New-York tribune., 1894-10-09
ABOUT SUMMER SCHOOLS.
THE REGENTS OF THE UNIVERSITY ISSUE
BULLETIN on THE SUBJECT.
GROWTH AND PRESENT IMPORTANCE OF THESE
sTITUTIONs-CIARACTER OF TIE
DIFFERENT SCHOOLS.


Albany. Oct (specaD.-The University OF the
State OF New-York has devoted considerable ai'en-
tion during the last TWO years TO University EXten-
sion In a line with this work the Regents OF the
University have just issued bulletin in its hx'eh-
sion Series summer schools
Few who have watched their remarkable growth
in the .as dozen years now doub; that. however
much details may be modified after further eX-
perence" say the Regents, the summer schoo.
has come TO stay Thousands testify after trial that
the change OF surroundings and occupations, the
stimulus of congenial companions interested in The
subjects. and the many provisions OF our nest
summer schools for heathfu recreation are better
preparation for hard work the next year than a
vacation spent in dleness. In brief 1t Is evident
that the tendency is growing among teachers 10 con-
gregate for a few weeks during the long vacation;
our problem, therefore is how TO get the most good
from these meetings
In re.atng the development of the summer school
the statement is made that the modern summer
school combines radically different ideas. ana
primarily nineteenth century form Of The Greek
games" though emphasizing more strongly the In
teectual side OF the classic assemblies; but s aso
an expression of the tendency TO popularze earning
which belongs TO the Middle Ages and mas no place
IN Greek ideas. The thought developed through mo
dlaeva, catheira.s and universities. but mos; far
reaching was the invention Of the printing press by
which the exclusive claim OF the Church 10 educa-
tion was forever ended. Through the seventeenth
and eighteenth centuries. however. the universities
1apsed into the same which had bese: the
monasteries and II remained for this century 10
throw open the university doors. both 20 send form
teachers 10 the peop,e and to admit during months
Of leisure to the rare and delightful privileges of
university residence those unable TO enter as regular
Students.
one of the frs, experiments in systematic summer
work was In 1863 when Harvard University CON
ducted a class in elementary zoology, giving the in
struc,ion mostly in the fed. Four years .aier Pro
fessor Louis Agass.z established his famous summer
school on the island OF Penikese. in Buzzards Bay
Fncouraged by the success and interest OF the ned
work. some Of the professors of Harvard determined
TO increase the efficiency of their departments by
offering Classes in the summer weeks to those who
could not afford to come to the university In term
time As the value of this work became evident, 1t
was adopted by the governing boards of the UNI
Nersi;y and allowed TO coun; toward a degree.
The famous summer school had its birth in
1874 when Bishop John II. Vincent chose Chauauqua.
n y as the ideal place for a sunday school as
semby. Preparation for religious raining demanded
secular knowledge. and the present Chautauqua Is
the result of plans for the best methods Of Bible
teaching. From the first the work has differed
from that Of an established university college.
The peculiar characteristic Of Chauauqua Is that II
combines with the summer school instruction pop
ular programme Of entertainments singe lectures
and addresses Sunday sermons concerts and stere-
opticon exhibitions The idea OF general summer
meeting for Extension students was frs; presented
10 a committee in England which had me-, to con-
,sider the possibility of system Of reading circles
after the Chau,auqua pan. oxford at took up
the idea and arranged for It's first meeting in August
1855. Cambridge followed in 1870. The success of
these summer meetings has done much to deve.op
University Extension spirit. both among students and
the pubic in general. The American Society. Of
Philadelphia adopting the general plan Of oxford.
held its first summer meeting In 1892.
In 1892 the Roman Catholics Of America made
the experiment of summer school at New-Lon-
don Conn. which was so successful that they de-
cided to organize 1t permanently Bluff Point, on
Lake Champlain. just south Of Plattsburg, was
chosen as the site and the school permanently
established there in 1893. The records show how
rapid is the growth of many schools already in
successful operation in New-York State
The plans of the conduct Of the many schools
are given. OF Chautauqua. the report says in part:
The function Of ChautauQua in the educational
system Of the United States is compensatory and
supplementary. 1t could not. If 1t would supplant
or compete with institutions Of the conventona,
type. II strives do work which they either can
not or have not attempted to DO. The summer
assembly In July and August Of every year Is
planned in accordance with the principle followed
by the reading circle. For the many there
popular lectures. concerts. entertainments: for "A
somewhat less number there philosophical sci
entlfc and literary lectures in progressive courses;
for the comparatively few provided means for
ors. The Chautauqua Assembly should be Judged
not by its recreative exercises. but by It's educa-
tiOnal classes 1t is noteworthy that the tendency
among visitors is strongly in the direction Of pro-
longed stay opposed TO brief outing The
Chautauqua Assembly is colony rather than a
The theory Of the summer session is that a
language be mastered in six weeks by some
rapid method, but that by concentration of atten-
tion at the most two subjects, very
decided progress is possible sophomore in the
average college recites three times each week in
Greek, term Of three months he recies
thirty-sx times A Chautauqua student who gives
himself up TO Greek. recitng twice each day or
ten times per week for six weeks. Will accomplish
in one subject nearly two ordinary terms work
The progress will be limited to study but
the gain both from actual accomplishment and
from economy of attention is far from insignn-
cant This department OF ChautauQua, In short
offers for six weeks college privileges recitation
rooms. laboratory, reference library. contact with
capable and live instructors, TO two classes: Cd
Those who cannot attend other institutions for
longer period (2) Teachers who want to observe
the best methods Of instruction in actual prac-
tlce. Through the latter class especially this sum
mer college exerts a wide and helpful influence.
Under the New-York State laws. the higher
educational department OF Chautauqua is
ganc part OF the University OF the State of New
York. The Regents of the University have estab-
Nshed examinations In all academic subjects. Such
of these examinations may be called for
given Chautauqua at the close of the college
session. and official pass cards and certificates
issued TO those who submit acceptable papers.
The plan has been adopted In the correspond
ence department of the college in which all stu
dents are required to pass Regents examinations.
The summer school Glens Fails founded
in July. 1885. at Saratoga. y. V, by Charles f.
King master Of the Dearborn School. Boston
Mass 1t was the first distinct and special summer
school OF methods in the country. and grew out of
the belief that many teachers anxious to learn
better methods could improve their work by seeing
others of longer experience and greater thinking
power teach different subjects. and by studying
the science and art of teaching under practical
educators of National reputation. Instructors