Chapter I: The Secret of the Alcohol Habit (5)

This flourishing gathering of students, religious and secular, was preceded this past summer by a large assembling of the teachers of Ohio and vicinity, and the people were already admirably prepared for the direct work of the Assembly. The program was the finest ever enjoyed by the patrons of this place. In lectures and miscellaneous entertainments, as well as normal class and children’s class work, it was not behind the best in every feature of such gatherings, and the promises for future years are most encouraging. Neither is Lakeside a whit behind its “old mother” of the fair Chautauqua Lake in enthusiasm on the subject of the C. L. S. C., although it necessarily lacks in numbers, and in the distinction which comes of being the great “head-center;” a distinction belonging, of course, to but the one place. But that all the people who have interests at Lakeside, and who come under the influence of its work, shall have something to do with this great reading circle, and get a measure of its benefits, is one of the intense desires and energetic aims of the Lakeside authorities. In accord with this purpose a day was set apart, as usual, at the summer session of 1884, for the recognition of as many members of the class of ’84 as might be present. Chancellor Vincent was on hand and delighted the audience in the forenoon of the day with his lecture on “Our Minister,” and in the afternoon held the special Recognition Services, delivering one of his characteristic addresses on this theme so near his heart, and moving his large company of hearers to increasing zeal in behalf of the movement. Quite a representation of the class were formally graduated. A large distribution of circulars relating to the C. L. S. C. was made, and hundreds of people who had not before come into direct knowledge of the subject were stirred into interest, and doubtless many are thereby now at wholesome work. Several Round-Tables were held during the Assembly, one by Dr. Vincent, on the evening of the Special day, another by S. A. Wildman, Esq., and still another by Rev. B. T. Vincent, the superintendent of the Assembly. At these there was much interest manifested, and much more promoted, and evidences of good work within the patronizing territory of Lakeside were given. It is confidently expected that there will be a large representation of the Class of 1885 at the Recognition Services which are provided for in the outline of the program for the next year. And while, of course, all who can go to Chautauqua and graduate under the brilliant circumstances which attend the Commencement day there, will gladly do so, yet it will be in some degree a delight, if that is not possible, to graduate at this nearer point.

CRETE, NEBRASKA.

The Nebraska Sunday-school Assembly, held in August, at Crete, twenty miles west of Lincoln, Neb., aroused much interest in the C. L. S. C. A paper was read on the “History and Aims of the Circle,” by Rev. W. B. Dada, of Stanton, Neb. Rev. A. E. Dunning, of Boston, president of the class of ’88, followed with most encouraging words. Thirty-five persons gave their names as members of the new class. Badges were secured, and the freshman class is full-fledged for action. There were also a few representatives of the classes of ’84, ’85, ’86 and ’87 present. Three Round-Tables were held and many questions asked and answered. The interest seemed to deepen as the session advanced. On August 23 all the members of the different classes took a boat ride on the Blue River, and on Thursday evening, August 26th, held a grand camp-fire on the grounds of the Assembly, around which able speeches were made, cheering words spoken, and Chautauqua songs sung. After the exercises the Chautauqua salute was given in honor of Mr. F. I. Foss, of Crete, who the night before publicly gave the Assembly a clear title deed to all the grounds which it occupies, one hundred and nine acres, valued at $7,500, a gift most noble and generous, accompanied with a condition as a spur for others to lend a helping hand, namely: that $10,000 be raised for buildings and improvements. The next day the citizens of Crete generously subscribed nearly $5,000. Thus we have a young Chautauqua out here in the far west, an infant child of but two years, but with the promise of a glorious future. Rev. A. E. Dunning, of Boston, Mass., is to be managing conductor next year.

MONTEAGLE, TENNESSEE.

Monteagle is about midway between the east and the west ends of Tennessee, on the south side. It is about 2,400 feet above the sea. The Assembly grounds are on the top of a plateau, and comprise about three hundred and fifty acres. On one side they are bounded by a precipitous bluff which goes straight down nearly a thousand feet. Monteagle is two years old. They have their Amphitheater, and they have a Hall of Philosophy, the pillars being the natural trunks of trees. There was present there this summer a mass of representatives from the Southern States. Electricity seemed to be in the air, and they gave salutes in a manner never excelled. On C. L. S. C. day Rev. Frank Russell delivered an address showing the design of the great Circle. In Mr. Russell’s report at Chautauqua of the work done there he gives a pleasant description of the decorations, the gate and arches. “The Hall of Philosophy was not quite completed. The arrangement of the arches and the gate was a little crude. I visited the spot some time Saturday morning, and directed the carpenters how to make the gate. I regretted that it was not a golden gate, and that there was no time to gild it. The ladies said they would fix that. They took the ‘golden rod,’ which grows so profusely all around there, and when we went there in the afternoon in the mixed procession for the graduating class of ’84, the gate was upholstered and really quilted in golden rod. It was a golden gate. We had the complete procession, and the children with the flowers. The diplomas were given and the Hall was dedicated.” One thing must be especially interesting to the C. L. S. C. there, and that is that the Assembly at Monteagle was not put to a dollar of expense for the building or any of the lectures before the C. L. S. C. They collected the money themselves, and their treasurer disposed of it. When they completed the Hall of Philosophy there was a little money left in the treasury. In the evening they had a camp-fire at the end of the Hall. It was a beautiful cone of flame which stood until it was all consumed. The speeches were of a high character, without preparation, thoroughly spontaneous.

ROUND LAKE, NEW YORK.

Round Lake is located very near Saratoga Springs, twenty-five miles north of Albany. In 1878 Dr. Vincent inaugurated Sunday-school Assembly work there, and since that, with one exception, it has been kept up. C. L. S. C. work has spread over the eastern part of the country very rapidly. Its tidal wave caught the Round Lake people and bore them on to high tide, and has kept them there ever since. They have thrown much energy into their labors. The C. L. S. C. is a one-idea ism. On C. L. S. C. day at Round Lake they were fortunate in having Counselor Wilkinson present. His address was able. They are planning to do better and better, and expect to stir that whole section by another year.

LONG BEACH, SOUTHERN CALIFORNIA.

To accommodate the growing circles of the C. L. S. C. a regular Chautauqua Assembly has been established at Long Beach, Southern California. This locality, after deliberation, was chosen as being central and accessible. It is twenty-two miles from Los Angeles by rail, on a splendid ocean beach ten miles long, where tourists and invalids may enjoy surf bathing the year round, with all the accommodations of civilization, in a mild climate, tempered by the ocean in winter and summer. Six months ago Long Beach was little more than a sheep ranch. Now it has a great hotel, and lesser ones, forty cottages, and over a hundred tents. Artesian water is brought three miles and delivered in iron pipes on many streets. On the 21st we had a regular field day, and good audiences. At 10 a. m. a lecture on the “Chautauqua Idea” was delivered by Dr. Clark Whittier, of Riverside, and other speakers. At 3 p. m. a regular Round-Table was held by Rev. S. J. Fleming, of Ontario, California, and a masterly lecture by Prof. G. F. Bovard, of the University of Southern California, followed. At this meeting a committee on permanent organization was formed, and Dr. Clark Whittier was elected president. Plans are made to organize, if possible, a C. L. S. C. in every pastoral charge, school district, mine, and Y. M. C. A. in the seven southern counties of California. We mean aggressive work on the borders of the great Pacific.

A LOCAL CIRCLE ASSEMBLY.

The first Local Circle Assembly of which we have heard was held on June 30th, at Lake Grove, Auburn, Me. Six different circles in the towns of Lewiston, Auburn, and New Gloucester were represented, and with their invited guests made a gathering of several hundred people. This was the first out-of-door C. L. S. C. Assembly ever held in Maine. The occasion was one of great interest. A program of delightful exercises was carried out. There was a grand banquet and a long list of witty and entertaining after-dinner speeches. Among the pleasant features of the occasion was the following kindly letter from Dr. Vincent to the Assembly:

NEW HAVEN, CONN., June 18th, 1884.

MY DEAR SIR AND BROTHER:—Through you I desire to salute the
members of the C. L. S. C. to assemble at Lake Grove. Nothing but
official engagements of an imperative character could keep me
from the fellowship of the six circles on the 30th inst. I hail
with joy all these movements which tend to develop the social
life of our members, and to create within the circle something
of the class and society spirit which characterizes the college.
An important factor of school life is the association of students
and the sympathy growing out of similar aims and experience.
The delight which accompanies the development and play of such
sentiments is not limited to the early years of life, nor are the
relief, the recreation and the inspiration which it furnishes
alone needed by youthful students. Full grown men need and can
appreciate the same; and it is the object of the C. L. S. C. to
promote it by our class spirit, by our annual and class songs,
by the mottoes, often repeated, by the sundry devices which tend
to make the C. L. S. C. a union of hearts. Accept my hearty
salutations. May I exhort you all to be diligent missionaries of
the C. L. S. C. Idea? Enlist as many members as you can in the
class of 1888; and where it is impracticable to enlist members
as members of the C. L. S. C., present to them with strong
argument, the scheme of the “Spare Minute Course,” which will
sooner or later result in larger work proposed by the older
society. Praying that our Heavenly Father may be in the midst,
that you may continue to study his word and works, and in all
these you may never be discouraged, I remain your affectionate
fellow-student,

J. H. VINCENT, Supt. Instr. C. L. S. C.

J. C. HASKELL, Pres. Auburn C. L. S. C.

It is hoped that a summer school will follow in the train of this first meeting.

LAKE D’FUNIAK, FLORIDA.

During the past year plans have been matured for holding an Assembly at Lake D’Funiak, Florida. The C. L. S. C. will, of course, be the great feature of the gathering. As the Assembly meets in February we may hope to report its work in the present volume of THE CHAUTAUQUAN.

MOUNTAIN LAKE PARK, MARYLAND.

Beautiful for situation in one of the many lovely glades of the Alleghenies, nearly 3,000 feet above the sea, in the very midst of grand and imposing mountain scenery, and where the freshness and crispness of the air itself gives inspiration, Mountain Lake Park, Garrett Co., Maryland, although but in the third year of its existence, owing to the facility with which it is reached from the Mississippi Valley and the Atlantic slope, and to its increasing celebrity as a delightful and healthful summer resort, already numbers about eighty cottages and four or five hotels or boarding houses, which in the height of the season are inadequate to accommodate the guests who desire to avail themselves of its many advantages. The Mountain Lake Park Assembly commenced its second annual meeting here on August 14th, under the most favorable auspices. The lecture course was an unusually brilliant one. The names of Revs. D. H. Muller, D.D., of Cleveland, Ohio, Washington Gladden, D.D., of Columbus, Ohio, Jesse Bowman Young, A. M., Philadelphia, Penn., J. B. Van Meter, D.D., Baltimore, Md., Prof. Charles J. Little, Ph.D., State Librarian of Pa., and others are themselves a sufficient assurance of the very high character of the literary feast provided for the deeply interested and discriminating audiences who daily listened to them. The Chautauqua Sunday-school Normal Course was one of the marked features of interest during the Assembly, the instructors being Rev. J. T. Judd, Lewisburg, Pa., president of the Assembly, Prof. J. B. Young, Philadelphia, Rev. Wm. M. Frysinger, Baltimore, and Prof. W. A. Lindsay, Carlisle, Pa. After passing a written examination, diplomas of the C. T. U. were granted to Rev. L. E. Peters, Clarksburg, W. Va., Dr. Robert W. Armstrong and Miss Laura Rice, of Baltimore, Maryland. Thursday, August 28, was C. L. S. C. day. The members of the circle, the officers of the Assembly, and the president and directors of Mountain Lake Park Association assembled at 11 a. m., at a designated place in the grove. The marshal of the day, C. O’Brien Mettee, Esq., of Baltimore, formed the line of procession, which was headed by a number of little girls bearing flowers to strew the path of the graduate, Mrs. A. C. Rodgers, of Baltimore, who followed immediately with her escort of four maids of honor. The officers of the Assembly and of the Association, with the members of the circle, and other Chautauquans present, each wearing a sprig of golden rod as a badge, brought up the rear of the line. While marching from the Grove to the Auditorium the procession united in singing Chautauqua Hymn No. 1, “We gather here a pilgrim band,” after which, while the members and invited guests took the seats reserved for them, Rev. Jesse B. Young, A. M., made the Commencement address, after which all joined in the responsive service appropriate to the second motto, “Let us keep our heavenly Father in the midst,” and in the Chautauqua Hymn of Greeting. The president of the Mountain Lake Park Association, Rev. Dr. J. B. Van Meter, of Baltimore, made the salutatory address, Rev. C. W. Baldwin, of Cumberland, Md., offered a few words, and President Judd then made a brief but eloquent and suggestive address, concluding with the presentation of the Chautauqua diploma to the graduate, Mrs. A. C. Rodgers, of Baltimore. At a meeting of the circle on August 29, a unanimous vote of thanks was tendered to President Judd, “for the able and kindly manner in which he had presided over its sessions and in various ways furthered its interests.” The secretary was instructed to furnish a copy of his report to THE CHAUTAUQUAN for publication. The closing meeting of the Assembly was held at night, followed by a general illumination, camp-fire, corn-roast, stump speeches, and a general hand-shake good-bye. Rev. J. T. Judd was unanimously reëlected as president for the ensuing year, and Dr. Robert W. Armstrong, of Baltimore, was elected secretary, in place of Miss Jennie Jones, resigned. Between twenty and thirty new members were added to the circle.

WORDS FROM CHAUTAUQUA.

BY REV. J. H. VINCENT, D.D., Superintendent of Instruction.

The season is over. The crowds have gone. The classic groves are again quiet. The silent lake lies by a silent shore, reflecting the lovely verdure of trees and terraces, and the deep blue of overarching heavens. The Temple, busy scene for all these weeks, is solitary now as a deserted abbey. The huge amphitheater with its capacious concave, its chairless orchestra and sealed up organ, seems awful in its vast emptiness, and sacred with haunting memories of eloquence and song, and of surging, enraptured, applauding multitudes. Palestine is deserted. Jerusalem is solitary. The waters of the Dead Sea have backed up until Jordan has far overflown its banks. The fountains have ceased their play, the electric light no more vies with moon and stars, the walks are well-nigh forsaken, and again in the primeval forest one walks alone, and undisturbed meditates in the temple of nature. One spot is doubly sacred since the crowds have gone. It is the Hall of Philosophy. In impressive majesty it crowns the hill. Its white columns present a fine contrast with the brown and gray trunks, and the now changing foliage of the trees in St. Paul’s Grove. The vesper song has ceased. The voices of query and counsel, raillery, jest and melody, are no more heard. The earnest souls who hither came with love and zeal, with hope and desire, have passed forth into a busy world, with memories not soon to be forgotten, joys never to be wholly extinguished, and resolutions which reach out towards the higher, larger plane of human aspiration, to find their end and crown in God.

There is to me an ineffable charm about this dear old Hall. In it nature dwells and God reigns. In it many a burdened soul has found in earnest thoughtfulness, freedom and rest. Many an unsyllabled vow, without human sign to mark it, has here brought peace and strength out of the silent but all-encompassing heavens, to prepare human souls for human and divine service in far away homes, and in coming days of struggle and sorrow. The most sacred center of the whole Chautauqua world is the “Hall in the Grove.” It is not far thence to heaven.

As I linger a few days in these silent and sacred sanctuaries after the multitudes have gone, to rest myself and prepare for severer duties out in the world, I think, of course, of the great and goodly company of readers and students in the C. L. S. C. over this and other lands, and I know you will receive a few words of advice that spring from the grasses and drop from the trees, and steal out of the silences as enthusiasm turns a listening ear to what the unembodied spirit of Chautauqua may say to the sons and daughters of Chautauqua everywhere.

1. First of all let me say that enthusiasm, enkindled by solemn services such as we have here enjoyed, needs to be incarnated and exercised in plain, straight-forward, everyday doing through the whole year. Songs and raptures, longings and covenants, must be transformed into heroisms of a plain and practical type in the unsentimental and homely fields to which stern duty may lead us. The Chautauqua fervor must become fidelity. The Hall of Philosophy must help shop, kitchen, school-room and parlor. Emotion must go into motive and muscle. Songs in August must make sinews for October and May.

2. Our work must be more regular and steady. Spasmodic reading “to catch up” are not as useful as everyday readings with plenty of time to think over what one has read. System demands will-power. In resoluteness is discipline. We retain and appropriate more effectually what we read without a sense of hurry. A feeling of regret and of anxiety must hinder the best action of mind. Therefore let us get into the way of doing a little every day. Overcome the apparent or real difficulty in your way. Resolve and then work your resolve, until it is worked out into action. Make up your mind to this and keep it made up.

3. Don’t wait for local circles to be organized. Be your own local circle till others become a part of you. Don’t regulate your life by the plans, purposes, or whims of your neighbors. Be, and let your simple being stir up other people to be and to do.

4. Go after other people. Talk to them. Tell them what this C. L. S. C. movement means. Put “circulars” in their way. Send messages and ambassadors to them. Don’t “bore” them exactly, but bear on them till they at least examine the claims of the C. L. S. C.

“Day is dying in the West,” and it is time for closing words. Very soon autumn leaves will strew the ground, and very soon the glory of autumn will be hidden by the crystal splendors of winter. The blessed reunions of this summer will have passed into history, and our scattered fraternity be engaged in the conflicts of this weary and busy, but after all, glorious world. In the strife and the weariness and the work let us remember every inspiring service of the past, and gather strength also from our look of faith into the future, the future that is nearest, and the future that is very far off—a future in which we shall be the glad children of a good Father—that father a great King, and that King immortal, invisible, eternal, who has wonderful things for us which one day he will give to us when he gives to us himself.

CHAUTAUQUA, September, 1884.

QUESTIONS AND ANSWERS.

ONE HUNDRED QUESTIONS AND ANSWERS ON “BRIEF HISTORY OF GREECE” AND “PREPARATORY GREEK COURSE IN ENGLISH.”

BY A. M. MARTIN, General Secretary C. L. S. C.

I.—FIFTY QUESTIONS AND ANSWERS ON “BRIEF HISTORY OF GREECE.”

1. Q. So far as we know where did the history of Europe begin? A. In Greece.

2. Q. Who first settled the country, and who first conquered the land? A. The Pelasgians, a simple agricultural people, were the first to settle the country. Next, the Hellenes, a warlike race, conquered the land.

3. Q. To what did the blending of the Pelasgians and the Hellenes give rise? A. To the Grecian language and civilization.

4. Q. What were two great “holding-points” for all the Greeks? A. The half-yearly meeting of the Amphictyonic Council, and the national games or festivals.

5. Q. What are the subjects of four of the early legends in the history of Greece? A. The Argonautic Expedition in search of the Golden Fleece, the Twelve Labors of Hercules, the Siege of Troy, and the Hunt of the Caledonian Boar.

6. Q. What was one of the first clearly defined events of Grecian history? A. The Dorian migration. The Dorians descended from the mountains, moved south, conquered the Achæans in the Peloponnesus, and occupied the chief cities—Argos, Corinth, and Sparta.

7. Q. What two races came to be the leading ones in Greece, and what rival cities represented their opposing traits? A. The Dorians and the Ionians. Sparta represented the Dorians and Athens the Ionians.

8. Q. Who finally crystallized into a constitution all the peculiarities of the Spartan character? A. Lycurgus, a member of the royal family.

9. Q. What are some of the regulations Lycurgus prescribed in his aim to make the Spartans a race of soldiers? A. Trade and travel were prohibited. No money was allowed, except cumbrous iron coins. Most property was held in common. Boys were educated and cared for by the state.

10. Q. What conquest made Sparta dominant in the Peloponnesus? A. The conquest of Messenia in two long, bloody wars.

11. Q. According to the legends, what did Cecrops, the first King of Athens, teach the people of Attica? A. Navigation, marriage, and the culture of the olive.

12. Q. After the death of Codrus, the last monarch, how was Athens governed? A. By archons, who first ruled for life, then for ten years, and finally for one year.

13. Q. What was the character of a code of laws prepared by Draco for the government of Athens? A. They were said to have been written in blood, every offence being punished with death.

14. Q. Who drew a new constitution, repealing the harsh edicts of Draco, and what was the effect upon Athens? A. Solon. Athens prospered under his wise management.

15. Q. What tyrants subsequently governed Athens? A. Pisistratus, and his sons, Hippias and Hipparchus.

16. Q. After the assassination of Hipparchus and the banishment of Hippias, what form of government was established in Athens by Cleisthenes as archon? A. A democracy.

17. Q. What brought about the Persian wars near the beginning of the fifth century? A. The attempt of Cyrus, the King of Persia, to punish Athens for assisting the Ionian cities of Asia Minor in throwing off the Persian yoke.

18. Q. What was the result of the first expedition against Greece, sent out under Mardonius, the son-in-law of Darius? A. The land troops were defeated in Thrace, and the fleet was shattered while rounding Mount Athos.

19. Q. In what famous battle were the Persians defeated on a second expedition against Greece? A. The battle of Marathon, the victorious forces being commanded by Miltiades.

20. Q. After the death of Miltiades what two generals associated with him at Marathon came to be the leading men in Athens? A. Themistocles and Aristides.

21. Q. Under whom was the third invasion of Greece by the Persians attempted? A. Under Xerxes, the son and successor of Darius, with over a million soldiers.

22. Q. At what place were the Persian hosts held in check by a small band of Greeks under Leonidas, a Spartan? A. At the pass of Thermopylæ.

23. Q. On the third day, a traitor having pointed out a mountain path by which the Persians gained the rear of the Greeks, what was the fate of Leonidas? A. He, with three hundred Spartans and seven hundred Thespians, perished, fighting to the last.

24. Q. What leading city of Greece did the army of Xerxes burn? A. Athens.

25. Q. In what naval contest were the Persians soon after totally defeated? A. The battle of Salamis.

26. Q. On the same day of the battle of Salamis what contest occurred at the island of Sicily? A. The battle of Himera, in which the Carthaginian forces under Hamilcar were utterly routed by Gelo, the tyrant of Syracuse.

27. Q. In the following year what land and what naval battles gave the final death blow to the Persian rule in Europe? A. Platæa and Mycale.

28. Q. What league was formed to keep the Persians out of the Ægean? A. A league called the Confederation of Delos, the different states annually contributing to Athens a certain number of ships, or a fixed sum of money for the support of the navy.

29. Q. After the banishment of Themistocles and the death of Aristides, who were the leading men at Athens? A. Pericles and Cimon.

30. Q. To all students of Grecian literature, who must always appear as the central figure of Grecian history? A. Pericles.

31. Q. What is the period during which Pericles ruled Athens called? A. The Age of Pericles.

32. Q. During the latter part of the life of Pericles what war broke out in Greece, which lasted twenty-seven years? A. The Peloponnesian war in which nearly all the states of Greece took part, Athens and Sparta being on opposite sides.

33. Q. What was the plan for the conduct of the war on either side? A. The Spartan plan was to invade and desolate Attica, while that of Athens was to ravage the coast of the Peloponnesus with its fleet.

34. Q. While the citizens of Attica were seeking protection within the walls of Athens, what leader died during the pestilence that followed? A. Pericles.

35. Q. Who was chief among the demagogues that now arose in Athens? A. Cleon, a cruel, arrogant boaster, who gained power by flattering the populace.

36. Q. What was the fate of Platæa during this war? A. It was besieged by the Spartans, and when those defending the city surrendered every man was put to death and the city razed to the ground.

37. Q. After peace had been established, by the influence of what demagogue was the bloody contest renewed? A. By the influence of Alcibiades, a young nobleman, the nephew of Pericles and pupil of Socrates.

38. Q. What naval expedition was fitted out at the instance of Alcibiades, and with what result? A. An expedition against Sicily. The Athenian ships were defeated, and the troops attempting to flee by land were overtaken and forced to surrender.

39. Q. Before the final defeat of the expedition, to what rival city had Alcibiades given his support upon being summoned to Athens to answer charges that had been brought against him? A. To Sparta.

40. Q. How was the Peloponnesian war ended? A. By the surrender of Athens and her fleet, and the destruction of her long walls.

41. Q. By whom was Athens now for a time ruled? A. An oligarchy of thirty persons. After they had ruled only eight months the Athenian exiles returned in arms, overthrew the tyrants, and re-established a democratic government.

42. Q. What is meant by the “Retreat of the Ten Thousand” in Grecian history? A. The march of ten thousand Greeks from the heart of the Persian empire through a hostile country back to Greece.

43. Q. What battle, under what general resulted in the overthrow of Spartan rule, and made Thebes the chief city in Greece? A. The battle of Leuctra, the Theban army being led by Epaminondas.

44. Q. At what place did Epaminondas fight his last battle and die in the moment of victory? A. At Mantinea.

45. Q. When Philip came to the throne of Macedon, to what end did he bend every energy of his mind? A. To becoming the head of all Greece.

46. Q. What wars grew out of Philip’s scheme? A. The Sacred wars.

47. Q. At what battle did the Macedonian phalanx annihilate the armies of Thebes and Athens? A. The battle of Chæronea.

48. Q. What befell Philip as he was preparing to lead an army into Persia? A. He was assassinated at his daughter’s marriage feast.

49. Q. Who succeeded Philip, and by his conquests established a vast empire in Asia? A. His son, Alexander.

50. Q. Soon after the death of Alexander, among whom was his empire divided? A. Among his principal generals.

II.—FIFTY QUESTIONS AND ANSWERS ON “PREPARATORY GREEK COURSE IN ENGLISH,” FROM COMMENCEMENT OF BOOK TO PAGE 87.

51. Q. What is the specific object of the “Preparatory Greek Course in English?” A. To put into the hands of readers the means of accomplishing, so far as this can be done in English, the same course of study in Greek as that prescribed for those who are preparing to enter college.

52. Q. Of what three most famous peoples in the world are the Greeks one? A. The Jews, the Greeks, and the Romans.

53. Q. By what name did the Greeks speak of themselves, and what was their name for the land in which they lived? A. Hellenes, and Hellas was their name for the land in which they lived.

54. Q. When trustworthy history begins, what were the three chief divisions of the Hellenic stock? A. The Dorians, the Æolians, and the Ionians.

55. Q. For what two things is the literature of Greece equally remarkable? A. For its matter and for its form.

56. Q. What is there remarkable about the form of Greek literature? A. There never has been elsewhere in the world so much written approaching so nearly to ideal perfection in form as among the Greeks.

57. Q. In what department of literature do we without reserve have to acknowledge the supremacy of the Greeks? A. In eloquence, and in the literature of rhetoric, of taste, and of criticism.

58. Q. What is the golden age of Greek literature, Greek art, and Greek arms? A. The age of Pericles.

59. Q. What do we know of the pronunciation of their language by the ancient Greeks? A. Nobody knows with certainty exactly how the ancient Greeks pronounced their language.

60. Q. What has been the general rule for scholars in the pronunciation of Greek? A. To pronounce somewhat according to the analogy of their own vernacular.

61. Q. What attempt, only partially successful, has recently been made to introduce uniformity in the pronunciation of Greek? A. To secure the common adoption of the pronunciation prevalent in Greece at the present day.

62. Q. What four Greek grammars are mentioned as perhaps the best? A. Hadley’s, Goodwin’s, Crosby’s and Sophocles’.

63. Q. To what source of Greek learning do all these manuals acknowledge their indebtedness? A. To German sources of Greek learning.

64. Q. Who is the most recent of the great German authorities in Greek grammar? A. Curtius.

65. Q. In what dialect are the books chiefly written from which the selections are taken in making up Greek readers? A. The Attic dialect.

66. Q. How many chief dialects were there of the Greek language, and how were they created? A. There were three—the Ionic, the Doric and the Attic—created in part by differences of age, and in part by difference of country.

67. Q. In whose writings is the Ionic dialect exemplified, and how is it characterized? A. In the writings of Homer and Herodotus, and is characterized by fluent sweetness to the ear.

68. Q. In what dialect were the most of the greatest works in Greek literature composed? A. The Attic.

69. Q. What are some of the distinguishing features of the Attic dialect? A. It is the neatest, most cultivated and most elegant of all the varieties of Greek speech.

70. Q. To whom are the fables commonly attributed that are generally found in Greek readers? A. To Æsop.

71. Q. Who made the collection of fables that go under Æsop’s name? A. They are mainly the collection of a monk of the fourteenth century.

72. Q. What are the names of some of the eminent persons about whom anecdotes are usually related in the collections found in Greek readers? A. Diogenes, Plato, Zeno, Solon, Alexander, and Philip of Macedon.

73. Q. What Greek writer of the second century after Christ is more or less quoted from in the ordinary Greek reader? A. Lucian.

74. Q. What famous dialogues did he write? A. Dialogues of the dead.

75. Q. Of what have these dialogues been the original? A. Of several justly admired imitations.

76. Q. In what direction did Lucian exercise his wit? A. In ridiculing paganism.

77. Q. What are some of the kinds of other matter that goes to make up the Greek reader? A. Bits of natural history and fragments of mythology.

78. Q. From what work of Xenophon do Greek readers often embrace extracts? A. His “Memorabilia of Socrates.”

79. Q. What was the design of this work? A. To vindicate the memory of Socrates from the charges of impiety and of corrupting influence exerted on the Athenian youth, under which he had suffered the penalty of death.

80. Q. What is the plan of the work largely? A. To relate what Socrates did actually teach.

81. Q. What work by a Christian writer did pagan Socrates in large part anticipate? A. “Natural Theology,” by Paley.

82. Q. What was the chief characteristic trait of the method of Socrates in teaching? A. His art in asking questions.

83. Q. What is the book usually adopted in sequel to the reader for giving students their Greek preparation to enter college? A. Xenophon’s “Anabasis.”

84. Q. In what two respects is this work highly interesting? A. First, as a specimen of literary art, and second, as strikingly illustrative of the Greek spirit and character.

85. Q. What is the meaning of the word “Anabasis?” A. “A march upward,” that is, from the sea.

86. Q. Of what is the book an account? A. Of an expedition by Cyrus the Younger into Central Asia, and the retreat of the Greek part of his army.

87. Q. Who accompanied Cyrus on this expedition? A. An oriental army of about 100,000, and a body of Greeks numbering about 13,000.

88. Q. What was the object of this invasion on the part of Cyrus? A. To obtain possession of the Persian throne, occupied by his brother, Artaxerxes.

89. Q. In what does the main interest of the Anabasis as a narrative lie? A. Rather in the retreat than in the advance.

90. Q. From what does the whole matter of the famous advance and retreat of the ten thousand derive grave secondary importance? A. From the fact that it resulted in revealing to Greece the essential weakness and vulnerability of the imposing Persian empire.

91. Q. When was Xenophon, the author, born, and with whom was he not far from contemporary? A. He was born about 431 B. C., being thus not far from contemporary with the Hebrew prophet Malachi.

92. Q. What did Xenophon’s presence of mind and practical wisdom give him in the retreat? A. A kind of leadership which he maintained until a prosperous issue was reached on the shores of Greece.

93. Q. Among the other chief works of Xenophon what one is prominent? A. The “Cyropædia.”

94. Q. What was the starting point of the expedition related in the Anabasis? A. Sardis.

95. Q. During the march what city did the army plunder where four hundred years later the Apostle Paul was born? A. Tarsus.

96. Q. When they reached the river Euphrates what did Cyrus openly tell the Greek captains as to the object of the expedition? A. That he was marching to Babylon against the great king Artaxerxes.

97. Q. What was the result of this disclosure when made to the men? A. They felt, or feigned, much displeasure, but by lavish promises the majority were prevailed upon to adhere to Cyrus.

98. Q. What Persian commander among the forces proved a traitor and met with a tragic death? A. Orentes.

99. Q. Where did the armies of Cyrus and Artaxerxes finally encounter each other? A. At Cunaxa.

100. Q. In what way did Cyrus meet with his death? A. While engaged in a personal contest with Artaxerxes Cyrus was struck with a javelin under the eye and slain.

OUTLINE OF REQUIRED READINGS.

OCTOBER, 1884.

_First Week_ (ending October 8).—1. Barnes’ “Brief History of Greece,” from page 1 to “The Civilization,” page 46.

2. Preparatory Greek Course in English, from chapter i. to chapter v., page 21.

3. “Why we Speak English,” in THE CHAUTAUQUAN.

4. Sunday Readings for October 5, in THE CHAUTAUQUAN.

* * * * *

_Second Week_ (ending October 15).—1. Barnes’ “Brief History of Greece,” from page 46 to “Readings in Greek History,” page 93.

2. “Preparatory Greek Course in English,” from chapter v. page 21, to “Lucian,” page 43.

3. Readings in Chemistry, in THE CHAUTAUQUAN.

4. “How to Make Home Beautiful,” in _Our Alma Mater_.

5. Sunday Readings for October 12, in THE CHAUTAUQUAN.

* * * * *

_Third Week_ (ending October 23).—1. Barnes’ “Brief History of Greece,” from page 93 to “Life of Socrates,” page 143.

2. “Preparatory Greek Course in English,” from “Lucian,” page 43, to “First Book,” page 65.

3. “Studies in Kitchen Science and Art,” in THE CHAUTAUQUAN.

4. “Glimpses of Ancient Greek Life,” in THE CHAUTAUQUAN.

5. Sunday Readings for October 19, in THE CHAUTAUQUAN.

* * * * *

_Fourth Week_ (ending October 31).—1. Barnes’ “Brief History of Greece,” from “Life of Socrates,” page 143, to end of volume.

2. “Preparatory Greek Course in English,” from “First Book,” page 65, to “Second Book,” page 87.

3. The “Temperance Teachings of Science,” in THE CHAUTAUQUAN.

4. “Greek Mythology,” in THE CHAUTAUQUAN.

5. Sunday Readings for October 26, in THE CHAUTAUQUAN.

WEEKLY PROGRAM FOR LOCAL CIRCLE WORK.

It often happens that local circles are deterred from much of the good work which they might do because they have no systematic plans. Lack of time, or, perhaps, sometimes, a not quite clear understanding of how to arrange weekly programs prevents leaders from laying out the work in attractive and practical ways. To supply this need we introduce into THE CHAUTAUQUAN weekly programs of literary exercises for local circle use. These programs are simply suggestive. No one is expected to follow them _in toto_, or even to follow them at all unless they shall choose to do so. They can be re-arranged, added to, or selected from, to suit the needs of a particular circle. If in any case helpful hints shall be gleaned their object will be attained. The exercises presented will be arranged to correspond to the reading of the week to which the program belongs. When a Memorial day occurs the weekly program will be dropped and a typical program for memorial exercises inserted. Plans for monthly public meetings will also be inserted from time to time.

PROGRAM FOR THE FIRST WEEK OF OCTOBER.

Roll-call—Responded to by quotations from Greek authors.

1. A talk on the geography of Greece.

2. Fifteen minutes quiz on “Why we Speak English.”

Music.

3. Written _résumé_ of the events of the past month.

4. Essay—The Climate of Greece.

Music.

5. Map exercise—Tracing of the Aryan Migration.

6. Question drawer.

SECOND WEEK OF OCTOBER.

Music.

1. Written answers to questions handed in at previous meeting.

2. Select Reading.

3. Essay—Greek Civilization.

Music.

4. Thirty minutes in Chemistry—performing of the experiments described in THE CHAUTAUQUAN.

5. Pronouncing match on Greek names.

THIRD WEEK IN OCTOBER.

Roll-call.—Responded to by quotations.

1. Brief outlines of the week’s readings.

2. Essay—The Athens of To-day.

Music.

3. A Talk on the Potato.

4. Essay—The Battlefields of the Persian War.

Music.

5. An Ancient Greek House—explained by diagrams drawn from the explanations given in readings, and illustrated by the pictures and relics which are accessible.

FOURTH WEEK IN OCTOBER.

Music.

1. Essay—Modern Greece and the Modern Greeks.

2. General review of “Questions and Answers on the Required Readings.”

[For this review a large society may be divided into two divisions, exactly as for an old fashioned spelling school, and the questions given out to the sides as words are given to spell. “Missing” puts one out, and the person who stands up until the questions are exhausted wins the match. This often proves both a profitable and amusing exercise.]

Music.

3. Essay—The Battle Fields of the Persian War.

Music.

4. Debate.—Resolved that the use of alcohol as a medicine is not justifiable.

THE C. L. S. C. CLASSES.

CLASS OF 1885.

BY C. M. NICHOLS.

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

* * * * *

“THE OUTLOOK.”—The Class of ’84 printed a handsome and ably conducted quarterly sheet, called _The Outlook_, but the class of ’85 decided, after full consideration, to accept the offer of THE CHAUTAUQUAN, of the use of a page or more each month in the official organ of the C. L. S. C. It was believed that through this department of THE CHAUTAUQUAN all the members of the Class could be promptly reached; that all the purposes of the Class could be promoted efficiently in the department, and that, through it, the members of the entire fraternity—the alumni as well as the members of ’86, ’87 and ’88, could be advised each month of what the Invincibles were about. Accordingly, with this number we begin a class page for the ’85s.

* * * * *

THE INVINCIBLES AT CHAUTAUQUA IN 1884.—The Class of 1885 “come out strong”—as the late Mr. Mark Tapley would say—at Framingham, this year, and there was also a good representation of its members at Chautauqua. A delightfully fraternal feeling was manifested on the several occasions when class meetings were held. President Underwood improved on acquaintance and showed himself to be a lively and pleasant gentleman, as well as an industrious and efficient officer—to such an extent and to such universal acceptance and approval that he was reëlected to his honorable position by the unanimous voice of the members present. Mrs. Philomena Downs, of Burlington, Iowa, being in ill-health and not able to be present this year, sent in her resignation as vice president and insisted on its acceptance, and Mr. C. M. Nichols was elected in her place. Miss Carrie Hart, of Aurora, Indiana, who had proved especially serviceable as treasurer, was reëlected, and Miss N. M. Schenck, of Osage City, Kansas, feeling that her remoteness from the Chautauqua center was a feature of inconvenience, desired a successor appointed, and Miss M. M. Canfield, of the Third Auditor’s office, Washington, D. C., was chosen secretary in her place. These persons compose the executive committee.

The Commencement orator for 1885 will be selected by Chancellor Vincent.

By unanimous vote of the class, Mrs. Frank Beard, of Syracuse, New York, was selected to write the class song for 1885, and Prof. W. F. Sherwin, of the Boston Conservatory of Music, was asked to set it to music.

Chancellor John H. Vincent, D.D., was asked to preach the baccalaureate sermon for 1885, and he has kindly consented to do so.

It has been decided by the class to ask each member to send twenty-five cents to the treasurer, Miss Carrie Hart, Aurora, Ind., as a contribution to the class fund for 1885. It is important that these contributions should be sent early, and that they should constitute, in the aggregate, a good round sum.

The Class of ’85 is indebted to the Class of ’84 for a pleasant excursion by steamer, from Chautauqua to Lakewood.

Badges for the Class of 1885 may be had of the president, Mr. J. B. Underwood, or of the secretary.

Mr. Henry Hart, of Atlanta, Georgia, has been selected to prepare the stationery for the Class of ’85, and those wishing note paper and envelopes can order them of him. The design is a heliotrope, with the word “Invincible” over the figures “’85,” with the motto of the class. The envelopes are to match and the price of a box of the note sheets and envelopes will be only fifty cents. It is thought they will be very neat and tasteful.

* * * * *

“FALL IN!”—Those members of the Class of 1884—the “Irrepressibles,”—who “failed to connect” at the Golden Gate, on Commencement day, are cordially invited (“by these presents”) to fall into the ranks of the “Invincibles” and march with them to victory.

CLASS OF 1887—THE PANSIES.

This column is devoted to the Class of ’87. Items of interest, facts and incidents will appear each month, and we hope occasionally to have something from “Pansy.”

* * * * *

The first meeting of the Class of ’87 held at Chautauqua this year was called at the request of members present, in the Hall of Philosophy, Rev. Frank Russell presiding. It was decided there that the officers elected last year were chosen for four years, and they were requested to continue in the service of the class. At a subsequent meeting in the Temple one member said that he had good authority for stating that any member of the class who was behind and would make up the reading for the year could do so and hand in the memoranda this year or any time during the _four_ years. The numbers of the class could still be increased by looking up former members of other classes who had read one year or more and dropped out. All were urged to become helpers in this respect. It was also advised in the interest of our _alma mater_ that we should use our efforts to increase the Class of ’88, which is now being formed, and bring the new members into local circles.

* * * * *

The members of the class enjoyed a social hour with Mrs. Alden in the grove at Chautauqua the past summer. Many written questions were presented to her which were promptly and wisely answered. To the question, “Will Mrs. Alden write a book, dedicated to the Pansy Class?” she replied, “Yes, if every one present will write me a four page letter of incident relating to C. L. S. C. work.” All most heartily voted to do this. These letters must be in her hand (Mrs. G. R. Alden, Carbondale, Pa.,) before February 1st, 1885. Of course Mrs. Alden will be happy to receive letters of incident in the work from members of the class that were not present. It goes without the saying that every member is delighted with the promised book, and who of our 18,000 will not peruse with delight the gifted author’s words of wisdom when they shall appear.

* * * * *

Our class has over 18,000 names on the two great books at the office in Plainfield. It is a great privilege as well as an honor to be one of such an army of all ages and conditions and in all lands, who are vieing with each other to improve the passing moments in training body and soul for highest interests for this life and the life to come.

* * * * *

Is it too much to expect that a round ten thousand of the Pansy Class shall graduate, and that one-half of them shall receive their diplomas at Chautauqua? Think of every seat in our vast Amphitheater being filled with the graduating class in August, 1887!

EDITOR’S OUTLOOK.

THE CHAUTAUQUA PLAN.

The eleventh Assembly has wrought its work, and it is safe to say no Assembly ever made more converts to the Chautauqua Plan. Among the number, too, were many of the best thinkers and ablest educators in the country. Many left Chautauqua this summer convinced of the possibilities in the work, and resolved to spread its influence. One of these, the Rev. Dr. A. A. Livermore, president of the Unitarian Theological School at Meadville, Pa., a man widely known as a ripe scholar, has published an article analyzing the Chautauqua plan. This article explains most clearly the strong features of the work. After describing the enthusiastic Commencement the writer says of the C. L. S. C.: “College education, as it has been hitherto carried on, has been largely a forced concern; students have been sent to school, rather than gone on their free and spontaneous will. The pupils of Chautauqua are voluntary agents, and engage in their work with a will. It is the difference between task work and love work. Almost all schools and colleges are handicapped by the compulsion necessary to bring their pupils up to the mark. But here all goes like clock work. There is a vim and abandon which argue the best results. Not knowledge, but the love of knowledge, is the best of accomplishments, and that is breathed into the Chautauquan graduates.

“The _religious element_ is made a leading principle in the Chautauqua education, and it is the true one. Intellect for intellect, taste for taste, study for study, lacks the genuine inspiration, but put on the annex of religious faith in God, Christ and immortality, and you have got an effective leverage to raise the whole nature of man. The Chautauqua Idea is not so much to make specialists; as for example, engineers, editors, ministers, doctors, lawyers, but well instructed men and women. Human nature is a diamond in the rough, and it is worth polishing and setting for its own sake. God having bestowed such a magnificent treasure on man, he is guilty who does not put it to its intended purpose, and return it to its author improved and developed to its best extent.

“Another fine idea of the Chautauqua University is to _educate people at their homes_. Massing students together in great monastic institutions is dangerous business. Humanity heats and moulds and corrupts when put into crowded institutions, be they prisons or colleges. Some of the worst disorders perpetrated in society take place in schools and universities where young people are herded together in great numbers with the restraints of home and society largely thrown off. This scheme is to carry on the work at the fireside, on the farm, at the shop, by the work bench. Carry education to the people, instead of carrying the people to education. And still further it is the idea not to take people from their usual occupations after they are educated, not to take farmers, mechanics, housewives from their present callings and put them in the learned professions, but to leave them still where they are, and start them on a course of mental and moral improvement which they can conduct all their lifetime at their homes, and while still engaged in their several industries. This is a capital merit of the system, and deserves especial commendation.