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