3. Select and furnish your Chautauqua corner. Do not be too anxious to have it harmonize with other corners of the room. Put shelves for your books “required” and for “review.” On the lowest shelf pile THE CHAUTAUQUANS. On the wall put up the motto cards, the list of memorial days, the Chautauqua calendar, the photograph or engraving of the Hall of Philosophy, and such other Chautauqua views as you approve. Put up busts or engravings of the great leaders—Homer, Cicero, Dante, Milton, Goethe. Somewhere place a picture of Bryant, the earliest distinguished friend of the C. L. S. C. By gradual additions fill the Chautauqua corner with pictures and bookshelves, busts and mottoes, all in the line of your reading, until the other corners and the intervening walls shall be filled with reminders of Chautauqua and the world of literature, science and art it represents. And if somehow you can place on the wall that matchless engraving representing the great Master with his two disciples on the way to Emmaus, you will, in a sense, sanctify your room, and set forth most effectively, the aim, scope and spirit of the great Chautauqua movement. In such a room, or in such a corner, can students be solitary? 4. You will greatly increase your power by systematic habits. One may “read up” at any time, but the regular daily reading which renders unnecessary what is called “reading up,” is much the better way. It renders the work comparatively light; it makes the C. L. S. C. a help to other less congenial work of the day into which it falls like a refreshing shower. It forces life into a system which always expedites and lightens labor. It schools the will. It brings lower duties into proper subjection to the higher. It is every way better to do each day’s work as each day comes. Thus working alone, but systematically, one keeps the hand in and does not lose grasp, taste or delight. 5. Though compelled to work alone, make casual contacts with others afford opportunities for drawing them out, for finding out what they know, or for corroborating your own views. Ask questions. Elicit opinions. Start conversation. Try to tell what you know or think. Tell your children. Tell your neighbors. As you interest them, you set them in search of knowledge, which finding, they will later on report to you, and you thus give them a start in lines of self-improvement. 6. This setting others at work in quest of knowledge for you is a most practicable way of getting knowledge and doing good to the finders thereof. Write out ten different questions, and give one to each of ten young boys and girls of a high school, for example. They will ransack libraries, consult teachers, find out and report what you want to know, and be immensely helped by the knowledge found and the service rendered. Though alone, you need not work alone.