training accumulated in years of reasearch and teaching were made increasingly effective for public service and were vigorously used for the public benefit.

Extension the outcome of public necessities.-Dr. Van Hise was not only familiar with the traditions of the university; he had been himself a powerful influence in creating them. He represented in his own person our academic ideals from elementary teaching to most advanced research. He saw the wide extent and variety of university effort in its relation to the institution. He saw the institution not only in its relation to learning, but also in that broader aspect in which it not only represents the State, but is itself the State organized for the higher intellectual life. And to all these qualities he further added a capacity for public affairs and a knowledge of them which lifted him out of the merely academic level and enabled him to see both university and State from a common point of view. Thus, while he embodied the academic traditions of the university, he was not confined by them or limited to them. He was completely in touch with his faculty, stimulating and guiding academic life and practice at all points. He was also able to conceive and execute policies like that of university extension, which were the outcome of a knowledge of public necessities rather than of academic development alone. He advanced the university along each of these lines while keeping both himself and the institution in full sympathy with the other.

WAR EXTENSION SERVICE.

By PRESIDENT E. A. ALDERMAN.1

The fundamental duties of every university are to teach, to investigate, to disseminate truth, and to afford technical guidance to the people. My own ambition for the University of Virginia is to speed the time when no cry of help in any social need shall come up from any community in the Commonwealth that will not be met by immediate response from the forces and agencies assembled here at the university. If this was a normal peace-time aspiration, it is even more a war-time ambition. If it was our duty to discharge these obligations in peace through ordinary channels, it is even more our duty now to bring to bear all of our resources upon the novel and complex problems that face our democracy.

The University of Virginia, as soon as war was declared, hastened to concentrate its energies in helpful work for the Nation. It placed military training in its curriculum; it classified its resources of men and equipment; it organized and offered war courses of instruction; it organized a great base hospital unit, now ready for embarkation; its faculty, undergraduates, and alumni gave themselves to the Nation's need so generously that 20 per cent of them are now to be found with the colors. This sort of helpfulness will continue to go on as the need arises; but the university realizes that there rests upon it, in addition to this, a clear educational duty, not only to teach those who come to its walls, but to instruct all citizens who need guidance as to the causes of war, the character of American ideals, the avenues for public usefulness, the true ways to win peace, the nature of the responsibility that rests upon all Americans in this solemn moment of our national history, and the character of the reconstructive work that awaits us all when a just peace shall be won. The university wishes to discharge those duties to the extent of its power, and, if possible, in cooperation with high schools, grammar schools, and other educational bodies in practical and definite ways. It wishes to draw nearer to the people by offering them practical but inspiring instructions in a sound idealism, in all useful administrative work, in the mobilization of latent resources, and in all the fields that tend to give to a patriotic American knowledge of his privileges and duties in this testing time in the experiences of the Republic.

Our Republic can no longer rely on an unlimited quantity of untouched wealth. but must depend upon skill and training for the proper development of its resources. The times call imperatively, therefore, for educated leadership, whose greatest need

1 Quoted from University of Virginia Record, Extension Series, November, 1917.

will be knowledge and the discipline of exact training. The ultimate mission of the State university in America will be to supply this training, not only to the fortunate few who can repair to its walls, but to all the people who constitute the life of the State. Universities must, therefore, in a peculiar sense, draw nearer to the people, young and old, in helpfulness and service. This is an old philosophy, indeed, but informed now by a new and vigorous spirit which will be satisfied with nothing less than a complete and pervasive program. University extension is the name given to this great connecting link between every part of a university and the actual conditions of life in the State which the university exists to aid and strengthen. The fundamental ideal of university extension is the ideal of service to democracy as a whole rather than to individual advancement. The University of Virginia, founded by the greatest individualist and democrat of the age, would be strangely false to its origin and genius if it did not seek to illustrate this idea. It has, of course, for years sought to render such service in indirect fashion and with limited means. It is now undertaking to inaugurate the great system in a more direct fashion, with the hope that the encouragement it receives will enable it to overcome all obstacles and to realize the great democratic purpose of bringing the university to every fireside and home in the Commonwealth. This sort of university extension necessitates large means, but when its advantages to the elevation of standards and life in the Commonwealth are seen, a sagacious and generous people will not fail, I believe, to provide for the maintenance of so vital an enterprise.

President Lowell, of Harvard University, says:

A college, to be of any great value, must grow out of the community in which it lives, and must be in absolute touch with that community, doing all the good it can, and doing what the community needs. Any institution not in close touch with the community around it is bound to wither and die. The institutions about us to-day which are doing the most good in the way of helping their respective communities are the great State universities of the Middle West. We must learn to do those things which others are doing.

Dean Bailey, of Cornell College, says:

All persons in the Commonwealth are properly students of a State institution, but very few of them have yet registered, nor is it necessary that any great proportion of them should leave home in order to receive some benefits of the institution. It is the obligation of such an institution to serve all the people, and it is equally the obligation of the people to make the institution such that it can exercise its proper functions; and all this can be brought about without sacrificing any worthy standards of education.

INSTITUTIONS PURSUING THE SEVERAL ACTIVITIES.

The following is a series of elementary definitions of terms used to designate different kinds of university extension work. After each definition a partial list is given of the State university extension divisions which have developed the specific service in whole or in part.

Extension teaching service.—A phrase used to distinguish the more formal and standard kinds of instruction from the informal methods of university extension, such as investigations, institutes, conferences, and various kinds of welfare work.

This phrase, or a similar one, is utilized by Arkansas, Colorado, Indiana, Pittsburgh, North Dakota, Utah, and Washington, to distinguish certain kinds of work from the kinds classified under "Public welfare service."

Correspondence instruction.—Teaching by mail. University instructors prepare written courses with detailed analysis, questions, and references, and require the student to do certain amounts of work, submit written reports, and answer specific questions for each lesson. Usually a year is given the student for completion of a standard course. Practically every important subject offered on the university campus is given by some extension division in the country. Man, elementary subjects are given.

Used by the following universities: Arizona, Arkansas, California, Colorado, Florida, Idaho, Indiana, Iowa, Kansas, Kentucky, Maryland, Massachusetts, Minnesota, Missouri, Montana, Nebraska, North Carolina, North Dakota, Oklahoma, Oregon, Pittsburgh, South Dakota, Texas, Utah, Washington, West Virginia, Wisconsin, and Wyoming.

Extension class instruction.-Instructors meet students in classes arranged in different towns and cities of the State. Ordinary college subjects are taught and also special subjects like business psychology or commercial English, and vocational, cultural, and professional subjects, by regular instructors who come from the university. Frequently special instructors are secured outside the university faculty, men with practical experience and affiliations.

The classes closely resemble in subject matter and methods of teaching the classes regularly held in college and university Frequently the period set aside for lecture by the professor is supplemented by extended practical discussions to meet the problems of the mature extension student.

Used by the following universities: Arkansas, California, Colorado, Columbia, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Oklahoma, Oregon, Pittsburgh, South Carolina, South Dakota, Texas, Utah, Washington, and West Virginia.

Class and club instruction.-Such work is a combination of class and correspondence study. Instructors supply a course of lessons and also meet the class or club occasionally to give them personal guidance and to get their point of view and group difficulties. Papers are submitted by mail for correction at the university. Examinations are sometimes given to students desiring a special certificate showing completion of the work. This work does not count as university “credit;" that is, it does not offer opportunity to secure a university degree.

Used by the following universities: California, Indiana, Kansas, Michigan, Mississippi, North Carolina, and Texas.

Advisory mail instruction:-The instructor applies general principles of a correspondence course to the practical problems of an individual. For instance, a course on health in the home is made the basis of personal advice to a mother who wants systematic instruction in the principles of rearing children, and the instructor makes suggestions in reference to definite problems the mother presents from her own experience. Used by the Universities of Kansas and New York.

Club study.-Extension officers recommend club programs, supply references, suggest books and lecturers, and furnish guides and other assistance in the preparation of club papers. The work is usually done for women's clubs, but is offered also to community center associations and civic clubs.

Used by the following universities: Arkansas, California, Indiana, Kansas, Nevada, North Carolina, North Dakota, Oklahoma, and Texas.

Directed reading courses.-A surprisingly large number of mature persons, even those who have had college training, welcome assistance in choosing selected reading material-not only fiction, or general literature, but also scientific books, pamphlets, and periodicals. Several extension divisions issue selected book lists, outline studies with bibliographies, club study outlines, and other helps to systematic reading.

Used by the Universities of Arkansas, Kansas, Oklahoma, Oregon, and Texas. The United States Bureau of Education conducts home reading courses and proposes to utilize the State extension divisions in making them more widely available.

Lectures.--The old method of haphazard speaking by university professors is gradually being supplemented by a system of selective supply through the extension division, which uses outside resources as well as the university faculty to meet the needs of different groups of people.

Lectures in series are being developed to offer system and detail in the consideration of the subjects or problems. Frequently such lecture series are practically of the same character as those of regular class instruction, except that the routine of enrollment, assignment, examination, and accrediting is dispensed with.

Used by the following universities: Alabama, Arizona, Arkansas, California, Florida, Georgia, Idaho, Illinois, Kansas, Kentucky, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Carolina, Tennessee, and Texas.

Demonstrations.-University extension has developed a remarkably varied adaptation of laboratory methods in presenting the results of study and investigation. This is possible partly because of the increasing adequacy of the laboratory equipment of the local high schools. Extension courses in home economics frequently give considerable attention to practical demonstrations of the processes discussed in class. Engineering subjects are thus presented, as well as physics, chemistry, and other sciences. The same methods are often used in lecture series, short courses, institutes, and conferences, adding definite concrete instruction to extension work that otherwise may be merely suggestive, entertaining, or of a mildly intellectual character.

Used by the following universities: Arkansas, California, Colorado, Illinois, Iowa, Indiana, Kansas, Oklahoma, and Wisconsin.

Special visual instruction.-Exhibits consisting of actual materials, such as collections of minerals, or the various parts of machines and the different kinds of raw or manufactured materials involved in some industrial process, are sent to schools where the teachers use them in classroom instruction. The exhibits are designed to fit into the regular course of study pursued by the pupils. Lantern slides, motion-picture films, stereoscopic views, prints, and pictures of many different kinds are utilized also as supplements to classroom study. They are also used extensively as regular school material.

Used by the following universities: California, Indiana, Michigan, Pittsburgh, Oregon, South Dakota, and Wisconsin.

Merchants' short courses.-The short course for the farmer is a well-known instructional method developed by the agricultural colleges. Less well known but even more effective are the intensive lectures and discussions arranged for certain groups of merchants in the towns and cities. Such practical subjects as advertising, window display, bookkeeping system, etc., are treated by specialists, who, in lecture and conference, apply the principles to the peculiar difficulties of the men who attend the

course.

Teacher-training courses.-The extension work done for public-school teachers varies from State to State and in many local communities. Sometimes the subject like the junior high school is offered in an extended series of lectures and discussion at intervals of a week or two throughout a year or more; other subjects are offered daily in the evening or afternoon. Most frequently, however, teacher-training courses are given in classes that meet once a week. A large proportion of courses for teachers given in residence are also offered in extension classes.

Public service. Various phrases, such as public service, public welfare service, department of general information and welfare, are used to designate comprehensively certain groups of activities which are not definitely standardized or formal, like correspondence study and class instruction. Surveys, investigations, conferences, exhibits, institutes, publications, and many other devices and activities of university extension can not be readily grouped together in a rigid classification, but they all have one element in common, that of service to the public, a service that is relatively free to any person in the groups directly aided.

Institutes and short courses.-Institutes are specially prepared programs on certain topics, devices to inform large groups of people concerning special problems. Short courses are similar to institutes but are usually intended for smaller groups. A community institute usually involves:

(a) Conferences with commercial club members and city officials on the chief needs of the community.

(b) Survey by specialists; preliminary meetings with local committees.

(c) A program of several days' duration arranged to attract every age and occupational group possible.

(d) The community problems presented by local men and women and by the university specialists through lectures, exhibits, demonstrations, etc.

(e) The formulation of plans for meeting the problems and first steps to carry them out.

(f) Follow-up work from the university.

A trade institute is similar to ordinary conferences held by any association, except that much of the organization is done by the university.

Used by the following universities: Arkansas, Colorado, Florida, Georgia, Illinois, Indiana, Kansas, Kentucky, Minnesota, Nevada, New Mexico, North Carolina, Utah, West Virginia, and Wisconsin.

Conferences.--Frequently universities arrange programs of discussion on topics of interest to special professional groups or of importance to the general public. Such conferences differ from community institutes in that they deal usually with but one general problem and usually they are technical and intensive. However, the conference is sometimes designed to arouse popular interest in some specific problem, such as tax reform, revision of the State constitution, child welfare, and housing. Used by the following universities: Colorado, Florida, Georgia, Indiana, Iowa, Kansas, Michigan, New Mexico, North Carolina, West Virginia, and Wisconsin. General information service.-The extension staff utilizes the personal and library resources of the university to answer inquiries of all sorts, from specific requests for the facts concerning public utilities, the history of railroad legislation, or communicable disease, to general requests for material on the causes of the war, the problems of reconstruction, the theories of astronomy, or how to equip a home.