UNIVERSITY EXTENSION.
BY PROF. WILLIS BOUGHTON, OF OHIO STATE UNIVERSITY.
University extension is a movement intended to bring the people at large into closer communion with the college and the university. Though it had a lowly birth in England, it has become a great institution permanently wedded to Oxford and Cambridge. For some years the idea has been growing that our American colleges ought to be doing something in this same line. The world is full of students who are unable to attend the university; some are prevented by family ties, and some by business relations; but mature though they be, there are everywhere real students who are lamenting the fact that they seem forever shut out from the light of knowledge as it is shed abroad from our higher educational institutions. To such are added those young people who have been by circumstances early forced into industrial pursuits, but who are hungry after such training as will enable them to command better situations and better salaries. The success of the Chautauqua movement indicates how many there are that are bent upon improving themselves.
This Chautauqua movement is only an attempt to Americanize university extension. In various ways, however, it fails to perform the full function of the latter institution. While Chautauqua work is carefully planned, it is elementary; the student is left almost entirely to his own, often misdirected, efforts; and there is little or no chance of his coming into personal contact with the experienced educator and specialists. Though the circles have, through lack of direction, sometimes neglected education for entertainment, the organization as a whole has accomplished a wonderful work in the elevation and the instruction of great numbers of people.
University extension, on the other hand, profiting by the experience of Chautauqua, proposes not only to plan courses of study, but to direct, supervise, and test the work of its students as well. In doing all this, it employs the lecturer, the syllabus, the class, the travelling library, and the examination. It has adopted methods whereby it can reach people of as varied occupations as those reached by Chautauqua, and it can thus furnish them with information having a positive educational value.
The lecturers are college-bred men or women, and specialists in different lines of educational work. If actively engaged in teaching at some reputable college or university, their chances of success are greater, and the character of their work is of a better grade. It promises well for the future of university extension to record that some of America's most popular and celebrated professors have added to their already heavy duties the burdens of some line of extension teaching. But all college professors are not adapted to this work. The successful extension lecturer must be of a versatile nature—a good lecturer, an earnest student, a practical teacher. It is his duty to interest a mixed, popular audience in an educational subject, and to inspire numbers of his hearers with a determination to enter upon a systematic and thorough course of study. The teacher who can do so must have within him the spirit of the reformer, and the earnestness that will enable him to arouse and to enthuse to action the numbers that are dying of lethargy and ennui. The teacher who can do this has here a field of labor extensive enough for the highest ambition, and may be repaid by a success grander than can be attained in the limited circle of the college or the university.
The work of the lecturer arranges itself into unit courses. The unit course consists of a series of six related lecturers, so arranged that they will cover a definite field of study. Though less comprehensive, the unit course may be compared to a course of study in a college curriculum. As extension students are the busy people of this world, these lectures occur only at intervals of one week, thus giving the student time for the extra reading and study that he is asked to do. A unit course, then, will cover a period of six weeks; and four unit courses, extending over a period of twenty-four weeks, constitute an extension year. It is superfluous to attempt to estimate how much the earnest solitary student may accomplish in a year through the assistance and the impetus thus given his efforts. Much, however, depends upon the personal effort of the student, and the syllabus is intended to direct his private study.
The syllabus is much more than a carefully prepared outline of a unit course. It must form a skeleton for the student's diligent work; it must recall and elaborate the points brought out in each lecture; it must give a comprehensive list of reference books upon the course—a bibliography of the subject—with information as to the best editions and as to how to use the books to the best advantage; it must suggest lines of research—comparisons and parallelisms; it must outline for the student paper work with full instructions as to how to write upon the subject; it must, in short, be a sort of teacher, full of methods and of suggestions, supplementing the work of the class.