with tailor’s goose in one hand and scissors in the other, indicates by
energetic pantomime his fixed intention to drive her speedily behind
the scenes. The program, my beloved innocents, attires you all in
purple and fine linen and bids you fare sumptuously every day, but not
infrequently the stage reveals you attired in calico gowns, and munching
your hard-earned crackers and cheese. The world’s theory furnishes
every young lady that draws breath, with a lover, loyal and true, but
the world’s practice shoots him on the battlefield, or poisons him with
alcohol and nicotine until he can only “rattle around” through life in
the place God meant him to fill within home’s sacred sanctuary. It is
just this discrepancy that I complain of, and the generous age we live
in is complaining of it with a thousand tongues, so that “the logic of
events” that happen, instead of events that ought to happen, is impelling
toward nobler fortunes that phenomenal creature whom a French author has
called “the poor woman of the nineteenth century.”

Naturally enough, in thinking over the “case,” I contrast your aims in
life with what were once my aims, your outlook upon life with mine. The
other day—a rainy one, you may be sure—I brought from the vasty deep of
the family garret some of my girlish journals, which I was curious to
compare with the diary of a friend and former pupil at Evanston. Let me
give you a few parallel passages because of the lesson they teach. My
pupil (aged sixteen) writes thus:

    “Was registered this day a member of the Freshman class in the
    Northwestern University. The president advises me to take the
    classical course, and I’ve made up my mind to try it.”

From mine at fifteen years I read:

    “Caught a blue jay in my trap out in the hazel thicket. I knew he
    wasn’t “game” and let him go. The school house in our district is
    finished at last. A graduate of Yale College, and former tutor at
    Oberlin, is to be our teacher. I shall attend regularly, visiting
    my traps on the way.”

Later:

    “Sister and I got up long before light to prepare for the first
    day at school. We put all our books in mother’s satchel; had a
    nice tin pail full of dinner. I study arithmetic, geography,
    grammar, reading and spelling, which takes up every minute of my
    time. Stood next to Pat O’Donahue in spelling, and Pat stood at
    the head.”

From my pupil’s diary, a few months later, take this extract:

    “I am thinking seriously about my future. Perhaps this is
    premature, for I am only in my freshman year, but I have just
    about decided that I’ll study medicine.”

From mine, at a similar age (you see precocity was not among my failings):

    “Sister was sick, and I brought out all my little bottles of
    sugar, salt and flour. Besides these medicines, I dosed her with
    pimentoes and poulticed her with cabbage leaves, but she grew no
    better, quite fast, so mother called another doctor. Dear me, if
    I were my brother, instead of being only a girl, we’d soon see
    whether I’ve a talent for medicine or not.”

From my young friend I quote again:

    “I am greatly interested in the question for debate in our
    literary society this week, especially as I am chief disputant on
    the affirmative. It reads as follows: _Resolved_, That the votes
    of women are needed to help put down the liquor traffic.”

From mine:

    “It is election day and my brother is twenty-one years old. How
    proud he seemed as he dressed up in his best clothes and drove
    off with father to vote for John C. Fremont, like the sensible
    ‘Free Soiler’ that he is! My sister and I stood at the front
    window and looked out after them. Somehow I felt a lump in my
    throat, and then I couldn’t see their wagon any more, things
    looked so blurred. I turned to Mary, and she, dear little
    innocent, seemed wonderfully sober, too. I said: ‘Wouldn’t you
    like to vote as well as Oliver? Don’t you and I love the country
    just as well as he, and doesn’t the country need our ballots?’
    Whereupon she looked scared, but answered, ‘Of course we do,
    but don’t you go ahead and say so, for then we should be called
    strong minded.’”

From my pupil at seventeen I quote once more:

    “The recent articles by members of the ‘Women’s Congress,’ some
    people would call radical, but they express precisely my opinions
    on the dress question. It is time for me to assume the garb of a
    young lady, but upon two things I am determined: First, I will
    never trail my garments on a filthy pavement while I live. If I
    am the only young lady in this university, who, when she walks,
    wears walking costume, I will still be true to my individual
    sense of cleanliness and taste. I will also carry the jewel of an
    _unpunctured ear_ through life, though, by so doing, I oblige Mr.
    Darwin to confess ‘a missing link’ between me and my evolutionary
    ancestors.”

Finally, from mine:

    “This is my seventeenth birthday, and the date of my martyrdom.
    Mother insists that at last I _must_ have my hair ‘done up woman
    fashion.’ She says she can hardly forgive herself for letting me
    ‘run wild’ so long. We had a great time over it all, and here I
    sit, like another Samson, ‘shorn of my strength.’ That figure
    won’t do, though, for the greatest trouble with me is that I
    never shall be shorn again! My ‘back hair’ is twisted up like a
    corkscrew; I carry eighteen hair-pins; my head aches, my feet
    are entangled in the skirt of my new gown. I can never jump over
    a fence again so long as I live. As for chasing the sheep down
    in the shady pasture, it’s out of the question, and to climb to
    my ‘Eagle’s Nest’ seat in the big burr oak would ruin this new
    frock beyond repair. Altogether, I recognize the fact that ‘my
    occupation’s gone.’”

My readers smile at this, but they may be assured there are such blots
upon the page where it was written, as briny drops alone can make.

You see, dear friends, from this contrast I have drawn, showing a glimpse
of past and future in two eager, young lives, how fast this world is
getting on. What is the difference in the outlook of your life that
is, and mine that used to be? Let us consider: I was a daring sort of
girl; you are the sort of girls who dare. I had aspiration; you have
opportunity. I breathed an atmosphere laden with old time conservatisms,
from which my glorious mother’s liberality of soul was my one safety
valve of deliverance. But you are exhilarated by the vital air of a new
liberty. “The world is all before you, where to choose.” If I required
but little of myself, it was because the world required so little of
me. No college of first rank in east or west—save noble old Oberlin and
generous Antioch—could have been coaxed to count me in when she made up
her jewels. Briefly, public opinion proposes to give you a chance. It
proposed to let me shirk for myself. It means to put a shield in your
left hand and a sword in your right. It let me go forth, as best I could,
to beat the air with unarmed hands, or to sharpen my weapons on the field
and in plain sight of the enemy.

Society set before me very few incentives, and commended to me only the
passive virtues. Indeed, she never really bestirred herself on my behalf
at all, save that she ceased not in story and poem, by sermon and song
by precept and example, and (most cogently of all) by setting no other
hope before me to ground me, so far as she was able, in the philosophy
that sustained the illustrious _Micawber_. “Now my daughter,” thus
was she wont to speak, “do you but be docile and obedient, as a young
woman should, and something, something very particular indeed will most
assuredly turn up.”

But I learned early to distrust a Mentor who took so little cognizance
of the imperious ardor of my youth; who was so stupidly oblivious of the
varied possibilities in brain and hand and heart, and so I began early
to follow out my own devices as to a plan of character and work. Would
that the generous impulse of your enthusiasm, guided by your broader
opportunity, might

    “Give me back the wild pulsation
       That I felt before the strife,
     When I heard my days before me,
       And the tumult of my life.”

More anon.

EVANSTON, January 31, 1885.

NOTES ON POPULAR ENGLISH.

BY ISAAC TODHUNTER.

I have from time to time recorded such examples of language as struck
me for inaccuracy or any other peculiarity; but lately the pressure of
other engagements has prevented me from continuing my collection, and
has compelled me to renounce the design once entertained of using them
for the foundation of a systematic essay. The present article contains a
small selection from my store, and may be of interest to all who value
accuracy and clearness. It is only necessary to say that the examples are
not fabricated; all are taken from writers of good repute, and notes of
the original places have been preserved, though it has not been thought
necessary to encumber these pages with references. The italics have been
supplied in those cases where they are used.

One of the most obvious peculiarities at present to be noticed is
the use of the word _if_ when there is nothing really conditional in
the sentence. Thus we read: “If the Prussian plan of operations was
faulty, the movements of the crown prince’s army were in a high degree
excellent.” The writer does not really mean what his words seem to imply,
that the excellence was contingent on the fault; he simply means to make
two independent statements. As another example we have: “Yet he never
founded a family; if his two daughters carried his name and blood into
the families of the _Herreras_ and the Zuñigos, his two sons died before
him.” Here again the two events which are connected by the conditional
_if_ are really quite independent. Other examples follow: “If it be true
that Paris is an American’s paradise, symptoms are not wanting that there
are Parisians who cast a longing look toward the institutions of the
United States.”

Other examples, differing in some respects from those already given,
concur in exhibiting a strange use of the word _if_. Thus we read: “If a
big book is a big evil, the ‘Bijou Gazetteer of the World’ ought to stand
at the summit of excellence. It is the tiniest geographical directory we
have ever seen.” This is quite illogical; if a big book is a big evil,
it does not follow that a little book is a great good. “If in the main I
have adhered to the English version, it has been from the conviction that
our translators were in the right.” It is rather difficult to see what
is the precise opinion here expressed as to our translators; whether an
absolute or contingent approval is intended. For the last example we take
this: “… but if it does not retard his return to office it can hardly
accelerate it.” The meaning is, “This speech can not accelerate and may
retard Mr. Disraeli’s return to office.” The triple occurrence of _it_ is
very awkward.

An error not uncommon in the present day is the blending of two different
constructions in one sentence. The grammars of our childhood used to
condemn such a sentence as this: “He was more beloved but not so much
admired as Cynthio.” The former part of the sentence requires to be
followed by _than_, and not by _as_. The following are recent examples:
“The little farmer (in France) has no greater enjoyments, if so many, as
the English laborer.” “I find public school boys generally more fluent,
and as superficial as boys educated elsewhere.” “Mallet, for instance,
records his delight and wonder at the Alps and the descent into Italy
in terms quite as warm, if much less profuse, as those of the most
impressible modern tourist.” An awkward construction, almost as bad as
a fault, is seen in the following sentence: “Messrs ⸺ having secured the
coöperation of some of the most eminent professors of, and writers on,
the various branches of science.…”

A very favorite practice is that of changing a word where there is no
corresponding change of meaning. Take the following example from a
voluminous historian: “Huge pinnacles of bare rock shoot up into the
azure firmament, and forests overspread their sides, in which the scarlet
rhododendrons sixty feet in _height_ are surmounted by trees two hundred
feet in _elevation_.” In a passage of this kind it may be of little
consequence whether a word is retained or changed; but for any purpose
where precision is valuable it is nearly as bad to use two words in one
sense as one word in two senses. Let us take some other examples. We
read in the usual channels of information that “Mr. Gladstone has issued
invitations for a full-dress Parliamentary _dinner_, and Lord Granville
has issued invitations for a full-dress Parliamentary _banquet_.” Again
we read: “The government proposes to divide the occupiers of land into
four categories;” and almost immediately after we have “the second
class comprehends…”: so that we see the grand word _category_ merely
stands for _class_. A writer recently in a sketch of travels spoke of a
“Turkish gentleman with his _innumerable_ wives,” and soon after said
that she “never saw him address any of his _multifarious_ wives.” One
of the illustrated periodicals gave a picture of an event in recent
French history, entitled “The National Guards Firing on the People.” Here
the change from _national_ to _people_ slightly conceals the strange
contradiction of guardians firing on those whom they ought to guard.

Let us now take one example in which a word is repeated, but in a rather
different sense: “The grand duke of Baden sat _next_ to the emperor
William, the imperial crown prince of Germany sitting _next_ to the grand
duke. _Next_ came the other princely personages.” The word _next_ is used
in the last instance in not quite the same sense as in the former two
instances; for all the princely personages could not sit in contact with
the crown prince.

A class of examples may be found in which there is an obvious incongruity
between two of the words which occur. Thus, “We are more than doubtful;”
that is, we are _more than full_ of doubts: this is obviously impossible.
Then we read of “a man of more than doubtful sanity.” Again we read of
“a more than questionable statement;” this is I suppose a very harsh
elliptical construction for such a sentence as “a statement to which
we might apply an epithet more condemnatory than _questionable_.” So
also we read “a more unobjectionable character.” Again: “Let the Second
Chamber be composed of elected members, and their utility will be _more
than halved_.” To take the _half_ of anything is to perform a definite
operation, which is not susceptible of more or less. Again: “The
singular and almost excessive impartiality and power of appreciation.”
It is impossible to conceive of _excessive impartiality_. Other recent
examples of these impossible combinations are, “more faultless,” “less
indisputable.” “The high antiquity of the narrative can not reasonably
be doubted, and almost as little its _ultimate_ Apostolic _origin_.”
The ultimate origin, that is the _last beginning_, of anything seems
a contradiction. The common phrase _bad health_ seems of the same
character; it is almost equivalent to _unsound soundness_ or to
_unprosperous prosperity_. In a passage already quoted, we read that the
czar “gave _audience_ to numerous _visitors_,” and in a similar manner a
very distinguished lecturer speaks of making experiments “_visible_ to a
large _audience_.” It would seem from the last instance that our language
wants a word to denote a mass of people collected not so much to hear
an address as to see what are called experiments. Perhaps if our savage
forefathers had enjoyed the advantages of courses of scientific lectures,
the vocabulary would be supplied with the missing word.

_Talented_ is a vile barbarism which Coleridge indignantly denounced;
there is no verb _to talent_ from which such a participle could be
deduced. Perhaps this imaginary word is not common at the present;
though I am sorry to see from my notes that it still finds favor with
classical scholars. [Webster says: “This word—which is said to be of
American origin—has been strongly objected to by Coleridge and some other
critics, but as it would seem, upon not very good grounds, as the use of
_talent_ or _talents_ to signify mental ability, although at first merely
metaphorical, is now fully established, and _talented_, as a formative,
is just as analogical and legitimate, as _gifted_, _bigoted_, _turreted_,
_targeted_, and numerous other adjectives having a participial form, but
derived directly from nouns, and not from verbs.”—ED. THE CHAUTAUQUAN.]

_Ignore_ is a very popular and a very bad word. As there is no good
authority for it, the meaning is naturally uncertain. It seems to
fluctuate between _wilfully concealing_ something and _unintentionally
omitting_ something, and this vagueness renders it a convenient tool for
an unscrupulous orator or writer.

The word _lengthened_ is often used instead of _long_. Thus we read that
such and such an orator made a _lengthened_ speech, when the intended
meaning is that he made a _long_ speech. The word _lengthened_ has its
appropriate meaning. Thus, after a ship has been built by the Admiralty,
it is sometimes cut into two and a piece inserted; this operation, very
reprehensible doubtless on financial grounds, is correctly described
as _lengthening_ the ship. It will be obvious on consideration that
_lengthened_ is not synonymous with _long_. _Protracted_ and _prolonged_
are also often used instead of _long_; though perhaps with less decided
impropriety than _lengthened_.

A very common phrase with controversial writers is, “we _shrewdly_
suspect.” This is equivalent to, “we _acutely_ suspect.” The cleverness
of the suspicion should, however, be attributed to the writers by other
people, and not by themselves.

The simple word _but_ is often used when it is difficult to see any shade
of opposition or contrast such as we naturally expect. Thus we read:
“There were several candidates, _but_ the choice fell upon ⸺ of Trinity
College.” Another account of the same transaction was expressed thus: “It
was understood that there were several candidates; the election fell,
_however_, upon ⸺ of Trinity College.”

The word _mistaken_ is curious as being constantly used in a sense
directly contrary to that which, according to its formation, it ought to
have. Thus: “He is often mistaken, but never trivial and insipid.” “He
is often mistaken” ought to mean that other people often mistake him;
just as “he is often misunderstood” means that people often misunderstand
him. But the writer of the above sentence intends to say that “He often
makes mistakes.” It would be well if we could get rid of this anomalous
use of the word _mistaken_. I suppose that _wrong_ or _erroneous_ would
always suffice. But I must admit that good writers do employ _mistaken_
in the sense which seems contrary to analogy; for example, Dugald Stewart
does so, and also a distinguished leading philosopher whose style shows
decided traces of Dugald Stewart’s influence.

I should like to ask why a first charge is called a _primary_ charge, for
it does not appear that this mode of expression is continued. We have, I
think, second, third, and so on, instead of _secondary_, _tertiary_, and
so on, to distinguish the subsequent charges.

Cobbett justly blamed the practice of putting “&c.” to save the trouble
of completing a sentence properly. In mathematical writings this symbol
may be tolerated because it generally involves no ambiguity, but is
used merely as an abbreviation, the meaning of which is obvious from
the context. But in other works there is frequently no clue to guide
us in affixing a meaning to the symbol, and we can only interpret its
presence as a sign that something has been omitted. The following is an
example: “It describes a portion of Hellenic philosophy; it dwells upon
eminent individuals, inquiring, theorizing, reasoning, confuting, &c.,
as contrasted with those collective political and social manifestations
which form the matter of history.…”

A recent cabinet minister described the error of an Indian official in
these words: “He remained too long under the influence of the views which
he had imbibed from the board.” To imbibe a view seems strange, but to
imbibe anything from a board must be very difficult. I may observe that
the phrase of Castlereagh’s which is now best known, seems to suffer from
misquotation; we usually have “an ignorant impatience of taxation;” but
the original form appears to have been, “an ignorant impatience of the
relaxation of taxation.”

The following sentence is from a voluminous historian: “The _decline_
of the material comforts of the working classes, from the effects of
the Revolution, had been incessant, and had now reached an alarming
_height_.” It is possible to ascend to an alarming height, but it is
surely difficult to decline to an alarming height.

“Nothing could be more one-sided than the point of view adopted by the
speakers.” It is very strange to speak of a point as having a side;
and then how can _one-sided_ admit of comparison? A thing either has
one side or it has not; there can not be degrees in one-sidedness.
However, even mathematicians do not always manage the word _point_
correctly. In a modern valuable work we read of “a more extended point
of view,” though we know that a point does not admit of extension. I
suppose that what is meant is, a point which commands a more extended
view. “Froschammer wishes to approach the subject from a philosophical
standpoint.” It is impossible to _stand_ and yet to _approach_. Either he
should _survey_ the subject from a _stand_-point, or _approach_ it from a
_starting_-point.

A large school had lately fallen into difficulties owing to internal
dissensions; in the report of a council on the subject it was stated that
measures had been taken to _introduce more harmony and good feeling_. The
word _introduce_ suggests the idea that harmony and good feeling could be
laid on like water or gas by proper mechanical adjustment, or could be
supplied like first-class furniture by a London upholsterer.

A passage has been quoted with approbation by more than one critic from
the late Professor Conington’s translation of Horace, in which the
following line occurs:—

    After life’s endless babble they sleep well.

Now the word _endless_ here is extremely awkward; for if the babble never
ends, how can anything come after it?

To digress for a moment, I may observe that this line gives a good
illustration of the process by which what is called Latin verse is often
constructed. Every person sees that the line is formed out of Shakspere’s
“After life’s fitful fever he sleeps well.” The ingenuity of the
transference may be admired, but it seems to me that it is easy to give
more than a due amount of admiration; and, as the instance shows, the
adaptation may issue in something bordering on the absurd.

The language of the shop and the market must not be expected to be very
exact: we may be content to be amused by some of its peculiarities. I can
not say that I have seen the statement which is said to have appeared in
the following form: “Dead pigs are looking up.” We find very frequently
advertised, “_Digestive_ biscuits”—perhaps _digestible_ biscuits are
meant. In a catalogue of books an “Encyclopædia of Mental Science” is
advertised; and after the names of the authors we read, “invaluable,
5_s._ 6_d._;” this is a curious explanation of _invaluable_.

The title of a book recently advertised is, “Thoughts for those who are
Thoughtful.” It might seem superfluous, not to say impossible, to supply
thoughts to those who are already full of thought.

The word _limited_ is at present very popular in the domain of commerce.
Thus we read, “Although the space given to us was limited.” This we can
readily suppose; for in a finite building there can not be unlimited
space. Booksellers can perhaps say, without impropriety, that a “limited
number will be printed,” as this may only imply that the type will be
broken up; but they sometimes tell us that “a limited number _was_
printed,” and this is an obvious truism.

Some pills used to be advertised for the use of the “possessor of pains
in the back,” the advertisement being accompanied with a large picture
representing the unhappy capitalist tormented by his property.

Pronouns, which are troublesome to all writers of English, are especially
embarrassing to the authors of prospectuses and advertisements. A wine
company return thanks to their friends, “and, at the same time, _they_
would assure _them_ that it is _their_ constant study not only to
find improvements for _their_ convenience.…” Observe how the pronouns
oscillate in their application between the company and their friends.

In selecting titles of books there is room for improvement. Thus, a
_Quarterly Journal_ is not uncommon; the words strictly are suggestive of
a _Quarterly Daily_ publication. I remember, some years since, observing
a notice that a certain obscure society proposed to celebrate its
_triennial anniversary_.

A few words may be given to some popular misquotations.

“He that runs may read” is often supposed to be a quotation from the
Bible; the words really are, “He may run that readeth,” and it is not
certain that the sense conveyed by the popular misquotation is correct.

A proverb which correctly runs thus: “The road to hell is paved with good
intentions,” is often quoted in the far less expressive form, “Hell is
paved with good intentions.”

“Knowledge is power” is frequently attributed to Bacon, in spite of Lord
Lytton’s challenge that the words can not be found in Bacon’s writings.

It seems impossible to prevent writers from using _cui bono?_ in the
unclassical sense. The correct meaning is known to be of this nature:
suppose that a crime has been committed; then inquire who has gained
by the crime—_cui bono?_ for obviously there is a probability that
the person benefited was the criminal. The usual sense implied by the
quotation is this: What is the good? the question being applied to
whatever is for the moment the object of depreciation. Those who use the
words incorrectly may, however, shelter themselves under the great name
of Leibnitz, for he takes them in the popular sense; see his works, vol.
v., p. 206.

The _Times_, commenting on the slovenly composition of the queen’s
speeches to Parliament, proposed the cause of the fact as a fit subject
for the investigation of our _professional thinkers_. The phrase suggests
a delicate reproof to those who assume for themselves the title of
_thinker_, implying that any person may engage in this occupation just as
he might, if he pleased, become a dentist, or a stockbroker, or a civil
engineer. The word _thinker_ is very common as a name of respect in the
works of a modern distinguished philosopher. I am afraid, however, that
it is employed by him principally as synonymous with a _Comtist_.

The _Times_, in advocating the claims of a literary man for a pension,
said, “He has _constructed_ several useful schoolbooks.” The word
_construct_ suggests with great neatness the nature of the process by
which schoolbooks are sometimes evolved, implying the presence of the
bricklayer and mason rather than of the architect.

[Dr. Todhunter might have added _feature_ to the list of words abusively
used by newspaper writers. In one number of a magazine two examples
occur: “A _feature_ which had been well _taken up_ by local and other
manufacturers was the exhibition of honey in various applied forms.” “A
new _feature_ in the social arrangements of the Central Radical Club
_took place_ the other evening.”]—_Macmillan’s Magazine._

THE CHAUTAUQUA SCHOOL OF LIBERAL ARTS.

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

Beyond the “Inner Circle,” which leads to the “Upper Chautauqua,” we come
to the Uppermost Chautauqua—the University proper, with its “School of
Liberal Arts,” and its “School of Theology.” Here we find provision made
for college training of a thorough sort. Students all over the world
may turn their homes into dormitories, refectories, and study rooms, in
connection with the great University which has its local habitation at
Chautauqua. Thus “hearers” and “recipients” in the Assembly, “readers” in
the C. L. S. C., “student readers” in the “inner circle”—the “League of
the Round-Table,” may go beyond, even to the School of Liberal Arts, the
_bona fide_ College of Chautauqua.

Chautauqua exalts the college. She believes that the benefits of a
college training are manifold.

1. The action by which a youth becomes a college student—the simple going
forth—leaving one set of circumstances and voluntarily entering another,
with a specific purpose—is an action which has educating influence in
it. It is a distinct recognition of an object and a deliberate effort
to secure it. The judgment is convinced, the will makes a decision,
and corresponding action follows. We have the thought, the aim, the
standards, the resolve, the surrender, and the embodiment of all in an
actual physical movement. There must follow these activities a reflex
influence on the youth himself. It becomes a “new birth” in his life.
He has gone to another plane. His everyday conduct is modified by it.
He looks up and on. According to the standard he has set, the idea he
entertains of education, and the motives which impel him will be the
subjective effects of his action—the real power of his new life.

2. There is educating power in the complete plan of study provided in
the college curriculum, covering as it does the wide world of thought,
distributed over the years, with subdivisions into terms, with specific
assignments of subjects, with a beginning and an ending of each division,
and many beginnings and endings, with promotions according to merit, and
final reviews, recognitions, and honors. There is great value in the
enforced system of the college. It tends to sustain and confirm new life,
begun when the student made his first movement toward an institution.

3. The association of students in college life is another educating
factor. Mind meets mind in a fellowship of aim, purpose, and experience.
They have left the same world; they now together enter another world.
They look up to the heights and to the shining of crowns which await the
gifted and faithful. They are brothers now—one “alma mater” to nourish
them. They sing their songs—songs which, although without much sense,
have power to awake and foster sympathy. Even a man of sense loves to
listen to them. He laughs at the folly, and, though himself a sage,
wishes he were one of the company of singers. The laws of affinity work
out. Soul inspires soul. Memories grow apace. Attachments that endure,
adventures seasoned with fun or touched with sadness, absurdities,
failures, heroisms, triumphs, are crowded into the four years, and like
fruitage of bloom and fragrance from a conservatory may go forth to
bless many an hour of wandering, of sorrow, of reunion, of remembrance,
in the later years. There was something pathetic in the return of the
famous Yale College class of 1853 to their alma mater two summers ago.
As they wandered about the scenes of their youth, under the old elms,
through recitation rooms and chapel, singing the old songs, reviving
the old friendships, recalling faces to be seen no more, no wonder that
tears fell down furrowed cheeks from eyes unused to weep. Is there any
stronger or sweeter friendship than that born under the ivied towers and
spreading elms of college hall and campus?

In college mind meets mind in the severe competition of recitation and
annual examination. The bright boy—one of a small class at home, who
had it all his own way there—now finds a score or more of leaders whose
unvoiced challenge he is compelled to accept, and how he does knit
his brow, close his eyes, summon his strength, school his will, force
his flagging energies, and grapple problems that he may hold his own,
outstrip his rivals, and win prize and place for the sake of his family’s
fame and for his personal satisfaction!

There is nothing that so discovers to a youth the weak points of his
character as the association of college life. There are no wasted
courtesies among students. Folly is soon detected, and by blunt speech,
bold caricature, and merciless satire exposed. Sensitiveness is cured
by ridicule, cowardice never condoned, and meanness branded beyond the
possibility of concealment or pardon. College associations stimulate the
best elements in a man, expose weak and wicked ones, and tend to the
pruning and strengthening of character.

4. Then there is in college life association with professors and tutors,
and this is, I confess, sometimes of little value, as when teachers are
mere machines, but in it, at its best, are distinguishing benefits.
When teachers are full men, apt men, and enthusiastic men—as college
professors, and for that matter all teachers ought to be—the place of
recitation soon becomes a center of power. Tact tests attainment, exposes
ignorance, foils deceit, develops strength, indicates lines of discovery,
and inspires courage. A living teacher supplies at once model and motive.
He has gone on among the labyrinths, and up the steeps of knowledge;
has tried and toiled and triumphed. He sought and he _is_. And now by
wise questioning, by judicious revelation, by skillful concealment, by
ingenious supposition, by generous raillery, by banter, by jest, by
argument and by magnetic energies, the teacher stirs the student into
supreme conditions of receptivity and activity. Such teachers make the
college. As President Garfield said: “Give me an old school house, and
a log for a bench. Put Mark Hopkins on one end, and let me, as student,
sit on the other, and I have all the college I need.” When an institution
is able to employ men of superior knowledge, power, and tact, students
must be trained, and all their after lives affected by the influence.
For memory magnifies the worth of a true teacher, and the hero of the
college quadrennium becomes a demigod through the post-graduate years. A
dozen men of this mold, if once they could be gotten together, would make
a college the like of which has not yet been seen on the planet. Shall
Chautauqua one of these days find them?

5. The college life promotes mental discipline. It drills, and drills,
and draws out. It compels effort, and effort strengthens. It provides a
system of mental gymnastics. What was difficult at first, soon becomes
easy, until severer tests are sought from the very delight the student
finds in concentration and persistency. Thus development takes place in
the varied faculties of the soul. The student acquires power to observe
with scientific exactness, to generalize wisely from accumulated data,
to project hypotheses, to watch psychical processes, to reason with
accuracy, to distinguish between the false and the true, both in the
inner and the outer world; to grasp protracted and complicated processes
of mathematical thought; to trace linguistic evolutions—remembering,
analyzing, philosophizing; to study the students of the ages, and the
products of their genius in art, poetry, jurisprudence, and discovery,
in the facts of history and the great principles of sociology. All the
powers employed in this manifold work during the college term are trained
and thus prepared for work after the college term is ended. It is not so
much the amount of knowledge acquired during the four years, as it is the
power at will ever after to acquire knowledge, that marks the benefits of
the college course.

6. With discipline comes the comprehensive survey of the universe. The
college outlook takes the student backward along the line of historical
development. It shows him the heights and the depths, the manifold
varieties and inter-relations of knowledge. It gives him tools and the
training to use them, and a glance at the material on which he is to use
them. The student through college is a traveler, sometimes examining in
detail, sometimes superficially. He gives a glance and remembers; he
takes notes and thinks closely. He sees the all-surrounding regions of
knowledge, and although he may make but slight researches in particular
lines, he knows where to return in the after years for deeper research
and ampler knowledge.

7. College life leads to self-discovery. It tests a man’s powers, and
reveals to him his weakness. It shows him what he is best fitted to do,
and the showing may not be in harmony either with his ambitions or his
preconceived notions. A boy born for mercantile pursuits, who comes out
of college a lawyer or preacher, proves that the college failed to do its
legitimate and most important work for him. Professors who merely glorify
intellectual attainment, and who neglect to show students their true
place in the world, are little better than cranks or hobbyists. College
life is the whole of life packed into a brief period, with the elements
that make life magnified and intensified, so that tests of character may
easily be made. It is a laboratory of experiment, where natural laws and
conditions are pressed into rapid though normal operation, and processes
otherwise extending over long periods of time are crowded to speedy
consummation. Twenty years of ordinary life, so far as they constitute
a testing period of character are, by college life, crowded into four
years. A boy who is a failure then, would, for the same reasons, be a
failure through the longer probation, unless the early discovery of
peculiar weakness may be a protection against the perils which this
weakness involves. Therefore it is a good thing for a youth to subject
himself thus early to a testing, for from it may come self-discovery,
when latent powers may be developed, and impending evils avoided.

Of other advantages of educational institutions I shall not now speak.
They are manifold. Our youth of both sexes, whatever their callings in
life, would do well to seek these advantages. Therefore parents, primary
teachers, and older persons who influence youth, should constantly place
before them the benefits of college education, and inspire them to reach
after and attain it. Arguments should be used, appeals made, assistance
proffered, that a larger percentage of American youth may aspire after
college privileges, or at least remain for a longer term in the best
schools of a higher grade. Haste to be rich, restiveness under restraint
during the age of unwisdom, inability to regulate by authority at home
the eager and ambitious life of our youth, together with false, mercenary
notions of parents, who “can not afford to have so much time spent by
the young folks in studying, because they must be doing something for
themselves”—these are some of the causes of the depreciation and neglect
of the American college—a neglect lamentable enough, and fraught with
harm to the nation.

Chautauqua lifts up her voice in favor of liberal education for a larger
number of people. She would pack existing institutions until wings must
be added to old buildings, and new buildings be put up to accommodate
young men and maidens who are determined to be educated.

Chautauqua would exalt the profession of the teacher until the highest
genius, the richest scholarship, and the broadest manhood and womanhood
of the nation would be consecrated to this service.

Chautauqua would give munificent salaries and put a premium on merit,
sense, tact, and culture in the teacher’s office. She would turn the
eyes of all the people—poor and rich, mechanics and men of other, if
not higher degree, toward the high school and the college, urging house
builders, house owners, house keepers, farmers, blacksmiths, bankers,
millionaires, to prepare themselves by a true culture, whatever niche
they fill in life, to be men and women, citizens, parents, members of
society, members of the church, candidates for immortal progress.

To promote these ends the Chautauqua Literary and Scientific Circle was
organized. By its courses of popular reading it gives a college outlook
to the uncultivated, and exalts the higher learning. It is, as I have
elsewhere said, a John the Baptist preparing the way for seminary and
university.

The managers of the Chautauqua movement, however, recognize the fact
that there are thousands of full-grown men and women who are at their
best intellectually, and who, with some leisure and much longing,
believe they could do more than read. They want to study; to study in
downright earnest; to develop mental power; to cultivate taste; to
increase knowledge, to make use of it by tongue and pen and life. There
are tens of thousands of young people out of school by necessities
commercial and filial, who are awakened to the power within and the
possibilities beyond. They believe they could learn a language, and
enjoy the literature of it. They believe they could think and grow,
speak and write. They are willing, and eager to try. Out of minutes they
could construct college terms. They have will enough, heart enough,
brain enough to begin, to go on, to go through, and all this, while
the everyday life continues with its duty for this hour and for that.
They believe that into the closely woven texture of everyday, home and
business life, there may be drawn threads of scarlet, crimson, blue and
gold, until their homespun walls become radiant with form and color
worthy to decorate the royal chamber—the chamber of their king, God the
Father of earnest souls.

Chautauqua denounces the talk of certain rich men about the “poor
having their place,” and that it would be “better for working people to
confine themselves to work, or at best to understand subjects bearing
entirely on their everyday duties in field or shop, and let science and
literature alone.” Chautauqua would make working men cultivated, and give
them recreation from manual toil in realms of wonder, taste, science,
literature and art. Chautauqua would spread out over the lot of the
toiler a dome, vast, radiant, rich and inspiring.

Therefore the Chautauqua School of Liberal Arts has been organized,
and chartered with full university powers, for non-resident pupils,
who, by correspondence with competent instructors, may study what they
please, when they please, and as they please, eliciting suggestion, and
giving answer and thesis, taking all the time they need, passing final
examination in writing in the presence of witnesses, and having their
examination papers subjected to the scrutiny of competent and impartial
critics. When, after the required standard in the several departments
which constitute the college course has been attained, whether in four,
or ten, or fourteen years, the successful candidate shall have his
diploma and his degree; and through this window he has constructed out
of all these fragments of time—fragments picked up from dusty floor and
pavement, from mine, and field, and shop—through this window the light
shall shine in its beauty, and people shall see what genius, industry and
persistent will can do with the cast away fragments of spare moments and
random opportunities.

I have thus described the “Upper Chautauqua.” By reason of the action
of the Board of Managers, elsewhere reported, the plan of gradation is
slightly changed from that laid down in the previous article on the
“Upper Chautauqua,” and the following successive steps are found in the
scheme of the Chautauqua University:

1. The ASSEMBLY, including the summer meetings, the “Platform,” “the
American Church Sunday-school Normal Course,” the “School of Languages,”
and the “Teachers’ Retreat.”

2. The CIRCLE, embracing the “C. L. S. C.”

3. The “INNER CIRCLE,” to which they belong who, having seven seals on
their diploma, are members of the “League of the Round-Table.”

4. The “UNIVERSITY CIRCLE,” with its “School of Liberal Arts,” and the
“School of Theology.”

NEW HAVEN, CONN., February 6, 1885.

OUTLINE OF REQUIRED READINGS.

MARCH, 1885.

_First Week_ (ending March 8).—1. “College Greek Course,” from page 187
to 216.

2. “Chemistry,” chapters IX and X.

3. “The Circle of the Sciences,” in THE CHAUTAUQUAN.

4. Sunday Readings for March 1 and 8, in THE CHAUTAUQUAN.

_Second Week_ (ending March 16).—1. “College Greek Course,” from page 216
to 239.

2. “Chemistry,” chapters XI, XII and XIII.

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

4. Sunday Readings for March 15, in THE CHAUTAUQUAN.

_Third Week_ (ending March 24).—1. “College Greek Course,” from page 239
to 260.

2. “Chemistry,” chapters XIV and XV.

3. “Home Studies in Chemistry and Physics,” in THE CHAUTAUQUAN.

4. Sunday Readings for March 22, in THE CHAUTAUQUAN.

_Fourth Week_ (ending March 31).—1. “College Greek Course,” from page 260
to 284.

2. “Chemistry,” chapters XVI and XVII.

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

4. Sunday Readings for March 29, in THE CHAUTAUQUAN.

PROGRAMS FOR LOCAL CIRCLE WORK.

FIRST WEEK IN MARCH.

1. Blackboard illustration and full explanation of the Greek theater,
special attention being given to the arrangement of the stage. If
preferred, charts or pictures can be substituted for the blackboard. As
aids to this work Donaldson’s “Greek Theater,” containing charts and
illustrations, and Mahaffy’s “Classical Greek Literature” will be found
very helpful.

2. Essay—George W. Cable and his Works.

Music.

3. Selection—“The Gorgon’s Head,” found in Hawthorne’s “Wonder Book.”
This story can be read “turn about” by the members. Reference is made to
the headless Gorgon, on page 210 of “College Greek Course.”

4. Essay—Shrove Tuesday, or Mardi Gras, as observed in New Orleans.

5. A Paper on Great Salt Mines and Springs.

6. Critic’s Report.

SECOND WEEK IN MARCH.

1. Essay—Sir Humphrey Davy.

2. Selection—“An Account of Sappho.” By Addison.

3. A Paper on Canadian Winter Sports.

Music.

4. A Half-hour’s Quiz on the Readings of the Month.

5. Essay—The Life of Euripides.

6. Question Box.

THIRD WEEK IN MARCH.

1. Fifteen Minutes’ Talk on Balloons and their Uses.

2. Selection—“On Great Natural Geniuses.” By Addison.

3. Character Sketch—Ignatius Loyola.

4. A Paper on the Athenian Orators.

Music.

5. General Conversation on the News of the Day.

6. The Questions and Answers for the Month in THE CHAUTAUQUAN.

MONTHLY PARLOR MEETING.

Music.

1. Roll call—Quotations from Greek Authors.

2. A Map Exercise. Trace Philip’s conquering march, as indicated by
Demosthenes in his third Olynthiac oration.

3. Essay—Demosthenes.

Music.

4. An Analysis of Tennyson’s “Princess.”

5. A Paper on the Famous Women of Greece.

Music.

6. Debate—Resolved, that the effects of the modern theater compare
unfavorably with those of the ancient.

Music.

It may not be amiss to follow our programs—which are intended to be
merely suggestive—with a very short exposition of our program-philosophy.
It is not a heavy philosophy; indeed, it is so simple that we half
suspect we may be laughed at for calling it a philosophy at all, but
its principles, we believe, are true and useful; as such we offer
them. According to our ideas there are four subjects which should be
represented on each C. L. S. C. program; first in the list and in
importance is the week’s or month’s reading, its prominent features, its
suggestions, its facts, its practical lessons; second, the world’s work
of to-day, not merely its events of public interest, its schemes and
disasters, but its science, invention, art, literature, morals, social
life, civilization, its men and its manners; to follow both exercises and
clinch what has been suggested, “good talk” ought to be an invariable
part of each evening’s work. Take care that talk, free, genial,
interested talk, follows every performance, or every program, and be sure
that always

                  “Music dwells
    Lingering and wandering on as loth to die.”

These are the four elements necessary to a good program. As to how they
shall be treated we have also a theory. Its first principle is let
everything be well done; while thorough, do not go astray in dates and
statistics, but go to the point which you desire to make. Then be bright
and interesting, the third essential in each performance. Withal, suit
your theme and your treatment of it to your audience. Let the subject be
of common interest, the matter neither so commonplace as to seem puerile
nor so technical as to be “over the heads” of your auditors. Such is our
program-philosophy. A better you will undoubtedly formulate by practicing
this.

LOCAL CIRCLES.

C. L. S. C. MOTTOES.

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

C. L. S. C. MEMORIAL DAYS.

    1. OPENING DAY—October 1.

    2. BRYANT DAY—November 3.

    3. SPECIAL SUNDAY—November, second Sunday.

    4. MILTON DAY—December 9.

    5. COLLEGE DAY—January, last Thursday.

    6. SPECIAL SUNDAY—February, second Sunday.

    7. FOUNDER’S DAY—February 23.

    8. LONGFELLOW DAY—February 27.

    9. SHAKSPERE DAY—April 23.

    10. ADDISON DAY—May 1.

    11. SPECIAL SUNDAY—May, second Sunday.

    12. SPECIAL SUNDAY—July, second Sunday.

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

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

    15. COMMENCEMENT DAY—August, third Tuesday.

    16. GARFIELD DAY—September 19.

Regularity is necessary to permanency. Whatever undertaking we desire
to make a permanent success, we must make regular; whatever we wish
to do successfully, we must do regularly. A tiresome, prosaic quality
we are apt to consider it, and one which restricts our freedom. The
regular return of small duties often makes them annoying, yet in large
affairs regularity adds dignity and strength. It is essential for the
establishment of any institution. A trite truth this may be, but trite
truths are not always applied, and it is for the application of this
homily to local circles that we sue.

It is most desirable that your local circle should become durable.
Not a club, to which you can run in as you have leisure, or which can
be adjourned for other engagements; which shall run this winter, and
“perhaps,” “if nothing happens,” go on next winter. Not at all. There
is a higher idea embodied in the plan. The true ambition of each member
of a circle should be to make it _the_ literary association of the
community, the leader in practical ideas, clear thinking, intelligent
talk and refined manners; but to reach this goal the circle meeting must
be considered too valuable to be omitted for any occasion whatever. Its
object is equal to that of any institution in the town. If you wish to
develop this idea, to establish your circle, to secure for it recognition
as a well founded organization, regularity in meeting and attendance
must be secured. It is true that a social or religious event sometimes
happens for which courtesy seems to demand an adjournment. In such a
case it is quite possible to select another night. The one idea upon
which we would insist is that the circle be considered and conducted
as a permanent institution, that it be made the intellectual center of
your life. How wonderful an impetus to thought and culture is such an
organization, only those who lack its influence can tell. Some of the
earnest letters which come to us from time to time give a suggestion of
what a circle might be to lone readers. Is there not, indeed, in this
delightful letter from BULGARIA, a hint of the real value of a circle,
a value which we so often fail to appreciate? It comes from an old
Chautauqua friend—Miss Lenna A. Schenck, now a missionary at LOFTCHA,
BULGARIA: “How gladly would we report to you from this out-of-the-way
corner of the earth the organization of a flourishing local circle. But,
alas! alas! we can not boast of even a triangle or a straight line, only
a point, a mere dot, but a thoroughly loyal one, keenly enjoying the good
things of THE CHAUTAUQUAN, that most welcome and highly prized of all the
white-winged friends that come to us by mail. Though so few in number, we
keep the vesper hours and the memorial days, and begin each day happily
by devoting the time from six to seven in the morning to Chautauqua
reading, and so we are inspired by glimpses of charming circles away in
the homeland, and by memories of delightful summers with our blessed
alma mater, Chautauqua herself. Before another year rolls round, we
hope to have at least a local triangle here at Loftcha, and perhaps a
Bulgarian translation of some of Chautauqua’s best ‘ideas.’ Many things
might be said of our new home and new work, but we remember the delicate
suggestion given in the November ‘Local Circle,’ that ‘no one could stay
very long,’ so with heartful greetings to the class of ’83 and to all
good Chautauquans the world over, we bid you adieu.”

Are not such friends of Chautauqua the prophecy of a time when the
work shall encircle the earth? Each month brings signs of its growth.
Particularly do we notice this month the spread of the work in CANADA.
The press is particularly friendly to the movement in the Provinces;
for example, the _Educational Weekly_, of TORONTO, quotes the _Globe_
of that city as saying: “The Chautauqua Literary and Scientific Circle
is now pretty well known. It has been in operation since 1878, and
has done a great deal of good. The yearly reunions at Chautauqua have
come to be very pleasant and very profitable. We understand that a
similar summer resort is to be instituted in Canada, in connection with
the reading circles already established in the Dominion. We wish the
enterprise all success.” Much of the interest in Toronto is undoubtedly
due to the hearty work of Mr. E. Gurney, and Mr. Lewis Peake, president
and secretary of the “Central” circle. This circle has recently had the
pleasure of hearing a lecture on “Athenian Literature” from Professor
Hutton, of the University College. LONDON has also a very flourishing
circle, dating from the fall of 1883, when it was organized with a
membership of about forty. It is a most healthy sign of growth, when
reorganization finds a circle larger than when it disbanded. The
“Central” circle had this fortune. They began the present year with a
membership of forty eight. Their plans have been most happy; the vesper
services in the Chautauqua song books are used at every meeting, and
quotations as responses to roll call; chemical experiments are performed
for them by a professor of practical chemistry, who is a member of the
circle, and their programs are full of variety. So important to them
is their circle that they made Christmas the occasion of a special
meeting, at which they used the Christmas vesper and praise service
which appeared in THE CHAUTAUQUAN for December. The service was followed
by an address and several entertaining exercises. This is exactly the
work which enhances the value of the circle, both for the members and
for the community. It raises a circle to the point where it becomes the
medium through which all extra social occasions may be observed. It makes
it not only a reading club, but a factor in the social, religious and
intellectual life of a community.

At DARTMOUTH, NOVA SCOTIA, we learn from a local paper, there is also
an energetic circle. They have done good work in introducing the C. L.
S. C. to the public, securing a notice of a public vesper service, an
explanation of the work they are doing, mention of the circles in the
vicinity, and following their information by announcing their next
meeting with a cordial invitation to the public to be present.

In November last two new circles were formed in MAINE. A “Pine Tree”
circle, of twenty-seven members, coming from DOVER and FOXCROFT.
These beautiful villages are closely connected by covered bridges—the
Piscataquis river flowing between, though it is a hard matter for a
stranger to see where one begins or the other ends, so much like one
village are they. A friendly way to live, is it not? These classmates
have evidently learned what Thackeray found out in London long ago—that
“A man ought to like his neighbors, to be popular with his neighbors. It
is a friendly heart that has plenty of friends.” But we all learn that in
the C. L. S. C. The second is the “Simpson” circle at AUBURN, where the
Rev. G. D. Lindsay is president. Sixteen enthusiasts make up the circle
which, so far, finds the work suggested in THE CHAUTAUQUAN sufficient for
its needs.

One of the most interesting and prosperous, though not largest of
Chautauqua circles, is the “Baketel” circle, at GREENLAND, N. H. It
is named in honor of its founder and leader, Rev. O. S. Baketel, an
old Chautauquan of the class of ’82. The organization is very simple.
The leader prepares the program for each evening, and the members come
promptly. No inflexible rule is adhered to, but as much variety given
as possible. That the plan is most successful we know from a recent
letter from a friend, in which he says of the work: “Our members vary in
age from eighteen years to fifty-three, and none are more enthusiastic
than the oldest ones. It makes one of the most interesting gatherings
ever brought together in the community, and is furnishing help to some
whose advantages in early life were very limited. Every member feels
like exclaiming ‘All hail C. L. S. C.’”——The “Webster” C. L. S. C.,
of FRANKLIN, N. H., is enjoying its second year of existence. A good
interest was maintained throughout last year, and they began this year’s
work promptly in October, with twenty-two active members. To them
the dining room table has revealed its wonderful power to stimulate
sociability and “good talk.” They have discovered its genial ways, how
it will always stretch to make room for more and still more, and how it
seems to be always saying: “Stretch out your arms; don’t mind just how
you sit. I shield your position, I am here to help you all, to bring you
close together, to hold your books, to forbid your parting, to compel you
to be a circle.” Indeed, we are glad the “Webster” circle has learned the
virtues of a dining room for study and for friendliness. Maybe if they
but analyzed their devotion to their circle that stout, wooden friend
would deserve not a little of the honor, and perhaps, too, it has helped
not a little in bringing in the children, which, they write, are crowding
into the Chautauqua work until the circle boasts even grandchildren.

The “Clio” club of twenty members at NEWPORT, VT., kindly remembers THE
CHAUTAUQUAN with one of the programs used at a recent public meeting.
The dainty, tasseled souvenir they send us bears a list of exercises of
unusual richness and variety.

MASSACHUSETTS is getting her circles into the press. Scarcely a paper
from within her borders comes to our sanctum which does not contain
at least one item of Chautauqua import. The _Melrose Journal_ of
MELROSE reports the organization of a circle of fifteen members in that
city.——The _Woburn Journal_ notices the work of the circle there in a
very appreciative notice: “The fortnightly meetings of the First Woburn
Chautauqua Literary and Scientific Circle are being well attended and
the exercises are very profitable intellectually and the students are
doing good work. Two weeks ago the Rev. Charles Anderson gave a very
interesting talk on Prof. Schliemann’s recent explorations in Mycenæ,
and Hissarlik, the supposed site of ancient Troy. At some meeting in
the near future the Rev. A. E. Winship, a true Chautauquan, connected
with the ‘New West Education Commission,’ a thorough scholar and a
very interesting speaker, will lecture on ‘Literary Clubs’ before
the members of the circle.”——The _Saturday Union_, of LYNN, speaks of
the thorough work their circle is doing in chemistry.——The _Ipswich
Chronicle_ highly commends the Milton memorial held by the “Masconomo”
circle of that city. By the way, the name of this circle brings back
an interesting bit of early Massachusetts history. It was the Indian
Masconomo, or Masconnomet—from whom the circle is named—who, in 1638,
“sold his fee in the soil of Ipswich” for £20, to John Winthrop, Jr. And
here was established the town which the Indians called Agawan (“fishing
station”), and to which the white men gave the name of Ipswich.——The
_Salem Gazette_, too, gives notices of two branches of the C. L. S. C. in
that city. About forty members are in each of these societies.——Several
new circles we have the pleasure of adding to our visiting book. At
MERRIMAC a circle of seventeen members has been formed, with the happy
title of the “Hale” circle. The first circle, so far as we know, which
has honored itself by assuming the name of our esteemed counselor. They
should be glad they waited; so good a name does honor to anybody, and
ought to be an omen of future prosperity.——The “Eaton” circle, named in
honor of the Rev. G. F. Eaton, begins life with seventy members. Its home
is WALTHAM—city of watches. If the spirit of the town is to be the spirit
of the circle, wonderful results will certainly be forthcoming.——Last
October a few of the many students in the C. L. S. C. in WORCESTER
organized a local circle. By the perseverance of these few, others
have been persuaded to take the course, until the circle numbers about
sixteen. They have taken the name of the “Warren” local circle, in honor
of Bishop Warren.——At PROVINCETOWN a company of ten, five ladies and
five gentlemen, met on the evening of the sixteenth of December last,
to form a local circle. The meetings have occurred every week since;
the circle has adopted the name of “Mayflower.” The meetings are full
of interest, and the members are busy trying to make up the reading of
the past months. All are members of the class of ’88 except one, who
belongs to the class of ’85.——SOUTH GARDEN reports a circle organized a
year ago, but which has never been noticed in THE CHAUTAUQUAN before.
It is a “Pansy” class—all the fifteen members belonging to the class
of ’87.——“Not Chautauquans for four years only, but Chautauquans for
life,” the friends at HOLBROOK subscribe themselves. Their motto grew
out of the ardor of a lady member of the circle who, when at a recent
meeting something was said about a four years’ course, said: “I shall
not consider that I have finished the course at the end of four years. I
for one am going to be a Chautauquan as long as I live.” A right royal
motto, is it not?——The WAKEFIELD circle sends a program of a meeting in
which we are glad to notice that present affairs go side by side with
discussions of Grecian history and art and literature. The subjects for
essays include a “Review of Current Affairs in Massachusetts,” “The
Pension Problem,” etc. The history that is making certainly deserves our
attention, as well as the history of the past.——NORTH CAMBRIDGE also
sends the program which they prepared for the January meetings of the
“Longfellow” circle. In addition to their regular work, they added the
novel feature of a talk on newspaper work, from a practical newspaper
man.——The last of this month’s Massachusetts reports contains a most
capital hint. AUBURNDALE is the home of a flourishing circle, which
among its other good features has a constitution. One of the articles of
this constitution is the suggestion which it will please us to have you
all ponder. It reads: “A short report of the condition of our society
shall be forwarded twice a year to THE CHAUTAUQUAN.” Do you all take
the hint? Perhaps one secret of this energetic article is the nearness
of Auburndale to Framingham—so near is it that all the members of the
circle went to the Assembly last year. To Massachusetts, too, belongs the
honor of the following merry Chautauqua feast, of which a friend from
Providence, R. I., has written us: “Spending a few days in ROCKLAND,
MASS., I was invited to visit the ‘Sherwin’ Chautauqua Circle, and being
a true-blue member of the ‘Clio’ C. L. S. C. of Providence, I was joyful
in accepting. The exercises were of a most novel and interesting kind,
and unusually pleasing to me, as I was an old acquaintance of Prof.
Sherwin. Since this society was instituted, some two years ago, but one
representative of the posterity of the circle has been born, and the
members of this enterprising circle showed their appreciation of Prof.
Sherwin’s noble work in the good cause by naming this gift after him.
An elegant gold lace pin had been made to order, with the initials C.
L. S. C. neatly engraved upon it, and that evening the presentation was
made. After Chautauqua greetings had been exchanged, the baby Sherwin
was called for, and made his appearance, riding on his mother’s arm, as
wise and dignified in behavior as a youthful Solon. One of the frolicsome
Chautauqua dames then read the following formal rhyme:

    “‘There were some fair dames of Chautauqua,
     Their possessions were lovely to see,
     Between you and me;
     They had jewels of gold,
     Of value untold,
     These elegant dames of Chautauqua;
     But children were few,
     You scarce find one or two
     In the homes of these dames of Chautauqua.
     And sad were the dames of Chautauqua
     When they read of the Gracchus,
     Of Cupid and Bacchus,
     The lesson seemed filled up with mocking.
     They longed for a son,
     So the gods sent them one,
     Full of frolic and fun,
     Sent a son to these dames of Chautauqua.
     Then what joy in the circle Chautauqua!
     What pæans were sung,
     And Chautauqua bells rung,
     To welcome the lad of Chautauqua!
     Straight they gave him a name,
     Sherwin Burrill the same—
     These frolicsome dames of Chautauqua!
     Now, they badge him with gold,
     So that when he is old,
     They can still claim their son of Chautauqua.’”

At SOUTH MANCHESTER, CONN., a most encouraging increase of members
has taken place. Last year the circle numbered twenty, this year
forty-eight. Such growth is full of promise for the future, and yet it
is the inevitable result of enthusiastic members and carefully prepared
programs.——The new circle at MANSFIELD CENTER, CONN., numbers ten
members. They are expecting a lecture on chemistry soon, from Prof.
Washburn, of the North Mansfield Agricultural College.——The “Newfield” C.
L. S. C. of WEST STRATFORD, CONN., has recently received the following
pleasant letter from “Pansy:”

                                    CARBONDALE, PA., January 6, 1885.

    _Dear Friends of ’87_:

    My word of greeting to you must commence with an apology. The
    letter from your secretary found me immersed in work. The holiday
    season brings upon me a heavy pressure of care, in addition to
    the usual routine. From the almost hopeless mass of unanswered
    letters which I have just overturned on my study table, that of
    your secretary emerges, so I seize it and make a beginning. What
    shall I say? I might congratulate you on being members of that
    great literary circle, which verily seems destined to reach out
    its long arms and encircle the world—but to what purpose would
    this be?

    You already know by experience all, and more than I could tell
    you of its advantages, and its far reaching influences.

    What then, shall I, in this moment of time, say to you who are
    classmates of mine? Shall I hope that you may be able to pass
    the Golden Gate and join in the class song of the ’87s, and
    receive your diploma from the hands of the Chautauqua chief,
    and enjoy all the delights of Commencement day? That indeed I
    heartily wish. I hope to be there and to clasp hands with you,
    and give and receive greeting.

    But I am conscious while I write, of a higher, stronger, holier
    hope than that, even that every member of your circle and of all
    the great Chautauqua Circle may finally pass the Golden Gate
    that leads to the palace of the King, and receive from him the
    greeting “well done, good and faithful servants,” and receive
    from his hands the crowns laid up for those who are “called, and
    chosen, and faithful.”

    Oh, to be sure of passing safely through the ordeal of
    examination by the Judge!

    When I think of the immense enthusiasm of the C. L. S. C., I
    am glad. I believe in enthusiasm. I believe in the Chautauqua
    Literary and Scientific Circle. Yet I wonder, often, whether we,
    as Christians, can not learn something from the eagerness of many
    scholars who are not of the royal family, and yet are eager to
    learn all they can, about our Father’s handiwork in earth and air
    and sky.

    I am writing longer than I meant. I only wanted to say this: Let
    us make sure of clasping hands at last in our Father’s house.

                           Yours in His name,

                                           MRS. G. R. ALDEN.—“PANSY.”

Desiring to promote the interests of the C. L. S. C., the Chautauqua
circles of Rhode Island, numbering about twenty-five, have united and
formed the “Rhode Island Chautauqua Union,” with the following officers:
President, Prof. John H. Appleton, A.M., of Brown University; first vice
president, the Rev. J. Hall McIlvaine, pastor of the Union Congregational
Church; second vice president, Hon. Thos. B. Stockwell, A.M., Rhode
Island State Commissioner of Public Schools; third vice president, Levi
W. Russell, A.M., Principal of Bridgham School; secretary and treasurer,
Wm. D. Porter, D.D.S., all of Providence. There have been three new
circles formed this year in PROVIDENCE, R. I., one of them bearing the
popular name of “Vincent.” “Hope” circle, formed in 1882, is still
in a flourishing condition. They were favored last month with a very
interesting and instructive address by Prof. Appleton, on “The Value of
the Study of the Natural Sciences.” The executive committee arrange the
order of exercises and find the monthly programs in THE CHAUTAUQUAN of
great benefit. The circle has now about seventy members, and most of them
belong to the C. L. S. C.——Another newly organized circle of Providence
is the “Esmeralda Bachelor” circle. It numbers twenty members, all
gentlemen, and they give as the only excuse which it seems to us could
be at all valid for forming a circle of bachelors, that they can get
more young men into their club by restricting its membership. “Whittier”
circle, of the same city, has been reorganized, and a most pleasant item
comes to us from them. On the birthday of the beloved poet, the circle
sent to him as a souvenir a paper weight of serpentine, from a quarry in
Newburg, Mass. It had been cut into a design of oak leaves and acorns.
Their remembrance brought back a kindly response from Whittier.——A newly
organized circle also exists at RIVER POINT, R. I. It was formed in
October last, and numbers thirty-five. Their plan is that laid out in THE
CHAUTAUQUAN.

The NEW YORK circles are doing wonderfully energetic work. At JORDAN
there is a new and growing organization of twenty-four members.——At
MEDINA, one of thirteen, which has already begun to scatter seed,
some of it so far away as the Pacific coast, where our Medina members
believe they will soon have an offshoot.——The “Wolcott” C. L. S. C. has
been organized at WOLCOTT, with over thirty members, who write most
enthusiastic words of the benefits they have already received.——At
BROCTON the veteran circle, composed of members of the S. H. G. and C.
L. S. C., held a delightful Milton memorial.——At ROCHESTER, the circle
which is connected with the Academy of Science in that city, wins this
appreciative notice from a local paper: “Public sentiment in favor
of the Chautauqua movement is spreading with marvelous rapidity. Such
certainly is the fact in regard to the circle in this city. There are
now upward of forty members enrolled, and beside these a large number
of persons attend the semi-monthly meetings who have not yet identified
themselves with the regular work. The practical benefit derived from
this course of home study becomes more apparent as it is investigated,
constantly confirming the wisdom of its founders in setting in motion a
plan for the intellectual and moral elevation and culture of thousands
who have only spare minutes for such an object.”——At GLENS FALLS, not
long ago, Chancellor Vincent greeted his C. L. S. C. pupils, delivering
his lecture on “That Boy and His Friends,” before them, and meeting
them afterward at a reception.——At OCEAN GROVE, the circle under Dr.
Stokes’s genial management is doing admirable work. A delightful social
was recently held by the circle at the Sheldon House.——The MARION circle
has reorganized this year, strong and hopeful as ever. Says a member:
“The ‘Inner Chautauqua’ is taking a deeper hold upon us year by year,
and we propose that our connection with the C. L. S. C. shall continue
indefinitely. We are trying to extend the knowledge of it by distributing
the ‘Popular Educational Circular,’ by inserting an occasional item in
our village paper relating to the doings of our circle, as well as by
personal conversation with our friends and acquaintances.”——The circle at
CARMEL has also been reorganized, with seventeen members. Their programs
show excellent work.——At SANDY HILL, during the holidays, a special
meeting commemorated the season. Among the exercises was a poem on “The
Triumph of our Language,” which deserves special mention.——The BROOKLYN
circle, of Hansom Place M. E. Church, has increased its membership to
over one hundred. It owes to the Rev. George E. Reed, its president,
the large increase. Having outgrown the capacities of private parlors,
they have met lately in those of the church, where, while losing some
of its more social elements, there is a far better opportunity for map
display and the general working of the monthly class. Following out the
assignment of an instruction committee, they find no lack of willing
participants. One of the most popular exercises is the five minutes’
essay on some person or incident connected with the current reading.
In good hands, the information condensed is of the most direct kind,
and at its conclusion an opportunity is given the class to ask any
questions relevant to the topic. All this is clear knowledge, and has
proven one of the most agreeable of their methods.——At FORT PLAIN, the
circle carried out on Bryant day a highly enjoyable program. That this
circle is enthusiastic, the fact that some of its members come from four
miles away, is a proof.——A second New York circle which has enjoyed a
visit from Chancellor Vincent, and had the pleasure of tendering him
a reception, is that at CHATHAM. Several new members have joined the
circle there, the result of the inspiring talk which the Chancellor gave
them.——The “Ionian” circle of BURLINGTON, N. Y., is winning friendly
attention from the local press, its meetings being noticed, and its
exercises commended.——The “Vincent” circle, of TROY, invariably sends out
to its members, on its announcements of monthly meetings, some bit of
inspiring thought. On the January program we find this sentence, useful,
we suspect, for other than Troy readers: “Remember this: In proportion as
you put thought and work into these monthly meetings, in that proportion,
with high interest, will you draw out in enjoyment and profit.”

The local circle of BRIDGEVILLE, PA., was organized November, 1881, with
a membership of thirteen. During the intervening three years there have
been many changes, but the good work has been steadily going forward.
The circle reorganized October, 1884, with eight members, and has taken
up the work of the year with increased vigor, the meetings being well
attended and very interesting. The monthly meetings are held in the
village church, though none of the members live in the village, some
having to travel the distance of two miles to attend the meetings.——At
READING, the “Cleaver” circle has been reorganized, with double its old
membership. Their program they make very interesting, by introducing
variety into the exercises.——Nine ladies and gentlemen formed last fall
the “Castelian” circle, in PHILADELPHIA. Happy are they to have a large
map of Greece. What a treasure it is to a circle these days!

The “Meridian” circle, of WASHINGTON, D. C., has been having a feast of
good things. How can it help it? It lives in Washington, and Washington
offers peculiar advantages to literary and scientific clubs, not only
on account of its immense professional library and large scientific
collections in the Smithsonian Institution and National Museum, but
also through the _personnel_ of these institutions and of the many
other scientific bureaus of the government, who, making literature or
science their daily vocation, afford a large field from which to draw
essayists and experimentalists of a high order. “Meridian” circle has
been fortunate in availing itself of these advantages. Last year, during
the course in vegetable biology, they had an evening’s instruction in
the microscopic examination of bioplasm, by Dr. D. S. Lamb, the eminent
anatomist of the United States Medical Museum, who had charge of the
autopsy of President Garfield. This year, at their last meeting in
November, they had an essay from Mr. Lee Shidy, of the United States
Coast Survey, on “The Tides,” a most interesting subject, and most
interestingly and ably illustrated and explained.

A seven-years-old circle certainly deserves a warm corner by THE
CHAUTAUQUAN’S fireside. Most cordially do we grant it, for we mistrust
that a circle so experienced will be unusually good company, and will
be able, too, to give us some suggestions of value. It is the “Trojan,”
of TROY, OHIO, which claims this rare distinction, and we believe we
are not wrong in saying that their history will be of great interest
to all. The ‘Trojan’ circle was organized with a large membership in
1878. Eight members graduated in 1882, five of them being at Chautauqua
that season. In the fall of that year the circle increased greatly,
and has been growing in interest ever since. Now it numbers thirty-two
members. Their plan of work is as follows: They open with singing, and
responsive reading from ‘Chautauqua Songs.’ At roll call each member is
expected to respond with a Bible verse. The questions in THE CHAUTAUQUAN
on the week’s lesson are asked, and also original test questions from
some or all of the members, on the readings. Sometimes the circle reads
alternately from one of the text-books, or from THE CHAUTAUQUAN. They
always have a critic, and a committee of two that gives a digest of the
topics of the times, often in the form of questions, which thus makes
a pleasant _conversazione_. Memorial days are faithfully remembered
and made interesting and attractive by essays, readings, recitations,
and music.——At PERRYSBURG, OHIO, ten persons are in the circle, which
has been in existence for about four years. One entertaining feature
is novel. Occasionally a paper of interesting general news is added to
the program. The question box, too, is made a feature of each evening,
a practice which is always worth all the work it takes. Memorial days
find pleasant observance, the Milton memorial being celebrated with
peculiarly pleasing exercises. The circle is rejoicing in their readings,
considering them of great benefit.

MICHIGAN advances with a goodly list of new circles this month. At
PETOSKEY there are fourteen members formed into a circle. These friends
have the invigorating influence of the Bay View summer Assembly to help
their work.——At HUDSON, a delightful company of thirty-five has formed
the “Carleton” circle, the name being given, of course, in honor of the
popular poet, Will M. Carleton, whose birthplace and early home were in
Hudson. Round-Tables with genuine “at home” feeling, recitations, select
readings, question box, queries, criticisms and quotations make the
meetings full of life and variety. The program for an evening is always
published in the local papers at least two weeks beforehand, and a report
of each meeting is slipped in after each session, so that the people
can not forget the existence of the C. L. S. C. At an early meeting
our friends are going to take a trip to Naples and return.——Strong
organizations have been formed at both KALAMAZOO and SAUGATUCK. At the
former place the “Burr Oak” circle has twenty members, and at the latter,
a lovely town about two miles up the Kalamazoo River, the circle, though
small, is growing. The use which they make of our columns seems to us
very good. “THE CHAUTAUQUAN is our ‘guide and counselor,’ and though we
do not follow closely its outline for local circles, yet we never prepare
a program without its aid.”——In the land of the arbutus, at TRAVERSE
CITY, the “Arbutus” circle, of twenty members, has been organized. A
pretty monogram has been designed for them, and it is to be printed
upon the sermon paper which the members use for essays and reviews.
These contributions are then to be bound in paper covers and filed. An
interesting collection it will certainly make. The growth of our language
has been furnishing this circle with some interesting topics.

The “Vincent” local circle of LAFAYETTE, IND., has entered upon its
fourth year, with forty members, three of whom are C. L. S. C. graduates,
but remain active in the work. The president, Prof. Craig, and vice
president, Prof. Thompson, both of Purdue University, are thoroughly
interested in the work. The program is prepared a month in advance. They
are following the suggestions in THE CHAUTAUQUAN, largely. The success of
their lecture course last winter left the society with funds sufficient
to rent a room, centrally located, for the regular meetings. The vice
president, a Professor of Art, recently presented the circle with a terra
cotta medallion of Dr. Vincent, his own work. It has been handsomely
framed and hung in their room.

From SHELDON, ILL., a friend writes: “We have a local circle of about
twenty-five members and great interest is taken in the exercises. We
usually follow your program. Not having started until after October 1st,
and having been delayed in obtaining our books, has thrown us behind
some, still we are making up lost ground better than expected.”——At CRETE
a circle has started off with twenty-six members—many of them young
people, to whom the course has been just what they needed.——ABINGDON also
has a society of twenty-three members. Several readers have been there
in past years, but not until now has there been a circle. The chemistry
readings are furnishing an excellent opportunity for experiments, and the
Abingdon circle are fortunate in having a college laboratory to resort to
for experiments.

The circle of the Franklin Avenue M. E. Church, MINNEAPOLIS, MINNESOTA,
has been formed two years and has not reported until now to THE
CHAUTAUQUAN. They have an interesting class of nineteen members, who are
all very zealous in the work. The circle meets every Monday evening to
review the week’s work, which they are studying after the plan laid out
in THE CHAUTAUQUAN.

The circles of MINNESOTA, and, indeed, of the entire north-west, are
requested to send a note to Mr. E. P. Penniman, ST. PAUL, MINN., stating
whether they will coöperate in a plan for securing a C. L. S. C. day
at either the Red Rock camp ground, Lake Minnetonka, or at White Bear
Lake. The six circles of St. Paul, those of Minneapolis, Hudson, and
Stillwater, have signified their willingness to help carry out this
excellent idea. Such a day would be an event of greatest interest
and value to the circles in that locality; it would arouse flagging
enthusiasm, would give every one present a fund of new ideas, and would
spread the plan of home reading in many homes where it is unknown.

We are very much pleased to hear from BLOOMFIELD, IOWA, of a circle,
organized in 1882, but which has not before been introduced to our
circles. Since its organization its membership has increased from six
to fifteen members. The memorial days are observed and much social life
enjoyed by the circle which promises that at no late day there will be
more than one organization of the C. L. S. C. in their city.

A late number of _The Daily Register_, of MOBILE, ALABAMA, contains an
essay on “The Character of Milton,” which was read before one of the
circles of that city at a recent meeting. Had we space we should gladly
reprint this excellent paper. Mobile has two societies reading the
Chautauqua course, and we hope that we shall soon receive full reports
from them.

A great deal of energy is displayed by the DESOTA, MISSOURI, circle.
Few issues of the _Jefferson Watchman_ come out without a notice of its
meetings. A late number says: “The members of the C. L. S. C. are again
busily engaged in their work after their holiday vacation. Two meetings
have already been held in the new term, both of which were enjoyable and
instructive, and the reading of ’85 is well under way. The number of
members is about the same as last term, as none after becoming interested
in the work seem to have the least inclination to drop out of the circle,
but on the contrary become more and more interested and enthusiastic. The
program for the next meeting will be found in another part of this paper.”

KANSAS quite equals Missouri, however, in its enterprising readers. A
letter from a reader at WAKARUSA remarks of their circle: “We number but
eight members, and are so scattered that our circuit embraces several
miles, but having adopted the name ‘Olympian,’ we hope in time to carry
off a double prize, one for intellectual attainments, the other for
physical prowess exhibited in combat with Kansas mud. Though we have
difficulties and discouragements even in our own little circle, we
are yet resolute and enthusiastic. At present the Round-Table is the
principal feature of our meetings.”——Quite as interesting is a live
report from WYANDOTTE: “Although we have not been reported for nearly
a year, our circle is not dead, but the interest is increasing, and we
are doing better work than ever. Our membership numbers twenty-five,
with twenty subscribers to THE CHAUTAUQUAN. In 1884 we held forty-seven
meetings, and had an average attendance of twelve. With us, as with
nearly all other circles, the great difficulty is to keep from having too
much of a sameness in our programs. Thus far we have had good success by
giving a committee charge of the literary work, which reports performers
and programs a week in advance for regular meetings and three weeks for
memorial meetings. We sometimes vary the exercises by devoting an entire
evening to one subject. We endeavor to have all roll calls answered with
quotations, and stimulate inquiry by having a question box, the contents
of which are discussed at each meeting. We observe all memorial days,
and they are a never failing source of interest. On Milton memorial
the biography of Milton was given by the circle, each member taking up
the history where the former one stopped. Each member read a favorite
selection from the author, and the variety of selections indicated a
variety of taste. We make good use of the Chautauqua songs, and find that
the singing of them renders a meeting so much the more interesting, and
there is, too, a bond of union in a stirring song. Our members have taken
the liberty of naming this circle the ‘Pansy’ circle, as nearly all of us
are members of the ‘Pansy’ class.”

We are sorry to “skip” the wide space between Kansas and California, and
gladly stop at NORDHOFF, CAL., where we find the “Ojai” circle, which
was organized last October. Although they are only seven, they are all
in earnest and full of the Chautauqua spirit. They meet once each month,
at the homes of the members. They are all busy people, but are glad to
_make_ time for the C. L. S. C. reading, which they find adds a charm to
busy lives. They hope to be able to persuade many of their friends to
join them.

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.

    Class badges may be procured of either President or Treasurer.

A very pretty program comes to us from a loyal “Invincible” of Toledo,
Ohio, the Rev. H. M. Bacon, the president of the “Bryant” circle of that
city. The program contains a six months’ outline of work. It bears the
mottoes, the dates of regular meetings, and the memorial days. A kind of
C. L. S. C. calendar which we imagine any once having had would find it
hard to do without.

Miss Kimball writes our secretary, Miss Canfield, of Washington, that the
Invincibles—true to their name—are making a splendid record, and that
the class standing is excellent. She says: “I think the Invincibles may
well be proud of their record. The prospect is that the class will stand
fully as high, in proportion to its size, as any of the other classes.
Of course we can not expect the actual number of graduates to reach that
of other classes, as the whole recorded membership is much smaller.” Let
this encouraging news help us to “press on,” and, classmates, see to it
that all members of your local circles, who rightfully belong with the
’85s, have their memoranda completed and sent in by the first of July.

Of those who expect to receive diplomas at Chautauqua, forty-one,
representing fifteen states, Canada and the District of Columbia, have
responded to the request to send their names to the secretary. Let us
hear from you all, that the list for “roll call” may be complete.

One ’85, who writes he lives alone with his brother “away out in the
backwoods of California,” regrets he can not be present at Chautauqua,
but hopes to receive his diploma at Monterey. From the Atlantic to the
Pacific the pulse of the C. L. S. C. is beating strong and steady.

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. C. 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.

    “For light!” and “with light!” as the words we repeat,
       Yet fuller and deeper the message they bring;
     Still through every volume each line that we meet
       In undertone earnest our motto shall ring.

    “For light” do we ponder the history vast
       Which spreads through the ages its sunshine and shade,
    “With light” for the present, we come from the past,
       With lessons whose impress we can not evade.

    “For light” must we study the many-hued lines
       Which Greece with her delicate pencil has traced;
     While Rome with her pride and her grandeur combines
       To deepen the picture no time can efface.

    “For light” at the portals of Nature we wait—
       Descend to her rocks and mount up to her stars—
     Her atoms diffuse and her gases collate,
       Yet learn, as her secrets she slowly unbars,

     How, filling, pervading, encompassing all,
       Still law—mighty law—through all systems doth reign;
     The world and the atom respond to its call,
       The dewdrop and ocean are bound by its chain.

    “For light,” above all, when our vesper has chimed,
       We bathe in the beams of an unsetting Sun;
     When thus up the ladder of prayer we have climbed,
       “With light” shall be blessed many thousands through one.

    “For light!” and “with light!” ’tis for this we would live,
       O fling our glad banner abroad to the sky!
     Truths won for ourselves unto others we give,
       Till light never-clouded shall greet us on high.

    ALICE C. JENNINGS, Class of ’86.

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.

Badges for the Class of ’88 sold only by Mrs. Rosie M. Baketel,
Greenland, N. H. Price, 15 cents each.

All members who have interesting items of class news should send them
promptly to the Rev. C. C. McLean.

The following circles of the Class of ’88 have been formed, viz.:
“Janes,” Brooklyn, N. Y., sixty-two members; “Vincent,” Wyoming, Iowa,
over twenty members; “Washington Avenue,” Milwaukee, Wis., fourteen
members. In Collamer, Ohio, there was organized a circle four years
ago. It has enjoyed active vitality ever since, and is now doing most
efficient work in astronomy. Aroused by the last Chautauqua Assembly,
nearly thirty organized a new circle. All are of the Class of ’88, except
one of ’82, one of ’83, and five of ’86. The latter includes an old lady
in her 81st year, who is not only beautiful in character, but, seemingly,
as bright in intellect as in the meridian of life. This circle favors a
change in motto; one suggests “Perfect in principle, in practice pure.”

The Florida Chautauqua is now in session at Lake de Funiak, and closes
March 9th. The program is varied and interesting. We hope to report a
good increase in the Class of ’88 at the close of the Assembly.

IOWA.—I am enrolled in the C. L. S. C. army, “Class of ’88.” Not until
the middle of this month (December) was I able to commence my reading.
The prescribed course I think grand, and I can but feel grateful for a
plan so far reaching, and so full and beneficial in its results. Our
class motto is excellent. I am a busy farmer, but I shall make known the
advantages of the “Chautauqua University.”

QUESTIONS AND ANSWERS.

BY A. M. MARTIN,

General Secretary C. L. S. C.

I.—QUESTIONS AND ANSWERS ON “COLLEGE GREEK COURSE IN ENGLISH”—FROM PAGE
187 TO END OF THE BOOK.

1. Q. Who was the third member of the great tragical triumvirate of
Greece, Æschylus and Sophocles being the other two? A. Euripides.

2. Q. When was Euripides born, and what noted battle took place the year
of his birth? A. 480 B. C., in the year of the battle of Salamis.

3. Q. Where were the closing days of Euripides spent? A. At the court of
the king of Macedonia.

4. Q. Who are two of the translators of Euripides? A. R. Potter, who
has made a metrical translation, and T. A. Buckley, who has produced a
version in prose.

5. Q. From what play of Euripides are the most of the extracts presented
by our author taken? A. From the “Alcestis.”

6. Q. Under what title has Robert Browning rendered a version of
“Alcestis?” A. “Balaustion’s Adventure.”

7. Q. Who was Alcestis? A. The wife and queen to Admetus, king of Pheræ,
in Thessaly.

8. Q. By grace from Apollo, on what condition was Admetus granted the
privilege of not dying? A. On condition of his being able to find some
one who would agree to die in his stead when his turn should come.

9. Q. Who became the required substitute? A. Alcestis, the wife of
Admetus.

10. Q. After her death by whom was she brought back to life and restored
to her husband? A. By Heracles.

11. Q. From what drama of Euripides does our author take a celebrated
chorus, in part eulogistic of Athens? A. The “Medea.”

12. Q. Who stands alone as representative to us of Greek comedy? A.
Aristophanes.

13. Q. What two comedies of Aristophanes retain for us more interest than
perhaps any other of his works? A. “The Frogs” and “The Clouds.”

14. Q. Who were the especial targets of these two comedies respectively?
A. Euripides of the “Frogs” and Socrates of the “Clouds.”

15. Q. Who is first in fame among ancient lyric poets? A. Pindar.

16. Q. What does Sappho remain to this day in general estimation among
those entitled to adjudge her just rank, from the various trustworthy
indications that survive? A. The foremost woman of genius in the world.

17. Q. What is the only complete poem that has come down to us from
Sappho? A. The “Hymn to Aphrodite.”

18. Q. On what does the fame of Simonides chiefly rest? A. On his
epigrams.

19. Q. What is the most celebrated, perhaps, of all the epigrams of
Simonides? A. That on the Spartan Three Hundred who fell at Thermopylæ.

20. Q. What is the great name in Greek idyllic poetry? A. Theocritus.

21. Q. What two other pastoral poets are associated with Theocritus, in a
kind of parasitic renown? A. Bion and Moschus.

22. Q. From what two idyls of Theocritus does our author give
presentations? A. The “Death of Daphnis,” and the “Festival of Adonis.”

23. Q. Who is first among the masters of eloquence? A. Demosthenes.

24. Q. The name of what other orator is associated with that of
Demosthenes? A. Æschines.

25. Q. What are the most celebrated of Demosthenes’s public orations? A.
The “Olynthiacs,” the “Philippics,” and the oration on the “Crown.”

II.—QUESTIONS AND ANSWERS ON “CHEMISTRY,” FROM PAGE 85 TO PAGE 156,
INCLUSIVE.

26. Q. Why is chlorine a substance of very great commercial importance?
A. On account of its extensive use as a bleaching agent.

27. Q. Of what common article is chlorine an important constituent? A.
Salt.

28. Q. What are the three most striking properties of chlorine? A. Its
noticeable weight—greater than that of the air—its greenish color, and
its exceedingly irritating odor.

29. Q. In connection with what two principal properties does chlorine, as
a chemical agent, manifest its activities? A. Its affinity for hydrogen
and its affinity for the metals.

30. Q. Of what may the substance known as bleaching-powder be spoken in a
general way as consisting? A. Of lime saturated with chlorine.

31. Q. When was bromine first recognized as an elementary substance, and
by whom discovered? A. In the year 1826, by Balard, a French chemist.

32. Q. Where does the substance bromine occur? A. In the brine of the
ocean, and in the water of mineral springs, united with certain metals in
the form of bromides.

33. Q. To what does bromine show very decided resemblances, in its
chemical relations? A. To chlorine, having affinities for the same
substances, only less in intensity.

34. Q. In what processes is bromine an important substance? A. In the
processes of photography.

35. Q. In what form has bromine had a very wide and beneficent use, as a
remedial agent? A. In the form of potassic bromide.

36. Q. What is the other member of the chemical family to which it may be
said chlorine and bromine belong? A. Iodine.

37. Q. Where are all these three elements found? A. In sea water.

38. Q. From what source is iodine obtained? A. From sea weeds.

39. Q. To what are the chemical characteristics of iodine throughout
closely allied? A. To those of chlorine and of bromine, only in general,
iodine may be said to have weaker chemical affinities than either of the
other two.

40. Q. What are two of the principal uses of iodine? A. In photographic
processes, and as a remedial agent.

41. Q. What remarkable statement is made of fluorine? A. That is has
never been known to be produced isolated, that is, in a separate or
uncombined form.

42. Q. What property above all others is characteristic of fluorine? A.
Its striking affinity for silicon.

43. Q. With what substance is fluorine never known to form any compound?
A. With oxygen, which can be said of no other element.

44. Q. What are three considerations upon which the importance of oxygen
depends? A. The surpassing abundance of the substance itself, the
great number of compounds into which it enters, and the activity of its
chemical powers.

45. Q. To whom is the first discovery of oxygen usually attributed? A.
Dr. Joseph Priestly, an English clergyman and student of natural science.

46. Q. What is the most prominent compound of oxygen? A. Water.

47. Q. What are some of the remarkable properties of sulphur? A. The ease
with which it melts; the readiness with which it takes fire and burns in
the air; the striking blue flame produced when it burns; the choking and
disagreeable odor attendant upon its combustion; and its burning when in
the pure form without leaving any ashes.

48. Q. From what localities is the principal supply of sulphur for
commerce obtained? A. From the volcanic districts of the island of Sicily.

49. Q. What is said as to the number of elements with which sulphur
combines? A. It combines in simple form of union with a majority of the
elements known.

50. Q. What are three important compounds of sulphur? A. Sulphuretted
hydrogen, sulphur di-oxide, and sulphur tri-oxide.

THE TRUSTEES REORGANIZE CHAUTAUQUA.

On the thirteenth of January the Chautauqua Board of Trustees held
its annual meeting in the elegant rooms of the Young Men’s Christian
Association of the city of Pittsburgh, to prepare the way for the next
great Assembly. Mr. Lewis Miller, Dr. J. H. Vincent, Messrs. F. H. Root,
Jacob Miller, E. A. Skinner, W. A. Duncan, Dr. J. T. Edwards, Rev. J.
Lester, Rev. H. H. Moore, and most of the trustees were present, but as
usual, of the twenty-four members, letters of apology were received from
a few who were detained at home by sickness or urgent business matters.
Those present, however, were fully prepared to go forward and meet the
responsibilities of the hour. Dr. T. L. Flood, editor of THE CHAUTAUQUAN,
and Judge Holt, attorney for the corporation, were present to look after
their respective departments.

As they came together for deliberation the trustees felt the inspiration
of a history of grand successes, of a present satisfactory, and of a
future full of hope. Hence the boldness of their plans, and the energy
with which they were carried into effect. Chautauqua has a constituency
which is of inestimable value, in the prayers and sympathies of many
thousands of people who have never seen those beautiful grounds.

Wherever the Board of Trustees hold their annual meetings a lively
interest is created, especially among press reporters and in the C.
L. S. C. part of the community. In this respect Pittsburgh surpassed
any other place ever visited, Jamestown and Cleveland not excepted. On
reaching the city it was found that a reception had been arranged by the
alumni and members of the Chautauqua Circle, to be held in Christ Church
on the evening of the 13th, and that an elaborate program of exercises
had been provided. The Rev. Mr. Williams, of the Pittsburgh _Christian
Advocate_, occupied the chair. Music was furnished by Hamilton’s Junior
Orchestra. Dr. Hirst, pastor of Christ Church, delivered, in chaste and
eloquent language, an address of welcome. Prof. Holmes, Registrar of
the Chautauqua University, in reply, spoke at length, explaining its
aims and method of operation. President Miller followed in his happiest
vein, and made clear the point that the educational scheme of the Circle
was well suited to meet the constant and progressive changes ever going
forward in society. On being introduced, Dr. Vincent was received by the
great audience with a storm of applause. In his own usual taking way he
unfolded the principles embraced in the Chautauqua Idea. We deal mostly,
he said, with the mature mind that is athirst for knowledge. We make use
of practical methods to supply the great want of the day, which is a
rational society.

Dr. Flood, editor of THE CHAUTAUQUAN, was presented and spoke for a few
moments. The music was fine, the speaking the happiest, and after the
formal exercises had closed a season of free social intercourse followed.
The power Chautauqua had exerted upon the city of Pittsburgh appeared
in the great number present, who rose to their feet as witnesses; and
most of the cities of the nation could produce like evidence of its
popularity and influence.

The lavish expenditures of money which have been made upon buildings
at Chautauqua in the past have created such facilities for work of all
kinds that at present nothing further is required in that direction.
This was a satisfaction not only to those who have heroically carried
heavy financial burdens, but to those who have regretted that they were
able to give only their sympathies to the cause. The brief address made
by President Miller to the Board of Trustees consisted of a brief and
cheery review of the past and a hopeful glance into the future. There is,
he said, much yet to be done, sacrifices to be made, for Chautauqua is
yet in its infancy, and its enlarged work from year to year will demand
increased attention. Secretary Duncan in his annual report informed
the trustees that during the past year his receipts had exceeded his
expenditures by nearly ten thousand dollars, and that this sum had been
used as far as it would go to liquidate the floating debt.

The following written report was presented by Chancellor Vincent:

“For the first time in the history of the Chautauqua Assembly I present
to the Board a formal report. This has hitherto seemed to me unnecessary,
and you have generously accepted a verbal statement in lieu of a full,
official communication. I no longer thus tax your generosity, but under
a keen conviction that an important crisis has arrived in our history, I
beg leave to lay before you the following statements and suggestions:

“The Chautauqua movement is a marvel even to its projectors. However
all-embracing may have been the original conception of our noble
president, Mr. Miller, when he proposed a summer gathering in the grove
at Chautauqua, the gradually unfolding scheme has been a source of
surprise and delight to the world of curious and interested observers.

“Chautauqua in its various departments is a unit. However diverse the
outward forms, the name which marks them all proves them one. The
‘Chautauqua Assembly,’ the ‘Chautauqua Literary and Scientific Circle,’
the ‘Chautauqua School of Languages,’ the ‘Chautauqua Teachers’ Retreat,’
the ‘Chautauqua Young Folks’ Reading Union,’ the ‘Chautauqua School of
Theology,’ the ‘Chautauqua University’—all are but developments of the
radical idea of Chautauqua, which is popular and symmetrical education;
education for all people; education in all lines, according to varied
tastes, needs and opportunities.

“Our constituency is as broad as are the aims of the institution:
Sunday-school and other Christian workers, day school teachers, students
of language, ministers of the gospel, citizens who mold the nation,
mothers who mold citizens by making homes—these all, and all beside
who seek knowledge, character and usefulness, are the people for whom
Chautauqua was organized.

“With this wide reach of purpose it was necessary that Chautauqua should
project the lines of its intention in plans and departments, that the
world might see its magnitude, and that the full territory it proposes
to occupy might be preëmpted. Until this projection was made, the
Chautauqua Idea was irrepressible. And now Chautauqua with its variety
of departments is not like a mere pile of buildings, with additions,
lean-tos, unrelated edifices, and other after-thoughts, the results of
unmanageable ingenuity. It is a growth and development, a provision
according to the highest law, to meet the necessities which called it
into existence.

“In this growth of twelve years there have been no unnecessary additions.
To have omitted any of them would have made Chautauqua less than it
is; and to have made Chautauqua less than it is would have been a
mistake—almost a disaster. Because of the broad and varied provisions now
included in the Chautauqua movement, it will be greater and stronger for
all time to come.

“It would not have been easy to organize these departments at first under
a single charter. The separate schemes under separate constitutions came
into being. Each is stronger to-day because of the relative independence
of its origin. The time may have come, I think the time has come, for an
external union of departments which have all along been practically one.
No antagonism between them has ever seemed to me possible, but there is a
way of preventing even the seeming or fear of such antagonism.

“At the first meeting of the Board of Trustees of Chautauqua University,
I proposed the appointment of a committee whose business it should be to
bring into complete external unity all departments of Chautauqua. This
committee has never acted. I now renew the proposal, with some practical
hints looking toward this result.”

Dr. Vincent then presented several suggestions designed to harmonize the
various Chautauqua interests.

The report continues:

“The financial condition of Chautauqua is a subject to which I have
heretofore given little attention. I trusted implicitly to the wisdom of
the Board, whose large ideas of the Chautauqua work, whose enthusiasm in
it, and whose generous courtesy toward me, have caused them to give me
the largest liberty, and to treat with great gentleness what they have
sometimes felt to be excessive expenditure.

“My dreams and aspirations concerning the development of Chautauqua
have led me to plan largely, and to spend liberally, that the attention
of great-hearted men might be attracted to our work, the sympathy of
progressive educators secured, and the great centers of influence
in pulpits, colleges and newspapers be commanded in the interest of
Chautauqua. A careful analysis of these expenditures will show that there
has been no extravagance, although a greater economy might have been
exercised.”

The report of Dr. Vincent closed with the following words:

“Trusting that you will see your way clear to coöperate in the plans
proposed, and commending our great institution to him who is the ‘Master
of Assemblies,’ this report is respectfully submitted.”

The report of Dr. Vincent was submitted to a special committee, which
presented the following report, which was adopted as below:

The special committee to which was referred the report of the
Superintendent of Instruction, begs leave respectfully to report:

1. That we recommend to the Board to reorganize the union of the several
associations, schools, and departments of the Chautauqua Assembly,
the Chautauqua School of Theology, the Chautauqua University, and the
Chautauqua Literary and Scientific Circle, under a single organization to
be known as THE CHAUTAUQUA UNIVERSITY.

2. (This article calls for necessary legislative action.)

3. The work of the new organization shall be carried on under the
following departments:

    I.—THE CHAUTAUQUA ASSEMBLY, embracing:

        _a._ The Summer meetings at Chautauqua;
        _b._ The Sunday-School Normal Department;
        _c._ The School of Languages;
        _d._ The Chautauqua Teachers’ Retreat;

    II.—THE CHAUTAUQUA LITERARY AND SCIENTIFIC CIRCLE;

    III.—THE CHAUTAUQUA SCHOOL OF LIBERAL ARTS, now known as “The
    Chautauqua University,” and with powers as provided in its
    charter;

    IV.—THE CHAUTAUQUA SCHOOL OF THEOLOGY, with purposes and powers
    as in its charter;

    V.—THE CHAUTAUQUA PRESS.

4. There shall be three committees, of three persons each, appointed
by the Board, to coöperate with the Chancellor in the management of
the above departments. Persons may be eligible to appointment on these
committees who are not members of the Board.

These committees shall be:

    _a._ A Committee on Assembly;
    _b._ A Committee on C. L. S. C., the C. S. L. A., and C. S. T.;
    _c._ A Committee on the Chautauqua Press.

5. We approve of the recommendation of the Superintendent of Instruction,
of the establishment of the “Chautauqua Press,” as a part of the
“Chautauqua University.”

6. The income from the general membership fees in the Chautauqua Literary
and Scientific Circle, in the Chautauqua School of Liberal Arts, and in
the Chautauqua School of Theology, with such annual appropriations as
may be made by the Board to these departments, shall constitute their
fund respectively, out of which all expenses of each of these departments
shall be paid annually; the surplus in the department treasury of the C.
L. S. C., of the C. S. L. A., and of the C. S. T., from year to year,
shall be paid to the treasurer of the Assembly Board. There shall be two
assistant treasurers, one to have charge of the funds of the C. L. S. C.,
and the other of the funds of the C. S. L. A. and of the C. S. T., both
of whom shall make an annual report to the Board.

7. We recommend that the Superintendent of Instruction in the Assembly
Board shall hereafter be known as “The Chancellor of the University.”

8. It shall be the duty of the Chancellor of the University to arrange
and conduct the program of the Chautauqua Assembly; to engage speakers,
teachers, leaders of music, and such other assistants as the program may
require; to conduct the affairs of the C. L. S. C., the C. S. L. A., and
the C. S. T.; he shall submit a report to the meeting of the Board in
January of each year, which shall contain a statement of his expenditures
in the several departments during the preceding year, and an estimate of
the probable expenses for the year ensuing.

9. The duties of the other officers shall be those specified in the
by-laws as already adopted by the Assembly, the Chautauqua School of
Theology, and the University, or as may be hereafter adopted.

As it has been abundantly demonstrated that this section of the lake is
rich in natural gas, it may be expected that as the season opens the
work of development will commence. Chautauqua has also an inexhaustible
mineral fountain, which many have found not only a pleasant beverage, but
rich in health-giving qualities.

Appearances indicate that the next Assembly will be of the first
importance. Many will probably meet J. B. Gough—the hero of a thousand
platforms—for the last time. Dr. Deems is to come among us once more, and
the original Fisk Jubilee Singers will be there, and they have no equals
in reproducing the fast vanishing songs of the plantation.

EDITOR’S OUTLOOK.

THE GREAT GREEK DRAMATISTS.

The Greek drama, which is now before our C. L. S. C. students in its
English rendering, presents many interesting aspects to the modern mind.
We are well aware that this statement will surprise some readers; but
let them consider a few facts. Is it not a remarkable thing that the
Greek drama, which the world will not suffer to be forgotten, was all
produced in the space of about half a century? And compare the fact with
our own history, noting that English drama of the imperishable type
is all gathered into a single brilliant period, of which Shakspere is
the central light in dramatic poetry. Æschylus was born in 525 B. C.,
Sophocles in 495, and Euripides in 480. The three are nearly on a level
in merit, Æschylus having the more force, and his compeers in dramatic
fame more of the refinements of art. They are not three Shaksperes in
one constellation, but three orbs whose combined light is less than that
of our English poet. No one has satisfactorily explained why the tragic
drama should so isolate itself in the centuries of a people; but it may
be said to be a rule that if a people produce a great drama at all, this
choice fruit will appear only in a single period. But since Greece and
England are the only nations having a great tragic stage—for we do not
reckon the French drama as in the first rank—the rule has no well-defined
value. It is remarkable, too, that the great epic poets are more numerous
than the great masters of tragedy. Greece, indeed, is known to us for
one epic and three tragic poets; but every great people before ours has
had a respectable epic poem, whereas in most nations tragic poetry is
rare or inferior. The great tragedies are so few that one may easily know
them and prize them. No other form of literature presents us with so few
masterpieces.

Another good aspect of the drama in Greece is that it came in the period
of the full-flowering of Greek egotism, or if the phrase is happier,
of Greek patriotism. Here, too, we may find an analogy in the England
of Shakspere. The age of Elizabeth is easily fixed upon as that of
self-satisfied British patriotism. It is also true that alike in the
Athens of the dramatists and the London of Shakspere there was the stir
and bustle and heroic energy of national life. It is not to be overlooked
that the dramatists of Greece, like the literary statesmen of England
were in public life. They sought and held office; and, indeed, they, like
Socrates, were soldiers besides. Æschylus fought at Marathon, Salamis,
and Platæa, the three great battles of his country. Shakspere did not do
his work on the Avon, but in the din of London, and many a thing which
surprises us in his plays may be explained by the close and uninterrupted
contact of the dramatist with the active men of his time. He learned, for
example, all his law phrases in convivial association with lawyers, much
as he learned scripture by hearing the prayer-book read in the churches.
(He always quotes the prayer-book, never the Bible.) So in Athens, our
statesmen-dramatists lived in the full press of life, and their drama
reflects the opinions and proverbs of their day. Men of the lamp could
not have caught the spirit and attitude of the Athenian mind toward the
problems of life which underlie the Greek plays. The just-enough and not
too much or too little of philosophy—the mean between dogmatic theology
and crude irreligion—the man of the world, and he alone, can hit. We may
safely reason that while many forms of literature can be best wrought by
men out of the world, some forms seem to require their producers to be
in the world and of the world; and among these, the drama is especially
reserved to men who combine practical experience with erudition, and also
possess the indescribable mystery of genius. The student will be well
repaid for his pains who struggles to understand the spirit—a strange
one to us—which is peculiar to the Greek drama, the singular aspects
and functions of religion, and the mode in which it is apparently held
fast by the tragic poet, who is also a man of the world. There are also
profitable studies to be made of those glimpses of unchanging human
nature which the tragedies afford us. One theory is that we study old
classics in order to know an older and extinct type of mankind: a truer
view is that the virtues and vices of the elder man are simple and
undisguised by social varnish. In any case, the student who understands,
for example, the woman Medea, has a useful lesson in “the proper study of
mankind.”

CHAUTAUQUA AT NEW ORLEANS.

Almost every interest of the country is represented at New Orleans this
winter. Every prominent manufactory, all leading trades, the great
branches of commerce, and particularly educational institutions have
exhibits of more or less importance. The eye of the country is turned
southward. Whatever is worthy our civilization has been collected there
for study. In educational matters many departments have been given
position, that they may be studied by the eager learner; for people are
eager to know the world’s work. You see it in their keen observation of
the displays made throughout the long galleries, and their quick notice
of the comparative merits of the exhibits. To them the work from the
Indian schools, from the colored people, from the far away territories,
and from foreign lands are studies in comparative civilization. Every
sign of advancement is quickly seized upon; and in no department is more
eagerness to know manifested by visitors than in the “Chautauqua Alcove.”

Chautauqua and the C. L. S. C. have a very good representation in the
south gallery of the government building, under the general supervision
of Prof. E. A. Spring, a member of the faculty at Chautauqua. This
exhibit is attracting a great deal of attention. All members and friends
of the C. L. S. C. who may visit the Exposition are earnestly and
cordially invited to visit the Chautauqua exhibit. An idea of Prof.
Spring’s work may be obtained from a few extracts from a letter received
from him in the holidays:

                       CHAUTAUQUA ALCOVE, NEW ORLEANS, LA., Dec. 26, ’84.

    There is a large placard up in this exhibit, as follows:

                       U. S. BUREAU OF EDUCATION.

                           CHAUTAUQUA ALCOVE.

    _Any one of the sixty thousand of the members of the C. L. S. C.
               who may be here is requested to register._

    I give everybody one of a little handful of Spare Minute Course
    circulars that I brought with me. I have given out about a
    hundred—and had conversations, some of them with evident
    conviction—in German, French, English, and the language of signs.
    By help of my Italian, I have tried to talk to some of the many
    Mexicans here, but did not get deep enough to broach the C. L. S.
    C.

    I had yesterday and to-day considerable talk with the intelligent
    gentlemen representing the French Republic school system—M.
    Buisson and his assistant. General Eaton says that the brother
    of this Mons. Buisson is the genius of education in France. They
    expressed themselves as much interested in the scope of the noble
    Chautauqua plans.

    The principal and seven lady teachers from Normal, Ill., just
    left me. They will come again, to learn more of Chautauqua. Some
    Texas gentlemen, one of whom, Prof. Hogg, I have long known as a
    fellow member of the National Educational Association, have been
    here again to-day, to say that they would be here to see me with
    about two hundred teachers from Texas at noon to-morrow.

    Dr. Mitchell was here this afternoon.

    On Saturday, the 27th, I was all ready for the two hundred
    teachers, who advanced in a body with a banner, and I gave them a
    regular lecture on Chautauqua and its out-reachings.

    Then I said my friend, Prof. Hogg, had seen me model in
    Philadelphia, in 1879, at convention of the National Educational
    Association, where he read a paper on “The Education of the
    Hand, the Head, and the Heart,” and he had asked me to show this
    company of teachers some clay modeling, so I would occupy a few
    minutes in that, as it was one of the methods in the Chautauqua
    plan to train the hand by clay, and through that educate the
    head; and if the hand and the head were truly educated, as they
    ought to be, the heart should be developed too. So, laying out
    a colossal head in relief, I made a few remarks as to the value
    of a little easy practice of clay modeling in schools; and then,
    turning to the board with clay on it, I worked eighteen minutes,
    and made a head of “an American Teacher.”

    General Eaton came to me after their vote of thanks, and as soon
    as they had gone—in the most congratulatory frame. “Chautauqua
    could afford to pay you two months’ work for that!” he said,
    shaking me by the hand. Two of the class of ’86 C. L. S. C., from
    Lockport, Dr. Mitchell, Mons. Buisson and a few others expressed
    themselves as much interested.

    I was glad to find I had so many “Spare-minute” circulars—and
    I must have given out seventy-five or one hundred yesterday,
    beside one hundred to the Texans, generally accompanied with a
    conversation of more or less length.

    All this in the midst of busy work and good progress in the
    mechanical embellishment of our alcove. It will be very
    attractive when completed, and I have so planned that I can work
    at it all along, adding new features from day to day.

    It is very interesting, how near to people’s hearts and inner
    lives I sometimes get in these little talks. It is a plan that
    touches the aspirations and longings of many a true soul. I wish
    sometimes that words could be instantaneously photographed. It is
    impossible for me to write as fully as I should like.

    Our only CHAUTAUQUAN (November) with one copy of the C. L. S. C.
    circular, with its cut of the Hall, has done good service.

    I very much hoped that Dr. Vincent could manage to come here.
    Many people have asked, the first thing, if Dr. Vincent is to
    be here. Every state should have a Chautauqua headquarters—this
    alcove will get them all ready for it.

    _Monday morning._—Damp, muddy, discouraging to many people. The
    car drivers have struck and the hour’s ride, long and tiresome at
    best, is now cut off. Hundreds of teachers who have been pouring
    into New Orleans these last days of their holiday, are prevented
    from seeing and learning by this four or five miles of mud before
    they reach the Exposition. There have been great hindrances all
    along to the completion of the Exposition, and many grumblers.
    But I have never been discouraged! Everything from the first
    start has been delightful. When the roof leaked, I moved some
    things away, told the roofer, and it was at once mended. When it
    came on a hard storm night before last, I laid down on the floor,
    rolled in my Kansas blanket, and liked it so well that I shall
    camp out here in the Chautauqua precincts; at any rate, till
    there is some comfortable conveyance away.

    More anon.

                         Ever yours faithfully,

                                                    EDWARD A. SPRING.

WINTER SPORTS IN CANADA.

Winter undoubtedly has its hygienic value; and a part of this value
we get without effort. It is not only a comfort to be freed from the
annoyances of insect life, but it is also a gain for health that many
of the atmospheric impurities are removed by frost. But to get the
largest value from winter as a frost cure, we need to avail ourselves
of the system of healthful and invigorating amusements which prevail in
Canada, and have made that country famous. That portion of our population
which is employed out-doors in winter is, _pro tanto_, undoubtedly the
most healthy. For the rest of us the only possible equivalent is winter
sports. It is unfortunately true that the variable character of our
weather precludes us from exact imitation; but our inventive genius ought
to be equal to the task of bridging over the soft places in our winters.
In Canada, the long and comparatively equable winter makes it a simple
thing to provide healthy and innocent amusements which may be enjoyed
as regularly as any business is carried on. It is not to be forgotten,
however, that the Canadians are the only people in the world who know
how to keep warm out-doors as well as in-doors. They have learned to
perfection this art, for lack of which our out-door employments are
more or less dangerous. Our laborer does not keep warm in winter, and
his “colds” become consumption. In Canada, young girls accomplish in
this respect what stout men fail to do among us; they keep warm whether
they are flying in sleighs or on toboggans. These forms of enjoyment
are well organized; there are toboggan clubs, and “society” means some
form of winter sport. The miserable imitation called “roller-skating,”
which is alarming thoughtful people in many of our villages, is only a
craze, a temporary insanity; the winter sports of Canada are a national
institution. The physical and moral wholesomeness of the roller-skating