DEPARTMENT OF THE INTERIOR

BUREAU OF EDUCATION

BULLETIN, 1919, No. 84

. THE UNIVERSITY EXTENSION

MOVEMENT

By

W. S. BITTNER .

ASSOCIATE DIRECTOR, EXTENSION DIVISION

INDIANA UNIVERSITY

WASHINFTON

GOVERNMENT PRINTING OFFICE E

1920
**

A DDITION A L COPIES OF TRII/ PUBLICATION MAY 111. PROCURED PROM

THE SUPRRINTENUENT OF DOCIAIENTS

o OCNIRNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY
CONTENTS. ems.5' Letter of transmittal.

l'refave

niversity extension--development and definition 9

History of university extension 14 Relation between the English and American movements 15

The war.and education xtension 24

Federal division of onal extension established 27.

National asiociat: iucorp ted 36

Essential elements of university extension 38

Institutions pursuing the several activities 44

The content of extension:

Extension in health 51

Extension work in engineering, by J. J. &libeller

The extent of extension service ' 60

1) rectory of general extension services

otes on State university divisions:

70

University of Arizona 77

University of Arkansas 78

University of California 78

University of (bIorado 79

University of Florida 80

.University of Idaho 80

University of Illinois 80

.University of Chicago 81

Indiana University. 81

University of Iowa 82

University of Kansas 83

University of Kentucky 84

Massachusetts Board of Education 84

Commission on Extension Courses, Cambridge. Mass 84

University of Michigan 85

University of Minnesota 86

University of Missouri 80

University of Montana 87

t niversity of Nebraska a 87

University of Nevada 87%. University of New Mexico- Pt , Columbia University (New York) 88 University 61 North Carolina 89

University of North Dakota 90

University of Oklahoma 90

University of Oregon 91

University of Pittsburgh.. 92 . University of South Dakota 92

University of Texas 92 3
1 A COI'ZTEITTS.

Notes on State university divisionsContinued. :1V1. University of Utah o:t University of Virginia qki;

l'niverOit. 14 Washington

University of Wisconsin

University of W,,-orning

General extension in agricultural colleges

The organization of extension Work

List of l'Nteneimi pol.licat ions

749

1
LETTER O1 TRANSMITTAL.

DEPAWMENT OF' THE INTERIOR,

BUREAU' OF EDUCATION,

Washingtoit, October 21, 1919.

Slit: For two decades university extension work in this country

has been increasing,in volume. The growingrecognition of the value Of its various forms is indicated by the fact that within tho last five

years the total amount of apprOpriations for the support of univer-, sity extension work has more than doubled, and the number of stu- _ (lents has increased more than threefold. The need for extension

4111eation on a very large scale now and for the next few years at

least is indicated by the following facts:

(1) There are now in the United States approximately four and a

half million discharged soldiers, one-half of whom were overseas add

all of whom have had impressed upon them in many ways the importance 'of education. Itis a matter of common knowledige that these

men, nearly all of thenfyoung men, are eager to take advantage of

all available information for instruction in things pertaining to their vocations, to citizenship, and 6 general culture. Few of them will

or can go to college; practically none of them will enter the ordinary

public high schools; they are too old for this. Some, but comparatively few, will find their way into special vocational schools and part-time classes in industrial plants. great majority of them

%must depend upon such opportunities as can he provided by 'exten- sion education.

(2) The shortening of the hours of labor and recent increase in

wages have given to millions of working men and women time and

means for self - improvement far beyond anything Which such men

and women haveaver known before in this or any other country. The closing of the barrooms throughout the United States has

relieved latge numbers o( Men of the temptation to spend their

leisure time and'money in various forms of difisipation connected with the barrdom. Everywhere these working men and women are

eager for instruction, both for improvement in their vocations and

for better living and more intelligent citizenship. Not only do they

-,take advantage of such opportunities as are offered them by the organized agencies of education, but in many places thef undertake

to provide opportunities for themselves ,in 'their own time and at

their own expense. Few of these have had any schooling beyond

the elementary grades.

5
6 LETTER OF TRANSMITTAL.

(3) Among the foreign- bornpopulation in the United States there

are many, both of those who have taken out their citizenship papery

and of those who have not, who, tkough able to read and write in

English. and are otherwise fairly well educated, know nothing of our

country, its history, its ideals, the film and spiri of its government,

of the agricultnial and 'industriar%pportunities offered in various

parts of the country. Much might be done for them through educational extension work.

(4) Within the last few years millions of women have been given

the franchise and now have all the privileges and responsibilities of

active citizenship. The adoption of the nineteenth amendment to

the Constitution of the United States will add millions more. When

these women become voters, they will, by their ballots or otherwise,

determine wisely or unwisely the policies of municipality', State,

and Nation. They are conseientiqus; they realize they need instruction as to the duties and responsibilities of active citizenship and help

toward an understanding of the many cUmplex and difficult problems which, by their ballots, they will help to solve. Through th4r

clubs and various other organizations educational extension workers

can do much for them which could be done very hardly, if oat all, in

any other way.

(5) There are in the United States approximately twelve and one-half

million boys and girls between the agesof 16 and 21 who are coming

to their majority at a time when in order to make a living and assume

the responsibilities and uties of life and citizenship more knowledge

and training are needed itn ever before. Two and one-half millions

of these attain the' ajority each year; less than one-eighth are

high - school gradu es; only a little more than one-fourth have any

high-school educatt . That a large per cent of them would take

advantage of any adequate opportunities offered them for further

instruction, either in class or by correspondence, is definitely proveii

by the response they make to the advertisements of all kinds of

correspondence schools conducted for profit and by the efforts

they make to provide for themselves the means of instructing. Still

more of them might be induced to do systematic readinT under

direction, or to attend Instructive and educational lectures. Such

.opportunities for their instruction might easily be organized on a

large scale as a part of education extension work, .. I.am sure most of the thoughtful men and women of the.country

wilPagree that the institutions of higher learning, supported by all,

the people, have an important obligation to these millions who can

never profit flireotly by the instruction given within their college

`walk
- LETTER OF TRANSMITTAL. 7

For the purpose of giving information oa a subject of .such. vast

importance to the cause of education and the general welfare of the

coubtry at this time, I -recommend for publication as a bulletin of

the Bureau of Education the manuscript transmitted herewith on

the university extension movement.in the United States. This manuscript has been prepared at Illy request by Dr. W. S. Bittner, formerly

connected with the educational extension division of this bureau and

now associate director of the ewtension division of t he University of

Indiana.

Respectfully submitted.

The SECRETARY OF T,1111: INTERIOR.

1

I'. P. (1..ocroN,

(07), ti8Sion er.
4

I PREFAQE..

The informational material upon which this bulletin is based wn,.

collecti,d by the writer while associate director. of the division of

educational extension in the United States Bureau of Education.

This materialenow forms part of the collections of the Bureau of

Education.

Special ackalowledgnient is made to President E. A. Birge, of the

'University of Wisconsin, whose permiksion was given to print the

major portion of his paper on Service to the Commonwealth Through

University Extension.

in this bulletin on Engineering

Exthnsion, written by Dr. J. J. Schlicher, formerly director of

investigation in the division of educational extension, and to the

other chapters, 'acknowledged specifically in footnotes, which were

in large part the result of his work. Other members of the staff of

the division, .1. J. Pettijohn, A. J. Klein, F. W. Reynolds, and especially Mary B. ()rvis, gave generous assistance in the preparation of

this bulletin.

W. S.

8
THE UNIVERSITY EXTENSION MOVEMENT.

Of the liberal movements dominating the thought of the world

to-day, the greatest of all is the sweep of education. Xo phrase or dissertation can compass the entire scope or catch all the essential elements of the_newer education that is shaping itself. But every- where' one direction is apparent:Phe trend of education is toivard

the people in mass and group without regard to conlition, class, or

circumstance; toward men, women, and children as human beings having without distinction full claim on equal opportunity to enjoy

the benefits of art and science. Literature, history, philosophy, all of, the subjects that were once studied by a privileged few, are now

being sought byoa rapidly increasing number who have but recently. acquired some leisure. The people are calling for knowledge, for that education which opens the door to complete living.

ilucat;ona/ extension ip one of the terms that has bean applied, to

the movement. It has some into use in the United States to describe

tic numerous ventures designed to meet the demand for knowledge

and training. This demand is not uniform nor simple. It does pot come from a single-minded public, from the people of one class. In

one sense it is not a demand at all, but rather a multitude of ftulses

suggesting or rather seeking a way. Mr. Parke R. Kolbe says,:

The educational system of the United States represents not a uniform plan, devel- qing in accordance with predetermined laws, but rather the result of .iimumerable

Kyarate initiatives whose aims and methods have been dependenkupon their attend- ant ,ondltions of inception and growth.

Ile says that our educatiqiial system "looks like a coat of many,

.. colors when reviewed geographic*ally."

Educational extension includes many devices and instruments of

instruction. There are innumerable' agencies, apart from schools, designed to "educate the public," to "put something over," to tell the "truth in advertising," to sO the community a "welfare" idea, to instruct the workman in rulesa safety, scientific system, and better methods of increasing production. In the craft; and trades men devise ways of inculcating in their fellows commonly acceptd

principles of association and mutual action; they teach each other new methods, new techniques, and new ways to secure for their group accrued benefits of the industry-or business. They have their chapels, classes, lecturers, teaches, their schoolmasters, and ydunger schoolmates.

I From School sod Society, May $*, 191% "TM Wagesla the War," by P. R. Kalb...
lO THE UNIVERSITY EXTENSION MOVEMENT. _ . The employers, managers of great industries, have also appropriated every essential device of school and university not only to teach

their workmen but also to educate themselves. They have their

educational directors, schools, conferences, their laboratories, their

service of specialists, their expert studies, their clubs and fraternities. They have tremendously developed the art of advertising,

which, in the long run and in the best sense, may prove to be the

f)asis of the finest technique of educational extension.

"Education is a curiously pervasive commodity. Analysis always

proves it to be a part of nearly every large undertaking. It bobs

up in everybody's bailiwick," says S. P. Capen.? He describes how

the Federal Government had developed educational extension, including the work of the Bureau of Education: "As time has gone on

other Government departments have found that certain portions of

their work were educational. By the spring of 1917 the Govern-

. nient's educational activities involved the annual expenditure of

more than 30 million dollars. They were carried on in no less than

20 different bureaus, commissions, and departments." Both the

magnitude and the dispersion of these activities will doubtless cause

surprise to anyone who has not studied the question.

Definition. ofieducational extension.Educational extension is not

readily susceptible of definition, although the thing itself is very

real:- It is closely connected with the growing complexity of intercommunication in civilized countries. With every increased facility

of intercourse through speech, press, and picture, through travel,

cable, telegraph, telephone, through personal contact, through he

innumerable mechanical, physiCal, and spiritual inventions of ci

zation, comes the means of increasing the scope and thoroughn SS

of educational extension. . Of course, that form of education which is associated with schoo s

and colleges and the children and youth who attend,them has no

been superseded b' this comprehensive though vague new kind o

education, which transcends alilards and barriers.of age. But the

traditional idea is expanding changing with the impetus of new

movements. The importance of considering the nature' of educational extension is that its complexity, diversity, and ubiquity point

to inevitable changes in the thqory and practice of educational

institutions as such, not so much perhaps it the primary elements of

, the public school system, but certainly in secondary schools and in

' the institutions of higher learning.

Not so very many years ago the private university, the State

university, and the college were largely teaching institutions in a

definitely limited sense, and the function of research was only gradSchool and Society, May 71, 1919, "The Colleges lo a Nationalist:4 Educational Scheme," by S. P. Capev.
HISTORY OF UNIVERSITY EXTENSION. 11

ually added. Even now the actual distinction between university and college is not thoroughly understood or recognizedthe . tinction that makes a university preeminently a discoverer of scientific

fact, a laboratory and training center for advanced students, and

a 'distributor of knowledge rather than a teacher ot the youth or a

school for elementary students of the professions. This latter field

of endeavor belongs.increasingly to the school and college, while the

true university becomes more and more the graduate center, the

scientific laboratory, the curator of the arts, and the administrator of

educational extension.

Accordingly, the growth of university extension is a logical develop- ment of the new demand for universal education. Freedom, self- determination, the new democrac=y, equal suffrage, open diplomac,y, and all the fresh catch words of the war and after the war, and the

liberal movements linked with themall have educational implications presupposing the diffusion of knowledge among the people. Undoubtedly the university, especially the State-owned institution, will play a progressively important part in educational extension. In the United States and England, university extension is a welldefined movement with elaborate institutional organization and

fairly defmite methods and objectives which have broadened and

deepened during the past 10 years. Inevitably it has reflected the

spirit of 'the decade and has consciously taken up the task of developing new methods of adult education.

In spite of the fact that the movement is identified with universities

and colleges, academic institutions which formerly were remote from

the people and high above any suggestion of commonness and popu- larity, it is nevertheless qUite ordinary, humble,and matter of fact in its intention. The man in, the street can understand that univer

sity extension is "an organized effort to give to the people not in college some of the advantages enjoyed by the one-half of 1 per cent who are able to attend campus classes. It reaches mkt to the clerk,

the workingman, the teacher, and the public official, and says to each

If you can not go to your university, your university will come to you.' Agricultural extension makes better farmers, and general extension makes better workers, better teachers, and better citizens(' In addition, the average man readily understands that the State University belongs to the Commonwealth and owes service to every

citizen. He grasps, quickly, too, the nature...and value of its services in research, instruction, and information. If there are some

who naively rate these services too low, and who place the university

instructor on a par with the characters of a cartoon or the " professor of dancing," there are many more who have a deep appreciation of

the value ,of all university serviceaL there are many who quickly

realize the significance of university extension and who are eagerly

receptive of its benefits.
12 TIDE .1.7.NIVERSITY EXTENSION MOVEMENT.

A broader view of extension. So, too, for the scientist, the scholar,

and the man of affairs, university extension has gradually come to

mean something definite and fine. lie sees in the colorless phrase a

rich implication of truth seeking and truth dissemination, the appli- .

cation of universal science and art to universal living. Tle sees in

the newer university a central plant with great resources of investigation and research, a central group of scientists and specialists in

technology, put al. the service of the State, working for the Whole

-citizenship and for each citizen who desires.

AcadMru' riews.Some there are, academicians within the universities themselves, who, taking too literally the popular interpretations

of university extension, rate the movement at ignorant par and decry

the opening of the college gates to the people anywhere. They fear

the effect of extension activities, not of course on the people, for even

the most exclusive professor of the humanities or abstract mathematics is usually a thorough democrat., but on the seclusion and

dignity and strength of the university itself. They wonder how a

research professor can at the same time read, study, search, attend

committees, and give "popular- lectures. They believe in detachment, undisturbed seclusion, freedom from practical pressure, as a

sine qua non to the cultivation of science and art. Their misgivings

have justification, but only in so far as the conception of "university" is too limited and narrow.

" University. -The true university should have both open gates

and cloistered libraries, both practical, itinerant messengers and

theoretical, isolated servants. Ivied walls and dusty laboratories

may be legitimately, and picturesquely, part of the same university

building that houses the office of the correspondence study department. A short course for Boy Scout masters may he held on the

same campus where a learned conference of sociologists is discussing

the theory of mob psychology. At the same institution there may be,

and in many cases there are, groups of administrators concerned with

a dozen different problems of resident instruction or extension work,

while hundreds of teachers meet routine classes or correct correspondence study papers and prepare for community meetings. One

faculty member may be testifying before a public utility commission,

another conducting a social survey of a distant city, another preparing

simple written lessons on prenatal care for mothers, another giving

vocational guidance to students, and still others may be buried in

historical files or seeking for a Greek hiatus or for missing data on a

geological epoch. The university is coining more and more to live up to its name.

The ideal university and the practical institution growing toward the

ideattake a high ground and look over a wide field of human endeavor.

":The phenomenal growtlhof university extension in the United
111 HISTORY OF UNIVERSITY EXTENSION. 18

States in the past 10 years may be looked upon as indicative of a new

interpretation of the legitimate scope of university service,- wrote

Dean Louis E. Reber, of the University of Wisconsin, in 1916.

Nexertheless, it is still maintained in many of our learned institutions that higher

education should be removed from any possible intimacy with the common things

((i. life These institutions repudiate the idea that orgaui2ed extension of their servto es may become a worthy function among their acknowledged activities worthy

loot only in enabling them to reach greater numbers than the few who may assemble

lihin their gates, but essentially so in its influence upon their own life and growth.

Though with these, as with the more liberal. pursuit of the truth is the fundamental

and all-embracing object of existence, they apparently fail to realize that truth does

not belong to the cloister more than to the shops and homes or to the streets and fields,

lout is inseparably of them all.

The return of power to the institution is not, however, the main justification of

university extension. Such justification exists primarily in the fact that the mu-

\ ersity is the one great source and repository of the knowledge which the people

all. not merely a few, of the peopleneed in order to reach their highest level of

:1( hievement and well -being.

Is it not a very uncharacteristic view of the field of the university which seems to

limit its functions to those of a sealed storehouse, with facilities for giving out its

invaluable contents only to the few who may be able to learn the cabalistic pasties

that unlock its doors? More in keeping with the modern spirit is the new slogan of

unlimited service, which lays upon the university a command to retrieve to the world

its l 'rises from undiscovered talent and undeveloped utilities and to give freely to

humanity the pleasures and profits of which so many are deprived by ignoranc'e of

the work of the masters of art and learning, and of the laws of sane living. For such

purposes as these the university, in the fullness of its possessions and powers, must

inevitably be ackhowledged to be, in the words of President Van Hite, 'the best

i nst rument... '

The principle of extension accepted.In theiour years since 1915,

the adverse criticism on the part of members of university faculties has

materially diminished, partly because of the new impulse toward

adult education received from the war, and partly through the

momentum of growth; even in the period before the war it was con- lined to comparatively few men, usually in departments which had

little occasion for actual participation in extension work. With only

two or three exceptions the tulministrative heads of State universities

now accept without question the central idea of university extension,

the principle that the State-owned institution has definite duties to

perform for the people of the State, duties which are in addition to

the task of educating the resident students. All State universities do

perform such duties even when they have not secured substantial

funds to organize a distinct extension machinery. Most private

universities and colleges recognize a similar obligation to put their

resources at the service of the community. The men who determine

the policieS of the institutions Are in the great majority committed to

'recognition of extension and are in most States actively promoting it.

Reber, L. E., "Univendty Exteueloo," Annals, American Academy of Political and Social Science,

flept., 1916, Publication reprint No. 1061.
14 THE UNIVERSITY EXTENSION MOVEMENT.

Frequently the State legislatures, even where the institutions of

higher learning are not presumably in favor with the politicians,

have backed substantially with public funds their belief in university

extension. But no doubt the best approval is that which comes from

the growing numbers of professors and instructors who have found

new inspiration in successful community service.

HISTORY OF UNIVERSITY EXTENSION.

The possibility of developing the university into something more

than the traditional institution of higher learning was thought of

many years ago. The beginnings of university extension date back

as far as the middle of the nineteenth century. George Henderson,

formerly secretary of the Philadelphia Society for the Extension of

University Teaching, wrote in one of his reports of a still earlier time:

The idea of expanding the influence of the university so as to meet the needs of -a

rapidly growing and progressive people dates back several centuries. Dr. Roberts,

secretary of the London Society for the Extension of University Teaching, tells us:

"In a fourteenth-century college endowment deed at Cambridge it is recorded how

the college was founded out of a desire to see the number of students increased, to the

end that knowledge, a pearl of great price, when they have found it and made it their

own by instruction and study in the aforesaid university, may not be hidden under

a bushel, but he spread shroud beyond the university and thereby give light to them

that walk in the dark byways of ignorance." '

Beginnings in the United States. The movement first took form a.s

a result of the pioneer work of Prof. Stuart, of Cambridge, from 18137

on, when several English universities took up his lecture method

with growing success. This early "aristocratic form as yet unmodified^ was brought to the United States in 1867, and in the years of

1888 to 1892 showed a rapid development.' From then on the movement declined until about 1906, when new methods -were adopted

and a slow but systematic growth set in. The organized extenstrol

services established in this periodthe majority in State universitiesheld their "First National University Extension Conference"

in 1915. At that time representatives of 28 leading colleges and universities of the country organized the present National University

Extension. Association. Included in the membership were three

institutionsColumbia, Chicago, and Wisconsinwhich had consistently de,loped their extension work from the time it was begun

in 1889 and 1892. The association is composed of the genoral extension divisions (institutional memberships) and is not concerned with

agricultural extension, which has developed independent*

I Rood upon the univendty extension movement In England, by George Henderson, secretary Philodalphia Sodety far the Extension of University Teachim, In Columbia Papers, University Extension

Pamphlets," New York State library.

I Par fun treatment of the early period, NO Reber, L. R., " Vniversity Extension in the United natal,"

Bull. 1914, No 19, U. 8. Bu. of Edna
HISTORY OF UNIVERSITY EXTENSION. 15

Present status. The movement in its newer phase had a sounder basis than the earlier phase which had adopted in a superficial (Anon the methods of the English universities. Extension work in

both countries is now on a stable footing, but the extent and possi- bilitie, of the movement in this country arc as yet barely comprehended. The extension divisions of Wisconsin, Minnesota, California. Iowa, and Massachusetts are widely known. In these States

and in New York, North Carolina, Michigan, Indiana,`Texas, Oklahoma,'Oregon, Utah, and Washington the divisions have attained a considerable development. These divisions are in most. instances

administered by State universities. In addition, numerous extension

service.s. are well developed in these States and in practically all of the'

others by private institutions and State agricultural colleges.

On the basis of incomplete figures collected by Dr. John J. Schlicher,'

it is estimated that university extension is reaching about 120,000

students through classes in branch centers and through correspondence study, together with. an estimated number of about 2,026,000

through semipopular lectures; 5,553,030 through motion pictures and

stereopticon lantern slides; 936,000 through outlines, bibliographies,

and pamphlets used in debates and public discussion; 308,000 through

institutes and conferences; 1,265,000 through bulletins and circulars.

The States are spending over $1,513,000 directly on extension work

entirely apart from the money spent for agriculture, in addition to

putting at the disposal of the .divisions the resources of the whole

university plantsuch resources as the services of faculties, libraries,

laboratories, and the university publications.

RELATION BETWEEN THE ENGLISH AND AMERICAN MOVEMENTS.

The most striking characteristic of the English extension movement is its vital relation to the lab movement. University exten- sion in England is actively cooperating with the workingmen's

societies. Indeed, the whole rejuvenated educational movenwnt,

which secured the enactment of the liberal Fisher bill in the war

year of 1918 owes much to labor. Says Mr. Kandel:

It is not too much to claim that the representatives of labor and the Workers' Educational Association have played the most important part in stimulating public opinion, which only three months before the outbreak of the war received with very

little interest the announcement of the chancellor of the exchequer that plans were being prepared for comprehensive and progressive improvement of the educational system."

Mr. Kandel points out that the reform of education in the island is

"fundamentally a movement of the people."

The Federal Division of E ducetIonal Extenstoo,leaset published by the NatiallgrUniveisity Extension

Association, June, 1919.

EduesUon In Onset Britain and Intend, by I. L. landel, But, 1919, No. 9, U. 8. Bu. of Edw.
16 THE UNIVERSITY EXTENSION MVEMENT.

The readiness of the university authorities and of the labor leaders

to work with each other, the.give-and-take character of their relationship, and the rapidly growing interest on the part of the industrial

classes in cultural education, are facts which no American educator

can afford to ignore. In spite of the .social, political, and educational differences between 'England and America, these facts have

an immense significance in our movement for extending higher

education to the masses. To the extension worker they give it glimpse of new realitiesrealities that make the American movement seem relatively undemocratic and condescending. Here the

university gives all; the students give little except their fees. In

England the tutorial class'es are actually controlled .by the students,

though they are taught according to university standards and by

university men.

University extension in England has not. always been whollx

democratic in spirit. As Ilerbert W. lltirwill said, it regarded lalior

as clay in the potter's hand. "' But a new spirit has manifested

itself, chiefly through the Workers' Educational Association, which,

according to Henry Seidel Canby, is the "training school whpnee

many of the most alert political and economic thinkers in England

have sprung or been inspired.".7 The adult education promoted by

this association, with the full approval and sanction of the universities,

is "distinctly.a meeting of minds, designed to train the less skilled

but with advantages for both (student. and toacher).'12

The Workers' Educational Association. -The Workers' Educational

Association, which was founded in 1903, has secured labor reprogentatives on the governing bodies and committees of 60 universities.

Its aim is "to articulate the educational aspirations of labor."' It

consist4)f a federation o; about. 2,700 working-class and educational

bodies, banded together for 'the purpose of stimulating the demand

fot_higher education among working people, to supply their needs

in cooperation with universities and other educational' authorities,

-4--and to act as a bureau of intelligence upon all matters %which affect

the educatio'n of working people.

Tutorial classes.The best known part of its work is that of the

University Tutorial Classest The tutorial class "is really the nucleus

of a university' establiShed in a place where no university exists."

It consists of a group of not more than 30 students who agree to

meet regularly once a 'week for 24 weeks under a university tutor,

to follow the course_of reading_ outlined by the tutor and to write

fortnightly essays.

I The Nation, May 10, 1919.

+ Education by Vioknoc, Ilarpers, March, 1919.

+ Pamphlet of the Workers' Educational Association, "Its Alms and Ideals," Kfllfaod' Monts }r, ",

Manchester. 1
HISTORY OF UNIVERSITY EXTENSION. 17

Every university and university college in England has appointed

a joint committee composed of university representatives and working- class representatives to manage these 'classes. The classes meet for

two hours each week, one hour being given to lecture and one to give- and-take discussion. The students choose the subjects of study

after consultation with the tutor.

the earlier years of the movement the subjects studied consisted almost ent:rely of economic history and economics. But these subjects were interpreted in a very

catholic sense and included the consideratio'n of a good many matters which could not, perhaps, figure largely in a university course in economics. At the present

time the scope of the classes is tending to widen, and though economic history and economicsice still probably predominate, there are'classcli in literature, l'sditieal science, general modern history, biology, psychology, and philosophy)

In the year 1913-14 there were 145 standard university tutorial classes, containing over :3,200 students, in addition to a large tiumber . of other classes. The ax:ervge age of students is about 30. In 1915

the association had 173 branches, 2,409 'affiliated societies, 11,083

'members, and 9 associations in overseas dominions. Its strength was maintaiiied during the war/44, In 1916-17 there were 10,750 members; in 1917-18 there wore 14,697.=

The 0.Y.ord report on extensino movement.It is characteristic of

the recent English movement that these tutorial classes are the outgrowth of recommendations made in the famous Oxford Report of of 1908 by a joint, committee of university and working-class repre- sentatives of Oxford on the Relation of the 'University to the Higher Education of Workpeople. The committee, which in turn was the

outgrowth of a conference of working-class and educational organi- zations, held at Oxford .in 1907, consisted of seven representatives of Oxford and seven representatives of the Workers' Educational

Association.

The Oxford extension movement had been successful in ''stimulating an interest in higher education among a large number of persons, especially women, who are unable to udy in universities."' It

had, according to the report, accomplished, "valuable pioneer work"

leading to the establishment of universities and colleges, but it had not "undertaken to supply the continuous tutorial teaching of a university standard" which workpeople desired. The committee

hold that this work must be supplemented and reorganized. The Oxford extension movement consisted in extra-mural lectures

organized by university authorities for students who were not

members of a university. The work involved the giving of courses

of lectures, paid for by local committees who selected subjects

I Workers' Educational Association, "Its Aims and Ideals."

+Fifteenth An. Rep., 1918, The Workers' Educational Association, 16 Harper Street, llondon. a Oxford Report, pp. 33;47, "'Oxford and Working Class Education," second edition, revised, Oxford, the Clarendon Prins, 1900.

153448P-20-2
44,,, who enroll pledge themselves to study for three years,.not to miss a

single attendance* from other than unavoidable causes, and to

write' l2 essays in connection with each of the three sessions of

24 lessons each. According to Albert telansbridge:

18 '.11E UNIVERSITY EXTENSION MOVEMENT.

provided rooms, and secured the audience., "The courses run in

units of 6, 12, or sometimes 24 lectures, delivered at weekly or

fortnightly intervals." Students sometimes prepare papers, take

examinations, and are given certificates.

Objections to Oxford system.--" So long as the s em is compelled

to he financially self-supporting, so long dist the lecturer attract

large audiences, "' the secretary 'of the university extension delegacy

is quoted as saving. Consequently

both the lectures and the subject to be studied must be chosen not solely ur birth

on account of their educative value, but with a view to the probability of their draw

ing such numbers that the lectures will "pay." If the numbers attending a course

fall off, however educationally valuable it may be, it must give plate to another

which k more likely to draw a large audience; and as one consequence of this, there

is sometimes evident a distressing desire on the part of local committees continually

to attack new subjects, instead of mastering thoroughly the old one. From the

information before us, we believe thatthis is not due to any ignorance on the part

of the centers as to the importance of regular study oh systejnatic lines; on the contrary. we think there is a growing demand for facilities for such studybut solely to

the fact that their better judgment had to yield before such irresistible financial

considerations.'

A second defect, as seen by the committee, is found in the fact

that the teaching offered is not sufficiently systematic, and in particular that

the personal guidance and supervision which is

offered to an undelymduate in Oxford and which is all the more necessary among

work people because in an industrial city the means of knowledgelibraries, bookshops. and the atmosphere of cultureare leas easy of access than they are in a university tow-n.3

These objectionsand, in addition, the problem of reducing the

cost of the systemwere disposed of by the committee in its .suggestion. that, "as far as the working-class centers are concerned,

they should be recognized as merely subsidiary to the tutorial

classes."'

Tutorial classes rep: 'e systematic study. loth problems have been

met by these tutorial classes. They are now financed cooperatively

by the university, the labor organization, and the board of education.

Tutorial classes not only offer the student, but require of him, a

remarkable devotion to systematic and thorough study. Those

t Oxford Report, pp. 3S-37, "Oxford and WogIng Class Education," second edition, revised, Oxford,

at the Clarendon Press, OOP. I Ittid. p. 37.

I Ibids, pp. 37-39.

An address to the eongtex, of the universities of the Empire, July, 1912. Quoted In pamphlet of *o41:-

Educ.4mor
r

HISTORY OF UNIVERSITY EXTENSION. 19

The students have kept their pledges wonderfully. The percentage of attendance

itoften over 90. It is sometimes just on 100 per cent. which figure it has fallen short of only because of illness and overtime. The average percentage works oat at 75, and this during a period in which there have been two general elections and violent

labor unrest.

Nearly 700 students had in 1912 completed the three years'

courses.

Reports as to the quality of the work done in the extension classes

reiterate a frequent commentary On American extension work: It is

" in some respects better and in others not so good as tip work done

in residence." Unfavorable econoniic conditions in /England, as in

America, make it extremely difficult for students to do their best

work. On the other hand, maturity, earnestness, and determination

go a long way toward overcoming these obstacles. The opinion of observers and of tutors seems to be unanimous that both students

and tutors benefit enormously from the informal, democratic discuilsion, from the give-and-take between men accustomed to academic

theory and men accustomed to dealing with the, practical problem: of the working world. As Margaret McMillan wrote:

There is not only a groat body of facts awning always nearer to their (the students') consciousness than to that of the "educated," but the actual experience of all the play and interplay of economic forces is lightening for them continually a region that is dark to the pedant.'

Says a leaflet published by the Workers' Educational Association:'

One important principle laid down by the joint committee is that the teachers.

should actually teach in the universities. This completes the scheme, because it

insures that the lessons that the teachers learn shall not be lost, but shall pass into the ordinary teaching of the universities; and this woikpeople consider to be most fleeces-

. wary. It insures, too. that the teacher shall be in touch with every new advance in

the study of science.

Leaders of the English movemeut inliisted from the start that the

tutors come from the university for the same reason that American

educators insist upon it; namely, that they shall not be divorced

from the traditions of learning. In the opinion of the joinrcommittee, " it is essential that the extramural students of Oxford should be

given guidance as systematic as that given those resident at the universit*,"2 The committee recommends that tutors he required

to lecture regularly at Oxford, as well as in centers organized by the university extension delegacy.

Whatever one's opinion may be as to the need for a movement in

this country corresponding to the tutorial class movement in England,

an investigation of the Oxford report, the publications of the Workers'

.Educational. Association, and the comments of .first-hand investigaEducation versus Propaganda, published by the workers' lidue. Assoc. Oxford Report, p. N.
20 THE UNIVERSITY EXTENSION MOVEMENT.

tors like Henry Seidel Canby, lead one to the belief that the movement offers much in the way of support and suggestion.

First of all, it gives to extension workers reassurance new faith

in the desire of adult human beings for higher education. Working

Meg and women of all Classes are actually banded together in England

many thousand strong to secure educational opportunities. And

many hundreds of them are living up to the difficult pledge of doing

systematic work of a university grade for a long period.

influence in. America.. -A study of the English movement ako

vinces one of the great obligation that rests upon American universities to make a greater effort toward democratizing their extension

work. Extension divisions have in the main ignored the possible

contribution of working people and of organized labor to both the

spirit and the subject matter of higher education. Extension divisions have offered opportunities to working people according to

academic lights. But they have not said to working people. ie;

Oxford University said in 1907, come and help us to work out a

program for extramural education. And they have not to any

very great extent. emphasized the reciprocal nature of extension

class work, its enormous possibilities for vitaliting education, for

relating the univ ity teacher to practical life. To study the

English mov t is to be convinced that the democratization of

higher e ation through the cooperation of working people has not

only eativ increased the amount of service to those who need it

most but has also increased the quality of service both- to intrn

and extra mural students. Moreover, though it began with the

study of subjects of especial interest to the working classes, it has

brought about a more universal interest in cultural subjects.

"There was a time," says Mr. Canby, when you could stir any

Britisher to talkM. P., soldier,..country gentlemae, superintend-

, outmerely by the questiog, 'What is going to happen in English

education.' ' While Mr. Canby was talking on the situation that

existed during the discubsion of the Fisher bill in 1917 and 1918,

he describes an interest that was manifested in numerous educational

'and somieducational movements during the last century and a

quarter in England on the part of the working classes.

Oneef the earliest evidences of that interest was the rise of the

adult school- movement. which .appeared toward the end of the

eighteenth century. Its wrpose was to organize nonsectarian religious instruction for men and women laborers. With the aid 'of the

Society of Friends, it established branches in nearly every part of

England. There were in existence in .1909 over 1,600 schools for

.adulta, with a membership of about 100,000.

Ilarpers,qtareb, 10)9;
inks, which flourished after the industrial revolution, were developed in an attempt to meet the need for technical education.

eluded in their meinbership nearly one-sixth Of the whole adult

Cooperative societies.- -.The cooperative societies, which in 1900 inHISTORY OF UNIVERS1TY EXTENSION. 21

Contemporaneously with the adult schools, the Mechanics' lnstipopulation, have for more than half a century played an important

organization and set aside funds to provide a considerable income!

role in education. The societies developed an elaborate educationale

for educational purposes. They did three kinds of educational work: (I) The maintenance of continuation chisses fur children and young pei.sons; (2) the organizing of lectures and elossts for adults: aqd (3) the payment of fees and the granting of scholarships. The organization of evening schools under the education act, of 1902 caused some of these schoolsto be handed over to public authorities. While the idea of making better cooperators hat been bark of this movoment, the instrution has necessarily been along the lines of history, theory, and principles of the movement, with econom and industrial and constitutional history solar as they have a b4 kr-

' ing on cooperation. The movement also placed emphasis upon t training of men and women to take part in industrial and social reforms and civic life generally. Under the leadership of such men as Robert Owen and Arnold Toynbee, the movement has been

strengthened "in the high line it has taken,'' says the report. Workmen's Colleges.--Workiiigmeli's Colleges, were established in England before- the middle of the nineteenth century. In 1842 a People's Collede was started at Sheffield, Similar colleges were es- taiolished in other cities, the London Worki Men's College having the greatestsuccess. In 19091here were 2,787 entries in the college classes, :17 per cent of the students being engaged fir-rnanttal occupations.

Ruskin College was established in 1899 to "give workingmen, and

, especially those likely to take a leading part in working-class move- menta, an education which might help them in acquiring the knowl- edge essential to intelligent citizenship. The attitude of the college is one of political and religious neutrality. 'The-teaching is carried, on partly by the .correspondence school, which is designed to help the home reading of those. who can 'not come to Oxford, but the

chief concern. is naturally with those students who reside at the college itself." In 10 years 450 students went into residence, repre-

. senting many trades.

To this well-established' movement for higher education among' the workingmen the war has given great impetus. During the war, and since the return of the soldiers after the signing of the armistice,

Oxford report, p. b.

A_ _

t.
22 THE UNIVERSITY EXTENSION MOVEMENT.

the interest of labor and of Government authorities in adult education has persisted and increased.

Arthur Greenwood states that the British committee of the ministry of reconstruction on adult education, which reported in 1918

found it impossible to consider adult education apart from three social and industrial

conditions which determine to a large extent the educational opportunities, the intereets, an the general outlook of men and women. The committee pleads that

"adult education and, indeed, good citizenship depend in no small degree

upon a new orientation of our industrial outlook and activities."

Instead of neglect of the worker, and a tacit admission of his inferiority; there is a

recognition of the rightful claims of the personality of the worker in industry and of

the justice of his plea for "industrial democracy." '

British and American progress.Commenting on.the program of

the British Labor Party and on the American labor programs, itobert

Si. Bruere says:

The relevance of theme programs of political and industrial reconstruction is thiit

they express the judgment of the most influential body of workers in England and

America as to the practical means that must be adopted to make the realization of

their program for the democratization of educational opportunity poesible

growing prestige of the fourth estate is the characteristic fact of our generation.

He discusses the claim that labor is too radical, and concludes:

Men who dream of the democratization of knowledge, of science and the liberal arts,

as the chief end of civilized government will not ruthlessly destroy the recognized

material foundations of civilized life. Rather they will seek to strengthen those

foundations and breaden them. For it is their eager and instinctive hunger for the

spiritual values of life that principally accounts for their growing insistence upon the

democratic principle of industry, for the humanization of industrial processes, for

the more equal distribution of the benefits that accrue from the national surplus.

Their programs of political and social reconstruction aro inspired by their realization

that it is only whenmen are guarantekl equality of educational opportunity that any

man can be certain of access to the spiritual banquet of life.

The test of governmental capacity will increasingly be the ability of those in posi-_

Lions of authority to find ways and means for the democratization of educational

opportunity.'

Interest in cultural education.--In the United States it has frequently been assumed that the workman's interest in education was

largely utilitarian; indeed, it has been considered desirable that

school, college, and university curricula should be "more practical";

that the teacher, the clerk, the business man would take extension

courses only when they would prove of advantage in "getting on,"

of immediate pecuniary use, or at least capable of evehtnaltranslation into material success. An opposite conclusion may be the

right one. It may be that the average man and woman in this

country, even the so-called uneducated workingman, may be desirous

of educational opportunity of quite another kind. In England such

Deteloptnent of British tadastrial Thought, Atlantic Monthly, July, 1919. . I The New Nations limn and Education, p. 181, by Robert W. Bruere, Harpert, July, 1919
HISTORY OF UNIVERSITY EXTENSION. 23

seems to be the fact, for that is the observation of Mr. Fish,erT'father

of the English education bill, who says:

I notice also that a new way of thinking about education has i4trung up among more reflecti9g members of our industrial army. They do not want educition in order

that they may rise out of their own class, always a vulgar ambition:Ikey want it because they know that, in the treasures of the mind, they can find an aid to good

citizenship, a source of pure enjoyment, and a refuge from the necessary hardships of ji fife spent in the midst of clanging machinery in our hideous cities of toil.'

No doubt Americans owe their interest in cultural education to

much the same causes as do the English, but certainly not to class

' contentedness. American workmen do have the "vulgar ambition" to rise, and they are recognizing the importance of both practical and cultural education as aids to their individual enterprise. Mr. Filer adds, with reference to the features of the English

education act which fix certain attendance limits and educational

standards:

We argue that the compulsion proposed in th is bill will be no -sterilizing restriction of wholesome liberty, but an essential condition in a larger and more enlightened

fwedom, which will tend to stimulate'civic spirit, to promote general culture and

technical knowledge, and to diffuse a steadier judgment and a better informed opinion

through the whole body of the community.

Herbert W. Horwill states that there is unanimous testimony that

the Workers' Educational Association presents a spectacle of intellectual energy and enthusiasm which finds no parallel among the

leisure classes.' The association aims at the satisfaction of the

intellectual, esthetic, and spiritual needs of the workman student

and thus giyes him a fuller life.

George Edwin MacIdet wrote, in 1917, with reference to both the English and American attitude toward education:

To-day the .dem&nd of the workingman, which can but perpetuate university

extension and which is full of hope for democracy, is for something more than "bread and butter" education. It is a call for a liberal or human education, which is not so much "a means of livelihood as a means of life."

He appends to his discussion of the Englia, movement. some pertinent questions:

The American workingman has had faith in his schools and has trusted especially the colleges and universities. Has not the time come for the labor organizations to strengthen their membership, and particularly their leadership, by courses of study

conducted in connection with these institutions with the impartial spirit of truth

believed to be preserved in them? May not these organiNtions marmite the perpetuation of the federation of labor and of higher learning in ANerica?

3 From quotation, p. 79, Bull. Du. of Edue., 1919, No.9, Education In Crest Britain and Ireland, by I. L. Kande].

The Nation, May 10,1919.

Studies In nigher Education In England and Bootland, by Norge MacLean, V. 8. Du. of F.thie., No. 1 ,0, 1917.
24 THE UNIVERSITY EXTENSION MOVEMENT.

-Nietzsche . It would be instructive to compare with the liberal

estimates of education now prevalent in Europe and America some

of the pre-war opinions of continental statesmen and educators.

It is perhaps unfair to quote from Nietzsche, but some of his startlingly wild and bizarre statements afford by contrast an illuminatimg

opportunity for securing perspective ill estimating the significance

of present-day conceptions of education and democratic university

extension. J. M. 'Kennedy, in the introduction to a translation of

Nietzsche's "The Future of Our Educational Institutions," says:

Nietzsche's idea was that a bread- winning education is necessary for the majority,"

but "true culture is only for a few select minds which it is necessary to bring together

under the protecting roof of an institution that shall prepare them for culture. and for

culture only."

Nietzsche says:

Why this education of the masses on such an extended scale? Because the true

German spirit is hated, because the aristocratic nation of true culture is feared, because the people endeavor in this way to drive single great individuals into selfexile, so that the claims of the masses to education may be. so to speak. planted down

and carefully tended, in order that the many may in this way endeavor to escape

the rigid and strict discipline of the few great leaders, so that the masses may be

persuaded that they can easily find the path for themselvesfollowing the guiding

star of the States.'

The philosopher writes:

1 have long accustomed myself to look with caution upon those who are ardent

in the cause of the so-called "education of the people" in the common meaning of

the phrase. * * They were born to serve and to obey; and every moment in

which the limping{ or crawling or broken-winded thoughts are at work shows us clearly

out of which clay nature molded them and what trade-mark she branded thereon.'

Ho talks about "a natural hierarchy in the realm of the intellect."

His conclusion is:

The educlition of the masses sari not therefore be our aim. but rather the educati)u

of a few selected men for great and lasting works.3

THE WAR AND EDUCATIONAL EXTENSION.

The war has profoundly affected liberal opinion in every country.

People have come to think less provincially. Not only have Americans been introduced to the international point of view an introduction that has not .yet ripened into thorough familiaritybut

more significantly, as far as education is concerned, they have acquired a deeper. realization of natienal unity. Proposals for reorganization of our educational system are no longer mere suggestions;

they bid fair to find increasingly substantial expression and to shape

legislation for the purpose of vitalizing local .administration and reI Frtedrasz tetetnche, On the Future of Our EducaUonsi Institutions, triuniated, with introduction, by

Kennedy. T. N. Faults, Edinburgh, 1905

s Ibid., p. 74.

s Ibld,, p. 75.
HISTORY OF UNIVERSITY EXTENSION. 25

moving the inequalities of educational opportunity in the various

sections of the country.

During the war the idea that the whole nation spiritually, physi- cally, industrially was- on the firing line, rather than the soldiers

alone, was thoroughly driven home. It has not, however, been widely

recognized that the means of enforcing this idea, that the propaganda

to win the war, was actually a wholesale adoption of educational extension methods. All the instruments and devices laboriously created or appropriated by the university extension movement

\- during the last decade were utilized to mobilize public opinion and

to teach the soldiers, sailors, and industrial fighters, and to train them in the practical technique necessary to make their blows effective against the opposing forces.

War-time education.The war emergency revealed the necessity

for the education of the people of the United States in the purposes, causes, and results of various policies of the Federal Government and of our allies and enemies as well. Some of the Federal bodies

created for war purposes, such as the War Industries Board, the War Trade Board, the Fuel Administration, the. Food Administration, and the Committee on Public Information, undertook and carried

on through their own .organizations in the States, through cooperating State agencies which they found in existence, and through private organizations, 'energetic and more or campaigns of education along the lines of political and economic theory and

practice. The War and Navy Departments, the Emergency Fleet Corporation and other Federal agencies Panned, created, and con- ducted special training schools along industrial and vocational lines.

In the educational war work of all kinds the State educational

systems and the institutions of higher learning, both technical and

academic, contributed equipment, direction, and a large proportipn

of the experienced teaching personnel.

New educational projects. Dr. A: J. Klein says:

During the war thelpermanent eductiklonal institutions merged their efforts with

those of less experienced persons and orginizatiorus which entered the field temporarily

and in many cases without distinct consciousness of the real educational value of the work to be done. The result has been a very greatly increased interest in and knowl- edge on the part of the public of educational extensionneeds in the United States.

From the realization of these needs,some important projects and proposals for Federal aid 'and encouragement to various lines of educational work have come from permanent educational forces with technical experience and knowledge of educational administration and methods. But many of the projectsproposed have come also from persons and organizations with little understanding of the practical questions involved and with still less experience in continuous educational work. Some of those educational

projects have alreacly been started by departments of the Federal Government, and

estimates looking to the continuance of the new work have been embodied in their

appropriation bills or in special laws.
26 THE UNIVERSITY EXTENSION MOVEMENT.

Confusion. In some lines work has been undertaken and is being carried on independently by several- departments of the Government. This has brought confusion

and uncertainty to the permanently established State educational agencies. As one

Statesuperintendent of education expressed it, "I should welcome any kind of

assistance and aid, as -would every school officer, providing we may know 'Who is

Who,' and not be compelled to be looking now to this authority and now to that

authority for advice and counsel." This confusion has arisen from the eagerness of

Federal departments to serve the country, from the great demand and urgent necessity

for educational work, and from failure to form the educational program in cooperation

with and to meet the needs of those who are in the States now charged with the responsibility of educating the boys and girls and adults whom Federal educational enterprises wish to reach.

Many of those educational projects have for their purpose the instruction and assistance to better citizenship of persons, minors and adults, not regular attendants at the

publie schools or institutions of higher education. The war educational program was

most concerned with this class of persons. In peace time the university extension

divisions of the States had been formed for this very purpose and when the war came

they had had years of experience, much material and many practical, well-developed

methods to meet the new pressure.

Demand for a Federal program.--It was natural, therefore, that the State extension

divisions should take a most prominent part in educational war work. A review of

the extent to which their resources were thrown into the work and a list of the leaders

whom they contributed would show how important the expert service of the uniNereity extension divisions in the States was in furthering the war program.

It is also natijial that the university extension divisions of the States should be

interested in the steps that are taken to make certain features of this war work permanent, and that they insist a Federal program for after-the-war

activities among the persons whom it was their business to instruct during peace times.

The university extension dtvisions have the experience and knowledge needed

to carry on such work, and, since they are permanently established in the State'

educational systems, the burden of carrying on the labor of the programs inaugurated

by enthusiastic and well-meaning persons will ultimately fall upon the extension

divisions in large part, or require the setting nix of duplicate administrative machinery

choosing which of those educationa u ens shall be prepared for their shoulders,

If it is impossible in the present aitir for them to have a determining

ll

ining voice in

the minimum of assistance and knowledge 'which they demand is that the FederalGovernment establish some agency for keeping' them informed of educational extension activities in other States and of the resources, aids, and agencies in the Federal

Government itself which are at their disposal.

Federal aid.For agricultural extension Federal aid has been provided most liberally, but no provision has been made for other important fields of extension work.

Training and instruction of adults and others in subjects of civic and cultural value,

in their professions, trades, and vocations, must pot be neglected if we are to maintain

intelligent Americanism. Proficiency in their work, knowledge of the latest advances

in their lines of enfieavor, understanding of the constantly fresh Nadi:mai and State

and community problems, training for good citizenship of town and city inhabitants

are as essential to the preservation of the prosperity and well-being of the agricultural

classes and of all other classes in the Nation as is the education of this farmer himself.

For vocational education Federal aid has been provided through the Board of

Vocational Education, and the board desires to utilize the university extension

agencies in the States in the promotion of certain phases of vocational training.'

I Excerpts from mtmeograptebulletin; "Summary Statement of Educational Extension," by Dr. A.1.

inedn.
HISTORY OF UNIVERSITY EXTENSION. 27

When the universities turned their energies to. the task of mobilizing public opinion in support of the Government; the personnel of the extension divisions was extensively drafted for war service

in the States, at Washington, and abroad. Speakers' bureaus of several State councils of defense were directed by extension officers. Every State university furnished numerous speit'kers in support of

the Liberty loans, the Red Cross, etc. Thousands of motion-picture

films and lantern slides on the war were displayed in every part of

the States through the universities. In several States the training

of Red Crois home-service workers was administered by the exten- n divisions: special training couTes were given men in camps, and a large number of other war-s6rvice activities were conducted.

The adaptability of the extension machinery to national needs was proved during the war. The Stalliedivisions gave emergency

courses in military French, in camouflage, in typewriting, in automobile mechanics, in food conservation, in home nursing, in recon- struction problems, in war aims, and in many other subjects of

immediate national importance. The extension division of the University of Wisconsin prepared courses in English for the men at the Great Lakes training station and provided an instructor to

advise the teachers at. the station. Similar instances of extension

division war service could be multiplied indefinitely. W ar interrupted -extension work.The war-service work of the extension' divisions seriously interrupted the normal activities in the States. The regular instructional work was continued with

difficulty, through temporary arrangements carried out by inex- perienced substitutes and by the extraordinary efforts of the small

local clerical staff directed by officers on leave of absence.

Indiana eliminated its established community welfare service, institutes, and conferences. The director and two bureau chiefs gave full time to war service. Wisconsin discontinued .coMmunity insti- tutes and other activities; the chief of a department gave full time to direction of a Red Cross division. Other university extension. divisions diverted their organization to war service.

FEDERAL DIVISION OF EDUCATIONAL EXTENSION ESTABLISHED.

Feeling that the university extension divisions had proved their adaptability to war-time and reconstruction needs, the National University Extension Association asked President Wilson to come to the assistance of the divisions in the emergency. The President sot aside $50,000 for University extension work in a division of educational

extension to be administered through the Bureau of Education in

the Department of the Interior. This was done for severalpurposes, all of pressing importance. The State divisions needed a central clearing house to assist them in meeting the problems of recon.
28 THE UNIVERSITY EXTENSION MOVEMENT.

struction. They needed assistance in reorganizing the extension

work interrupted by the war. It was clear that a national division

could salvage some of the educational resources and materials produced during the war. Further, the adoption of educational exten,'

sion methods by Federal bureaus, national asi,Qciations, and other

organizations threatened to create confusion and`waste in the States,

and the national division could assist in establishing workable

methods and real cooperation.

The Federal division of educational extension was established in

December, 1918.1 The President. provided the funds for its maintenance out of his emergency appropriation, with the understanding

that the division would make the salvaged materials available to the

States through the machinery of the extension, divisions which were

already established. At the same time thd division was to a as a

clearing house for all matters of importance to the State ex sion

divisions and to the public libraries, particularly upon information

of special value to educational institutions during the immediate

post-war period.

During the six months of its existence the division succeeded in

organizing this service and in distributing to the States some of the

many Federal documents, war education cpurses, and motion-picture

films available in the several departments. It gave aid to the State

universities by distributing data on the methods and activities of the

different divisions. It sent out announcements and publicity materials, statistical data, budgets for extension divisioqs, and digests

of educational bills. It made available selected "package libraries"

of materials for the promotion of open-minded, impartial study and

discussion of such questions as Government ownership and operation

of railroads, Government control of prices, and reconstruction

measures. It distributed special references and bibliographies, university extension publications, information concerning the resources

offered by Federal departments, and suggestions for cooperative

efforts in educational extension. It also promoted Americanization

by gathering the experience of people who have been working among

foreigners, and of educators, and by making that experience available in summaries to the universities and State departments -of

education. 0 % The division carried on the work through its staff of expefierced

educators and research men familiar with the resources of depart-

. ments at Washington, and with those of the many semipublic agencies

such\ as the Red Cross and the other educational organizations.

The four main avenues of service, established corresponded to 'the

avenupsAitst. have already proved themselves in the States ex ten1 Thia chapter is copied, with few minor changes, from The FtderalDivision Iff Educational Rumba,

by Wiry B. Orvta, leaflet published by the Notice's' University Extensico Association, Jane, 1919.
HISTORY OF UNIVERSITY EXTENSION. 29

sion teaching, visual. instruction, community- center. promotion, and public discussion and library service.

The director, in addition to the work of organizing he division, gave advisory assistance to university authorities in t. 0 States, particularly to those establishing or developing new extension

services. The director was called to Florida at the request of the

legislature to appear before a joint session to present the facts con-. reining university extension. An appropriation of $50,000 was granted. Ile also conferred with legislative and faculty committees

in Tennessee, Alabama, Oklahoma, North Dakota, Montana, Iowa, Ohio, Missouri, and Minnesota. Eight other States asked for similar services.

The heads qi each of the four sections of the division performed

for their particular avenue of extension a service similar to that

performed, by the director for the whole division ; they kept officials

in the States informed as to the development of tte work in each

State, and offered to each the benefit of the knowledge that a central

office alone can accumulate.

Promotion of extfngion teaching.- -The 120,000 persons who are

studying through the State extension divisions are reached by means of correspondence study and classes held by university instrucjors

in "extension centers." The Massachusetts department of 'university

extension had 400 students in a gas automobile course which it gave

in Boston; the Wisconsin division. had about l',000 students in

engineering courses in Milwaukee. Thousands of farm men and

women and small-town residents are studying such subjects as

English composition, literature, history, and hygiene by correspondence. This work was promoted and standardized by the Federal division.

One hundred And forty-one different courses prepared for war-time

instruction purposes were obtained from Government bureaus ail departments by he division and passed out for continued use.

These courses include simple and technical, vocational, cultural, and

scientific subjects, and vary in size from pamphlets of a few pages

to large and elaborately illustrated books. Engirt ering schools have

found such courses as those of orientation and gunnery of value in. the teaching of map making and the principles of mechanics. Extension divisions which give courses in vocational subjects are using

large numbers of the Telephone Electrician's Manual, the Auto Mechanics and Auto Drivers' Instruction Manual, and the Motor

Transportation Handbook, called to their attention by this service

and furnished by the Government departments responsible for Their preparation.

The War Department cooperated with the divisio4 of educational

extension by putting4t its disposal the psyehologic tests and systems of classification of personnel' developed during t war, with
30 THE UNIVERSITY EXTENSION MOVEMENT.

view to modifying them for civilian uses and making thbm available

to the university extension divisions. Soldiers' education.--Arrangements were made with the Federal

Board for Vocational Education whereby the Federal board will use

to, the fullest possible extent the resources of the extension divisions

in the rehabilitation and reeducation of soldiers, sailors, and Marines

who are compensable: and, the extension divisions will cooperate

with the Federal board by assisting in the guidance of men who are

not legally compensable, but who need or desire educational it_ssistance.

The division arranged With the Institute of Intermikional Education and other agencies to assist the universities in making their

correspondence courses available to foreign students and to American

residents abroad. Preliminary arrangements were made fur securing through the institute English extension workers for lecture tours

in( this country.

A conference between the Red Cross and extension directors was

arranged to discuss the whole question of cooperation between the

Staie branches of the Red Cross and the State extension divisions.

Health education .A cooperative %rrangement between the Red

Cross, the Ametiefin Health Association, and other bodies interested

in health education was projected whereby popular correspondence

courses on health topics may be prepared and offered by the

extension divisions of the States, free of charge to all the inhabitants

of the United States.

The assistance of the National Automobile Chamber of Commerce,,

was secured in the collection and preparation of course material on

road transportation and traffic, as distinct from road construction.

Extensibn divisions and universities have expressed their desire for

such material in order that they may train the highway traffic

experts who will be needed in the wise development and maintenance

of a unified .highway, railroad, and waterways system for the United

States.

These examplep illustrate the possibilities of the FederalZiviiion

as a clearing house and cooperative agency for adult education.

Visual instruction serrice.Osier 3,000 school buildings contain

projection lanterns, according to a recent survey made by the division

of. educational extension. Many others will be equipped if school

authorities can he assured of a supply of films. Each one of these

schools is a potential theater for educational motion pictures lent

by the United States Government and by many public and semipublic, agencies. The division acted as a collecting and distributing

center for such films. It completed arrangements with extension

'divisions equipped in the States for the distribution of films sent out

from Washington. Many reels were sent out to State extension
flATORY OF UNIVERSITY EXTENSION. 31

divisions ready to distribute them. In States where there existed no

central agency for visual instruction, the division 'negotiated with other departments, such as the State department of public instruction,for its establishment. The division did not distribute pictures

directly to the users, but it operated through State machinery. About 4,300 reels of motion pictures and 2,000 stereopticon lantern slides were acquired by gift or by loan during the period from

January to May, 1919. These pictures represent in many cases merely the first consignment of lots of material which are to come

to the Bureau of Education from the different governmental depart- 'opts. The War Department agreed to supply the division of

educational extension with enough duplicate negatives an positive prints to make a series of 12 motion pictures on the subject of the

achievements of the war. The topics constituting this series Aro as

follows: Camouflage in modern war; the work of the American

engineers; lumbering in France; military communication; sports and

entertainments for the soldiers: the transportation of men and sup- plies; the care of the wounded; modern -ordnance: chemical warfare;

feeding the Army; the Air Service: keeping the Army well.

Practically All Motion, pictures released by the Committee on

Public Information during the war were transferred to the division

for nation-wide circulation through educational channels.

The National Automobile Chamber of Commerce agreed to coop-. orate with the division in the production and distributions of a series

of pictures on good roads. Many industrial firms turned over films

t-o*the division, which puJ them into circulation through the State

extension centers.

The following report from director of the division of educational

exten 'on, sent to the dire rs of extension and to officers in charge of m ion-picture distri ton in the States, gives a summary of the

status o he film service of the United States Bureau of Education:

STATEMENT OF FILMS RECfIVEI. AND DISTRIBUTED.

Motion-picture films gathered to date (feet,.. 6, 120,000 Distributed to date ( feet 3, 950,000 Centers having received films to date 35

New centers now ready 3

Centers still needed in order to cover United States 16 Additional film for which negotiations are under way or which have been actually

promised will be received in considerable quantity before January 1, 1920.

PRESENT STATUS OP FEDERAL SERVICE.

Though efforts for an appropriation with which to continue, the division failed,

arrangements have been made bay which the service in visual instruction will have

attention. Two of the officers of the section, Mr. FtIV. Reynoldsand Mr. W. 11. Dudley, area retained on the staff of the Bureau of Education, and though not permanently

at Washington, will exercise such responsibility for the work as they can. Mr. R. E..
82 THE UNIVERSITY EXTENSION MOVEMENT.

Egner, film inspector and shipping and record clerk, is to remain in Washington in

immediate charge of the activities under way and to contemplation.

CONDITIONS GOVERNING THE MATERIAL

'The motion pictures sent out are free and must be shown free. Other conditions

are that they be kept as busy as their interest warrants, that they be kept in proper

repair. and that a record of their use be kept in the files of the center and be sent regularly to the Washington office.

The picturts in the main are deposited indefinitely with the (-enters. III the case

of some of them there may be a request for a return to the Washington office or for a

transfer to some other State center. but the terms of any such request will take the

point of view of the center having possession. No plan for a definite and vigorous

use of the material will be upset.

AC4.1; F:ATIGNA As 74) THE MATERIAL.

The material sent out can be regarded only as a hasis of a :service in visual instruction.

It will not in and of itself constitute a service. But in this connection attention

should be called to the value of the material. That dealing with the war will increase.

not decrease, in interest as time passes. It has been the plan of the officers of the section to get even more of this war material out to the centers, enough to make a pictorial review of the war by topics. The hope now is that this plan may be realized.

Toward the plan, the material already sent out is a-beginning.

Centers are not at liberty to make any changes in the pictures belonging to the

series "The Training of a Soldier." The war features and the war reviews may be

changed, however, and it may be that scune of the centers will wish to use this material for exArimental work in the assembly of pictures-of their own.

All in all, the material should have lasting and roil value. It is in the hope that it

will have this that it has been salvaged and distributed.

REQUENT FOR (LTERATION.

The various distributing centers will discover many interesting ways in which

to use the materials. It is requested that they report such discoveries to the Washington office, which, serving as a Clearing house, will undertake to send accounts of

them to other centers. This is important. The cooperation of the centers in an

effort to secure as complete usefulness of materials as possible Is earmval y requested. NEW MATEDSAI.A. The officers of the section and the Washington office are still at work to secure

additional material for the various centers. In this work they have the hearty

cooperation of the newly organized National University Extension Association

(Inc.), which is maintaining an office in Washington.

Word as to new material and as to the conditions under which it may be obtained

may be expected at any time from the officers of the section, from the Washington

office, or from the secretary of the National Universit Extension Association (Inc.)

APPRECIATION.

The section has had the warmest support from the departments of the Government,

from allied organizations, and fru* various commercial and industrial companies.

It also wishes to extend thanks to the distributing centers from which it has also

had hearty support.

The section itself will have reward for its effort if, as is more than likely, a Federal,

,permanett service in visual instructiop is finally established.
HISTORY OF UNIVERSITY EXTENcION. 33

Conettitunity center service.The Community Center, a local democratic organization for community advancement, is another means

of education that has been developed through the extension division

machinery of the States and through the State departments of education. It is the logical place for showing educational pictures to

adult audiences. It brings people together for the common good. It

tretgthens the existing freedom and self-government of the citizens.

Relations with 42 States were established by the division of educational extension for the promotion of the community centers, and

arrangements were made to cooperate with the authorities in the

remaining States. This section of the division was in contact with

over 1,000 different local communities where community center organizations were being started, and more than 100 centers were projected

in the spring of 1919. Members of the division were constantly in

the field holding conferences in regard to this work. Outlines and

plans for community organization, together with suggested programs

for meetings, were distributed to the communities.

Public discussion and library service.In practically all of the

States the colleges and universities are carrying on an information

and library service which reaches hundreds of thousands of people,

ziving them facts and sources of information. Nineteen extension

divisions answered nearly 60,000 requests for information last year.

this service disseminates information secured from authoritative

sources on such public mattArs as municipal development, child welfare, public health, civics, and on miscellaneous subjects of interest

to individuals, such as personal hygiene. This service is practical

and specific. It meets. a widespread demand for informationthe

same demand that floods Washington with requests for information

on every conceivable subject. The State service needs .'a central

agency which can supply materials and coordinate resources. The

Federal division rendered such a service.

The package library.All of the State universities and many other

institutions carry on some kind of public discussion work. Large

nuenbers of people are served, many of them members of.high-school

and college debating societies, city councils, women's clubs; civics

clubs, and miscellaneous organizationi. The extension clifietenS

prepare, with the assistance of university faculties, lists of important

subjects, bibliographies, and study outlines, and lend them to inquirers. Accompanying this specially prepared. material go packtige

libraries, which consist of from 5 to 100 pieces of literature, generally

gathered together from Federal, State, and local public agencies, as

well as from private associations and from magazines and newspapers.

The division of educational extension acted as a clearing .house

upon methods of improving the machinery for this State service (Ind

as an agency for distributing informational publications to each

153448 ° -202--8
84 . . THE UNIVERSITY EXTENSION MOVEMENT.

State. It sent out in six months 14,700 pieces of material on current topics for inclusion An package librari is. This material was sent

to the State divisions and has been lent by them many times to

vk low and individuals. Thirty-eight different publications on the

League of Nations, pro and con, or about 6,200 pieces, were sent

out in two months' time. Fifty different publications, or about

1,500 pieces, on labor and reconstruction were sent in the same time,

as were 30 different publications, or about 1,260 pieces, on the Government and the railroads.

These materials were made up by the State bureaus into package W

libraries, which eve information on both sides of controversial

questions. They usually contain lists of Government publications,

programs, and statements by the interests especially affected, as wil

es pamphlets and magazine articles. The bibliographies give additional information of specials value to extension divisions.

Use of Federal publications.A particular effort was made to

bring to the notice of the extension division agents the United States

Government publications. Special investigations, reports of commissions, monographs issued by the Government bureaus, important

statements of plans or reports on the operation of governmental

agencies, speeches in Congress, hearings before committees aria the

very substance on which the policies of the National Government

are based. these and many others can be obtained free from

governmental departments; others can be secured from the Superintendent of Documents. Most of them are pra'ctically Unknown,

however, even to intelligent people who take serious interest. in

public affairs. The library of the Superintendent of Documents

contains over 200,000 separate publications. To make the people

,somewhat familiar with this material and to give them a first-hand

acquaintance with the work don by the National Government was

ope of the primary aims of the division of educational extension.

Reference of inquiries.In order to avoid futile reference from one

Federal bureau to another, the division, made arrangements with

the inquiry office of the Department of -Labor to refer inquiries on

current public questions and other matters not easily answered in

Washington to the university extension divisions in the States from

which the inquiries come. This arrangement was designed to serve

the additional purpose of acquainting the public with the informational resources of their State institutions.

The division established a working library of university extension

publications of every kind. This library afforas'ready reference to

any phase of the work offered in the United States and in England,
HISTORY OF UNIVERSITY EXTENSION. 85

The division also issued, among oilers, the following mimeograpl,

bulletins:

Ado Education: A brief statement of suggestive matter to be found in the report of

the adult education committee to the English Minister of Reconstruction.

A Surrey of the. Public Discussion Work of the States, with explanations of successful

devices.

In Exhibit of United Siatca Publications.

Budgets for Public Discussion Bureaus.

Package Library and ('IO, Serrin A stinunary of work (lone by extension divisions

and public library commissions.

National Library Service. -A direct service for the IRMO() libraries

in the United States was maintained in the division. The libraries

need to know more about the printed informational material is-sued by the Government. National Library Service helped librarians

not only to secure that materiiil, but also to familiarize themselves

and their patrons with it. One Government department alone dia-:

trihuted last year nearly one hundred million copies of publications

on hundreds of subjects: Obviously, no librarian can keep up with

this oioltput; yet the public has a right to expect the librarian to

hand out the right information at the right time. The librarians

have requested and demanded for years such a clearing house as

, National Library Service rendered through its printed pamphlets.

Bulletins were issued telling of the work done and the services offered

to librarians by the following governmental departments: Agriculture, Commerce, Labor, Treasury, and Interior. Each bulletin

contains the story of the department, followed by news notes of the

various activities. These notes contain material of current interest,

to Vrarians and are selected, prepared, and submitted by the

information *services of the different .Government departments.

Another feature of the bulletins is an up-to-date selected list ofcurrent

available printed matter, posters, slides, and reels of films.

Training Americanization workers. A tremendous amount of

patriotic enthusiasm engendered by the war turned naturally last

fall to the problem of making better citizens of our foreign-born

people. Letters of inquiry sent out to thp university presidenth of

-the country last December by the division of educational extension,

however, revealed the fact that only a very few institutions were

awake, to their opportunities and obligations in a movement obviously educational. All were anxious to do their part when their

attention was called to. the practical work that could be done. The

most obvious duty v.Tts that of training special-teachers for the

foreign born.

The division immediately gathered together what information it ' Could about the methods in use and sent it out in mimeographed

bulletins to the universities and State education departments. It
36 THE UNIVERSITY EXTENSION MOVibLENT. - also assembled a large collectiOn of programs and pamphlets issued

by State councils of defense, State Americanization bureaus, private

agencies, and universities and colleges. In most cases pamphlets

could be secured in sufficient quantity to distribute them to a mailing list of about 250 of the leading educators of the country.

Three hundred copies each -of several valuable publications and

English courses were secured 'from the Massachusetts extension

department, which was a pioneer in this movement. The California

State

300 co les of its study of the methods of Americanization. The

extensi n division of Iovia contributed several hundred copies, of a

suggestive pamphlet for work among young people in high school

and college. Reed College, Oregon, gave 300 copies of an excellently

illustrated statistical survey of American cities, showing illiteracy

and foreign-born populations, along with other significant facts.

These are but a few of the many organizations that have helped

each other through the division of educational extension.

About 11,000 pieces of Americanization literature, almost entirely

of concrete specific value in planning courses for teaching immigrants.

were sent out to educators in six months. The division also answered

daily specific requests for assistance in such patters as the conduct

of surveys of civic instruction in State high schools, the finding of

suitable university instructors to train teachers, and the finding of

suitable courses in universities for individuals desiring to attend

summer sessions.

In Massachusetts, Colorado, and Wisconsin theexterision divisions

have charge of State programs of Americanization. In other States

the divisions are doing more and more of the work. Wherever

educational institutions are doing Americanization work, they can

profit bjr the clearing house service of some central agency.

At least 19 universities and colleges gave courses in Americanization work during the summer of 1919. The division of educational

extension received ample, testimony to the fact that it appreciably

assisted in establishing this new type of instruction. The fact that

in the first six Months of its existence it. had the opportunity to perform this very special kind of service for the Nation indicates something of 'the possibilities of a Federal division in future emergencies.

JI on on immigration and housing also sent the division

NATIONAL ASSOCIATION INCORPORATED..

University presidents and the members of the National University..

Extension Association were desirous of continuing the work started

by the temporary Federal division. Accordingly the Secretary of

the Interior included in his estimates for the department an item to

provide funds with which the Bureau of Education could develop a

permanent extension service. Congress, however, did not appro.
HISTORY OF rNIVERSITY EXTENSION. 37

priate the funds. A number of bilki have been introduced to secure

the establishment of a Federal clearing house for university.extension.

In the summer of 1919, the directors of State university divisions

agreed that, pending congressional action, a substantial agency

should be created to continue the Washington clearing-house work.

They worked out a plan in detail and created the National University

Extension Association (Incorporated), with an office in the capital.

The association,, incorporated under the laws of the District of

Columbia, is supported by the State extension divihions and by fees

from different classes of membership. Its work is projected along

lines similar to those followed previously by the Federal division.

It cooperates with the staff of the Bureau of Education, skipplementing the work.the latter is able to do through the Government

departments.

The following is a condensed statement of the work the incorporated association is undertaking:

I It will collect and distribute data and material on the methods and activities

Hof educational extension work in the United States and abroad.

2. It will make available selected materials prepared by educational, governmental,

and other organizations on questions of general interest, such as Government owner - ship, price control, reconstruction measures, etc. 3. It will supply* announcements and published serial, statistical *data, and

digests of educational matters of special interest to extension and public welfare

workers. 4. It will answer inquiries from members with reference to governmental activities. legislation, and administrative policies, in so far as educational extension interests are concerned. 5. It will make official and semiofficial connective relationships fur cooperative

educational extension work between member institutions and branches of the Fadevil

Government or other organizations.

6. It will serve as a center through which cooperative efforts of member institutions may function. For example, extension lecturers on special subjects desired

by a number of member organizations maybe engaged thriangh 'this office in longtime blocks, thereby increasing the bargaining strength of the members and eliminating most of the risk charges: the excessive. overheads and traveling expenses, and

making the final terms for the community using the services of the lecturers relatively low. A small fee to carp for the office expense of stich work will be charged.

A similar advantage and arrangement can be hadTr some of the visual instruction

material.

7. It All publish the results of research work in subjects of general interest to

extension workers.'

There are several different types of membership in the association,

making it possible for individuals as well as institutions to obtain

assistance from the central office. While the association is governed'

chiefly by the directors of extension in State universities', other

extension directors are eligible and any institution may arrange for

clearing-house service.

t statement issued by Dr. A. 1. Klein, executive secretary, National University Extenlon Association,

Incorporated, httmsey Building, Washington, D. C.
ESSENTIAL ELEMENTS OF UNIVERSITY EXTENSION.

"The American university emerges from the war witti a new sense

of confidence and of social obligation," says George Edgar Vincent.

Undoubtedly the interpretation of that obligation includes definite

assumption of the necessity of developing university extension.

The following statements Of the essential elements of a university

extension policy are quoted in this bulletin because they throw light

on the motive and direction of dr movement.

SERVICE TO THE COMMON WEALTH' THROUGH UNIVERSITY EXTENSION. N BV PRESIDENT E. A Hinny.'

President Van Ilise began his administration with the formal announcement of

"service to the Commonwealth as its motto, and he carried out that. idea in wage

never before tried on. such a scale. Thus he has profoundly affected the practice of

universities and has even modified the conception of a State university. I refer to

the development of those lines of activity which for want of a better name are inadequately grouped under the name of university extension:

I find no evidence that President Van Hise entered office with any definite conception of university extension as a means of public service, or indeed that ho entered

on the rehabilitation of that branch of university work with any design of making it

one of the prime factors in State university life. University extension Was no unknown

thing in the University of Wisconsin when he came to the presidency. It was established in 1892 and was organized in the ordinary form, with lectures and accompanying instruction in classes. Interest in it had declined in Wisconsin as it had everywhere, and on his occasion it had little life. It eo continued during four years, but

in 1907 he reorganized the department, bringing to the university Louis E. Reber,

first as director of university extension, later advanced to the position of dean of the

extension division. :Ile secured from the legislature of 190. l an annual appropriation

of $20,000 for the work. The next legislature granted $50,000, and the income of the

division. from appropriations and fees has risen rapidly, until it now exceeds $275,000

annually. Thus university extension rose almost at once to a leading place in the

university, surpassed in size only by the largest colleges, those of letters and sciences

and of agriculture. This sum, devoted specifically to extension, is in addition to

some $150,000 annually expended by the college of agriculture along finlike lints.

Altogether, nearly one-fifth of the operating expenses of the university other than

those associated with the physical plant goes in that direction.

Enlargement of univerrity teaching.Here, then, was introduced into the life of

the university and of the State a new factor and a new influencenot new indeed

in the sense that it was something unheard of or something untried, but new in the

sense that a scheme which had been attempted with limited success as a secondary

method of extending knowledge was elevated to a primary position and brought

into the first rank of university influences. Two principles underlie university

extension. One of these could have been operative at any time in the recent past;

the other belongs to our own day in its might and force. The first looks at it as an

Excerpts from address delivered by President E. A. Dirge, of the University of Weasels, In memorial

to his predecessor, President Via ilise. 1lB8., 1019.

38
ESSENTIAL ELEMENTS OF UNIVERSITY EXTENSION. 39

enlargement of university teachingof individual opportunity for study --so- a means of affording the chance of higher education to those. persons who can not attend a university. Hence the historical name "university extension," connoting the

enlargement of the area of university classes. The other point of view, though in

some ways akin to this, is fundamentally different.

Application of knowledge. Thin view starts not from the university as a center for

teaching, but regards it as a center of loathing, as the place where knowledge is

accumulated and advanced. Into- the university pour the streams of knowledge

from all parts of the world in ever-increasing volume and rapidity of flow. Here,

too, new, though smaller, currents arise, the contributions of the university to the

stream of knowledge. The university is equipped by its libraries and its laboratories, most of all by the men and women assembled in its faculties, to receive this

increasing knowledge, to sift it and judge its worth, to modify it or to increase it,

and to hand it on to the students in its classes. But the university as thus defined

is not equipped on another side and for another duty Which belongs rather to our

own day than to the past. This maim of knowledge, accumulating with a rapidity

whose acceleration is almost portentous, is not, like that which scholasticism gained

in the Middle Ages, wholly or primarily a subject for the discussions of scholars.

It is also the knowledge which the members of the community must apply to the

cond`ct of practical affairs, if these are to be ordered wisely and successfully This

is not a matter of education proper, either higher or lower, not a matter of teat

principles which the student will later apply in practice. It involves the trans

tion of learning into such form that it can be directly used in the ordering of affairs.

It means the extension of learning, the transmutation of science into practice, the

application of knowledge to concrete problems of everyday affairs.

To eonrey learning to the people.In this sense university extension is a far wider

and more fundamental thing than in its older significance of extension by lectures and correspondence study. The latter is a sort of academic work of benevolence, the

offeringiaf education to those whom age or ill fortune deprives of the chance to study

in the r gular way. It does not differ in principle from the immemorial mission of

endowments founded to bring such persons to university halls. But the new university extension involves new functions for the university and functions in large measure untried. Its aim is not so much edttaation as the amelioration of life by

the direct application of knowledge. It has become the duty of the university to

reinterpret knowledge for the ends of practice and to convey learning so reinterpreted

to the people in such a way as to make it immediately effective in life.

This function universities have longest applied and best worked out in agriculture, though even here matters are far from settled. A main work of the,agricultural experiment stations is to act as an intermediary between pure science and

practical farming. Experience has shown that many and various methods are needed

to get this transmuted science into practice. Farmers' institutes, demonstration

farms, short courses for farmers, young and old, county agricultural representatives,

organized societiesall these as well as agricultural education in its proper sense, are needed ,to put at work efficiently and promptly the knowledge acquired and

shaped by university and station.

University extension and problems of facie: y .This is a special case of a major problem

of modern life, of modern life rather than of modern educationthat of the methods

of securing the utilization in practice of vast stores of knowledge ever enlarging in

content and changing in application. The problem is by no means confined to agriculture, though both State and social considerations give it a peculiar importance and

difficulty in that field. let exists everywhere in the field of society: and Wisconsin

through its university under the leadership of President Van Hise is perhaps the

first State to give it a generous recognition and to provide large means for beginning

its solution in practice.
40 THE UNIVERSITY EXTENSION MOVEMENT.

'rho problem thus offered by university extension presented itself to Dr. Van Hise

in several aspects. There was present the older feeling of the necessity of carrying

university education to all who can profit by it, whether these can come to the university or not. There was even greater need to the university of an organization

by which it might express the results of learning directly to the public. Above all,

there was in his mind ttie rl...;,0...ratic ideal of the State and of the State university

an ideal ever before him and always dominant.

Utilization of knowledge.Ile saw a State dependent for its prosperity, for its success

in competition with other States, on the full and prompt utilization of the knowledge

which science is so rapidly accumulating. He saw a university founded and maintained by the State to be the possessor and augmenter of this knowledge. But he

saw also that a connection was lacking between the people of the State and the university. Knowledge accumulated at the center, but there was no way of realizing it

in action at the periphery. University extension was the means devised to close this

gap,to complete the State educational system by providing a definite agency which

is to send out knowledge, transmitted in a workable form from the university to the

State.

The execution of such a program is no simple or easy task. Social life still depends

in large measure on tradition and rule of thumb, although at innumerable single

points it needs the guidance of science. It is not ready to intrust its interests as a

whole to science; nor, is science ready to accept that responsibility, if it were asked

to do so.

Thus, much of the work is partial, Much is tentative, much is experimental. Many

things will be tried and abandoned after trial. Many more which seem small and

unimportant at first will prove ultimatfly to be of great value. Many matters will

be undertaken from the central university which later will be turned over to local

organizations. Still more important, the work will necessarily be in a sense fragmentary and broken, and not a connected whole like the teaching of a college or a

department, but consisting rather of detached tasks, each addressed to a specific

need of society or community. Their connection will be that of need for guidance

anti the passibility of meeting this need rather than any close intellectual or logical bond.

Faith in democracy. It demands great power of initiative, great courage, and great

faith in democracy to attempt such a policy on the large scale. Minor failures are sure

to occur; experiments will be wrongly tried; men will be appointed who prove unfitted

for novel tasks; and all these things mean just criticism and often unfriendly criticism.

But the dozen years that have passed since President Van Iliso initiated the policy

have justified it. University extension in this sense has become accepted as an

inevitable responsibility by universities, especially by State universities. It has

entered as a war measure into the activities of national life and will perpetuate itself

there during peace.- No one who can read the signs of the times can fail to see that

Wisconsin, under the leadership of President Van Hise, broke the way into a new and

great field of university work. The life and the work of universities, the country

over, have been permanently changed and enlarged by his influence, and the change

has only begun to manifest its effect.

Uniting Slate and university. With this conception of the duty of the university

to the Commonwealth, President Van use united an unshakable faith in the

gent good will of the Commonwealth toward the university in these now enterppses.

He was confident not only that the State would support the university in thISse new

enterprises, but also that it would see how the assistance given to the public in concrete

cases was made possible and effectual by the entire university life behind it. He

believed, thereforc,thatlin thus uniting State and university at new and nuperous

points of contact, ffe was strengthening the institution in its highest functions; he

was confident that the'people would in a new sense and to a higher degree than before

vs
ESSENTIAL ELEMENTS OF UNIVERSITY EXTENSION. 41

appreciate the intellectual forces represented in the university and would sustain all

the parts of its great and complex life.'

I have emphasized thip salient point in the presidency of Dr. Van Rise because,

more than any other one thing, it represents that which will be most conspicuous in

his work for the university; that which will remain visible when the history of years

of successful administration has lapsed into the indistinguighable memory of past

things well done. But it,would be wrong to leave the story with this presentation for

i t would convey the idea that President Van Rise was ft.ndamentally an educational

rfomier, interested primarily in his reforms and neglecting-in his own thought the

o;der and larger matters which make up the mass of university life. Such a view

would wrong the memory of the president, wrong him even as the university has been

,ronqc4 by the impression that Wisconsin is essentially an extension institution.

Extension constituted the differentia of his administration, not its characteristics, as

seen by us who lived and worked with him. . University's duty to increase knowledge.His conception of the university went back

to the days when he studied under Prof. Irving and when he took part as a young man

in the early development of the university spirit and organization during the administration of President Chamberlin. Central in that conception were the ideals of

holarship and research -of the university's duty to increase knowledge and its equal

duty to make knowledge live in the lives of its students. His was a working conception of research. He had, as all men must have who advance science, the pinoneer

spirit, the love of the new world, of the unbroken trail: he was ready to sacrifice ease,

,- to endure hardship, to bear long-continued labor, if only the frontiers of knolvledge

might be advanced by him. Research meant specific problems to be solved at any

cost of toil, not a "keeping in touch" with the advance of his science. * When.

therefore, President Van Rise urged on his faculty the fundamental duty of research

as part of their academic life, he spoke with full knowledge of his demands. * * * Re had a long and arduous experience in teaching science to hurt classes, not

merely as stimulating his students to become spocialista but also as part of a general

education, as influencing the life and thought of students who will never pursue the

subject in a seriousvay after they leave his class. * Thus the catholicity of his university temper gave him points of contact with the

life and influence of all types of teachers in his faculty. They were engaged in no

line of work which he had not shared, none in which ho had not succeeded, none

whose value he had not weighed as a part of the life of the university whoee earlier

growth ho had aided and whose later development he was now guiding. It was no

small thing that he saw all of these matters primarily in relation to the university.

Ile called on each one of us not merely to do hia part in maintaining the university,

bin to put his full strength into helping its progress. He had found it a man's work

to take his place in that group of men to whom we of to -day owe the existence of the

university. From those who joined its faculty in the more fortunate day of larger

.opportunity he had every right to ask devotion and work Comparthble to

opportunity. * * Public service.Through all the urgent duties of the presidency he devoted his hard

won leisure to writing and to public service, instead of to well-earned rest. He took

the active part in the urgent discussions of the day which his broad training as an

economic geologist warranted. He worked out the principles underlying, the censervation of natural resources and the control of industries based on them and expressed

the results not only in numerous addressee but in btioks. Thus the knowledge and

The State of Wisconsin passed by referendum and In special session In 1910 two remarkable educational

measures which are designed to give special opportunity to soldiers and sailors and others who served In

the war. They apply the principle of an "educational noose" and provide generous means for realizing

it. There are special provisions for extension students, Including the giving of.frce correspondence study

eoursea and the holding of short courses, special schools, part -lime day and evening classes.
42 THE UNIVERSITY EXTENSION MOVEMENT.

training accumulated in years of reasearch and teaching were made increasingly

effective for public service and were vigorously used for the public benefit.

Extension the outcome of, public necessities.---Dr. Van Wee was not only familiar with

the traditions of the university; he had been himself a powerful influence in creating

them. He represented in his own person our academic ideals from elementary teaching to most advanced research. He saw the wide extent and variety of university

effort in its relation to the institution. He saw the institution not only in its relation

to learning, but also in that broader aspect in which it not only represents the State,

but is itself the State organized for the higher intellectual life. And to all these

qualities he further added a capacity for public affairs and a knowledge of them which

lifted him out of the merely academic level and enabled him to see both university

and State from a common point of view. Thus, while he 'embodied the academie

traditions of the university, he was not confined by them or limited to them. He

was completely in touch with his faculty, stimulating and guiding academic life and

practice at all points. He was also able to conceive and execute policies like that of

university extensiqn, which were the outcome of a knowledge of public necessities

rather than of academic development alone. He advanced the univtrsity along each

of these lines while keeping both himself and the institution in full sympathy with

the other.'

WAR EXTENSION SERVICE.

By PRESIDENT E. A. ALDERMAN.'

The lung lame ties of every university are to teach, to investigate, to disseminate truth, and ord technical guidance to the people. My own ambition for the

University of Virginia is to speed the time when no cry of help in anv social need shall

come up from any community in the Commonwealth that will not be met by immediate response from the forces and agencies assembled here at the university. If this

was a normal peace-time aspiration, it is even more a war-time ambition. litwas

our duty to discharge these obligations in peace through ordinary channels, it is even

more our duty now to bring to bear all of our resources upon the novel and complex

problems that face our democracy.

The Uniyersity of Virginia, as soon as war was declared, hastened to concentrate its

energies in helpful work for the Nation. It placed military training iri its curriculum;

it classified its resources of men and equipment; it organized and offered war courses

of instruction; it organized a great base hospital unit, now ready for embarkation; its

faculty, undergraduates, and alumni gave themselves to the Nation's need so generously that 20 per cent of them are now to be found with the colors. This sort of helpfulness will continue to go on as they need arises; but the university realizes that there

rests upon it, in addition to this, a clear educational duty, not only to teach those who

come to its walls, but to instruct all citizens who need guidance as to the causes of war.

the character of American ideals, the 'avenues for public usefulness, the true ways to

win peace, the nature of the responsibility that rests upon all Americans in this solemn

moment of our national history, and the character of the reconstructive work that

awaits us all when a just peace shall be won. The university wishes to discharge those

duties to the extent of its power, and, if possible, in cooperation with high schools,

grammar schools, and other educational bodies in practical and definite ways. It

wishes to draw nearer to the people by offering them practical but inspiring instructions

patriotic American knowledge of

in a sound idealism, in I useful administrative work, in the mobilization of latent

resources, and in all the Melds that tend to give to a pat

his privilege, and duties in this testing time in the experiences of the Republic.

Our Republic can no longer rely on an unlimited quantity of untouched wealth.

but must depend upon skill and training for the proper development of its resources.

The times call imperatively, therefore, for educated leadership, whose greatest need

Quoted from University of Virginia Record, Extension SNUB, November, 1917.
ESSENTIAL ELEMENTS OF UNIVERSITY EXTENSION. 48

will he knowledge and the discipline of exact training. The ultimate mission of the

State university in America will be to supply this training, not only to the fortunate

few who can repair to its walls, but to all the people who constitute the life of the State.

Universities must, therefore, in a peculiar sense, dray nearer to the people, young

and old, in helpfulness and service. This is an old philosophy, indeed, but informed

now by a new and vigorous spirit which will be satisfied with nothing lees than a

complete and pervasive program. University extension is the name given to this

great connecting link between every.eart of a university and the actual conditions

of life in the State which the university exists to aid and strengthen. The fundamental

ideal of university extension is the ideal of service to democracy as a whole rather than

to individual advancement. The University of Virginia, founded by the greatest

individualist and democrat of the age, would be strangely false to its origin and genius

if it (lid not seek to illustrate this idea. It has, of course, for years sought to render

such service in indirect fashion and with limited means. It is now undertaking to

inaugurate the great system in a more direct fashion, with the hope that the encouragement it receives will enable it to overcome all obstacles and to realize the great demo-

( noir purpose of bringing the university to every fireside and home in the Commonwealth. This sort of university extension necessitates large means; but when its

advantages to the elevation of standards and life in the Commonwealth are Seen, a

sagacious and generous people will not fail, I believe, to provide for the maintenance

of so vital an enterprise.

President Lowell, of Harvard University, says:

A college, to be of any great value, must grow out of the community in 'which it

lives, and must be in absolute touch with that community, doing all the good it can,

and doing what the community needs. Any institution not in close touch with the

conintimity around it is bound to wither and die. The institutions about us to-day

which are doing the most good in the way of helping their respective communities are

the great State universities of the Middle West. We must learn to do those things

which others are doing.

Dean Bailey, of Cornell College, says:

All persons in the Commonwealthlare properly students of a. State institution, but

very few of them hive yet registered, nor is it necessary that any great proportion of

them should leave home in order to receive some benefits of the institution. It is the

obligation of such an institution to serve all the people, and it is equally the obligation

of the people to make the institution such that it can exercise its proper functions;

and all, this can be brought about without sacrificing any worthy standards of education.
INSTITUTIONS PURSUING THE SEVERAL ACTIVITIES.

The following is a series of elementally definitions of terms used to

designate different kinds of university extension work. After each

definition a partial list is given of the State university extension

divisions which have developed the specific service in whole or in

part.

Extension teaching service.A phrase used to distinguish the more formal and stadard kinds of instruction from the informal methods of university extension, such as

investigations, institutes, conferences, and various kinds of welfare work.

This phrase, or a similar one, is utilized by Arkansas, Colorado, Indiana, Pittsburgh,

North Dakota, Utah, and Washington, to distinguish certain kinds of work from the

kinds classified under "Public welfare service. "

Corrrspondence instruction. Teaching by mail. University instructors prepare

written courses with detailed analysis, questions, and references, and require the

student to do certain amounts of work, submit written reports, and answer specific

questions for each lesson. Usually a year is given the student for completion of- a

standard course. Practically every inTortailt subject offered on the university

campus is given by some extension division in the country. Mang elementary

.subjects are given.

Used by the following universities: Arizona, Arkansas, California, Colorado, Florida,

Idaho, Indiana, Iowa, Kansas, Kentucky, Maryland, Massachusetts, Minnesota,

Missouri, Montana, Nebraska, North Carolina, North Dakota, Oklahoma, Oregon,

Pittsburgh, South Dakota, Texas, Utah, Washington, West Virginia, Wisconsin, and

Wyoming.

Extension class instruction. Instructors meet studentein classes arranged in different towns and cities of the State. Ordinary college subjects are taught and also special

subjects like business psychology or commercial English avid vocational, cultural, and

professional subjects, by regultr instructors who come from the university. Frequently special instructors are secured outside the university faculty. men with practical experience and affiliations.

The dames closely resemble in subject matter and methods of teaching the classes

regularly held in college and university Frequently the period set aside fur lecture

by the professor is supplemented by extended practical discussions to meet the problems of the mature extension student.

Used by the following universities: Arkansas, California, Colorado, Columbia,

Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Oklahoma, Oregon,

Pittsburgh, South Carolina, South Dakota, Texas, Utah, Washington, and West Virginia.

(lass and club instruction.Such work is a combination of class and corTespoudence.

study. Instructors supply a course of lessons and also meet the class or club occasionally to give them personal g'uidanee and to get their point of view and group difficulties.

Papers are submitted by mail for correction at the university. Examinations are sometimes given to students desiring a special certificate showing completion of the work.

This work does not count as university "credit;" that is, it does not offer.opportunity

to secure a univiarsitjt degree.

Used by the following universities: California, Indiana, Kansas, Michigan, M4sais-

.sippi, North Carolina, and Texas.

44
PP"

INSTITUTIONS PURSUING THE SEVERAL ACTIVITIES. 45

Advisory mail instruction. The instructor applies general principles of a correspond- ence course to the practical problems of an individual. For instance, a coarse on

health in the home is made the basis of personal advice to a mother who wants systematic instruction in the principles of rearing children, and the instructor makes suggeti- t ions in reference to definite problems the mother.presents from her own experience.

Used by. the Universities of Kansas and New York.

club study.Extension officers recommend club programs, supply references, Seg.

:test, hooks and lecturers, and furnish guides and other assistance in the preparation of

lu b papers. The work is usually dose for women's clubs, but is offered also to commu- nity center associations and civic clubs.

Used by the following universities: Arkansas, California, Indiana, Kansas, Nevada,

North Carolina, North Dakota, Oklahoma, and Texas.

Directed reading courses. A surprisingly large iiumber of mature persons, even those

who have had college training, welcome assistance in choosing selected reading materialnot only fiction, or general literature, but also scientific books, pamphlets, and

periodicals. Severaispx tension divisions issue seicted bdok ate, outline studies with

bibliographies, club study outlines, and other helps to systematic reading.

Used by the Universities of Arkansas, Kansas, yklahoini., Oregon, and texas.

The United States Bureau of Education conducts home readingcourses and proposes

to utilize the State extension divisions in making them more widely available. . Lectures. The old method of haphatkrd speaking by university professors is gradually being supplemented by a system of selective supply through the extension division, which uses outside resources as well as the university faculty to meet the needs

of different grou ps of people.

Lectures in Buries are being developed to offer system snd detail in the consideration

of the subjects or problems. Frequently such lecture series are practically of the same

character as those of regular class instruction, except that the routine of enrollment,

as.4ignmeut, 9camination, and accrediting is dispensed with.

Used by the following universities: Alabama, Arizona, Arkansas, California, Florida;

Georgia, Idaho, Illinois, Kansas, Kentucky, Michigan, Minnesota, Mississippi,

Missouri, Montana, Nebraska, New Mexico, North Carolina, North Dakotli,40klahoma,

Oregon, South Carolina, Tennessee, and Texas.

Denionstration:s.--University extension has developed a remarkably varied adaptation of laboratory methods in presenting the results of study and investigation.

This is possible partly because of the increasing adequacy of the laboratory equipment

of the local high schools. Extension courses in home economics frequently give considerable attention to practical demonstrations of the processes discussed in class.

Engineering subjects are thus presented, as well as physics, chemistry, and other sci- ences. The same methods are often used in lecture series, short courses, institutes,

and conferences, adding definite concrete instruction to extension wort that otherwise

may be merely suggestive, entertaining, or of a mildly intellectual character.

Used by the following universities: Arkansas, California, Colorado, Illinois, Iowa,

Indiana, Kansas, Oklahoma, and Wisconsin.

Special visual instruction.Exhibits consisting of actual materials, such as collections of minerals, or the various parts of machines and the different kinds of raw or manufactured materials involved in some industrial process, are sent to schools where

the teachers use them in classroom instruction. The exhibits are designed to fit into

ths regular course of study pursued by the pupils. Lantern slides, motion-pictare

films, stereoscopic views, prints, and pictures of many different kinds are utilized also

as impplernerlts to classroom study. They are also used extensively as regulai school material.

Used by the following universities; California. Indiaila, Michigan, l'ittnburglii Oregon, South Dakota, and Wisconsin. -
46 THE UNIVERSITY EXTENSION' MOVEMENT.

Merchants' short courses.The short course for the farmer is a well-known instructional method developed by the agricultural colleges. Less well known but even

more effective are the intensive lectures and discussions arranged fi:ir certain groups of

merchants in the towns and cities. Such practical subjects at advertising, window

display, bookkeeping system, etc., are treated by specialists, who, in lecture and robference, apply the principles to the peculiar difficulties of the men who attend the

MUM.

Teacher-training courses. The extension work done for public-school teachers varies

from State to State and in many local communities. Sometimes the subject like the

junior high school is offered in extended aeries of lectures and discussion at intervals of a week or two throughout a year or more; other subjects are offered daily in

the evening or afternoon. Most frequently, however, teacher-training courses are

given in classes that meet once a week. A large proportion of courses for teachers

given in residence are also offered in extension classes.

Public serviresVarious phrases, such as public service, public welfare service, department of general informallien and welfare, aro used to designate comprehensively certain

groups of activities which are not definitely standardized or formal, like correspondence study and class instruction. Surveys, investigations, conferences, exhibits, institutes, publications, and many other devices and activities of university extension

can not be readily grouped together in a rigid classification, but they all have one

element in common, that of service to the public, a service that is relatively free to

any person in the groups directly aided.

Institutes and short courses. Institutes are specially prepared programs on certain

topics, devices to inform large groups of people concerning special problems. Short

courses are similar to institutes but are usually intended for smaller groups.

A community institute usually involves:

(a) Conferences with commercial club members and city officials on the chief

needs of the community.

(b) Survey by specialists; preliminary meetings with local committees.

(c) A program ,trf several days' duration arranged to attract every age and occu-

*Aortal group possible.

(d) The community problems prAented by local men and women and by the

uniyersit) specialists through lectures, exhibits, demonstrations, etc.

(e) The formulation of plans for meeting the prolriems and first steps to carry

them eut.

(f) Follow-up work from the university.

A trade institute is similar to ordinary conferences held by any association, except

that much of the organization is done by the university.

Used by the following universities: Arkansas, Colorado, Florida, Georgia,

Indiana Kansas, Kentucky, Minnesota, NeYada, New Mexico, North ('arolina, Utah,

West Virginia, and Wisconsin.

Conferences.Frequently universities arrange programs of discussion on topics of

interest to special professional groups or of importance to the general public., Such

cenferences differ from community institutes in that they deal usually with but one

general problem and usually they are technical and intensive. However, the conference is sometimes designed to arouse popular interest in some specific problem,

such as tax reform, revision of the State constitution, child welfare, and housing.

Used by the following universities: Colorado, Florida, Georgia, Indiana, Iowa,

Kansas, Michigan, New Mexico, North Carolina, West Virginia, and Wisconsin,

General information service.The extension staff utilizes the personal and library

resources of the university to. answer inquiries of all sorts, from specific requests for

the facts concerning public utilities, the history of railroad legislation, or communicable disease, to general requests for-material on the causeetIllre war, the problems of

reconstruction, the theories of astronomy, or how to equip a hale.
PP'

INSTITUTIONS PURSUING THE SEVERAL ACTIVITIES. 47

Used by the following universities: Ariz/Ina, Arkansas, Idaho, Iowa, Kansas. Kentucky, Michigan, Missouri, Montana, Nebraska, New Mexico, Oklahoma, and Utah.

Business se rice.--Various kinds of assistance are rendered business men besides the

merchants' short courses, which offer instruction in merchandizing, retail selling, etc.

Information on particular bnsiness problems is furnished through bulletins, package

librariee, and printed circulars. Some extension divisions give direct aid in the organization and development of commercial clubs or chambers of commerce.

Uses' by the following universities: Arkansas, Colorado, Iowa, Oklahoma, Pitts -

burgh, Utah, Washington, and Wisconsin.

Municipal reference. -- Bureaus of municipal reference serve especially officials of

town and city. They also cooperate with voluntary associations like civic clubs and

chambers of commerce in their work of community development. The bureaus furnish information on special municipal problems. They hold conferences and publish

bulletins on municipal affairs..

Used by the following universitiee. California, Cincinnati, Indiana, Iowa, Kansas,

Michigan, Minnesota, Oklahoma, Washington, and Wisconsin.

Library service.- -Books, pamphlets, and other printed matter are lent to individual %

and groups. Some divisions circulate traveling libraries and undertake other work"

usually done by State library commissions.

Used by the universities of California, Michigan, Nevada, and Wyoming.

Purl-age library servire.Small packages of up-to-date printed matter on questions

or topics of current public interest are mailed to borrowers in the State. Debatable

questions are presented by well-balanced selection of authoritative materials.

Used by the following universities: Arkansas, Idaho, Indiana, Iowa, Kentucky,

Moeouri, Montana, North Dakota, Oklahoma, Oregon, South Carolina, South Dakota,

Virginia, and Wisconsin.

Discussion and debate serrice.--Special debate bulletins are printed and widely dis- tributed. Contests between groups are organized, subjects of discussion suggested,

references provided, briefs outlined, printed matter supplied. Most extension divisions assist or direct State high-school discussion leagues. Speakers are furnished to

civic clubs, forums, parent-teacher associations, merchants' conferences, city councils, tit y clubs.

Used by the following universities: Alabama, Arizona, Calilornia, Florida, Georgia,

Idaho, Indiana, Iowa, Kentucky, Maryland, Michigan,Minnes.o e, Nebraska, Nevada,

New Mexico, North Carolina, Oklahoma, Oregon, South Carolina, South Dakota,

Tennessee, Virginia, and Wisconsin.

instruction. The use of motion pictures, lantern slides, maps, exhibits of all kinds for conveying information, for technical instruction, for recreation, entertainment, and esthetic enjoyment. These materials are lent to clubs and institutions

and circulated in the State. The following are common types of exhibits: Welfare

exhibits on community topics, _health, play, recreation, sanitation, gardening, landscape architecture, child welfare, public-health nursing, road building; industrial

exhibits, safety appliances, wood and forestry materials, minerals, textiles; art exhibits, framed drawings, etchings, oil paintings, prints, copies of masterpieces.

The motion-picture service has developed under considerable difficulties, chief of

Which was the lack of a central collecting and distributing center for the whole

country. Few universities have the financial resources necessary to support an

extensive service. This difficulty has been partially met through an arrangement whereby the United States Bureau of Education maintains a film-distribution service

to continue the work started by the temporary visual instruction section of the

Federal division of educational extension. In 1919 the division supplie#4,000,000

feet of films to 38 distributing centers, including 29 State university extension

divisions.
Anommommemip

48 THE UNIVERSITY EXTENSION MOVEMENT.

Used by the tollowing universities: Alabama, Arizona, Arkansas, California, Colorado, Georgia, Idaho, Indiana, Iowa, Kansas, Massachusetts, Michigan, Minnesota,

Mississippi, Missouri, Nebraska, Nevada, New York, North Carolina, North Dakota

Oklahoma, Oregon, Pittsburgh, South Dakota, Tennessee, Texas, Utah, virginia

West Trginia, and Wisconsin.

Lyceum service. Lectures, concerts, and entertainments of various kinds are secur

for local comm;ttees by the extension division, acting as a clearing house for " talent.

Sonie divisions organize circuits of Chautauquas.

Used by the following universities: Arkansas,' Indiana, Kansas, Minnesota, Missouri, Montana, North Dakota, Utah, and Wisconsin.

C'ommunity center.--LCommunity centers, originally g.alled social centers, are local

autonomous organizations designed to increase the number and effectiveness of

activities which bring the people of a district together. The general idea behind the

community-center movement is that of securing inure cooperation between neighbors

in the solution of community problems.

Extension divisions assist the movement by holding conferences, and community

institutes, conducting investigations and social surveys, furnishing programs, speakers,

exhibits, and other aide to local organizations, especially in developing the wider

use of the public schools. The Wisconsin division was the first to organize systematic

service in this field.

Used by the following universities: Colorado; Indiana, Kansas, Minntoota, North

Carolina,%Oregon, Texas, and Wisconsin. . ('ommunily drama and music. Extension divisions 8118/114, local organizatiOns 'in 'the

development of entertainments, dramatic productions, and group singing, because

of their value in encouraging local talent and in improving the tone of community life..

Lists of plays are printed and distributed. as well as pnictical bulletins giving

directions for staging plays and for producing pageants and entertainment programs.

Several divisions, furnish the services of directors of community singing for .special . occasions. Others lend phonograph records, descriptions of folk games and dancat,

and organiig literary and musical contests.

Used by the following universities: Indiana, Iowa. North Carolina, North Dakota,

Oregon, and WiscOnsin.

..4stericanization work.Cooperation with various agencies in their efforts .to assist

the foreign born and to promote general understanding of American ideals. \'Pmctically all of the work of extension divisions may be regarded as important in this

connection. The training of teachers of the foreign born and the holding ofeonferencee for community welfare are two distinct types of Americanization work

undertaken by extension divisions.

Used by the following universities: CaQ4, Colorado, Indiana, Kentucky,

Massa usetts, Minnesota, Pittsburgh, and Wisconsin.

e fo owing is a condensed description of the work of the Masse,

chusetts department of university extension in Americanization:

In July, 1918, the department gave a stinuner course in "Methods of teaching

English to immigrants." The membership of this class consisted of 35 teachers.

Since that time more than 2,000 teachers have been trained to gibe instruction to

non-English speaking men and women. For the further development of this work

additional funds were needed. The legislature appropriated $10,000.

According to the new legislation, cities and towns in Massachtisetts are to be

remunerated by the State at the end of each school year for one-half of their expendituree for immigrant education, including salaries of teachers.

During. the *inter classes were conducted in many cities and towns, and in the

stunmer the course in the "Methods of teaching English to immigrants" wasrepeated,

with the ad4ltion of a counie in "Organisation and supervision of Americanization."
INSTITUTIONS PURSUING THE SEVERAL ACTIVITIES. 49

Fifty-four cities and towns in Massachusetts were represented, and there were enrolled

in addition students from five other States. lest year there was a total enrollment

I .f only 35; this summer the enrollment, totaled Ill students.

In addition there were conducted in various cities and towns 28 classes, consisting

,f foremen, leaders, and others holding responsible positions in different industries. child welfare. Like health propaganda, thd promotion of child welfare is a wideTread undertaking which involves the utilization of practically allIniversity exten-

,zion nevices. The most distinctive activity is the children's faith conference, ,shish consists of lectures, conferences, exhibits, physical examination of childre , a providing .end consultations with parents. The community is given assistance in pviding r permanent improvements in,local conditions affecting children. ; In several cases the divisions cooperate with State boards, child-welfare committees,

parent-teacher associations, and other organizations.

Used in the following universities: Colorado. Indiana, Iowa, Kansas, Oklahoma, Texas, and Wisconsin.

. - Employment service. Several divisions undertake the work of finding positions for

university students and graduates, especially the placing ofteachers. Other divisions

assist incidentally the university.olliceni who have charge of appointments.

Used in the universities of Oregon, Pittsburgh, and Washington.

Publications.The publications of extension divisions'are of various kinds. Most often they consist of circulars and pamphlets. Several divisions publish a regular series of bulletins, including announcements, programs, and popular informational discussions or essays on-welfare topics. Fiequbritly the proceedings of conferences and reports of surveys and investigations are printed as bulletins. ..

.... The extension division of IItab publishils the UtahEducationalllsview; North Carolina issues the University News Letter; North Dakota has issued a News Bulletin. The

Extension Monitor, of Oregon, is a well-established periodical. pie 'Washington

division printed for a period the University Extension Journalas well as a special monthly bulletin entith . Better Business. .

' Service to schools All divisions cooperate directly with the teachers and officials of the public schools. Special courses of inetruction are provided more often for

teachers than for any other professional group. Many kinds of special aids to class.

room instruction are offered, including visual instruction niaterials, such as exhibits, maps. lantern slides, and motion pictures. advisory service in problemsof school

administration, assistance in preparing,progranls for school meetings. demonstrations

of reedit) els of teaching, etc. . several divisions swig' teachers in educational measurements. Others direct

reading circle work. train teachers for vocational instruction. in cooperation with

the Federal Board of Vocational Education, and supervise or direct the training of

Americanization workers, Boy Scout masters, tamp Fire guardians, arid playground workers. In many States the divisions furnish instructors forcounty itiic*ity teachers' .institutes.

. . ; The following definition's differ somewhat from those usuallhiven

to extension activities,- .Tjni four activities or methods defined constitute the "Instruments of extension teaching, according to Win.

II. Lighty. .In.this classification Extension teaching is synonymous with University extension.'

Correspondetut-study teaching.--Tbe avenue of 'first consideration in extension

teaching is that which addresses itself to those who can and choose to take up systematic, consecutive studies in which there is tt continuous teacheiand learner rela-

. I Report of -Dean of Extension Division, Univ. of IV1o.,. Iltedlson, 1918. Wm. If. Ughty, acting dean..

- 153448*-20-4
50 THE UNIVERSITY EXTENSION MOVEMENT.

tionship. All such work is classified as correspondence-study teaching, whether it is

done wholly by mail, and, therefore, at long distances; whether it is done in local

class and conference groups: or whether it is conducted through any combination of

degrees of use of either method.

Lyceum teacAing.The second avenue of university extension is that of lyceum

teachingplatform instruction and inspiration.

Forum teaching.--The third avenue is found in the forum method of teaching conducted through the department of debating and public discussion.

Bureau tenehing.-7he fourth avenue is through the bureau method of teaching, by

which the widest and most far-reaching forms of social leadership and ;dial service

are possible. Its methods are the least eat or fixed, and its possibilities cover the widest

range of educational service, whether through suggestion, stimulation, propaganda,

and direction for the advancement of individuals and communities, or in response

to the requ Jsts for information and instruction on'the part of those already conscious

of their needs.

4
THE CONTENT OF EXTENSION.

Necessarily most discussions of university extension deal with

methods, kinds of activities. modes of organization and work, instead

of with subjects, topics. and the specific content of instruction and

service. Some extension directors believe that this failure to emphasize content is a mistake that might he avoided; that university

extension should concentrate its attention on specific interests rather

than on methods of teaching and propaganda.

Accordingly, it is contended that the properly organized extension

division should have departments similar to those of the university

teaching departments of sociology, economics hygiene, fine arts, and

the others. Instead of bureaus of correspondence study and class

study in a department of extension teaching, the division should have

many bureaus to correspond with the subject taught. Instead of

bureaus of general information, public discussion, lectures, and visual

instruction in a department of public 'welfare, the division should

have .bureaus of health, child welfare, municipal sanitation, food

conservation, good roads, community center development, school --4

improvement, markets, consumers' cooperation, and bureaus.to correspond to other concerns of prime interest and importance.

There is considerable attraction to this point of view. Extension

' directors recognize the power of concrete ideas like good health or good roads. The Campaign method of doing educational work has

its value, and some subjects, like health, readily lend themselves to

propaganda methods.

The fqllowing two sections on health and engineering are intended

to give in some detail a survey of two fields of work which emphasize

subject matter rather than method. Similar descriptions could,be

written of community center service, etrild welfare work, Americanization, community music extension, and economic bettermnt.

EXTENSION IN HEALTH..

One of the first fields of propaganda and instruction throughvarious devices of university extension was that of health. Ever

since the beginning. of university extension, lectures and popular

talks on health topics' were given in many States by univtrsity

instructors: The lectures deal with a large number of Subjects, such

as the following:-.Municipal and domestic sanitation, community

recreation, water supply, garbage disposal, mental hygiene, medical

inspection, physical handicaps of children, child hygiene, care of the

teeth, prenatal care, first aid.

,.

51
62 THE UNIVERSITY EXTENSION MOVEMENT.

Lantern-slide sets, illustrating much the same topics as are treated

in the lectures, are lent to individuals and organizations. Some of

the more common topics thus illustrated are: Fresh-air schools. care

of babies, the house fly, school hygiene.

In additipn to lectures and lantern slides on health subjects.

extension divisions have developed the exhibit to instruct the public.

They have also used motion-picture films, stereoscopic views, microscopic slides, and pictures of every kind, as well as the clinic, the conference, the institute, and other inforrnatiye methods to acquaint the

people with the facts and principles of hygiene, sanitation, and other

health problems.

Accordingly, health work of the university extension is not a

distinct field, for it merges into various fields of extension practice.

It is not practicable to mark off definitely the scope of health extension. It is connected with 'many general community problems like

those of milk supply, water supply, pure food, and with even more

general problems like those of play and recreation, child welfare, and

home economics. One principle, however, runs through all of the

workthe principle that educational propaganda should aim at the

preventative rather than the curative handling of disease. Not

much attention has been given by the extension divisions to instruction in medicine and surgery and clinical practice, though some

attempt has been made to give instruction in practical nursing and

the application of physical culture to remedial defects.

COURSES IN HEALTH.

The following institutions give general courses of. instruction in

hygiene and related subjects: University of Califyrnia, University

of Chicago, Indiana University, University of Kansas, Connecticut.

Valley Colleges, Boston College, University of Missouri, University

of Nebraska, University of North Carolina, Columbia University,

Peabody Coll :.:e for Teachers, University of Utah, and the University of Wisconsin. In most of these institutions the work is administered by the extension divisions.

New York University offers a correspondence course in public

health. The catalogue describes the course as follows:

This course requires one woolen residence in New York, the balance of the work

being taken by correspondence. A new course begins each year on October 1, but

health officers may commence at any time and finish at any time: The minimum

number of hours of home study id 300, and the subjects are those selected by the

Public Health Council. The reading matter consists of about 3,000 printed pages.

Those taking the course must designate at least, one month in advance what days

are to be spent in the city, so that suitable arrangements may ho made for inspections and laboratory work. Those who are able to do so are invited to attend as

much of the summer-residence course as passible without era charge.
THE CONTENT OF EXTENSION.' 53

The subject matter to be covered may be conveniently grouped as follows: Communicable diseases, bacteriology, legal questions of sanitation and treatment of nuisances, infant and child hygiene, schools, milk, foods, water, sewerage and sewage disposal, housing and industrial hygiene, vital statistat, quarantine, tuberculosis.

The following is a partial list of courses given by different institutions. The courses are offered usually through class extension.

Sometimes the classes are given instruction through a series of lectures by several different specialists rather than by a single instructor.

Boston University. Personal and public hygiene.

University of California.First aid, domestic hygiene, Red Croee courses, courses in

dietetics, sanitation, eugenics, motherhood, and public health.

University of Chiorioo.Public hygiene.

Columbia University. Nursing, psychology for nurses and social workers, child hygiene,

public health, school hygiene.

Connecticut Valley Colleges.--Physiology and hygiene.

Indiana University.-1Iygiene with special reference to the school child, dietetics, public health.

University of Kansas.Prenatal hygiene, infant hygiene, home nursing, hygiene and

sanitation.

University of Missouri.Preventive medicine.

University of Nebraska. First aid, home nursing, surgical dressing, dietetics.

University of North Carolina.School hygiene.

Peabody College for Teachers.Ilealth teaching, health inspection in schools, mental

hygiene, health problems.

University of Utah. Public health, preventive medicine, health work in schoolq.

University of Wisconsin. Home nursing, the prospective mother, the child in health,

the child in disease, infants' clothes, study the human body, health officers'

SPECIAL COURSES AND OTHER HEALTH WORK.

The extension divisions have developed several types of health

instruction in addition to formal courses given in class and by correspondence. These types include vocational cowees, expert service

in various lines, and special devices for propaganda. The following

institutions have such types of service: University of Colorado:

Columbia University, Ipidiana University, University of Iowa,

University of Michigan, Miversity of Minnesota, Akron University,

and the Universities of Oklahoma, Texas, Utah, Virginia, Washington, and Wisconsin.

University of Colorado.The extension division provides single lectures and lecture

courses on health subjects.

Lantern slides on public health are loaned to individuals and organizations in the

State.

The division offers a four years' course for physicians and health officials. The

work is conducted by correspondence throughout most of the year, supplemented by

six weeks of residence work, including laboratory instruction during the summer.

Students receive a certificate of public health on completion of the course. At the sociology conference held at the university part of the sessions are devoted

to public health.
54 THE UNIVERSITY EXTENSION MOVEMENT.

Courses in clinic-al methods are offered to practicing physicians, nurses, and laboratory assistants to physicians.

The bureau of community welfare gives health information and instruction through

community institutes and exhibits. Child welfare institutes are conducted in different parts of the State.

Columbia University. The university gives courses in optometry and oral hygiene.

The extension division has charge of the premedical work of students in the Lone

Island College Hospital.

Indiana UniversityThe extension division does propaganda work in health through

all of its activities: Lectures, exhibits, demonstrations, conferences, and community

institutes. It lends- a number of lantern-slide sets and motion pictures on health

subjects.

The supervisor of play and recreation works directly with the school officials of the

State. The proceedings of conferences on play and recreation are published in

bulletins.

The division cooperates with the State board of health, the board of State charities,

and the State child welfare committee and with other organizations in health

education.

The division was the first to cooperate with the Federal Children's Bureau in the

weighing and measuring of children of preschool age. The work usually goes by the

name of Children's Health Conferences. It was originally done in connection with

community institutes held in the smaller cities of the State. Through the State child

welfare committee this work was expanded to include most of the features of the

children's year program of the Federal bureau.

Surveys of health conditions in small towns are made by university specialists.

Some practical investigations of specific health and welfare undertakings in different

communities have been made. The division has published a bulletin describing

methods of feeding school children.

University of Iowa. The child welfare research station at the university was established to study methods of child conservation. It cooperates with the extension

division in disseminating the results of its investigations. The division holds child

welfare and general social welfare conferences and institutes, at which considerable

attention is given to health.

The social surveys conducted by the division include investigations of local health

conditions.

University of Afichigan.The extension division offers tctures on'a large number of

subjects. The public health service includes, besides lectures, dental clinics,

laboratory and hospital service, and service of the Pasteur Institute.

University of Aftnncsota.Short courses are conducted for dentists. Health lectures

on 23 different subjects are offered to the public. . University of Oklahoma.The extension division provides lectures on health. It

lends lantern slides and other visual materials.

In .connection with community institutes and conferences, the division gives

instruction in hygiene, sanitation, and child welfare.

University of Texas.The extension, division offers lectures by members of the

faculty. The division of school interests cooperates with the State public health

association in conducting community programs which give considerable attention to

health matters.

University of Utah.The extension division conducts State-wide campaigns for the

promotion of physical welfare. Short health institutes are held in various parts of the

State. The division holds conferences and institutes for child welfare. Most of the

work is under the direction of sdepartment of public health and preventive medicine.
THE CONTENT OF Ertzmucar. 55

-Tire department reports that health institutes were conducted in the spring of 1919

in over 60 different places in the State. The number of lectures given varied from 1

to 21 at the different institutes and a total of over 15,000 people were reached. The

department has issued a valuable report on the medical inspection of 346 school children in the Riverside school district of Salt Lake City. it number of bulletins have

been issued on health topics. The following is a statement of the policy and method. of the health service

To push the work of health education in every legitimate way.

To make health education as complete and as far-reaching as possible.

To be patient with the laity and not expect immediate results, but keep at it.

To assume an attitude toward the medical profession that will merit their respect,

confidence, and cooperation.

To render a real service to the people of the State. WORK. To train, not to treat.

To point the way leading to perfect health.

To extend a helping hand to those in need of advice or health education.

To prevent the preventable both in disease and physical defects.

To create in the minds of all classes a desire for physical fitness.

To make each generation stronger and better than the preceding one. BULLETINS. Should be as nearly accurate as possible from literary, educational, and scientific

standpoints.

4 Should meet the demands of Utah. They should be Adapted to the, laity in rural

districts rather than the slums of large cities.

Should be comprehensive in presentation, simple in language, and useful in subject

matte!.

Should aim at building up the reputation of the university for usefulness, not the

building up of a practice for the author.

Should be ethical and should be conspicuous for their lack of advertisement either

of preparation, methods, or men.

Should be free from criticisms of the medical profession, the nurses, or of anybody.

Should breathe a spirit of service and helpfulness, not condemnation.

University of Virginia.The university offers lectures on health subjects. It also

sends a special representative to different communities in tho State who assists in

conducting school hygiene campaigns. He inspects school conditions and advises

with officials and patron..

University of Washington.The extension division conducts graduate medical and,

derital courses and clinics with the assistance of local specialipts.

The division has cooperated with the War Camp Community Service in instruction

in social hygiene, also with nurses aasociatimul, in teaching the principles of public

health nursing.

University of Wisconsin. Most of the health work of the extension division is done

through the bureau of health instruction, which conducts a press service, furnishes

exhibits, and supplies lectures on health. The division cooperates with the State

board of health and the Anti-Tuberculosis Association as well as With'other organizations.

I Quonft1 from mimeograph leaflet of the University of Utah, 1919.
orimmiaar/P

56 THE UNIVERSITY EXTENSION 'MOVEMENT.

The department of general information and welfare conducts community institutem,

children's health conferences, and loen1 surveys. During the war the department,

organized Red Cross home service institutes and chapter courses.

The division publishes attractive bulletins on health subjeCts. It circulates extensively lantern slide sets, motion pictures, and other visual instruction materials

for health propaganda in the State.

SUBJECTS OF BULLETINS.

Many extension divisions publish special pamphlets or bulletins

dealing with public -health, sanitation, and related problems. The

following is a short list of a number of bulletins published by different

extension divisions:

Colorado University.Protection against typhoid. Municipal water supplies of '01-

orado. Insanity, its nature and causes.

University of Iowa. Child welfare surveys. Hygienic conditions in Iowa schools.

Iowa handbook on child welfare.

Indiana University.How Io 'conduct children's health oenferences Feeding of

children at school.

University of Sansas.--Conitrusgve juvenile effort in Kansas.

University of Missouri. The feeling of children. Feeding the baby. The house fly.

Unit asity of Oklahoma. A healthier world. The conservation of life.

University of Tezas.Food for infants and growing children. Pure milk and how to

get it. Cleanliness and health. ' University of Utah.Infant mortality.

University of Wisconsin.Guarding the public health. Nursing as a vocation. Wisconsin baby week. Some aspects of feeblemindedpess in Wisconsin Chart on

communicable diseases.

EXTENSION WORK IN ENGINEERING.'

By .1. J. SCALICHER.

Nearly all the extension work done in engineering is offered by the general ext ension divisions of the various institutions. Only in a few cases are the courses in engineering directly under the management of the engineering departments, and this is

usually true of institutions which do not have a fully developed and unified extension

system. Whore such a system is maintained, and especially in the systems of the

State universities, the work in engineering receives the same benefit as other work

in the way of lectures, institutes, bulletins, visual instruction, expert advice, etc.

The great bulk of the instruction in engineering, as in other subjects, is given in

detached courses. A list of institutions giving such instruction follows. Thome

marked with a star give a more extensive list of such courses than the others.,

University of Arizona, Tucson. *Iowa State College of Agriculture and

University of Arkansas, Fayetteville. Mechanic Arts, Ames.

University of California, Berkeley. i *University of Kansas, Lawrence.

University of Colorado, Boulder. j *Johns Hopkins University, Baltimore.

Georgia School of Technology, Atlanta. *Massachusetts Board of Education, ExUniversity of Idaho, Moscow. tension Department, Boston.

Bradley Polytechnic Institute; Peoria. I Lowell Institute, Boston.

University of Iowa, twee City. 'Franklin Union, Boston.

s This chapter to a copy of a measorsph bulletin prepared by Dr. J. J. Schlieber for the DIrlsion of

EdneetIonal Exteneloo, S. Bureau of Eduestion, May, ISIS.
TILE CONTENT

*Northeastern CollegeY. M. C. A..

!Rostov.

University of Minnesota, Minneapolis.

University of Missouri. Columbia.

*Washington University, St. Louis.

University of Nebraska, Lincoln.

Rutgers College, New Brunswick.

University of New Mexico, Albuquerque,

'Polytechnic Institute of Brooklyn.

*Columbia University, New York.

Union College, Schenectady.

Syracuse University, Syracuse.

University of North Carolina, Chapel

Hill. . University of North Dakota, Grand Forks.

*University of Akron, Akron. Ohio.

OF EXTENSION. 57

*University of Cincinnati.

University of Oklahoma, Norman.

Carnegie Institute of Technology. Pittsburgh.

Lehigh University, Bethlehem.

Lafayette College, Easton, Pa.

*Pennsylvania State College; State College. Pa.

University of Pittsburgh.

Rhode Island State College. Kingston.

Brown University, Providence.

*UniversitS, at Texas Austin.

*University of Utah, Salt Lake City.

University of Washington, Seattle.

*University of Wisconsin, Madison.

University of Wyoming. Laramie:

A great number of different courses are offered. Among them the following are

offered by three or more institutions. Courses which are not strictly technical, like

those in various branches of mathematics', chemistry, and physics, have been omitted,

even when they were especially adapted to the needs of engineering students.

Automobiles.

Architectural drawing and design.

Applied mathematics ILL t mechanics.

Bridge design and construction.

Descriptive geometry.

Engineering mechanics.

Engines.

Electrical machinery.

Gas engines.

Heating and ventilation.

Highway engineering and

Lumber and its uses.

Mechanical drawing.

Machine drawing.

Machine design.

Materials of construnion.

Power plant testing.

fr road building.

Plumbing.

Reinforced concrete conatoruclion and

design.

Refrigeration.

Railroad curves and earthwork.

Shop practice.

Surveying.

Strength of materials.

Steam engines and engineering.

ShoR mathematics.

Sheet metal work and drafting.

Shop drawing and designing.

Structural design and drafting.

Telegraphy.

Telephony.

Wireless telegraphy.

Wiring.

Courses given by two institutions. Automobile electricity, building construction,

builder's and carpenter's estimating,angineering materials, engineering mathematics,

electrical transmission, electrical peFer distribution and illumination. electric traction and transmission, electric meters, electric lamps and illumination, foundation

and masonry construction, gas producers, irrigation, metallurgy, mining and milling,

power plant economics, railroad engineering, sanitary engineering, structural steel

drafting and design, structural, mechanics, steel building construction, sewage disposal, turbines, testing of materials, works management.

Courses given by one inatitution.Automobile mechanics, automobile engineering,

contracts and specifications, carpenter's and builder's drawing, cool mining, cona'hte

tests, cable telegraphy, construction of electrical apparatus, central electrical stations,

compressed air, cupola practice, drainage, electrical shop work, electrical practice,

elements of structures, engine testing, electrical drafting, estimating for architects

and builders, electric railways, distribution systems, electric measurements, electric

engineering mathematics, electrical contracting, electiotechnology. electrical design,
58 THE UNIVERSITY EXTENSION MOVEMENT.

engine running, electrical measuring instruments, electrical equipment of power

plants, furniture making, foundry metallurgy, field astronomy, firing, fuels, gas

practice, gas engine theory and design, gas -engine ignition. gas power, graphics,

graphic statics, household electricity, hydraulic engineering, heating and lighting for

janitors, instrumental drawing, loft practice, locomotive engineering, locomotive

maintenance, locomotive operation, logging railroads, map drawing, mechanical

drafting, marine engineering, mechanics of materials, power plant design. power plant

calculations, power plant operation, practical physics, pattern making, pavements,

practical mechanics, plotting, and computing, railroad drawing, seamanship and

ordnance, shop mechanics, stationary engines, shop calculations, shop sketching, test

methods, wireless telephony. works engineering, water power engineering, water

supply.

In addition to these courses. extension work in engineering exhibits several welldefined characteristics which deserve to be mentioned. Most of these are duo to the

peculiarly close connection between instructional and occupational work in this line.

Part-time courses.Various ways are adopted of combining the two. A variation.

usually an abbreviation, of the regular four-year course is sometimes given, usually in

the evening, to those who are employed during the rest of the day. Lowell Institute

(Boston), under the auspices of the Massachusetts Instittite of Technology, condutks

a free evening school for industrial foremen, comprising an electrical, a mechaniZ,

and a building course. Northeastern College (Boston Y. M. C. A. offers two four-year

coursesa part-time day course and an evening coursein mechanical, civil, struc

tural, electrical, and chemical engineering. The University of Minnesota extension

division gives groups of courses in architecture and in civil, mechanical, and electrical

engineering. The work is given in the evening and extends over two to three years.

The University of Wisconsin extension division suggests various groupings of its

engineering courses. the groups consisting of from 4 to 10 courses each. . The combinations are determined by the special requirenients of some occupaaion. Thus there is

a machine-design group. a gas-engine group, a refrigeration group, etc.

Cooperation.An extensive form of cooperation. not usually classed as extension

work, is carried on in engineering by the municipal universities of Cincinnati and

Akron, and the Georgia Scli ,,ol of Technology. This is the well-known plan of dividing

the students into two sections, which alternate, two weeks at work and two weeks id

the class. The requirements for entrance and grad are virtually the same as

foretudents taking the regular four-year course. Na y, more time is required to

complete the course. In the University of Cincin a t five years are fixed as the

length of the Course on the cooperative plan, the work continuing through 11 months

of the year. A similar arrangement exists at the Georgia School of Technology.

The two institutions in Ohio, being supported by the cities in which they are located,

also perform an extensive service in giving expert advice and in cooperating along this

line with the industries of the city and with the city government. A similar form of

cooperation exists in the University of Pittsburgh and New York University. The

extension evening classes of the Georgia School of Technology are supported by

appropriations granted by the city council of Atlanta.

Mining courses. Several institutions which have not hitherto gone extensively, if

at all, into the field of extension work, maintain a special form of this work in connection with the mines of the "State. This is true of the Universities of Arizona, Kentucky, Nevada. and West Virginia, and of Pennsylvania State College:

In Arizona this work is conducted by the State Bureau of Mines, which is under

the direction of the board of regent of the universit). In addition to its more technical work, the bureau makes a study, for example, of recreatiOn, organizations, and

living conditions at the mines, and maintains a free film service and an information

service. Some members of its staff are constantly in the field.
THE CONTENT OF EXTENSION. 59

in Kentucky, classes are formed at the mines by the department of mines and

metallurgy of the university. Besides lectures to disseminate information on the

mineral resources of the State, courses ().1 study are mapped out for the.classes. examinations are given, and a certificate is awarded for the satisfactory completion of the

work.

The Tonapah (Nevada) School of Mines gives secondary instruction in mining and

milling subjects for those who wish to advance themselves without giving up their

regular vocations. Classes are taught morning and evening to accommodate those

hanging shifts.

The engineering extension department of Pennsylvania State Coll ::e cooperates

with shop officers, the Y. M. C. A., the railroads, chambers of commerce, trade-unions,

etc., in organizing classes and supplying books and instructors in engineering for men

engaged in work, especially those who have not had a high-school education. Each

course consists of 20 weekly assignments. The chief aim is to present the fundamentals

of engineering in each case. A number of such courses are offered in mechanical,

electrical, civil, and industrial engineering. 0.`

In West Virginia. instruction in mining centers is carried on jointly by a university

instructor and a local instructor, usually a superintendent or foreman at the mine.

The instructor from the university visits each center once or twice a month, giving

supplementary lectures and demonstrations. and showing slides and films. Safety,

sanitation, domestic science, etc., are also emphasized.

Inmtilutes.Profoasiopal institutes and short courses and eipert information are often given, oven by institutions which have no extension organization. Thus the

Georgia School of Technology giv4s a three days' course in highway engineering for

practicing engineers, and sends special information on request. The department of

ceramic engineering in the University of Illinois offers a two weeks' industrial course

in the principles underlying the manufacture of clay products, in cooperation with

the clay and allied industries. It consists of lectures, laboratory work, practice in

firing kilns, and discussion. The University of Michigan offers the advantages of its

municipal, sanitary, and highway laboratories to the people and municipalities for'

making testa of materials. water,.otc. A week's course in highway engineering is also

given, consisting of lectures by experts. The University of Nevada giverra four weeks'

prospector's course in prospecting, assaying, hygiene, etc.. and laboratory work, The

University of West Virginia conducts a four-day conference on good roads at the

university, followed by a three -day school for general instruction in various parts of

the State.

Work along all these lines is, of course, done by other institutions also, which maintain a complete extension system, including class and lecture work, a general information service, institutes, and conferences. visual instruction. etc. This includes the

State universities listed and the Iowa State College of Engineering and Mechanic Arts,

which has also established an extension system on the same lines as the State

universities.
THE EXTENT OF EXTENSION SERVICE.

The activities of general university extension, are exceedingly

varied, and, with the exception of correspondence study and class

study, not very definitely standardized. Accordingly, it is very

difficult to give exact figures on the extent of service and the number of people Served through the various activities. Even 'in the

case of extension centers and classes held in different cities of the

State, enrollment figures are lhard to classify. In some institutions

students in extension classes are listed informally, and do not appear

in the statistical tables of the university. This is especially true of

lecture courses in subjects not given for credit. -Fairly exact figures

can he obtained for correspondence-study students, though oven

here the same difficulty appears as in the case of class extension.

Frequently students take correspondence-study courses without any

intention of securing credit, and their names-may not be listed

in the enrollment figures. In addition, correspondence students

may register any time in the year, and frequently they obtain extension of time, so that at any sone date it can not be .stated with

exactness how many bona fide students are taking work.

Perhaps the hest way to indicate the number of correspondence

students in a single institution is to give a summary statem

all those who have enrolled during a certain period. For sexampl

the correspondence-study department of Chicago reported May 1,

1919, that it has reached nearly 21,000 persons during the past 27

years. It is offering 450 credit .ceurses in 40 different subjects.

"It has made higher education possible to 'tens of thousands through

pioneer work in university extension."

The Massachusetts department of university extension reports

that in the courses by correspondence and the courses taken in

classes the potential active enrollment on March 1, 1919, was 13,827.

The enrollment from the establishment of the department, in January, 1916, to March .1, 1918. totaled 22,115.

The table following is a compilation of some of the reports furnished? September, 1919, in response to a questionnaire concerning

.the estimated number of persons served by extension divisions.

Other reports contained figures which did not lend themselves to

classification. In most cases the figures given in the table ar©

necessarily approximate, They do not give a complete estimate of

all the services, because data are seldom available for all items covered by ,the column heads. They include only the work of the

organized extension services and 'not that of the university as a

whole. , eo
imonning.

THE EXTENT OF EXTENSION SERVICE. 61

Column 2 includes all credit and noncredit extension class instruction and correspondence study of aft kinds.

Column :3 includes lectures, single and in series, concerts. chauteuquas, etc.

Column 4 includes all slides, films, exhibits, expositions.

Column 5 includes all services to clubs, package-library service.

debates, etc.

Column 6 includes institutes, conferences. short courses. consultat ions.

Column 7 gives number of requests for information answered

(other than by package libraries), and includes municipal reference..

special bibliographies. etc.

F.:thou:tett number of persons tqt re, fl by 17 institutions. in the activities named. 1918-19.

suds I hee. chisses division (.71 d cm.. tures,

conoerts, Ce etc.

study.

Visual Mon

1"true" and club lion. service.

University of Arkansas .. . . college of tho City of New York , Univeroty of Denver

Indiana University University of Iowa Massachusetts commission of

university extension University of Michigan

1,6x1

23,660

256 2,256

150

2 1, 184. 15,450

1 400

I 25,500

20, 000 26.100 8000

e) 90,000

165,000 (i)

43,000

18 600 Pi

(1) 50,000

1,900 0)1,400

19,969

1,0130

(2)

3,000 g) University of Missouri 607 7,500 10,000 15, 000 University of Montana 130 20,000 6 12,000 1,695 University of Oklahoma 3,111 119,200 360,000 104,000 University of Oregon 1,400 120,000 40,000 15,000 Pennsylvania State College 3,900 ) 0) ) University of Pittsburgh , 1 437 13,000 607,502 31, fars0 University of South Dakota ... 400 (') 5.000 5, 500 University of Texas 2 1.360 50,000 116,100 488,445 University of Virginia ( l) 30,000 15,000 40,000

Total. 236. 245 1 529, 300 11, 481, 602 I 819, 709 - -

Institutes

and conferences.

(')

(2)

(2) 101,250

2,500

(1)

3,500

(I)460 1,000

300 0)

1(1 )

18,5(10

.93,000

General

information.

Number

of copies of bulletins distributed.

15,000

(')

g), 000 1,500 (I)600 5,000

2,000

121

1, ROO

800

500

(')

(2) 23,801

2,500

60,000

(

)

it, 50Q

30,000

50,000

(7)

5000

5,000

500 251,400

11,000

2,000

50,000

1,500

290,000

35,000

1147,510 156,622

, Activity not undertaken, or no report. 2 Correspondence study net included. I Claws not Included.

'216 schools served.,

1 Figures for 1917-18. t Includes only class instruction and not other extramural work. 2 Includes 16 institutions.

I Includes 12 institutions.

' Includes 13 institutions. s. 0 Includes 8 institutions

The following tabulated statements of the ;work of several extension divisions indicate approximately the number or p5tsons affected

by the different services.

UNIVERSITY OF MINNESOTA, EXTENSION DIVISION/11117-1119.

Number of semester registrations in. evening extension classes ur 5,118

Number of registrations in short courses ...... 505

New registrations in correspondence courses .,. 386

Towns having lyceum courses A 354

Entertainments given on these courses - ), 684
62 THE 171TIVERSITY EXTENSION MOVEMENT.

Single date addresses of various kinds 92

411 Towns using lantern slides 94

Sets of lantern slides used by these towns ..622

Towns using drama service -360

Plays sent out to these towns 3, 105.

Towns served by the Municipal Reference Bureau 125

Inquiries answered by the Bureau 500

UNIVERSITY OP NORTH CAROLINA. BUREAU OF EXTENSION. 1918.

University news letter carrying results of economic and social surveys,

weekly issues 12, 0(K)

Debaters in the High School Debating Union, 150 schools, 600 debaters,

audience 75,000

War information leaflets, stimulating patriotism 60, 000

After-the-war information leaflets, concerning reconstruction total issue.. 10, OM

Good roads institute for commissioner, engineers, etc attendance.. 125

Federated Women's Club members enrolledinstudy courses. 825

Books and pamphlets lent in package library service 3, 2.19

Lectures delivered on 185 occasions 50, 000

Community centers organized 5

North Carolina yearbook containing State studies' total issue 2,500

Municipal reference seivice, film service. community drama service,

persons affected 10,000

UNIVERSITY OP OKLASOMA, EXTENSION DIVISION, MAY I, 1919.

Correspondence study 861

Extension classes:

Extension classes 39

Community classes held (27), enrollment 213

Study clubs organized (8), enrollment 213

Total number of classes 465

Entertainment

Extension lectures 1,446

Extension concerts 526

Total attendance 197. 200

Visual instruction:

Visual instruction lectures and slides circulated 34, 300

Conferences 300

Discussion and club service: .

Traveling libraries circulated 103

Debating class 203

Extemporary speaking, number of schools 722

Package libraries, number distribut4 1, 028

- Current topics study, students enrolled 7, 408

UNIVERSITY OF PITTSBURGH. UNIVERSITY EXTENSION DIVISION, 1917 -18.

Extra mural instruction department:

Centers for credit courses 11 Centers for lecture courees I9. 12

Courses given for credit 19

Students taking credit courses 345

Noncredit attendance at courses . 1, 732

Total 2, 077
THE EXTENT OF- EXTENSION SERVICE.

Public service department:

Lectire bureau 111 Lectures. 1,342

Total audiences . 290, 0956..

Package library bureau

Briefs and bibliographies prepared 104

Loan libraries 103

Visual bureau

Centers using films 107

Exhibits 779

Attendance. 503,269

('enters using slides. 79

Exhibitions. 632

Attendance . 184,24r

Appointment bureau

Teacher's branch

Positions secured 213

Applicants placed

Amount of salaries. $15.9%.119188 Undt.. graduate branch. students placed , . 1, 208

Relations burefk

Interscholastic literary contest omitted.

Conference with secondary,school principals

Ninth annual conference of college, normal and secondui y schools

held.

UNIVERSITY OF WYOMING. EXTENSION DIVISION. 1817-18.

The following is taken froni the official report publislipd in the catalogue of the

University of Wyoming:

STUDENTS IN RESIDENCE.

In graduate standing 2 Winter course 3

Seniors 26 F1adio-buzzer class 27

Juniors 26 Summer school of 1917 261

Sophomores 54 . k, Freshmen 77 . 633 4.

special 44 ,Less names counted more than

Nurses training school 3 once 30

University high school. 68

Music (not taking other subjects) 42 603

EXINSION,

Correspondence study department 239 Training for industrial teachers.. 11

Extensiop study (('heyenne), physical training for women 42 I Total 292

Attendance at extension lectures, teachers' institutes, farmers' institutes, short

courses, etc., is not counted in regI8tration statistics. Careful estimates indicate

that direct educational service of kinds has been given 4E1917-18 to about 26,000

persons.
THE UNIVEItSITY EXTENSION MOVEMENT.

MASSACHUSETTS DEPARTMENT Or UNIVERSITY EXTENSION.

The following tables are taken from the third annuaT report of the department:

Summary of total enrollment of students throughout the Commonwealth according

to type of instructioncorrespondence, class, and group. The period covered.

January 19, 1916, when first student was enrolled, to November 30, 1917: Men. I Women. Total.

Total correspondence enrollment Total class enrollment.... Total ... group enrollment

Total enrollment

. ... 117,86r2 1 73

11,3°9462 II 14

11,814474 K

4,600 2,505 1 7.105 Number of students who have completed courses since establishment: of the department:

. Men. Women. Tot al Completed with certificates: In correspcuidence courses 370 123 49S In clams, 249 352 601 In groups 9 9 Subtotals., 628 475 I 1,10i

Completed without certificates: In correspondence courses 39 31 90

In classes 49 88 . 137

In groups a

i t, Subtotal 114 119 ' 21.3 Grand total 1,336 1

MASSACHUSETTS COMMISSION ON EXTENSION COURSES.

REGISTRATiON.IN cOURSEN. 1917-18.

Botany 21 German :34 Economics 49 History . 103 Education 81 Internatioauflaw 18 Ehglish 580 Music di Fine arts . .. 30 Spanish 73 French 114 Zoology 17 Geography 10A Geology 40 Total I . 343 Sioce the establishm'ent.of the edmmission in 1010 the number of courses given

each .year and the registrations, have been as follows:

Courses. tReffraon. -

('our..., Regis-. trollop.

In 1910-11 16 863 In 1915-16 24 1.5x4

In 1911-12 17 1,150 In 1916-17 21 1.436

In 1912-13 21 1.060 In 1917-18 29 1.345

In 1913-14 19 1,127 In 1918-19 . 1.184

In 1914-15 24 1.309

REED COLLEGE, EXTENSION DIVISION. TOTAL ATTENDANCE. In 1911-12 3, 360 In 1915-16 17. 158

In 1912-13 6,577 In 1918 -17 48,060

Tn 1913-14 11,288 In 1917-18 27.412

In 1914-15 13,67
THE EXTENT OF inTENSION SERVICE. 60

In extension lectures 88 courses have been given. Extension courses are open to

everybody in Portland. Nineteen courses were given in seven different.places in

1917-18.

INDIANX UNIVERSITY. EXTENSION DIVISION.

RegistAitions, Bureau of correspondence study, 1912-1919 1, 519

Houni.of credit earned by correspondence stud ,1917-18 310

Hours of credit earned by correspondence study,7918-19 354

Courses completed by students in English, French, journalism, political

science, and 15 other departments or subjects 811

chins instruction, 1918-19:

Students in Indianapolis center, first semester 425

Students in Indianapolis center, second semester 370

Total 795

Students in Fort Wayne center, first semester, 1917-18 179

Students in Fort Wayne center,.second semester 246

Total 425

Total. 1918-19, second semester 311

Students in closes at New Castle and 11 other cities, 1918:19 273

Public welfare service, 1918-19:

Children tested 100, 000

Attendance at Red Croesiastitutos and chapter courses 250

Schools enrolled in discussion loii,gue , 175 .., Approximate attendance at league contests 18, 00'''.

Approximate attendance at lectures arranged by speakers' bureau 25,000 Lecture series and institutes, attendance 1,100

Welfare and art exhibits circulated (29), number of exhibitions 158

Package libraries and club study outlines supplied 1,969

Number of lantern slides lent .. 19,057

Approximate attendance 27, 500

In fonuationaIsbuiletins published (10), copies distributed 30,000

UNIVERSITY OF WISCONSIN, EXTENSION DIVISION.

Correspondence enrollments, 1916-1918 12,923

Package libraries lent, 19/7-18 6,663

Requests for information answered by Municipal Reference Bureau, 1916-

1918 1,494

cities served by Municipal Reference Bureau 128

Registration-in classes for postgraduate medical instruction, 1918 247

Lectures by faculty members, 1917-18 551

July I, 1918, to May I, 1919. 4 Correspondence and class instruction, total enrolltnent, May 1, 1919 43,413

Lectures, concerts, etc., 1917-18, attendance . 451,700

Visual instruction, estigiated attendance 1, 932, 000

Individuals served by package library service 1691: 356571 Attendance at readjustment institutes and conferences

Number of requests for information answered by information department.. 2,115

153448a-20-5
66 THE UNIVERSITY EXTENSION MOVEMENT.

Partly to give an example of extension publicity, charts showing the extent of several

types of the Wisconsin service of 1914-4916 are presented in the following pages:

CHART 1. Extension instructs wherever the mai goes.

There are 648 spots on this map. Each spot represents a Wisconsin community In Which some service

of the extension division was used In one or more ways during the biennium 1914-1910.

There are 1,251 post offices In Wisconsin, 51 per cent of these Were reached by extension service In the

blehnium 1914-1916.
THE EXTENT OF EXTENSIO#SERVICE. 67

CHART 2.Instribution of package library servloe for the biennium 1914-1916. The University of WLs- cousio, University Extension Division, Department of Debating and Public Discussion. Erptanation.-" Each spot represents 1 to 50 packages lent. In 45 cities over 50 packages wore lent "

Number of package libraries lent in biennium 1914-1916 11,136

Number of package libraries lent In biennium 1912-1914 6,570

Number of package libraries lent in past 7 years 24,112

Increase in the number of packages lent during the biennium over the preceding biennium was 4,566, or 68 per cent. Number of packages lent in the past biennium was 46 per amt of the total lent in seven years,

Packages were sent out at an average rate of 18 a day during 1914-1916.
08 THE 'UNIVERSITY EXTENSION MOVEMENT.

CHART 3. Noncircult or direct service in eduettional lantern slides and motian,picture films, 1915 - 19111.

University of Wisconsin, The University Extension Division, Bureau of Visual Instruction.

Explanation. White spots, slide service; black spnfa, film service. Spots represent schools and other

organizations. Numbers indicate sets of slides or reels of film, July 1, 1915, to July 1, 1916. Represent

service to 260 different pleas, 486 organisations; 89,625 slides, 1,199 reels of film shown. (These figures are

grossthe totals of frequent relendings ) WHAT THIS slaws wouLo HATE COM' IT RENTED. *Led on an average commercial charge of 5 cents each for slides,11.50 a reel for film!.

I9H-1915:

43,676 slides at 5 cents each 82,194

470 reels of film, at $1.50 each ... 705

1 \5-1918:

9,625 slides at 5 cents each ,. 4,481

1\199 reels of film, at 81.50 2,248

\ Total 9,628
THE EXTENT OF EXTENSION SERVICE. 69

('HART 4. Routtni circuit service in educational lantern slides and motion picture films. University of Wisconsin, The University Extension Division, Bureau of Visual Instruction.

Explanation.Each spot represents one package weekly from November 1, 1915, to @lay 1, 1916. "Six

circuits with 27 to 33 tsmmunities on each circuit."

Total number of sll in use, 13,808. Total number of slides shown on all, 400,820. Total number of

reels of film in use, 12% Total number of reels of film shown on all, 3,617. A WHAT THIS mimic womn HAVE COOT I? HICHT11,.

Based on an average commercial charge of 5 cents each for slides, $1.50 a reel for ffilms. 1914-IS: 7,200 sliditi used an average of 35 times each during season 812,600

60 reels of Item used an average of 35 times each.during season 3,150

1915-16: 13,808 slides used an average of 29 times during season 20,021

120 reels of film used an average of 29 times during season.. 3,220

Tots'. 40,901
DIRECTORY OF GENERAL EXTENSION SERVICES.'

The following list of institutions and extension activities is fairly

complete and approximately accurate. The information was obtained

from catalogues, announcements, and correspondence.

Since this bulletin is concerned chiefly with university extension,

no attempt was made in compiling the directory to include all the

agricultural colleges and the normal schools.

Institutions and extension activities.'

State,itistitution, place, officer In

charge. Activities. Remarks

Alabama: University of Alabama, University J. S. Thomas, director extension division.

Arizona: University of Arizona,

Tucson, F. G. Lockwood, director

extension division.

Arkirtsas: University of Arkansas, Fayetteville, B. C. Riley, director generid extension division.

California: University of California, Berkeley, L. J. Richardson., director extension division.

California: Humboldt State Normal, Arcata, N. B. Van Metre, princi- pal. California: Junior College, Rivetside, A. G. Faul, director of exten- sion. Colorado: University of Colorado, Boulder, Loran D. Osborn, direr,-

tor extension division.

Colorado: University of Denver, University l'ark, D. E. Phillips, director of extension college. Colorado: Colorado State Teachers

College, Greeley.

Colorado: Colorado State Normal

School, Gunnison, Grant Rutland, acting president. Delaware: Delaware College, Now - ark, E. V. Vaughan, chairman

committee on extension.

District of Columbia: George Washington University, Washington, W. M. Collier, president. District of Columbia: Howard UNremit (colored), Washington, vurkee, president. University of Florida,

vale, A. A. Murphree, presFlorida: Florida State College for Women, Tallahassee, Edward

Conradi, president. °

: University of Georgia, Trans, D. C. Barrow, president. Georgia State Normal School,, ina.

Extension lectures, debating and 810,000 appropriation for expublic discussion. pansies, 1919.

Lectures, correspondence study, Organized 1912, reorganized

general uiformation service, field 1919. work by bureau of mines, debuting and public discussion. Correspondeneestudy, club study, I Organized 1914-13. class study, lectures, concerts, visual Instruction, package 11. braries, community institutes, general information, news serv. sts Class instruction, lectures public Organized 190), reorganized discussion and club service, mu- 1913. menial reference, general infor- . mation, visual Instruction. Correspondence lastruction de. Organized 1917. pertinent, service of field super- vision.

E xterLsion elasses, lectures

Correepoi.dence instruction, class

instruction, vocational instruction, imbues, visual instruction, community welfare, business

and commercial development, library service, municipal refer- ence publications. Extension classes and lectures for

teachers, discussion, and 'dub

service.

Correspondence study, group

study courses, institutes, trading circles, surveys. Group study correspondence study, reading circles, rural demonstration.

Extension lectures, movable house economics schools, service bureau, evening classes. Extension lectures, classes

Correstrandence study

Conferences, lectures, correspond- Tore study, employment bureau, debating, institutes. Confelencra, lectures, correspond - e study, employment bureau, debating, institutes. s Lectures, discussion service, Institutes, conferences.

Correspondence study

Organised 1912: cooperates with two other State institutions.

Extension college, supported

by tuition toes. Cooperates with iniversity and

normal school.

Cooperates with university and

teachers' college.

Double sessions to accommodate Government employees.

$46,000 appropriated by legislature la 1919.

The directory is a revision of a mimeograph bulletin prepared by J. Schlieher.

I gee succeeding pages for fuller tabulation of activities of State university extension services.

70
DIRECTORY OF GENERAL EXTENSION SERVICES. 71

Institution$ and erteu.non activitiesContinued.

State, I n_stitution , place, officer I n

charge. Activities Remarks

Idaho: University of Idaho, Mos- cow, E. II. Lindley, president.

Idaho: State Normal School, Albion, (1. A. A aline, principal. Idaho: State Normal School, Lewiston, 0 M. principal. thin& Jniversity of Illinois, Ur- ban.., E. J. James, president.

Illinois: Knox College, Galesburg, J. I,. Mc('onsughy, president. Illinois: University of Chicago, Chicago, II. F. Mallory, secretary

extension division; O. W. Cald- well, dean of University College, Illinois: B radley Polyter hnic Institute, Peoria, T. C. Burgess, presi- dent.

Illinois: Western Illinois State Normal School, Macomb. Indiana: Indiana University, Bloomington, J. J. Pettijohn, director exterisloti division.

Indiana: Butler College. Indian- apolis, J. W. Putnam, directorext ension courses.

Indiana: Goshen College, Goshen

Iowa: University of Iowa, Iowa City, 0. K. KlIngmae, director extension division.

Iowa: Iowa State College, .4mes, rt. A. l'earson, president.

Iowa: Iowa State Teachers College, Cedar Falls, 1. C. Merl lade, director extension division. Iowa: Iles Moines College, Des Moines, J. A. Earl, president. Iowa: Drake University, Des Moines, A. Holmes, president. Kansas: University of Kansas, Lawrence, H. O. Ingham, director extension division.

Kansas: State Normal School, Em- poria, C. W. Saber, director exten- sion division.

Kansas: State Agricultural College, Manhattan, W. M. Jardine, presi- dent.

Kansas: Ottawa University, Ottawa, S. E. Price, president. Kentucky: University of Ken.

tuck y , Lexington, Wellington Patriot, director eitension division.

Correspondence study, lectures, visual Instruction, package li- braries, pu iscossion, gen- end Informs 'entire sery ice.

Correspondence study

Correspondence courses

.4visory service in community

proddems, engineering short

courses, movable schools, lee, tures. LectureS; debate and discussion

Corrpondegge courses, extension

classes; codierences; publicleotures. Extension classes

Classes, institutes, teacher place- ment. Correspondence study, class in- struction, extension lectures, conferences, public discussion, package libraries, general infor- mation community institutes, visual instruction, surveys and

investigations: welfare service, publications. Classes

Extension division organized

1914-15; at present the work

has 'been partially discontin- ued because of insufficient

funds.

Organized. 1892; offers 440 courses in 40 different slabJects.

Center offices in Indianapolis; and Fort Wayne. organised 1912: reorganized 1914.

Correspondence courses. Municipal service, business serv- Organised 1913. ice, public discussion, educational service, visual instruction, child welfare work, public health

service, patriotic league, corre- spondence study, conferences, publications. yngineer ing extension, vocational courses, technierel institutes, trade courses, bureau of techni- cal service, correspondence

study, extension classes, visual Instruction.

Study centers, institutes, exten- sion summer schools, lectures, concerts, lantern slides. City extension classes, homestudy

by correspondence. Home-study courses

Correspondence study, package Organized 1909. libraries, club servfee, general

information, lectures, concerts, municipal reference child eel -

faro work, visual Instruction,

short courses, institutes, confer- ences. Appointments., educational mess- Organized 1914. urements.correspoudencestudy, lectures ,visual instruction, seerlee bureaus.

Reading courses, vocational

courses, home-study service.

Assistance in debating and dismis- sion.

Correspondence study, short Organized 1917-18. courses in engineering, lectures and institutes, public discussion,package libraries, e bib 8611.- Ice, general information, welfare service, class instruction In Mining.

Organized 1906, reorganised 1913. Ten-day courses held

In six cities.

Work done In addition to re(- - tiler agricultural extension.
72 THE UNIVERSITY EXTENSION/MOVElaNT.

Institutions wat,extension activitiescontinued.

State.i nstitution,sulace, otetrr in

charge. Kentucky: Berea College, Berea, M. E. Vaughn, superintendeut extension deNrunent.

Louisiana: Ttie University New Orleans, J. A. Lyon, chairman

committee on extension.

Louisiana: Louisiana State Normal

School, Natchitoches, director extension department. Maine: University of Maine, t Iron, K. J. A lev, president.

Maryland: johns Hopkins Univer- sity, Baltimore, E. S. Buchner, director of extension.

Maryland: Maryland State College, College Park, Thomas B. Sy- monds, director general extension

service. Massachusetts: State board of education Boston, J. A. Moyer direct , for department of university extension. Massachusetts: Commission on extension courses, Cambridge, J. A. Ropes, chairman of the commis- sion. Massachusetts: Harvard 1' niver- sit y, Cambridge, J. A. Ropes, dean of School of Arts and Sciences. Massachusetts: Lowell Institute, Cambridge, Prof. Charles F. Park. Massachusetts: Boston Museum of Fine Arts, Huger Elliot, super- visor of educational work, Boston. Massachusetts: Franklin Union, Boston, Walter B. Russel, elloector.

Massachusetts: Simmons College,, Boston. Massachusetts: Boston University, Boston, Prof. A. 11. Rice, director.

Massachusetts: School for Social Workers, Boston, Prof. J. R. Brackett, director. Massachusetts: Lowell Textile SI-hool, Lowell.

Massachusetts: Massachusetts State

Normal School, North Adams.

Massachusetts: Connectives Valles.

Colleges, Amherst, Charles W. Hobbs, executive secretary

r.1 Massachusetts: Williaires College, North Adams, I. Freeman Hall, superintendent. Michigan: University of Michigan, Ann Arbor, W. I). Henderson, director extension division.

Michigan: Michigan College of Mines, Houghton. Michigan: State Nornial College, Ypsilanti.

Minnesota: University of Minnesota, Minneapolis, R. R. hive, director, extension division.

S:sttics. Lectures and demonstrations, traveling libraries, religious work.

Extension classes, work in agri- culture and home economics. Employment, institutes, advice

to teachers, extra-mural classes,

correspondence study.

Correspondence study, assistance

In debating.

Extension classes In education:

business economy and technical subjects given In evening

classes: visual instruction.

Correspondence study, assistance

In debating, package libraries,

lectures.

Extension classes, correspondence

study, information service, sur- veys. Extension classes; courses carry

credit toward the degree of asso- ciate in arta. The commission

cooperates in the administration of theschsplof social work. Conducts summer school of arts

and sciences, shares in work of

. commission on extension

courses, otters degree of associate

in arts, gives extension courses in mesile.

Free evening lectures and exten- sion classes. Lectures on art

Evening and Saturday extension

classes In technical subjects. Extension classes. Extension classes in college subjects.

Lectures on social and community

subjects.

Evening classes bearing directly upon their daily work for those employed in textile industries. Correspondence study.

Extension classes, mid sly in colle- giate subjects.

Extension classes Leviures and class instruction,

visual instruction, public speaking and debating,llbrary service, package libraries, conferences, school service, museum extension, mtuncipel reference, ad- visory and other service in public health, engineering, etc. Extension lectures

Lectures, classes, correspondence

study.

Correspondence instruction, class

Instruction, short courses, municipal reference, lectures, lyceum, Instituted, debating, community

center and other welfare see**.

Remarks.

Credit courses for teachers given first in 1909: special classes have been held since

0150. Organized 1919. Established 1915 -1 Established 1910; the commis- sion represents 10 institu- tions.

Reorganized 1910, admission of special students is regarded as a branch of extension work.

Amherest, International Y. M. C. A., Massachusetts Agricultural College, liolyoke College, Northfield Schools and Smith College, in cooperation with the Massachusetts Board of Education.

Organized 1911.

Reorganized 1913.
io

DIRECTORY OF GENERAL EXTENSION SERVICES.

Institution. and extrnfiatt activitirs--continued:

78/

Stet... institution, platy. ofiteer in

chart:,

Mississippi-. I nlversity of Mississippi. University, J. N. Powers. chan- cellor.

Mississippi: Mississippi Agricultural and Mechanical 1 ollege, Agricullurid College. F. P. :eines, director service bureau. Missouri: University of Missouri, Colum bia, (7. II. Wllliams,director ' extension division.

Missouri: State Normal School, Cape arazdeau, W. S. learmont, prthipel. Missouri: Washington University, St. bouts, F. W. Shipley, director t extension courses.

Montana: University of Montana, ; Missoula, E. 0. Sisson, president. I Montana: Montana State School of Mines, Butte, C. Ii. Bowman, president. Nebraska: University of Nebraska, Lincoln, A. A. Reed, 'director extension division.

Nevada: University of Nevada, Reno, W. E. Clark, president.

New Jersey: Rutgers College New

Brunswick, C. II. Elliot, director extension courses.

New Mexico: University of New Mexico, Albuquerque, D. R. Boyd. president.

New Mexico: New Mexico Normal

lniversity, East Las Vegas, F. II. II. Roberts princiNi New York: Unirmety of the State of New York, Albany, W. R. Watson , chief of division of educational extension; A 'W. Abrams, chief of division oFelgual instruction.

New York: Columbia University. New York, J. f. Egbert, director extension teaching.

New York: Syracuse University, Syracuse, M. Elwood Smith, director extension courses.

New York: University of Rochester, Rochester, P. B. Gilbert, director

4silension courses.

New York: State Cc:41mo for Teach

es, Albany, R. H. Ektlana , chair- man, committee on extension COMM

New York: Brooklyn Polytechnic

Institute,. Brooklyn; Charles A. Omen, director extension courses. New York : Adelpht College, Brooklyn, Mary Clarke, ostes*ry as- . tension courses.

New York: College of the City of New York, New York, director olextenidon courses.

Activitic.

Extension courses, lectures

Correspondence study

i general information, visual instruction, package libraries.

Cori spondaic° study, class in- struction, lectures and lecture

course:, lyceams service, public

Information service, package

libraries, engineering extension. Correspandenceeourses, extension

tenter, courses and public lectures, school service bureau. Courses in business, technical and

otheesubjects, lectures.

Correspondence sttidy, class in- struction, lectures and lecture

courses. lyceum service, public

information service, package li- braries, engineering extension. Correspondence courses

Remarks.

In robin Ion to agricultural extension.

Organized 1910, reorganized

1913. School of Social Work at st. Louis.

Organised 1910, reorganized

1913.

Correspondence study, class in- Organized 1909. struetion, lectures, debating and

public discugslon, general infor- mation, welfare service, visual instruction, community drama

service, professional service, Red Cross work.

Library. club, and debate service, special mining school and classes; short courses.

Lectures, extension ckpet. special Reorganized 1912. courses for teacher.; assistance

in debating and public dismis- sion.

Correspondents study, lectures. Reorganized 1919. extension teaching, debating and

public discussion, general infor- Insilco, surveys and investign. tions,suggesti ye aid to communities, exhibits, conferences, in- minas.

Correspondence study

Lecture miiitms, traveling libraries, reading circles, club study, lantern slides, pictures.

Extension classes in New Yak Organized 1901, 'reorganized and elsewhere, lectures, Instl- i 1910; special courses ofJered totes, home study. by School of Practical Arts of Teachers College. Lectures, evening classes, exten- Department of Forest Exten- sion work In forestry and land- don organized In 1913. escape gardening, exhibits, dem- onstrations.

Extension classes

Extension classes, special courses

for teachers.

Extension classes? afternoon and

evening classes.

Extension classeefevening classes..

Emension classes.

Organized 1911.

e/rganized 191S.
74 THE UNIVERSITY EXTENSION MOVEMENt.

Institutions and extriFion activities- -Continued.

State .insti tiltion , officer in

charge. Activities Remarks

New York: New York University, Extension classes, public-health Extra-mural division

New York, James E. Lough, correspondence study. 190s. dean.

New York: Union Callao, Schenec- Extension classes

tady, Charles A. Richmond, presi- dent.

North Carolina: University of North j Carolina, Chapel Hill, I,. R. W11- son, director extension division.

North Carolina North Carolina Normal and Industrial College,

Greensboro, Mary M. Petty, chairman extension work.

North Dakota: University of North Dakota, Grand Forks A. H. Yoder, director extension division.

Ohio: Miami University, Oxford, R. M. Hughes, president.

Ohio: Ohio University Athens,

William F.. McVey, director extension work.

Ohio: allitversity of Akron, Akron, Ii. Sr Simmons, director com- mittee on extension.

Ohio:Cleveland School of Education, Cleveland, Ambrose D. Suhrie,

dean.

Ohio: University of Cincinnati, Cincinnati, E. I.. Talbert. director extension work.

Ohio: State Normal College, Kent, J. E. Mc( lilvery, Ohio: Toledo University, Toledo, A. M. Stowe, president. Ohio: Denison [

president. Gran vine,

C. W. Chamberlain, president. Ohio: Marietta College, Marietta, J. S. MacMillan, president. Oklahoma: University of Oklahoma, Norman. .1: W. Scroggs, director extension division.

Oregon: University of Oregon, Eugene, John A. Almack, director extension division.

Oregon: Reed College, Portland, W. T. Foster, president. Pennsylvania: Irnivetrsity of Penn- sylvania, Philadelphia, F.. F. Smith, provost. Pennsylvania: University of Pitts- burgh, Pittsburgh, .1. R. Kelley, director extension division.

Pennsylvania: Drexel Institute,

Philadelphia, Hollis Godfrey, president.

Pennsylvania: carnegle Institute of Technology, PittsTsugh, A. A

Hamerschlag, president. Pennsylvania: Lehigh University, Bethlehem, Percy Hughes, director extension courses.

Correspondencestudyiect nires,de. bate and declamation, surveys, municipal reference, advisory

school servi, institutes special bulletin series, visual Instruction.

Lectures, club service, advisory

service, commercial correspond- ence courses. Correspondence study, publicity

and information, club service package libraries, debate and declamation, lectures, lyceum

service, visual instruction. Extension classes, teachers' conferences, loan of slides, laboratory material. Extension classes, traveling libraries.

E x tension classes, cooperation with

city authorities, lecture courses. E x tenni on classes Evening classes, cooperative courses in engineering, munici- pal reference service, home economics service.

Extension courses

'Research, laboratigy, and other service to t he city. Extension classes and lectures

Extension classes

Correspondence study, class study, lecturer, public discussion and

debate, general information, municipal reference, traveling

libraries, public welfare service, visual instruction.

Correspondence study, class stOdy, lectures, reading circles, visual instruction, community music, child welfare, public Information, public 'discussion, other public service. F. x tension lectures Extension classes in linance and

commons, special courses for

teachers.

Correspondence study, class In- struction, lectures, publ., In mission, debate, general infor- mation, package libraries, visual instruction, business develop- ment, community center, and

other welfare work.

Extension classes In domestic arts

and science and physical training, cooperation with Industries.

Extension classes, night school and afternoon classes in business subjects, social work, etc. Evening extension= at Betty

'ahem and other

organized 1911.

opened

Organized 1901, committee on

university extension.

Or,m, nited 1910, work confined

largely to southeastern O'iio.

Cooperation in testing, homs, demonstration, playground

work.

Cooperation with Western Re- serve University and other

local institutions.

Department of extension teaching. Admits "extension students"

(or noncredit work.

Organized 1905, reorganised

1913.

Evening SchooP of Accounts and Finance, T. J. Grayson, director.
DIRECTORY OF GENERAL EXTENSION SERVICES. 75

Inititution$ and extension activities-4 'ant in nail:

Stateinsti twine. place, officer in

charge

Pennsylvania: Pennsylvania State College, State College, J. T Marsh- man, director liberal arts exten- sion: R. L. Sackett, director en- gineering. Rhode island: Brown University, Providence, W. F. Jacobs, director university extension. Rhode Island: Rhode Island State

College, Kingston, If. Edwards, president.

South Carolina: Unlyersity of South Carolina, Columbia, J. O. Van Meter, director extensiondepart- ment South Carolina: Winthrop College, Rock Hill, David D. Johnson, president.

South Devote: University of South Dakota, Vermilion, J. C Tiaden, ruling director.

Tennessee: University of Tennessee, Knees tile, Charles E. Ferris, dean

in charge extension division. Tennessee: Peabody College for

'Poachers, Nashville, R. W. Rel- y idge, in charge of extension Texas: University of Texas, Austin, E. B. Shurter, director extension

division. Texas: !Toward l'ayne College, Brownwood, J. A. Tolman, presi- dent. Texas: Baylor University, Ireco, Lula Place, chairman extension

committee. Texas: Southwestern University,

floorgetown, C. M. Bishop, presi- dent.

Texas: Westminster CollegeTehts- scene, J. C. Williams, president. Utah: University of Utah, Salt Lalerity, F. W. Reynolds, director extension division.

Virginia: University of Virginia, Charlottesville, C. O. Mapbis, director of extension work.

Vermont: University of Vermont, Burlington, (Joy I'. Benton, presi- dent.

West Virginia: University of West Morgantinsti 1.. B. -Hill, director extension division.

Washington: University of WashI ngton,Seattle, Edwin A. fait,d1-

rector extension division.

Washington: Washington State College, Pullman, F. F. Nalder, director general extension. Washington: State Normal School, Bellingham,,G. W. Nash, priori- PaL

Actbiiies Remarks

Extension lectures, debating, cur. , nrgauired 190n, respondence, and evening ; courses, apprentice schools.

Lecture courses, extension classes /rganized 1907.

flume study courses organized 1904.

Correspondence study, class work, debating, pack ace libraries,

rural sociology, lectures, general welfare, assistance in teachers' meetings, etc., comparative er gineering courses. Lectures, demonstrations, community entertainment.

Extension classes, correspondence work, visual instruction, debating, package libraries, lectures. Lectures, debating, visual instruction.

Correspondence courses, lectures..

Correspondencestudy, , group stud y courses, class instruction, pack- age libraries, lectures, short courses, general information, visual instruction, debating, school service, welfare service.

Correspondence courses ....... do Correspondence study do. Correspondence study, extension

classes, !mimes and entertain- ments, general information de- bating and discussion, visual instruction, institutes, health

work and other welfare sets Ice. Lectures _debating, package lb

tirades, bMIetins, appointments, high school quarterly, visual

instruction. - Courses for teachers, school con-

, ferences, lectures, special exten- sion classes on demand. Correspondence study extension

credit courses In various, centers of the State: school of good

roads, conferences, slum! instruction.

Correspondence study, class in- struction, lectures, general Infos

Illation, debate and discussion, package libraries, oonferenees,

surveys, medical clinics and

welfare work.

Debating and public discussion, home economics extension. Lectures oorrespondence study, extension dasees, advisory work.

Reorganised 19IS-19.

Organized 1913-14.

Reorganized 1915.

Organised 1912.

General extension division

organized 1919.
..a1111111

7B THE UNIVERSITY EXTENSION MOVEMENT.,

Institution and e.rtension activitiesCon tin ut,(1.

Strtte,1 nstitution, place. Mbcs r it Activitie, charge.

irS1111 izoi 19110

Remarks

Wisconsin: University of Wisconsin, 1.04 ri,,rr al Ix ed Madison, W. It. Lighty, acting

dean extension division.

Wisconsin: Beloit College, Beloit,

Correspondence study, class in- struction, lyceum service, debating slid discussion, package

libraries, visual instruction, community institutes, health

instruction, and other welfare we'rk. Mxtensionclass-s Dean G. I.. Coln" chairmen' cummitteo on extension.

Wisconsin: Marquette University, Milwaukee, C. K. Atkinson, dean.

university niversity of Wyoming, Laramie, 11 (', Dale, director of correspondence study.

do Correspondence (Nursers, lectures, extension classes, traveling

liraries, general information.

Itivirgan ixis1 1913; non-resident I nst met inu
NOTES ON STATE UNIVERSITY DIVISIONS.'

The following statement, with notes, is intended to give a brief survey of both the organization and the types of activities of each

of the extension divisions in State universities.

The classification Intodepartments and bureaus- and the grouping of activities correspond in most cases to announcements and

catalogues published by each .itastitution. In some cases the list

of activities does not correspond with the actual plan as followed in

191S-19, because several divisions have recently reorganized, and

also because war-time service and later readjustments changed to

some degree the normal process of extension work.

In order to avoid excessive repetition,it was found necessary to

condense greatly the descriptions of the divisions' services and to

omit many minor items.

Statements are given for 28 State universities. Several others

which have extension organization are not included, either because

their activities are comparatively -limited, as in the case of South

Caroline, or because they are not yet definitely projected and devel- oped, as in the case of the newly organizOd division at the University

of West Virginia.

In order to afford opportunity for comparison with State univer- sity systems, descriptions. are included of Columbia University,

the Massachusetts systems of extension, tlo University of Chicago, and the Mississippi service bureau.

UNIVERSITY OF ARIZONA, UNIVERSITY EXTENSION DEPARTMENT.

Correspondence instruction. The subjects taught include agriculture;"architecture, astronomy, botany, education; history, philosophy. Spanish, etc.' Two types of courses are offeredformal and informal, credit and noncredit courses:

Extension lectures.These are usually given without cost to the community, though

sometimes the expenses of the speaker are met by the local connitittee.

Public discussion.The department offers service to schools, clubs; and other

organizations interested in debate an -public discussion. Considerable material is available and may be secured on req t

General information service.Inquiries o public questions are answered by the department.

NOTES.

The work is being reorganized (.1919) and will be considerably expanded. As in

the case of several institutions, the University of Arizona conductssome extension

work through other departments than that of extension. The bureau of mines does

field work, conducts safety campaigns, offers first-aid and mine-rescue courses, circulates motion-picture films, and gives an information service on mining problems. . I These notes are based on tables prepared by 3. 3. Schlloher and Incorporated Ina mimeograph Dobkin, "General Extension Work Done by Universittesalat Colleges In the United States," Manedby the divi- sion dedusational extension, May, 1919. Supplementary matter has been added to the twee, and a

considerable numb". of changes have,been made.

77
. 6 78 THE uNrvEnsrrY EXTENSION MOVEMENT.

17NIVERSITY OF ARKANSAS, EXTENSION DIVISION.

EXTENSION TEACHING SERVICE.

Correspondence study . Some courses available are for university credit; others,

such as directed reading courses covering practically the same ground, are not given

for credit.

Club study . Opportunity for study and reading is offered, particularly to teachers .

and club women. Upon request, a course of reading is outlined and a textbook

selected; also several reference books are indicated, together with a full list of references and suggested topics for papeie and reports. Courses in education, literature,

social science, hygiene, economics, political science, and agriculture are offered.

Chan study.This department is supervised by members of the faculty. ('lasses

usually meet at night.

Extension lectures and lyceum course 3. Thew are suited for programs of women's

clubs, business men's leagues, institutes. conventions, commencement exercises and

holiday programs.

The extension division acts as a clearing house for concert companies, assisting

communities to secure lyceum courses.

PUBLIC WELFARE SERVICE.

.Lantern slides 'and films. --SetA of slides, many of them accompaniel by lecture

outlinee, are furnished free except for transportation charges. A partial list is in the

catalogue. Films and phonograph records are also furnished.

Package libraries. Packages of material for papers and debates on agricultural and

present-day questions. State high school debating league. Plays and recitation

materials.

Community institutes. Two and three day programs, consisting of le.ctures, demonstrations, exhibits, conferences, and entertainment, ags' held in towns and cities

'The inatitutes are designed to reach the various urban groups and deal with community

problems. The general extension division, in 'conjunction with the agriculture

extension, holds "Farmers' Chautauquas," lasting from one to three days.

General irk formation.Information 'on science, engineering, education, literature,

or art is fuiaseed tree to individuals, clips, civic societies, and public boards.

The general extension division works in close cooperation with the agricultural

extension division. A well-developed press and publicity service is maintained.

ITNWERSITY OF CALIFORNIA, EXTENSION DIVISION.

Chat instruction.-For cities and towns, courses are offered when a sufficient number of students din be secured for the same subjects. A list of these courses is given

in special slianountements. A special list is issued for southern California. Summer

.classes are given.in San Fiancisco, and Oakland. , Correspondence tnstruaion.--Special business cOnrses are offered. Among other

courses given are music, sewing, mil4nery, education, and playground work, oral and

dental hygiene, art appreciation, history, political' science, journalism, foreign lan-.

gnagee, technical subjects, secretarial training

Bureau of lecturets.In series et, 6 or 12 for Clubp,organizations, or communities.

Printed outlines accompany the lectures; .Profeesional lecturers and Musical com.

panics are alai furnished.

Bureau of public d The bureau prombtes discussion, of public questions

and assists in o conducting debating clubs and discussion centers..

The bureau publishes bulletins and cooperates with the State and county libraries

in recommending material. It conducts the Interscholastic Public Speaking League

of California.

ef
NOTES ON STATE UNIVERSITY DIVISIONS. 79'

Bureau of municipal reference.-sThe bureau acts as a clearing house for inquiries

and information on municipal affairs, and maintains collections of books, public

documents, etc., on problems of city government and administration. It is allied

with the League of California Municipalities.

Bureau of general information.The inquiries received, of ithatever nature, are

referred to various departments or individuals of the faculty.

instruction.The department collects and circulates large numbers of

slides, films, and exhibits, and Bends them in rotation to the public schools and to

citizens. NOTES. Three main offices are,maintai'ned at Berkeley, San Francisco, and Los Angeles,

besides centers at San Diego, Santa Barbara; Fresno, Sacramento, Red Bluff, and

Eureka. Emphasis is placed on class, correspondence work and lectures.

During the war and in 1919, the division has been partially reorganized. The

bureau of public discussion has been temporarily discontinued.

UNIVERSITY OF COLORADO, EXTRITSION DIVISION.

DEPARTMENT OF INSTRUCTION:

Bureau of correspondence instruction.Work is given inaltcondary subjects, vocational subjects, and subjects of university grade; credit is given for the last two.

Class instruction. This is conducted undek university itultructore, local instructors

or leaders from the climes. There is a list of courses given in the extension announcement.

Bureau of vocational instruction.Tbe bureau organizes classes among -industrial

groups, and combines certain welfare features with the instruction for coal miners,

workers in sugar factories, etc.

'DEPARIMENT OP PUBLIC SERVICE.

Lectures andayisual instruction. Lectures are given by university professors and

others, both single lectures and courses. Stereoptican slides are sent out in circuits

to the public schools for the purpose of supplementing by visual means the ielinilar

classroom instruction.

Business and commercial development. Business surveys ate made to determine

busineeil and trade activities and possibilities in Colorado communities. Business.,

short courses are conducted for the purpose of giving business men new scientific

knowledge of business and commerce. Cooperative work is undertaken with commercial clubs. Business correspondence study courses and classes are given for

more formal instruction.

informatioe.and library-extension serviee.Booke, magazines, and .package libraries

are sent oht to high schools, clubs, and individuals for use in public discussions,

debate, arid for general information. General-information service isalsoeaffenied.

Bureau of municipaireference.A municipal reference bureau igtmaintained for the

.purpose of furnishing information and suggestions to the municipal governments of

the State.

Publications.General university extension publications and pamphlets are

written by members of the university faculty.

Community welfare activities and conferences.Preliminary surveys are made of

&immunity needs, f011owed by an institute of three or four days' duration, participated in by university men, local speakers, and members of the State welfare commissions. In the follow-up work in these communities, the secretary of the welfare

bureau acts as a general civic secretary. . .4
80 THE UNIVERSITY EXTENSIOW MOVEMENT.

UNIVERSITY OF FLORIDA, EXTENSION DIVISION.

The following is a copy of a portion of the bill introduced in the Florida Legislature

appropriating money for university extension:t

"SECTION 1. The State' board of control is-hereby empowered and directed to

extend the outside work of the educational institutions,Onder its direction into all

fields of human endeavor wnich. in its judgment, will best accomplish the objects

herein expressed.

"SEC. 2. It shall he the duty of the hoard of control to gather information on all

subjects useful to the people of Florida, and to carry it to them in ways that will

help them most in the shortest time; to spread knowledge among them by taking it

to-them in an attractive way; to stimulate thowhi and enchurage every movement

among the people for their mutual improvement.

"'SEC. 3. To carry out the provisions of this act, tlf board of control is hereby

empowered to enlarge the work now done by the extension divisions of the Univertity.

of Florida and the State College for Women, as it may from time to time deem advisable, and to employ all needful persons and appliances to carry on the work itfthe

most efficient manner.

"SEC. 4. It shall be the duty of the board of control to seek out, among all the

schools of Florida. every student who may by nature have a special aptitude and

genius for some one branch of learning. and to encourage hint in the prosecution of

the study of that branch, to the end that he may become an expert and a leader in

that subject.."

UNIVERSITY OF IDAHO, EXTENSION DIVISION.

Corre.spmxtencr study and forestry rorresperrulnee.Coursee for credit are given;

courses to aid in preparation for teachers' certificates; classes for clubs and study

-groups. Correspondence courses in forestry are offered.

Lectures. Lectures are conducted by members of the faculty.

Package libraries. Package libraries aresent out by the general university library.

The university catalogue of 1919 states that at present the work of univeraityextension is devoted mainly to service in agriculture extension.

UNIVERSITY OF ILLINOIS, EXTENSION DIVISION.

"Extension work has not been organized as a separate administrative unit in the

University of Illi,nois. Several departments, however, have initiated activities,

Ile both on the campus and in the State at large,,which serve to make some facilities

of the University available to groups of mature persons who are engaged in various industrimbpnd professions. "'

The separate service "known as agricultural college extension offers courses in

the principles and methods of 'extension- work, conducts extension enterprises that

do not deal with technical subjects, and cooperates with other departments in pro-

, jecting their work in the State."

The department of ceramic engineering cooperates with the clay.imd allied industrios by offering annually a two weeks' industrial course for those who have not the

time or the preparation requited for academic studies.

Correspondence work is done in home economies and club study. Requests for

informatiOn on food, planning of the house, feeding of children, preparation ckf topics

for club4ttidy are answered by the home economics dopasement.

tl Thi department conducts movable schools, one or two weeks of instruction by one

or more instructors.

t For the budget Items see p. 10f .

I Quoted from the catalogue of the l'alverrity or Illtnot, 1019. - sft
NOTES ON STATE UNIVERSITY DIVISIONS. 81

Similar service is given to various organizations, academies, boys' and girls' clubs, chambers of commerce, civic leagues, library associations, woman's clubs.

THE UNIVERSITY OF CHICAGO.

Correspondence study department. The department pffers, 450 courses for credit in

40 different subjects. During the past 27 years it has reached 23.000 persons. It has students in every State.

University college.-1.The university maintains separate offices and classrooms in the down-town section of Chicago. A large number of classes are conducted on business subjects and in the arts and sciences.

.Asurican institute of sacred literature.The institute is a department of the uni- versity. As an organization it antedates the university by 10 years. It was incorpo- rated in the university in 1905. It conducts all nonresident and biblical work. It

offers the following: Outline Bible-study courses; the work of the ministers' guild;

traveling libraries; survey courses for Sunday-school teachers: home.-reading courses; advanced correspondence courses; publications.

INDIANA UNIVERSITY, EXTENSION DIVISION.

EXTENSION TEACHING SERVICE.

Bureau of correspondence study.- Courses are listed in extension announcement.

Several hundred courses are open to any persons in the State. Academic require- ments are exacted.

Class instruction --Two centers are supported in Indiana. one at Indianapolis and

one at Fort Wayne. Special announcements give the lists of courses offeak. Credit

and nonereditsscounves are given. Classes in special and practical subjectsVe offered. Classes are given on demand, in smaller cities of the State, under. certain conditions.

Extension lecture. Extension lectures are generally assigned to the members of

the university faculty. Specialists from other States are also secured fur short lecture tours.

PUBLIC WELFARE SERVICE.

Public conferences.Public conferences are given on welfare and educational subjects. State conferences have been held on history teaching in secondary schools,

educational measurements, taxation, and play.and recreation. The proceedings are published in bulletins.

Bureau of public discussion.--The department offers service to debating societies, civic clubs, and literary clubs: Package libraries and bibliographies are, furnished

on present -day questions. It conducts a State High School Discussion League,

cooperatively, on current subjects.

Package libraries.--Besides package libraries, oilltline8 for reading clubs are sup- plied. Special service is given upon receipt of requests for information which cat%

not be met by regular package library and bibliography see; ice.

Bureau of visual ineruetion,--The bureau lends lantern slides and motion-picture

films on academic and welfare subject. It also 'lends exhibits of pictures, prints,

photographs, and framed original paintings. Topical exhibits on the following subjects have been circulated: Health, visiting nurse*. pure milk, housing, play and

recreation, school surveys, parent-teacher activities, and child welfare. Programs and exhibits are offered on public welfare.

Surreys and investigations.These lire conducted to secure data necessary for

inieffigent community'action, in cooYkration with boards of education,. charnbers of

commerce, civic societies, etc. In addition, investigations are made of special community problems, such as markets in email cities, and cooperative retail delivery.

17.9448°.20--6.
82 THE UNIVERSITY EXTENSION MOVEMENT.

Community centercAssistance is given in organizing centers. General service

supplements center programs with lectures, slides, etc.

Community institute. Programs of lectures, conferences, exhibits, demonstrations

on community problems (generally a three days' program) are held in small cities,

upon request. About 8 to 10 each year are held.

Publication. Twelve bulletins are issued annually, op such subjects as training

for citizenship, town beautification, etc. Also, there are printed a number of (le

culars on general welfare subjects and special subjects. NOTE. Several lines of special work, such as the promotion of community centers and

parent-teacher associations, are supported. Child-welfare work is done in cooperation with the State boards and agencies like the Red Cross, the State child-welfare

committee, and local clubs.

UNIVERSITY OF IOWA, EXTENSION DIVISION.

PUBLIC AFFAIRS.

Bureau of public administration.'The bureau deals directly with problems of

government and administration, especially with reference to (1) municipal administration, (2) township administration, (3) county administration, and (4) State

administration of Iowa

Bureau of municipal infornutlion.The bureau ie designed to be of service in

handling all the phases of city, town, or village life in Iowa.

Bureau of social welfare.--The bureau cooperateS4with charity organizations, social

centers, and all other agencies having for their aim the social betterment of communities. The bureau has made a number of surveys in the larger cities of Iowa,

dealing with constructive charity. Survey service can be secured by commercial

clubs, philanthropic agencies, or boards of supervisors.

Business administration.--Seryice through business institutes and by means of

single lectures. Assistance is given in fields of business management, business organization, business surveys, salesmanship, and accounting service.

Debating and public speaking.High schools are given direct aid by correspondence,

personal inteeviewe, and special bulletins.

Public health.--.-Work in public health is being carried on in cooperation with the

American Red Cross. Classes in personal hygiene and home care of the sick are

organized and taught in any locality upon request from any chapter.

Educational service.--This service has been chiefly concerned with the following

typed of work:

1. Fostering the use of educational teetesnd scales. Most of the standard toes

and scales are kept in stock and eold pt cost. Comparable results are available in

many of these teeth, and the bureau assists in the interpretation of results obtained

and in planning remedial measures. 2. State-wide surveys have been made in the subjects of writing, arithmetic, and

spelling. 3. On invitation of the superintendent and school board asurvey of the school

system of any district will be mule and recommendations rendered. This service

has been given to a number of communities dun g he past two years.

Cooperative studies. The bureau is a central agency for the coordination and

direction of cooperative studies of educational problems lying in the general survey

field. Correspondence is solicited from superintendents and ,principals concerning

theii special problems.

The bums& of public administration, municipal information, and social welfare deal more largely with

the problems which have little er no 'connection with the public schools.
NOTES ON STATE UNIVERSITY IONS. 83

Lantern-slide service. A large number of lantern slides especially made for Iowa

schools have been prepared. These slides are divided into sets containing from 50

to 100 slides, each set being accompanied by a complete descriptive lecture.

Child welfare. A child-welfare exhibit can be secured by any organization interested

in this phase of social welfare.

Lectures.These are provided for the community in accordance 1,vitlispecial arrange- ments made by, the extension division.

Package library service.For high schools and similar institutions; for business men. Correspondence study.University credit is given under certain conditions.

Patriotic league.This is distinct from the educational service. Bibliographies on the questions of the day, with suggestions as to how these can be handled in the

various high-school activities. At present the league has an enrollment of approximately 22,000 high-school students. NOTES. Conferences are held on municipal affairs, school supervision, organization add

administration, child welfare, and vocational education. There are conferences of

Iowa newspaper men, commercial club secretaries, public healtj officials, and relig. ious workers.

Special work in recreation is done; e. g., training camp fur camp-fire girls and

training camp for scoutmasters.

The extension division has conducted a number of short courses in retailing for the

Iowa State Retail Asociation. Programs cover such topics as the following: Profitable business publicity, the community influences that shape business, etc.

UNIVERSITY OF KANSAS, EXTENSION DIVISION.

Department of correspondence study.The department offers ipstruction in pre- paratory subjects and in vocational subjects, and also gives instruction of university

grade.

Department of general information.The department furnishes package libraries,

prepares outlines of study for clubs, supplies material for debate, gives information

on matters of general interest, recommends and furnishes plays and recitations, sup- plies lectures, cormencement speakers, and concert companies.

Department of municipal reference.Supplies information on. municipal matters to

official.; and others. - Department of child welfare. :Assists schools; parents, and organizations in all anti.-

tors pertaining to the welfare of the child. NOTES. The division also conducts !merchants' short -courses and tive-day programs of classes and lectures on merchandising problems.

The division has developed a considerable visual instruction service, lending both

slides and motion-picture films.

The division organizes regular extension classes in different cities in lireState.

These classes are conducted for university credit and for credit toward Certificates of

vocational training.

During the war the division conducted war conferences and community institutes

and secured speakers on war topics.
THE UNIVERSITY EXTENSION MOVEMENT.

UNIVERSITY OF KENTUCKY, DEPARTMENT OF UNIVERSITY

EXTENSION.

Bureau of correspondence study.Regular university studies may be taken for credit.

Preparatory courses are also offered. The bureau furnishes study outlines and oth-er

assistant; to clubs and individuals.

Bureau of lectures.The university offers, through the bureau, lectures singly or in

series; speakers for institutes; commencement addresses; lectures for special purposes, including Americanization.

Bureau of debating and public discussion.The bureau supplies subjects or debates,

with _bibliographies, facts, and arguments on special subjects, guides, reports, and

bulletins. The bureau fosters discussion by civic organizations, maintains package

library service, and cooperates with the department of public speaking in holding

State debating contests. -Bureau of general information and welfare.The activities fall along the following

lines:

1. Clearing house for inquiries.

2. Reports on special subjects.

3. Information on social vomlitions, municipal problems, etc.

4. Assistance in community dramatics.

The division of university extension was definitely organized in 1919. Previously

extension work was conducted by a faculty committee.

MASSACHUSETTS BOARD OF EDUCATION, DEPARTMENT OF

UNIVERSITY EXTENSION.

Correspondenco instruction. Academic courses are given as well as many special

practical courses, such as retail salesmanship, household management, plan reading

and estimating, safety engineering, civics for naturalization. Most courses contain

20 assignments or lessons. Shorter courses of 10 assignments have been successfully

used.'

Class instruction. -Subjects are taught by the usual class method in centers in

different parts of Massachusetts. NO tuition fees are charged.

Special information service.In the department of university extension experts in

a variety of subjects are employed as instructors. Thus there is available for students

a wide range of expert information, in case an arrangement is provided to place it

promptly and easily within reach of individuals. Such an arrangement has

provided, and there are indications that, as this service becomes generally knot n,

it will be widely used. Through its information service the department offers to answer or give expert

opinion on any reasonable question that falls within its regular fields of study, namely,

mechanics, mathematics, enginpering, English,. Spanish, French, civics, economics,

history, business administration, household economics, education.

Publications.The department publishes bulletins six times a year. They are of

two kinds: Announcements of courses, and pamphlets to give permanent and readily

mobile form to educational material of special significance.

COMMISSION ON EXTENSION COURSES, CAMBRIDGE,

MASSACHUSETTS.

The commission represents the following 10 educational institutions: Harvard

University, Tufts College, Massachtisetts Institute ci Technology, Boston College,

Boston University, Museum of Fine Arts, Wellesley College, Simmons College, Massachusetts Board of Education, school committee of the City of Boston. Courses of

college credit are given by college professors. Students must meet.college require- . ments.
NOTES ON STATE UNIVERSITY DIVISIONS. 85,

Courses carry credit toward 114 degree of associate of arts at Harvard, Radcliffe,

Tufts, and Wellesley! For thisTegree. 17 full courses are required of the student,

which must includt the equivalent of one full course from each of the following:

1. Language, literature, fine arts, or music.

2, Natural sciences.

:1. History, or political and social sciences.

.1. Philosophy, or mat hemat

. UNIVERSITY OP_MICHIGAN, EXTENSION DIVISION. ` The extension division includes the following 13 bureaus:

University extension courses.The extension division offers free extension lectures.

'The lectures are arranged in series, according to the-, credit plan. A list of these is

gi veil in the Oxtensiol announcement. Extension courses arc given for credit.

instruction. The bureau furnishes slides, charts, and films. A list of the

slides available is published in the-extension announcement.

Public speaking and debating. The bureau conducts a high school debating league.

Briefs inul data are furnished.

Library extension service .Package libraries are lent, together with bibliographies.

Loans are made to other libraries; abstracts of articles are drawn'up; advice and other

ervicesis given to individuals, to civic clubs, and oth'er organizations.

Extension conferences. Conferences t'm municipal. civic, and health problems are held for teachers, librarians, and others.

Public service, department of education.The bureau makes inspection of schools,

conducts school surveys, has a psychological testing service.and a teachers' appoint- ment service.

MuscuM extension service. The bureau gives information, lends specimens, and

publishes bulletins.

Municipal reference bureau.Information is supplied on municipal problems anti

government administration. Documents and other material are lent.

Architecture and civic improvetent.Educational and advisory service. including

lectures and class instruction.

Landscape- design and civic rencnt.--1.ect tires, counsel on city planning, and

general advice. , Forestry extension service. Lectures, advice, and testing of commercial woods.

Engineering extension service.('ourses in highway 'engineering, labo tory service,

reports.. - Public health service.Service of the Pasteur Institute, an. dents ic ; labor-

. story and hospital service; lectures. NOTES. "In connection with its extension service the l'nikersity of Michigan seeks to

operate, as far as possible, through the avenue of established university channels; it

seeks to, make use of such existing university facilities as are available. For example, its library extension service is carried on through the medium of the regularly organ,'

ized library staff; queetions relating to municipal affairs are referred to the municipal%

reference bureau; those touching' on forestry to the.forestry -department; extension

service affecting road improvement and sanitary engineering, to the municipal, highway and sanitary departments of thll engineering college; matters relating to public

health, to the medical schools, and so on. In other wordspille policy of the lJniver- . city of Michigan isoto render to the people of the Stater tlunugb: the medium of fie

extension division, the largest poesitle mesSure of public service commensurate with

the equipment and facilities of an educational institution of university grade." I t Benson at the University of /Itehtsiaztixteistee semi. ifiti.:19!"

4
86 THE UNIVERSITY EXTENSION MOVEMENT.

UNIVERSITY OF MINNESOTA, EXTENSION DIVISION:.

Correspondence instruction.Courses are offered in collegiate, industrial, and business branches. Courses for credit. . Class instruction. Classes are organized in larger cities. Courses are given for.credit

in science, literature. art, business, and engineering.

Short courses.One and three-week courses in merchandising. A one-year course

is given in business. Outlines of the courses are given in the extension announcement.

.Municipal reference bureau.Material is collected on city problems. The program

of the League of Minnesota Municipalities is prepared by the bureau, whose secretary

is editor of its official maga4ine, "Minnesota M unicipalit ies " Convent ions are held.

Lecture and lyceum service.Single lectures are given, and also lectures in series.

The department has charge of lyceum courses of popular lectures. concerts, arid

-entertainments.

University weeks.Six-day programs of educational lectures and entertainment by

faculty member...8, students and professional musicians, designed to present the principal activities of university life.

Visual inliruction.--The department sends out seteof slides, each with a syllabus

or 'typewritten lecture.' A list is given in the extension announcement.

Community drama service.Plays suitable for amateur acting are selected and sent

out. Advice is given as to costumes and scenery.

Community centers.,---SerVice of an 'organizer for the promotion of wider use of

schools and of greater town success. Advice. model constitutions. programs, etc.

Debating and general information bureau.- -The bureau conducts a State high-school

debating league and prepares bulletins and bibliographies.

UNIVERSITY OF MISSOURI, EXTENSION DIVISION.

Correspondence courses. College and high-school courses. A list is published

in the extension announcement. All collegeecoursee count toward graduation.

Lecture courses in extension centers.Extension lectures are given on special subjeCts pursued at the centers. Lectures are given by an instructor, written papers

are required, and a final examination is held. If the work is successfully done,

credit is given.

Loan of ks.The university library lends books for study in the extension

courses an also upon special application to high schools and

Package aries and debbting.The university library and the Missouri State

library commission send out packages of debating material free of charge, except

for transportation. The material covers both sides of given questions and may be

. retained six weeks. The same material when not used in high school" is available

for clubs and community centers.

Lantern slides. The department furnishes to high schools seta of from 20 to 90

slides free except for transportation. A list is given in the extension announcement.

Art exhibit. The department of art of the university sends out a special collection

of exhibits to a number of the larger schools free except for transportation.

Bulletins of information. Bulletins on subjects of general and special interest.

Municipal referent's bureau.The bureau furnishes information to cities and towns

of Missouri on questions relating to civic affairs. Collections of bulletins and newspaper clippings dh various topics, e. g., waterworks, Sewers, lighting, paving.

School of social economy, St. Louis.The school has bj4n placed under the general

direction of the division of university extension.' It offers advantages for special

training in sociology and social welfare work. Teaching ant investigational tare

under the direct:charge of Dr. George B. Mangold.
NOTES ON STATE UNIVERSITY DIVISIONS. 87

UNIVERSITY OF MONTANA, PUBLIC-SERVICE DIVISION.

Correipondence study department.Courses are given through correspondence

in the following departments of the college of arts and sciences: Art, business administration. English and-literature, Greek, history, home econotnics, journalism, Latin, library science, .mathematics, modern languages, psychology, zoology. Credit

toward graduation is given by the university for correspondence work of collegiate

rank, but the maximum credit toward a university degree which may be earned by

correspondence study may not exceed one-half of the credits required for graduation, Department of public lectures. Lectures are given singly and in series. During

the war a coif se of lectures on "Nations of the War" was given in some of the largest cities of the State. The extension division supplies lyceum courses and commencemeet speakers.

Extension courses in connection with the correspondence study department have

been given in various cities of the State. The instructor lectures every two weeks

to the class, which in the meantipe prepares certain written work.

Bureau of public information.--The bureau was established for the purpose of

furnishing ! nformation on all clasies of subjects'. Each letter of inquiry is answered

carefully, and when full infortna4ion is desired, for debates, etc.. package libraries are sent out by the university libiary.

At the College of Agriculture and Mechanic Arts, Bozeman, through theengineering

extension service. courses are offered in shop'calculation, drawing, deign, electrical

machinery, heat and steain. internal-combustion engines, etc:

UNIVERSITY OF NE/MASSA, EXTENSION DIVISION.

Correspondence study.-.--Credit and noncredit courses. %

Instruction by lectures.Nearly all the members of tLe faculty are available as

, Lecturers.

Debating and public discussion. The aepartilent maintains a loan library of books, periodicals, etc., relating to questions of the day. It issues bulletins on social topics and keeps in touch by correspondence or personal interview with 'civic leagues, town councils, ,library and school boards, business men's clubs, and high-school

societies. It also conducts a high-school debating league.

General information and welfare. The purpose of the department is to investigate problemsartistic; literary, historical, social, industrial, political, and educational

and also special problems in government and business, sanitation, lighting, banking. Information is given on request. It furnishes lantern slides and filirls to high schools and educational gatherings. Aid is given in dramatic art by sending out persons

to drill individuals or groups, and by supplying appropriate selections.

Red Cross work. Extension courses are offergrkkhfirst.aid, home nursing, surgical (fres-dile, and dietetics. The university aids clat department of civilian relief in

instituting chapter courses. NOTES. Classes in commerce, engineering, history, and art are organized from time to time

at Lincoln and Omaha. A bufeau of professional service gives aid to school boards

and others desiring tO secure competent professional assistance by securing and transcribing information regarding vacancies and the qualifications of candidates.

UNIVERSITY OF NEVADA. . The university conducts three schools of mines, at Tonapah, Ely, and Goldfield.

They give secondary training in mining and milling subjects. Classes are held in

the morning and evening to,accomodate shifts df workmen. The university offers

a prospeciore' short course of four Weeks' duration, consisting of leeturee and eland work

in assaying, mineralogy, geology, etc.
THE UNIVERSITY EXTENSION MOVEMENT.

UNIVERSITY OF NEW MEXICO; EXTENSION DIVISION.

Correspondence study.7-Correspondeme study iv under the direction of the university faculty. Lectures.-LLectures are, given in series, wit* syllabi, for study clubs, and single

lectures for special groups and general audiences. Extension teaching.In- cooperation with educational institutions conducting

continuation and eveninF, schools.

Debatingand public discussion. Stimulated by State contests. Bulletins 4'0111:1i fling

formulated questions with briefs and bibliographies, and library loan material.

General infor ion. Os matters pertaining to education, State and local government, public th, civic improvement, and other subjects.

Surveys, re , and investigation.--Tbese are made in fields and on subjects or

community and tate importance.

Suggestive aid.Aid is given to county, town, and mold( ipal boards, commissions;

and councils, school boards, commercial clubs, civic and ecdtiomic betterment 'associations.

Exhibits, conferences, and inatitia?s.-.--These are held for public information upon

vocational, educational, and social welfare matters.

The division was reorganized in 1919, and provision made for expansion of the work

previously conducted.

COLUMBIA lJNIVERSI'i'Y (NEW YORK), EXTENSION TRACKING

DEPARTMENT.

The statutes of the university define extension teaching as instruction given by

university officers and under the administrative supervision and control of the university, either away from the university buildings or at the university, for the benefit

of students unable to attend the regular courses of instruction.

Students.--Courses in extension teaching arc planned for two classes of Students:

(1) Men and women who can give only a portion of their time to study and who desire

to pursim subjects included in a liberal education of the character and grade of a

allege or profeasional school, but without any reference to an academic degree; (2)

those who look forward to qualifying themselves to obtain in the future academic

recognition involving acceptance of the work which they may aatiafaFtorily complete

in'extenaion teaching. Courses of instruction.Under the direction of the university council, courses are

offered in extension teaching which count toward the degrees of master of arts and

doctor of philosophy. Regular courses of instrutkion are offered in extension teaching

which, in many instances, are coordinated so as to form at least the first years ofcollegiate and professional work, thus providing in the evening at Morningaido Heights,

and elsewhere, courses in subjects which are generally t tiered in the freshman, sophomore, and junior years of college, so thatstudent; may qualify themselves for admission with advanced standing to Columbia College and Barnard College or other institutions, as candidates for th9 degrees of bachelor of arts and bachelor of science.

There are also offered at Morningside Heights subjects which are required of students

in the .schools of mines, engineering, and chemistry. Evening courses are offered

in architecture, leading to a certificate; also evening courses in business; and a series

of courses intended to equip students for the position of private secretary.

A two-year ecnase in practical optics is offered in cooperation with tile department

of phyliics for the special training of those who expect to become optometrists.

Teachers' college offers in cooperation with the department of extension teaching

about 130 technical courses in the various fields of pracitical arts, i. e,, household arts,

fine arts, industrial arts, music, physical training and nursing,'knd health. In mtny

of the courses the instruction is the same as that given in the regular blames of the
NOTES ON STATE UNIVERSITY DIVISIONS. 89

school of practical arts. In other cases, special classes are organized to meet the

needs of those desiring instruction in practical arts for use in the home.

A large number of other courses in varied suliptts is given late in the afternoon and

on Saturday, which repeat those in liberal studies offered in the colleges of the uni- versity. Those are given in the same manner and often by the same instructors as

the regularcourses. In most instances university credit is granted.

Numerous courses are given at various centers. These are either regular courses of

collegiate grade or short lecture courses without academic credit.

Lerturc-study courses in certain subjects, forming 15 or 30 lectures alternating with quiz or conference hours, are given at isiorningside Heights and at centers when

requested.

('enters for the study of choral music are maintained at Morningside Heights and

Brooklyn, and choral concerts are given during the year. The department of extension teaching also maintains the institute of arts and sciences.

Institute, of arts and sciences.The institute of arts and sciences is the nonacademic

division of the department of extension teaching. The aim of the institute is to pro- vide a popular late afternoon and evening program consisting of gerftnil lectures and

events of a cultural nature.

The program is planned for busy men and women. The scope includes lectures,

given singly or in series of six, on history, literature, art, music, household arts, science, and on current economic and social problems; it comprises also illustrated travel

lectures, dramatic recitals, and vocal and instrumental as well as chamber music

concerts

The-Ingram is subscribed for as a whole. The annual dues are $10, payable in

advance, with an enrollment fee of $5, payable only once, provided the enrollment does not lapse.

UNIVERSITY OF NORTH CAROLINA, EXTENSION DIVISION.

General information."-Literature is lent by the university. Study outlines on subjects of general interest.

instructical by lectures.Lectures for clubs, institutes, etc., on general or technical subjects. Popular lectures and lectures for special occasions.

Correspondence course. Credit toward graduation is given for some of the courses.

Several are offered for the benefit of women's clubs.

, Debate and declamation.Bulletins are issued on a number of subjects for debat4. Material is sent from the university library. The bureau conducts a high-school de- bating union.

County economic and social suryers.Bulletins containing results are issued by the

extension division.

Municipal reference aids.The bureau studies municipal legislative problems and

furnishes material bearing on them.

Educational assistance.The school of education acts as a clearing house for teachers and principals.

Instruction in road engineering.The university holds an annual road institute at

the university' campus, the institute consisting of weekts lieseion of lects.es, discussions, exhibits, and demonstrations. The bureau issues annual bulletins and .circulars.

War information series.A list of leaflets and publications is given in the university

catalogue.

NOTES.

The university has conducted porno extension work in medical instruction.

During 1918-19 the war information edits of bulletins was supplemented by war

information leaflets dealing with reconstruction problems. . The extension division- ha's direct cooperation with the ,Federation of Women'a. Clubs, supplies club out lines, and lived other assistance.
90 THE UNIVERSITY EXTENSION MOVEMENT.

The division conducts package library serviceon eurrent public queetions. It provides also a motion picture film service and aids to community drama. r UNIVERSITY OF NORTH DAKOTA, EXTENSION DIVISION.

I. BUREAU OF EDUCATIONAL COOPERATION.

Correspondence study.-- -Courses are given in college and vocational subjects under

the direction of the university faculty. Credit toward graduation is allowed for onefourth of the course. The catalogue contains a list of the courses offered.

Lectuies.Lectures are given in series, with syllabi, for study clubs; single lectures, for special groups and general audiences.

Concerts and recitals. These ag rovidedlor music and culture clubs, and also for

community lecture and entertain times.

Extension courses fin- club study. courses are organized for the pose of encouraging cultural and vocational education.

Debating and public discussion.--The bureau promotes and directs interest in the

study and discussion of public questions; selectrquestions for discussion and corlpt;t

the State.high-school debating league and declamation contests. In addition itNecommends literary material aad bibliographies for assistanc, in the preparation of papers

' ot and speeches. Visual instruction .The bureau lends lantern slides and exhibits.

II. BUREAU OF PUBLIC INFORMATION.

General informationGeneral informationjs offered concern municipal affairs

and educational matters. Suggestive aid for individuals, school Ards, commercial

clubs, civic and economic betterment associations.

service.Service is given ccrvering university activities and the general opportunities of education.

Conferences and community institutes. These are held for .public information upon

vocational, educational, and facial welfare matters.

frivestigation and research.--Studies in economics; investigations

rof social and municipal conditions.

Library aseistance.Books, pamphlets, magazines, and blippings lent. The applicant provides postage/ 11 The extension division was reorganized in 1919.

UNIVERSITY OF OKLAHOMA, EXTENSION DIVISION.

Department of public information and welfare.The department furnishes, information from the university's accumulation of material on all 'subjects pertaining to

public welfare. The work of the department is extended through the following

bureaus:

Municipal reference bureau.The bureau gathers and distributes information concorningdwater, light, paving, drainage, sanitation, lire protection, parks, etc. Together with the bureau of information of the Oklahoma Municipal League it issues

a quarterly bulletin, "Oklahoma :Municipalities."

Commercial reference bureau. The bureau. gathers and disseminates information

pertaining to business, commerce, manufacturing, markets, etc.

Bureau of sociaLcenter development.Aid is given in .bringing abolharmody and

cooperation in communities, and also in rendering democracy trier° efficient.

Public discussion and club service.The bureau promotes and assists debating

through bulletins on important subjects. The bulletins give complete, impartial,

and authoritative information on both sides of itiquestion. More than 170,000 have
NOTES ON STATE UNIVERSITY DIVISIONS. 91!

been issued. Under current-events study, topics are selected for school classes, men's and women's clubs. Special bulletins are issued.

high- school debating. Bulletins, with briefs, bibliographies. and other information. an* furnished to high-school debating claseei. The bureau conducts a State

high-school debating league.

Traveling libraries.ThirtIr\nre rural and fifteen municipal traveling libraries in

circulation.

OTHER DEPARTMENTS I) BURKA I's.

Corresporulenee study.More than 700 courses are offered by the divison These

may he used extensively to complete the university course

Extension classes.Thehe are intemiled particularly for teachers in various parts.of

the State. Syllabi and outlines are furnished.

Extension lectures.Forty-five lecturers from the faculty are available. besides

various musical organizations. Entertainments are provided for lyceum courses.

The lectures andntertainments are given free, except for traveling expenses.

Community music bureau.The department keeps musical instructors in the field

who teach for two weeks at n place an endeavor to organize the musical resources. It has published a collection of about songs, "Oklahoma community Songs," about 6,000 copies.

Department of visual instruetion.Th department offers, especially to rural cora- munities, printed illustrated lectures on a variety of subjects. Motion pictures cir- culated.

'onferences.Conferences have been held at the university on taxation. rural

.problems, and good loads.

Merchants' short courses have been held by the division: also -tate contests in music,

ex tenipore speaking,, and declamation. The department of general information and

welfare conducts community institutes and publishes informational bulletins on

community welfare.

UNIVERSITY OF OREGON, EXTENSION DIVISION.

EXTENSION TF,ACIII

Correspondence study.

Extension classes.Inteneive study classes are offered, extensive or general instruction classes (conducted largely by lectures), and also special classes.

Oregon Teachers' Reading Circle 'ertificatea are off eredupon completion of courses.

SOCIAL WELFARE.

Lectures.Faculty members give a large number of lectures with no extra com- pensation. . Visual instruction. Slides, films, exhibits, mineral sets, and microscopic' elides.

General university exhibits.

Community music and drama.Direction and assistance is given in the presentation of high- school plays and in high - school music. A play-writinkventest is con- dusted.-

Public discussion and club service.The bureau lends package libritries and con- duels a high-school debating league. Women's clubs and other group& are supplied

with study outlines, reference books, and personal instruction:

Red Cross sereire.Lecturea, exhibits,. bulletins, institutes, seryice in civilian

relief.

Child weVare.The Oregon Child Welfare Commission, composed of five members

of the university faculty, has arranged for a child welfare survey of the State. The

commission has organized a psyc.hopathic clinic which examines chilthen free of

Charge and suggests lines of correctional treatment.
92 THE UNIVERSITY EXTEN$ION MOVEMENT.

' Public information.The e;tension division is the distributing agency for such

material as the university is able to gather and to put into usable form for the citizens of the State. Inquiries are answered by the division staff and tiniversity

professors.

UNIVERSITY OF PITTSBURGH, DIVISION OF UNIVERSITY

EXTENSION.

General etbantion section.Publications. Appointment bureau; the bureau 'ionducts student employment, teacher appointment, and general alumni Appointment.

General information service. Educational meetings and convention. Educational

measurements.

Extra-mural instruction deportment.Formal instruction. 'lass instruetiou is conducted by the regular university faculty. Courses for credit include a wide range

of standardized university courses of the same grade as those offered on the campus.

correspondence instruction. Formerly the extension division utilized those

resources available from the University of Chicago. The division has assumed exclueive control and administration of this work and offers courses of its own.

Lectures.The regular staff of the university is used by this bureau. Single lectures, with a wide range of subjects, are offered. No university credit is given.

Community center. The bureau does work in Americanization, conducts school

and social surveys, investigations, research, and gives expert advice on community

problems.

Public service departnumt.Informal instruction. Package Library Bureau. The

bureau furnishes briefey bibliographies, and club study programs. In addition to the

stimulation of debates and literary activities in high sehools, the bureau conducts a

large debate and literary contest for high-school students on the university campus.

Visual Bureau. The bureau lends lantern owned the university and

educational motion picture films cohtributei by industrial concerns or furnished by

the United States Bureau of Education.

School relations. The bureau has charge of high-school visitation, interscholastic

contests, and student welfare.

Business and commercial development. Business surveys. business short courses;

cooperative work with commercial clubs.

UNIVERSITY OF SOUTH DAKOTA, EXTENSION DIVISION.

Correspondence courses.The courses are based on textbooks, special reports, and

special references furnished by the university library, and on special correspondence

by the plyeseor giving the course. A final written examination is given.

Extension classes.The work is conducted by regular members of the faculty who

meet extra-mural dames on Friday evenings and Saturdays in various parts of the

State. Classes are held every four weeks and written work is done in the interim.

Courses offered in education, sociology, economics, fine arts, and languages.

Department of visual instruction. Slides, films, and charts are circulated in the

State.

UNIVERSITY OF TEXAS, EXTENSION DIVISION.

EXTENSION TEACIIINO.

Correspondence instruction.Coursee are given for university credit, entrance credit,

preparation for teachers' examination. Courses cover many subjects, including business and vocational work. Courses in law are given without credit.

Group study courses. These are offered for women's clubs, teachers, business men,

labor unions, mothers' clubs, literary societies, etc. Instruction is given through the

medium of an outlined course, the instructor keeping in touch through correspondence
NOTES ON STATE UNIVERSITY DIVISIONS. 98 *

and personal visits. A reference library is available_ The cowries are a combination

of the correspondence and lecture

Extension classes.--Classes not provided for in the regular university curriculum

are conducted either by university instructors or other competent persons.

PUBLIC WELFARE EERVIC't.

Bureau of borne welfan.Lecturers and demonstrators attend fairs and county

educational meetings. "One-week schools' are held for women's organizations.

Bulletins are published. . Division of information.The division furnishes instruction and entertainment by

exhibits, slidee,,films, music, etc. It also circulates package libraries and answers

reiluests for information.

Public lectures and publicity. Information is given on questions of the day, and on

phases of literature, science, and art.

School intfrests.A university interscholastic league has been organized. The

bureau condkts contests in debate, declamation. spelling. vocational work, and

athletics. It strives to promote the school as a community center, particularly in

rural districts. It conducts county educational campaigns. The university provides

two rural specialists for educational campaigns in rural districts.

UNIVERSITY OF UTAH, EXTENSION DIVISION.

liurane of instruction. Extension classes and correspondence study. Courses in

business, trades, and industries. mining, and special courses for teachers aid for

mothers. Classes are formed upon the application of 10 people for the same t'ork.

eurcau of public service.Community and health institutes are conducted by the

bureau. Child welfare work is supaivised. cooperative work is done with the

State and National Government in baby-saving campaigns. The neral work of the

bureau covers water supply, sanitation, recreation, playground ,public improvements,;

lighting systems, street pavements, libre.riee,- social conditions and needs, public

accounts.

Visual instruction. Slides and films circulated in the State.

tieneral information serrice.The bureau invitee inquiriee upon any subject about

which it may be supposed to possess informiition. It disseminatesinformation through bulletins and the pre®. It conducts a high school debating league.

Levitt? es and entertainments. The bureau acts as an exchange for lecturers and artists.

A list of the lectures available is published in the extension announcement.

Teaehers' serciee.--With the cooperation of the State board of education and the

Utah Educational Association, the extension division publishee'''The Utah Educational Review."

.4mericanization and educational work.Special lectures,, institutes, training of

teachers, vocational instruction.

UNIVERSITY OF VIRGINIA, EXTENSION DIVISION.

Instruction by lectures. Debate and public discussion. Package libraries. Virginia high school quarterly. Bureau of publication. Buret& of appulintment. War

extension service.

State Geological 4urvey and State Forestry department. These two departments

devote practically all their time to extension work.

Moonlight schools, medical dispensaries, and rural life' conferences are carried

on by the Y. M. C. A. extension service... The conference is in connection with the

summer school, and is held for one week.' The proceedings-are published and widely

distributed.
7HE UNIVERSITY EXTENSION MOVEMENT.

IThavEitsrry OF WASHINGTON, EXTENSION DIVISION.

%. DEPARTMENT OF INSTRU(.-no..

forrespondowe study in academic and noncredit courses.

Extension'classes are held in seven different cities. Evening classes are held at

the university.

DEP RTMF.NT I/F COMMUNITY SEfiVD E.

The bureau of lectures offers medical lectures and clinics.' Lectures are offered in

series, and in courses.

Bureau of debate and discussion. -The bureau circulates package librarics,.bibliographieri, etc. I t also issues debating bulletins, containing outlines of subjects of

debate.

T,Bureau of municipal and legislatire research.--The bureau collects statutes, urdi-

!lances, charters, and other documents. The chief of the bureau is secretary and treasurer of the League of Washington Municipalities which issues a bulletin entitled

"Washington . Bureau of civic development. The bureau extends advice to centers and civic clubs,

and gives general servii to community centers.

State tax conference. Annual newspaper institutor School surveys. Mineral

collections. Educational surveys. General informatuni. Publications. Journals,

bulletins, circulars of information, etc.NOTE. Some extension work not administered by the extension division is as follow:

Psychological clinics; laboratory examination of children." The college of mines

issues bulletins, holds a three mouths' training session for ruiners, and does laboratory

work.

\-\TTNIVEHSITY OF WISCONSIN, EXTENSION DIVISION.

Department of correspondence study.Instruction is given by correspondence and in

class groups. A list of the courses offered is given in the extension announcement.

Department of irurtrucricm by lectures.Cniversity lectures are given singly and in

series. In addition are offered concert recitals and reading programs. Institutes,

conventions, commencements, etc., are provided for.

Department of debating and public discussion.Bulletins, with facts, arguments, and

selections of bibliographical character, are available on a numbtr of questions. Pack -

age-libraries, newspaper clippings, documents, publications. Study outlines and

programs for clubs. Assistance in the writing of essays, themes, and orations. . Department of general information and welfare. This department constitutes a clearing house through which inquiries on general matters are given attention. Various

methods of disseminating information are utilized, including publication of nontechnical reports and the employment of experts for welfare work in local communities.

Other activities supervised or conducted by this department are community institutes, social service institutes, special conferences, vocational institutes, exhibits,

community center promotion, service to civic and commercial dubs.

Bureau of municipal reference.- -The bureau collects and furnishes technical information on all subjects of organization and administration and other problems.

Municipal and sanitary engineering service. Assistance is given communities in the

solution of problems of municipal and sanitary engineering.

Bureau of community music and drama.- -The bureau offers the service of a leakier

for the organisation of community choruses, dramatic clubs, lectures, etc. It prepares

school and community programs, organizes literary and musical contests, lends phonogrripti records, and gives other assistance.
NOTES ON STATE UNIVERSITY DIVISIONS). 95

Health Instruction bureau.--The bureau conducts a news health service, cooperates

with State boards in health propaganda, assists in training public health nurses,

publishes nontechnical bulletins on health subjects.

Bureau of visual instruction.The bureau makes studies of materials and methods

of illustrative teaching. It collects, produces, and distributes lantern slides, moti

pictures, and other materials for use by schools and organization.s.

Slides and films are lent in circuits, especially among schools. In addition, enice

is given to schools and Civic organizations not in circuits. During the year 1017-18

nearly 42,000 lantern slides on more than 250 subjects and .51t),000 feet of motionpicture film on 175 subjects were available to borrowers. Seven circuits were established for 21 weeks in succession.

In 1918-19 the available stock of slides was greatly increased and the number of films

made available for lending was nearly doubled. The bureau sscured and put in circulation many slides and films on war emergency, patriotism, /led Cross, food conger--

vation, and other timely eubjects. The number of borrowers increased greatly, over

the period 1914-1916. In the biennium of 1916-1918 there was a growth of over 70 per

cent in the number of slides sent out and nearly 250 per cent in the number of films

lent.

Bureau of postgraduate medical instruction. -Six -day courses of instuction are given

to physicians by lecture and clinic. Courses were held in nine different cities in

1918-19. NOTES. The division conducts a preastiervice, which sends a weekly bulletin to 400 Wisconsin

newspapers.

Tho university has established a chair of Americanization, and the extension

division cooperates with the professor in charge of the work.

Much of the local work is administered through six districts witri resident staff

officers in the following cities: Milwaukee, Oshkosh, La Crosse, Superior, Wausau,

and Eau Claire.

. UNIVERSITY OF WYOMING, EXTENSION DIVISION.

Division of correspondence study.--Credit courses are given under limited conditions.

Noncredit courses are also offered. Courses are given in accounting, agriculture,

education, engineering, home economics, etc.

Traveling libraries. Traveling libraries are lent to individuals and organizations.

They consist of 20 or more books of fiction, history, science, travel, etc.

Lecture courses and university centers.Lecture courses are arranged free except for

expenses. Courses are offered in literature, education, politiel science, etc. Combinations of class, correspondence, and club study are held in different centers of the

State. The centers are under the direction of local leaders, and the work is supervised

by university professors.

General ii4formation.lnquitive received through the mail on special and general

subjects are answered through the division by specialists in the various university

departments.
GENERAL EXTENSION IN AGRICULTURAL COLLEGES.

Several agricultural colleges are developing general extension

service in addition to agricultural extension. This is the case in

Mississippi, Maryland, and Maine, where general extension has not.

been established heretofore. In Washington the State college at

Pullman has obtained legislative appropriation for general extension.,

Doubtless the agricultural college will divide the field of work with

the 17niversity of Washington.

The Mississippi Agricultural and Mechanical College maintains,

.besides the cooperative extension division, a -service bureau," or " ex tramural division of the college work." . The service bureau is a branch of the .Misiissippi Agricultural and Mechanical Col.

lege which seeks to expand into the broadest possible field the varied activities of

the institution. To this end the bureauendeavors to act (1) as a clearing house to

make available far the whole State the valuable information accumulated by the

agencies of investigation and research which are parts of the college; (2) to extend

through the department of correspondence study the exact knowledge imparted by

the department of collegiate instructions (3) to offer through the package libraries

to schools, clubs, and other organizationA, and interested individuals, the resources

of compact and accurate libraries on a host of present-day topics of the moment; (4)

to collect and to lend, through the department of visual instruction, both slides and

films of an educational nature; (5) to supervise the agricultural work and the publicity

department.'

The department of correspondence study offers courses in agricultural engineering,

astronomy, chemistry, civics, dairy husbandry, education. English, home economics,

poultry husbandry, public discourse, business law, etc.

The general information service disseminator information both through newspapere

and by correspondence. "It invites requests for any kind of material which has

relation to the economic, social, intellectual, or religious life of the people."

Visual instruction.The department lends slide seta on subjects in agriculture,

"industry, patriotism, and general culture," and reels of motion pictures on similar

subjects.

The package library department lends packages on over 300 stkects "of interest to Student/f educational or civic topics."

98

Excerpt from catalogue of Mliadatipui Agricultural and Mechanical College, 1913.
THE ORGANIZATION OF EXTENSION WORK.'

The following discussion is based upon replies to a questionnaire

addressed to the directors of 29 leading extension division: in the

country. Replies were received from 24 institutions. They are the

extension divisions of the State Universities of Arizona, Arkansas, California, Colorado, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, North Carolina, Oklahoma, Oregon, South Dakota, Texas,

Utah, Washington, and Wisconsin, the University of Pittsburgh,

Columbia University, Ohio University, the State Teachers' Colleges of

Colorado and Iowa, and the Massachusetts Board of Education.

The information contained in he replies shows a very considerable

variety of organization and administrative procedure, Certain leading tendencies, and many local peculiarities. . 12F.I.ATION OF EXTENSIoN WORK TO THESNIVERSITY.

The 1)0146.011 most commonly occupied by the extension division is one coordinate

with the schools or colleges of the university. This is true in Kansas, Missouri,

oregon, Indiana, Texas, Pittsburgh, Utah, and Wisconsin The extension division

of Wisconsin is ranked as a coordinate college, ikith a dean and faculty. III Minnesota it occupies a position between a department and a school, in olumbia and Colorado one similar to a school; in Michigan it is coordinate with the departments and

schools. It is on the same level as a department in Arizona, Iowa Teachers' College,

and Ohio University. It represents the extension activities of the variyus departments and schools in Washington, Iowa, and North Carolina. It cooperates with the

departments in California.

The management of the extension division is usually independent

of the faculty, though a partial exception is regularly made in the case

of regulations pertaining to extension work done for credit. The

managementis subject to a committee of the faculty for the determination or recondation of polies in Washington, Missouri,

Colorado Teachers' College, California, slid Arizona, and cooperates

with an advisory committee in North Carolina. In Colorado it is

independent, but subject to in advisory committee of the senate in

such matters as credits, standards, and general interests.

The director of extension. work, together with the associate directors and heads

of bureaus, are generally ranked as members of the faculty, even when they do not

teach in the university. In some cases they are also listed separately (Minnesota,

l This chapter Is condensed from the mimeograph bulletin on the same subject, prepared by Dr. J. J.

fichlicher, and issued by the Divialth ottdoestional Extension, March, 1919. A few minor changes have

been made and a:trillions ineorporafed. For further treatment phases of organisation, see "Class

Extension Work in the universities and Nikita of the U. B.," by A. J. Klein, Ban, 1919, 17. 8. Hunan

of Education.

15844r-20-7 .97
THE UNIVERSITY EXTENSION MOVEMENT.

Co !outdo, Oregon, California, Pittsburgh, Iowa, Oklahoma, Utah, Iowa Teachers'

College, Colorado Teachers' College). In Indiana they are so listed. when they a.,

not do residence work. In A rkanms and Utah the director is ranked only as an

administrative officer. The same is true of all the administrative officers of the

extension division in North Carolina.

In Colorado the extension work of the western slope is earned on jointly by the

State University, the Slate Teachers' t ollege, and the State Normal Scholl, under a

supervisor appointed by an extension board. The supervisor is supported by the

three institutions awl has-the rank of assistant professor on the faculty of cash.

Whin the administrative officers of extension work and those giving their whole

time to extension .teaching arc included as members of the lucidly, the director is

usually ranked as a professor, and the heads of bureaus as assistant professors, iostrutors, etc. In one case. where the extension work is subject to a committee

the faculty. the director is an associate professor. In two institutions, Wisconsin

Mid Pittsburgh, the director ranks as dean. in one other there is some prospect of

this rank for -the director, and that of professor for the heads of bureaus. snit, rank

of administrative officers seems to be determined by the salary paid them. llence

the advent of deans of extension work will be more than a change of titles for the

director and his staff.

A ppnintnievt.-- Appoihtment of the din-ter' and other administrative members

of the extension staff is, as a nde, made in the usual way by the president of the V

university and 'the Inlard of tnistees or regents, other influences being unofficial at of.

advisory. The'following peculiarities and modifications are found. In California

all appointments are recommended to the iwevident by a committee of the university

senate, called the University ..Extension Administrative Itoard. In celorade

the director is appointed by the president, and all other appointments are made

the director's recommendation. In Columbia the salaries of the assistants to the

director are determined by him with the approval of the president. In Michigan

the appointments are made by the board of regents. In Minnesota the director and

assistant director are appointed by the president. In North Carolina the divotor

is appointed by the president, and the assistants by the president and director. In

Washington the heads of .bureaus are appointed through joint recommendation. In

Utah important appointments are submitted by the president to the dean's council.

In Maasachnsetts the admin ist rat i ve officers of extension are appoint el by the governor.

. In the appointment -of instructors for extension work there is some variety .4

practice. The departments of the university are usually consulted and usually

must approve instructors and courses for which credit is to be given, but the selection

of instructors and courses, as a rule, is made by the extension division. In individual i stances they are nominated or recommended by the departments cm.-

cerued, or all instructors to be appointed must be approved by them, or the departmehts select them with the approval of the director or upon suggestions by him as

to the kind of instructor wanted. A distinction irisometimee made between

instructors doing correspondence work and others, but the usual distinction depends

on whether they are to offer credit courses, and on whether they are regular members

of the faculty giving part time to the extension work or extension instructors giving

an their time. rang occur whore the departments and faculty have no control

over Instructors whatever, even when credit is to he given for their work, but this

p exceptional. Quite as exceptional are the cases where the departments have . full control of the appointment of instructors. This situation is, however, scarcely

&normal one, and seems to 1e found were extension work has in the past be'en

done by .individual .members of the faculty, and a full-Hedged extension division

has not yet been formed.

.
THE ORGANIZATION" OF EXTENSION WORK. 991

Extension work done outside the division.In 14 of the 24 institutions no extension

work, outside of that in agriculture, is done except under the direct ion of the general

extension division. In a few even agricultural work is under its management.

In nine States more or less other extension work is done outside of it, as follows:

rniversity of ArizonaEngineering and mining the former being carried on by the

college of engineering; the latter. under a separate/State appropriation. by the

State bureau of mines.

rniversity of Colorado Educational surveys.

rniversity of California Some lectures and institute work.

colonel° Stat welters' College Department of psychology cooperates with juve- nile our c e rtment of sociology with the comely court department of education t the torches, etc.

Indiana ,niveNityVocational teacher - training courses in the cities: wane follow -tip

work for patients discharged from the hospital of the school of medieine.

University of Iowa -The clinical psychologist and State epidemiologist do extension

work indepeudently. the latter being employed joint l' by the extension division

and the State board of health.

I7niversity of Kansas -The sehoo: of oil tleation controls the work of its flehoOl-service

members of the faculty visit teachers' institutes independentlyof the extension division,

rniversity of OklahomaThe school of education does its extension work independently. Two heads of departments act as secretaries. respectively, of the State

Municipal League and the State Electric Eight and Power Association.

Viliversity of Texas -The bureau of municipal' research and the bureau of economic

geology. which are units in operation. act independently of the extension division.

The arrangements just. mentioned for extension activities outside of the extension

division are by most directors considered satisfactory. Thenkis very little evidence

of friction, and the only serious objections made are on the ground of duplication of

machinery and waste of effort. One director, whose division controls all the extension workpof his institution would encourage the departments to go ahead on. their

own imitative when there is no spirit of antagonism.

ADMINISTRATION.

In the subdivision of extension actiVities into what are usually

called departments or bureaus there is the greatest. diversity. Arizona has 2 such subdivisions, Arkansas 5, California 7, Colorado 9,

Colorado State Teachers' College.5, Columbia 4, Indiana 8, Iowa 7,

Iowa State Teachers' College 3, Kansas 4,, Massachusetts Board of

EducatiOn 3, Michigan 12, Minnesota 7, Xorth Carolina NO, Oklahoma 5; Oregon 5,-Pittsburgh 8, South Dakota S, Texas 5, Utah 10,

Washington 13, Wiscol It 4. Arkansas, Colorado, Indiana; Pittsburgh, and Utah group thei activities under two main headsinstrucfion and public service. T these the name "bureau" is sometimes.

affixed also.

In a few cases the management of the different bureaus is practically independent,

but as a rule the director exercises more or less complete supervision or control! New

policies are determined in about half the divisions by consultation between the direttor and the individual head of the bureau concerned. The rest are about *wally

divided'between those where a cornmtn consultation of all members of the staff is

held and those where both individual and common consultation are found. When a

distinction tnade.,ganeral policies are determined by the latter, details by the former
lob TEE UNNERSITY EXTENSION MOVEMENT.

method. In California general policies are determined by the director and the admiriistrative extension board of the university senate.

Local cenl,crs.Local centers. with more or less definite administrative management

of their.own, are maintained by scone of the extension divisions.

ealifornia has four local centersat Los Angeles. Stockton. San Irioge. turd Fresno,

with representatives of the extension division in charge.

The joint arrangement between the University of Colorado. Colorado:State Teachers'

Ctillege, and Colorado State Normal School has already been mentioned. by which

through a committee representing the three schools the extension work of the western

slope is put under the direction of a superintendent, who devotes his whole time to it,.

The committee. which consists of the director of extension at the university and the

presidents of the other two institutions. selects the superintendent, outlines his duties.

and has referred to it monthly reports of his work for its approval.

The director of extension at Columbia generally_appoints some representative wim

acts as secretary for the local interests, merery looking after the registration and

banking of the tuition fees under the direction of the bursar of the university.

In the two centers of the Indiana division the local officer in charge

stands in the same relation to the director as the members of the

main staff at 1.he 'university. The chief dutim of the local manage!

meat are to arrange and conduct classes in the vicinity of tbe center.

In Kansas a local committee has charge, Including the director: one member appointed by him, and others elected by the local center. It arranges and conducts

the program of entertainment and education for one year and cooperates with the

extension divihion in securing the restart possible use of the services of the univoesit

for the community. The membership of the local center is composed of those who

pay the membership foe. which/entitles them to all programs for the year. They

elect a preeident and act throtk,gbi committees for the various kinds of extension servie to be obtained. lectures, muziical recitals social welfare. community surveys. etc.

A local secretaillj, appointed by the dir conduets the correspondence, takes

charge of slides and films, follows up the wok f the committee and the program. and

keeps things moving and active generally.

This Massachusetts division has one local center, at Springfield. whose manager is

responsible to the agent-in charge ofclass instruction. and attends to publicity and the

organization of classes.

The North Carolina local centers are in charge of a separate member of the staff,. who cooperates with a local connnittee.

The University of Oregon has a local center at Portland, with a

director and secretary.

South Dakota is planning the appointment of paid local secretaries, who are to keep. the class fully advised of matters coneRrning it,

make local arrangements, and, keep the extension idea prominently

before the public. %lab,

The extension .division of Wisconsin has six local districts, with headquarters at

Milwaukee, belikosh, La Crosse, Superior, Wausau, and Eau Claire. Each has a

dikrict,representative at its head, and one or more organizers, in addition to cerks

and stenographers. Each has also one or more local instructors in engineering and in

othei-lines much in demand. The chidf of the bureau of health instruction has his

headquarters at Milwaukee. The district representatives are chosen by the dean

of extension, as are also the orkanixerrafter consultation with the-district represent.

atives. The latter are responsible to the dean forthe staff and work of their districts
THE ORGANIZATION OF EXTENSION WORK. 101

1.0( ii tructors work under the direction of the home office at the university. The

duties of the local staff are to survey the educational needs of committees and serve

them through the various types of extension service. The didrict representatives

are called into conference at the aniversity once or twice a year, and at other times

individually when necestary. They hold weekly conferences with their men for

plans and reports on their work. Monthly reports are made by district represent -

RI ives and *instructors, and daily reports by the organizers.

I NSTIWCTION 1,E111, HES.

The great hulk of extension instruction and lectures is givet. by regular members

of the facultieti. The following extension divisions report instructors' giving full

t line to extension work: Eames 3, Minnesota 2, Oregon 6, California 4, Colorado 3,

( 195, Indiana 4, Massachusetts Board of Education 19, Pittsburgh 3, Iowa 7,

Michigan 1, Colorado Slate Teachers' College 1, Iowa State Teachers' College 30

summer), Ohio University 3, Utah 1, Wisconsin 60. Only a few institutions have

lecturers devoting all their time to extension work. Indiana has 5, Oklahoma 1.,

isconsin 25. The menfbers of the regular faculty devoting part time to extension

instruction range from 2 to 107 (Columbia); of lecturers, from 2 to 115 (Michigan).

The average number of part-time instructors per institution is 29, of part-time lec- .

turect 21.

Instructors and lecturers are employed from vutside the faculty

and extension staff by nearly an the divisions. The following classes

of such additional help are mentioned: Instructors at distant points,

business and professional men, lawyers, doctors, lecturers in popular

courses, travelers, instructors from the public schools, instructors

for special work (vocational and commercial, e. g., wireless telegraphy), instructors for scout, masters and camp-fire training camps,

specialists in Americanization, coinniunity organization, municipal

government and health subjects, superintendents of mines and

factories, speakers at institutes and conferences.

so/artist/in.:The work of instruction thuti'done is sometimes closely supervised

by the departments at the university under which it falls, through examination

questions. outlines of the coUrses, and by other means. In Columbia each department

has an ex tenegni committee for this purpose. In California, department secretaries

cooperate with the assistant director in charge of instruction. Usually, however.

the supervision is exercised through visits by the extension director or some member

of did stair representing him. In two cases the school of education has a special part

in this, and In one case the services of the State high-school inspector are thus employed. . Methods of determining the success of instrnction or lecture work are various. In

the order of frequency they are: Personal visits, usually by the director, confidential

reports by reliable persons on the ground, conferences with superintendents, results

as seen by subsequent requests for courses, careful analysis of the results of instruction

by a tabulation of such items as attendance, reasons for absence, character of examination papers. The answers to questionnaires give evidence that it is a,diflicult

problem, and usually several of the methods named are employed. It might be said

that the tendency is toward accurate determieition of results by such methods %ate

last one mentioned. At least, we find this method adopted by strong divisions w Woes

finances permit them to do so.- , These manes do not lade* all administrators who have the rank of Instructor but do no teething.
102 THE UNIVERSITY EXTENSION MOVEMENT.

Supervision of correspondence work by personal visits of instructors is found. only

in 6 out of 18 cases, and in several u these but little is done in this line, th.o..,h it is

considered desirable by several. . o correspondence work is usually conducted

by regular members of the faculty., an .8 an individual matter so far as the student

is concerned, correspOndence anrcorrection of his work is relied upon to check his

work. The desirability of personal contact scents to be attested by the fact that

several institutions which do a good deal of correspondence work make provision for

it. The establishment of a number ofloeal centers for extension work, with resident

instructors, as- we find in Wisconsin, makes this method of supervision relatively

easy. As a new venture in this field should be mentioned the Ilelps for Community

and loine Study Department just being established by Columbia.

Group :quiff'sGroup or elms study, in which the instructor is not present at every

meeting of the class, hut. periodically, is maintained by 9 out of 21 divisions replying.

The success is reported as good by 4, as fair or as depending on, circumstances, like

local leadership, by 3, and as unsatisfactory by 2.

!help from outside the university and extension staff is secured when needed by

most extension divisions. The'institutions report the following purposes for which

they secure such help: Instruction 11, le tares 7, special and peculiar fields 3, institutes and conferences 6, correspondence work 2, gradieg orrestsindewe papers 1,

surveys and investiisat ions I, debating league 1, recreation camps I, g roads and.

country lift. I, community and child welfare 3, woman's clubs I ,-expert informational

work among teachers 1, promotion 2. Trained professional Men and experts, the

faculties of other colleges, former members of the unix-en-ity faculty, school superintendents and teachers, and National, State, and municipal'ollicials are umonOthe

classes drawn updn for this purpose.

cooPEmerms.

Fixed relations of cooperation are established by more than three-fourths of tin

axtension divisions wijh a great variety of institutions, agencies, and organizations

for Aminess, cha table, general welfare, and general educatbAal purposes. A large share of t r effective work in these directions is done by emetic-Mot divisions . in this way, nee it enables them to benefit by the accumulated experience, organization, and c pert assistance of these bodies. Among them are The State and local chambers of mmerce, rotary clubs, art clubs, the Federation of Women's Clubs,

the Red Cross, hospitals, boards of education, the State board of health, the <Lae

Library Commission, colleges, universities and high schools, the States Relations

Service, the State board for vocational education, various industrial organizations,

the Anti Tuberculosis Association, thetState Conference of Charities and Corrections,

the Young Men's Christian Association- and Young Women 'iilikristian Association,

the churches, the American Institute of Banking, the State LeaM of Municipalities,

the granges, the railroads, advertising clubs, and local or State welfare and business

organizations of variousicilids.

"these forts },of cooperation are, with very few exceptions, reported as yielding goodi

results, and ()Yen a qualifiedistatement on this point is rare.

Coopeiation with other extension divisions is carried on to a certain extent and in

certain lines by 17 of the institutions. The remaining 7 either have not established

cooperation wig/ other extension divisions or did not answer the queetion. The

cloee, cooperation of the extension division of Arkansas with the States Relations

Service deserves special mention. In the cooperation between the State institutions of Colorado expenses are shared and efforts. pooled to provide the west slope With extension work. Slides, films, and to a limited extent lectures, are exchanged

by Indiana, and%144 is reciprocation also in the exchange of mailing lists. The

relations between the extension divisions of the State institution!". °Vows are deterTime Sautes &Weltss later, for most reports list (sly one or two purposes es examples.
THE ORGANIZATION OF EXTENSION WORK. 103

mined by the extension council of the State hoard of education. In Kansas the

State Agricultural tIollege supplies the extension division of the university with

demonstrators and lecturers in home economics for community institute programs,

their local expenses being paid by the university extension division. The cooperation between Minnesota' North Dakota, and Wisconsin is in securing and routing

lyceum talent. Oklahoma exchanged publications and package library material

and has cooperation in correspondence study. The latter is found in a limited degree

also in Oregon and in Colorado, which also exchange slides to a limited extent.

Pittsburgh has used the correspondence -study division of the University of Chicago.

for its work in this line. It is a common practice to refer requests from outside the

State to the extension division in the State where the correspondent resides.

Hiroo ET.

, The 'appropriations for extension work are as a ridknade either directly by the

legislature or by the board of regents of the university, upon an estimate submitted

by the director and approved by the president. The two methods of provid inp,; funds

are about equally common. In one institution the president alone makes the assignment for the extension division.

Pees are charged by all of the 24 divisions reporting except two. They are regularly charged for correspondence work, and nearly always for class instruction also.

In several cases a fee is charged only for credit courses. One division which Las

until now not ehargiid fees for class instruction will do so herx4kfter. In the case of

lectures the fee molt commonly goes directly to the lecturer, together with the ex- panses of the trip. In isolated cases no charge is made for lectures, except the expenses of the lecturer. Fees 4.re also charged in some cases for community

institutes, short courses, service to women's clubs, current-topics study,, liret -aid

instructio industrial classes, and the use ol'slides and films.

The fees are sometimes paid into the extension fund; sometimes,

and with about the same, frequency, into the general university.

fund; or, in Massachusetts, into the State treasury. In the former - case sometimes a fixed division is made between the divisions and

the instructor, 50-50 in one, 20-80 in another, and 0-90 for the

regular faculty and 30-70 for local instructors in a thir . In the lastnamed case 20 per cent goes to the local administ ation for the

expense of supervision. When the fees are paid into the university

fund, this is in several instances done as a. mere fort since they are

reappropriated to the division or subject to its call or certain pay- ments ifi instruction.

Methods of payment The payment to instructo is made accord-. P.

ing to several different' methods. 'Sometimes re lar members of

the faculty receive no extra .compensaticha extension 'fork;

sometimes they are paid according to a scale, it which their regular.

salaries, he nature of the course or lecture a d the attendance at

the lecturb or class, as well as the frequency 1 its meetings, may be

factors. Local or outside instructors are so etimes paid according

to the fees received from their work; even ben regular instructors

are not thus paid, but more commonly the are engaged for a speeifiek phrpose and paid a sum agreed upon. Two institutions pay, the

.. fees up to certain ainnunt, One..4th... With" a certain guaranty
411111011111411

104 THE UNIVERSITY EXTENSION. MOVEMENT.

in addition. Another makes the pay depend on fees received for class work within certain limits of attendance. Assistance for

grading and correcting correspondence-study papers is, at least in

some eases, paid by the lesson or assignment.

Other kinds of income received by the extension divisions are of

such a varied character that they are difficult to estimate. Practically all the divisions receibe considerable local help, which if

counted as actual income would bulk large. Equally difficult is it

to determine how mucit service the extension work receives from the

sifaculty members and from the general administrative staff of the

university. In some institutigns, telephone, telegraph, and express

charges are paid from the general university fund and not charged

against the extension budget. Divisions in some instances receive

special appropriations from the State board of, education, some

obtain gifts of the cost of .printing special bulletins, others receive

financial assistance from industrial or commercial corporations for

conducting workfor_employees or the community.

Little effort is made to establish a fixed budget for the different

bureaus of a division, the assignment of funds depending. on the

needs as they arise. In several very distinctly defined lbws of

work, like that of the institutes of arts and sciences at Columbia,

and the summer extension work of the Iowa State Teachers' College,

a fixed separation of funds is the established practice.

Tir traveling expenses of instructors and lecturers and other agents are paid by

the extension division in 7 States, by the community in 7, by the State in 6, by the

university in 4. Communities do not, however, always pay these expenses, even

in the statekreferied to, since there is usually an alternative. In some cases the

administrative expenses are excepted and paid by the extension division or the

State. In two cubs the expenses are me( out of the fees.

In a similar manner, institutes or conferences are financed by the maiversity in 5

cases, by Ur extension divisions in 4, by the State in 2, by cooperation of theirmmunity and the extension division in 3, by the community in 1, by one of the three

methods in 3, by special appropriation in 2, by the State board of education in I.

Slides, films, and package libraries are furnished free, except for cost of transportstionjand in acme cases for damage; in 9 States, in one of which it is provided thaLtsa

admission fee be charged. In 2 additional States transportation one way only is charged.

THE PLOBIDA BUDGET.

The following is a partially itemized budget for l extension

as provided by, act of the Florida legisla. ture in 1919:

Salt-tioN 5. The sum of $50,000, or so much thereof as may be necessary, is hereby

appropriated out of the general revenue fund to carry out the work herein authorized,

for a period of two years and one month from June 1, ]919,, to June 30, 1921, and shall

be expended as follows:

Salary of director one year.. '$3, 000

Salary of field agent do. 3, 000

Salary of office assistants, stenographers, filing clerks, and librarians...do.... 2, 700
THE ORGANIZATION OF EXTENSION WORE;

Axiam

105

Extr pay for professors engaged in outside work, estimated for 352 days at

$5 per day - one year.... $1.760

Extra pay for 10 students assisting in work in office at $300 each, . ...do.... 3. 000

Pay for lecturers and entkrtaine ,. d 500

Triveling expenses for field agent. estimated 150 days at $7 per day d .... 1,050

Traveling expenses for professors and students engaged in outside work d

Traveling expenses for lecturers and entertainers ...d 500

( 'on ti ngencies, telegrams, researches, advertising, and extra salaries ...dol.... 1. 500

I [Appropriation, for item, il,ted above may be transferred from one to snot ea need 4 may ario.1

:',ilbscript Mu for periodicals o? e

t Year . . 500, "riming . A , do 1,200.

.:--,ityanris e ifo.... 1,560

Purchase of correspondence courses *do. 1. 000

Purchase of slides a4d films ...do.... 2, 000

Purchase of filing cases, writing machines, and other office furniture..do.... 500

f oral' $25,'000

For second year $25, 000

For the two year , $50,000.

UNIVERSITY POLICY.

The following is a condensed statement of the place and function

of an extension division in university policy. Th propositions are

taken from a preliminary draft of the b5r-laws prop sede, d for a western

university.

SECriox 1. Pululornntal considerations. The university is under obligations .to

serve, within its meats, all the people of the State.

The department of instruction is the unit of university act ty. whether on or off

the campus.

.'i school of the university is an administrative device by w ch certain major intere,,ts of the people may be more efficiently served. Departjgents that contribute to

the activity of a school retain their integrity and indepen%agras structural units

of the university.

Only stringent necetnity should make it necessary for the board of regentsto establish more than one department covering the Flume field.

SEC. 2. The field of the ertension division. The extfnsion division is coordinate with

the othr divisions called schools. It is the administrative device by which the

university serves the people of We State who can not come to the campus for instruction, or who, if they come to the campus, take only such work, especially provided, as

their regular vocatiogal duties hermit them to take. - Sac. 3. The extension division and the departments. The departments of the university must do their caching beyond the campus through the extension division, and

credit extension classes must be given with the general understanding of the departments concerned.

Sac. 4. The extension division and sdsools. In such of itsteaching work as is designed

to count toward a university degree the extension division represents the schools,

and such work must be given with the understanding of the schools concerned.

Sac. i5. Independent organization authoriud. The extension division may beimthorized to undertake work independently of the departs ente or schools,
106 THE UNIVERSITY EXTENSION MOVEMENT.

SEC. 6. Classification of extension workers. Mtmbers of the extension staff,who give

instYuction in a recognized field of knowledge should be classified also with the staffs

of the departments in question.

Clerks andadministrative officers should be classified only with the extension staff.

Sec. 7. Classification of extension students. All students taking credit courses by

extension should he classified as of the school in which their major work lies. They

shoUld, however, determine this classification themselves. on their application cards

at the time of registration or on forms otherwise provided by the registrar. All extension students not so fixing their classification in schools and all other extension students

shall be classified merely as extension students. This section does not in any way

prohibit the extension division from maintaining and publishing lists of all students

doing extension work.
LIST OF EXTENSION PUBLICATIONS.'

UNIVERSITY OF CALIFORNIA EXTENSION DIVISION. BULLETINS. Volume I. 1915-16.

No. 9. Part.!. Bureau of Correspondence Instruction. (General information.)

No: Ii. Bureau of Class Instruction. (Announcement of courses, 1915-16.)

No. 14. Bureau of Public Discussion_ (('onstitution and rules and regulations of

the Interscholastic Public Speaking League of California.)

. No. 15. University extension service fur teachers.

Volume 2. 1916-17.

No. 8. Correspondence courses in gasoline automobiles, advanced shop mathematics, etc.

No. 16. Compulsory health insurance.

No. 19. Military se/Nice.

No. 21. Single house legislature.

No. 23. Some suggestions regarding pont;ibilities of service in view of the war.

\Atone I. 1917-18.

No. 1. Bureau of Class Instruction, Announcements of courses 1917-18.1

No. 2. The newsprint situation.

No. 3. League to enforce peace.

No. 4. Schedule of classes (August).

No. 5. Preliminary announcement for Southern California.

No. 6. Preparing the way for peace. (Stereopticon lecture outline.)

Xo. 7. Steps toward democracy in Europe. (Syllabus of six' illustrated lectures.)

No. 8. From north to south in Europe. (Syllabus of six illustrated lectures.]

No. 9. Episodes in American history and exploration. (SIllabus of six illustrated lectures.)

No. 10. Revelations of intrigue. (Stereopticon lecture outline.'

No. II. Constitution, Public Speaking League.

No. 12. Correspondence course in music.

No. 13. Courses in philosophy, political science, economics, and history. (('or_

respondence.)

No. 14. Judging the debate.

No. 15. Astronomy, oral and dental hygiene, zoology. (Correspondence.)

No. 16. Stereopticon lecture outline.

No. 17. The single tax.

No. 18. Use and care of the gasoline automobile. (Cerrespandence.)

No. 19. Disaster and its reaction. (Stereopticon lecture outline.)

No. 20. Government monopoly of the manufacture of munitions of war.

No. 21. Correspondence courses in busimanubjects.

No. 22. Schedule of classes (January).

No. 23. sIllustrated lectures on art.

No. 24:Constitution, rules and regulations, junior section, Interscholastic Publip-Speaking League.

t This check list of uniiihity extension publications was originally prepared by Dr. Schlicher from

records In the office of the division of edtwatioital extension. The list Includes those bulletins and etre*.

tars sent to Washington and those tabulated In the publications of several divisions.

107
108 THE UNIVERSITY. EXTENSION MOVEMENT.

Volume 3. 1917-18--Continued.

Nos. 26, 30, 37, 38. Correspondence courses in journalism, business, technical

subjects, and education.

No. 32. Illustrated war lectures.

No. 35. Extension courses offered in southern California.

No. 40. Schedule of classes.

Volume 4. 1918-19.

No. 1. Six-year presidential term.

No. 4. Correspondence courses in sewing, etc.

o. 5. Correspondence course iu art appreciation.

In addition, numerous circulars dealing with instruction, exhibits, rt., are issui.1

UNIVERSITY OF COLORADO-EXTENSION DIVISION.

(Extension bulletins are contained in the University of Colorado bulletin 1, MI

separate numbering.)

ISU LLETINS. No. 1. High school and college conference. (Abridged reports, 1896, 1898, 1903,

1909, 1910.)

No. 2. University extension division. (General statement, 1912.1

No. 3. Protection against typhoid, 1912.

No. 4. Municipal water supplies of Colorado. By C. C. Williams. 1912.

No. 5. Correspondence study centers. (Lectures and addresses. 1912.1

No, O. List of serials in University of Colonido library, 1913.

No. 7.. The practical value of birds. By Junius Enderson. 1913.

No. S. A week of applied sociology-conference of social workers, 1913.

No. 9. Report of the week of applied sociology. 1913. (Program.)

No. 10. Correspondence study classes, lectures. etc.

No. 11. Graduate courses in medicine, 1913.

No. 12. Insanity, its nature, causes, and prevention. By Francis Ranely.

No. 13. Colorado Sociological Conference. (Social welfare, education. Program. 19

1914.)

No. 14. Sociological Conference, 1914. Report.

No. 15. Colorado high school and college courses, 1912, 1913, 1914. (Abridged

reports.)

No. 16. Colorado Sociological Conference. (Program, 1915.1

No. 17. Community welfare conferences. (Sma;ested organization and programs.

No. IA. University extension. (Announcement of courses, October, 1915.1

qrsirral So-rirs.

No. 99. Colorado Sociological Conference and Colorado Municipal League. Administrativo efficiency in a democracy. Program, 1916.

No. 118. Extension courses in clinical laboratory methods, September 7, 1917.

No. 132. University extension courses. (General announcements, November, 1918.)

Constitution of the Colorado high school debating league.

The war is over--let's go!

Business and industrial courses, September, 1915.

Telling stories to children. . Program suggestions for women's clubs. (Program, 1917.)

Social education and public health.
LIST OF EXTENSION PUBLICATIONS.

INDIANA UNIVERSITY-EXTENSION DIVISION. BULLETINS. Volume 1. 1915-16.

No. I. Correspondence study.

No. 2. Municipal home rule. IBA School Discussion League, October, 1915.1

No. 3. Lantern slides, 1915.

No. 4. The community schoolhouse.

No. 5. First loan exhibit Of pictures.

No 6.. Early Indiana history.

No. 7. Indiana local history.

No. 8. Wesiminster Abbey.

No. 9. Reference aids fur schools.

No. 10. Community welfare programs.

No. 11. Play and recreation.

No. 12. Extension courses of instruction at Indianapolis, August., 1916.

Volume 2. 1916-17.

No. 1. Play and recreation. t Four papers read at a conference, 1916.)

No. 2. High School Discussion League. (Compulsory military service for the

United States.)

No. 3. Correspondence study. (Courses.)

No. 4. Extension courses at Fort Wayne. Janua'ry. 1918.

No. 5. Community institutes.

No. 6. Third Conference on Edueatioual Measurements. (Report.)

No. 7. Package libraries.

No. 8..Class instruction.'

No. 9. Extension courses at'Fort Wayne, September, 1918.

No. 10. A new constitution for Indiana. (Club study outline.)

No. 11. City markets. liy Frank T. Stockton.

No. 12. Extension courses of instruction at Fart Payne.

Volume 3. 1917-18.

No. I. Cooperative retail delivery. 1ty \V. S. Itittner.

No. 2. High School Discussion League. (War finance in the United Stated.)

No. 3. Financing the war. By Ray S. Trent.

No. 4. Extension courses of instruction at Fort Wayne.

No. 5. Vocational recreation in Indiana, 1916.

No. 6. Club study outline subjects: America's war problems the background

of the great war.

No. 7. Women in indnstry. By Ray S. Trent.

No. 9. Extension courses of instruction at Fort Wayne.

No. 10. Extension courses of instruction at Indianapolis.

No. 11. Public Markets. By Walton S. llittner!

No. 12. Correspondenee study. (List of courses.)

Volume 4. 1918-19.

No. 1. High School Discussion League. (Universal service for citizenship.)

No. 2, Extension courses at Fort Wayne, October, 1918.

No. 3. Extension courses at Indianapolis, November, 1918.

i No. 4. Fifth C9nferenee on Educational Measurements, 1918.

No. 5. Town and city beautification.

No. 6. School and community service.

No. 7. Visual instruction.

No. 8. Feeding children arechool.

Mb. 9. Americanization.

No..10. Speaker.' bureau.
110 THE UNIVERSITY EXTENSION MOVEMENT.

Volume 11.

No. 10. A new constitution for

January, 1914.)

No. 11. Debating and public discussion.

June, 1913.1

Volume 13.

No. 7. A manual of pageantry.

Volume 15.

No. S. Extension division announcement, 1917 -18.

Volume 16.

No. 6. Extension division announcement, 1918-19.

A new constitution for Indiana. (First annual

School Discussion League, June. 191-1.

Topics of interest to women's clubs.

Baby-saving campaign and child-welfare institute.

Programs of community institutes.

Indiana. (Outline and students' speeches,

*(A manual for civic discussion clubs

Ily Robert Withington.

contest, Indiana High

CIRCULARS sosmsrms. Visual instruction. (Second loan exhibit of pictures.)

Visual instruction. (Third loan exhibit of pictures. )

Club study. (Departments and courses of study.)

Extension lectures. (A list of speakers and subjects.)

Public library lectures. (A list of speakers and subjects.)

Commencement lectures. (A list of speakers and subjects.)

Community institutes. (Explanation and suwested programs.)

Community institutes. (Methods of organization.)

The fourteen-minute speech.

Public discussion. (Package libraries.)

Public discussion. (Debates.)

State High School Discussion league.

Visual instruction. (Equipment.)

Visual instruction (Third loan exhibit of pictures.)

Visual instruction. (Motion pictures.)

Play and recreation.

Fourth exhibit of picttires.

Problems of the war.

(Program.)

UNIVERSITY OF IOWAEXTENSION DIVISION. BULLETINS. No. 1. Street lighting. By Arthur H. Ford.

No. 2. liste-making for public utilities. By Wm. C. Raymond.

NO. 3. Engineering as a profession. By Wm. C. Raymond.

No. 4. Store lighting. By Arthur H. Ford.

No. 5. Economy of time in arithmetic. By Walter H. Jessup.

No. 8. Vocational guidance in high schools. By Ervin E. Lewis.

No. 7. Ninth annual announcement of the Iowa High School Debating League. By

Glenn N. Merry..

No. 8. Waterworks statistics of 38 cities of Iowa, with the meter rates of 70 cities. Ity

John II. punlap.

'No.1. Work, wages, and echooling.of 800 Iowa boys in re ion to the problem of vocational luidance. By Ervin E. Lewis.

No. 10. Principles of advertising; By Philip J. Sodergren.

.411 , 4
LIST OF EXTENSION PUBLICATIONS. 111

Hygienic conditions in Iowa schools. Dy Irving King.

No. 12. Tenth annual announcement of the Iowa High School Debating League. By

Glenn N. Merry.

No.: 13. Employers' welfare work in Iowa. By Paul S. Pierce.

_No: 14. Isevehandlx)ok on child welfare.

No. 15. Present attainment in handwriting of school children in Iowa. By Ernest

J. Ashbaugh.

No 16. Child welfare surveys and bibliography.

No. 17. Correepondenre courses.

No. K. High school plays. By Glenn N. Merry.

No. 19. Culture and wornen's clubs. Hy Thomas II. MacBride.

No. 21. Ulan collectigns of lantern slides.

No. ,22. Municipal accounting. By Russell A. Stevenson.

No. 23. Eleventh annual announcement of the Iowa High School Debating League.

By Glenn N. Merry.

No. 24. Arithmetis.:al skill of Iowa school children. Dv Ernest J. Ashbaugh.

No. 25. Standards of measuring junior high schools. By Ervin E. Lewis,

No. 26. The social survey. By Bessie A. McClenahan.

No.,27. The Iowa desk book of newspaperpract ices. By Conger Reynolds.

No. 28. Twelfth annual announcement of the Iowa High School Debating League.

By Glenn N. Merry.

No. 29. German submarine warfare against the United States. 1915-1917. By Lout

Pelzer.

No. 30. Newspaper English. Ily Sam B. sloan.

NO. 31. The Monroe Doctrine and the War. By I larry G. Plum. 14 No. 32. The conservation of sugar. "Ity Ernest Horn and Maude M. McBroom.

No. 33. The fifth annual recreational camp for girls.

No. 34. Iowa Training Camp for Scoutmasters.

No. 35. Conference for Religious Workers.

No. 36. The toVersinift evil as illustrated by conditions iu Iowa banks. By Nathaniel R. Whitney.

No. 37. Survey of the high schools of Des'lloinee. By Ervin E. Lewis.

No. 38. Thirteenth annual announcement of the Iowa High School Debating League.

No. 39. Loan collections of lanternAlides.

No. 40. Iowa Patriotic League. (Bibliography.)

No. 41. Survey of the school buildings of Muscatine. Ili' Ernest J. Ashbaugh.

No. 42. Parent-teacher associations in Iowa.

No. 43. Iowa spelling scale. By Ernest J. Aishbaugh.

Programs of Retail Merchant's Conferences. .'`

UNIVERSITY OF KANSAS- EXTENSION. HU LLETIN el. Training for debating, with model briefs, 1910.

The recall of judges, with bibliography and references, 1913.

Constructive juvenile effort in Kansas.

Announcement of the Kansas high School Debating League, August, 1918, with

bibliography and references on compulsory arbitration (also list bi debates since

1910-11).

Announcement of extension lectures, lecture courseiyifild concerts; with general

information, 1915.

Suggestions for forming child welfare organization.

Merchants Week lectures, 1915. (Report.)

Bulletin Of the Department of General Information.
112. THE UNIVERSITY, EXTENSION MOVEMENT.

Correspondence study courses, 1918.

The cigarette problem.

INFORMATION LESSLETS.

Department of general iniiIrmitt ion.

Play service.

Visual instruction, 1918-19.

Commencement addreesm, 1918.

Public speaking in high lichools.

The cigarette problem.

How to enter the child welfare movement.

Juvenile thrift and induhry.

Ilome and school gardening.

Child welfare in war time.

Women's clubs, debating outlines. package libraries, 1918-19.

Plays for schools, 1918.

Public speaking in the high school.

Service of the university extension division. Oescriptiou of depart inonts-)

MASSACHUSETTS BOARD OF EDUCATION -DEPA rt.rm ENT

UNIVERSITY EXTENSION.

BULLETINS.

Volume I. 1916.

No. L Correspondence courses, 1916.

No. 2. Correspondence and group-study courses, 1916.

No. 3. Now bulletin.

No. 4. Courses for class instruction,

No. 5. Course for correspondence instruction.

No. 6. ('ourses to be offered in cooperation with public Illirariem in Massachusetts.

Volume 2. 1917.

No. 1. Second annual report on university ex tension.

No. 2. Education.-.1 extension opportunities in Massachusetts.

No. 3. Bureau of Class Instruction and Bureau of I 'orrespondence Instruction.

(List of courses May, 1917.)

No. 5. Food thrift.

No. 6. Coursesoffered for Corresp-indence instruction, Nevbmber, 1917.

Volume-3. 1918.

Courses offered for correspondence instruction, May, 191S.

No. 5. Courses offered for clam instruction, 1918-la

No. 6. Courses-offered for correspondence instruction. 1918-19.

University extension courses, 1918-19, offered by the Boston commission oiI extension courses.

Public document No. 113. Third annual report of the board of education-department of university extension, January, 1918,

. UNIVERSITY OF MISSOURI-EXTENSION DIVISION.

BULLETINS.

No. 2. School-improvement agencies, 1913.

No. 3. Consolidation of schools in Missouri, 1913.

No. 4. Correspondence courses in high-school subjects, 19114.

No. 6. Preservation of food in the home, 1914. , No. 7. Care of free textbooks, 1914.
LIST OF ErrEwsiow PUBLICATIONS. 118

.No. 9. Abnormal and defective children, 1914.

No. 1 I. The house fly, 1914..

No. 12. Correspondence courses in high-school study, 1915.

No. 13. Announcements of the extension division, 1915-16.

No. 14. Technical manual arts for general educational purposes, 1916.

No. 15. Country roads, 1916. I2 parts.)

No. 16. Hand work in grades 1 to 6, 1916.

No: 19. Correspondence courses in high-school subjects. September, 1916,

No. 20. Announcement of the extension division, 1916- 17.

No. 21. Manual for the mentaland physical examination of children, 1916.

No. 22. Better highways, 1916.

No. 23. The feeding of children, 1917.

No. 24. Feeding the baby, 1917.

No. 25. Extension division-Announiement,0917.11z.

N0.26.. Extension division Announcement., 1919-20.

Constitution of the Missouri High-School Debating league.

Announcement of the extension divi lion, 1912-1:3.

UNIVERSITY OF MINNESOTA-EXTENSION DIVISION

Americanization training course, 1918-19.

communny centers. "%b. Effective debating.

Programs of merchants' short courses.

University extension lectures, 1918-19.

Corresjmndence courses, 1918-19.

Announcement of evening courses, 1918-19.

Ilniversity extension7--What and why?

Handbook of extension service.

Community service.

The key to iipportunity.

UNIVERSITY OF MICHIGAN-EXTENSION DIVISION,

Library extension service, 1918-19.

Michigan High-School Debating League.

Extension credit courses, 1918-19.

Extension service, 1918-19.

ITNIVERSITY OF NORTH DA4OTA-EXT-ENSION DIVISION.

high- School Debating League.

High-school declamation contest, high-school universal (4.1110,1, 1918-19.

Play festivals:

Extension division-Announcements.

University extension lectures.

Correspondence study.

UNIVERSITY OF NORTH t'AROLINA-EXTENSION DIVISION.

BULLETINS.

Debate and declamation:

('ampulsory military training.

Woman suffrage.

Addresses on education for use in declaiming. essay writ ing, and routing.

153448° 2() 8
114 THE UNIVERSITY EXTENSION MOVEMENT.

The initiative and referendum.

Public discussion and debate.

Ship subsidies.

The enlargement of the Navy.

Government ownership of railroads.

Compulsory arbitration of industrial dispute'

Announcement and regulations of theHigh School Debating Union of Nortb.,Camlina.

1918-19.

Selections for speaking in the public schools.

. rountlleconinie and social surreys.

Cooperative institutions among the -farmers a CataWba County.

Syllabus of home-county club studies.

4, Country life institutes.

The North ('arolina Club Yew-Book; 1915-16.

Sampson County: Economic and social.

The North ('arolina Year-lh*, 1916-17.

Local study clubs.

Correspondence courses. extension lectures.

&tension circulars:

Our country-church problem.

Our (;itrolina highlanders.

Wealth, welfare, and willingness in Ni rth Carolina.

County government and county affairs.

The country church.

Er him, ;emu/ itihrmId 1.0 and u.cestance.

A'pmfessional library citr teachers in secondary schrsrls.

The teaching of county geography.

Measurement of achievement in the fundamental elementary-school subjects.

II'Or-information series.

War-information &nice..

The Lafayette AssociatiOn.

A program for extension for a time of war.

'Why we are at war with Germany. -b. Single lectures concerning the war.

Extension courses and lectures.

Will you keep the freedom otobtildiers win?

National ideals in Britinh and American literature.

Ertension MVOs.

The America university and the new nationalism.

The community pageant..

Reconstruction and citizenship.

Studies in the social and industrial condition of women as affected by the war.

ITNIVERSITY OF ARKANSASLXTENSION DIVISION.

Community programs.

A communitylorum.

programs.
No. 12.

Igo. 13.

No. 15.

No. 16.

'No. 17.

No. 18.

No. 20.

No. 21.

No. 22.

No. 24.

.No. 26.

No. 27.

No. 28.

No. 29.

No. 30.

N. :13.

No. 34.

No. :16.

No. :17.

No. 38.

No. :19.

No. 0.

No, 1.

N. 43.

No. 44.

No. 45:

debates.

LIST OF EXTENSION PUBLICATIONS. 115

UNIVERSITY OF OKLAHOMA - EXTENSION DIVISION.

DEBATE BULLETINS.

A student's manual of debating and parliamentary practice.

The initiative and referendum. (Out.)

Unicameral legislatures. 72 pages.

Guaranty of hank deposits. 80 pages. ((hit.)

Woman suffrage. RO pages. (Out.)

Consolidation of rural schools. 32 pages.

The preferential ballot. 56 pages.

Government ownership of mitwas. 116 pages.

The single tax. 162 pages.

Workmen's compensation, 132 pages.

Selling munitions of war. 64 pages.

Municipal affairs..

Continuing the Monroe doctrine. 148 pages.

Proceedings Third Annual Convention-Oklahoma Municipal Lo.:

Teachers' pensions. 52 pages.

c,rrespondence study, Sept., 1917.

t'ompulsor arl it ration of labor disputes.

ovoids study. 96 pages.

Oklahoma municipalities.

Current OVOID; Skid y. 1917-18.

Oklahoma municipalities.

'oman suffrage NII. 2. .S0 paes. g

Studies on current topics. AO pages. Part I. The tirell Var.

The city-manager plan. 77 pages.

Social prol dein. 156 pages.

eatIlloglIe of material on war and the proldems of peace, general subjects,

No. It. Problems of personal development.

The study of current tvics.

List of illustrated lectures and stereopticon slides.

Debating contests.

'Traveling libraries.

th.partm,ent a community ...0e urrent .-ents study.

Conference nn tae at ion, 1914. ( Program.)

Conference on rural economic problem, 1916. i Program.)

1'istia I instruction.

The Extension Dix Won., I Departments and activities.)

Crestit tiller' of the Oklahoma High School Debating League.

Debatingmul eats.

UNIVERSITY OF OREGON- EXTENSION DIVISION.

EXTENSION MONITOR.

Volume 5. 1916-17.

Volume 6. 1917-18.

LEAFLET SERIES.

Home study courses for teachers, 1918.

LectUre courses and study classes, 1918.

Summer classes for university credit (Portland center), 1918.

tmergenereourses for men in war industries, 1918.

Putting the eyes to work, 1917.
116 THE IINIVEESJTY EXTENSION MOVEMENT.

Train for citizenship, 1918.

Institute lectures and subjects.

Oregon High School Debating League, 1917-18.

Correspondence study catalogue, October, 1918.

UNIVERSITY OF TEX AS-EXTENSION DIVISION.

Extension bulletins are included in the Univereity of Texas bulletin, but without

separate numbering.) BuLLETINH. .4`

No. 254. Intercollegiate debates on 019ige insurance, banking and currency reform,

1913.

No. 30. A constitutional tax for the support of higher (.4he ational institutions

Texas, 1915.

No. 31. Woman suffrage. (Bibliography and selected arguments, POS.)

No. 35. School literary societies, 1915.

No. 70. Christmas entertainments, 1915.

No. 4. How to conduct a-baby health conference, 1916.

No. 16. Scinittlhouse meetings; school-Clositg exercises. 1916.

No 17. Thelieautitication of the hence grounds, 1916.

No. 26. The furnishing and4ecoration of the home, 1916.

No. 39. The pliumiug of simple homes, -1916.

o. 40. Study outlines of Elizabeth Ilarrison's -child Nature," 1916.

No. 41. Mill y preparedness, 1916:

No. 42 t help the teacher can net from-the University Extension Department.

o. 7. Single tax, 1916.

No. 48, Care and preservation the borne, 1916.

No. 56. Programs for schoolhouse meetings, 1916.

No. 57. The mourning dove, 1916.

No. 62. -Universal military'training, 1916.

No. 67. A study of rural schools in Travis County, 1916.

No. 72. A play for San Jacinto night, 1916.

No. 1708. What the Baby Health Conferenceteaches.

No. 1711. Pure milk and how to get it.

No. 1717. School aavingslanks.

No. 1730. Visual iustrucgin througlilantern slides and motion pict

No. 1739. How a superintendent may aid his teachers in self-improvement.

No. 1740. Announcement of correspondence courses.

No. 1748. The bobwhite.

No. 1756. Food conservation to help win the war.

No. 1765. Announcement of extension work for war service.

No. 1769. How to organize and conduct a school and community fair.

No. 1804. Food for infanta and growing children.

No. 1805. Red Cross program for schools.

No. 1807. Announcem4fit of group-study courses.

No. 1809. Lantern slides for war service.

No. 1830. Constitution and rules of the University Intentcholastie League.

No. 1831. University aid for.Community Councils of Defense.

No. 1832. War songs for community meetings.

No. 1833. The extension loan library and list of free bulletins.

No. 1834. Words for the spelling matches of the University Interscholastic 1 vai,tre.

No. 1837. Patriotic prugrains for community meetings.

No. 1842. Play and athletics.

Valentine and Washington Birthday celebrations.
r

LIST OF EXTENSION PUBLICATIONS. 117

UNIVERSITY OF SOUTH DAKOTA- EXTENSION DIVISION.

Yearbook of the High SchoOl Debating League.

Extension centerswork.

UNIVERSITY OF UTAH-EXTENSION DIVISION.

Community thrift.

School and community survey and community welfare work.

Infant mortality.

I lealth lectures.

Correspondence study courses, 1918-19.

Circulars containing announcements.

The Utah Educational Review, published by the Extension Division, contents

frequent announcements and news of extension work. cs UNIVERSITY OF VIRGINIA = EXTENSION DIVISION.

UNIVERSITY OF VIRGINIA RECORD: EXTENSION SERIES,

Volume 1. 1915-16.

No. 1. High School Literary and Athletic League. ( Literary societ es in secondary schools: Part 1, Organization; Part 2, Pa4iamentary form nd rules;

Part 3, Questions for debate, arguments and refereices.) (Ten questions.

No. 2. University extension lectures.

No. 3. The Virginia High School Literary and Athletic League. (Compulsory

education.)

No. 4. Religious activities and advantageb at the University of Virginia.

No. 5. Program for the use of Sundaysehools and churches and the observance

of country- church day.

No. 6. Announcement of the curry Memorial School of Education.

No. 7. Program of the Ninth Annual Rural-Life conference. 1916.

Volume 2. 1916-17.

No. 1. Official syllabus ofBible study for Ogli school pupils.

No. 2. The Virginia High School and Athletic league. (compulsory Military

training.)

No. 3, Bibliography of educational surveys and tests.

No. . Principles involved in teaching o: hand writing.

No. 5. Summer school of music.

Noe. 6-7. The Jewish Chautauqua SAcibty and the University of

Nos. 8-9; The relation of the colleges and universities of the Soot h to t he hational

crisis.

No. 10. Albermarle Highway Association.

Volume 3. 1917-18.

No. 1. A study of school recesses.

No. 2. Virginia High School Literary and Athletic League (Debate 'A league

to enforce peace.")

No. 3. War Extension Service.

Catalog of the Houston 4t League collection of prints.

Volume 4. 1918-19.

Noe. 1-5. Government ownership and operation of railroads: (Debating Bulletin.)

ALUMNI BULLETIN OF THE UNIVERSITY OF VIRGINIA. THIRD SERIES.

Volume 5. No. 4. Rural-life Conference, 1912.

Volume 7 No. 4. Rural-life ConferelIce, 1914.

Virginia High School Bulletin often contains extension news and annouthimenta.

(ss
118 TBB Inman= EXTENSION MOVEMENT.

UNIVERSITY OF SOUTH ,CAROLINA- EXTENSION DIVISION.

General extension bulletin.

South Carolina High School Debating League.

School surveys.

The school as a social center.

Cooperative courses in the school of engineering.,

UNIVERSITY OF WASHINGTON-EXTENSION DIVISION.

Better Business. Monthly magazine. First number in March, 1916. $1.50 a year. The University Extension Journal. Quarterly (1914).

BULLETINS.

No. 2. The social and civic center.

No. 3. State roads and permanent highways.

No. 4. The recall of judges.

No, 6. The single tax.

No. 7. The making of a newspaper.

No. 9. Immigration. (Debate outline.)

No. 10. The better newspaper.

No. 11. Supplementary lectures in journalism, 1913-14.

No. 12. Taxation in Washington.

No. 14. Government ownership of telegraph and telephone.

No. 15. Newspaper production.

No. 16. Supplementary lectures in journalism.

No, 17. Survey of the Port Townsend public schools.

No. 18. Ethical aspects of journalism.

No. 20. Military training in the public schools.

No. 21. Ores, coals, and useful rocks of Washington:

No. 22. Some newspaper problems, 1917.

Circulars of Information.

UNIVERSITY OF WISCONSIN-EXTENSION DIVISION.

INFORMATION AND WELFARE BULLETINS

Chart on communicable diseases, 1917.

Commercial organizations and charitable control, 1915.

Community music and drama, 1918.

Eye in industrial accidents, September, 1916.

Food conservation through utilization of garbage waste, 1918.

General prospects, 1913. . Guarding the public health, 1913.

Industrial education and dependency, 1918.

Ifeadowgold (a play), 1914.

Municipal and sanitary engineering, 1914.

Nursing as a vocation for women, 1917.

Newspaper conference proceedings, 1913.

Organized poor relief work in Wisconsin, 1915.

Vocational conference papers; 1913.

Vocational education and guidance for disabled soldiers, 1917.

Wisconsin baby week, 1917.

Public.recreation,-I915.

Some aspects of feeble-mindedness in Wisconsin. - Tuberculosis, 1909.
LIST OF EXTENSION PUBLICATIONS. 119

Milwaukee Bakers' Institute, 1910.

The manual arts as vocations, 1918.

Prenatal care.

COMMUNITY INSTITUTE BULLET/NB.

De Pere Community Institute program, 1914, 1915.

Kaukauna Community Institute program, 1915. , Mayville Community Institute program, 1915.

Menomonee Falls Community Institute program, 1914.

Middletown Community Institute program, 1914.

Neillmille Community Institute program, 1914.

New London Community Institute program, 1914.

Stephens Point Institute, 1913.

Sauk City Community Institute; Results and opinions, 1913.

Organizations of community institutes, 1915.

MUNICIPAL REFERENCE BUREAU BULLETINS.

Assessed valuation and tax rates of Wisconsin cities, 1918.

Comparative salaries of city officials in Wisconsin.

Juvenile probation in Wisconsin, 1914.

Municipal coal yards, 1918.

Municipal special reports, 1918.

Uniform municipal accounts, 1915.

Voting machines in Wisconsin, 1915.

What is the municipal reference bureau? 1915.

SOCIAL CENTER BULLETINS.

Lessons learned in ltochester. 1911.

The rural awakening. 1912.

Schoolhouse as a local art gallery, 1912.

Social renter in theethwest, 1912.

Sial center n n. oc u , 1911.

The community renter a means of common understanding, 1911.

Pareni,-teaeher associations. 1918.

PF.BATING AND PUBLIC DISCUSSIONS. \-

A league of nations. (Debating bulletin.)

4 How to judge a debate.

Municipal home rule.

Triangular Discussion League. (AmeriCaTi Song

The great Alm.

Initiative and referendum.

The recall.

School literary societiestraining for citizenship.

Modern European history and the great war.

bebating manual. 111 Service and the State by the university extension division.

Bienniai report of the dean of extension.
Advisory mail instruction, 45.

Agricultural colleges, general extension, 96.

Alderman, E. A., on war extension service, 42-43.

American and English movements, relation. 15-24.

Americanization, activities, 35-36, 48-49..

Arizona. University of. See University of Arizona.

Arkansas, University of. See University of Arkansas.

Birge, E. A., on service to the Commonwealth through university extension, 38-42

Itruere, R. W., on British and American labor programs, 22.

Bureau of Education. and educational extension..10.

Bureau teaching, 50.

Business service, 47.

California, University of. See University of California.

('apen, S. P., on the Federal Government and educational extension, 10.

Chicago, University of. See University of Chicago.

Child welfare, promotion, 49.

Class and club instruction, definition. 44.

Club study, 45.

Colleges and universities, statistics of extension activities, 61.

Colorado, University of. See University of Colorado

Columbia University, extension fork, 88-89.

Community center service, 33, 48.

Community institutes. 46.

Conferences. 46.

Cooperative societies and educational extension. 21.

Correspondence instruction, definition, 44; teaching, 49-50.

Cultural education, interest in, 22-23.

Definition, extension work, 10-12, 44-48.

Demonstrations, scientific, 45.

Directed reading courses. 45. s Directory of gerieral extension seir.1,iies, 70-76.

Discussion and debate service, 47.

Drama, community, '48.

Educational extension, definition, 10-12.

Employment service, 49.

Engineering, extension work, 50-59.

English and American movements, relation, 15-24.

Essential elements of university extension, 38-43.

Extension class instruction, defir4tion, 44.

Extensio'n teaching service, definition, 44.

Extent of extension work, 60-69..

Federal aide to education, 26.

Federal Board for Vocational Education, and soldiers' education, 30.

Federal division of educational extension, activities, 27-36.

Federal publications, use of, 34. /.1 121
122 INDEX.

Fisher, H. A. L., bn English educition bill, 23.

Florida, budget for general extension, 104-105.

Florida, University of. See University of Florida.

Forum teaching. 50.

General information service, 96-47.

Greenwood, Arthur, on adult education, 22.

Health, extension work, 30,51-56.

Henderson, George, on university extension. 19.

History of university extension, 14-15.

Idaho, University of. See University of Idaho.

Illinois, University of. See University of Illinois.

Indiana University. extension work, 65, 81-82; list of extension publications.

Institutes and short courses. 46.

Instructors. methods of payment, 103-109.

Iowa, University of. See University of Iowa.

Kandel, I. on English extension and relation to labor movement, 15.

Kansas, University of. See University of Kansas.

Kentucky, University of. See University of Kentucky.

Klein, A. J., on new educational projects, 25-26.

Kolbe. P. II.. on educational system of the United States, 9.

Labor movement in England, and university extensiOn.

Labor programs. demecnitiation of education. 22.

Lectures. 45.

Libraries. educational extension work, 33-34, 35: package service. 47.

Lighty, W. 11., definitions of extension activities. 49-50.

Lyceum service, 48, 50.

MacLean, G. E., on university extension. 23.

Massachusetts Doan! of 'Education, department of univemityjiastension, activities,

48-49, 64, 84: list of publications, 112.

Ma.sruchusetts Commission on Extension courses. work, 1:4, 84-8,1.

Merchants' short courses, 46.

Methods of payment to instructors, 10:1. 104.

Michigan, University of. See University of Michigan.

Minnesota, University of. See University of Minnesota.

Mississippi Agricultural and Meclinical College, extension work, 96. 11(

Missouri, University of. Syr Universityof Missouri.

Montana, University of. Sec University of Montana.

Motion-picture service, 47-18.

Municipal reference work, 47.

Music, community, 48.

National Library Service, activities,'35.

National University Extension Association, activitieS, 311-37: organization anti

administration, 14.

Nebraska, University of. See University of Nebraska.

Nevada, University of. Sec University of Nevada.

New Mexico, University of. See University of New Mexico.

Nietzsche, on education for the masses, 24.

North Carolina, University of. See University of North Carolina.

North Diskota, University of. See University of North Dakota:

Oklahoma, University of. See University of °Mahouts.

Oregon, University of. See University of Oregon.

Organization.spd administration, 97-106.

Oxford University, report on extension movement, 1718.
11111111.170111.011.

INDEX. 128

Package library service, 33, 47.

rittsburgh, University of. See University of Pittsburgh.

Public discussion and library service, 33.

Public service, 46.

Publications, extension divisions, 49: list, 107-119.

Reber, L. E., on educational extension at University of Wisconson, 13.

Reed College, extension work, GC

Ruskin College, England, and the working-class movement, 21.

Schlicher, J. J., on extension, work in engineerine, 56-59.

Service to schools, 49.

Soldiers, education. 30.

South Dakota, University of. See Univegity of South Dakota.

Special visual instruction, 45.

State universities, extension activities. 77-95. See also cinder mimes of institutions.

Teacher-training courses, 4G.

Texas. University of. See University of

United States, development of educational extension and the Federal Government, 10.

University, nission and development, 12-13.

University of Arizona, extension work. 77.

University of Arkansas, extension work, 78; list of extension publications, 114.

University,of California, extension work, 78- list of extension publications, 107-108.

University of t'hicago, 'extension work, 81.

University of Colorado, extension work, 79; list of extension publications, 108.

University of Florida extension work,.80.

University of Idaho, extension work, 80.

University of Ilrinois, extension work, 80-81.

University of Iowa, extension work, 82-83: list of extension publications, 110-111.

University of Kansas, extension work, 83; list of extension publications, I 11 -112.

University of KenttieVy, extension work, S4.

I 'University of Michigan. extensiou'work, 85; list of extension publicatioris, 113.

University of Minna iota, extensiyn work, 61-62,86; list of extension publications, 113.

University of Miskuri, extension work, 86; list of extension publications, 112-113.

University of Montana, extension work, 87.

University of Nebraska, extension work, 87.

University of Nevada, extension work, 87.

University of New Mexico, extension work, 88.

University of North Carolina, extension work, 62,89-90; list. of extension publications,

11:1-114.

University of North Dakota, extension work, 90; list of extension publications, 113.

University of Oklahoma, extension work, 62, 90-91; list of extension publication, 115.

University of Oregon, extension work, 91-92; list of extension publications, 115-116.

University of Pittsburgh, extension work, 62-63, 92.

University of South Carolina, list of extension publications, 118.

University of South Dakota, extension work, 92; list of extension publications, 117.

University of Texas, extension work, 92-93; list of extension publications, 116.

University of Utah, extension work, 93; list of extension publications, 117.

Univetsitycof Virginia, extension work, 93; list of extension publications, 117.

University of Washington, extension work, 94; list of extension publications, 118.

University of Wisconsin `extension work, 13, 65-69, 94-95; list of extension publicitions, 118-119.

University of Wyoming, extension work, 63, 95.

University policy, place and function of an extension division, 105-106.

University tutorial classes, England, 16-17, 18-20.
1Q4 INDEX.

U4sh, University of. See University of Utah.

Virginia, Univereity.of. See University of Virginia.

Visual instruction service, 30-33, 47-48.

War, the, and educational extension, 24-27, 42-43.

Washineon, University of. ,See University of Washington.

Wisconsin, University of. See University of Wisconsin.

Workers' Educational Association, England, 16, 19, 23.

Workingmen's colleges, E ;land, 21-22.

Wyoming, University of. See University of Wyoming.

O