Pro-to-zoˈa, mo-neˈra, greg-a-rinˈi-da, rhiz-opˈo-da, in-fu-sōˈri-a, spon-gĭˈda, cœ(kē)lenˈte-rā-ta, hy-dro-zoˈa, an-tho-zoˈa, mad-re-poˈra, poˈrites, tuˌbi-pōˈra, cor-ralˈle-um, ruˈbrum, cte(te)-nophˈo-ra, e-chinˌ(kin)o-dermˈa-ta, crī-noidˈe-a, as-ter-oidˈe-a, e-chen(ken)-oidˈe-a, holˈo-thu-roidˌe-a, verˈmēs, ro-tifˈe-ra, pol-y-zoˈa, brachˌ(brak)-i-opˈo-da, an-nelˈi-dæ, mol-lusˈca, la-melˌle-bran(g)-chi(ki)-āˈta, gas-ter-opˈo-da, ceph(sef)-a-lopˈo-da, ar-ticˈu-lāˈta, crus-taˈcē(se)-a, a-rachˈ(rak)-ni-da, myr-i-opˈo-da, tu-ni-cāˈta, ver-te-brāˈta, pisˈ-cēs(sēs), aˈvēs.
1.“Amœba.” This little animal is known to microscopists under the name of proteus, from the rapid and continuous changes of shapes which it presents to their notice.
2.“Tentacles.” Processes usually slender and thread-like, proceeding from the head of invertebrate animals, such as insects, snails and crabs, being used for the purpose of feeling, prehension or motion.
3.“Oviparous.” An adjective applied to all animals which produce eggs, as distinguished fromviviparous, producing young in the living state.
4.“Ganglia.” Collections of nerve cells, from which nerve fibers are given off in different directions. They are thought to be the organs in which all action originates.
5.“Ventral surface.” The surface of the body opposite the back. The back is called the dorsal surface.
6.“Medˈul-la-ry.” Consisting of marrow. The fibrous nervous matter of the brain contains nerve tubes, within which is a layer of thick, fluid, highly refractive matter, called the medullary layer.
Portraits from Carlyle.—If Carlyle had taken to the brush instead of to the pen he would probably have left a gallery of portraits such as this century has not seen. In his letters and journals, reminiscences, etc., for him to mention a man is to describe his face, and with what graphic pen and ink sketches they abound. Let me extract a few of them. Here is Rousseau’s face, from “Heroes and Hero Worship:” “A high but narrow contracted intensity in it; bony brows; deep, straight-set eyes, in which there is something bewildered looking—bewildered, peering with lynx-eagerness—a face full of misery, even ignoble misery, and also of an antagonism against that; something mean, plebeian there, redeemed only byintensity: the face of what is called a fanatic—a sadlycontractedhero!…”
Here we have Dickens in 1840: “Clear-blue, intelligent eyes; eyebrows that he arches amazingly; large, protrusive, rather loose mouth; a face of most extrememobility, which he shuttles about—eyebrows, eyes, mouth, and all—in a very singular manner while speaking. Surmount this with a loose coil of common-colored hair, and set it on a small, compact figure, very small, and dressed à la D’Orsay rather than well—this is Pickwick.”
Here is a glimpse of Grote, the historian of Greece: “A man with straight upper lip, large chin, and open mouth (spout mouth); for the rest, a tall man, with dull, thoughtful brows and lank, disheveled hair, greatly the look of a prosperous Dissenting minister.”
In telling Emerson whom he shall see in London, he says: “Southey’s complexion is still healthy mahogany brown, with a fleece of white hair, and eyes that seem running at full gallop; old Rogers, with his pale head, white, bare, and cold as snow, with those large blue eyes, cruel, sorrowful, and that sardonic shelf chin.”
In another letter he draws this portrait of Webster: “As a logic-fencer, advocate, or parliamentary Hercules, one would incline to back him, at first sight, against all the extant world. The tanned complexion; that amorphous, crag-like face; the dull black eyes under their precipice of brows, like dull anthracite furnaces, needing only to beblown; the mastiff mouth, accurately closed; I have not traced as much of silentBerserkir rage, that I remember of, in any other man.”—From John Burroughs’s “Fresh Fields.”
Scott at Work.—I never can forget the description Sir Adam Fergusson gave me of a morning he had passed with Scott at Abbottsford, which at that time was still unfinished, and swarming with carpenters, painters, masons, and bricklayers, was surrounded with all the dirt and disorderly discomfort inseparable from the process of house-building. The room they sat in was in the roughest condition which admitted of their occupying it at all; the raw, new chimney smoked intolerably. Out-of-doors the whole place was one chaos of bricks, mortar, scaffolding, tiles, and slates. A heavy mist shrouded the whole landscape of lovely Tweed side, and distilled in a cold, persistent and dumb drizzle.
Maida, the well beloved stag-hound, kept fidgeting in and out of the room. Walter Scott every five minutes exclaiming, “Eh, Adam! the puir beast’s just wearying to get out;” or, “Eh, Adam! the puir creature’s just crying to come in;” when Sir Adam would open the door to the raw, chilly air for the wet, muddy hound’s exit or entrance, while Scott with his face swollen with a grievous toothache, and one hand pressed hard to his cheek, with the other was writing the inimitably humorous opening chapters of “The Antiquary,” which he passed across the table, sheet by sheet, to his friend, saying, “Now, Adam, d’ye think that will do?” Such a picture of mental triumph over outward circumstances has surely seldom been surpassed. House-builders, smoky chimney, damp draughts, restless, dripping dog, and toothache form what our friend Miss Masson called a “concatenation of exteriorities,” little favorable to literary composition of any sort; but considered as accompaniments or inspiration of that delightfully comical beginning of “The Antiquary,” they are all but incredible.—From Mason’s “Traits of British Authors.”
Paradise Found.—Could it once be proven that the Arctic terminus of the earth has always been the ice-bound region that it is, and which for thousands of years it has been, it would of course be useless to entertain for a moment the hypothesis that the cradle of the human race was there located. Probably the popular impression that from the beginning of the world the far North has been the region of unendurable cold has been one of the chief reasons why our hypothesis is so late in claiming attention. At the present time, however, so far as this difficulty is concerned, scientific studies have abundantly prepared the way for the new theory.
That the earth is a slowly cooling body is a doctrine now all but universally accepted. In saying this we say nothing for or against the so-called nebular hypothesis of the origin of the world, for both friends and foes of this unproven hypothesis believe in what is termed the secular cooling or refrigeration of the earth. All authorities in this field hold and teach that the time was when the slowly solidifying planet was too hot to support any form of life, and that only in some particular time in the cooling process was there a temperature reached which was adapted to the necessities of living things. On what portion of the earth’s surface, now, would this temperature first be reached? Or would it everywhere be reached at the same time? … We asked the geologist this question: “Is the hypothesis of a primeval polar Eden admissible?” Looking at the slowly cooling earth alone, he replies: “Eden conditions have probably at one time or another been found everywhere upon the surface of the earth. Paradise may have been anywhere.” Looking at the cosmic environment, however, he adds: “But while Paradise may have been anywhere, thefirstportions of the earth’s surface sufficiently cool to present the conditions of Eden life were assuredly at the Poles.”—From Warren’s “Paradise Found.”
Separation of De Long and Melville.—De Long verbally directed both of us to keep, if possible, within hail, and reiterated his orders in case of separation: “Make the best of your way,” said he, “to Cape Barkin, which is eighty or ninety miles off, southwest true. Don’t wait for me, but get a pilot from the natives, and proceed up the river to a place of safety as quick as you can; and be sure that you and your parties are all right before you trouble yourselves about any one else. If you reach Cape Barkin you will be safe, for there are plenty of natives there winter and summer.” Then addressing me particularly, he continued: “Melville, you will have no trouble in keeping up with me, but if anything should happen to separate us, you can find your way in without any difficulty by the trend of the coast-line; and you know as much about the natives and their settlements as any one else.” This was our last conversation in a body.
So when De Long waved me permission to leave him, I hoisted sail, shook out one reef, and as we gathered way the boat shot forward like an arrow, and the spray flew about us like feathers. Heretofore we had been running dead before the wind on our southwest course for the land, but the heavy sea and lively motion of the boat caused the sail to jibe and fill on the other tack, whereupon we would broach to and ship water. For this reason I hauled up the boat several points, or closer to the wind, and our condition at once improved. Now that we were separated I resolved to concern myself directly with the safety of my own boat; so that when one of the men said that De Long was signaling us, I told him he must be wrong, and further directed that no one should see any signals now that we were cast upon our own resources.
When last seen, the second cutter was about one thousand yards astern of us, the first cutter probably midway between, and there is no doubt in my mind that she then foundered. A conversation with the only two surviving members of the first cutter (Nindemann and Noras) has confirmed me in this belief; for they witnessed the scene as I have described it, and state that it was the general opinion of DeLong’s crew that I had shared the same fate simultaneously with Chipp.—Melville’s “In the Lena Delta.”
There can scarcely be a sadder story than that of the loss of the Jeannette and the subsequent search for DeLong and his party. No event of recent years has caused more horror in the public mind and led to more urgent expostulation against further Arctic exploration. We believe, however, that as a better knowledge of the aim and value of these undertakings grows on the public, censure will be removed. Certainly a careful reading of Melville’s “In the Lena Delta”[C]produces this result. The book is perhaps more full of horror than most readers imagine, but after reading there can be but one opinion; terrible as it all is, it has been worth the suffering. It is worth while to have died bravely in carrying out orders. The unflinching resolution of those men places them among the heroes of modern history. You can not help feeling that there is a wonderful amount of unusual heroism in the story. The Jeannette expedition has furnished a much needed lesson on the nobility of endurance. The results to our knowledge of these regions have been considerable, the people of Siberia, the Russian exile, the homes and customs of various tribes are more fully explained to us in Melville’s notes than elsewhere; again, no future exploration will be open to equal dangers.
We have never experienced a greater shock in our book reviewing than that which came to us when, on turning from Melville’s description of the Arctic regions, we were told that Paradise had been found[D]—at the North Pole. It will be a long time before the public mind with its present ideas of the Pole will be willing to consent to this conclusion, even if President Warren is able to advance still more skillful arguments than he yet has in proof of his theory. And the arguments are skillful. He has quoted high authority to prove that Eden conditions once existed on every portion of the earth, and first of all at the Pole; he has done his best to remove our prejudices against a night of six months by showing that not more than “four fortnights” is the probable length of the night there; he shows us that palæontology teaches that life first began at the polar regions, and quotes the mythical lore of Egyptian, Assyrian, Babylonian, Buddhist, Greek, and Roman, to support his theory. The hypothesis is certainly entertaining, and this attempt at demonstrating it contains some very probable arguments.
A book bearing the title “Personal Traits of British Authors”[E]is sufficient of itself to win the attention and awaken the interest of all book lovers, but when, on turning its leaves, it is found that these traits have been noted and given to the world by other authors, the desire to know what they are is doubled. What great men think and say about other great men is a matter of interest to all well informed persons. That pardonable, commendable curiosity to know “what about” earth’s gifted ones, that lurks in human hearts, has a sort of double chance to satisfy itself with such an arrangement as this. The persons of whom this book treats are seven in number: Scott, Hogg, Campbell, Chalmers, Wilson, DeQuincey, and Jeffrey. In a tabulated form all the leading events of their lives are given. Several pages are devoted to sketches of each one, all filled with exquisite little pen pictures, drawn by master hands at widely differing periods, and from widely differing scenes in life, giving the greatest contrasts in attitudes, words, and expression. Indeed, one has hard work sometimes to make himself believe they were intended to represent the same person. It would be difficult to find a finer collection of character studies than Mr. Mason has given in this volume.
There is considerable probability in the suggestion which Mr. Lang makes in his “Custom and Myth.”[F]He has attempted to find the key to myths in customs which have prevailed among early tribes, in opposition to those scholars who find their solutions in the names which they claim were once applied to objects, and of which the original meaning has been lost. The essays are made valuable by a great deal of material gathered evidently by much research in the lore of remote tribes, but they are singularly unsatisfactory. The work is loosely done. The solutions are mere suggestions, although such interesting suggestions that one feels loath to give up the search without more work. In some cases the myths presented simply show that similar tales exist in many nations. Until Mr. Lang does more work on this entertaining theory he must not expect a very wide following.
A good work on English cathedrals has for a long time been in demand. The interest in architecture which recent years has developed, the increase in travel and the large scale on which the English people have carried on the restoration of their cathedrals have made such a work necessary. “The Cathedral Churches of England and Wales”[G]quite fills the demand. A book of superior make up, a very handsome parlor book, indeed, it is yet full of information. Thirty-five cathedrals are described, and so fully illustrated as to give very satisfactory ideas of the leading features of each. The articles, written in an encyclopedic style that seems slightly out of place in the company of such illustrations, paper, and letter press, are historic and architectural, concerning themselves very little with poetic associations and fine descriptions. They are, however, all the more useful for that.
Two little books, helpful to all persons and bearing comfort for stricken hearts, and for those weary with the burdens of life, are to befound in “Meditations on Life, Death and Eternity.”[H]They are like friends to whom one would turn for companionship. The books were translated and compiled from the larger work of a distinguished German writer, and were arranged in their present form at the request of Queen Victoria, who prizes them very highly, as the original was a great favorite of the Prince Consort.
That Mr. Barnes fully accomplished what he set out to do when he produced the “Hand-Book of Bible Biography,”[I]a brief examination of the work will satisfy any one. His aim was to produce a book that would be complete as to names, that should contain all the facts, and that should be within the means of all Bible students. Each biography is a story complete in itself, with many illustrations and maps.
FOOTNOTES[C]In the Lena Delta. A narrative of the search for Lieutenant Commander De Long and his companions. Followed by an account of the Greely Relief Expedition and a Proposed Method of Reaching the North Pole. By George W. Melville. Boston: Houghton, Mifflin & Co. 1885.[D]Paradise Found. The Cradle of the Human Race at the North Pole. By William F. Warren, S. T. D., LL D. Boston: Houghton, Mifflin & Co. 1885.[E]Personal Traits of British Authors. By Edward T. Mason. New York: Charles Scribner’s Sons. 1885.[F]Custom and Myth. By Andrew Lang, M.A. New York: Harper & Brothers. 1885.[G]The Cathedral Churches of England and Wales. Cassell & Company. New York: 1884. Price, $5.00.[H]Meditations on Life, Death and Eternity. By Johann Heinrich Daniel Zschokkè. Translated by Frederika Rowan. New York: Phillips & Hunt. Cincinnati: Cranston & Stowe.[I]Hand-Book of Bible Biography. By the Rev. C. R. Barnes, A.B. New York: Phillips & Hunt. Cincinnati: Cranston & Stowe. Price, $2.25.
[C]In the Lena Delta. A narrative of the search for Lieutenant Commander De Long and his companions. Followed by an account of the Greely Relief Expedition and a Proposed Method of Reaching the North Pole. By George W. Melville. Boston: Houghton, Mifflin & Co. 1885.
[C]In the Lena Delta. A narrative of the search for Lieutenant Commander De Long and his companions. Followed by an account of the Greely Relief Expedition and a Proposed Method of Reaching the North Pole. By George W. Melville. Boston: Houghton, Mifflin & Co. 1885.
[D]Paradise Found. The Cradle of the Human Race at the North Pole. By William F. Warren, S. T. D., LL D. Boston: Houghton, Mifflin & Co. 1885.
[D]Paradise Found. The Cradle of the Human Race at the North Pole. By William F. Warren, S. T. D., LL D. Boston: Houghton, Mifflin & Co. 1885.
[E]Personal Traits of British Authors. By Edward T. Mason. New York: Charles Scribner’s Sons. 1885.
[E]Personal Traits of British Authors. By Edward T. Mason. New York: Charles Scribner’s Sons. 1885.
[F]Custom and Myth. By Andrew Lang, M.A. New York: Harper & Brothers. 1885.
[F]Custom and Myth. By Andrew Lang, M.A. New York: Harper & Brothers. 1885.
[G]The Cathedral Churches of England and Wales. Cassell & Company. New York: 1884. Price, $5.00.
[G]The Cathedral Churches of England and Wales. Cassell & Company. New York: 1884. Price, $5.00.
[H]Meditations on Life, Death and Eternity. By Johann Heinrich Daniel Zschokkè. Translated by Frederika Rowan. New York: Phillips & Hunt. Cincinnati: Cranston & Stowe.
[H]Meditations on Life, Death and Eternity. By Johann Heinrich Daniel Zschokkè. Translated by Frederika Rowan. New York: Phillips & Hunt. Cincinnati: Cranston & Stowe.
[I]Hand-Book of Bible Biography. By the Rev. C. R. Barnes, A.B. New York: Phillips & Hunt. Cincinnati: Cranston & Stowe. Price, $2.25.
[I]Hand-Book of Bible Biography. By the Rev. C. R. Barnes, A.B. New York: Phillips & Hunt. Cincinnati: Cranston & Stowe. Price, $2.25.
BY PROF. R. S. HOLMES, A.M.
We shall be careful in what we say to make no claim for the correspondence system of teaching, as against any other. We claim for it simply a place as a co-laborer in the work of education. Lest any one should be misled by any utterances we may have made, or may hereafter make, and think that here was cast up a royal road over which one could pass with flying feet to the goal of educational culture, and enter it, to find only a narrow path, rough, stony, and filled with difficulties, we wish to plainly state what we claim for this system of instruction. Lest any one should conceive that the need for university and college has passed, and that results can be obtained by a home correspondence-university course, as good or better than can be obtained from actual college residence, we wish to plainly state what we do not claim. It may place our positive claims in a stronger light, if we set them forth against what we do not claim, as a background. Accordingly, our first statements will be negatives, as follows:
1. We do not claim that the correspondence system of teaching is the superior of oral teaching;
2. Nor that it is destined to supersede oral teaching;
3. Nor that it has wrought or will work any revolution in educational methods;
4. Nor that it can compete with oral teaching, on anything like equal terms;
5. Nor that by this method, years of study in classroom, under able, living teachers are made unnecessary;
6. Nor that it uses newer and better methods of instruction than are used in the classroom;
7. Nor that it is freer from defects than other existing systems;
8. Nor that a class, school, college, or university, dependent for its entire work upon pen, paper and post, should be sought by the student in preference to established resident institutions;
9. Nor that it is without serious disadvantages, even to the student most favorably circumstanced;
10. Nor, finally, that it is able to teach all branches of study without other than postal facilities.
We might carry this line of disclaimer farther, but are persuaded that enough has been said to enable us to make our claims for the correspondence system, without danger of being misunderstood. Still further, we desire the power of voice and pen, as far as it may reach, to be felt on the side of the college and university. To all who can go to college, our word is most emphatically—go; and having gone, stay; let nothing come between you and the completion of the course. Still further, we will say to such as are so limited by circumstances as to feel unable to devote the requisite time, means, and presence, to a college course, “If possible, let not circumstance compel you, but do you compel circumstance, till the desired way shall open; and this though years be occupied in the struggle. The goal is worth the race.”
Here, then, we present what we claim for the correspondence system of teaching:
1. We claim that the majority of those who are likely to avail themselves of this system, are men and women of mature mind, and hence are able to make the very best use of whatever advantages are offered them;
2. That the majority of those who are likely to avail themselves of the advantages we offer, are actuated by an earnest purpose to obtain an advanced education, byanymeans which are available to them;
3. That wise direction through correspondence, by competent and experienced teachers, is calculated to produce better results than can be expected ordinarily from unaided individual effort;
4. That teaching by correspondence can be successfully applied to a course of study so wide and comprehensive that one who masters it will secure a culture that would be rightly called liberal;
5. That this system of teaching is therefore entitled to a place, as associate, in the ranks of the teaching systems of the age;
6. That as a system, it is no untried experiment, but has been so tested that it can point to tangible results with no fear of discomfiture if these results be examined;
7. That it requires determined effort, and calls for rigid self-discipline, to insure success;
8. That it tends to form critical habits of study;
9. That it tends to produce self-reliance, and to develop individuality in methods of study;
10. That it affords marked opportunity for deliberation, and so fosters the judicial habit in study;
11. That it tends to systematize and render methodical all habits, whether of study or of life;
12. That opportunities formal-applicationare reduced to a minimum;
13. That its possibilities are such as to warrant corporate effort to extend its advantages to those who would be otherwise deprived of any advanced educational opportunities;
14. That such a corporation is entitled to be called a School of Liberal Arts;
15. That it allows tests of the student’s acquirement, as rigid as can be desired by the highest standard of educational excellence;
16. That the student who has submitted to such tests, and successfully borne them, is entitled to the reward of a diploma and a degree;
17. Finally, that the corporation or institution which can prepare the student for such an ordeal is entitled to confer such diploma and degree.
The claims which we have now presented are sufficient to show the spirit and belief which have led to the incorporation of the Chautauqua University. We have attempted to state them logically, clearly, and forcibly. There is in them no element of disputation.
We appeal to a vast, an eager and earnest constituency. To know, only to know, is the earnest cry of multitudes of our fellows. Lament for lack of early opportunities, and consequent self-depreciation, is the undertow that sweeps to ruin the possibilities of many a life. High purposes and noble ambitions have been thwarted on life’s threshold by the cruel limitations of circumstance. Mistaken views of life’s best aims, in days when opportunities were possible, have been dispelled when the opportunities have long been left behind. To each of these classes the Chautauqua University brings the correspondence system of teaching, and says: for you, it is possible to supplement the lack of early years; for you, to realize your ambitions, even within the bond by which circumstance has bound you; and for you, in the new light which experience has given, to see other opportunities for obtaining that culture which, years ago, you neglected and passed by.
The Academy of Latin and Greek,Summer Term of Six Weeks.To The Chancellor of Chautauqua University:My Dear Doctor Vincent:It gives me great pleasure to be able to offer this summer, at Chautauqua, a course in Latin and Greek of unusual merit. Of the assistant teachers, Mr. Otto is already favorably known to our pupils of last summer, and to many correspondence students as an energetic and thorough teacher. Dr. Bevier will be a great acquisition for Chautauqua. He was graduated from Rutgers with first honors, having also during his course won honors in Latin and Greek at the inter-collegiate contest. After graduation he studied at Johns Hopkins University (which conferred on him the degree Ph.D.), and then continued his studies in Europe. He was a student at the American School at Athens, Greece, and is now an enthusiastic and successful teacher.Although our session in Latin last year began a week late, and we suffered from other disadvantages, I believe our numbers in Latin reached a total unparalleled in the history of Chautauqua.What was, however, especially gratifying, was the improved quality of scholarship manifested by students.For this summer we offer the following course:1.Roman Law(using the Institutes of Justinian) with information. Not only every lawyer, but every teacher of Latin to-day should familiarize “thon”self with Roman law, lying, as it does,at the base of Roman civilization.2.The Latin of the early Church Fathers.—Recent publication and discussion have rendered so prominent the influence of the early Latin Fathers on church doctrine thatevery clergyman, present or prospective, will do well to examine this question for himself.3.Comparative Philology.—(Every student preparing to enter either of these three classes should at once communicate with the principal, that there may be no delay at the opening of the session, in securing apparatus.)4.Plato.—Apology and Crito, Tyler’s Ed. (Appletons.)5.Cicero.—De Natura Deorum, Stickney’s Ed. (Ginn, Heath & Co.)6.Homer.—Odyssey.7.Virgil.—Æneid.8.Horace.—Chase’s Ed. (Eldridge & Bro’s.)9.Cicero.—Orations.10.Xenophon.—Anabasis.11.Cæsar.—De Bello Gallico(two hours per day).12.Beginners in Greek.Harkness’s Text-Book, last ed. (Appletons.)13.Beginners in Latin (three hours per day by the induction method).🖙 Latin students must have the “Hand-Book of Latin Synonyms.” (Ginn, Heath & Co.)I hope you will give us at Chautauqua zealous students, who will concentrate their work on Latin and Greek, but especially two classes:Teachersof Latin and Greek, and those who are absolutelyBEGINNERS. A clear-headed student who doesn’t know a word of Latin, can, by devoting six weeks to it, secureFIVE HOURSper day (BeginnersandCæsar) orONE HUNDRED AND FIFTY HOURSin six weeks—quite as much time as the average school gives in one year.It is thought that teachers of Latin and Greek will find not only the method of value, but also the inspiration which indubitably does arise when teachers gather.Your ob’t servant,Edgar S. Shumway, Principal.Rutgers College, February 23, 1885.
The Academy of Latin and Greek,Summer Term of Six Weeks.
To The Chancellor of Chautauqua University:
My Dear Doctor Vincent:
It gives me great pleasure to be able to offer this summer, at Chautauqua, a course in Latin and Greek of unusual merit. Of the assistant teachers, Mr. Otto is already favorably known to our pupils of last summer, and to many correspondence students as an energetic and thorough teacher. Dr. Bevier will be a great acquisition for Chautauqua. He was graduated from Rutgers with first honors, having also during his course won honors in Latin and Greek at the inter-collegiate contest. After graduation he studied at Johns Hopkins University (which conferred on him the degree Ph.D.), and then continued his studies in Europe. He was a student at the American School at Athens, Greece, and is now an enthusiastic and successful teacher.
Although our session in Latin last year began a week late, and we suffered from other disadvantages, I believe our numbers in Latin reached a total unparalleled in the history of Chautauqua.
What was, however, especially gratifying, was the improved quality of scholarship manifested by students.
For this summer we offer the following course:
1.Roman Law(using the Institutes of Justinian) with information. Not only every lawyer, but every teacher of Latin to-day should familiarize “thon”self with Roman law, lying, as it does,at the base of Roman civilization.
2.The Latin of the early Church Fathers.—Recent publication and discussion have rendered so prominent the influence of the early Latin Fathers on church doctrine thatevery clergyman, present or prospective, will do well to examine this question for himself.
3.Comparative Philology.—(Every student preparing to enter either of these three classes should at once communicate with the principal, that there may be no delay at the opening of the session, in securing apparatus.)
4.Plato.—Apology and Crito, Tyler’s Ed. (Appletons.)
5.Cicero.—De Natura Deorum, Stickney’s Ed. (Ginn, Heath & Co.)
6.Homer.—Odyssey.
7.Virgil.—Æneid.
8.Horace.—Chase’s Ed. (Eldridge & Bro’s.)
9.Cicero.—Orations.
10.Xenophon.—Anabasis.
11.Cæsar.—De Bello Gallico(two hours per day).
12.Beginners in Greek.Harkness’s Text-Book, last ed. (Appletons.)
13.Beginners in Latin (three hours per day by the induction method).
🖙 Latin students must have the “Hand-Book of Latin Synonyms.” (Ginn, Heath & Co.)
I hope you will give us at Chautauqua zealous students, who will concentrate their work on Latin and Greek, but especially two classes:Teachersof Latin and Greek, and those who are absolutelyBEGINNERS. A clear-headed student who doesn’t know a word of Latin, can, by devoting six weeks to it, secureFIVE HOURSper day (BeginnersandCæsar) orONE HUNDRED AND FIFTY HOURSin six weeks—quite as much time as the average school gives in one year.
It is thought that teachers of Latin and Greek will find not only the method of value, but also the inspiration which indubitably does arise when teachers gather.
Your ob’t servant,
Edgar S. Shumway, Principal.
Rutgers College, February 23, 1885.
The C. L. S. C. Correspondence Department, though not often heard from publicly, is doing an important work. Several hundred students are enrolled upon its books, and the work is being prosecuted this year with renewed vigor. An Illinois lady writes: “Having enjoyed and been benefited by the letters of my C. L. S. C. correspondent, I very much wish to continue that branch of the work this year. We followed no special plan, but the letters I received encouraged and strengthened me, and kept me from falling by the wayside. I love the C. L. S. C. and am proud to say I have gained for it some members. In my judgment the Correspondence Circle is grand, good and beneficial.” From New Hampshire comes the following: “I tender hearty thanks to the originator of the Correspondence Circle. The frequent letters of my two correspondents are a continual stimulus. The sympathetic words, the exchange of essays, the comparing of work done, I find very helpful, while the questions of my bright girl correspondent have led me to search for and find many items of information I should have otherwise neglected.” These and many similar letters received from members of the Correspondence Department show how helpful this work is proving to many isolated members of the Circle, shut out from all other means of communication with their fellow students.
From a circle in Connecticut numbering five members comes the suggestion that Local Circles be put in communication with each other, the correspondence to be carried on, of course, through the respective secretaries. There is no reason why a correspondence of this sort should not prove both interesting and valuable, as it will serve to increase the feeling of fraternity among local circles, give opportunities for the exchange of programs, the discussion of difficulties, and in other ways make the circles of practical benefit to each other.
Members of the C. L. S. C. or local circles wishing to join the Correspondence Department should report to the office of the C. L. S. C. at Plainfield, N. J.
The list of C. L. S. C. graduates in the Class of ’84 has been lengthened by the following names:
Communications intended for the “Local Circles” ofThe Chautauquanshould be sent directly to our office. Any circle which has not reported this year we should be glad to have do so at once.
Transcriber’s Notes:Obvious punctuation errors repaired.Page 388, “II” changed to “IV” (Class IV.)Page 389, “carniverous” changed to “carnivorous” (they have all the five senses, and are carnivorous)Page 398, “Fate” changed to “Gate” (Traitor’s Gate)Page 398, “Tewksbury” changed to “Tewkesbury” (in the field at Tewkesbury)Page 403, “ahd” changed to “and” (and have bought bonds)Page 405, “extirminated” changed to “exterminated” in two places (and their kind exterminated / the native fish are actually exterminated)Page 406, “extirmination” changed to “extermination” (extermination so recklessly begun)Page 406, “their” changed to “the” (the narrow, tortuous defiles)Page 407, “neans” changed to “means” (by artificial means)Page 408, “Mariner” changed to “Marner” (Silas Marner)Page 413, “Easer” changed to “Easter” (1. Essay—Easter.)Page 424, “make” changed to “made” (which has made Shaksperean skepticism almost respectable)Page 429, “with” added (two atoms of nitrogen have united with two atoms of oxygen)Page 429, “hydrogen” changed to “oxygen” (The formula Cu(NO₃)₂ … three atoms of oxygen)
Transcriber’s Notes:
Obvious punctuation errors repaired.
Page 388, “II” changed to “IV” (Class IV.)
Page 389, “carniverous” changed to “carnivorous” (they have all the five senses, and are carnivorous)
Page 398, “Fate” changed to “Gate” (Traitor’s Gate)
Page 398, “Tewksbury” changed to “Tewkesbury” (in the field at Tewkesbury)
Page 403, “ahd” changed to “and” (and have bought bonds)
Page 405, “extirminated” changed to “exterminated” in two places (and their kind exterminated / the native fish are actually exterminated)
Page 406, “extirmination” changed to “extermination” (extermination so recklessly begun)
Page 406, “their” changed to “the” (the narrow, tortuous defiles)
Page 407, “neans” changed to “means” (by artificial means)
Page 408, “Mariner” changed to “Marner” (Silas Marner)
Page 413, “Easer” changed to “Easter” (1. Essay—Easter.)
Page 424, “make” changed to “made” (which has made Shaksperean skepticism almost respectable)
Page 429, “with” added (two atoms of nitrogen have united with two atoms of oxygen)
Page 429, “hydrogen” changed to “oxygen” (The formula Cu(NO₃)₂ … three atoms of oxygen)