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Professor of Zoology, Brown University, Providence, R. I. CHARLES SKEELE PALMER,

Professor of Chemistry, University of Colorado, Boulder, Colo. FRANK OWEN PAYNE,

High School, Glen Cove, N. Y. E. D. Pierce,

Hotchkiss School, Lakeville, Conn. J. H. PRATT,

Principal of the Milwaukee Academy, Milwaukee, Wis. H. H. RENNERT,

Professor of Romance Languages, University of Pennsylvania, Philadelphia, Pa. WILLIAM North RICE,

Professor of Geology, Wesleyan University, Middletown, Conn. EDWARD R. ROBBINS,

Lawrenceville School, Lawrenceville, N. J. OSCAR D. ROBINSON,

Principal of the Albany High School, Albany, N. Y. FRANK ROLLINS,

Boys' High School, New York city. JAMES E. RUSSELL,

Dean of Teachers' College, Columbia University, New York city. ALBERT RUTH,

High School, Knoxville, Tenn. JULIUS Sachs,

Principal of the Collegiate School, New York city. LUCY M. SALMON,

Professor of History in Vassar College, Poughkeepsie, N. Y. FERNANDO SANFORD,

Professor of Physics, Leland Stanford Jr. University, Cal. J. J. SCHOBINGER,

Principal, Harvard School, Chicago, Ill. William T. SEDGWICK,

Professor of Biology, Massachusetts Institute of Technology, Boston, Mass. THOMAS Day SEYMOUR,

Professor of Greek, Yale University, New Haven, Conn. J. B. Shaw,

Department of Mathematics in Michigan Military Academy, Orchard Lake, Mich. H. G. SHERRARD,

Classical Master of the High School, Detroit, Mich. William H. SMILEY,

Principal of High School, District No. 1, Denver, Colo. ALEXANDER SMITH,

Associate Professor of Chemistry, University of Chicago, Chicago, Ill. CHARLES FORSTER SMITH,

Professor of Greek, University of Wisconsin, Madison, Wis. CLEMENT L. SMITH,

Professor of Latin, Harvard University, Cambridge Mass.

E. F. Smith,

Professor of Chemistry, University of Pennsylvania, Philadelphia, Pa. HERBERT WEIR Smyth,

Professor of Greek, Bryn Mawr College, Bryn Mawr, Pa. WILLIAM B. Snow,

Teacher of French, English High School, Boston, Mass. W. H. SNYDER,

Master in Science, Worcester Academy, Worcester, Mass. H. MORSE STEPHENS,

Professor of Modern European History, Cornell University, Ithaca, N. Y. Ralph S. TARR,

Professor of Dynamical Geology and Physical Geography, Cornell University,

Ithaca, N. Y. John Tetlow,

Head Master of the Girls' igh School and of the Boys' High School, Boston,

Mass. B. F. THOMAS,

Professor of Physics, Ohio State University, Columbus, O. Calvin THOMAS,

Professor of Germanic Languages, Columbia University, New York city. CHARLES H. THURBER,

Associate Professor of Pedagogy, University of Chicago, Chicago, Ill. William P. TRENT,

Professor of English and History, University of the South, Suwanee, Tenn. A. W. TRESSLER,

Superintendent of Schools, Monroe, Mich. ALBERT H. TUTTLE,

Professor of Biology, University of Virginia, Charlottesville, Va. GEORGE R. Twiss,

Head Science Teacher, Central High School, Cleveland, O. W. T. VAN BUSKIRK,

High School, Peoria, Ill. B. M. WALKER,

Professor of Mathematics in the Mississippi Agricultural and Mechanical College,

Agricultural College, Miss. HENRY Baldwin WARD,

Professor of Zoology, University of Nebraska, Lincoln, Neb. MINTON WARREN,

Professor of Latin, Johns Hopkins University, Baltimore, Md. W. R. WEBB,

Principal of Webb School, Bell Buckle, Tenn. B. W. WELLS,

Professor of Modern Languages, University of the South, Suwanee, Tenn. ANDREW F. WEST,

Professor of Latin, Princeton University, Princeton, N. J. J. W. A. YOUNG,

Assistant Professor of Mathematical Pedagogy, University of Chicago, Chicago, III.

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The Department of Higher Education was called to order in Temperance Temple at 3:15 P. M. by the president, Robert B. Fulton, chancellor of the University of Mississippi.

In the absence of the permanent secretary, Oscar J. Craig, president of the University of Montana, was appointed secretary pro tempore.

After stating that those who were to present papers were absent, the chair requested President David Starr Jordan of Leland Stanford Jr. University to open the discussion of the topic, “The Practicability of a National University.” President Jordan was followed in the discussion by President James H. Baker of the University of Colorado, and Dr. Nicholas Murray Butler, of Columbia University, New York city.

At the close of the discussion announcements were made of the future meetings of the department, and the meeting was adjourned until July 13 at 3 P. M.



(For minutes of this session see minutes of Secondary Department.)


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The department was called to order at 3 P. M. by President Fulton.
The first exercise was a paper on

Continuous University Sessions” by President Jerome H. Raymond of the West Virginia University.

President Raymond's paper was discussed by President White of the University of Southern California, President F. W. Sanders of the College of Agriculture and Mechanic Arts of New Mexico, President David Starr Jordan of Leland Stanford Jr. University, and others.

Dr. Elmer E. Brown, of the University of California, followed with a paper on “The Study of Education in the University.”

The Committee on Nominations reported the following:
For President - Jerome H. Raymond, Morgantown, W. Va.
For Vice-President - William F. King, Mt. Vernon, Ia.
For Secretary- Oscar J. Craig, Missoula, Mont.

The report was unanimously adopted, and the nominees declared elected as officers of the department for the ensuing year. The department then adjourned.

Oscar J. CRAIG,

Secretary pro tempore.




At a gathering like this one —a gathering made up of men and women from every state and territory in our nation - one is forcibly impressed with the fact that it is impossible to separate ourselves one from another; for in this age of progress and of invention, the ends of the earth are gathered together with as much ease as a lady folds together the corners of her dainty handkerchief. Mountains are leveled, and plains and valleys meet together. Thought touches thought. One city shouts aloud to another city, and ocean cables, fathoms deep, bear the greetings of distant lands to us. The chain that binds the human race together is growing firmer. All that is thought out in the solitude of the scholar's study thunders or sings in the ears of the thronging multitudes of the city, or of him who paces alone by the seashore. This truth gleams thru every phase of human life, and from every field of the world's work. A great word is spoken today—a great, significant word on religion, on politics, on education. Tomorrow all men will repeat that word with joy, and all minds and souls be the richer for that message.

In no field of work is the interdependence of society truer than in the educational world. Whenever some teacher, be he famous or known only to the few who receive the bread of life from his hands, thinks out that which, put into action, shall add dignity and worth to life, which will make knowledge increase among men, which will bring into the mind and heart the voices of goodness and of beauty, do not the North and the South, the East and the West cry : “We, too, shall have this gift”?

The educational world is alive, in these days, to every suggestion which shall assist in solving the vexed problems of life: How shall we get better returns in brain and soul for the time and money and thought expended ? or, How shall we create in lives indifferent to the marvels of knowledge a great hunger and thirst for the higher things of life?

Today I shall briefly review one means of bringing a college education to the reach of a far greater number of people than have heretofore been able to secure it. It is an innovation in university life. As yet it is, in the eyes of many, merely an experiment. Yet it will gradually but surely force itself into our educational system, for its advantages are so many and so obvious that even the proverbial conservatism of our systems of education cannot permanently hold out against it.

The plan of continuous sessions is a part of a larger whole. It is one manifestation of the university-extension spirit — that spirit which, during the last eight or nine years, has been leading many of the more prominent universities of our country to widen their fields of activity with the purpose of bringing the advantages of the university to those classes of the population that have heretofore been deprived of university culture. This university.extension spirit led, in 1890, to the organization in Philadelphia of the American Society for the Extension of University Teaching. From Philadelphia the movement spread in all directions over our country. At first this university-extension spirit confined itself to the lecture field, sending university professors from their class-rooms out into the surrounding country to give more or less popular lectures to people who could not or would not come to the university. Most educators and the public generally continue to associate the term "university extension" with this particular form of popular education. But the university. extension spirit did not stop with furnishing popular scientific and literary lectures to the public. It has enlarged the scope of its activities, and has manifested itself in a number of new forms. Instruction by correspondence is one of these forms. Evening and Saturday classes for teachers and others is another. The summer quarter and continuous sessions of the university itself is a third form in which this spirit has manifested itself. I am not called upon to discuss the other manifestations of the university-extension spirit, but it ought to be understood that those institutions that have adopted the plan of continuous sessions have also adopted the other features of university extension. Indeed, the work of giving instruction by correspondence to those who cannot attend the university in person might almost be considered a necessary accompaniment of the plan of continuous sessions inaugurated by President Harper at the University of Chicago. In accordance with this plan of continuous sessions, while no student and no instructor is expected to work at the university more than nine months out of twelve, unless he so desires, the university itself is in continuous session thruout the year, there being no long summer vacation, but, instead, four short vacations, one week long, at the expiration of every period of twelve weeks. Each of these periods of twelve weeks is appropriately termed a "quarter.” Under this system a student may begin his work at the beginning of any quarter, and may take a vacation either in the summer quarter or in the autumn, winter, or spring quarter; but he is at liberty to continue university work during all four quarters, if he is strong enough and desires to do so. Similarly, an instructor may arrange to take his vacation in any quarter of the year, provided not more than one-fourth of the instructors elect to take their vacations at the same time. Indeed, more than a fourth of the regular

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