lege
curriculum. As extension students are the busy people of this world,
these lectures occur only at intervals of one week, thus giving the
student time for the extra reading and study that he is asked to do. A
unit course, then, will cover a period of six weeks; and four unit
courses, extending over a period of twenty-four weeks, constitute an
extension year. It is superfluous to attempt to estimate how much the
earnest solitary student may accomplish in a year through the
assistance and the impetus thus given his efforts. Much, however,
depends upon the personal effort of the student, and the syllabus is
intended to direct his private study.

The syllabus is much more than a carefully prepared outline of a unit
course. It must form a skeleton for the student's diligent work; it
must recall and elaborate the points brought out in each lecture; it
must give a comprehensive list of reference books upon the course--a
bibliography of the subject--with information as to the best editions
and as to how to use the books to the best advantage; it must suggest
lines of research--comparisons and parallelisms; it must outline for
the student paper work with full instructions as to how to write upon
the subject; it must, in short, be a sort of teacher, full of methods
and of suggestions, supplementing the work of the class.

The class immediately follows the lecture and is conducted by the
lecturer himself. It is here that the student comes into the most
direct contact with the educator. Just as the lecture is for the
popular audience, many of whom seek pleasure rather than information,
so the class is preeminently the earnest student's workshop. It is
here that he has the privilege of turning questioner and of putting to
the lecturer such queries as have puzzled him in his private work. The
papers that have been prepared during the week are criticised and
discussed, and experienced lecturers claim that some extension
students can and do prepare papers which show as deep an insight and
as broad an understanding of the subject as are manifested by the
ordinary college student. The class then is, from the student point of
view, the select portion of the audience, and still it often happens
that only a small proportion of this class even can be induced to do
systematic and thorough work; they are regarded as the fruit of the
lecture and measure the speaker's ability to interest a popular
audience.

As an adjunct to class work,