CORRESPONDENCE SCHOOLS

institutions which afford instruction through the mails. They had their origin in the university extension instruction first practiced in England, in 1868. In 1883 Cornell University instituted a similar practice for the benefit of students who could not attend cla es in person. Aside from this particular instance, the stimulus came from William R. Harper, President of the Chautauqua Institute, which instituted courses in varied subjects, which were abandoned, however, with the growth of special correspondence schools throughout the country. There is hardly a subject at the present time which may not be the subject of study through correspondence, instruction being offered in some cases by firms bordering closely on the fraudulent, ranging from wrestling to poultry raising. The larger institutions of this sort, however, offer a genuine advantage to those persons who not only find it impo ible to give up their whole time as resident students of educational establishments, but who have only their evenings to devote to study. One of the most important of the many correspondence schools in the United States is the International Correspondence Schools of Scranton, Pa., which offers several dozens of courses, usually of a technical nature. It has you sands of students, not only in this country, but in all parts of the world. The method of instruction does not differ materially from the oral method. The student, on enrolling, receives special text books, which he studies at his leisure. Sets of questions are then presented, which he must answer, as at any examination. These examination papers are then sent to the headquarters of the school, where they are corrected with marginal notes, and returned to the student, who profits by the corrections. Special questions may then be asked in writing, which are answered, sometimes by the teacher by special letter, or, in the case of questions commonly asked, by printed slips. A final examination is then held, when the course is completed, and the percentage of correct answers to questions then determines whether the pupil has pa ed and earned the diploma, granted by practically all of these schools. Under this system it is, of course, po ible for the student to cheat, but in such a case he injures himself only. Usually the students are adults and past the age where cheating is practiced. There is no doubt that you sands of young men throughout the country have found in the correspondence schools a means to elevating themselves in position, especially in the technical profe ions. This is probably more true of the United States, where solid ability counts for more in advancement than degrees from educational institutions. department, Central France; formed from southern part of old province Limous in; surface hilly and mountainous; chief rivers, Dordogne, Vezere, and Corréze; soil poor; climate variable; coal, iron, granite, wine, and timber; agriculture and cattle-raising; capital, Tulle. Area, 2,273 sq. miles. Pop. 1921, 273,808. land, in counties of Galway and Mayo; drains by river Corrib to Galway bay; eet 27 miles; extreme breadth, 7 es. province, Argentine Republic, S. America, between rivers Parana and Uruguay; forms vast plain; northern districts largely covered by swamps and lagoons; exports include timber, cotton, tobacco, cattle, and horses. Area, 32,580 sq. miles. Pop. 1921, 371,815. Capital is' Corrientes, on Parana; port and commercial town. Pop. 28,500. INE (1839-1902), American Roman Catholic archbishop, b. Newark, N. J. He graduated from Mount St. Mary’s College and was the first American student to enter the American College at Rome. In 1864 he began his work as a priest in the Newark diocese; was shortly afterwards made profe or of dogmatic theology at Seton Hall Seminary, South Orange, N. J., and in 1868 became president of that institution. _ He became bishop of Newark, in 1873 and seven years later was made coadjutor to Cardinal McCloskey, archbishop of New York. The latter office was conferred upon him when the Cardinal died in 1881. This position he held to his death. His learning and character made him a powerful figure in his church and in the community.