The sun., 1919-07-20

institution for the summer work, and
should all of the institutions be upon
| this basis there would not be the op-
portunity OF borrowing instructors from
the institutions that do not now maintain
| work throughout the year. Obviously
| larger faculties would be called for in
all OF the institutions, as we'll as in the
University Of Chicago itself and the
! other institutions that are now upon
| the four quarter basis. There is, there
fore, an absolute necessity for both
plans in our educational situation to-
day. While there is an actual need for
some institutions TO maintain the four
| quarter basis, II does not follow that
all Of our institutions should be upon
| this extended plan, nor Is this likely
to result Perhaps fifty fifty basis may
be assumed in the near future as not
| being far from the mark that will show
this distributionl
The financial and educational merits
of the systems as outlined above must
therefore be judged In the light In which
they may advantageously be applied
under existing conditions. That each
system may have distinctive advantages
within Its own range will be readily ad-
mitted. Aside from these distinguishing
features. TO which attention has been
called. the real difference In the systems
resolves itself into that of the summer
term and this must be accepted as the
essence OF the problem in reaching q
decision upon which basis the institution
desires TO operate. both from a financial
and educational viewpoint.
The cost of the years operation on q
thirty-six. fortytwo or forty-eight
weeks year basis must be considered
from the annual resources available II
9 n a eli aaEa trNNr,a a =
session can be maintained pro rata at a
less cost than ten weeks course. Sta
tstics will show conclusively where
the latter is In operation the attendance
for the second half is very much less
than for the first period. The cost Of
instruction. however. remains relatively
the same for the second half OF the
term as for the first
Should It prove a fact. as seems ap-
parent, that but "a small attendance &C.
ours during the second half OF the sum
mer quarters OF twelve weeks then the
effectiveness of the utilization OF the
plant cannot be regarded as but slightly
II any greater than In the case OF the
semester and three-Quarter plan. COM
bined with a six weeks summer session.
since the overhead charges will remain
practically the same for the second as
for the first half.
In the case of a fourth quarter (ten
or twelve weeks) II Is assumed that the
same fees are charged as in the previous
sessions OF the year. In most univer-
stiles, and especially State institutions,
1t is well Understood that these charges
only in a small measure compensate for
the actual expenditures and that the
deficit must be covered by the institu-
ton from other sources. In the case of
six weeks summer session It is usually
possible TO charge a sufficiently high tut
ton fee for the shorter period to cover
the greater part Of the maintenance OF
the course. Herein lies the financial
difference of a summer quarter and a
term of six weeks summer session-an
expensive operation in tho former and
practically self-supporting one in the
latter.
From the educational viewpoint we
are concerned primarily with (a) the
character and scope of the work carried
on during the summerterm. and CD the
extent to which this work may be in
fiuenced by continuous teaching through
out the year of forty-eight weeks. That
such a prolonged period of service for
a series of years would ultimately result
in a heavy tax upon the energies of
the average Instructor and seriously af-
feet his efficiency will fbe readily ad-
mitted. This practice would not meet
the sanction of our college administra-
tors, who are not demanding that their
instructors shall carry peak load, but
are requiring that high degree of fresh
ness and efficiency In their work which
Is not compatible with tagged out ener-
giles produced from prolonged period
OF teaching. 1t is therefore incumbent
where the four quarter system is main
tained that relief be provided whereby
Of ha Gh ha
relieved from duty at least in alternate
years from teaching throughout the
year. This can be accomplished first
by a larger faculty, SO that members
may relieve each other at different quar-
tiers, and secondly by calling upon such
institutions as do not maintain a sum-
mer quarter to supplement tho corps OF
instruction by temporary assignment at
a time when they are free.
Confessedly It will prove very difficult
to measure the quality OF the work Of
either the summer term or full summer
quarter with any degree of accuracy in
comparison with that Of the remaindsr
OF the year. since two different types
OF students are largely represented at
these sessions. The major portion OF
the attendance upon the summer work Is
composed of teachers and students hav-
ing but irregular intervals at their com
mand In which to complete or carry on
their courses. The number of regular
students graduating in three years is
shown TO be relatively small even in
those institutions that have long been
upon the four quarter basis.
II IL true also that a considerable
number OF students in regular attend
ance throughout the academic year at
tend the summer session for the purpose
of gaining additional credits In candi-
dacy toward their degree their regular
students arc making up time lost by Ill
ness or necessary Interruptions while
students who have incurred deficiencies
in courses avail themselves of this OPP
portunity to square accounts by the OPEN
ing OF the next year. A serious minded
group Is thus in attendance at the sum
mer session. composed largely of ad-
vanced and graduate students. The
complexion of the student body during
the summer session. composed as 1t is
of undergraduates. graduate students