VOL. XI.

No. 10

MR

ORE than 150,000 adults in the United States are taking regular college or university courses while they remain at home and pursue their work. These university courses are offered to nonresident students through the organization of extension classes, which correspond in practically every particular with courses given in residence, but they meet in the afternoon or evening at the university or in communities away from the university center.

Such extension-class work was first offered in this country about 1890. Although the early attempts were small and unpretentious and were undertaken with a great deal of caution, the method has proved popular and has grown rapidly. The growth has been consistent as well as rapid, and extension-class work can no longer be considered in the experimental stage. Nearly every State university, and many of the universities under church or private control, are engaged in this phase of educational work.

Increasing Demand for Extension Teaching Practice in the selection of extension instructors varies. Some universities have adopted the policy of depending largely or entirely upon instructors who do not teach in residence, that is, upon special extension instructors, to render this service. Nearly all of the universities offering courses in outside centers, are, however, depending partly or wholly upon their resident instructors for extension work. There is an increasing demand upon universities for an expansion of extension-teaching programs, and a correspondingly increasing demand upon

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By GEORGE B. ZEHMER Director of Extension, University of Virginia

university instructors for their services in the distant centers. The very pertinent question is then raised, Is it to the advantage of the resident instructor to give a part of his time to this type of teaching? Four principal factors handicap the instructor in making extension-class work as effective as work in residence: (1) The heterogeneous nature of the extension-class group, (2) the nonstudy habit of extension students, (3) the lack of adequate library facilities or of other necessary materials and equipment, and (4) the less desirable physical environment in which the extension-class work often has to be conducted. We shall discuss each of the four factors.

Variations in Age and Ability

1. The extension classes are more heterogeneous groups than classes in residence because of greater variations in age, training, ability, and interest, and because of the wider range of activities that make up the life of the extension students. In respect to age it is not unusual to find in an extension class a student of 18 years of age studying beside a student of 40 or

50 years. The differences are sometimes greater and sometimes not so marked. Universities, on the other hand, and especially the undergraduate departments of universities, are largely populated with young men and women coming directly from high schools who vary in age from 17 to 24 years; whereas extension classes from the very beginning have been offered primarily for adult men and women who vary in age from 20 to 40, 50, or even 60 years.

Variation in training and ability is also greater among extension-class students.

University entrance requirements, together with regulations adopted by universities for the elimination of inferior students or students who do not apply themselves, help to standardize the conditions in both training and ability upon which a student may be admitted to the university. There will be, and perhaps should always be, variations in ability and in training among the students in any class, but the conditions upon which students are admitted to extension classes must, for many years at least, be less rigid in these respects than those governing the admission of students to classes in residence. Otherwise one of the chief purposes for which extension-class work is given can not be attained, for it is the function of extension classes to serve the needs of ambitious men and women of whatever age or training who desire the advantages of university work, but who can not attend the university. The only requisite is ability to pursue the course profitably.

Diverse Interests are Represented

Again, the interests of the members of extension classes are more varied than are those of students in residence. Within the university students who are primarily interested in the study of liberal arts or in the study of law or business or engineering are assigned to classes on the basis of their minor as well as of their major interests. Such classification of extension students is often impossible. It is not unusual to find within the university a class in English composition composed entirely of students whose major interests are in the school of commerce-or even

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in a specialized phase of work in this school; whereas an extension class in English composition in most instances is composed of students whose interests are diverse and who represent numerous professions and occupations. There are certain exceptions to this rule, as, for example, where the bankers of a city are taking an extension course in a specialized phase of banking. Another example of this exception would be found in professional courses for teachers. In general, however, the interests of extension students are far more varied.

Social Environments Differ Greatly

Finally, the resident students in respect to their mode of living-their social environment, the conditions under which they live, the time allowed for study and outside interests have very much in common. In the most essential respects they live and work under the same conditions. The conditions under which extension students work, live, and study vary a great deal.

2. The nonstudy habit presents a second problem to the teacher of extension students. Many extension students do not know how to study, or they have the erroneous idea that in this new type of lecture they are to be entertained, as a patron of the theater is entertained by the actor. Very often the extension student has been out of school for several years, and if he has ever had the study habit in the sense in which the term is used in university circles he has lost it. In other cases the student has not advanced very far in school and has not developed a method of study which enables him to grasp quickly and adequately the material presented to him.

Sometimes Considered a Form of Amusement

Some extension students consider the lectures a form of diversion, a "special" interest, something incidental in their daily or weekly routine; and it is often difficult to rouse them from their lethargy. Others appear to think that they have done such a commendable thing in registering for the course and attending the lectures that they should not be expected thereafter to put forth any special effort. There are therefore very apparent reasons for the criticism that some extension students have not formed or do not practice or establish study habits.

Extension students furthermore miss something because they are not living in the university atmosphere, which above everything else should embrace a spirit that is conducive to study. The resident student is one of many who, let us hope, are primarily interested in the accumulation and assimilation of knowledge. The extension student, on the other hand, is often not under the influence of factors

conducive to interest in study and may have to contend with a number of conflicting or distracting influences.

3 and 4. The extension instructor and the students are often hindered because of the lack of adequate library facilities and other helpful materials and equipment. Under such concions it is hard to make extension coses either so interesting or so profitable as those given in residence. Furthermore, it is practically impossible to offer in extension some courses that are given in residence. This

is especially true of many of the courses in science, which require extensive laboratory equipment. Similarly in some cases the physical environment in which the instructor has to conduct the extension class is very unfavorable as compared with conditions at the university. Finally, the inconvenience of getting to and from the extension-class centers may create a physical and nervous strain on the instructor which will affect both his extension work and his regular class work at the university.

Contacts Furnish Stimulating Influences

From these conditions that militate against the effectiveness of extension-class work we pass to conditions no less real which make a certain amount of extension teaching beneficial to the instructor as well as to the classes because of the many stimulating influences that it furnishes him, and for the broader point of view that it may give him.

Resident students are required to attend classes regularly. With extension students, except for those working for university credit, attendance is optional. The extension students apparently feel that they are under neither legal nor moral obligation to attend classes regularly unless the work is so conducted as to be interesting and unless they can be led to see its value. Furthermore, they often have the choice of attending a banquet, a theater party, or some other social activity. The instructor becomes conscious that he is competing with other interests with which he does not have to compete in his work in residence. This competition between the instructor and outside interests may produce wholesome results in better teaching.

Will Attend Regularly if Interested

course in extension came to the office immediately after he had delivered the last lecture in the series. After discussing the progress of the work he confessed very frankly that although 36 students registered for the course and attended regularly the first two or three lectures the attendance had gradually fallen off until by the end of the course only 2 or 3 students were present. The instructor raised the question of the effectiveness of his teaching in residence, and whether his resident students were attending his lectures merely because they were required to do so when once they had registered for his course. He concluded by saying that he had gained some very valuable criticism of his own teaching and asked to be assigned to another extension class.

Attractive Presentation Compatible With Scholarship

University instructors too frequently have the erroneous idea that in order to make a lecture scholarly it must be presented in a formal, dry, and somewhat uninteresting manner. A lecture which is vigorous, forceful, and interesting is often said to be sugar-coated. This point of view is contrary to accepted principles of psychology. Notwithstanding what has been said about extension students, their nonstudy habits, and their desire to be entertained in the extension courses, we are convinced that extension students have a right to demand unity and sequence of thought in each lecture and throughout the series and a reasonable degree of vigor in the presentation of the subject matter.

Resident students are often as much concerned about the credit which the course will give toward a degree as they are about the value which may be derived from the course itself; the degree becomes the real goal. Approximately half the extension students never apply for university credit; they register for the courses which supply to them a very immediate and practical need. University credit is to the majority of them a matter of secondary importance. To illustrate: A course in elementary banking was given a year ago in a near-by city. Thirty-five students enrolled, all of whom were connected with local banks. The course was given as a regular university credit course, and 26 of the 35 who registered took the final examination and were given passing grades by the instructor. Ap

A concrete example may serve to illustrate this point more clearly: Recently an instructor who had completed his first

other requirements necessary for university credit. But so far not one of the number has applied for degree credit on the course.

Instructor Meets New Point of View Finally, and perhaps of most importance, the extension instructor is brought

in touch with a point of view that comes from outside the university community.

The questions asked by extension students are generally of a most practical nature. Their criticisms are usually more valuable and suggestive than the criticisms which come from resident students. The questions and criticisms of the latter are based largely upon hypothetical cases; those of extension students come from practical experience.

Tendency to Become too Academic University instructors may, and often do, get into the proverbial rut. One factor which helps to produce this condition is the regularity with which the teacher is required to meet his classes. It is almost impossible for him to get away from his own community, for, in addition to the localizing effect of teaching in the university, study and research activities also center in the university library and laboratories. Unlike the average successful business man, the teacher's professional activities do not ordinarily necessitate nor permit extensive travel. Once or twice a year he may attend a sectional or national convention, but even here he is still to a very large extent in the academic atmosphere, and he hardly gets an outside point of view.

This lack of opportunity for social intercourse with men living away from the university and with those in other professions produces a situation that is narrowing in its influence and one that tends to limit the scope of the instructor's mental vision. Extension teaching is one important activity which makes it possible for the university instructor, without departing from his chosen field, to bridge the chasm which too often lies between the university community and the outer world. Extension teaching brings the instructor into a situation where he faces not hypothetical cases but existing conditions. :

Balance Favors Some Outside Work

To summarize, the conditions that militate against the effectiveness of extension-class work, are: First, great variations in the age, training, ability, and interest of students who ordinarily enroll in extension classes; second, the absence of the university influence in the interest of study and things intellectual; third, the difficulty in developing in extension students the practice of systematic study; and, fourth, the inadequate physical facilities and conditions SO essential to effective instruction. These factors are negative in their bearing on the question and present only one side of the

case.

Affirmative conditions that merit careful consideration are: First, the opportunity to teach students of more mature

minds whose reactions in class and toward the matter of attendance and interest enable the instructor to secure valuable criticisms of the subject matter in his course and of the effectiveness of his methods of presentation; second, the opportunity to work with students whose interests, questions, criticisms, and discussions come from a field of practical experience; and, third, the opportunity for the instructor to establish social contacts outside the university community with representatives of other professions, as well as of his own.

The factors in favor of teaching extension classes by residence instructors outweigh those against this work. In many instances the objections to this method of instruction may be almost, or entirely, eliminated. On the other hand, the instructor who teaches only in residence has not the opportunity to secure the benefits which teaching in extension alone can give.

Peculiar Experience Offered is Vital

The proportion of the instructor's time that should be given to teaching in extension is of great importance. Under instructors should do the larger part of ordinary conditions perhaps the younger extension teaching because they are better able in most instances to take the trips to the extension centers, and also because the peculiar experience offered is vital from the very beginning. Other factors that should help determine the amount of extension teaching to be undertaken by the instructor are the number of hours of residence teaching, the facilities for getting to and from the

Attendance in Higher Institutions

Increasing Heavily

Registration in 913 colleges, universities, and professional schools of the United States increased nearly six times as rapidly as population in the 34 years from 1890 to 1924. From 121,942 in 1890 the number of students in these institutions mounted to 664,266 in 1924, a growth of 445 per cent, as shown by statistics compiled by the Interior Department, Bureau of Education, published in BulDuring the same letin, 1925, No. 45. period, enrollment in secondary schools increased 951 per cent, about 12 times as rapidly as general population, which increased 78 per cent during this time.

Corresponding increase appears in teaching personnel. The number of professors and teachers in colleges, universities, and professional schools of the country, exclusive of instructors engaged in preparatory departments, jumped during this time from 10,762 to 51,907.

The largest collegiate enrollment in any one State during the year 1923-24 was in New York, where 60,623 men and 28,370 women, a student army of 88,993, were attending colleges, universities, and professional schools. Illinois stands next with a total of 60,462, then Pennsylvania, Ohio, Massachusetts, and California. Five other States had each a collegiate enrollment of 20,000 during the year, and 10 other States and the District of Columbia had more than 10,000 students each.

It should be borne in mind that while the instructor is engaging in an activity which offers just compensation per se, he is at the same time employed in a phase of educational work that is furthering the interests of his profession and is of value to the university as well as to the State. Extension teaching is an important part of the general program for carrying the university to the people; and it offers opportunities to many ambitious and intelligent men and women who otherwise would not have the advantage of university work in any form.

A library on wheels, an automobile fitted up with shelves and supplied with carefully selected books, is operated by the public library department of the Vermont State department of education for the benefit of isolated rural communities.

Anyone may borrow books provided they are returned within three months to headquarters at Montpelier. The book wagon was the gift of the Vermont Federation of Women's Clubs.

mental Subjects

Possession of a thorough knowledge of the fundamentals is demanded of all pupils before graduation from Trenton (N. J.) Senior High School. A pamphlet, "Minimum Essentials in Spelling," has been issued, and tests covering the 3,000 words in common use must be passed 100 per cent. The writing of each pupil submitted in the course of regular work is carefully scrutinized by teachers, and also examined from time to time by the principal, and any carelessness must be corrected. Another pamphlet, "Minimum Essentials in Arithmetic," has been issued. This contains examples, worked out, of all fundamental processes from addition to formulas for calculation of areas and cubic contents, problems in interest, taxes, banking, and averages. Instructors use this as a basis for review, and pupils must answer correctly 18 of the 20 examples given in each of two tests. After-school classes are arranged for additional drill of pupils who lack required abilities.