in nine stanzas addressed by The Schoolmaster to his Scholars.

References:

BARNARD, American Journal of Education. Vol. 27, p. 72. WATSON, FOSTER. The English Grammar Schools to 1660. (Cambridge, 1908.)

COPPÉE, HENRY (1821-1895). Educator; graduated from Yale in 1839 and the West Point Military Academy in 1845. He was eight years instructor at West Point, thirty years professor at Lehigh University, and nine years (1866-1875) president of the latter institution. Author of textbooks on logic, rhetoric and English literature. W. S. M.

COPYBOOK. A book used in the teaching of penmanship in which copies are printed or written as models for the imitation of learners. See PENMANSHIP, TEACHING of.

COPYING.. The method of copying or transcription is sometimes used in the teaching of spelling and composition, and in the memorization of literary selections. The method is used on the assumption that the motor accompaniment of writing in the process of copying helps to fix the spelling or literary form, as the case may be. The worth of the method depends largely upon concrete conditions. The pupil may or may not copy mechanically, he may or may not have his attention on all the elements necessary to right learning, to the meaning, the sound, etc., as well as to the written form. The practice of writing words, once misspelled, a hundred times, from a copy of the correct spelling set by the teacher, is an instance of the ease with which the method of copying is applied in a mechanical way, with resulting

failure.

De Corrupti Sermonis Emendatione Libellus (A book for the purification of corrupt speech). In this he builds up a knowledge of Latin after using the vernacular as an aid in teaching beginners. At the age of forty-four he resigned a professorship at the Collège de la Rive in Geneva, in order to devote himself to teaching the lower forms, which he considered as deserving greater attention than they received. His fame rests on the Colloquia, or Dialogues, which he published in 1564, and which at once became established as a school textbook. (The full title of the work deserves notice: Colloquiorum Scholasticorum, libri IV ad pueros in Sermone Latino paulatim exercendos recogniti.) The work enjoyed as great a popularity as the Colloquies of Erasmus. They are marked as much by the attention paid to the training in citizenship, religion, and morals, as by the selection of topics of immediate interest to boys. Both Brinsley (q.v.) about 1612 and Hoole (q.v.) in 1657 translated the Colloquies. Several other translations continued to appear until the beginning of the nineteenth century. The work, especially in the form of Select Centuries, was used in schools in England until about 1840.

See articles on CALVINISM AND EDUCATION; COLLOQUIES.

CORK, UNIVERSITY COLLEGE.-See NATIONAL UNIVERSITY OF IRELAND.

Fif

CORNELL COLLEGE, MOUNT VERNON, IA. - Founded in 1853 as the Iowa Conference Seminary; present title obtained by charter in 1857. It is a coeducational institution under the patronage of the Methodist Episcopal Church. Academic, collegiate, commercial, and fine arts departments are maintained. teen units of high school work are required for admission to the freshman year in college. Students are admitted either by examination or on a certificate from an accredited high school. The courses which are offered in the college lead to the degrees of B. A., B. S., and B. S. in Civil Engineering. Students who complete a course in education receive a first-class five years' state certificate without examination. In 1910-11 there were 741 students enrolled in the college. There is a faculty of twenty-three professors and nineteen instructors and assistants.

CORNELL, EZRA (1807-1874). - The founder of Cornell University (q.v.); born at

Westchester Landing, N.Y., on the 11th of January, 1807. He received his education in the common schools and in business life. Besides an active business career, he served for several terms in the legislature of New York. He founded the Cornell Free Library at Ithaca, N.Y., in 1863, and two years later he founded the university that bears his name. He died on the 9th of December, 1874. W. S. M.

CORNELL UNIVERSITY, ITHACA, N.Y. - One of the most recent of the great non-state universities, incorporated in 1865 and opened in 1858. The opening of Cornell marked a new era in the history of higher education in America, illustrating as it did that the university can maintain high scholastic and cultural ideals while at the same time meeting modern needs and requirements. The establishment of the university was made possible through the sagacity and far-sighted administrative ability of Ezra Cornell. A practical man in intimate touch with the scientific requirements demanded by the rapid progress of his day, he saw the need of trained and practical scientists. He himself had amassed a large fortune, and he wished to found an institution where any person could find instruction in any study. As one of the trustees of the State Agricultural College at Ovid he was impressed with the importance of providing instruction in agricultural and mechanical arts. When Congress made the land grants under the Morrill Acts (q.v.) Cornell proposed that an institution carrying out the objects of the grants should be established at Ithaca for which he would provide the land, building, and equipment, if the land grant were transferred to this institution. After considerable political agitation, since there was a contemporary proposal to divide the grant, Cornell's scheme was approved by the New York Legislature in 1865. The charter was drawn up in that year with the assistance of the Hon. Andrew D. White, who gave valuable advice on the educational aspects. The aims of the institution are expressed in the words of Cornell: "I would found an institution where any person can find instruction in any study." Hence it was provided that students should be admitted "at the lowest rate of expense consistent with welfare and efficiency." To place the new university on a secure basis Cornell purchased land scrip granted to New York State, and held it until the prices should rise; the profits on the sales were to go to Cornell University. He personally supervised the location of the land in different states. His integrity was attacked by political opponents, but he successfully vindicated himself. His policy to hold the land until a favorable opportunity for selling arose was the means of securing an endowment for the university which assured future progress. In much of his labors he was assisted by H. W. Sage, himself an ardent supporter and patron of the university. Since the

state was making some contribution to the funds, it was provided in the charter that it should be represented. The Board of Trustees now includes the Governor, Lieutenant-Governor, Commissioner of Education, the President of the State Agricultural Society, the Commissioner of Agriculture, the Librarian of the Cornell Library, and the President of the University, all ex officio, fifteen trustees elected by the board, ten trustees elected by the alumni, and one by the New York State Grange. Further provision was made for the admission of students winning state scholarships.

Under the system which was introduced from the beginning provision was made for nonresident professors who should deliver courses at the university. Among these have been Louis Agassiz, James Russell Lowell, Theodore W. Dwight, and George W. Curtis. In 1868 Professor Goldwin Smith of Oxford, England, who was in full sympathy with a movement which Matthew Arnold thought was opposed to the ideals of culture, was appointed to the chair in English History. Hon. Andrew D. White, LL.D., became the first president of the university, and remained in that position for twenty years, while the young institution was finding a secure foundation. He was succeeded in 1885 by Charles Kendall Adams, who retired in 1892.

The university was opened for work in 1868. It was located at Ithaca, where Cornell already had purchased some land. The campus, which now covers an area of about 1100 acres, is situated in the heart of a most picturesque country. It overlooks Lake Cayuga, and is surrounded by beautiful waterfalls, cascades, and gorges, which have been preserved with great effort as the university gradually expanded. Among the more prominent of the numerous buildings are the University Library, which contains a library of 385,000 volumes, including the Andrew White collection of books bearing on the French Revolution, and the Fiske Dante collection of books and pamphlets; Boardman Hall, Stimson Hall, Sibley College, the Goldwin Smith Hall of Humanities, the Morse Hall of Chemistry, the Rockefeller Hall of Physics, the building of the New York State College of Agriculture, and the Sage Chapel. Although the establishment of the university was facilitated by the Morrill Acts, and the agricultural and engineering departments have developed rapidly, the other studies have not been crowded out, and a strong school in the humanities is maintained. The agricultural department is known as the "New York State College of Agriculture at Cornell University," and stands in intimate relation with the state, which made the erection of buildings possible in 1904. Students in this department who are residents of New York State pay no tuition fees. In addition to the college of agriculture, the university also includes the college of arts and sciences, law, architecture, civil engineering, the New York State Veterinary College, medical college (at New York

and Ithaca), Sibley College of Mechanical Engineering and Mechanic Arts, and a graduate school. Students are admitted by examination of the university or of the College Entrance Examination Board (q.v.) or by certificate from accredited schools. Candidates for admission to the medical college must be either graduates from an approved college or scientific school or seniors in the university. Two courses are offered in law, one of three years and the other of four; candidates for the former are required to have had one year of college work, leading to an A.B. degree. The university is coeducational, special provision being made for the residence of women in the Sage College and Cottage. After an interesting struggle to become established, the fraternities have developed an active life. Besides a large number of local societies, chapters of nearly all the national fraternities have been established at Cornell, as well as four sororities. The Medical College at New York has chapters of Alpha Kappa Kappa, and Omega Upsilon Phi. The students generally live in fraternity and club houses or in private lodgings. The enrollment in 1909-1910 was 4227 students, distributed as follows: graduate department, 309; graduate students in undergraduate courses, 240; arts and sciences, 970; law, 264; medicine, 201; agriculture, 539; veterinary medicine, 100; architecture, 140; civil engineering, 559; mechanical engineering, 1186. In addition there were 987 students in the

summer school of 1910. The faculty consisted of 138 professors, 82 assistant professors, 5 lecturers, 210 instructors, and 201 assistants, etc. The net income as reported for 1909-10 was $1,637,299.25. The average salary of full professors is over $3000. Jacob Gould Schurman, A.M., D.Sc., LL.D., is the president.

CORPS. The name of one type of Student Association in the German universities. They originated at the beginning of the last century out of the Landsmannschaften (q.v.) and secret orders of the period. These associations are somewhat exclusive; they are bound by a rigorous code of honor and make a strong feature of dueling (q.v.) and the Mensur or fencing bout. Equality and brotherhood are assumed among all members of all corps. "The corps have always had the reputation of being on the right side politically," although politics play no part in the organizations. The members are recruited from the upper classes of society. The names are taken from different districts of Germany, but the membership of each corps is not restricted by residence qualifications any longer. Since 1853 the Kösener Senioren-Konvent has served as a central representative. body of all the corps. The Akademische Monatsheft is the organ of these associations. References:

GRABEIN, P. O alte Burrschenherrlichkeit! Bilder aus dem deutschen Studentenleben. (Stuttgart, 1909.) PAULSEN, F. The German Universities. (New York, 1906.) PERNWERTH VON BÄRNSTEIN, A. Das Deutsche Studententum. (Würzburg, 1882.)

SCHULZE, F., and SSYMANK, P. Das deutsche Studententum. (Leipzig, 1910.)

Stammbuch des Studenten (frequent editions by various editors and publishers).

The insti

CORRECTION, HOUSE OF. tutions to which this term is applied are not commonly educational, as might be inferred. It is applied to a variety of institutions for adults whose offenses are not felonies. Vagrants, drunkards, and deserting husbands are most commonly assigned to houses of correction, partly with the idea of obviating some of the moral effects which would follow commitment to a jail or prison, and partly in the belief that a term in the house of correction will tend to make the offender reform and lead a better life. It is agreed by penologists that the educational aspect of the institution has not yet been developed.

See CORRECTIONAL EDUCATION; PENOLOGY, EDUCATIONAL ASPECT OF.

CORRECTION OF ERRORS, METHODS OF. Teaching methods may be grouped into two classes as they deal with two differing mental situations. One class of methods aims primarily to extend the power of the child over new facts, relations, forms, conventions, etc.; another group is primarily designed to correct the misinterpretation of facts and the misuse of forms, symbols, etc. In the first instance successful teaching proceeds from ignorance to knowledge, in the second from error to knowledge. The first situation is uncomplicated,