way to a question which has come to me in varying forms, from various
sources. It is a practical question, and concerns the possibilities of
that department of Chautauqua work which aims to bring the advantages
of the higher education within the reach of those large classes of our
population which have been hitherto debarred from them. Naturally, the
question originates with the very people whom the enterprise seeks to
aid, and strangely enough is shared by those whose culture and education
should have been a barrier to such a doubt.
Men who would gladly avail themselves of any real advantages for
education brought within their reach, and within their means, yet
unwilling to make the pecuniary outlay which the effort might involve,
until convinced that the correspondence system offers real advantages,
hesitate, and say: “We are favorably impressed with the idea as given in
your announcements, but are not sure that it can be put into practical
operation; before attempting the work it may demand, we are compelled to
ask, how is the work to be done? how can teaching by correspondence be
made practically successful? Show us the method, that we may understand.”
Still others, men of advanced education, of approved excellence of
judgment, men engaged in professional life, have said, “We concede that
education by the means you propose is possible under certain favorable
conditions, but we doubt the practicability of attempting by such a
means to cover the wide field of general education.” Straightway they
fall to instancing particular subjects as illustrations of the truth
of their statement. Now the proof of the pudding is in the eating; and
if this paper succeed in furnishing tastes of this particular pudding
which shall be palatable and shall create a favorable opinion as to the
worth of the whole, the service rendered to the cause will be valuable.
I propose, therefore, without invading the province of any of the gifted
teachers who act as Directors of the different Departments and Schools in
the Chautauqua School of Liberal Arts, as we shall hereafter call what
has been known as the University, to show, if possible, how a person
of good natural endowment, at the maximum of his mental strength, and
with earnest devotion to his work can acquire a knowledge of a language,
literature, or science by correspondence alone.
I will make three preliminary remarks. First, the student must bring
to this work the same earnestness that he gives to that pursuit of his
daily life upon which he has been or may be dependent for his livelihood.
Second, in the study of language by correspondence, the path marked out
by the experience of the ages is the path in which the correspondence
student must go. The gateway of that path is the grammar of the language;
and no student can pass through it till he possess the key which shall
unlock its bars. To own a grammar is therefore a necessity. I am ready
to believe that in oral teaching of a language, actual study of grammar,
as grammar, may be put over into the final years of the course, giving
the early years to the undisputed control of synthetic methods; but for
the correspondence student, a grammar is an essential. Third, the student
must be willing to follow the most minute directions of his teacher,
without question, no matter how simple or how difficult a matter their
performances may seem to be. To obey is the first essential to success.
Let us now look at a _method_ for learning a language or science. It is
not given as _the method_ in use in the schools, but only as a means of
showing that the thing proposed is possible. There should be for the
beginner four papers for every lesson; or four kinds of work to be done.
_First_—There should be a paper _stating principles to be learned_, and
adding complete references to the text-book upon which they are based,
that the student may add to his teacher’s dictum, the confirmation of
his own research. Let it be distinctly noted that this paper is _to
contain statements of principles to be learned_, and is not to be a mere
budget of directions to paragraphs and sections of a text-book. The
advantages to be gained by such a method of study are too obvious to need
elaboration here.
_Second_—There should be a paper giving abundant and apt illustrations of
those principles, derived from the best sources, adapted to the pupil’s
knowledge, and different from any which have been otherwise brought to
his notice. These illustrations of principles should be memorized by the
student and should form the basis of the paper containing the test of the
student’s work.
_Third_—There should be a paper giving examples for practice in these
same principles; examples for transliteration, phonic representation, or
translation in case of a foreign language, examples for experimentation,
classification, or analysis in case of a science or literature.
_Fourth_—There should be a paper of examination or question, for the
purpose of testing the student and revealing the character of the work he
has done. These questions should be framed with the utmost care and skill
of which the teacher is master, and should act as a quickening impulse
to the student. This paper should be in a sealed envelope, and should
not be opened till all the work of the other three papers has been done,
and the student feels that his lesson is learned. In addition to what
has been suggested, there should be required in the study of language,
as soon as the student can correctly pronounce, a regular exercise in
memorizing from some standard author, and daily repetitions aloud of
what is thus given to the memory. In the case of English, Latin, and
Greek, this seems to me indispensable. This last suggestion, it will be
noticed, contains a hint that the pronunciation of a language can be
taught by correspondence. It is a hint which I am prepared to assert as
a proposition, and to defend as far as the Latin and Greek languages are
concerned. The amount of matter given in the lesson should be enough to
require one week for its preparation by a student able to devote from
one to two hours daily to study.
When the papers of a lesson have been fully mastered, and the student
feels that all he can do upon it is done, the whole work should be at
once sent back to the teacher. Now, to guard against loss of time, such
as would occur were the student compelled to wait without work after he
has forwarded his lesson recitation to the teacher until the necessary
exchange by post has been made, two lessons should be sent out by the
teacher at the first assignment. This plan would wholly avoid what might
be costly delay where student and teacher were separated by the width of
the continent or the ocean.
As soon as the first recitation paper reaches the teacher’s hand, his
immediate duty is to forward the next lesson of the series, and so
regularly through the whole course of instruction. He will now at his
leisure examine the paper which has come into his possession, while the
student is engaged upon the second of his lessons. What shall be the
teacher’s work with this returned paper? Certainly not one of correction.
Now begins his real work of teaching. First, there must be a careful
and painstaking inspection of each line of the student’s work. Second,
every error must be plainly marked, so that the eye of the student
will not fail to observe it. Third, plain reference should be made to
those sections and paragraphs of the grammar or text-book which have
been violated. Fourth, a word of encouragement, advice, suggestion, or
warning should be added to each paper, drawn from the teacher’s wide and
varied experience, and which will be practically helpful to the pupil. It
must be carefully noted that in this treatment of the recitation paper,
the teacher has made no correction, has told nothing, but has simply
indicated errors, and thrown the student back upon his own resources to
correct his own work. This is one of the elements of true teaching.
The return of this critically marked paper to the student brings us to
consider another important process in this work, and that is the review
by the student of his first lesson work, or his second period of study
upon it. There has enough time elapsed since it was last in his hands
to have it come now with all the force of a new lesson, and to enable
him to look at it judicially. The critical investigation which follows
has a three-fold value. First, it is a review. Second, it is a means
for accurate self-test. Third, it is a monitor, under whose warning all
future lesson work is subjected to the careful scrutiny which the former
criticism suggests. Two things still remain to be done with the returned
lesson paper. One to make a separate classified list of the errors it
contained; the other to date it, file it, and lay it carefully away for
reference. The classified list of errors will serve as a check against
the commission of like errors, or an aid in detecting any that may have
been carelessly made. At first the list will be large, but after a little
it will grow less and less rapidly, till finally its utter lack of growth
will be the surest mark of the pupil’s excellence of attainment. Such
is an outline for a possible method of conducting educational work by
correspondence. It presents a method which I believe is practical, which
is drawn from an experience of years in the class room, and which is in
harmony with established principles of educational philosophy.
* * * * *
A touching bit of experience has been sent us by a member of the class
of ’88. The writer had persuaded his son to join a circle, but, as he
writes, “He attended one meeting of the circle and came home very much
discouraged, declaring that he would not attend another meeting, urging
as his reasons that he compared unfavorably with others, and that he
would never be able to pronounce those horrid Greek names, etc. I tried
to encourage him and advanced several arguments trying to show him what a
great advantage this course of reading would be to him, but finally gave
it up, fearing if I urged him so strongly he would become disgusted. I
determined then to take the four years’ course of study myself, thinking
that by having the books in our home, and sometimes relating anecdotes,
incidents and historical facts gathered from these readings, that my boys
might become interested for themselves. It is impossible for me to give
my children the advantages of a liberal education, as my heart longs to
do, and by getting them interested in the C. L. S. C., I hope to make up
to them in some degree their loss of a college education.”
EDITOR’S OUTLOOK.
AN AMERICAN DIPLOMAT.
There is very general regret, at home and abroad, that the new
administration has removed Professor James Russell Lowell from the
office of American minister at the court of St. James. There is no
disposition to complain; but there is some natural wonderment. Mr. Lowell
was an ideal American diplomat; he represented worthily the people as
well as the government of the United States. It is no disparagement to
his successor to say that no other American can quite fill the place
Mr. Lowell has made for himself. It should be remembered that we,
fortunately, have very little proper diplomatic business anywhere in the
world; and whenever any serious negotiation is to be undertaken, it can
be done at Washington. Our important treaties are made in the national
capital; and our gravest foreign affairs are always directly administered
by the Secretary of State. Since Franklin it has seldom happened that a
minister has been entrusted with any grave duties or burdened with any
serious responsibilities. Even during the civil war Mr. Seward managed at
Washington the more serious business of the foreign department.
In this generation, we have had some successful foreign ministers;
but their success has in every case been in non-official or
extra-official lines. Mr. E. B. Washburne, our minister in Paris
during the Franco-German war, won a high reputation, not as a diplomat
of his country, but as an American minister entrusted, by an act of
international courtesy, with the rights and welfare of Prussians in
Paris. As the agent of the Berlin government during the war and siege,
Mr. Washburne endeared himself to the large German population of Paris by
his kindness, common sense, and energy in caring for a body of subjects
of a hostile country. No one but a typical American could have done this
work at all well. A man trained to diplomacy would have failed. It needed
a man who could put his character and American office into a breach made
by war, and devise means of providing for an extemporaneous necessity.
Most men would have failed; Washburne succeeded because he was a typical
American of the largest pattern—able, frank, tireless, resourceful.
In England, Mr. Lowell has, under different circumstances, developed a
new line of diplomatic representation. He has represented the character
and culture of the American people. The average politician supposes
himself to be the typical American; the fact that we are ashamed of
him is the sufficient proof that he is thoroughly mistaken. In what do
Americans broadly differ from most other, if not all other, peoples? Is
it not in this, that we are the great reading nation of the world? Our
culture goes down to the bottom and reaches out to the extremities of
our life. We have no class distinctions, no titled magnates, no rights
of birth-privilege; and in the school rooms of the land the rich and the
poor meet together, and our great newspapers go into the hands of both
rich and poor. We are not so distinctly a nation of commercial people
as we are a nation of people under an unexampled influence of general
culture. A Professor who was much more than a professor; a man of the
world who was also a man of books; an alert and quick, practical man who
was also a poet; a gentleman who was, first of all, manly; a diplomat
who was at home in a school room, could lecture on any literary theme,
could instruct the educated Englishman in the history of his own men of
letters; an American who knew Shakspere, Milton, Bunyan, the English
Bible, and every shred of English art and song and event by heart—such a
man has Mr. Lowell been in England. He was at home there on those levels
of life and heights of achievement which are common to us and Englishmen;
and his leadership there in literature and learning conferred honor
on us in the precisely most honorable things in our character as a
people. We simply are not philistines—hard dogmatists of dollars and
precedents—we are a thoughtful, informed, studious and brainy people who
despise wealth which is not held for the service of truth, well-being
and progress. No man could represent us so well as a poet, teacher,
essayist and scholar like Mr. Lowell. He could represent us at the level
of those ideals and achievements of which we are not ashamed. We despise
nothing so heartily as illiterate wealth; no other people on earth equal
us in contempt for the commerce which has only sordid aims and results.
The American merchant builds schools, museums, churches, asylums,
hospitals—if he does not we despise him.
The problem in selecting the best foreign representatives is to secure
men who will represent our national character. Our diplomacy is
unimportant. Such as we have to do can be carried on at Washington. We
want ministers abroad who will be typical Americans, whose conspicuous
position will display in them the best and truest results of our unique
social and political system. If they are honored abroad, as Mr. Lowell
has been in unusual ways and measure, the honor is given to us and
glorifies us. There is always a fool to say that our minister is more
English than American—simply because Englishmen respect him. It is a
poor kind of criticism, and fortunately there is less and less of it in
the press. We all stand better abroad, command more honest respect, are
better understood in our best characteristics, because James Russell
Lowell has represented us in London. May his successor succeed to the
full measure of this representative office.
The most distinguished honor ever conferred upon an American has come
to Mr. Lowell. The English press, representing the best public opinion
of that nation, invites him to remain., in England “as the unofficial
representative of American literature, learning, manners, and knowledge
of the world.” Nothing like that can be found in the long history of
diplomacy. “He has been,” says one great journal, “a sort of guest-friend
of England,” and it then describes him as “the most eminent American
of this generation,” and adds, “Englishmen of all ranks and stations
recognize in Mr. Lowell a faithful and jealous guardian of the interests
of his country, and a type of all that is best in its intellectual and
moral character.” There is not a word in all these encomiums which is not
a eulogy of the American people.
THE CHOLERA.
The disease called Asiatic Cholera is at home in India. It travels, at
long intervals, into Europe. There have been eight: or nine of these
visitations during the century. The disease travels with man and his
belongings; and since intercourse between Asia and Europe has become
more swift and abundant, there is a tendency to more frequent visits of
the dreaded scourge. In fact, however, this tendency has been overcome
by sanitary science. Until last year, cholera had not been in Europe for
sixteen years. It arrived the last previous time in 1866 and tarried into
the next year. During all the intervening years, there was cholera on the
Ganges, and an increasing flow of humanity between the two continents;
yet sixteen years elapsed between the visits. Last year cholera landed
from ships at Toulon and Marseilles in southern France, and produced
general alarm in Europe. It swept around all the European coasts of
the Mediterranean, and in the especially filthy towns caused a large
mortality. It has doubtless wintered in Europe, and its second year is
usually the worst. It can begin early and use the long summer for its
desolating work. This is the second summer. It is probable that cholera
will be a large feature of the health and mortuary reports of the year.
European travel will be restricted by the caution which the prevalence of
this disease inspires. American resorts for Americans will be unusually
popular.
Will cholera visit us? In previous European visits it has always looked
in upon us, sometimes the first, sometimes the second year. In 1866, it
did not come, but did come in 1867. But the visit of that year was less
baneful than any other we have had. In 1884, we escaped; can we escape in
1885? No doubt exists that we _can_. It is only a question of effective
quarantine. The faithful discharge of their duties by all health officers
at ports would exclude the unwelcome guest. And, at our principal port,
where the danger is greatest, there is good reason to believe that the
fidelity, wisdom and vigilance are equal to the emergency. Cholera is
more likely to penetrate to us by some little-used door; the front
gate will be securely guarded. At the smaller doors, there ought to be
no danger. But there _is_ danger, and it is probably too much to hope
that there will be adequate watchfulness. There is, even at New York, a
long line of accidents to be reckoned with. It would not be surprising,
however, if cholera got a foothold among us from the West Indies, landing
in some southern port.
If it comes, what then? It should not be very successful in its work of
death. It could be stamped out in any city with a well organized health
force. In New York, a few cases would not be cause for any alarm—not half
so much as if the cases were in some small and careless community. Still
it is most probable that if it effects a landing it will travel over the
country. We have had warning enough. It is a filth disease which can be
cornered and killed by cleanliness, if the cleanliness foreruns it. If we
wait to clean up filthy quarters in our towns until the disease arrives,
it will then be too late to clean. We shall have a good measure of the
sanitary condition of our cities, if the cholera visits them. It will do
its terrible work in the unclean quarters of unclean towns. It will not
stop there. Once established in a filthy quarter, cholera easily thrusts
its arms into adjacent clean places. If the long and loud warning has
been heeded, there will be little to fear from cholera. The cleanliness
of our towns will discourage and expel the intruder.
What can individuals do? Keep cool and in good health. All epidemic
diseases fix upon the infirm, the debilitated, and the fearful. The
mortality from cholera is only about one death for four cases. In some
epidemics of it, the rate is one in three cases; but among people who
are well fed and in fair conditions of comfort, and have proper care,
there are five chances of recovery to one of death. The high rate of
mortality in some towns results from want of care and medicine. Popular
rumor exaggerates the danger of death from cholera. It is a case of _ogne
ignotum pro magnifico_—we know so little about it that we magnify the
danger beyond all warrant of the actual facts. Some of our danger—perhaps
most of it—will come from the enthusiasm of the reporters. Last January
these enthusiasts discovered genuine Asiatic cholera in St. Louis. They
were sure of it. The evidence was perfect, they said. Of course there
never was, and never will be, a case of Asiatic cholera in St. Louis in
January. But after summer begins, the “Lo here” will begin to alarm the
timid. There are sure to be many false reports; the true one may be in
the bundle. Let us hope it will not be—and keep cool.
We hope that inland quarantines will not be resorted to if the disease
appears among us. They are useless as well as inhuman. They shut the
intruder out of the gate, and he crawls under the fence. If cholera
gets upon this continent, safety will be secured only by cleanliness of
streets and houses. Clean people may die in clean streets, but it will be
because there are unclean people in neighboring streets to receive and
breed the disease. Nor should the well fly from the sick. The nurses and
priests are safest in Italian cities. Those who fly, do so when it is
too late, and carry the disease with them. And, after all, cholera may
not visit us in 1885.
A REVIEW OF THE CHAUTAUQUA YEAR.
A very marked indication of the success of the Chautauqua Idea is the
increase of imitations of our work; and this runs parallel with an
increase of efforts to promote systematic culture among grown people. Dr.
Samuel Johnson used to say that he did all his hard study when he was a
boy, and he very properly lamented it. It is one of the strangest things
in modern civilization that, except among a small body of professors and
specialists, the world does its studying entirely in early life. If the
chance to study, or the compulsion to study, be wanting in the first
twenty years, the door is supposed to be shut forever. The Chautauqua
movement tried to expose the folly of this method, and to show that
persons whose education was neglected in youth may secure culture in
middle life, or even in old age. History gave us examples enough; but
Chautauqua has made thousands of new examples to illustrate the perfect
practicalness of adult study. The success of Chautauqua has drawn general
attention to the subject. A variety of plans for promoting the education
of adults are coming before the public. We do not regard any of them as
rivals; they will enlarge our public as well as make smaller centers of
such culture.
The members of the C. L. S. C. who have gone with us over the subjects
of this year will do well to look back over the road and see precisely
what they have gone over. They will probably notice that their study
and reading has not interfered with their regular pursuits and duties.
They have been able to add these studies to their customary tasks and
interests. It is a kind of gratuity, therefore, which they have received.
It is so much in addition to other results of annual effort. They will
further see that the amount of this study and reading is considerable.
Good method has made odd minutes yield a bulk which would require weeks
of consecutive and unbroken effort. The effect on the mind is better
and more permanent because the study has been continued through a year.
A college man of our acquaintance says that Professor Time does better
work than any of his colleagues. Our C. L. S. C. members have had the
instruction of Professor Time. Those who are finishing the course will
do well to remember that they have learned how to learn without a living
teacher. This is the best thing the C. L. S. C. has done for you—this
helping you to study alone. A power of this sort ought to be cultivated
and kept. The contents of any course of education should be small in
comparison with the attainments which it renders possible. This large,
broad, life-long self-education lies in the power to study alone without
the fear of a master or the ordeal of an examination before one. This
power colleges fail to give, and it is one of their weaknesses that they
can not give it. When the taskmaster stopped, Samuel Johnson said that
he stopped learning. We may doubt it, but in a sense Johnson was right.
If any reader has acquired the power to _go on alone_ by pursuing the
course, he has a rare piece of wealth, a capital which may produce the
widest and best culture.
“LIBERTY ENLIGHTENING THE WORLD.”
The New York _World_ has done wondrously well to raise $30,000 by a
popular subscription for the setting up of the Bartholdi statue in New
York harbor. Our readers know that this colossal statue of “Liberty
Enlightening the World” is a present from the French people, but that
there has been no provision made for the cost of setting up the great
work of French art. Various attempts to raise the necessary $100,000 have
yielded but small results, and when the _World_ took hold of the matter
the failure had become a very disagreeable joke for the press. Other
newspapers have engaged in public enterprises. The New York _Herald_
sent a ship into the Arctic Ocean in search of the Pole. The New York
_Tribune_ maintains by the subscriptions of its readers a “Fresh-Air
Fund” which gives thousands of children an outing in the country during
the hot months. The enterprise of the _World_ is, if possible, more
praiseworthy, and its success in rescuing a lost cause is as honorable
as it is unexpected. The subscriptions have been made by people of all
conditions and fortunes, by boys and girls, by merchants, artists and
laborers. A popular interest in the subject has been created, a great
deal of information imparted, many mistakes corrected, and a popular
support secured for a work of art. The work is in the line of large and
healthy philanthropy, and the _World_ deserves unstinted credit. Let us
all hope that it will carry the cause through to entire success.
We are, as a nation, still poor in public statuary. We have some good
pieces and not a few failures. Perhaps many persons have feared that
the Bartholdi statue is another monstrosity. Let them take courage; the
_World_ has presented excellent evidence that the work is equal to its
mission. The French people are to have a small edition of it set up in
Paris, and eminent French critics are unsparing in their praise of it. Of
course we can not be too confident of the effect of a statue higher than
Trinity steeple or the pillars of the East River bridge, set up so as to
face the sea and meet the eyes of the world entering the harbor of New
York. On that point there is excellent artistic judgment in favor of the
success of the audacious conception of the artist. We may now regard the
plan as certain to be carried out at no distant day, and if it succeeds
it will be one of the wonders of the world. A statue rising to the
height of three hundred and seventeen feet above the waves—the familiar
figure of Liberty confronting the world in our chief American city—will
be a unique and impressive piece of art, if it be not an utter failure.
The _if_ is not a large doubt; only the small doubt which attends the
most perfect human work which is as yet untried. The _World’s_ popular
subscription had passed $35,000 when these lines were sent to press, on
the 28th of April.
EDITOR’S NOTE-BOOK.
A highly successful “Chautauqua Day” has been carried out at the New
Orleans Exposition, under the leadership of Prof. E. A. Spring, Prof. W.
F. Sherwin and the Rev. A. H. Gillet. An audience of over 5,000 people
met in Music Hall to hear Bishop Mallalieu on “The Relation of Chautauqua
to the Home and Society,” Prof. Sherwin on “The Story of Chautauqua,”
talks from Wallace Bruce and the Rev. Mr. Gillet, and music from the
Mexican Band. The great crowd was given Chautauqua badges and C. L. S.
C. circulars, and taught the Chautauqua salute—the latter in compliment
to Señor Payen, the leader of the Mexican Band, and the pet of the
Exposition. One of the audience remarked on leaving the hall: “I have
been at every day entertainment here since the beginning, and this has
been the most successful, the best managed, the most interesting occasion
there has been.”
* * * * *
There has been an almost breathless attention given throughout the world
during the past month to the attitude of England and Russia. Words have
been weighed and steps measured with the nicest exactness. Affairs which
in other times would take up columns are given corners. The prevalent
opinion has been that war must come, though peace negotiations are being
vigorously pushed. Could war be held off twenty years it might be that we
should be so much wiser that arbitration might be made to prevail.
* * * * *
The most active business which the United States Navy has had for
years was caused by the Isthmus troubles. Our treaty with New Granada
guarantees free and uninterrupted passage across the Isthmus. To secure
this a force of 500 men and four ships was placed at Aspinwall after the
insurgents had burned the city. They thence proceeded to Panama, which
they succeeded in restoring to order. Not an easy thing to do, with the
natives sympathizing generally with the rebels, and very suspicious of
the “Gringoes,” as they call us, and with the French determined to have
the credit of whatever restoration could be made.
* * * * *
M. de Lesseps is firmly convinced of the advantages to America of the
Panama Canal, prophesying in a recent letter that it will reanimate our
merchant marine, will greatly enlarge our internal business, and make us,
in short, commercial kings. It can hardly be doubted that were any one
of the great schemes for interoceanic communication in operation, our
whole system of exchange would be modified and our business multiplied.
The chief question seems to be now, is the Panama Canal, Mr. Eads’s
Tehuantepec Ship Railway, or the Nicaragua Canal likely to be the best
for the United States?
* * * * *
The recent conviction of two “saints” charged with polygamy is having a
wholesome effect. The law which makes such a decision possible in Utah
is the Edmunds bill, by which a man believing it right to have more than
one living or undivorced wife at a time maybe challenged as a juryman.
Under this law it is extremely difficult for a Mormon brought to trial
to escape sentence, and the sentence is such that the fear of it will
more than probably take a great deal of charm out of the doctrine of
“spiritual wives.”
* * * * *
The biographical department of the scrap-book compiler has had great
opportunities to grow rich in anecdotes of General Grant this past month.
His prolonged illness and the wonderfully sustained interest and sympathy
of the public have led to many letters and stories getting into print
which otherwise might never have been known. All of this matter but shows
more and more clearly how just is our love and reverence for “our hero.”
* * * * *
For the benefit of the international copyright there were held in New
York recently, on two afternoons, Authors’ Readings. A notable galaxy of
literary characters gathered on the stage. Among them were George William
Curtis, Professor Charles Carroll, Julian Hawthorne, Will Carleton,
W. D. Howells, the Rev. Robert Collyer, Prof. H. H. Boyesen, Bishop
Potter, Mark Twain, Edward Eggleston, Henry Ward Beecher, and others. The
audience which greeted the readers was large and appreciative.
* * * * *
One of the most horrible accidents of the month of April was the
collapse of eight nearly completed tenement houses in New York City.
Twelve persons were injured in the fall. The investigation discloses a
deliberate intention on the part of the contractor to use the poorest
material obtainable, and a criminal—whether intentional or not—neglect on
the part of building authorities to prevent his plan. Indeed, contractors
who are honest in their work, state the commission cares more for
the fee which puts a contract through than for the material put into
the building. A vigorous public sentiment which would put a few such
criminals into State prison might prove beneficial.
* * * * *
“Arbor Day” is extending its conquests. Its latest subject is none other
than the Province of Ontario, whose Minister of Education sends out a
communication to all teachers asking that in the interest of sanitation
and æsthetics the 8th of May be set apart as a holiday in every rural and
village school, for grading school grounds, laying out walks, and setting
out trees.
* * * * *
Hon. B. G. Northrop, in a letter dated April 4th, writes: “Sixteen
states have adopted ‘Arbor Day,’ and to that result the article in THE
CHAUTAUQUAN, and extracts quoted from it, have greatly contributed.”
* * * * *
The Bureau of Education sends out a pamphlet on “Arbor Day.” It will help
many a teacher to an interest in the scheme, and will tell him what trees
to select, how to plant them, and how to arrange a program suitable for
the holiday.
* * * * *
The trouble which we have with foreign tongues sometimes enables us to
heartily appreciate the blunders of the foreigner who tries our English
tongue. We can not possibly make worse blunders with French than a late
number of the aristocratic _Révue des deux Mondes_, when in its attempts
to express in English the idea of a candidate favoring a railway it said,
“_My politic is railway_.”
* * * * *
One might almost call Lord Tennyson’s verses on “The Fleet” the literary
sensation of the month. It is rather difficult to see just why the verses
deserve the unstinted ridicule American papers have given them. Certainly
they are tame, but Lord Tennyson is an old man—a man whom this generation
ought to honor for the noble pleasure he has left to it and to its
posterity. Were his lines much worse, courtesy demands that we remember
that with age comes decay.
* * * * *
The new Minister of Education in Greece, where the four Gospels are used
as a reading book by the advanced classes in the primary department of
the public schools, proposes to introduce them into the higher schools.
The purity of the diction of the four Gospels makes them, regardless of
other considerations, most desirable reading for children who are just
forming their literary style.
* * * * *
It is a sort of fashion which common sense people will be glad to
adopt—the run on plain food which London society is said to be having.
The Prince of Wales began it by cutting down every _ménu_ over which he
presided, and he has had a larger following than usual—both the people
who always follow and those whose good sense decides what they do, taking
up the custom. It would be a wise lesson for both dinner givers and hotel
keepers to learn that the quality of a dinner can not possibly depend
upon the number of dishes.
* * * * *
Bringing out a successful novelty in flowers or vegetables, is to a
nurseryman what a bonanza mine is to a westerner, or a flowing well to
an oil producer. The present season has several: There is a new lettuce
with leaves like the oak, a red celery, a celery which blanches naturally
and bears leaves like an ostrich plume; a pansy with blossoms two and one
fourth inches in diameter; a zinnia round as a ball, and a mignonette
with spikes twelve to fifteen inches in length, and of pure white.
Perhaps the greatest novelty about the business this spring is the fact
that in the cities the safe deposit vaults are receiving thousands of
pounds of invaluable seeds for keeping—treasures quite as priceless to
the seedsmen as the jewels which repose beside them are to their owners.
* * * * *
Another compliment to America! When M. de Lesseps, the new member of the
French Academy, was installed, in April, he delivered, it is said, the
shortest speech ever delivered by an incoming Academician. Thereupon
M. de Rénan complimented him on adopting the pithy, pointed style of
_l’Amerique_.
* * * * *
We are very glad to introduce the Chautauqua Town and Country Club, a new
branch of the C. L. S. C., for the study of agriculture. Everybody is
expected to do something in this novel society of practical out-of-door
work. Everybody must raise a plant, or cultivate a bed, or care for
an animal. A well known Orange Co., N. Y., farm is to be the working
headquarters of the new organization, and its course of reading and
experiment is under the control of Mr. Charles Barnard. Chancellor
Vincent honors the organization with his supervision, a guarantee of
success, and the headquarters of the C. L. S. C. have been extended to
take in the business of the C. T. C. C. In July we hope to give our
readers a broader look at this charming club.
* * * * *
We called attention recently to Dr. Warren’s entertaining theory of the
whereabouts of the garden of Eden. And now we have another explorer for
this land-one Moritz Engel, of Dresden, who locates it about seventy
miles southwest of Damascus. Herr Engel makes his theory almost as
entertaining and plausible as does Dr. Warren his.
* * * * *
The article on the “Natural History and People of Borneo,” which
appears in this issue of THE CHAUTAUQUAN, is in reality an outline of
a book, “Ten Years in a Jungle,” written by Mr. Hornaday, and soon
to be published by Messrs. Scribner’s Sons. This work is to be fully
illustrated and furnished with maps, and will give much desirable
information on many of the points but lightly touched in the article.
* * * * *
One of the most magnificent pieces of architecture in the world is about
to be erected in St. Petersburg as a votive chapel commemorating the
murder of the Emperor Alexander II., of Russia. It stands over the spot
where he fell, is to be erected by donations from the entire nation, will
cost $10,000,000, and will be completed, it is expected, in 1891.
* * * * *
Mr. James Anthony Froude says in a recent article that the best histories
are those which are written by men who hate “moral evil” and love “moral
good,” and who are “afraid to tell lies” to defend their theories; as
examples, he mentions, Herodotus, Thucydides, Tacitus, and Carlyle.
* * * * *
The readers of THE CHAUTAUQUAN are familiar with the _Chautauqua Assembly
Daily Herald_, the organ of the Chautauqua meetings. The forthcoming
volume will contain all the best things said on the Chautauqua platform
and in all the meetings during the coming session, with comments on the
great men who frequent Chautauqua during the months of July and August.
In short, it will depict in all its interesting details the unique life
of the great Assembly. This paper, with its nineteen issues, is the
necessary supplement to the THE CHAUTAUQUAN, just as the Assembly is the
supplement to the work of the year. Every reader of the C. L. S. C.,
every reader of THE CHAUTAUQUAN, every lover of Chautauqua should have
the _Assembly Daily Herald_. For rates and address see advertisement in
this impression.
* * * * *
Evening High Schools are becoming a permanent feature in the school
system of a number of our large cities. They deserve the heartiest
support of educators and municipal authorities. In Cincinnati there is an
evening high school similar in requirements to the upper grade grammar
school; in St. Louis one which prepares students for the Polytechnic
school of Washington University; one in New York which, in 1883, had an
average attendance of 951 pupils; another in Boston which, in October
1884, enrolled 1,592 pupils. The character and the patronage are proofs
sufficient that such institutions are in demand. A late circular from the
Bureau of Education declares that “it is an institution which has come to
stay, and that it has a more important future than can now be understood.”
* * * * *
A hopeful sign to temperance workers is the favor with which the
scientific temperance education bill has been meeting in the legislatures
of various states. During the winter of 1884-5 this bill became a law
in Nevada, Alabama, Wisconsin, Missouri, Maine, New Jersey, Oregon,
Nebraska, Pennsylvania, and Kansas, making in all fourteen states which
require instruction in public schools concerning the physiological
effects of stimulants and narcotics.
C. L. S. C. NOTES ON REQUIRED READINGS FOR JUNE.
Inoculation for cholera is the latest preventive. A number of people have
tried it in Valencia, Spain, and with perfect success, the authorities
contend. Cholera virus is used. The patient becomes prostrated with a
tumor in about twenty-four hours, but usually recovers in a couple of
days. Certainly, if as sure as speedy, humanity has found a boon. It will
be wiser, however, to wait until the cholera attacks Valencia before
trusting too implicitly to inoculation for cholera.
* * * * *
Unbounded curiosity has been displayed at the New Orleans Exposition,
over the “Woman’s Department.” In spite of fate Mrs. Julia Ward Howe and
her co-workers have succeeded in making it a success, and in getting a
fair representation of what women can do. They have a literary department
filled with scores of volumes written by women, a woman’s exchange,
samples of ten thousand kinds of fancy work, of course, and, better than
that, of engraving, wood-carving, drawing, silk culture and weaving; a
novel niche is made by a display of patents taken out by women, and by
blacksmith work and forging done by women. Could they transport a cottage
with its inmates and let the work of home-making go on day after day,
they would add the crown to their department.
* * * * *
Mrs. Elizabeth Cady Stanton in the _North American_ makes the remarkable
statement that women have never been benefited by Christianity, but that
their elevation is altogether due to the spread of Teutonic respect
for noble women. One must naturally conclude that Mrs. Stanton has not
studied her history thoroughly. Her statements sound very much like an
attempt to build up a theory without respect to the facts in the case.
Certainly no fact is better established than that with the spread of the
doctrines of Christ came the elevation of women.
CHEMISTRY.
1. “De Saussure,” sō-sür, Horace Benedict. (1740-1799.) A Swiss
naturalist who traveled extensively and made valuable contributions
to science. Much of his time and attention were given to mountain
researches. He constructed the best hygroscope, the instrument which
indicates a change in the degree of moisture in the atmosphere. The
cyanometer, an instrument for measuring the degrees of blueness in the
sky, was also invented by him.
2. “Osmose.” The tendency of fluids, when placed in contact, to mix.
3. “Cotyledons.” The seed lobes which surround and nourish young plants.
Endogenous plants, or inside growers, such as Indian corn, have only
one cotyledon, while exogens, or plants that grow by making external
additions, have two, as seen in the young pea.
4. “Hales,” Stephen. (1677-1761.) An English clergyman who gave much time
to scientific study. He was the author of several works, among which was
a book on the physiology of vegetables, entitled “Statical Essays,” which
has been translated into several languages.
5. “Dean Trench,” Richard Chevenix. (1807-⸺.) A British clergyman.
In 1856 he was made Dean of Westminster, and in 1864 Archbishop of
Dublin. His publications are numerous, including poetical, theological,
philological, and historical works.
6. “Venus fly-trap,” or dionæa. This curious plant is a native of the
sandy bogs of North Carolina. It is a perennial plant, whose leaves grow
from its roots. In the midst of them there grows a leafless stem, about
six inches high, which terminates in a cluster of white flowers. The
long, slender leaves bear at their extremities a second leaf, which has
been compared to two eyelids joined at their bases; this leaf is fringed
with stiff, bristly hairs, and on the upper surface there are three very
delicate bristles on each side, so placed that a fly can not walk over
the leaf without touching one of them. As soon as touched the two parts
of the leaf instantly close over the victim and hold it in their embrace
until death follows, and the insect is partly absorbed. The sensitiveness
of the plant resides entirely in these bristles on the surface of the
leaves. The juice from the glands attracts the insects, and the plant
receives nourishment from their bodies, which are partly dissolved in a
liquid which exudes from the leaves.
7. “Nepenthes,” or pitcher plants. A genus of plants whose leaves form
receptacles for water. The plants are natives of the swamps in the
East Indies and Australia. The linear-lanceolate leaves have at their
extremities a long, spiral stem, at the end of which is attached an urn,
or pitcher, of narrow cylindrical form, from six to twelve inches long,
in the different species, which are of the same color as the leaves, in
some varieties, in others spotted with red, and still others are of a
blood red color. The pitcher is terminated by a lid which is sometimes
closed. The pitcher is always partly filled with watery liquid. Honey is
secreted around the mouth of the pitcher, and insects are found within
it, which have been lured by the honey. These are supposed to contribute
to the nourishment of the plant. For further description, see the
article on “Borneo,” in the present number of THE CHAUTAUQUAN. There are
some varieties of the pitcher plant found in the United States.
8. “Diatoms,” A species of microscopic plants belonging to the Algæ or
sea weeds, growing in both salt and fresh water. For a long time they
were thought to belong to the animal kingdom, and were classed among the
animalcules, as they had the strange power of secreting from the water
silicious shells. They grew in some places in such abundance as to form
large beds of their shelly remains, the material of which is used for
the polishing powders known under the name of tripoli. The species found
now are exactly like the fossils. Ehrenberg says: “Species are to be
found, in a living state, in situations where they have been propagated
from times far anterior to the existence of man.” They may be obtained
by allowing the water in which they grow to stand for a time, and then
pouring off all but the slimy part at the bottom. The diatoms may often
be seen to move a little in the water, from which it was supposed they
belonged to the animal kingdom. Professor Bailey describes one very
interesting species, as follows: “At one moment the needle-shaped
frustules lie side by side, forming a rectangular plate; suddenly one
of the frustules slides forward a little way, the next slides a little
also, and so on through the whole number. These motions are constantly
going on, and with such rapidity that the eye can scarcely follow them.
The cause of the motion is wholly unknown, but it is probably mechanical
and not vital.” One species in its growth takes on a fanlike appearance
and is exceedingly beautiful. Fossil diatoms have been found in all the
strata of rock formations. These with some of the minute creatures of the
animal kingdom have left greater records of themselves than most of the
higher forms of life. Extensive deposits of their silicious shells are
found in various parts of the world. The city of Richmond, Va., stands on
a layer of them which is eighteen feet in thickness.
ERRATA.—The first line of the second experiment, page 441 of THE
CHAUTAUQUAN for May, should read: “A body is buoyed up in water by a
force equal to the weight of the water it displaces.”
SUNDAY READINGS.
1. “Summerfield,” John. (1798-1825.) An American divine. He was born in
England, and moved to New York in 1821. He visited many of the large
cities, where his eloquence drew crowds to listen to his sermons. He
founded the American Tract Society.
2. “Krumacher,” Friedrich Adolph. (1768-1845.) An eminent German
theologian, pastor of the Reformed Church at Crefeld, and later pastor at
Bremen. He was the author of many works, both in prose and poetry.
ANIMAL BIOLOGY.
1. “Batrachia,” bā-trāˈkĭ-ä.
2. “Ophidia,” ō-fidˈĭ-ä.
3. “Lacertilia,” lā-ser-tilˈĭ-ä.
4. “Iguanodon,” i-guāˈnō-don. This gigantic fossil reptile was discovered
in the year 1882, in the Wealden beds of Kent and Sussex, also in the
Isle of Wight, by Dr. Mantell. The enormous bones were very abundant,
and from a close study of them, it has been estimated that the extreme
length of the reptile must have been twenty-eight or thirty feet, of
which the head was three, and the tail thirteen feet. It stood higher
above the ground than any reptile now in existence. The teeth, which
bear a remarkable resemblance to the teeth of the American lizard, the
iguana, from which it was named, show that the animal was herbivorous.
It probably fed on the trees growing along the borders of swamps and
streams, and was able to lift its body for this purpose on its hind legs.
5. “Megˌa-lo-sauˈrus.” The word comes from the Greek, as do nearly all
the words in this list, and means great lizard. The bones found in the
rocks of the Oolite formation, the one next below the Wealden, show the
animal to have been terrestrial and carnivorous. It fed upon smaller
reptiles and the young of the larger orders. Its huge body was supported
on four large, strong legs, the hind ones being estimated to have had a
length of nearly six feet. The length of the animal must have been thirty
or forty feet. In the first estimates made of all these saurians, their
size was overestimated, the body of the iguanodon having been given as
seventy feet in length, and the megalosaurus as sixty or seventy feet.
6. “Pleˌsi-o-sauˈrus.” The word means like a lizard. It is a remarkable
fossil sea-reptile, which shows a long, snake-like neck, in which there
are thirty-three vertebræ, ten more than in the longest neck of any
bird. The body and head are comparatively short. Its whole length, when
living, was probably twenty-five or thirty feet. Buckland describes it
as follows: “To the head of a lizard it united the teeth of a crocodile,
a neck of enormous length, resembling the body of a serpent, a trunk
and tail having the proportions of an ordinary quadruped; the ribs of
a chameleon, and the paddles of a whale.” There were fifty teeth in
each jaw. Conybeare says of it: “That it was marine is evident from its
paddles; that it may have occasionally visited the shore, the resemblance
of its extremities to those of the turtle may lead us to conjecture;
its motion must have been, however, very awkward on land; its neck must
have impeded its progress through the water. May it not therefore be
concluded—since, in addition to these circumstances, its respiration must
have required frequent access to the air—that it swam upon or near the
surface, arching back its neck like the swan, and occasionally darting
it down at the fish which happened to float within its reach? It may,
perhaps, have lurked in shoal water along the coast, concealed among the
sea weed, and, raising its nostrils to the surface from a considerable
depth, may have found a sure retreat from the assaults of dangerous
enemies, while the flexibility of its neck may have compensated for the
want of strength in its jaws and its incapacity for swift motion through
the water, by the suddenness and agility of the attack which it enabled
it to make on every animal fitted for its prey which came within its
reach.”
7. “Ichˈthy-o-sauˈrus” (fish-lizard). This animal, which also is known
only by its fossil remains, must have been about thirty feet long. It had
enormous eyes, a long and large head, a mouth armed with powerful teeth,
and a short neck. The body was fish-like in form, and the four paddles,
resembling those of a whale, were comparatively small. The tail was long
and gradually flattened toward the end; it was the principal organ of
locomotion. They were very active in their movements, and consequently
were dangerous enemies to all other animals living in the sea. Their food
consisted chiefly of fishes.
8. “Chelonia,” kē-loˈnĭ-ä.
9. “Loricata,” lŏrˌi-cāˈtä.
10. “Aves,” āˈvēs.
11. “Anchylosed,” angˈkī-losed. United; made fast; stiffened.
12. “Esophagus,” e-sofˈa-gus. The passage leading to the stomach, through
which the food and drink pass.
13. “Raptores,” rap-tōˈres.
14. “Insessores,” in-ses-sōˈres.
15. “Cursores,” cur-sōˈres.
16. “Grallatores,” gralˌ-lā-toˈres.
17. “Natatores,” natˈ-a-tōˈres.
18. “Monotremata,” monˈo-tremˈa-tä.
19. “Edentata,” ē-denˈta-tä.
20. “Armadillos,” ar-ma-dilˈlōs.
21. “Sirenia,” sī-rēˈni-ä.
22. “Cetacea,” sē-tāˈsē-ä.
23. “Cheiroptera,” kī-ropˈte-rä.
24. “Rodentia,” rō-denˈshĭ-a.
25. “Ungulates,” unˈgū-lates.
26. “Pinnigrades,” pinˈni-grades.
27. “Plantigrades,” plantˈĭ-grades.
28. “Digitigrades,” digˈi-ti-grades.
* * * * *
Those who wish to carry on further the study of Animal Biology will find
a wide range of reading on the subject awaiting them. We append a list,
but are unable to give publishers and prices: “Comparative Zoölogy,”
by James Orton; “Methods of Study in Natural History,” by Agassiz;
“Principles of Zoölogy,” by Agassiz and Gould; “Elementary Biology,”
by Huxley and Martin; Wood’s “Illustrated Natural History;” Jones’s
“Animal Creation;” “Elements of Zoölogy,” by Holder; Packard’s “Zoölogy;”
Nicholson’s “Manual of Zoölogy;” “Winners in Life’s Race: or, The Great
Backboned Family,” by Arabella B. Buckley; “Life and her Children: or,
Glimpses of Animal Life from the Amœba to the Insects,” by Miss Buckley.
For special studies: Lyell’s “Antiquity of Man;” Blumenbach’s “Natural
History of Man;” Huxley’s “Elementary Lessons in Physiology;” “Sea-side
Studies in Natural History,” by Agassiz; Taylor’s “Half-hours at the
Seaside;” Dana’s “Corals and Coral Islands;” Duncan’s “Transformation
of Insects;” Packard’s “Guide to the Study of Insects;” Coues’s “Key to
North American Birds;” Jordan’s “Popular Key to the Birds, etc., of the
Northern United States;” “Birds of North America,” by Baird, Brewer and
Ridgeway; Baird’s “Mammals of North America;” Scammon’s “Marine Mammals
of North Pacific;” Coues’s “Fur-bearing Animals of North America;”
Huxley’s “Manual of Vertebrates;” “Tropical Nature,” by Wallace (a work
on reptiles); “Check List of North American Reptiles and Batrachians,” by
E. D. Cope; “Game Fishes of the United States,” by G. Brown Goode; “Blind
Fishes of the Mammoth Cave,” in “American Naturalist,” vol. vi., p. 6;
Holder’s “American Fauna;” Agassiz’s “Development of Osseous Fishes;”
Gunther’s “Introduction to the Study of Fishes;” Packard’s “Guide to the
Study of Insects,” also his “Half Hours with Insects;” Wood’s “Strange
Dwellings,” “Natural History,” and “Homes Without Hands;” Burmeister’s
“Entomology;” Lubbock’s “Ants, Bees, and Wasps;” McCook’s “Agricultural
Ants of Texas;” “Crustacea of the United States Exploring Expedition,”
by J. D. Dana; “The Lobster and Lobster Fishing,” by W. W. Wheildon;
“Barnacles,” by J. S. Kingsley; “The Cray Fish,” by Huxley; “Terrestrial
Air-breathing Mollusks of the United States,” by W. G. Binney; “Our Sea
Anemones,” by A. E. Verrill; “The Atlantic and Depths of the Sea,” by
Thompson; Leidy’s “Fresh Water Rhizopods;” Pritchard’s “Infusoria.”
Serial publications containing much matter in regard to these subjects
are _Popular Science Monthly_, _American Journal of Science_, _American
Naturalist_, _Smithsonian Contributions_, _Annals and Magazine of Natural
History_, and _Nature_.
COURSE OF READING FOR 1885-6.
Roman History and Latin Literature.
Studies in Italian History, Biography, and Art.
Political Economy.
Studies in Human Nature.
Studies in Robert Browning.
Electricity.
Philosophy, International Law, etc., etc.
The books for the course will soon be announced.
J. H. VINCENT.
NEW HAVEN, CT., April 27, 1885.
PARAGRAPHS FROM NEW BOOKS.
“Look there, my dearies!” and she pointed to a little blue and white
tea-pot on the high mantel-shelf above the hearth, on which they were
sitting. “Last night, when they’d taken Ben away, and I couldn’t finish
t’ psalm, and I couldn’t do much more praying than a little bairn thet’s
flayed and troubled in t’ dark night, I lifted my eyes to thet tea-pot,
and I knew t’ words thet was on it, and they wer’ like an order and a
promise—a’ in one; and I said, ‘There! thet’s enough, Lord!’ and I went
to my bed and slept, for I knew there ’ud be a deal to do to-day, and
nothing weakens me like missing my sleep.”
“And did you sleep, Martha?”
“Ay, I slept. It wasn’t hard wi’ t’ promise I’d got.”
Then Phyllis took a chair and stood upon it and carefully lifted down the
tea-pot. It was of coarse blue and white pottery, and had been made in
Staffordshire when the art was emerging from its rudeness, and when the
people were half barbarous and wholly irreligious—one of half a dozen
that are now worth more than if made of the rarest china, the “Blue
Wesley Tea-pot;” rude little objects, yet formed by loving, reverential
hands to commemorate the apostolic labors of John Wesley in that almost
savage district. His likeness was on one side, and on the other the
words, so often in his mouth, “In God we trust.”—_From “The Hallam
Succession,” by Amelia E. Barr._
* * * * *
Discriminate in the use of AND and TO. Instead of saying “Go _and_ see
them before you leave;” “Try _and_ help him obtain a place;” “Come _and_
meet our friends at my house;” say “Go _to_,” “Try _to_,” and “Come _to_.”
Discriminate in the use of the word ARTIST. Keep _artist_ to designate
the higher order of workmen; as painters, sculptors, musicians,
architects, and the like. Don’t use it to designate barbers, laundrymen,
tailors, etc.
Discriminate in the use of BAD. Don’t say “I have a _bad_ cold;” say “a
_severe_ cold.” As colds are never _good_, we should not say they are
_bad_. We can have _slight_ colds, or _severe_ colds, but not _bad_ colds.
Discriminate between BAD and BADLY. Don’t make the mistake, so frequently
made, of saying “I feel very _badly_.” Use _bad_. _Badly_ is an adverb,
and should not be employed. One might as well say “I feel _happily_,”
instead of _happy_.
Discriminate between BALANCE and REMAINDER or REST. Don’t say “The
_balance_ of the library remained unsold;” “He spent the _balance_ of
the evening at home;” “The _balance_ of the money he left in their
keeping;” “We will now have the _balance_ of the toasts.” Use _rest_ or
_remainder_. Balance denotes the excess of one thing over another.
Discriminate in the use of DEPOT. The best critics contend that we should
not call a _railway-station_ a _depot_. A _depot_ is a place where goods
or stores of any kind are kept.
Discriminate between HAD RATHER and WOULD RATHER. Don’t say I _had
rather_ not do it; say I _would rather_ not do it.
Discriminate in the use of POLITE and KIND. Don’t say “your _polite_
invitation was received;” “You are very _polite_ in being so obliging;”
“They gave us a _polite_ reception.” Use _kind_.
Discriminate in the use of SUCH and SO. Don’t say, “_Such_ a handsome
bonnet;” “_Such_ a lovely girl;” “_Such_ a rough road.” Use _so_
handsome, _so_ lovely, etc.—_From “Discriminate.”_[M]
* * * * *
ONE MEANS OF HELPING RUSSIA.—But there is no obstacle which can not
be overcome by energy, spirit of sacrifice, and courage. The Russian
despotism must and will be destroyed; for it is not permitted to the
stupid obstinacy of one, nor to the infamous egotism of a few, to
arrest the progress and light of a nation of a hundred million souls.
We can only wish the mode of execution of the unavoidable may be the
least disastrous, least sanguinary, and most humane. And there is a
force which can strongly contribute to this—it is the public opinion of
European countries. It is strange, but quite true; Russian governmental
circles are much more impressed by what is said about them in Europe than
by the wailing of all Russia from the White Sea down to the Euxine.—_From
“Russia Under the Tzars,” by Stepniak._
* * * * *
THE GOLDEN PRIME OF ’49.—A knowledge of the characteristic features of
the mining days of 1849 is essential to a full appreciation of the good
sense and political wisdom shown by the miners as a class. Merchants,
mechanics, farmers existed but to supply the miners; and the gold of
the mines was the chief resource of California. Four fifths of the
able-bodied male population were living in the mineral belt, or were on
their way thither, when the working season of 1849 opened. Only four
years before there had been but five hundred Americans in California;
in February, 1848, but two thousand; by December, 1848, this number
had grown to six thousand; by July, 1849, to fifteen thousand; and by
December, 1849, to fifty-three thousand. Chiefly owing to the gold rush
of 1848-53 the center of population of the United States moved eighty-one
miles farther west. Within four years after the spring of 1849 the
population of the new state was 300,000, and more than $260,000,000 had
been dug from the gold fields.—_From Charles Howard Shinn’s “Mining
Camps.”_
* * * * *
THE WISE MAN’S VIEW OF LIFE.
“Look on the Spirit as the rider! take
The Body for the chariot, and the Will
As charioteer! regard the Mind as reins,
The Senses the steeds, and the things of sense
The ways they trample on. So is the Soul
The Lord that owneth spirit, body, will,
Mind, senses, all; itself unowned. Thus think
The wise!
“He who is unwise drives with reins
Slack on the neck o’ the senses; then they romp,
Like restive horses of a charioteer.
“He that is wise, with watchful mind and firm,
Calms those wild Fire, so they go fair and straight,
Like well trained horses of a charioteer.”
—_Edwin Arnold’s “The Secret of Death.”_
* * * * *
AMY ALLSTON’S REPORT OF STRAWBERRY CULTURE.—On the 27th of May Janet and
I picked our first berries for market, and from that time on we were
truly busybodies. We worked early and late, being careful to have dresses
short enough not to injure the vines. It was hard work for our bent,
weary backs, as it grew warm, but we knew it must be done. Mother, Janet,
Will and Pete did good service, and little Cecy cheered us from her wagon
under a neighboring tree.
In about five weeks the harvest was over, and after taking breath, we
counted our gains.
DR.
Cost of plants (3,630) $11 80
Cost of picking 10 25
------
Total $22 05
CR.
By 1,178 quarts of berries, at an average
of 15c. per qt. $176 70
-------
Net profit on one quarter acre $154 65
If we had to pay expenses of plowing, weeding, manure, etc., it would
have greatly lessened the profits. On the other hand the season was
backward, and the yield was not large, they tell me, in consideration of
the fine condition of the plants and the cultivation they received, which
was better than we could give a larger plot. At all events we set out
half an acre more the August after.—_From Helen Campbell’s “What-to-do
Club.”_
[M] Discriminate. A Companion to “Don’t.” A Manual for Guidance in the
Use of Correct Words and Phrases in Ordinary Speech. By Critic. New York:
D. Appleton & Co. 1885. Price, 30 cents.
TALK ABOUT BOOKS.
A happy thought was carried into successful execution in the publication
of “The Hundred Greatest Men.”[N] The editor conceived the idea that a
“natural history of civilization ought to be, not so much a narration of
events, as a description of men and things,” and hence for many years
busied himself in making a collection of portraits and antiquities as a
preparation for his work. The great men of all ages have been grouped
into eight classes, and treated under the following divisions of the
book: Poetry, art, religion, philosophy, history, science, politics, and
industry. Introductions have been written for these different departments
by Matthew Arnold, Taine, Max Müller, Rénan, Noah Porter, Dean Stanley,
Prof. Helmholtz, J. A. Froude, and John Fiske. The general introduction
is by Emerson. Only those characters have been selected who have stood
the test of time without diminution of fame. A portrait accompanies each
sketch, and many of these have been obtained at great expense of time and
trouble. The sketches themselves are word-paintings of the character,
the life, and the times of the men, and the wonder is that in such brief
space so much information can be given. The volume is a veritable art
gallery.
A story of much delicacy of touch, and with some strong delineation
of character, is “The Hallam Succession”[O] of Amelia C. Barr. The
placing of the story could hardly be more picturesque. Mrs. Barr opens
with English life of the first of the present century, carries us to a
plantation near New Orleans, through “Sam” Houston’s Texan struggles,
and finally to the long, low, verandahed house of a Texas plantation.
The varied setting gives the variety to a story of faithful love and
devotion. The many pleasing touches given in the descriptions of the
characters are the finest features of the book. A fair example is the
paragraph quoted on another page of this impression, which in its true
and delicate pathos is rarely equaled.
One or two selections taken from “The Harnt that Walks the Chilhowee,”
one of the eight stories that make up the volume, “In The Tennessee
Mountains,”[P] will show the style and aim of these unique writings,
which are just now attracting so much attention. This “harnt,” or ghost,
was supposed to be that of a poor, deformed little creature, who some
time before had been shot, and, as every one thought, killed. He himself
had been falsely accused of taking a man’s life. His death, however, had
been a mistake, and it was the real man who walked the mountain in search
of food. Simon Burney, an “uncouth and densely ignorant” mountaineer,
sought out the helpless, forlorn little specter, for whose capture
$200 reward had been offered, and said: “I ain’t a-goin’ ter help no
man break the law an’ hender jestice; but ef ye will go an’ stand yer
trial I’ll take keer of ye. An’ arter the jury hev done let ye off, ye
are welcome ter live along o’ me at my house till ye die.” And after
the trial and the clearance, this rough friend was as good as his word,
and “ungrudgingly gave of his best … and worked early and late that
there might be enough to divide.” “A prince could not have dispensed
hospitality with a more royal hand.” The author closes by saying: “The
grace of culture is, in its way, a fine thing, but the best that art can
do—the polish of a gentleman—is hardly equal to the best that nature can
do in her highest moods.” All of the stories are full of interest, and
show great love for humanity. The author, in a bright, cheery way, true
to the life which she represents, portrays the strong and noble natures
found in the lowest walks of life.
“A Book of Sermons,”[Q] by Bishop Simpson, will meet with a warm welcome
everywhere. To those who have heard him preach, who have listened to
his eager, impassioned words, and have been borne onward by the tide
of his eloquence, it may seem that to merely read the words—to have
them without the powerful influence, the magnetic personality, behind
them—is to possess the letter without the spirit. But such will be
happily surprised. The book bears witness that Bishop Simpson was a
great sermonizer, as well as a great speaker. By the aid of a little
imagination as one reads, he can see again the spare form, and the face
lighted up with enthusiasm and love; can hear the voice rapidly and
earnestly uttering the words which point out plainly and simply the way
of life. While, without this help, those who never heard him will find
great pleasure and profit in reading the book.
No one who knows Dr. Buckley but expects good things from his pen, and
he has given to young men a particularly useful volume in “Oats or
Wild-Oats?”[R] Advice is as difficult a thing to prescribe judiciously
as it is to take pleasantly. It is very liable to be insipid, preachy,
to lack _verve_ qualities, which young men particularly abominate; it is
very little of it readable. But these talks of Dr. Buckley’s abound in
readable qualities. They are directly to the point, and full of clear-cut
common sense. They advise young men in the practical matter of choosing
a profession, and in making a success of it. The talks come from a man
who, even if he “never worked a half day on a farm in his life,” has
observed and conversed with hundreds of farmers; who knows from what he
has heard and learned from their confessions to him just where they make
their business, social, intellectual, and religious mistakes; and who is
not afraid to express what he believes to be their dangers, and their
strong points. As with farming, so with all the trades and professions.
He knows his ground, and treats it in a tone a trifle blunt, perhaps, but
nevertheless full of force and conviction.
Mr. Marvin, an Englishman who for several years has lived in Russia,
and is thoroughly acquainted with the character, the policy, and the
wishes of that government, has, in writing “The Russians at the Gates
of Herat,”[S] tried to impress more deeply upon the English people the
necessity of immediate effort in order to secure themselves in the
possession of the entrance to India. The steady advance of Russia for
years past toward this empire has been carefully traced, and all the
treacherous devices by which she has gained ground are exposed. The
popular opinion that colossal mountain ranges lie between the Russian
possessions and India has been shown to be an error; the new route
over which they are passing is such that one could “drive all the way
four-in-hand.” “No surrender,” must be the motto of every Englishman
as regards Penjdeh, and “Hands off,” in respect to all places leading
directly to Herat, says the author. A careful study of this book will
give one a clear idea of this complicated movement.
The “Old Farm”[T] was one that had been for years without a tenant, for
its owner feared to lease it lest its old fashioned house and belongings
might not suit the new comer, and he would want it changed. At last one
was found willing, glad to take it just as it was. One bright October
day a business man from the great city, broken down in health, took
possession of it with his family. “A year of retirement and rest will
restore his vigor and save him for the future,” said the doctor. Very
soon the early tastes of the naturalist, for such he had been, awoke,
and the days were spent in seeking, gathering and studying specimens of
minute animal life, or “the other tenants of the farm,” as he called
them. The conversations held regarding them make up the main part of the
work. Spiders, moths, bees, wasps, and ants are among those described at
length; their history and habits are very accurately given. The blending
of the story with the natural history makes an exceedingly interesting
book.
[N] The Hundred Greatest Men. With Portraits, reproduced from Fine and
Rare Steel Engravings. Edited by Wallace Wood, M.D. New York: D. Appleton
& Co. 1885. Price, $6.00.
[O] The Hallam Succession. A Tale of Methodist Life in Two Countries. By
Amelia E. Barr. New York: Phillips & Hunt. 1885.
[P] In the Tennessee Mountains. By Charles Egbert Craddock. Boston:
Houghton, Mifflin & Co. Price, $1.25.
[Q] Sermons by Bishop Matthew Simpson. New York: Harper & Brothers,
Franklin Square. 1885.
[R] Oats or Wild-Oats? Common Sense for Young Men. By J. M. Buckley,
LL.D. New York: Phillips & Hunt. 1885. Price, $1.50.
[S] The Russians at the Gates of Herat. By Charles Marvin. With Maps and
Portraits. New York: Charles Scribner’s Sons. 1885. Price, 50 cents.
[T] Tenants of an Old Farm. By Henry C. McCook, D.D. Illustrated from
Nature. New York: Fords, Howard & Hulbert. 1885. Price, $2.50.
BOOKS RECEIVED.
The Women of the Reformation. By Mrs. Annie Wittenmyer. New York:
Phillips & Hunt. Cincinnati: Cranston & Stowe. 1885. Price, $2.00.
Preparation for Reading Xenophon. By James M. Whiton, Ph.D., and Mary B.
Whiton, A.B. New York: D. Appleton and Company. 1885.
Assyriology; Its Use and Abuse. By Francis Brown. New York: Charles
Scribner’s Sons. 1885.
Elias Power, of Ease-in-Zion. By John M. Bamford. New York: Phillips &
Hunt. Cincinnati: Cranston & Stowe. 1885. Price, 85c.
Wondrous Love. A Collection of Songs and Services for Sunday-schools. By
Geo. F. Root and C. C. Case. Cincinnati: The John Church Publishing Co.,
74 West Fourth Street.
The _Century Magazine_, Vol. XXIX. New Series, Vol. VIII. New York: The
Century Co.
Composition and Rhetoric. By G. P. Quackenbos, LL.D. New York: D.
Appleton and Company. 1885.
The Spinning Wheel of Tamworth. By the Rev. W. A. Smith. New York:
National Temperance Society and Publishing House, 58 Reade Street. 1884.
The Secret of Death and Other Poems. By Edwin Arnold. Boston: Roberts
Brothers. 1885. Price, $1.00.
Delivered from Afar. By Ralph Roberts. New York: Phillips & Hunt.
Cincinnati: Cranston & Stowe. 1885. Price, $1.50.
A Child’s Garden of Verses. By Robert Louis Stevenson. New York: Charles
Scribner’s Sons. 1885.
Harriet Martineau. By Mrs. F. Fenwick Miller. Boston: Roberts Brothers.
1885.
Grammar of Old English. By Edward Sievers, Ph.D. Boston: Ginn, Heath &
Co. 1885.
Hygiene for Young People. By A. B. Palmer, M.D., LL.D. New York: A. S.
Barnes & Co. 1885.
Krusi’s Drawing Tablets. New York: D. Appleton & Co. 1885.
Select Spelling and Pronouncing Lessons. New York; D. Appleton & Co.
Hygiene and Physiology. By J. D. Steele, Ph.D. New York: A. S. Barnes &
Co. 1885.
One of the Duanes. By Alice King Hamilton. Philadelphia: J. B. Lippincott
& Co. 1885. Price, $1.25.
Harriet Martineau’s Autobiography. Edited by Maria Weston Chapman.
Boston: Houghton, Mifflin and Company. 1885.
Russia Under the Tzars. By Stepniak. New York: Charles Scribner’s Sons.
1885.
Twenty-eight Breakfasts. By Emily Raymond. Toledo: Blade Printing and
Paper Co. 1885. Price, 10 cents.
Graded Review Questions. By W. M. Giffin and David Maclure. New York: A.
Lovell & Co., 16 Astor Place. 1885.
Leonard and Gertrude. By Pestalozzi. Translated and abridged by Eva
Channing. Boston: Ginn, Heath & Co. 1885.
Herbert Spencer’s Philosophy. Examined by James McCosh, D.D., LL.D. New
York: Charles Scribner’s Sons.
Redemption in Prophecy. By John G. Wilson. Philadelphia: J. B. Lippincott
& Co. 1885. Price, $1.25.
The Handy Companion. J. R. Holcombe & Co., Publishers. Cleveland, O.
Personal Traits of British Authors. By E. T. Mason. New York: Charles
Scribner’s Sons. 1885. Price, $1.50.
A Hand-Book of the United Brethren in Christ. By E. L. Shuey, A.M.
Dayton, O.: United Brethren Publishing House. 1885.
Anthè. By Mrs. G. W. Chandler. New York: Phillips & Hunt. Cincinnati:
Cranston & Stowe. 1885. Price, $1.00.
At the Sign of the Blue Boar. A Story of the Reign of Charles II. By Emma
Leslie. New York: Phillips & Hunt. 1885.
Life of Edward Thompson, D.D., LL.D., late a Bishop of the Methodist
Episcopal Church. By his son, Edward Thompson, M.A. Cincinnati: Cranston
& Stowe. 1885.
SPECIAL NOTES.
C. L. S. C. STATIONERY.—An entirely new design in stationery will be sold
at Chautauqua and other Assemblies this season. It is the only authorized
C. L. S. C. stationery. A new and uniform Chautauqua badge has also been
devised, and will be on sale at the various Assemblies. This badge bears
different emblematic designs, suitable for the different orders in the C.
L. S. C. It will take the place of all other badges, except the garnet
badge of the graduates, worn on Commencement day.—R. S. HOLMES.
* * * * *
In the April issue of THE CHAUTAUQUAN we gave the credit of the
management of the School of Cookery at Lake de Funiak to Mrs. Emma P.
Ewing. We were wrong. Mrs. Ewing was not at the Florida Chautauqua,
but Mrs. Sophie W. Knight, of Grand Rapids, Michigan, was, and a very
delightful series of lessons in the art of cookery she gave.
* * * * *
Chautauqua never fails to provide something new for its devotees. This
summer the novelty is a mineral spring. The waters have been in the
laboratory of an eminent chemist, and are pronounced rich in healthful
qualities.
* * * * *
ERRATA.—The name of L. W. Sabin appeared among the graduates in THE
CHAUTAUQUAN for February under Missouri; it should have appeared under
Iowa.
* * * * *
TO THE CLASS OF ’88.—So much having been written _pro_ and _con_,
respecting our class name, it is proposed to have the entire class vote
for or against the name. The circles will send their vote, giving the
number in favor and against present name. Those who are not in circles
can send their votes as individuals. In order to insure insertion the
vote must be sent to the Rev. C. C. McLean, St. Augustine, Fla., before
the 1st of June.
* * * * *
CHAUTAUQUA DAY AT OCEAN GROVE.—At Ocean Grove, N. J., arrangements have
been made to graduate all Chautauquans who have completed the course
of study and prefer to receive their diploma there; and the 29th of
July next has been set apart as a “Chautauqua day,” for the graduation
ceremonies and other exercises appropriate to the occasion. Chancellor
Vincent, Superintendent of Instruction, and other officers of the C. L.
S. C. will be present, and a large number of the pupils of the young
and vigorous “People’s College,” representing all parts of the country,
from the ocean to the Rocky Mountains, are expected to witness and
take part in the interesting exercises while enjoying the amenities of
that charming seaside town. There is, at Ocean Grove, a local circle
comprising a membership of nearly sixty. Many of the members are as full
of enthusiasm as our honored superintendent, with all his deep devotion
to the institution he has conducted to such a high degree of prosperity
and usefulness, can desire, and the necessary preparations for the
“Chautauqua day” will be made under its direction. The president of the
Ocean Grove Association, the Rev. Dr. E. H. Stokes, is also president of
the local circle. He is a zealous Chautauquan, and to his influence and
example must be attributed much of the zeal, industry and enthusiasm that
have made the local circle so interesting and profitable to members and
visitors. All members of the class of ’85 who can not go to Chautauqua
to receive their diplomas within the sacred shades of our beloved _alma
mater_, but may be able to make a visit for the purpose to Ocean Grove,
will be cordially welcomed, and it is suggested that they will do well to
give as early notice as practicable of their intentions in that regard.
Communications on the subject should be addressed to the Secretary of the
Ocean Grove Local Circle, Mrs. Lulu Pile Little.
IMPORTANT TO MEMBERS OF THE C. L. S. C.
The _Chautauqua Assembly Daily Herald_ will be printed in the grove at
Chautauqua, and issued as a morning paper in August, 1885. It will begin
Saturday, August 1, and continue every day for nineteen days. Nobody
can keep well informed on the Chautauqua movement without the _Assembly
Herald_. It will tell you nearly everything that is done. It will cost
$1.00 for the season, and it will contain stenographic reports of all the
scientific, philosophical, and other lectures delivered at the Chautauqua
meetings, together with elaborate reports of all meetings held there the
coming season. The price is very low. The _Assembly Daily Herald_ and
THE CHAUTAUQUAN at one time, $2.25. This offer is good only till August
1st. Members of the C. L. S. C. will find a great many valuable hints and
suggestions in the reports of meetings published in the _Assembly Daily
Herald_, also more than seventy splendid lectures. Some “local circles”
use the _Herald_ to assist them in conducting their work during the
winter months. Send in your names early, before the press of business is
upon us at Chautauqua.
CHAUTAUQUA SCHOOL OF LANGUAGES, 1885.
LEWIS MILLER, _Pres’t._ J. H. VINCENT, D.D., _Sup’t of Instruction_.
CHAUTAUQUA SCHOOL OF HEBREW.
INSTRUCTORS AND LECTURERS.
WILLIAM M. HARPER, Ph.D., Principal. Professor in Baptist Union
Theological Seminary, Morgan Park, Illinois.
CHARLES R. BROWN, Professor in Newton Theological Institution, Newton
Center, Massachusetts.
DAVID A. M’CLENAHAN, M.A., Pastor of United Presbyterian Church, New York
City.
J. J. ANDERSON, M.A., Professor in Theological Institute, Tuscaloosa,
Alabama.
REGULAR COURSES OF INSTRUCTION.
1. _The Elementary Class_ will be made up of those who have no knowledge
of the language. It will make about sixty recitations, three each day
(one on Saturday).
2. _The Intermediate Class_ will be made up of those who have once
studied Hebrew, but desire to renew this study from the beginning. The
class will begin with the first principles, and the work will differ from
that of the Elementary Class rather in amount than in character.
3. _The Progressive Class_ is intended for those who have had training in
the elementary principles of Hebrew, but who wish to become familiar with
the details of the language.
4. _The Advanced Class_ will do work of an advanced character. It is
intended for those who are thoroughly familiar with the grammar of the
language, who have at command a large vocabulary, and who have read large
portions of the Hebrew Bible.
The members of the Intermediate, Progressive and Advanced Classes will be
divided into four Extempore sections, each of which will read, during the
four weeks, forty hours under the care of an instructor.
_I. Special Courses._
In the Chautauqua School of Hebrew, instruction will be given, if
desired, in the following special courses:
1. _Aramaic._—One hour a day with Professor William R. Harper, Ph.D.,
Morgan Park, Ill.
2. _Advanced Hebrew Grammar._—One hour a day with Professor William R.
Harper, Ph.D.
3. _Hebrew New Testament._—One hour a day with Professor J. J. Anderson,
of Tuscaloosa, Ala.
_II. Lectures._
In the various courses of lectures given at Chautauqua, during the
session of the Summer School, there will be a number bearing upon topics
relating to Old Testament study.
The principal of the school will, in addition, give a series of ten
studies on “Modern Criticism of the Hexateuch.”
_III. General Information._
Attention is invited to the following items:
_Time._—The Chautauqua School of Hebrew will open August 4th, at 2 p.
m., and continue until August 31st, at 12 m.
_Tuition Fee._—The tuition fee will be $10.00, payable to the Secretary
of the Chautauqua Assembly. This sum includes admission to the grounds.
Boarding can be obtained at from $4 to $6 per week.
_Books._—The books needed for the several classes will be furnished
at the opening of the school, or may be obtained in advance from the
American Publication Society of Hebrew, Morgan Park, Ill. Books for the
Special Courses must be ordered in advance.
_Correspondence._—Those who desire further information, are requested to
correspond with the _Principal_,
WILLIAM R. HARPER, Morgan Park, Ill.
COLLEGE OF ENGLISH.
W. D. M’CLINTOCK, A.M., Director.
_Summer Term, 1885._
I. ENGLISH LANGUAGE.
1. Anglo-Saxon.
(_a_) Beginners.—Sweet’s “Anglo-Saxon Primer.”
(_b_) Advanced.—Sweet’s “Anglo-Saxon Reader,” and Lounsbury’s
“English Language.”
2. Essentials of English. Introduction of the Scientific Study of
English Grammar.
Ten lectures during Teachers’ Retreat.
II. ENGLISH LITERATURE.
1. Shakspere, Hamlet. Four weeks.
2. English Lyric Poetry. Studies in the Analysis and Criticism of
Poetry. Two weeks.
THE CHAUTAUQUA COLLEGE OF MODERN LANGUAGES.
PROF. J. H. WORMAN, PH.D., Director.
PROF. A. LALANDE, Associate, School of French.
The College of Modern Languages, under the direction of the distinguished
teacher and author, Dr. J. H. Worman, will open July 11th, and continue
in session for six weeks.
For full information concerning the COLLEGE OF MODERN LANGUAGES for the
coming season, address as follows: German, Italian, and Spanish, Dr. J.
H. Worman, Vanderbilt University, Nashville, Tenn., for French, Prof. A.
Lalande, Bridgeport, Conn.
ACADEMIA OF LATIN AND GREEK.
EDGAR L. SHUMWAY—Principal.
For information concerning the “Academia of Latin and Greek,” see the
announcements in THE CHAUTAUQUAN for April and May, or address
EDGAR L. SHUMWAY,
Rutgers College, N. J.
* * * * *
Transcriber’s Notes:
Obvious punctuation errors repaired.
Page 513 (illustration caption), “paletta” changed to “patella” (S,
femur; T, patella; U, tibia;)
Page 519, “nterspaces” changed to “interspaces” (cavernous interspaces
where trickling springs)
Page 521, “be” added (from which it will be seen)
Page 524, “Picadilly” changed to “Piccadilly” (Egyptian Hall, Piccadilly,
London)
Page 528, “Calvanism” changed to “Calvinism” (Calvinism was revolutionary)
Page 534, “durion” changed to “durian” (we can only refer to the durian)
Page 541, repeated word “of” removed (a method of taking things)
Page 545, “gradest” changed to “grandest” (best, most beautiful, and
grandest)
Page 548, “unfaverably” changed to “unfavorably” (he compared unfavorably
with others)
Page 558, “Chautauquo” changed to “Chautauqua” (printed in the grove at
Chautauqua)