C. L. S. C. Literature.
Among the many notable features connected with Chautauqua work, not the least is the influence of the C. L. S. C. on the educational literature of the times. Book making of a peculiar sort, to meet a special demand, has been one of its results. It is a maxim of commerce that whenever there is a demand there will be a supply to meet it. It is not strange that the supply did not exist at the beginning, for the demand, the want of a school of the people, such as the C. L. S. C. aims to be, is without precedent in our history. Books for the public schools and academies lacked adaptability as well as attractiveness in many instances. The greater part of them were too elementary, being prepared for younger minds and those more advanced and mature were generally too special in their character, failing to give that “outlook” which figures so largely in the Chautauqua Idea. It had to be recognized that the mind of one grown to adult years, though perhaps no farther advanced in a particular branch of study than the boy at school, yet because of other development, experience and observation required that the subject be presented in a different manner. College text books were not suited to the needs of the student of this People’s College. They were often too deep and not wide enough, too much of the students’ sanctum to be suited to the fireside of the home.
A glance at the list of the Chautauqua text books, as they are found in the advertising pages of The Chautauquan, will suggest somewhat the extent and character of this feature. It will be seen that this literature is being published and sold by some of the best publishing houses in the country, and that writers and authors of high reputation have given their talent to meet this want. Let even the disinterested reader examine this list. They are sui generis. Wide in their range as the scope of the C. L. S. C. course, simple and attractive in the manner of treating the various subjects, yet philosophical and thorough in the best sense. They are the books that thousands, scattered here and there, thirsting for knowledge, have felt the need of without knowing they were attainable, and which were unattainable till this demand became focalized by the organization of the C. L. S. C. This new literature is therefore filling a wider sphere than the organization which called it into existence. Upon the table of many a professional man, and in many a home where there is not a desire to pursue a full course of study, these books find their way, by reason of the very peculiarities aimed at in their preparation. We do not speak here of the effect that such books is destined to exercise upon the writers of text-books for the schools and academies and colleges, nor of the quickening effect upon publishers to furnish a wide and varied range of books on all these and other subjects to meet the increased demand arising from mental appetites awakened by this course, nor do we venture to prophesy the dimensions to which this literary influence will grow. Mr. Bayard Taylor says that the literary bloom of the eighteenth century in Germany was largely indebted to the popular guilds of the “mastersingers” of preceding centuries. A great popular educational movement like the C. L. S. C. cannot fail to have a large influence on the popular literature of the future.
