A REVIEW OF THE CHAUTAUQUA YEAR.
A very marked indication of the success of the Chautauqua Idea is the increase of imitations of our work; and this runs parallel with an increase of efforts to promote systematic culture among grown people. Dr. Samuel Johnson used to say that he did all his hard study when he was a boy, and he very properly lamented it. It is one of the strangest things in modern civilization that, except among a small body of professors and specialists, the world does its studying entirely in early life. If the chance to study, or the compulsion to study, be wanting in the first twenty years, the door is supposed to be shut forever. The Chautauqua movement tried to expose the folly of this method, and to show that persons whose education was neglected in youth may secure culture in middle life, or even in old age. History gave us examples enough; but Chautauqua has made thousands of new examples to illustrate the perfect practicalness of adult study. The success of Chautauqua has drawn general attention to the subject. A variety of plans for promoting the education of adults are coming before the public. We do not regard any of them as rivals; they will enlarge our public as well as make smaller centers of such culture.
The members of the C. L. S. C. who have gone with us over the subjects of this year will do well to look back over the road and see precisely what they have gone over. They will probably notice that their study and reading has not interfered with their regular pursuits and duties. They have been able to add these studies to their customary tasks and interests. It is a kind of gratuity, therefore, which they have received. It is so much in addition to other results of annual effort. They will further see that the amount of this study and reading is considerable. Good method has made odd minutes yield a bulk which would require weeks of consecutive and unbroken effort. The effect on the mind is better and more permanent because the study has been continued through a year. A college man of our acquaintance says that Professor Time does better work than any of his colleagues. Our C. L. S. C. members have had the instruction of Professor Time. Those who are finishing the course will do well to remember that they have learned how to learn without a living teacher. This is the best thing the C. L. S. C. has done for you—this helping you to study alone. A power of this sort ought to be cultivated and kept. The contents of any course of education should be small in comparison with the attainments which it renders possible. This large, broad, life-long self-education lies in the power to study alone without the fear of a master or the ordeal of an examination before one. This power colleges fail to give, and it is one of their weaknesses that they can not give it. When the taskmaster stopped, Samuel Johnson said that he stopped learning. We may doubt it, but in a sense Johnson was right. If any reader has acquired the power to go on alone by pursuing the course, he has a rare piece of wealth, a capital which may produce the widest and best culture.