ate work, approximately 7 in 10 come for personal improvement or to get sufficient credit for certificate renewals.

A demonstration school is run in connection with the summer school, which is a component part of the local school system.

During the session also various conferences are held dealing with problems of the country school, country church, country health, etc. For these conferences prominent speakers are secured, while the summer-school faculty aids in the round-table discussions, personal conferences, and the like.

The teachers' bureau conducted in connection with the summer school has been of very great service both to teachers and to superintendents and committeemen. This department has become a sort of clearing house through which the needs of both factors in the teacher-hiring problem are efficiently served. No charge is made for this service, though it takes the full time of one clerk to make the department as efficient as it is.

Fees, board, and rent for the six weeks amount to approximately $35 per teacher-student and $40 per student not a teacher. To meet the inevitable deficiency the university puts into the summer school a sum equal to $4 per student, or thereabouts. This extremely low cost per student makes summer-school advantages possible for many teachers who can ill afford long trips and expensive living at places outside the State.

The university summer school is serving a very real need of the State and is giving that service at much less than cost. Increasing demands upon it make it increasingly difficult to keep the cost low enough and at the same time to keep the efficiency high enough to meet the needs.

RALLY DAY.

In order that the students at the university may get very concrete ideas about cooperative effort and concerted action in matters of public welfare, one day every fall is set apart as Rally Day. This is an occasion when the farmers and others dwelling in the countryside surrounding the university meet on the campus in a social way to mingle with one another and to come into touch with affairs larger than those of their everyday life.

Opportunity is offered for agricultural, canning, and school exhibits, for which prizes are awarded. The Sunday schools conducted by the students of the Young Men's Christian Association come in a body and contest in chorus singing for a prize. Free movingpictures and stereopticon lectures go on during the entire day. A picnic dinner is served on the grounds to which the people and the university contribute. In the afternoon athletic contests and a baseball game provide outdoor amusement and the development of that

spirit of good sportsmanship so necessary to community effort. No charge is made for anything, and no fees are requested or expected.

This day has come to be an accepted gala occasion by the people round about and has served as an inspiration to other communities all over the State for similar occasions. That the day is appreciated is manifest in the informal, unhampered, untrameled good cheer' and orderly conduct of the crowds that come year after year to enjoy themselves,

STATE CONFERENCES.

From its inception the bureau has sought to be of assistance to all State organizations which have indicated a desire for its aid. In this way it has cooperated in holding special meetings at the university for the Federated Women's Clubs, the Farmers' Union, the Press Association, the High-School Teachers, the Country Life Workers, and other organizations of a similar nature. In every instance it has provided special lecturers at the university's expense, has arranged helpful exhibits, and has placed every available resource of the university at the disposal of the visiting organization. At the meeting of the State Press Association in 1916, for example, through the direct assistance of the department of journalism, it secured Ex-President W. H. Taft; Dean Walter Williams, of the school of journalism of the university of Missouri; Dean Talcott Williams, of the Pulitzer school of journalism of Columbia University; and Don Seitz, of the New York World, to discuss various phases of newspaper work; installed a linotype machine, and issued a daily paper on the campus for the benefit of the visitors.

COMMUNITY SERVICE WORK.

It was North Carolina's distinction to be the first State to devote, through proclamation on the part of the governor, a week, or a part of a week, to the study in every community of the State of vital community problems. This it did during December, 3-5, 1914, the idea having originated with the president of the university. In carrying out the observance of the "Week," the central committee appointed by the governor, drew upon the bureau for the editor of the handbook, which was used as a basis of the specific studies engaged in, and made extensive use of material from the files of the university library and of the department of rural economics and sociology. The Handbook, issued in a 40,000 edition, contained studies on roads, schools, public health, cooperative enterprises, etc., and was studied in detail by members of the communities and made the basis of the di cussions engaged in throughout the State. The special me were given wide publicity by the State press, and there was sca

community in North Carolina which, during the days December 3, 4, and 5, did not study in a new informed way, some of its vital problems. In addition to this general service, members of the faculty took an active part in the observance of the "Week" in Orange County and delivered special addresses in a dozen communities in other parts of the State.

ATHLETIC ASSISTANCE TO SCHOOLS.

The development of school athletics has been one of the constant aims of the bureau. Each year contests are held in baseball, basketball, football, tennis, and track athletics, the contests being arranged by the assistant director of the bureau, a committee from the University Athletic Association, and a committee from the Alumni Association. The final contests are held at the university, and suitable prizes are awarded.

PUBLICATIONS.

Reference has been made in the preceding pages to the publications of the various divisions of the bureau. Thesc publications in every instance have been prepared to meet some specific want and the entire editions have been used. In the case of the North Carolina Club Yearbook for 1915-16 copies were sent only upon request by postal card or letter, and 2,000 copies were thus placed in the hands of people wanting them. The same plan has been followed with the News Letter and several others of the special bulletins.

The publications are as follows:

A. Extension Series Bulletins: 1. A Professional Library for Teachers in Secondary Schools; 2. Addresses on Education for Use in Declaiming, Essay Writing and Reading; 3. Extension Lectures for North Carolina Communities; 4. Correspondence Courses; 5. The Initiative and Referendum; 6. Public Dis cussion and Debate; 7. University Extension; 8. Cooperative Institutions Among the Farmers of Catawba County; 9. Syllabus of Home-County Club Studies; 10. Part I-Extension Lectures for North Carolina Communities; Part II-Correspondence Courses, 1914–15; 11. Ship Subsidies; 12. The Teaching of County Geography; 13. Part I—Correspondence Courses, 1915–16; Part II-Extension Lectures for North Carolina Communities; 14. The Enlargement of the Navy; 15. Third Road Institute; 16. Country-Life Institutes; 17. The North Carolina Club Yearbook, 1915-16; 18. Part I-Correspondence Courses, 1916-17; Part II-Extension Lectures for North Carolina Communities; 19. Government Ownership of Railways; 20. Fourth Road Institute; 21. Measurement of Achievement in the Fundamental Elementary School Subjects.

B. Extension Circulars: 1. Our County Church Problem; 2. Our Carolina Highlanders; 3. Wealth, Welfare, and Willingness in North Carolina.

C. Extension Leaflets: 1. Courses with University Credit; 2. Courses for Teachers; 3. Courses for Workers.

D. The News Letter.

E. A Syllabus of Latin-American History.

F. A Course on Latin-American History for Women's Clubs.

G. Lectures in Pediatrics.

APPENDIX,

University of North Carolina Extension Leaflet.1

WAR INFORMATION SERVICE.

This leaflet gives in brief outline the war-extension service of the University of North Carolina in the field of education.

Its concern is with the causes of the war, the practical relation of the average American citizen to the war, the immediate necessity of winning the war, American aims and ideals in the war, and preparation for material, social, and spiritual reconstruction after the war.

Its impulse is the belief that the present crisis in democratic civilization can not be adequately met until there is brought home to the minds of the Nation not merely the sense of fear of the aggressions of Germany, but a deep sense of appreciation of our own precious heritage of freedom.

This educational need is the great and unique opportunity of the educational institutions of America. Their distribution over the whole country, their resources of writers and speakers, their ready access to local forums of public opinion, and their hold on the confidence of the public, give them an opportunity of incomparable importance in this task so essential to the sound progress of every purpose of our Government.

Educational institutions from the highest through the lowest, without in the least disturbing their normal functions, can turn their resources to this fundamental work in education in what it means to be an American in 1917 and after. The following plan of providing war information service to the public in the sphere of influence of the institution proceeds from the more intensive to the more extensive. Separate leaflets are issued giving detailed information as to the service offered in each division.

1. EXTENSION CENTERS.-Centers may be established in any community upon the application of a properly organized group of students. From one course to six courses given at each center, each course requiring a month for its completion. A member of the university faculty to be sent to the center at the beginning of the course and the remainder of the group meetings directed by him through a local, well-qualified man. The work to be guided by a syllabus, by outlines, and tested by an examination. The courses to form a consistent whole. The courses (by way of example):

a. Theories of the State.

b. Europe Since 1815.

c. South American Relations.

d. Folitical Idealism in British and American Literature.

e. Economic and Social Aspects of the War.

f. The War as Reflected in Recent Literature.

2. Group LECTURES.—Four or five or more of these lectures or similar lectures more popularly treated and without intensive class study may be arranged as a series by any community (e. g., one a month by a Young Men's Christian Association, or similar organizations).

1 War Information Series No. 1.

3. CORRESPONDENCE COURSES (with college credit) and READING COURSES (without credit) on the subject matter of these extension center courses, using the same syllabus and other material, but in more popular form. A text book (326 pages), "American Ideals" (Houghton Mifflin & Co.), prepared by two of the professors, is a source book of selections showing through state papers, speeches, etc., the development of Ameri can thought, political ideals, etc.

4. SINGLE LECTURES on a wide variety of subjects related to the war will be furnished to communities as a part of any other lecture plan they may

have for special occasions. A list of lecture subjects and lecturers furnished on application.

5. READERS' SERVICE. This service undertakes to furnish through the university library, the faculty cooperating, information as to books, articles on special subjects relating to the war, furnishing small package libraries of pamphlets on half a dozen important phases of the war and in so far as possible lending books and acting as a distributing agency for putting Government and other publications in the hands of interested readers.

6. DIRECT PUBLICITY ON WHY WE ARE AT WAR and WHY THIS IS OUR WAR. a. Special articles by members of the faculty in journals of education and the like, and special leaflets to be issued by the Extension Service and sent to public school teachers.

b. Special editions of the University News Letter (a weekly clip sheet published by the university) devoted to these subjects and sent to a special list of people influential in their local communities, but not for the most part readers of the daily press.

c. Debate subjects and outlines, composition subjects and patriotic programs, for school exercises and celebrations, community gatherings, etc.

7. THE LAFAYETTE ASSOCIACION.-An association-state-wide and nationwide, if possible composed of high school and grammar school students, parents, and others interested, called the Lafayette Association to symbolize the ideals to which Lafayette devoted his life and for the purpose of "realizing the infinite power of the public school as the center of the community life of the nation in the essential task of nourishing, developing, and crystallizing, through expression, the national spirit of present and future America." A full explanation of the Lafayette Association is given in another leaflet.

For additional copies of this leaflet or for information concerning the general extension work of the university, address