We answer the first easily. There is no relation between the University and the Correspondence Schools; the latter have ceased to exist as separate institutions. We answer the second easily, though this answer may seem to contradict the former. A member of the Correspondence Class in German is, and is not, a member of the University. Both answers are true. The separate existence of the Correspondence School has ceased, but its existence in the University as the College of Modern Languages continues.
Again, although members of the Correspondence School are thus in the University, they are not matriculated members, not having met the matriculation requirement. The faculty is unchanged. Dr. Worman directs the College of Modern Languages; Prof. Lalande the Department of French.
But the answers thus given do not meet the spirit of the questions. To do this we must review the history which has resulted in the Chautauqua University. The Chautauqua Summer School of Languages held its first session in the summer of 1879. It made no claim to originality. It was among the earlier of these popular schools, and has achieved an enviable reputation. It ranged itself from the outset on the side of the so called “new education.” It adopted the system of Pestalozzi, and announced to the world the opening of a school for instruction in language by the natural method. Six schools were organized with a brilliant corps of teachers. After the lapse of six years, it is the candid judgment of a careful observer, that better teaching has never been done on this continent than was done in that first session of the Chautauqua Summer School. The original heads of the French and German Schools still occupy their positions with honor alike to themselves and to Chautauqua, while the standard of excellence has never been higher than at the present hour.
The session of the Summer School lasted for six weeks. It early became evident that these six weeks must in some way be supplemented if the student was to make any lasting acquisition. To meet this necessity members of the school were advised to continue their work at home, and were assured that needed aid would be rendered by correspondence by their department professors. The attempt was made. It failed. The causes were numerous. There was the lack of the teacher’s presence, and of a bond of union. Professional duties claimed the teacher’s time. Acquaintance had been too brief to create even personal interest of teacher in pupil. The student had no incentive to persistent effort, there was a lamentable want of system, and the correspondence was irregular and unsatisfactory. It failed; but failure is not the end of Chautauqua enterprises. Another year witnessed another effort for an after-school course of study. One person was selected to receive all inquiries from the students, to forward them to the respective teachers, and to secure from the teachers prompt attention. This attempt failed; but failure brought yet deeper conviction that there were great possibilities in the after-school idea, if only a true method of work could be found. There were a few patient students who had persevered notwithstanding the difficulties. Something must be provided for them. After much deliberation a plan for Correspondence Schools was adopted. There was to be a regular course of study, lasting from October to July. Ten dollars was to be the annual tuition fee. Each professor was pledged to a definite amount of work, and each school was to have the benefit of the Chautauqua name; but there was no homogeneity. Each professor was independent of every other, giving attention only to the details of his own particular school, and with no interest save his own. The only benefit that could accrue to Chautauqua was a possible increase in attendance upon the Summer School.
The plan succeeded. For three years teachers and students have worked successfully. True, there have been disadvantages. French and German are living languages. Pronunciation is difficult even to one trained in language when aided by a present native teacher. Valuable as the lesson paper may be in helping to a knowledge of principles and translation, it can not speak, nor tell another how to speak. Yet it is plain that one who is correctly trained in principles, and can with rapidity translate, could easily master pronunciation when once in contact with the living teacher.
But notwithstanding these difficulties the schools have been successful. Good work has been done. The students have made notable progress; and some able to attend the Summer School, have speedily added to their foundation in principle the essentials of correct pronunciation. The problem was solved; but with its solution came another important question. Why may not all the subjects embraced in a college curriculum be taught by correspondence? To this there can be but one answer: There is no reason why any subject may not be so taught, except such as require the use of instruments and the performance of experiments; and for these good local instructors could be obtained. The next and logical step is the incorporation and organization of the Chautauqua University.
We have now reached a point where a comprehensive answer can be made to the questions which begin this paper. To organize the University, the professors identified with the Correspondence Schools were retained, while the schools themselves, which had achieved success by efforts of Chautauqua officials, and through the prestige of the Chautauqua name, were merged in Chautauqua’s crowning glory—the University.
Henceforth there are no separate and unrelated institutions, which professors shall control and direct as circumstances allow; but each is part of one grand institution, watched over and directed by its Chancellor, and managed through its central office. All this is effected without prejudice to any interest. The professor becomes the representative of an institution which will hereafter be known as the pioneer in the grandest educational movement of the century. The student, from an isolated class, is brought into relation with many other departments of study, with a curriculum which may end in a diploma and degree. All this has been possible only through the work which Chautauqua has accomplished. Not only has it been possible, but possible at a merely nominal cost. The little tuition charged has gone as an inadequate compensation to the faithful work of talented teachers. Chautauqua has received from these sources no pecuniary benefit. Here is a question for each student of the Correspondence Schools to ponder: Do I not owe something to the University in return for the advantages I have enjoyed, and to aid it in extending them to others? Here, too, is an anomaly: A University planning the largest educational work, without a dollar of endowment and with meager provision for necessary expenses. In addition to the former tuition fee of ten dollars there is required from all students, before entering, the payment of a matriculation fee of five dollars. Only those who have paid this fee are enrolled upon the University books. This explains the statement already made, that members of the Correspondence classes were, and were not, members of the University. There is no purpose to disturb the present status of the schools of French, German and English. Those who entered them under the previous arrangement are entitled to the benefits promised them. Should any student in these schools feel disposed to aid the work by the payment of the matriculation fee, proper acknowledgment will be made. It will not for the present year be required; but with the expiration of the year, when the obligation between student and teacher has been met, the University will assert its right to demand full conformance to its requirements by all who participate in its privileges. Professors will no longer be burdened with business details. All fees will be sent to the central office, and through it students will be introduced to their professors, and the University will enter upon a future of usefulness which no forecasting can express.