ea go DEPARTMENTOF THE'INTERIOR BUREAUOF EDUCATION 4-,- 410
BULIF.TIN,1927, No.18
ye
,,,k 6 PUBLIC EDOCATIONOF ADULTS II
IN THEYEARS1924-1926 1
ME- lor_a vi33f -1. L. R:ALDERMAN,
SPECIALIST INADULTEDUCATiON .
a
[Advancesheets from theBiennial Surveyof Education L = L.- , in the UnitedStat.:,19241926)
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44; i 4. g' s 4FIC 102de 166.01,1 11,.. Ail aim..dp 1' "0, 4. s IL .14 7 UNITED STATES I EOVERNMENTPRINTINGOFFICE WASHINGTON I9V L. , .." , I' ' . 41- a es. Ar 1 '41 .) OM& s s IkDDITIONAL COPIES Or THIS PUISLICATIONMAT BE PROCrRET) PROM THE SUPERINTENDENT OrDOCVMENTS GOVERNM ENT PRINTING OFFICE t. WASHINGTON, D. C. AT 5CF.NTS PER COPY f. e 11% o (. 1011. v. 3 s4 4.1 , 11. Alb 0 il f a ...a...LAF1Z *: 1 . .. . .i.f .e i 'ri '' A, ..,it^ei-4 14c..;1,_ - ....W- " _ ifigat.1=-.1.....- Z."..:--6 -. ., t PUBLIC EDUCATIONOF ADULTSIN THE YEARS1924-192t; Theterm "adult education "hascomeinto generaluseduring the past fewyearspartly because ofthe wideuseof theterm in Europe, where largenumbers ofmature peoplearecontinuing their educa- tion.But perhapsthe-term hascomeinto generalusein thiscoun- trymore on account of the fact that thewordsadult education)' haze been substitutedfor the yord"Americanization."SinceSOIlle- timepreviousto the World War,so-calledAmericanization classes have been heldfor aliens whodesiredto become citizens. To these classesCamealso native-borncitizens that theymight learnto read and write theEnglish language.Itwas most evident that the term " Americanizationglasses"was not # suitablenamefor classe schoolsto which native-borncitizenscamethat they might become literate intheir nativelanguage.Adulischools and edulteduca- tion thuscameinto general 'use.The word" Americanization". couldnot be appliedto more than 13,700,000foreign-born residents. Theterm " adult education "mayhave applicationto all adults. For thepurposeof this report,adult education isassumedto have the followingcharacteristics: (1) Itis carriedonvoluntarilyand I during the leisuire timeofamature individual; .(2)the studYis seriously undertakenand is pursued under guidance. - .During thepast biennium there hasbeen much activityin.the field of adulteducation. The ideais slowlydeveloping thatthe normal4 individualshould continueto make mental adjustmentssolongashe lives.EduAtionis attained throughasucceissful effortto*make . , proper adjustments to environment,Inourdayenvironment isso many-sidoi,Ifrich, andsodiverse thatno one individualcanbe said to be,completelyadjustedto it. We haveascontributing factorsto ourenvironmentall that has beenpreserved from thepast,aswellas what is happeningnow.Our marvelousimprovement intravel and _ communicátion hasadded gieatlyto the individual'senvironment.. So much activityinth4field of adulteducationwas sure to result in Nationaland State organizations.In May, 1924, theUnited States Cominissionerof Educationt Dr.John J. Tijert,called'a liationst conference,onhome education,whichmet in Minneapolis, At: 1 a . 'to :'.1 mk% t 2 BIENNIAL SURVEYOF EDUCATION,1924-1926 thisconfeience 33 States wererepresentedby librarians,members of Statepareilt-teacherassociations,and universityextension officials. The objectof theconference was topromotehome reading. A com- mittee of seven wasappointed atthe closeof the'conferencetoformu- late plans topromotereading inthe home.This committeehas held twomeetings andhasrecommendedthat Statecommittees beset reading. In anumber ofStatescom- upfor the.promotionof home , mitteesareatworkonthis project. In 1924 thedepartient ofimmigranteducation ofthe National EducationAssociationwaschanged tothe departmentof adult edu- cation.This departmenthasgrowninnumbersand has now on its list of membersthe workers inthe fieldof adultelementary education inmanyStates. During 1925-26regionalmeetingswereheld to determinewhat supportthere would be for anationhtorganization to promoteadult education.In 1926the AmericanAssociation forAdult Education wasformed. Theassociationhisapaid staffwithheadquarters at No. 41 EastForty-second Street,New YorkCity, andfundsare available forthe prosecutionof the work. The object ofthis associationis set forthin ArticleII of the consti- tution, is follows: e shall be topromote thedevelopmentand improvementof adult . Its object education in theUnited- StatesandCanada.Ifshall undertake toprovide for the gatheringand disseminationofinformationconcerning adulteducation aims andmethods of work ;to cooperatewithorganizations andindividuals engaged ineducational workof this naturein the taskof securingbooks and instructors; toconduct acontinued studyof the workbeing done inthis field publish fromtime to timethe resultsof suchstudy; to respond to and to of study public interestin adulteducation and tocooperate inthe formation groupswhetherwithin or withoutregular educationalinstitutions; to keep education in its membersinformed ofthe achievementsand problemsof adult other eouotriex ;toeoneltict schools andconferencesfor theinstruction and training of thoseengaged in thework ofadult education;and to serve, insuch other ways as maylie deemed advisable. In the year1925 theUnited StatesBureauof Educationaddedw its list ofspecialists onein adultedelcation,whose businessit is to collect anddistribute data onall phasesof thework. Manygroupsand societiés, uponbecoming,conscious of thefact that theyhave beenworking inthe fieldof adulteducation, which beforewasnotclearlyunderstood, arepurposelymaking theirw4rk moreandmoreeducational in nature.For instance, one groupwh h heretoforecontented itselfwithmereentertainment, uponbecomig awarethat it waslargelyaneducational'institution, changedthese purelyentertainmentfeatures totalks and reports of aserious and worth-while nature.The membersof mostsocieties like tofeel that PUBLICEDUCATION 07AIYUL113 3 theyaredoing workthat is educational,andasthey becomecon-* scious of this theymake itmore so. . The nineteenthcentury is said to havebeenatime whenthe rights of cbildhoodwereemphasized.The firstquarter of thetwentieth century witnessedamarvelousgrowth, in the fieldofsecondary education.Daring thattime theattendance inpublic secondary schools in theUnited Statesincreased 437.7per cent.During the sameperiodattendance inelementary schoolsincreased only37.9 per cent.It isnowthe belief ofmanypeople that thesecondquarter of the twentiethcentury is startingwith the promisethat education 1 will be accessibleto allpersonsin the UnitedStates. Theadult-educationmovement is perhapspartly dueto the fact that adultsnowhavemoreleisure thaneverbefore andalsoto the fact that theprinciplesof educationarebetterunderstood.It has been demonstratedthat the mindgrowsbyuseand thalkoitsability to acquirenew concepts doesnot -stop with maturitybut is infact dependent largelyuponw_hat it has alreadyAcquired. Thereadjust- ment of education for thewhole of the lifeof theindividualissure to haveveryimportanteffectsuponthekind,of educationthat is provided foryouth. Thisreport has been mideverylargely fromrepliesto question- naires whichthe bureausent out and will dealwith theprogress that hasbeen madeduring thebiennium1924-1926 in thefollowing fields ofadult education: F ire.What Statedepartments ofeducttionhave beendoing tj) promote elementaryeducation of both nativeilliterates andforeign- P. born residentswhoarepiacticallyilliterate in theEnglishlanguage. Second.What cityschOolsystems have doneto provideeduca- tional opporfunitiesfor theiicitizens who didnot attend theregular day schools. Third.What4colleges anduniversities haVedone to giveoppor- timityto those who forany reason do notgo tothese institutions. , i. J. II BlExptvisuirvar,orEDUCATION,1924-1926 TABUS1..--StateoeHritieainadulteducation e. Ras State Does Doss Number enacted State What Numbe4 of of insti- Ras State jiveper cent State 1¢alopdepart- local com- Enrollment oftuttoss in Lion finan-of cost munities in State giv- an alit- ment ofcial aidof adult adult illiteratesing train-ersey Pro educa- State havingand foreign-born State to localclams classes for ng mai- tion com- is pro- in all adult rnbl iad% super- foreign-born,classes in Btate ms to classes muni- i vided ornative teachers SWIM /Me ties for by in Eng-adult illiterates of adult lish and adult iState? clams citizen-0900claws?; p? 1926-28 Yes Nci. YesNo YesNoYesN4) i 94-2 1926- 1924-25 o X X 50 173 172 5, 984 7, 193 , OP Alabama. X oX...... X 0 Arizona X. a, . 2 X X 180 2, 929 Arkansas X f e so 46. 518 44, 363 3 X. . X X. X California 25 35 ,. X Colorado XX X 0 .9, 532 8,961 2.....X i 42 43 fa MI X 00410 I 15 Connecticut__ X a 0 X 61 2,809 X - Fil Delawue X X X 3 X X... 90 1 1 183 1, 290 Dist. Columbia.1 X X , . as. X X - ...... S Florida X - 1 X Georgia X 0 0 3 1 X 000 X Idaho 0 nlinois X 0 X. Indisaa X 00 0 a Iowa X 40 40 700I -).( Kansas X____ X X Kentucky X 18 Z 442 4,612 1 ....X O 000 I owl% 1,8 _ X X. 2 X Maine 1 17\ 3. 902 4, OSO )1( 00000 0 Maryland...... X 50 177 179 28, 903 27.759 2 - Massachusetts.. X -. X Michigan X 04 t so 371 9,185 Ps 2M 1 )c X X'000X 41 2 2 23 X - - X isrourr X OW. X X .. X Montana X I so 0 0 Nevada_ X X . at X 0 13 14 11,061 2,960 X00400X0000. .X X New liampshtre 50 50 7, 572 8, 000 ...- X .0.. k.11, . $5 New 'envoy 0 X New Mexico X X Id, 75, 023 ; . ao 94 96 or New York - X X 672 672 :0X North Caroll4a X X k o 1 1 589 771 o000X X X" ao X North Dakota 0 o 33. 425 42, 1113 o Ohio )) X X X o 4, 500 6, 400 X.. Oklahoma x 2, 000 1 X. X X O 30 Oregon so 65 10,000 X 000 4....X Pennsylvania. X X X0000 33 1 X 16 17 2, 885 2, 405 . d 0..0X Rhode Island 345 329 10, 729 10, Zi1 2 x Carolina X00,00 I 80 *X* South 50 6 6 425 4410 South Dakota X.00 400 ox .0 0- 40 20 40 200 Tennessee X O *k* Texas...... 3 2 178 80 2 Utah. 25 0 X . X 0 X Vermont I 66% 5 a Virginia X X 1, 706 2 X- , -- ttO 17 16 2, 107 _ X X Washington._ 50 41 41 33, 661 304 477 3 Wisconsin X 7M X 50 28 311k 571 X 1 *X Wyoniing 0=0 2.2.j. 31 Continental 1, 287 306, 219 314, 640 44 United States_301524 1,323 jf Outlying posses- sions: 308 o x woo 10. 11 348 Alaska Xes.a . . X O Canal Zone. o Hawaii X 5, 000..... O X.. Porto Rico...X O O O o 0 I 0 Samoa X 59 61 o Virgin Islands X 100 12 it, 407 369 o ri 11 ' z 3 3 3 State aid togoal digtriola varies. 4 4 0 b -.WOO ( , PUBLIC EDUCATIONOF ADMITS 5 . Referringto Tahle 1we seethat three Statesdidnot report. One of these returned the questionnairewithnoinformationgivèn; the other two did not reply.The District ofColumbiais treatedfs a State for thepurposeof thisreport.. Thirty Statesreport recentleg- islation promoting adultclasses in Englishand citizenship.It is important to note thatmore'than 60per centof the Stateshave already enacted legislation , tepdingtoencourage adult education. -It might be well hereto give &ummaries ofafew State lawswhich , sqemto be producing desirableresults in this relation: ! California.The lawrequireseveryilliterate betweeri18 and 21 ) yearsofage toattend school. Thereisaliteracytest for voters. 1 j Canpecticut.---Scbool districtsofmorethan 10,000inhabitants shall maintain evening schoolsforpersons over 14yearsofage. High-schoolcoursesshall be givenuponpetition of20persons over 14yearsofage,providing suchpersons are,in the opinion ofthe school board,competent topursuesuch coursei.State aid ispro- vided, basedonenrollment and attendance.- M assaehusett8.---The State department of educationis requiredto 1, cooperate with towns applying for instruction inEnglish for adults L unable to speak, read,orwritetfiesame anin the principles of . i government and other citizenshipcoursesasshall be approved by ! _ the local school committee and theState départment. Thecourses and the compensation of teachersmaybe fixed by local school board, subject to the approval of the department.One-half of thecost of o such instructionmaybe paid by the State. : Minta4ota.Any school district in the Statemaymaintain public evening schoolsas abradch of the public-schoolsystem for allper- , sons over 16 yearsofagewho forany reasonare-unableto attenda day school. Smch schoolsare tobe under the directioliof the State board of eduation.One-half of the salary of theteachers ineve- . ning schools shall be paidfrom State fundsorState and Federal fimds combinedinBO,farassuch fundsareavailable. Neto Y ork.The law directs thecommissioner of educationto 1, apportiontoacityorlocal district, in tbesame manner asteachers' quotasareapportioned,an amountequal to one-half the salary paid , to each teacher in immigrant education, theamount not to exceed . 1, $1,000 for .each teacher .soemployed. _ Under this law local school authoritiesmayestablish and maintain dayornight 'claws in'school buildings, in factories andother places of employment, in neighbor- , hood houses, in homes; anilin other places where theymazdeem it advisable, forthe purpokofgiving instructionto foreign-born and: L- native adults and minors'overtheageof 16years,thus making it possibleto provide instruction at .places sad hoursmost convenient to the illiterate and nön-Englieh-opeaking people forvihose benefit, the law 'was primarilyenacted. . misk o BIENNIAL SURVEYOF EDUCATION,1914-1926 6regon.The law providesadepartment of Americanization for the education and Americanizationof adult immigrants.This de- partment is a partof the publie-school sygtem and subject to the snpérvisionof the Slate department of education.The department of Americanization consists6f five commissioners whoareauthor- ized topropose a courseof study in .citizimship and to promote the work of Americanization inconjunction with the public-school system. Penney lvaniatThe Stitelegislature has enactedalaw whereby anyschool districtmayprovidescourses for adult education andmust doso uponthe written applicationof 20or moreresidents above16 yearsofagewhoare notin attendance atanyday school.The coursesof study to be given atsuch evening schoolsareleft mainly to the discretion ofthe district school board. The extension school, whenestablished,becomesapartof the schoolgystemand is subject to the samestandards. When its standardsareapprovedocredits earned in such schoolsareacceptable for graduation in the regular day Khoo]. Rhode 1814n1.The law requires that(kne or morepublic evening -F schools be established ir every townfor thepurposeof teaching the' English language where '20or more personsbetween 16 and 21years ofage maybe found whoareunable,to speak, read; and write that yl language.It authorizes the establiNhment of free daycimtinuation schoolsorevening schools to teach English and American 'citizen- ship tothiosewhoarenot within compulsory attendance ages.All personsbetween theagesof 16 and 21yearswhocan not mettthe standards in theuseof Englishasestablished by the Stete board of educationanrequired to attend dayorevening schools. ' South Cetrolina.Tio legislature43?foranumber ofyearsmade appropriationsproviag school opportunities foi' illiterates. Them isaState supervisor giving full time to this work, South Dakota.----Attendince at dayorevening schools is required 'ofpersonsbetween 16 and 21yearsofage,inclusive, who do not speak, read,orwrite the English language- equivalent to the require- mentsof the fifth grade in the public school.The countysuper- intendent shall, by examination, determine who, are subject tothe attendance law. The State superintendentmayrequireanyschool district to maintain,as apart of the public schools,évening classes in Wish, the Uhited States Constitution, Americanhistory, and other subjects for which theremayexistasufficient demand. One- half the cost of maintainingevening schools shall be met by the State, provided suchschools have State approval. A Teniussaee.----The law authorizes county and city boards ofeduca- tion to maintain night schools for persons over16yearsofage. PUBLICEDUCATIONOF ADULTS STATESUPERVISIONAND SUPPORT To makeaStatesystem of elementaryadult educationeffective there should beStatesupervision.It isshown in Table1 that 24 Statesaregivingsupervisionto such work.ThirteenStates have full-timesupervisois ofelementaryinstruction ofadults. Twenty-one Statesreport that theyaregivingfinancialaid for adult education.Just howmuch aidis giveninsomecawsis not revealed bythe table.In general,50per cent is providedby the State and 50 `4 per cent by the localdistrictthist,whatthepercentage should be isaquestion ofgreat importance.Inany discussion ofithis question the f611owingfacts mightwell beconsidered: 1. Ifone of thestrongestarguments for thejustificatiafr-ofpublic support. for educationis thatit is forthe proteci16iiof theState, whatreasoncould begiven forteachingaboy of9yearsofage to read andwrite theEnglishlanguagefindnot providingthat_privi- lege fora manof 21yearsof age? 2. As literate workersproducemorethan illiterateworkers,money spentonPvenirigschools isa most excellentinvestment 3 Aliens arefound ingroups, and their educatiohby localschool districts isa great burdenupon some district&IInmany cases where the workwas undertaken, itwaseithercurtailedor discontinued. TEACHERTRAINING . . 4 It is becomirig moreandmore recognized thatateacher ofadult classes should have specialtraining forthis work.From Table1 we see that 17 Statesreport 45 institutions that_offeredspecial train- - ing forteachers ofadult classesduring thebiennium This is 1924-1926. a recent developmentand has init muchpromise forthe future. Bythistraining,teachers ofaliensare givenabetterap- proach to their students,aswellas improved methodsof teaching... The timeof theadult studentis valuableand shouldnot be wasted by pooeteaching. Twelve States Att, have illiteracycommissions.Some ofthese,Such astheonesin SouthCarolina,Tennessee,andOklahoma,are very active andefficient. OUTSTANDIII1GACIIVITIES _ The followingcomments byStattSdepartmentsareof interest: 1 CaliforniaIn1924-25 therewere organised 1,000classes for those needing illiterates and elementary subject&Tbe approximateattendance ¡vas40,000. Opportunit/for illiteratestogo to school was uttered in 31cities and*100'4. rural andsetniruralcommunities.Weare alap dOing obtain everythingpossible txi a 100 per centattendance in theelementaryechools.Our prograM is attendance mademore dilicult bythe factthatwe havemany migratory 520716-27-2 8 BIENNIAL SURVEY OFEDUCATION, Ue4-1924I laborer&. llama been variouslyestimated that we ban, from10.000 to 40,000 families on wheels who movenorthward in the State for the purposeof harvest. ing the crops.PlansIntrebk*en worked out so that the county-attendance Wittier is waitingfor the childrenwhen they move into a county. and they ate put into school at,the earliestpassible moment. We are alsodoing everything ere-chin toincrease theattendance'of illiterates in our evening schools.We hare prepared aspecial pamphlet forteaching these classes.Teachersare offered special instruction atthe Pnicersity.ofCalifornia, both at BerkOey and..at the southernbranch, during the summeramion; and, in addition, the university supplies aspecialist in teachertruiniug in this field who canbe sent to alkycommunity in theState throughout theschool year.Here she trains the teachen; whilethey areworking and gives them specialhelp *ith their particular classes. Conoset1iesit.During1924-192t1 thefo4owingeptin.es of adult educatlou have beennoticed: 1. Muchhigher type ofpupil was in school,presumably the result of the Immigration la w. edocadon: .2.A slowlyrising registrationdue toobviousadvantages of desire to gaincitizenship for'Immigrantquota exemptions;better teaching; pressureOf public opinion. 8. Higher averageattendance due to betterteaching. 4. A great need toestablish %supplementaryand coordinated studiesfor?hose completingAmericanization class. 51 Complete acceptanceby public as to placeof atjuit elementfityeducation in the public-schoolcurriculum. \.1 6. RecognItionby educatoro thatthere must be modernizedcurriculum, socialized recitation,and humanisedinstructibn. Deknearc.We havehad aState-sum-Ruledprogramisf adult educutionfora number of years.This programprovide. for a specialist inadult education in the State departmentof public instruction,trained teachemmaterials and methods of instructiontadapted to the interests.abilities, and needs ofadult students, classesarranged'at times and places suited to theliving and working conditions of maturepeople.Tbe work is sponsoredbyaState committeeof repiesentatire citizens and officialswho meet once eachmonth for the purpose of hearing reports onthe progress of thework and makingrecommendations for itshimprovement.This work is also greatlyaided by the DelawareState Ptirent-teactier organisation.Since Delaware's largeoztand mostimmediate tr adult educationproblem was among its20.000 foreign-bornresidents, the State programduring the first yearsof its operation wasdevoted to immigranteduca- tion,'wijh the result thatabout 40 per cent of theforeign-born residentsof the *tate have been helped to preparefor inteltigentcitigenshlp andparticipalion In the liteof tbe.community.bout 700 of the foreign-born menand women included inthis numberweretotally illiteratethatis, unable to read orwrite in any language,whenthey first applied forinstruction.Duringtheyear 1925-26 this program ofadult education wasextended 'to thenative-born illit- erates, ofwhom Delaware has2,500 white and 4,200colored.Classes were They were organised in 56school.districts of the State for1,158 persons. in session twonights a tiveek for 10weeks. District of CohambiaInthe so-calledAmericanization work in the Washington, D.C.,schoolsiwo features should benoted: 1. ,There is abuilding devoted almostexclusively to thiswork. A part of'Kwbuilding has been equipped verylargely by thestudents, - F PUBLIC EDUCATION OF Armin 9 r` sothat it is usedas aclub.- The place is mackemost aactive. good library has been amemblvd:Classesare,e1d duting the day well as asin the evening. . 2. Considerableuseis made of motionpictujea. A local motiou- t picturecompanygives theuseofa roomand -furnishesan operator. Educational filmsareloaned for theuseof the class.Durir-zthe showing..of the film the studentsarerequested to talk ;rn I ; After the film isshownthe students disc:118.sthe film, iPndverylively discussionstake place.The instructors claim that4,he films insure betfer attendance than wouldbe had otherwise that the ma:n .1 advantage of the pictures is that the filmhas given 1,2 :fseclaw - aninteresting topic of conversiition.The students writè aboutwhat 1 theyseein the picture. MaclachusettN.The outstandingdevelopments in the field of adult education in bisssachwoetts during thepist two years have heeti the increasein the number of classes for immigrantwomen andthe Increase In the enrollment in the interpritute and advanced classes.This latter.developmentis very significant,becauseitslows that ambitious foreign.lx,rnDenandwomen'will muleback tu school fortwo or threeyears when the teaching I44good.del'. erillyears ago the majority of immigrantscame to school for only one year, due undoubtedly topoor tettehing.As the result oravery extensive program 9,f teacher training in lissmehusettaduring thepast 10yearix, the work in 'the ittsaroonishas been strengthened,and the immigrantsthemselves recognise this better thananyoneelse. North Oakota.Duringthe biennium 1824-19203themoototf adult educa- tion has been strest4ed in NorthDakota. The campaignage!tilliteracy has been continued until tbepercentage of illiteracy hasbeen reduced totwo- tenths of 1per cent_The statisdes forthat datawerefurniallby the county superintendents at the end of theschoolyear, June 30. 1926The ,.niimberof illiterates in theState, Including Indians.has been reduced f t 2,935.The statistics. show thatone county of the State hasDO illiterates and that 17 of the 53counties have fewerthan 10.Splendid work has been done .41 by all school officialsin theprogram of adult education. We hare alsohad the cooperatiorkofmany fraternal organisations andsplendid cooperation with the parent-tettefier.associationsinmany rural communities.It hi tbe goal of the parent-teacherassociationsto have organisations in*54per cent ot the schools of theState by ehe end ofthis sehool year.%In tnanyrursecommunl- ties members, ofthe parent-tescherassociations have statedthat since joining this organizationtLey haveunderstood for the finktime tbe problem ofthe publie-echoolsystem and itsprogram.. The Stateprogram of,adult education has beenemphasized in all of ()ivmeetings. tOkishoma.--Mehavean adult education commission.Great stress is being malletosecure as nearly perfect attendanceas possible.Some aebools are '7. reporting 98 and 99per cent attendance. Our adultprig' .4avelindonbteigy profitedby their schoolcontacts ittld bythe scholastic* knowledge gained. it is proimblethat the ctanmunitleirinwhicahdiallitschools have been"UMW. fullyconducted haveactually profitedmore than the pupils have. The teachers reppit thai theirsdult puidlswere influenced to send theirownchildren morn regolerty today school; thatthe adultpupils raisedmoney for a pfaho for the day school;that the adultpupils helpedcarry a bond election for the erection áfatamcberage; that theadult pupilsparticipated Ina great workday "hewn 1 r GO BIENNIAL SURVEY 07 EDUCATION,1924-1926 r trees were planted on theschool ground; that theadit# pupils helpedino,a entertainment held for the purpose ofsecuring fundsfor a school library, Ma and so on. e AI PennsylvaniaOutstanding activities duringthe biennium 1924-1926 were: (a) Provision by the State council ofeducation for special certification of teachers of adult classes. . , (b) The setting up of a State programof home classes for immigrant mothers. The initial step in this program wastaken in June, 1925, and the reports indi- cate that morethan 100 cities and boroughshave either appointed full-time class teachers or have planned tomake provision fortilts work in the budget for the coming year. .Virgksia.--So fir as illiterates under20 years of age are concerned, the number was reduced in the five-yearperiod from 1920 to 1925 from a little over28,000 to approximately 14,0(S), or about50pei:icent. Wehilveattempted o to meet the probleinof rural illiteracy largely throUghevening sessions and vacation schools, and in a few institutions atremendous service has been performed. Samoa and the VirginIslands.Reports from American Samoa and the Virgin Islandsshow there is practicallynoilliteracyin those islands. EVENING PUBLIC SCHOOLS CONDUCTEDBY TOWNS AND CITIES Many areconductinge4ning schools for adults.For in- stance, the YoungMen's Christian Association, theYoung Women's Christian Association, theKnights of Columbus, and theYoung Men'sHeb.rew Associationareserving large numbers of grownpeople in various parts of the country.Private schools andfoundations areproviding educational opportunitiesthatareof great importance. For greater Bostonabook of 140pageshas been published, setting lorth the educationalopportunities of the city forworking,men and women.Insomeof the other large cities,suchasMilwaukee, Cleve- land, and Chicago, the libraries havespecialists whose business it'is to acquaintthe public with the natureandscopeof thé educational opportunities offered by variousinstitutions of these cities. )This report does notpretena to giveacomplete picture of all the evening schools, butincludes only those underpublic-school auspices in cities ,and towns of 2,500population .andmore.A questionnaire ,sent out by the bureau *asanswered by 1,666superintendents, and of this number 520reported that they httdconducted evening schools during the biennium 190-1926. , 0 women were . Inmany casesafternoon classes ,f9rfóreign-speaking beingverymuch . held: in their homes. This,work is reportedas r. needed andasgrowin0 rapidly; 376 townsanil cities reportthat their eveningsehc;olsaregrowing; 115, towns andcities reporttheir evening elapsesasnot .growing. Most schools report thatthey charge notuition for students who residewithin the district, butmake* charge for nonresident student&Some cities makeanominal charge,. which' is refandvi to thestudent incasehis attendance inschool is 11);i4. k4! 4,A , t, , -A%ae `.: .PUBLIO IIDUOATION .01`ADULTS . i regular. The total budget forevening schools forttieyear1925-26 is reported by 412towns and cities to have beeti$5581249492.Many, school districts reporting' didnot .give their enrollment, andsome did not.give the budot for theevening schools. . . The Vital budget dividedby the number of studetitsenrolled in thesam5cities would indicate thatthe costperstudent for theeven- ing schoolswas$15.42per year.This estimate ofthecostcan not be said to beaccurate, but does givesomeindicatiouiQf the c* of evening-school instruction. . Thelengthof the schoolyearfor evening classes variesfrom 4 to 48 weeks. The lengthmost often reported is30 weeks; theaverage is about 24 weeks; theaverage number of eveningsperweek is 3; and theaveragelength of sessionsper evening is about 2 hours. Thepayreceivedperevening by teachers of iveningschools is from $2 to $6 for the,elementary grades and:somewhat higher for teachers ofhig.h-schoolsubjects. Averylarge,per centof the teach. ersof evening schoolsarethe regular day-schoplteachers.Some cities report that theyhave special trainingfor their teachers of evening schools. . The school officersreportingwereasked to makeanestimate, termsof the comparativecost of the day school, foranevening'school programthat would beadequate for the needs oftheipwnor.cityas thècasemight.be.These estimates.varyfrom one-half of1gercqAt to 21 par cent;%the mostcommonestimatnare 4, .51,and 6(percent. Theaverageis 4.5percent. The two cities that reportedthe highe4 percentage of their adult population inevening schoolsestimate that thecost of Maintainingafullprogramis notmorethan 5per centof thecost of the day schools. Gary, Ind.,reports having 16%percent . of its entire adultpopidation in evening .amiafternoon classes. Buffalo N. Y.,reports 7per centof itsgrown7uppopulationin evening schools.This is the best showingin thecountry for largo cities.Ifeveryschool districtin the, land hadadults enrolled in school in proportionto the enrollments in ivening schoolsin Buff* and Gary, American schoolbuildings, insteadof being dark andsilent from 7to 9 o'clock each evening, would becenters of light and l¡fe that would bringgrowth and happinessto mdlions ofourpopulation and thus strengthenourdemocracy.. i Reports from variousschool districts indicatethat effective pub. licity isasimportant for evening schoolsasfor other fields of human endeavor.Such publicity, whenaccompanied by capableteaching and adequate school progiams,results in successful evening schooli. Some city.superintendentshave takenastheir mission theoffering of education4pportwlityto an_ teachable adults who havenot finished the eleMentaryschoOl. Amonk the cities whichareapproaching such attainment(in addition to thetwo named above) inay. = 12 BIENNIALBeRVEYOF ID-UM/MON,1924-1926 ' mentioned thefollowing: Los. Angelesand Oakland,Calif.; Joliet andSpringfield; Ill.; Lowell and Worcester,Mass.; Detroit, Mich.; Duluth andMinneapolis, Minn.;St. Louis, Mo.;Newark, N. J.; Ithaca and Syracuse,N. Y.; Akron andToledo, Ohio; Johnstown; Pa. -2.Dallas and Houston,Tex.; Spokane,Wash. 4 The reports from townsand cities, as awhole, show that the evening school is not yet anestablished partof the regular school system.Inmany casesita budget is uncertain,the school term is short, and the payis small.Some superintendentsindicate that whenacity wishes to curtail expensesthere isatendency to begin such curtailmeRt witkthe budget ofthe evening school,notwith- standing the growingbelief that the most meaningfulhours of the 24 for manypeoplearethose from 7 to 9o'clockin--the evening and that if these twohoursarespentfor self-improvement in most cases 11 the individual willfind himself growing inknowledge, self-respect, thrift, and earning power. UPIIVERSITY EXTENSION Historically, universityextension education inthis country is not much older than thetwentieth century.It is true that the Chautau- quauniversItywasestablished in 1885 andthat the University of Wisconsin didsomework in extension in 1892.Ho'wever, itwasin 1906 that thisuniversity organized itsextension division with its dean and separate faculty.By 1913, 28 educationalinstitutions had organized for extensionwork. For the biennial period 1924-1926 morethan 300 institutions ofhigher education reportedextension activities. Tosecureinfoimation given in this report,aquestionnairewas sent to 721colleges ánd universities in the UnitedStates; 544 insti- tutions returned the questionnaire.Of this number 301 reported givingsomework by extension. The reportdoes not pretend to giveacomplete picture of all tile workdone,as someihstitutions did not reply.The following table gives in detailthe number of colleges and universities offeringthe kinds of extension services specified: v TABU2.Number of institutions reporting the extensionactivities here gives Conespondenoe courses______96 Parent-teacher association or other club Public information (iicluding package service 55 library service) 51 Study-club programs 49 Home reading courses 86 Community drama._ 54 Publications regarding extension educa- Labor education 25 tion -* 68 Lyceum 55 . Class instructionoutside of institu- Physical training and high-school ath- . tions 168 letics 84 Public lectures 168 Community center 81 Visual instruction 60 Radio- 82 School or community service 77 Promotion of debates 127 Institute., conferences, abort comies 129 4,, : " ; .; t_ . 1_ . - : PUBLIC EDUCATION t*WitADULTS -11 In this study of college and universityextension for the biennial period of 1924-1926noeffort is !Tideto include work done under Federal subsidy acts through the Federallandlgrafit colleges.The activities of these inItitutionsareavailable through otherpublica- tions of the Government. Extensioncoursesoffered by colleges anduniversitiesare so nu- merousthat it is impracticableto attempt to list them here. Reporting officers of extensiondivisions of variouseducational institutions of higher learning,were-asked ioreportnew venture&- that their institutions hadundertaken during thebiennium.Their reports reveal the following, in orderof frequency: Correspondence work; class work outsideof the institution;coursesin business; teacher& institutes;)courses by radio; work forgraduate students; correspondence wo4 foralumni;coursesin American history and politics; lyceum;opportunity schools; religiouseducation; rural\ pastors' conferences;health institiites;work for graduatenurses, giving A. M. and Ph.D. degrees; BoyScout leadership;work inpsy- chology; childtraining; accident prevention,;swimming;coursesfor i. parent-teacher organization. It is, thought bymanythat probablythe most significantnew movement in connection withextension educationduring the bien- nium is theuseof radio.Radio is beingusedverysuccessfully to supplement work bycorrespondence.The student in thiswayhas all the advantages ofclass workexcept the ptlysicalpresenceof the teacher and the opportunityof personaldiscussion.More andmore institutionsareeither installing theirownbroadcasting plantsor , securing the privilegeof using other.plants.Itseemslikely that thissort of work will becomesopopular thatmost broadcasting stations will instituteeducationalprograms and will naturally seek university leadership. . Themost unusual single item reportedis by New YorkUniversity, which tellsof the universityworld travel cruise.This cruisedid not actually Ektart untilSeptember,1926, but it hadbeen planned for the lasttwoyearsand might besaidto have been organized during thebiennium1924-1926. TheRyndam left Hoboken,N. J., September18, 1926, with500 students-120women and 380"men foracruise of eightmonths around theworld.Duringthat time the vessel isscheduledto call at 47 ports'andto travel 50,000 miles. Fifty facultymembers and40 other staff membersareaboard, in- cluding hospitalattendants,.welfareworkertib andprinters who will issueadailypaper.The ship was to return to New York in May, 1,1 1927. Thecruise is under themanagement of the UniversityTravel Association(Inc.), No,2 Broadway, NewYork City.It is the aim of thepromoters of thisventure to make itacooperativearrange- ment i. among many institutions.Thesuccessof theventure will lie watched withthe greatestinterest( . 4t-i . 1, o ; .4 tr.. k V,WAT ,..4 7to44.7 W 1'15 ' !4' 1_1 14 BIENNIAL SURVEY OF EDUCATION, 1124-1926 Those institutions which answered therequest to report the field of greatest activity inextension education during the bienniumkave the' following: Commercial education, radio,library extension, church work, women's clubs, work with teachers, psychology,physiology, language, economics, visual education,English, mathematics,Ameri- canhistory, civics, music, drama, forestry. Institutionswereasked to state the aniottnt of theirannual budget used for extension work. Minyreplied that they hadnosegregated budget; others reportedthat their extension departmentswereself- supporting.However, 83 institutions reporteda ex- total budget, , elusive of Federal funds,of $4,913,023. The reporis showanenrollment for correspondence work of64,480 for the schoolyearending June, 1925, and of85,121 for the school yearending June,1926. The number enrolled forclass work, outside of institutions, for the schoolyearending June, 1925,wasgivenas129,165, and for the schoolyearending June, 1926, itwasgivenas130,172. _, Thus for the schoolyearending June, 1926, thetotal enrollrpent forcorre- spondence work and for classwork, outside of institutions,was 215,293.Ifwedivide the total budget by this number,wefind that the cost of instruction is $22.82perstudent. . . It isan easy matterforone toenroll foi. extension work.It meanslittleormuch in proportion to theamount of actual work done by the student. . The number of students reportedashaving completedcorre- spondencecoursesfor the schoolyearending June, 1925,wasgiven as20,656, and for the schoolyearending June, 1926, itwasgiven as26,817. The number reportedashavifig completed the work assignedin class work, outside of institutions,wasgivenas44,376 for the school yearending June, 1925, andas46,578 for the schoolyearending June, 1926. Of the institutions which reportedonthe item, " Percentage of cost of extensioncourseswhich is borne by students," two-thirds replied that the studentpaysall of thecost;one-sixth replied that the studentpaysbetween 50 and 100per centof the cost; one-sixth replied that the studentpaysless than 50per centof thecost.To the qiiestion, " Inyouropinion, what peicentage of thecost of exten- sion education should be borne by the student r the following replies weie received from 98 reporting officers; 55 that the student shouldpay all of the cost. I, 4 that the student shouldpay 80 per cent of the cost. 10 that the student should pay 75per cent of the cost. 6 that the student shouldpay 80 per cent of theCoat; 21 that the student should pay Soper cent et the cost. 2 that the student shouldpay less than 50 per cent. . . PUBLICEDUCATIONOF ADULTS 15 A few of theinstitutions repliedthat thecost to the .extension student shouldbeno mpre than the ratio paid byaresident student toward thetotalcost of his instruction.It is impossibleto determine what proportionof the totalcost resident studentsnow pay for class instruction,asthe tuitionvaries greatlyamonginptitutions andalso varies fordifferentcourseswithinanyinstitution.It is estimated that tuitionfees of residentstudents in Stateinstitutionspaybetween 20 and 30per cent of the cost of instructionand upke'ep.Insome casesthe fees ofresidentstudentsamount to onlyone-tenth of instructionalcosts. In themain, extensionstudentsare HIE interested in getting bettercourses and better servicethan the rein payingless for them.Inoneof themost successfulcenters of class workoutside ofaniristitutionwhich thewriter hasseenthe fee forafulhsized class is madeadequatetopaythe entirecost of instruction, butit doesnotpayfor theservices cf theextension directorwho is assigned to do this work bythe Stateuniversity.Small clagsesare 'not re- quired.topaythe fullcost of instruction.A fund, inthis instance, has beenraisedto subsidize smallclasses.Thisarrangementseems to work exceedinglywell, andprobably could- betakenas aguide in determiningthe fee whicha nonresident student shouldpay. It is evidentto all that thelargest item ofcollegeexpenseis not tuition,norbooks, but thecost of ,koard, lodging,and general living . expenses.The studentwho i8 eariffngasalarycan pay a reasonable charge for hisinstruction, and,ifauniversity isto expand itsexten- sion departmentto the limit of thedemand for thiskind of work, the tuitionchargemust, in thevery nature9f th7gs,approximate thecost of instruction. It is uhthinkablethataboard of control ofanyeducational insti- tution that is foundedfor general upliftwould desire thatanonresi- dent student, bytliepayment ofan excessive fee, be requiredto defraypart of theexpensesofastudent in residenceat such ¡Ili institution. From thereports received thereis evidence ofdivided faculty opinionas tothe effectiveness ofwork done by extensionmethods. Forty-twoper centof theextension officerswho reportedonthis item state that workby extensionisasgoodaswork done inresidence; 30per cent state that it isinferiorto work done inresidence; 18per cent state thatthe work issuperiorto that done in residenceand giveastheirreasonfor thissuperiority thefact that thestudents are more mature and thereforemorepurposeful. - The followingexamples offaculty opinion,asreported byextension officials, will be ofinteresttomanypeople: . 16 BrENNIAL 'SURVEY OFEDUCATION', 1024-1926 Howard College (Aiabama).All agreethat the work is as good as the. '' regular work. I Sfring Hill College (Alaboma).if thiswork entails sacrifice of time and money,it calls forth a response equal,if not superior, towork done in residence. However, contact is very easily brokenand interest moreeasily dissipated. University of AlabOtna.Full credittoward-degree given for undergradnate; half credit allowed graduate students. University of Ark:atm.Particularlyiu underclass work correspondent* and extension class work is generallyregarded as at leastequal to and, in most instances, superior tr) workgiven in residence.This is particularly true for extension classWork, Which usually attracts a higher typeof strident than is generally found in residenceclasses. University of California.inclivhlualopinion among our faculties varies, but onthe whole our men feelthat extension teaching iseffective and worth while. The success achieved inextension teaching varies accordingtocircumstance& Where the preparation of studentsisadequ'ate and the library or laboratory facilitiessatisfactofyanextenshm class achieves aboutthe same results as a class on the campus. Thefunction of aState university seems to our faculty to consist inresearchaswell as in trainingscholars and citizens.To accom- plish these objects the facultyhas need to know itsconstituency and to become familiar with their conditions andproblems.Moreover, for reasons partly selfish and partly unselfishthe university mustconstantly put forth an effort to disseminate learning and toaid in carrying the cultureof the race to all parts of the bodypolitic. St. Mary's College(Californla).Most of our faculty areopposed to giving full credit for cOrrespondencework on the groundsthat it is not as thorough asclass work.All agree that classwork (extension) is as good as workdone hi.residence if givenbyoneofth.eregular staff. v U'iii'e1y of Colorado.Wehave heard manyfavorable comments but never anunfavorable one. University ofFlorida.Faculty feel it is bestsubstitute. Southern College(Florida).Some courses arejust as thorough as the coursesin residence,while others are somewhatsuperficial.On the wtiole, extension work iseffective because students are moreserious-minded. Shorter College(Georgia).This workhas been very satisfactory*to allcon- cerned and, as a consequence, anumber of ypungteachers in service have been able to meet theprofessionalrequirenients foradvahced certification.The college expects tocontinue this work asthe demand arises.Another course for rural teachers isanticipated for the current year. South GeorgiaAgricultural and MechanicalCollege.Our faculty agree that work by correspondence,if properly executed,equals orexceeds that done in residence.It is a case where thestudent does all of thework instead of a small part of it. University of Chicago(Illino441).Those who have-giventeaching by torre- spondence a fair trial arepractically unanimousin considering it an adequate educational agency withcapable individuals and onethat is peculiarly effective in developing initiative,concentration, independence,and the abijity to think and expressoneself clearly and cogently. Greenville College(Illinois).Extension, courses, moreexacting of students' time, necessitateindividual responsibility but do notpermit participationin exchange of ideas throughclass discussion. St. Pr000piusCollege (Illinols).--Theinstructors directly concernedwith this type of work reportfavorably, owing perhapsto the fact that they are young andenthusiastic teachers. e:.: ' PUBLIC. EDUCATION. ADUI1111 iv opRosary College (Illinois).Faeultyagrees that work given by extension is sot as successful as work done in residence.-1 IndianaUniversity.---Extension classesvary in qualitymore than residence classes.The general level isabit higher in extension.There is alwaysa sprinkling of students in extension climesexceptionally able, purposeful, mature, who get far more out of their study than do moat resident students. Correspondence students certainlyearn their credits.They do better work and more of it thanmy students on the campus. Iffransville College (lndiasa).The class of studentswith whomwe have been working does work fully equal to resident work. Franklin College (Indkific).Byfaculty actionwe permit a miniteum of six semester hours of work bycorrespondence.Whileno limit is placed on class work in extension. it isnot held in as high repute as residence work. Goshen College (1n4(ana).--The faculty feelsthat thema1l college should not offer correspondencecourses.Credit Is given fora limited amount of such work taken in larger institutions,the total amount of extension worknot to exceed 25per eent of the entire college course. De Paw University (Indiana).Itdoes notcompare favorably with resi- dence wort for undergraduatestudents; but for graduate students itIscom- paratively satisfactory, providedample materials, reference books,ete., are supplied. Oakland Cily College (Intliano).Onrfacultyare practically unanimous in the belief that the extension workas carried on in this institution isa very valuable form of instruction, and in thecase of many students is evenmore efficient than residence work. This is especiallytrue of the township institute class work.Ineome eases the correspondence work is not considered quite, so meritorious as residence work, but since moot of the studentsadmitted to correspondence workare teachers in service and nocourses are offered whichcan not he well done by the correspondence method,we generally feel that the work is well accomplished andcompares very favorably with work done in residence. UppetIowa Flniveraily.Notas efficient as residence work. Univermity of Kensa..There isafairly large percentage ofour faculty who have had littleor no actual experience with extension teaching who feel that. itcan not be adequate or equivalent to the work done in residence. A majority of this groupare those who feel that, especially in correspondence *Andy,the absence of personal contact withthe instructor isa handicap that can not be overcome in any other manner. The administration of theuniversity is thoroughly committed to the advisabilityand value of extension teaching,and I believe Iamconservative in stating thatamajority ofour faculty feel that this method of instruction is quiteadequate when aurrounded by thesafe- guards thatour regulations impose. Ottawa Univereity (Konsas).--Asgoodas residence work, in such schools as the University of Chicago, University of Kansas, andso on, where ample facilities and staffare provided. . Washburn College (Ifansas).--Ourinstructors do not believe that extension work isas satisfactory as residence work. The tendency is to discourage it. The Municipal Universityof Wichita. (Kanaas).Weare doing aboutsisal; quality óf work, becauseof the fact thatwe are working largely with profes- sionalgroupe, and-the work they are pursuing is in line with their riguhir work; consequently, we meet with satisfactory results. .:. University of Kentucky.Faculty is fairly unanimousthat extension work Is ona par with residence, especially correspondence work. .11 t 4 . . e ez. 18 BIENNIAL SURVEY OF EDUCATION, 1144-1926 .t: ;.1 11 Sacred Heart Junior College (lientucky).---Baturday extension-coursesgives to teachers in service are good for more reasons thanone, but theyare beta.; in merit to work given in residence where the student hasmoreleisurefor 'I selfimprovement. Correspondence courses, in my opinion,are very poor sub- atituies forresidence, especiallyif the student is takingthe subjects by correspondence for credits toward a degree. Louisiana Slate Universtly.Those faculty members who haveactual expert- iI encewith extensión work think highly of it.Some members of thefaculty think that they have done better work with students in the Bela thanwith similar studentsonthe campus.Students who haveactually completedthe work prescribed in correspondence courses have always doneas much as students in thesameclasses on the campus. NewOrator'sUniversity (Louisiana).Notas satisfactory. Saint Joseph's College (Maryland).The utility ofan extensioncourse . depends perhapsonthe specific purpose of respective students.Wherecor- relative advantage is concerned, work given in residence isconsidered superior. Maryland College for WomemFaculty opinionisall against extension courses. Smith Colfege (Massachstoetts).The work given by extensionisneces- sarily ofa moresuperficial nejure. One recitationa week for 10 or 20 weeks in theyear can hardlycorrespond toa college course meeting threeorfour , times a week.The work lacks continuity.However, extensionmurses meet a needfor those whoare unable to attend college or who are put of college -and wish to keepuptheir intellectual activity. Clark University (Massachuselts).Unquestionably theconsensus of faculty opinion is that extension work is not in generalso thorough or uniform as work in residencecourses.Exceptions to this generalstatementappeal; frequently. . Universityof MichigawAtthe close of each year's workweask those ofourinstructors who have been assignedto take charge of extension credit courses tomakea report onthe work. These reportsare in a great majority of cases favorable.Most of the men report that students inthe sixtension classes aremoreinterested in the work andmore industrious than are the studentsonthe campus. Those who report adversely usuallyhose their critl. elm of the workon tbe fact that many who take these extension-creditcourses come to the classes tootired with their day's dutiesto do the highest type of class work. Onlya veryfew of themen,however, have raised thispoint against the credit work.Most of the men, I -repeat, haie reported favorablyupou oar extension-credit class work. Michigan State College.So faras I have met faculty opinion, it is to tbe effect thatv correspondence-course work, earnestlydone; hi oftentimesmore effectively done than resident-student work.This is usually explainedonthe ground thita student who has the moral courage to drive himself,orherself, tocompletion of work done by himselfwithout the stimulus of perilous] contact of class and teacher is usuallya more consistent student and more thoroughly, than theaverage student in residence. Kalamazoo College (Miohigan).Inferior, due to mixedand ungraded classes, z but sufficiently high for college credit. . . University of Missnesota.Opinionsas tothe relative merit of extension, work differ widelyamong membersof the faculty, butmost of themare.agreed that ina public-supported State university it isnecessary to carry onsuch work.Those who have had longest experience in teachingextension dasses 1 believe that, allowing for the increased maturityof extension students, as gooda grade of work is done in thesedaisesas is done on the campus.'This PUBLIesDUCIATIONOP ADULTS 19- will, 4LJcour8e, vary with the nature of thecourse, since questionsotheuse of libraries and a laboratories are involved insome courses, and usuy exten- sion students can not undertake a wide range of supplementary reading.As tocorrespondencecourses, few people believe that they are wbolly equivalent to workdone underproperconditionson the campus; nevertheless insome subjects on allowing for the additional amount of workrequired of thecor- respondence students the workeompares very favorably with theaverage work done on thecampus.Frivolous and superficial studentsmay be found in both types of work, but with relative infrequibncy in extension work. University of Missouri.Most ofour faculty members., who have given Cor- respondence or extension class work, regard themas the practical equivalent of courses given in residepee. Washington University (Missouri).The.reports ofthe instructorsvary somewhat according to the nature of the work, but, inthe main, they find the students doing its good workasin the day, and insome instances better. Ditermountain ¿lotion College (.Wontana).The work given bycorrespondence IA effective on work that is confined mainly toatextbook witha few outside readings.It frequently givesa more thorough knowledge of subject writer. It lacks the personal element andgroup encouragement. . State Unirmsity of Ildniana.Opinionnvary.Some claim better work by correspondence;Nomeclaim work is about thesame: some that it is not 90 good.Much depends, apparently,on the technique developed by the instructor. Union College (Nebraska).We allow extension work takenin approved extension schoolsup to one-half the elective requirements of severalcourses. Grand Island College (Nebrasko).Work by extension isnot on aparwith work given in classroom,evenif thesame amount of ground is covered in the text. Rutgers Universily (New Jeracy).Variesfrom a minority who think exten- sion work notas good to a majority who think it better. Universityof New Alezico.The faculty is, I believe, inclinedto think that coursesInresidencevery much exceed in merit and value courses given by extension.One reason for this somewhat suspicious attitudeis the policy of certain normalschools inthe State that organize extensioncourses in widely separatedtowns, employ school superintendents to condtict thecourses once a week or so, and give regular college credit therefor.The university, on the other hand, has consistentlyused only its regular staff for extension courses, none of which meet less thanonce aw-eek,and credit has been given onlyon satisfaction of entrance requirements. University of Buffalo(New York).We havenoformalconsensus of opinion. Some members ofthe faculty find extension classes alert and stimulating; others have foundthem slow and deadening.Enthusiastic commentson extensioncourses far outweigh adverse criticisms. Columbia University(New York).The best evidence of faculty opinionas to university extension work isfound in the fact thatvery many courses, in fact, the majority ofcourses, are given credit toward tbe degrees of the various schools andeven the degrees of the graduate schools, master of arts, and doctor of philosophy. Theréisa general feeling throughout the universit/ that uni versityextensionisonthesame plane as the work wiiich hi termed resident work, The classinstruetion of university extension is considered residentwork. Courses in homestudy-are not credited towarddegrees. //miter Corlege"of theCity of New York..--/n classes madeup of teachetur College graduates,atil other'studentsmatriculated for tbe A. B., B.S., or A.p. degree, the workcompares favorably with corresponding. work ia the day session. Pt-4 '24V BIENNIAL 817BVIIIIC 07iDucimoN, 1.934-1926 41 Byrom.. Unibersity(NetoYost).- EIL\ 3e 0Q1--school- faculty, as a -whole, consider extension work slightlybetter than otheriiniversitywork, where there is any difference atall. Unkervity of NorthCarolincIt may not be out of place for me to register raf Judgment that professional courses maYmuchmoreadequately be given in extensionwork than ieresidence. Lenoir-Rhyne College1North Carolina).Our extension center makes use of 1 ourcollegeplant, and wethink it is on a par with regular work except that it suffers becauseof the length of time overwhich it is scattered. Show University(North Carolins).The opinion prevailsthat it is the equal, 'if not superior, forpractical value, but far below in culturalvalues. JamestorsCollege (North. Dakota).Opinions differ radically.Some rate it as the equivalent,while others rate is as unworthy of any consideration. 4 The rest are distributed, asregards Its value, well along the entire waybetween these extremes. Ohio University.Workgiven by regular members ofthe?faculty whogo off'the campus for one group extension courseis considered as goodaswork takenonthe campus. e University ofrffipinnati. (Ohio).Our extension claases are duplicates la time, instructors, andcredits of courses taught on the campus; hence the faculty regard them asexactly equivalent to campus-given work.The exten. sion courses are invariablygiven by the same persons who give them on the campus. , Western Reserve University(0h4o).On the whole those teaching in the night collegeareenthusiastic about the merit of the work.Thereare excep dons. Those who do not share in thenight work are " willing to be shown." Muskingum College(Ohio).Viewing the situation as a whole in Ohio we feel Mete iscry-inineed for standardising the qualityof the work by the establishment of minimum standard&Some college-extension work not taught by specialists ,is, we fear, ofunsatisfactory quality. Oar extension staff report almost unanimously that extensiondivision students equal in vigorous study and attainment the residence student&Most of our extension students are mature teachers. Miami University (0Mo).Teachers'Oollege at Miami gave extension courses almost exclusively professional from1910 to 1925-28 through profeet.tors es- ployed especially for that work. We abandoned theplan in June, 192aWe believe DOW that our eXtension coursesahould be offered by professOrsfrom our campusstaff. Wittenberg College (Okio).---Whilethere is some disagreement as tothe merit of extension work, thefaculty has provided deftnite regulations govern- . ing all such work.It is the consensus of thefaculty, generally speaking, that eitension work does not measure-up to the standardsof residence work, yet it serves a great manyindividuals who could not doresidence work. University of, Oklahoms..Teacherswho hate little orno' ixtension work do not regard it highly.Those with experience, both presentand past, are positive that for typea of * :k that canbe provided withadequatellaboratoq and libraryfaCilitiesresults are as good, and in. many casesbetter, thanresi- dance work. We have Just completed alocal study and thl4conclusion is based onletters from teachers andstudents received within the past.twoweeks. . Oklahoma City University.A11believe that such is less valuable tostudent; that such should not beconsidered as transferablecredit unlessvalidated- by residence credit equal ordouble amount with*me instructoror same, department, 1) PUBLIC ADUCIATION,OF ADULTS 21 ratiers4ty of °regrowOpinion of the faculty Memberset the University of Oregon is very favorable to correspondence study. Multleisberg College (Penstellrania).Ourcouneas are given by the regular members of tbe college faculty.The teaching in these classes isbetter than in the regular college climes because of amore earnest atmospkiere.The general ratings are higher in extension classes.I find better clam diacuasions because of the theory being combined with experience.Wepay our faculty from 10 per cent to 20 per cent of their regular college salary for foulhours of extension work per week for 30 weeks.The college profits from $6,000to $10,000 per year fminth6;work. am compelled to make it pay or withdraw thecourses. Elizabethtown College (Pesuisylrania).The character of the work doneby extension-course classes is regardedas from 75 per cent to 85 per cent in mime, ascompared tot regular work in classes in residence. ThielCollegA(Paensylrania).When work is given by regular collegeprofes- sorsthe extension work is considered of tbesame grade asthe regular college work. only alfinited numberof hours of extension workcanbe allowed toward graduation. Vino Maria College (Pennaylvania).It is the opinion ofthe faculty that the extension work is exceptionally well prepared. considering the factthat the studentl;ireteachers&service, whosetime h; limited.Ofcourse, it Is not donesothoroughlyasif theme studentswere in actualresidenob; butonthe whole the work of teachers in extensioncoursesis equivalentor better than the work done by students in residence whoarewityet teachers and who have not, therefore, the same sense of responsibility. Buelcuell University (Penrsylvania).--Thereare a variety ot opinions as usual.Our men who teaeh extensioqgroups know that more is accomplished bytesellers takingthecourses than by our regular student& Ht. Francis Colieee(Penntylvania).1Thegeneral opinion is that betterwork is generally done by students in residence. estminster College (Pennsylvania ).Facuity generally unfavorabletoward extension work as comparable to work done in residence. Sow/se/swum Unircraity (Penneylmnia).The judgmentof those members of the feculty who have to do with extension work isthat in view of all the circunistanCesit has merit substantially the equal of that .takenin residence.. The Pennsylvania State College (School of Minosand Metal1wypj).---11xten- glom work notup to residence work either inquantity or quality. :1 The Pennsylvania State College (engineeringattention depart iLen0.---Work given by correspondencecompares very favorably with that given in kvaidence if it is given under the following conditions: (1) If careful correction service is given. (2) .1f the student bucceesfully completesa comprehensive examination ptepered by the department of the residence facultyin which that subject is given. ilfraakiniffosand Jefferson College (Pennsylvaria).---Neryeatiatactory,as all ofour courses are given beret at the bollege. Unkeraity of Porto Rioo.---Widely iarying, anddepepding largelyonsubject. In accounting, for example,employed students attending night extimaionclams% if properly selected, do betterwork than those whosemotive is more remote. University of Boutk Dakota.Covermore ground with more supplementary reading, but miss personalcontact with teacher&Opinion "'arise, butmask ofourfticultyfeel that the viork is satisfactoryand of high pads. Lane College (Tensessee).--Ithas beenvery unsatisfactory. We are seri- ously considering discontinuingthis correspondence work. 244 BIENNIAL\fkURVEYOPEDUCATION, 14124-1926 Vosiow rfaredrsity (rensbsee).Agood emtwvtitute---quitesatisfactory. Johnson BaleCollege (Temneseee).---Weconsider thatthe work done in-the classroom is farsuperior to that giventhrough extension,althoughwe have bedsome very fineworiidone by thiscourse. The Vnirertityof Temsessee.Very favorable.Heartysupport given.Work so organized that each university departmentgoverns content andteaching of allied extensioncoarse/. lnirenrily of Teri:I.e.Facultyopinioninat rariance withitself.Many members considerit equalor superior to that done inreshience.Othertwin- bers do'notcount It worth while.on the whole the-attitude Isimproving. Howard Payne Colleve Test%)a I .The type of studentwho beginswork by extension is older.more mature, and better preparedto do the work wellthan the regular studentwho attends climesin the college.Our workis arranged sothatt haSti who do work by extension dotilMturgradesif preparation than the student in yoneire. 8oatherst MehattiortUniversityTeza40.Themenibersof the facultywith- out eiceptionreport very favorablyon work done hy correspondenoeand in extension classes. Texas Chrieliore l'n4oerm4ty(Trzon1.Our facultydi--likesvery much to consider correspondenceworkas worthy of full (-milt.thoughwe do accept it from standardinstitulions. Southwestern17mitleritity (Ter/W.Montfaculty membersfeel thatcot respondence work isa good substitute for residence work. Austin College (Terna).---4)nrfarulty members donot objectto extension work for noncredit,or to a limited amount for eollerecredit toward(leave, however, the cataloguelimits the quantityof workacceptable towardtbe degree to three full courses amountingto IS semester hoursof credit.. John Agrimalurat College-(TArge).The facultydoes notgiveas hearty arproval to extension workby correspondenceas to residence work. Olitbe other hand,night chigoes and regularextension (lassiescondueted by a faculty member. which 0104/40,4 consistof naturemen and womeneiigaged insome industrial or professional work,is consideredvery effectiveln fact, our faculty feels thatsome of the most intensiveand effeoivework has been done with the fewclasses of thistype which have beencondurted by the institution. Heykir University (Teiaa).lnconferences withinstructors,all indicate' ntsidence work havingpreferenceover correspondence work, unlessthecorre- .spandence studentis a maturedstudent. Agricultural Collegeof Iltok.Opinlonsdiverse.Those.wtoknow it best give it the highest rating. The facultyhas ruled thatone-fourth for theB.FL degreemay be earned by correspondencework and°one-fourth by extension classes. Rrighnst Youngrsfversity ).Our faculty sentimentfavor% making extension work ofsuch quaHty thatit need not beapologised for.Tendency hi toconsider it ofsame vjue not residence work,except in courses which demand elaboratelaboratoryorlibrary facilities.However,many exten{floa students mist effortsof facultyto make subjectmatteraseiectingasin residence cotton. . University ofVermont As taras I am able to judge,coursesgiven by college instructorsoutside of theinstitutionare believed to have thesame valueas though they were givenat the university. College of William.sad May* (Virgitdo).:--Theaim la to makeit of the same grade as work doneIn residenceat the college. J. PUBLIC EDUCATIONOF ADULTS 23 Universityof Washington(Washington).raderthe rules oftbe university. regular work of our extension seri-icerrry be counted towardativagreeup *1 to50f-percent of the total crelitsrequired.Residence andother requirements must be met.Extension work isnot counted forresidence unlesstaughton the campus. Tbe committeesof deans oftetirequire droppedstudents tocom- plete work in bomo4itudycommies before petitiokkig forreadmission.. Students returning after completingsuch requirements oMnmake goodIncourses for which the home-studycourses were prerequisite.One-fifth of workfor M. A. degrtv may be earned inextension.All work istaught byregular faculty, and R ranks withcampus instruction inscope and thoroughness. nari$(»Id Elkins Col*pet(West Virgisio).Itcan not beso good as the work in residence shouklbe.However, it offersgreat possibilities. 8alens ('ollege (WestVirginia).Thefaculty largelyRime that the book factsare a little less thoroughly done,und theapplicationto life of the facts learned muchmore thoroughly made.The latter dependssomewhaton the subject given. nitverrityofitlaconstn.Acceptedas /I regular function ofuniversity work. UnitirrItityof WyomingOpinhmnvary.Merits of variouscourses vary. Considering thebenefits to bederived fromenvironment,campus study Is two to one better thanextension. . - It is evidentfrom expressedfaculty opinionandconversation with college facultymembers thatthemost mooted questionis, "Who is to give instructionto classesowside of theinstitution Practically allagree that dimswork outsideof theinstitutionmaybeamgood asclass workin theinstitution, providedthe studentshive had suitablepreparationgild the instructorsare competent. Manybelieve tbat instructionshould begiven only byregular facultymembers. This planwouldnot permit expansion.It wouldnot make itpos- sibletouseother thanregular facultymembersator near the places where classesareneeded.There should,ofcourse,benolowering ofstandards inextension work.However, ifwe mean by " stand- aras"that the workmust meetsomeartificialcon4itions thathave (:ome down from thepast and that donotmean general merit, then standardsshould bechanged. Workers in'the fieldof adulteducationsaythatmature students demandmorefrominstructors thandoyounger studentg.College iiistructorswho teachbothresident classesand adultclasses outside of theinstitution claimthat thelatter' callsformore investigation, betterillustration, aiidmoreinventionontheirpart than do regular collegeclasses.It is clearthat whatis medlidis thatthesame care be usedin these!ection ofmen or women to doextension workthat is used in theselection ofregular faculty-members, butthat the differencein the.natureof the workshould betaken intoaccount in .such selectio'n.Aninsteuctor whowould doverygood workfor tegularresidentstudentsmight bean utter failure in extension classes,and viceversa.Insome cases it is possibleto get specialists who aredoingoutstandingwork inthe worldto giveamoderate ftri.1 " /24 BIENNIAL .SURVEY OPEDUCAT/011i.1924-192i i amount of time toteaching who would not wilier any circumstances become regular facultymembers. . .. Perhaps the:most 'severe criticismby faculty members of ihe f -,:t ient Practicesin exte.nsion work is thatcertain institutions empliN II superintendents -of smdll towns to A local high-school principals or give their extension work.It is claimed thatpressureis used by these school officials to influence theirteachers to at$end their classes. This, if teue, is not conducive to good morale.However,anextreme caseof this kind does not make the employmentofalocal school official bad practiceper se. A seirch for teaching .talent in manylocalities in this country would bring to light people of properprexaration and ability to ruct.Mobilization.. ofoureducationalresourceswouldnodoubt bngmanysurprises. Mostpeople' of specialized information, who , .1 *led not be willing to considerfull-time teaching positions,are- willing to teach classes of mature peoplewhoarevitally-interested in the subject, provided the time andplace for such instructioncan -be suited to their convenience.- The instructionof suchaclass is serjdifferent from that ofaclass composed of undergraduates who have not.yet found their life's interests. .)! It is the business of educational leaders to use tofhe fullest extent possible the teaching talent of thecolintry.This-probably ean beet .be accomplished through university extension..4 In order that standardsmaybe safeguardedonthe-one hand and that ambitionmaybe encouragedonthe other hand, it might be well if colleges and universities would test by thorough examination all I work done by extensionmethods. If thesesamethorough examina- 0tionswerefrom, time to time given to resident students,a meansof almparfson would be available.Fortunately, testing skill has beet' greatly improved .within the past 10years.. .. .Ifweexamine correspondencecoursesissued by different colleges and universities,we see avast difference in their worth.There ii agrowing beliefamonguniversity extension officers that correspond- enceinstruction would be greatly improved throughout- the country if all cotleges and universities, before issuingcourses,would follow the practice of examiningrcourses produced by otherinititutions and, . if found better than theirown, securepermissiou tousethem. If this practicewerefollowe4 and colleges and universities would perm* theircoursestobéused by others, each institution would have avail- able to its students the .bdstcourseproducedon agiven Thu prócedure would have the effect also. of dimuiating writers ofcorp. respondence (inasmuchastheircoursesmight be adopted generally andatoialty, rei?lized)to put. forth, greater effort,,Thus bet* . A courses woadlisome intogeneraluse, 4:46 II..... ri j; :ItI: . . :.(J; t, : 1.0t. "../tik , .4 r e_ PP31410,..NDUCATION 431 AMISS "25 . . e 41, .. tii:;ii e ...... ID a ! t.1 . 4,::.Institutions .3vihich haveStates'iipportare nodoubt undermore .....-:'..:1 Idigations to give work by extension methods than ,artinstilittions ..4. ;which do not Jiave State support;and itistruethat themostof the ..:.-..:.:1 .4i volumeof extension work is done by State-supported institutions. .: ',.4 .Rowever, collegessupported by religious denominationsorprivatek ;?....1? funds are&Ai*moreandmoreextension work. The presidents of :;:...li: ,-,'.. someof these schools do not lookuponextension workas anobliga- 4 . ,..tu tion, but as anopportunity for, service slidas amethod of adding stren¡thto the institution.Every educational institution has itssown clientele which looks to it for guidance.Nearness of the institution tothepersontaking work isanadvantage,asit givesgreater cbance for contact,aswellasquicker return of lesson assignments. .' '''.... .:-. Many university extension officials claim that extension work is valuable to the institution which gives itaswellastothestudents .. who take thecourses,for extension work brings the institutiohinto contactwith actual problems in the State.Former President Van . .4,E I' .4 Oise, of the University of Wisconsin,.whóhadalarge part in the . ..-.i.'..,. development of university extension worleinthiscountry, ditirnied .1:'.4;,- that the universitywasin great need of this directcontâct with 'the ...-'.-1 E. . _ . State. He is reported to¡lavestated that itwasthe intention of the ...... 1 University of Wisconsin tomovethecampusfenceto the extreme . . _ 1, borders of the State. , lb ' There isagrowing,tendencyonthe part of educational institutiolis to cooperate with eachoilierin extension work. The mostcommon kind of cooperation is found between collegesand universitieson '..1 theonehand ind local public-school boardsonthe other, the latter :.-t!, providingaplace of meeting and the former providingthe instruc-. tion.Cooperation is also found inmanylocalities between colleges and universities and local libraries, the latter 'furnishingthe place of .14- meeting,aswellasreference books, magazines, and thelike. Experi- encehas shown that inmanyinstancesalibrary, in additionto furnishingaplace of meeting, reference books,andso on,doesvery - effective recruiting work for extensionclasses. . 1 `` °k " . Librarypatrons show by tiBeir selection of books whattheir intel- :%:14 lectual interestsare.A librariancanoften renderareal service by i introducingto eachothe'rpeople interested in thesamesubje"ct. Oftena groupof people interestedinsomesubject, if they know each other, will organizeaclass in suchstibjectand ask foraUni- versity instructorasteacsher.The public librariesin Cleveland, .r'41; Ohio, and Milwaukee,Wis.,arerendering distinct -:*!.; . service by giving. full informationasto class work Offered in allparts of therespec- , tive cities,by whateverageficy.The individuals.wh9 give this inforinationgetfirit-handdataasto the kind and value' of instruc- tion given.Colleges and universitiesarealso cooperatingmoreand 4 . more by using each othei's faculty membersin extension work. 4- ti t , - , J. ' fv. : :'1. % s .1..1 " A. 0 :- , 't1' is ; 1.44 r , ` s ji /A tX, P 4 .t.» -~ - $:Pr. 4'4 ;/Z.(2.2`114.'''`;:',A 'vtfr.,.4_214,IL.,Lr,.2400 .1 k*-64171N-- 7 _ - rf-4 ,.?., .t 7:e TreOfisvi. : ' ifA :4108 '. BEINNIAL . ItURVIITOP 1111D17ØATIONI1924-1926 , - 4:4 *). 1in Pennsylvaniathe State . .department -e I, of 'publicitrtruction endeavoringto form an, organizationL of alltheagenciettin theSta Jarbich- do91ten81on worknot tarprofit%Muchgoodor extensil Andents is .1 . mire to result fromsuchan organization. , ' ,,,, -lit Considerable.reference has beenmade inthis' ropo. .othe kro -1.of the college:'and universityextensionmovement. .-"The- .,, vork ::* as reported for thisbienniumis greaterin volume thanit!w.. duringthe biennium19224924, .. , --.,:ir and thereport for19224924sbo t,ni.greatervolumeof workin , . extensionthan did . thereport fois ,022,and 1.! 1, - ,. . so on. , .) .i .. , : '. Among;the .. reasons for theincreaseof workbyextensionmeth 'j'''might btimentioned: ,. (1) Agreater demandby thepublic, zbealizing whichi . ,. ,, , more andmore 7'that university leadershipmay! be thad ,,,Aleiostanyfield i of humaninterest;. ;k,, . (2) improvementof techniq ,...ARgng4he,courses, whichmakesthemmoreeffective.The .nops wntioned tworea ,are ,not only causing al an,eniargementofextensid op*ont!I;already I T T. organized , In institutionsbutare causing othe . ',',¡ingistutiplis , to takeupthiswork. , .Ourincr.'s* . ... t amount of leisure. andour changingenvironmen 4 1 - eduqation ever-increasing needed by in numberof people$ r ',Arious universityextension directorsreport that thereisan cieasing ini,- tendencyonthepart of adultsto study.That this .of adultsto learn isanationalresource of first magnitudeismo . .sindmore repginized. . JI 1 ; 4. 't- ° P. a 1.. %,TA.) .<,.. A ,t.i .. .7-7 ,: r; I.41 1 4 ---71' e T' WV; g:: A .1 A. i ' 4 ': I o :1 *'. .! 1.. 1 ./ ' .4 .i I s , . ,',141441; l'...6 a I ... P; i II. :;1'r 1 % + I;11 .. i ' . .i ' -,1'.1: 1 ). . 0 14 i , . , *Ptitly:P6 a '' J I a, 4 Y ¿ I 1. aAi,..,, ' ' A ; , i 1 -' i ! ii.i.; j ,'' et, 9 ' r ; . t .11:y:.,, 4 e ; ' I . 5 I t 3 f Ai I- ''$`41,-1.i .! '' t? , . 41 1.14r0 Id . 1 ". ! $ t.f. . ( irldit4r4°. L. , ,; 161 ,,, A.; "!.:;:v...'4 ;1. I" 4.11, a a '4'. 114. 4 l'Ij."`";" ; . I ,4 ; ' ,4 4. g 11;1.4 . (,I; A :" j 11 ± *.t . ; `4. ;.;-$'' t' 1,,S, ; 1, 1 ; , . 4 ; _ . 4.1Prtit: .1 I 't 44' .`L 1 , 4, 4.101,1.1(/' kL4.)- .; 4 )641-0- : + , 4, 3 " r I 4.;;;.f,+$':_'.61 ' Of'i41 t °-). . ."