“God’s prophets of the Beautiful these poets are.”
For three centuries England has luxuriated in a succession of regal
poets, wearing, not hereditary crowns, but laurel wreaths bestowed by
royal hands in virtue of the loyalty rather than the melody of their
stanzas. Two centuries earlier Edward III. indulged Chaucer, the “Father
of English Poetry,” in his harmless aspiration to enjoy the title of
laureate, and the honor skipped along with irregular movement until Queen
Elizabeth wreathed the brow of Spenser in laurel, giving the position
such dignity that succeeding monarchs considered it an indispensable
luxury to have a rhymer in the royal household to honor the birthday of
king and queen, princes and princesses with an ode, graceful, polished,
fervent.
The idea of poet laureate is not of English birth, but comes with other
literary sentiments from Grecian days, the custom being to enliven the
great musical contests by publicly crowning the successful poet. Rome in
the days of the empire adopted the custom, adding to the formality and
grace of the occasion. Germany revived the long neglected courtesy in
the twelfth century, and was the _first to christen the crowned bard_
“_Laureate_.”
The French had special poets for the rhythmic praises of the imperial
household, but from prejudice or neglect did not adopt the German title,
while the Spaniards had both the poets and the title, but lacked the
favor of the goddess of song. The Saxons, from their earliest days, were
lovers of music, though content with a low order of song. For centuries
the minstrels were the favorites with the unalloyed Saxon race. Not until
the eleventh century, when William the Conqueror grafted the Norman blood
into the sturdy Saxon veins, was there call for a higher order of song
than the minstrel furnished. As the two nations intermingled their habits
and social customs, as the languages blended the strength of the one with
the grace of the other for three centuries, the people were prepared in
mind and heart, in thought and sentiment, to appreciate a national poet,
and after nine centuries without a poet or a language out of which poetry
could be woven, they found themselves suddenly possessed with a poet of
highest order and a language melodious in its every accent.
The splendor of chivalry had reached its height, and the magnificent
court of Edward III. brought to a climax the progressive spirit of the
Plantagenets, and the series of victories that initiated his reign
exalted the pride of the nation and brought it to a degree of patriotic
order that must voice itself in a national poet. For such an hour was
Geoffrey Chaucer sent, a poetic genius, whose birth and associations
calculated to make the art in his hands chivalric.
His name—Chaussier—of Norman birth, anglicised itself gracefully into
Chaucer, indicative of the ease with which, reciprocally, he translated
the legends of Saxon life in a new language, the poetic.
Born in London, possibly educated at Cambridge, probably a child of
wealth, a page in the service of a noble lady, a soldier of the king,
a prisoner in French hands, and ransomed by his king, all before he
was twenty, it is easy to see that he ingratiated himself early into a
variety of experiences from which a poet can profitably draw. In his
young manhood, following the adventures of youth, he was in the service
of the king as valet of the chamber. He served as comptroller of customs,
and negotiated delicate personal matters for the king at home and in
foreign courts, was employed on important embassies open and secret, even
negotiating for the marriage of the Prince of Wales in France.
Upon one of these foreign missions he witnessed tourneys, grand
receptions and magnificent displays, of such a character that he was
possessed with a desire to see his own country follow suit, and as an
initiative step aspired at being himself crowned poet laureate to the
king, in which he was humored by Edward III., who allowed him also £100
as an annual allowance. The succeeding king, Richard II., the last of
the Plantagenets, confirmed him in the position and secured to him its
financial reward.
This first laureate purples the horizon of English literature, but so
faint is the flush of dawn that it is impossible to fix the year of his
birth, which may have been as early as 1328, and may have been as late
as 1345. To understand the circumstances under which he wrote we must
consider the England in which he lived, and for which he wrote. It was
no more thickly settled than the state of Vermont, the entire population
being only about the same as that of Missouri. The city of London then
had no more than Lynn, Portland, Omaha, or Somerville—35,000. It had
been larger, but had suffered from the great plagues. But this must not
mislead us, for, notwithstanding her diminutive size, England was the
most powerful nation of western Europe, and three nations of historic
prominence were suppliants for her favor. The nation was wealthy, and the
middle classes appreciated and demanded increased financial, political
and social privileges. It was this first hope and purpose of the people
that ripened the nation for its poet.
Cæsar set foot on British soil fourteen centuries earlier; the Saxons
made permanent abode nine centuries before his day; Alfred the Great
glorified the Saxon Heptarchy five centuries before the poet sang; and
what wonder that he who created the very language that could be poetic
should aspire for the first laurel wreath?
For nearly a thousand years there had been no poetry in the Saxon life,
there had never been on British soil. Beauty and harmony were missing
in their speech and deeds. The history they had made was devoid of
sentiment, hence the almost universal disinclination to read the history
of those years. As soon as there was sentiment in their life it was
poetized.
Chaucer was merely a beautifier of thought. He originated little, he
glorified whatever he voiced. He breathed life into the _thought_ and
_language_ of the people, making them living souls, the Adam and Eve
of English life. It is too much to ask that the primal poet who has to
create language, create thought also. He did for the language of England
what no other man was ever privileged to do for any nation. He took the
chaotic speech and gave it beauty and rhythmic symmetry. He took foreign
thought and made a home dress in which to clothe it. He took a language
that foreigners despised, and of which the countrymen were ashamed, and
christened it into the triune of strength, beauty and melody, so that
it promises to be the universal tongue. He made a language that has the
elements of perpetual youth, such as is possessed by no words but the
Saxon’s.
In speaking of Chaucer as the initial laureate, it is with full knowledge
that a century earlier, before there was a poet worthy the name, Henry
III., of Magna Charta fame, had a “Versificator Regis,” whom he allowed
£100 per year, but since it is impossible to find his name, or a line he
ever wrote, it has not seemed wise to discount the honor so justly due
him who wrote the first classic English verse.
After Chaucer there was no inheritor of his wreath for nearly a century,
when, in the reign of Edward IV., who died 1485, John Kay was laureate,
but he left no verse to show whether or not he adorned his position.
The growth of the custom into dignity and permanence was through the
universities. Each of the large classic institutions had the established
degree of poet laureate bestowed upon those who graduated with honors
from the courses in grammar, rhetoric and versification. It was a
requisite for all graduates who presented themselves for this honorable
degree, to write a hundred creditable Latin verses on the glory of
the university—though sometimes another subject was assigned. Upon
graduation, and the acceptance of the Latin verses, he was publicly
crowned with a wreath of laurel, and styled “poeta laureatus.” If he was
ever selected by the king to rhyme his praise he might style himself the
“king’s humble poet laureate.”
John Skelton is the first whom we know to have taken all these honors. He
was a graduate of Cambridge in 1484, and nine years later was wreathed
poet laureate of Oxford, and soon after of Lauvain, and in 1504, twenty
years from graduation, Cambridge gave him the same honorary title and
wreath. He also won the regal versifier’s crown, writing a poem when
Henry VII.’s eldest son, Prince Arthur, was created Prince of Wales, and
Latin verses when the infant Prince Henry (VIII.) was created Duke of
York in 1494. Skelton is spoken of by his contemporaries as a special
light and ornament to British literature.
Bernard André, of whom nothing is known except that he was a tutor of
Prince Arthur, was poet laureate.
It was left to popular Queen Bess, among the many good things of her
fickle reign, to establish the rank of regal laureate by conferring the
laurel upon Edmund Spenser, since whom there has been no vacancy except
when Cromwell took the poetry out of high life in England. Her reign is
justly famed for its abundance of literary, poetic and dramatic talent.
It was then that for the first time “Men of Letters” were a prominent
feature in national life, and in that galaxy of artists the most
brilliant star was her poet laureate.
Edmund Spenser was a charity boy, struggling for all his opportunities,
supported at school by a benevolent Londoner, Robert Newell, but despite
circumstances he was head boy. While a grammar school boy his benefactor
died, and in the list of funeral expenses, still extant, is an item of
two yards of cloth given Edmund Spenser to make a gown, that he might
attend the funeral. This was the boyhood of the author of the “Faerie
Queen.” There were multitudes in England whose parents, rolling in
wealth, urged their children to study, but it was left for a charity
student to lead his age and rank as one of the five great poets of the
English tongue.
Pope Pius V. attempted to bring recreant England under the sway of
the Church of Rome, and issued a bull of deposition against Elizabeth,
attempting to enforce it by rebellion in the counties of the north. But
he underestimated the grit and popularity of the queen, in whose interest
the nation rose as one man. It was in the fervor of this patriotic ardor
that Spenser published his first poems, awaking a sense of expectancy
in the public mind, which he gratified later with his matchless
glorification of Queen Bess in the “Faerie Queen.”
In the Elizabethan days even a poet of Spenser’s genius, whom the nation
ardently admired, could not hope to live by poetic writing. In our own
day Longfellow received from a weekly paper $4,000, or $20 a line, for
his “Hanging of the Crane,” but Spenser’s pen could not have produced
poems fast enough to have guaranteed him a living. Substantial favors
from the royal court were indispensable unless he turned his mind and
hand to other employments. Queen Elizabeth made it her established policy
to encourage literature by special bequests, and Sir Philip Sidney,
her confidential counselor, proposed an award to Spenser’s loyalty and
genius, and she instructed Lord Cecil of the treasury to give him £100,
but he remonstrated that it was too much for such indulgence as poetry,
whereupon she permitted him to give what was reasonable, and consequently
he gave nothing which measured his value of verse. Spenser’s need was so
great that he was forced to remind the queen of her neglect, which he did
in these lines:
“I was promised on a time,
To have reason for my rhyme;
From that time unto this season
I received nor rhyme nor reason.”
This spicy reminder brought him his £100, and Lord Cecil a sharp
expression of her dissatisfaction. He was eventually given an
estate—Kilcolman Castle—of three thousand acres, in Ireland. He was also
laureated, with a pension of £50. When circumstances at last favored
his enjoyment of peace, that had been denied him from childhood, he
fell on evil times. Tyrone, a bold and crafty Irish chieftain, rose in
rebellion, attacking Kilcolman Castle so unexpectedly that the poet and
his wife barely escaped with their lives, after their infant child had
perished in the cruel flames. He was now forty-six years of age, and a
grief-stricken, broken-hearted mourner for his castle, library and babe,
he went to London in poverty, and before his friends realized that he
was in the metropolis, this great bard, Queen Bess’s laureate, died of
starvation, in a rude, comfortless room, on a cold day, without a friend
to minister to his necessities. After death, honors innumerable were paid
to his memory.
Thus lived and died the first who wore the laurel in the royal household
of that long line that has graced the court circle for three hundred
years. Of the poets who have worn the wreath in sunshine and shadow under
the Tudors, Stuarts and Brunswicks, a second article will treat.
[TO BE CONTINUED.]
COMMON SENSE IN THE AMERICAN KITCHEN.
BY LAURA LORAINE.
The great middle class of American society to which, perhaps, most of us
belong, contains an unsolved element, a puzzling factor, a something for
which, so far, we have found no satisfactory niche. We have more girls
than we know what to do with. In every town we find them bright, loving,
energetic, ambitious, but sphereless. They are not needed at home, and
there are no husbands available, for whom they can make homes; their
needs are many and the parental purse is half empty; their energies are
boundless, and they have no channel in which to turn them. What can they
do? It is a sorely perplexing question. They might copy, but the business
men of all the towns from the lakes to the Gulf will tell you there are
twenty copyists for every position; they might teach, but school teachers
overrun every community; there are more seamstresses than seams; more
clerks than counters, more bookkeepers than desks.
A bright, stylish, well informed and popular girl lately applied at the
office of a friend of mine, asking for “anything at all. I’ll make the
fires, sweep the floors, run errands, do any kind of work to earn a
little money. I have tried everywhere, but there are no positions of any
kind vacant.”
Another young girl, an excellent musician, inquiring for work, said: “I
have been given an ordinary musical education, but I can’t use it here.
No one needs a music teacher or organist of my medium ability. If I had
$2,000 to fit myself to be a superior teacher there would be no trouble
about a position; but see there,” pointing to a shabby glove, “that is
absolutely my best pair of gloves, and one _must_ have clothes.” But
these are common remarks, painfully common.
A gentleman who employs a large number of girls, remarked in my hearing
recently: “One of my hardest trials is to listen to the pathetic stories
of girls who come to me for work. Many of them are from good families,
often moving in my own circle. They need something to do, and the
positions which they are fitted to fill are overflowing. I can not give
them work, and to refuse them seems cruel. There ought to be some way for
such girls.”
But there is in this same class of society a second problem equally
puzzling—the troublesome kitchen question, which haunts so many of those
women who manage their own households and employ girls for “general
housework.” They find it almost impossible to fill these positions
with the proper kind of help. For such work they need willing, strong,
reliable, lady-like girls; girls who will appreciate the importance of
the domestic machinery, and who will be able not only to keep up the
fire, but keep the cogs all greased and smoothly running. They need
those who will take pleasure in the beauty of the home and the health
of the family, who will be, in short, helpmates and supports to them,
burdened as they are with social duties, care of children, and the
sometimes unfathomable question of making the two ends meet. They need
such helpers, but alas, not one in a thousand possesses such. There is
one way to satisfy the want. It is to make the plus of our first problem
satisfy the minus of the second. To so adjust matters that the thousands
of girls waiting for work or dying under the strain of their poorly paid
sewing, or of their weary days on their feet at the counter may take up
the general housework in the thousands of homes where they are needed.
By many, such a solution is declared “out of the question.” The girls
themselves flatly settle it by declaring they’ll starve first; the
housekeepers give it little encouragement. It is generally conceded that
it might be a good thing, but that “it is not practical.” But why not
practical? Why is starvation preferable? Why can not the housekeepers
adopt the plan? What objections are to be urged against such work by
the girls themselves? They can earn more—we have no hesitation in
saying that, for look at the figures in the case. Let us suppose that
a girl has obtained a position as a copyist or clerk; she will receive
$1.00 per day in our average towns—not more; and in nearly all cases
absence, whether from sickness, trouble or a holiday, will be deducted;
however, as employers differ in this particular, let us suppose that she
have regular work, her yearly receipts will be in a year of 365 days,
deducting fifty-two Sabbaths, $313. Of this, $4.00 per week at least
will be spent for board, fire, lights and washing; she has a balance of
$105. Put her in the school room at the ordinary salary of the primary
teacher, $400, she will have a balance of $192, if her board be rated as
above at $4.00 per week. Now this same girl in the kitchen doing general
housework would have no difficulty in securing $3.00 per week. Her cash
balance at the end of the year would be her entire wages, $156; $51 more
than the girl at the counter, $36 less than the school teacher, but
think of the difference in the expenses of the last two. A girl doing
general housework needs no work dress the year round save calico. In
this she will be becomingly and appropriately dressed. A teacher must,
a large part of the year, dress in wool, a goods at least five times as
expensive. She has a large item for the wear and tear of wraps, hats,
gloves, and rubbers, and another for stationery and books. It is not
unfair to say that an economical and industrious girl earning $3.00 per
week at housework can more easily lay up $50 in a year and dress better
on the street and for church than the school teacher on $400 per year.
It is not a question of money. There is, if anything, a cash balance in
favor of the housework.
Is it then the work which makes such places so undesirable? Housework is
undeniably hard. There is much of what we call drudgery about it. There
is scrubbing, and washing and ironing, but the drudgery of housework
does not last the week through. There is but one washday in a week. Done
faithfully and with spirit, it leaves in ordinary households a frequent
hour for sewing or chatting, one or two afternoons of each week, and
almost invariably every evening. More leisure, we honestly believe, than
either a clerk, seamstress or teacher finds. It is healthy. Compare the
effects upon the constitution, of housework and of those employments
which keep the worker sitting or standing most of the day. Go over your
list of acquaintances in kitchens, school rooms, shops, and at desks,
and you will find that though the housework may make grimy hands, it
leaves the spring in the step, that though it may tire the body it does
not stretch the nerves, that it is followed by a good appetite and sound
sleep, where too often the other pursuits exhaust the nerves, depress the
spirits, and wear out the girls.
And it is certainly respectable work. Were the kitchen of a duchess
vacant her ladyship would only be honored if she bravely broiled her own
steak and washed up her dishes.
No one will say the work degrades. But though it is honorable, healthy,
and pays, yet strangely enough the girl feels that she can not be
anybody if she undertake it, and the world believes she has forfeited
her position when she does. Strange anomaly, that what is respectable in
the mistress of the house should unfit her maid for social standing. Yet
there are reasons for it, and one weighty reason is the popular opinion
of housework—the feeling that it is belittling drudgery, that it requires
simply muscles and no brains, that it unfits a woman for intellectual
pursuits and for the finer accomplishments. If this be true, then girls
are wise to shrink from such work, for mere drudgery is of all things the
most benumbing to one’s facility, and can not but degrade one in the end.
But this is not true. Housework is a profession. Cooking is a fine art.
Upon the skill and wisdom with which the daily work of a home is done
depends the comfort, health and happiness largely of a family. The woman
who manages your kitchen has it in her power to make perpetual discord in
your home if she has not brains to manage your work; she can ruin your
digestion if she does not understand the preparation of food and its
effects in the human system; she can make a barn of your rooms if she has
not artistic taste. The idea that the person who is to cook and serve
your meals need have only big muscles and stout hands is totally false;
she must be educated to her profession, must respect it and take pleasure
in it, if she is to be a success.
Gradually the importance of household arts is becoming evident to the
best educated women. The home and its duties have become subjects for
serious study of late years, and to-day there is hardly a topic on which
so much is being written. Schools of cookery are becoming prominent
features of our larger cities. They are patronized by our first ladies.
Their teachers receive salaries equal to the best of our high school
teachers and are everywhere received as ladies. Neither going to a
cooking school nor teaching in a cooking school unfits woman for society;
yet she does the same kind of work there as she would in a kitchen. The
difference is just here: The cooking school pupil mixes her bread with
brains and salts her potatoes with wits, and the brains and wits make a
profession of what we have been pleased heretofore to call drudgery. It
is the lack of this seasoning that has outlawed kitchen work. It is not
the bread and potatoes. Why should we not have girls who are superior
housekeepers, who are known as rising young cooks? Why should not
ambition and skill be respected and rewarded in this profession as well
as in any other? No reason, certainly, but the poor one that the girls
have not been able to feel yet, that cooking and housework are really
important; that though housekeepers have begun to study the subjects, the
ideas are yet in the abstract and have not yet reached the kitchen. It
is, however, we may be sure, but a question of time. Housework will be
honored as it deserves, and the girls who undertake this labor will feel
that they are doing as elevating and as intellectual work, certainly, as
they would do at the counter, copying desk or sewing table.
But however much girls may respect housework, and however thoroughly they
may prepare for it, our problems can never be solved by them alone. The
kitchen millennium is largely in the hands of the housekeeper. There must
be a radical change in her opinion of the position, and in her treatment
of her help. When reform in the treatment of help is suggested, a woman
usually asks: “Do you mean that I ought to make my girl one of my family?
that she should sit at my table?” The ordinary opinion is that this is
the pivotal point in the discussion, and that in order to reform, the
mistress must make a friend of her maid. It seems to me that this is a
great mistake, and does not touch the vital point at all. It touches a
social relation; while the relation between mistress and maid is purely
a business one. A girl enters a house to do certain duties, not to be a
part of the family. She does her work, to be sure, within the dwelling,
but because she works there is no more a reason why she should become
a companion than there is reason for the clerk, bookkeeper, tailor or
dress-maker of the family becoming a companion. Not that she is not
so good—she is often better; not that she is less a lady—she is often
more—but simply because her relations with the housekeeper are business
relations, and in the family circle it is very undesirable that these
duties should be obtruded. To make her a part of the family and one of
your friends, her whole social life must be changed. She has different
views, different surroundings, different friends, from the lady of the
house. Either the two different sets must be amalgamated in order that a
social relation may exist, or mistress or maid must one of them give up
her friends. A ridiculous idea, and one as undesirable to the one as to
the other. The girl has no idea of being companion to the lady; when she
complains of not being invited into the parlor, and to the table, it is
generally because she feels that in some way, still does not understand
exactly how, she is not respected as she deserves to be.
But, some one says, supposing the girl be one of our own set or from
among our friends, what then? I have seen daughters in certain families
doing the work, and I never saw any trouble about adjustment of
relations. If the girl be your friend, then treat her as your friend, of
course, and take her into the “inner courts.” But, as would generally be
the case, if she be a stranger the relation is purely a business one, and
what you owe to any one with whom you do business you owe her. But you do
not owe it to her to make her a part of your family circle unless both
you and she wish it.
It is a disagreeable fact that very many well bred women practice a
system of “bossism” in their kitchens. They look upon their help as a
necessary evil, a human machine, which by daily orders and scoldings they
are to keep in running order. A vital mistake, for the girl who does
your work is and ought to be regarded as holding an important position
in your domestic economy. She is doing as honorable and necessary work
in carrying out your directions as you in giving them. She sustains a
relation as much to be respected as does a confidential clerk to your
husband. Now, on this ground you owe her unfailing courtesy—a pleasant
good morning, such as any well bred person will give to every one they
meet, and kindly appreciation of her work and wants. This courtesy is
oftenest wanting in giving directions. If she is to do the work, then it
is due her that you plan with her, that you together talk over things. If
her plans are better than yours, acknowledge it and give her her share
of praise. If possible, inspire her with the feeling that this is “our”
work, not merely “my work” that she is doing. When personal interest
is inspired, almost invariably a home-like air will spring up in the
kitchen. The girl who presides loses that belittling, humiliating feeling
that she is only a drudge, and grows to know her real importance, to
respect herself and her business, while the woman at the helm grows light
hearted as she recognizes what a stanch, reliable support she has in this
department of her home. Working together is the only successful plan for
employer and _employé_.
Another just cause of complaint is the too common practice of making
a girl extra work. She deserves consideration in this respect. If the
breakfast hour is at eight o’clock, it is a breach of etiquette on the
part of the family to stretch it out until nine. The duties of the day
demand that certain work of the kitchen be done at certain times. “A
woman’s work is never done” is in some households accepted as a natural
law. No one hesitates to ask an extra service of the kitchen girl, or
to interrupt her labors. No one thinks to apologize if they hinder her
regular work, or to even give a reason for asking a troublesome service
at a busy time in the day. Is it strange that girls refuse to undertake
kitchen work, when they know by observation that thoughtful consideration
and courtesy will be denied them by the family? When a girl keeps books,
clerks, or teaches, her rights are recognized. She is as a rule treated
like a lady. Her hours are respected; until housekeepers learn this first
duty of the employer to the _employé_, it will not be strange if the
better class of girls shun the work, however much they may need something
to do.
There is a general impression—perhaps it would be true to say that it
is a fact—that the comfort and surroundings of a girl are treated as
matters of no importance. No special care is taken that her kitchen be
homelike and airy, and her bedroom cheery. It is a most deplorable fact
that in many households more attention is given to the stables than the
kitchen, but it _is_ a fact. The kitchen is the household laboratory.
It is imperatively necessary that it be sunny and cheery, but how many
times it is dark and dingy, poorly furnished, and uncomfortably arranged.
The girl who finds her home in the house of another deserves further, a
pleasant room, which shall be hers and hers alone. It ought to be neatly
furnished, comfortably lighted and heated, and is it purely sentimental
to say that she should have a rocking chair, a sewing table, a book rack
and pictures? No, no. It is simple humanity to make her surroundings
beautiful. The same nature is in her as in you; not only has she your
taste, but a similar social nature; and beside pleasant surroundings
she ought to have some provision made for her company. A pleasant room
in which to entertain them, and time to give to them without being
disturbed. I know a family in which the girl is allowed occasionally to
have her friends to tea or to invite a friend to spend Sabbath with her.
It is understood that this company never interfere with the work, and so
perfectly do the mistress and maid work together that there is never any
friction resulting from this—to most women—unendurable liberty. On the
contrary, a higher value is put by the girl on her position. She respects
the place which she sees her mistress respects, and grows more and more
of a lady as she sees that she is treated in all respects like one. In
this same home no Christmas ever goes by without a present to the girl
as much as to any other member of the family. A little token is always
brought her after a trip. In a word, she is valued, and the appreciation
of the family proves it to her.
It is not in the home only that a barrier exists which makes proud girls
shrink from this work which otherwise they would willingly do. It is a
queer comment on our breeding to say that two thirds of American ladies
will not recognize on the street the girls who do their kitchen work.
Absurd! Of course it is, and it is purely a _parvenu_ trick. The queen
of England herself would blush at such a breach of both common sense
and good breeding. No _lady_ will pass on the street any one she may
know without recognition, least of all will she pass a faithful, devoted
servant, with whom she is associated in daily work. And if it may chance
that both are members of one church, then by all means their relation
should be cordial and natural. The footing of the church is one of common
brotherhood, and no matter what work one may do, for consistency’s sake,
if for no other reason, there should be an equal position.
Would any girl needing work and competent to do housework hesitate
to take a place where she knew she would be respected, cared for and
honestly dealt with by the lady of the house? You say though she were
fairly treated in her place she would be despised without. I must differ
with you. The girl who would have the sterling independence and pluck to
adopt housekeeping as a profession, and who would go into the kitchen
of a lady who was willing to honor and uphold her in her course would
not be despised. On the contrary, her very independence would raise her
in value. The loss of social position entailed by doing housework is
purely fancied. Under the conditions which I have enumerated there could
be no loss of social standing. The fact that almost invariably kitchen
girls have little position does not prove that the kitchen and its work
deprive them of it. Many of the girls (not all, let us be thankful for
it!) doing housework in America are foreigners, ignorant, stupid, and too
often unprincipled. They are unfit for the work they do. They are hard to
deal with. They care nothing for the interests of the house. They cast a
stigma on the work. But the fact that work of so much importance is being
dragged down is a strong reason for its rescue by large-minded women
and sensible, independent girls. It is, in truth, a pioneer’s field of
infinite possibilities. A field which, redeemed and possessed, will solve
two of the perplexities of the women of the day—what shall we do with
these strong, good girls of ours, and how shall we save our kitchens out
of the hands of the vandals?
CHAUTAUQUANS AT HOME.
BY CHANCELLOR J. H. VINCENT, D.D.
After the grand review—dress parade, oratory, music, flags, and
fireworks—comes the common, everyday routine—plow, pen, needle and
nursery. Farewell to the holiday! All hail to the working day! Between
the two there is a vast difference; and both are good.
There is a difference between the peal of morning bells rolling over lake
and through forest trees, with the warble of wild wood birds, waking one
up to a day of music and eloquence, Sunday clothes and good society, and
the gruff call or dissonant bell ring of somebody whose business it is to
tell you to be up and at it, at once and for all day, whether you feel
like it or not.
There is a difference between sitting down to a breakfast that was
prepared for you by servants, and getting up to build a fire and boil a
kettle and broil a steak, and wait for all the household to come down and
in, and get through, and give you a chance to do something else before a
half dozen other things claim your time and thought, and thus make way
for a dozen and one additional things that fill up the unprinted program
of your own domestic or official “assembly” at home.
There is a difference between a precious Bible reading at eight o’clock,
with all the sweetest texts in the book put into lines or clusters or
circles like gems in royal treasure plate, and the care of a “mussed up”
table, a pile of soiled dishes, or a naughty, nervous, or afflicted child.
There is a difference between one of “dear brother” Adam’s devotional
conferences at nine o’clock, with the fresh experiences of many hearts
(who for the time forget crying children and crowded kitchen) full
of joy and peace and triumph, with the ingenious interpretations of
old, or difficult, or out-of-the-way texts, with the sweet and fervent
prayers that sound as if heaven were near and not afar off, and as if
all the people one saw filling the Amphitheater were saints of God who
had left the “exceeding glory” for an hour to give Chautauqua a taste
of the celestial life—there is, I say, a difference between all this
and the sweeping and dusting, the stewing and sweating, the clerking
and teaching, the hammering and plowing—and all the rest of the indoor
and outdoor exercises that usurp the blessed nine o’clock devotional
conference hour, for which at home no bell rings, and to which no organ
or solo welcomes.
There is a difference between the eleven o’clock lecture about life,
science and philosophy, full of wit and wisdom, and the planning and
toiling for a dinner in which something will scorch or spoil, and
concerning which peevish and fault finding words are sure to be spoken by
one or more who ought to be, but are not, considerate and sympathetic.
There is a difference between a two o’clock afternoon concert of gifted
voices, stringed instruments, and organs, and an aching head and
quivering nerves, where rest is refused you, and the hard, straining,
dragging work _must_ go on, whether you like or loathe it.
There is a difference between the four o’clock “specialties,” full of
help and instruction, and the insipid, fashionable call that wastes your
time, disturbs your conscience, and makes you wish “society” to the dogs.
There is a difference between the precious five o’clock Round-Table or
vesper hour, with its free conversations (like a family chat) about
simple things connected with our beloved Circle, with its broad thoughts,
its sweet friendships, its holy prayers, its soothing and uplifting
“Day is dying in the West,” when the sunlight seems like a veritable
revelation of the Shekinah, and the air is vibrant with divinest
sympathies—there _is_ a difference between the Chautauqua five o’clock
and the average five o’clock at home, in field, in street, in shop.
There is a difference between a Chautauqua evening of lectures, songs,
burlesque, boat ride, camp-fire, reception, illuminated fleet and
gorgeous fireworks, and the weariness of a routine life evening—the
physical energy gone, the children out of sorts, misunderstandings in
home, neighborhood or church, the prospect of a sleepless night, and of
an enervating and irritating to-morrow.
A difference, to be sure, but then remember that these every-days
should be glorified by the Chautauqua days. And remember that they test
the sentiments enkindled and resolutions formed in the pleasurable
excitements, devotional services, splendid processions and great
audiences of the more favored season.
Fellow-students, let the charm of the Chautauqua days be felt through
all the intervening days. By strong resolve put high thoughts, tender
sympathies, devout aspirations, unwearying patience, into the most
unsentimental, uncomfortable and vexatious experiences and emergencies of
home and business life, and thus diminish the difference in real value
between Chautauqua and other days.
BISHOP WARREN TO THE CLASS OF 1884.
It was a great disappointment to the class of ’84 that no word of
greeting came to them on Commencement Day, this year, from the beloved
“Chautauqua Bishop,” Counselor H. W. Warren. The mail was the miscreant,
however. The letter did not reach Chautauqua on time, although sent
promptly. Graduates of ’84, as indeed all members of the C. L. S. C.,
will be glad to read his cordial words:
“_Beloved graduates of the C. L. S. C., Class of 1884_:—I heartily
congratulate you on the fact that you have mounted four rounds of the
ladder of wisdom that stands on the earth, but reaches into the infinite
heavens. It has taken a year to each step, and the number of the rounds
is beyond our arithmetic.
“I congratulate you that you are intimately associated with one of the
greatest intellectual movements of this or any age. It is great in the
range of studies, in the unprecedented number of thousands pursuing them,
and especially great in the eminently Christian standpoint from which all
these studies are viewed.
“No discovery, theory or science in this age can escape being viewed
from the Christian standpoint. This universe was made by and for Christ,
its king, and nothing that opposes him shall prosper. Hence, you are on
the right foundation, one that is everlasting. Build thereon, not gold,
silver, precious stones, wood, hay, stubble, whereby you suffer loss, but
build that which shall abide the fire that consumes the world.
“You have not come to this position by ways painful and humiliating, for
wisdom’s ways are ways of pleasantness and all her paths are peace. What
a discovery for a world of misery—paths of pleasantness to possession of
glory and power. This comes of keeping our heavenly Father in the midst.
“When the famous translator of the Bible into English promised to make
the boy who followed the plow in England know more of God’s Word than
certain famous prelates of his time, he showed that he knew where all
great uplifts of humanity must begin, not with the well-to-do and
content, but with those who had crying needs and high aspirations. So in
this lifting up of nature into seen harmonies and revelation, till ‘We
study the Word and the works of God’ with equal sense of their divine
origin. The movement must begin with them full of ambition, and continue
till many who follow the plan know more of the blessed harmony than
others who are learned only in things of material nature. In this great
work ‘Do not be discouraged.’
“I heartily congratulate the classes of 1882 and 1883 on such a worthy
addition to their numbers.
“Let us all go forward, fearing no threatened night, expecting an
occasional eclipse, to show us more stars than we should ever find by
day, and looking beyond cry out:
“Joy, joy, to see on every shore
Where my eternal growth shall be
God’s sunrise bright’ning on before,
More light, more life, more love for me.
“Yours truly,
HENRY W. WARREN, Counselor.
“PACIFIC SHORE, August 13, 1884.”
OUTLINE OF REQUIRED READINGS.
NOVEMBER, 1884.
_First Week_ (ending November 8).—1. “Art of Speech,” from chapter i to
“Law of Unity and Harmony,” page 58.
2. “Preparatory Greek Course,” from “Second Book,” page 87, to “Fourth
Book,” page 105.
3. “The Bonds of Speech” in THE CHAUTAUQUAN.
4. Sunday Readings for November 2, in THE CHAUTAUQUAN.
* * * * *
_Second Week_ (ending November 15).—1. “Art of Speech,” from “Law of
Unity and Harmony,” page 58, to “Pronouns,” page 108.
2. “Preparatory Greek Course,” from “Fourth Book,” page 105, to the
middle of page 127.
3. “Home Studies in Chemistry,” and “Glimpses of Ancient Greek Life,” in
THE CHAUTAUQUAN.
4. Sunday Readings for November 9, in THE CHAUTAUQUAN.
* * * * *
_Third Week_ (ending November 22).—1. “Art of Speech,” from “Pronouns,”
page 108, to chapter ix, page 160.
2. “Preparatory Greek Course,” from the middle of page 127 to bottom of
page 149.
3. “Temperance Teachings of Science” and “Greek Mythology,” in THE
CHAUTAUQUAN.
4. Sunday Readings for November 16, in THE CHAUTAUQUAN.
* * * * *
_Fourth Week_ (ending November 30.)—1. “Art of Speech,” from chapter ix
to end of book, page 208.
2. “Preparatory Greek Course,” from page 150 to top of page 172.
3. “Kitchen Science and Art,” in THE CHAUTAUQUAN.
4. Sunday Readings for November 23 and November 30, in THE CHAUTAUQUAN.
WEEKLY PROGRAM FOR LOCAL CIRCLE WORK.
BRYANT’S DAY—NOVEMBER 3.
“Knowing that nature never did betray the heart that loved her.”
Music.
1. Select Reading—Autobiography of Early Life.
[This selection will be found in Parke Godwin’s “Life of Bryant;” also a
part of it in _St. Nicholas_ for December, 1876, under the heading, “The
Boys of my Boyhood.”]
2. Essay—Bryant’s Time and Contemporaries.
3. Recitation—The Burial of Love.
Music.
4. Select Reading—Selections from His Letters.
5. Essay—Bryant as an Editor.
6. Recitation—The Planting of the Apple Tree.
Music.
The following will be found interesting subjects for essays for this
Memorial Day: The Bryant Vase, Mr. Bryant’s Travels, Home and Social
Life of Bryant, Methods of Work, Mr. Bryant’s Friends and Companions.
Information can be gathered from Parke Godwin’s “Life of Bryant,” two
volumes (D. Appleton & Co., publishers); _Scribner’s Monthly_, August,
1878; “Letters of a Traveler” (G. P. Putnam); _Potter’s American
Monthly_, February, 1879, “The Bryant Brothers;” _Atlantic Monthly_,
December, 1878, “The Death of Bryant,” poem by Edmund C. Stedman;
Appleton’s Annual Cyclopædia for 1878; _Foreign Quarterly Review_ for
August, 1832; _Democratic Review_ for March, 1842; _Blackwood’s Magazine_
for April, 1832; Griswold’s “Poets and Poetry of America;” _Appleton’s
Magazine_, Vol. ix.; _International Review_, Vol. i., “The Writings of
Bryant;” _The Lakeside Monthly_, Vol. viii., “Bryant as a Man.”
SECOND WEEK IN NOVEMBER.
_An Evening on the Scientific Readings of the Month._
Roll-call—With quotations from eminent Scientists.
1. Essay—Springs and Wells.
2. Select Reading—Herbert Spencer on the value of Scientific Studies.
3. Essay—The Causes of Intemperance.
Intermission.
4. Essay—Corn; Its History and Habits.
5. A Talk on Siphons, and How They Work.
6. Essay—Water and Its Works.
THIRD WEEK IN NOVEMBER.
_An English Evening._
Music.
1. The Linguistic Tree Explained (see p. 28, “Art of Speech”).
2. Essay—Hints to Young Writers.
Music.
3. Select Reading—Blair on Style and Its Characteristics.
4. Essay—Blunders of our Every Day Speech.
Music.
5. A fifteen minute quiz on “Art of Speech.”
6. Essay—Figures of Speech.
MONTHLY PUBLIC MEETING.
Prayer.
Music.
Roll-call—Responded to by quotations from Bryant.
1. Question Box.
2. Essay—Homer.
3. Map Exercise—The Retreat of the Ten Thousand.
Music.
4. Recitation—Selection from Bryant.
5. Essay—Good English—How Attained.
6. A quiz on current history of the month.
7. General Review of “Questions and Answers.”
LOCAL CIRCLES.
C. L. S. C. MOTTOES.
“_We Study the Word and the Works of God._”—“_Let us keep our Heavenly
Father in the Midst._”—“_Never be Discouraged._”
C. L. S. C. MEMORIAL DAYS.
1. OPENING DAY—October 1.
2. BRYANT DAY—November 3.
3. SPECIAL SUNDAY—November, second Sunday.
4. MILTON DAY—December 9.
5. COLLEGE DAY—January, last Thursday.
6. SPECIAL SUNDAY—February, second Sunday.
7. LONGFELLOW DAY—February 27.
8. SHAKSPERE DAY—April 23.
9. ADDISON DAY—May 1.
10. SPECIAL SUNDAY—May, second Sunday.
11. SPECIAL SUNDAY—July, second Sunday.
12. INAUGURATION DAY—August, first Saturday after first Tuesday;
anniversary of C. L. S. C. at Chautauqua.
13. ST. PAUL’S DAY—August, second Saturday after first Tuesday;
anniversary of the dedication of St. Paul’s Grove at Chautauqua.
14. COMMENCEMENT DAY—August, third Tuesday.
15. GARFIELD DAY—September 19.
* * * * *
The long summer vacation, delightful as it is, always causes a sad
falling off in the local circle mails of THE CHAUTAUQUAN. These letters
from the scattered circles of the country are like the visits of those
long absent, or the cordial greetings of new friends. We miss them in the
long months of rest and are glad to get back again to our table and see
the letters flocking in.
As the year begins it may not be amiss for us to chat a little with our
friends about the work which we must do together in these local circle
pages. It is something like a grand reception. No one can stay very long,
and one can hardly hope to be more than introduced to the company—unless,
indeed, they happen to be particularly famous in words or deeds. The
letters that come to us will all sooner or later be noticed by us; but do
you not see how impossible it is that all should be given in full? For
the sake of the great Circle we must abridge each interesting letter,
much as we might wish otherwise. And then, we really can not introduce
you unless you will tell us your name and residence. Of course you _mean_
to do so. We know that well enough, but you would all be surprised to
know how many reports come to us nameless and homeless. There is nothing
to do but put them in our waste paper basket, much as we dislike to be
so rude to even unknown friends. Again, you must not complain of us if
your report does not appear in the first issue after it is sent. Please
remember that the local circle department of THE CHAUTAUQUAN is prepared
for the printer a month before the appearance of the magazine, so that
copy must be on our table at least five weeks before the appearance of a
number, to insure its appearance in a particular issue. Be sure that THE
CHAUTAUQUAN will open its doors to everybody that comes, and just as long
as there is “standing room” in this Local Circle Hall, will gladly admit
you. And now for the letter bag.
* * * * *
_New Hampshire_ has given its own popular title to the KEENE local
circle, “The Granite C. L. S. C.” This circle is made up of ’87s, having
been formed in the autumn of ’83 with an enrollment of forty members.
They meet at the houses of the members, for, as they say, and we believe
them right, the meeting at the homes cultivates a better social feeling.
During the year they followed a most inviting plan of work, of which
they give a brief but suggestive _résumé_. “Our method of work has been
varied. Each study has been thoroughly investigated. There has been
familiar conversation in regard to any matter not well understood, and
the question box has been an interesting feature of the evening. Latterly
the plan was adopted of assigning to different members topics upon which
to prepare questions. They were printed by means of a hectograph, and
distributed among the members previous to the next meeting. The design
was to bring out all points of interest under consideration. The result
has been satisfactory. A year of the course of study upon which we
entered, so gladly and happily, has quickly passed, and we are already
reaping the benefits in our everyday life. A few individuals can read
in a desultory way with great profit, perhaps, but the majority require
system and regularity in order to gain good results. Careless reading is
a thing of the past. We have learned to think. Great changes have been
wrought in our tastes for literature. We seek for something ennobling,
striving to store the mind with enduring knowledge. The fifteenth of
September we again organized with nearly our original number. Although we
have done a good work we feel we can accomplish more in the future. We
have a good start, and trust we shall land safely in port in ’87.”
Another circle of the Granite State just reported to us is the “Ivy
Leaf,” of NEWTON JUNCTION. A lively band of busy people they are, too,
numbering in their year-old circle of eight members, a railroad station
agent, a telegraph operator, a school teacher, a music teacher, and so
on. The best and most efficient members are often those who work the
busiest during the day. Our “Ivy Leaf” friends have our heartiest wishes
for success in their coming year’s work.
* * * * *
_Vermont._—The “Invincibles,” of BRADFORD, organized their band of seven
only last March, but they have found the undertaking so pleasant that the
secretary has written us a glowing account of their work and methods.
She adds a couple of personals too good to be lost: “Our president is
Mrs. A. M. Dickey, who graduated in 1882, one of the first two C. L. S.
C. graduates in Vermont. She is energetic and self-sacrificing, and with
her for our leader we are sure to succeed. One of our members has a drive
of four miles to attend meetings, and during the past two years has lost
but one session. This will be appreciated by those who know Vermont in
winter. It is a sample of the ‘Invincibles.’”
* * * * *
_Massachusetts._—We shall expect great things from the New England, and
particularly the Massachusetts, division of the C. L. S. C. this year.
The wonderful enthusiasm which animated the Framingham Assembly ought to
keep the circles at the front the year through. Certainly they have begun
well in their reports, at the head of which we want to put the modest
announcement of the faithful class of ’82, sent us by their secretary,
and let it be a warning to their successors, that they must take care
or they will be outdone by the veterans: “At the Framingham Assembly,
class ’82 held several meetings. The following officers were elected:
President, Mr. Alfred Pike, Holliston, Mass.; Vice Presidents, Dr. E. M.
White, Boston, Mass., and Mrs. M. J. Farwell, Brocton, Mass.; Secretary,
Mrs. M. A. F. Adams, East Boston, Mass. Mrs. M. J. Farwell will write a
poem for our reunion at Framingham next year, and a hymn will be written
by Mrs. Rosie Baketel. Rev. O. S. Baketel, of Greenland, N. H., was
elected president of the Society of the ‘Hall in the Grove.’”
BOSTON reports two circles unknown to us before. The “People’s Church”
and the “Berkeley” circles. The first is under the leadership of the
pastor of this famous church, Rev. J. H. Hamilton, and, although
organized only a year ago, is a most enterprising circle. As yet it is
small in numbers, there being scarcely twenty-five members, but it makes
up in enthusiasm what it lacks numerically. This circle issues a paper
semi-monthly, called the _People’s Church Chautauquan_, the editorship
being undertaken by each member in turn, the other members furnishing
articles upon such subjects as the leader may assign. This lively little
body is not satisfied with prescribing routine programs, but it plans
and carries out a different program for each evening, and in this way
the exercises do not grow monotonous. The program for the evening of the
Shakspere Memorial was especially interesting.
The “Berkeley” circle was formed in the fall of ’82: again in October
of ’83 the circle was reorganized, meeting alternate Wednesday nights,
and “although,” as they write in their letter of June last, “many things
seemed to conspire against us, and we lost several members from various
causes, and although the rain and alternate Wednesdays seemed synonymous,
yet our circle ‘still lives’ and grows. Amongst our number we have a
Harvard graduate of ’80, to whom our success has been largely due during
the year just now at a close.” We hope it will not be long before the
faithful “Berkeleys” will report their forty members gathered together
for another year of work. A circle undaunted by loss of members and rain
storms has the right sort of mettle.
There has been lying on our table all summer the following charming
testimonial (received too late for the July issue) from READVILLE, a part
of the town of Hyde Park, a short distance from Boston. It paints so
happy a picture of home study one loves to linger over it: “Mother and I
are the only ones here in Readville who are studying. We have all of the
books, encyclopædias and books of reference. We read to each other and
comment on what we have studied. Hardly a day goes by but most grateful
words of praise for what the C. L. S. C. is doing, fall from our lips.
We enjoy THE CHAUTAUQUAN exceedingly. It is a library in itself. A great
deal of the work is review to me, but is just what I want. Believe that
none of the thousands of Chautauquans are more grateful than mother and
myself.”
And to follow this we have a “Pansy Triangle” of farmers’ daughters,
two of whom belong to CUMBERLAND, _Rhode Island_, the third to NORTH
ATTLEBORO, _Massachusetts_. Busy girls, and living far apart as they
do, yet they find the time and make the exertion necessary for frequent
meetings. “Our girls,” indeed, are beginning to take a very prominent
part in local circle work. From every quarter we hear of their busy
coteries. The latest is the TOTTENVILLE (_Staten Island, N. Y._) circle.
They organised a year ago, and at the close of last year’s readings
reported themselves more enthusiastic (if that could be) than they were
in the beginning. Once in every two weeks they met at the house of some
member of the class and spent two or three hours in talking over the
readings; each member prepared a list of ten questions on one or several
of the readings required; these questions were answered by the class from
memory if possible. Sometimes in connection with the questions one of the
Chautauqua games was played. Thus the meetings passed quickly and were
thoroughly enjoyed by each member.
A pretty program containing the exercises arranged for each weekly
meeting of the month has been received from NORTH CAMBRIDGE. It
is printed by hectograph on an engraved card, thus making both an
inexpensive program and a pretty souvenir of the month’s work. Large
circles which have their exercises arranged for each evening will do well
to consider this manner of arranging their work.
* * * * *
_Rhode Island._—In the beautiful town of PAWTUCKET, busy with mills and
factories as it is, there was organized last January a local circle of
fifteen members, which has been doing most excellent work. “Enthusiastic
Chautauquans,” they report themselves. We trust we shall hear from them
often during the coming year.
* * * * *
_New York._—In a letter received in June from the secretary of the
“Literary Section of the Rochester Academy of Sciences” (ROCHESTER),
there was a pleasant prophecy expressed that the twenty-three members
which the circle then numbered might be able this fall to add a cypher
to the right hand of the number and send us an account of two hundred
and thirty enrolled members, and they add in hearty appreciation of our
words: “In a city so full of cultivated people as ours there ought to be
double that number to which the course would be a blessing.”
The “Spare Minute” circle, of NEW YORK CITY, is one of the many which
owe their origin to the interest of one or two readers. During the year
1882-83 there were two young ladies reading the course together, and
finding it so interesting they tried to interest others. Soon three
young ladies joined them, and in February they formed a circle, holding
meetings once a month. The circle soon numbered seven, five ladies and
two gentlemen. At a “special,” June 3d, they spent a most delightful two
hours and a half with Latin Literature and Roman History. Their pastor,
Rev. A. W. Halsey, of the Spring Street Presbyterian Church, met with
them and took charge of the meeting. This circle wrote us of their plans
for a C. L. S. C. picnic to be held in the summer. Was it a success?
* * * * *
_New Jersey._—Everybody found the “Pictures from English History” in
the course of last year a very delightful book, and at MARION, the
circle of six organized late in the year was so pleased that they read
it aloud, taking in connection with it the text-book on English history
and the questions from THE CHAUTAUQUAN. A very interesting plan it must
have proved. Our Marion friends hope this year to be able to report an
increase of members and of interest in the work in that place.
* * * * *
_Pennsylvania._—The reorganizing of the local circles has brought
out many plans for the important work of collecting the old members
again into the ranks, and of bringing in new members. That wonderfully
energetic body, the ALLEGHENY circle of the class of ’87, did a capital
thing in sending out a large number of copies of the following letter:
“ALLEGHENY, September 24, ’84.
“_Dear Friend_:—The Allegheny circle, class of ’87, C. L. S. C.,
will hold their first meeting for the term 1884-5, at 7:30 p. m.,
on Monday, September 29, 1884, at 55 Ohio Street, corner East
Diamond. Members and friends cordially invited to be present.
“Have you any friends who may be made happier, wiser, and
better, by using the spare moments of life in useful, pleasant
and profitable reading? If so, bring them with you. Do you know
any persons who have read part of the C. L. S. C. course, who,
becoming discouraged, have given up the work? Speak to such ones
and induce them to begin again and finish the course. We invite
all to meet with us who wish to enter upon a four years’ course
of useful reading, under the direction and wisdom of some of the
best educators of the country.”
They wisely preceded this by issuing for September 9th the following
invitation: “Yourself and friends are invited to attend the first annual
picnic excursion of the Allegheny circle, C. L. S. C., class of ’87, to
be given Tuesday, September 9th, 1884, at Conoquenessing Grove and Rocks.”
Similar to the letter was a notice sent out by the circle at OMAHA,
_Nebraska_, in connection with the Popular Education circular, which
explains the methods of the C. L. S. C. The following announcement was
included in the notice: “the branch organized in this city last fall, and
known as the Omaha C. L. S. C., is now arranging for next year’s work.
A preliminary meeting will be held in Y. M. C. A. Hall, September 16th,
at eight o’clock. All members of the circle, and those intending to read
the course for 1884-5, are invited to be present.” These plans are always
effective, and they have the added value of being simple.
At ELDRED (_Pa._), the local circle was reorganized in September with an
increased membership. In honor of Chautauqua’s distinguished visitor from
England, the circle will hereafter be known as the “Fairbairn Circle.”
We conclude from the encouraging report which has reached us from
BERWICK, of the past work of the circle there, that they have undoubtedly
resumed work again this fall. The second year of the class of ’86 closed
very successfully, with an increased membership. The interest manifested
at the outset continued to the last. The advancement and thoroughness in
study were marked. Through the medium of the Y. M. C. A. the C. L. S. C.
enjoyed lectures during the year from eminent Chautauquans. Among them
were Dr. Lyman Abbot, Wallace Bruce and Mr. Frank Beard.
The CARBONDALE circle is a flourishing, wide-awake member of the great
C. L. S. C. It numbers among its members clergymen, bankers, lawyers,
business men, and many of the most accomplished ladies of the city,
prominent among the latter, the popular author, Mrs. G. R. Alden, with
whose _nom de plume_, “Pansy,” the class of 1887 has been christened.
The circle closed its first year June 25th with an “English Night.” The
“Customs,” “Life,” “Holidays,” “Parks,” “Roads,” etc., were subjects
of short and pithy essays. The London _Graphic’s_ bird’s-eye view of
London from a balloon was the occasion of much interest and inquiry.
Mrs. Alden transformed the circle into a party of tourists, and made a
delightful and instructive excursion to England (on paper). After the
circle’s return from England the leader of the Round-Table surprised the
circle by an innovation on the “question slip” plan, in shape of ices and
other refreshments. The circle finds the evenings are too short, and are
discussing the advisability of meeting oftener. Its second year’s work
begun on Garfield day, by a public meeting announced by press and pulpit,
reviewing the past year’s reading and taking in new members.
Another wide awake Pennsylvania circle is that at ELIZABETH. It was
organized just a year ago. Since that time it has given two public
entertainments which were well received. At the last meeting, when
the circle adjourned for three months, the following resolution was
unanimously adopted: “_Resolved_, That we have found pleasure and profit
in pursuing the course of reading laid down by the C. L. S. C., and in
attending the meetings of the local circle, and we hereby individually
pledge ourselves that if circumstances permit we will follow up the
readings until we have completed the four years’ course.”
The “Whiting” circle (so called from its president, Dr. H. C. Whiting,
of Dickinson College), of CARLISLE, had enrolled last year its first
year of work—thirty-two members. Their methods of work were excellent.
The circle resolved itself into groups of five or six, to meet each week
for the study of the several subjects. The meeting of the whole circle
was generally held monthly. Some time prior to the general meeting the
president arranged a program and assigned work to the members. The plan
was varied from time to time. Occasionally a whole work was divided into
topics to be reviewed and summed up in essays. Again, special subjects
connected with a work were assigned for essays; then again, questions
were given to the several members, upon which preparation was to be made,
and answers rendered by the members of the circle, with comments by the
president. These exercises have been supplemented by excellent music.
Last year they prophesied a material increase in this year’s membership.
We trust it has come.
* * * * *
_Ohio._—The closing exercises of the “Home” circle, of CLEVELAND, were
of more than usual interest. They were held June 23d, nearly every one
of the twenty-one members being present. A fine literary and musical
entertainment was given, and refreshments were served, after which
the president, W. P. Payne, delivered a very forcible address on the
Chautauqua Idea. We wish we had space to quote it, but can give only
the closing lines: “Sooner or later we shall learn that the great Man
works not before men with gold and greed, with affectation and noise;
but withdrawing himself, alone with his soul, into the inner temple, in
solitude solves the problems of highest and deepest interest to men. I
know not who the coming Man shall be, but I believe that to Chautauqua
shall be the glory of his coming and the praise.”
Another Ohio circle of great interest is that of TALLMADGE. It was
organized in October, 1883, with six members, all of whom belong to the
class of ’87. Eight local members were added to that number before the
close of the year. The meetings, which are held semi-monthly, were well
attended. A charming program was carried out on Longfellow’s day.
About the time that the Tallmadge circle came into existence, a pleasant
circle was formed at FINDLAY, of the same state. The membership grew to
the goodly proportion of twenty-nine regular members, and reported to
us at the closing of the year that their meetings had been unusually
profitable and pleasant.
* * * * *
_Indiana._—We are indebted to the TERRE HAUTE circle for one of the most
beautiful programs which has ever reached us. It is satin backed and
hand-painted. A lovely little memento of what must have been a charming
evening. The annual reception of the club was the occasion of its use,
and a correspondent writes us that one of these pretty affairs was laid
at every one of the sixty plates spread for the banquet. The painting
was all done by members of the circle. Prominent on the program was an
admirable poem, “A Symposium of Classic Tales,” by Rev. Alfred T. Kummer,
of the Centenary M. E. Church in Terre Haute. We quote the opening
stanzas, and had we space we would gladly give it all:
All hail! ye noble seekers after truth;
All hail! ye spirits growing still in youth,
Though years roll on, and Time, with hand of strength,
Plows furrows deep, but brings us home at length.
Chautauquans come with joyful hearts to-day,
Their homage true, and faithful vows to pay
To the Circle wide, a star of holy light,
A Circle blazing with its truth and right.
With brow of care, and smoother brow of youth,
With eye of fire, and strength of conquering truth,
We come with brilliant hopes for days to come,
To glance in haste at days forever gone.
We come to-night from sacred desk divine,
We come from noble learning’s sacred shrine,
We come from halls where justice righteous reigns,
We come from happy homes where peace remains.
In learning’s name, in friendship’s pure delight,
To close a happy year, we meet to-night;
Chautauquans all, our courage to renew,
To plight our vows to all that’s pure and true.
* * * * *
A new Memorial day has been adopted by the DANVILLE Circle, in honor of
the late Bishop Simpson. This circle closed a prosperous year’s work
on June 20th. And at MARTINSVILLE of the same state the circle closed
the year by a brilliant reception at the opera house. Several hundred
invitations were sent out, and the house was filled with an appreciative
audience. From the neighboring town of SPENCER a C. L. S. C. delegation
of twenty-two ladies was present. The Martinsville circle furnished
a rich program, and sent their friends away deeply impressed by the
sterling worth of the C. L. S. C. work. We are pleased to notice also a
new circle of twelve members at WEST NEWTON, organized in November, 1883.
We hope to hear the particulars of their work soon.
* * * * *
_Illinois._—A letter from PANA contains a suggestion which might, we
are sure, be adopted successfully by any circle: “As an addition to our
program, each lady is requested to bring to every meeting some selection
that seems to her particularly fine. It is to be written out, so that
it may be pasted into a book that shall be kept as a sort of memorial
of the society.” This circle writes that they had their first public
entertainment this winter, which their friends kindly pronounced a
success.
* * * * *
_Michigan._—We are pleased to introduce for the first time a circle of
fourteen in GRAND RAPIDS. They write us that they have been enjoying
a prosperous existence since October last, and are looking hopefully
forward to an increase this year.
* * * * *
WISCONSIN.—Two more Wisconsin circles from whom we have heard before in
these columns have recently sent us notices of interesting sessions.
At MARKESAN the circle commemorated Garfield’s death by an afternoon
session, at which an able program was carried out.
From RUSK a lady writes: “We are only a small circle of six members
living in the country, but try to be very zealous Chautauquans. To say
that we are thankful for the institution of the C. L. S. C. would but
feebly express our feelings, for we truly feel that it brightens our
homes and helps us enjoy life. We are all housekeepers, and have all
its attending cares, yet we feel that the pleasure we get from these
readings more than compensates us for the little additional labor in the
direction of the C. L. S. C. We are doing the work much more thorough
this year than our first year, and find the better we do our work the
more pleasure, as well as profit, we derive from it.”
* * * * *
_Minnesota._—The “Flour City” circle of MINNEAPOLIS writes that “as we
could not expect to visit Chautauqua this summer we decided to celebrate
the closing of our first year at our own lovely Minnetonka. In answer
to an invitation from a lady member of our circle we went to the lake
to spend the day with her; and a wonderful day we had, going by sail
twenty miles to the cottage, where we were met by words and faces full of
welcome.” At the gay banquet, which was one of the features of the day,
they found a unique device: “As we sat down to the sumptuously loaded
and elegantly decorated table, some curiosity was aroused at the sight
of a small sack by the side of each plate, filled with something, and
tied with bright ribbon and labeled ‘F. C. C., 1887.’ Presently, as one
noticed that the sacks were of fine bolting cloth, through which the
flour began to sift, the riddle was solved. The badge of the ‘Flour City’
circle is a sack of flour, and we wore them proudly home. Next dinner was
discussed, and everything proved to be of the best—appetites and all.
Then came the feast of reason, and so pleasant did we find it that we
lingered quite as long as over that of strawberries and cream.” Fishing,
boating and gathering lilies finished their happy day. The “Flour City”
circle certainly could not have had a more delightful time—even at
Chautauqua.
* * * * *
_Missouri._—The third annual meeting of the literary societies of
CARTHAGE took place in June. A C. L. S. C. class is one of the prominent
members of the association, and on this occasion, as its part of the
entertainment, took the audience on an imaginary tour. The _Carthage
Press_ thus speaks of the conductors of the tour: “Mrs. Ross was a bright
companion in the trip from Carthage to New York; the pictures of the
ocean voyage and a visit to Scotland were given by Mrs. Nailon; Miss
Belle Ross escorted the party to England in so charming a manner that
all hated to give her up, but Mrs. Clarkson proved a worthy successor
as she guided them through France; Germany received so original and
philosophical a treatment from Mrs. Rombauer that we would fain have
lingered longer in the Fatherland; Mrs. Miller took us to Greece and
explained entertainingly all the wonders to be seen there; Miss Hayne
showed ancient Rome; Miss Devore’s description of the Rome of to-day was
so well written and so vivid that we felt as if we had really stood in
old Rome in the rooms of new Rome; Mrs. Heywood gave the trip from Italy
home to America; and Mrs. Case closed with an entertaining account of a
visit to Lake Chautauqua.” A capital idea for some of our friends who are
longing for “something new.” At about the same time of this celebration
the ST. LOUIS circles, “Vincent” and “Round Table,” held their third
annual meeting. These two circles number jointly about seventy members,
and they prepared for this entertainment an exceedingly fine program.
One attractive feature of the entertainment was the “Tangent,” a monthly
paper made up of original articles contributed by the members of the
circles, and read by an editor. The idea is to develop and strengthen
any latent literary talent possessed by the members, and to furnish an
audience for their productions without the embarrassment of making known
the authorship.
* * * * *
_Kansas._—From EMPORIA we had the pleasure of receiving in June a
pleasant letter from a faithful C. L. S. C. worker in that town. The
circle was organized only a year ago, but soon became so large that it
had to be divided. Our correspondent thinks it would be hard to find more
enthusiastic workers. She says: “We have resolved to be ever true and
faithful in the grand work. It is generally understood that nothing but
sickness—not even Kansas mud—will keep us at home Chautauqua evenings. We
have imitated Cæsar in his plan of a speedy construction of bridges—ours,
not across the Rhine, but across the muddy street, for some of us live
off the sidewalk.”
* * * * *
_California._—Our thanks are due to the “Vincent” local circle of
SACRAMENTO, for a copy of their excellent rules of government. From
the appearance and character of these regulations we conclude that our
“Vincent” friends have come to stay.
In the scattered farming community of SAN LORENZO, across the bay from
San Francisco, there has been for five years a lively circle of C. L.
S. C. workers. It began with but two members, and has increased until
there are eleven workers in the club. “During the nine months’ study of
each year scarcely a week has passed,” writes the secretary, “without
our meeting together for review and talk over the lesson. We have never
allowed ourselves to fall behind in the course as marked out in THE
CHAUTAUQUAN.”
In a letter received too late for the July issue of THE CHAUTAUQUAN, the
secretary of the YUBA CITY local circle writes: “I believe our local
circle has had a report in your columns every year, and we desire to
be represented this, our third year, which finds us even more zealous
(were it possible) than any preceding one, and realizing more and more
each day the great benefit of this systematic course of reading. Our
method is to carefully go through the lesson as it is marked out in THE
CHAUTAUQUAN, and to have a general exchanging of ideas and views on all
its principal topics. This consumes so much of our time that we have had
as yet but little outside work, such as essays, and the like. We observe
all Memorial days.”
LOS ANGELES has a very interesting and prosperous circle. It was formed
in 1881 with twelve members. In 1882-3 they kept up the readings,
but becoming discouraged they abandoned the regular meetings until
October of 1883, when a circle of thirty-nine members was reorganized.
The plan which their president has found most successful has been to
bring carefully prepared questions into the class and encourage free
conversation on the book study of the week. The topics in THE CHAUTAUQUAN
she assigns to some gentleman or lady particularly interested in the
special themes, who comes prepared with illustration, demonstration, and
experiment, to instruct and please. The work grows, and its influence is
being felt in the strangely mixed populace of that growing coast city.
Another Pacific Coast Branch is that of BAKERSFIELD. Its members,
twenty-five in all, include ministers, lawyers, judges, doctors, farmers,
bankers, and their wives, together with a large number of lads and
lassies, most of whom are enthusiastically interested in their studies.
There is one German lady now in her sixty-second year, who is endeavoring
to compete with other members of the class, and will come out victorious
if she continues to be as thorough in the next three years as she has
been in the past few months. The evening gatherings are enlivened
occasionally by essays, readings, music, etc. This circle predicts for
the coming year a membership of forty. We hope that the prediction may be
verified.
Mrs. Mary H. Field, the competent and enthusiastic secretary of the
Pacific Coast Branch of the C. L. S. C., has sent us the following full
report of last year’s work in her district: “The Pacific Coast Branch of
the C. L. S. C. has grown and prospered during the past year. Its affairs
were all so well ordered and arranged by her predecessor that but little
remained for the secretary to do save to carry out their good designs. It
has been like sailing on a smooth sea in a well manned ship, with all the
machinery in perfect order, and with a fresh breeze filling every sail.
The work has consisted chiefly in an immense correspondence, the issuing
of three thousand circulars, the writing of series of newspaper articles,
and the keeping of records and accounts.
“I have the pleasure of reporting six hundred and twenty-four new
members, and the renewal of more than two hundred old members. About
forty circles are reported as being in prosperous condition. Probably in
no other part of the United States is there so scattering a population as
on this coast, and it is in the isolated hamlets, the solitary homes, and
in the one man or one woman “circles” that the C. L. S. C. does its most
salutary work.
“Southern California is a growing center of C. L. S. C. influence. The
secretary deeply regrets that Monterey is so far from Los Angeles and San
Diego, and that those excellent circles are not represented there.
“It has been my sad duty during the past year to write the little star,
which means _deceased_, against several names in our record. Against one,
that of Mrs. M. H. McKee, of San José, I mingled deep personal regret
with my official task. Alas for us that one so bright, so useful, so
variously endowed, should have passed from earth in the midst of her
years and usefulness.”
THE C. L. S. C. CLASSES.
CLASS OF 1885.
“_Press on, reaching after those things which are before._”
OFFICERS.
_President_—J. B. Underwood, Meriden, Conn.
_Vice President_—C. M. Nichols, Springfield, Ohio.
_Treasurer_—Miss Carrie Hart, Aurora, Ind.
_Secretary_—Miss M. M. Canfield.
_Executive Committee_—Officers of the class.
Class badges may be procured of either President or Treasurer.
* * * * *
From Carlisle, Pa., we have received a note announcing the death of a
member of the class of ’85. “In August last Miss Annie M. Green ‘finished
her course’ on earth. Our fellow student was ambitious, energetic, and
enthusiastic. She has ‘passed through the gates’ of the eternal city,
there to reach those heights of knowledge which will satisfy her loftiest
aims, while we who remain ‘press on, reaching after those things which
are before.’”
* * * * *
All communications for the ’85 class page should be addressed to C. M.
Nichols, Springfield, Ohio, so that they will reach him by the 10th day
of the month before the date of the issue.
* * * * *
The purpose in raising a Memorial Fund is to purchase a memento for
presentation to the faculty next Commencement, by way, we suppose, of a
well-advertised “surprise.”
* * * * *
How many members of the class of ’85 are still in the ranks? Will Miss
Kimball inform us?
* * * * *
Ladies writing the officers of the class will please affix “Miss” or
“Mrs.” to their names, as may be the truth in their cases, so that
no mistakes may be made by such of the members of the class as are
bachelors!
President Underwood is in charge of a circle at Meriden, Conn., is also
president of an association of thirty-three Sunday-schools, has three
meetings to preside over during the next ninety days, two addresses to
make, and is to tell two circles, in a lecture, why he is a Chautauquan.
Then he has an exacting and absorbing private business to attend to!
Evidently Mr. Underwood is not a loafer!
NOTES FROM THE CLASS OF ’85 AT SOUTH FRAMINGHAM.
The Class of ’85, N. E. Branch, had their headquarters at the N. E.
Assembly in the Congregational Social Tent. Their thanks are due to Rev.
G. B. De Bevoise, Sunday-school Secretary for Massachusetts, for his
courtesy and kindness in opening the tent to them.
Prize examinations of the class of ’85 in English Literature and in
American Literature were held. The prizes offered were a copy of
Whittier’s Birthday Book and Longfellow’s Birthday Book, with the
autographs of the class. Miss Jennie M. Daniels, of West Newton, Mass.,
took the prize in American Literature, and Miss M. L. Stevens, of
Readville, Mass., in English Literature.
We regret that our faithful secretary and treasurer, Mr. A. B.
Comey, felt compelled to resign. He has shown great interest in the
organization, and spent much time and energy and money in its interest.
Miss Antoinette Tucker, of Hopkinton, Mass., the new class secretary, has
been one of the chief supporters of the large C. L. S. C. Reading Class
in her town, and is greatly interested in the whole movement.
The class had a social reunion on the evening of July 25th. Fifty members
were present. They were honored by the presence, as an invited guest,
of ex-Governor Claflin, who was one of the chief supporters of the
whole assembly at Lakeview. An address of greeting was given by Rev. J.
E. Fullerton, president of the class. Remarks were also made by J. C.
Haskell, of Auburn, Me., one of the new vice presidents, and the retiring
secretary, A. B. Comey, Esq. An original poem was read by Miss Tilden,
of Chelsea. Recitations followed by Miss Evans and Miss Daniels. A poem
entitled “Framingham Bells,” of March, 1882, was read by the author, Miss
Phœbe A. Holder, a member of the class. A song written for the occasion
by Miss Evans was sung. Miss Tayler and Miss Stevens added much to the
occasion by their solos.
Mr. J. C. Haskell, the new vice president, is leader of a class in Auburn.
Miss Celia E. Valentine, of New Gloucester, Me., vice president, is one
of the leading spirits in the large circle in her town.
Mr. B. T. Thompson, of South Framingham, Mass. (they call him Dea), is a
man whose time and purse are generously enlisted in moral, educational,
and religious interests.
The class voted to send around circular letters during the winter, that
the members might become more interested in each other and learn the
different plans of conducting circles. All the members of the class of
’85 in New England are requested to send a postal card containing their
names and addresses, and all the other pleasant words they choose to the
president, Rev. J. E. Fullerton, that none may be forgotten.
TO NEW ENGLAND MEMBERS OF ’87.
NEW ENGLAND SECRETARY’S REPORT.
At the Lakeview Assembly, in South Framingham, Mass., the New England
branch of the class of ’87 was well represented, three hundred and
fifty members of the class being on the ground at different times.
In the procession on “C. L. S. C. Day” nearly three hundred members
of ’87 followed the Pansy banner. The class gave proof of enterprise
and enthusiasm from the very first; its class meetings were held on
every day of the Assembly—except Sunday—and were well attended. Class
headquarters were secured and tastefully decorated. To meet the expenses
of headquarters, banner, and other expenditures, the members present
at Lakeview were invited to contribute twenty-five cents each into the
treasury. This contribution was optional with each member. One hundred
and eighty-seven responded, supplying enough funds to meet the expenses
during the Assembly, and leave $16.82 in the treasury.
On the evening of “C. L. S. C. Day” the ’87s held a social reunion at
their headquarters, where a pleasing musical and literary entertainment
was given by members of the class.
Much of the class enthusiasm was doubtless due to the president, Rev.
George Benedict, of Hanson, Mass., who was untiring in his efforts to
secure the highest degree of class prosperity.
On Friday, July 25, the following class officers were elected for this
year:
Presidents—Rev. F. M. Gardner, Lawrence, Mass.; Mr. E. A. Gowen,
Biddeford, Me.; Rev. Benj. Merrill, Swanzey, N. H.
Vice Presidents—Mrs. F. B. Gilman, Springfield, Vt.; Rev. George
Benedict, Hanson, Mass.; Mr. O. A. Jeffers, Pawtucket, R. I.; Miss Mary
Bradford, Mystic Bridge, Conn.
Secretary—Sadie M. Corey, Brighton, Mass.
Assistant Secretary—Miss Nellie F. Crocker, Providence, R. I.
Treasurer—Mrs. David Morrill, Allston, Mass.
A constitution was adopted by the class; in accordance with Article 4
of this constitution, the executive committee has appointed the first
mid-year reunion to be held in Boston, on the day after Thanksgiving,
at one o’clock p. m., in the vestry of the People’s Church, corner of
Columbus Avenue and Berkeley Street. This will be a social reunion, with
an entertainment comprising vocal and instrumental music, a class poem,
and an address. At this meeting the date and place of the second mid-year
reunion will be announced. A few items of business will come before the
meeting, the most important being in regard to hiring or building a class
headquarters at Lakeview for next year. The executive committee will try
to make this reunion an enjoyable occasion, and it is hoped that as many
as possible of New England ’87s will be present.
S. M. COREY, Sec. N. E. ’87.
QUESTIONS AND ANSWERS.
“THE ART OF SPEECH,” VOL. I., AND “PREPARATORY GREEK COURSE IN ENGLISH.”
BY A. M. MARTIN,
General Secretary C. L. S. C.
QUESTIONS AND ANSWERS ON “THE ART OF SPEECH.” VOL. I.
1. Q. What is the number of distinct tongues now employed? A. It is
variously estimated from eight to nine hundred.
2. Q. From what tongues are elements taken that our English speech of
to-day possesses? A. From every important tongue on the globe.
3. Q. To what three languages is the indebtedness of the English tongue
disclosed, in almost every sentence framed? A. The French, the Latin, and
the Greek.
4. Q. From what period does modern English speech date? A. From about
1550 A. D.
5. Q. For the two preceding centuries how is English speech
characterized? A. As old English.
6. Q. For the next preceding two centuries, 1150 to 1350, how is English
speech denominated? A. As Semi-Saxon, the outgrowth of the Norman
invasions and conquests.
7. Q. What is the period called for five hundred years preceding the
Semi-Saxon period? A. The Anglo-Saxon period.
8. Q. From what did the Anglo-Saxon speech spring? A. From the mingling
of Teutonic dialects on British soil.
9. Q. To what great primitive family of languages does the Teutonic
belong? A. The Aryan.
10. Q. From whom are those who used this primitive Aryan speech supposed
to have descended? A. From Japhet, one of the sons of Noah.
11. Q. By what nations are the languages belonging to the Aryan family
spoken? A. By nearly all modern civilized nations.
12. Q. What are some of the causes which contribute to make many of
the changes in speech? A. Differences in climate and natural scenery;
different methods of increasing vocabularies; different methods of
inflection; the development of different muscles of the vocal organs; the
manner of accenting, pronouncing and spelling words.
13. Q. To what conclusion may these, and other considerations, lead us
as to the origin of all existing and historic tongues? A. That they had
their origin from one primitive stock.
14. Q. What is the materialistic evolutionist’s theory of the origin of
speech? A. That a race of articulate men, being developed from races of
inarticulate creatures, built up from brute sounds existing human speech.
15. Q. What are three strong objections to this theory? A. It lacks
the support of well-established facts. It is opposed by the fact that
primitive tongues show a descent, but in no case a radical ascent. It is
contrary to Scripture history.
16. Q. What is a second theory as to the origin of speech? A. That a race
of articulate beings, who were created at one time, but in different
localities, developed in those different localities the different
historic and existing tongues.
17. Q. What are some of the objections to this theory? A. It is in
conflict with a large number of facts pointing to the strict unity of the
human race, and is opposed to sacred history.
18. Q. What is a third view as to the origin of speech? A. That a race
of fallen beings descended from a representative head that had at the
start command of either a perfect speech, or else readily developed it
as occasion required; that his descendants adopted this speech, which
subsequently, by some strange modification of the vocal organs, was
violently disturbed.
19. Q. What are some of the things that can be said in favor of this
theory? A. It is not opposed by either physical or linguistic science;
and it has the support of sacred history.
20. Q. What inference does the author draw as to the probable origin and
development of human speech? A. That it is both God-given and from human
invention.
21. Q. By what laws ought speech to be governed? A. By the same laws
essentially as are found in force throughout the various domains of
matter and mind.
22. Q. What number of laws does the author formulate as a linguistic
code? A. Fifteen.
23. Q. What is the first law? A. The law of symbolization.
24. Q. What are three ways in which this law is illustrated? A. By
imitative words, by the formation of new words from existing roots, by
symbolizing the past.
25. Q. What is the second law? A. The law of development.
26. Q. What does the law of development require as to changes in and
additions to language? A. That they should be rather by development from
its own resources than by the adoption of foreign words.
27. Q. What does the third law, that of definiteness, require as to an
expression of ideas? A. That it shall give the person addressed the
least possible conscious mental effort in order to understand.
28. Q. What does the law of economy require of the speaker? A. To give
with definiteness and elegance the largest number of ideas with the
fewest and shortest words possible.
29. Q. In what does the law of selection consist? A. In giving the utmost
effect to expression in the fewest words.
30. Q. How does it differ from the law of economy? A. It not only reduces
a given quantity, but reduces it with wise discrimination.
31. Q. Upon what does the law of suggestion fix attention? A. Upon the
undertone in speech. It is constantly saying, Write something between the
lines.
32. Q. How are the tendencies to conform to the law of analogous usage
seen? A. In the change of irregular into regular forms or inflections and
speech.
33. Q. What suggestion is made in regard to words introduced into
English from other languages? A. That they shall, both in structure and
pronunciation, doff their foreign and don the English dress.
34. Q. How is the law of variation and contrast in speech shown? A. By an
examination of standard literature.
35. Q. In what way do we find this law illustrated by Shakspere? A. In
the midst of the highest tragedy he gives us the lowest comedy.
36. Q. What does the law of unity and harmony in speech require? A.
Agreement between the terms used, the sentiments expressed, and the time,
place and occasion of their expression.
37. Q. What is said to be the law of authority in the domains of speech?
A. The usage of a writer of commanding genius; likewise the sanction of
the literary world at a given period.
38. Q. What are some of the rules that are indorsed by nearly all writers
upon this subject? A. Use is the law of language. The eldest of the
present, and the newest of the past language is best. Words must be
reputable, national and present.
39. Q. What three suggestions are made as to rendering language
euphonically beautiful? A. By dropping its harsh words. By softening its
harsh words. By mastering the pronunciation of all difficult words before
using them in public.
40. Q. To what statement does the practical application of the law of
needful practice to language lead? A. That if one would master the arts
of oral speech and of literary construction he must keep speaking and
writing.
41. Q. What is the golden rule of speech? A. That, first of all, the
speaker must utter the truth.
42. Q. In the science of speech, to what does diction relate? A. To the
selection and use of words.
43. Q. What is correct diction? A. The use of such words as are reputable
and present.
44. Q. Of what does the subject of diction include a discussion? A. Of
barbarisms, archaisms, obsoletisms, and solecisms.
45. Q. What do the laws of speech require as to the different parts in
the formation of compound words? A. That they shall be taken from the
same tongue.
46. Q. What class of words do several laws of language demand still
further that English-speaking people shall use? A. Such words as are
characteristic of their mother tongue.
47. Q. Why do the Scotch love Burns, the Americans Whittier, and the
English-speaking world Longfellow as they love no others? A. Because they
use the language of purpose, of affection, and of passion which finds its
best utterances through the means of simple Anglo-Saxon words.
48. Q. Who is quoted as authority for the saying that “He who is
acquainted with no foreign tongue knows nothing of his own?” A. Goethe.
49. Q. What fact is stated as contradicting this statement? A. Among the
most distinguished representatives of the mother tongues of different
nations are men who were not general linguists.
50. Q. What is idiom? A. It is the peculiar mould in which the sentences
of a given tongue naturally shape themselves.
51. Q. Where do Cicero and Quintilian assert that purity of idiom is to
be found chiefly? A. Among women and children.
52. Q. Of what does syntax treat? A. The choice and arrangement of words
into sentences according to established usage.
53. Q. Concerning what is there a general agreement in regard to the
length of sentences? A. That long sentences are more majestic, short ones
more emphatic; continuous long sentences fatigue, continuous short ones
distract the mind.
54. Q. What is the only rule generally agreed upon in regard to the close
of a sentence? A. Avoid concluding a sentence with an insignificant word.
55. Q. In what three ways, in written speech, are the construction of a
sentence, and some peculiarity of thought or some peculiar use of words,
indicated to the eye? A. By the use of capital letters, by the use of
italics, and by the use of punctuation marks.
56. Q. Relating to what are further specific rules given, belonging to
the grammar and rhetoric of speech? A. Verbs, nouns, pronouns, qualifying
and descriptive words, connecting words and sentences.
57. Q. What is the general agreement as to what style is? A. That it is
the most delicate form in which thought incarnates itself.
58. Q. What are the prime excellencies in style? A. Naturalness,
clearness, simplicity, conciseness, force, pertinency, variety, and
beauty or elegance.
59. Q. In what three ways may clearness be developed and cultivated?
A. By constantly practicing in heart and life the thoughts and ways
of honesty and frankness. By thoroughly mastering a subject before
publishing it. By unwearied application of the arts of rhetorical
composition.
60. Q. What are preëminent, in the judgments of all critics, as models
for the English-speaking tongue? A. The dramas of Shakspere and the text
of the English Bible.
61. Q. What do grammar and rhetoric define figures of words to be? A.
Designed and artistic deviations from the ordinary form, construction or
application of words or sentences.
62. Q. What are figures of etymology? A. They are deviations from the
ordinary form of a word.
63. Q. In what do figures of etymology consist? A. Either in a defect, an
excess, or a change in some of the elements of a word.
64. Q. What are figures of syntax? A. They are deviations from the
ordinary construction of a sentence.
65. Q. Under what headings are figures of syntax classified? A. Ellipsis,
pleonasm, enallage, and hyperbaton.
66. Q. What are usually grouped under figures of rhetoric? A. Figures of
poetry, figures of poetic prose, and figures of oratory.
67. Q. What are the three fundamental principles underlying the class of
rules governing the use of figurative speech? A. First, figurative speech
is used in order the more effectually to persuade. Second, it is used for
the purpose of elucidation. Third, after persuasion and elucidation are
sought, then for purposes of elegance.
68. Q. What is to be avoided in the use of figurative speech? A. Excess
in the use, and mixed, and to a certain extent complex figurative speech.
69. Q. What is Hazlitt’s definition of poetry? A. It is the language of
the imagination.
70. Q. Of what is poetry the science and art? A. Of putting the
productions of the imagination into figurative and measured or balanced
speech.
71. Q. Into what rhetorical forms is poetic speech classified? A.
Parallelism, alliteration, and accented meters.
72. Q. Into what classes are accented meters subdivided according to the
measure which predominates? A. The iambic, trochaic, anapæstic, dactylic,
and mixed.
73. Q. Into what eight classes is poetic speech divided according to
subject-matter? A. Epic poems, lyric poems, dramatic poems, didactic
poems, pastoral poems, satirical poems, epigrams, and epitaphs.
74. Q. What six classes of figures are given belonging to poetic speech?
A. Metaphor, simile, comparison, allegory, parable, and fable.
75. Q. What two rules are given for acquiring skill in poetic
representation? A. 1. Cultivate figure-making habitudes. 2. Store the
mind with information.
76. Q. In what is prose speech used, and of what does it form the basis?
A. It is used in ordinary conversation, and it forms the basis of all
didactic and oratoric addresses.
77. Q. Into what rhetorical forms is prose speech classified? A.
Narration, description, exposition, and maxims or proverbs.
78. Q. What is admitted as to the relations existing between thought and
speech, and also between morals and speech? A. That they are so intimate
that any impurity or impropriety in the one quickly taints the other.
79. Q. What are varieties of speech termed that fall partly under poetic
and partly under prose representation? A. Prose, poetry, or poetic-prose
speech.
80. Q. What are some of the distinctions between poetic-prose and the
other forms of speech? A. Poetic-prose is poetic in conception, but the
construction of the sentences is not poetic; it often uses terms in other
than their ordinary senses; it often utterly disregards resemblances.
81. Q. What are some of the most common figures of poetic-prose speech?
A. Metonymy, trope, personification, hyperbole, irony, antithesis, and
climax.
II.—QUESTIONS AND ANSWERS ON “PREPARATORY GREEK COURSE IN ENGLISH,” FROM
PAGE 87 TO PAGE 172.
82. Q. During the truce that followed the death of Cyrus what five
generals among the Greeks were enticed into the tent of Tissaphernes,
made prisoners, and afterward put to death? A. Clearchus, Proxenus,
Menon, Agias and Socrates.
83. Q. What was one of the first steps now taken to secure the safety
of the Greeks? A. A general meeting was called of all the surviving
officers, and new commanders were chosen to take the places of those lost.
84. Q. In whose place was Xenophon chosen? A. That of his friend Proxenus.
85. Q. After this had been done what action was taken as to the rank and
file? A. The men were called together and stoutly harangued by three men
in succession—Xenophon being the last.
86. Q. What was one of Xenophon’s heroic propositions that was agreed to?
A. To burn everything they could possibly spare on the homeward march.
87. Q. What answer did they return to Mithradates, a neighboring Persian
satrap, when asked to know what their present plans might be? A. If
unmolested, to go home, doing as little injury as possible to the country
through which they passed, but to fight their best if opposition was
offered.
88. Q. Of what character were the Greeks convinced the mission of
Mithradates was? A. That it was a treacherous one.
89. Q. For this reason what resolution did the Grecian generals take? A.
That there should be no communication with the enemy by heralds.
90. Q. What was the general direction taken by the Greeks in the first
part of their retreat? A. A northerly direction, toward the Black Sea.
91. Q. By whom were they followed, and almost daily attacked, during the
first portion of their retreat? A. Tissaphernes and a Persian army.
92. Q. What Persian governor did they encounter in Armenia? A. Tiribazus.
93. Q. With what foes in the elements did they next meet? A. Deep snow
and a terrible north wind.
94. Q. What do travelers tell us at the present time as to the manner
in which the Armenians of that region build their houses? A. They still
build them underground.
95. Q. Into what country did the Greeks next advance? A. The country of
the Taochians.
96. Q. At what mountain did the Greeks get the first view of the Black
Sea? A. At Mount Theches.
97. Q. At what place did they reach the sea two days afterward? A. At
Trebizond.
98. Q. On what mission did Chirisophus go forward to Byzantium? A. To
endeavor to procure transports for the conveyance of the army.
99. Q. Chirisophus delaying to return, how did they continue their
journey? A. Partly by land and partly by water.
100. Q. When they were finally joined by Chirisophus, what did he bring
with him? A. Only a single trireme.
101. Q. At what place did the Greeks pass from Asia into Europe? A. At
Byzantium.