^ AND PICTURE A CHAUTAUOUA SKETCH-BOOK I AMES T. EDWARDS m^!^smm F 129 .C49 E2 Copy 1 I MWIWIlWIII^IIWWWWMIIIIfllllllllllll l llll l lllllli nm |||| ) i| M i|l l ||l|i| MII »illM||||| | | mH ||l | |i ai »l|l|l l | | ; | IIM| ) l|l| iawi| l .' «l ia i|| l ^ LIBRARY OF CONGRESS. Chap£l3r.<^ Copyright No. UNITED STATES OF AMERICA. THE I'lER HOrSE, AS SEEN FROM .MILI,ER TARK. PEN AND PICTURE A CHAUTAUQUA SKETCH-BOOK J. T. liDWARDS. D.D., LL.D. Author of '• The Grass Family :' •' Si/fa of Chautauqua Laker '-Addresses: Edueatioiia/, Potitiea/, Seieiitifte, /^e/igious. M DCCC XCVI MEADVILLE FENXA : FLOOD AND VINCENT Cbe (arbautauqua-sarcntutp i^rtH Copyriafht, 1896 By Flood & Vincent The Chautauqua- Cotlury Press, .'\fcadz'i//e. Pa.. ['. S. A. Eleetrotyped, Priii/ed, am/ Pound by J-7oud t^f I'liieeiit INTRODUCTION. This volume has been prepared for two classes of persons, namely, those who visit Chautauqua, and the many who would like to do so, but cannot. The former may desire to carry away with them some mementos of scenes which have be- come pleasantly associated with their best thoughts and aspirations ; and the latter — an ever-increasing multitude — will wish to obtain a clear impression of a place now become famous, and of a scheme for popular improvement which marks a distinct and inijjortant phase of educational progress. The articles upon the several departments were written by persons who ha\e been prominently connectetl with this move- ment, and although brief, when taken together present a comprehensive \'iew of this unique enterprise. Mention should be made of the courtesy of the editors and publishers of The Forum for permission to reproduce portions of an article by Professor Albert S. Cook, and also of The Cosmopolitan for the use of an article by the late Professor Boyesen. J. T. E. MeDonofi:h Insti/iilc. AfeDonoffh, Md., November /o, iSg6. TABLE OF CONTENTS. FAGE The Place ....---------- 9 The Beginning -..----------14 The Chautaiiqua Idea .--.--------19 Its Aims and Influence ------------26 Historical Sketch -------------34 Sunday-School Work at Chautauqua _.-------- 41 Religion at Chautauqua __.--------- 47 The Chautauqua System of Education - - - - - - - ■ ■ 5' The College in the Grove ------------5^ The Chautauqua Literary and Scientific Circle -------- 63 Physical Education and Recreation -.--------68 The Democracy of Chautauqua ...-.-----73 Some Chautauqua Songs and Poems ...------- 78 Recognition and Relations ...--------88 List of Chaufauqua Assemblies -....------92 The Pier House Frontispiece. Tlie Amphitheater Ravine 9 Scene on tlie Nortli Lake Sliore 10 Miller Park, near the I'ier 11 A Chautauqua Creek 12 A \'iew of the South Shore 13 A Scene on the Lake 14 A Chautauqua Scene 15 The Lake Shore Drive 16 Palestine Avenue looking toward the Pier House 17 A Croquet Ground 18 An Open-Air Lecture 19 "Standing Room Only" 20 A Sylvan Glen in the Midst of Chautauqua 21 An Amphitheater Audience 23 Near the Children's Temple at the Close of an Afternoon Concert 24 A View from the Model of Palestine ... 25 A Cottage in Winter Time 26 The Tennis Grounds 27 The Fountain near the Hall of Pliilosophy 28 Palestine Avenue 29 The Children's Tent 30 A Group of Cottages 31 A Rear View of the Amphitheater .... 32 The Amphitheater 33 A Sail on the Lake 34 A Group of Buildings 35 A Private Boat Landing ^6 ILLUSTRATIONS. Office of the C. L. S. C 37 Two Chautauqua Homes 3S Flower Girls in the Procession on Recog- nition Day 39 The Boys' Club at Headquarters .... 40 A Typical Chautauqua Cottage 41 The Arcade 42 Normal Hall 43 Flower Girls entering the Amphitheater on Recognition Day 44 Group of Flower Girls of the Recognition Day Procession 45 Higgins Memorial Hall 46 The Hall in the Grove 47 The Golden Gate 48 Building of the "Assembly Daily Herald" 49 Wand Drill in the Annual E.xhibition, School of Physical Education 50 A Lecture on the Model of Palestine . .51 The Bathing Grounds 52 Kellogg Memorial Hall 53 On tlie Pier, the Landing of a Steamer . . 54 The Hotel Athenwum 55 A Children's Sand Pile near the Lake Shore 56 The Boat Crews in Training 57 In the Physical Laboratory 58 The College of Liberal Arts 59 An Afternoon Class in German 60 The Flower Girls, Recognition Dav ... 61 A Chautauqua Cottage 62 The C. L. S. C. Union Class Building . . 63 Flower Girls in the Procession on Recog- nition Day 64 C. L. S. C. Procession at the Golden (late 65 Graduate Classes in the Procession on Recognition Day 66 The Flower Girls at Luncheon on Recog- nition Day 67 A Chautauqua Sail-boat 68 Class in Physical Culture 69 The Boys' Club Cruiser, "The Dolphin" . 70 A Gymnastic Class at the Annual E.x- hibition in the Amphitheater 71 A Group of Beginners in the Bicycle .School 72 Newsbovs of "The Chautauqua Assembly Herald" '.73 ' ' In Wading " 74 Members of the Kindergarten out for a "Straw Ride" 75 The Boys' Club Camp 76 A Group of Children 77 A Chautauqua Perspective 79 A Group of Cottages 83 In the Meadows near Chautauqua .... 87 A Chautauqua Boat 8S The Baseball Grounds S9 Chautauqua in Winter 90 Pier and Lake from the Hotel Tower . . 91 THE PLACE. THE Chautauqua Assembly has its home ou the sliady slopes of a " Fair Point" which projects into Chautauqua Lake, New York. Upon this spot has grown up a summer town with hundreds of cottages and numerous public buildings. Here are happily united the charms of nature and the comforts and refinements of life. Pure air and water, clean streets, electric lights, and drainage on the most scientific plan known, contribute to health of body, while the systematic provision for the delight and improvement of the mind is so ample and varied that every reasonable demand may be satisfied. The grounds extend for a mile along the shore of the lake and embrace about two hun- dred acres. They are heavily wooded and naturally terraced. More than sixty species of trees are grow- ing in this natural arboretum, many of them original occujsants of the soil. The sheet of water, on the shores of which this great movement for popular education be- gan, is worthy of more than passing notice, both on account of its physical features and the associations connected with it. A glance at the ri\er systems of New York reveals some curious facts. The state is adorned with many beautiful lalces, which, viewed in connection with her rivers, appear THE AMPHITHEATER RAVINE. like jewels strung on silver threads. Those of the Adirondack region are thus joined to the Hudson ; fifteen lakes of con- siderable size are connected with the Oswego ; several by short streams are united to the Genesee. The two last named ri\ers belong to the St. Lawrence system, while the charming little lakes which lie along the ridge in the extreme southwestern part of the state have an outlet into streams which run to the Gulf of Mexico. There is good reason to believe that some of the lakes in this region, and among them Chautauqua, in prehistoric times joined their waters to a river which ran northward and emptied into Lake Erie near what is now the site of Dunkirk. This "lost ri\-cr" was then also the path for the Alleghany, the course of which was changed near Warren, Pennsylvania. The situation of Chautauqua Lake is unique. It has a higher altitude than Mi.NLox iiir-. NORiH LAKE SHORE. jj„y other uavigablc lake east of the Mississippi. By e.xact measurement it is se\en hundred and nineteen feet above Lake Erie and twehe hundred and ninety-fne feet above sea level. Although lying near the northern boundary of our country and at such high ele\'ation, it unites with waters which reach our southern limit. The outlet issues at the southeastern end of the lake and enters Conewango Creek, which empties into the Alleghany River. The lake varies in width from one to two and a half miles, and is eighteen miles long. Few streams flow into it and it is supplied almost entirely by springs which rise from the bottom. Chemical analysis shows the water to be remarkably pure. The depth varies from si.x to ninety feet, being greatest near Long Point. E.xcellent sport is enjoyed here in catching muscallonge, se\eral kinds of bass, bullheads, and perch. The first named sometimes attain enormous size, weighing occasionally thirty anfl fortv pounds. A few years since wild fowl frequented the lake in great numbers in the spring and autumn, hut now generally seek more secluded haunts. Few landscapes are more pleasing than that presented by tlie fertile slopes which stretch gently away from the margin of MILLER PARK, NEAR THE PIER. this lovely lake. Farms in a hit;li slate i>f CLiltiwition, dotted with orchards, witli here and there remains of the ])rime\-al forest, form an ever-varyins; and beautiful panorama upon which the eye delights to linger. Nor do these shores lack the charm of legend and historical incident. Here once dwelt a race that antedated the Indians. Remains of the Mound-Builders have been found at Ashville, Bemus, Griiifith's Point, and Fluvanna. When discovered the ashes still remained upon their rude hearths, and sacred mica, copper ornaments, and weapons of war were mingled with the bones of their dead. In this locality and further west a powerful Indian tribe called Ehries li\ed until thev were exterminated by the warlike Iroquois. Ro\ing bands of Senecas afterward occupied this region. Till' name of La .Salle, the greatest explorer (_)f the West, is associ ated with this lake. Fi\e years before his tragic death he \ isitcd it while on his way to the headwaters of the Illinois, where two years before he had built a fort which, with sad foreboding, he named Cre\e Coeur (broken heart). Not less interesting are the associations connected with the \ i--it of Hien\ille de Celoron in 1749. This commander conducted an expedition to the West, of which he took possession in the name of the French king. Si.x leaden tablets with appropriate inscriptions setting foith the rights of France were buried in different parts of the territory claimed De Celoron' s party consisted of officers and cadets, twenty soldiers, one hundred and eightv Canadians, and forty-five Cherokees and Abanakcs I'hev made a jjortage from Barceh.ma, on Lake Erie, to the head ol ChautaiKiua Lake. One huntlred and forty-seven years ago, on the 23< expedition, conveyed in bark canoes, passed over this lake on the way to inaugurate a great contest for dominion in America. However beautiful and romantic the scenery of the many celebrated lakes of the Old World and the New, their greatest \ (, 11 \l TAUQU.A CREEK, July, this picturesque and somewhat formidable interest and charm are derived from their connection with human hfe and history. Windermere attracts us not by its size nor remarkable lovehness, for it is only fourteen miles long and one mile wide, and many other lakes surpass it in beauty — but every lover of literature would gladly visit its quiet shores because they ha\e been consecrated by the genius of the poets who liveil and wrote there. Po- etry and romance have made familiar the lakes of Scotland. Genesareth is only fourteen miles long and a feu- miles in width, and without imposing scenery, yet it li\es imperishably in the hearts of men on account of the hal- lowed associations which make it for- ever sacred. In like manner the great educational mu\ement begun and car- ried forward at Chautauqua has made this little lake famous both in our own country and in lands beyond the seas. Human interest strongly centers here because of the uplifting work here done for humanity. a view of the south shore. THE BEGINNING. By Hox. Lewis Miller. CH.AUT.AUOUA was founded for an enlarged recognition of the Word. What more appropriate than to find some beauti- ful plateau of nature's own building for its rostrum, with the sky for its frescoed ceiling, the continents for its floor, the camp-meeting spirit of pra\'er and praise for its rostrum exercises, the church-school for thought and development? It was, at the start, made catholic as to creeds ; not undenominational, but all-denominational — a place where each denomination or organizalion, as at the great feasts, brings its best contribution, which the jiarticular order would de\'elop, as a consecrated offering for magnifying God's word and work ; and when gathered, each to luring its strongest light, and with the lights blend- ing and the rays strengthened and focussed, with square and plumb, with compass and sun-dial, with telescope and microscope, with steam engine and telegraph, with laboratory and blackboard, with hammer and spade, search out the deep and hidden mysteries of the Book. The original intention was to make Chautauqua an international center — a ])I,ice where the highest officials in all spheres of life should come to give the liook that recognition which would magnify it in the eyes of all the people, so that every citizen throughout the land should have a higher appreciation of the church and church-school in their midst. The visit of that great general and statesman, Ulysses .S. Grant, while president of the United .States, had a sig- nificance beyond a mere general and pleasure-seeking purpose. \\'hen the |jresentation of the Bible, liy the Chancellor of Chautauqua, was made, the true purjiose became apparent. The acceptance of the Book by that illustrious man, in silence, may have had the appearance of indifference in interest ; but that great heart being too full of gratitude for utterance, silence became a higher tribute than words, and may it ever stand as a seal of humble and highest recognition. 14 .\ SCliM'. ON THK LAKE. A CHAUTAnjCA SCI Xi:, I (ii.Ki\(; TOWARD THE LAKE. It was the purpose that the scientist aiul statesman, the artisan and tradesman, should bring their latest and best to this ^ : altar of consecration and praise ; that the tourist and pleasure-seeker CV' , should here stop and fmd their best place for re\-eries ; when thus strengthened, to return to their respecti\'e fields, and there, through the Near, wea\x' into the fiber of the home-work the newly gathered inspi- ration and strength. My past expericMice brings the conviction that the great want of humanity is recognition. 'IMie men of trade, factory, or field need the association of the theorist and [professions : the theorist and the pro- fessions need contact with the arts and artisan. This thought has not in it equality of ability, equality of weakh, equality of social power, but equality of consideration, of privileges, and of rights. The One who gave us and is himself the model of our Christian religion, could dispute with the lawyers and doctors at twelve years of age, but went on strengthening until he was thirty, before associating himself with the fishermen of Cialilee ; and not until the second year of his ministry was the multitude gathered on the mount for the great inaugural for com- mon humanity. The national spirit, as it gathers strength and great- ness, should endeavor to come nearer to and care more for the common citizen. .\s the arts mulliph-, and the facilit\- for producing with rapidity increases, the wants of all become more numerous. There must come U> the common citizen, if justice is done, more leisure, more pay, more knowledge, more pleasure. The belo\-ed Garfield, in his short, well-timed S])eech at Chautauqua, said, " It has been the struggle of the world to get more leisure, but it was left for Chautauqua lo show how to use it." Not the least of Chautauqua's mission is to develop and make more ])raciical the leaching of the Book as condensed in i6 THE l..\KE SHORE DRIVE. the great commandment, " Love thy neighbor as thyself." All our schemes and steps of development must, if undertaken in a true spirit, have in them a common good for all. Three thoughts of the Bible are : Know the Lord ; Love the Lord ; Love thy neighbor as thyself. How pleasing now the thought, as the world is asked to take a survey oi the foundations of Chautauqua, that the public platform and pri- vate tent here were first consecrated by praise and adoration to God, that the first school for increased knowledge was the church-school, and that the gathered people sat and ate at one common table. May that spirit ever remain. This principle is fundamental in our Republic. The Declaration of Lidependence was an ins]ii- ration from hearts that saw clearly this need of human recognition. In this spirit the right of representation through the ballot is given to all our citizens. The right to the ballot brings with it the need of general intelligence ; our national and public schools are already a model for the Old World. The church-school must mold and guide the conscience and heart of each generation. We are in the midst of great problems and struggles — the right of the people to deal with the commonly accepted national ques- tions, such as temperance and Sabbath observ- ance, the rights of iiioperty, the rights of labor, the rights of trade, the rights of money, the rights of woman. These problems the present and near future must solve. Lovers of our common religion, lovers of our great Republic, lovers of humanity, must make conunon cause, must recognize the situation, and raise themselves to the magnitude of the occasion. Chautauqua must continue to perfonii her part. The churchman, the statesman, the humanitarian, must be brought on to her platform, and there, free from caste and party spirit, discass questions, solve problems, and inaugurate measures that will mold and inspire for the right. It must not be forgotten that the Chautauqua camp-meeting managers ga\e the Assembly movement a most hearty welcome, and, when its permanence was assured, deeded over their charter with its privileges and all their property to the managers of the Sunday-school Assembly. The Board of Trustees, selected from the different states of the Union and Canada, and as far as possible from all de- nominations, are men of wisdom and business integrity. They gather together as often as called, and give their most hearty and thoughtful consideration to all the interests of Chautauqua. Those whose love and self-sacrificing efforts have helped so much to make Chautauqua are too numerous to receive special mention. a croquet ground THE CHAUTAUQUA IDEA. By Bishop John H. Vincent. THE full-orbed "Chautauqua idea" must awaken in all genuine souls a fresh enthusiasm in true living, and bring rich and poor, learned and unlearned, into neighborship and comradeship, helpful and honorable to both. Education, once the peculiar privilege of the few, must in our best earthly estate become the valued possession of the many. It is a natural and inalienable right of human snuls. The gift of imagination, of memory, of reason, of invention, of constructixe and executive power, carries with it bdh prerogatiN-e and obligation. No man dare with impunity sur- render, as to himself, this endowment, nor deny to his neighbor the right and obligation which it involves. Given, intellectual potentiality; required, intellectual discipline and power. The law holds among lead- ers of thought, teachers, and law-makers ; among nobles and the favor- ites of fortune. It holds no less among the lowly— tlie plebeians and ]3easants of society. Diversity in the direction of talent and difference in degree, to- gether with inequalities of social condition, may modify the demand upon the individual for culture and ser\'ice ; but the utter neglect of intellectual capacity is criminal, whether it be by menial or millionaire. It in\-ol\es a wrong to self, to the family, to the state ; to self, since it leaves him blind whom God created to enjoy the light ; to the family, since it turns him into a jshysical or conmiercial machine whom God appointed to be a companion and comforter ; to the state, since it makes him a mere figurehead— whether of clay or gold— whom God intended to be a counsellor and heli.er, and to "have dominion" according to the measure of his power. No man has a right to neglect his personal education, whether he be AN OPEN-AIR LECTURE. prince or plowboy, broker or hod-carrier. He needs knowledge, and the wisdimi which makes knowledge available. Where the power lies, there rests responsibility for its use. Circumstances seem to favor the prince, and to be against the plowboy ; but, after all, the latter, overcoming adverse conditions, may acquire an education worth a great deal more to the world than that of the prince with his opportunities. Struggle against what men call fate brings power. One hour of study everv day, with heroic purpose, may prove more valuable to the student than five hours a day of easy memorizing and reciting. The prince may complete his course in a few years, and, having "finished," graduate. The plowboy, moving slowly, may require four times the number of years to cover the same ground : but that length of time may be an advantage to the humble student ; and the long hours of manual labor may be enriched by thought, and thus ma_\- knowl- edge gain a firmer hold and its vitalizing power be increased. Chautauqua has a work to do for college graduates. It enters protest against the suspension of intellectual effort \\hen the com- pulsory regime of the recitation room has been remitted — a fault so common and so pernicious that college men themselves fre- quently bring into disrepute the college system. Intellectual activity must be continuous in order to promote intellectual health and efficiency. College life is the vestibule to a great temple. He who crosses its pavement and reads the inscriptions on its doors, but goes no farther, might as well nexx-r ha\-e entered the campus at all. T(jo many suspend literary jiursuit when the diploma is won and the world of business ojjcns before them. Chautauqua provides for such as these incentives to a personal re- view of the entire college curriculum in a series of English read- ings. It urges them to prosecute advanced courses of study, and suggests a plan by which college prestige and power may be used in helping le.ss fa\ored neighbors who desire education. This last class is large. It is made up of eager minds 'STANDING ROOM I HE A.MPHITHEATER. A SYLVAN GLEN IN THE MIDST OF CHAUTAUQUA. who need direction and encouragenient. Tliey would ask questions, and i^ratefully accept assistance, if college graduates would simjih' jjlace themsehx's within reach. Chautauqua has therefore a message and a mission for the times. It e.xalts education — the mental, social, moral, and religious culture of all who have mental, social, moral, and religious faculties ; of all, everywhere, without exception. It aims to promote a combination of the old domestic, religious, educational, and industrial agencies ; to take people on all sides of their natures, and cultivate them s\nimetrically, making men, women, and children everywhere more afTectionate and sympa- thetic as members of a famih' : more conscientious and reverent as worshipers together of a true God ; more intelligent and thoughtful as students in a uni\erse of ideas ; and more industrious, economical, just, and generous as members of society in ,1 work-a-day world. The theory of Chautauqua is that life is one, and that religion belongs everywhere. Our people, yoiuig and old, should consider educational advantages as so many religious opportunities. Every day should be sacred. The schoolhouse should be God's house. There should be no break between Sabbaths. The cable of di\'ine moti\'e should stretch through seven days, touching with its sanctifving power every hour of every day. Kitchen work, farm work, shop work, as well as school work, are di\'ine. They hide rare pearls in their rough shells. They are means of discipline in the highest qualities of character, and through them come some of the greatest and mightiest energies from the hea\'ens. People should be guarded against that baleful heresy that, when they leave the hour of song, prayer, and revival power, and go to homely service in shop or tield, they are imperiling s])iritual life, as though only so-called sacred services could conserve it. We need an alliance and a hearty cooperation of home, jiuljiit, school, and shop — an alliance consecrated to uni\ersal culture for young and old : for all the days and weeks of all the years ; for all the varied faculties of the soul, and in all the possible relations of life. Chautauqua teaches that each of these institutions embodies and re|)resents an idea, and that every man needs in his own life these representative ideas — the home idea of mutual love and tenderness ; ;■; the church idea of reverence and con- scientiousness ; the school idea of per- sonal culture ; and the shop idea of diligence, economy, and mutual help. The young and the old need these things. The rich and the poor need them. Capital and labor need them. The educated and the illiterate need them. Chautauqua says, therefore : Give them to the people. Hold up high standards of attainment. .Show the learned their limitations and the illiterate their possibilities. Chautau- qua pleads for a universal education, for ])lans of reading and study, for legitimate enticements and incitements to ambition, for all necessary adapta- tions as to time and topics, for ideal associations which shall at once e.xcite the imagination and set the heart aglow. Chautauqua stretches over the land a magnificent temple, broad as the continent. lofty as the heavens, into which homes, churches, schools, and shops may buikl themselves as parts of a splendid uni\ersity in which people of all ages ancl conditions may be enrolled as students. It says : Unify such eager and various multitudes. Let them read the same books, think along the same lines, sing the same songs, observe the same sacred days — days consecrated to the delights of a lofty intel- lectual and spiritual life. Let the course of prescribed reading be broad and comprehensive ; limited in its first general sur- vey of the wide world of knowledge ; opening out into special courses, according to the reader's development, taste, and 23 AN .\MI'H1 rlli;AI I k .\l r>IENCE. opportunity. Sliow people out of school what wonders people out of school may accomplish. .Show people no lon;.^er yount; that the mind reaches its maturity lonj; after the school days end, and that some of the best intellectual and literary labor is performed in and beyond middle life. College halls are not the only place for prosecuting courses of study. College facilities are not the only opportunities for securing an education. A college is possible in e\erydav life if one choose to use it ; a collegeii house, shop, street, farm, market, for rich and poor, the curriculum of which runs through the whole of life ; a college that trains men and women e\ery where to read and think and talk and do ; and to read, think, talk, and do with a purpose, and that purpose that they may be ; a college that trains indo- lent people to work with their own hands ; trains people who work with their hands to work also with their brains — to think in their work, to think for their work, and to make other people work and think. A plan of this kind, simple in its provisions, limited in its require- ments, accepted by adults, prosecuted with purpose, appealing to the imagination and to the conscience, must work miracles, intellectual, social, and religious, in household, neighborhood, and nation. And this is "the Chautauqua idea." .M:..\R IIIL CHILDREXS TEMPLE W THE cLi .AFTERXDOX CONCERT. A VIEW FROM THE MODEL OF PALESTINE. ITS AIMS AND INFLUENCE. By Professor Albert S. Cook, of Yale University. WHAT is the Chautauqua idea ? As nearly as I can formulate it, it is something like this : A fraternal, enthusiastic, methodical, and sustained attempt to elevate, enrich, and inspire the individual life in its entirety, by an appeal to the curiositv, hopefulness, and ambition of those who would otherwise be debarred from the greatest opportunities of culture and spiritual advancement. To this end, all uplifting and stimulating forces, whether secular or religious, are made to conspire in their impact upon the person whose weal is sought. He is made to feel that his self-improvement will be reflected in the greater refinement and cheer of his home, and thus the striving after a larger and sweeter life is entwined with his domestic affections. He is e.xhorted to meet with others in local circles ; to give them the ben- efit of his counsels and superior knowledge if he is further advanced than they : and to obtain impulse and direction from them if he is as yet but a novice. In this way his social instincts are appealed to and cultivated, and the result is the infusion of a greater charm into neigh- borhood life. These circles are frequently connected with one or several churches, and thus religion is introduced to hallow and reenforce an in- spiration to which it may at first have seemed alien. He is led to expect and demand assistance in his intellectual endeavors from experts at a distance, and thus has his sense of human fellowship quickened, his reverence for learning and benevolence increased, and his feeling for national unity deepened. E\ery year he has the ojiportnnity, at Chautauqua, of meeting the leaders to whom he owes so much ; to appreciate more keenly the reality of lluir personal interest in him ; to resolve his doubts and difficulties by the asking of questions ; to listen to lectures by men eminent in every walk of life ; to enter classes in subjects which he is qualified to pursue ; and to have his heart warmed 26 .^ COTT.XGE IN WINTER TIME. THE TENNIS GROUNDS. bv personal c.U.kI with a host nf llu.s. wh- an- ain,iu, at a higher life in the face of sin.ilar discouragements, but .-.t^. eq.ml aids with a common purpose, and therefore with fraternal sxanpathy. The agencies by which this transformatton of the „.d>- vidual life, of the home, and of the neighborhood, is effected are numerous and varied. Can we wonder that Chautaucit.a ,s a sacred and a blessed name to multitudes of Americans ? The charge of superficiality, brought against all the educational work of Chautauqua, has been a clitticult one to meet. It lies against U,e sun.ner school-the time is so short. It lies against the Correspondence College-there ts lack of the livin.. voice It lies against the C. L. .S. C- how can untrained minds, loosely held in an elastic organization, accomphsh anything of value? As to the stu.mer school, it .night be ,net by pointing to the character of its teachers. Is .t hkely that scholars of the reputation of Professor Seymour of Yale and -^ President Harper of Chicago would, year after year, deliberately |^ abet jirctcntious sciolism ? Would it be jjossible to get together |. at one session, as a f;iculty of history, four men like Professors ^ \..n Hoist, Moses, Herbert B. Adams, and George B. Adams in a sham college which had been before the public for fifteen years, and which satisfied the hunger of its students with only the east wind ? Professor Boyesen avers : •■ I watched this work with great interest, and can testily tliat it is by no means of a flimsy and superficial character. The linguistic in- struction, for instance, both in ancient and modern languages, was extremely efficient, and the students accomplished an amazing amount in the si.\ weeks that were at their disposal." I myself had students in Old English last summer who would work five or six hours a day at the subject. How should it be otherwise, when the class was largely composed of college professors and teachers in academies and high schools, teachers 28 THK FOUNTAIN NEAR THE HALL OK PHILOSOPHV. who had a luirpose in then- appli- cation ? At the end of the session I held an examination in the text-book - my "First Book in Old English" — in which several passed with credit. An average class of college juniors or seniors would not have done better as the result of half a year's study. But, after all is said, would it be surprising if Chautauqua were super- ficial — unless we can rebut the charge of superficiality brought against us as a nation? I open a C.erman philo- logical journal and read the following ; " One may say that a nation of si.xty- two million people produces only wealc sugar-and-water poems and journalistic articles. . . . The small numljer of scholars who fortunately do e.xist receive no small share of their inspiration from 'effete and moribund Europe,' from Eng- land, Germany, and France, and bear no proportion to the mass of the people. Genius simply does not exist, and even talents too few." I attend a college commencement, and I hear President Dwight of Yale say : " I hold it true not only of colle;s here, however, hberty without license, and all is conducted in accordance with the canons of good taste and the principles of the Chnst.an rehg.:.n. The music at Chautauqua, under such leaders as Sherwin, Case, Palmer, and others, has always been of a h>gh order. Accomplished soloists, vocal and instrumental, excellent bands, glee clubs, organists, pianists, and violin.sts have given great delight to vast audiences. There has gradt.allv been developed a thorough course of training in the var.ous departments of OFFICE OF THE CH.\UT.\UQUA LITER.VRY AND SCIENTIFIC CIRCLE. musical study and jjractice, including- instruction on various instruments, vocal culture, and the science of music. Volunteer singers form an immense choir, which, carefully drilled dailv Ii\' skillful instructors, renders successfully the best productions of the great masters. The concerts given from time to time, with their unusual array of talent and variety of jirogranime, form one of the most attractive features of each season. Abundant opportunity is afforded for denominational gatherings. There has been a special growth of clubs. Clubs for boys, girls, young people, women, ministers, and others, make ample provision for various ages and tastes, not forgetting the little ones, who ha\-e their charming kindergartens. Bishop Vincent, in forecasting the future, says : " As in the past, so in the future it must be the purpose of Chautauqua to maintain l)olh branches of its service at tlitir maximum of eflTectiveiK-ss. The scholastic work m\ist attract the specialist, and the popular work must continue to reach the people. Chautauiiua in its attempt to break loose from conventional ways, must cling, as in the beginning, and as I think through all her history, to those two essential elements : the promotion of spiritual life, and the highest culture of spiritually-minded people for most effective service in society. The tendency of the age is toward unity of effort i\i order to economy of force. Chautauqua has from the first put great stress upon the cooperation of agencies in education ; the home, the school, the pulpit, the pastorate, the lyceum, the press, and whatsoever besides can in any way make for the uplifting of humanity as a whole." Chautauqua has reached the period of permanence and perfected organization. This reason was once assigned for framing a consti- tution : "To the end that this may be a nation of laws and not of men." That wiiich does not crystallize into system and law does not long continue. It will never be known how great an amount of thought and labor has been expended in shaping and perfecting Chautauqua. Those who have had charge of its interests w^ere without precedents In- which to 3S TWO CH.AUT.AUguA home;s. l\\ l-.K 1.IKI> IN I lil-. l'K< klv c p.,.\l I l«>.\ liA\ be guided, for the institution was furuieil on an original plan. The Board of Trustees has been composed of broad-minded, unselfish men, who have gix'en their time and talents in cooperation with the originators of this great enterprise. Neither the President, nor the Chancellor, nor any trustee has ever received any compensation or emolument for his labors. They have the satisfaction of knowing that the Chautauqua System of Popular Education has gone beyond the exper- imental stage and will continue to stand long after those who thus wisely and nobly builded ha\e passed away. THE HOYS' CLUB AT IIEADQl 'ARTKRS. SUNDAY-SCHOOL WORK AT CHAUTAUQUA. By the Rev. Jesse L. Hurlbut, D.D. IN the evolution of the Chautauqua idea, the original nucleus out of which all the varied departments have grown was the Normal class. The first session of the Chautauqua Assembly in 1874 was held preeminently for Sunday-scliool' teachers, and was intended to afford such preparation and training for teaching as would furnish them fur thorough and successful work in the Sunday-school. The Normal class was the principal class, though not the only one, held upon the grounds during the Assembly in 1S74, and a vast majority of the people who attended the Assembly were more or less interested in Sunday- school work. From this beginning, as an institution for the training of Sunday-school teachers, the Chautauqua system has broadened into the general field of education. Every teacher in the Sunday-school recognizes his need in two distinct directions. One is that of general Bible knowl- edge, and the other that of Sunday-school work. He needs, first of all, to know his Bible. Its history should roll like a panorama before his eyes ; its great men, from Abraham to St. Paul, should rise up like tall cedars in the forest of human life ; its lands should lie like an open map before his mental vision ; its institutions of government, of social life, and of religion, so different from those of our own age and world, should be clearly understood ; its great moral teachings should Ik- distinctly marked, and the fundamentals of its doctrinal truth shoukl be clearly outlined. These are the needs of every Sunday-school teacher with reference to the Bible. On another side, he has needs with regard to the work which he is to do. He must understand that delicate thing, the mind of a child, and the principles through which it is to be reached and instructed. 41 A TYPJCAI. CHAUTAUgUA COTTAGE. ^-ap««»^^ He nn,st know what are the laws of study and the laws of teaching. He nu.t understand what the Sunday-school ,s, and ,ts o the church, to the hon.e, and to the secular school. There is a whole real, of study wUh ^^^^^^^^^^ ^ of the scholar at different ages, and the best methods of directing mental energy, tran.ng character, and awakentng the hfe spu'itual. In these two directions, the Word and the Work, the Sunday-school teacher needs thorough training in order that he may teach wisely and successfully. The original Chautauqua was held mainly for the purpose of giving such instruction to Sunday-school teachers. Old Chautauquans will remember the f„ur section tents which formerly stood around Miller Park, once the audito- rium of the Assembly. In these tents the Normal class met nearly every day , luring the earlier sessions. There members were assigned according to the letters' of the alphabet in the different tents. No one knew who were to teach the classes on any given day, and e^•ery effort was made to prevent the pupils rnKARcAUK. from following favorite teachers from tent to tent. So the students were kept alphabetically arranged, meeting in the same tent throughout the session, while the teachers were changed daily. ^^^^-^fY conferences of teachers were held for comparison of methods in instruction. Specimen teachers' meetings were also held on Sunday-school lessons, and model lessons were taught to selected classes. Bible readings were given, eventide con- ferences met ; and a large proportion of the lectures on the platform were in the lines of biblical teaching. The course of study for the earlier years of Chautauqua was contained in leaflets prepared by Dr. \ mcent and published in rUr Normal Oass m^a.i.e. These were revised several times and were finally issued as the ..Chautauqua Normal C.uide," the pioneer in material and in method of all the Normal te.xt-books issued since, and the one from which more ideas have been drawn than from any other collection of Sunday-school normal lessons. The printc-d r<,.„rt of the 'first Chautauqua Assembly shows that during the session twenty-two lectures were given on Sunday-school work and seven lectures upon the Bible; twenty-one meetings were held in the interest of the various dei)artmeiits of Sunday-school work, primary, intermediate, and senior ; eight Normal class conferences ; six sessions in each of the four Normal tents, making twenty-four sessions in all ; three teachers' meetings ; two specimen Sunday-school lessons ; and four Bible readings. At the close of the Assembly a written competitive examination was held in the open air. Fifty questions were printed upon a sheet and the competitors, nearly two hundred in number, wrote answers in presence of the conductor. One hundred and seventy-two papers were submitted, of which one hundred and forty-live passed a critical examination, and the successful students constituted the Class of 1S74, the first Normal class of the Chautauqua Assembly. During the first four years of the Assembly, no other meetings were allowed to be held at the hour of the Normal class, and every effort was made to make its attendance as large as possible. After the Children's Tem- ple was built, the four sections were held in the rooms surrounding the main room of that building. One year they were held in the balconies of the Amphi- theater ; then, for a couple of seasons, they were all combined into one class held in the Museum, and finally ob- tained a permanent habitation on the site where now stands the Normal Hall, which was built by the contributions of tlie Normal alumni. As the other de- partments of Chautauqua increased in nor.m \l h \ll miinlHr, of necessity the relative importance of the Normal class as a distinct institution declined. But it may be safely said that the interest in the study of the Bible, and even in its study for Sunday-school teaching, has kept pace with the growth of Chautauc]ua. Every year the daily sessions of the Normal class during the month of August are attended by more than three hundred people, who constitute the class, and in that and other classes for Bible study under the auspices of the college and the various educational de- partments, fully 2,000 people are studying every summer. One e\-ening has always been set apart at Chautauqua for the anniversary of the Normal Department. It is the evening of the illuminated fleet. On that night, about twilight, all the graduates of the Normal class meet at Normal Hall, and with them the Normal class of the current year. They march in pro- cession down the hill, and on Simjison Avenue are met by the members of the Chautauqua Literary and Scientific Circle. These form in open ranks and greet the Normal Department, as its members march through their lines, with the Chautauqua salute. The procession, led by the band, marches to the Amphitheater ; there exercises are held commemorative of the Normal Depart- ment, and afterward the day is closed by the splendor of the illuminated fleet. The graduates of the Normal class of Chautauqua number o\ er a thousand. They are to be found in every state of the Union and in almost e\-ery land of the earth. Many of them have established Normal classes in their own churches and have carried them on according to the Chautauqua plan ; so that the seed of Chautauqua has blossomed and borne fruit a hundred-fold. The present great interest in the thorough study of the Bible by .Sundav-school teachers, and the various plans for more efficient preparation for Sunday-school work, are all of them the outgrowth of the Chautauqua Normal Department. Just as the Chautauqua Literary and Scientific Circle is the greater Chautauqua, holdi 44 FLOWER GIRLS ENTERING THE AMPHI- THEATER ON RECOGNITION DAY. its sessions for nine months in GROUP OF FLOWER GIRLS OF THE RECOGNITION DAY PROCESSION. the year throughout the whole workl, .so there is a greater Normal class in the Chautauqua Normal course pursued by classes in hundreds, perhaps thousands, of Sunday-schools, and yearly conferring diplomas upon many students. The course of the Chautauqua Normal Union embraces four years of study — not of reading — with examinations, certificates, and a full diploma upon its completion. In nearly all the si.xty-four Chautauqua Assemblies held throughout the land a Normal class is established, and in most of them the Chautauqua course is pursued, so that the torch kindled almost a generation ago at Chautauqua now sheds its light throughout the land. A"* «"« « HIGGINS MEMORIAL HALL. 46 RELIGION AT CHAUTAUQUA. By the Rev. Benjamin M. Adams, D.D. THE religious department of Chautauqua includes the whole of it. It is bounded by its first idea— the Bible. The founders and workers came there to study and help others to study the Bible. The Sunday-school studies that book. To prepare Sunday-school teachers the better to do that, pilgrims come from all over the land and sit down together under the trees by the lake to " Study the Word and Works of God." As that study is the open door to all that is worth knowing in the world, leading out to all worlds seen and unseen, it was most natural that prayer should be a prominent feature in the beginning and progress of the enterprise, for, as Emerson well says, "Prayer is the mightiest mental stimulus in the universe." With the Bible and prayer, it was found there was great spur given to the intellect, affections, taste, and all fitting culture. The Literary and Scientific Circle, and every other educational movement having its birth here, was the outcome of religion. Chautauqua is re- ligious from the heart out, for the Bible is its center and circle. It is not a camp meeting, though many people camp out, preach, sing, and pray there ; yea, more, find it "God's house and heaven's gate." It is not a Christian convention, though in strictness it is Christian, and a convention, and all forms of Christian thought and work are there discussed. It is not a two months' Sunday-school convention, although all sorts of Sunday-school work are carefully studied and practical!)- illustrated. S^^^^^HHiP^^^^ - ^JSgA He ^ ^MM THE HALL IN THE GROVE. 47 Il is not an imiTilciKiniinational coiis^rcss, altliou^Ii si'XTi'al (Icnoininalions ha\x- licaiUiuarU-rs ami houses st'l apart for denomiiuuiunal gatherings, and roiifemiccs of rcprcsentatixe miuisltTs and laymen arc not unusual. ..#rr-''i^'' miC IJOLDKN GATE. It is not a scientific convention, although science rules high there every summer, in e\ery department of investigation. What is it then ? It is the harmonious gathering of all these things around one shining center, which illuminates the whole — religion. There are mirth, entertainments, enthusiasm, soeiahilitN', shows, and all thesi- tluly timed to reliexe the strain on mind and nerve. Nothing i^asses beyond decorum, because religion rules. The gates and docks are closed on the Sabbath day ; no traffic is allowed on l.md or water controlled by the managers. Men and women by thousands gather to worship ("lod. The great Amphitheater is crowded. The opening livnui, ■•lli.ly, Holy, Holy, l.onl Cud .MniislUy ! " rendeied li\' the i;reat choir, organ, band, and thousands of people, is uorship of till' loftiest sort known in this \ale of tears, and the \'es])er .Sii\'ice is a little corner of heaxcn. In this meeting the gi'eal leaders of the moxement are at their bt'St. They seem never to speak or prav so well anywhere else. The \ery air is charged .^^■^§- with devotion, and as "Day is dying in the west" ;uid \()u watch the dispersing crowds, there is on the faces seen and easily read the impress of high resolve and consecration. 48 l;riLI>lM, 111- TUK ASSKMiU.V DAII.V HI From tlie first organization the daily De\'oti(inal Hour has been observed. For years it has been held in the Amphi- theater, with audiences varying from two hundred to fifteen hundred. There is no recognition of denominational lines. " One Lord, one faith, one baptism " is the sentiment. To this meeting gather many from all parts of the country to sing, ])ray, and testify. Requests for prayer are received and read. Special prayers are offered from time to time and remarkable answers are on record, showing the faith of the Chautauqua congregation. Now and then one is converted in the meeting. At the close of one Assembly the leader of the Devotional Hour had a list of over two hundred young men who professed to have been empowered for work in the Lord's vineyard through that meeting. Whether the Devotional Hour or Vesper Service or the great Sunday morning preachings reach the " high-tide mark," one or all, it is hard to tell ; but one thing is certain, these meetings in spirit and form would be impossible if Chautauqua were not profoundly religious. \V.-\NU DRILL IN THE .\NNU.-\L E.XHIBITION, SCHOOL OF PHYSICAL EDUCATION. THE CHAUTAUQUA SYSTEM OF EDUCATION. Iy George E. Vincent, Ph.D. THE function of Chautauqua in the educational system of the United .States is compensatory and supplementary. It could not if it would supplant or compete with institutions of the conventional type. It strives to do work which they either cannot or have not attempted to do, and the result of the Chautauqua methods has been to increase the interest of the people in the college and university. The principle now so generally accepted, that education is the privilege of all, young and old, rich and poor, that mental development is only begun in school and college, and should be continued through all of life, underlies the Chautauqua system. The first difificulty met in any plan for popular education ( as distinct from the public schools) is the apathy of the out-of-school multitudes. It is one thing to devise a system, quite another to set it at work. The attempt to overcome this inertia by means of home reading circles was made by Chautauqua first in 1878, and since that time fully 220,000 have been enrolled. It is a sad comment upon human perse- verance that only about tweh'e per cent of that number ha\e completed the four years' course, yet, on the other hand, each one of these read- ers has devoted the spare hours of at least one year to the reading of good books. Judged by what was attempted, the Chautauqua Circle has done great service in disseminating good literature and inducing people to read it systematically. The device of a four years' course — including in general the subjects taught in college -the plan of classifying the read- a lecture on the .model of p.alestine. LTs who join in any gi\cn year, the aj)pointing of "Memorial Days," and the bestowing of certificates — often with piibhc exercises — at the completion of the course, all create sentiment and enthusiasm, which, if important to resident students, are all the more needed by those who, isolated in the routine of busy life, pursue self-imposed tasks. This department is fully de- scribed in the paper by Miss Kate F. Kimball in another part of this volume. The Summer Assembly in July and August of every year is planned in accordance with the principle followed by the Reading Circle. For the many there are popular lectures, concerts, entertainments ; for a somewhat less number there are philosophical, scientific, and literary lectures in progressive courses ; for the comparatively few are provided means for care- ful stud\- vuider able and well-known instructors. The Chautauqua Assembly should be judged not by its recreative exercises, but by its educational classes. The former attract the crowds from which the latter are recruited and the revenue from the many supports the higher departments. All these elements combine to form a community life which as a whole makes for intelligence and arouses interest in the higher education. It is noteworthy that the tendency among visitors is strongly in the direction of a prolonged stay as opposed to a brief outing. The Chautauqua Assembly is a colony rather than a resort. Of the sixty-four other Assemblies in various parts of the United States, it may be well to say that tliey sustain no organic relation to the original Chautauqua. Many of them are closely modeled after the parent Assembly ; others have simply taken the name and adopted a part of the plan, usually the so-called "popular features," which are chiefly important as a source of revenue. For any shortcomings of these independent Assemblies Chautauqua should not be held responsible. The plans so far described cannot, in conformity with conventional ideas or with the best standards, be called higher THE BATHING GROUNDS. KEI.LOC.G MEMORIAL IIAl.l., education. They promote the interests of the higher education to say the least, but should be neither overvalued nor underestimated. We ha\'e traced the system to the point where ambitious and thorough readers or students with a six weeks' summer vacation wish to undertake advanced study of a thorough character. The Collegiate Department is in session for six weeks at Chautauqua, and carries on correspondence work during the winter. The Collegiate Department, which is the outgrowth of various schools and classes established since 1874, has recently been reorganized and unified. The twelve schools into which the department is now divided are in close relations of cooperation and mutual reenforcement. The schools are as follows : English Language and Literature, Modern Languages, Classical Languages, Mathe- matics and Science, Social Sciences, Sacred Literature, Philosophy and Peda- gogy, Music, Fine Arts, Expression, Physical Education, and Practical Arts. The list of instructors includes professors or teachers from universities, colleges, or academies of good standing. Yale, Johns Hopkins, The L^niversity of Michigan, The University of Chicago, Dartmouth, etc., have all been represented during the past few years. The theory of the summer session is not that a language can be mastered in six weeks by some rapid method, hut that by concentration of attention u])on one or at tlie most two subjects, very decided progress is possible. For example, a sophomore in the average college recites three times each week in Greek, or in a term of three months he recites thirty-six times. A Chautauqua student who gi\'es himself up to Greek, reciting twice each day, or ten times per week for six weeks, will accomplish in one subject nearly two ordinary terms' work. The progress will be limited to one study, of course, but the gain both from actual accomplishment and from the economy of attention is far from insignificant. This department of Chautauqua, in short, offers for six weeks college privileges, recitation rooms, laboratory, reference library, contact with capable and live instructors, to two classes : (i) Those who cannot attend other institutions for a longer period, (2) Teachers 54 ON THE PIER, THE L.AXIilN'G OF .\ STEAMER. who want to observe the best methods of instruction put into actual practice. Through the hitter class especially this summer work exerts a wide and helphil influence. The Collegiate Department, through its correspondence system, directs the home study of students in all academic branches. In many instances the same professor is in charge of the summer teaching and winter correspondence of his department. It is not claimed that this method is equal to personal contact between pupil and teacher. There is a loss which cannot be compensated unless the correspondence student can attend the summer classes at Chautauqua or elsewhere. Yet by devoting more time to the work than the student in residence gives, the persevering and conscientious non-resident student may acquire mental disci- pline and knowledge which deserve recognition. Candidates for a degree must follow the curriculum laid down in the catalogue, and must pass a rigid, [lersonally supervised examination in each study. Up to this time only four degrees ha\-e been conferred under the University Charter (granted 18S2), and these were Ix-stowed onl)- after searching exam- ination, and ujion the recunimcn- dalion of all the instructors under whom the recipients had studied. No honorary degree has been or can be conferred under the rules of the the hotel ATHKNjaM. Board of Trustees. Those who ha\e the interests of Chautauqua in charge stand for the principle that conscientious non- resident work ought to be recognized, but that the reward, to be a true prize, must be held above reproach. The Collegiate Department also, under a charter granted to the Chautauqua School of Theology in 1887, gives corre- s])ondence instruction in the New Testament Greek, Hebrew, Doctrinal Theology, Practical Theology, and Historical Theology. The aim is to enable ministers in active church work to complete professional studies. Each department is in charge of an instructor of reputation. In order to obtain the degree B.D. the candidate must pass satisfactory, personally supervised examinations and obtain a certificate from each professor. The rule concerning honorary degrees holds good in the case of the School of Theology also. Seventeen degrees have been conferred under this charter. The Extension of University Teaching has been brought prominently before the people by Chautauqua. Since i88g. University Extension courses have been given at Chautauqua, and a few local courses have been carried on under the auspices of the Chau- tauqua College. Several leading universities have during the past few years undertaken this work which properly belongs to them. Chautau- qua has, howe\er, rendered important Her\'ice as a pioneer in this field of popular education. Chautauqua did not seek a charter for the sake of specious dignity and authority. It has been conservative and conscientious in using its power. This principle for which Chautauqua stood in 1882 has been recognized by the University of the State of New York, which now offers degrees on examination to non-resident students. The extension of this policy, on the part of colleges and universities generally, may eventually relieve Chautauqua from this responsible work, which is fraught with the danger of misconstruction and misrepresentation. Viewed as a whole, the Chautauqua system will be seen to have two 56 A CIULDRE.N'S SA.XD PILE NEAR THE LAKE SHORE. general divisions which are intimately related, the popular or Assembly Department, including the C. L. S. C. and the sum- mer lectures, concerts, clubs, and classes, and the Collegiate Department, devoted to the higher education both through residence study at Chautauqua and correspondence during the year. The two departments are mutually necessary. The one draws large classes within the reach of the other's influence, while the latter in turn brings authorities and specialists into close contact with popular audiences. Thus Chautauqua on the one hand reaches out to the people, and on the other to the universities and colleges, to the men and women who are leaders in the great activities of life, and seeks to draw together into relations of common interest and genuine confidence the great public, and those who under proper stimulus may be sources of intelligence, inspiration, and uplift to their fellowmen. The Chautauqua system is not merely an institution or piece of machinery for disseminating information, it is a potent force in ennobling and energizing individual and social ideals. ^^j¥^rr^ ^—iiiia t THE BO.\T CREWS IN TRAINING THE COLLEGE IN THE GROVE. Bv President William R, Harper, of the University of Chicago. T( ) define the aim of the Chautauqua College is but to say that it has its own unique part in the great aim of the Chautauqua movement, viz., to bring the greatest good to the greatest number. Much space might be consumed in relating the interesting historical details of the institution and growth of this par- ticular ])hase of Chautauqua ; the adjustment of college studies, college ideas, college methods, and college men and women, to the informality and irregularities of a summer outing. It is only just, however, to state that the work now so broad and (■om[)lete did not spring into existence all at once, but has grown gradually and rationally from the small beginnings in 1878, with a half dozen classes and a smaller number of instructors, to the present proportions (in 1895 a little less than fifty classes and si.xteen instructors). The present scope of the college work well deserves a more detailed description than can be given here. The de[xu-t- ments of instruction in the college proper are as follows : Classic Languages and Literatures, Modern Languages and Literatures, English Language and Literature, Political Science, History, .Sociology, Economics, Philosophy, Mathematics, and the Natural Sciences. This is an ambitious list of subjects, and were it not backed by instructors of a high order it would bring riilicule ujion the whole scheme. Here as elsewhere, therefore, the strength of the work lies in the quality of the instructors. While perhaps in an article of this nature it is not best to give a list of the names of all the distinguished teachers who have gi\-en courses at Chautauqua within the last ten years, a few well known to all may be said to represent the entire number : Professor Cook of Yale and Professor Winchester of Wesleyan University in English ; Professor Bowne of Boston University in Philosophy ; Professor H. B. Adams of Johns Hopkins, Professor Bernhard Moses 58 IN THE PHYSICAL LAI.^ of the University of California, and Professor Von Hoist of the University of Chicago, in Political Science and History ; Professor Sey- mour of Yale, Professor Richardson of the American School at Athens, and Professor D'Ooge of the University of Michigan, in Greek. While these men are taken as repre- sentative, it does not follow that the fifty others who might be mentioned ha\'e not done equally good work, though not so well known to the educational public. The fact is that the absolute independence of this section of the institution makes it possible to secure the largest variety, and renders it needless to re- tain any but the instructor who can gain the best results in his class-room work and in his relations to students. It has become a custom to specialize in one department each year to the extent of securing two, three, or four of the most representative teachers in the country in that particular field. In 1S94 History and Political Science received special emphasis, in 1895 English Language and Literature was chosen. In the specialized department a much larger number of courses is offered than in the regular department. Although the facts already given would lead one naturally to infer that the best methods of instruction are employed, a special word in regard to this may well be said. A method to be effectual must be adjustable. A plan of presentation or a choice of courses which could properly be given in an institution in which the students had a year or more before them 59 THE COLLEGE OF LIBERAL .\RTS. would hardly be useful in the short six weeks of summer vacation time. The teacher, therefore, who can compress his own work of presentation and can render it suggestive of future work, to be carried out after the student has returned to his home, is most suc- cessful. It has been proved, however, that no inconsiderable amount of work can be accomplished by the student while actually upon the ground. It has been clearly shown that by the concen- tration of all the attention for a brief time upon one subject more can be accomplished than by spreading the same amount of work over a longer time. Many of the classes at Chautauqua, therefore, especiallv the elementary classes in language, occupy two or more AX AKTiCR.NooN' CLASS ix i.i.KM \\ hours a day in class work, and still more in special drill work. Chautauqua lays no claim to special "quick or quack" methods. It simply gives equal results for an equal expenditure of time and energy under equally wise direction. The charge of superficiality, which has sometimes been made by those who were not conversant with the facts, is based upon the difficulty of making people who have not themselves tried it understand that two hours a day, five days in the week, for six weeks, means sixty hours of instruction. This, with the hours of study added, cannot fail to bring substantial results, and, at the same time, leave ample time for recreation. An objection to such summer work, which is more tenable, is that of lack of external facilities. Libraries and laboratories are essential to good work. This is true, but a working library need not necessarily be a large library, and the cooperation is such between Chautauqua and the New York State Library at Albany that an excellent list of reference books relating to every course given is secured as a loan each year. The difficulty in connection with laboratories for scientific work is not so easily overcome, but even here it is surprising how much can be done in Physics and Chemistry with simple a])paratus and pine tables. It will readily be seen also that in sciences like Botany, Zoology, or Geology, a positive advantage is gained from the summer flora, the water products, and the interesting and widely studied geological formations of Chautauqua 60 County. Indeed, the possibilities of growth in the department of liioher instruction are infinite. One's mind can rest in imagination upon large, commodious, and con\'enient buildings, a more adequate equipment, and a still more extensive curriculum. jVIeantime, however, it holds true that the inspiration needed by the seeker after knowledge does not belong wholly to his reference books, his laboratory facilities, or even the class instruction he receives. A large factor in education lies in the contact of the student with a great teacher. It matters not what his subject may be, if he be truly great his influ- ence will be felt. For those who do not come into daily contact with such lives during the year, Chautauqua holds a special privilege. A most interesting offshoot from the College is seen in what are now- known as the Schools of Sacred Liter- ature. The theory that the Bible as literature and as a revelation is worthy of the best treatment by instructors and students led to the application of scientific methods of study in this sub- ject. After a year or two it was deemed best to make this a separate depart- ment, and it now has its regular courses of instruction in the original tongues and in the English Bible, and its own faculty composed of specialists in bib- lical work. The Correspondence Department of tlie College should also receive men- tion. Through this the summer student may continue his work, some- times with the same, and ahvays with a good, instructor. Some one asks, Who are the summer students ? From what sec- tions and what classes do they come? The question can best be answered h^om the statistics of 1895, where we find that twenty-six states were represented, that teachers of all grades, college students, minis- ters, business and professional men, with their wives, were enrolled. The religious denominations were equally varied, and the ages of the students ranged from seventeen to se\enty, a truly cosmopolitan com- munity. Much is said about the " Chautauqua spirit," and nowhere is that mlefinable "spirit" made more manifest than in the College. Here till/ altruism of the teacher is wakened and given free play. What true teacher can withhold his time and sympathetic counsel from the student who comes, not because he must, as a part of his college course, but because he is eager to learn and is, in many cases, a teacher himself, and as such can take a teacher's point of view. The bonne camaraderie of the thousand students is also the result of this spirit, which gives or takes with equal courtesy and freedom, as occasion may require. Shall we not believe that much of this charm is due to the unique surroundings, the bracing air, the blue sky, the bluer lake, and the forest trees so straight and tall that one cannot regard them without an uplifting sense of the dignity of life in nature and in man, and a for- getfulness of the j)etty annoyances which make up the wear and tear of work elsewhere ? JUA COTTAGE. 62 THE CHAUTAUQUA LITERARY AND SCIENTIFIC CIRCLE. By Kate F. Kimball. NO small share of the interest of the Chautauqua summer gathering- centers about the work of the Literary and Scientific Circle, which permeates every part of the Chautauqua system. Its members form no inconsiderable proportion of the students in the Summer College, while the Assembly uses as a basis for its general courses in history, literature, art, and science the subjects which are to be treated in the C. L. S. C. course for the coming year. By this means not only are the actual members of the Reading Circle stimulated to fresh endea\'or and gradually led into the paths of the higher education, but multitudes who ha\-e viewed the summer program chiefly as a means of entertainment are awakened to an interest in the larger culture and through the systematic plan of the C. L. S. C. are able to crystallize that interest into definite achievement. During the first few weeks of the Assembly, when the work of the College is foremost in the season's program, the C. L. S. C. is held somewhat in abeyance, but beginning with an opening "Rallying Day" the last week in July, the circle with its daily councils and round tables comes steadily to the front, culminating on Recognition Day tow.ird t\n- clo.se of the Assembly, when all departments of the Chautauqua .Summer System combine to do honor to the graduating class. Aside from tlie councils and round tables, where delegates from the \-arious circles and indi- vidual readers meet for discussion of difiiculties and interchange of ideas, there are the purely social gatherings of the various classes, with occa- sional general receptions of the whole body of graduates or of under- graduates, these also culminating on the Reception Night shortly before Recognition Day, when each class is "at home" in its class building to every other class and much pleasant interchange of good fellowship is enjoyed. These features of Chautauqua life add much to its power. The 63 r.Mi IN I'L \ss 1; spirit of noblesse oblige brings people into a touch which broadens tlicir sympathies, makes them more tolerant and better fitted to knd a hand in the great world beyond the boundaries of Chautauqua. Yet in a sense Chautauqua has no boundaries, for the Reading Circle has long since girded the globe and the prophecy of a "wider yet and wider sweep" has already been fulfilled. It stands as the permanent and visible representative of Chautauqua, while the summer groves are silent and the drifting snows hold sway on the shores of the ciuiet lake. During the eighteen years which ha\e passed since the first C. L. S. C. class was organized in 1878 fully a quarter of a million of readers have been enrolled as members of the circle. Not all of these have carried through the entire course to completion, but with few exceptions those who Ikux- joined luue been actuated liy a desire for self- improvement and ha\-e voluntarily taken tiie first step to secure it. No less than tliirty-fi\x- thousand members have completed the four years' course, and it would be interesting were it possible to read the further story of these lives and see how far the stimulus of four years of training for the accomplishment of a fi.xed purpose has led them into higher fields of usefulness and influence. It is known, however, by countless testimonies, that the Chautauciua Reading Circle has laid its hand upon dormant lives and quickened them to effort, has proved a wise guide to perplexed but aspiring mortals, has sent hundreds of young men and women to college, and given to homes throughout the land in busy towns and quiet villages that breadth and sympathy which comes from a wider outlook. But beyond Chautauqua there are other Chautauquas. The sister Assemblies found in nearly every state in the Union are centers for the propagation of the Chautauqua System of Education, the keynote of which is, "the many, not the few." Here upon a smaller scale and with various local modifications are repeated many of the distinctive features of the mother Chautauqua, and although these Assemblies are entirely independent of the original Chautauqua, both in organization and 64 FLOWER r.lRI, IN" Till-: I'KOCKSSION UN" RIXOCMTION OAV. often in the method of their work, the C. L. S. C. serves as a tangible means of afifiUation and communication between them all, and while it gives strength to the local Assemblies enriches the whole Chautauqua movement by the experience which is gained through these various centers of influence. Every C. L. S. C. student who bears his share faithfully in sustaining the work of the local Assembly looks forward with no less loyalty to the time when he may spend a season at "Old Chautauqua." The original idea of the C. L. S. C. was not an elective system of reading but a definite four years' course with a specific end in view. The widespread need for a plan of this nature has been abundantly shown by the membership of the circle. The original plan has of course re- ceived such modifications as exper- ience showed were needed, but the essential background remains tlie same and the C. L. S. C. diploma to-day means quite as nmch as it has at any time in its history. The course as it stands la}-s emphatic stress upon the "American )-ear," in which no less than three of the five required books treat of some features of Ameri- can life. The "English year" in- cludes also the study of modern European history, the "French-Greek year," which, satisfying the desire of many for an acquaintance with the history and institutions of France, car- ries the student back also to the c. l. s. c. procession at the golden g.\te. 65 finintain-hoad of iiis|)ii-ation in art and letters, the Ii(f of ancient Greece. The " German-Roman year " links together the medieval and tlic modern a,i;e, and thus in k>ur years the student who has taken this lartjc view of yreat historical movements and seen them in their general relations to each other, may take n[) the special stnd\- of details with a true appreciation of their real significance. The Chautauqua Literary and Scientitic Circle has throughout its career received the most cordial and valued aitl from professors in manv unix'crsities, who ha\e planned and executed special courses of study and contributed in no slight degree to the efficiency of this work for the education of the people. Thousands of C. L. S. C. giatluatis have carried forwaril these special studies for many years and new courses are omstantl)' atlded to meet the great variety of needs which are presented. While mem- lurs of the Reading Circle are urged to form groups or circles for study whenexer pos- silile, so as to receive the benefit of mutual interchange of interest, the work is always planned with the needs of the individual reader clearly in mind. In these busy daj's when " he that runs iiiiist ri-ad," a [ilan flexible enough to tit in with the emergencies of lite is i-sseiuial. A small menihership lie of fifty cents [)uts every student of the four years' course in direct coimnunication with the central oiScc, and while for this sum it is not possible to carry on an e.xtendetl [lersonal correspondence with each member, yet much of valu- able suggestion is conveyed through the " Membership Book " and printed review papers enable the student to test his understanding of his work by committing his ideas to \\ riting. \'ct even this is not made an imperative obligation, for the C. L. S. C. recog- nizes that it has a large mission to a great class of readers who gain much from the habit (if thoughtful reading Init who would give up the battle were the recjuirements made more stringent. In the last analysis the education which a man gives to himself is the most potent, 66 GRADUATE CLASSES IN THE PROCES- SION ON RECOGNITION D.W. and if tlie Chautauqua Circle can awaken and guide and inspire men and women in a greater or less degree to earnest endeavor, it does more for humanity than by insistence upon a standard out of the reach of a large part of the world's toil- ers. The C. L. S. C. diploma is within the reach of any one who can read the English language and can cultivate the grace of perseverance. A glimpse of the C. L. S. C. graduating class at Chautauqua shows an assemblage of people whose experience of life has been of the most diverse character. Tried by too exacting a standard many would fall by the way, but as it is, one common impulse dominates them all : the aspiration to live the larger life of wider opportunity and a more liberal culture. THE FLOWER GIRLS AT LUNCHEON ON RECOGNITION DAY. PHYSICAL EDUCATION AND RECREATION. By Prof. W. G. Anderson, M.D. THE liberality and completeness of the Chautauqua System of Education are marked both by the attention given to the care of the body and by the facilities provided for rest and recreation. There are few summer schools where pupils and visitors can find so many ways of regaining or maintaining their health. At no university is there such a variety of pastime. Everv kind of legitimate summer sport and diversion, and all rational methods of bodily training, are placed at the disposal of those who come to Chautauqua. This is an ideal place for a summer school. The visitor, mentally fatigued by the lectures, concerts, recitations, dissertations, discussions, or lessons which fill up twelve hours of the twenty-four, can find a restful change by exercise in the new Gymnasium, by rowing or sailing. If he prefers the solitude of the groves, he can enjoy it. If the excitement of a game of baseball or lawn tennis is desirable, it is his by choice. Tin- merry bathers, with much laughter and sjilashing, invite him to join them. A group of bicyclers, about to start on . j, a spin down the lake, urge him to wheel with their number. But if by chance it happens that he does not know how to ride, the bicycle school is recommended. He can even indulge in the mild diversion of croquet. The fishing at Chautauqua Lake is at times fine. There is some hunting, with competent men to act as guides. Numerous camps are found near the Point. In fact, there are so many outdoor sports to enjoy that the visitor is sometimes at a loss which to choose. Many of the forms of physical diversion owe their existence to what is known as the Chautauqua School of Physical Education. All are more or less under the supervision and control of this department. The existence of the school was jiartly due to chance. In the year i8S6 Mr. Reinhart, the instructor in gymnastics at Chautauqua, being obliged to cancel his engagement for the summer, notified the authorities to that effect. Chancellor .•> ch.\li ai yi a s.ml-iid.m. Vincent wrote to Dr. Anderson, who was then director of physical training at the Adelphi Academy, in Brooklyn, asking that he fill the position until Mr. Reinhart was able to resume his duties. He accepted, and was ably assisted by Mr. Henry S. Anderson, who was in- structor in heavy gymnastics at the Brooklyn school. In addition to the school of gym- nastics, there was a new feature added to the curriculum in i8S6, namely : the military department for youth. The captain of tliis company was Mr. George Ehler of Cincinnati, a graduate from the CL.^SS IN PHYSICAL CULTURE. Westchester Military School. In addition to the regular classes, the new director made an effort to organize a normal class in physical training, with the result that three persons entered the class. ^ From the small beginning in the old rink on tlie hill ten years ago has grown the Chautauqua School of Physical Training, which is now the largest in America. In 1889 the dei^artment was again enlarged and strengthened by the addition to its corps of teachers of the following persons : Dr. J. W. Seaver, of Yale Unix'ersity, accepted the position of lecturer on physiology, physical diagnosis and anthropometry ; Dr. Claes Enebuske, a Swede, now at the head of the Boston Normal School of Gymnastics, made his first appearance m a summer school in this country ; Dr. Eliza M. Mosher, lately appointed Dean of the Woman's Department at the University of Michigan, came to Chautauqua that season to look after the physical training of the young women ; and 69 diirini;' this year Mrs. Minily M. Bishop began ht-r work in Dclsarte, and her etforls have been crowned with unusual success. In 1S90 the (jymnasiuni proper was buiU on the lake front. A stock company was organized which assumed sujicr- vision of all the forms of recreation on the grounds. In 1S91 Mr. Jacob Bolin of New York City came to the school in place of Dr. Enebuske, who was called to Boston. .Since that time the institution has steadily grown ; the curriculum has been strengthened and the standard raised. As a principal object of the .School of Physical Education is to prepare teachers, the directors adhere to no one special system, but investigate everything in the line of rational gymnastics that is used or adopted in this country. The number of [lupils enrolled in 1895 was aI)ont 500. This included the members of all classes, nu'n, women, and children. The greatest number of pupils in the Normal Department was 130. When we consider that these men and women come from all parts of America and a number of them from abroad, a few from South Africa, some pride is felt in the fact that the work ilone at Chautauqua is being disseminated throughout many parts of llu- world. Inacklilion to the department of gymnastics, which includes bo.xing, fencing, wrestling, swimming, athletics,, football, and baseball, there is a bicycle school at the old rink, in charge- of Mr. W. S. Maltby, of New York City. Dr. McKenzieand Dr. Seaver, in ith such soc.a experiments as that of Robert Owen at New Harmony, foredoomed to failure, because ignoring some of the funchmental trL of our con.mon nature. Particularly were my academic prejudices aroused by the proposal to crowd a m.scellaneous universitv curricuhnn into a sum.ner vacation of six or seven weeks, supplemented by correspondence and home readmg. How could anything but shallowness and pretentious superficiality result from such cramming, alternatmg wUh unsystematic browsing along the'edges of the arts and sciences? That much-abused saying that a little learning >s a dangerous thmg occurred to n^e, and I felt confident that experience would in this case demonstrate its soundness. In the hgh of later knowledge I am bound to admit that experience played me false, and that I was compelled to revise a multitude of precon- ceu-ed^^ouons^^ a Chautauqua audience is an experience which no one who has had it is likely to forget. The lecture, no nvater what is its subject, is usually preluded by a voluntary on an enormous organ that occupies one wall of the great Amphi- theater, the seating capacity of which is about seven thousand. It requires lungs as strong as the organ bellows to make one s self heard for a full hour in this wide, open edifice, unenclosed on three sides, under whose roof the sparrows fly to and f.o durinc. the lecture, and the audience, if the speaker fails to please them, get up and straggle toward the outer benches, whence they :ilently vanish into the woods. If, on the other hand, the lecturer succeeds in holding the attention of th.s vast assem- ble the inaudible but vet perceptible response which, like a rebounding wave, rushes toward him, fills hn. with a sensation ^vhich fairlv lifts him off his feet. The unhappy orator makes his bow and is con- fronted with a sea of expectant faces. If he has a manuscript and expects to use - ^ it he is a lost man. To read a lecture to such a multitude is a waste of energy. '^1-.,' '^«1&'' " Unless you possess the faculty of pouring forth your v.ry soul in fluent and easily ^^JJK^?^ ' comprehended speech, half or three fourths of your audience will have evaporated li^'^i'fe^- before vou have finished. But if your personality is sympathetic-if there is vital f I ^ ^^^ breath 'and power in vour words- it is marvelous how readily you are comprehended. Everv lecturer has an instant perception of the impression he is making. If ■•IN W.^UIN'G." 74 MEMBERS OF THE KINDERGARTEN OUT FOR A "STRAW RIDE.' lu- talks to unheeding ears, the crowd of cold faces will rise like a oniy stone wall before him. If, on the other hand, he touches a re- sponsive chord, its vibration will swifdy fill the space, and in its reflex acti(in reach him. Ne\er in all my experience ha\-e I found a more delightfully intelligent and sympathetic audience than at the various Chautau- qua Assemblies. In the first place, to these people, information, science, learning is a precious thing, the opportunity to secure which has cost them many a sacrifice. Many of them are middle-aged men and women who have left their shops, or stores, or farms, or homes in charge of a friend or relative, while they employ their h u-d-earned vacation in gathering knowledge which is to lift their lives and serve them for thought and discussion during the remain- , HI- Kovv . i.i i; LAMi' der of the year. It is not, primarily, entertainment they seek— but n.ental in.provement. A goodly proportion are school-teachers from nearly every state in the Union, who have come because they feel the deficiency of their education, and are anxious to keep abreast of the science and literature of the age. They are by no means uncritical in their acceptance of whatever is offered them, but discriminate with great readiness between pre- tentious shallowness and trained maturity of thought and judgment. Professor Drvasdust will, with all his learnmg, easily find himself .nitstripped by scholars who do not possess half his erudition. It is the spirit of the man, no less than his accomplishments, which determines his failure or success. If there is vital force in him ; if he is imbued with that human fellow-feeling for his kind which seeks and values the real core of the person- ality without reference to factitious advantages or disadvantages, he will find himself in his element at Chautauqua. He w,l discover a new meaning in the word " American." If he has been a dweller in great cities, and amid the frightful mumcpal corruption has been inclined to despair of democracy, he will have all his fears set at rest. He will be con^.mced that the 76 great American people is both sufficiently intelligent and sufficiently moral to supply a safe foundation to the republic for centuries to come. Nowhere else ha\e I had such a vivid sense of contact and acquaintance with what is really and truly American. The national physiognomy was defined to me as never before, and I saw that it was not only instinct with intelli- gence, earnestness, and indefatigable aspiration, but that it revealed a strong affinity for all that makes for righteousness and the elevation of the race. The confident optimism regarding the future which this discovery fostered was not the least boon I carried away with me from Chautauqua. A GROUP OF CHILDREN. SOME CHAUTAUQUA SONGS AND POEMS. WE GATHER HERE A PILGRIM BAND. Song of /i"77. JOSEPHINE POLLARD. We gather here, a pilgrim band Whose home is set above, And, ere we reach the promised land. Prepare a feast of love. Then welcome, welcome, every one, To scenes serenely bright. Where Christ is our unclouded Sun, And in His praise unite. The morning dew, the fragrant breeze, The peaceful nights and days. The smiling lake, the waving trees, Forever speak His praise. Then welcome, welcome to the place Where hearts in love unite. Where we behold a Savior's face. And feel a saint's delight. The noisy world moves on afar. And all unheard its din ; For like a litde flock we are Securely folded in. Then welcome, laborers, one and all. To this reviving feast ; Witliin our royal banquet hall The greatest is the least. 'Tis harvest time ; we bring the sheaves We've garnered through the year, And weeping o'er the worthless leaves. Behold the fruit appear. Then welcome, welcome where our souls New faith and courage find ; Where Jordan nearer to us rolls. And Egypt lies behind. We are the Savior's chosen band. His glorious face we see, Here on this strip of Holy Land, Nigh unto Galilee. Then gladly of our feast partake, And may new strength be given. Till every heart, like yonder lake. Reflects naught else but heaven. THE WINDS ARE WHISPERING. Soii!^ of iSj^. MARY A. LATHBURV. The winds are w-hisp'ring to the trees, The hill-tops catch the strain, The forest lifts her leafy gates To greet God's host again. Upon our unseen banner flames The mystic two-edged sword. We hold its legend in our hearts— "The Spirit and tlie Word." A CHAUTAUOL'A l-EKSl-EC ri\ E. C/ionis. — God blfss the hearts that beat as one, Tho' continents apart ! We greet you, brothers, face to face, Wc meet yoi: heart to heart. We wait tlie touch of holy fire Upon our untaught lips ; The "open vision " of the saints, The new apocalypse ; We wait — tiie children of a King — We wait in Jesus' name, Beside tliese altars, till our liearts Sliall catcli the sacred flame. ARISE AND SHINK. Sons; of iSj6. MAKV A. I.ATIIIU'KV. Lift up, lift up thy voice with singing, Dear land, with strength lift up thy voice : The kingdoms of the earth are bringing Their treasures to thy gates — rejoice ! Chorus. — ;\rise and shine in youth immortal. Thy light is come, thy King appears ! Beyond the Century's swinging portal. Breaks a new dawn — tlu' thousand years ! Net uho, reiiounrd in stale or story, .Shall enter while the Kingliest waits ? What star attract tliee when Ills glory Shines thro' the half unfolded gates ? Through wave and wilderness He sought thee. For thou wast precious in His sight ; Shone on thy night of blood, and brought thee Through pain and peril to the light. And shall His flock with strife be riven ? Sliall envious lines His church divide, When He, the Lord of earth and heaven, Stands at the door to claim His bride? Lift up the gates ! bring forth oblations ! One crowned with thorns a message brings. His word, a sword to smite the nations ; His name — the Christ, the Kin,g of kings. He comes ! let all the earth adore Him ; The path His human nature trod Spreads to a royal realm before Him, The Life of Life, the word of God I BREAK THOU THE BREAD OF LIFE. Study Sons;. l.ATHIUKV. .f life Break Thou the bread - Dear Lortl, to me. As Thou didst break the loaves beside the sea : Beyond the sacred page I seek Thee, Lord : My spirit pants for Thee, C) living Word ! BIl Thou till- trutli. deiir Loril, To tiK-, tt) nie, As Thini tiidst bless the bread by Galilee ; Then shall all bondage cease, AH letters fall, And I shall find my peace, My All in All ! RING, O BELLS, BESIDE THE SHORE. So/z^i; of /.sys. MAKV A. LATHIUKY. Ring, O bells, beside the shore, O'er and o'er, Where the forest temple waits. And uplifts her hundred gates To the eager feet of youth. To the seeker for the truth. Ring, O bells, your golden greeting, For the iiuiltitudes are meeting By the shore. Lo ! the Lord hath builded here, Year by year : And, unseen by human eyes, Did the holy temple rise To the Master's fair design. For a shelter and a slu'ine. For the Word — and its unsealing. For the Life — and its revealing : God is here ! Oh, give thanks unto the Lord For His Word ! Doubt and darkne.ss roll away From the golden dawn of day, As between the lettered lines Of the Word the Spirit shines ; And behind the type and story Glows the knowledge of the glory Of the Lord ! JOIN, O FRIENDS, IN A MEMORY SONG. \oniia/ .lliimui Song. MAKV A. LATHnrRV. Join, O friends, in a memory song, A song of service, of faith, of praise ; Of love that gathers its fiber strong F"rom forest soil and Chautaiuiua days. Chorus. — Sing, O sing ! for the Word shall spring From seed to scion, from bud to l)Ioom, Since life immortal the Lord did bring From the Seed that fell in an open tomb ! Join in singing of hope, O friends, The L(jrd is coming his own to bless. And tried and true is the band He sends To o|)en a way in the wilderness. After tile briar, the thorn, the weed. Shall spring a plant of a wonilrous birth : And Love — the flow'r of a heavenly seed — With bloom and beauty shall fill the earth. 8l BRIGHT GLEAMS AGAIN. The First Anniversary Song of the C. I.. S. C. MKS. 1.. H. lU-GliKE. Bright gleams again Chautauqua's wave, And green her forest arches. As with glad heart and purpose brave, The student homev\ard marches ; Before him rose the pleasant goal. Thro' all the year's endeavor. Blest inspiration of the soul ! For light aspiring ever. Refrain. — Once more we stand, a joyous hand, Our songs to heaven upsending ; They freely rise, a sacrifice Of prayer and praises blending. Our college halls are grand and free. Her charter heaven granted ; Her roof the summer-crown<;d tree. Where nature's hymns are chanted ; And round her shall her children cling With loyal love and duty, And yearly all their offerings bring, Of gathered wealth and beauty. From the vast ocean shore of thought, We bring our earliest treasure. With many a golden memory fraught. And many a lofty pleasure ; We offer now our work to Him Whose loving light hath guided, Thro' pathways to our knowledge dim. From His great thought divided. .SONG OF THE C. L. S. C. FOR 1880. .M.\KV .\. L.VTHIilRV. A SOL'ND is thrilling tliro' the trees, And vibrant thro' the air ; Ten thousand hearts turn hitherward, And greet us from afar : And thro' the happy tide of song. That blends our hearts in one, The voices of the absent flow In tender undertone. Chorus. — Then bear along, O wings of song. Our happy greeting glee. From center to the golden verge, Chautauqua to the sea ! Fair wisdom builds her temple here. Her seven-pillared dome ; Toward all lands she spreads her hands, And greets her children home ; Not all may gather at her shrine To sing of victories won. Their names are graven on her walls — God bless them, every one ! O happy circle, ever wide And wider be thy sweep. Till peace and knowledge fill tlie earth As waters fill the deep ; Till hearts and homes are touched to life. And happier heights are won ; Till that fair day, clasp hands and say- God bless us, every one ! A GROUI' OF COTTAGHS. All Mil i:\Rlll Is \\U M-n D IN SHADOW A SONC, ol' k i:C( )(;\ ITh )\' PAV, \ii:/i/ Sdin:. ( y,i\.\ oi /ss.- W. V. SlIl'liWIN. UK l.v Ih. M hull .,1 III. 1 1. ill 1,1 111, r,,,)M " nlillelh.-Ki.i.lu.ilcs.iu-liMssii.KllK MAKV A l.AllllirKV, Arhiss\'iKllS,Tvi.i-iHlK-l.U'ii,liM.u. inlhc llull.il IMnlns(,|,lu i.l < iKuilMiuiua, nn SlNi; pa'aiK ii\> r lllc- li.ist ' li« C 1... 1.... *■ II I.... U.. 1.1.... 1\.... 'fl.i : .1.1.11 1 .. . . J 1 . I . . . Ii.ui- ur ho|H- ti> look, fiirii|)turcil, I'luiM llu- iiinuiitaiii li)|i suiiu' iliy I'lMlls lllr r.ulh III lllr. I llw li..;lu . ('..Ml, 111 -aMll .lllll Mil Ihr IMOIIlilli; W'Ik 11 Kill In I sll.lll II. .1,1 lllr luiullt. il is "ill llu- iiiiilsl " u( al Wi- luiix llu- ili-.ul \,;iis IciukTly, lilt- SuM.lnv ivi'iiiiiK liilU.wiiiK K,-ii)Knili..ii Diiy. Tliis sim\ l.i.' is liik-iuUil csiKHliiUy forlhi-Kiiiiluntiii(jrliissi>l thi; m<-i7 year; ninl llic " NIkIU Siiiir," wriUcn orlglimlly forlhennHH.if iSSj, lmsli«-iiii«',l..nlliis.uv»si,inl.yMllsiil.scciui-iiteln9»e». '" '""' ''"'" ''K'Hi' '" ctiTlllty, All satV in its ciiilc vast, Al 1 llu- rarlli is vMa|ipiil in -.li.uliuv, Sinn' pa-aiis ,i\ri- llu- past Ship aiul iiiKKi-'l iliiiilis (Mil uay ; l''arru,-ll, laivurll l,i llu- ( i|,l ' li.iiralli Ihr an lu -,, am! ..lu- l,\ ,iiu-. 1-roiii SUM to shaik- and liDin shade- to sinj C/iona.' -Oil, pivss onuaid -.lill ' lnu-w i ^^'^' i'-'^^- •""' ""■ V'"'^ •"•'■ '"!'' l''ari-\vi-ll, lan-wc-ll to llu- Ol.l. And hail, ,ill h,iil 1,1 llu- N<-u ! llu- liiliirr li, s lik,- ,1 u.uld lu-u I.,. in, All si. rp> d in •.iin-,hini ,iiiil iiii-.l-, ol nioin, Aii.l ,ii,li..l uiih ,1 ,l,iiidl,-ss l.lu,- All h.iil, ,ill h,iil li. llu- W-u ! \',iinlv h,i\<- u<- look.d ,111,1 lislnu-d, \\'i-.ii\ now u<- lilt oui (-\,-s ; Lo ! with tliiillinj; j;a/i- and ti-iuk-r, .Stars look down iVom lirndiii^ skies. .All lliiii-.;-,, ,ill ihiiu^^s ,ii,- \,hiis ! 'I'll,- sp,Ml ,11' n,ilions. 111,- ,iils snlilin lVa(-,- is in llu- wavrl.-rs pk.shiiiK. -|-1,,,, ,,,-, h ilu- a-.;rs li,iiii , I.Ksl linu-, Slrt-n^th is in tin- ninhl wind's <-all ; pi,,. \\ ,,,,1 ||, ,1 i,,, |^,, ,,,,,|||,.|.^_ t'kispiiiK hands .niv lu-lp, aiul always \ll ,1,1,,,,., .n ii,!,,,,. \ o^l^^ .\ris,- ,in,l ,,iii.|iii I Ihr kind ' C'oiir.i^i-. Iluii ! tin- ,111- i^rows pnri-r— Nol oiu- sli.ill l.nl m ih, 111, in h ol lilV ; l.o,ik ! i-'i-M no» llu- ,l.i\Mi draws ni;.;-h ; Not oik- >h,dl l.iU in iIr- lunir of strilV- (lo.ils yt-l nr.in.l, 1 \\,iil ,.111 winihiii-. Who trusts in llu- Lord's rii;hl h.uid. On tlu,- iiionnMins, liy ,in,l liy. Arise and i-oiuiiu.-r Ihu knul ! 84 The lord shall sever Ih,' sea ! Spreail C.irlli llie least llie .1, w and niainia lall, Aiul (i|K n a uay in llie uiKliiness, And aniM Is uliis|ui, ■' Diink \e ,,l il, all Tolailh Ihal lullows— lo led llial press Diink i.l His linlh, and leed n|M>n His love, On, into tin- ^real To-He ! Willi sainis al.ove ' •' The Lord shall sever the sea ! ARISi;, ALL SOULS, ARLSIC C'/d.s.s .S(V/i,' of iSi)ii: "Till' /'iiiidli.s.' His breath divine Arisi', all • v.. arise To nn ,1 \,,iii ( ,nesl ! His li^dil llann ., Iioni Ihe Ivisl I'nlo die Wesl. The Lord ol l.arlli an.l Heaven is al ihi' d •, MAUV A. l.ATIllU'kV. II e eonu s lo 1 JI eak 1 I I , 1 H ead I o a 1 1 liisiioor. Aris,- anil ser\e uilh Mini Hi All sonls. arise ! Akisi:, all sonls, arise I The uatc h is past ; A uliHN l.re.iks above- The elondal last. l';\'l':NrN( ". PRALSR. Till re eonies a rnshin^;, niij^hly wind attain ! H'riZ/iii /or /lii- ('/kiii/uik/ioi Siiinfuy I'lW/hi I lo The bre.ilh ol (,,«l IS still die iile of men ; ^i^^,^ ^ iMiiiauv The ^.y^ as. . iidiiiv lills Ihe vvailinn sUies, All sonls, aiise ! I''^^' !'■ ''V'"". i" ""' \\''"'l ■ I le,i\ 'n is loiK hill;.; e.ii ill \\ illi rest ; Iteoiiies the breath ..r (.od W.iil ami worship u liile Ihe iu;j,lil 'I'hroUKh all Ihe ski.s ! Sels her c \.iiiiiy, lamps ali'dil To live -to breallu- uilh I lim. Thro' .ill ih,- sk\ , All sonls, aiise! C/wz/.v.^ 1 b.lv. holv . holv. l.oidi.odol Hosts! Open die windows lou.ird Ihe sliiniii'^ hiasi ; II, .iv'ii .iiid ..iilh ai. hill ol I h, e ! Call ill the Kllesls, and spre.id .1 uider least, 1 1. .iv n .iiid e.iilh .10 pi.iisiii^; Thee, The Lord ponrs forlli .is s.k ranunl.d wine ( 1 l.jid, iiio.i hie.li 1 Lord ol hie, belle.lHl llie dollll It comes— a larger lite, Ol Ihe I'liiveis.-, 1 li\ home A deeper brealh ; (iallur ns who seek lliv la, Arisi', all sonls, arise, To ihe lo|,l .,1 I h\ , inbraei And ((impiir dealli ! hor 1 lion ail iiieli. 85 CLASS OF 1893. ' ' The Athciiiaiis. ' ' IIARRIIiT I'KHSCOIT SPflFP'ORn. F.viK Stood lliu lcnipli.-s 011 tlic liill, The shining temples vast and still ; In the blue dazzle of the sky Above them Pallas towered on high. White with the legis on her breast, White with the spear she held in rest, The fearless sovereign of the soul, The Heavenly Wisdom, ruled the whole. In those vast temples on the steep, With gold and ivory glimmered deep — Perfect in tint and pure in line The length of the remotest slirine. The inner beauty answered all The splendor of the outer wall. The thing was faultless as it seemed — That loveliness a god had dreamed ! Athenians of a later year, Lift in a service as sincere Your temples, and build up the shrine With loveliness no less divine ! To larger, loftier life increase With yours tlie glory that was Greece, Truth's white fire all your spirit lill. And Heavenly Wisdom rule you still ! ST. PAUL'S GROVE. Tenth Anniversary of the Dedication of iSyS-iSSS. M.\KV ,\, l.ATHBURY. A Rii'i'i.K rose upon the lake And left a circle there, "A pebble from the shore," some said, "Sent singing through the air." But one, whose visions sometimes fall Beyond our common ken. Looked up and said : " .\ tluiught of Cod Has fallen among men." We marked the circles as they spread : We watched the long bright hours. Till all the lonely shores replied, "The thought of God is ours." The singing sedges bore it on ; The grasses to the grain — The wot)dland to the mountain pine Whispered the thought again. Till through the highways of the world, The paths of air and sea, A thought went tlirobbing on its way Into Eternity. The hours are years : the years are ten : Tlie circles- -wliat are they ? A hundred thousand hearts bear on The thought of God to-day. 86 Throiij;h nisny a heart and many a home The hvhig current flows : The weary waste and wilderness Has blossomed as the rose. Where is the prophet — wliere the seer Anointed to behold The years, by tens, run down the glass Of time like sands of trold ? And o'er the clamor of the world, Its sounds of greed and strife, A voice is crying, clear and sweet, "The only wealth is life." And when a hundred tens are told- O far Eternity ! Thy years alone may tell us what A thought of God shall be! IN THE MEADOWS NEAR CH Al'TAtUjUA. RHCOGNITION AND RKLATIONS. INSTITUTIONS of learning of intiTnalional fame usually possess the dignity of great age. Only two or three universities in this CDinilry have won txlenilid reroi;nilion within a period of twenty-five years. 1 1 is now but twenty-two years since the beginning of the Chautauqua movement, yet that name is distinctly and widely known on both sides of the ocean. The historian of social progress during the last half of the now vanishing century will give this movement honored recognition. There were a few besides its founders who had the jirophetic \ision to foresee its growth and usefulness, but to the mass of scholars it seemed at first a scheme of doubtful utility. Many declared that it would |)ut a premium upon suiierficial attainments and check aspiration for high culture. .Such criticism has i)i-actically ceased. Higher learning now recognizes and commends the movement which has from the lirst encouraged all who can to secure a liberal education. Chautauqua has inspired many a youth to enter the seminary, the college, and the university. College presidents and professors of the oldest institutions of learning, in large numbers, have written in praise of the Chautauqua sys- tem, ha\e lectured ii])on its platform, and taught in its schools. They realize that this attempt at ])opular enlightenment is not offered as a substitute for college training, but as an earnest effort to help all classes, especially those whom the college does not reach, and it is high praise that it has greatly stimulated the schools to devise better means for instructing the masses of our i)eoi)le. Chant. uiqua h.is alwavs been fortunate in the sujjport it has received from the jjress. The newspa]iers, with few exceptions, ha\e been its loyal allies. Intelligent and painstaking cor- respontleiils ha\e immensely widened its audience and distributed to a vast constituency the seeds oi truth. Justice demands that such hearty coiiperation for public improvement and rational enjoyment should be recognized. I'"rom the \ illagc ])apcr to the great daily, from the pop- ular magazine to the controversial monthly, there has been the expression of this friendly feeling, letl to give the movement cordial su])port. Ministers of all denominations have felt that this 88 A CHAUTAUQUA llOA 1. Nor has the pulpit THE BASEBALL GROUNDS. A l\ V\IX I'liK hflonys lo "the things that make fur rij^hteousncss." Thuy have as- sistid hi forming "circles." Hand in hand with tlie secular teachers the y ha\e taught in tlieni, and stimulated public opinion in their favor. i"lu\- ha\c' realized that Chautau(|na is devout ; favorable to learning, science, art, but mure than all else, religious. Ai)o\e all other mottoes is written her reverent inscription, "We study the Word and Works of (iod." ("haiUauqua bears a close relation to certain other great movements ol our tiuK-, of which three may he briefly mentioned. The first is Uni- versity Extension. In 187-^ Mr. Miller and Di'. \'incent secured the right to use the grounds of the Chautauc|ua Camp-Meeting Association and began to arrange for a great educational meeting to take place in the following year. In 1873 University E.xtension work was commenced in England. No one will fail to see that these simultaneous movements have points in common. A few years later Dr. Vincent, while in England, made a specific study of the system there inaugurated. The first detinite American plan, showing at once the aims, method, cost, and history of University Extension lectures, was drawn u\) at Chautaucjua by Dr. Herbert B. Adams, in the summer of 1888, and was printed in the following .September by the Chau- tauqua press. Lecture courses after this plan have each year since then been given, both at the summer meetings and during the year, under the auspices of the Chantainiua Literary and .Scientific Circle. While it is thus seen that the Chautauqua movement sustains an honorable relation to I'nixersity ICxtension, it is cheerfully conceded that the colleges and universities have in their array of able professors the natural supply for this great service, and some of iheni ha\e not been slow to enter upon this noble work. Chautauqua has greatly encour.iged, directly and indirectly, the form.ition of literary clubs and societies other than those which come under its own su[)ervision. Every intelligent observer must have noticed the great advance in this respect that has taken ]ilace during the last twenty years. Browning Clubs, Home Ctilture Clubs, (irange organizations. Round Tables ; clubs for the study of special scientific subjects, reading courses in the various young people's church societies, such as the Christian Endea\or, Epworth League, and similar organizations, contribute to the intellectual life of many communities. There has been a great increase in the reading of good and instructive books, as is shown by the reports of librarians. There is a marked improvement also in the manner of reading, which has resulted in the formation of more systematic habits of self- culture. In the third place, the Chautauqua of New York is the mother of many lovely daughters, who are proud to a acknowl- edge this relationship. They are now sixty-four in number and are found in thirty-two different states (see appended list). These Chautauquas extend from the lakes to the gulf, and from ocean to ocean. The sites that have been chosen for them are among the most picturesque and beautiful locations for a summer outing in the whole country. The balsam of the pines, the healing breezes of the semi- tropics, the salts of the ocean, and the ozone of the moimtains are made to contribute to j)hysical health at the same time that intellectual vigor is secured. Perhaps some of the best of the results derived from this Chautau- qua movement are somewhat intangible, but none the less real. Among these may be named an increase of hopefulness in the hearts of the lowly and heavy laden ; more comradeship between the children of the schools and their parents, who were unblest with early scholastic advantages ; opportunity for im])rovement in tlie shop, the factory, and the field ; the removal of the time-limit idea in education by emphasizing the homely saying, " Never too old to learn" ; and the culti- \-ation of a sjjirit of a mutual helpfulness between the educated and the uneducated as a basis of confidence and esteem. rll'.R AXU LAKli FROM THE IIOTKL lOWI.K LIST OF CHAUTAUQUA ASSEMBLIES. Acton Park, Indiana. Atlanta, Georgia. Bay View, Petoskey, Michigan. Beatrice, Nebraska. Black Hills, South Dakota. Central New York, TuUy Lake, N. Y. Clarion District, Pennsylvania. Conn. Valley, Northampton, Mass. Crystal Springs, Mississippi. Cumberland Valley, near Harrisburg, Pa. Demorest, Georgia. Detroit Lake, Minnesota. Devil's Lake, North Dakota. Eastern Maine, Northport, Maine. Epworth Park, Barnesville, Ohio. Florida Chau. , De Funiak Springs, Fla. Georgia Chautauqua, Albany, Georgia. Hackley Park. Michigan. Hedding Chautauqua, E. Epping, N. H Iowa Chautauqua, Colfax, Iowa. Island Park, Rome City, Indiana. Kentucky Chautauqua, Lexington, Ky. Lakeside Encampment, Ohio. Lake Madison Chau., South Dakota. Lancaster, Ohio. Long Beach Assembly, California. Long Island Point o' Woods, L. I. Long Pine Chautauqua, Nebraska. Missouri Chautauqua, Sedalia, Missouri. Monona Lake, Madison, Wisconsin. Monteagle, Tennessee. Mountain Lake Park, Maryland. Mt. Dora, Florida. Nebraska Assembly, Crete, Nebraska. N. E. Assembly, Framingham, Mass. Northern N. E. Assem., Fryeburg, Me. Ocean City, New Jersey. Ocean Grove, New Jersey. Ocean Park, Maine. Ocmulgee, Hawkinsville, Georgia. Ottawa, Kansas. Ozark Mt. Chautauqua, Arkansas. Pacific Coast Assembly, Monterey, Cal. Penn. Chautauqua, Mt. Gretna, Pa. Piasa Bluffs, Illinois. Puget Sound Assembly, Washington. Ridgeview, Pennsylvania. Rock River, Dixon, 111. Rocky Mountain, Glen Park, Colorado. Round Lake, New York. Ruston, Louisiana. Salem, Nebraska. San Marcos, Texas. Shenandoah Valley, Harrisonburg, \'a. Silver Lake, New York. S. Oregon Assembly, Central Point, Ore. Spirit Lake, Iowa. Talladega, Alabama. Texas Chautauqua, Georgetown, Texas. Viroqua, Wisconsin. Waseca, Minnesota. Waterloo, Iowa. Willamette Valley, Oregon. Winfield, Kansas. 92