and France education, higher and lower, since the beginning of the century has been in the hands of the State, and, as a result, the Government of France and of the several German States may each demand statistical information and compel its stipendiary to furnish it. On the other hand the information annually obtained by this Bureau is due to the courtesy of its correspondents who are under no other obligation to furnish their statistics to the Federal Government, or in many cases even to the government of the State in which they are located. From this it naturally follows that several delinquent correspondents will be found each year, though not infrequently as many as four blanks are sent out to such on as many occasions. When these delinquencies happen it is the custom to use the statistics furnished by the delinquent institution the preceding year, indicating the fact by a footnote. When an institution fails to report for two successive years it is taken out of the table unless there is evidence that it still exists. In the following diagrams it has been the object of the compiler to fill up such lacunæ whenever it appears that the institution still exists or has, after a period, been restored to the table. A still more formidable difficulty, however, is presented by the dissimilarity of institutions which bear the name of college or university or normal school and the like, but beyond cautioning the reader in the matter it is advisable to leave the subject to a future occasion, though whatever can at present be attempted in this line is given in Chapter X, which deals with the curricula of the schools whose attendance is given in this. 1 Prepared by Mr. Wellford Addis, of the Bureau, specialist in professional education. 837 |