were prepared to supplement the books. These lessons were sent to the students one at a time. The lessons were accompanied with an examination paper; when the students answered the questions of the examination paper, the next lesson was sent them. In this manner thorough systematic work has been secured, which is much more satisfactory to both students and instructors. THE "CHAUTAUQUA COURSE” OF HOME STUDY. The Director of the Experiment Station, in his report to the President for 1891, clearly set forth the need of some means of disseminating agricultural information among the farmers of the Commonwealth, the object in disseminating this information being to prepare the farmer for a more just appreciation of new truths brought to him through Experiment Station publications as the result of recent investigation. The Experiment Station publications necessarily being somewhat disconnected and fragmentary, demand for the practical application of the facts contained in them a better knowledge of the fundamental principles of agriculture than that possessed by the agricultural classes. The director, therefore, recommended university-extension work or methods similar to what is now known as the Chautauqua plan. Consequently, during the following year, the college offered a carefully prepared course of home reading in agriculture, under the name of "Home Reading in Agriculture," consisting briefly of 1. A carefully prepared course of reading, designed to cover the most important branches of agricultural science and practice. 2. A reduction of price upon the books needed, all of which were standard works. 3. Personal advice and assistance through correspondence. 4. Examinations upon subjects read with certificates and diplomas for those attaining certain grades of excellence. This course attracted considerable attention at home and abroad and received numerous applications for admission from students, a number of whom did excellent work, completed their prescribed course, and received diplomas. During the following years the number of students was largely increased and a demand was made by them for more extended work and more individual aid from the college. To meet this demand the list of books has been largely increased, now constituting five divisions of five books each upon the subjects of crop production, animal production, horticulture, dairying, and domestic economy. In addition to these 25 books, a supplementary list of 15 books is added from which students may select books to form additional courses if they desire. The course consists of thorough study of 10 books and a satisfactory examination upon the same. To meet the demand made by the students for greater aid from the college, lessons have been provided on various books in the course. These are sent to students free of cost. These lessons aim to give new matter, or, in other words, to bring the book up to date; to make suggestions for study, observation, and experiment, and to give page references to the book. Each lesson is accompanied by an examination paper covering the subject of the lesson. Students are required to satisfactorily answer these examination questions or discuss the topics there mentioned before they can receive a second lesson. From the limited number of lessons thus far sent out very encouraging reports have been received. The correspondence concerning this work clearly shows a desire on the part of many practical agriculturists to obtain a better knowledge of the fundamental principles which underlie their calling. As these people are busily employed and for various reasons can not attend courses given at the agricultural colleges, the Pennsylvania State College aims to go out to them in their own homes and give them the desired information. BAYLOR UNIVERSITY, WACO, TEX. [From a letter of Mr. S. P. Brooks, president of the university.] 1. Correspondence work was adopted in 1897. 2. Our method of instruction: If a student makes application for work, it is passed upon by the committee of the faculty, and then the assignment is made by the head of the department whose work is chosen. 3. There are no limitations as to the courses, each being passed upon by the above committee. I am unable to give you the number of students who have thus studied. Last year there were 17. 4. Most of them are teachers or preachers who are not able to attend this institution or any other; some of them expecting to use it toward graduation. 5. Except in special instances, there is no supplementary special instruction; it is all by correspondence. 6. There are no degrees given for correspondence work alone, and it is possible for a student to do one-fourth of his work by correspondence. 7. As to examinations, they are conducted here in class, or by some friend of the institution near the residence of the student. [From the catalogue of Baylor University for 1902–3, p. 84.] DEPARTMENT OF INSTRUCTION BY CORRESPONDENCE. To extend the scope of the usefulness of the university, to accommodate the large number of students who desire to advance their education but can not go to college, and to popularize higher education, the board of trustees, acting upon a recommendation from the faculty, adopted, on October 21, 1897, resolutions founding "a department of correspondence instruction," prescribing in detail regulations concerning it. Two methods are pursued: (1) Certain courses are given by formal correspondence. In these courses full printed directions are furnished on each lesson and specific questions propounded for written answers. The written work and recitations on each lesson are mailed to the instructor, who corrects it and returns it to the student with criticisms and suggestions. (2) Other courses are given informally, in which the instructor has only a general supervision of the student's work, and gives help from time to time as the latter may need it. The element of instruction here is decidedly less, and for this reason the amount of the work assigned is approximately 50 per cent less than for the same credits in formal correspondence or class-room work. All persons enrolled in this department are officially regarded as students of the university and receive credit toward a degree for the work done by correspondence. Nonresident candidates for a master's degree pursue their studies in this department. The tuition fees are as follows: No fees are refunded. Students may begin at any time of the year. vacation, and each student works independently of any class. There is no CORRESPONDENCE COURSES OF THE STATE NORMAL TRAINING SCHOOL AT WILLIMANTIC, CONN. [From the Report of the Connecticut Board of Education, 1902, pp. 106-108.] In connection with the Normal Training School at Willimantic the State board of education offers to the teachers of this State several courses of instruction by correspondence. Students who enter upon any of these courses will be enrolled as nonresident students of the school and their names will appear in the annual catalogue. Instructors.-The correspondence courses will be under the direction of the faculty of the Willimantic Normal School. What will be offered.—The following courses will be open to nonresident students: American history, botany, civil government, drawing, English, general history, geography, literature, mathematical geography, mineralogy, penmanship, physics. Purpose.—This nonresidential connection with the normal school is intended for— 1. Teachers who desire to study a particular subject under direction. 2. Teachers who wish to prepare themselves to enter the normal school as resident students and complete the course in a shorter time than is regularly required. 3. Teachers who are preparing for the examination for the State certificate. Plan of work.-Lesson papers containing assignments of work, references, directions, suggestions, and questions will be sent to the student. By means of these the student prepares the lesson, making use of all available helps. After preparation the recitation paper is written, without help, and mailed to the school. The recitation paper will be read, corrected, and returned to the student with criticisms and suggestions as soon as possible after the paper is received. Another lesson paper will then be sent. Whenever several teachers in the same locality are pursuing the same subject, conferences will be arranged between instructors and students. Any course undertaken must be completed within one year from the time it is begun. Not more than two courses should be attempted at one time. Resident practice.—The practice teaching, for which all other work is preparatory, requires residence at the school and is given only under supervision in the public schools connected with the normal school. The study of method, consisting of observation of teaching and discussion of principles, can not be undertaken by nonresident students. Completion of course.-Nonresident students will receive credit for courses satisfactorily completed. After completing a number of nonresident courses equivalent to one year of resident work, students will be admitted to the senior class of the Willimantic Normal School. The normal school diploma will be granted to all who satisfy the requirements of the training department. State certificate.-All students who have satisfactorily met the requirements of any correspondence course will be exempt from further examination in that subject in the examination for the State certificate. Admission. Any person over 18 years of age engaged in teaching in any public school in this State may, upon presentation of the credentials required in the normal school catalogue, be admitted to the correspondence courses. * * * Expense. It will be necessary for students to purchase a few books, but prescribed books will be loaned upon request. So far as possible, books for collateral reading will be loaned from the library. Apparatus for the science courses will be loaned and carriage paid by the State. CHAPTER XXVII. CHILD STUDY IN CHICAGO. Contents.-Record card.-The establishment of norms.-Growth in height and weight.-Development of strength, vital capacity, and endurance.-Annual increase in growth and development.-The physical concomitants of dullness and precocity.-Righthandedness.-Growth abnormalities and motor defects.-Tests of sight and hearing.-School desks.-The child-study laboratory.-The John Worthy School (reformatory).-Percentiles.-School standing of the different percentile groups.-Memory investigation. [In the spring of 1899 Dr. W. S. Christopher, a member of the Chicago board of education, conducted a child-study investigation in certain of the public schools of that city, the results of which he reported to the school board. The success of this inquiry led to the establishment of a permanent department of child-study and pedagogic investigation, under the directorship of Mr. Fred W. Smedley. Mr. Smedley had been a teacher of child study in the University of Chicago and actively engaged there several years in laboratory work in physiological psychology. During his term as director of the department of child study he made two reports describing his methods and giving in considerable detail the data he had collected and the conclusions he had arrived at. The information contained in this chapter has been selected from those reports.] [From report of Director Fred W. Smedley for 1899-1900.] The work of the department of child-study and pedagogic investigation for the past year has consisted mainly of a continuation of the tests inaugurated by Dr. W. S. Christopher in March, 1899. It seems but natural that the starting point for a systematic pedagogical study of Chicago school children should be an attempt to determine the laws of their growth and the relationship which may exist between physical growth and mental development The results of the test on each individual pupil were recorded on a card, the following copy of which will serve to show the scope of the data collected. Vital capacity Left.. Right Motor ability The use of cards with one color for the boys and another for the girls allows the quick compilation of the data in any manner desired by changing the grouping of the cards. Up to date, tests have been made on the pupils of the Alcott, Kozminski, Andersen, and Tennyson elementary schools, the eighth grade and the kindergarten in the Hoyne School, the kindergartens of the Burr, Kinzie, and Sheldon schools, and also the pupils of the Englewood and Lake View High schools; in all, 6,259 pupils, 2,788 boys and 3,471 girls. The pupils of these schools are largely of American parentage and are the children of parents in comfortable circumstances, so that they are uni |