Correspondence Schools
Collier's New Encyclopedia (1921)
schools in which instruction is given by mail to those students who are unable CORRÈZE are of two kinds, (1) colored corpuscles, to attend schools and college, either because they cannot afford to stop remunerative labor or because they are too far distant from any good school. Under the system the student, after the payment of fees, receives textbooks and lessons by mail from the institution, returns the completed exercises, and receives them back, corrected and marked. This type of instruction presupposes on the part of the student a conscientious desire to learn and a willingness to work. Such students have been greatly benefited by the correspondence schools. In 1868 the University Extension movement was started in England, the object being to give to mature men and women, who had been deprived of any education in early life, some opportunity to acquire knowledge of science and literature. Probably from this institution, adopted in America in 1873, arose the first correspondence university at Ithaca, N. Y. For a time the Chautauqua, under President William Rainey Harper, undertook to educate by correspondence, but abandoned it when some of the Western universities, such as Wisconsin and Chicago, took over this task. Many of the great Western universities have courses which can be taken by correspondence, and by adopting this method of instruction the State universities gain a hold upon the people of the commonwealth, which in part accounts for the generous support given them by the State Legislatures. One of the most successful correspondence schools in the United States is a private institution, the International Correspondence Schools, located at Scranton, Pa. Not only are the regular college courses offered by this school, but virtually every vocation or trade can be learned by correspondence with this school. In fact, the larger proportion of its students are learning trades, the number of its students who are doing college work being comparatively small. CORRÈZE, (kō-rāz'), a French department, formed out of part of the old province of Limousin, and taking its name from a river, the Corrèze, flowing 52 miles S. W. to the Vezère. Area, 2,272 square miles. Pop. about 300,000. The chief rivers of Corrèze are the Dordogne, the Vezère, and the Corrèze. The surface of the department is mountainous, especially in the N. and E., where it is broken in upon by offsets from the Auvergne Mountains which, in Mount Odonze, attain a maximum altitude of 3,129 feet above the sea. The lower slopes are clad with forests, but the district is in general sterile. Minerals, particularly coal, iron, lead, alabaster, and granite of various colors, are found. The department is divided into the three arrondissements of Tulle, Brive, and Ussel. Tulle is the chief town.
What Has Changed in the Last Century
When Collier's wrote this in 1921, mailing lessons back and forth was the only way to study at a distance, and the International Correspondence Schools of Scranton was the giant of the field with hundreds of thousands enrolled. That model survives — the Scranton school continues today as Penn Foster — but the mail has been replaced almost entirely by the internet: universities began offering online degrees in the 1990s, free open courses (MOOCs) reached millions of registrants after 2012, and the COVID-19 closures of 2020 pushed most of the world's schools and universities into remote instruction overnight. The state universities Collier's praised, such as Wisconsin, still run extension divisions, though now as online programs. What has not changed is the entry's warning that the method "presupposes on the part of the student a conscientious desire to learn" — high dropout rates in online courses remain the field's central problem, along with regulatory fights over for-profit providers and diploma mills.
Written for this edition, 2026.