Chapter VIII: Part III (5)

=Ohio (Ravenna).=—Our circle numbers thirteen members, meeting weekly at the homes of the members, and includes persons belonging to the classes of ’82, ’84, ’85 and ’86. After opening exercises of short Scripture reading and prayer, we have a review of the week’s reading. In geology this review was conducted by means of questions given to each member the week previous. These questions were numbered, covering the reading in regular order. No. 1 was read and answered by its holder, then No. 2, and so on. Generally, however, all read the lesson assigned, and it is divided into thirteen parts, longer or shorter, according to the subject; one part is then given to each member, and it is his duty to report that part to the circle, expressing the thoughts in his own language. In this way the entire lesson is reviewed, and each one has had a share in it. After this we discuss the current events of the week, each person reporting something that has interested him. Then mispronounced words are reported by any member, and we try to have about three biographical sketches (limited to three or four minutes each) of persons whose names have been mentioned in the reading. To many this may seem a long program, but we are prompt in reciting and have no side issues, and our sessions are usually only an hour and a half long, except on “memorial days,” when we extend time to two hours. Questions may be asked at any time, usually asked in a general way, so that the one speaking may not be embarrassed.

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=Ohio (Felicity).=—The Pleiades C. L. S. C., now in its fourth year, still continues to thrive with unabated interest and zeal. Though we can not record entertainments and lectures, of which some of our more fortunate “local” sisters boast, yet we manage to derive a great deal of benefit and pleasure as we trudge along, and our “circle day,” as we call one Saturday in every three, the one on which our little band meets, is as refreshing and invigorating to us as the oasis to the traveler in the far east.

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=Indiana (Baker’s Corners).=—December 11, 1882, a local circle was organized here, known as the “Jolly Toilers Local Circle.” The regular meetings are to be held every two weeks. Exercises to consist of recitations, essays, songs, &c.

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=Indiana (Pendleton).=—On the evening of December 28, 1881, thirteen ladies and gentlemen met for the purpose of organizing a local circle. Although two months behind in our studies, there was a general spirit of encouragement. This year the class is composed of fourteen members, and a great deal of enthusiasm and interest is manifested. We meet every Monday evening, and in this way bring nearly all our studies into the circle meetings. We follow the outline of study as laid out in THE CHAUTAUQUAN. The president appoints two teachers for two months’ reading, and they conduct the recitations by the Socratic method.

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=Indiana (Danville).=—The C. L. S. C. is composed of twenty-seven members. The circle meets the first and third Friday evenings of each month; at present at the homes of the members, though we expect in the near future to secure a C. L. S. C. hall, or regular place of meeting, this becoming necessary on account of the increase in number of members and visitors; the latter, we notice, most generally becoming the former. We are happy in having as one of our number Prof. Joseph Tingley, well known among the Chautauqua Assembly workers, also several professors of science and history from our normal school, ministers, teachers, lawyers, doctors, etc. We are not without young people, and those more advanced in years, who never had the advantage of much “book learning,” all adding what we can to the interest of the meetings, and all gaining much therefrom. Subjects are assigned at one session and brought up at the next. An author is also selected, from whose writings quotations are given at roll-call. The question box, and critic’s report, are important features of the evening.

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=Indiana (Terre Haute).=—The C. L. S. C. of Terre Haute, Ind., has been organized about three years. As a local circle it is doing good work. Between twenty-five and thirty are taking THE CHAUTAUQUAN and the books. Of this number sixteen are active members of the circle, but only four are members of the general circle. At times we have met at the homes of the members, but this year we meet at the church every two weeks, on Friday evenings, spending an hour and one-half. Sometimes we assign the work individually, and at other times we have general recitations on all; this depends on the character of the lesson. We devote the whole time to the lesson, except the opening exercises, secretary’s and critic’s reports.

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=Illinois (Lacon).=—We have a flourishing circle of twenty-two regular and seven local members, organized in February.

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=Illinois (Aurora).=—An interesting class of sixteen ladies, ten of whom are regular members of the C. L. S. C., the ages ranging from nineteen to sixty-three, has been organized in Aurora, Illinois. Prof. Wilber, ex-State Geologist of Illinois, gives the class the benefit of his large and choice collection of specimens.

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=Wisconsin (Milwaukee.)=—The course of study this year has been most delightful, especially enjoyable were those fascinating books by Prof. Wilkinson and Bishop Warren. The East Side local circle devoted one evening to star-gazing from the Signal Service station, aided by a telescope, sailor’s glass and several opera glasses.

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=Minnesota (St. Paul).=—Our local circle numbers sixteen members, twelve of them regular members. We take the lessons as given in THE CHAUTAUQUAN, sometimes using the questions given there, at others asking questions from the book. Occasionally we have essays by different members, on subjects selected by our president. Four of our members complete the course this year.

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=Minnesota (Rochester).=—In October last a class was formed in this place, composed of twelve married ladies. There were misgivings on the part of some of the number, lest on account of a multitude of home and other duties, they might not be able to accomplish what they were undertaking in as thorough and satisfactory a manner as they wished. For that reason only about half of the number became regular members of the C. L. S. C., although all are equally interested in the course. Our meetings are held semi-monthly, in the afternoon, at the residences of the members. We carry out the plan of study suggested in THE CHAUTAUQUAN, appointing ladies to take charge of the different subjects, making the recitations conversational, as far as may be. Short essays upon the different characters studied in history are frequently given, and these, with now and then one of our games or songs, furnish abundant variety. The interest seems to increase, rather than diminish, and we are persuaded better things of ourselves than we had dared to hope.

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=Minnesota (Mantorville).=—A local circle was organized here September 26, 1882. All are glad that they began such a course of study. We have twelve members, with a promise of accessions next year.

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=Iowa (Fonda).=—On Tuesday evening, March 20, 1883, we organized a local circle of the C. L. S. C. It is composed of eight members of Class of 1886; others are expected to unite with us. The members all pronounce our meetings a success. Our lessons have been Greek history, using questions in THE CHAUTAUQUAN, and thoroughly arguing all points brought out by them. Much good is being accomplished by this circle, and others in our midst are anxious to join us.

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=Iowa (Boone).=—We have heretofore had no local circle in Boone, as the triangle, who have been the only Chautauquans, have pursued their studies alone. They will graduate this year and have concluded that it is “too good to keep,” so they have organized a local circle of ten young people, who meet every Saturday evening at the home of the leader. We have had six very interesting meetings, and we hope the welfare of the circle is assured. Our leaders have been teachers for many years, and they vary the exercises to our needs, so that, although we are behind in our studies by commencing late, we are making up the work fast, and hope to belong to the Class of ’86.

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=Kansas (Osage City).=—Our circle was organized last October with twelve members, who were the teachers of the public schools. Soon afterward five more were added, and several local members. We meet every Friday evening at our respective homes. We open the meeting with roll call, which is responded to by a quotation from each member. We then have the different branches, conducted by a leader or teacher, appointed the preceding meeting—a social class, where discussions, expression of opinions, as well as questions are in order. We have enjoyed all the reading and meetings. We have enjoyed all the reading and meetings, and they have proved most profitable and interesting.

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=Utah (Salt Lake City).=—We have organized a Chautauqua Literary and Scientific Circle in our city, with a membership of twelve.

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=California (Sacramento).=—The only local circle in our city, the beautiful capital of the State, is the Sacramento Circle, numbering thirty-four members, principally ladies. This is our third year, and our interest is still increasing. We meet every Monday evening at the home of some member, and twenty is our average attendance. Contrary to the expectation of some, we all found the “Preparatory Greek Course” wonderfully interesting. Packard’s “Geology,” illustrated by the charts, aroused our enthusiasm on that subject, while Warren’s “Astronomy” has given us fresh zeal in the glorious study of the heavens. Our method for work is as follows: Committees are appointed to arrange questions on each study. These are numbered and distributed at one meeting, and, with their answers, are read at the next, then placed in the hands of another member, who prepares a paper from them, with such additional data as may be obtained from other sources. This third reading is to the students a final review of the subject, and is particularly profitable to the compiler. Sixteen papers have been read before the circle since October last. Oral exercises consist of readings from THE CHAUTAUQUAN, the poetic quotations, and unusually fine passages which frequently occur in our studies. To the text-books we endeavor to give due attention, memorizing as much as possible. A critic appointed for each month, reports all errors in pronunciation at the close of the evening, and there is usually some time for conversational discussion. Our only public entertainment, as yet, this year, was a highly interesting and instructive lecture on “The History of a Dead World,” by Prof. H. B. Norton, of the State Normal School, San Jose, California. The lecture was a study and illustration of those phenomena which seem to teach the nebular hypothesis of creation. All the successive phases of development, including the nebulæ, stars and sun, planets, and finally the moon, the “dead world,” were illustrated and described. The lecturer’s novel description of a “lunar day” was such as to charm the large audience present, and he closed with an appropriate recitation, “A Flight Through Space,” by Jean Paul Richter. Having just completed the astronomy, the illustrations, and explicit information given throughout the lecture, were doubly appreciated. The C. L. S. C. has also been brought into prominence here by two recent lectures by Rev. H. H. Rice, on “Books and Reading,” with special reference to the Chautauqua course.

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=Sandwich Islands (Honolulu).=—We wish to express the very great pleasure and profit with which we have perused the Chautauqua studies during our last missionary voyage. It seems to have been the very thing necessary to fill some of the spare hours at sea with pleasure and profit. We call ourselves “The Floating Circle,” and are often joined by our missionary passengers. We desire to continue these interesting and instructive readings. Miss Jennie Fletcher, at the Island of Ponape, in the Caroline Group, is a missionary of the A. B. C. F. M. She desires to commence the studies for 1883, and to prosecute the four years’ course, promising to give the required hours of study, and expecting to give even more time to it.

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Eloquence is a painting of the thoughts; and thus those who, after having made the sketch, still add to it, make a picture instead of a portrait.—_Pascal._

LOCAL CIRCLE LECTURES.

=Ohio (Cincinnati).=—Through the courtesy of the C. L. S. C. of Grace M. P. Church, the fourth lecture of the third course of free lectures, given by the Cincinnati circle, was delivered at that church on March 29. The lecture was by Col. John A. Johnson, a member of the Class of ’85. His theme was “English Literature,” and the lecture was replete with apt quotations from the masters of our language. In the course of his remarks the lecturer recalled the old plan to free Ireland. After drawing a vivid word-picture of the condition of Ireland in the early centuries—the “Island of the Saints”—a country of colleges and learning, sending the first missionaries to convert the Britons in its sister island—he added:

“Would Ireland know the solution of her vexed question? Then let history repeat itself; and instead of the torch of the incendiary, or the knife of the assassin, let the Irish tenantry take in their hands, as did their ancestors thirteen hundred years ago, the Bible of the blessed Savior, and convert again the English land-owners to the doctrines of him who taught, ‘Whatsoever ye would that men should do to you, do ye even so to them.’ They have tried sullen submission, careless indifference, crafty counsels, and armed rebellion, none of which have been successful. Now let them try Christian forbearance and fortitude. Let once the fires of a pure and enlightened Christianity burn on the altars of Ireland’s homes, and the God who watched over the destiny of ancient Israel when in bondage, will in his own good time speak as he did then, saying: ‘Let my people go.’” The lecture, which occupied nearly an hour in its delivery, closed with these words: “The edifice whose building we have watched is not yet completed, and the work is still going on. We have not looked into the interior but have only glanced hastily at the outside. We have not commemorated the army of faithful workmen; we have not even named all of the master builders. Our object has been suggestive, rather than descriptive, and instructive rather than amusing, and we may not have proved even interesting, but our chief desire has been to so present the subject as to awaken within the breasts of some a desire to know more of that literature of which the world is justly proud.”

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=Maryland (Cambridge).=—At a recent meeting of the “Bird’s Nest Circle,” in Cambridge, Maryland, an enthusiastic address was given by one of the members, Mr. R. Christie, a gentleman seventy-four years of age. We copy extracts from it. It has the ring of a genuine Chautauquan—a man whose heart remains young though his head be gray: “If I were a poet whose ‘hallowed lips were touched with fire,’ I would sing the praises of the C. L. S. C. As it is I can only very briefly speak a few prosy words in its favor. The C. L. S. C. is by many regarded as the grandest conception and its establishment the greatest achievement of the Nineteenth century. However this may be, it is unquestionably the largest university in the world; for in what other institution of learning do we find forty thousand students, or two thousand circles with twenty members each pursuing voluntarily, eagerly and persistently the same studies, the same _curriculum_. As members of this great school we may without the imputation of egotism be allowed to speak of a course of studies by which we have already been enlightened and benefited, and of which, but for the fertile brain of Dr. Vincent we, some of us at least, would have remained in profound ignorance. * * * But thanks to Chautauqua the watch-fires of forty thousand sentinels are burning, the world moves and the giant Prometheus is unchained. Let no cry of superficiality from Jack Butlers or Dolly Vardens deter us from pursuing the even tenor of our way. Let us then as true Chautauquans go on our way rejoicing.”

[_Not Required._]

QUESTIONS AND ANSWERS.

FIFTY QUESTIONS AND ANSWERS ON CHAUTAUQUA TEXT BOOK, NO. 34, ASIATIC HISTORY—CHINA, COREA, JAPAN.

By ALBERT M. MARTIN, GENERAL SECRETARY C. L. S. C.

1. Q. What is one of the important particulars in which China is unlike Africa, or aboriginal America, or even India? A. It is not a collection of diverse tribes or races, but is one great nation.

2. Q. What is the basis and conserver of Chinese civilization? A. Filial piety.

3. Q. What is China’s heritage from Confucius, her greatest sage? A. An arrested development and stunted civilization, low morals, not higher than Proverbs, but loftier than Franklin’s, yet vastly below the Sermon on the Mount.

4. Q. What does the Chinese Empire comprise? A. One-third of the Asian continent, and one-ninth of the dry land of the globe.

5. Q. What are the comparative areas of the five great landed governments of the world? A. China in area ranks third; the British and Russian exceeding, and the United States and Brazil falling short.

6. Q. What are the boundaries of China? A. On the north, the Altai Mountains and the Amoor River; on the east, Usuri and Yalu rivers, and the Yellow, Eastern and China seas; on the south, Annam, Burmah and the Himalaya Mountains; and on the west, Siberia, Turkestan and the Himalayas.

7. Q. What is the area and what the population of China proper? A. It is two million square miles in area, and has over four hundred millions of people, the most densely populated country in the world.

8. Q. What are the three great rivers of China? A. Ho-ang, Yang-tse, and Hang, or Se-King.

9. Q. What are three great divisions of China? A. Manchuria, Mongolia and Ili, or Eastern Turkestan.

10. Q. What is Tibet? A. It is the highest plateau in the world, surrounded by mountains, snows and glaciers, which are the cradles of the mighty rivers that irrigate India, Turkestan, Burmah and China.

11. Q. Into what three periods is the history of China divided? A. The legendary period, from 2356 to 1122 B. C.; the semi-historical, from 1122 to 770 B. C.; and the historic, from 770 B. C. to 1883 A. D.

12. Q. What are some of the things the Chinese had from very ancient times and for centuries alone? A. Tea, silk, paper, printing, the magnetic needle and gunpowder.

13. Q. At whose reign does Confucius begin his history? A. The reign of Tao, 2356 B. C., the beginning of the legendary period, when the golden age was ushered in.

14. Q. With the commencement of the semi-historical period, 1122 B. C., what system was begun for the government of China by Wu-Wang, the founder of the Chow dynasty? A. The feudal system under which China was governed for over nine hundred years.

15. Q. When was Confucius born? A. 551 B. C.

16. Q. What are the names of China’s three greatest sages, and how near to one another did they flourish? A. Lao Tsze, Confucius and Mencius. They flourished within about a century or two of one another, at about the time of the captivity of the Jews in Babylon.

17. Q. Of what did the primeval religion as taught by Confucius consist? A. Of the double worship of God and of ancestors.

18. Q. What is said of the writings of Confucius? A. They influence one-third of the human race, and are the basis of the Chinese social, political, moral and educational systems, and form the national Bible.

19. Q. Name three great conquerors who, with their empires, flourished during the Chow dynasty. A. Cyrus, Darius Hystaspes, and Alexander.

20. Q. In the following, or Tsin dynasty, what was done by Prince Cheng who took the title of first Universal Emperor? A. He abolished the feudal system, drove back the Hun Tatar hordes into the desert, built the great wall, and extended the empire to the limits of modern China.

21. Q. What colony entered China and settled in Honan province during the Han dynasties, between B. C. 209 and 190 A. D? A. A colony of Jews.

22. Q. About what time was the system of competitive examination of candidates for office founded, and civil service reform made an accomplished fact in China? A. About the commencement of the Christian era.

23. Q. When was Buddhism introduced into China? A. In A. D. 68.

24. Q. What great dynasty began its course in 618 and lasted until 905 A. D? A. The great Tang dynasty.

25. Q. During the Tang dynasty what forms of religion were introduced into China? A. A Nestorian Christianity flourished in a limited number of places during two centuries, until extirpated by persecution. Mohammedanism took root, and mosques were built in various cities.

26. Q. Under what emperor did China reach the acme of its glory? A. Under Kublai Khan, grandson of Genghis Khan.

27. Q. What has been one of the worst results of foreign intercourse with China? A. The introduction of opium, which began at the opening of this century.

28. Q. From what province have nearly all the Chinese in Australia, the East Indias and the United States come? A. The one province of Kwang-Tung, in which Canton is situated. Most of them are natives of a district not larger than Connecticut.

29. Q. About how many Christians are there now in China? A. There are now about 16,000 protestant church members, and a following in all of about 25,000 nominal Christians.

30. Q. At the rate of increase in the number of Christians since 1840 when will China be a Christian nation? A. During the next century.

31. Q. Into how many periods may Corean history be divided? A. Four.—Era of old chosen, era of the three kingdoms, united Corea, and modern chosen.

32. Q. What is said of the character of the early history of Corea possessed by the natives? A. It is of a confused and untrustworthy character down to the Han dynasty, 206 B. C., and until after the Christian era is drawn almost wholly from Chinese sources.

33. Q. During ten centuries after the opening of the Christian era what chiefly is the history of the three States which the independent tribes of the peninsula form? A. It is chiefly that of border wars, with alternating invasions or succor from China and Japan.

34. Q. What is said of the Corean alphabet? A. In the seventh century a Shinra statesman invented the Corean alphabet of fourteen consonants and eleven vowels, classified according to the organs of speech, and perhaps the most perfect in the world, which greatly promoted the spread of native literature.

35. Q. How was political unity first given to the peninsula in 960 A. D? A. Wu-Wang, of noble blood, arose out of Korai, and by talent and arms extinguished the rival states, and proclaimed united Corea under the name of Korai, fixing his capital at Sunto, a little north of the present capital.

36. Q. During the twelfth and thirteenth centuries to whom was Corea subject? A. To the Mongols.

37. Q. What occurred in 1392, on the fall of the Mongols and the rise of the Ming dynasty in China? A. A revolution in Corea overthrew the reigning family, when the present line of rulers and order of things were established.

38. Q. What were some of the provisions made to carry out the national policy of Corea, that of isolation? A. A coast guard along the sea to patrol by day and kindle signal fires at night, a line of pickets and custom-houses on the frontier, with a neutral strip of land unoccupied and devastated, seventeen leagues wide on the Manchurian side, and ten miles in width along the Tumen river.

39. Q. What was the result of a treaty of peace and commerce entered into in 1876 by the Japanese commander Kuroda with the Coreans? A. The ports of Fusan and Gensen on the east coast have been opened to Japanese trade.

40. Q. What field of missionary effort will Corea soon be? A. One of the missionary fields of reformed Christianity.

41. Q. What does the empire of Japan comprise? A. Four large islands, various outlying groups, and about 3,800 islets.

42. Q. What are the three imperial cities of Japan? A. Tokio, Kioto, and Ozaka.

43. Q. What is the state of things first revealed by the light of written history in Japan? A. The central and southwestern parts are inhabited by an agricultural people dwelling in villages, and governed by chiefs, under a rude species of feudalism. In the central region of Yamato, around Kioto, these communities are in allegiance to the royal family of the mikado.

44. Q. What radical change in government was made in 603? A. Simple feudalism was exchanged for centralized monarchy with boards of government.

45. Q. For five centuries, from the seventh to the twelfth, how may the political history of Japan be written? A. In the rise and rivalries of the Fujiwara, Taira, and Ninamoto families, all of them sprung from scions of imperial blood. The mikados were little more than puppets.

46. Q. In 1192 what office was created, which existed with intervals until 1868? A. The military ruler called Shogun, known to foreigners as Tycoon.

47. Q. What are the names of three of the greatest men in Japanese history? A. Nobunaga, Hideyoshi and Iyeyasu.

48. Q. For more than two centuries previous to 1868 what laws prevailed in Japan which made it a hermit nation? A. Japanese were forbidden to leave the country, boats had to be built on an unseaworthy model, and all foreigners, with a few exceptions, were banished.

49. Q. What have the recent revolutions in Japan effected? A. A profound change in the national policy toward foreigners; the restoration of the ancient centralized imperialism; and the abolition of the feudal system.

50. Q. When did protestant Christianity, founded upon the Bible and the preaching of Christ crucified, begin in Japan, and with what results has it been attended? A. It began in 1859, and in 1881 there were about seventy churches and over four thousand members in Japan.

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THE Summer Assembly of the Pacific branch of the C. L. S. C. will open on the evening of July 4, and continue nine days. This Assembly is held annually at Pacific Grove, two miles from the old historic town of Monterey, California. A very large attendance is expected, and all members of the C. L. S. C. are urgently invited to come to the richest intellectual feast yet spread for them at this western C. L. S. C. table. An able corps of lecturers and instructors has been secured for the session, and the exercises of the first graduating class of the Pacific Branch, which occur on Friday, July 13, will be the crowning feature of this Assembly. All members of this branch who hope to attend, will do well to notify the secretary, Miss M. E. Norton, and also J. O. Johnson, the manager of Pacific Grove, in time to secure good accommodations. The Assembly circular will soon be forwarded to all members of this branch.

OUTLINE OF C. L. S. C. STUDIES.

JUNE.

For the month of June the required C. L. S. C. reading is Chautauqua Text-Book, No. 34, Asiatic History, by Rev. William Elliot Griffis, and the designated parts of THE CHAUTAUQUAN. The division according to weeks is as follows:

FIRST WEEK (ending June 8)—1. Chautauqua Text-Book, No. 34, Asiatic History—preface and introduction—to page 19, inclusive.

2. History of Russia, in THE CHAUTAUQUAN.

3. Sunday readings, in THE CHAUTAUQUAN, selection for June 3.

SECOND WEEK (ending June 16)—1. Chautauqua Text-Book, No. 34, Asiatic History—China—from page 21 to page 50, inclusive.

2. Readings from the literature of China, in THE CHAUTAUQUAN.

3. Sunday readings, in THE CHAUTAUQUAN, selection for June 10.

THIRD WEEK (ending June 23)—1. Chautauqua Text-Book, No. 34, Asiatic History—Corea—from page 52 to page 62, inclusive.

2. History and Literature of Scandinavia, in THE CHAUTAUQUAN.

3. Pictures from English History, in THE CHAUTAUQUAN.

4. Sunday Readings, in THE CHAUTAUQUAN, selection for June 17.

FOURTH WEEK (ending June 30)—1. Chautauqua Text-Book, No. 34, Asiatic History—Japan—from page 63 to page 87, inclusive.

2. Readings from the literature of Japan, in THE CHAUTAUQUAN.

3. Sunday readings, in THE CHAUTAUQUAN, selection for June 24.

C. L. S. C. READINGS FOR 1883-84.

HISTORY.

Readings in Roman, French, German, and American history in THE CHAUTAUQUAN.

History of Greece, by Timayenis, volume two, parts seventh, eighth, tenth, eleventh. (Students of the Class of 1887, not having read volume one of Timayenis’ History of Greece, will not be required to read volume two, but will take “Chapters from Greek History,” instead of volumes one and two of Timayenis.)

Stories in English history, by the great historians, edited by C. E. Bishop, Esq.

Chautauqua Text-books, No. 16, “Roman History;” No. 21, “American History.”

LITERATURE.

Preparatory Latin Course in English, by Dr. Wilkinson.

“English Literature,” Chautauqua Text-book, No. 22, by Prof. J. H. Gilmore.

Primer of American Literature, by Richardson.

SCIENCE.

How to Get Strong, and How to Stay So, by W. Blaikie.

Readings in Botany, by Dr. J. H. Wythe.

Chautauqua Text-book, No. 22, “Biology.”

Readings in Physical Science, in THE CHAUTAUQUAN.

RELIGION.

Philosophy of the Plan of Salvation, by Rev. J. B. Walker.

Sunday Readings in THE CHAUTAUQUAN, selected by Dr. Vincent.

Chautauqua Text-books, No. 18, “Christian Evidences;” No. 39, “Sunday-school Normal Class Work.”

GENERAL.

Readings in THE CHAUTAUQUAN about the Arts, Artists, and their Master-pieces; about Commercial Law and Political Economy.

ARDOR OF MIND.

By JAMES KERR, M.A.

Intense ardor in the pursuit of its object seems to be one of the leading characteristics of genius. This quality of the mind, this enthusiasm, impels to persevering study, to sustained application and constant effort.

In most men of genius it is found that they are fully engrossed with the subject, and, as it were, possessed by it, while it is before the mind. When they have anything important in hand, they are so absorbed in that one thing that it occupies all their thoughts. They can not attend to less important matters, and every inferior object withers in its presence.

The perfection of any literary work seems to arise in a great degree from the author having deeply meditated on the subject, brooding over it with unremitting attention, allowing no other thoughts to intrude, until it stands before his imagination a picture complete in every part. When this is done, he can sit down and commit it to paper off-hand.

Such was the case with the poet Burns. Intense meditation, deep all-absorbing thought, seems first to have moulded the subject in his mind, and then, when that was done, he could write it down rapidly. We have minute details of the moments when he composed two of his most celebrated pieces—“Bruce’s Address” to his soldiers, and “Mary in Heaven.” On both occasions he was so rapt in thought, and so possessed by the subject, as to be unconscious of what was passing around him.

It is said of Sir Walter Scott that, after choosing a subject on which to write, he carefully brooded over it, until the outline of the story had taken a distinct shape before his imagination. After being thus moulded in his mind, he would seize the pen and throw off page after page with amazing rapidity.

This also seems to have been the case with Mozart, the great musical composer. When engaged in one of his compositions he would meditate on the subject with intense ardor, until it stood before him complete in all its parts, and then he would write it down easily in the midst of company, and when people were conversing and laughing around him.

We have an instance of this characteristic of genius in Rousseau. Every study he took up he pursued with intense ardor. A friend shows him how to play at chess. He suddenly becomes wholly engrossed by it, shuts himself up in his room, and spends days and nights in studying all the varieties of the game. The same ardor and intense application he threw into everything he undertook. He brought it to bear on his botanical studies, his musical compositions, and his literary pursuits. He tells us that he composed the greater part of some of his works in bed, in the hours of the night when sleep deserted him. “I meditated,” says he, “in my bed with my eyes closed, and in my mind turned over and over again my periods with incredible labor and care. The moment they were finished to my satisfaction I deposited them in my memory until I had an opportunity of committing them to paper.” Such was his ardor in pursuit of knowledge that he used always to carry books about with him, and while at work in the garden he was constantly conning pieces over and getting them by heart.

This ardor, this intense application to the subject in hand, which is characteristic of men of genius, may account for their liability to what is called absence of mind. They are notoriously subject to this infirmity. Hence it is that a Sir Isaac Newton, lost in thought, sits still while his boot is burning before the fire, and after a while calls in the servant remove the fire, instead of himself removing his foot. Hence it is that an Adam Smith, absorbed in his own thoughts, sallies forth in his dressing-gown, and walks miles and miles into the country, unconscious of his strange attire and of the ridiculous figure he cuts. This is called absence of mind, but it implies great activity of mind.

Some writers there are who can shift lightly from one subject to another, attending to various studies at various hours of the day. There are such men, and men too of no mean capacity, though not, it would seem, of the most ardent genius. Macaulay somewhere speaks of Southey as having an aptitude for applying his mind to several subjects in succession—a piece of poetry in the morning, history in the forenoon, a review in the evening. He confesses that for himself he had no such power. Whatever he took up he must apply his whole mind to until he finished it. That one subject was for the time all-absorbing; and who knows but to this he may have owed much of his success as a brilliant writer!

THE SONG OF THE ROBIN.

By MISS A. M. STARKWEATHER.

_A poem for the children._

A robin to her young ones said,
As she flew home with food:
“You look so cunning in your bed—
You are a handsome brood.

“But I must teach you how to fly,
You darling little elves;
I think you’re old enough to try
To look out for yourselves.

“Now _you_ must hunt for worms and flies,
You’re getting fat and lazy,
For food and drink, your constant cries,
Just drive me nearly crazy.

“Now I will take you, one by one,
And you shall each know how;
Red Robbie, you’re my eldest son,
Come down upon this bough.

“Now hop out on the edge, my dear,
Of this your pretty nest,
And spread your wings, and fly right here,
Just so; now do your best.”

“Peep! peep! don’t make us go alone;
We are not big enough,
Our bodies are not fully grown,
Our feathers yet are rough.

“_You_ get our food; we can _not_ fly—
’T would hardly keep you busy.
Peep! peep! oh! oh! it is so high
I’m almost getting dizzy.”

“Come, robbie dear (chirp, etc.), come right along,
Spread out your little wings;
Chirp! Chirp! I’ll cheer you with my song,
Come while your mother sings” (chirp, etc.).

He spread his wings, and found that he
Could fly like any bird,
And all around, from tree to tree,
His joyous notes were heard.

_Bird Song._

“O, what a great big world to roam!”
Said Rob; “I’m glad I’m in it.
I wonder how they do at home:
I’ll just run round a minute.

“You babies, if you’d only try,
You’d leave that horrid nest;
But I can’t mope here, so good-bye,
I’m going way out west!”

WITH AGASSIZ AT PENIKESE.

By PROF. J. TINGLEY, PH. D.

Ten years ago the lamented Agassiz undertook the establishment of a summer school, at the seaside, for the benefit of teachers of natural history. There was first prominently inaugurated the system of summer instruction which has since been successfully practiced at Chautauqua and elsewhere, in other branches of knowledge, and which seems annually to be growing in popular favor. For this reason it has been thought that a brief account of the life and work at Penikese would be welcome to the readers of THE CHAUTAUQUAN. A volume might be written without exhausting all the points of interest connected with the story. The lectures daily delivered for seven weeks to the students there assembled would themselves fill many volumes. Our sketch, therefore, must of necessity be imperfect, affording glimpses only of that time so full of activity, delightful study, novel impressions, and golden promise. As far as possible, it shall be representative, and afford a clear conception in outline of what was designed and accomplished. Prof. Agassiz, being the master spirit—the soul of the enterprise—must be, of course, the central figure in the foreground of our picture. What a delightful summer it was! Undimmed by any presentiment of the shadow which, so soon after, was cast upon its memories, the picture of Penikese, its active life, its cheerful surroundings, its brilliant designs for the future, was a picture of energy, enthusiasm, and hope. The summer was one of bright, unclouded skies, the air laden with delicious perfume of the bay-berry bushes, the breezes full of health and joy. Thousands of sea gulls with silver plumage circled through the air, with unceasing flight and tireless wing, uttering notes of encouragement to their young, and shrill notes of warning to intruders, adding intensity to the atmosphere of activity prevailing. Even the sea gave complacent and hospitable welcome to the great naturalist and his followers who had come to search for her treasures. In the gentle plashing of the waves upon the sunny shores, there was a murmuring of content, soothing and grateful. Separated entirely, for the time, from the busy world, wholly absorbed and happy in their favorite study, under such auspicious circumstances, and with such glorious companionship and guidance, the active throng would scarce have asked for any happier lot.

The memories which crowd upon them now are so rich in incident, new ideas, widened conceptions, affectionate fellowship, all now hallowed by the event which brought the enterprise to its close, that with many it will ever remain as the greenest spot of their earthly life. For though as one of the pupil-teachers has expressed it, “The buildings and appliances were but half finished, even at the close of the term—_we yet had Agassiz_. He was present at the head of the table at every meal, he was present at every lecture or exercise, at every meeting of the students’ ‘clubs,’ and when not lecturing, was intently following, and ready to supplement any lack of information in any discussion by professors or students.” He himself said: “I have given myself up to the task with all the energy of which I am capable.”

The idea of establishing a summer school at the seaside for the benefit of teachers of natural history originated with Prof. N. S. Shaler, then a teacher of natural history in Harvard College. He communicated his thought to Prof. Agassiz, and together they attempted to organize such an institution, selecting Nantucket as the best location, on account of its facilities, and the moderate expense of living there. About that time Prof. Shaler received the appointment of State Geologist of Kentucky. Partly on account of his health and partly to prepare for his new work he went to Europe, leaving to Prof. Agassiz the entire care and management of the new enterprise. He entered enthusiastically upon the work; secured suitable and comfortable accommodations for a class of fifty—the full number desired—with the proper arrangements for lectures and laboratory work, boats and other conveniences. He also secured the gratuitous services of twenty naturalists as lecturers and demonstrators; some of them of long experience, and all with reputations for skill and learning in their special fields of study. They gladly co-operated with him, partly from their love of the work and partly from their love and esteem for Agassiz himself. Before a public announcement was made, or at least before any invitations were extended to teachers to come and enjoy the opportunity, Mr. John Anderson, a wealthy tobacconist of New York City,—owning the island of Penikese in Buzzard Bay, which he had bought and improved for a summer seaside residence,—tendered the island with its buildings and improvements to Prof. Agassiz for the use of the proposed school. This offer being subsequently supplemented by a donation of $50,000 in cash for needed preparations, was accepted formally upon the 22d of April, 1873, and arrangements made for the immediate erection of suitable laboratories, dormitories, lecture rooms, aquaria, etc. In the meantime Prof. Agassiz’s movements having become known, he was beset by hundreds of applications for admission to the privileges of the school. Fifty were selected—perhaps the first fifty properly qualified who applied, and all the rest were rejected. It is said that in one small city in New York State there were twenty applicants and nineteen disappointments. The fortunate fifty were duly notified of the day their presence would be welcomed, and accordingly met promptly on the morning of the 8th of July, 1873, upon the deck of the little steamer Helen Augusta, lying at her wharf in New Bedford, Mass. At ten o’clock we steamed down the bay and at twelve we were met at the Penikese pier by Prof. Agassiz and his excellent wife, with broad and smiling welcome. Three minutes walk brought us to an extemporized lecture room previously used by Mr. Anderson for a barn, but now cosily furnished with neat chairs and tables. When all were in their places, Prof. Agassiz stood up before us. Then occurred an event, beautiful, impressive, never to be erased from memory, soon rendered classic through Whittier’s charming poem.

He looked around upon that assembly, and saw their hopeful trust in him their chosen leader. He realized, perhaps, as he had not before, the deep significance of the hour. His beaming smile was chastened by an expression of tender solicitude, that our hopes and expectations might not be disappointed; and by the thought, “In my own strength I am not equal to this task. One higher than I must direct this movement.” After a moment’s pause he said: “Ladies and gentlemen; we meet under very peculiar circumstances. We are all strangers to each other. I know not whether there be one in this assembly upon whom I could call to open these exercises with prayer. As for myself I would not ask any man to pray for me. I will ask all of you to join with me a few moments in silent prayer.”

“Then the master in his place
Bowed his head a little space,
And the leaves by soft airs stirred,
Laps of wave and cry of bird,
Left the solemn hush unbroken
Of that wordless prayer unspoken,
While its wish on earth unsaid,
Rose to heaven interpreted.

* * * * *

Even the careless heart was moved,
And the doubting gave assent,
With a gesture reverent
To the master well beloved.

* * * * *

Who the secret may declare
Of that brief unuttered prayer?
Did the shade before him come
Of the inevitable doom,
Of the end of earth so near,
And eternity’s new year?”

Then followed a few words of welcome on the part of Agassiz—of gratitude to the gentleman whose liberality had insured the success of the undertaking, and of cheerful encouragement to all for the realization of their hopes. They were responded to by an eloquent address from a lawyer from New Bedford, and another from Mr. Girod, of New York, representing Mr. Anderson. We were then dismissed, and the life at Penikese was begun.

THE ISLAND AND ITS SURROUNDINGS.

Penikese is an island of about one hundred acres in extent, and at its highest point about one hundred feet above the level of the sea. It is situated about fourteen miles north of New Bedford, Mass. It is sheltered from the open sea by the chain of Elizabeth Islands; the nearest, Cuttyhunk, being about two miles from Penikese, and the others, Nashawena, Pasque, and Naushon, stretching away for twenty miles to Woods’s Hole, at the lowest point in the bend of Cape Cod peninsula. Beyond these islands, oceanward, is Vineyard Sound, a sheet of water ten miles wide and twenty-five to thirty miles long. Then comes Martha’s Vineyard, twenty miles in length—then the great ocean. Through the passes between the four Elizabeth Islands, called by the fishermen “holes,” the tide enters with much force twice each day, bringing with it multitudes of fish in great variety. These are entrapped by cunningly-devised inclosures called pounds, several of which are located along the adjacent shores and islands. From these pounds the markets of New York and other cities draw their supplies of fish. From them, also, the school at Penikese reaped rich harvests of sharks, skates, sword-fish, and numerous other species, such as would not have marketable value. The northern limit of the gulf stream lying just beyond Martha’s Vineyard, the tropical seas occasionally send their life treasures by that current into these waters. Many specimens of tropical life were caught there during the summer.

THE ABUNDANCE OF LIFE.

The locality was rich in animal life. Besides all the usual varieties of life to be found on the land, there were some particularly abundant at Penikese. But the sea, with the island shores, was the inexhaustible source of supply. The radiates were represented by jelly-fish, sea-cucumbers, sea-anemones, sand-dollars, sea-urchins, and star-fish; the articulates by lobsters, common crabs, hermit crabs, king crabs, etc.; the mollusks by mussels, clams, naticas, pyrulas, whelks, etc., and the vertebrates by turtles and an endless variety of fish from the pounds. All these could readily be obtained for the aquariums, for study while living, or for dissection and preservation. The excursions in search of treasures for the laboratory were always rewarded with ample success, and were full of intense interest and enjoyment. A bed of star-fish discovered that season on the southern shore of Cuttyhunk, ten or twenty acres in extent, almost level, and only twelve or fifteen inches in depth at low tide, afforded literally bushels of these interesting creatures. A small bay on another side of the same island swarmed with limuli, or king crabs, of all ages, while on the shore were hundreds of their cast-off crusts, or skins, in perfect condition. Lobsters were obtained from the fisheries in the neighborhood. Those of us unaccustomed to the rich fauna of the sea were simply astonished and almost bewildered by the abundance of life within our reach and at our command.

METHODS OF INSTRUCTION AND STUDY.

At Penikese books were discarded, except for occasional reference, and the several students were encouraged to study the objects for which they had opportunity or special inclination. Each was also encouraged to select for himself some particular line of investigation and devote himself to that alone, and to a great extent this was done. There were the botanists, who gave special attention to the seaweeds and other plants; the ornithologists, who did nothing but collect, dissect, and preserve specimens of birds; the microscopists, who studied the diatoms and foraminifera and other microscopic forms, and made microscopic sections of tissues. One gave his entire attention to radiate animals, another to mollusks, and still another gave special attention to the development of the eggs of the tern. In the study of animals, about the first lesson impressed was the necessity of mastering their structure by the free use of the dissecting knife. For some days the toads of the island furnished specimens for the dissecting table; a day or two was devoted to the study of the internal as well as external structure of the lobster, each student dissecting one or more specimens. Then sharks, skates, star-fish, jelly-fish, flounders, sea anemones, turtles, birds, and even insects went under review in the same careful manner.

A second lesson urged was the importance of studying the development of animals while in the egg or embryo state. Döllinger, the father of the now noted Dr. Döllinger, and in whose house Agassiz lived for four years, was the founder of this branch of scientific research, and gave Agassiz his first lessons in Embryology. Agassiz often alluded to him in terms of most tender recollection and regard. This man commenced his investigations in 1817, by opening three thousand eggs in various stages of development.

Prof. Agassiz, while preparing the drawings and material for his study of the embryology of the turtle, published in the second volume of his “Contributions to the Natural History of America,” opened and examined many thousand turtles’ eggs. He frequently and earnestly urged attention to this, as an almost uncultivated field of research, and yet of vast importance in the solution of problems.

The eggs of the tern alluded to furnished the opportunity for a lesson. A sufficient number of these eggs were opened and prepared to enable students to master the methods and learn what to observe. The manner in which Agassiz first taught a group of inquirers this interesting lesson, was an event to be remembered. It was in the open air. The question as to method was asked. Eggs were brought; the professor seated himself upon a convenient keg of nails, and the observers stood about him. He first showed in what position the egg should be held, and then with delicate and patient manipulation, he removed the shell in minute pieces at the right spot, and revealed the marvelous structure within, all the while accompanying his work with sparkling thoughts in delightful words.

Another lesson was the constant and patient observation of the motions and habits of living specimens in the aquarium. Often a student would sit all day long watching a single specimen, and did not find such work either irksome, uninteresting or unprofitable.