Tag Archives: Chautauqua Institution

A Tour of Chautauqua: The Teacher’s Retreat

23 Jan

Before there was a Chautauqua, there was a Teachers’ Retreat. The first meeting was formally named “The National Sunday School Assembly,” and it was held at Fair Point, New York on Lake Chautauqua in August, 1874. In years to come, people would refer to it as the first Chautauqua Assembly; but at the time, no one who attended the modest gathering of Sunday school workers could envision what it would eventually become.

John Vincent and Lewis Miller

John Vincent and Lewis Miller

That first assembly was a meeting to talk shop about Sunday schools. Attendees studied a “definitive” course of instruction, heard lectures on “subjects illustrative of the Bible,” and learned teaching skills. At the end of the three-week-long assembly, attendees took a written examination on Bible knowledge and Sunday school work.

In charge of it all was the Honorable Lewis Miller, a Sunday school superintendent from Akron, Ohio and Dr. John Vincent of the Methodist Church.

Dr. Vincent had long held the belief that Sunday school teachers must have appropriate training to be effective in leading their classes. As far back as 1864 he wrote a regular column in the Sunday School Journal, a monthly publication of the Methodist Church, advocating that ideal.

Banner for Sunday School Journal 1883


Together Dr. Vincent and Mr. Miller developed a plan to bring together a large group of Sunday school workers to study a proscribed course that included Bible lectures, ancient geography, and educational theory; and issue diplomas to those who passed a written exam based on the course work.

But it was Mr. Miller who is credited with the idea of holding the retreat in the woods, rather than in a city. He chose to convene the gathering in the Fair Point area on the shore of Lake Chautauqua in New York.

Old black-and-white photo of small boats on Lake Chautauqua off the shore of Fair Point with Point Chautauqua in the distance

Fair Point with Point Chautauqua in the background.


The main meeting place was out of doors where a platform had been set up in an open area that would eventually become Miller Park. Someone—maybe Mr. Miller himself—ironically called the gathering area the “auditorium” and the name stuck.

Blacdk and white photograph of several rows of flat plank wooden benches spaced outdoors among the trunks of tall trees.

The original Chautauqua meeting area


The Assembly opened on Tuesday evening, August 4, 1874, with a brief responsive service of Scripture and song, offered by Dr. Vincent. He later wrote about that memorable first meeting:

“The stars were out and looked down through trembling leaves upon a goodly well-wrapped company, who sat in the grove, filled with wonder and hope. No electric light brought platform and people face to face that night. The old-fashioned pine fires on rude four-legged stands covered with earth, burned with unsteady, flickering flame, now and then breaking into brilliancy by the contact of a resinous stick of the rustic fireman, who knew how to snuff candles and how to turn light on the crowd of campers-out. The white tents around the enclosure were very beautiful in that evening light.”

Old photo of of men and women in late 18th century dress, seated in Auditorium benches

An early photo of an audience gathered in the original Auditorium


The tents Dr. Vincent mentioned were erected at each of the four corners of the auditorium where the first Normal classes were held.

The Reverend Jesse Lyman Hurlbut described how the Normal Class was conducted with precision.

“At eight o’clock the teachers of the different section-classes were called together for a conversazione concerning the subjects to be presented to the class. At ten o’clock one session of the Normal class was held for an hour. At 1:30 was a report and review of the morning lessons; and at two o’clock another session of the classes. The classes—for while all studied the same lesson there were four sections—each met in a tent. . . . Students were expected to attend the same tent regularly, but the instructors were changed daily from tent to tent. But, in spite of the rules, students would watch to see where favorite teachers entered, and would follow them.”

Black and white photograph of men and women seated in the Auditoriam amid the trees

An early gathering at the original Chautauqua Auditorium


The examination was held on the last day of the two-week program. There were fifty written questions: twenty-five on the topics of Sunday school and teaching; and twenty-five on the Bible.

Black and white photo of the open-air Auditorium from the back. The audience benches have backs on and they face a raised platform stage.

A later photograph of the Auditorium on the Chautauqua Sunday School Assembly Grounds. Still in the open air, the bench seats now have backs on them.


Reverend Jesse Lyman Hurlbut wrote many times about the exam and how tough it was. Those “who passed the examination and received the diploma were not more than a tenth of those who attended the classes.”

The first year over 200 people sat down to take the fifty-question exam. After five hours of wrestling with the questions, 184 people completed the exam; but of those, only 142 actually passed the exam and received diplomas.

In 1875, the second year of the Assembly, 123 passed the exam; and two years later, more than 300 Sunday school workers received diplomas.

Each year the course-work expanded. By 1883 the teachers’ retreat offered lessons in languages, crayon sketching, paint, choir practice, clay modeling, sciences, as well as instruction in teaching different grades. A Ph.D. from Dickinson College delivered several lectures on psychology and taught practical ways teachers could use principles of psychology in their work. Almost every form of instruction for teaching was covered.

Black and white photograph of women standing at lab desks and shelves stocked with bottles and beakers

A Chautauqua chemistry class, 1885


The Teachers’ Retreat wasn’t just lectures and class work. Teachers attended concerts, competed in spelling bees, and compared notes while they mingled at receptions.

From year to year the subject matter expanded. By the time the Teachers Retreat celebrated its twentieth anniversary, the original premise of training Sunday school workers had become a small fraction of the Chautauqua University academic program.

In fact, the Teachers’ Retreat had evolved into a meeting of secular school teachers by 1885, as this ad in the Journal of Education shows.

1885 Advertisement from the Boston Journal of Education listing the program and benefits of attending the teachers' retreat.

Advertisement in an 1885 edition of the Boston Journal of Education


There was a practical reason for the Chautauqua Teachers’ Retreat to expand its offerings as it did. In the nineteenth century, Sunday schools were often the only education many American children received. Children who could not, for one reason or another, attend school, could regularly attend church; and it was there that many received their only instruction in reading, writing, and arithmetic, in addition to training in the Bible.

As its catalog of academic classes expanded, so did the student body. Enrollment in the teachers’ retreat doubled, then tripled. By 1918 more than 3,000 students were enrolled and the faculty numbered ninety instructors.

Black and white photo of a building with aa large front porch and gingerbread trim, set among tall trees.

Chautauqua Normal Hall as it appeared in 1895. The building was erected ten years earlier by the Alumni of The Sunday School Normal Classes.


Every year thousands of men and women left the Teachers’ Retreat and returned home with a new ideal of Sunday school work and an inspired plan for influencing others. Very quickly, Bishop Vincent’s office was overwhelmed with requests for information about the program and for teachers.

Newspapers helped spread the fame of Chautauqua. Click here to read an article in the New York Times published August 10, 1875, about the second Chautauqua Assembly.

Soon, “daughter” Chautauqua Assemblies were established in different parts of the country so more people could attend. By 1890 there were over 30 active Chautauqua Summer Assemblies, ranging from Southern California to Maine, from Canada to  England.

At the heart of each Assembly was the Teachers’ Retreat, where the best teachers learned their craft from Chautauqua’s visionaries and leaders, John Vincent and Lewis Miller.

A Tour of Chautauqua: A Healthy Body

8 Nov

In the middle of the 19th Century a new craze began to take hold on American college campuses. The new fad was a revolutionary form of physical exercise called gymnastics.

Image of a Chautauqua ExerciseClass in Physical Education 1913

A Chautauqua exercise class in Physical Education, 1913

German in origin, gymnastics spread in popularity and were ultimately integrated into college sports programs. By the end of the century, gymnastics training—as well as the concept of regular exercise for overall health and well-being—made the leap into public consciousness and became a popular concept in the lives of everyday Americans.

The founders of Chautauqua Institution saw the rise of public interest in physical education and knew the concept had a place at Chautauqua. Bishop John Vincent strongly believed that a healthy body was essential to a healthy mind and soul.

Quote from Bishop John Vincent: "Self-Improvementin all our faculties, for all of us, through all time, for the greatest good of all people--this is the Chautauqua idea."

Chautauqua had always offered plenty of exercise for visitors who wanted to be active. There were athletic clubs for men, women and children. Classes were offered in hiking and riding bikes; wrestling and fencing; swimming, diving, hurdle-jumping and golf.

Image of swimmers in the lake at Chautauqua Institution, 1908

Bathing at Chautauqua, 1908

Even their courses on gardening and horticulture emphasized the mental and physical benefits of growing orchard and garden crops.

Image of beginning riders posing with their bikes in the Bicycle School circa 1896

Beginning riders in the Bicycle School, ca. 1896

Image of shuffleboard players at the Chautauqua Sports Club about 1920

A leisurely game of shuffleboard at the Chautauqua Sports Club, ca. 1920s

With the nation’s growing interest in fitness and outdoor sports came an increased demand for trained teachers of athletics. Chautauqua Institution answered the call by establishing the Chautauqua School of Physical Education. The school focused on preparing teachers for placement at schools, universities, Young Men’s Christian Associations, and athletic clubs; and they were the first to give certificates to teachers in physical education.

Image of physical education students at the Chautauqua in 1896

Students at the Chautauqua Gymnasium, 1896

As usual, Chautauqua Institution offered the best instruction that could be furnished in several lines of athletics.

And, as always, Chautauqua assembled the country’s premier instructors for each area of specialty. Here, for instance, is a roster of the faculty during the summer of 1903:

Image listing the 1903 Faculty of Chautauqua School of Physical Education

Between 1886 (when the school was founded) and 1904 the school trained an estimated 1,200 to 1,500 physical education teachers from across the United States. In addition to the Normal Course, the school offered classes “suited to the needs of men, women, misses, boys and children.”

Image of Chautauqua Class in Physical Culture dated 1896

Chautauqua Class in Physical Culture, 1896

In other words, summer visitors to Chautauqua had ample opportunity to learn track and field, gymnastics, and virtually every other athletic technique from the country’s best instructors, assembled in one place.

Quote by Carrica Le Favre: To each spiritual function responds a function of the body. To each grand function of the body corresponds a spiritual act."

A unique aspect of the physical education training offered at Chautauqua was the melding of three different physical education systems.

  • The German gymnastics system was based on strenuous exercise performed on equipment such as pommel horses, parallel bars, climbing walls and rope mechanisms.
  • The Swedish gymnastics system focused on calisthenics, stretching and breathing.
  • And the Delsartean system integrated lighted physical exercise with artistic movement and relaxation techniques. The system was named for Francois Delsarte, who devoted his life to studying the laws of human motion, gesture and expression.

Together these three systems formed the school of physical culture. As students learned to master the different techniques, they often exhibited their skills in the Chautauqua Amphitheater.

Image of a gymnastics Class exhibiting in the Amphitheatre circa 1895

A Gymnastics Class exhibits in the Amphitheatre, about 1895

Chautauqua Herald Article dated July 19 1901 about a Physical Education Class exhibition

Click on this image to read a 1901 article from the Chautauqua Herald about a Physical Education Class exhibition

The Physical Culture exhibitions were extremely popular as a form of entertainment for summer Chautauquans. At the time, most people had never before seen athletes displaying skills with light devices such as dumb-bells, rings, poles, and Indian Clubs. As a source of entertainment, these displays were something of a phenomenon.

Image of a Physical Culture Class displaying Gymnastic Compositions 1890

But athletes didn’t demonstrate strength and skill alone. The Delsartean system stressed beauty of movement. Under Delsartean teaching it wasn’t enough for students to simply lift a dumb-bell in front of an audience; they learned to lift dumb-bells in prescribed forms that created pleasing compositions, all accompanied to appropriate music.

Image of a physical culture class using dumb-bells, 1890

Physical Culture Class using dumb-bells, 1890

Image of a physical culture class using gymnastic rings, 1890

A Physical Culture Class using rings, 1890

Image of a Physical Culture Class using gymnastic poles, 1890

A Physical Culture Class using gymnastic poles, 1890

Image of a Physical Culture Class using Indian Clubs 1890

Physical Culture Class using Indian Clubs, 1890

Perhaps the most popular portion of the program was the display of mastery of Indian Clubs. Indian Clubs looked something like modern-day bowling pins. They were often hollow with removable tops so sand or other substances could be inserted to give them weight. By swinging the clubs according to Delsartean rhythms and movements, men, women and children got an effective upper body workout.

Image of a man demonstrating an Indian Club Exercise

Image of a man demonstrating an Indian Club Exercise

Isabella Alden wrote about a public performance of Indian Clubs in her short story “Agatha’s Unknown Way.” She described the exhibition as “fancy club-swinging.”

Image of a woman demonstrating an Indian Club exercise

Demonstrations like the one Isabella described were extremely popular and drew large audiences, which is exactly what happened in “Agatha’s Unknown Way.”

Image of a woman demonstrating an Indian Club Exercise

In the story, the solo performer was a woman, which would have been very unusual at the time, and she certainly would have drawn a crowd. She also probably stimulated audience members to try exercising with Indian Clubs themselves.

Quote by Carrica Le Favre: "Who can know that we are beautiful, good and true if we do not show it forth through the instrument that is given us for that purpose?"

It would have been easy enough to learn how. By the turn of the century over 20 different best-selling books had been published on Delsartean techniques. People bought the instruction books and used them to practice the system of movement and exercise in the privacy of their own homes.

Other exercise-at-home books sold well, too, such as this Ladies’ Home Calisthenics book published in 1890.

Image of frontispiece from the book, Ladies Home Calisthenics published in 1890

In this book, push-ups, weight lifting, and club swinging exercises were modified for women in consideration of the restrictions on their movements caused by their corsets.

Image of woman holding hand weights and flexing her wrists in 1890

Hand Exercise from Ladies’ Home Calisthenics, 1890

Image of woman doing push-ups against a table in 1890

How to do push-ups, from Ladies’ Home Calisthenics, 1890

Women were expected to wear their corsets at all times, even while exercising; but at least one corset manufacturer, spotting the new exercise trend, advertised that women wearing their corset could “perform in comfort any exercise of physical culture.”

. . . . . . . . . .Image of corset advertisement showing woman holding hand weights from 1890     Image of corset ad showing woman riding a bike from 1890

The physical culture movement wasn’t just about lifting weights and swinging clubs. The Delsartean system had at its core a principle of movement based on art, relaxation, balance and the natural flow of breath. Over time, the Delsartean system expanded to address areas of “self-expression.” For example, some public speaking classes at Chautauqua adopted the breathing and relaxation techniques designed by Delsarte, as did courses on deportment and “self-expression.”

Announcement in 1901 edition of Chautauqua Herald announcing class in self-expression

Announcement of a new class at Chautauqua

In Four Mothers at Chautauqua Isabella Alden wrote about a Chautauqua class on relaxation that was founded on Delsarte’s principles. Grumpy Mrs. Bradford learned about the relaxation techniques after her daughter Isabel showed her a brochure about the class.

“‘Exercise that rests.’ I wonder what kind it can be? I’m sure I have exercise enough, but I must say I don’t feel especially rested. Why in the world do you want me to go and look on at those idiots twisting their bodies into all sorts of shapes? Look at this one trying to reach her toes without tipping over! I must say I have no patience with women who make fools of themselves taking such exercises. It is bad enough for silly girls to waste their time and money in that way.”

However, she had turned from her doorway and was allowing the eager Isabel to pilot her down the avenue toward the “School of Expression.” She continued to read, as she walked, and to make comments. “‘It is not the work we do, but the energy we waste when not working that exhausts us.’ Humph, much she knows about it! I never waste any energy.”

Yet perhaps there was never a woman who wasted more than did Mrs. Bradford. The trouble with her, as with many another, was that she did not know herself.

She read on: “‘Learn to relax, to let go—physically and mentally—to untie the fuss and worry knots.’ Yes, I wonder how? It’s easy enough to talk!” But the tone was less scornful; there was even a touch of wistfulness in it.

Isabel caught at the wistful tone and answered it.

“You wait, Mother, she will tell you how. She says she has been doing it a good many years, and has rested more tired women than she can count.”

And it was a fact that as soon as the teacher began to talk, to explain, to answer with ready comprehension and sympathy the volley of questions poured at her, to move that supple body of hers that seemed to have no more weight in it than a cork, and did her instant bidding with an unfailing ease and grace, Mrs. Bradford discovered what every member of the large class had done: that here was one body that was a willing servant, instead of a tyrant demanding from the jaded spirit impossibilities.

“You want to learn how to get a good healthy ‘tired,’ that will make rest a joy, and work that follows it a pleasure;” she said brightly, as if that was a very ordinary lesson easily mastered.

Mrs. Bradford, from listening with an air of endurance as one who had been smuggled in against her will, grew interested, grew absorbed in the genial flow of talk that was not a lecture nor a lesson, and yet was distinctly both. When she came to herself, and found herself standing with the others trying to reach her toes without tipping over—the precise effort that she had so sharply criticized—she did not know whether to be ashamed, and indignant at somebody, or to laugh. But fun got the upper hand, and she joined in the hearty laugh that was going the rounds at the expense of them all. After that, she forgot that it was a class, and a lesson, and that she was a middle-aged woman with dignity to sustain. For a full half hour she did that excellent thing for such women as she:  forgot Mrs. Bradford entirely.

Mrs. Bradford laughed outright, a merry laugh such as she had not in years relaxed sufficiently to give. The comic side of this strange morning was getting possession of her.

Next stop of our tour of Chautauqua: The Teacher’s Retreat

 * * * * *

Click here to read more about Four Mothers at Chautauqua.


Cover for Agatha's Unknown WayYou can read “Agatha’s Unknown Way”  for free! Click on the book cover to read Isabella Alden’s short story now.


You can learn more about the Delsartean system of Physical Culture by following these links:

Read about “the Philosophy of Rest” in an article that appeared in the August 1895 edition of The Chautauquan

Delsartean Physical Culture, by Carrica Le Favre (1892), available on Google Books.


Other sources from the period:

Physical Culture, by E. B. Houghton (1891)

Physical Culture, by Benjamin Franklin Johns (1900)

A Delsartean Scrapbook, by Frederic Sanburn (1890)

Gestures and Attitudes; an Exposition of the Delsarte Philosophy of Expression, by Edward Barrett Warman (1892)


A Tour of Chautauqua: Lectures and Classes

22 Sep

(Note: You can click on any of the images in this post to view a larger version.)

The Chautauqua Assembly had a modest beginning in 1874. It was originally conceived as a summer training program for Bible teachers; but from the start, the Chautauqua Assembly differed greatly from accepted Bible training of the time. At Chautauqua, Sunday school teachers gathered not in convention halls to hear reports and listen to speeches. Instead, they spent two or more weeks in the out-of-doors studying the Bible, attending classes, and collaborating together to create Sunday school lesson plans for use in churches across the country. From that modest beginning, the Chautauqua Institution grew and its mission expanded, as did its fame.

Report of a summer class on Robert’s Rules of Order, 1901

By 1885, when the twelfth annual Chautauqua Assembly was held, over seventy-five thousand people gathered—some for a day, some for a week and several thousand for the entire eight-week term of the Summer Assembly. While many still came to be trained and inspired as Sunday school teachers, others came to hear lectures and attend classes on the Bible, ancient history, science, and philosophy. They participated in experiments in chemistry, and studied the stars through telescopes. They learned languages of the world, including Hebrew, Latin or Greek; and received instruction in music and vocals.

Report of a Harvard Professor’s Lecture; 1901.

A remarkable element of the Chautauqua Summer Assembly was the level of course instruction. The best lecturers and teachers in the world came to Chautauqua. Renowned clergymen, famous statesmen, and college presidents lectured at the Assembly, as did Nobel Peace Prize winners and military heroes. Students with grade-school educations sat beside college graduates at lectures given by professors from Yale, Harvard, Cornell, Wellesley, Johns Hopkins and other prominent universities from the U.S. and Canada.

Chautauqua’s democratic culture extended beyond the classroom. The Reverend Jessie Lyman Hurlbut told of a woman who once said:

“Chautauqua cured me of being a snob, for I found that my waitress was a senior in a college, the chambermaid had specialized in Greek, the porter taught languages in a high school, and the bell-boy, to whom I had been giving nickel tips, was the son of a wealthy family in my own State who wanted a job to prove his prowess.”

1901 announcement of classes offered by a Princeton professor.

But not everyone was as open minded. Reverend Hurlbut also recalled chatting with a highly respected clergyman from England as they sat together at a hotel table. When he explained to the clergyman that their waiter was a college-student, working to earn money to continue his college coursework, the clergyman was offended. “I don’t like it, and it would not be allowed in my country. I don’t enjoy being waited on by a man who considers himself my social equal!”

Theodore Roosevelt

Theodore Roosevelt


The names of guest lecturers read like a Who’s Who of the time: G. K. Chesterton, H. G. Wells and George Bernard Shaw. Theodore Roosevelt attended four different years and when William Jennings Bryan took the podium, Chautauquans packed the Amphitheater to its utmost corners to hear him speak.

Lectures and classes were designed to educate and stimulate, to encourage Chautauquans to think globally and broaden their views. Students were urged to discuss lecture contents and ask questions so they had a full understanding of the issue or topic at hand.

06Chautauqua College

The Chautauqua College building.

The Chautauqua Summer Assembly was part of a wider Chautauqua system of education that included as many as eight different departments. Each department offered classes and lectures throughout the summer months of July and August.In July 1884 an individual could purchase a one-day admission to the Summer Assembly for 25¢. That admission cost gave them access to all lectures, classes and meetings except those conducted by the School of Languages and the Teachers Retreat. In August the cost of a one-day admission rose to 40¢.

Chautauqua Ticket, 1919

If you planned to stay longer, you could purchase admission for a week in July for $1.00, or $2.00 for a week in August. Or you could stay the entire summer term for $4.00.

Courses offered by the School of Business, 1901

Some special classes required a separate ticket. For example, 15 lessons in penmanship (including stationery) cost $2.50; a course in bookkeeping cost $3.00; 10 lessons in elocution cost $4.00; and 4 weeks of instruction in Hebrew cost $10.00.

Newsboys of the Chautauqua Assembly Herald

With so many available classes and so many activities to attend, Chautauquans had to schedule their days with precision. They mapped out their daily classes, lectures and activities by reading The Chautauqua Assembly Herald. This newspaper, published on-site every day but Sunday, listed the weeks’s offerings. It also gave an account of the speakers, meetings, and activities from the previous day. Eager Chautauquans took advantage of as many offerings as they could, often running from one event to another from 8:00 a.m. until 10:00 p.m.

Click on this link to view the July 29 and July 30, 1901 editions of  The Chautauqua Assembly Herald. On page 4 of each edition you’ll find a list of the week’s programs, meetings, lectures and classes.

11 Chautauqua Chimes 1924The Chautauqua Institution kept things running in a timely manner. Five minutes before the hour a bell rang, giving notice that the next event or class would begin promptly at the top of the hour. The sound of the bell usually resulted in a throng of people streaming out the door of one class in order to get to the next class on time. Bells marked the hour until 10:00 p.m. when the last night bell rang signaling quiet.

In Four Girls at Chautauqua, Flossy Shipley overheard a man say, as he ran past her, “Confound it all! Talk about getting away from these meetings! It’s no use; it can’t be done. A fellow might just as well stay here and run every time the bell rings. I heard more preaching today on this excursion than I did yesterday; and a good deal more astonishing preaching, too.”

An afternoon class in German, circa 1895.

With each passing year, the number of people attending the Summer Assembly increased, as did the number of schools and courses offered. For instance, in 1901 the School of Languages added Arabic and Assyrian to their offerings of French, German, Spanish, Latin, Hebrew and Greek. Students took classes in mathematics, oratory and expression, mineralogy and geology.

Art Lessons

There were classes in clay modeling and china painting, as well as classes in music and singing. Small cottages were erected in a far-away corner of the grounds where music students could practice their scales and exercises without disturbing their neighbors. One instructor wrote, “I am told that forty-eight pianos may be heard there all sending out music at once, and each a different tune.”

Cooking Class.

The School of Domestic Science attracted great attention. One instructor, Mrs. Emma Ewing, erected a model kitchen and taught ladies from all walks of life to make bread, prepare meals, and serve tables with refinement.

A class in Library Science, 1904

The Summer Assembly offered career training, as well. Students learned shorthand and typing, grammar and composition, library sciences and bookkeeping.

15 School for Library Training

Announcement of the School of Library Training, 1901.


Standing room only at an open air lecture. About 1896.

In the early years of the summer Assemblies, classes were held in tents but as Chautauqua grew, buildings were erected to accommodate students.

The majority of the lectures were held in the Amphitheater. Erected in 1897, it could hold 5,500 to 5,600 people; but some lectures proved so popular that the Amphitheater overflowed.

Chautauqua crowds listen to a speaker in an open area.

Other lectures were held in the park, or anywhere else that could accommodate large numbers of attendees. The subjects were widely diverse, covering a broad array of topics:

  • The Last Days of the Confederacy
  • Going Fishing with Peter
  • The Women of Turkey
  • The Physiological Effects of Alcohol
  • Ideals of Modern Education
  • Christian Life in the Modern World
  • Shakespeare as a Moral Teacher
  • America’s Leadership in World Politics
  • The Knights of King Arthur
  • Does Death End All?
  • A Study of the Lynch Law
  • The Juvenile Court
  • The Drama and the Present Day Theater
  • Beyond the Grave
  • The Artisan and the Artist
  • The Ideal of Culture
  • French Literary Celebrities
  • The One-Hundred Worst Books
  • A Dozen Masterpieces of Painting
  • Mountain Peaks in Russian History
  • Growth and Influence of Labor Organizations

 Click on this link to read the text of a lecture presented July 26, 1901 by Dr. P. S. Henson of Chicago on the topic of grumbling. (Yes, grumbling!) You’ll find it on page 3 of The Chautauqua Assembly Herald.

Isabella Alden was arguably the best chronicler of the Chautauqua Summer Assembly experience. The characters she created in her books represented the diverse people who attended the Assembly and their different social and economic walks of life. She also captured the varied topics and inspirational nature of the many classes and lectures the Summer Assembly offered.

Next Stop of our Tour of Chautauqua: Palestine Park


Writer Jenny Berlin

Faith, romance, and a place to belong

The Hall in the Grove

Author of Classic Christian Fiction

Isabella Alden

Author of Classic Christian Fiction

Britt Reads Fiction

Reviews and giveaways for Christian fiction and sweet, clean fiction. Bringing readers information on great stories and connecting authors with their readers.

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