of the English Bible was organized for a three weeks' session. The public program included a sermon by Phillips Brooks. heretofore known as the School of Languages closed August 28. The Chautauqua School was called the Summer Session of the Chautauqua College of Liberal Arts, which, during the winter, was giving instruction by correspondence. Professor Wm. R. Harper was made principal of the College of Liberal Arts in this year. The musical work was formally organized into the Chautauqua Summer Institute of Music. In 1889, the Chautauqua Institute of Music was organized as the Chautauqua School of Music and this department was distinctly improved. The season of 1890 opened July 1 and In 1888, the season opened July 3 and closed August 25. The schools were strengthened and the general program was rich in lectures by distinguished men and women, while social and economic questions were largely discussed. During the season of 1891 instruction in fifty-six subjects was offered by the various departments. American history and institutions formed the main subjects of the program, and many lectures were given by prominent university men. The season of 1892 opened June 30 and closed August 26. The educational department included the College of Liberal Arts, School of Sacred Literature, Pedagogical Department, School of Music, School of Physical Education, and special classes in fifteen subjects. A University Extension Conference was held from July 18 to 23 and was addressed by many prominent educators, among whom was Mr. R. D. Roberts, a representative of the Cambridge (England) Extension staff. In this year the name University" was felt to be misleading and likely to do harm rather than good to the work of Chautauqua. It was abandoned and the phrase "The Chautauqua System of Education" substituted. The American Economic Association met at Chautauqua August 23-26. This was the most prosperous season that Chautauqua had ever known. The season of 1893 opened July 1 and closed August 28. It was feared that the Columbian Exposition would prove a distraction from the work at Chautauqua, but its effect and that of the financial panic of the year did not retard advancement. The Chautauqua School of Expression was added during the season of 1894. The Clubs of Chautauqua were systematically organized and an attempt was made to provide for all classes and ages of Chautauqua visitors. The number of students in the summer schools showed a substantial gain. The season of 1895 opened June 29 and closed August 26. This year a new division of the department of instruction was made, the general program of the various clubs and the Reading Circle work being classed under the Assembly department and all the work of organized instruction, both at Chautauqua and by correspondence, was included under the collegiate department. William R. Harper was made principal of the latter, Geo. E. Vincent of the former. The six years from 1896 to 1901 witnessed a normal growth of all departments of Chautauqua. The length of the season has been maintained at an average of fifty-eight to sixty days. The attendance upon the summer schools has shown a steady increase. In 1898, the establishment of a Summer Institute under the auspices of the New York State Department of Public Instruction brought a large number of New York State teachers who have become a part of the Chautauqua constituency. In 1899, a regularly organized School of Domestic Science began its work on a systematic scale, offering courses which extend over six weeks. In 1901 the School of Library Training was established and met with instant favor, under the general oversight of Melvil Dewey. Among the distinguished visitors of this period may be mentioned President McKinley, Governor Roosevelt, the Earl and Countess of Aberdeen, President Eliot of Harvard, John Fiske, and Edward Everett Hale. The material equipment of Chautauqua has been gradually improved. A Boys' Club building has been erected, and a new Hall of Pedagogy put at the service of the schools. The handsome Hall of the Christ is nearing completion and the Girls' Club building is ready for this season. Many other minor improvements have been constantly made. The season of 1901, in point of attendance and financial receipts, was the largest in the history of Chautauqua; at times the capacity of the town was taxed to the utmost. But such pressure demands increase of accommodations. Over twenty new and commodious cottages are now in process of erection, and as many more are undergoing radical enlargement and renovation. On the whole, the last few years have been years of growth and extension. Chautauqua has successfully adjusted itself to changed conditions as they have arisen, and this policy, steadfastly pursued, will lead to still greater achievements. for Higher Education in the World A Practical Demonstration of American Genius in Adapting Educational RDINARY classification of educational institutions does not include Chautauqua; ; it occupies a field not covered by any other institution. While it does not profess to compete with or substitute itself for the college and university on the one hand, neither does it fall into the same class as the public school, high school, or normal school on the other hand. But it deals with the substance of things hoped for and achieved along the lines of higher education. Because of the number of persons it reaches Chautauqua is the largest institution for higher education in the world. The school and college population of the United States in 1900 was: Primary and Grammar. PAST. This means that of the grammar grade only one in twenty-two will get even high school or academy training. About one in six of the high school pupils, or one in one hundred and forty-five of the grammar grade, will go on to college. Only one in seventy of the grammar grade will get either college, professional school, or even normal school training. Chautauqua's mission is to bring as much of higher education to the multitude of young 16,062,894 and old out-of-school people as possible. CHAUTAUQUA'S RECORD. One hundred and fifty Summer Assemblies The Chautauqua Summer School was the earliest continuous school of the kind in the world, and has become the best known type of the summer schools which have been engrafted on the higher educational system of the United States. Over 260,000 readers have been enrolled have been modeled on the Chautauqua plan, as members of the Chautauqua Literary and hold annual sessions in every state in the and Scientific Circle since its organization; union. The attendance last year approxinearly three times that number (about mated one million people. 750,000 persons) have read parts of the Home Study Courses. There are over 40,000 graduates of the four years' course. Flourishing circles have been maintained in every state and territory, Canada, India, Mexico, South America, the Hawaiian Islands, the West Indies, Japan, and other countries of Europe, Asia, and Africa. Chautauqua circles have been the promoters of libraries for the people in all parts of the country. They have established lecture courses. They have been leading factors in town and village improvement and other movements for social betterment. Chautauqua has been justly called the mother of reading clubs; many of the active women's clubs have evolved directly from the Chautauqua Literary and Scientific Circle. PRESENT. Readers of the Home Study Courses. 25,000 Summer Assembly (including the 15,000 2,000 Total for one year . 42,000 THE KIND OF PEOPLE REACHED BY THE CHAUTAUQUA LITERARY AND Some extracts from thousands of similar personal letters on file at the central offices will indicate what Chautauqua means to earnest, aspiring people: WORK WHICH PAID. Becoming a member of the C. L. S. C. was one of the greatest opportunities of my life, for which I have never ceased to be thankful. To do the reading of the first two years required all my patience and perseverance, for I was a young mother then with two little ones to care for besides the home. Many a time I have set my open book before me while I washed my dishes. But it paid. Norwalk, Ohio. I am enjoying these readings more and more, my taste for solid reading is growing, and the help it has been to me cannot be told. My boys and I, they in the high school and I in the Chautauqua course, have enjoyed together the course in Grecian and Roman history. San José, California. I have always had such a dread that the children might look down upon the mother because her mind had been permitted to become cobweb-covered. There is little danger of that if the Chautauqua reading is faithfully done. North Dakota. At last I have finished the four years' course of reading and it has been the source of the greatest enjoyment. With my household cares and other interests it has kept me busy and I know that I have not done it justice, but I am glad it fell in my way when it did just as I was beginning my married life. Washington is not a literary place and it is quite difficult to get people enthused in any literary effort. I feel lost without this reading course and find it difficult to pick up books and read without some definite aim. Washington C. H., Ohio. I do my own housework with the help of my three little daughters, sixteen, thirteen, and nine years, who are in school, and I generally have eight in the family, so it takes some little effort to plan to continue my studies. I am very glad of the work, as it adds interest and satisfaction to my life. The thought of picking up a new idea takes off, a little bit, the keen edge of the hard day's work and makes you feel that you are not hiding the one God-given talent away, but are trying to make it one more. Springfield, Massachusetts. HELP TO TOILERS. I was born and brought up in a little log cabin on the Des Moines river in Iowa, miles from town, church, or school. I never had but three years of schooling in all my life, and received that in a primitive school whose sessions extended over only seven months in a year. My life has been hard and barren all the way, and sometimes I have felt very bitter about my toilsome life. I have finished the Chautauqua course, and it has done much to extract the bitterness and envy out of my heart. I can say that it has been the one bright spot in a life of poverty and toil. Evanston, Illinois. The four years' reading brought to me more mental and intellectual ability than all the reading of my life. Although I have been a poor, lonely, and solitary reader, I have continued to the end, and the comfort and blessing Chautauqua brought to me are unspeakable. Fort Lawn, South Carolina. Enclosed please find one dollar, the fifth and last instalment on course. Speaking from a purely financial standpoint, this is the best investment I have ever made. Monroe, Massachusetts. In sending in the papers for the four years' course of the C. L. S. C., the writer would like to give expression to the great pleasure he has taken in the work, |