American summer school, was placed under the patronage of such eminent men as Ernest Lavisse, the historian, member of the French Academy; Gaston Paris, member of the Institute and professor in the College of France; Armand Colin, the wellknown publisher; Gabriel Monod, editor of the Revue Historique, and certain ladies, Mmes. Victor Duruy and De Lacroix, and Mlle. Salomon, a director of the Collège Sévigné. The first season only about fifty men and women were enrolled for the vacation courses, but the zeal manifested was so great that the French Alliance was encouraged to continue the experiment. Five superior diplomas indicating proficiency were awarded to candidates from various countries, for example, Finland, Holland, Hungary, and Roumania. Seven elementary diplomas or certificates of faithful work were also conferred. The first season closed August 6, 1894.

The second season opened July 2, 1895, with attendance more than doubled, viz, 117, and continued until July 31. The courses had been early arranged in accordance with the expressed desires of the students in attendance the previous summer. The director of the work was M. Brunot, master of conferences at the Sorbonne and at the Superior Normal School of Paris. Thirteen superior diplomas were awarded the second season. Dutch, German, and Swedish candidates were most numerous. The growing international success of this interesting educational experiment moved the council of the French Alliance, in 1896, to arrange for two series of vacation courses in Paris, the first for the month of July and the second for August. Each of the two series included 26 superior-class exercises and 26 elementary-class exercises on the French language and literature (classic and contemporary), French style and pronunciation; 12 lectures on the institutions of contemporary France; 12 visits, under guidance, to see the museums, monuments, and works of art in Paris and vicinity, including an excursion to Rouen, and 12 evening conversational conferences for groups of 12 persons.

A more detailed statement of the first or July course of superior instruction shows that Professor Brunot gave 10 lessons or class exercises to a comparative study of the forms and syntax of French verbs and tenses in the seventeenth and in the nineteenth centuries. M. Thamin, a professor from the Lycée Condorcet, devoted 5 lessons to the French moralists of the second half of the seventeenth century. He considered especially La Rochefoucauld and the religious moralists, Protestant and Catholic. Professor Doumic, of the Collège Stanislas, gave 7 lectures on the life and work of Chateaubriand. Professor Berr, sociétaire de la Comédie-Française, gave 6 lessons in French diction and dramatic reading.

In the elementary course for July, 10 class exercises were devoted to French syntax; 5 to French classic literature, Molière and Racine; 5 to contemporary French literature, Dumas fils, Augier, Sardou; 8 to elocution and pronunciation. Students in both the elementary and superior courses were allowed to follow certain other courses in common, for example, an instructive series of 12 lectures on the institutions of contemporary France, with special reference to its political organization since 1875, its social life, and the system of national education. This course was given by the publicist, M. Chailley-Bert, secretary-general of the Colonial Union of France.

All students, whether in the advanced or in the elementary course, are allowed to join in the systematic visitation of the various museums, monuments, and works of art in and near Paris. Under special guidance, in 12 successive parties, the visitors saw the art treasures at the Trocadero, the Louvre, the Palace of Versailles and Luxembourg; also Saint Germain des Prés, Sainte-Chapelle, Hôtel Cluny, Église Saint-Séverin, Hôtel de Sens, Saint-Germain-l'Auxerrois, Saint-Eustache, Fontaine des Innocents, Église Saint-Paul, Hôtels Sully and Sévigné, and other good exemplifications of French civil and religious architecture of various epochs. There were special advantages for foreigners in these well-directed excursions in and about Paris. The art history of France was illustrated in proper sequence by the noblest object lessons.

The charges for all these privileges were very reasonable. A general ticket, good

for all courses, conferences, and art visitations, for both the July and August series, altogether about 200 exercises, could be purchased for 160 francs, about $32. A package of 25 coupons, good for any 25 exercises, could be obtained for 25 francs, or $5. A package of 52 coupons for 50 francs, or $10; or 78 coupons for $15.

At the close of each monthly series of class courses oral and written examinations were instituted and diplomas or certificates duly awarded. For teachers desiring good testimonials of ability to teach the French language in foreign countries, these official recognitions by French scholars in Paris must have some practical value. The tests made of candidates for the higher certificates were (1) a French essay upon one of two proposed subjects, for example: "What was the influence of the Pensées de Pascal upon French literature in the seventeenth century?" (2) An oral examination upon the history and theory of French grammar. The tests made of candidates for the lower certificates in the elementary course were (1) a French composition, for example: A sketch of the life of Molière; or an easy familiar narrative or children's story; (2) an oral examination on modern French grammar and on the elements of French literature. To the certificates is appended a note regarding the candidates' pronunciation of French. It is noteworthy that out of 31 successful candidates for the higher certificates in the summer of 1896, 5 were awarded to Americans. Thirteen superior candidates were men, 18 were women. Only 17 elementary certificates were awarded, 10 to men and 7 to women. Certificates of attendance were given to all students who were regular and faithful in their class work.

Of the 326 attendants upon the summer courses of 1896 only one person was French, a striking evidence of the missionary and international character of the enterprise. There were 137 Germans, 52 Americans, 41 English, 13 Austrians, 1 Cuban, 18 Danes, 2 Spaniards, 2 Finlanders, 1 from Haiti, 14 Dutchmen, 5 Italians, 1 Japanese, 7 Norwegians, 21 Russians, 12 Swedes, and 8 Swiss. The great majority were teachers. Of the total number, 166 were men; 160 were women. It is of no small importance to the good cause of extending French culture to other countries that in one season 48 persons, with diplomas or certificates from French masters, returned from Paris to their own homes, there to teach the French language and literature according to the most approved methods. American summer schools of French are losing their prestige and best patronage. Superior students and teachers are now going abroad to attend vacation courses in Paris.

Academic appreciation of the French Alliance and of its vacation courses at Paris is shown in the following remarks, July 2, 1896, in the grand amphitheater of the Geographical Society, by Gaston Paris, member of the Institute and professor in the College of France:

"The French Alliance in instituting the cours de vacances, which from their beginning have succeeded so well, desires to complete the work which it has pursued for the past thirteen years, a work to which we all, foreigners and French, bring our contribution. This work, as you know, is in no way political. It is wholly in the interest of civilization, and I may say of international fraternity. The idea is to extend as far as possible the knowledge of our language, considered, as it always has been and what we hope it always will be, the clearest, most practicable, and most familiar medium of conveying those ideas which bind together cultivated men in all lands. It is marvelous to see with what rapidity this idea has been grasped and with what warmth it has been welcomed. In countries the most distaut from France, the Alliance conuts to-day home centers of which the number and activity, when we happen upon them in the course of travel, surprise and move us profoundly. In the face of responses made so spontaneously and so cordially from all parts of the world to our appeal, we may be wholly unconcerned with the false interpretations that might be put upon our work, and continue it with that contidence which is inspired in us by so much cordial sympathy. The vacation courses, which now for the third time have just opened in Paris, will give to this work more solidity and establish its true character. Strangers who really desire to know not only the French language, but the environment in which it was formed, the litera

tures to which it has furnished expressions, the people whose genius is incarnated in it, could not be satisfied with mere lectures and lessons. They feel the need of coming to France, of living awh le among us, of breathing the air of Paris, which, like the air of Athens or of Florence, gives to the lips over which it passes an accent not elsewhere heard, that which the Romans called urbanity and which, ever renewed without ceasing to be the same, receives and translates the first, the lightest ébranlement of every evolution in our language, our thought and taste. But how many inquiring minds are kept far from us during the greater part of the year and are unable to visit Paris except at the time of their vacation, when all the courses are closed and when most of the Parisians themselves have left town? The Alliance receives every year from abroad expressions of regret and disappointment. Some of our best professors, the most enthusiastic friends of our cause, conceived the idea of devoting themselves and organizing for visitors a large intellectual hospitality during the summer vacation, up to that time so unfavorable to strangers. Thanks to these efforts, visitors who now come to us in the months of July and August will find not merely courses of instruction, but courses prepared expressly for them, in which the main task will be to explain and put in bold relief, in the study of our language, our literature, and our art, whatever is most attractive and interesting. So well thought out is this project that, at the close of the summer courses, a diploma, given under the best guaranties, will certainly be for those who carry it away a most valuable testimonial. Not to speak of the material service, however worthy of appreciation, which the Alliance renders to our guests in securing them board and lodgings, what shall I say of the art excursions, of those visits to the monuments under competent and friendly direction? Such visits will surely be envied by Parisians, to whom their own grand city is less known than it soon will be to our visitors who tarry but a few weeks."

M. Brunot, director of the vacation courses and master of conferences at the Sorbonne, in his opening address, July 2, 1896, said among other noteworthy things characteristic of the good work of the French Alliance: "We desire to make known, and I say it frankly, to make loved the language of France, its literature, its art, its genius. To that end one of the best means, although there are others which we ourselves employ, is that you should come and see France at home. You will thus make acquaintance, not with that pseudo France, often the only one that strangers know, which seems to be bounded by a boulevard and a racecourse, built on a café concert and a few pleasure resorts, which amuses with its folly les riches désœuvrés de partout, but rather with the true France, which works, which thinks, which creates without ceasing, which also laughs, but with as much decency as esprit-a France which some pretend to think dead, but which nevertheless is neither less active nor less earnest nor less devoted than of yore."

On another public occasion, August 3, 1896, at a public banquet over which M. Lavisse, the historian, member of the French Alliance, presided, M. Brunot said the French Alliance had founded a very original university, one that worked while others reposed, a vacation university, a French university for foreigners, a private university, a free university. He said the French Alliance had given one of the first and one of the best examples of what the united good will of a few men could accomplish when there is some one able to follow out a pioneer thought and to hold good wills together in a group as his friend Pierre Foncin had done. Brunot said in praise of Foncin that he was one of the most useful men of his time. The French Alliance affords the best proof of its increasing vitality by always creating some new organ. Certainly one of the most powerful is this entirely new educational organ, this popular university which has just been founded, which may be called "Franco-universelle."

In the summer of 1897 the vacation courses of the French Alliance were much the same as those given the previous year and already described.

VI.

Summer schools in Switzerland.-The Rev. Dr. H. S. Lunn, editor of The Review of the Churches, deserves the credit of carrying out a very interesting experiment, begun in 1892 and continued for several years. It combined continental holidays and Swiss mountaineering with certain Chautauquan devices for social, religious, and educational purposes. Grindelwald was the hotel rendezvous of successive parties of English tourists. The first season nearly one thousand of them, representing various denominations, rallied there. For a modest fee of 10 guineas they enjoyed in successive seasons a twelve-days Swiss outing from England at any time from June 5 to September 14.

The experiment was avowedly for the promotion of Christian unity. Clergymen of different denominations were encouraged to visit Grindelwald and to take part in evening discussions of general religious and social interest. Such speakers as Dr. Newman Hall, Rev. H. Price Hughes, Rev. F. Herbert Stead, Mr. Edmund Gosse, Mr. W. T. Stead, Mr. Percy Bunting (editor of The Nineteenth Century), the Dean of Bristol, the Archbishop of Dublin, the Dean of Armagh, and the Rev. Canon Hammond were engaged. Particular attention was devoted to social and church problems and to the history and politics of Switzerland, which was viewed as an object lesson in democracy for Europe. Pilgrimages were made to the most interesting places in Swiss history, to the scene of William Tell's reputed exploits, the meadow of Rütli, where the three Swiss prtriots are believed to have taken their famous oath to free their land from Austrian tyrants.

Mr. W. T. Stead, who was particularly helpful in developing the educational ideal at Grindelwald, first suggested “that as at Ober-Ammergau the peasants gave their wonderful representation of the greatest event in Christian history, so patriotic Swiss peasants might reproduce in some village hall a few of the many thrilling incidents of their national life." Dr. Lunn found that the peasants of Hochdorf, a village near Lucerne, were already in the habit of thus cultivating their patriotism by such scenic exhibitions during the winter months. He accordingly arranged with them to present to an audience of English pilgrims an unpublished patriotic play written by a Swiss pastor, also some extracts from Schiller's "Wilhelm Tell," and some tableaux representing the Three Men of Riitli, Arnold von Winkelried, and other Swiss heroes.

Among the lectures given in the season of 1894 on Switzerland were those on its Educational System, by the British consul at Zurich; the Communal System, by Dr. W. Vischer, of Basle, and Professor Wuarin, of Geneva University, and on Swiss Neutrality and Switzerland's Place Among the Nations, by Prof. Robert Harvey, of the same historic institution of learning. The educational use of historic environments is something that is now cultivated more and more by our English kinsmen, as well as by the Swiss, the French, and the Germans.

The opportunities for short tours and excursions in Switzerland from Grindelwald are both numerous and varied. For 10 guineas a choice was offered of any one of the following four itineraries, each comprising a week's hotel accommodation at Grindelwald, with five extra days for travel, expenses all paid:

Tour 1. Berne, Grindelwald, Lake Brienz, the Brunig, and Lucerne.

Tour 2. Berne, Grindelwald, Meiringen, the Brunig Pass, and the Stanserhorn. Tour 3. Berne, Grindelwald, Meiringen, the Brunig Pass, Goeschenen, and the Lake of Lucerne.

Tour 4. Berne, Grindelwald, the Scheidegg Pass, Meiringen, the Grimsel Pass, the Rhone Glacier, Goeschenen, and the St. Gothard.

A series of extension tours was also offered for those desiring to prolong their outing more than twelve days:

(1) An extension to the Italian lakes, Venice, and the chief towns of north Italy.

(2) An extension to the St. Gothard, and thence to Zermatt for the Matterhorn, and Chamounix for Mont Blanc, returning home by the Lake of Geneva.

(3) An extension to Zurich, Constance, and the Falls of the Rhine.

(4) An extension to the Engadine, including a portion of the Italian lakes. These are all very attractive extension courses by means of travel. They are quite as legitimate for liberal educational purposes as courses of lectures and courses of reading. Man does not live by books and laboratories, lectures and sermons alone, but by every word that proceedeth out of the heart of nature. Wordsworth disclosed to the English mind this fresh source of divine revelation and inspiration. He found

books in the running brooks,

Sermons in stones, and good in everything.

Books! 'tis a dull and endless strife:
Come, hear the woodland linnet.
How sweet his music! on my life,
There's more of wisdom in it.

And hark! how blithe the throstle sings!
He, too, is no mean preacher:
Come forth into the light of things,
Let Nature be your teacher.

Enough of Science and of Art;

Close up these barren leaves:

Come forth, and bring with you a heart

That watches and receives.

The modern Englishman, be he scholar or artist, needs no encouragement to take vacation holidays in Switzerland, Normandy, Brittany, Scotland, Wales, or the lake district. Even the great industrial schools and polytechnics are now organizing their class excursions to France, Italy, Germany, and Norway. Higher education by travel and grand tours is now the attainable ideal of intelligent and thrifty artisans, as it long used to be and still is for university men, the clergy, and the gentry.

But there is one thing which our English kinsmen have learned from the American Chautauqua, namely, the practical advantages of summer meetings abroad as well as at home. Instead of gadding continuously about Europe, every man for himself, every family independent of all others, Englishmen have now not only organized travel and excursions in a wonderful manner, but have also begun to colonize and to camp out, so to speak, in their summer wanderings. The primitive instincts of the Aryan race are reasserting themselves in the Old World as well as in the New. Local assemblies or social folkmotes of English men and women are becoming more and more attractive. The Grindelwald Conference is a good illustration of an English summer meeting on the Continent. The English recognize the advantages of a local center or social rendezvous, where travelers can rest and recuperate, and be intelligently if not profitably entertained.

The Oxford Gazette for May, 1894, speaking of the Grindelwald Conference, said: "The fact that within two years over three thousand persons have availed themselves of Dr. Lunn's arrangements for combining the advantages of a continental holiday with the other attractions of these gatherings proves how wisely the recreative and intellectual elements in the conference are adjusted to each other. The days are devoted to mountaineering and other excursions, and the evenings, which are ordinarily felt to be so tedious by the Swiss traveler, are rendered the most interesting part of the day by addresses, lectures, and discussions, some of which have already had an historic importance."

As regards the educational influence of Chantauqua upon this English summer meeting in Switzerland, Dr. Lunn said, in an interview quoted by the Oxford Gazette, May, 1894: "My intention this year is to somewhat widen the scope of the confer