The Arena, Volume 4, No. 22, September, 1891

by Various

The class immediately follows the lecture and is conducted by the lecturer himself. It is here that the student comes into the most direct contact with the educator. Just as the lecture is for the popular audience, many of whom seek pleasure rather than information, so the class is preeminently the earnest student's workshop. It is here that he has the privilege of turning questioner and of putting to the lecturer such queries as have puzzled him in his private work. The papers that have been prepared during the week are criticised and discussed, and experienced lecturers claim that some extension students can and do prepare papers which show as deep an insight and as broad an understanding of the subject as are manifested by the ordinary college student. The class then is, from the student point of view, the select portion of the audience, and still it often happens that only a small proportion of this class even can be induced to do systematic and thorough work; they are regarded as the fruit of the lecture and measure the speaker's ability to interest a popular audience.

As an adjunct to class work, the travelling library is proposed. In order to do effective work, the student must have books, and university extension proposes to arrange with public libraries so that the necessary volumes can be furnished the isolated student at a cost little in excess of that of transportation. There is such competition among express companies that there will be little trouble in getting rates of transportation which will render this feature of extension teaching practicable. What Mudie's Circulating Library is to England, the extension travelling library may be to America. The result will be to place in the reach of all the best copyrighted books, and to strangle the reprints of worthless publications that are bought only because they are cheap.

Finally there comes the examination. For the assurance of timid and sensitive persons, it may be stated that extension work is optional, and may be carried to any desired stage of completion. The many enter upon the work because it is popular and interesting; and as soon as it assumes the character of study, the class will often dwindle down to a small portion of the audience. The requirements for an examination will weed this remainder until there is found but a handful that will submit to the test. These workers are usually mature, and often prove themselves to be thorough and proficient students. The examination is intended to be a thorough test, and if it proves the work to have been creditably done, a certificate to that effect is awarded.

Any community that arranges for one or more unit courses is termed a local centre. In order to introduce and conduct this plan of work, there must be some kind of a local organization. Often there already exists, even in a small town, some literary club or other society organized for purposes of education or culture. Such societies, if in a thrifty condition, may be utilized for extension purposes. If they prove to be responsible for the expense of one or more unit courses, no further organization is needed; but in towns where no such society exists, a local centre may be formed by the co-operation of a few citizens. A public meeting may be convened or other means taken to elect a local committee consisting of a half dozen members, with at least a chairman, a secretary, and a treasurer as its official board. The first work of the committee is to raise a guarantee fund to cover the expense of one or more unit courses. Responsible persons are willing enough to subscribe to such a fund upon the assurance that it will not be used except in case of a deficiency caused by a limited sale of student or course tickets. Experience in Philadelphia has proved that, ordinarily, enough tickets will be sold to more than cover the expense of the course.

The guarantee fund raised, the local committee is ready to secure the services of a lecturer, and is brought into business connections with the nearest branch, as the next higher stage in the system is denominated. The branch is located at a railroad centre, and in the vicinity of some college or university. For example, the Philadelphia branch is the business centre for the entire region within a radius of fifty miles. It draws its lecturers from the faculties of the University of Pennsylvania, Princeton, Bryn Mawr, Haverford, and Swarthmore. The branch acts as the middle man between the college and the local centre. Its functions are to supply a competent corps of lecturers, to systematize the work within its jurisdiction, and to organize new local centres. Already the Philadelphia branch has formed twenty-five local centres, some of which another season will give a full year's work consisting of four unit courses.

Located in Philadelphia in the midst of colleges, this organization is purely national in its aims. It brings with it system out of chaos. While university extension was groping aimlessly about, it came to the attention of one of the leading educators of our country. As provost of the University of Pennsylvania, Dr. William Pepper has proved himself to be a man of great executive ability. Comprehending to the fullest extent the future of our educational system, with wonderful foresight, he saw in the extension movement a future far more important than for a mere matter of missionary diversion for certain charitably inclined professors. He at once suggested plans for uniting the efforts of those engaged in the work and of harmonizing them throughout the country. Accordingly Mr. George Henderson was sent to England to study the movement in all of its bearings, and to gain a thorough insight into the English system. Upon his return the American Society was organized with Dr. Pepper as president, and Mr. Henderson as Secretary. But Dr. Pepper, already burdened with the executive duties of a great university, as well as with the labors of an extensive profession, was soon obliged to withdraw from the active presidency, and Dr. Edmund J. James was elected to that office. Such, in brief, is the origin of the National Society.

This American Society comes in as a helpmate to the local centre, the branch, the college, and the university. Its functions are distinct and various. Coming forward with the accumulated experience of a quarter century in England, it can enable extension workers in this country to profit thereby. It has employed a corps of practical business men to systematize the work, and to attend to the necessary details; it is publishing a monthly journal called University Extension, for the purpose of gathering and disseminating information regarding the movement; it publishes syllabi and furnishes them to the student and to the public at the lowest possible cost; and employs organizers to help in the formation of local centres, and to get them in working order. It must be recognized at once that no single educational institution can do this general work, and that the American Society, instead of becoming a competitor with the university in extension work, renders it practical for even the smaller colleges to enter this field of usefulness.

In the performance of its functions, then, the National Society must ordinarily deal with the greater centres of organization; still when it is impracticable to form a branch, it may deal directly with the local centre. Nor is its influence bounded by any conventional barriers. It can enter the home where the solitary student sits by his evening lamp, and direct his work. In this home work, of course, the student rarely comes into direct contact with the educator, but through systematized correspondence his work may be directed and finally tested. It can thus be given a true educational value. It must not be ignored that a startling proportion of our great business men are what are termed self-educated. So will it be in the future; but it is far from visionary to believe that university extension will open paths whereby the solitary student need no longer employ an expensive tutor nor waste his time, groping in the labyrinth paths of knowledge, without a thread, at least, to direct his wanderings to pleasanter fields of light and learning.

While this system of study is popular, and has all the glitter of novelty, many insincere persons will enroll their names. Some will seek only entertainment, and will be satisfied with the popular lecture alone. Others, through timidity and lack of self-confidence, may attend the class but will not attempt the paper work or the examination. But in every community are scores of earnest, hungry students anxious to learn but knowing not how to get the knowledge that they crave,—mature students settled in homes and in business,—to such university extension offers chances for improvement and refreshing labor that were never known before. Then it is no longer imperative to reside in the vicinity of the university, or to forever remain ignorant of university learning, for wherever a score or more of students may congregate, there can be brought from college halls a master workman to direct the work.