Chapter IV (4)

The treasurer of the “Hall on the Hill” to be erected at Framingham this year, paid a well deserved compliment to the “Clio” circle, of PROVIDENCE, R. I., when he said that he wished there were more circles like the “Clio.” These energetic friends took Chancellor Vincent at his word last summer, when he promised to lecture for any circle which would pledge $200 to the “Hall on the Hill.” They raised the money, had their lecture, and are satisfied. Their hard work seems to have only whetted their intellectual appetites, for they have had a long list of brilliant talks by distinguished men in addition to regular circle work. By the way, the New England branch of the class of ’87 was to hold a meeting in Providence in April, and the “Clio” was to act as hostess. What was done? A Providence neighbor of the “Clio” is the “Channing” circle of twenty-five members. We notice that these Providence friends use a very pretty and appropriate heading on their letter paper. At the top of the sheet, in the corners, appear the names of president, vice president and secretary, and below “Headquarters of the Channing Circle of the C. L. S. C.”

A party of DANBURY, CONN., Chautauquans went abroad one night not long ago to see “Athens in the Golden Age.” A delightful time these tourists had. They made the passage of the Mediterranean Sea, and at Athens visited the Acropolis, went to the Areopagus to listen to Pericles, called on Xantippe, and did a hundred more interesting things, at last coming home via “Plymouth Rock.” The “Nestors,” however, do much beside travel. They have an excellent method of working the question box, which is an inevitable part of their program. The questions are gathered just before adjournment, and shuffled, each member drawing one. The first exercise after roll call at the next meeting is the answering of these queries. The imaginary trips which our Danbury friends like so well, the “Alpha” circle, of NORWICH, makes a part of each evening’s work. When they journeyed from Boston to New York they went with Howells in a “Sleeping Car.” They have lived over, on paper, all the preparations for the trip abroad, the life on the steamer, and have done the sight-seeing of the British Isles. These tourists have enlivened their travels by many a happy device. Once it was a _conversazione_, and again, in preparation, perhaps, for their visit to Athens, a pronouncing match on Greek proper names. What wonder they have had a phenomenal growth! Last year there was not a circle in Norwich, now there are six. When the “Alpha” organized last fall, it was with eleven members, to-day they have fifty. Nothing to be surprised at, perhaps. It seems to have been “good growing weather” for the C. L. S. C., throughout New England.——MERIDEN, CONN., has had the common experience, the circle having increased to sixty-six members. They have found the key to the mastery of the Greek names and chemical terms. The pronouncing matches have unlocked the doors and the fortunate Meridenites are able to talk glibly on their Grecian rambles. A second circle, “Hanging Hills Class,” was organized last fall in Meriden. It has grown to twenty members, who are doing superior work. This class observed Longfellow’s Day appropriately. The ’89 outlook must be very promising in Meriden.——“A small twig of the great New England branch,” the “Endeavor,” of STRATFORD, calls itself, and a healthy fruit-bearing twig, if small, we should call any circle that can double its membership, as it has done, in less than a year.

A splendid move has been made by the Chautauquans of NEW YORK CITY. The circles had never united there for public work until, April 9th, after a deal of planning and much labor the various local circles in the city, with one from JERSEY CITY, held a public meeting at the Broadway Tabernacle. Chancellor Vincent was secured to deliver the address. A large and enthusiastic audience, numbering about 1,200 persons, was present. “School after School, or the Every-day College” was the theme of the address. The friends who had prepared the meeting were more than jubilant over the way the interesting lecture “took” among their guests, and declared that though some of them had long been members of the C. L. S. C. all of them received new vistas of the work. After the lecture the Chancellor held a reception, at which the members of the following New York circles were received by him: The “Garfield,” “Irving,” “Unique,” “Spare Moment,” “Central,” “Park Avenue,” and the “Round-Table,” of Jersey City.——BROOKLYN has a “Pierian” spring, at which twenty-five devotees of the muses “drink deep” and joyously. Essays, debates, recitations, quizzes, poems, and chemical experiments are the draughts these friends draw from their well. So happy are they in their festivities that another year they hope to see a sister welling up by their side.——At RANDALL’S ISLAND, NEW YORK CITY, there is one of those steady, hard-working circles, which by their fruits so favorably impress the people who watch them. The “Excelsior” has been in existence for two years and has a roll of seventeen persons. A program full of good points is carried out at their regular sessions, which are interrupted only by Memorial services. The secretary finds, he writes, that the influence and example in regard to Chautauqua work is shown by an increased attendance and membership.——When circles increase in geometrical ratio—and a little over—year after year, it is not strange that a time should come when the leader inquires “What _shall_ we do?” At GLENS FALLS four graduates, eleven ’86s, twenty-three Pansies, and fifty-nine Plymouth Rocks—ninety-seven in all—form the circle. It is an unwieldy number to study together, but, writes the secretary, “We are fearful that division into smaller circles will greatly lessen the membership. We are considering for next year this plan: We shall have our general meetings as at present and encourage the formation of sections for special meetings, making the leaders of the sections, together with the officers of the general circle, an executive committee.” The plan is good, and if the monthly joint meetings are made “state occasions,” there will be but little danger of the sections losing ground.——At TROY the monthly meetings are conducted in an admirable way—not one of the least of the secrets of their success is their habit of sending out cards with the program, and some such stirring word as this:

“We hope every member will be prepared with some facts on No. 6
[“No. 6” was a _conversazione_ on “Our Territories”]. Let us make
it a success. Our whole course is highly remunerative to one who
reads. Make your hours count for profit. We have all the time
there is. Not everything that comes to us and asks a little of
our time should be granted audience or gratification.”

A similar plan is followed by the “Mettowee” circle, of GRANVILLE, N. Y. A “Round-Table” on a recent program was, “What we have seen (mentally or otherwise) during the past week.” If the Glens Falls people will make their monthly meetings big enough to arouse the pride of the members of the section, the result will not be doubtful.——SHUSHAN, N. Y., has two circles. The younger of the two is reported as “fast becoming one of the fixed and instructive institutions of the village,” a state that the three-year-old circle of DEANSVILLE is already in, we surmise, from the report of the work of its membership. The Deansville circle holds an annual public meeting, at which an entertainment is provided and refreshments served. Preparations are being made for this year’s meeting.——A “Crescent” has appeared in KNOXBORO since the year 1885 began. Though so late in beginning that they are obliged to devote almost all their time to the readings, and are too busy to prepare elaborate programs, the interest has not flagged since the start. The “Crescent” has ten members.——SYRACUSE has always been one of the most interesting of the local centers of the C. L. S. C. Their graduates, of whom one is the genial Secretary of Chautauqua, Mr. W. A. Duncan, have organized a chapter of the “S. H. G.” They propose to hold monthly meetings, and to pursue one of the special courses of study. The membership of this new class is eleven now, and there will be yearly “more to follow.”——The “Philomathean,” of LANCASTER, N. Y., opening with 10 members, has grown to fifteen beside honorary and local members. Constant variety in programs, no “set way,” and hard work have been the maxims of their success.

The “Broadway” circle, of CAMDEN, N. J., puts in after a program of remarkably good timber, and the outline of their thorough organization, this healthy testimony: “‘Broadway’ circle is busily engaged in promoting this home study, and the older we grow the more we are able to discern the many blessings derived from it; the more we read and study the books the more does it stimulate our interest and thirst for knowledge.”——At PHILLIPSBURG, N. J., the circle has met this year with a sad loss in the death of Mrs. F. B. Holbert. Mrs. Holbert was a member of the class of ’84, the president of the circle in Phillipsburg at the time of her death, and a most zealous friend of the C. L. S. C. To her the circle at Phillipsburg owes its existence.——At BRIDGEPORT a circle of eight was organized in October, 1884. A faithful leader has helped to keep them interested and alive, and already they write that a taste for solid reading has been acquired by the members.——A local circle has been organized at EAST ORANGE, with eighteen members. The favorite name, “Alpha,” has been given the class. One of their late meetings of unusual interest was the celebration of Longfellow’s birthday, at which, among other exercises, we notice what must have been a particularly pleasing number, “The Better Land,” illustrated by tableaux.

The genial, kindly associations of circles are one of their greatest charms. How the kindly attention, the pleasant surprises kindle the hearts and knit the affections! CARLISLE, PA., circle has recently experienced all the delight of doing one of these pleasant deeds. The birthday of their president, Dr. Whitney, was celebrated by a genuine surprise. A game of chess at a neighbor’s was the bait which enticed him from home, where, on his return, the Chautauquans of his circle, thirty-one strong, greeted him with good cheer and good wishes. It pays to slip into our Chautauqua life many of these pleasant little affairs.——Several notices of Longfellow celebrations held by PENNSYLVANIA circles reached us too late for the May issue of THE CHAUTAUQUAN. At BETHLEHEM, where there is a “thoroughly congenial” circle of ten, the day was appropriately observed. This circle has found a scheme of study which it reports works very well for them. The time from 7:30 to 10:00 p. m. on the evening of meeting is divided into half-hour periods. These periods are all but one devoted to quizzes on the subjects laid down in THE CHAUTAUQUAN outline, the extra period being given to a discussion of the works of some well known author.——At PITTSBURGH the “Hiawatha” observed the day with an excellent program, carried out before many friends. This circle—fifteen in number—is one of last fall’s harvest. Their motto, “Bound to Win,” tells the stuff they’re made of.——The wide-awake circle at NEW WILMINGTON, PA., prepared a program covering Founder’s day, and Longfellow’s, and reported a “royal good time” for their trouble. There are twenty-four members in the circle; their unanimous verdict is: “The C. L. S. C. has been a source of intellectual growth to us. And we have been led by it to take a wider view of the possibilities of life.”——A very good program of a Longfellow service comes from PLYMOUTH. We notice an analytical study among the numbers, and would commend such services to the circles as particularly profitable.——The LOCK HAVEN circle, at its Longfellow evening, paid a high compliment to the circle at RENOVO, by reading the program carried out by the latter on a previous evening, and sending their greetings and congratulations to the Renovo Chautauquans, that they have grown so strong and enthusiastic in but one year’s readings.——We are always sorry to miss in geography, but we will “own up;” we did in the April issue. The “Golden Flower” is not a Tennessee, but a Pennsylvania blossom, and HATBORO is a Keystone town. The “Golden Flower” has sent a series of really model programs recently.——From a friend at GILMORE, PA., we learn of the “Foster Brook” circle. This class was organized in October, 1882, with twenty-one members, but in a few months its course was rudely broken by the death of one of their young but zealous members, Mr. Henry Howe, of the class of ’86. The work was again taken up, but February, ’84, Mr. H. F. Howe, father of the former, and a member of the same class, was laid away by the side of his son. Though so tried by sorrow our friends have bravely followed their work, saddened, yet rejoicing.——It is an experience that many circles have, we imagine, this of the TUNKHANNOCK circle, of finding that their second year’s reading goes much more easily than the first, and that they have time for many things in their circle which once they did not have. One good thing that the “Tunkhannock” occasionally slips in is important items of news from the secular press.——The “Mountaineers,” of CLEARFIELD, is one of the many, many circles brought into the field by Chancellor Vincent’s kindling fervor. It is an ’88 circle, and numbers fifteen members. Reviews, readings, and conversation supplement the programs of THE CHAUTAUQUAN. The reviews, particularly, they have found valuable. Each book is taken up after being read, questions made out on it, and answers given by the circle. Outlines of the books are also sometimes prepared. This latter plan we do not remember to have noticed in the reports before, but we know it to be a very effective method for reviewing the facts or arguments in a book.——We rarely open our monthly budget of letters without finding a WASHINGTON, D. C., representative. This month we have a program from the “Wesley Chapel” circle, a good one, of course, like all the Chautauqua work done in Washington. An interesting item on it is “The Public Buildings of Athens,” illustrated by photographs.

A MIDDLETOWN, MD., letter suggests a new way of managing a local circle. “We are the ‘Mayflower’ circle, numbering five,” our friend writes, “As we are active members of a literary society, which meets weekly, we have no circle meetings, but talk over our readings, and Chautauqua in general, when opportunities offer. We are earnest and interested, and expect to enter upon next year’s work with increased knowledge, zeal, and numbers.”

A bed of KENTUCKY Pansies is filling all the air of HARDINSBURG with sweetest fragrance. “Of all the red letter days in our circle calendar,” writes one of them, “Longfellow’s day is the brightest. We send you a program of our last celebration, and a delightful evening we had carrying it out. A year ago we thought we could not have another Longfellow’s evening as pleasant as was that. We feel assured that the evening just passed was more nearly what such an evening should be. In looking back from this standpoint upon the past year, we are inspired for renewed energies and work for the years to come.”——Another Pansy of Kentucky, from BEWLEYVILLE, writes: “The C. L. S. C. has been of immense benefit to me. My irregular habits of study and desultory reading, instead of strengthening, had enervated my mind.… My CHAUTAUQUAN and books are a great source of pleasure to some of my acquaintances who are not pursuing the course.”

CHILLICOTHE, OHIO, has, in the Walnut Street M. E. Church, an enthusiastic band of twenty-two workers, who report themselves as “progressing finely.” At a recent meeting a lecture on the “Art of Speech,” by the able Episcopalian rector of the city, was greatly enjoyed by the class.

It must be that a millennium has reached the circle of ERIE, MICHIGAN. If there is another circle in the country that can say as much, we should like to know where they are and how they do it. The Eries are forty-five in number, and though some of the members live six miles apart, and the meetings are held at the houses, yet through all the past long and dreary winter there was an average attendance of more than three fourths of the membership. “And,” thus writes our correspondent, “each member is expected to do whatever the committee may assign him. We never have a failure. The program is always carried out to the letter.”——At CASNOVIA, a circle of nine was organized in October last. Like nearly all our students, they are extremely busy people, but yet thorough in their work. They hold informal meetings for discussions and conversation on the readings of the month.——The first of January a circle was organized at MILFORD, Michigan, composed of twelve ladies, not all of them ’88s, there being a sprinkling of graduates and seniors to give direction to “Plymouth Rock” enthusiasm.——“One more Michigan circle” is heard of at JONESVILLE. The circle started out with twelve members, and is keeping up a working membership of nine. The meetings are very enjoyable, every one taking part in the most interesting and informal way.——Last October a wave of Chautauqua enthusiasm passed DUNDEE, Michigan, which resulted in organizing a C. L. S. C. of six members. They call the new organization “Longfellow’s” circle, and hope with the next year the numbers will increase. The circle has observed all memorial days, which have proved of great benefit and interest.——Evidently the “wave” has not left Michigan yet, for we have just received a card telling of the organization and election of officers of a new circle at GREENVILLE. Success to their efforts.——A sample of the work which the C. L. S. C. helps the student to do, the GRAND RAPIDS, Michigan, circle furnishes in a recent program. The exercises included, in brief, papers which took “broad, quick views.” Articles upon Thucydides, Socrates, Plato, Herodotus, Sappho, Greek Mythology, British Association for the Advancement of Science, American Soil, Life of Longfellow, and a review of Longfellow’s novel, “Hyperion.” This circle has made a big stride since last year, its membership having increased from twenty-three to thirty-seven.——The new pronoun which troubled some of our students has been employed by a correspondent from the circle at JACKSON, MICH. Perhaps his zeal to fill up this “long felt want” in language will make more clear to our readers the use of “thon.” These circle notes are very suggestive: “We meet weekly at the home of one of the members, a system we have found to be an improvement on that of meeting in a public hall. Chautauqua’s special sphere of influence is in the home; it is here ‘thon’ expects to do work which will be lasting, and eventually permeate every department of life. It will then be easily understood why ‘thon’ should find home and its associations a more congenial place of meeting than a public hall. Our meetings are conducted much in the usual manner, except, perhaps, our mode of managing a ‘discussion.’ To this feature we make special claim as being the originators. The leader of these talks, whose duty it is to ‘keep the ball rolling,’ is, with the subject, chosen a week beforehand. Each of the members is expected to inform ‘thonself’ on the topic thus allotted, and to be prepared to give an opinion or ask questions. Richard Grant White’s language articles, ‘The Art of Speech,’ and ‘The Temperance Teachings of Science,’ have already been dealt with in this profitable and interesting way.”

We are glad to be able to introduce INDIANA this month with a clipping from a private letter to the lady here so honored:

“WABASH, IND.

“I want to tell you how our local circle of the C. L. S. C.
honored itself last night in deciding to be called the ‘Frances
Willard’ circle, and, furthermore, to observe your birthday as
a memorial day.… We have in our circle, as you may suppose, a
number of ladies active in the work of the W. C. T. U. Our circle
numbers thirty-two. It was organized in ’79, but never christened
until last night. The vote on the name was unanimous.”

From ALBION, INDIANA a friend writes: “We have organized a circle here consisting of twenty-four members. Prof. E. C. White, superintendent of schools, is our leader; and is greatly interested in our circle and its work. We meet each week, at the residences of the members, taking them alphabetically. The majority of the teachers in our public schools belong to the circle, and all the members are much interested in their work.”——And still another from the same state, from FOWLER, says: “We organized in October, 1884, with nine members; the circle now numbers fourteen members, of four different classes. One item of each program is a question drawer, questions to be taken from suggestions of the weekly readings. If any question is not answered by the circle, it is assigned to some member to be answered at the next meeting. I find this stimulates all to read carefully, as no one can know just what part of the week’s reading is to be investigated. This is a most interesting feature, and we can get those to engage in this who will do nothing else. We have two members living at a distance who are only present in person occasionally, but always present in manuscript when on program, so we call them our ‘paper members.’”——A Chautauqua circle was organized at LIGONIER, Indiana, in October, 1884, with a membership of seventeen, and named the “Ligonier Chautauqua Literary and Scientific Circle.” In it are represented three denominations. The programs are so varied as to avoid monotony in the exercises. One night the committee gave topics for brief essays, on another, questions to be answered at next meeting. The members of the circle pronounce the prescribed course of study excellent and interesting in its details, and feel grateful for a plan so far-reaching and so beneficent in its results. Bryant’s, Milton’s, and Longfellow’s days were observed by devoting to them and their works the entire evening. A knot of cardinal and old gold ribbon constitutes the circle’s badge. The circle is highly pleased with the motto “Let us be seen by our deeds,” and many of the members express themselves satisfied with their name, “Plymouth Rocks.”——We have received the list of names of the members, fifteen in all, which form the circle of BROOKVILLE, Ind. We are hoping to receive some of the Brookville circle’s experiences soon.

The “Peripatetics” of CHICAGO, ILL., is an organization formed last fall. There are twelve members. The circle, we fear, is not using the local circles’ reports right, if, when they read them, they feel almost discouraged at the little they have accomplished. The whole spirit of Chautauqua is, “what has been done can be done,” and our work is mainly to show by actual example what has been done. The “Peripatetics” have too many opportunities for doing superior work, living as they do, in such a city as Chicago, to grow discouraged.——The death of Richard Grant White has been a great loss to Chautauquans. His admirable “Studies in English” had met the warmest reception, and when they were cut short by his death all our readers felt they had met a personal loss. It was this feeling that led a Chicago circle to add to their resolutions of respect passed upon Mr. White’s death, a clause stating that as a feeble expression of their regard and, as a token of respect to his memory, their local circle be hereafter known as the “Richard Grant White.”——For novel diversions, commend us to the “Alpha,” of QUINCY. This circle has sandwiched a great amount of fun in with its solid work this winter, nor has it been to the injury of the work. On College day they had a sleigh ride, not long after a mock trial; they have introduced a paper, the _Symposium_, which gives an opportunity for numberless hits, and on Valentine’s day the _Symposium_ furnished the entertainment, each member having sent to the editor an anonymous piece of poetry.——A circle was organized in STERLING last October, and has now nine members. They have no officers, and each meeting is conducted by the lady at whose house it is held. Their informal way of doing things has some advantages. An invalid member is mentioned, who, like many others, finds relief in affliction by having something to do, and doing it religiously.

On one of the last evenings of September, a few Morrisonians met and organized the “Alpha Society,” of MORRISON, ILLINOIS. They number fifteen, and have accomplished much by the winter’s work. The plan has been to take the outline of required reading, as laid down in THE CHAUTAUQUAN, and prepare the lesson as thoroughly as possible by the use of books and encyclopædias. At the meetings the class recites the lessons learned the week before. Occasionally they have an essay, or select reading.——A circle of twenty members was organized in JACKSONVILLE, Ill., last October, with the Rev. H. E. Butler, pastor of Congregational Church, as president. They have given special attention thus far to the Greek course, enlarging the reading, and bringing in other authors as far as possible. Now that the Greek is nearly finished the circle is bringing chemistry into prominence.——The “Oakland” circle, of CHICAGO, Illinois, was organized in February, 1884, and belongs to the “Pansy” class. It has a good _constitution_, and hopes to survive till the graduation of its members. This circle is composed entirely of ladies, among whom are representatives of six churches in the South Division of the city. The meetings, which are held semi-monthly at the houses of the members, are well attended. Absent members are informed by postal cards of the place of the next meeting, the parts assigned them on the program, and the author from whom quotations are to be given. Those who are absent three times in succession are expected to present a suitable excuse to the society. At the close of the year a reception was given, to which each member invited a gentleman friend. A fine literary and musical program was rendered, and refreshments were served. The guests, among whom were ministers, lawyers, army officers, and members of the Chicago Board of Trade, were called upon to express their opinions of the C. L. S. C. A most enjoyable evening was spent.

A flourishing circle has existed at PORTAGE, WISCONSIN, for three years. It is only one of three, however, for last year the pastor of the M. E. Church organized a circle which is still active, and this year the Presbyterian pastor started a third. The _mother_ circle is undenominational, as best becomes her position. One feature of this circle’s year is its annual reception. Let the secretary tell how it is managed: “We have heretofore held a reception at the close of each year, to which were invited the people of the place presumed to be most interested in education. The exercises have always been highly commended, and our work well appreciated by those in attendance—indeed, we consider our best missionary work has been done by this means—and many members added through the instrumentality of a sugar-coated dose of hard work (or its results, rather). Many people would attend a party, to whom a literary meeting of any kind is a ‘delusion and a snare.’”

THE C. L. S. C. CLASSES.

CLASS OF 1885.—“THE INVINCIBLES.”

“_Press on, reaching after those things which are before._”

OFFICERS.

_President_—J. B. Underwood, Meriden, Conn.

_Vice President_—C. M. Nichols, Springfield, Ohio.

_Treasurer_—Miss Carrie Hart, Aurora, Ind.

_Secretary_—Miss M. M. Canfield, Washington, D. C.

_Executive Committee_—Officers of the class.

* * * * *

After Commencement, what? More of the same sort, undoubtedly—of a better sort, if possible. The members of the class of ’85 are now near enough to the “finish” to arrive at some more or less mature conclusions as to the future. They find that the word “commencement” is to be no misnomer, and is not even to be criticised. For after four years of reading and study the students find that they have not come to the end, but only to the beginning. The matter selected for them has been so good, so substantial, and really so inspiring, as a whole, that an immortal, if not divine, sort of hunger for the best in literature, science, art, philosophy, has been created in their minds, and they could hardly stop if they desired. The aggregate amount of literary and scientific information which has been acquired is really large, and much of it has been retained as a permanent fund of knowledge, but this has proved to be but a small part of the benefit that has been derived. Thousands of people have just begun to find out how little they really know, and how much they ought yet to learn, to satisfy their own ideas and notions as to what is required to make one, not learned, indeed, but reasonably well informed! And what they think they need to know, they feel sure that they have now discovered how to learn, and have acquired habits of reading and thinking which will make the processes easy and enjoyable, instead of laborious and tiresome. They have already looked beyond bounds into the green fields and pastures new of that which is best, most beautiful, and grandest in the domain of thought, and suggestion, and philosophical research and discovery, as brought out by poets, philosophers, statesmen and philanthropists, and they are likely to pass through the Golden Gate and out from the Temple on the hill into a still broader fraternity of thought and action, whose limits will correspond with those of the world itself.

* * * * *

A breezy letter from the plains of Dakota contains the following: “I have been studying entirely alone, and have found the course a blessing that can not be valued. Here, quite removed from society, while winter winds howl round my cabin home, I find help, companionship and pleasure in the studies of the dear ‘Home College.’ The most attractive corner of my little room is the one where my beloved books lie on the home-made shelves. My little ones love them too, and there is scarcely a time when I need help but what I can find it in my books.”

* * * * *

One young lady from Massachusetts, who hopes to hear the “Chautauqua Chimes,” writes: “I have a class of girls in Sunday-school, and want so much the help I think I shall be able to find at Chautauqua. The course has been just what I needed, and I know I have grown, mentally and morally, since joining the C. L. S. C.”

* * * * *

This from a gentleman in Kansas: “If health will permit I hope to be one to enter in under the Arches among the ‘Invincibles.’ I must be one of the oldest of the ’85s. I was fifteen days old at the battle of Waterloo, and, if I am spared till my next birthday, I shall have arrived at the bounds allotted to man in the Bible.”

* * * * *

One ’85 writes: “I hope to receive my diploma at Chautauqua, but, I am a busy mother with six children, and can not always plan so long ahead. I have had the greatest pleasure and satisfaction in the course, for, with a family of wide-awake boys and girls about me, I have found it is very necessary to refresh myself and keep well informed on all subjects.”

* * * * *

One enthusiastic lady from Texas writes: “I have gathered through four years of delightful reading an intellectual bouquet, whose fragrance I hope to wear about me when I pass, not only through the Arches at Chautauqua, but when I pass through the ‘Beautiful Gates’ to the Celestial City.”

* * * * *

Another testifies: “I am one of the busy mothers and housekeepers who pursue the C. L. S. C. course under numerous and varied difficulties, but find my enthusiasm increasing as the four years draw to a close.”

* * * * *

From Massachusetts: “I intend to still ‘press on’ after I graduate—in fact, I hope always to be a Chautauquan.”

* * * * *

Wisconsin contributes: “I like our motto and our name, and I love the C. L. S. C. Though reading alone, it has always been an inspiring thought that many thousands are reading the same course.”

* * * * *

Another: “I regret that the course is so nearly finished, but the spirit it has awakened within me has enabled me to ‘Press on, reaching after those things which are before.’”

CLASS OF 1886.—“THE PROGRESSIVES.”

“_We study for light, to bless with light._”

CLASS ORGANIZATION.

_President_—The Rev. B. P. Snow, Biddeford, Maine.

_Vice Presidents_—The Rev. J. T. Whitley, Salisbury, Maryland;
Mr. L. F. Houghton, Peoria, Illinois; Mr. Walter Y. Morgan,
Cleveland, Ohio; Mrs. Delia Browne, Louisville, Kentucky; Miss
Florence Finch, Palestine, Texas.

_Secretary_—The Rev. W. L. Austin, New Albany, Ind.

* * * * *

The “Progressives” of New England are true to their name, and most encouraging reports are received from circles and those who are studying alone. A young man teaching school in a remote village in Connecticut writes: “I feel far below the standard of our class, but am determined to do the best I can, God helping me. Leisure moments are delightfully spent in reading or meditation. Hope to complete the course in 1886, and then go on with extra readings.”

* * * * *

The class of 1886 is deeply bereaved by the removal to higher duties and joys of a most worthy member, Mrs. Emma Webster Darling, wife of the Rev. J. K. Darling, of Chelsea, Vermont. She died on the morning of Easter Sunday.

* * * * *

One of our busy workers, A. M. T., of Ontario, Canada, has made an attractive little devotional book, “My Work, or Conditional Promises,” for every day in the month.

* * * * *

A young lady from Boston writes: “I have devoted to C. L. S. C. work at least forty minutes every day since I have been a member, and would gladly do more if time would allow.”

* * * * *

From the snow hills of Maine comes this cheerful testimony: “I sometimes envy people their riches, but am thankful for the C. L. S. C. every day of my life, for I am a farmer’s daughter, and so situated that I am debarred from the enjoyments of most young people, and would often be very lonely were it not for the books of the C. L. S. C.”

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The Hopkinton tent, at Framingham, has been secured for headquarters, and will be made comfortable. If the ladies of ’86 who contemplate visiting Framingham next summer will remember that they are a “committee of the whole” on decorations, the tent can doubtless be made homelike and attractive at little expense. Bring something to brighten it, if only a penny Japanese fan.

CLASS OF 1887.—“THE PANSIES.”

“_Neglect not the gift that is in thee._”

OFFICERS.

_President_—The Rev. Frank Russell, Mansfield, Ohio.

_Western Secretary_—K. A. Burnell, Esq., 150 Madison Street,
Chicago, Ill.

_Eastern Secretary_—J. A. Steven, M.D., 164 High Street,
Hartford, Conn.

_Treasurer_—Either Secretary, from either of whom badges may be
obtained.

_Executive Committee_—The officers of the class.

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The New England Pansies seem to be more active of late than their fellow blossoms farther west. The following report of their reunion represents something of their enthusiasm: The New England branch of the class of 1887 C. L. S. C. held its spring meeting in the chapel of Union Congregational Church, Providence, April 3d, 1885. About one hundred members were present. After a short time spent in social intercourse, the meeting was called to order by the president, the Rev. F. M. Gardner, for Rhode Island. The C. L. S. C. study song was sung, which was followed by the secretary’s report of the meeting in Boston; the minutes were duly approved. It was voted that the committee on headquarters be increased by the addition of Mr. Jeffers, of Pawtucket, and Mrs. Morrill, of Allston. Mr. Gardner, in his own bright manner, gave some account of the efforts of the committee in preparing for class headquarters at Lakeview, and stated reasons why the plan suggested at the Boston meeting should be postponed, though not abandoned. Inasmuch as several members of our class have been afflicted by the loss of loved ones from their homes, it was voted that a committee be appointed to present resolutions at this meeting expressing the sympathy of the class with them in their bereavement. The musical and literary exercises were opened with a fine piano solo, which was followed by a pleasing quartette. Then an address on “The C. L. S. C. _vs._ Social Pastimes,” by the Rev. N. T. Dyer, of Middleboro, was delivered. Mr. Dyer being unable to be present because of illness, Mrs. Dyer most creditably took his place. The address was a convincing statement of the advantages of the C. L. S. C., and could it be circulated among those not interested in the course, would undoubtedly influence many to enroll in the Circle. Mrs. Emily C. Fletcher, of Pawtucket, read a poem written for the occasion, from which we extract the following, referring to the influence of the C. L. S. C.:

“It has cleared the brow of discontent,
Made happy the lowly one,
Cheering the home and its social hall,
Enliv’ning the tasks begun.

“It takes from age the mournful thoughts,
That often the heart will shroud,
It lifts the life to a higher sphere,
Silvering ev’ry dark cloud.”

After music, and an address on Lakeview, resolutions of sympathy to those of the circle who had met with bereavements were adopted. The association then adjourned, after which a delightful reunion was enjoyed by the members.

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Two members of the class of ’87 have recently left us for the “better life:” Miss Grace F. Cook, who died March 22, at Vilas, Wisconsin, after a protracted illness, and Mrs. Rev. E. S. Osborne, of Kingston, New York, who died at her home, March 16th.

CLASS OF 1888.—“THE PLYMOUTH ROCKS.”

“_Let us be seen by our deeds._”

CLASS ORGANIZATION.

_President_—The Rev. A. E. Dunning, D.D., Boston, Mass.

_Vice Presidents_—Prof. W. N. Ellis, 108 Gates Avenue, Brooklyn,
N. Y.; the Rev. Wm. G. Roberts, Bellevue, Ohio.

_Secretary_—Miss M. E. Taylor, Cleveland, Ohio.

_Treasurer_—Miss M. E. Taylor, Cleveland, Ohio.

All items for this column should be sent, in condensed form, to
the Rev. C. C. McLean, St. Augustine, Florida.

Class badges may be procured of either President or Treasurer.

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Our circle in Ouray, Colorado, in the midst of the Rocky Mountains, numbers ten. The picturesque spot where live these ’88s is about a day’s journey from the railroad. They name themselves after the Indians, “Uncompahgee,” who once wigwamed there. They have their “round-table,” and keep up their weekly meetings.—Another circle, of three, has been organized among the “Rockies,” at Gunnison, Colorado, and meets weekly. Our ’88s have reached the Indian Territory. At Chouteau we have one hard worker, who, having commenced in February, has nearly caught up with the class.—At the confluence of the Missouri and Vermillion Rivers we have an enthusiastic class of ten. Lawyers, teachers, journalists, milliners, and busy wives, with a “Pansy” for the president, compose the class. They conduct their class weekly, on the “conversational plan,” which they claim affords grand opportunity for interchange of opinions and sentiments.—A circle of five ladies and one lone gentleman compose the “Clio,” of Clark, Dakota. So delighted are they that they never adjourn for any other engagements.—The “Kankakee,” of Illinois, thirty-eight regular and four honorary members, meets fortnightly. Their Shakspere program was so full that a portion was postponed until the next meeting. An honorary member has delighted them with an address upon “Water.”—The twelve members of “Calumet,” Carthage, Ill., were favored with a visit and instructive talk from Chancellor Vincent.—We were greatly surprised to receive a letter from our old friend, the Rev. W. H. Hyatt, president of our circle in Whiteland, Ind.—Ten young persons of Dubuque, Iowa, compose the “Circle of Athens.” An excellent motto have they selected: _Sapientiam petimus_. That their search for wisdom is eager is evinced by the fact that they have in a most interesting manner pursued the studies in spite of all allurements. The memorial days have been appropriately observed, and Longfellow’s day celebrated by a banquet.—Seven constitute “Alpha,” of Barnesville, Ohio. They began January 1, and have nearly completed their studies. They expect to begin on time next year.—The “Athena,” of Wanskuck, Providence, R. I., is composed of fifteen busy people, who are delighted with the studies.—From the programs of the “Hamilton,” of Lowell, Mass., we are satisfied that the forty members are truly among our liveliest coming Chautauquans. They have largely experimented in chemistry and electricity. This circle mourns the loss of one of its best members in Mrs. Benjamin Robinson, who endeavored to brave a New England storm, in order to attend one of the meetings, and lost her life.—Seventeen regular and three honorary members represent a circle in Joplin, Mo. Nothing but illness has caused an absence at “roll call.” Once a week they follow Chautauqua program. Success has marked their public as well as private meetings.—One from Maine has taken fresh courage since reading Chancellor Vincent’s article in the April CHAUTAUQUAN, “How to Work Alone.”—The “Riversides,” of Milford, N. H. (eight members), have finished the year’s studies.—“Zeta Phi,” of Buffalo, N. Y., are seven “zealous learners.” They observe all special days, having essays upon given subjects.—A zealous lady of ’87 class organized seven earnest and hopefuls into the “I. X. L.,” of Newport, Ky.—Clamida (state not named) boasts of two enthusiastic circles. The secretary of one strongly objects to our name, repudiating the idea that we have anything in common with the “Pilgrim Fathers.” She is even tired of a reference to their trials, and believes, with another, that the “Pilgrim Mothers” are more worthy of “toasting,” closing with “Seriously, why were we thus afflicted?”

THE CHAUTAUQUA UNIVERSITY.

A TEACHING METHOD.

BY PROF. RICHARD S. HOLMES, A.M.

I desire in this paper to make some very plain answers in a very plain way to a question which has come to me in varying forms, from various sources. It is a practical question, and concerns the possibilities of that department of Chautauqua work which aims to bring the advantages of the higher education within the reach of those large classes of our population which have been hitherto debarred from them. Naturally, the question originates with the very people whom the enterprise seeks to aid, and strangely enough is shared by those whose culture and education should have been a barrier to such a doubt.

Men who would gladly avail themselves of any real advantages for education brought within their reach, and within their means, yet unwilling to make the pecuniary outlay which the effort might involve, until convinced that the correspondence system offers real advantages, hesitate, and say: “We are favorably impressed with the idea as given in your announcements, but are not sure that it can be put into practical operation; before attempting the work it may demand, we are compelled to ask, how is the work to be done? how can teaching by correspondence be made practically successful? Show us the method, that we may understand.” Still others, men of advanced education, of approved excellence of judgment, men engaged in professional life, have said, “We concede that education by the means you propose is possible under certain favorable conditions, but we doubt the practicability of attempting by such a means to cover the wide field of general education.” Straightway they fall to instancing particular subjects as illustrations of the truth of their statement. Now the proof of the pudding is in the eating; and if this paper succeed in furnishing tastes of this particular pudding which shall be palatable and shall create a favorable opinion as to the worth of the whole, the service rendered to the cause will be valuable. I propose, therefore, without invading the province of any of the gifted teachers who act as Directors of the different Departments and Schools in the Chautauqua School of Liberal Arts, as we shall hereafter call what has been known as the University, to show, if possible, how a person of good natural endowment, at the maximum of his mental strength, and with earnest devotion to his work can acquire a knowledge of a language, literature, or science by correspondence alone.

I will make three preliminary remarks. First, the student must bring to this work the same earnestness that he gives to that pursuit of his daily life upon which he has been or may be dependent for his livelihood. Second, in the study of language by correspondence, the path marked out by the experience of the ages is the path in which the correspondence student must go. The gateway of that path is the grammar of the language; and no student can pass through it till he possess the key which shall unlock its bars. To own a grammar is therefore a necessity. I am ready to believe that in oral teaching of a language, actual study of grammar, as grammar, may be put over into the final years of the course, giving the early years to the undisputed control of synthetic methods; but for the correspondence student, a grammar is an essential. Third, the student must be willing to follow the most minute directions of his teacher, without question, no matter how simple or how difficult a matter their performances may seem to be. To obey is the first essential to success.

Let us now look at a _method_ for learning a language or science. It is not given as _the method_ in use in the schools, but only as a means of showing that the thing proposed is possible. There should be for the beginner four papers for every lesson; or four kinds of work to be done.

_First_—There should be a paper _stating principles to be learned_, and adding complete references to the text-book upon which they are based, that the student may add to his teacher’s dictum, the confirmation of his own research. Let it be distinctly noted that this paper is _to contain statements of principles to be learned_, and is not to be a mere budget of directions to paragraphs and sections of a text-book. The advantages to be gained by such a method of study are too obvious to need elaboration here.

_Second_—There should be a paper giving abundant and apt illustrations of those principles, derived from the best sources, adapted to the pupil’s knowledge, and different from any which have been otherwise brought to his notice. These illustrations of principles should be memorized by the student and should form the basis of the paper containing the test of the student’s work.

_Third_—There should be a paper giving examples for practice in these same principles; examples for transliteration, phonic representation, or translation in case of a foreign language, examples for experimentation, classification, or analysis in case of a science or literature.

_Fourth_—There should be a paper of examination or question, for the purpose of testing the student and revealing the character of the work he has done. These questions should be framed with the utmost care and skill of which the teacher is master, and should act as a quickening impulse to the student. This paper should be in a sealed envelope, and should not be opened till all the work of the other three papers has been done, and the student feels that his lesson is learned. In addition to what has been suggested, there should be required in the study of language, as soon as the student can correctly pronounce, a regular exercise in memorizing from some standard author, and daily repetitions aloud of what is thus given to the memory. In the case of English, Latin, and Greek, this seems to me indispensable. This last suggestion, it will be noticed, contains a hint that the pronunciation of a language can be taught by correspondence. It is a hint which I am prepared to assert as a proposition, and to defend as far as the Latin and Greek languages are concerned. The amount of matter given in the lesson should be enough to require one week for its preparation by a student able to devote from one to two hours daily to study.

When the papers of a lesson have been fully mastered, and the student feels that all he can do upon it is done, the whole work should be at once sent back to the teacher. Now, to guard against loss of time, such as would occur were the student compelled to wait without work after he has forwarded his lesson recitation to the teacher until the necessary exchange by post has been made, two lessons should be sent out by the teacher at the first assignment. This plan would wholly avoid what might be costly delay where student and teacher were separated by the width of the continent or the ocean.

As soon as the first recitation paper reaches the teacher’s hand, his immediate duty is to forward the next lesson of the series, and so regularly through the whole course of instruction. He will now at his leisure examine the paper which has come into his possession, while the student is engaged upon the second of his lessons. What shall be the teacher’s work with this returned paper? Certainly not one of correction. Now begins his real work of teaching. First, there must be a careful and painstaking inspection of each line of the student’s work. Second, every error must be plainly marked, so that the eye of the student will not fail to observe it. Third, plain reference should be made to those sections and paragraphs of the grammar or text-book which have been violated. Fourth, a word of encouragement, advice, suggestion, or warning should be added to each paper, drawn from the teacher’s wide and varied experience, and which will be practically helpful to the pupil. It must be carefully noted that in this treatment of the recitation paper, the teacher has made no correction, has told nothing, but has simply indicated errors, and thrown the student back upon his own resources to correct his own work. This is one of the elements of true teaching.

The return of this critically marked paper to the student brings us to consider another important process in this work, and that is the review by the student of his first lesson work, or his second period of study upon it. There has enough time elapsed since it was last in his hands to have it come now with all the force of a new lesson, and to enable him to look at it judicially. The critical investigation which follows has a three-fold value. First, it is a review. Second, it is a means for accurate self-test. Third, it is a monitor, under whose warning all future lesson work is subjected to the careful scrutiny which the former criticism suggests. Two things still remain to be done with the returned lesson paper. One to make a separate classified list of the errors it contained; the other to date it, file it, and lay it carefully away for reference. The classified list of errors will serve as a check against the commission of like errors, or an aid in detecting any that may have been carelessly made. At first the list will be large, but after a little it will grow less and less rapidly, till finally its utter lack of growth will be the surest mark of the pupil’s excellence of attainment. Such is an outline for a possible method of conducting educational work by correspondence. It presents a method which I believe is practical, which is drawn from an experience of years in the class room, and which is in harmony with established principles of educational philosophy.

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