Chapter IV (3)

The orang-utan is found only in Borneo and Sumatra, but is more abundant in the former island. It is most numerous in the Sarawak Territory. This animal occupies the fourth highest place in the animal kingdom—first, man; second, gorilla; third, chimpanzee; and fourth, orang-utan. This name signifies “Jungle-man,” and is derived from two Malay words, “orang,” man, and “utan,” jungle. The latter word is usually corrupted into “otang” or “outang.” The animal itself is rare and difficult to find. In August, 1878, I went on a hunting expedition for orangs to the Sadong River, at the mouth of which I settled and commenced prospecting. One day two men arrived from the headwaters of the Simujan River. They said they had seen two _mias_ (orangs), and suggested that I should go up to their village for a week or so. This I did, and was very successful, taking thirty-one orangs during my first month. In my visit of three months I secured forty-three orangs. Of these twenty-seven fell to my rifle, the remainder being shot for me by natives. Our plan of hunting was to paddle leisurely up and down the streams in a Malay sampan, or dug-out canoe, and watch the tree-tops on both sides as far back as we could see. I was armed with a Maynard rifle and field glass, while three stout Malays or Dyaks furnished the motive power at the paddles. Once in sight of an orang it was a comparatively easy matter to send a ball into its breast. On one occasion, while paddling up the Simujan River on a bright forenoon in September, the Malay suddenly exclaimed “Mias! Mias! Tuan!” The other paddlers backed water at once, but we saw nothing until the boat had been backed several yards. Then we espied simply the knee of a large orang which was lying asleep on a branch about twenty feet above the water, and twenty yards from us. Its body was completely hidden by the foliage, so I stood up in the boat and fired at its leg to arouse it. It started up instantly, growling hoarsely with pain and rage, and started to swing away with a reach that was surprising in its length. Fortunately, the water was deep; there were no screw-pines to hinder our progress, and in a moment our sampan was directly under the old fellow, who then climbed high into the tree-top to escape us. It was a huge old mias chappin, the species with the expanded cheeks, long-haired, big and burly. It growled savagely at us, and one of my Malays kept saying, “Chappin! Mias Chappin! Fire, sir, fire! That’s Mias Chappin. Big—big.” My companions were all intensely excited, but I knew the old fellow was ours, and waited for a good shot. In a moment the opportunity came, and I fired twice in quick succession at the orang’s breast. It stopped suddenly, hung for a moment by its hands, then its hold gave way, and it came plunging downward, snapped off a large dead limb on the way, and fell broadside into the water, with a tremendous splash which sent the spray flying all over us. As we seized the arms and pulled the massive head up to the surface of the water, the old fellow gave a great gasp, and looked reproachfully at us out of his half-closed eyes. I will never forget the strange, and even awful sensation with which I regarded the face of the dying monster. There was nothing in it in the least suggestive of anything human, but I felt as if I had shot some grim and terrible gnome or river-god—a satyr, indeed. It was a perfect giant in size, larger than even the natives had ever seen before. Its head, body and limbs were of grand proportions, and its weight could not have been much, if any, less than 190 pounds. This individual is now in the National Museum, to the extreme left of the group of orangs in the Mammal Hall. The tallest specimen I secured measured four feet six inches, but my largest one, that just described, measured half an inch less in height.

There are two species of orang found in Borneo: _Simia Wurmbii_, characterized in the males by very broad, flat cheek calossities, and _Simia satyrus_. English naturalists recognize a third species, _Simia morio_, but without any tenable grounds for doing so.

Orangs in a state of nature are seldom if ever seen on the ground. At night this animal builds a nest in the forks of a tree or on the top of a small sapling, by breaking off a quantity of green boughs, and piling them in the crotch. On these he lies upon his back, grasping with hands and feet the largest branches within reach. Orangs are perfectly harmless to human beings unless brought to bay on the ground. They are then as fierce as tigers. Their food consists of wild fruits, particularly the durian when in season, the tender shoots of the _Pandanus_, and the leaves of certain trees.

Although the aboriginal inhabitants of Borneo are divided into several tribes and scores of sub-tribes or clans, they may with reasonable exceptions be described as one body, or sub-race, viz.: Dyaks. In general terms, a Dyak may be described as a Bornean semi-savage, of Malay extraction, with straight black hair, a yellowish brown complexion, and smooth face of the Malay type. He is rather below medium stature, but athletic, and of active and warlike disposition. He is usually clad only in a bark loin-cloth, but sometimes wears a sleeveless jacket, and particularly in war, on which occasions it is made of skins or padded cloth. He is armed with sword and spear, and possibly the _sumpitan_ also for blowing poisoned arrows. He invariably lives in the jungle, in a long house-village set up high on posts. Although he has no religion whatever, and worships nothing, he has profound regard for the rights of property, respects his wife, and treats her and his children with the highest consideration. His sustenance is rice, fowls, pigs and fruit grown by himself, wild animals slain in the forest, and wild fruit, supplemented by a few things which he receives in exchange for wax, gum, rattans and gutta, although these are generally given for brass-wire, beads, cloth and other ornaments. He has no written languages, builds no monuments, makes no pottery, and only one kind of coarse cloth, carves rather neatly in wood, and works but little in iron. His bearing is independent, dignified, respectful. He is a trustworthy friend, but a dangerous foe.

In my judgment the aboriginal inhabitants of Borneo may be divided into four great tribes: The Kyans, Mongol Dyaks, Land Dyaks and Sea Dyaks. This classification differs very widely from any hitherto proposed.[K]

The Kyan tribe is numerically the greatest, probably exceeding a quarter of a million. They are less civilized than the other tribes, are exceedingly warlike and aggressive. They decapitate their slain enemies, and keep the cleaned skulls as trophies.

The Mongol Dyaks inhabit northeastern Borneo. They have been greatly influenced by contact with the Chinese, with whom they have intermarried. In appearance they resemble the other Dyaks.

The Land Dyaks inhabit the country lying between the Sadong River and the headwaters of the Sambas, extending southward to the Kapurce, and an unknown distance beyond. They live inland, and differ in certain customs from their neighbors, the Sea Dyaks. The Land Dyaks are the only people in Borneo who burn their dead. The warriors, though brave, are not fond of war for its own sake, nor are they possessed with an insatiable desire for plunder, as are the Kyans, and formerly the Sea Dyaks also. Their social customs closely resemble those of the Sea Dyaks.

The Sea Dyaks consist of seven clans, and occupy all the territory between the Rejang and Sadong rivers, from the sea-coast southward to the Kapurce. The Sarawak government estimates their number at 90,000, and the Land Dyaks at 35,000. The color of a typical Sea Dyak is dark brown, with a strong tinge of yellow. His hair is long and of a glossy black, and falls on his shoulders in graceful locks.

The Dyaks are happy and contented. Their wants are few, their diseases fewer, and their crimes fewer still. In hospitality, human sympathy and charity, they are not outranked by any people living, as far as I know, and their morals are as much superior to ours as our intelligence is beyond theirs. If happiness is the goal of human existence, the Dyak is much nearer to it than we. In this instance, at least, the highest civilization has not evolved the most perfect state of society. Is it possible that man reaches his highest moral development in a state of savagery? Is it then really true that as we increase in civilized intelligence, our capacities and propensities for wickedness increase likewise, and if so, will this always be the case with mankind?

[K] For elaborate discussions of these tribes the reader must consult Mr. Hornaday’s book, “Ten Years in the Jungle, with Rifle and Knife,” which has been announced by its publishers, Messrs. Charles Scribner’s Sons, as nearly ready for circulation.

* * * * *

I am here because God has sent me to do a work that no other being could do but myself. Had there not been room for me, God had not made me. Had I not been needed in America, God had not placed me in America. Had I not work in the nineteenth century, I had not been born.… I have a place—am sent of God on a mission, and if I perform it God shall acknowledge that I have done His will.—_From Sermons by Bishop Simpson._

THE WHAT-TO-DO CLUB.[L]

The ordinary village fails to get the best out of life. A candid examination of average boys or girls of the town or country, brought up without the influence of outside advantages, too often reveals the fact that they are not, in refinement, in resources or in thought, the equal of city young people. There is a painful feeling that they are narrow. Indeed, they feel this themselves, and complain that they have “no opportunities.” At the same time the narrow life does not shield them from temptation, and there are almost as many young men in America going to ruin under the narrowing influences of country and town life as in the whirl of cities.

Among women the influence is evident. They are, it is true, largely free from the temptations of frivolity, extravagance and dissipation, but they are subject to temptations of no light weight. Their few interests lead them to gossiping, prying and criticising. Lines of class distinction are drawn so painfully tight that their lives become narrow in sympathies and associations. Very largely they lack independence of spirit to help them dare untried lines of conduct. Many of our American villages and “corners” are the most trying places in the land in which to live. Few dare to try improvements, enthusiasm meets little or no response, ideas travel slowly. Village life _looks_ ideal to one wearied by the rush and wickedness of a city, but there is in it a peculiarly benumbing influence which is all the more difficult to contend against because so silent in its action. Yet there are two of the best conditions for high living in the surroundings of town and country. There are leisure and quiet. Anything which will impregnate this rare life with enthusiasm and energy will furnish the happiest conditions for noble action and steady growth.

It is not an easy problem for a reformer in such a locality, but we believe Mrs. Campbell in her “What-to-do Club” offers a solution which will rarely fail among girls and women. “The What-to-do Club” is an unpretending story, but it has a practical grip on this question. It introduces us to a dozen or more village girls of varying ranks. One has had superior opportunities; another exceptional training; two or three have been “away to school;” some are farmers’ daughters; there is a teacher, two or three poor self-supporters—in fact, about such an assemblage as any town between New York and Chicago might give us. But while there is a large enough company to furnish a delightful coterie, there is absolutely no social life among them. The differences in their opportunities they have exaggerated until they feel that their interests are as unlike as those of Fijis and Bostonians. They look at each other with curiosity merely, and all of them are bored by the dullness of their lives. Mrs. Campbell puts a wise woman into their midst. This woman’s experience has taught her that the barrier between women of different sets is largely their ignorance of each other, their belief that they have nothing in common. She finds something in common for these girls. By a little tact, exerted at a village gathering, she interests them in herself. A second stroke of policy finds them gathered in her parlor and she clinches her work by giving them an insight into practical employments—not pleasures, mind you—but work, for women at home. The interest excited quickens them all. They become alert, capable, quick-witted, and suddenly see in each other much of which they had never before dreamed. The false barriers between women invariably fall before a common interest. Show them how strangely their minds and lives are alike and the sympathy of similarity makes friends of them. So the girls of the “What-to-do Club” found, at any rate. Their meetings became voyages of discovery. Their discoveries were El Dorados to many a one of their number perplexed by the want of pin-money, or worse still, of bread-money. Simple, practical, at-home occupations for leisure hours was the first study, and it is marvelous what a number they found. One young lady undertakes strawberry culture, and in a single season clears, off a quarter of an acre, $154.65. Better still, her vigorous out-of-door life transforms a pair of pale, hollow cheeks until they are rosy and plump, and awakens healthful interest which soon makes a happy heart out of a very discontented one. A half acre put into small fruits, currants, raspberries and blackberries, opens the way for an active young philanthropist to start a fund for a future kindergarten for her father’s employés. It does more. It opens the young lady’s eyes to the dignity of work, puts a bond of sympathy between her and the people who work for her, and strengthens the common sense of her whole family. Our strawberry girl tries poultry and finds it the most delightful of employments. It pays her, too, one season’s work yielding a clear profit of $86.56 on an expenditure of $73.40. Bees, with their fascinating history, their exciting family affairs, their industrious honey making, and their clear, unfailing profit came in for one young Busybody’s attention, and in a single season this young merchant clears $113.94. One girl tries silk worms and sends to the club this report of her summer’s work:

One ounce of eggs $5 00
Fixtures for cocoonery 5 00
------
$10 00

36 pounds stifled cocoons at $1 per pound $36 00
------
Profit $26 00

One of the best discoveries which the club makes is of the possibilities in fruit canning, jelly making, and, best of all, fruit evaporating. Like “Dorothy” of the “club,” when we read of the wonders of the latter we burned to “live in an orchard and evaporate everything that grows.” How wonderful it seemed to these girls to whom fruit preserving had been bounded by the limits of the fruit closet and the demands of the table, to put up jelly for market, to “take in” canning for people too busy to do their own, to dry fruit in that wonderful evaporator, which would sell in any market in the country.

It is not strange that these new ideas put into their lives new possibilities. It showed them that there was something to do at home, something which was more than a paying employment. For these out-of-door interests are more. They are health-giving, awakening pursuits. The girl that engages in such enterprises wins more than a few dollars; she cultivates the business faculty and arouses a dormant independence which makes a new creature out of her. This new interest in the lives of Mrs. Campbell’s girls gave them an interest, at first in purely money making enterprises, but it soon knit them into friends. Their friendship spread until they found themselves reading, studying, planning, as one body. The influence in the story energizes the community. It is, perhaps, quite possible that in a real club we might meet with more discouragements, but it is impossible that we fail entirely.

Town and country need more improving, enthusiastic work to redeem them from barrenness and indolence. Our girls need a chance to do independent work, to study practical business, to fill their minds with other thoughts than the petty doings of neighbors. A What-to-do Club is one step toward higher village life. It is one step toward disinfecting a neighborhood of the poisonous gossip which floats like a pestilence around localities which ought to furnish the most desirable homes in our country.

[L] The What-to-do Club. A Story for Girls. By Helen Campbell. Boston: Roberts Brothers. 1885.

CRITICISMS.

BY CHANCELLOR J. H. VINCENT, D.D.

The “Chautauqua Literary and Scientific Circle,” with the general Chautauqua movement, has had its share of criticism. Its advantages have been pointed out, and sometimes magnified. Its managers have had their attention called to the dangers and defects of the system. Personally, I enjoy adverse criticism and the practical counsel which it has brought quite as much as words of praise, for praise may paralyze effort, while the goad of the critic is likely to stimulate both ingenuity and resolution.

The members of the C. L. S. C. have from the beginning been encouraged to express freely to the Superintendent of Instruction their dissatisfaction with either text-books or methods. As a result of this freedom, vigilance has been promoted, and many improvements have been from time to time introduced.

The aims of the C. L. S. C. are unique. The provision of text-books precisely adapted to these unique aims has been one of the ever-present problems. If our readers were children in the school room, and daily recitations were practicable, it would be easy to find suitable text-books on every subject in the curriculum. If these readers were chiefly high school or college graduates desiring advanced courses of reading, it would be comparatively easy to provide standard works written by specialists for specialists, and assuming on every page a large measure of knowledge already possessed by the reader. If it were the aim of the C. L. S. C. to study one subject at a time, and that for a long time, exhaustively, from its alphabet to its “last word,” it would not be difficult to find numerous text-books on that subject adapted to every variety of capacity and attainment.

The C. L. S. C. is not, however, designed for school children, nor for advanced readers, nor for specialists. It has enrolled but few names of members under eighteen years of age. Its members are “out of school.” It rejoices in thousands of college graduates, but these take up its readings not for advanced study as post-graduates, but to review under favorable conditions the scholastic studies of former years, and in some cases, perchance, to make amends for carelessness and superficiality during those years of unappreciated opportunity.

The C. L. S. C. is therefore a “school of reading at home” for college graduates who desire, whatever the motive, to review the college course, and for people who, having been deprived of early educational opportunity, desire by a general course of reading to place themselves in sympathy with the school and college world; to know something of the educational courses now being pursued by their children; to test their own powers by a survey of the varied field of letters, and thus by our four years’ superficial course of reading prepare for special studies further on. The C. L. S. C. aims to provide, therefore, first for the four years’ general course, and afterward for the special studies.

The scope of the four years’ course is the usual college curriculum. With this aim we began. To this aim we adhere. The success of the scheme in promoting intellectual quickening and activity has been attested by thousands who have tried it for several years.

Here lies the chief cause of our embarrassment. It is difficult to provide books precisely adapted to the needs of our peculiar constituency. The Superintendent of Instruction and the Counselors have felt this from the beginning. Heavy and elaborate books discourage a class which we are anxious to lure into the love of literature. Books too much abridged fail to satisfy more mature minds. Old books may be behind the times, or, although acknowledged to be standards, may not for the reasons above given be fully adapted to our readers. As for new books—every one knows how hard it is to secure them, and how easily a flippant criticism may destroy the confidence of the uninitiated in them. Notwithstanding these embarrassments we have tried to do our best, providing old books where the council could agree upon them, and new books where they seemed to be absolutely necessary.

It is not to be expected that any book, especially any new book, will meet with universal approval. As for criticism—well, who knoweth the ways of critics with the new books! Did not Samuel Taylor Coleridge say of Burke’s essay on “The Sublime and the Beautiful,” “It seems to me a poor thing?” Did not Horace Walpole call Goldsmith “an inspired idiot?” Did not Dr. Johnson pronounce Fielding a “blockhead?” Does not Hume affirm that “no page of Shakspere is without glaring faults?” Was not the manuscript of Thackeray’s “Vanity Fair” rejected because the critic to whom it was submitted pronounced it “without interest?”

Some books of the C. L. S. C. have excited unfavorable criticism—religious books by those who do not care to read religious books at all, and think it an impertinence to obtrude them upon the general reader; certain scientific books because “not up to the times,” or the critic being himself a scientific specialist is certain that the views of our specialist are “unsound.”

Concerning one of the books on the list, a correspondent says:

“It is useless—worse than useless; it is harmful. Its style is
involved, obscure, bombastic, florid, ‘highfalutin’,’ diffuse,
disfigured by straining after effect, by the effort for fine
writing, and by many evil features carefully to be avoided.”

I do not quote the above as a specimen of classic English, but as indicating the temper of the writer, whose letter is accompanied by nineteen manuscript pages of closely written criticisms upon the condemned volume.

Concerning this same book, a high authority in English to whom it was submitted, has said: “It is a clear, compact, and readable statement of the laws and principles of speech.” A Boston writer of ability had said: “This little volume is the very best text-book for any one desiring to perfect himself in the laws and principles of speech. It is grammar, rhetoric and composition combined, and is doubly worth its price.” A Philadelphia critic had said: “A better treatise could not be placed in the hands of a student who has not been initiated into the intricacies which make prose composition an intolerable bore to the young.”

Other and equally strong commendations of this book might be quoted, commendations which were received from trustworthy authorities before it was placed on our list. I submitted the volume to one of the best literary critics in the country, who called attention to some errors which needed correction. Owing to the illness of the author, or for some other reason, his attention was not called to the corrections required, and therefore numerous minor defects, which would have been carefully remedied by its competent and scholarly author, appeared in the new edition. Dr. Johnson made six thousand alterations in the second edition of “The Rambler.” But for the oversight, for which I fear I must acknowledge myself responsible, the volume under consideration would have been thoroughly revised.

Many local circles have as leaders men of literary ability and scholarship who, prepared for such wise service by the humility which comes from years of educational experience, have pointed out these defects, at the same time fairly representing the true value of the book, and putting emphasis upon its admirable instructions which, by hyper-criticism, may have been lost sight of.

Concerning another book on the course, a critic says:

“As a close student of the classics for years past, I must say
that I think there is very little scholarship displayed or
employed in Prof. Wilkinson’s work on Greek literature.… Further,
the arrangement is senseless, even harmful. Literature is a
growth, and largely the reflex of the people’s life and thought.
It must then be treated historically, and not in the topsy-turvy
fashion of Prof. Wilkinson.”

The same writer proposed another series of works on ancient Greek literature, as a substitute for the two volumes of Prof. Wilkinson. The series he proposed, however, contained an amount of matter which would prove utterly discouraging to our readers and which would cost ten times as much as the more condensed work of Dr. Wilkinson. Besides all this, the work of Dr. Wilkinson meets the object of the C. L. S. C.

When one gets into the world of criticism, he finds himself among “doctors” who “disagree.” I have quoted one view of Dr. Wilkinson’s text-books, presented by our unknown critic. Now for another. Dr. Howard Crosby, of New York, a most finished scholar and close critic, and a judge of both English and Greek literature, says: “Dr. Wilkinson’s Greek course is clear, attractive, judicious in its treatment of the subject, and fills a valuable place in literature.” Of the second volume, the same scholar says: “The new volume is thoroughly attractive. It is fully up to the high standard of the other.” Such commendation as this sustained our earliest judgment of the works in question. Prof. Frieze, of the Latin Department of the University of Michigan, says: “I have not yet seen the ‘Preparatory Latin Course in English,’ though I was favored with a copy of the Greek. I have only to say that if the Latin equals the Greek it can not fail to be a contribution to classical culture both for classical and English scholars, of very great value. I have been delighted with a perusal of Prof. Wilkinson’s critical notices, his own translations, and his selections of the translations of others, and I sincerely congratulate him on the admirable style in which he has presented the matter, as well as the character of the matter itself, and the plan of the whole work.”

Prof. A. C. Kendrick, D.D., head of the Department of Greek in the University of Rochester, says:

“The plan of the work is quite unique, yet certainly adapted to
the wants of a large and increasing class of young persons in our
country. Its execution seems to me very felicitous; it is marked
by the taste and scholarship which were to be expected from its
accomplished author.”

Dr. Alvah Hovey, President of the Theological Institution, writes to Dr. Wilkinson:

“In these latter days I do not often read a volume through from
beginning to end without omitting a chapter, paragraph, or
sentence. But I have read in this way your ‘Preparatory Greek
Course,’ simply because it is so instructive and captivating a
volume that I could not persuade myself to pass over any word of
it unread.”

The Rev. A. P. Peabody, D.D., LL.D., late of Harvard University, writes:

“I have looked through Mr. Wilkinson’s ‘Preparatory Greek Course
in English,’ and am prepared to give it my warmest commendation.
It supplies a need which is more and more felt from year to
year, for two reasons, one for which I rejoice, the higher
standard of culture that prevails in society at large; the
other, inevitable, yet to me a subject of regret, the diminishing
disposition on the part of well-educated people to study the
classical languages.”

The Boston _Watchman_ adds to such commendations as the above the following testimony:

“The plan is an ingenious one, and is carried out with spirit. It
need not be said that the fine literary taste and critical acumen
of Prof. Wilkinson are shown to much advantage. Only by a fair
trial can the practical worth of such a series be proved. We have
found pleasure in reading the volume.”

In suggesting to Dr. Wilkinson the idea of this “After-school Series,” I requested him:

1. To give in two volumes the substance of what the college boy in his preparatory and college course would learn of Greek literature—not the language, but the literature;

2. To put into his books as far as possible the method and spirit of the college recitation room, discussing collateral topics, introducing biographical and classical incidents, and employing illustrations from modern life and literature; to put his individuality into the work, so that teacher and pupils might be brought into friendly relations, and thus something of the animation and enthusiasm of the recitation room be enjoyed by solitary students.

It is Dr. Wilkinson’s attempt to realize this idea that produces the impression upon one critic of the “uninstructive chattiness” of the author. To a man who has just spent eight years in the study of the classics, and who makes them a specialty, there may be some things in Dr. Wilkinson’s book which are not instructive; to people for whom the book was written, there is not an uninstructive page in the book. Perfection in the recitation room may not be possible. Qualities in the _viva voce_ teacher which attract and delight and benefit one student may not so favorably impress, and may sometimes almost annoy, another. A member of the Circle writes (in reference, no doubt, to Dr. Wilkinson’s book): “One author frequently converses, as it were, with the reader, telling him in a friendly way of the many things he will relate after a while.… The book has caused the Circle to be ridiculed, and I could not think it was not without cause.”

I can readily see how a college graduate, just released from the recitation room, with lofty ideals of scholarship, and with really a vast amount of knowledge, might depreciate with a tone of contempt such a work as that of Dr. Wilkinson. I can see, too, how that smile of contempt from a scholar with local reputation might annoy and afflict less cultivated people belonging to a local circle who, devoted to an institution, are anxious that it and its text-books should receive the commendation of cultivated men. Just such commendation Dr. Wilkinson’s books have received. There may be now and then a slight tone of “chattiness.” There may be too frequent “forecasting of plan and purpose,” but on the whole the Professor’s work is admirably done, and has received the unqualified approval of our best students, men and women of the highest culture, eminent professors of Greek and Latin who fully understand and appreciate the aim of the author. I can assure my correspondent that there is nothing in Dr. Wilkinson’s books to cause the Circle or the books to be “ridiculed” by any true scholar.

A recent university graduate, and I have no doubt a brilliant scholar, writes:

“I wonder if it is safe to hint that, while the Chautauqua Idea
is a noble and praiseworthy one, it is possible that the working
out of the Idea may be defective?… When the members of the Circle
read so faithfully the works prescribed, giving in many cases
time that can ill be spared, it is but just that the very best
should be given them to study, that alone will be of profit to
the members, and help them to grow.”

The same writer pleads for “vigorous supervision by scholars and authorities on the respective subjects as the only thing that will enable the Chautauqua Idea to be carried out in a way that will help, and make them better and stronger in thought and life.”

This sentiment meets my heartiest approval. Indefatigably and conscientiously have the Superintendent of Instruction and the Counselors sought to do this very work for the readers who seek their direction.

It would surprise our friends to examine our budget of criticisms _pro_ and _con_, from all classes of people; from public school teachers, college professors, ministers, post-graduates, classicists, scientists, so called “self-made men,” and people who, professing to know almost nothing, seek advice and offer counsel. We have diligently sought to profit by the things which have been said.

Our readers must see the difficulties which encompass us; the wide diversity of opinion concerning certain books, and the impossibility of securing works which will receive universal approval.

There are persons who do not believe in popular education at all. A recent correspondent, a man of immense wealth, wrote: “Mechanics and sewing women should confine themselves to industrial education, and not aspire to the knowledge of literature and art.” Would it be possible to produce works on literature and art for the people which a man of that type could approve?

An author of some pretensions, without much reputation in literary lines, tried to place a work of his own on the list of the C. L. S. C. _in lieu_ of one on the same subject already adopted. Failing to win a place for his own, he proceeded in another book savagely to criticise the preferred volume. Would it be possible for this disappointed author to approve any book on his specialty that might be placed upon our course?

A certain youthful professor in an American college sneered at the idea of anybody enjoying the poetry of Homer or of Virgil unless he could read it in the original. Would it be possible for this literary fop to appreciate the books which seek to present the best thoughts of the old authors in classic English?

Dear fellow-student: Feel free to offer criticisms which may be helpful to the Board of Counsel. We do not modify our policy for every criticism received. But we weigh conscientiously and carefully all that is said in favor of or against the prescribed books. From year to year our course has been modified. I stand ready at all times to accept the best books; to abandon the best we have for anything better that may be placed within our reach. And as our experience broadens, helpful criticisms multiply, and authors understand our peculiar needs, we shall approach more and more nearly to the ideals which now shine above us.

Do not, I beseech you, fail to protest against false, querulous and impertinent criticisms, and against that hyper-criticism which delights in nothing so much as in pointing out faults and defects, losing sight of the great things in excessive eagerness to detect slight inaccuracies.

Remember that no book is placed upon the course that does not have the personal approval of the best critics, and remember, moreover, that it will never be possible to provide a book which is above criticism. As one of our Counselors writes:

“Good books have always been criticised upon some points
adversely. Plato freely criticises Homer. Quintilian criticises
Cicero. Cicero criticises Demosthenes. Addison criticises Milton.
And in each instance no doubt real faults were pointed out. The
most enlightened French critics used to pooh-pooh Shakspere. They
did likewise with Dante.”

College students, with all their admiration for the professors under whom they moved through four years of study, have some foibles and defects to report and laugh at; but on the whole they honor the men who made them and led them. The authors of our text-books are our professors. On the whole they have done their work well. It is proper to note their faults and avoid them, but in defending them, and in being proud of them, and in rejoicing in the course of reading which they have provided, we have the endorsement of wise, scholarly and experienced educators.

Finally, let us learn the characteristics of the true critic, and according to the measure of our ability let us seek to possess them:

“A critic must have breadth, accuracy, sympathy, reverence, and love. He must have no partialities, and no aversions. He must not be captious, but just.”

OUTLINE AND PROGRAMS.

OUTLINE OF REQUIRED READINGS FOR JUNE.

_First Week_ (ending June 8).—1. “The Mechanism of English,” in THE CHAUTAUQUAN.

2. Sunday Readings for June 7, in THE CHAUTAUQUAN.

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_Second Week_ (ending June 15).—1. “Easy Lessons in Animal Biology,” in THE CHAUTAUQUAN.

2. Sunday Readings for June 14, in THE CHAUTAUQUAN.

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_Third Week_ (ending June 22).—1. “Home Studies in Chemistry,” in THE CHAUTAUQUAN.

2. Sunday Readings for June 21, in THE CHAUTAUQUAN.

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_Fourth Week_ (ending June 30).—1. “The Heart Busy with Things About Us,” in THE CHAUTAUQUAN.

2. Sunday Readings for June 28, in THE CHAUTAUQUAN.

PROGRAMS FOR LOCAL CIRCLE WORK.

FIRST WEEK IN JUNE.

1. A Review Lesson—The History of Alexander.

2. Selection—“The Prayer of Agassiz.” By Whittier.

3. Reading—Story of “Perseus.” From “The Heroes.” By Charles Kingsley. [See “Talk About Books,” in THE CHAUTAUQUAN for May, 1885; also poem in present number.]

Music.

4. _Conversazione_—The Cause of the Trouble between England and Russia.

5. Selection—“Davie; an Epistle to a Brother Poet.” By Burns.

6. Critic’s Report.

SECOND WEEK IN JUNE.

1. Selection—Alcibiades. From “Plutarch’s Lives,” or from “The Young Folks’ Plutarch.”

2. A Paper on Our Local Birds.

3. Recitation—“Pegasus in Pound.” By Longfellow.

Music.

4. Essay—Alchemy. [Beside giving definition and history, allusion might be made to its introduction into fiction. See Goethe’s “Faust,” Scott’s “Kenilworth” and “Antiquary,” Bulwer’s “Last Days of Pompeii,” Hawthorne’s “Birth Mark,” Hoffman’s “Sand Man” in “Weird Tales,” and many other works which these will suggest.]

5. A General Talk on the Rebellion in the Canadian Provinces.

6. A Paper on Richard Grant White.

THIRD WEEK IN JUNE.—MONTHLY PARLOR MEETING.

Music.

1. A Paper on the Practical Education of American Girls.

2. A Character Sketch—Louis Agassiz.

Music.

3. Selection—“The Tragedy of the Night Moth.” By Carlyle.

4. A Sketch of “Edie Ochiltre,” the Beggar in Scott’s “Antiquary.”

Music.

5. Essay—The Parthenon; its History, Description, and Scattered Remains.

6. A Talk on Alaska.

Music.

FOURTH WEEK IN JUNE.—CLOSING EVENING.

1. A Report Presenting a Summary of the Year’s Work.

2. Selection—“Song of the Greeks.” By Thomas Campbell.

Music.

3. Essay—Science and Art in Housekeeping.

4. Recitation—The Dinner Hour. From “Lucille,” Part I., Canto II., 23d and 24th stanzas.

Music.

5. A Paper on Schliemann’s Researches in Troy.

6. A Half-hour Good-by Social.

The following suggestions are also offered for the closing exercises:

A C. L. S. C. banquet followed by toasts.

A luncheon party and charades.

Readings connected with any part of the year’s work, illustrated by tableaux.

An evening of games, such as “Characters” or “Twenty Questions,” in which one of the company selects a character or an object, and is then to be questioned by all the rest until they find out what he has in mind. The questions must be asked in such a way that the reply can be “yes,” “no,” or “I don’t know.” The company who can not guess rightly before the twentieth question is to be considered dull.

“Throwing Light” is also interesting. One of the party begins to tell a story, concealing all names. When any one thinks he knows what it is about he raises his hand, takes up the story, and goes on with it until a third is enlightened and proceeds with the narrative, and so on until it is evident to all in the room.

LOCAL CIRCLES.

C. L. S. C. MOTTOES.

“_We Study the Word and the Works of God._”—“_Let us keep our Heavenly Father in the Midst._”—“_Never be Discouraged._”

C. L. S. C. MEMORIAL DAYS.

1. OPENING DAY—October 1.

2. BRYANT DAY—November 3.

3. SPECIAL SUNDAY—November, second Sunday.

4. MILTON DAY—December 9.

5. COLLEGE DAY—January, last Thursday.

6. SPECIAL SUNDAY—February, second Sunday.

7. FOUNDER’S DAY—February 23.

8. LONGFELLOW DAY—February 27.

9. SHAKSPERE DAY—April 23.

10. ADDISON DAY—May 1.

11. SPECIAL SUNDAY—May, second Sunday.

12. SPECIAL SUNDAY—July, second Sunday.

13. INAUGURATION DAY—August, first Saturday after first Tuesday; anniversary of C. L. S. C. at Chautauqua.

14. ST. PAUL’S DAY—August, second Saturday after first Tuesday; anniversary of the dedication of St. Paul’s Grove at Chautauqua.

15. COMMENCEMENT DAY—August, third Tuesday.

16. GARFIELD DAY—September 19.

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The great value in doing solid reading is that it enhances the value of all other experience. A member of the class of ’87, writing from ROME, ITALY, says: “I think the course for this year particularly interesting, especially for our party, which is to spend the spring months among the ruins of that noble capital, Athens.” The reading our friend has been doing has recommended itself to her foreign friends, who have made many inquiries about the course of reading, even wishing to be enrolled as members of our great Circle. The teacher over seas, like the tourist, finds benefit in the work. A member of the class of ’83, writing from BULGARIA, says: “The time from six to seven in the morning is all that I can spare from my other work, but it makes the day brighter to begin it in this way, and so I read and study and think, and get charming glimpses of home circles. _Next year_ I mean to have a circle here, and hope to know enough of the language to put some of the best things into Bulgarian.”

On the home side of the Atlantic, circle life seems to be vigorous and growing. The organizations of past years hold to the work, and many new fields are opened monthly. At BROCKVILLE, ONTARIO, the “Island City” branch of thirteen members was organized last October. A simple but very effective method of work has been followed, that of appointing examiners on each subject, different members being appointed from time to time, so that all may be kept interested. They have had for president a college graduate to help them over tough places in their classics, and a practical chemist is proving the marvels of chemistry to them.

LIVERPOOL, NOVA SCOTIA, sends an encouraging word of the progress of their circle, formed in 1883, and now boasting twelve active members. The plan for the evening’s work in this circle is very good. Introductory exercises of prayer, minutes of last meeting, roll call, responded to by quotations, and a select reading, precede the evening drill, which is an informal conversation on one or more of the C. L. S. C. studies, conducted by a leader.——We quite agree with our friend at NIAGARA, who thinks that Chautauquans ought to know that there are other places in ONTARIO beside Toronto where circles are doing good work, and that their town is one of them. If all the Ontario towns have as bright and brave circles as Niagara, we most certainly hope we shall hear from them. “In December, 1882,” so their history runs, “we formed a triangle, with angles of various degrees of acuteness or obtuseness, but did not commence work till January, and being three months behind time we found the work rather heavy, but in proof of our zeal can report that not one of us that year ever missed any of our fortnightly meetings. In October, 1883, we were joined by another member, not less acute, and ‘stood four-square to all the winds that blow.’ We expected to form a real circle, with all our angularities smoothed off, but find ourselves this year with the original three, but from sickness and other reasons have had our meetings sadly broken in upon, so that we need to use our motto, ‘Never be discouraged.’ So far we have all enjoyed the work. We all lead busy lives, without our Chautauqua studies, but we hope that they will give to our lives sweetness and strength, and breadth and power. Many of us have done more reading each year than the course, but then such reading is apt to be desultory, and the fact of studying with others gives greater interest. We have generally kept the memorial days, and we all hope to visit Chautauqua some time.”

A step has been taken in western MAINE to form a Chautauqua association. AUBURN, LEWISTOWN and adjoining towns have many members of the C. L. S. C. In March a meeting was held in Auburn, and after a banquet a motion was passed providing for an associated circle of all the C. L. S. C.s of Western Maine. True to the Chautauqua instinct, they are going to have a summer meeting. MARANOCOOK is the chosen place, and June is the time. Western Maine Chautauquans have the hearty good wishes of us all for a delightful summer session. At their March meeting, these friends passed a just and appreciative resolution of gratitude to Chancellor Vincent for the happy thought that conceived the Chautauqua Idea, and the untiring and well directed zeal that has made it so efficient.——At WOODFORDS, MAINE, the “Arlington” circle of fourteen members held twenty-five meetings during the winter. Such zealous work justifies their claim that they possess the “enchanted number” for a circle. The Arlington proposes a parlor entertainment for a near day.

GREENLAND N. H. has two very strong Chautauqua organizations, the “Baketel” circle and the “Spare Minute Class.” Founder’s Day was celebrated with great _éclat_ by these warm admirers of Chancellor Vincent. A public meeting was held in the town hall, with exercises of song, recitation, reading and tableaux. The last tableau was so characteristic it deserves a description. It was “The Chautauquans at Home,” and represented the entire local circle and spare minute class at work. One was rocking the cradle and reading, another was at the ironing table with an open book, and several were sewing and studying at the same time. A happy close to the evening was a presentation to the honored president of the circle, the Rev. O. S. Baketel, of an elegant easy chair.

Among the senior circles it is pleasant to be able to count in that of NORTH GROTON, N. H. The secretary says: “The ‘Angle’ has kept silent since 1882, thinking that only two was a small number to report as a local circle, yet all this time we have met at every opportunity, for reading and questioning. We had long wished for guidance in home study, and the ‘course’ was eagerly taken as soon as heard of. This year two earnest ’88s have joined us. With us ‘Chautauqua has come to stay.’ ‘For,’ as Dr. Vincent said at Framingham, ‘goals yet grander wait our winning on the mountains by and by.’”

And now we have a nautical circle. The first mate, so we imagine, has sent us notes from the log-book, running over their whole course. Perhaps their sailing may guide another crew: “We have read in THE CHAUTAUQUAN, from month to month, many interesting reports from local circles, which have been like fresh breezes to our own sails. One would judge from reading that _success_ was stamped upon _all_ methods of circle work. We have thought sometimes that a part of the unwritten history of such work might be helpful. We suspect that—way back in the annals—some things were undertaken that did not turn out just right, and a few chapters from out that experience might save many a small boat from going to pieces in dangerous waters. In general, the ‘Vincent’ circle, of WEST BRATTLEBORO, VERMONT, has had fair sailing from port to port, set down on the C. L. S. C. line of travel. Four years ago a few of us began floating, not knowing enough ourselves of whither we were bound, to give a general invitation for ‘all aboard.’ At last, reinforced, we tried to go in two separate boats, which kept just near enough together, and just far enough apart, to render such a division of the crew unnecessary, to say the least. One year we failed to set sail soon enough, and came in late at every port. This year we make one crew, under one efficient captain, a few only compelled by circumstances, or preferring to go in their own little skiffs. October 1, 1884, we set sail, and made directly for the shores of Greece. Landing under the direction of two well chosen generals, we scattered to spy out the land, bringing in such reports as we were able, at the time appointed. On the evening of November 3d we gathered to do reverence to the memory of one who had wished us ‘Godspeed.’ About that time experiments in chemistry furnished us with illumination. Since the observance of that memorial day, we have known that we were still landed upon the shores of Greece, but reports concerning the country and its people, past and present, have been few, for finding ourselves in danger of forgetting, rather never having known, our ‘mother tongue,’ we have spent some time in practice of the ‘art of speech,’ and, loyal to our native land, we have observed some of its festivals, and repeated to each other words from those we all delight to honor.”

For faithful work few circles can exceed that in FRANKLIN, MASS. The circle numbers sixty-six members, nineteen of them being of the class of ’88. Meetings are held fortnightly. Not one regular meeting has been omitted since October 1, 1883. The president, although pastor of a large church, has been absent but five times since the circle was formed—November, 1882. The work done at these meetings is solid review of past readings. “Founder’s Day” was observed by accepting an invitation from the “Star” circle, FOXBORO, MASS., to visit them and engage in a “Question Match” on Greek History, after which a bountiful collation was served, and a social time enjoyed by all. Each heart felt grateful to Chancellor Vincent for the C. L. S. C.——At ROCKPORT, MASS., the circle has fallen from fifteen to five, but the five faithful seem to enjoy their work too well to need any commiserating. They are so interested in their studies they actually don’t realize they have grown smaller—a method of taking things which removes the stings from all falls in fortune. The “Granite” circle turns each alternate meeting into a Round-Table, and finds that the plan works capitally. The circle is anticipating the pleasure of going in a body to Framingham Assembly this summer.

MASSACHUSETTS is the banner State again. At COCHESETT twenty-four members form a circle of “Plymouth Rocks.” The Longfellow memorial was their first experience with special days; a successful experiment, too, we judge, for they have decided to continue the plan for the remainder of the year. Cochesett is an Assembly offspring—a child of Framingham, which gave the first interest to its zealous founder.——The “Philomaths,” of NEW BEDFORD, send greetings to all our fraternity. Since their reorganization in October the circle has resolved itself into groups of six or seven, which hold weekly round-tables for thorough study.——It is wonderful what enormous interest some circles get on their investments. Here is the “Bryant,” of WORCESTER, MASS., actually making 100 per cent. in less than two years. In the fall of 1883 they began with twenty members, to-day they number forty. Is it far-fetched to attribute something of their success to the “question basket,” which forms an important part of their program?——The “Alphas,” thirty-two in number, of ATTLEBOROUGH, send us some capital hints for our programs. At a Greek evening recently, ten of their number were selected to give brief descriptions of Greek heroes—the rest of the company guessed the hero described. A half hour was also spent at the Mardigras, and a friend, fresh from the carnival scenes, described his experiences among the merry masqueraders. At an hour of electrical experiments a very happy device was exhibited recently before the circle. The electricity played over tin-foil, with grooves an eighth of an inch apart, and through a stencil-like arrangement showed to the surprise of the circle the illuminated letters, “C. L. S. C.”——_The Saturday Union_, of LYNN, MASS., is doing most effective work for the Chautauquans of its vicinity, and a strong body of workers it has to serve. By a late issue we notice that there are in the city six circles, and the list of Chautauquans, which appears with their residences in the same paper, includes 114 names. This “goodly companie” has given a course of lectures this winter; the seventh in the course was on “Electricity”—and by a lady who, we are happy to say, illustrated her talk by apparatus of her own making. Our Chautauqua women! How proud we are growing of their ability, their pluck, their womanliness!——NORTH BROOKFIELD’S circle has recently been favored by a poem on “The Chautauqua Idea,” also by a woman.——It would be unjust to allow a mistake, which found its way into last month’s “Local Circles,” to go uncorrected. At the Longfellow celebration held by the Chautauquans of Boston and vicinity, there were five hundred instead of fifty persons present.