We think we have made sufficiently plain the possibility of success in teaching a language by correspondence. The reasons seem to us conclusive. That which remains to be said is even more potent. After all thinking, reasoning and objecting is done, after all testimony for or against has been received the established fact remains, successful teaching of languages, ancient and modern, by correspondence alone, has been done within the years just past, is now being done, and will be yet more effectively and widely done with each advancing year.
In support of these statements, which we believe are true, we present a testimonial from an experienced teacher, who has been and is a member of the College of Modern Languages in the Chautauqua University. It is as follows:
“I have been a member of the German class in the Chautauqua Correspondence School of Languages for two years, and I consider this plan of study, including the six weeks’ instruction each year at Chautauqua, superior to any other. The method is not only more comprehensive, it also advances the pupil much more rapidly, makes him more thorough, broadens his culture, enables him to become familiar with history, with literature, with art, and better than all, teaches him how to acquire knowledge.”
We add two statements of fact which can be verified as proofs of popular opinion regarding correspondence schools:
First—That the Director of the Department of New Testament Greek in the Chautauqua School of Theology has students to the number of almost four hundred who rely for instruction entirely upon correspondence lessons.
Second—That the Dean of the Department of Hebrew in the same institution has under instruction by the same methods, in the different enterprises with which he is connected, about seven hundred students. Could there be anything more significant?