CORRESPONDENCE-SCHOOLS
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CORTELYOU
is for him the process of carrying over the inward unity of the self to the field of its manifestation or liberation. According to this view, which has been expounded by Professor Dewey, the correlation of studies is not so much a process of relating them to each other as of relating them to life and to its needs and purposes. The child or the student will correlate subjects for himself. This, however, is no reason why the teacher should not assist him in so doing, as Herbart advised. The child will correlate his manual training with his geography more readily, if the teacher shows him on the map from what countries and by what routes the various species of woods which he uses are brought.
Special types of correlation are those known as concentration, in which the attempt is made to relate all the curriculum to one topic, and co-ordination, in which the subjects of the curriculum are arranged in several groups. As an example of the first type Ziller would make all the instruction of a pupil for one year to be grouped about the story of Robinson Crusoe. As an example of the second type Dr. Harris would subdivide the curriculum into five groups of equal value, so that the subjects in each group should be closely interrelated.
See Report of Committee of Fifteen of National Educational Association; also books of the Herbart Society.
Correspondence-Schools. The first regularly organized correspondence - courses appear to have been given by the Chautau-qua Circles about 1880. Since that time this means of education has been adopted to a considerable extent by a number of colleges and universities, and by receiving credit for work thus done, many worthy students are enabled to earn university degrees who would otherwise be unable to do so. The University of Chicago offers a very large number ana variety of correspondence-courses.
The greatest development of this method of instruction has been in the hands of private schools devoting their whole attention to the work. They send out instruction-papers especially designed for home-instruction. They require written answers to questions upon the work as soon as it has been mastered by the student, and these answers are sent to the instructor, corrected by him, and returned to the student. The instruction in most cases is satisfactory. It cannot be denied, however, that the successful pursuit of this method of study requires more than average perseverance on the part of the student. Many give up their courses before they are completed. It seems advisable in most cases to have the work divided into courses which can be completed in a comparatively short time and to require a course to be
finished within a specified time, in order to furnish a stimulus to regular systematic work.
Some of the schools have advertised largely and gathered in students' fees, which were incompetent to give in return anything more than nominal service. Students intending to enroll in correspondence-courses should be on their guard against inferior or fraudulent schools of this kind. See CONTINUATION-SCHOOLS.
Corsica (kdr'si-ka), an island and department of France in the Mediterranean, lying due south of Genoa and separated from Sardinia by the Strait of Bonifacio. Corsica (Corse in French, from the Greek Cyrnus) was the birthplace of Napoleon Bonaparte. Its surface is mountainous, and the island was long noted for its vendettas and brigands. Its products besides timber, include oranges, lemons and grapes,—the chief exports being wine and olive-oil. It has an area of 3,367 square miles; its length is 114 miles, and its breadth 52 miles. The capital is Ajaccio on the west coast; but the chief town is Bastia on the northeast portion of the island. The population, which speaks Italian mainly, is about 295,-589. The island was acquired by the Romans at the close of the first Punic War, and was for periods held by Vandals, Goths, Franks, Saracens, Pisans and Genoese. France acquired it in 1768, but in 1793 & came for awhile under British rule; though three years later it was regained by France, which today maintains a torpedo-station on the island.
Cor'sica'na, Texas, a city, the county-seat of Navarro County, on the St. Louis Southwestern and Houston & Texas Central railroads, 50 miles south-southeast of Dallas and 162 miles northeast of Austin. It has an Odd Fellows widows' and orphans* home and a state orphan-asylum, and is the center of a large oil-industry. Among its industries, besides planing, flour and cottonseed-oil mills, are foundry and machine-shops, brick-yards and a grain-elevator. Population, 9>749-
Cortelyou, George Bruce. Born July 26, 1862, in New York; was educated in the schools of Hempstead, L. I. and in the Institute and state Normal School, Westfield, Mass. He was a law-reporter in New York City for a time, and from 1885 to 1889 he taught school in that city. He entered public service as a private secretary in 1889, and in 1895 was appointed stenographer to President Cleveland. He acted as private secretary to President McKinley and President Roosevelt; and, when the Department of Commerce and Labor was organized in 1903, he was appointed secretary of that department. In 1905 he became Postmaster-General, and in 1907 he was appointed Secretary of the Treasury. During the presidential campaign of 1904
