While the kindergarten was imported from Germany, the university extension movement came from England. This movement, which was very popular about a decade ago, is decidedly now on the wane. Those forms of popular education which are distinctly American have shown themselves to possess the most vigour. There is one name which, above all others, is characteristic of these native institutions. It is Chautauqua. This is the old Indian name for a lake which lies very pleasantly situated in the State of New York, about two hours by train from Buffalo. The name of the lake has gone over to the village on its banks, the name of the village has been carried over to that system of instruction which was first begun there, and now every institution is called Chautauquan which is modelled after that system. Even to-day the school at Chautauqua is the fountain-head of the whole movement. Every summer, and particularly through July and August, when the school-teachers have their vacation, some ten thousand men and women gather together to participate in a few weeks of recreation and intellectual stimulation. The life there is quiet and simple; concerts and lectures are given in the open air in an amphitheatre which seats several thousand, and there are smaller classes of systematic instruction in all departments of learning. The teachers in special courses are mostly professors. The lecturers in the general gatherings are well-known politicians, officials, scholars, ministers, or otherwise distinguished personalities. For the sake of recreation, there are excursions, dramatic performances, and concerts. A few hours of systematic work every day serve as a stimulus for thought and culture, while the mutual influence of the men and women who are so brought together and the whole atmosphere of the place generate a real moral enthusiasm.
The special courses which range from Greek, the study of the Bible, and mathematics to political economy, philosophy, and pedagogics, are supplemented on the one hand by examinations from which the participators get a certificate in black and white which is highly prized among teachers; and on the other side, by suggestions for the further carrying on by private reading of the studies which they have elected. The enthusiastic banner-bearer of Chautauqua is still to-day one of its founders, Bishop Vincent. He has done more than any one else toward bringing harmony into the monotonous and intellectually hungry lives of hundreds of thousands throughout the country, and especially of public school teachers. And in this work the instruction, the religious strengthening, the instillation of personal contentment, patriotic enthusiasm, æsthetic joy in life, and moral inspiration, are not to be separated.
When Theodore Roosevelt, who was then governor of New York, spoke in the Chautauqua amphitheatre to more than ten thousand persons, he turned enthusiastically to Bishop Vincent and said, “I know of nothing in the whole country which is so filled with blessing for the nation.” And when he had finished, the whole audience gave him the Chautauqua salute; ten thousand handkerchiefs were waved in the air—an extraordinary sight, which in Chautauqua signifies the greatest appreciation. This custom began years ago, when a deaf scholar had given a lecture, and while the thundering applause was sounding which the speaker himself could not hear, Bishop Vincent brought out this visible token of gratification; and this form of applause not only became a tradition there, but also spread to all other Chautauqua institutions throughout the country. To-day there are more than three hundred of these, many of them in beautifully situated summer resorts, and some equipped with splendid libraries, banquet halls, casinos, and clubs. Some of these concentrate their energies in particular lines of learning, and of course they are very different in scope and merit. And nevertheless the fundamental trait of idealism shows through all these popular academies.
Among other varieties of popular instruction there are the attempts at university extension, which are very familiar. The chief aim is here to utilize the teaching forces and other means of instruction of the higher educational institutions for the benefit of the great masses. Often the thing has been treated as if it were a matter of course, in a political democracy, that colleges and universities ought not to confine themselves to the narrow circles of their actual students, but should go out and down to the artisans and labourers. But it was always asserted that this education should not consist merely in entertaining lectures, but should involve a form of teaching that presupposed a certain participation and serious application on the part of the attendants. And the chief emphasis has been laid on having every subject treated in a series of from six to twelve meetings, on distributing to the hearers a concise outline of the lectures with references to literature, on allowing the audience after the lecture to ask as many questions as it desired, and on holding a written examination at the end of the course. Any one who has passed a certain number of these examinations receives a certificate. In one year, for example, there were 43 places in which the University of Philadelphia gave such courses of lectures. The University of Chicago has arranged as many as 141 courses of six lectures each, in 92 different places. Other higher institutions have done likewise; and if indeed the leading universities of the East have entirely declined to take part, nevertheless the country, and particularly the West, is everywhere scattered with such lecture courses.
These lectures can be divided into two groups; those which are instructive and educate their hearers, and those which are inspiring and awaken enthusiasm. The first are generally illustrated with stereopticon pictures, the last are illustrated with poetical quotations. Here, as everywhere in the world, the educational lectures are often merely tiresome, and the inspiring ones merely bombastic. But the reason for the rapid decline in this whole movement is probably not the bad quality of the lectures, but the great inconvenience which the lecturers feel in going so far from their accustomed haunts. It is not to be doubted that very much good has come after all from this form of instruction. The summer schools have a similar relation to the higher institutions, but a much more thorough-going character; and while the university extension movement is waning, the summer school instruction is on the increase. First of all, even the leading universities take part in it, although it is mostly the second violins who render the music; that is to say, younger instructors rather than the venerable professors are the ones who teach. High school teachers and ministers often return in this way to their alma mater, and the necessity of devoting one’s self for six weeks to a single subject gives to the whole enterprise a very much more scholarly character. That interesting summer school which was held a few years ago in Cambridge is still remembered, when Harvard invited at its own expense 1,400 of the most earnest Cuban school teachers, and instilled in them through six long weeks something of American culture.
Again, and this quite independent of the higher institutions and of any formal courses, there are the institutions for free lectures. Indeed, there are so many that one might almost call them lecture factories. The receptive attitude of the American public of all classes toward lectures surpasses the comprehension of the European. In many circles, indeed, this is positively a passion; and the extraordinary plentifulness of opportunity, of course, disciplines and strengthens the demand, which took its origin in the same strong spirit of self-perfection.
A favourable fact is undoubtedly the high perfection to which the lecture has been cultivated in America. As compared with European countries, a larger proportion of lectures may fairly be called works of art as regards both their content and their form. The American is first of all an artist in any sort of enthusiastic and persuasive exposition. For this very reason his lectures are so much more effective than whatever he prints, and for this reason, too, the public flocks to hear him. This state of things has also been favoured by the general custom of going to political meetings and listening to political speeches. In Boston and its suburbs, for example, although it is not larger than Hamburg, no less than five public lectures per day on the average are delivered between September and June. In contrast to German views, it is considered entirely appropriate for lecturers on all public occasions to receive financial compensation; just as any German scholar would accept from a publisher some emolument for his literary productions. This is, of course, not true of lectures at congresses, clubs, or popular gatherings. In a state like Massachusetts, every little town has its woman’s club, with regular evenings for lectures by outside speakers; and the condition of the treasury practically decides whether one or two hundred dollars shall be paid for some drawing speaker who will give a distinguished look to the programme; or whether the club will be satisfied with some teacher from the next town who will deliver his last year’s lecture on Pericles, or the tubercle bacillus, for twenty dollars. And so it is through the entire country; the quantity decreases as one goes South, and the quality as one goes West.
All this is no new phenomenon in American life. In the year 1639 lectures on religious subjects were so much a matter of course in New England, and Bostonians were so confirmed in the habit of going to lectures, that a law was passed concerning the giving of such lectures. It said that the poor people were tempted by the lecturer to neglect their affairs and to harm their health, as the lectures lasted well into the night. Scientific lectures, however, came into popular appreciation not earlier than the nineteenth century. In the first decade of that century, the famous chemist, Silliman, of Yale University, attained a great success in popular scientific lectures. After the thirties “lyceums” flourished throughout the land, which were educational societies formed for the purpose of establishing public lecture courses.
To be sure, these were generally disconnected lectures, in which political and social topics predominated. Those were the classic days of oratory, when men like Webster, Channing, Everett, Emerson, Parker, Mann, Sumner, Phillips, Beecher, Curtis, and others enthused the nation with their splendid rhetoric, and presented to the masses with pathos that we no longer know those great arguments which led to the Civil War. The activities of later decades emphasized the intellectual side. Splendid institutions have now been organized for popular lectures and lecture courses in all the leading cities. Thus the Peabody Institute in Baltimore, the Pratt Institute in New York, the Armour Institute in Chicago, and the Drexel Institute in Philadelphia have come into existence. The catalogue of the lectures and courses which, for instance, the Pratt Institute announces every winter fills a whole volume; and nevertheless, every one who pays his annual fee of five dollars is entitled to take part in all of them. Every day from morning to night he may listen to lectures by men who are more or less well known throughout the country, and who come specially to New York in order to give their short courses of some six lectures.
The highest undertaking of this sort is the Lowell Institute in Boston. In 1838, after a tour through Egypt, John A. Lowell added a codicil to his will, whereby he gave half of his large income for the free, popular, scientific instruction of his native town. The plan that has been followed for sixty years is of inviting every winter eight or ten of the most distinguished thinkers and investigators in America and England to give cycles of six or twelve connected lectures. The plentiful means of this foundation have made it possible to bring in the really most important men; and on the other hand, for just this reason an invitation to deliver the Lowell Lectures has come to be esteemed a high honour in the English-speaking world. Men like Lyell and Tyndall and many others have come across the ocean; even Agassiz, the well-known geologist, came to the New World first as a Lowell lecturer, and then later settled at Harvard University. Up to this time some five thousand lectures have been held before large audiences by this institute. The great advantage which this has been to the population of Boston can in no wise be estimated, nor can it ever be known how much this influence has done for the spirit of self-perfection in New England.