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.