CRITICISMS.

[L]The What-to-do Club. A Story for Girls. By Helen Campbell. Boston: Roberts Brothers. 1885.

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

The “Chautauqua Literary and Scientific Circle,” with the general Chautauqua movement, has had its share of criticism. Its advantages have been pointed out, and sometimes magnified. Its managers have had their attention called to the dangers and defects of the system. Personally, I enjoy adverse criticism and the practical counsel which it has brought quite as much as words of praise, for praise may paralyze effort, while the goad of the critic is likely to stimulate both ingenuity and resolution.

The members of the C. L. S. C. have from the beginning been encouraged to express freely to the Superintendent of Instruction their dissatisfaction with either text-books or methods. As a result of this freedom, vigilance has been promoted, and many improvements have been from time to time introduced.

The aims of the C. L. S. C. are unique. The provision of text-books precisely adapted to these unique aims has been one of the ever-present problems. If our readers were children in the school room, and daily recitations were practicable, it would be easy to find suitable text-books on every subject in the curriculum. If these readers were chiefly high school or college graduates desiring advanced courses of reading, it would be comparatively easy to provide standard works written by specialists for specialists, and assuming on every page a large measure of knowledge already possessed by the reader. If it were the aim of the C. L. S. C. to study one subject at a time, and that for a long time, exhaustively, from its alphabet to its “last word,” it would not be difficult to find numerous text-books on that subject adapted to every variety of capacity and attainment.

The C. L. S. C. is not, however, designed for school children, nor for advanced readers, nor for specialists. It has enrolled but few names of members under eighteen years of age. Its members are “out of school.” It rejoices in thousands of college graduates, but these take up its readings not for advanced study as post-graduates, but to review under favorable conditions the scholastic studies of former years, and in some cases, perchance, to make amends for carelessness and superficiality during those years of unappreciated opportunity.

The C. L. S. C. is therefore a “school of reading at home” for college graduates who desire, whatever the motive, to review the college course, and for people who, having been deprived of early educational opportunity, desire by a general course of reading to place themselves in sympathy with the school and college world; to know something of the educational courses now being pursued by their children; to test their own powers by a survey of the varied field of letters, and thus by our four years’ superficial course of reading prepare for special studies further on. The C. L. S. C. aims to provide, therefore, first for the four years’ general course, and afterward for the special studies.

The scope of the four years’ course is the usual college curriculum. With this aim we began. To this aim we adhere. The success of the scheme in promoting intellectual quickening and activity has been attested by thousands who have tried it for several years.

Here lies the chief cause of our embarrassment. It is difficult to provide books precisely adapted to the needs of our peculiar constituency. The Superintendent of Instruction and the Counselors have felt this from the beginning. Heavy and elaborate books discourage a class which we are anxious to lure into the love of literature. Books too much abridged fail to satisfy more mature minds. Old books may be behind the times, or, although acknowledged to be standards, may not for the reasons above given be fully adapted to our readers. As for new books—every one knows how hard it is to secure them, and how easily a flippant criticism may destroy the confidence of the uninitiated in them. Notwithstanding these embarrassments we have tried to do our best, providing old books where the council could agree upon them, and new books where they seemed to be absolutely necessary.

It is not to be expected that any book, especially any new book, will meet with universal approval. As for criticism—well, who knoweth the ways of critics with the new books! Did not Samuel Taylor Coleridge say of Burke’s essay on “The Sublime and the Beautiful,” “It seems to me a poor thing?” Did not Horace Walpole call Goldsmith “an inspired idiot?” Did not Dr. Johnson pronounce Fielding a “blockhead?” Does not Hume affirm that “no page of Shakspere is without glaring faults?” Was not the manuscript of Thackeray’s “Vanity Fair” rejected because the critic to whom it was submitted pronounced it “without interest?”

Some books of the C. L. S. C. have excited unfavorable criticism—religious books by those who do not care to read religious books at all, and think it an impertinence to obtrude them upon the general reader; certain scientific books because “not up to the times,” or the critic being himself a scientific specialist is certain that the views of our specialist are “unsound.”

Concerning one of the books on the list, a correspondent says:

“It is useless—worse than useless; it is harmful. Its style is involved, obscure, bombastic, florid, ‘highfalutin’,’ diffuse, disfigured by straining after effect, by the effort for fine writing, and by many evil features carefully to be avoided.”

I do not quote the above as a specimen of classic English, but as indicating the temper of the writer, whose letter is accompanied by nineteen manuscript pages of closely written criticisms upon the condemned volume.

Concerning this same book, a high authority in English to whom it was submitted, has said: “It is a clear, compact, and readable statement of the laws and principles of speech.” A Boston writer of ability had said: “This little volume is the very best text-book for any one desiring to perfect himself in the laws and principles of speech. It is grammar, rhetoric and composition combined, and is doubly worth its price.” A Philadelphia critic had said: “A better treatise could not be placed in the hands of a student who has not been initiated into the intricacies which make prose composition an intolerable bore to the young.”

Other and equally strong commendations of this book might be quoted, commendations which were received from trustworthy authorities before it was placed on our list. I submitted the volume to one of the best literary critics in the country, who called attention to some errors which needed correction. Owing to the illness of the author, or for some other reason, his attention was not called to the corrections required, and therefore numerous minor defects, which would have been carefully remedied by its competent and scholarly author, appeared in the new edition. Dr. Johnson made six thousand alterations in the second edition of “The Rambler.” But for the oversight, for which I fear I must acknowledge myself responsible, the volume under consideration would have been thoroughly revised.

Many local circles have as leaders men of literary ability and scholarship who, prepared for such wise service by the humility which comes from years of educational experience, have pointed out these defects, at the same time fairly representing the true value of the book, and putting emphasis upon its admirable instructions which, by hyper-criticism, may have been lost sight of.

Concerning another book on the course, a critic says:

“As a close student of the classics for years past, I must say that I think there is very little scholarship displayed or employed in Prof. Wilkinson’s work on Greek literature.… Further, the arrangement is senseless, even harmful. Literature is a growth, and largely the reflex of the people’s life and thought. It must then be treated historically, and not in the topsy-turvy fashion of Prof. Wilkinson.”

The same writer proposed another series of works on ancient Greek literature, as a substitute for the two volumes of Prof. Wilkinson. The series he proposed, however, contained an amount of matter which would prove utterly discouraging to our readers and which would cost ten times as much as the more condensed work of Dr. Wilkinson. Besides all this, the work of Dr. Wilkinson meets the object of the C. L. S. C.

When one gets into the world of criticism, he finds himself among “doctors” who “disagree.” I have quoted one view of Dr. Wilkinson’s text-books, presented by our unknown critic. Now for another. Dr. Howard Crosby, of New York, a most finished scholar and close critic, and a judge of both English and Greek literature, says: “Dr. Wilkinson’s Greek course is clear, attractive, judicious in its treatment of the subject, and fills a valuable place in literature.” Of the second volume, the same scholar says: “The new volume is thoroughly attractive. It is fully up to the high standard of the other.” Such commendation as this sustained our earliest judgment of the works in question. Prof. Frieze, of the Latin Department of the University of Michigan, says: “I have not yet seen the ‘Preparatory Latin Course in English,’ though I was favored with a copy of the Greek. I have only to say that if the Latin equals the Greek it can not fail to be a contribution to classical culture both for classical and English scholars, of very great value. I have been delighted with a perusal of Prof. Wilkinson’s critical notices, his own translations, and his selections of the translations of others, and I sincerely congratulate him on the admirable style in which he has presented the matter, as well as the character of the matter itself, and the plan of the whole work.”

Prof. A. C. Kendrick, D.D., head of the Department of Greek in the University of Rochester, says:

“The plan of the work is quite unique, yet certainly adapted to the wants of a large and increasing class of young persons in our country. Its execution seems to me very felicitous; it is marked by the taste and scholarship which were to be expected from its accomplished author.”

Dr. Alvah Hovey, President of the Theological Institution, writes to Dr. Wilkinson:

“In these latter days I do not often read a volume through from beginning to end without omitting a chapter, paragraph, or sentence. But I have read in this way your ‘Preparatory Greek Course,’ simply because it is so instructive and captivating a volume that I could not persuade myself to pass over any word of it unread.”

The Rev. A. P. Peabody, D.D., LL.D., late of Harvard University, writes:

“I have looked through Mr. Wilkinson’s ‘Preparatory Greek Course in English,’ and am prepared to give it my warmest commendation. It supplies a need which is more and more felt from year to year, for two reasons, one for which I rejoice, the higher standard of culture that prevails in society at large; the other, inevitable, yet to me a subject of regret, the diminishing disposition on the part of well-educated people to study the classical languages.”

The BostonWatchmanadds to such commendations as the above the following testimony:

“The plan is an ingenious one, and is carried out with spirit. It need not be said that the fine literary taste and critical acumen of Prof. Wilkinson are shown to much advantage. Only by a fair trial can the practical worth of such a series be proved. We have found pleasure in reading the volume.”

In suggesting to Dr. Wilkinson the idea of this “After-school Series,” I requested him:

1. To give in two volumes the substance of what the college boy in his preparatory and college course would learn of Greek literature—not the language, but the literature;

2. To put into his books as far as possible the method and spirit of the college recitation room, discussing collateral topics, introducing biographical and classical incidents, and employing illustrations from modern life and literature; to put his individuality into the work, so that teacher and pupils might be brought into friendly relations, and thus something of the animation and enthusiasm of the recitation room be enjoyed by solitary students.

It is Dr. Wilkinson’s attempt to realize this idea that produces the impression upon one critic of the “uninstructive chattiness” of the author. To a man who has just spent eight years in the study of the classics, and who makes them a specialty, there may be some things in Dr. Wilkinson’s book which are not instructive; to people for whom the book was written, there is not an uninstructive page in the book. Perfection in the recitation room may not be possible. Qualities in theviva voceteacher which attract and delight and benefit one student may not so favorably impress, and may sometimes almost annoy, another. A member of the Circle writes (in reference, no doubt, to Dr. Wilkinson’s book): “One author frequently converses, as it were, with the reader, telling him in a friendly way of the many things he will relate after a while.… The book has caused the Circle to be ridiculed, and I could not think it was not without cause.”

I can readily see how a college graduate, just released from the recitation room, with lofty ideals of scholarship, and with really a vast amount of knowledge, might depreciate with a tone of contempt such a work as that of Dr. Wilkinson. I can see, too, how that smile of contempt from a scholar with local reputation might annoy and afflict less cultivated people belonging to a local circle who, devoted to an institution, are anxious that it and its text-books should receive the commendation of cultivated men. Just such commendation Dr. Wilkinson’s books have received. There may be now and then a slight tone of “chattiness.” There may be too frequent “forecasting of plan and purpose,” but on the whole the Professor’s work is admirably done, and has received the unqualified approval of our best students, men and women of the highest culture, eminent professors of Greek and Latin who fully understand and appreciate the aim of the author. I can assure my correspondent that there is nothing in Dr. Wilkinson’s books to cause the Circle or the books to be “ridiculed” by any true scholar.

A recent university graduate, and I have no doubt a brilliant scholar, writes:

“I wonder if it is safe to hint that, while the Chautauqua Idea is a noble and praiseworthy one, it is possible that the working out of the Idea may be defective?… When the members of the Circle read so faithfully the works prescribed, giving in many cases time that can ill be spared, it is but just that the very best should be given them to study, that alone will be of profit to the members, and help them to grow.”

The same writer pleads for “vigorous supervision by scholars and authorities on the respective subjects as the only thing that will enable the Chautauqua Idea to be carried out in a way that will help, and make them better and stronger in thought and life.”

This sentiment meets my heartiest approval. Indefatigably and conscientiously have the Superintendent of Instruction and the Counselors sought to do this very work for the readers who seek their direction.

It would surprise our friends to examine our budget of criticismsproandcon, from all classes of people; from public school teachers, college professors, ministers, post-graduates, classicists, scientists, so called “self-made men,” and people who, professing to know almost nothing, seek advice and offer counsel. We have diligently sought to profit by the things which have been said.

Our readers must see the difficulties which encompass us; the wide diversity of opinion concerning certain books, and the impossibility of securing works which will receive universal approval.

There are persons who do not believe in popular education at all. A recent correspondent, a man of immense wealth, wrote: “Mechanics and sewing women should confine themselves to industrial education, and not aspire to the knowledge of literature and art.” Would it be possible to produce works on literature and art for the people which a man of that type could approve?

An author of some pretensions, without much reputation in literary lines, tried to place a work of his own on the list of the C. L. S. C.in lieuof one on the same subject already adopted. Failing to win a place for his own, he proceeded in another book savagely to criticise the preferred volume. Would it be possible for this disappointed author to approve any book on his specialty that might be placed upon our course?

A certain youthful professor in an American college sneered at the idea of anybody enjoying the poetry of Homer or of Virgil unless he could read it in the original. Would it be possible for this literary fop to appreciate the books which seek to present the best thoughts of the old authors in classic English?

Dear fellow-student: Feel free to offer criticisms which may be helpful to the Board of Counsel. We do not modify our policy for every criticism received. But we weigh conscientiously and carefully all that is said in favor of or against the prescribed books. From year to year our course has been modified. I stand ready at all times to accept the best books; to abandon the best we have for anything better that may be placed within our reach. And as our experience broadens, helpful criticisms multiply, and authors understand our peculiar needs, we shall approach more and more nearly to the ideals which now shine above us.

Do not, I beseech you, fail to protest against false, querulous and impertinent criticisms, and against that hyper-criticism which delights in nothing so much as in pointing out faults and defects, losing sight of the great things in excessive eagerness to detect slight inaccuracies.

Remember that no book is placed upon the course that does not have the personal approval of the best critics, and remember, moreover, that it will never be possible to provide a book which is above criticism. As one of our Counselors writes:

“Good books have always been criticised upon some points adversely. Plato freely criticises Homer. Quintilian criticises Cicero. Cicero criticises Demosthenes. Addison criticises Milton. And in each instance no doubt real faults were pointed out. The most enlightened French critics used to pooh-pooh Shakspere. They did likewise with Dante.”

College students, with all their admiration for the professors under whom they moved through four years of study, have some foibles and defects to report and laugh at; but on the whole they honor the men who made them and led them. The authors of our text-books are our professors. On the whole they have done their work well. It is proper to note their faults and avoid them, but in defending them, and in being proud of them, and in rejoicing in the course of reading which they have provided, we have the endorsement of wise, scholarly and experienced educators.

Finally, let us learn the characteristics of the true critic, and according to the measure of our ability let us seek to possess them:

“A critic must have breadth, accuracy, sympathy, reverence, and love. He must have no partialities, and no aversions. He must not be captious, but just.”

First Week(ending June 8).—1. “The Mechanism of English,” inThe Chautauquan.

2. Sunday Readings for June 7, inThe Chautauquan.

Second Week(ending June 15).—1. “Easy Lessons in Animal Biology,” inThe Chautauquan.

2. Sunday Readings for June 14, inThe Chautauquan.

Third Week(ending June 22).—1. “Home Studies in Chemistry,” inThe Chautauquan.

2. Sunday Readings for June 21, inThe Chautauquan.

Fourth Week(ending June 30).—1. “The Heart Busy with Things About Us,” inThe Chautauquan.

2. Sunday Readings for June 28, inThe Chautauquan.

1. A Review Lesson—The History of Alexander.

2. Selection—“The Prayer of Agassiz.” By Whittier.

3. Reading—Story of “Perseus.” From “The Heroes.” By Charles Kingsley. [See “Talk About Books,” inThe Chautauquanfor May, 1885; also poem in present number.]

Music.

4.Conversazione—The Cause of the Trouble between England and Russia.

5. Selection—“Davie; an Epistle to a Brother Poet.” By Burns.

6. Critic’s Report.

1. Selection—Alcibiades. From “Plutarch’s Lives,” or from “The Young Folks’ Plutarch.”

2. A Paper on Our Local Birds.

3. Recitation—“Pegasus in Pound.” By Longfellow.

Music.

4. Essay—Alchemy. [Beside giving definition and history, allusion might be made to its introduction into fiction. See Goethe’s “Faust,” Scott’s “Kenilworth” and “Antiquary,” Bulwer’s “Last Days of Pompeii,” Hawthorne’s “Birth Mark,” Hoffman’s “Sand Man” in “Weird Tales,” and many other works which these will suggest.]

5. A General Talk on the Rebellion in the Canadian Provinces.

6. A Paper on Richard Grant White.

Music.

1. A Paper on the Practical Education of American Girls.

2. A Character Sketch—Louis Agassiz.

Music.

3. Selection—“The Tragedy of the Night Moth.” By Carlyle.

4. A Sketch of “Edie Ochiltre,” the Beggar in Scott’s “Antiquary.”

Music.

5. Essay—The Parthenon; its History, Description, and Scattered Remains.

6. A Talk on Alaska.

Music.

1. A Report Presenting a Summary of the Year’s Work.

2. Selection—“Song of the Greeks.” By Thomas Campbell.

Music.

3. Essay—Science and Art in Housekeeping.

4. Recitation—The Dinner Hour. From “Lucille,” Part I., Canto II., 23d and 24th stanzas.

Music.

5. A Paper on Schliemann’s Researches in Troy.

6. A Half-hour Good-by Social.

The following suggestions are also offered for the closing exercises:

A C. L. S. C. banquet followed by toasts.

A luncheon party and charades.

Readings connected with any part of the year’s work, illustrated by tableaux.

An evening of games, such as “Characters” or “Twenty Questions,” in which one of the company selects a character or an object, and is then to be questioned by all the rest until they find out what he has in mind. The questions must be asked in such a way that the reply can be “yes,” “no,” or “I don’t know.” The company who can not guess rightly before the twentieth question is to be considered dull.

“Throwing Light” is also interesting. One of the party begins to tell a story, concealing all names. When any one thinks he knows what it is about he raises his hand, takes up the story, and goes on with it until a third is enlightened and proceeds with the narrative, and so on until it is evident to all in the room.

“We Study the Word and the Works of God.”—“Let us keep our Heavenly Father in the Midst.”—“Never be Discouraged.”

1.Opening Day—October 1.

2.Bryant Day—November 3.

3.Special Sunday—November, second Sunday.

4.Milton Day—December 9.

5.College Day—January, last Thursday.

6.Special Sunday—February, second Sunday.

7.Founder’s Day—February 23.

8.Longfellow Day—February 27.

9.Shakspere Day—April 23.

10.Addison Day—May 1.

11.Special Sunday—May, second Sunday.

12.Special Sunday—July, second Sunday.

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

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

15.Commencement Day—August, third Tuesday.

16.Garfield Day—September 19.

The great value in doing solid reading is that it enhances the value of all other experience. A member of the class of ’87, writing fromRome, Italy, says: “I think the course for this year particularly interesting, especially for our party, which is to spend the spring months among the ruins of that noble capital, Athens.” The reading our friend has been doing has recommended itself to her foreign friends, who have made many inquiries about the course of reading, even wishing to be enrolled as members of our great Circle. The teacher over seas, like the tourist, finds benefit in the work. A member of the class of ’83, writing fromBulgaria, says: “The time from six to seven in the morning is all that I can spare from my other work, but it makes the day brighter to begin it in this way, and so I read and study and think, and get charming glimpses of home circles.Next yearI mean to have a circle here, and hope to know enough of the language to put some of the best things into Bulgarian.”

On the home side of the Atlantic, circle life seems to be vigorous and growing. The organizations of past years hold to the work, and many new fields are opened monthly. AtBrockville, Ontario, the “Island City” branch of thirteen members was organized last October. A simple but very effective method of work has been followed, that of appointing examiners on each subject, different members being appointed from time to time, so that all may be kept interested. They have had for president a college graduate to help them over tough places in their classics, and a practical chemist is proving the marvels of chemistry to them.

Liverpool, Nova Scotia, sends an encouraging word of the progress of their circle, formed in 1883, and now boasting twelve active members. The plan for the evening’s work in this circle is very good. Introductory exercises of prayer, minutes of last meeting, roll call, responded to by quotations, and a select reading, precede the evening drill, which is an informal conversation on one or more of the C. L. S. C. studies, conducted by a leader.——We quite agree with our friend atNiagara, who thinks that Chautauquans ought to know that there are other places inOntariobeside Toronto where circles are doing good work, and that their town is one of them. If all the Ontario towns have as bright and brave circles as Niagara, we most certainly hope we shall hear from them. “In December, 1882,” so their history runs, “we formed a triangle, with angles of various degrees of acuteness or obtuseness, but did not commence work till January, and being three months behind time we found the work rather heavy, but in proof of our zeal can report that not one of us that year ever missed any of our fortnightly meetings. In October, 1883, we were joined by another member, not less acute, and ‘stood four-square to all the winds that blow.’ We expected to form a real circle, with all our angularities smoothed off, but find ourselves this year with the original three, but from sickness and other reasons have had our meetings sadlybroken in upon, so that we need to use our motto, ‘Never be discouraged.’ So far we have all enjoyed the work. We all lead busy lives, without our Chautauqua studies, but we hope that they will give to our lives sweetness and strength, and breadth and power. Many of us have done more reading each year than the course, but then such reading is apt to be desultory, and the fact of studying with others gives greater interest. We have generally kept the memorial days, and we all hope to visit Chautauqua some time.”

A step has been taken in westernMaineto form a Chautauqua association.Auburn, Lewistownand adjoining towns have many members of the C. L. S. C. In March a meeting was held in Auburn, and after a banquet a motion was passed providing for an associated circle of all the C. L. S. C.s of Western Maine. True to the Chautauqua instinct, they are going to have a summer meeting.Maranocookis the chosen place, and June is the time. Western Maine Chautauquans have the hearty good wishes of us all for a delightful summer session. At their March meeting, these friends passed a just and appreciative resolution of gratitude to Chancellor Vincent for the happy thought that conceived the Chautauqua Idea, and the untiring and well directed zeal that has made it so efficient.——AtWoodfords, Maine, the “Arlington” circle of fourteen members held twenty-five meetings during the winter. Such zealous work justifies their claim that they possess the “enchanted number” for a circle. The Arlington proposes a parlor entertainment for a near day.

Greenland N. H.has two very strong Chautauqua organizations, the “Baketel” circle and the “Spare Minute Class.” Founder’s Day was celebrated with greatéclatby these warm admirers of Chancellor Vincent. A public meeting was held in the town hall, with exercises of song, recitation, reading and tableaux. The last tableau was so characteristic it deserves a description. It was “The Chautauquans at Home,” and represented the entire local circle and spare minute class at work. One was rocking the cradle and reading, another was at the ironing table with an open book, and several were sewing and studying at the same time. A happy close to the evening was a presentation to the honored president of the circle, the Rev. O. S. Baketel, of an elegant easy chair.

Among the senior circles it is pleasant to be able to count in that ofNorth Groton, N. H.The secretary says: “The ‘Angle’ has kept silent since 1882, thinking that only two was a small number to report as a local circle, yet all this time we have met at every opportunity, for reading and questioning. We had long wished for guidance in home study, and the ‘course’ was eagerly taken as soon as heard of. This year two earnest ’88s have joined us. With us ‘Chautauqua has come to stay.’ ‘For,’ as Dr. Vincent said at Framingham, ‘goals yet grander wait our winning on the mountains by and by.’”

And now we have a nautical circle. The first mate, so we imagine, has sent us notes from the log-book, running over their whole course. Perhaps their sailing may guide another crew: “We have read inThe Chautauquan, from month to month, many interesting reports from local circles, which have been like fresh breezes to our own sails. One would judge from reading thatsuccesswas stamped uponallmethods of circle work. We have thought sometimes that a part of the unwritten history of such work might be helpful. We suspect that—way back in the annals—some things were undertaken that did not turn out just right, and a few chapters from out that experience might save many a small boat from going to pieces in dangerous waters. In general, the ‘Vincent’ circle, ofWest Brattleboro, Vermont, has had fair sailing from port to port, set down on the C. L. S. C. line of travel. Four years ago a few of us began floating, not knowing enough ourselves of whither we were bound, to give a general invitation for ‘all aboard.’ At last, reinforced, we tried to go in two separate boats, which kept just near enough together, and just far enough apart, to render such a division of the crew unnecessary, to say the least. One year we failed to set sail soon enough, and came in late at every port. This year we make one crew, under one efficient captain, a few only compelled by circumstances, or preferring to go in their own little skiffs. October 1, 1884, we set sail, and made directly for the shores of Greece. Landing under the direction of two well chosen generals, we scattered to spy out the land, bringing in such reports as we were able, at the time appointed. On the evening of November 3d we gathered to do reverence to the memory of one who had wished us ‘Godspeed.’ About that time experiments in chemistry furnished us with illumination. Since the observance of that memorial day, we have known that we were still landed upon the shores of Greece, but reports concerning the country and its people, past and present, have been few, for finding ourselves in danger of forgetting, rather never having known, our ‘mother tongue,’ we have spent some time in practice of the ‘art of speech,’ and, loyal to our native land, we have observed some of its festivals, and repeated to each other words from those we all delight to honor.”

For faithful work few circles can exceed that inFranklin, Mass.The circle numbers sixty-six members, nineteen of them being of the class of ’88. Meetings are held fortnightly. Not one regular meeting has been omitted since October 1, 1883. The president, although pastor of a large church, has been absent but five times since the circle was formed—November, 1882. The work done at these meetings is solid review of past readings. “Founder’s Day” was observed by accepting an invitation from the “Star” circle,Foxboro, Mass., to visit them and engage in a “Question Match” on Greek History, after which a bountiful collation was served, and a social time enjoyed by all. Each heart felt grateful to Chancellor Vincent for the C. L. S. C.——AtRockport, Mass., the circle has fallen from fifteen to five, but the five faithful seem to enjoy their work too well to need any commiserating. They are so interested in their studies they actually don’t realize they have grown smaller—a method of taking things which removes the stings from all falls in fortune. The “Granite” circle turns each alternate meeting into a Round-Table, and finds that the plan works capitally. The circle is anticipating the pleasure of going in a body to Framingham Assembly this summer.

Massachusettsis the banner State again. AtCochesetttwenty-four members form a circle of “Plymouth Rocks.” The Longfellow memorial was their first experience with special days; a successful experiment, too, we judge, for they have decided to continue the plan for the remainder of the year. Cochesett is an Assembly offspring—a child of Framingham, which gave the first interest to its zealous founder.——The “Philomaths,” ofNew Bedford, send greetings to all our fraternity. Since their reorganization in October the circle has resolved itself into groups of six or seven, which hold weekly round-tables for thorough study.——It is wonderful what enormous interest some circles get on their investments. Here is the “Bryant,” ofWorcester, Mass., actually making 100 per cent. in less than two years. In the fall of 1883 they began with twenty members, to-day they number forty. Is it far-fetched to attribute something of their success to the “question basket,” which forms an important part of their program?——The “Alphas,” thirty-two in number, ofAttleborough, send us some capital hints for our programs. At a Greek evening recently, ten of their number were selected to give brief descriptions of Greek heroes—the rest of the company guessed the hero described. A half hour was also spent at the Mardigras, and a friend, fresh from the carnival scenes, described his experiences among the merry masqueraders. At an hour of electrical experiments a very happy device was exhibited recently before the circle. The electricity played over tin-foil, with grooves an eighth of an inch apart, and through a stencil-like arrangement showed to thesurprise of the circle the illuminated letters, “C. L. S. C.”——The Saturday Union, ofLynn, Mass., is doing most effective work for the Chautauquans of its vicinity, and a strong body of workers it has to serve. By a late issue we notice that there are in the city six circles, and the list of Chautauquans, which appears with their residences in the same paper, includes 114 names. This “goodly companie” has given a course of lectures this winter; the seventh in the course was on “Electricity”—and by a lady who, we are happy to say, illustrated her talk by apparatus of her own making. Our Chautauqua women! How proud we are growing of their ability, their pluck, their womanliness!——North Brookfield’scircle has recently been favored by a poem on “The Chautauqua Idea,” also by a woman.——It would be unjust to allow a mistake, which found its way into last month’s “Local Circles,” to go uncorrected. At the Longfellow celebration held by the Chautauquans of Boston and vicinity, there were five hundred instead of fifty persons present.

The treasurer of the “Hall on the Hill” to be erected at Framingham this year, paid a well deserved compliment to the “Clio” circle, ofProvidence, R. I., when he said that he wished there were more circles like the “Clio.” These energetic friends took Chancellor Vincent at his word last summer, when he promised to lecture for any circle which would pledge $200 to the “Hall on the Hill.” They raised the money, had their lecture, and are satisfied. Their hard work seems to have only whetted their intellectual appetites, for they have had a long list of brilliant talks by distinguished men in addition to regular circle work. By the way, the New England branch of the class of ’87 was to hold a meeting in Providence in April, and the “Clio” was to act as hostess. What was done? A Providence neighbor of the “Clio” is the “Channing” circle of twenty-five members. We notice that these Providence friends use a very pretty and appropriate heading on their letter paper. At the top of the sheet, in the corners, appear the names of president, vice president and secretary, and below “Headquarters of the Channing Circle of the C. L. S. C.”

A party ofDanbury, Conn., Chautauquans went abroad one night not long ago to see “Athens in the Golden Age.” A delightful time these tourists had. They made the passage of the Mediterranean Sea, and at Athens visited the Acropolis, went to the Areopagus to listen to Pericles, called on Xantippe, and did a hundred more interesting things, at last coming home via “Plymouth Rock.” The “Nestors,” however, do much beside travel. They have an excellent method of working the question box, which is an inevitable part of their program. The questions are gathered just before adjournment, and shuffled, each member drawing one. The first exercise after roll call at the next meeting is the answering of these queries. The imaginary trips which our Danbury friends like so well, the “Alpha” circle, ofNorwich, makes a part of each evening’s work. When they journeyed from Boston to New York they went with Howells in a “Sleeping Car.” They have lived over, on paper, all the preparations for the trip abroad, the life on the steamer, and have done the sight-seeing of the British Isles. These tourists have enlivened their travels by many a happy device. Once it was aconversazione, and again, in preparation, perhaps, for their visit to Athens, a pronouncing match on Greek proper names. What wonder they have had a phenomenal growth! Last year there was not a circle in Norwich, now there are six. When the “Alpha” organized last fall, it was with eleven members, to-day they have fifty. Nothing to be surprised at, perhaps. It seems to have been “good growing weather” for the C. L. S. C., throughout New England.——Meriden, Conn., has had the common experience, the circle having increased to sixty-six members. They have found the key to the mastery of the Greek names and chemical terms. The pronouncing matches have unlocked the doors and the fortunate Meridenites are able to talk glibly on their Grecian rambles. A second circle, “Hanging Hills Class,” was organized last fall in Meriden. It has grown to twenty members, who are doing superior work. This class observed Longfellow’s Day appropriately. The ’89 outlook must be very promising in Meriden.——“A small twig of the great New England branch,” the “Endeavor,” ofStratford, calls itself, and a healthy fruit-bearing twig, if small, we should call any circle that can double its membership, as it has done, in less than a year.

A splendid move has been made by the Chautauquans ofNew York City. The circles had never united there for public work until, April 9th, after a deal of planning and much labor the various local circles in the city, with one fromJersey City, held a public meeting at the Broadway Tabernacle. Chancellor Vincent was secured to deliver the address. A large and enthusiastic audience, numbering about 1,200 persons, was present. “School after School, or the Every-day College” was the theme of the address. The friends who had prepared the meeting were more than jubilant over the way the interesting lecture “took” among their guests, and declared that though some of them had long been members of the C. L. S. C. all of them received new vistas of the work. After the lecture the Chancellor held a reception, at which the members of the following New York circles were received by him: The “Garfield,” “Irving,” “Unique,” “Spare Moment,” “Central,” “Park Avenue,” and the “Round-Table,” of Jersey City.——Brooklynhas a “Pierian” spring, at which twenty-five devotees of the muses “drink deep” and joyously. Essays, debates, recitations, quizzes, poems, and chemical experiments are the draughts these friends draw from their well. So happy are they in their festivities that another year they hope to see a sister welling up by their side.——AtRandall’s Island, New York City, there is one of those steady, hard-working circles, which by their fruits so favorably impress the people who watch them. The “Excelsior” has been in existence for two years and has a roll of seventeen persons. A program full of good points is carried out at their regular sessions, which are interrupted only by Memorial services. The secretary finds, he writes, that the influence and example in regard to Chautauqua work is shown by an increased attendance and membership.——When circles increase in geometrical ratio—and a little over—year after year, it is not strange that a time should come when the leader inquires “Whatshallwe do?” AtGlens Fallsfour graduates, eleven ’86s, twenty-three Pansies, and fifty-nine Plymouth Rocks—ninety-seven in all—form the circle. It is an unwieldy number to study together, but, writes the secretary, “We are fearful that division into smaller circles will greatly lessen the membership. We are considering for next year this plan: We shall have our general meetings as at present and encourage the formation of sections for special meetings, making the leaders of the sections, together with the officers of the general circle, an executive committee.” The plan is good, and if the monthly joint meetings are made “state occasions,” there will be but little danger of the sections losing ground.——AtTroythe monthly meetings are conducted in an admirable way—not one of the least of the secrets of their success is their habit of sending out cards with the program, and some such stirring word as this:

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