The record-union., 1893-12-01
UNIVERSITY EXTENSION.
How to Popuiarize the System Of
Higher Education.
Tie Subject Ably Treated by Miss
Harriet NJ. Grover Before the
Teachers Institute.

The lady treated the subject so ably that
her paper is herewith given in full:
University extension, said Miss Grover.
rs a means for populariZing higher edu-
cation, may be called method typical of
the present day. The present day is a
day of inquiry, day Of reform. time
when all are called upOn whether pre-
pared or not, to form an opinion on the
policy of government. There are Ques-
tions on every side which battle the
wisest, and to-day's problems are only
forerunners of harder ones to be an
swered tomorrow.
And who will answer these? Every
man has voice in the affairs OF the Ma
ton, but are all equally qualified to cope
with these problems OF to-day, and to
cast an intelligent vote? And 1t Is no
less a sober fact that the classes most
seriously affected by social reforms are
the ones most anxious TO raise their
voice IN the State. The democratic spirit
is the spirit of the age and every reform
for the betterment of the condition OF
the workingman must be democratic.
1t is not enough now that all can read
and write, and that a common school
education is at everyOne's door. Higher
education must be made democratic. The
people have demanded higher educatiOn;
they have asked to share the privilege OF
the few. And the universities have at
last considered the demand and have
consented TO go to the people, since the
people cannot come to them. Thus the
university extension system is typical of
the democratic force at work to-day in all
phases of life. Now, university enten
sion is not the only existing method for
PoPULARIzING HIGHER EDUCATION.
The lyceum system, the lecture plat
form, was pioneer in this work, and the
flo r.
cIes have done an untold amount of good
for the cause of education. University
extension workers in England as well as
in America have acknowledged their in
debtedness TO the Chautauqua system for
the methods of their philanthropic en-
deavors. 1t has been said that university
extension is misleading name, and that
the proper name should be educational
extension. But university extension
has some claim to individuality in dis
tinct aims and well-tried system. II it
is only supplementing the means for ad-
vanced knowledge among adults, 1t Is at
least new force reacting upon the uni
versity itself-a new interest, and new
responsibility.
Though universities may be the home
for scientific investigation, constantly
giving 10 the world more knowledge and
more wealth, yet in their intimate rela-
tions with people they fall out Of SYM
pathy with the great movements Of the
times, and fail to react TO the
STIMULUS OF \ NEW EPOCH.
They have realized this, that the sum
of knowledge does not belong to them
exclusively, and that IN so far as they
abound they must give. Although the
extension work has been adapted 10 the
needs of this country, il is. nevertheless,
of English origin, just as other institu-
tions. though thoroughly American, are
not original The initiatory steps in
England were due to James Stuart OF
Cambridge, and came about in this way:
Twenty-Five years ago Mr.. Stuart was
engaged by some ladies in Leeds TO lee
ture 10 them on astronomy. As Mr..
Stuart doubted the efficacy of single
lecture to give lasting and comprehen-
sive idea of the subject, he proposed that
a course of six lectures should be given.
These lectures lasted two months, and
were given to about 1000 pupils in Shelf
field, Manchester, Liverpool and Leeds.
knowing that the pupils had not been
accustomed to take notes, the lectures
were accompanied by syllabus, outlin-
ing each lecture and easily filed in to re-
call the thread. Printed questions were
distributed to the pupils, to be answered
by post. These were corrected, COM
mented upon and returned to Mn Stuart.
Again, Mr.. Stuart was called upon to
give lecture to some engineer artisans
on the subject of meteors. He was par
ticularly fortunate in drawing an un-
usually large crowd on account of a me-
teoric shower on the preceding evening.
Other courses were given in the follow
ing year at the great Cooperative Society
of RochdaIe. The same method was
used, and the syllabus and questions to
be answered at home became permanent
features.
ITo, tbroo xzoar- continuous oO,,rcac
were kept up among the ladies of the
North OF England Council for the Higher
Education OF Women, the workingmen
of Crews and the Cooperative Society OF
Rochdale. So many were the calls now
upon Mr.. Stuart, and chiefly from the
workingmen, that he brought the matter
before the University of Cambridge.
This was in 1871. The syndicate to which
the letter was referred became convinced
that there was a
DEMAND FOR THE HIGHER EDUCATION
In the great centers of population, and
of the ability of the university to under
take this work, and of the propriety to
adopt the system of teaching elaborated
by the experiments of four years expe-
rience. Lectures were given in 1870 in
political economy, mechanics and Eng
lish literature. The university added an
examination, accompanied by a certiti-
part of the university. The system Is
now highly developed in London, where
the joint board from the Universities OF
Cambridge, oxford and London has or
ganiZed so that the teaching covers a
whole year. To any pupil going through
one year of this seasonal certificate is
given, and when four such certificates are
obtained, the pupil receives a certificate
of continuous study, the high water mark
of university extension.
Thus recognition is given only to those
who do the required work, and that this
standard may be preserved, lectures are
given to those who are simply listeners,
and this often prepares the way for the
working pupils of extension classes.
Such lectures are called peoples lectures.
SCHOOLS vs.. UNIVERSITIES.
Mr.. Moulton, one of the most eminent
English workers, has said that the dis
tinction between school education and
university education is that school educa-
ton is in the nature OF things compulsory
it is administered under discipline.
School education is limited, but uni
verslty education is absolutely unlimited,
not only unlimited in range, but it has No
limit OF age. 1t belongs to a mans whole
life. lie then says that university extern
sion is in fact an attempt 10 solve the
problem of how much of what the uni
versities can do for their own students,
can be done for persons unable to go to a
university.
ORAL TEACHING.
1t is based on the belief that people can
acquire mental cultivation from oral
teaching without devoting their whole
time to the process, and it has been
adapted to meet the needs of those who
are able to give only a small portion of
their time TO study. 1t has recognized
that the mind may be trained by means
of the orderly and scientific treatment OF
subjects in which the pupil takes a real
and living interest, and which bear di-