*Northeastern College-Y. M. C. A., | *University of Cincinnati.

Boston.

*University of Minnesota, Minneapolis.
University of Missouri, Columbia.
*Washington University, St. Louis.
University of Nebraska, Lincoln.
Rutgers College, New Brunswick.
University of New Mexico, Albuquerque.
*Polytechnic Institute of Brooklyn.
*Columbia University, New York.
Union College, Schenectady.
Syracuse University, Syracuse..
University of North Carolina, Chapel
Hill.

University of North Dakota, Grand Forks.
*University of Akron, Akron, Ohio.

University of Oklahoma, Norman.

Carnegie Institute of Technology, Pitts-
burgh.

Lehigh University, Bethlehem.
Lafayette College, Easton, Pa.
*Pennsylvania State College, State Col-
lege, Pa.

University of Pittsburgh.

Rhode Island State College, Kingston.
Brown University, Providence.
*University of Texas Austin.
*University of Utah, Salt Lake City.
University of Washington, Seattle.
*University of Wisconsin, Madison.
University of Wyoming, Laramie.

A great number of different courses are offered. Among them the following are offered by three or more institutions. Courses which are not strictly technical, like those in various branches of mathematics, chemistry, and physics, have been omitted, even when they were especially adapted to the needs of engineering students.

Lumber and its uses.

Shop mathematics.

Highway engineering and road building. Sheet metal work and drafting.

Shop drawing and designing.

Courses given by two institutions.-Automobile electricity, building construction, builder's and carpenter's estimating, engineering materials, engineering mathematics, electrical transmission, electrical power distribution and illumination, electric traction and transmission, electric meters, electric lamps and illumination, foundation and masonry construction, gas producers, irrigation, metallurgy, mining and milling, power plant economics, railroad engineering, sanitary engineering, structural steel drafting and design, structural mechanics, steel building construction, sewage disposal, turbines, testing of materials, works management.

Courses given by one institution.-Automobile mechanics, automobile engineering, contracts and specifications, carpenter's and builder's drawing, coal mining, concrete tests, cable telegraphy, construction of electrical apparatus, central electrical stations, compressed air, cupola practice, drainage, electrical shop work, electrical practice, elements of structures, engine testing, electrical drafting, estimating for architects and builders, electric railways, distribution systems, electric measurements, electric engineering mathematics. electrical contracting, electrotechnology, electrical design,

engine running, electrical measuring instruments, electrical equipment of power plants, furniture making, foundry metallurgy, field astronomy, firing, fuels, gas practice, gas engine theory and design, gas engine ignition, gas power, graphics, graphic statics, household electricity, hydraulic engineering, heating and lighting for janitors, instrumental drawing, loft practice, locomotive engineering, locomotive maintenance, locomotive operation, logging railroads, map drawing, mechanical drafting, marine engineering, mechanics of materials, power plant design, power plant calculations, power plant operation, practical physics, pattern making, pavements, practical mechanics, plotting and computing, railroad drawing, seamanship and ordnance, shop mechanics, stationary engines, shop calculations, shop sketching, test methods, wireless telephony, works engineering, water power engineering, water supply.

In addition to these courses, extension work in engineering exhibits several welldefined characteristics which deserve to be mentioned. Most of these are due to the peculiarly close connection between instructional and occupational work in this line. Part-time courses.—Various ways are adopted of combining the two. A variation, usually an abbreviation, of the regular four-year course is sometimes given, usually in the evening, to those who are employed during the rest of the day. Lowell Institute (Boston), under the auspices of the Massachusetts Institute of Technology, conducts a free evening school for industrial foremen, comprising an electrical, a mechanical, and a building course. Northeastern College (Boston Y. M. C. A.) offers two four-year courses a part-time day course and an evening course-in mechanical, civil, structural, electrical, and chemical engineering. The University of Minnesota extension division gives groups of courses in architecture and in civil, mechanical, and electrical engineering. The work is given in the evening and extends over two to three years. The University of Wisconsin extension division suggests various groupings of its engineering courses, the groups consisting of from 4 to 10 courses each. The combinations are determined by the special requirements of some occupation. Thus there is a machine-design group, a gas-engine group, a refrigeration group, etc. Cooperation.-An extensive form of cooperation, not usually classed as extension work, is carried on in engineering by the municipal universities of Cincinnati and Akron, and the Georgia School of Technology. This is the well-known plan of dividing the students into two sections, which alternate, two weeks at work and two weeks in the class. The requirements for entrance and graduation are virtually the same as for students taking the regular four-year course. Naturally, more time is required to complete the course. In the University of Cincinnati five years are fixed as the length of the course on the cooperative plan, the work continuing through 11 months of the year. A similar arrangement exists at the Georgia School of Technology.

The two institutions in Ohio, being supported by the cities in which they are located, also perform an extensive service in giving expert advice and in cooperating along this line with the industries of the city and with the city government. A similar form of cooperation exists in the University of Pittsburgh and New York University. The extension evening classes of the Georgia School of Technology are supported by appropriations granted by the city council of Atlanta.

Mining courses.-Several institutions which have not hitherto gone extensively, if at all, into the field of extension work, maintain a special form of this work in connection with the mines of the State. This is true of the Universities of Arizona, Kentucky, Nevada, and West Virginia, and of Pennsylvania State College.

In Arizona this work is conducted by the State Bureau of Mines, which is under the direction of the board of regents of the university. In addition to its more technical work, the bureau makes a study, for example, of recreation, organizations, and living conditions at the mines, and maintains a free film service and an information service. Some members of its staff are constantly in the field.

In Kentucky, classes are formed at the mines by the department of mines and metallurgy of the university. Besides lectures to disseminate information on the mineral resources of the State, courses of study are mapped out for the classes, examinations are given, and a certificate is awarded for the satisfactory completion of the work.

The Tonapah (Nevada) School of Mines gives secondary instruction in mining and milling subjects for those who wish to advance themselves without giving up their regular vocations. Classes are taught morning and evening to accommodate those changing shifts.

The engineering extension department of Pennsylvania State College cooperates with shop officers, the Y. M. C. A., the railroads, chambers of commerce, trade-unions, etc., in organizing classes and supplying books and instructors in engineering for men engaged in work, especially those who have not had a high-school education. Each course consists of 20 weekly assignments. The chief aim is to present the fundamentals of engineering in each case. A number of such courses are offered in mechanical, electrical, civil, and industrial engineering.

In West Virginia, instruction in mining centers is carried on jointly by a university instructor and a local instructor, usually a superintendent or foreman at the mine. The instructor from the university visits each center once or twice a month, giving supplementary lectures and demonstrations, and showing slides and films. Safety, sanitation, domestic science, etc., are also emphasized.

Institutes. Professional institutes and short courses and expert information are often given, even by institutions which have no extension organization. Thus the Georgia School of Technology gives a three days' course in highway engineering for practicing engineers, and sends special information on request. The department of ceramic engineering in the University of Illinois offers a two weeks' industrial course in the principles underlying the manufacture of clay products, in cooperation with the clay and allied industries. It consists of lectures, laboratory work, practice in firing kilns, and discussion. The University of Michigan offers the advantages of its municipal, sanitary, and highway laboratories to the people and municipalities for making tests of materials, water, etc. A week's course in highway engineering is also given, consisting of lectures by experts. The University of Nevada gives a four weeks' prospector's course in prospecting, assaying, hygiene, etc., and laboratory work. The University of West Virginia conducts a four-day conference on good roads at the university, followed by a three-day school for general instruction in various parts of the State.

Work along all these lines is, of course, done by other institutions also, which maintain a complete extension system, including class and lecture work, a general information service, institutes, and conferences, visual instruction, etc. This includes the State universities listed and the Iowa State College of Engineering and Mechanic Arts, which has also established an extension system on the same lines as the State universities.

THE EXTENT OF EXTENSION SERVICE.

The activities of general university extension are exceedingly varied, and, with the exception of correspondence study and class study, not very definitely standardized. Accordingly, it is very difficult to give exact figures on the extent of service and the number of people served through the various activities. Even in the case of extension centers and classes held in different cities of the State, enrollment figures are hard to classify. In some institutions students in extension classes are listed informally, and do not appear in the statistical tables of the university. This is especially true of lecture courses in subjects not given for credit. Fairly exact figures can be obtained for correspondence-study students, though even here the same difficulty appears as in the case of class extension. Frequently students take correspondence-study courses without any intention of securing credit, and their names may not be listed in the enrollment figures. In addition, correspondence students may register any time in the year, and frequently they obtain extension of time, so that at any one date it can not be stated with exactness how many bona fide students are taking work.

Perhaps the best way to indicate the number of correspondence students in a single institution is to give a summary statement of all those who have enrolled during a certain period. For example, the correspondence-study department of Chicago reported May 1, 1919, that it has reached nearly 21,000 persons during the past 27 years. It is offering 450 credit courses in 40 different subjects. "It has made higher education possible to tens of thousands through pioneer work in university extension."

The Massachusetts department of university extension reports that in the courses by correspondence and the courses taken in classes the potential active enrollment on March 1, 1919, was 13,827. The enrollment from the establishment of the department, in January, 1916, to March 1, 1918, totaled 22,115.

The table following is a compilation of some of the reports furnished, September, 1919, in response to a questionnaire concerning the estimated number of persons served by extension divisions. Other reports contained figures which did not lend themselves to classification. In most cases the figures given in the table are necessarily approximate. They do not give a complete estimate of all the services, because data are seldom available for all items covered by the column heads. They include only the work of the organized extension services and not that of the university as a whole.

Column 2 includes all credit and noncredit extension class instruction and correspondence study of all kinds.

Column 3 includes lectures, single and in series, concerts, chautauquas, etc.

Column 4 includes all slides, films, exhibits, expositions.

Column 5 includes all services to clubs, package-library service, debates, etc.

Column 6 includes institutes, conferences, short courses, consultations.

Column 7 gives number of requests for information answered (other than by package libraries), and includes municipal reference, special bibliographies, etc.

Estimated number of persons served by 17 institutions, in the activities named, 1918–19.

The following tabulated statements of the work of several extension divisions indicate approximately the number of persons affected by the different services.

UNIVERSITY OF MINNESOTA, EXTENSION DIVISION, 1917-1919.