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In Table 1 an effort is made to set forth the various types of service, both formal and informal, offered by the different institutions under general heads that are typical of the service found in most institutions. All but seven of the institutions give correspondence courses. Of the 29 institutions listed as giving correspondence courses, all except one or two give college credit for such work, a notable exception being Columbia University. A large majority of them also offer correspondence courses of a noncredit grade. Of the 30 institutions offering class instruction, the vast majority give courses of this kind for credit.

Several extension divisions give noncredit class work, among them, California, Columbia, Massachusetts Department of Education, Michigan, Minnesota, North Carolina, and Wisconsin. There is a well-defined tendency to give work in this connection which might be designated as workers' education, or an Americanization program. Noteworthy examples are the University of California

and the Massachusetts Department of Education, in both of which organizations thousands of students are enrolled. This movement follows, somewhat, the lead of the Workers Education Movement in Great Britain, where tutorial classes have been organized through cooperation between the colleges and the labor organizations. This movement gives promise of splendid results in the program of adult education. A notable by-product is the conclusion reached by those in charge of the movement in Great Britain that adults of noncollegiate grade can, nevertheless, profit greatly by instruction of collegiate grade when such instruction is properly given.

It is interesting to note from the table that, if one takes the first eight lines of service, including correspondence instruction, class instruction, public information, and package library service, public lectures, visual instruction, school or community service, and institutes, conferences, and short courses, one has a large majority of the activities of the various extension divisions. The other activities in which we find three or more institutions participating, up to as many as 12, include 13 different groups of activities. The number of detailed activities included in these groups is indicated. by reference to the above list.

II. STATISTICAL STUDY

The list given below indicates the extent of offerings in the two major fields of extension service. The correspondence list carries 48 subjects. Included in the list we find the laboratory sciences of anthropology, bacteriology, botany, chemistry, geology, paleontology, physics, and zoology. The effective teaching of the elementary aspects of the physical and natural sciences is made possible in such institutions as Chicago and Wisconsin by providing small laboratories which are sent to the individual student for experimental purposes. Extra charges for these courses cover the extra cost involved. Reports from these institutions indicate that such an arrangement is satisfactory, and that in this way standard work can be done.

Offerings are more extensive in class centers, with 83 subjects listed, a few of which doubtless overlap.

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Tables 2 to 4 give statistical data concerning correspondence study and class centers. Table 2 shows the number of new enrollments and the number of individual students enrolled for each of the years 1921 to 1924. By enrollment is meant registering for a correspondence course of unit of instruction. By number of individual students is meant the number of different persons enrolling for correspondence study or class center work. While data are incomplete, the evidence of growth both in enrollments and in number of individuals served is conclusive. Total new enrollments reported for 1921 and 1922 are 81,362, and for the biennial period of 1923 and 1924 the number is 102,025. In individual students enrolled the numbers for the two biennial periods are 49,672 and 57,323, respectively.

27301-27-18

TABLE 2.-Number of new enrollments and number of individual students. enrolled for correspondence courses

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1 The Universities of South Carolina and Virginia do not give correspondence courses. No figures available.

TABLE 3.-Number of enrollments and number of individual students in class

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1 The University of Florida reports information not available, and South Carolina and Iowa State Universities have no class center service. Chicago has no extension class center service, though it conducts a down-town college in the city of Chicago.

233 in 1923 and 26 in 1924 enrolled as "auditors with no credit."

No information available.

TABLE 4.—Number of courses completed by correspondence and in class centers

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III. NEW LINES OF SERVICE, OR LINES HAVING
UNUSUAL DEVELOPMENT DURING
THE BIENNIUM

Requests were sent to the different extension divisions asking for information concerning new lines of extension activities begun during the years 1923 and 1924. The results of that inquiry are here indicated:

University of Alabama: Development of package library service to high schools; community service; employment of full-time expert for visual instruction bureau.

University of Arkansas: Broadcasting station established for lectures and entertainment programs; publication of monthly bulletin of public service; circulation of print collection of 300 prints in color.

University of Indiana: Nutrition institute for the State; regional antituberculosis institutes for the States of Indiana, Ohio, Illinois, and Kentucky.

University of Kentucky: Development of women's club work. Massachusetts Department of Education: Courses broadcasted by

radio.

University of Missouri: Play and recitation service; extension class centers developed.

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