The record-union., 1893-12-01
RopnI z3lnkttt3 3nntnDer.

associations gave great assistance in the
work. In six months twenty-three cen-
terS had been established, forty courses
given and 5000 pupils had attended. The
success of the Philadelphia movement
was so apparent that inquiries for IN
formation came from all parts OF the
country. The local organization could
not supply the demand for lecturers, so
the American Society for the Extension
of University Teaching was established.
Those who had looked on with indlf-
ference, now became Interested IN
movement of national scope. The fnan-
cial responsibility that had been thrown
on the local centers was well born and
the results accomplished in one year by
the Philadelphia society were equal to
those accomplished by the London
Society in sixteen years.
THE AMERICAN SOCIETY
Has no organic connection with any
special institution or school system 10
give one-sided development: thus a
broad basis is made possible and high
level of efficiency. 1t has undertaken
four things First, to provide university
extension literature that will embOdy a
discussion Of the whole subject or higher
adult education, both in its technical and
social relations. Second, to provide an
OulCldL OiSdI vi Inc lnONSlleut. 1HlIO,
TO provide means for training extension
lecturers, to give them command over
special methods, necessary to the prose-
cution Of the work, as distinguished from
college and classroom work. Fourth,
to carry on concrete experiment for the
benefit Of those engaged; systematic
effort to solve the problems arising and
to collect and formulate the results.
1t is recognized, even in England. that
most exhaustive literature on this sub
ject. The seminary established by the
American society proposes to fit men for
the special work, to acquaint them with
every aspect. Men of experience. who
have studied the work in England and in
America, give their views in the form of
systematic lectures. The work is broad
in scope and includes further courses on
the science OF education, educational adj
ministratiOn, American and foreign
schools, the relation of lower, higher and
secondary schools.
NEW YORK IN THE LEAD.
The State of New York, however, is the
first to give its legislative sanction and
support TO the university extension sys-
TEN, provide for its official supervision,
and make it an integral part of the State
system of education. 1t is a boast of the
State of New York that the secondary
and academic education is under the dis
tinctive supervision of the Regents OF the
university. For many years in the his
tory of the State they have used a system
of examinations calculated to reach a
wider field in the State and to promote
scholarship among those outside OF the
public schools.
Thus 1t was happily ready to undertake
the further work of university extension.
In 1891 the Legislature enacted the uni
yersity extension law, to provide for,
promote and more widely extend to
adults and youths opportunities and IA
cilities for education. The extension
movement has not been confined to the
Eastern colleges. The State University
Of California has given courses to the
public, and the lectures have been largely
attended. At first the experiment was
confined to the bay counties. but the en-
cOuragement has warranted the extern
sion Of the work. There are
SOME POPULAR MISCONCEPTIONS
Concerning this movement, and espe-
cially of the work accomplished. Ihe
charge is made that it holds out the pos
sibility of obtaining university educa-
ton by attendance at a few courses. The
friends of university extension do not
claim, as alleged, that attendance upon
lectures, and even supplementary read
ing, will directly make scholars.
The fundamental idea is not scholar
ship, but an arouSing to make people set
about the acquisition Of scholarship. The
lecturer can tell those who have the latent
forces necessary for scholarship what the
requisite training, both preliminary and
should be; where to find facil-
tiles and encouragement 1t is true that
lecturers cannot furnish the atmosphere
of great college, but perhaps a compre-
hension of the advantages may be COM
municated.
THE METHOD PURSUED
Commends itself as a system Of educa-
ton, for it fulfills the threefold duty in
training the mind-reading, speaking and
writing. Further than the course of lee
lures with the syllabus, there must fol-
low: First, class exercises. in which there
may be interchange of thought between
teacher and pupil. Second, a series of
essays. Third, collateral reading, and
fourth an examination as partial test of
the results of the work.
1t is apparent that the work of Iectur-
ing is not easy. and that college lectures
will not answer, neither will popular
lectures. But the lecture and the out
line of the lecture must be specially pre-
pared for the classes addressed. 1t must
aim to develop interest where before
there was no interest.
1t often happens that the papers and
answers of extension students compare
with the work of seniors at college. This
is accounted for u because they are
adults; (2) because they are interested
Maturity of mind and keenness of
interest 60 long way toward making up
for preliminary training and abundance
Of time.
But this applies to those who do as
signed work conscientiously. Does it do
l.. g.
the visitors? 1t gives them an ideal of
scholarship, realizing sense Of the tact
that Investigations III realms Of every de-
partnent Of thought are going on; inves-
legations that have to do with their very
well-being. 1t also helps to do away
with the impression that there is
AN ARIsToCRACY OF LEARNING.
Because mere learning is not an index of
wisdom. The real democracy maintains
that character must be the standard and
learning must be democratic. This kind
OF popular education is a compromise of
two antagonistic forces in educational
systems.
on the one hand the exclusiveness of
the university which nourishes scholar
ship, but distributes learning only to
favored few; on the other hand the shall
lowness of teaching which from benevo-
lent motives lowers its standard to dis
tribute more widely. University extern
sion is an attempt 20 meet the people
without reyoking its own standard.
Here
OTHER MISCONCEPTIONS ARISE,
For many will ask: DO the people need
higher education? Or. if granted that
they need it, do they want it?" 1t is true
that the movement depends upon the
favor it receives from the people. 1t is
Awarded Highest T
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